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Showing posts with label Living a Good Story. Show all posts
Showing posts with label Living a Good Story. Show all posts

Wednesday, July 20, 2016

20 Things To Do When You Feel Powerless

20 Things To Do When You Feel Powerless

1. Love God.

2. Love your neighbor.

3. Listen to your neighbor. Listen to understand, not to reply.

4. When you speak to your neighbor, speak in love. Speak truth. Speak to delight. Speak to encourage. Speak to serve.

5. Serve.

6. Forgive.

7. Learn something new.

8. Create. Play music. Draw. Paint. Garden.

9. Make the world a more beautiful place.

10. Invite someone to join you.

11. Read a book that will enlarge your heart and imagination and place you in another person’s shoes.

12. Teach.

13. Practice integrity. Practice it more. Even when no one is looking. Especially when no one is looking.

14. Share your home.

15. Overcome a challenge.

16. Don’t lie. Even when you don’t think you’ll get caught.

17. Smile at your children. Smile at strangers.

18. Help a stranger.

19. Tell good stories.

20. Be filled with gratitude for this astounding gift called life.

Thursday, March 31, 2016

Food for Thought ~ Birthday Edition

Food for Thought - Birthday Edition @ Mt. Hope Chronicles

Yes, it’s my birthday. [No, there is no 3 in my age. Ha!]

I’ll pause the Oregon Coast pictures to post links and quotes and videos from the past month.

Enjoy the buffet!

Living a Good Life

:: This Could Be the Difference Between a Life of Suffering or Joy @ UnTangled [I adore this one. Go read it.]

Suffering is resistance to what is.

Suffering is opposition to the present moment and demand for the next moment. Suffering is having this but wanting that. Suffering is the search for the next thing. Suffering is the mental roaming we do for what might be.

Suffering, for instance, is trying to read something brilliant, while wondering about something better.

:: Forty Days | Forty Sacraments @ CIVA [So gorgeous. Click on the link to see her paintings.]

I find myself in a time of waiting right now in certain facets of my life, and this project was birthed out of that—being present with waiting, present with solitude. These paintings are marking time, and they are also calling out beauty where you might not expect it—in the extremely ordinary.

Politics

:: On Jane Austen in the General Election by G.K. Chesterton [Relevant. And hilarious. And a tiny bit terrifying.] 

"A dictator has to be a demagogue; a man like Mussolini cannot be ashamed to shout. He cannot afford to be a mere gentleman. His whole power depends on convincing the populace that he knows what he wants, and wants it badly."

Books, Education, and Family Culture

:: As Soon As He Returns by my friend Nicole Mulhausen @ Book Riot

The human voice is my favorite instrument, and reading aloud is important in ways that I can hardly express. Ordinary and ancient magic: breath and sound and time, weaving a narrative. And whether it’s a story of return, Mole to his home, or a story of grand adventure, Marie-Laure and her Uncle Etienne with Jules Verne on the Nautilus, to begin aloud together, especially a longer work, always involves both risk and promise—the risk of interruption, broken narrative, and the promise that the reading will always be shared, requiring patience and fidelity, when, like Marie-Laure, we are tempted to read on alone.

:: Loving the Lost Boys: Some Thoughts on Boyhood and Reading by Zach Franzen @ Story Warren

Let me add one more point on this score: The failure to recognize male distinctness leads to a marginalization of femininity. I just read a sample reading from a 2011, fourth grade National literacy test about a girl wrestler named Daisy. A story for fourth grade boys about a girl wrestler? Why don’t boys enjoy reading?

:: For Useless Learning by Peter J. Leithart @ First Things

"Lewis points out that there is always some crisis, some alarm that demands our attention; there are always a million and one things more important than reading Homer. Yet we continue to read Homer because we are not creatures whose behavior is solely guided by a crabbed criterion of usefulness. We are creatures made in the image of a Creator who makes things that He does not need, things that are not of use to Him. As we imitate His excess, we play music and recite poetry and tell stories... We should not be ashamed of the uselessness of the liberal arts, for making what we do not need, and doing what we have no ordinary use for, is part of the glory of being made in the image of the infinitely creative God."

Constraints and Creativity

:: Two teenagers started a street school to educate poor and homeless children in Pakistan

:: Edible Spoons

 

:: Richard Turere: My invention that made peace with lions [This reminds me so much of The Boy Who Harnessed the Wind.]

 

Art [Movies and Music]

:: I’m a Christian and I Hate Christian Movies by Alissa Wilkinson @ Thrillist

Christian theology is rich and creative and full of imagination, that's broad enough to take up residence among all kinds of human cultures. It contains within itself the idea that art exists as a good unto itself, not just a utilitarian vehicle for messages. (In the Greek, the Bible calls humans "poems" -- I love that.) There is no reason Christian movies can't take the time to become good art. Each one that fails leaves me furious.

:: J.S. Bach - Crab Canon on a Möbius Strip

Looking for the Helpers

:: Walking The Beat In Mr. Rogers' Neighborhood, Where A New Day Began Together @ npr [Sob. This one is exquisite.]

"Yes, I have been talking to you for years," Rogers said, as Clemmons recalls. "But you heard me today."

:: It was a touching sight at a Dutch Bros Coffee stand in Vancouver, where workers comforted and prayed with a woman who just lost her husband. [FOX 12 Oregon]

"We're going to do what we do every time we get someone who’s in pain or hurt. We're going to give them our love."

:: 'If We Left, They Wouldn't Have Nobody' @ npr

"I just couldn't see myself going home — next thing you know, they're in the kitchen trying to cook their own food and burn the place down," Rowland says. "Even though they wasn't our family, they were kind of like our family for this short period of time."

Wednesday, March 16, 2016

On Potential Energy, Constraints, and Creativity: Conversations with a Teenage boy

On Memorization @ Mt. Hope Chronicles

On Energy

My son and I just had a conversation about this the other day. He's in the "this is useless; when will I ever use this?" phase. I told him it's a little like energy. Energy cannot be created or destroyed. He has to gather energy from other sources in order to make his own spark. And he'll never know what combination of energy sources will make that spark until the moment it happens.

The more energy gathering he does, the more potential creative energy he has.

On Constraints

Another day we were driving to the swimming pool for practice. This son, who is always coming up with fantastical solutions to everyday problems, said, “Wouldn’t it be great if we could earth-bend a bridge all the way to the swimming pool?”

I countered, “Wouldn’t it be great if we could bend the earth so that wherever we wanted to be was suddenly just a step away?”

Let’s talk about the word fantastical, shall we? It means “conceived by an unrestrained imagination.” The word I want to focus on is “unrestrained.”

God is the ultimate Creator. He created staggering vastness (in its extent, proportions, quantity, and intensity). He created staggering minute-ness. He created staggering beauty in material, texture, form, color, and pattern. He created staggering diversity and variety.

Sheer excess, friends. There is nothing practical about a thousand of varieties of fruit.

Every day, by the witness of His own creation, I learn that God delights in creating.

But God also created constraints.

Physical law. Natural law. Moral law. Chronological time. Biological systems.

God is a God of cosmos (form and harmony), not a God of chaos.

The greatest creativity I’ve witnessed has not occured in unrestrained environments.

Anyone can plink random notes on a piano and call it a song. But if the musician uses his imagination within the constraints of rhythm and harmony and tempo and dynamics, he achieves a certain masterful creativity.

In fact, the greater the constraints, the greater the creativity.

That seems counterintuitive, doesn’t it?

