Transcript: Lorin Hollander | Oct 01, 1992

Classical piano music plays.
John and a guest sit at a wooden table in a TV studio decorated as a library. They each have a cup on the table.
The TVO Daytime logo appears on screen next to the title "Teaching Music."
John is in his late fifties, clean-shaven, with receding white hair. He's wearing glasses, a blue shirt, and a patterned tie.

A caption reads "Lorin Hollander." Then, it changes to "John Miller."

John says HELLO, I'M JOHN
MILLER, AND WELCOME TO
ANOTHER PROGRAM IN THE
SERIES
TEACHING MUSIC.
ONLY ONCE BEFORE IN MY LIFE
HAVE I EVER MET SOMEONE WHO
'MADE IT', AS THEY SAY,
TO CARNEGIE HALL.
AND LORIN HOLLANDER WAS A
BOY, AT AGE 11, WHEN HE
MADE IT TO CARNEGIE HALL.

Lorin is in his fifties, clean-shaven and balding. He's wearing a gray suit, striped white shirt, and purple tie.

John continues AND I UNDERSTAND, LORIN,
THERE IS NOT A MAJOR
SYMPHONY ORCHESTRA IN THE
WORLD WITH WHICH YOU HAVE
NOT BEEN A GUEST PERFORMER.

Lorin says WE LIKE TO PUT
THE WORD VIRTUALLY EVERY
PERFORMANCE WITH SYMPHONY
ORCHESTRA, BUT THERE ARE
PROBABLY QUITE A FEW WITH
WHICH I HAVE NOT PLAYED.
BUT THANK YOU.

John says YOU'VE CERTAINLY
PERFORMED WITH A NUMBER OF
ONTARIO ORCHESTRAS.

Lorin says YES, I HAVE.
IN TORONTO, IN HAMILTON,
AND IN OTTAWA, AND HAVE
TRAVELLED WITH MANY OF
THESE ORCHESTRAS, TOO.

John says WHAT I FIND
FASCINATING IS SIDE BY SIDE
WITH YOUR INCREDIBLE
COMMITMENT TO THE
PERFORMANCE OF MUSIC IS YOUR
COMMITMENT TO CREATIVITY
AND MUSIC AS A VEHICLE FOR
YOUNG PEOPLE TO EXPRESS
THEMSELVES, AND REALLY
TO IMPROVE THE WORLD.

The caption changes to "Lorin Hollander. United States."

Lorin says JOHN, YOU KNOW AS
A TEACHER, AND AS ONE WHO
LOVES CHILDREN AND
UNDERSTANDS LIFE ON THE
LARGER PERSPECTIVES, THAT
WE ARE DEALING HERE WITH
THE ONLY HOPES THAT WE
HAVE FOR A CREATIVE
AND BRILLIANT FUTURE.
THE IMPORTANCE OF THE
ARTS TO EDUCATION AND
THE IMPORTANCE OF MUSIC
ESPECIALLY IN THE ARTS,
CANNOT BE OVEREMPHASIZED.

John says BUT YOU'VE ALWAYS
WRITTEN ABOUT THE CRISIS
IN EDUCATION.

