Die Ecke / The corner © Samantha Groenestyn (oil on linen)

Die Ecke / The corner © Samantha Groenestyn (oil on linen)

Stability is not my main requirement to work, though painting is such a material career, and too much mobility limits my work in terms of scale, time and tools. For even within one city, it is possible to live and work in a rootless manner, in the city itself—painting at home, writing classes in a café, drawing in the gallery, writing philosophy in the library, painting at the sketch group. Sometimes I have the sense that I live in the city of Vienna itself—my workday stretched across its many districts, my books and pencils in my trusty backpack as I bike from place to place. It’s almost more important to feel myself in Vienna than to be able to work for eight uninterrupted hours. The city feeds my work. It is not stability, but a clear sense of place that keeps me content and focused.

I feel with Neo Rauch (in Mueller-Stahl, 2015: 37), the esteemed Leipzig painter, that:

‘Ich bin besonders raumfühlig und von äußeren Gegebenheiten abhängig in Hinblick auf das, was ich da meinen Leinwänden anvertraue.’

(‘I have a strong sense of space and of my environment, and that relates to what I put down on canvas.’)


But somehow I lost the unhurried stillness of Vienna in my increasingly busy days. An urgency nagged at me at every station. Even home ceased to be a haven. Long bike rides through narrow streets watching the smoke rising from the pipes of lonely men in singlets leaning out of windows ceased to soothe me. I cannot work when I cannot ground myself, and even my beloved Vienna was slipping out from beneath me.


So I went to Leipzig for a quiet retreat, where a desk awaited me with a neat pile of Wittgenstein, Kant and Rilke, where a freshly-prepared square canvas perched upon an easel next to a glass-topped table of gum turpentine, wax, Champagne chalk and willow charcoal awaited me. Everything laid out with care and attention by a very peaceful soul, who attended to his paintings like a devoted gardner to his potted plants in a neighbouring room.


The light streamed in the bay windows every morning, and we woke slowly with the scent of brewing coffee and burning coals lingering in the chilly air, Spring hesitating at the door. Soulful Bach cello sonatas filled the air with their deep resonance as we brewed our age-old potions: rabbit-skin glue on the double-boiler, with chalk and titanium white pigment; the rhythmic, physical labour of stirring and painting, of stretching and restretching linen, before we returned to our pictures and our books.

rabbit skin glue

‘Ich bin sogar auf eine gewisse Ortsbindung angewiesen. Der Ort muss mich aber auch nähren, er muss mich atmosphärisch beschicken mit Dingen, die vielleicht in jedem Mauerstein nisten, in jedem Winkel dieses Raumes als Schwingungsrudiment anwesend sind.’

(‘You could even say that I depend on my bond with places. But the place also has to give something to me. Its atmosphere has to fill me up with things that nest in every stone of the wall and linger as low-level echoes in every corner of the room.’ (Rauch, in Mueller-Stahl, 2015: 37).)


I escaped to a pocket of Leipzig that gently nuzzled me into a quiet rhythm. There is always more work to do, more that could have been written, paintings that could have been further refined, more moments that could have been stolen for drawing, more books on Ingres, Balthus and Klinger that could have been devoured. But better than all measurable progress is regaining one’s equilibrium by merging oneself with the very cracks in the walls that surround you. At last I let myself just be, and became absorbed into the hushed but diligent pace of another’s place.



Mueller-Stahl, Karoline. 2015. ‘Dinge, die in jedem Mauerstein nisten: Ein Gespräch mit Neo Rauch.’ Spinnerei: From cotton to culture (Report 2015). Trans. Alison Kirkland. Leipzig Baumwollspinnerei Verwaltungsgesellschaft: Leipzig.


Lernen & Lehren

Morgens / Mornings © Samantha Groenestyn (oil on linen)

Morgens / Mornings © Samantha Groenestyn (oil on linen)

I have begun to teach drawing. It’s a dizzying experience: a job for which I have full responsibility—in the content, the delivery, the managing of people, organisation, physical premises, money and the division of time. It’s a careful balance to pull everything together. I am a performer, I set the tone. It’s humbling to see people trust my guidance, trust in what I do. I see, plötzlich, how my own teachers felt falsely idolised when they knew the limitations of their own work. But I also see a logical way to lay out the learnings I have gathered from many places over several years, a systematic way to present them to others, to share the discoveries that blew my mind.


And what is it that we teach? When I think over my own artistic education, all its variegations and approximations, all the extended drawings and prolonged investigation, all the gentle praise and gentle corrections, all the forceful criticisms and all the times someone else took my pencil and violated my page—I would have to agree with Wittgenstein about the importance of experience. Artists are constantly making judgements, and cementing them in material form. Some judge better than others, because their knowledge is deeper. And this, like the knowledge that enables one to judge ‘the genuineness of expressions of feelings,’ is certainly learned, but not ‘by taking a course in it, but through experience’ (Wittgenstein, 1953: 227).