In writing, the tighter the form (paralellism, poetry), the greater the requirement for a precision of words and ideas.

In fantasy writing, authors who are able to conceive of consistent constraints for their fantasy world and plot constraints for their characters are able to create a more masterful story.

I would not hesitate to say that creating beauty within constraints and overcoming restraints to solve problems show a higher degree of creativity.

The greater number of constraints (either within a form or as problems to overcome) or the greater the complexity that is brought into harmony, the greater the creative skill.

In many ways, we fight against this as a culture. We don’t like constraints. My teenage son doesn’t like constraints. I don’t like constraints. Constraints aren’t fair. Constraints aren’t fun. Constraints aren’t easy. Society should have solved all our problems for us by now.

But, made in the image of God, we are still hard-wired to know, deep inside, that constraints are necessary. We are still hard-wired to need constraints to grow in character, in skill, and in creativity. We are still hard-wired to value those traits when we see them in others. Do you know how I know this?

Do you want to watch a movie about a character who has nothing to overcome?  When someone is given everything they need or want without restraint, are strong character, skills, and creativity likely to follow? Are a man’s accomplishments worthy of praise if he puts no effort into them? Don’t we love an underdog story?!

Skillful creativity is not unrestrained imagination.
Skillful creativity is bringing chaos into harmony or form.
Skillful creativity is perseverance in adversity.
Skillful creativity is acknowledging restraints and solving problems in spite of them.

Why do I want my boys to read books like Wonder, The Boy Who Harnessed the Wind, A Long Walk to Water, and The Boys in the Boat? Because these are characters [particular (historical) and universal (fiction)] who are faced with constraints, great constraints; they work within their limitations to do incredible things, they show astounding perseverance in the face of adversity, and they grow in character as a result.

Ask kids, ask yourself: what constraints (and how many) did each of the people in the following videos face? Did working within these constraints require a higher degree of character, skills, and/or creativity for the people who solved them? Would their creativity have been better served without constraints?

Sunday, February 7, 2016

Self-Education

Self-Education @ Mt. Hope Chronicles

I spend my days educating my children. Well, I use the term “educating” loosely. I attempt to provide an atmosphere of learning and quality content to draw from. Some days (not often) that looks like strict lessons in Latin and grammar. Most days, for better or worse, that looks suspiciously like unschooling.

One of the greatest things parents can do to create a home atmosphere that encourages learning is to let their children see them learning. This benefits children in several ways, but I’d like to highlight just one benefit at the moment.

Learning new things is hard.

I think parents forget this sometimes. 

Some of us have been long-removed from situations in which ideas or skills are brand-new to us. Maybe we forget the frustration that sometimes accompanies the learning process. Maybe we forget how it feels to be awkward at something new. Maybe we forget the stress that hits when we are asked a question we have no answers for.

Have your kids watched you struggle with something new? Something difficult? Have your children watched you choose to learn something for its own sake, because learning is a worthwhile pursuit?

When your kids are struggling with learning something new or doing something difficult, do you think of a time when you felt the same way?

Have you experienced that moment of break-through, when a skill or an idea you’ve been wrestling with suddenly (or not so suddenly) comes with something resembling ease? Have you shared that moment with your children?

I’ve had Spencerian handwriting copybooks on my shelf for a few years, always meaning to get around to them—some day. This past month I realized that I needed a now or never moment, so I pulled them off the shelf and just began. No planning. No ceremony. No beautiful fountain pen. Just the kitchen table, a pencil, and me.

It so happens that I discovered something: Spencerian handwriting is difficult for me. It’s frustrating. I, who have always enjoyed handwriting, have found a challenge.

So each day, as the boys sit down at the table to do their math on Khan Academy (which deserves a whole post of its own), I sit down at the table with my handwriting copybooks and my belated inexpensive fountain pens and write. I’m still waiting for a break-through. But my boys are watching me try and struggle and keep at it, and I’m experiencing empathy for them as they try and struggle and need encouragement to keep at it.

In addition to the Spencerian handwriting—which is just for me; I’m not requiring the kids to do it—I’ve also restarted Duolingo Spanish. Just a few minutes each day is all it takes (at home on the computer or on the go with the app, and it’s FREE!). The boys are not learning Spanish; it’s just for me. (Though guess who wants to learn Spanish now? That’s right. All of them.)

Just a few minutes each day—but I make sure my boys see me trying something difficult and keeping at it…

Because learning is a joy, even when it’s hard.

Monday, February 1, 2016

Food for Thought ~ Margins and Meditations

On Margins and Meditations @ Mt. Hope Chronicles


Seek in reading and thou shalt find in meditation;
knock in prayer and it shall be opened in contemplation.

~ St. John of the Cross


:: Marginal Faith: You Probably Should Be Doing Less by S. D. Smith [If you read only one of these links, let it be this one, friends.]
"Margin is not the wasted space on the page where more words could have gone if only we would knuckle-down and work harder. Margin is the place where the words we carefully compose and place show their best... 

"Margin makes your story clear, legible, and beautiful. At least, if your story really is beautiful, the margin will not contradict it. It will enhance and testify to its worth and beauty, to how compelling it is."

:: When Beauty Strikes by David Brooks @ The New York Times
By this philosophy, beauty incites spiritual longing. 
Today the word eros refers to sex, but to the Greeks it meant the fervent desire to reach excellence and deepen the voyage of life. This eros is a powerful longing. Whenever you see people doing art, whether they are amateurs at a swing dance class or a professional painter, you invariably see them trying to get better. “I am seeking. I am striving. I am in it with all my heart,” Vincent van Gogh wrote. 
Some people call eros the fierce longing for truth. “Making your unknown known is the important thing,” Georgia O’Keeffe wrote. Mathematicians talk about their solutions in aesthetic terms, as beautiful or elegant.


:: Just Another Reason I Homeschool: A Meditation on Jayber Crow by Missy Andrews @ Center for Lit [Love, LOVE this one.]
'Crow describes this undetected pressure to create an identity for oneself as a kind of subtle bondage. He finds its source in his education: “If I was freer than I had ever been in my life, I was not yet entirely free; for I still hung on to an idea that had been set deep in me by all my schooling so far: I was a bright boy and I ought to make something out of myself…”'


:: Sir Ken Robinson: Full Body Education @ Zen Pencils [A great graphic-novel-style visual of an excerpt from Robinson’s TED Talk on education]



:: Why Introverted Teachers Are Burning Out @ The Atlantic
In some ways, today’s teachers are simply struggling with what the Harvard Business Review recently termed “collaborative overload” in the workplace. According to its own data, “over the past two decades, the time spent by managers and employees in collaborative activities has ballooned by 50% or more.” The difference for teachers in many cases is that they don’t get any down time; they finish various meetings with various adults and go straight to the classroom, where they feel increasing pressure to facilitate social learning activities and promote the current trend of collaborative education.


:: To educate children, you need books on the shelves @ Like Mother, Like Daughter [Preaching to the choir]
There is a way to relieve the burden on yourself to be providing the all-too-elusive “complete education” for your children at every moment. And it’s the same solution to the opposite problem, which is resting too much confidence in that school you are sending them to — the one that you may be paying a lot for, but which simply can’t give them the depth of experience with a life lived with books that they need.


:: Christian Books and Christian Reading by Adam Andrews @ Center for Lit [I’m looking forward to reading part 2!]
“This book does not seem to have any Christian lessons in it,” she said. “It’s disturbing and full of hopelessness and despair. Is there a way to redeem this story, or at least understand it better, by reading it from a Christian perspective?”