Lorin says IT'S VERY INTERESTING.
IN THE STATES, WE HAVE WHAT
IS TRULY OUR MOST SERIOUS
CRISIS IN THE
REALM OF EDUCATION.
IT'S THE MOST SERIOUS
BECAUSE ALL OTHER OF THE
CRISES THAT ONE CAN EXPLORE
SOMEHOW COME DOWN TO THE
CRISIS IN EDUCATION AS
BEING THE INNER HEART OR
BASIC ELEMENT
IN THE PROBLEM.
IN THE UNITED STATES, WE HAVE,
FOR SOME REASON, LOST THE
RECOGNITION THAT EDUCATION
IS THE MOST IMPORTANT AREA
THAT A GOVERNMENT AND A
PEOPLE CAN FOCUS UPON.
NOT TO DO THIS IS SIMILAR TO
A FARMER NOT PLANTING THE SPEED.
THAT THERE IS NO FUTURE.
THERE IS NO
CONTINUING OF CULTURE.
THERE IS NO COUNTRY.
THERE IS NO REASON FOR
IDEALS OR INDUSTRY OR ART
OR ENTERTAINMENT OR
PROGRESS, IF WE DO NOT HAVE
YOUNG PEOPLE WHO MATURE
TO BE THE GROWN-UPS, THE
PARENTS, THE LEADERS
OF THE NEXT GENERATION.
IN THE STATES, FOR MANY
REASONS, PARTLY BECAUSE OF
THE RATHER MEDIOCRE LEVEL
OF THE TELEVISION, PARTLY
BECAUSE OF THE LACK OF
VISION ON THE PART OF THE
GOVERNMENT, CERTAINLY NOT
BECAUSE OF A LACK OF GREAT
TEACHERS, OR A LACK OF GREAT
STUDENTS, WE HAVE LOST THE
SENSE OF IMPORTANCE
OF EDUCATION.
AND WE EMBRACED A VERY
DANGEROUS CONCEPT, THAT IS
THE ONE THAT WAS GENERALLY
CALLED BACK TO BASICS,
WHICH OF COURSE IS A
MISNOMER BECAUSE IT BEGS
THE QUESTION WHAT IS BASIC?
AND ONE WOULD THEN
HEAR, THE THREE R'S.
AND WE'D LIKE TO SAY,
NO, THERE ARE FOUR R'S.
ONE NOTICES OF THE THREE
R'S, THE READING, THE
WRITING, THE ARITHMETIC,
ONLY ONE REALLY BEGINS WITH
R'S, AND THE FOURTH ONE WE
LIKE TO THINK OF AS THE ARTS.
THE ARTS ARE VITAL BECAUSE
THEY DEAL MOST SPECIFICALLY
WITH CREATIVITY.
INFANTS ARE BORN CREATIVE.
ONE JUST HAS TO WATCH A BABY
LOOKING AT US WITH SUCH
LOVE AND TRUST, AND SO
AVAILABLE TO SHARE THE
EMOTIONS AND COMMUNICATION,
AND AS SOON AS SHE OR HE
CAN WIELD A PENCIL, THERE'S
DRAWING OF GREAT DEPTH OF
ALMOST A RORSCHACHIAN VIEW INTO
THE INNER SYMBOLIC ELEMENTS
OF THE KERNEL OF
THE HUMAN BEING.

John says I WANT TO JUMP IN HERE
BECAUSE THERE ARE SO MANY
THINGS YOU'VE TOUCHED ON.
NOW, WE'VE GOT FOUR PROGRAMS
RIGHT THERE ON WHAT YOU'VE
SAID SO FAR.
I HAPPEN, LET'S TALK ABOUT
THE SOCIAL ENVIRONMENT
FIRST OF ALL.
I HAPPEN TO BELIEVE THAT
POLITICIANS REFLECT WHAT
THEY SENSE COMING
FROM THE GRASSROOTS.
SO IF, IN FACT, THERE IS
THIS CRISIS IN EDUCATION,
WHAT IS IT ABOUT THE
PEOPLE, WHY HAVE THEY
EMBRACED BACK TO BASICS?
WHY HAVE THEIR GIVEN A
SIGNAL TO THE POLITICIANS
THAT IT'S OKAY TO DOWNGRADE
THE SPENDING IN EDUCATION,
AND THE IMPORTANCE
OF EDUCATION?