Drawing is ultimately about making judgements, and I firmly believe that you can make intelligent ones if you have reasons behind the judgements you make. My driving instructor used to say, ‘Driving is only a little bit about knowing how to operate a car. Driving is mostly about making decisions, and I can only show you how to begin to make those decisions for yourself.’ An experienced draughtsman draws on years of accumulated knowledge when he decisively puts a line down. The trouble is that this knowledge cannot be transmitted through words alone, even if it can be explained. Intellectual understanding of properties of prisms and spheres and cylinders, of perspective and anatomy, is not enough to be able to draw: you must constantly use this understanding, for drawing is an act. Only once your intellect and your motor skills align can you be said to have acquired this particular knowledge, and it is experience that marries the two.

Short poses

‘Can someone else be a man’s teacher in this?’ asks Wittgenstein (1953: 227). How does one go about transmitting this knowledge, about conveying these sublte things that one has collected over the years from many sources, from countless painstaking investigations? How is it that I can be so bold as to offer a course in drawing? Things that I know by sight are difficult to put into words; anatomical names fall away as I silently use the visual knowledge rather than speak about it. I hold tin cans and boxes at exaggerated angles and grasp clumsily at words to express something about an elusive three-dimensional rhythm through space, trying to argue that we can transcend reality and, through art, inject even more life into life itself—wait, what? I slow down: I can isolate tasks, and focus my students on one idea, and thus wrap their shaky hands around a steady tool, but their minds are more active than their wrists. Wittgenstein (1953: 227) remains hopeful about teaching one to recognise the genuineness of expressions of feelings, and I too remain hopeful about passing on the ability to draw:

‘Can someone else be a man’s teacher in this? Certainly. From time to time he gives him the right tip.—This is what ‘learning’ [Lernen] and ‘teaching’ [Lehren] are like here.—What one acquires here is not a technique; one learns correct judgements. There are also rules, but they do not form a system, and only experienced people can apply them right.’

So much is cast into the ether, so much grain scattered in the hope that one or two seeds will germinate in a fertile mind. I try to rain down tips on my students, carefully hung together tips, carefully organised and logically arranged, but I know that most will scatter like seeds and few will take root. Successful teaching, successful learning, demands the improbably fortunate meeting of a knowledgeable mind with a humble, hungry one, and even then most of the substance is lost, washing over the over-tasked student, who can actually only learn through active, sustained and repeated doing. The key is patient repetition, and providing a guided space in which to gain experience, gently corrected experience. I make my students draw as much as possible. All my clever explanations will come to nothing if they cannot discover the truths themselves through the very doing.

Copies after Bammes

Copies after Bammes

Besides smoothing the path and attempting to remove discouraging obstacles, besides dropping tips like crumbs, the best I can hope to transmit to my students is a love of drawing and for drawings. If I can invite them a little way into my private sphere where drawings and paintings work their intoxicating magic on me, I can bring them to the best teacher of all. For living in art is the firmest way to grow one’s experience; filling one’s head with it such that one’s hand can’t hold still, but itches to mimic those curves and to reproduce those shapes and in doing so to imprint the physical knowledge in one’s own body. As Rilke (2006 [1903]: 21) once urged a young poet, on recommending him his most treasured and life-changing books:

‘Leben Sie eine Weile in diesen Büchern, lernen Sie davon, was Ihnen lernenswert scheint, aber vor allem lieben Sie sie.’

‘Live a while in these books, learn from them what seems to you worth learning, but above all: love them.’ I will do my best to impart knowledge to my students, but more than this, I will encourage them to slowly, steadily, concentratedly build their experience, and most of all, I will try to show them what it is to love drawing. And I can only hope that tentatively inviting others into my private mental space will strengthen my own judgements and help me to stand by them with even greater conviction.

Bammes hands

Copies after Bammes


Rilke, Rainer Maria. 2006. Briefe an einen jungen Dichter / Briefe an eine junge Frau. Diogenes: Zürich.

Wittgenstein, Ludwig. 1953. Philosophische Untersuchungen / Philosophical Investigations. Trans. G. E. M. Anscombe. Basil Blackwell: Oxford.

Details about my classes are on my website.



The suburbs (oil on linen) © Samantha Groenestyn

The suburbs (oil on linen) © Samantha Groenestyn


In Australia I attempted, as I always do, to live as fully immersed in where I was as possible. I painted the view from my veranda, partook in barbeques, read books on Australian painting, drove a big, powerful car, spent time contemplating the Lamberts, drank flat whites and talked until a reasonable hour about what it means to be Australian, went to bed on time and got up early for work. Something in this sweltering cocktail of true blue experiences sparked a new awareness in me of an Australian myth. I realised that though I had failed to be taken in by this myth, most of those around me embraced it heartily, and it stirs in them a genuine and deep love for that sizzling, sun-drenched rock.

