Women Born In The 1920s

"Listening to Callas is like reading Shakespeare: you’re always going to be knocked senseless by some incredible insight into humanity. She is a huge bonfire! The thread, the "inner serpent" that she would get in certain music was so complete — for example, in the Lucia recording, the phrase "Alfin, son tua." Lucia, at her absolute happiest moment, would have said to Edgardo, "I am finally yours." For me, the woman Lucia came to life in that moment, and I understood why she was out of her mind, you know? You’ve got it all in that one phrase."

"There was some wonderful demonic thing that worked inside of her to fuse the elements of technique and expression and transcend the [roles she assayed.] ... She's an inspiration to everyone that follows her, but she’s also a kind of cautionary tale for artists, so they understand that you risk a great deal when you’re that hungry."

"No coloratura or fioritura was ever done for its own sake — it was always at the service of some expressive challenge....Her runs always gave the impression of being done so effortlessly. I liken it to the greatest ballerinas — they never made you aware of how painful it is to be en pointe. Callas transcended and transformed pain and difficulty into sheer weightlessness and ease and joy. It's absolute perfection in itself, and then on top of that she overlays expression — that's the thing I adored about this singer. She must have spent hours, days, weeks, years on this art, you know? The one I'm floored by is the Entführung that she did. ["Martern aller Arten"] is just beyond belief. I don’t think anyone has sung it better...."

"In all her recordings, one witnesses this incredible technique at work, whether it is Puritani, Sonnambula, Lucia, Norma or Abduction, [or] turning around to sing Gioconda and Kundry. This ability to devour all of vocal music history, and take it into herself and spew out such excellent examples of all these different styles — you just think, “How is a voice able to encompass all of this?” Well, it’s not the voice, it’s the woman behind the voice."

"It seems almost inexplicable that the human race, with its ravenous appetite for entertainment, should have failed over so many decades to produce another Callas and Elvis. Neither Pavarotti nor Madonna come close, nor ever will. The desperate efforts of a universal music industry have yielded nothing more enduring than Cecilia Bartoli, the mini-voiced mezzo who tops the opera charts, and the high-kicking, faintly archaic Kylie Minogue, who belongs more to the smiley era of the Andrews Sisters than to the grim virtual reality of Bill Gates. In fact, when we commemorate the Presley and Callas anniversaries, one month apart, we confirm a catastrophic failure of cultural renewal."

"The Chicago Lucia [1954], which I witnessed, absolutely blew everybody's mind, because she stopped the show in the middle of the mad scene. She bowed, [while] the audience went wild, and kept that pose for fourteen minutes. Callas was our lesson, in those days, for how one performed. She had such complete ... we say in German "souveränität" — being above everything. She had this aura of magic. People were always mystified by what she did....Tebaldi had a much more beautiful voice and didn’t have that hollow, breathy sound, which at times was just plain ugly. [But] Callas was unusual because despite the sound of her voice, the force of her personality just magnetized people. It was so present, it came across the footlights at you, that ferocity of hers. It was just all-encompassing. Callas brought the personality, the drama, the magic, the surreal quality to the bel canto roles that Sutherland never did."

"Oh, many. A few, even superior. For sheer strength of character, I wouldn't have dared to cross swords with Callas. I would rather have gone six rounds with Jack Dempsey!"

"Maria had in her blood, in her veins, in her subconscious all the tradition of the Greek Tragedy. She was born that way. In fact, she had her best time during 10 years. That was very short. But the "Myth of La Callas" will continue for ever, because she did so much! She was a magnetic force on stage, the others didn't exist anymore. It's a gift of Nature, a gift of God. It' a talent, a great talent."

"Callas, way above the rest. Tebaldi had a fantastic voice, like an angel's. But even when Callas's voice wasn't perfect, she had so much interpretation. Opera is storytelling. Feelings must be conveyed. Acting must be moving. And Callas had it all."

"I used to listen again and again to recordings by Maria Callas. She was so musical and so theatrical at the same time. That is rare! I admire the way she cares for the words, so that everything comes from the text. She takes everything from the text and the music to elaborate a character and make her really interesting and impressive. She brings her own nature to the part — what she is, her passion, her fragility, doubts, feelings, violence — everything she is. And she never betrays the text or the music. We're very different, thank goodness, and I am happy with my own voice. But I feel very close to her in terms of discipline — trying to be as disciplined as she. She is an example to follow! Maybe in the past, people were more interested in voice and beautiful sounds. Maria Callas changed that. She arrived, brought a new way of doing opera, opened the way for us. We don't have any excuse now for not doing it!"

"She opened a new door for us, for all the singers in the world, a door that had been closed. Behind it was sleeping not only great music but great idea of interpretation. She has given us the chance, those who follow her, to do things that were hardly possible before her. That I am compared with Callas is something I never dared to dream. It is not right. I am much smaller than Callas."