Lorin says THAT'S A VERY
IMPORTANT AND WISE QUESTION.
PARTLY BECAUSE THEY,
THEMSELVES, BOTH THE
PARENTS, THE GRASSROOTS AND
THE POLITICIANS, ARE VICTIM
THEMSELVES OF A LACK
OF CREATIVE EDUCATION.
WHEN THEY WERE IN SCHOOLS,
THERE WAS NO ART.
ART HAD BEEN REMOVED FROM
THE SCHOOLS, AS IT HAS
BEEN REMOVED AGAIN.
THEY WERE BROUGHT UP AS
CHILDREN WITHOUT MUSIC,
WITHOUT BALLET, WITHOUT
DANCE, WITHOUT VISUAL ART,
WITHOUT ACTING, WITHOUT THE
DRAMATIC ELEMENTS, WITHOUT
THE MUSEUMS, WITHOUT
ANYTHING THAT TRULY IS
OF THE HUMAN SPIRIT.
IT ALWAYS COMES DOWN, IN
THEIR MINDS, TO ECONOMICS.
THAT WHEN FUNDS ARE LIMITED,
THEY SENSE THAT WHAT THEY
HAVE TO DO IS CUT OUT WHAT
THEY CONSIDER FRILLS.
THERE IS A LACK OF
UNDERSTANDING OF WHAT ART IS
IN THE UNITED STATES.
ART IS SEEN AS AN OCCASIONAL
TRIP TO A CONCERT, AN
OCCASIONAL TRIP TO
A BALLET OR MUSEUM.
IT'S NOT RECOGNIZED THAT ART IS
THE EXPERIENCE OF BEING HUMAN.
IT IS THE VERY PERCEPTION
AND COGNITION OF
THE HUMAN BEING.
IT DEALS WITH THE SOUL, WITH
THE HEART, WITH THE DREAMS,
WITH THE INNER...
MAKE UP OF THE SUBCONSCIOUS
ELEMENTS OF HUMANITY.
IT DEALS WITH WHAT JUNG
WOULD CALL THE MYTHOLOGY.
IT DEALS WITH IMAGINATION, IT
DEALS WITH CREATIVE VISION,
IT DEALS WITH THE REACHING
FOR THE STARS, WITH
THE CURIOSITY, WITH
PLAY, WITH THE GAME.
IT DEALS WITH RIGOUR AND
DISCIPLINE AND A TYPE OF
TRUE ASSESSMENT, A
SELF-CRITICAL ABILITY TO
ASSESS ONE'S OWN WORK
AND WORK FOR QUALITY.
THESE ARE ELEMENTS THAT IN
THE UNITED STATES, WE HAVE
NOW SUFFERED FOR BECAUSE
OF THE LACK OF THEM.

John says IS TELEVISION
A FACTOR IN ALL THIS?
I MEAN, IS TELEVISION MAKING
CREATIVITY UNNECESSARY
BECAUSE ALL WE NEED TO
REALLY DO IS SIT DOWN AND
HAVE VIRTUALLY EVERY SENSE
LOOKED AFTER FOR US?

Lorin says SOME TELEVISION.
I THINK, AS CAN BE SEEN
ABOUT ALL LIFE, THAT IT'S
NOT OUT THERE THAT IS SO
IMPORTANT, IT'S WHAT'S IN HERE.
WE BRING TO EVERYTHING A
SET OF QUALITIES THAT
WE PROJECT OR IMPOSE ON IT.
WE CREATE REALITY IN
A VERY REAL SENSE.
AND THERE IS REALLY NO
TIME TO GET INTO HOW THIS
RELATES TO QUANTUM
MECHANICS, AND TO THE
RECOGNITION THAT I CANNOT
SEE ANYTHING THAT I AM NOT
IN SOMEHOW SENDING OUT A
BEAM OF ENERGY IN CREATING.
I'M CREATING MY REALITY,
AND IT'S DIFFERENT
FROM YOUR REALITY.
AND THERE'S A QUESTION WHETHER
THOSE CUPS EXIST IN AND OF
THEMSELVES OUTSIDE OF THE
FACT WE ALL PERCEIVE THEM.
SO TELEVISION, FOR A
CREATIVE MIND, CAN BE A
WONDERFULLY VISUAL KALEIDOSCOPE
OF COLOURS AND IMAGES.
IT WAS RIGHT HERE IN CANADA,
ON A TELEVISION PROGRAM
ENTITLED
FAST FORWARD,
WHERE SOME VERY, VERY
BRILLIANT VISIONARY IN THE
REALM OF TELEVISION SAID,
OH, I WOULD LET MY CHILDREN
WATCH TELEVISION WITH ONE
STIPULATION, IS THAT THEY
HAVE TWO TELEVISION SETS
AND THEY KEEP THEM BOTH ON
TUNED TO DIFFERENT STATIONS.

