The Varga Katalin Gimnázium Ball


Last year, after the school’s annual tablóbál (where, after a procession and ribbon pinning ceremony, the seniors perform ballroom and modern dances for their peers, teachers, and families), I wrote about a meaning of performance. This year again, on Saturday night, I was so happy for my students, even more than last year, since I have been teaching them longer. The ball celebrates their transition; it is a way for them to dance gracefully together, to be solemn and serious with a few moments of silliness mixed in, and to be with all of us, not at the end of the year, when everyone is saying goodbye, but before.


I wish we had something like this in the U.S. (maybe we do, but I don’t know about it). Schools typically have senior proms–to which parents and teachers are not invited, except as chaperones, and for which students must find a date or else “go stag.” There’s no guidance; you’re left on your own to figure out whom to invite (or by whom to hope to be invited), what to wear, how to dance, and so on. It’s a lot of pressure, unless you deliberately take a different approach to the whole thing. Proms may have changed over the years; from what I gather, some students now go just for fun, to be part of the occasion. But it would be even better if there were something to celebrate, something to perform, some way of being with the whole school.

Now, I don’t meant that the Varga Katalin Ball is without pressure. There’s pressure to buy the right outfit, learn the dances, and participate in the ceremony with everyone looking on. It can be intimidating; some might feel miserable throughout. But no one is left out and no one disparaged; everyone gets to take part. Ninth-graders handle the ushering and coat-check; eleventh-graders introduce the acts. The evening begins with the procession and pinning ceremony, where the class teacher of each senior class leads the students, hand in hand, out to the hall, and where the headmaster gives a speech. That sets the tone; then come the ballroom dances and splashes of humor.




If I were leading a high school, I would be sure to institute something like this, to which everyone was invited, and for which all the seniors would prepare. After years and years, people might start to gripe, “Why do we do this?” But instead of retorting, “It’s our tradition,” I would say, “It is our celebration of growing up–and of childhood too.”


On Being Different


It can sound pretentious to talk about being “different,” but for me it has been a fact of life as long as I can remember, from my early childhood onward. Not only have I felt different from others, but others have told me again and again that I was. What is the nature of this difference? Living at a different level of intensity from other people, thinking differently–but all of this reuses the word “different” and fails to clarify the matter. I could give a better explanation, but it would take a long time.

As far as difference itself is concerned, I don’t believe that humanity can be divided cleanly or absolutely into “ordinary” people and “exceptional” people. Everyone has a difference of some sort; some go to great lengths to hide their own. Some differences are larger or more visible than others, but that does not make the slighter ones disappear. You can see them sometimes the way you would see trees through a fog.

Nor is difference all that matters; life requires a combination of difference and sameness. It’s important to find resemblances with others; otherwise there would be no meeting point, no understanding. These differences and samenesses (or similarities, or sense of similarity), are at their best when genuine. Finding your voice, hitting your stride has to do, in part, with not trying to be different, nor trying to be like others, but instead hearing and following what is there, cutting out the excess, the strain, the inessentials.

Life is not always as full of opportunity as the success hawkers would have us believe. There are limits to our time, money, energy, strength, perspective, and ability. But as Ralph Waldo Emerson wrote in “Self-Reliance,” each of us is given things to perceive that others do not perceive in the same way.

There is a time in every man’s education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. Not for nothing one face, one character, one fact, makes much impression on him, and another none. This sculpture in the memory is not without preëstablished harmony. The eye was placed where one ray should fall, that it might testify of that particular ray.

To “testify of that particular ray”–that might not seem like much, but it is everything, or rather almost half. The other part involves listening to others. And then there is still room for duties, sleep, meals, questions, and play. “You don’t know what you’re talking about,” someone might say. “You’re speaking as someone without children. For a parent, everything revolves around the child. Parents have no time to think about–” But isn’t it part of a parent’s role, a parent’s gift: to see the child in a way no one else can, while also learning more every day about who this person is?

I made a few minor changes to this piece after posting it.

A Book Talk in Budapest and More


This picture is from an evening bike ride along the Zagyva river–a ride I take almost every day, at different times of day, but do not take for granted. I have been here for over a year now, and I still look forward to the rides–the tumbling through fog, the low-hanging birches, the sounds of breeze and bricks.

