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Novalis is a figure of such importance in German Literature, that no student of it can pass him by without attention.
--
Thomas Carlyle in "Novalis" (1829)

 

Novalis

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Novalis has been, and remains, one of the most vital influences in German literature; the modern mystics: Maeterlinck, Herman Hesse and Rilke (often considered the greatest poet of the twentieth century) admit a great debt to him. ... Novalis expresses himself in a unique, personal style, almost as if he has discovered language by himself. ... Novalis himself wrote that he felt it necessary to develop a symbolic philosophical language for the purpose of protecting his deepest insights from those incapable of respecting them. In this he has not been alone — if we look at the words of the Sufis we often find mystical concepts veiled in poetic terms. ... The principle mode of concealment is the use of imagery. Images are used to veil meaning, but for those who share Novalis’ love of symbolic imagery and subtle metaphor his language is a veil that enhances, rather than conceals, the beauty of his art. This use of concrete, palpable images overcame, to some extent, what he described as the “poverty of words”; and avoided the use of philosophical terms to express abstract concepts. In some instances spiritual qualities are personified as characters, human or divine, as they are in Hindu mythology... Novalis is known as the originator of the central symbol of the German Romanticism, The Blue Flower; he shared in the movement’s deification of Nature, the demand for the Absolute, the idea of spiritual rebirth. ... Novalis, like other poets of the period, wanted to return to the sense of the Sacred found in the humbler Medieval tradition with its great mystics such as Hildegard von Bingen and Meister Eckhart.

 

Novalis

 

Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.

 

Jiddu Krishnamurti

 

A few professional alienists understood his importance, but to most of the public he appeared as some kind of German sexologist, an exponent of free love who used big words to talk about dirty things. At least a decade would have to pass before Freud would have his revenge and see his ideas begin to destroy sex in America forever.

 

Sigmund Freud

 

There are two levels of knowing a subject. There is the student who knows what the definition of a noun or a gene or a molecule is; then there is the student... who also knows how the definition was arrived at. There is the student who can answer a question; then there is the student who also knows what are the biases of the question. There is the student who can give you the facts; then there is the student who also knows what is meant by a fact. I am maintaining that, in all cases, it is the latter who has a "basic" education ; the former, a frivolous one.

 

Neil Postman

 

One of the historical vulnerabilities of literature, as a subject for study, is that it has never seemed difficult enough. This may come as news to the buckled figure of the book reviewer, but it's true. Hence the various attempts to elevate it, complicate it, systematize it. Interacting with literature is easy.

 

Martin Amis