John says I THINK
FAST
FORWARD
IS A TVO SHOW.
COMING OUT FROM THESE
PARTICULAR STUDIOS
WHERE YOU ARE.

Lorin says AMAZING.

John says BUT YOU'RE SAYING IT
CAN BE, BUT IN FACT, IS IT?
THAT'S MY QUESTION FOR YOU.

Lorin says WELL, IT CAN BE EVEN
FOR A CHILD WHO'S WATCHING
A SITCOM.
BUT LOOKING AT IT IN A LESS
ESOTERIC WAY, IT IS ABYSMAL
THE LEVEL OF MEDIOCRITY THAT
THEY DARE TO PORTRAY HUMAN
BEINGS AS SO EMPTY, AS SO
DEVOID OF THE TRUE GIFT
OF HUMANITY.
THAT THE CHARACTERIZATIONS
IN COMMERCIALS ARE SO
NON-HUMAN THAT EVEN OUR
MOST VISIONARY PROGRAMS
LACK A TRUTH
ABOUT WHO WE ARE.
NOW, WE CAN'T SAY THIS
ABOUT ALL OF TELEVISION.
THERE HAVE BEEN GREAT
PROGRAMS PRODUCED FOR
TELEVISION, TRACED BACK TO
THE EARLIEST TELEVISION AND
THAT CONTINUE TODAY, AND IT
IS OFTEN BY THE SO-CALLED
EDUCATIONAL PUBLIC STATIONS
THAT RANK WITH THE HIGHEST
ART THAT HAS EVER
BEEN CREATED.
AND THERE ARE SO MANY OF
THEM THAT WE WITH CANNOT
CONDEMN TELEVISION.
WHAT WE CAN CONDEMN IS THE
ATTITUDE THAT SEEKS TO FIND
IN HUMAN BEINGS, A FIVE OR
SIX-YEAR-OLD MENTALITY.
I WISH IT WAS A REAL FIVE
OF SIX-YEAR-OLD MENTALITY.
IT IS A MENTALITY OF THE
DEAD, OF ONE ALREADY BLINDED
TO BEAUTY, DEAF TO
MAGNIFICENCE, AND UNAWARE
OF THE VOICE OF GOD IN
EVERY FLOWER THAT COMES
OVER THE TELEVISION.
AND IT IS THAT VAPID
NONSENSE, THAT PABLUM THAT
LACKS IMPORTANCE, THAT
FORMS IN MANY WAYS THE
MINDS OF OUR CHILDREN.
IT IS TERRIBLY FRIGHTENING
THAT OUR CHILDREN SPEND
SEVEN OR MORE HOURS A DAY
IN FRONT OF THE TELEVISION.
MORE TIME THAN THEY SPEND
WITH THEIR TEACHERS OR
WITH THEIR PARENTS.

John says NOW, THAT'S
THE DARK SIDE.
I HAPPEN TO KNOW THAT
WHEN YOU'VE BEEN WRITING,
YOU ALSO SEE HOPE.
YOU BUILD ON THAT, AND YOU
SAY IT DOESN'T HAVE TO BE
THAT WAY AND
THINGS CAN CHANGE.
I'D LIKE TO EXPLORE
THAT WITH YOU.
YOU DO SEE
HOPE, DON'T YOU?