Copies after George W Lambert, Brisbane

Copies after George W Lambert, Brisbane














Bernard Smith’s book Australian painting: 1788-1960 filled many gaps in my patchy understanding of Australian history, by the more engaging route of chronologically tracing the history of painting. Beginning with dry accounts of botanical artists (including, freilich, Austrians much praised by Goethe) and topographical depictions of early settlements, and warming up with the moderate efforts of trained European artists on extended antipodean sojourns, Smith finds the germ of Australian culture in this beginning afresh on a wild frontier. Our painting reveals all: awkwardly transplanted into a hostile terrain, without a folk tradition, without peasantry to romanticise, the Australian attitude and Australian painting grew from similar stony soil. As convicts became stockmen, their brutal, hardworking, authority-shunning attitudes set the tone for the Australia we have built today. The bushman, writes Smith (1962: 28), ‘became the new representative, the new symbol, of a life freed from the restricting conventions of civilized life. His was a life lived close to nature, dangerous, adventurous and often heroic.’ By the time Tom Roberts, Arthur Streeton and Charles Condor came along to forge a homegrown visual homage to this myth, this unpretentious, full-throttle attitude was firmly fixed.


On warm winter afternoons I would sit back and think how remarkable and improbable it is that we managed to build anything at all—so isolated, so set upon by an inhuman climate, so ill-educated and insolent. This is indeed no place for theatres and galleries or any other ostentatious show of good breeding. For well-bred we are not, and embarrassingly proudly so: ‘The rich an’ educated shall be educated down,’ as our highly-regarded poet Henry Lawson wrote in 1893 (Smith, 1962: 131). I suppose it is the worship of physical labour for the sake of physical labour (‘hard yakka,’ in Australian) that has permitted us to achieve what we have, and undoubtedly a healthy dose of vitamin D; but I can’t help but wonder: at what cost?


As my eyes opened to this patriotic pride, the pride that glories in levelling the field, in making us all equals, in pressing a giant ‘reset’ button on the European class system, I began to really listen to my countrymen’s convictions. They would say to me things like, ‘Of course, it’s very beautiful in Europe. But the standard of living there is disgustingly low. I would never stoop so low.’ Or, ‘Sure, the food is nice in Europe, but what about progress? We can’t just maintain a comfortable level; there must be improvement.’ And upon hearing that people my age regularly work a twenty-five-hour week rather than forty, they burst out in disgust, ‘Lazy fuckers!’


I returned to Vienna as autumn gently settled over the city: the air became crisper and the leaves began to fade and fall, spiralling lazily like a steady golden snow in the ancient city streets. I went to the Volkstheater, built on the blood and sweat of the workers who themselves believed in the power of dramatic storytelling, and I drank beers and philosophized in the lavish red velvet upholstered bar glinting with chandeliers, contemplating the seasons and the importance of cycles. And yes—perhaps the key lies in these cycles, wholly natural in Europe, contrasting starkly with the fierce linear progression of single-seasoned Australia. For while Australia provides day after day of blinding sunshine, demanding day after day of (preferably unpleasant manual) labour, urging us on to greater and greater material success, Europe caps the height of summer with a frosty turn and invites a melancholy introspection. Dark times will come, and perhaps there is beauty in this natural regression.


Australia prides itself on a fun-loving, happy-go-lucky, friendly disposition, but this lightness hides a danger I am not willing to overlook. Perhaps hard work alone will not allow us to build ourselves up to where we dream of being. Perhaps progress is an illusory goal. When I return to Europe and I find that people take pleasure in simple things—in locally-grown food, in starting the day later, in bicycling in the fresh air, in putting human well-being ahead of economic gain—I have the sense that I have circled back to an earlier time and picked up afresh something important. And I think we must do this again and again—reawaken, and bask in the frenzy of summer, but allow ourselves to wilt and fade a little, to retreat and reflect, and prepare ourselves to sprout anew. It’s difficult to explain precisely what it is about Australia that feels so foreign to me, but perhaps this begins to illuminate it.


And so I join the exodus of Australian painters that began even at the dawn of colonial Australia, and my departure itself signals a ‘challenge [to] the values of Australian society’ (Smith, 1962: 332). Along with many of my fellow Australian painters over the last two hundred years, I must ‘come to terms with it, or else spend [my life] abroad until old age or death.’ Smith’s (1962: 332) summary of Australia is tough, but, I think, accurate: Australia is no place for the artist, because

‘the uneducated Australian is indifferent to art; and the educated Australian, upon whom the role of patronage normally falls, is, as often as not, a second-rate European with such a strong feeling of inferiority that he is embarrassed by the voices of his own countrymen. Lacking a folk-tradition of long standing from one section of society, or a well-informed aristocratic patronage of the arts from the other, Australian artists have constructed what is national and distinctive in their art in the face of the anti-art values of their society. That is why good Australian art is so often tough-minded and sardonic: not because of the desert but because of the people.’


Smith, Bernard. 1962. Australian painting: 1788-1960. Oxford: Melbourne.



Post Conrad © Samantha Groenestyn (oil on canvas)

Post Conrad © Samantha Groenestyn (oil on canvas)

I have a theory about the collecting of art. People want to use their money to express something about themselves. Now that lots of things are cheaply and conveniently available, people would like to find more individual ways to express their interests and tastes. Handmade things are a sure way to assert ones individuality, and, in a world of convenience, our generation in particular is bending over backwards to source original and limited items, if not fashioning them themselves.