"Callas? She was pure electricity."

"Callas studied the text, the meaning of the words, and as a result, she became a diva. She became the Great Callas. Because she studied the character, she entered the mind of the character, and she brought the character to life onstage. Today, young singers don’t have this mindset. They don’t have the kind of technique that Callas had. ...Price, Milanov and Tebaldi had stupendous voices and great careers. [But] Callas, as a performer, as someone who expressed the real meaning of the words, was the best. The best. There is no doubt about this — not only for her sound, but because she studied so much. Callas is the diva. She is important to young singers, because she was a serious singer onstage, and she left a great legacy. I don’t know, though, if they can listen and learn from what she left on her recordings."

"I adored this lady, and I respected her work ethic. She always wanted to improve her understanding of a piece. "Casta Diva", [for instance] — what interested me most was how she gave the runs and the cadenzas words. That always floored me. I always felt I heard her saying something — it was never just singing notes. That alone is an art. It’s an art that you can try to achieve, but you can’t copy, because that’s just imitating without delving into [how she felt] about that particular fioritura. ... how many other artists since Callas have you heard and thought, "She sang gorgeously, but I never cried?""

"I once said to her “It must be a very enviable thing to be Maria Callas.” And she said, “No, it’s a very terrible thing to be Maria Callas, because it’s a question of trying to understand something you can never really understand.” She couldn’t really explain what she did. It was all done by instinct. It was something embedded deep within her."

"I don’t think she always understood what she did or why she did it. She knew she had a tremendous effect on audiences and on people. But it was not something she could always live with gracefully or happily."

"That is such a difficult question. There are times when certain people are blessed — and cursed — with an extraordinary gift, in which the gift is almost greater than the human being. Callas was one of these people. It was as if her own wishes, her life, her own happiness were all subservient to this incredible, incredible gift that she was given, this gift that reached out and taught us things about music that we knew very well, but showed us new things, things we never thought about, new possibilities. I think that is why singers admire her so. I think that’s why conductors admire her so. I know it’s why I admire her so. And she paid a tremendously difficult and expensive price for this career."

"Callas was superhuman. She was on a whole other plane. She really was a Diva — the goddess — and the rest of us are basically her handmaidens."

"From Callas, I learned to respect the music. It’s part of the attention to detail. Today, everything seems to me a bit homogenized. Puccini sounds like Handel which sounds like Bellini. Callas had this sense of style, whether it was learned or just innate."

"Callas was such an example of professionalism. One thinks of her as a flighty diva, which is the wrong thing to learn from her, and she wasn’t at all."

"I happen to think that Callas was the greatest singer of the 20th century. I feel that so many people have learned the wrong things from her, rather than the right things. She was a fabulous musician. When you listened to her, you could almost take dictation. All the dots were there. Anything that was wrong was because of the deterioration of the instrument over time. But usually musical things were not wrong. She has pitch problems and wobbles that came in later."

"I would not kill my enemies, but I will make them get down on their knees. I will, I can, I must."

"Serafin was] an extraordinary coach, sharp as a vecchio lupo [old wolfe]. He opened a world to me, showed me there was a reason for everything, that even fiorature and trills ... have a reason in the composer's mind, that they are the expression of the stato d'animo [state of mind] of the character — that is, the way he feels at the moment, the passing emotions that take hold of him. He would coach us for every little detail, every movement, every word, every breath. One of the things he told me — and this is the basis of bel canto — is never to attack a note from underneath or from above, but always to prepare it in the face. He taught me that pauses are often more important than the music. He explained that there was a rhythm — these are the things you get only from that man! — a measure for the human ear, and that if a note was too long, it was no good after a while. A fermata always must be measured, and if there are two fermate close to one another in the score, you ignore one of them. He taught me the proportions of recitative — how it is elastic, the proportions altering so slightly that only you can understand it. ... But in performance he left you on your own. "When I am in the pit, I am there to serve you, because I have to save my performance." he would say. We would look down and feel we had a friend there. He was helping you all the way. He would mouth all the words. If you were not well, he would speed up the tempo, and if you were in top form, he would slow it down to let you breathe, to give you room. He was breathing with you, living the music with you, loving it with you. It was elastic, growing, living."

"It takes a little more time to get into the role, but not very much more. In making a record you don't have the sense of projection over a distance as in an opera house. We have this microphone and this magnifies all details of a performance, all exaggerations. In the theater, you can get away with a very large, very grand phrase. For the microphone, you have to tone it down. It's the same as making a film, your gestures will be seen in close-up, so they cannot be exaggerated as they would be in a theater."