Lorin says OF COURSE.
AND IT'S SUCH A GLORIOUS
HOPE BECAUSE IN THE STATES,
AND I'VE BEEN HEARING MUCH
TO MY DEEP CONCERN THAT
SOME OF THESE PROBLEMS ARE
ALSO APPEARING IN CANADA,
MAINLY BECAUSE OF THE
WORLDWIDE ECONOMIC
RECESSION AND DEPRESSION.
NOW THAT INDUSTRY HAS
RECOGNIZED THAT THOSE THAT
ARE GRADUATING FROM COLLEGE
ARE ALL BUT ILLITERATE, AND
I MEAN ILLITERATE, THAT
THESE YOUNG PEOPLE ARE
UNABLE TO READ, TO
ADEQUATELY DEAL WITH A
COMPUTER, OR MATHEMATICS,
ARE TOTALLY OBLIVIOUS TO
THE SYMBOLIC MECHANISMS OF
MUSIC, OF VISUAL ARTS, OF
ALL OF THE AREAS OF
INTELLIGENCE THAT
HOWARD GARDNER RECOGNIZES.
AND INTELLIGENCE OF AN
UNDERSTANDING OF ONE'S
PERSONAL FEELINGS.
AN INTELLIGENCE OF THE
UNDERSTANDING OF THE
EMPATHIC CONNECTION WITH
OTHER HUMAN BEINGS.
AN INTELLIGENCE OF FIGURE
GROUND RELATIONSHIPS, OF ART
SYMBOLISM, THAT YOUNG PEOPLE
ARE VIRTUALLY BLIND AND
OBLIVIOUS AND ILLITERATE IN
THOSE AREAS, THAT THE WORK
FORCE THEY MUST SPEND IN
THE STATES, 260 BILLION dollars IN
REMEDIAL REPAIR, IN ORDER TO
PREPARE TO TAKE ON THE WORK
OF AN INDUSTRY, THAT IT IS
JUST A BETTER EDUCATION
THAT CAN HEAL THAT PROBLEM.
THAT IF THIS WORK FORCE
HAD HAD, AS CHILDREN, AN
EDUCATION THAT NURTURED
THEIR CREATIVITY, AND THEIR
ABILITY TO DEAL WITH THE
PROBLEMS OF THE WORLD,
TO SEE POSSIBILITIES AND
CONNECTIONS, AND TO BE ABLE
TO WORK IN A SYMPATHETIC
WAY WITH THEIR COLLEAGUES,
THAT IF THEY HAD AN
EDUCATION CENTRED IN WHAT
THE ARTS ALONE CAN TEACH,
THEY WOULD HAVE A WORK
FORCE WHICH WOULD HAVE ALL
THE CRITERIA THAT THEY ARE
EXCLAIMING THAT
THEY WISHED IT HAD.
CREATIVE.
ABLE TO TAKE ON SEVERAL
JOBS IN A LIFETIME.
BEING ABLE TO FIND
INFORMATION WHEN IT IS NOT
HAND FED TO THEM.
BEING ABLE TO ASSESS ONE'S
OWN WORK WITHOUT WORRYING
ALWAYS ABOUT WHAT THE
SUPERVISORS AND BOSSES,
AND THE CRITICAL PEOPLE IN
THEIR LIVES ARE THINKING.
AN ABILITY TO ADMIT
MISTAKES BUT SEE IT AS
A POINT OF GROWTH.
AN ABILITY TO DEAL WITH
THE REALM OF MODALITIES OF
THOUGHT AND COGNITION AND
PERCEPTION THAT MAKES US HUMAN.
THAT IF YOUNG PEOPLE HAD
HAD THE ARTS, OUR WORK FORCE
IN THE STATES WOULD
NOT HAVE MADE IT A FACT
THAT THE UNITED STATES HAS
FALLEN BEHIND IN VIRTUALLY
EVERY INDUSTRY IN WHICH THE
STATES USED TO BE A LEADER.

John says ALL RIGHT, GRANTED,
AGAIN, WE'RE BUILDING THIS
NEGATIVE PICTURE.
BUT I WANT TO BE POSITIVE,
LORIN, BECAUSE I THINK YOU
CAME TO THE GLENN GOULD
CONFERENCE, YOU WERE
PARTICULARLY ASKED TO
COME TO THE GLENN GOULD
CONFERENCE, NOT BECAUSE YOU
SPEND MOST OF YOUR TIME
TALKING ABOUT HOW BAD IT
IS, BUT BECAUSE YOU VERY
PRACTICALLY SAY IT CAN BE
BETTER, AND HERE'S HOW WE
CAN AT LEAST THINK
ABOUT DOING IT.
YOU'VE GIVEN YOUR LIFE
TO THAT IN THE STATES.

