Simone Weil, the great mystic and philosopher for our age, shows where anyone can find God.
Why is it that Simone Weil, with her short, troubled life and confounding insights into faith and doubt, continues to speak to today’s spiritual seekers? Was it her social radicalism, which led her to renounce privilege? Her ambivalence toward institutional religion? Her combination of philosophical rigor with the ardor of a mystic?
Albert Camus called Simone Weil “the only great spirit of our time.” André Gide found her “the most truly spiritual writer of this century.” Her intense life and profound writings have influenced people as diverse as T. S. Eliot, Charles De Gaulle, Pope Paul VI, and Adrienne Rich.
The body of work she left most of it published posthumouslyis the fruit of an anguished but ultimately luminous spiritual journey.
After her untimely death at age thirty-four, Simone Weil quickly achieved legendary status among a whole generation of thinkers. Her radical idealism offered a corrective to consumer culture. But more importantly, she pointed the way, especially for those outside institutional religion, to encounter the love of God – in love to neighbor, love of beauty, and even in suffering.
About the Author
Born in 1909 to a Jewish family in Paris, Simone Weil had a privileged childhood. An academic prodigy, she left a teaching career to become a factory worker in order to better feel and know the afflictions of the working class. Though drawn to pacifism, she went to Spain to fight the Nationalists in the Spanish Civil War. An agnostic, her hunger for beauty, virtue, and goodness was fed by her conviction that anyone can enter “the kingdom of truth” if only “he longs for truth and perpetually concentrates all his attention on its attainment.” She never conceived of the possibility of a “real contact, person to person, here below, between a human being and God” until one day “Christ himself came down and took possession of me.” Though she would remain religiously unaffiliated her entire life, the reality of this experience never left her. Simone Weil fled France when the Nazis invaded and joined the French resistance in London. In solidarity, she committed to eating the same rations as the men at the front. During the summer of 1943, she contracted tuberculosis and, weakened by malnourishment, she died within weeks.
Read an Excerpt
The Right Use of School Studies
"We do not obtain the most precious gifts by going in search of them but by waiting for them."
We often think of prayer as the fervent expression of our needs or heartfelt desires to God. For Simone Weil, however, prayer is a frame of mind that leads to illumination. We pray not to change our circumstances, but to change ourselves, and specifically, to increase our capacity for loving attention, which is the one thing that can really help the downhearted and broken-spirited among us. In this essay, which she titled "Reflections on the Right Use of School Studies with a View to the Love of God," Weil suggests that school studies, when properly pursued, form in us the habit of waiting on the truth, which prepares us for the higher-level waiting – waiting on God – that is prayer. As she develops her argument, Weil is clearly drawing on her own experiences of "wrestling with a problem or studying a theorem" during her student years, which ultimately bore fruit in the mystical encounters of her adult life.
THE KEY TO A CHRISTIAN conception of studies is the realization that prayer consists of attention. It is the orientation of all the attention of which the soul is capable toward God. The quality of attention counts for much in the quality of the prayer. Warmth of heart cannot make up for it.
It is the highest part of the attention only which makes contact with God, when prayer is intense and pure enough for such a contact to be established; but the whole attention is turned toward God.
Of course school exercises only develop a lower kind of attention. Nevertheless, they are extremely effective in increasing the power of attention that will be available at the time of prayer, on condition that they are carried out with a view to this purpose and this purpose alone.
Although people seem to be unaware of it today, the development of the faculty of attention forms the real object and almost the sole interest of studies. Most school tasks have a certain intrinsic interest as well, but such an interest is secondary. All tasks that really call upon the power of attention are interesting for the same reason and to an almost equal degree.
School children and students who love God should never say: "For my part I like mathematics"; "I like French"; "I like Greek." They should learn to like all these subjects, because all of them develop that faculty of attention which, directed toward God, is the very substance of prayer.
If we have no aptitude or natural taste for geometry, this does not mean that our faculty for attention will not be developed by wrestling with a problem or studying a theorem. On the contrary, it is almost an advantage.
It does not even matter much whether we succeed in finding the solution or understanding the proof, although it is important to try really hard to do so. Never in any case whatever is a genuine effort of the attention wasted. It always has its effect on the spiritual plane and in consequence on the lower one of the intelligence, for all spiritual light lightens the mind.
If we concentrate our attention on trying to solve a problem of geometry, and if at the end of an hour we are no nearer to doing so than at the beginning, we have nevertheless been making progress each minute of that hour in another, more mysterious dimension. Without our knowing or feeling it, this apparently barren effort has brought more light into the soul. The result will one day be discovered in prayer. Moreover, it may very likely be felt in some department of the intelligence in no way connected with mathematics. Perhaps he who made the unsuccessful effort will one day be able to grasp the beauty of a line of Racine more vividly on account of it. But it is certain that this effort will bear its fruit in prayer. There is no doubt whatever about that.