Art seems like the best candidate for such selective spending, but I believe two mental obstacles hinder people spending money on it. Firstly, there is the reluctance to spend large amounts of money all at once. And secondly, there is the mental block of seeing art as a luxury good. Even smart shoes, however smart, evade this block by having some instrumental value. And nice furniture, equally instrumental, softens the blow of its price tag by being available to buy in installments. Artists need to address these two obstacles if they are to subsist from their job as from any other job.

Tulpen (oil study)

Tulpen (oil study)

First of all, art need not be considered a luxury item. And, I would wager, people are not so taken with scattered and individual paintings, but become interested in the person behind them. Even when people buy a painting as though it were a product, to decorate their apartment and to express something about their own personality, it brings them satisfaction to think of the role they have played in the painter’s path to greatness. In that transaction, two paths intertwine, at least momentarily, and the buyer becomes part of the fabric of the painter’s life. The buyer learns that they are enabling someone to work, not satiating their own unjustified whim for luxury objects. I feel very strongly that this side to buying art should be recognised and emphasised in the midst of our consumerist haze of acquisition.

Secondly, art need not be out of reach. Even the artist doesn’t buy all her materials at once, but spaces it out. Imagine if you could set aside a small amount of money per month, slowly building up a tab, and at the next show you were automatically entitled to a painting—or more than one. You would be invited to the exhibition, drink some wine and partake in some pleasant conversation. Perhaps you had chosen your favourite painting long ago, and knew you were going home with it well in advance, because as a collector you have been in private communication with the painter, and aware of her doings. As time wears on, the painter—now at liberty to work—finds her rhythm and grows in prowess. Her paintings are not objects in a marketplace. They already belong to you and to others in a supportive elite. The party is for you.

Basilikum (study; oil on canvas)

Basilikum (study; oil on canvas)

At my forthcoming show, nothing will be for sale. I don’t want you to come to buy pictures, but to look at them, because paintings are for looking at. I hope this will be a breath of fresh air to art-lovers. I’ve certainly heard enough of the ear-grating rattling of tin cans at art shows, echoing the desperation of beggars in the street. The reason none of my work will be for sale is that it already belongs to people: my collectors. Rather than buying single paintings (under time limits, social pressures and the influence of alcohol), my collectors understand that a long-term solution to my being able to work is to support me. Not to think of my work as products, but to think of me as a worker.

Kohl (study; oil on canvas)

Kohl (study; oil on canvas

And so my collectors just make sure I have a roof over my head and something to eat. I don’t think this is a revolutionary idea, but I think it’s one that has become obscured in the current climate in which we trade heavily in products. Yet it shouldn’t sound so foreign, since most people are working in jobs where they are paid for their time. Some of my collectors send me money each month. Some of them let me stay with them for months at a time. Rents are paid, needs are met, worries are eliminated. And I happily carry on painting. And the paintings have homes, because in a sense they are bought in advance.

Should this idea interest you, and should my work and my ongoing ability to produce it delight you, you need only write to me. No campaigns with time-limits, no alcohol, no third parties, no commission. Only an arrangement between a discerning individual and a hardworking painter.

And to my existing collectors: thank you for being a part of the fabric of my life.

Flusspferd (study; oil on board)

Flusspferd (study; oil on board)




The more I work, the more I realise how crucial a tool memory is to the painter. In circles of representational painters, it is a point of pride to paint from life rather than from photographs, and yet this reliance on what is physically before us is of course imaginatively limiting. If our ultimate goal is to so master our super-power that we can uninhibitedly create boundless worlds through our brush, a competence with copying arrangements before our eyes will not be enough. It is simply a step on the way to omnipotence.

Computer time

Our language is visual, and working from life allows us, if you will, to build our visual vocabulary. It forces us to slow down, pay attention, and battle through each problem of light, volume and texture, of colour relationships, of atmosphere, of design. It demands that we are wholly present and alert to the very substances of the physical world: we must pry into the construction of things in a way that word-languages do not. Where our word-brain is content to recognise a chair by ‘some legs and a horizontal bit and sometimes a back,’ our visual-brain needs more information. It notes the turned legs, the crossbars, the torn padding, the ridges, the carvings. But to simply note down these specifics is little more than dictation. Our still lives, if driven by an effort to remember, can serve us more than the image we are currently creating. Draw that chair, paint that chair, and attempt to own it forever.

Sleep time

Much of this remembering is physical, in our bodies, learned through motions and repetition. The artist can achieve astounding facility in drawing by nurturing a muscular memory that is not consciously directed by thought. And so, it is not enough to draw; one must redraw. There is no brilliance in fluking a great image, or in transferring a lucky design and colouring the shapes. Repetition cements what we have seen, both in our minds and in our hands. We do well to draw again with greater understanding, greater confidence, a better feel for the image. Through repetition we fuse part of the physicality of an image into our bodies, we store it in the movement of our arms and wrists.

Tiny hands1

I have started to think of my learning in terms of developing multiple selves, concurrently. This might be as crazy and complicated as it sounds. But it becomes more and more evident that progress in drawing and painting is not strictly linear. Drawing, for example, is not simply the precursor to painting, though solid draughtsmanship is unendingly helpful in painting. For even once we apply our drawing skills to painting, we can continue to improve our drawing. I imagine three selves with three fundamentally different approaches, each supporting and reinforcing the other.