Lorin says YES.

John says ALL RIGHT, I WANT TO
BE POSITIVE BECAUSE I THINK
IT'S IMPORTANT THAT TEACHERS
UNDERSTAND SOME OF THE
WONDERFUL, CREATIVE THINGS
YOU'VE BEEN DOING,
OR THAT YOU SEE
OTHER TEACHERS DOING.
WHAT DO YOU SEE OTHER
TEACHERS DOING TO FACE...
GRANTED THAT IT'S TOUGH,
BUT WHAT IS GOING ON
THAT'S CREATIVE?

Lorin says FIRST OF ALL, I THINK
WE HAVE TO RECOGNIZE THAT
TEACHERS ARE AMONG THE MOST
IMPORTANT, MOST LOVING,
MOST GIVING MEMBERS
OF ANY SOCIETY.
THERE IS THIS MINDLESS
PHRASE THAT THOSE WHO CAN'T
DO TEACH, AND AS WOODY
ALLEN WOULD SAY, THOSE WHO
CAN'T TEACH, TEACH GYM.
QUITE FRANKLY, TEACHERS
ARE THE MASTERS.
THEY ARE THE LEADERS.
AND WHAT IS POSSIBLE IS
THE REALM OF PROBLEMS THAT
WE ARE ARTICULATING CAN
BE HEALED, CHANGED,
TRANSFORMED, BY A
CREATIVE EDUCATION.
BY TEACHING THE ARTS IN A
WAY IN WHICH THE CREATIVE JOY,
THE CREATIVE ELEMENTS ARE
KEPT FOREMOST AND ALIVE.
WHERE THE IMAGINATION AND
VISION AND JOY AND WONDER
AND CURIOSITY AND THE SENSE
OF LIFELONG REMAINING A
CHILD, AND AN ABILITY OF
REPAIRING ONE'S OWN INNER
FEARS, AND STEPPING OVER
THE FEAR TO EXPRESS THE
LOVE AND JOY WHICH IS
WHAT HUMANITY IS ABOUT.

John says AND ALL OF THAT
DESPITE PIANO LESSONS.
I THINK OF MY PIANO LESSONS,
LORIN, THEY WERE TOUGH.
I DIDN'T...