Certainties of this kind are experimental. But if we do not believe in them before experiencing them, if at least we do not behave as though we believed in them, we shall never have the experience that leads to such certainties. There is a kind of contradiction here. Above a given level this is the case with all useful knowledge concerning spiritual progress. If we do not regulate our conduct by it before having proved it, if we do not hold on to it for a long time by faith alone, a faith at first stormy and without light, we shall never transform it into certainty. Faith is the indispensable condition.
The best support for faith is the guarantee that if we ask our Father for bread, he does not give us a stone. Quite apart from explicit religious belief, every time that a human being succeeds in making an effort of attention with the sole idea of increasing his grasp of truth, he acquires a greater aptitude for grasping it, even if his effort produces no visible fruit. An Eskimo story explains the origin of light as follows: "In the eternal darkness, the crow, unable to find any food, longed for light, and the earth was illumined." If there is a real desire, if the thing desired is really light, the desire for light produces it. There is a real desire when there is an effort of attention. It is really light that is desired if all other incentives are absent. Even if our efforts of attention seem for years to be producing no result, one day a light that is in exact proportion to them will flood the soul. Every effort adds a little gold to a treasure no power on earth can take away. The useless efforts made by the Curé d'Ars, for long and painful years, in his attempt to learn Latin bore fruit in the marvelous discernment that enabled him to see the very soul of his penitents behind their words and even their silences.
Students must therefore work without any wish to gain good marks, to pass examinations, to win school successes; without any reference to their natural abilities and tastes; applying themselves equally to all their tasks, with the idea that each one will help to form in them the habit of that attention which is the substance of prayer. When we set out to do a piece of work, it is necessary to wish to do it correctly, because such a wish is indispensable in any true effort. Underlying this immediate objective, however, our deep purpose should aim solely at increasing the power of attention with a view to prayer; as, when we write, we draw the shape of the letter on paper, not with a view to the shape, but with a view to the idea we want to express. To make this the sole and exclusive purpose of our studies is the first condition to be observed if we are to put them to the right use.
The second condition is to take great pains to examine squarely and to contemplate attentively and slowly each school task in which we have failed, seeing how unpleasing and second rate it is, without seeking any excuse or overlooking any mistake or any of our tutor's corrections, trying to get down to the origin of each fault. There is a great temptation to do the opposite, to give a sideways glance at the corrected exercise if it is bad, and to hide it forthwith. Most of us do this nearly always. We have to withstand this temptation. Incidentally, moreover, nothing is more necessary for academic success, because, despite all our efforts, we work without making much progress when we refuse to give our attention to the faults we have made and our tutor's corrections.
Above all, it is thus that we can acquire the virtue of humility, and that is a far more precious treasure than all academic progress. From this point of view it is perhaps even more useful to contemplate our stupidity than our sin. Consciousness of sin gives us the feeling that we are evil, and a kind of pride sometimes finds a place in it. When we force ourselves to fix the gaze, not only of our eyes but of our souls, upon a school exercise in which we have failed through sheer stupidity, a sense of our mediocrity is borne in upon us with irresistible evidence. No knowledge is more to be desired. If we can arrive at knowing this truth with all our souls we shall be well established on the right foundation.
If these two conditions are perfectly carried out there is no doubt that school studies are quite as good a road to sanctity as any other.
To carry out the second, it is enough to wish to do so. This is not the case with the first. In order really to pay attention, it is necessary to know how to set about it.
Most often attention is confused with a kind of muscular effort. If one says to one's pupils: "Now you must pay attention," one sees them contracting their brows, holding their breath, stiffening their muscles. If after two minutes they are asked what they have been paying attention to, they cannot reply. They have been concentrating on nothing. They have not been paying attention. They have been contracting their muscles.
We often expend this kind of muscular effort on our studies. As it ends by making us tired, we have the impression that we have been working. That is an illusion. Tiredness has nothing to do with work. Work itself is the useful effort, whether it is tiring or not. This kind of muscular effort in work is entirely barren, even if it is made with the best of intentions. Good intentions in such cases are among those that pave the way to hell. Studies conducted in such a way can sometimes succeed academically from the point of view of gaining marks and passing examinations, but that is in spite of the effort and thanks to natural gifts; moreover, such studies are never of any use.
Will power, the kind that, if need be, makes us set our teeth and endure suffering, is the principal weapon of the apprentice engaged in manual work. But contrary to the usual belief, it has practically no place in study. The intelligence can only be led by desire. For there to be desire, there must be pleasure and joy in the work. The intelligence only grows and bears fruit in joy. The joy of learning is as indispensable in study as breathing is in running. Where it is lacking there are no real students, but only poor caricatures of apprentices who, at the end of their apprenticeship, will not even have a trade.
It is the part played by joy in our studies that makes of them a preparation for spiritual life, for desire directed toward God is the only power capable of raising the soul. Or rather, it is God alone who comes down and possesses the soul, but desire alone draws God down. He only comes to those who ask him to come; and he cannot refuse to come to those who implore him long, often, and ardently.