:: Gentlemen Speak: 5 Things Pride and Prejudice Can Teach You About Men @ Verily [So interesting and full of truth]
The truth is, Darcy is sometimes placed so high on a pedestal that we forget the many ways he is very much like your modern everyday man today—full of his own flaws and far from perfect. 

Jane and Bingley, Elizabeth and Darcy, Mr. and Mrs. Bennet, even Charlotte and Mr. Collins—every relationship Austen portrays teaches us what it is to be devoted, selfless, authentic, and most of all open-minded to love. But especially as a man, I can tell you, I find it all extremely relatable. Here’s why.


:: Why Can’t We Read Anymore? @ San Francisco Chronicle
Still, I am an optimist. Most nights last year, I got into bed with a book — paper or electronic — and started. Reading. One word after the next. A sentence. Two sentences. 
Maybe three. 

And then … I needed just a little something else. Something to tide me over. Something to scratch that little itch at the back of my mind — just a quick look at e-mail on my iPhone; to write, and erase, a response to a funny tweet from William Gibson; to find, and follow, a link to a really good article in the New Yorker. E-mail again, just to be sure. 

I’d read another sentence. That’s four sentences.


:: Everyone Uses Singular 'They,' Whether They Realize It Or Not @ npr [I know I do, and I’m happy for it to become standard!]



:: Brain Starvation: Could Boys Be Suffering? @ Deep Roots at Home [This blog post was the kick in the pants I needed to implement some diet and supplement ideas at our house. I’ll keep you posted.]
The left hemisphere of our brain is where our judgment resides. It is the logical part of the brain. Our right hemisphere is where our emotion resides. When boys aren’t using good judgment, they are having a difficult time accessing their left hemisphere. Sometimes, this is due to a lack of essential fatty acids, essentially brain starvation. Information can’t travel across the corpus collosum if it isn’t nourished properly. The solution is for us to fatten up their brains!


:: A Crash Course in The Art of Constructive Critique @ Psychology for Photographers (and other creative professionals) [I’ll admit it: I am not good at receiving constructive criticism. This article, however, shares great advice for giving constructive critiques in this culture of widespread online criticism. These are fantastic general tools for peacemakers in leadership positions (hello, parenthood), as well.]
A constructive critique is delivered in a manner, time, and place that the recipient will 1) hear you out and 2) be likely to take action.  That means it has to start with compassion and genuine concern.  Advice given out of frustration and anger will elicit defensiveness and retaliation - not action. 

Before offering a critique of someone’s work, check yourself:  Who are you writing this for?  You?  Them?  The gathered audience?  Know your motivations.  If you’re trying to help, meet them in a way and a place that they will hear you out.


:: Nikabrik’s Candidate @ First Things
"Did C. S. Lewis foresee the rise of Donald Trump? Not specifically, I’m sure. But Lewis had a remarkable understanding of human nature. He knew what it was like to feel that all hope was lost. And he knew that fear and despair can drive decent people to look for someone, anyone, who projects an appearance of strength."


We’ll wrap up this post of links with an entertaining and brilliant video.





Wednesday, August 12, 2015

The Best of Mt. Hope Chronicles ~ Living Lovely

The Best of

This was originally a guest post on another blog (no longer published) back in August 2009. It was the beginning of my Living. Lovely. series

Lovely @ Mt. Hope Chronicles

Living Lovely

Recently, after an emotionally rough few months this past year, I became inspired and empowered to change my outlook on life. It all began with this video by Amy Krouse Rosenthal: The Beckoning of Lovely. It spoke to me loud and clear.

Lovely became my theme word for the year, and doubtless it will stay with me, even when this year is long gone.

When I looked up the meaning of lovely in the dictionary, these two definitions jumped off the page:
2. delightful for beauty, harmony, or grace
4. eliciting love by moral or ideal worth
The first definition spoke to me in two ways:
1) I need to look around me and notice the beautiful things in my life. They are very rarely big things, such as a vacation to the Bahamas. But every day, all day long (even on the rough days) there are little beautiful things in my life, if I will only take the time to see and acknowledge them.
 Sometimes lovely is so small, we have to stop what we are doing to notice it. Sometimes lovely is disguised in the quotidian, and we must step outside of our normal point of view to recognize it.
A sticky kiss from the 2 year old covered in maple syrup. A cherry tree, just beginning to bloom. A husband wrestling on the living room floor with his three sons. A phone call from a friend.
 2) I can create lovely in my life. Amy’s list is a tremendous place to start.
Make a grand entrance. Make do with what you have. Make a splash! Make it up as you go. Make out. Make a friend. Kiss and make up. Make someone's day. Make something pretty. Make music. Make peace.

The second definition was an overwhelming reminder that God has created each and every person in this world with moral and ideal worth. Do I treat my children, my husband, the grocery clerk, or the person who cut me off in traffic as if they possessed moral or ideal worth? Do I make them feel lovely? How can I project God’s love and grace to those I come in contact with throughout my day, or even in my thoughts as I go through life?
Jesus replied: " 'Love the Lord your God with all your heart and with all your soul and with all your mind.' This is the first and greatest commandment. And the second is like it: 'Love your neighbor as yourself.' All the Law and the Prophets hang on these two commandments." ~Mathew 22:37-40
With God’s help, we all have the power to live lovely in our own lives. It doesn't matter how old you are, your gender, your financial bracket, or your political party. You don't need to be artistic or have a green thumb. You don't need 10 extra hours in your day. It doesn't matter if you are a stay-at-home mom, have a thriving career, or feel down-and-out. It isn't about perfection. It doesn't matter if your home is 8,000 square feet or 800.

Every one of us can make something.

We can make the most of our time here.
 
Finally, brothers, whatever is true,
whatever is noble, whatever is right,
whatever is pure, whatever is lovely,
whatever is admirable
—if anything is excellent or praiseworthy—
think about such things.
~Philippians 4:8

















Wednesday, June 17, 2015

Food for Thought ~ A Little Bit of Everything

Green @ Mt. Hope Chronicles

 

If you want to keep up with me between blog posts, I’m now on Instagram as mthopeheidi. As always, you can also follow me on Facebook, where I share links and more in “real time.” (I am also on Pinterest, but not as often.)

 

Parenting, Money, and Good Habits

:: 15 Poverty Habits Parents Teach Their Children @ Rich Habits. This post could generate some interesting conversation. His statistics are fascinating. I think we have to remember that correlation does not imply causation, though, and I think that some of the statistics may be effect rather than cause. It’s important to note that this post does not address systemic concerns surrounding poverty nor should we consider monetary wealth as the single indicator of a rich life. His “success habits,” however, aren’t all directly related to money and could help lead a person to a rich life, regardless of income. Most of them involve taking care of what you do have: physical health, time, relationships, character, and mind.

“Wealthy people do certain things every single day that sets them apart from everyone else in life. Wealthy people have good daily success habits that they learned from their parents.”

Parenting and Nature

:: Let Kids Run Wild in the Woods @ Slate

“Taking home small souvenirs of the woods is just the beginning of things kids can’t do in nature. In many parks and other public lands, kids are told by rangers, parents, or teachers not to leave the trail, not to climb rocks or trees, not to whack trees with sticks, not to build forts or lean-tos, not to dig holes, not to move rocks from one place to another within the park, not to yell or even talk too loudly. Are we having fun yet?”

 

Movies

:: It's All In Your Head: Director Pete Docter Gets Emotional In 'Inside Out' @ npr. I’m looking forward to seeing this movie!