Lorin says AND VERY LONELY.
WE WERE ALWAYS THERE
PRACTISING ALONE.
WHAT HAPPENED TO WHAT IT WAS
THAT BACH AND MOZART AND
SHUBERT WERE DEALING WITH?
WHICH WAS THE GLORY OF THE
HUMAN SPIRIT, THE QUESTIONS
OF LIFE AND DEATH, THE
WONDER OF IT ALL, THAT
SHUBERT AT AGE 31 COULD
WRITE A B FLAT SONATA WHILE
HE WAS DYING, KNOWING HE
WAS DYING, OF SUCH BEAUTY,
OF SUCH HOPE, ALMOST
TRIPPING AWAY IN AN
INNOCENT LITTLE CHILD'S
DANCE AT THE END.
AND BACH'S LIFE, HE HAD THE
LAST FEW, AS A BLIND MAN ON
HIS DEATH BED, DICTATED TO
HIS BROTHER WHERE FIRST ONE
LINE, THEN ANOTHER LINE
DISAPPEARS, THEN THE THIRD
LINE DISAPPEARS, AND THE
FOURTH LINE DISAPPEARS,
JUST LIKE SOMEBODY TURNED
OFF THE FAUCET, AND BACH
WENT ON TO HIS
MAGNIFICENT CONTINUANCE.
AND AS HERMAN HESSE SAYS IN
STEPPENWOLF, THERE ARE
CERTAIN CREATURES WHO
GLIMPSED THE ICY ETHER.
THAT PEOPLE LIKE BACH AND
MOZART POKED THEIR HEADS OUT
AND SAW THE ICY ETHER, SAW
THAT THERE IS A WONDROUS,
MYSTICAL REALITY THAT WE
HAVE BEEN TOLD ABOUT SINCE
THE BEGINNING OF WRITTEN
HISTORY, THAT WE HAVE IN
THE LARGEST ARCHIVE OF
LITERATURE THAT HAS EVER
EXISTED ON THE PLANET.
AND IT DEALS WITH THE
REALITY OF WHAT THE HUMAN
BEING IS ABOUT.
IT IS NOT ONLY RELIGIOUS, IT
IS DEALT WITH IN THE HEART
OF THE ARTS, AND IT IS WHAT
CHILDREN ARE BORN WITH.
IT IS WHAT PEOPLE WHO HAVE
EXPERIENCED A NEAR DEATH
EXPERIENCE HAVE SEEN.
IT IS WHAT IS THE SHAPE OF
THE GREAT ART, THE GREAT
MUSIC, THAT IN ORDER TO
PULL OURSELVES OUT OF THE
MESS THAT THIS PLANET IS
IN, TO SURVIVE ALL OF THE
MANY CRISES THAT FACE US
AS A WORLD COMMUNITY, THE
NURTURING OF THE NATURAL
LOVE AND JOY AND BEAUTY BORN
IN EVERY HUMAN BEING IS WHAT
EDUCATION CAN BE ABOUT.
AND WHAT TEACHERS CAN DO IS
THAT THERE IS NOTHING YOU
HAVE TO LEARN.
THERE'S NOTHING
YOU HAVE TO STUDY.
IT IS TO REMEMBER WHAT IT WAS
LIKE WHEN YOU WERE A CHILD.
AND REMEMBER WHAT HAPPENED
TO YOU WHEN YOU HAD
CRITICISM FROM YOUR
TEACHER, WHICH WAS NOT
PREFACED WITH A
LOVING EXPLANATION.
THAT THE WAY WE COULD HAVE
FELT HURT OR PUT DOWN OR
AFRAID AT MARKS THAT JUST
SHOWED US THE SPELLING
MISTAKES OR THE MATHEMATICAL
ERRORS WITHOUT ALWAYS
ACKNOWLEDGING ALL THE WORK
THAT WAS PUT INTO IT.
THAT IF WE COULD REMEMBER
WHAT IT WAS LIKE, AND WHAT
WE GAVE UP IN OUR LIVES,
THAT WE WERE GOING TO BE,
OR GOING TO DO, AND TO
REALIZE THAT WE CAN FIGHT
THROUGH THAT FEAR, WE CAN
FIGHT THROUGH THE FEAR OF
THE SUPERVISORS AND THE FEAR
OF THE BOSSES, AND THE FEAR
OF THE CRITICAL PEOPLE, TO
REGAIN THAT SELF-CONFIDENCE
OF ONE WHO REALIZES THAT
ONE IS BORN WITH ALL THAT
IT TAKES.
AND THEN HAS THE SCHOOL AND
THE TEACHERS TO CONTINUE
THE DANCE OF THE
JOURNEY OF LIFE.
AND THE LEARNING OF THE
ABILITIES, MASTERING OF THE
TECHNIQUES AND
MODALITIES OF EXISTENCE.
THAT'S WHAT YOUR
WORK IS ABOUT.

John says MAY I ASK YOU SOMETHING
ABOUT YOUR OWN CAREER?
IT'S BEEN EXCEPTIONAL.
AND MOST OF US KNOW THAT
NEITHER WE NOR PROBABLY THE
CHILDREN WE TEACH WILL MAKE
IT TO ROY THOMPSON HALL
AT AGE 11.
BUT WHAT WAS THE SPARK
THAT SOMEHOW BROUGHT THAT
CREATIVITY OUT IN YOU?