I have been thinking about Robert Frost’s poem “Birches,” which I brought to some of my classes last week. It has been translated into Hungarian by Ernő Hárs and Illés Fehér (and maybe others). On a first reading, I prefer Hárs’s for its rhythm and Fehér’s (sometimes) for its accuracy–but I need to take more time with them, over time.

Tomorrow evening I will give my first book reading in Hungary–actually, my first book event outside the U.S.–at Massolit Books in Budapest. I look forward to seeing how it turns out. The book has been meeting with good response so far: thoughtful reviews in Quartz (by Ephrat Livni), Publishers Weekly, and Amazon (by Dana Mackenzie), and a few comments from individuals (one reader called it a “treasure chest of words”). There are some dismissive reactions too (on Goodreads), but I don’t consider them reviews, since they say nothing about the book. Reviews, even negative ones, require perception. A true reviewer does not tell people what to think, but instead points out things to see and hear. The reviewer’s final assessment, while important, relies on those observations. Like a bike ride along the Zagyva, like a book talk in Budapest, a perceptive review is not to be taken for granted. I see all of these as gifts, but from where, and to whom? Those questions have no perfect answer.


I added to this piece and revised it in places after posting it.

On Appreciation


Often teachers don’t know how much they are appreciated; often students don’t either. Regarding teachers, students have often told me about a teacher who has influenced them, taught them something important, opened them to a subject, inspired them, or shown them kindness; I doubt that many have said these words directly to the teacher. There is a lot of gratitude in the air, but people don’t always know it.

But the same is true for students; they probably have little idea how much they give to a lesson, or to their classmates, or to a teacher’s day, or to a school.

It made my day yesterday (a “szombati munkanap,” or official, government-mandated Saturday working day, one of six in 2018), when I saw this on the board:


I meet with this class only once a week; I look forward to each time. They bring such cheer and willingness to each lesson. They are learning quickly. Some who said, at the beginning of the year, that they didn’t speak any English are now participating eagerly; others are becoming more expressive and precise.

I remember one day when we had a schedule change; it was the first or second week in the school year. I had thought, incorrectly, that the change would take effect the following week, so I was sitting and working at my desk. There was a knock on the door of the teachers’ room. I opened the door to see two of the students from this class. “We are waiting for you,” they said. I came downstairs and found the students eager to get started. They understood my mistake, and we jumped right into the lesson.

One day in October I taught them “Frère Jacques” in French and English (they already knew it in Hungarian). Here they are singing it in all three languages. (It is posted with the students’ permission. I set it to “unlisted” so that it will be available only to those who have the link.)



Is the “lesson” from all of this that we should tell people more often that we appreciate them? Yes and no; as I will bring up in another post, I become less and less sure about what the lesson of any situation is. There may be four, five, ten lessons, some contradicting each other. Yes, it is good to tell people good things directly, without fear, but maybe there is an inevitable part that we keep to ourselves. In a school, there is some formality; we do not say everything. Still, there is no harm in saying a good word, if you are strong in it. It brings not only cheer but clarity too. There is lots of muddle in the world, many voices telling us to dismiss or disparage the good. Say a good word, and a quiet rises up around it. The chaos backs away.

Ahead and Behind


Today I leave Dallas for Nashville (a short trip); from this evening until Sunday noon, I will be taking part in the ALSCW conference: presenting two papers, participating in a poetry reading (by ALSCW members, on Friday evening), attending as many other seminars, panels, and readings as possible, talking with colleagues and friends, and taking part in the ALSCW Council meeting. I hope to take some walks in Nashville too. Then, on Sunday evening, I head back to Hungary and should arrive Monday evening, if all goes as scheduled. (I am grateful to the three colleagues who agreed to cover my classes on Monday; to return by Monday, I would have had to skip the Council meeting and possibly more.)

I wrote a sestina yesterday; I may include it in what I read on Friday, or I may choose something shorter. I am reading a new translation as well; more about that in the future!

The book talk and discussion at the Dallas Institute was lively and warm; I am grateful to everyone who worked to put it together and who came out for it. There were over forty people in the audience, and the books almost sold out. But the best part was the combination of planning and spontaneity, familiarity and surprise, content and question.

