Review
Culture
Faith
Music
5 min read

Faith in Beethoven

Why did Beethoven, the hero of humanism, write music for a mass? Musicologist Daniel Chua explores the maestro’s faith.

Daniel KL Chua is a musicologist and Professor and Chair of music at the University of Hong Kong. He writes on music, particularly Beethoven, and the intersection between music, philosophy and theology. 

Agrand statue of Beethoven as a classical hero seats him on a throne on a dias.
Max Klinger’s Beethoven monument.

Bach’s theological credentials are impeccable, as Jeremy Begbie wrote about previously for Seen & Unseen. But Beethoven’s? Not really. In fact, not at all. Most scholars on Beethoven see him as a secularizing force. If Bach represent the summit of theological expression in western music history, then Beethoven is the poster boy of the Enlightenment progress. He spells the end of sacred music. In the narrative of music history, Beethoven is the catalyst for a new secular epoch. After Beethoven, music is no longer about God but humanity; sacred music drops out from the historical narrative as something irrelevant or even regressive to the progress of modernity.  

But it is not just any Beethoven who wields this secularising power. It is a very particular Beethoven, more myth than man. This is Beethoven as Promethean hero. He overcomes his deafness by defiance, grabbing fate by the throat as it knocks loudly in the opening bars of the Fifth symphony - da-da-da-daaaa! - and triumphing over its C-minor threat in a glorious blaze of C major in the finale.  The symphony is a musical model of human self-determination. It projects Beethoven as a revolutionary artist living in revolutionary times, channelling the anticlerical and antimonarchist fervour of the French Revolution in musical form. His story is one of freedom and autonomy; and his music is made in his image, free from servitude to church and court, and free to be itself.  

This Promethean image precludes Beethoven from being a sacred composer. It is not that he isn’t a sacred composer; rather, he can’t be one in this historical narrative. In fact, Beethoven stands as a rival to the sacred, because by the beginning of the 20th Century, artists such as Max Klinger were building shrines to the composer: Beethoven is the high priest of an art religion. 

The Beethoven monument

A statue of a seat hero, Beethoven, sits on a raised dais in a purpsoe built rom
Max Klinger’s Beethoven monument.

The Vienna Secession’s fourteenth exhibition in 1902 was a shrine dedicated to Beethoven with Max Klinger ‘s monument as the altar. 

But there is a problem. Beethoven wrote sacred music. Not much, admittedly, but enough, including what he declared to be his ‘greatest work’ – the Missa Solemnis. So in order to uphold a more secular Beethoven, scholars have had to explain away his sacred music as inconsequential and his religious beliefs as unorthodox or non-existent. They tie themselves up in knots trying to solve the problem, especially with regard to Beethoven’s magnum opus. Although there is nothing theologically unorthodox in the Missa Solemnis, somehow the mass has to be theologically unorthodox for these commentators: at best it is a mass for deist, but it is mostly a mass about humanity. The liturgical bits can be dismissed, they claim, as something that stifles what is truly Beethovenian; instead, to grasp its meaning, you have to listen to the mass as if it where a symphony resonant with tones of human freedom and autonomy. It is almost as if Beethoven wrote the mass against his will. In one recent biography, the chapter on the Missa Solemnis opens with the incredulous question: “Why did Beethoven write a mass?” 

Why not? The problem is not Beethoven’s (obviously) but the biographer’s belief in a history that sits uncomfortably with the composer. Yes, Beethoven was a revolutionary in the times of revolution. Yes, he was born in the Age of Enlightenment, and even declared ‘freedom and progress’ as the main purpose of art. But that does not make him French; he did not step foot in France, and despite the Napoleonic aftermath of the French Revolution, what Enlightenment meant in Bonn where Beethoven was born and in Vienna where he died, could not be anticlerical or antimonarchist because these cities were under the rule of Enlightened despots who by definition had both kingly and ecclesiastic functions.  In other words, Beethoven was a child of a religious Enlightenment. This means that his innovative and radical works were not composed against the sacred but were inspired by it. This is not to say that there is no truth in a Promethean view of Beethoven or that there is no conflict in his music during this tumultuous period in Europe, but it does imply that Beethoven upheld sacred music. In fact, he leads it in a new direction. And, if we have ears to hear, then the Missa Solemnis can open up a new sound world full of theological resonance. 

While working on the Missa,  Beethoven wrote out the Latin text of the mass on a piece of paper and added a German translation next to each line. As a teenager, Beethoven regularly played the organ for mass in the court at Bonn; he knew the Catholic liturgy from memory. So why would he write out the text and its translation? Because he wanted to explore the meaning of each word more fully, looking up a German dictionary for definitions and synonyms that would enlarge his understanding of the text. And if the expression mark in the score of the Missa (‘with devotion’) and his collection of devotional literature in his library is anything to go by, this process was an act of meditation for the composer. This was no routine setting of the mass. In fact, if you listen carefully, not only did Beethoven look up individual words to amplify their meaning, it seems that he also looked up the biblical reference to set their meaning in context. 

Listen to the Sanctus: you will hear echoes of the biblical book of Isaiah, chapter six. Beethoven conjures up a temple trembling at its foundations as the angels sing ‘Holy, holy, holy’. Similarly, in the Benedictus, you will hear echoes of the Palm Sunday procession from the gospels. The music is a match in the form of a pastoral; it depicts Jesus arriving as a king but in the form a humble shepherd riding a donkey, as the crowds chant “Blessed is he who comes in the name of the Lord.” There is no sense of Promethean triumph here, but the sound of meekness and majesty. 

