Category Archives: education

The burden of homey and shapely things.

We’re coming to the end of what is the “school year” for most families, and often thoughts are on what options will be best for the children next year. I offer excerpts from what I found to be a very encouraging article, for all of you loving and diligent parents out there! (And “excerpts” from the lives of homeschoolers I’ve known. 🙂 )

From “Easy Burden” by Graeme Hunter in Touchstone Magazine, Sept/Oct 2012 issue:

“Homeschooling is only countercultural because our culture is suicidal. Homeschoolers stand for what our culture was when it was serious about living . It affirms our Christian tradition, our Christian morality, and our highest cultural achievements. To affirm such things today is countercultural only because our culture has turned its face to the wall.”

“…No doubt there are conservative and conscientious redoubts here and there in the bleak landscape of public schooling, but if it seems to you that your child is being transformed for the worse by attending school, you are likely correct.

“Here are some reasons why:

“First, education means struggle and achievement, but schools are egalitarian. Achievement presupposes discipline, but schools shun discipline, and pretend students are high achievers no matter what they do.

“Second, children arrive in the world as bundles of impulses and desires. Part of education is to teach restraint, a process known as civilization. Schools encourage pupils from the earliest years to act upon their impulses and to be, in the jargon of the education industry, ‘spontaneous.’ Schools are therefore the enemies of civilization.

“Third, one of the finest fruits of education is to become a discriminating person, able to tell good from bad, whether it be in art, in political proposals, or in human conduct. Schools treat discrimination as the only mortal sin.

“‘The wrong of unshapely things,’ says the poet W.B. Yeats, ‘is a wrong too great to be told.’ He explains that when we fail to cultivate discrimination in ourselves and others, we wound the entire human community. Real educators see something beautiful in us, and long to bring it into the light. Yeats calls it an ‘image that blossoms, a rose in the deeps of his heart.'”

“…When we homeschooled, there was a cross to be borne each day, but family life was a delight to us, education was thrilling for pupil and teacher alike, and we had joy in our family that has not diminished even now that our children are grown.

“Furthermore, none of the dire consequences predicted came to pass. Our children are well-adjusted. They love God, and they love life. And they are doing well enough in life, even as the world measures these things.

“Homeschooling did not bankrupt us. How could it? We invested our talents in the children God gave us, and the investment paid off a hundredfold.”

“….The road, then, is cruciform, but the yoke is easy and the burden is light. Homeschoolers: seize the day!”

–Graeme Hunter

As the soul, so the education…

Five years ago I posted this quote and comments as part of a blog-along about the author. Today as I read it I am half terrified at the tone of Chesterton’s statement, how he makes education sound like the most natural and effortless, even unstoppable thing. The health of the sub-cultures we nurture is more critical than ever, so that the “soul” of these little societies may continue to nurture us and to educate our grandchildren and great grandchildren.

Education is simply the soul of a society
as it passes from one generation to another.

–G.K. Chesterton

People who aren’t used to thinking in a Chestertonian way may think this statement extravagant, or overly poetic and ephemeral. I forgive them, because they likely are recipients of a societal soul that lacks perspective and understanding. It takes time and tradition to build a healthy society, and the modernists who taught many of us have lost the moorings of our Christian past. Many people don’t have a concept of passing something on to their children; they just want them to have a college degree so they can get a Good Job.

I have done most of my growing up in the little society of the family my husband and I created many decades ago, and the culture and nourishment has been good. The word soul didn’t come to mind as a descriptor of what we were trying to impart to our children, while we were trying to give them the best nurturing, the best culture for healthy growth, but now that I have for so long been focused on cultivating life in my children and my self, Chesterton’s way of describing it seems perfect.

Of course, it’s frighteningly full of possibilities. How would you characterize the soul of American society? Or the society of your extended family? Are you in a church that is unified and close-knit enough to constitute a society, and is it one that you can feel good about the next generation continuing? The process that GKC hints at brings to mind images of some ghost-like being floating over the globe, and I wonder how much control I can have over that?

At any rate, this thought makes me gladder than ever that my husband and I were able to homeschool our children for many years, and pass on to them thousands of small bites of hearty soul food. We can’t even know for sure which were superfoods and which were maybe just as nourishing, but harder to digest, seeing how God redeems and uses even our failures. But we cooked up the recipe ourselves, in our home kitchen, so to speak, and after all this time, it is still tasting very good.