Tiny hands3

The first self is very literal and rooted in the physical world. She first comes at drawing and painting by observation, and makes great progress with the model or the still life before her. She comes to know what to look for and how to notate it. The external world offers her an abundance of information, stimulus, truths and complexities. Rubens himself was one such dedicated student (Clark, 1985: 133):

‘Rubens copied everything which could conceivably add to his already overflowing resources. For the nude his models were, of course, the Antique, Michelangelo and Marcantonio. Titian he copied for his colour, but altered his form… he drew from the Antique and copied from his predecessors till certain ideals of formal completeness were absolutely fixed in his mind.’

If we neglect this observational self, our visual store is weak and our vocabulary shamefully sparse. All the clever ideas in the world will not make up for our appalling inability to express them visually. Yet the element of memory remains crucial. Ideally, we are not only repeating what we see, but repeating it in order to remember it, so that later we can work from our vast store without needing a model, a chair, a light-source before us. Delacroix (p. 208-9) insists, ‘The only painters who really benefit by consulting a model are those who can produce their effect without one.’

Copy after Titian, Girl in a fur

Copy after Titian, Girl in a fur

The second self turns away from the physical world and creates her own, from memory. She is the test of how much we have really internalised. And yet, frustratingly, she starts out almost as frail and helpless as the first did. She draws infuriatingly badly, makes stupid mistakes, forgets seemingly obvious bits of anatomy, and generally lags painfully behind. For this reason it can be easier to smugly rely on our observational self to keep producing lovely pictures. But without abandoning our observational habits, we can also begin to nurture this little self and watch her drawings improve and find to our utter delight that she only strengthens our memory.

Tiny hands4

A wonderfully modest yet accomplished Berlin painter who demonstrates how powerful such training can be is Ruprecht von Kaufmann. There is a lovely video of a talk he gives to some American students, during which he is repeatedly asked about his ability to paint from memory. They incredulously inquire after his reference material, bewildered at a convincing and detailed chair. ‘Oh yeah,’ von Kaufmann explains off-handedly, ‘the couch is really a rip-off, because one of my most favourite artists is Lucien Freud and he has leather couches like that often in his paintings, so … I sort of looked at how he did it and then translated it into my own way of painting.’

Copy after Raphael

Copy after Raphael

The observational self thus never leaves us; never dissolves or transforms into the imaginative self. Rather, she continues to turn her eyes afresh on the physical world, unrelentingly fascinated. And having trained her memory so well, she might not even need a pencil to own new observations, as von Kaufmann further explains:

‘When I see things that I know that interest me and that I want to use in a painting, I look at them very consciously, trying to break them down into the most simple thing that would allow me to memorise how to put that into a painting and how to represent that.’

And not only can we learn to recreate observations from memory, but, as in the case of Rubens, our observations can be ordered by our imaginative intentions, as Clark (1985: 133) describes. ‘The more we study [Rubens’ nudes] the more we discover them to be under control.’ Once the aforementioned ‘ideals of formal completeness were absolutely fixed in his mind,’ when he approached nature he ‘instinctively subordinated the observed facts to the patterns established in his imagination’ (1985: 133).

Tiny hands2

And far off in the distance I begin to detect a future self who, supported by her sisters and their razor-sharp memory, no longer needs to prepare with repetition, with fully-resolved studies either from life or from imagination. This self will have such a fount of sure and reliable knowledge, such a fluency with weaving her visual vocabulary into intelligent images, that she will be able to work directly onto the canvas. Her ideas will be well-formed enough in her head, and the movements of her wrist so well tuned to her thoughts that she will be bold enough to investigate in the final medium. And though I’ve no doubt she will struggle as the first, and begin weakly and uncertainly, she will grow in power as she trains her ability to imagine and realise a work.

My most pressing challenge on the way to painterly enlightenment is thus to develop my memory in terms of these differently-focused selves. My recent projects have involved a great deal of memory-exertion, and I will share these with you soon. To be a fully-abled painter of the calibre of Michelangelo depends on ‘a confluence of mental activities, calculation, idealisation, scientific knowledge and sheer ocular precision’ (Clark 1985: 57-8). The burden, then, is on us to look, to really see, and to remember.

Copy after Franz Hals, Catharina Hooft, Berlin

Copy after Franz Hals, Catharina Hooft, Berlin


Clark, Kenneth. 1985 [1956]. The nude: A study of ideal art. Penguin: London.

Delacroix, Eugene. 2010 [1822-1863] The journal of Eugene Delacroix. Trans. Lucy Norton. Phaidon: London.


It’s taking over everything

It's taking over everything © Samantha Groenestyn (oil on linen)

It’s taking over everything © Samantha Groenestyn (oil on linen)

Based purely on observation and my own experiences and without recourse to hard research, I’ve come to hold the wholly unfeminist view that men are, generally speaking, better at things than women. I certainly don’t want to make any normative claims that things ought to be this way, but since these observations have troubled me my entire life, and have sometimes made me feel without hope due to some seemingly inbuilt inferiority, I simply want to speculate about why this might be.