We don’t need to tie ourselves up in knots to understand Beethoven or the Missa solemnis as secular. May be, to use the composer’s own words, Beethoven was just an ordinary Catholic writing extraordinary music to ‘instil religious affections’ in the congregants. This view would be a more faithful account of the composer’s life, but it would also radically change the way we understand Beethoven and the subsequent ‘progress’ of music history in our textbooks.  And this, perhaps, points to the most critical function of sacred music: to reveal the hearts of its hearers. The Missa solemnis, as Beethoven's greatest work, is a capstone which many have rejected as the cornerstone of his oeuvre. Try not to trip up on it. 

Listen to Beethoven's mass

Article
AI - Artificial Intelligence
Community
Culture
Education
5 min read

Artificial Intelligence needs these school lessons to avoid a Frankenstein fail

To learn and to learn to care are inseparable

Joel Pierce is the administrator of Christ's College, University of Aberdeen. He has recently published his first book.

A cyborg like figure opens the door to a classroom.
AI in the classroom.
Nick Jones/Midjourney.ai.

Recent worries expressed by Anthropic CEO, Dario Amodei, over the welfare of his chatbot bounced around my brain as I dropped my girls off for their first days at a new primary school last month. Maybe I felt an unconscious parallel. Maybe setting my daughters adrift in the swirling energy of a schoolyard containing ten times as many pupils as their previous one gave me a twinge of sympathy for a mogul launching his billion-dollar creation into the id-infused wilds of the internet. But perhaps it was more the feeling of disjuncture, the intuition that whatever information this bot would glean from trawling the web,it was fundamentally different from what my daughters would receive from that school, an education.  

We often struggle to remember what it is to be educated, mistaking what can be assessed in a written or oral exam for knowledge. However, as Hannah Arendt observed over a half century ago, education is not primarily about accumulating a grab bag of information and skills, but rather about being nurtured into a love for the world, to have one’s desire to learn about, appreciate, and care for that world cultivated by people whom one respects and admires. As I was reminded, watching the hundreds of pupils and parents waiting for the morning bell, that sort of education only happens in places, be it at school or in the home, where children themselves feel loved and valued.  

Our attachments are inextricably linked to learning. That’s why most of us can rattle off a list of our favourite teachers and describe moments when a subject took life as we suddenly saw it through their eyes. It’s why we can call to mind the gratitude we felt when a tutor coached us through a maths problem, lab project, or piano piece which we thought we would never master. Rather than being the pouring of facts into the empty bucket of our minds, our educations are each a unique story of connection, care, failure, and growth.  

I cannot add 8+5 without recalling my first-grade teacher, the impossibly ancient Mrs Coleman, gazing benevolently over her half-moon glasses, correcting me that it was 13, not 12. When I stride across the stage of my village pantomime this December, I know memories of a pint-sized me hamming it up in my third-grade teacher’s self-penned play will flit in and out of mind. I cannot write an essay without the voice of Professor Coburn, my exacting university metaphysics instructor, asking me if I am really saying what is truthful, or am resorting to fuzzy language to paper over my lack of understanding. I have been shaped by my teachers. I find myself repaying the debts accrued to them in the way I care for students now. To learn and to learn to care are inseparable. 

But what if they weren’t? AI seems to open the vista where intelligences can simply appear, trained not by humans, but by recursive algorithms, churning through billions of calculations on rows of servers located in isolated data centres. Yes, those calculations are mostly still done on human produced data, though the insatiable need for more has eaten through most everything freely available on the web and in whatever pirated databases of books and media these companies have been able to locate, but learning from human products is not the same as learning from human beings. The situation seems wholly original, wholly unimaginable. 

Except it was imagined in a book written over two hundred years ago which, as Guillermo del Toro’s recent attempt to capture that vision reminds us, remains incredibly relevant today. Filmmakers, and from trailers I suspect Del Toro is no different here, tend to treat the story of Frankenstein as one of glamorous transgression: Dr Frankenstein as Faust, heroically testing the limits of human knowledge and human decency. But Mary Shelley’s protagonist is an altogether more pathetic character, one who creates in an extended bout of obsessive experimentation and then spends the rest of the book running from any obligation to care for the creature he has made.  

It is the creature who is the true hero of the novel and he is a tragic one precisely because his intelligence, skills, and abilities are acquired outside the realm of human connection. When happenstance allows him to furtively observe lessons given within a loving, but impoverished family, he imagines himself into that circle of growing love and knowledge. It is when he is disabused of this notion, when the family discovers him and is disgusted, when he learns that he is doomed to know, but not be known, that he turns into a monster bent on revenge. As the Milton-quoting monster reminds Frankenstein, even Adam, though born fully grown, was nurtured by his maker. Since even this was denied creature, what choice does he have but to take the role of Satan and tear down the world that birthed him? 

Are our modern maestros of AI Dr Frankensteins? Not yet. For all the talk of sentient-like responses by LLMs, avoiding talking about distressing topics for example, the best explanation of such behaviour is that they simply are mimicking their training sets which are full of humans expressing discomfort about those same topics. However, if these companies are really as serious about developing a fully sentient AGI, about achieving the so-called singularity, as much of the buzz around them suggests, then the chief difference between them and Frankenstein is one of ability rather than ambition. If eventually they are able to realise their goals and intelligences emerge, full of information, but unnurtured and unloved, how will they behave? Is there any reason to think that they will be more Adam than Satan when we are their creators? 

At the end of Shelley’s novel, an unreconstructed Frankenstein tells his tale to a polar explorer in a ship just coming free from the pack ice. The explorer is facing the choice of plunging onward in the pursuit of knowledge, glory, and, possibly, death, or heeding the call of human connections, his sister’s love, his crew’s desire to see their families. Frankenstein urges him on, appeals to all his ambitions, hoping to drown out the call of home. He fails. The ship turns homeward. Knowledge shorn of attachment, ambition that ignores obligation, these, Shelley tells us, are not worth pursuing. Will we listen to her warning? 

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