On trying to recruit Mindy Kaling, who wound up voicing Disgust:

"I turned around, because I was pitching kind of some visuals on the computer, and she's crying ... she really responded emotionally, and she said, 'Sorry, I just think it's really beautiful that you guys are making a story that tells kids that it's difficult to grow up and it's OK to be sad about it.' We were like, 'Quick! Write that down.' Because that was really what we were trying to say."

 

Around the World and Close to Home

:: #BringBackOurGirls: Meet Some of the Survivors From the Boko Haram Chibok Kidnapping @ Cosmopolitan [I can’t believe I’m linking to a Cosmo article.] These girls are finishing their high school education at the Christian boarding school in a little town in Oregon that my great grandfather founded. My grandmother taught there for years and years. My Dad (and siblings) attended the school. A couple uncles have taught there, and my Aunt Judi and Uncle Phil are there now. You can see my grandmother’s house behind the girls in the last picture. I spent some beautiful days of my childhood wandering the town and the grounds of the school. I am so happy for these girls that they are able to be there.

 

The Internet

The Bad

:: The Comedian vs. The Smart Phone @ The Imaginative Conservative

“Kids are by nature mean. Smart phones make them meaner. Why? They can’t see the faces and experience the reactions of those they diss. Their “humor” is more cruelly fun than it might otherwise be, because it’s unchastened by empathy. Smart phones work against the emotion that evolutionary psychologists say we need to moderate our selfish struggle for status.

“…And an insightful comedian today reminds us that nobody with eyes to see really believes that kids or the rest of us are getting less mean. These might be the toughest times ever not to be smart and pretty.”

:: Internet Outrage, Public Shaming and Modern-Day Pharisees @ Relevant Magazine

“There are many forms of online shaming: The angry blog, the critical tweet, the vicious comment on Facebook. Whatever the method—people try to hurt people. Sometimes the shaming escalates into a mob, a faux-community that latches on to the negative verdict and piles on. Under the pretense of righteous indignation, the mob licks its chops as it goes about demonizing, diminishing and destroying its target.”

:: The Shaming of Izzy Laxamana @ Slate

"The Internet has enabled the schoolyard bully to crash a family dinner, the parental tyrant to stalk his child through the school halls, and the school administrator to punish a girl for the things she does when she leaves the campus... Digital villagers are no longer relegated to the sidelines; online, everybody gets a gavel."

The Good

:: Washington Valedictorian's Secret Instagram Reveals Tear-Jerking Thoughts on Classmates @ Yahoo News

 

A friend asked if I ever just wanted to quit the internet.

I feel like quitting the internet as often as I feel like quitting everything else involving humanity, including parenting. [wink] But I've come to the conclusion that I need to be the best human I can be wherever I am, and that includes the internet. I've seen so much encouragement, intelligence, and kindness on the internet (FB in particular) as well, and I want to contribute to that if I can (even though I am far from perfect).

You have the power to make the world a better, kinder place, friends. Wherever you are--work, school, community, internet--be the best human you can be.

Like the kid in the article above.

And like this guy:

:: Australian blood donor's 'golden arm' has saved lives of 2 million babies @ KPTV

 

Math

:: 12 Useful Math Hacks That They Didn’t Teach You In School @ Today Christian. There are some interesting ones here!

 

Literature and Stories

[You didn’t think I’d skip this topic, did you?]

:: What Etgar Keret Learned From His Father About Storytelling And Survival @ npr. I love, LOVE this article. Go read it all!

"My father was very charismatic and a very good storyteller but he couldn't invent anything so he would tell me stories about things that had just happened. And these stories would be amazing and there was sometimes violence in them, many extreme things, but at the same time, they were full of love for mankind and even the people who would do those extreme things, you would still understand them and like them. The protagonist in those stories, they would always be prostitutes and mafia guys and drunk people.

“…Those stories, for me, were always the model for the function of stories and storytelling in our lives — the idea is that you kind of look reality straight in the face, it doesn't matter how ugly it is, and you try to find humanity in it, you try to find beauty in it, you try to find hope in it. So you can't beautify it, but at the same time, you should find these tiny things that you know that would make sometimes very violent and unhappy occasions still human and emotional.”

:: A Decadent Hell Hole: The Dystopia of “A Handmaid’s Tale” @ The Imaginative Conservative. I read this book a year or two ago. It was fascinating and chilling!

:: Preparing Students to Think about Modern Literature @ Center for Lit

“Joyce’s novel offers a great opportunity to talk about the purpose and nature of literature, as well as the project of the early 20th century modernists. At CenterForLit we believe that all great literature is worth reading, even when we disagree with the worldview of the author. It is through reading opposing viewpoints that we come to have compassion for other worldviews, while being strengthened in our own. And there is always the slightest chance that the author we don’t agree with has noticed something true about the world, which can then be magnified and deepened with real Truth.”

Thursday, January 1, 2015

2015 [More or Less]

Delight

 

More

Grace

Kindness

Delight

Family games

Time with Russ

Reading

Peace and joy with the children (particularly the adolescent)

Quiet time (prayer, Bible reading)

Healthy, home-cooked meals

Exercise and fresh air

Blogging and Writing

Consistent lessons with the younger kids

Reading aloud

Stepping outside my box

Accepting challenges

 

Less

Sugar

Yelling

Wasting time on the computer

Screen time for Lola

Mess

Over-sleeping

 

(P.S. This is post #2,001 here at Mt. Hope Chronicles. What a way to start a year!)

Wednesday, December 31, 2014

A Year in Review

POST #2,000! What a way to end a year.

Img2013-12-06_0010fpm

January

:: All sorts of introspective-ness.

February

:: Our crazy family vacation—all three nights of it (the third was unexpected). (Sorry the pictures are having trouble loading. I need to reformat the post and haven’t gotten around to it!) Sadly, this was one of only three overnight trips for our family this past year, and the other two were not particularly relaxing.

:: Time away with friends and a week with Andrew Kern.

:: We drove down to California for a few short days to attend my grandmother’s funeral. Sadly, I didn’t post a single picture from our trip.

Life into Death 

March

:: My birthday month felt derailed. All. month. long. I was honest about it.

April

:: Crazy, busy month. Memory Masters. End of Classical Conversations. Photographing the Spring Protocol Event. Easter. Outdoor School. End of choir term with performances. Swim meet. Bridal shower. End of AWANA. Illness. It was insane.

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May

:: All about the Classical Conversations practicum speaking and prep.

June

:: More speaking. And thoughts on Classical Conversations. And on programs in general. And on Harry Potter (and rhetoric!).

July

:: Finally. A delight-filled, restful month. Sunshine and my two favorite places on earth. Here with sisters. Here with friends and family. And a few other outings. I think this was my most favorite month of the year.

:: A bunch of reading happened this month, as well.

Relax 

August

:: This was a general relaxing summer month with various activities and our 3rd annual trip to Bend for a swim meet. Russ and I had a much-needed overnight get-away with friends. We took the scenic route home.

:: I spent some time reflecting this month: on joy, on the trivium (one of my favorite blog posts of the year), and on our big-picture educational scope and sequence.

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September

:: I was a guest on the Read-Aloud Revival Podcast, which was a delight!

:: The beginning of the month was a crazy blur. Due to rescheduled classes, we fit in a family day in the mountains and a day at the beach.

:: Then our school year started in earnest. Levi’s transition to Classical Conversations Challenge A has been a whopper of an experience.

:: I also have proof that my house one room was clean for at least five minutes this year.

