REVIEWS VII
William Sloane Coffin
Han/Reusch and Zheng
Episcopal Church Woes
Episcopal Woes II
Episcopal Woes III
Gospel of Judas I
Gospel of Judas II
Gospel of Judas III
Gospel of Judas IV
Gospel of Judas V
Gospel of Judas VI
Robert McAfee Brown
Crash (the Movie)
Cache (the Movie)
Sid Lezak
Cruising the Caribbean
Fort Lauderdale
Dominican Republic
St. Thomas (AVI)
Nassau, Bahamas
Fort Charlotte, Nassau
Pink Martini I
Pink Martini II
The Da Vinci Code I
The Da Vinci Code II
Discussing Da Vinci Code
Discussing DV Code II
The Pleasures of Memory
Bush's Approval Ratings
My Birthday 2006
Birthday II 2006
Middlesex Jr. High--1966
Middlesex Memories
Middlesex Memories II
Middlesex Memories III
Middlesex Memories IV
Hillary Clinton-President
Da Vinci Code--The Movie
Death Penalty Buzz I
Death Penalty Buzz II
Death Penalty Buzz III
Psalm 33
Tango Lessons
Modern Word Usage
Tom Swifties
Prefontaine Classic I
Prefontaine Classic II
On Learning--2006
Emotionally Speaking
Emotionally Speaking II
National Spelling Bee
Spelling Bee II (June 1)
Tango and Urban Women
Lessons for Life
Thinking About Colors
Colors II
Psalm 93
National Sr. Bee (2006)
National Sr Bee II (2006)
Greeley (CO) and Meeker
Nathan Meeker II
Italian Notebook
Italian Notebook II
Italian Notebook III
Italian Notebook IV
Italian Notebook V
Italian Notebook VI
Ita. Note.-Cinque Terre I
Ita. Note.-Cinque Terre II
Italy IX--Florence
Italy X--Florence II
Italy XI--Flor. III
Art and Sacred Texts
Italy XII--Emotions
Italy XII--Goethe/Spoleto
Italy XIV--Crossing Bridge
Italy XV--My Feelings
Italy XVI--My Feelings II
Driving In Umbria I
Driving in Umbria II
Driving in Umbria III
Assisi--Giotto's Frescoes
Assisi--Giotto's Fres. II
Assisi--Giotto's Fres. III
Assisi--Giotto's Fres. IV
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Italy and Sacred/Classic Texts
Bill Long 7/9/06
"Reading" the Artwork
When my friend Virginia and I were walking through the streets of Assisi, we stopped in at an art gallery to see what works the proprietor had to offer. After exchanging pleasantries and poring over his work, he confessed to us that he likes the tourists and indeed makes his living off most of them, but that the nature of tourist life leads to ludicrously small understanding of what they are viewing. As he described it, the busses arrive, people are disgorged from the busses, they have twenty seconds to look at each of a few frescoes or paintings, paintings that took years to prepare, and then they are off to something else. They move faster than a whirlwind. How can learning take place when this is the speed at which those in tour groups must move?
Perhaps the modern tourist bus is a metaphor for our lives. Rather than stopping and savoring a phenomenon, rather than seeking to internalize knowledge about something, rather than letting a great work of art or literature "sink in" on us, we dash through the sacred buildings, sometimes taking pictures and sometimes picking up guide books, before proudly announcing to friends that we have "seen" X painting or Y sculpture, when we really have not understood it at all.
Each of us naturally seeks the level of understanding which accords with our personality and degree of desire. All of us, to one degree or another, are "shallow" learners; all of us would get the intellectual "bends" if we go too deeply into something and then try to come to the surface too quickly. So, the key to living comfortably with yourself is to discover the level at which you want to learn about things.