 

A pheasant disappearing in the brush.

poem-wynken-etcI was a child when poetry was still “taught badly,” according to some people. In fifth grade we had to memorize a poem, choosing from a collection that our teacher had compiled. Before that I remember reading some poems at home, like “Wynken, Blynken, and Nod,” which I came to love. It was in a children’s literature anthology my grandmother had given us.

From the options my teacher presented I chose “The Children’s Hour” by Longfellow. It seems that we had some weeks to learn our poems, and the practicing and reciting of the poet’s metered verse are a very pleasant memory for me. I did enter vicariously into the scene the poem describes, of a father surrounded by his affectionate and beloved daughters. I can still hear the music and feel the happiness even if I can’t remember many of the words past the first line.

Now, when I read about that particular poem on Wikipedia, I find that it serves as an illustration of one aspect of poetry that educators debate about: “More recently, the poem has been called overly-sentimental, as have many of Longfellow’s works. Scholar Richard Ruland, for example, warns that modern readers might find it ‘not only simple and straightforward, but perhaps saccharine and overly emotional,’ though he concludes it is a successful poem. Scholar Matthew Gartner, however, uses the poem as an example of how Longfellow invited his readers into his private home life in New England to refine them and teach them lessons in virtue.”

I have been lightly musing over these questions since reading a recent article by California’s Poet Laureate Dana Gioia, who has for as long as I’ve known him been intensely interested in education, and how to restore among the populace the love for poetry that used to be commonplace.

dana-gioia-with-cat-photo-by-web-824x549In the article “Poetry as Enchantment” the poet discusses the huge changes that have taken place in the world of poetry over the last few generations. I can see how my own experience reflects some of the losses that occurred. After the one poem that I memorized (not counting lyrics of hymns and folk songs) there was to be no more reading aloud in school, or memorization. In high school I know we analyzed some poems, but nothing grabbed me. Despite this, our small rural high school retained vestiges of the past in the form of a literary magazine in which students might publish poems or stories that the student editors selected.

I tried writing some poems, of which I was of course ashamed soon after they were published in the magazine. Maybe the magazine was not actually a leftover from a previous era but a “progressive” thing, packed with material from untaught writers, screened by writers just as unqualified. And likely it was an attempt to hold on to a fuller experience of poetry than we were getting in the classroom. Gioia says that textual criticism and analysis is all well and good and can be very helpful — he does quite a bit of it himself — but that we require an encounter with poetry that engages more than our intellect. We amateurs should not be underestimated as readers of poetry:

Amateurs have not learned to shut off parts of their consciousness to focus on only the appropriate elements of a literary text. They respond to poems in the sloppy fullness of their humanity. Their emotions and memories emerge entangled with half-formed thoughts and physical sensations. As any thinking person can see, such subjectivity is an intellectual mess of the highest order. But aren’t average readers simply approaching poetry more or less the way human beings experience the world itself?

Life is experienced holistically with sensations pouring in through every physical and mental organ of perception. Art exists embodied in physical elements—especially meticulously calibrated aspects of sight and sound—which scholarly explication can illuminate but never fully replace. However conceptually incoherent and subjectively emotional, the amateur response to poetry comes closer to the larger human purposes of the art—which is to awaken, amplify, and refine the sense of being alive—than does critical commentary. The scholarly response may be accurate and insightful. The culture is enriched by specialized discourse about literary texts and traditions. But critical analysis remains deliberately outside the full experience of the poem, which is physical, emotional, subjective, and intuitive as well as intellectual.

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Less than ten years out of high school, I was teaching poetry to my children. That was when I fully fell in love with many a good poem. Maybe all the analytical skills my high school and college teachers had tried to teach me came back and helped me appreciate the art, but I think much of the good effect came from starting from the ground up: teaching toddlers the fun of a sing-song nursery rhyme; reading A Child’s Garden of Verses to older children so many times that we couldn’t help but learn several by heart (skipping a few that didn’t seem to be teaching “a lesson in virtue,” to use the words of Matthew Gartner above); working the copying and memorization and reciting of poems into our homeschool curriculum; reciting/memorizing Frost’s “The Figure in the Doorway” as a family in the car while on a camping trip. We didn’t try to analyze or figure out hidden meanings, but I think we often intuited deep things. Probably many times we missed the primary intent of the poem, but we still were enriched in our humanity and our connection to the poet, and the world.