Ben Shan and Rilla 

October

:: I posted a few photo sessions. The above may be my most favorite photo of the year.

:: Poetry and Learning by Heart were on my mind.

:: And I was tired.

November

:: We mostly just put our heads down and worked. But I had more to say about poetry and music.

Blessed 

December

:: I am so thankful for my dear little family and the wonderful life we are blessed to live.

:: Even if raising an adolescent is a tough, tough job.

:: Now that Christmas has come and gone, I am spending some time reflecting over the past year.

And now there are only a few hours left in 2014, which I shall spend getting ready for my son’s birthday party tomorrow. Thirteen. I shall have a teenage son.

I wonder what else the new year will bring.

The Live. course launches on January 1st. I’m excited to spend the next 12 months exploring ways to live life to the fullest! And I’m even more excited to be the contributor for September’s theme “Learn.”

We are celebrating the new year by skipping school the first week back and going on vacation instead. Hello, Disneyland!!

When we return, I have a bunch of great things in store. A book challenge, for example.

Stick around for a great fresh year at Mt. Hope Chronicles!

Friday, December 12, 2014

A Few of My Favorite Things

Favorite Things

C. S. Lewis

:: Check out these fantastic videos of his essays illustrated/animated! [I can’t pick a favorite.]

:: C. S. Lewis: The Undragoning of Eustace @ Jennifer Neyhart [So beautiful. Check out her other C. S. Lewis posts, as well.]

:: Thanksgiving and Desire, Ordinary Time and Advent, and C. S. Lewis Week @ The Rabbit Room

It takes work to see the extraordinary things in “ordinary” time: to see a sunbeam shining through a cracked door into a dusty shed as a parable for the modern world; to see praise as “inner health made audible”; to see a world in a wardrobe.

:: The Legacy of C. S. Lewis @ The Imaginative Conservative

For in both his fiction and nonfiction Lewis, like Eliot, affirmed such norms as the rightness of order, not anarchy; the desirability of cultural change coming about slowly and organically; and the high value of custom, convention, and continuity. He also stressed the importance of individual responsibility for one’s decisions and actions; the necessity of recognizing man as a flawed creature, and of mistrusting the naked human ego and all utopian talk of men being like gods; and the overarching imperative of recognizing a transcendent order in the Person of God, the Author of Joy as revealed in the doctrines of orthodox Christianity.

Fairytales

:: What If Fairytales Weren’t Fairytales After All? @ Tates Creek Presbyterian Church [go read this one!]

What if our novels and films were both untrue and true? Untrue because they are figments of human imagination; true because they are portals into another reality, a greater reality of which our physical reality is a part not the whole.

What if we tell stories because we are made in the image of a God who Himself is telling a story that we are all a part of? We certainly cannot see this God anymore than Harry Potter can see J.K. Rowling, but there are signposts everywhere that we exist within a story written by an Author.

:: Redeeming Santa @ Tates Creek Presbyterian Church

Allowing our children to encounter and even believe (children don’t cognitively believe like we believe. They have an ability to get lost in fantasy without detaching from reality. Maybe that’s what Jesus means when He said, “Unless you become like a child you cannot enter the Kingdom…”) in fantasy is one of the greatest ways to prepare them to believe in the true and better story to which all other stories point. To deprive them of fantasy is to reinforce the lie of our secular age that there is no fantasy.

:: I Saw Mommybloggers Dissing Santa Claus by Marc Hays @ Kuyperian Commentary

If myth “blurs the lines between fact and fantasy” to such a dangerous extent, why do we read stories to our children at all? And if we’ve decided to read them stories, then we would crush their imaginations by perpetually reminding them that this is not real. In fact, we read them stories because fiction is more real than not. Fiction is vicarious living, whether or not the protagonist has magical powers. Stories by humans will always teach us about what it means to be a human, and there are no stories that are not written by humans.

 

Cellos (and Music)

 

:: Why Music Theory? by Caleb Skogen @ Classical Conversations

Music theory…teaches how to communicate well through studies of order, harmony, relationships, ratios, dissonance, consonance, tension, and time. Within these studies, one is pushed passed the mere notes and ideas of a score to discover more of music’s grandiose purpose. Many of us do not generally think about music or the arts as means for understanding God, but studies in music theory can help one understand that form is important to our Creator and that it should be used in ways that reflect His character. This is an appropriate pursuit of the beauty that Plato wrote about.

CiRCE

::  How to Read a Brook: Some Notes on Creation-Literacy @ CiRCE. On Wordsworth, Augustine, and stopping reading to read well.

Books are mankind’s words about God and the world, but the world is God’s word about himself. As the Psalmist writes, the heavens “pour forth speech” and “reveal knowledge” which runs “to the end of the world.” The cosmos then is not full of unanswerable questions (as it would sometimes be convenient to imagine), but unquestionable answers—the visible, audible, tangible, smellable, tastable, altogether incontrovertible testimony of the Three-in-One.

:: The Wonder of Unexpected Supply @ CiRCE

Perhaps teaching itself is a poetic endeavor; or perhaps poetry, in it’s ability to work directly on the affections, is the purest form of education.

:: Off Stage by Tim McIntosh @ CiRCE Magazine [Read the rest of the CiRCE magazine here, or request the GORGEOUS print copy (pictured above).]

Yet the starkness of the stage highlights the incredible power of Hamlet’s yearnings. Richard Burton as Hamlet cries, “What should such fellows as I do, crawling between heaven and earth!” His longing leaps off the bare stage, an incandescent reminder that God has planted eternity in the hearts of men.

Sisters

:: Your Adult Siblings May Be The Secret To A Long, Happy Life @ NPR

"The literature on sibling relationships shows that during middle age and old age, indicators of well-being — mood, health, morale, stress, depression, loneliness, life satisfaction — are tied to how you feel about your brothers and sisters."

Education

 

"When people are bored, it is primarily with themselves." —Eric Hoffer (HT: Gutenberg College)

::  The 3 Characteristics of an Educated Man @ The Art of Manliness [This is an older article, but I thought it was fantastic.]

The real test for the modern educated man is the ability to entertain himself when technology isn’t available or is not socially acceptable to whip out. Can you entertain yourself at a boring meeting, while camping, while conversing at a dinner party? The educated man can, and he does it, ironically enough, by retaining an important ability of his childhood—curiosity. The educated man is insatiably curious about the world around him and other people. In any situation, he sees something to learn, study, and observe. If he’s stuck somewhere with neither phone nor company,  he uses the time to untangle a philosophical problem he’s been wrestling with; the mind of the educated man is a repository of ideas that he can pull out and examine to pass the time in any situation.

Books and Movies

::  First Trailer for “The Little Prince” Movie Released @ The Reading Room

 

:: The Hunger Games: Mockingjay - Part 1 by Jeffrey Overstreet @ Letterboxd

:: “We will need writers who can remember freedom”: Ursula K Le Guin at the National Book Awards @ Parker Higgins

"I think hard times are coming when we will be wanting the voices of writers who can see alternatives to how we live now and can see through our fear-stricken society and its obsessive technologies to other ways of being, and even imagine some real grounds for hope. We will need writers who can remember freedom. Poets, visionaries — the realists of a larger reality.”

:: 50 Best Books for Boys and Young Men @ The Art of Manliness

:: The Green Ember is here!

Green Ember

Monday, December 8, 2014

An Upcoming Journey ~ Creating a Life You Love

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My friend Mandi at Life Your Way is launching an incredible 12-month e-course for 2015!