Christ Church, Oxford

Christ Church, Oxford

And I wouldn’t be the first. Virginia Woolf meanders through a very persuasive line of reasoning, narrated through her wanderings as a guest through the ‘courts and quadrangles of Oxbridge on a fine October morning,’ much as I found myself this past October. ‘Intellectual freedom depends upon material things,’ she argues (1928: 106).

‘Poetry depends upon intellectual freedom. And women have always been poor, not for two hundred years merely, but from the beginning of time. Women have had less intellectual freedom than the sons of Athenian slaves. Women, then, have not had a dog’s chance of writing poetry. That is why I have laid so much stress on money and a room of one’s own.’

And while I certainly do not disagree with her thesis, I want to build on it and offer an idea of my own. This being that, perhaps due to greater material liberties, perhaps due to the way they are encouraged to explore and not taught to everywhere be cautious, afraid and compliant, boys learn in a fundamentally different way to girls. And they learn more thoroughly, more single-mindedly, and more carried by their own wilful curiosity even if it drives them beyond the accepted bounds of education.



It is no secret that girls, only recently permitted an education, are performing better in schools than boys. But our education system does not, if I might make so bold a claim, encourage greatness. Instead it asks for compliance, adherence to curricula, and measurable aptitude through examinations. I was an excellent student in both school and university, often triumphing over the very boys I looked up to. I was willing to accept the terms of the game, and perform the requisite tasks to receive the desired praise. A boy I particularly admired—Billy—gave approximately zero fucks. We had a beautiful symbiosis: I sat next to him in physics, listened attentively to the teacher while Billy drew or made jokes, and then I brought all my questions to Billy. And he furnished me with every answer, with insightful explanations, demonstrations and a depth of understanding that absolutely dazzled me.

Bodleian Library, Oxford

Bodleian Library, Oxford

School was a magical place to me, where there was a library and people who set aside time to impart their knowledge to me, knowledge I was hungry for but did not know how to access. School was, I’ve no doubt, infinitely boring for Billy, except for getting to sit next to girls like me, because all of his learning took place outside of school. When I realised this, it blew my mind. School seemed a holy sanctuary of knowledge; Billy taught me (among wave theory, additive and subtractive colour and how to calculate trajectories, Simpsons jokes interspersed) that school barely skimmed the tip of the iceberg and that our teachers were cruelly holding out on us. He had university textbooks at home, and did all the calculations during the summer holidays, and learned a great deal from the mistress of experience, thanks to his mother allowing him to blow things up in the backyard.

Girls have adapted to the education system because we are extremely good at being submissive and we care how people measure us. We are well-trained since birth, since the dawn of time, to obey instructions and meet requirements. We excel in this for we are ever conscious of how others perceive us—our hair, our gestures, our conversation. School is merely another form of etiquette, and we fit its rigid confines comfortably. Yet despite the academic success of girls, it’s also no secret that men remain at the top of just about every imaginable field. Women can demonstrate understanding of taught concepts, but we are stunted as innovators.

Copies after Sir Alfred Gilbert, Icarus, and the Roman Clio, muse of history, The Ashmolean, Oxford

Copies after Sir Alfred Gilbert, Icarus, and the Roman Clio, muse of history, The Ashmolean, Oxford

True genius depends on making leaps, taking risks, and working doggedly at a single problem in the face of sustained criticism. It requires a degree of madness: obsession, single-mindedness, anti-social tendencies that compel one to stay home of a Friday night solving a problem that matters to no one else. These traits are—I don’t pretend to know why, or to claim that this is necessarily genetic—characteristically masculine. It’s unladylike to grow your armpit hair or to express left-of-field ideas. Our mental states are as groomed as our hairless skin. I want to suggest we ought to let them grow wild as our brothers do: assuming nothing, open to new concepts, and fearlessly tackling them with reason. Let us remain so madly fixated upon our tasks that we, too, become impervious to attacks on ourselves, and engage only with those relevant to our work.

I’m reminded of the fearful all-consuming passion of a male character described by the undeniably brilliant Mary Shelley (2008: 29):

‘Even at that time I shuddered at the picture he drew of his passions: he had the imagination of a poet, and when he described the whirlwind that then tore his feelings he gave his words the impress of life so vividly that I believed while I trembled. I wondered how he could ever again have entered into the offices of life after his wild thoughts seemed to have given him affinity with the unearthly; while he spoke so tremendous were the ideas which he conveyed that it appeared as if the human heart were far too bounded for their conception. His feelings seemed better fitted for a spirit whose habitation is the earthquake and the volcano than for one confined to a mortal body and human lineaments.’