“Genuine poetry can communicate before it is understood.”
-T.S. Eliot, as quoted by Dana Gioia

More from the article:  Poetry offers a way of understanding and expressing existence that is fundamentally different from conceptual thought. As Jacques Maritain observed, ‘poetry is not philosophy for the feeble-minded.’ It is a different mode of knowing and communicating the world. There are many truths about existence that we can only express authentically as a song or a story. Conceptual language, which is the necessary medium of the critic and scholar, primarily addresses the intellect. It is analytical, which is to say, it takes things apart, as the Greek root of the word ana-lyein, to unloosen, suggests. Conceptual discourse abstracts language from the particular to the general. Poetic language, however, is holistic and experiential. Poetry simultaneously addresses our intellect and our physical senses, our emotions, imagination, intuition, and memory without asking us to divide them. The text may be frozen on the page for easy visual inspection and analysis, but the poetic experience itself is temporal, individual, and mostly invisible. As Wallace Stevens wrote, ‘Poetry is a pheasant disappearing in the brush.’

poemstevenson-fairy-bread

In the passion of 20-yr-old pride I tossed out my copies of the high school magazine, but I can remember the first line of one verse I wrote: “Must we tear apart the thing, and analyze and criticize?” Even then I had no leanings toward being a literary scholar. But I am still in the process of getting a literary education.

“The purpose of literary education is not to produce more professors;
its goal is to develop capable and complete human beings.”
-Dana Gioia

Against much resistance, when he was chairman of the National Endowment for the Arts, Gioia managed to implement a program he designed to restore some of the practices that encouraged a love of poetry in bygone years. Many of you are probably familiar with Poetry Out Loud, but I only learned about it in this article. High school students are having fun learning poems and reciting them in competitions, and this has been going on for ten years now! I’m hoping to attend the recitations in my area this coming January. It will do my heart good.

Get the fuller story of Gioia’s thesis and suggestions, and of the Poetry Out Loud events, by reading the entire article here.

The presence of crows and persons.

On one of our foggy summer mornings recently I was doggedly walking my most frequent loop around the neighborhood. It’s almost an hour’s outing if I don’t take the shortcut. For the first fifteen minutes I was lost in thought, that is to say, my mind in a different place and/or time from where my body was… and then suddenly I remembered to pray. Immediately as I “tuned in” to the present and His presence, I became aware of the cawing of crows nearby, and I looked up and saw them in the trees.

I think it was the fine mist, combined with the noise of crows, that made me think of Japan, perhaps a classic painting of misty mountains, like the mountains in which the character “Crow Boy” lives, in the book named for him.

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You will notice that in my mind I’d already left my body again! So why not jump back across the Pacific Ocean to a time some years ago, and to the crows that destroyed my daughter-in-law’s deck planters when she and Soldier were first married. 😦

Closer to home, I hear the crows’ harsh kind of talk on my block sometimes, but only in the mornings. Occasionally I wonder if they will descend on my garden and start pecking at my flowers as they did Joy’s. They aren’t the sort of birds I wanted to attract.P1050182

In Taro Yashima’s children’s story, Crow Boy, the birds do not themselves figure strongly in the plot. The book is about a little boy Chibi whose classmates make fun of him because he is shy and strange and not bright in the school-y way. The teacher evidently writes him off, but for five years he treks to school faithfully every day from “the far and lonely place” where he lives with his family. And it turns out he’s always learning.

Maybe because he is rejected by the other children, and ignored by the teacher, he can in his solitude really pay attention to his surroundings.

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mr sobe

 

Then a new teacher comes, someone who is able to appreciate the gifts that have been developing in the boy, because he takes the time to be fully present with Chibi for long periods. And to hear what Chibi knows from his own being present, on his journeys to and from school and everywhere, over the course of his short life.

Mr. Sobe is an inspiration to me. Some people have this ability to give you their full attention. Certainly Jesus was not distracted by random thoughts, but in being one with the Father He was always fully present with the people he met. Those rare people who have acquired the Holy Spirit to the degree that He fills their minds and hearts, leaving no room for lesser things — they also are able to attend to the moment and all who are in it to a degree I can hardly imagine.

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I could not even stay with the crows for one minute. But at least I had begun to use my mind for something productive, the creating of this little lesson for myself, and the promotion of a good book.

If the creatures I had met on my walk had been human, I know I would have kept my mind and heart on them somewhat longer. I don’t have much heart for crows yet, even though Crow Boy is one of my favorite children’s stories. I’ve already told you enough about that short book and why it is worthy of your acquaintance, so I will stop short of giving away the ending, which often makes me cry, as I vicariously experience its drama and happiness.

If any of my readers can tell me something about crows that will help me in my attitude toward them, I will be glad to hear it! Then next time we meet, maybe I will love them enough to stay with them for a whole minute.

gl crow only