Each month, participants will explore a different life theme such as Rest, Create, Serve, and Explore. Inspiration, encouragement, opportunity for discussion, and practical resources will be given for each theme by a panel of experts passionate about their topic. Mandi has organized a stellar line-up of contributors (I know you will recognize at least a few!), and this course will be a rich experience to make the most of a new year!

I am honored to be leading September’s theme, Learn.

I cannot express how much I am looking forward to exploring the idea of filling our adult lives with learning—not for the sake of a product or a job or even our children but for the soul-enlarging pleasure of attention, wonder, and expression!

Consider taking the course with a friend!

LIVE. creating a life you love will be launching January 1st, but an early bird offer is available until December 15th. Click here to read details about the course and check out the themes and contributors!

Will you join me?

Friday, August 15, 2014

The Trivium: Instructions for Living a Life

Be Astonished

 

The word trivium means, very simply, “three roads” or “three ways.”

[You probably already know that tri means “three” and via means “by way of.”]

 

In the context of Classical Education, the word trivium is often used in three different ways.


  • As the first three of the seven liberal ARTS (or skills)
  • As STAGES of childhood development
  • As the STAGES of learning

 

:: Liberal Arts ~ Grammar, Dialectic, Rhetoric

The tradition of the seven liberal arts began with the Ancient Greeks and was further developed during the Middle Ages.

The trivium consists of the first three of the liberal arts—grammar, logic or dialectic, and rhetoric—which are linguistic. [The quadrivium consists of the remaining four mathematical or physical arts.]

What is an art?

Andrew Kern defines an art as a system of patterns, derived from experience by means of reason, a way of doing something governed by reason. An art in this context is a skill or formal subject of study.

‘According to Hugh of Saint Victor [during the Middle Ages], “Grammar is the knowledge of how to speak without error; dialectic is clear-sighted argument which separates the true from the false; rhetoric is the discipline of persuading to every suitable thing.”’ [from Beauty in the Word: Rethinking the Foundations of Education by Stratford Caldecott]

The arts of the trivium are systems of patterns, governed by reason, by which we speak well, think well, and communicate well.

The Ancient Greeks did not invent these patterns; they observed the systems by which human nature naturally used language well. The patterns are the tools by which we as humans perceive reality.

Why liberal?

The liberal arts were considered the essential skills of a free person (from the Latin liber which means “free”).

 

:: Stages of Development ~ Poll-parrot, Pert, Poetic

Dorothy Sayers, in her 1948 essay, The Lost Tools of Learning, asserts that the arts of the trivium correspond well to three stages of development in childhood and adolescence. 

“Looking back upon myself (since I am the child I know best and the only child I can pretend to know from inside) I recognise in myself three stages of development. These, in a rough-and-ready fashion, I will call the Poll-parrot, the Pert, and the Poetic—the latter coinciding, approximately, with the onset of puberty. The Poll-parrot stage is the one in which learning by heart is easy and, on the whole, pleasurable; whereas reasoning is difficult and, on the whole, little relished. At this age, one readily memorises the shapes and appearances of things; one likes to recite the number-plates of cars; one rejoices in the chanting of rhymes and the rumble and thunder of unintelligible polysyllables; one enjoys the mere accumulation of things. The Pert Age, which follows upon this (and, naturally, overlaps it to some extent) is only too familiar to all who have to do with children: it is characterised by contradicting, answering-back, liking to "catch people out" (especially one's elders) and in the propounding of conundrums (especially the kind with a nasty verbal catch in them). Its nuisance-value is extremely high. It usually sets in about the Lower Fourth. The Poetic Age is popularly known as the "difficult" age. It is self-centred; it yearns to express itself; it rather specialises in being misunderstood; it is restless and tries to achieve independence; and, with good luck and good guidance, it should show the beginnings of creativeness, a reaching-out towards a synthesis of what it already knows, and a deliberate eagerness to know and do some one thing in preference to all others. Now it seems to me that the lay-out of the Trivium adapts itself with a singular appropriateness to these three ages: Grammar to the Poll-parrot, Dialectic to the Pert, and Rhetoric to the Poetic age.”

 

:: Stages of Learning ~ Grammar, Dialectic, Rhetoric

When we learn a new subject or skill—French history, knitting, Hebrew, glass-blowing, linear algebra, or skin care—we must start at the beginning regardless of our age.

During the grammar stage of learning we gather the facts, vocabulary, definitions, stories, and basic knowledge of the subject. The logic or dialectic stage is when we begin to ask questions such as “why?” and “how?”, compare and contrast, find relationships between facts and ideas, and gain experience by trial and error. The rhetoric stage is the end result of our studies, when we integrate ideas, apply what we’ve learned, create original artifacts, and share with or teach others.

The stage of rhetoric is the culmination of study.

In The Office of Assertion, Scott Crider states, “Rhetoric is a productive art, the principled process of making a product.”

The Rhetoric Companion challenges us by asking, “What’s the point of ideas, if those ideas are never made flesh?”

 

The gift of the trivium is part of our essential human nature, given to us as souls made in the image of “I AM,” the Creator, the LOGOS.

We have been given the gift of language—of naming, of contemplating, of creating.

Psalm 33:6 “By the word (Logos) of the Lord were the heavens made, their starry host by the breath of his mouth.”

John 1:1 “In the beginning was the Word (Logos), and the Word was with God, and the Word was God. He was with God in the beginning.”

Merriam Webster defines logos as “the divine wisdom manifest in the creation, government, and redemption of the world.” The word logos comes from the Greek, meaning “speech, word, or reason.”

Genesis 1:27 “So God created mankind in his own image, in the image of God he created them; male and female he created them.”

Genesis 2:19 “Now the Lord God had formed out of the ground all the wild animals and all the birds in the sky. He brought them to the man to see what he would name them; and whatever the man called each living creature, that was its name.”

And we have been given the gift of knowledge, understanding, and wisdom.

Proverbs 2:6 “For the Lord gives wisdom, and from his mouth come knowledge and understanding.”

 

:: Biblical Model ~ Knowledge, Understanding, Wisdom

How often have you read those three words together in the Bible?

Knowledge: the sum of what is known; the body of truth, information, and principles acquired by humankind

Understanding: the mental process of a person who understands; comprehension; personal interpretation

Wisdom: the ability or result of an ability to think and act utilizing knowledge, experience, understanding, common sense, and insight

 

Echoes of the Trivium

I have found the essence of the trivium echoed over and over again in the course of my reading and studies.


 

:: Body, Mind, Spirit

Using one’s senses [body] to observe the world around us.

Using one’s mind to process ideas.

Using one’s spirit to discern truth and apply it.


 

:: Presentation, Comparison, Incarnation

Andrew Kern applies the stages of learning to the microcosm of individual lessons with his “Liturgy of Learning.”

1. Invitation (the teacher determines student readiness)

2. Presentation (the teacher shows particular types or models such as various addition problems)

3. Comparison (the student imitates and then compares with the teacher’s model)

4. Definition/Expression (the student puts into own words what he or she has learned)

5. Embodiment/Incarnation (student embodies artifact, presents original or independent creation)

 

:: What, Why, Whether [Or Concepts, Reasoning, Judgments]

Peter Kreeft says, “Concepts tell us what. Reasoning tells us why. Judgments tell us whether.”

[I took those notes when watching a video of a lecture about judgments, and now I can’t locate it. You can read a shorter transcript of that lecture, Living Well On Earth and Entering Heaven: The Nineteen Types of Judgment by Peter Kreeft.]