Mutter mit Kind über der Schulter (1917) by Käthe Kollwitz

Mutter mit Kind über der Schulter (1917) by Käthe Kollwitz, Berlin

Käthe Kollwitz, an unquestionably brilliant German draughtsman and sculptor, shares some insightful observations in her achingly beautiful diaries on her unlikely artistic development and the falling away of many of her female contemporaries, her own sister Lise included. ‘Actually,’ she writes of Lise (1988: 80),

‘she is more talented artistically. That shows up to this day. But she lacked training. And something else too, perhaps: my guess is that she has lived less intensively. When she was young she cultivated herself and the objects of her love. That was enough for her. I probably had more drive. And it has been this drive alone which has made it possible for me to develop as far as possible my talent, which in itself is inferior to hers.’

Mutter mit totem Sohn (Pietà) by Käthe Kollwitz, Berlin

Mutter mit totem Sohn (Pietà) by Käthe Kollwitz, Berlin

And, more strongly (p. 24-5):

‘Now when I ask myself why Lise, for all her talent, did not become a real artist, but only a highly gifted dilettante, the reason is clear to me. I was keenly ambitious and Lise was not. I wanted to and Lise did not. I had a clear aim and direction. … But she was gentle and unselfish. (‘Lise will always sacrifice herself,’ Father used to say.) And so her talent was not developed. … She lacked total concentration upon it. I wanted my education to be in art alone. If I could, I would have saved all my intellectual powers and turned them exclusively to use in my art, so that this flame alone would burn brightly.’

Mutter mit totem Sohn (Pietà) by Käthe Kollwitz, Berlin

Mutter mit totem Sohn (Pietà) by Käthe Kollwitz, Berlin

I want to suggest, along with Kollwitz (p. 23), that ‘the tinge of masculinity within me helped me in my work’—and that in order to reach these heights of brilliance, with the Mary Shelleys, Virginia Woolfs and Käthe Kollwitzes of the world, we must follow the man inside us and adapt the way that we choose to learn. We must set ourselves tasks, ignore external measures, walk away from outside demands. We must not think of ourselves at all, but solely of the work, and abandon all else that distracts us. We must simplify our lives and allow ourselves to be absorbed and consumed with our occupation. Let us turn away from superficial praise; true respect comes with real accomplishment.

For even Virginia Woolf (1928: 98) breathes a sigh of relief at the substance of men’s work: ‘Indeed, it was delightful to read a man’s writing again. It was so direct, so straightforward after the writing of women. It indicated such freedom of mind, such liberty of person, such confidence in himself.’ I in fact don’t think that women need be inferior—and Woolf, Shelley and Kollwitz present dazzling lady counterexamples. I only think that we need to identify where we are causing ourselves to stumble, for these are obstacles that we can remove. Let us not sacrifice ourselves with the sweet-temperamented Lise Stern. Let us not be lost in obscurity with the once-promising Berlin painter Sabine Lepsius, distracted by the care of others, who wrote bitterly, „Schade um meine Gaben.“

Copy after Selbstbildnis (1885) by Sabine Lepsius, Alte Nationalgalerie, Berlin

Copy after Selbstbildnis (1885) by Sabine Lepsius, Alte Nationalgalerie, Berlin


Kollwitz, Käthe. 1988. The diaries and letters of Käthe Kollwitz. Ed. Hans Kollwitz. Trans. Richard and Clara Winston. Northwestern University: Evanston, Illinois.

Shelley, Mary. 2008. Mathilda. Ed. Elizabeth Nitchie. Melville House: Brooklyn, NY.

Woolf, Virginia. [1928] 1963. A room of one’s own. Penguin: Mitcham, Victoria.


Keine Grenzen

Heather © Samantha Groenestyn, oil on linen

Heather © Samantha Groenestyn, oil on linen

For two months I’ve adopted Scotland, once more, as my home, learning the rugged streets of Glasgow, adopting the frank and fearless tongue of the Scots. Having studied at the University of Edinburgh several years ago I feel intellectually cocooned by this place, a small weave in the strong intellectual fabric of this proud nation, whose independence I near witnessed. The Scottish intellectual heritage is a formidable one, and I’ve lately been enthralled by some research into the specifically Scottish flavour of much Enlightenment thinking and, just as importantly, action.

Aye ready

I’ve been reading of the vibrant, open and liberal mental environment of Scotland in the eighteenth century in Alexander Broadie’s neat little history The Scottish Enlightenment. Certain fortuitous developments, argues Broadie, made Scotland fertile intellectual ground in the wake of the darker middle ages. One was certainly that Scottish thinkers had the impertinence to question things and to think for themselves rather than bowing to authorities like state and church (or Kirk). This mental independence exhibits something of a disrespect for authority. But such openness went both ways, with these authorities in turn being open-minded and tolerant enough to permit such boldness. ‘Intellectual progress appears not to be possible except in an intellectual climate in which people are not overly respectful of authorities,’ Broadie (2001: 18) suggests. Wilful Scotland, impassioned and staunchly maintaining an identity apart from England, has this quality in spades.


