Review
Art
Culture
5 min read

Paradise cottage: Milton reimagin’d

Artist Richard Kenton Webb converses with the blind poet in his former home.

Jonathan is Team Rector for Wickford and Runwell. He is co-author of The Secret Chord, and writes on the arts.

A black and white illustration shows a man holding a walk stick standing among tomb-like structures.
The blind poet. Charcoal and white chalk on paper, 2022.
Richard Kenton Webb.

‘Waiting to Speak to Milton’ shows the artist Richard Kenton Webb on a rain-swept night waiting in a valley for a car whose headlights can just be seen at the crest of the hill. For this image he has imagined himself waiting for a lift from John Milton to discuss the poems Paradise Regain’d and Samson Agonistes. As the opening image to Webb’s exhibition at Milton’s Cottage in Chalfont St Giles it is appropriately positioned in the porch by which visitors enter the cottage. 

This image of light appearing in the dark night of the soul symbolises the beginning of Webb’s journey with Milton and his late poems Paradise Lost, Paradise Regain’d and Samson Agonistes. This has been a 10-year journey that Webb began following a conversation with his son in front of John Martin’s mezzotints for Paradise Lost at the Tate. Following on from his son’s encouragement to begin work, over that period, Webb says Milton has been a companion like Virgil to Dante guiding him through the narrative of his own life including the dark nights of redundancy and lockdown. The result has been 128 drawings, 40 paintings and 12 relief prints forming A Conversation with Milton’s Paradise Lost, a commission of 12 drawings in response to Milton’s pastoral elegy, Lycidas, for the Milton Society of America, and the 13 drawings forming this exhibition, A Conversation with Paradise Regain’d & Samson Agonistes

Milton proved an effective companion because he, too, had passed through his own dark night of the soul. He arrived in Chalfont St Giles to escape the Great Plague of 1665 after the Republican cause to which he had dedicated more than a decade of his life - being Oliver Cromwell’s unofficial spin doctor - had collapsed around him with the Restoration of the Monarchy in 1660. He had been lucky to escape with his life following imprisonment and the banning of his books. In addition, he had lost his sight, his beloved second wife, much of his money and all of his influence.   

Despite these traumas, Milton was able to express his love for his Creator wonderfully in Paradise Lost, which was completed at the cottage in Chalfont St Giles, and Paradise Regain’d, which was inspired whilst there. In both Paradise Regain’d and Samson Agonistes Milton deploys his rich verses and visions of spirituality and the forces of good and evil to reflect on the Restoration of the Monarchy and the loss of the English republic, doing so by means of Biblical stories concerning Jesus and Samson.  

In Webb’s view, “Paradise Regain’d is about overcoming impossible situations” while, in Samson Agonistes, Milton’s Redeemer shows “Samson, the blind and foolish man”, “that we can always find hope in our living God even when society does not”. These poems moved Webb out of despair to discover hope because he knew they were heading towards redemption. As a result, he sees Milton as “a great English poet who gives hope, which in itself is a creative act for these difficult times”. 

Although the story of Samson pre-dates that of Jesus being tempted in the wilderness, Webb’s painting series begins with images inspired by Paradise Regain’d, just as Samson Agonistes followed Paradise Regain’d when both were jointly published in 1671, because Jesus’ resistance of temptation ultimately redeems those, like Samson and Adam and Eve, who were unable to resist.    

These are images set against a dark background with the exception of the final Paradise Regain’d image with its white sky depicting a paradise within as Jesus has overcome temptation, is in full communion with God and is about to begin his ministry by calling his first disciples. The images move from the trauma and test of temptation – whether involving hunger, greed, lust, threat, pride or ambition – to a calmness of mind that is equipoise and liberation and which also enables the destruction of false temples. 

They are images in which movement is arrested in still moments which form theatrical tableaux. These, like medieval and early Tudor morality plays, involve the viewer in an epic struggle between good and evil, involving temptation, fall and redemption. Webb’s use of charcoal and white chalk on paper emphasises the binary nature of this struggle. Being formed of charcoal and chalk, despite his use of contemporary equivalents for the temptations, the look and feel of Webb’s images also accords well with their exhibition setting, in rooms of low ceilings, uneven white walls, dark beams and furniture.  

Webb’s works and exhibition also universalise Milton’s own experience of the dark night of the soul by merging that story with Webb’s own.

As Paradise Lost was the first illustrated poem in the English language, Milton’s poetry has, as Kelly O’Reilly, Director of Milton’s Cottage, has noted “inspired many of our greatest artists, from Blake to Turner, Dore to Dali”. Webb, who consciously works in the continuing tradition of Blake’s visionary art, is extending the tradition of illustrating Milton’s poems. It is appropriate, then, that, by exhibiting these drawings in Milton’s Cottage, they are placed alongside examples of illustrated editions of the poems, plus other paintings and prints relating to Milton.   

Milton’s works are not only a repository of rich verse, which also gifted over 600 new words to the English language, but are also a conversation with scripture, its stories and their interpretation, plus the social and political ramifications of the Reformation in the British Isles. Webb’s works and exhibition also universalise Milton’s own experience of the dark night of the soul by merging that story with Webb’s own and linking those powerfully to the themes of Milton’s poems.  

The key image, in this regard, is the first in the Paradise Regain’d series (‘Modes of Apprehension’), which sees Jesus in the wilderness turning up the corner of the wilderness backdrop, as in a theatre, to reveal another dimension or reality to existence and experience behind it. Hope is discovered in the midst of desolation, resilience found in the face of temptation. In these ways, Webb achieves his own hope for these works, that, “by responding to Milton’s universal themes of creation, destruction, temptation, love and loss”, he “can help new audiences find fresh ways to engage in Milton’s legacy”.     

 

A Conversation with Paradise Regain’d & Samson Agonistes, Milton’s Cottage, 3 July – 8 September 2024.

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Education
Leading
5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.