Andrew Kern says that wisdom is the ability to make judgments, and we’re exploring the “whether” judgment with The Lost Tools of Writing.

“Who cares if Jane runs? I sure don’t. But everybody wants to know whether the ants should have fed the grasshopper, whether Caesar should have crossed the Rubicon, and whether Odysseus should have slaughtered the suitors. These things matter because they arouse the right questions. They help students clarify their thoughts about what is just and fair, what is wise and prudent, and what is noble and honorable.” ~Andrew Kern

 

:: Information, Imagination, Creation

From Imagionality: Understanding Your Child’s Imaginative Personality by Clay Clarkson @ Story Warren:

“Here’s a pattern from the Genesis creation account that I want to suggest: Information, Imagination, Creation. In other words, information feeds imagination which fuels creation. If our core personality is all about mentally processing information—how we gather it, and how we act on it—then God’s order of creation seems to suggest that imagination is not just a product of our mental processes, but rather an inherent capacity within us. Imagination stands apart from personality.”

 

:: Memory, Thought, Speech

Stratford Caldecott:

“The key for me was to discover that the three elements of the Trivium link us directly with three basic dimensions of our humanity. No wonder they are so fundamental in classical education! ...To become fully human we need to discover who we are (Memory), to engage in a continual search for truth (Thought), and to communicate with others (Speech)."

 

:: Input, Processing, Output

Who doesn’t deal with technology on a daily basis?

 

:: Tools, Skills, Creativity

What Does Creativity Have to Do With Classical Education? by Briana Elizabeth @ Sandbox to Socrates

“What I had given them was the scaffold to be creative. I taught them the skills (rhyme and meter) and gave them the tools (hearing poetry and a deep well of ideas).

“Now, how can I more purposely build a scaffold, and foster even deeper creativity? What kind of schoolwork is making the creativity for them, and what type of schoolwork is giving them the ability to create with the skills and tools they’ve learned? What type of schoolwork enables them to behold glory and represent that glory in their own medium?”

 

:: Knowledge, Comprehension, Evaluation

Blooms Taxonomy initially presented a framework of six categories of knowledge, skills, and abilities: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Knowledge and comprehension created the foundation, with evaluation being the highest level of ability. The framework has since been revised with the verbs Remember, Understand, Apply, Analyze, Evaluate, and Create. [The link shows what skills and abilities fall under each category.]

 

    :: Reading, Reflection, Response, [Rest]

    Lectio Divina is a traditional Benedictine practice of reading Scriptures.

    “[T]he first stage is lectio (reading) where we read the Word of God, slowly and reflectively so that it sinks into us…

    “The second stage is meditatio (reflection) where we think about the text we have chosen and ruminate upon it so that we take from it what God wants to give us.

    “The third stage is oratio (response) where we leave our thinking aside and simply let our hearts speak to God. This response is inspired by our reflection on the Word of God.”

    [“The final stage of Lectio Divina is contemplatio (rest) where we let go not only of our own ideas, plans and meditations but also of our holy words and thoughts. We simply rest in the Word of God.”]

     

    :: Lectio, Meditatio, Compositi

    The Liturgical Classroom and Virtue Formation by Jenny Rallens (video lecture)

     

    :: Research, Record, Relate

    Two Jobs All Our Kids Will Have by Jennifer Courtney @ Classical Conversations

    “In order to become responsible voters, students must be trained to research, record, and relate. In other words, they must research issues in order to make informed voting decisions. They must be able to record their findings in an organized way in order to shape them into a logical argument. Finally, they must be able to relate their ideas to others in order to be leaders.

    “In order to become effective ministers of the Gospel, our students must engage these same skills. They must search Scripture to refine answers to the questions of our times (research). They must memorize Scripture and form logical arguments in defense of their faith (record).  Finally, they must share The Truth with others (relate).”

     

    :: Perceive, Pursue, Proclaim

    The Classical Conversations Rhetoric Trivium Table defines rhetoric as “the use of knowledge and understanding to perceive wisdom, pursue virtue, and proclaim truth.”

     

    :: Prepare, Practice, Pass it On

    If you attended a Classical Conversations Parent Practicum this year, you very likely heard the trivium expressed in these words.

     

    And, in closing, “Instructions for living a life” by American poet Mary Oliver:

     

    Pay attention. Be astonished. Tell about it.

     

    I think that sums it up nicely.

     

    Have you noticed echoes of the trivium in your life and studies?

    Wednesday, August 6, 2014

    Divinely Aware

    Aware

    [I need to find my happy place today. I’ve only been aware of the mess. mess. mess. mess. and dirt. and disobedience. and mess.]

    Saturday, August 2, 2014

    The Offense of Joy

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    Today I am guest posting at my dear friend Misha’s new blog, The Offense of Joy. I met Misha online several years ago, and she is a beautiful kindred spirit. She is artistic and passionate, and I’m thrilled that she is writing (publically) again!

    My favorite two posts so far are Joy Is A Gift (What’s So Offensive About Joy? - Part One Of Six) and The Ring. Please go read Misha’s words. I hope they move you. [Leave a comment and let Misha know I sent you!]

    You are also invited to read my post, A Surprise Party.

    “I dreamed of children. Babies, yes, but mostly children. Children with names (oh, how I loved naming them) and personalities and passions.

    I was a planner. A list-maker. So these children naturally showed up for years and years and years on reams of paper—perfectly plotted in journals or haphazardly doodled on church bulletins—with their sport, their instrument, their disposition, or whatever struck my imagination.

    Sometimes there were six. Sometimes there were ten. Or even twelve. But never less than four…”

    Head on over to read the rest (and say hello while you’re there!).

    [ETA: There have been some questions about my depression story. Feel free to ask questions in the comments or email me, but I also shared some of the story here and here.]

     

    Having Children

    Friday, March 28, 2014

    Witness

     

    “We need a witness to our lives. There's a billion people on the planet; what does any one life really mean? But in a marriage, you're promising to care about everything—the good things, the bad things, the terrible things, the mundane things, all of it, all of the time, every day. You're saying 'Your life will not go unnoticed because I will notice it. Your life will not go un-witnessed because I will be your witness.’” Shall We Dance?

    Have you met Rueben, Swede, Davy, and Jeremiah Land? John Ames of Gilead? Jayber Crow? I would love to introduce you.

    Rueben, John, and Jayber are witnesses.

    In Leif Enger’s Peace Like a River (every sentence, from first to last, a masterpiece), eleven-year-old Rueben says this:

    My sister, Swede, who often sees to the nub, offered this: People fear miracles because they fear being changed—though ignoring them will change you also. Swede said another thing, too, and it rang in me like a bell: No miracle happens without a witness. Someone to declare, Here’s what I saw. Here’s how it went. Make of it what you will.

    I believe I was preserved, through those twelve airless minutes, in order to be a witness, and as a witness, let me say that a miracle is no cute thing but more like the swing of a sword.

    Make of it what you will. Yes.

    Marilynne Robinson’s Gilead is a novel that struck me to the core. In a way similar to Peace Like a River, it is a profound look into the essence of life. What it means to live. What it means to be present. To be a witness to one’s own life as well as the lives of others. To be a being in time and yet part of eternity. To be filled with awe by the miracle of life. To have faith in times of grief. To see beauty in the ordinary. To wrestle with questions. To have grace for the human-ness of others.

    But rather than seeing it all through the eyes of youth, John Ames of Gilead, Iowa, is reflecting over seventy-six years of hard life. This is a man humble, gracious, and profound. He sees eternity in a human story.

