Mastery (14 page)

With Charles Darwin, as the voyage progressed and he began to entertain the notions that would lead to his theory of evolution, he decided to expose his ideas to others. First, on the
Beagle
, he discussed them with the captain and patiently absorbed his vehement criticisms of the idea. This, Darwin told himself, would be more or less the reaction of the public, and he would have to prepare himself for that. He also began to write letters to various scientists and scientific societies back in England. The responses he received indicated he was on to something, but that he would need some
more research. For Leonardo da Vinci, as he progressed in his studio work for Verrocchio, he began to experiment and to assert his own style. He found to his surprise that the Master was impressed with his inventiveness. For Leonardo, this indicated that he was near the end of his apprenticeship.

Most people wait too long to take this step, generally out of fear. It is always easier to learn the rules and stay within your comfort zone. Often you must force yourself to initiate such actions or experiments
before you think you are ready
. You are testing your character, moving past your fears, and developing a sense of detachment to your work—looking at it through the eyes of others. You are getting a taste for the next phase in which what you produce will be under constant scrutiny.

You will know when your apprenticeship is over by the feeling that you have nothing left to learn in this environment. It is time to declare your independence or move to another place to continue your apprenticeship and expand your skill base. Later in life, when you are confronted with a career change or the need to learn new skills, having gone through this process before, it will become second nature. You have learned how to learn.

Many people might find the notion of an apprenticeship and skill acquisition as quaint relics of bygone eras when work meant making things. After all, we have entered the information and computer age, in which technology makes it so we can do without the kinds of menial tasks that require practice and repetition; so many things have become virtual in our lives, making the craftsman model obsolete. Or so the argument goes.

In truth, however, this idea of the nature of the times we are living in is completely incorrect, even dangerous. The era we have entered is not one in which technology will make everything easier, but rather a time of increased complexity that affects every field. In business, competition has become globalized and more intense. A businessperson must have a command of a much larger picture than in the past, which means more knowledge and skills. The future in science does not lie in increased specialization, but rather in the combining and cross-fertilization of knowledge in various fields. In the arts, tastes and styles are changing at an accelerated rate. An artist must be on top of this and be capable of creating new forms, always remaining ahead of the curve. This often requires having more than just a specialized knowledge of that particular art form—it requires knowing other arts, even the sciences, and what is happening in the world.

In all of these areas, the human brain is asked to do and handle more than ever before. We are dealing with several fields of knowledge constantly intersecting with our own, and all of this chaos is exponentially increased
by the information available through technology. What this means is that all of us must possess different forms of knowledge and an array of skills in different fields, and have minds that are capable of organizing large amounts of information. The future belongs to those who learn more skills and combine them in creative ways. And the process of learning skills, no matter how virtual, remains the same.

In the future, the great division will be between those who have trained themselves to handle these complexities and those who are overwhelmed by them—those who can acquire skills and discipline their minds and those who are irrevocably distracted by all the media around them and can never focus enough to learn. The Apprenticeship Phase is more relevant and important than ever, and those who discount this notion will almost certainly be left behind.

Finally, we live in a culture that generally values intellect and reasoning with words. We tend to think of working with the hands, of building something physical, as degraded skills for those who are less intelligent. This is an extremely counterproductive cultural value. The human brain evolved in intimate conjunction with the hand. Many of our earliest survival skills depended on elaborate hand-eye coordination. To this day, a large portion of our brain is devoted to this relationship. When we work with our hands and build something, we learn how to sequence our actions and how to organize our thoughts. In taking anything apart in order to fix it, we learn problem-solving skills that have wider applications. Even if it is only as a side activity, you should find a way to work with your hands, or to learn more about the inner workings of the machines and pieces of technology around you.

Many Masters in history intuited this connection. Thomas Jefferson, who himself was an avid tinkerer and inventor, believed that craftspeople made better citizens because they understood how things functioned and had practical common sense—all of which would serve them well in handling civic needs. Albert Einstein was an avid violinist. He believed that working with his hands in this way and playing music helped his thinking process as well.

In general, no matter your field, you must think of yourself as a builder, using actual materials and ideas. You are producing something tangible in your work, something that affects people in some direct, concrete way. To build anything well—a house, a political organization, a business, or a film—you must understand the building process and possess the necessary skills. You are a craftsman learning to adhere to the highest standards. For all of this, you must go through a careful apprenticeship. You cannot make anything worthwhile in this world unless you have first developed and transformed yourself.

STRATEGIES FOR COMPLETING
THE IDEAL APPRENTICESHIP

Do not think that what is hard for you to master is humanly impossible; and if it is humanly possible, consider it to be within your reach.