Importantly, this independent thought was not the response of individuals working in isolation in reaction to established authorities and entrenched modes of thought. Broadie (2001: 78) lays great stress on the ‘communal thinking, thinking with and through others’ of the ‘social phenomenon’ of the Enlightenment. I’m reminded of the reported lively exchange of the Viennese Salons much later, the merging of scientific and artistic minds, the concurrent burgeoning ideas of psychology. In the salons of Vienna, as in the clubs of Scotland, significant developments in philosophy, science, art and politics were birthed through the sweet communion of minds—minds very different, perhaps, in their private obsessions, but formed of the same stuff, the same inquisitiveness and drive. The Scottish Dugald Stewart (in Broadie, 2001: 110) noted that ‘In many cases … the sciences reflect light on each other; and the general acquisitions which we have made in other pursuits, may furnish us with useful helps for the farther prosecution of our own.’ And in the many and vibrantly diverse ‘Enlightenment clubs and societies,’ Broadie informs us, ‘men of disparate and wide-ranging accomplishment set off intellectual sparks in each other, and exemplified the Enlightenment ideal that people should think for themselves but not by themselves.’


Freed from the shackles of dogmatic thinking, and drawn to each other for the flint of inspiration, Enlightenment thinkers came together in ‘an international Republic of Letters,’ a written exchange of ideas that transcended borders and nationalities in a true cosmopolitan spirit (Broadie, 2001: 78). And as I shift from city to city, exchanging ideas with my compatriots of all nationalities, absorbing new sensations and nesting in new pockets of this vast earth, if only for a week, a month, or two, borders dissolve and I feel myself a citizen of a broader nation. I proudly state with David Hume, ‘I am a Citizen of the World’ (in Broadie, 2001: 95). And are our minds not freer than flesh? Our ideas travel even to places we may not, and we must send them there, and welcome back the responses.

River Kelvin

As I’ve seen some universities grow perplexingly protective of their knowledge, closing their libraries and seminars to outsiders, I’ve seen others welcome me, if curious of my presence; I’ve seen discontented academics ponder the possibility of alternative free academic journals, investigate open access publishingargue for legislators to back public access to research and freely publish their ideas on hugely popular blogs, impatient of the increasingly outmoded notions of copyright and intellectual property. Our scientist colleagues are working openly, collaboratively, discussing their ideas even before publishing, giving us a clear indication that they chase real intellectual progress above success as it is traditionally measured. The international Republic of Letters is revived in this renewed ‘general acknowledgement of our right to put our ideas into the public domain’ (Broadie, 2001: 78).


So let us seize this task as our right! Let us not feel bordered by our institutions or lack thereof, our fields, or our passports. The world might be tightening its border security, shunting hopeful Australians between the Continent and the British Isles and back again, undermining the stability of our physical existences. Despite our European heritage we are denied the freer movement of the generation or two before us, despite our British head of state we are denied permission to live and work on the civilised side of the world. Despite the significant contributions of our Australian forebears—artists permitted the luxury of extended life and education in Paris, London, Florence—we are expected to lick the crumbs of three-month stints and produce impressive bodies of work on a strict time limit.


Nonetheless, our physical circumstances need not dictate our intellectual contribution. Our citizenship in the borderless intellectual republic depends solely on our ‘active participation in discussions and debates conducted in the public arena’ (Broadie, 2001: 95). Adam Ferguson, another celebrated Scottish thinker, urged ordinary citizens to lead an active life, equating a passive existence with being forcefully restrained. Ferguson (in Broadie, 2001: 89) offers a warning somewhat prophetic of present-day Australia, arguing that the smothering of all action in an effort to stamp out undesirable action stifles a nation’s brilliance:

…if a rigorous policy, applied to enslave, not to restrain from crimes, has an actual tendency to corrupt the manners, and to extinguish the spirit of nations; if its severities be applied to terminate the agitations of a free people, not to remedy their corruptions; if forms be often applauded as salutary, because they tend merely to silence the voice of mankind, or be condemned as pernicious, because they allow this voice to be heard; we may expect that many of the boasted improvements of civil society, will be mere devices to lay the political spirit at rest, and will chain up the active virtues more than the restless disorders of men.

And might not this fearful outlook extend to our modern preoccupation with borders, our growing and blinding nationalism? If we are made criminals for seeking to move amongst our intellectual compatriots, for attempting to settle in an existing society that is culturally rich and not an isolated backwater, might not many important achievements be denied our generation? Are we not destroying the intellectual climate necessary for progress other than the commercial?


Our ideas might be unsettling and our movements unpredictable, but this very irreverence for the established modes of thought and action is, if eighteenth-century Scotland demonstrates anything, key to dramatic intellectual progress. Such golden ages exploded into being where ‘geniuses and … other immensely creative people … were living in each other’s intellectual pockets (as well, often, as in each other’s houses)’ (Broadie, 2001: 219). And yet our borderless minds need not threaten cultural identities or national stability, for rather than being thought strictly anti-nationalist, we might perhaps more aptly be considered post-nationalist, something broader and more humanist that encompasses but moves beyond our homelands. As Hume was both a rightfully proud Scot and gladly a citizen of the world, our arbitrary home soil can only ‘be strengthened morally by the presence in it of citizens who attach a high value to rationality and civil liberty’ (Broadie, 2001: 96).

Leaf crunching


Broadie, Alexander. 2001. The Scottish Enlightenment. Birlinn: Edinburgh.