    “I know this is all mere apparition compared to what awaits us, but it is only lovelier for that. There is a human beauty in it. And I can’t believe that, when we have all be changed and put on incorruptibility, we will forget our fantastic condition of mortality and impermanence, the great bright dream of procreating and perishing that meant the whole world to us. In eternity this world will be Troy, I believe, and all that has passed here will be the epic of the universe, the ballad they sing in the streets.”

    While both novels are works of fiction, they contain truth that is often inaccessible in works of non-fiction. Analogical truth. As G.K. Chesterton wrote:

    “Fable is more historical than fact because fact tells us about one man and fable tells us about a million men.”

    My friend Jessye and I read A Handmaiden’s Tale about the same time we read Gilead, and she remarked on the surprising coincidence (due to the extreme differences in theme and purpose) that both books have a Gilead. She discovered that Gilead means “hill of testimony or witness.” Knowing the definition brings a new depth to both books (words matter!).

    In telling our own stories we must, whether intentionally or inadvertently, tell the stories of those whose lives are inextricably entwined in ours. We are witnesses to the lives, the stories surrounding us. [This blog is my Gilead, my hill of testimony. These pictures, my witness.]

    And then I met Jayber Crow. He was my introduction to Wendell Berry.

    I won’t pretend that I was sucked in from the beginning. Though well-written and full of interesting anecdotes of life and people, I spent the first two-thirds of the book wondering where it was going. I remember Andrew Kern talking about his "non-linear brain" and that he liked to think that he was seeing things from the perspective of eternity, which is exactly how I felt about Jayber Crow by the end (and Gilead in retrospect). It was outside of time, looking down at all the completed threads at once.

    While I am decidedly a linear-thinker who connects best with a beginning, a straight, chronological line through the middle, and package wrapped with a bow at the end, I am learning to embrace the non-linear tapestry of eternity as well as questions without answers or formulas.

    Jayber writes his story as he is looking back on his life, as non-linear as John Ames. In the early chapters of the book, Jayber has a little exchange with a teacher soon after he feels called (or obligated) to the ministry.

    I said, “Well,” for now I was ashamed, “I had this feeling maybe I had been called.”

    “And you may have been right. But not to what you thought. Not to what you think. You have been given questions to which you cannot be given answers. You will have to live them out—perhaps a little at a time.”

    “And how long is that going to take?”

    “I don’t know. As long as you live, perhaps.”

    “That could be a long time.”

    “I will tell you a further mystery,” he said. “It may take longer.”

    And then we are invited to live out the questions with Jayber as he observes life as a small-town barber. A little at a time. In stories of community and nature. Of soul-wrenching grief and loss and beauty and laughter. Of integrity, or the lack thereof. Of exquisite human-ness.

    Berry allows his characters to be what they are, without manipulating them to be what they ought. Not white-washed. Not vilified.

    I have no desire to spoil the unfolding of the conclusion, but I wish to share a few favorite quotes.

    p 126

    “They were rememberers, carrying in their living thoughts all the history that such places as Port William ever have…”

    p 127

    “I came to feel a tenderness for them all. This was something new to me. It gave me a curious pleasure to touch them, to help them in and out of the chair, to shave their weather-toughened old faces. They had known hard use, nearly all of them. You could tell it by the way they held themselves and moved. Most of all you could tell it by their hands, which were shaped by wear and often by the twists and swellings of arthritis. They had use their hands forgetfully, as hooks and pliers and hammers, and in every kind of weather. The backs of their hands showed a networks of little scars where they had been cut, nicked, thornstruck, pinched, punctured, scraped, and burned. Their faces told that they had suffered things they did not talk about.”

    p 329

    “It is not a terrible thing to love the world, knowing that the world is always passing and irrecoverable, to be known only in loss. To love anything good, at any cost, is a bargain. It is a terrible thing to love the world, knowing that you are a human and therefore joined by kind to all that hates the world and hurries its passing—the violence and greed and falsehood that overcome the world that is meant to be overcome by love.”

    p 353

    “I whisper over to myself the way of loss, the names of the dead. One by one, we lose our loved ones, our friends, our powers of work and pleasure, our landmarks, the days of our allotted time. One by one, the way we lose them, they return to us and are treasured up in our hearts. Grief affirms them, preserves them, sets the cost. Finally a man stands up alone, scoured and charred like a burnt tree, having lost everything and (at the cost only of its loss) found everything, and is ready to go.”

    p 49

    “Everything bad was laid on the body, and everything good was credited to the soul. It scared me a little when I realized that I saw it the other way around. If the soul and body really were divided, then it seemed to me that all the worst sins—hatred and anger and self-righteousness and even greed and lust—came from the soul. But these preachers I’m talking about all thought that the soul could do no wrong, but always had its face washed and its pants on and was in agony over having to associate with the flesh and the world.”

    p 51

    “But now I was unsure what it would be proper to pray for, or how to pray for it. After you have said “thy will be done,” what more can be said? And where do you find the strength to pray “thy will be done” after you see what it means?”

    p 71

    “The university thought of itself as a place of freedom for thought and study and experimentation, and maybe it was, in a way. But it was an island too, a floating or a flying island. It was preparing people from the world of the past for the world of the future, and what it was missing was the world of the present, where every body was living its small, short, surprising, miserable, wonderful, blessed, damaged, only life.”

    p 204

    “Time, which is supposed to heal, only made them old.”

    p 205

    "History overflows time. Love overflows the allowance of the world. All the vessels overflow, and no end or limit stays put. Every shakable thing has got to be shaken. In a sense, nothing that was ever lost in Port William ever has been replaced. In another sense, nothing is ever lost, and we are compacted together forever, even by our failures, our regrets, and our longings."

    p 210

    “Theoretically, there is always a better place for a person to live, better work to do, a better spouse to wed, better friends to have. But then this person must meet herself coming back: Theoretically, there always is a better inhabitant of this place, a better member of the community, a better worker, spouse, and friend than she is. This surely describes one of the circles of Hell, and who hasn’t traveled around it a time or two?”

    p 249

    "Hate succeeds. This world gives plentiful scope and means to hatred, which always finds its justifications and fulfills itself perfectly in time by destruction of the things of time. That is why war is complete and spares nothing, balks at... nothing, justifies itself by all that is sacred, and seeks victory by everything that is profane. Hell itself, the war that is always among us, is the creature of time, unending time, unrelieved by any light or hope.

    "But love, sooner or later, forces us out of time. It does not accept that limit. Of all that we feel and do, all the virtues and all the sins, love alone crowds us at last over the edge of the world. For love is always more than a little strange here. It is not explainable or even justifiable. It is itself the justifier. We do not make it. If it did not happen to us, we could not imagine it. It includes the world and time as a pregnant woman includes her child whose wrongs she will suffer and forgive. It is in the world but is not altogether of it. It is of eternity. It takes us there when it most holds us here.

    "Maybe love fails here, I thought, because it cannot be fulfilled here...

    “She was a living soul and could be loved forever. Like every living creature, she carried in her the presence of eternity."

    p 322

    “The world doesn’t stop because you are in love or in mourning or in need of time to think. And so when I have thought I was in my story or in charge of it, I really have been only on the edge of it, carried along. Is this because we are in an eternal story that is happening partly in time?”

    p 356

    “I am a man who has hoped, in time, that his life, when poured out at the end, would say, “Good-good-good-good-good!” like a gallon jug of the prime local spirit. I am a man of losses, regrets, and griefs. I am an old man full of love. I am a man of faith.”