Only in union with Christ, God's beloved Son, can we be recipients of the love of God.

"From God, love flows out toward all the inhabitants of heaven. It flows out, in the first place, necessarily and infinitely, toward his only-begotten Son; being poured forth, without mixture, as to an object that is infinite, and so fully adequate to all the fullness of a love that is infinite."

- Jonathan Edwards

Autumn Loveliness

I finally figured out how to re-size some of my photos to fit a 1280x800 laptop screen for desktop wallpaper. Here are four of my recent fall shots.

William Cowper and...Homeschooling?

Indeed!

I love William Cowper's poems, and support home-schooling but did not discover till recently that Cowper wrote a lengthy poem on The Institution of Schools. As I read, I was amazed at his insights on a subject that I did not think was discussed back then. Here a few excerpts from Cowper's"Tirocinium"

William Sweerts "Portrait of a Boy"

"Would you your son should be a sot or dunce,
Lascivious, headstrong, or all these at once;
That in good time the stripling’s finish’d taste
For loose expense and fashionable waste
Should prove your ruin, and his own at last;
Train him in public with a mob of boys,
Childish in mischief only and in noise,
...
Such youths of spirit, and that spirit too,
Ye nurseries of our boys, we owe to you:
Though from ourselves the mischief more proceeds,
For public schools ‘tis public folly feeds.
The slaves of custom and establish’d mode,
With packhorse constancy we keep the road,
Crooked or straight, through quags or thorny dells,
True to the jingling of our leader’s bells.
To follow foolish precedents, and wink
With both our eyes, is easier than to think;
And such an age as ours balks no expense,
Except of caution and of common sense;
Else sure notorious fact, and proof so plain,
Would turn our steps into a wiser train.

Oh! ‘tis a sight to be with joy perused,
By all whom sentiment has not abused;…
...A father blest with an ingenuous son,
Father, and friend, and tutor, all in one.

He will not blush, that has a father’s heart,
To take in childish plays a childish part;
But bends his sturdy back to any toy
That youth takes pleasure in, to please his boy:
Then why resign into a stranger’s hand
A task as much within your own command,
That God and nature, and your interest too,
Seem with one voice to delegate to you?
Why hire a lodging in a house unknown
For one whose tenderest thoughts all hover round your own?

The ostrich, silliest of the feather’d kind,
And form’d of God without a parent’s mind,
Commits her eggs, incautious, to the dust,
Forgetful that the foot may crush the trust;
And, while on public nurseries they rely,
Not knowing, and too oft not caring, why,
Irrational in what they thus prefer,
No few, that would seem wise, resemble her.

Now look on him, whose very voice in tone
Just echoes thine, whose features are thine own,
And stroke his polish’d cheek of purest red,
And lay thine hand upon his flaxen head,
And say, My boy, the unwelcome hour is come,
When thou, transplanted from thy genial home,
Must find a colder soil and bleaker air,
And trust for safety to a stranger’s care;
What character, what turn thou wilt assume
From constant converse with I know not whom;
Who there will court thy friendship, with what views,
And, artless as thou art, whom thou wilt choose;
Though much depends on what thy choice shall be,
Is all chance-medley, and unknown to me.
Though wouldst not, deaf to Nature’s tenderest plea,
Turn him adrift upon a rolling sea,
Nor say, Go thither, conscious that there lay
A brood of asps, or quicksands in his way;
Then, only govern’d by the self-same rule
Of natural pity, send him not to school.
No—guard him better. Is he not thine own,
Thyself in miniature, thy flesh, thy bone?

Fascinating, isn't it? The poem in its entirety can be read here.

Democracy, Authority, and Education

from my Learning Theory class post

Democracy is popular in America. It runs the nation. John Dewey, whose progressive learning theories have been largely influential on the nation's current learning practices, was a proponent of democracy. He wanted to see democracy not only in the nation, but in the public classroom, beginning at the elementary level. This would mean that, as in the nation, so in the classroom - students should have a say in their education, so that educators teach them what they are most inclined to learn, or in the way that they are most inclined to learn within the necessary bounds of the curriculum. This, it was proposed, will make the students more engaged in their education, and prevent children from becoming passive sum-scribbling serfs under the despotic rule of a loveless lecturer. Best of all, it would equip children to grow up to be good citizens of a democracy, having been immersed in its practices from their earliest years.