Attention is an effort, the greatest of all efforts perhaps, but it is a negative effort. Of itself, it does not involve tiredness. When we become tired, attention is scarcely possible anymore, unless we have already had a good deal of practice. It is better to stop working altogether, to seek some relaxation, and then a little later to return to the task; we have to press on and loosen up alternately, just as we breathe in and out.
Twenty minutes of concentrated, untired attention is infinitely better than three hours of the kind of frowning application that leads us to say with a sense of duty done: "I have worked well!"
But, in spite of all appearances, it is also far more difficult. Something in our soul has a far more violent repugnance for true attention than the flesh has for bodily fatigue. This something is much more closely connected with evil than is the flesh. That is why every time that we really concentrate our attention, we destroy the evil in ourselves. If we concentrate with this intention, a quarter of an hour of attention is better than a great many good works.
Attention consists of suspending our thought, leaving it detached, empty, and ready to be penetrated by the object; it means holding in our minds, within reach of this thought, but on a lower level and not in contact with it, the diverse knowledge we have acquired which we are forced to make use of. Our thought should be in relation to all particular and already formulated thoughts, as a man on a mountain who, as he looks forward, sees also below him, without actually looking at them, a great many forests and plains. Above all our thought should be empty, waiting, not seeking anything, but ready to receive in its naked truth the object that is to penetrate it.
All wrong translations, all absurdities in geometry problems, all clumsiness of style, and all faulty connection of ideas in compositions and essays, all such things are due to the fact that thought has seized upon some idea too hastily and being thus prematurely blocked, is not open to the truth. The cause is always that we have wanted to be too active; we have wanted to carry out a search. This can be proved every time, for every fault, if we trace it to its root. There is no better exercise than such a tracing down of our faults, for this truth is one to be believed only when we have experienced it hundreds and thousands of times. This is the way with all essential truths.
We do not obtain the most precious gifts by going in search of them but by waiting for them. We cannot discover them by our own powers, and if we set out to seek for them we will find in their place counterfeits of which we will be unable to discern the falsity.
The solution of a geometry problem does not in itself constitute a precious gift, but the same law applies to it because it is the image of something precious. Being a little fragment of particular truth, it is a pure image of the unique, eternal, and living Truth, the very Truth that once in a human voice declared: "I am the Truth."
Every school exercise, thought of in this way, is like a sacrament.
Learning to Love God
"The veiled form of love necessarily comes first...."
Like Augustine, Simone Weil believed that we first love God through things in the world. For her, the heart's leap in response to a beautiful sight, to a neighbor in distress, or to a religious ceremony (she spent many hours in the Benedictine Abbey of Solesmes near Paris) was a real, if indirect, experience of the love of God. The mystic may eventually learn to love God in an unmediated way, but everyone can be a friend of God through his various disguises.
The introduction below and the following three chapters are excerpted from an extended essay, "Forms of the Implicit Love of God."
SINCE THE COMMANDMENT "Thou shalt love the Lord thy God" is laid upon us so imperatively, it is to be inferred that the love in question is not only the love a soul can give or refuse when God comes in person to take the hand of his future bride, but also a love preceding this visit, for a permanent obligation is implied.
This previous love cannot have God for its object, since God is not present to the soul and has never yet been so. It must then have another object. Yet it is destined to become the love of God. We can call it the indirect or implicit love of God.
This holds good even when the object of such love bears the name of God, for we can then say either that the name is wrongly applied or that the use of it is permissible only on account of the development bound to follow later.
The implicit love of God can have only three immediate objects, the only three things here below in which God is really though secretly present. These are religious ceremonies, the beauty of the world, and our neighbor. Accordingly there are three loves.
To these three loves friendship should perhaps be added; strictly speaking it is distinct from the love of our neighbor.
These indirect loves have a virtue that is exactly and rigorously equivalent. It depends on circumstances, temperament, and vocation which is the first to enter the soul; one or other of them is dominant during the period of preparation. It is not necessarily the same one for the whole of this period.
It is probable that in most cases the period of preparation does not draw toward its end; the soul is not ready to receive the personal visit of its Master unless it has in it all three indirect loves to a high degree.
The combination of these loves constitutes the love of God in the form best suited to the preparatory period, that is to say a veiled form.
They do not disappear when the love of God in the full sense of the word wells up in the soul; they become infinitely stronger and all loves taken together make only a single love.
The veiled form of love necessarily comes first, however, and often reigns alone in the soul for a very long time. Perhaps, with a great many people, it may continue to do so till death. Veiled love can reach a very high degree of purity and power.
At the moment when it touches the soul, each of the forms that such love may take has the virtue of a sacrament.
Excerpted from "Love in the Void"
Copyright © 2018 Plough Publishing House.
Excerpted by permission of Plough Publishing House.
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Table of Contents
The Right Use of School Studies, 1,
Learning to Love God, 12,
To Love Your Neighbor, 15,
For Love of Beauty, 32,
When God Himself Comes, 59,
Void and Compensation, 68,
To Accept the Void, 74,
Imagination Fills the Void, 82,
The Love of God and Affliction, 88,
Further Reading, 110,