"Bel canto does not mean beautiful singing alone. It is, rather, the technique demanded by the composers of this style — Donizetti, Rossini, and Bellini. It is the same attitudes and demands of Mozart and Beethoven, for example, the same approach and the same technical difficulties faced by instrumentalists. You see, a musician is a musician. A singer is no different from an instrumentalist except that we have words. You don't excuse things in a singer you would not dream of excusing in a violinist or pianist. There is no excuse for not having a trill, for not doing the acciaccatura, for not having good scales. Look at your scores! There are technical things written there to be performed, and they must be performed whether you like it or not. How will you get out of a trill? How will you get out of scales when they are written there, staring you in the face? It is not enough to have a beautiful voice. What does that mean? When you interpret a role, you have to have a thousand colors to portray happiness, joy, sorrow, fear. How can you do this with only a beautiful voice? Even if you sing harshly sometimes, as I have frequently done, it is a necessity of expression. You have to do it, even if people will not understand. But in the long run they will, because you must persuade them of what you're doing."

"Don't talk to me about rules, dear. Wherever I stay I make the goddamn rules."

"What a lovely voice, but who cares?"

"What Tullio Serafin] said that impressed me was: "When one wants to find a gesture, when you want to find how to act on stage, all you have to do is listen to the music. The composer has already seen to that." If you take the trouble to really listen with your soul and with your ears — and I say soul and ears because the mind must work, but not too much also — you will find every gesture there. And it is all true, you know."

"I admire Tebaldi's tone; it's beautiful — also some beautiful phrasing. Sometimes, I actually wish I had her voice."

"Some say I have a beautiful voice, some say I have not. It is a matter of opinion. All I can say, those who don't like it shouldn't come to hear me."

"David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres — not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles — both hemispheres — to bear on a problem in an integrated manner. When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems."

"There is a saying among art educators that a person just starting out in color will mix ten gallons of mud before learning how to make beautiful color."

"I believe that most of us are too quick to name things when we are with small children. By simply naming a thing and letting it go at that when a child asks, "What is that?" we communicate that the name or label is the most important thing, that naming is sufficient. We deprive our children of their sense of wonder and discovery by labeling and categorizing things in the physical world. Instead of merely naming a tree, for example, try also guiding your child through an exploration of the tree both physically and mentally. This exploration may include touching, smelling, seeing from various angles, comparing one tree with another, imagining the inside of the tree and the parts underground, listening to the leaves, viewing the tree at different times of the day or during different seasons, planting its seeds, observing how other creatures — birds, moths, bugs — use the tree, and so on. After discovering that every object is fascinating and complex, a child will begin to understand that the label is only a small part of the whole. Thus taught, a child's sense of wonder will survive, even under our modern avalanche of words."

"As parents, we can do a great deal to further this goal by helping our children develop alternative ways of knowing the world — verbally/analytically and visually/spatially. During the crucial early years, parents can help to shape a child's life in such a way that words do not completely mask other kinds of reality. My most urgent suggestions to parents are concerned with the use of words, or rather, not using words."

"I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?"

"As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware — painfully so, at times — that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all."

"This is a difficult goal to present to teachers, coming as it does at a time when education is under attack from many quarters. But our society is changing rapidly and the difficulties of foreseeing what kinds of skills future generations will require are increasing. Although we have so far depended on the rational, left half of the human brain to plan our children's future and to solve the problems they might encounter on the way to that future, the onslaught of profound change is shaking our confidence in technological thinking and in the old methdods of education. Without abandoning training in tradtional verbal and computational skills, concerned teachers are looking for teaching techniques that will enchance children's intuitive and creative powers, thus preparing students to meet new challenges with flexibility, inventiveness, and imagination and with the ability to grasp complex arrays of interconnected ideas and facts, to perceive underlying patterns of events, and to see old problems in new ways."

"I can call a president of the United States anything in the book but I can't touch Israel, which has Jewish-only roads in the West Bank. No American would tolerate that -- white-only roads… We are owned by the propagandists against the Arabs. We are owned by propagandists against the Arabs. There's no question about that. Congress, the White House, and Hollywood, Wall Street, are owned by the Zionists. No question in my opinion. They put their money where their mouth is…We're being pushed into a wrong direction in every way."

"I paid the price for that, but it was worth it, to speak the truth. The Zionists have to understand that's their country, too. Palestinians were there long before any European Zionists."

"I deeply regret my comments I made last week regarding the Israelis and the Palestinians. They do not reflect my heart-felt belief that peace will come to the Middle East only when all parties recognize the need for mutual respect and tolerance. May that day come soon."

":Very much. I'm of Arab background."

":Now, are you familiar of the history of that region, and what took place?"

":—and America and everywhere else. Why push people out of there who are lived there for centuries? See?"

":So the Jews— You're saying Jews should go back to Poland and Germany."

":Poland. Germany.—"

":Where is home?"

":They could go home."

":So where should they go? What should they do?"

":Remember, these people are occupied, and it's their land, not German and not Poland's."

":Ooh. Any better comments than that?"