Now, in a fallen world, where all people are sinful and fallible, democracy has proven to be one of the best political set-ups for a nation. This is mainly because an authoritarian government has often proven deadly to both the ruler and the ruled. Absolute power absolutely corrupts the already innately corrupt. Therefore, a nation may choose to counter the particularly concentrated corruptions of the one by parceling out the power into the hands of the many. This constitutes a democracy - the governors of a nation receiving their just power from the consent of the many who are governed. If democracy has proven the best way to politically organize a nation, why not the school? Why not have teachers receiving their just power of instruction from the consent of the educated? This is in measure what Dewey was asking for.

Here the answer to the question becomes a question of authority. Putting aside secondary and higher education, in which this proposition may have credibility, I want to focus the question on the education of the young, which happens to be my particular area of study, and answer it from the Scriptures. According to the Scriptures, the environment in which children are to be nurtured and trained is not one of democracy but of authority. The one basic command given to children in the Scriptures is "obey your parents". Christian parents and teachers must therefore see this mandate as the first and most important thing for a child to learn. This does not constitute a democracy. Of course, in a democracy, citizens must submit themselves to its leaders and its rules, and obedience to parents will prepare children to be cooperative citizens. But Christian parents are not to train their children merely for good citizenship of an earthly nation. They are to bring up their children in the nurture and admonition of "the Lord". Here is a term of authority: "the Lord"! Christian parents are ultimately training their children to live under the rulership of the Lord Jesus Christ - to submissively do what he says and learn to love it. And it starts by learning to obey their parents, because Christ has commanded it. Sometimes this will mean doing things in which they do not see a point, or to which they are not innately inclined. But we are not cultivating the instincts of evolving homo sapiens, we are training young men and women in the knowledge of their Creator. This is the point of education. A good teacher will, of course, seek the good of their student by trying to make the learning enjoyable for them, even as a good governor seeks the good of the citizens. But when learning is not enjoyable - as it must necessarily sometimes be - the parents' authority wins the day, and the child must obey. When children obey their parents, they will be blessed. It's a promise. And it will not fail, even when democracies have crumbled.

On technical terms...

Technical terms really can get troublesome at times, can't they? And they don't do you any good unless you know what they mean. Once you know what they mean, then they can become quite useful, but only then. I think an important skill in teaching is the skill of being able to define previously boring and obscure technical terms in a way that people can really understand and remember. The technical term then becomes a handy little bag in which they can condense and carry that understanding. Of course, every time someone accumulates lots of handy little bags, they can start waving them around as if everyone knows what is in them. Fellow bag-carriers might appreciate it, but everyone else needs the bags unpacked. I guess higher education sometimes consists of a teacher handing students one bag after another and saying "Unpack that one and tell me what's in it". Then we can unpack the bags for others.

A Precious Lesson

There is nothing that requires such gentle handling as an illusion, if one wishes to dispel it. If anything prompts the prospective captive to set his will in opposition, all is lost. And this is what a direct attack achieves, and it implies moreover the presumption of requiring a man to make to another person, or in his presence, an admission which he can make most profitably to himself privately. This is what is achieved by the indirect method which, loving and serving the truth, arranges everything dialectically for the prospective captive, and then shyly withdraws (for love is always shy), so as not to witness the admission which he makes to himself alone before God--that he has lived hitherto in an illusion.

If real success is to attend the effort to bring a man to a definite position, one must first of all take pains to find him where he is and begin there. This is the secret to the art of helping others. Anyone who has not mastered this is himself deluded when he proposes to help others. In order to help another effectively I must understand more than he--yet first of all surely I must understand what he understands. If I do not know that, then my greater understanding will be of no help to him. If, however, I am disposed to plume myself on my greater understanding, it is because I am vain or proud, so that at bottom, instead of benefiting him, I want to be admired. But all true effort to help begins with self-humiliation: the helper must first humble himself under him he would help, and therewith must understand that to help others does not mean to be sovereign, but to be a servant, that to help does not mean to be ambitious but to be patient, that to help means to endure for the time being the imputation that one is in the wrong and does not know what the other understands.

--S. Kierkegaard

a random thought on the art of writing...

The skillful commentative writer takes his pen like a scalpel to cut through the hardened skin of societal norms and expose the beastly cancer beneath.

"The essence of the prosperity gospel is that it leaves people unchanged in their appetites and then provides 'Jesus!' to meet them....Better business, better marriage, better kids - better everything I wanted before. Then you don't know Him. He did not come to serve your unregenerate appetites; He came to give you new appetites. That's the meaning of being born again."

- John Piper on John 6