—M
ARCUS
A
URELIUS

Throughout history, Masters in all fields have devised for themselves various strategies to help them pursue and complete an Ideal Apprenticeship. The following are eight classic strategies, distilled from the stories of their lives and illustrated with examples. Although some might seem more relevant than others to your circumstances, each of them relates fundamental truths about the learning process itself that you would be wise to internalize.

1. Value learning over money

In 1718, Josiah Franklin decided to bring his twelve-year-old son Benjamin into his lucrative, family-run candle-making business in Boston as an apprentice. His idea was that after a seven-year apprenticeship and a little experience, Benjamin would take over the business. But Benjamin had other ideas. He threatened to run away to sea if his father did not give him the choice of where he could apprentice. The father had already lost another son who had run away, and so he relented. To the father’s surprise, his son chose to work in an older brother’s recently opened printing business. Such a business would mean harder work and the apprenticeship would last nine instead of seven years. Also, the printing business was notoriously fickle, and it was quite a risk to bank one’s future on it. But that was his choice, his father decided. Let him learn the hard way.

What young Benjamin had not told his father was that he was determined to become a writer. Most of the work in the shop would involve manual labor and operating machines, but every now and then he would be asked to proofread and copyedit a pamphlet or text. And there would always be new books around. Several years into the process, he discovered that some of his favorite writing came from the English newspapers the shop would reprint. He asked to be the one to oversee the printing of such articles, giving him the chance to study these texts in detail and teach himself how to imitate their style in his own work. Over the years he managed to turn this into a most efficient apprenticeship for writing, with the added benefit of having learned the printing business well.

After graduating from the Zurich Polytechnic in 1900, the twenty-one-year-old Albert Einstein found his job prospects extremely meager. He had graduated near the bottom of the class, almost certainly nullifying any chance to obtain a teaching position. Happy to be away from the university, he now planned to investigate, on his own, certain problems in physics that had haunted him for several years. It would be a self-apprenticeship in theorizing and thought experiments. But in the meantime, he would have to make a living. He had been offered a job in his father’s dynamo business in Milan as an engineer, but such work would not leave him any free time. A friend could land him a well-paid position in an insurance company, but that would stultify his brain and sap his energy for thinking.

Then, a year later, another friend mentioned a job opening up in the Swiss Patent Office in Bern. The pay was not great, the position was at the bottom, the hours were long, and the work consisted of the rather mundane task of looking over patent applications, but Einstein leaped at the chance. It was everything he wanted. His task would be to analyze the validity of patent applications, many of which involved aspects of science that interested him. The applications would be like little puzzles or thought experiments; he could try to visualize how the ideas would actually translate into inventions. Working on them would sharpen his reasoning powers. After several months on the job, he became so good at this mental game that he could finish his work in two or three hours, leaving him the rest of the day to engage in his own thought experiments. In 1905 he published his first theory of relativity, much of the work having been done while he was at his desk in the Patent Office.

Martha Graham (see
here
for more on her early years) first trained as a dancer at the Denishawn School in Los Angeles, but after several years she determined she had learned enough and needed to go elsewhere to sharpen her skills. She ended up in New York, and in 1924 was offered a two-year stint as a dancer in a follies’ show; it was well paid, and so she accepted. Dancing is dancing, she thought, and she could always work on her own ideas in her free time. But near the end of the term, she decided she would never again accept commercial work. It drained her of all of her creative energy and destroyed her desire to work on her own time. It also made her feel dependent on a paycheck.

What is important when you are young, she decided, is to train yourself to get by with little money and make the most of your youthful energy. For the next few years she would work as a dance teacher, keeping her hours to the minimum for survival. The rest of the time she would train herself in the new style of dancing she wanted to create. Knowing the alternative was
slavery to some commercial job, she made the most of every free minute, creating in these few years the groundwork for the most radical revolution in modern dance.

As previously narrated in
chapter 1
(see
here
), when Freddie Roach’s career as a boxer came to an end in 1986, he took a job as a telemarketer in Las Vegas. One day, he entered the gym where he himself had trained under the legendary coach Eddie Futch. He found many boxers there who were not receiving any personalized attention from Futch. Even though he was not asked, he began to hang around the gym every afternoon and help out. It turned into a job for which he was not paid, so he held on to his telemarketing position. Working the two jobs left just enough time to sleep. It was almost unbearable, but he could withstand it because he was learning the trade for which he knew was destined. Within a few years he had impressed enough young boxers with his knowledge to set up his own business, and was soon to become the most successful boxing trainer of his generation.