"Sunday's Coming" Movie Trailer from North Point Media on Vimeo.
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9 years ago
Meanderings, musings and material concerning classical education, homeschooling, books, homemaking and the Christian life...whatever pops into Chris' mind...
Note the bent of the [current educational] rhetoric. We are to have a noble citizenry: but how exactly are citizens to be ennobled? manifestos canvassed for the reform of education have run thus ever since. They depart from the hard, specific, and achievable so that they may embrace the soft, indefinite, and ungraspable. While spraying sunny ideals with high-sounding words, their advocates seek deliverance in vague, half-realized science and good feelings.
~T.L. Simmons, Climbing Parnassus, p.209
"To seek to bring the spirit of the dead to life, to summon that spirit to speak and to have it speak, and to make it somehow again a part of the society of the living is an enterprise in which only the imaginative mind can hope to succeed."
~Hermann Hagedorn, as quoted by David Hicks, Norms and Nobility, p.31
...For when we accept the tyranny of the real over the ideal,we deny the human spirit--the better half of learning and the better half of man. Instead, we concentrate on his Caliban half, making him a more efficient berry-gatherer, a more discriminating shell collector, or a more willing water carrier. The notion of spirit we dismiss as mythological, out-of-date, and irrelevant: at any rate, the fact it cannot be seen in space or under a microscope makes it, in the end, no longer a proper subject for instruction...
~ David Hicks, Norms and Nobility, p.13
Classical education is not, preeminently, of a specific time or place. It stands instead for a spirit of inquiry and form of instruction concerned with the development of style through language and of conscience through myth. The key word here is inquiry. Everything springs from the special nature of the inquiry. The inquiry dictates the form of instruction and establishes the moral framework for thought and action. Classical inquiry possesses three attributes. The first is general curiosity...Second,one responds to these questions by forming imaginative hypotheses...Third, one completes the inquiry by devising methods for testing the hypotheses.
~David Hicks, Norms and Nobility, p.18
"The purpose of education is not the assimilation of facts or the retention of information, but the habituation of the mind and body to will and act in accordance with what one knows...According to Aristotle, the perfect end of education will be an activity that is engaged in for its own sake, complete and sufficient unto itself. Aristotle calls the activity for which education prepares man-- happiness."
~David Hicks, Norms and nobility, p.20

Teacher by Ethel Barnett DeVito
Child, though I tell you in this sunlit cove
This cup of captive sea is ever blue,
For you it may be equally as true
That it is nacre, emerald, taupe or mauve.
Youth, though I say to you our days are scrolled
In hues allied to charcoal, chalk or steel,
For you it may be equally as real
To name them carmine, coral, or yet gold.
Experience and age have tossed a bone:
The right to paint life as it seems to me,
And you may heed the colors that I see,
But never let them blind you to your own.
English, as we have wearily heard repeated in dreary textbooks, takes about sixty percent of its words--either directly or via modern romance languages-- from Latin. Any student who has invested strenuous years in Latin, both reading and writing it, will own an obvious edge with English over those who haven't. Not only has that student learned what the words mean, he has learned what they have meant; he has seen them jostling and lounging in their original habitat. They've gamboled at his feet. "Liberty" never means the same thing after our backs have been burdened with the full Roman weight of libertas...
...If people have family trees, so have words, and tracing their branches through time and place reveals the complexity of their characters. memorizing them, as we must do when learning to use a language, stretches the mind.
Our brains become more capacious: the more we memorize, the more we can memorize. We begin to feel at home with those old words, and thus we feel more at home with their descendants in our own tongue. Once we have seen and used them, they're strangers no more. They're tactile; we can roll them in our hands. Commerce with them becomes easy."
~T. L. Simmons, Climbing Parnassus, p.168
Go Up, My Heart by Horatius Bonar and David Ward
Go up, go up, my heart,
And dwell with God above;
For here you cannot find
A satisfying love.
Don’t set your love upon
These things so stained and dim;
Go up to meet with God,
Take up your love to Him.
Chorus:
Go up, my heart, go up
To the fountain of delights.
Go up, my heart, go up
To the source of all joy, Jesus Christ.
Go up, go up, my heart,
Don’t spend your treasure here:
Ascend above these clouds,
Soar to a higher sphere.
Don’t waste your precious stores
On creature-love below;
To God that wealth belongs,
On Him that wealth bestow.
"Tense Times with Verbs" by Richard Lederer
The verbs in English are a fright.
How can we learn to read and write?
Today we speak, but first we spoke;
Some faucets leak, but never loke.
Today we write, but first we wrote;
We bite our tongues, but never bote.
Each day I teach, for years I taught,
And preachers preach, but never praught.
This tale I tell; This tale I told;
I smell the flowers, but never smold.
If knights still slay, as once they slew.
Then do we play, as once we plew?
If I still do as once I did,
Then do cows moo, as they once mid?