Lorin says YOU KNOW, I HEARD
THE OTHER NIGHT A YOUNG
VIOLINIST, SARAH CHANG,
WHO IS 11 YEARS OLD.
SHE PLAYED TCHAIKOVSKY
CONCERTO, AND THERE WAS NO
DOUBT IN MY MIND, AS I
LISTENED TO THIS CHILD, WHO
HAS BEEN PERFORMING FOR MANY
YEARS, THAT THIS IS JOAQUIM,
THIS IS HEIFITZ,
THIS IS SOMETHING
FULLY FORMED.
WE DON'T UNDERSTAND WHAT
THE PRODIGY IS ABOUT.
WE DON'T UNDERSTAND WHAT
TALENT ON THAT LEVEL IS ABOUT.
I KNOW THAT WE ARE ALL BORN
WITH VERY SPECIAL GIFTS.
IT IS A GOD-GIVEN GIFT.
AND AS A GIFT, IT
INDICATES A GIVER.
AND IT COMES WITH IT A
TREMENDOUS RESPONSIBILITY
BECAUSE IF ONE IS ABLE TO
DO SOMETHING THAT CAN BRING
BEAUTY AND LIGHT AND ANSWER
INTO PEOPLE'S LIVES THAT
ARE SO FILLED WITH TEARS
AND FEARS AND SADNESS AND
DESPAIR, THEN THIS IS A
TREMENDOUS RESPONSIBILITY.
AS AN INFANT, I WAS ALREADY
IN TOUCH WITH THE SPIRAL
OF MUSIC.

John says WAS IT YOUR PARENTS?

Lorin says MY FATHER
WAS A VIOLINIST.
BUT IT WAS ALMOST AS
IF WE WERE COMPATRIOTS.
WE WERE BROTHERS IN ART.
IT WAS LIKE AN ALCHEMY.
I WAS SHOWN THE MUSIC AS A
TWO-YEAR-OLD, AND I KNEW
WHAT IT WAS.
I RECOGNIZED IT ALL.
MY OWN CHILD, WHEN HE
WAS 16, 17 MONTHS OLD,
MEMORIZED THE MAZORKSKY
PICTURES, AS A CONDUCTOR WOULD.
EVEN HEARING AN F SHARP,
HE WOULD SAY TO THE DEAD IN
A DEAD LANGUAGE.
WHEN HE WAS TWO, HE HAD
MEMORIZED, IN LATIN, CARMINA
BURANA, EVERY SYLLABLE.
IT'S 50 MINUTES OF
VERY HARD MUSIC.
HOW THIS HAPPENS WE
DON'T UNDERSTAND.
BUT WHAT MOST IMPORTANT TO
GET ACROSS IS THAT EVERYONE
HAS SOME GIFT.
IT MAY NOT BE SO FOCUSSED,
IT MAY NOT BE SO DIRECTLY
IN ONE ART.
AND THAT AS THE PARENT AND
THE TEACHER IS NOT TO PUSH
THE CHILD IN SOME DIRECTION
TO CREATE FOR HER OR HIM
THE NECESSITY OF FOLLOWING
A SET CAREER, BUT TO FOLLOW
THE CHILD, TO LET THE CHILD
GO WHERE SHE OR HE WAS
DESTINED TO GO.
OFTEN, WE QUESTION, WE
HAVE SO MANY WONDERFUL
CONDUCTORS AND PERFORMERS,
BUT ONLY NOW WE'RE
RECOGNIZING OUR
GREAT COMPOSERS.
WE LET THEM ALONE FOR SO
MANY YEARS, LEADING THEM
AWAY FROM COMPOSING AND
EVEN TODAY, WE SORT OF LOOK
AT COMPOSERS AS,
WE'LL WAIT AND SEE.

John says LORIN, IT'S
A GRAND VISION.
WHAT A TREMENDOUS
CHALLENGE THIS IS.
WHAT A VISION YOU
PRESENTED FOR US.
THANK YOU FOR COMING.
IT'S, AGAIN, AS IT'S BEEN
WITH ALL OF OUR PROGRAMS,
WE WISH WE HAD MORE TIMES.

Lorin says THANK YOU FOR MAKING
ALL OF THIS POSSIBLE, JOHN.

John faces the screen and says THANK YOU
FOR WATCHING.

Classical piano music plays as the end credits roll.

Theme music, Glenn Gould, Piano. Courtesy Sony Classical.

A production of TVOntario.

Copyright 1992, The Ontario Educational Communications Authority.

Watch: Lorin Hollander