First Dr. Larry Allums introduced me, then I spoke about the book and read some passages from it, then Dr. Allums and I had a dialogue, and finally I took questions (of which there were many) from the audience. I am delighted that this was the book’s first event; I will try to do something like this in events to come, though I will not be able to replicate it. It was great to be back at the Institute; I look  forward to returning in July.

There are some videos of the evening. Soon I will upload them to my website; for now, you can view them here. (They are numbered 3903, 3904, 3905, and 3906. The first one contains the introductions–Dr. Allums’s introduction and my preliminary remarks; the second, my readings from the book; the third, Dr. Allums’s dialogue with me, and the fourth, the exchange with the audience.)

Yesterday I went back to the Dallas Institute in the lovely rain and met with my colleagues, who took me to dinner at Gloria’s, our favorite Salvadoran/Latin restaurant. Here is the Dallas Institute’s patio just before we left.


On a sad subject, I will have more to say soon about the synagogue shooting in Pittsburgh. Others are already making important arguments: for instance, that this was not simply a deranged act, but an act fueled by social media, a reckless and callous president, and easy access to weapons. Some have been looking specifically at its anti-Semitism; others, at its resemblance to other recent hate crimes in the U.S. and elsewhere. Some are analyzing it from the point of view of psychology, others from a political perspective, others from the perspective of gun control, others from personal pain. I will try something a little different (or maybe not different, since I have not had time to read all the responses). I want to consider what it means to believe one has the right (or even duty) to take another’s life, or the lives of members of a particular group. This is so far from my own understanding of rights and duties that I have to see where the difference lies. I might not arrive at answers, but I hope to raise some questions. Is the idea of liberty–of living the way you like, as long as you do not impinge on others, and protecting others’ right to do likewise–still young in our history and imagination? Does it contradict itself? Is it feasible? Do people support it today?

I will be thinking of this and more as I head to the airport.

  • “To know that you can do better next time, unrecognizably better, and that there is no next time, and that it is a blessing there is not, there is a thought to be going on with.”

    —Samuel Beckett, Malone Dies

  • TEDx Talk

    Delivered at TEDx Upper West Side, April 26, 2016.



    Diana Senechal is the author of Republic of Noise: The Loss of Solitude in Schools and Culture and the 2011 winner of the Hiett Prize in the Humanities, awarded by the Dallas Institute of Humanities and Culture. Her second book, Mind over Memes: Passive Listening, Toxic Talk, and Other Modern Language Follies, was published by Rowman & Littlefield in October 2018. In February 2022, Deep Vellum will publish her translation of Gyula Jenei's 2018 poetry collection Mindig Más.

    Since November 2017, she has been teaching English, American civilization, and British civilization at the Varga Katalin Gimnázium in Szolnok, Hungary. From 2011 to 2016, she helped shape and teach the philosophy program at Columbia Secondary School for Math, Science & Engineering in New York City. In 2014, she and her students founded the philosophy journal CONTRARIWISE, which now has international participation and readership. In 2020, at the Varga Katalin Gimnázium, she and her students released the first issue of the online literary journal Folyosó.


    On April 26, 2016, Diana Senechal delivered her talk "Take Away the Takeaway (Including This One)" at TEDx Upper West Side.

    Here is a video from the Dallas Institute's 2015 Education Forum.  Also see the video "Hiett Prize Winners Discuss the Future of the Humanities." 

    On April 19–21, 2014, Diana Senechal took part in a discussion of solitude on BBC World Service's programme The Forum.  

    On February 22, 2013, Diana Senechal was interviewed by Leah Wescott, editor-in-chief of The Cronk of Higher Education. Here is the podcast.


    All blog contents are copyright © Diana Senechal. Anything on this blog may be quoted with proper attribution. Comments are welcome.

    On this blog, Take Away the Takeaway, I discuss literature, music, education, and other things. Some of the pieces are satirical and assigned (for clarity) to the satire category.

    When I revise a piece substantially after posting it, I note this at the end. Minor corrections (e.g., of punctuation and spelling) may go unannounced.

    Speaking of imperfection, my other blog, Megfogalmazások, abounds with imperfect Hungarian.

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