When you go to Italy, the context in which the learning comes is generally historical, theological, biblical, artistic. You may think you enter into Italy as a "big" person, but you leave realizing how comparatively little you are. You see works from classical times, from Medieval days, from the Renaissance, from the early modern period, and you know that these works ought not to be appreciated without understanding the maker, the times in which he lived, and the traditions in which he stood as he created his work. Thus, in order to understand Rome and Florence well you have to be an extremely good listener. And, it helps if you are familiar with the sacred texts, the classical allusions and some of the literary works which underpin the art and and history which are before you. In this essay I will give an example of why a knowledge of classic/sacred sources enriches our understanding of the art or architecture of Italy.
The Baptistery--and Dante
I devoted this essay to a description of the Baptistery. What I have discovered, however, is that one of the greatest Italian writers, Dante (1260-1325), also has something interesting to say about the Baptistery in his Inferno. He is walking along the third pouch of Malebolge with Virgil his guide (Canto XIX). Here dwell the simoniacs, the men who rapaciously enriched themselves at the expense of the faithful. They will be plunged face first into the earth, with only their feet and legs exposed to the burning fires of hell. They are "rapacious wolves" who befouled the things of God for money. Then, listen to his description of them:
"I saw that on both walls and on the ground
the livid iron stone was full of holes,
all of a size, and every one was round." (19.13-15).
But then, like Homer of old, he gives a metaphor or analogy for the reader to understand what kind of holes he has in mind. Instead of drawing upon the world of nature, however, Dante draws upon his experience of being in the Florence Baptistery.
"No bigger, and no narrower they appeared
than the holes in my lovely baptistery
of San Giovanni, made for holy fonts,
One of which, and not many years ago,
I had to break to save a boy from drowning--
and let men take that for the stamp of truth" (16-21).
What a remarkable passage this is. Purporting to describe Hell, Dante draws on a building which is supposed to bring a person to the gates of heaven (through baptism). Purporting to describe the torments suffered by the simoniacs, Dante is really writing a brief on behalf of himself. Maybe on one occasion, as most commentators speculate, he had broken one of the baptismal "holes" (possibly a sort of collar or device into which the baptizand was placed) and was roundly criticized by his opponents for doing so (we know that Dante was exiled, along with his political friends, around 1302). Here Dante tries to justify himself. He broke one of the "holes" in the baptistery indeed, but it was to save someone from drowning--perhaps an infant who was not attended by a sponsor or parent. Thus, in the midst of condemning the simoniacs (and one of the Orsini Popes is the ringleader of the simoniacs), he tries to rehabilitate himself. And, he does it all by making reference to his "lovely" baptistery. Never again will I look on the baptistery without thinking how largely it bulked in the imagination of Dante.
One Biblical Story
It is also helpful to have a detailed understanding of the Bible. For example, when our group was touring the Borghese Museum in Rome, we came upon three of the most famous of Bernini's 17th century sculptural masterpieces: David and Goliath; Apollo and Daphne; The Rape of Persephone. The guide was pointing out the David statute--as David was just about ready to let fly one of the five smooth stones which would kill Goliath. But there was something scaly around David's body, which looked like armor or the skin of an animal. What was that, someone asked, and why was David wearing it? The guide wasn't sure. But immediately it became clear to me because, when I was an eager Evangelical I mastered most of the Scriptures pretty closely. The story in I Sam. 17 runs that when David wanted to take on Goliath, several people tried to discourage him. But when they saw that their opposition was fruitless, King Saul gave David his armor to protect him. But David found the armor didn't fit him, and thus removed it in order to gather up the stones to fling against Goliath. Thus, Bernini captures the David who is divesting himself of the garments provided him by Saul in order to free himself from encumbrances as he goes into battle. Biblical knowledge enabled me to enjoy the full scope of Bernini's genius.
I don't share these stories to establish my classical/biblical competence. Rather, I do so to share the level at which I like to study the art I encountered--and to encourage you to go one step deeper in your appreciation of these works, some of which are the greatest of their type in our civilization.
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Copyright © 2004-2009 William R. Long |