defeat of the bogey

Fairy tales do not give the child his first idea of bogey. What fairy tales give the child is his first clear idea of the possible defeat of bogey. The baby has known the dragon intimately ever since he had an imagination. What the fairy tale provides for him is a St. George to kill the dragon.
      ― G.K. Chesterton, Tremendous Trifles

 Linking up to Weekends With Chesterton

Let them believe.

It is assumed that the skeptic has no bias;
whereas he has an obvious bias in favor of skepticism.

That is the one eternal education:
to be sure enough that something is true
that you dare to tell it to a child.

-- G.K. Chesterton

These quotes having to do with teaching and learning remind me of something I read years ago when we were in the middle of our 21 years of homeschooling. It was in John Senior's book The Restoration of Christian Culture, which I had borrowed and still don't own, so it may be that I am not remembering it exactly right. I'd love it if any of you know enough to correct me or just articulate more clearly what I am trying to get at.

Dr. Senior warned parents against teaching children what modern educators call "critical thinking," because it would turn them into skeptics and take away the simplicity of their childhood. They need to be taught to believe, rather than to doubt, and to have their joy and love for the world nurtured. If we teach them to be skeptics we are guilty of stunting their souls.

I thought about these things when I read an article by Ken Myers that was published last summer in Touchstone, titled "Trinity & Modernity" (unfortunately not available online). In it he introduces us to the book The One, the Three and the Many: God, Creation and the Culture of Modernity by Colin Gunton, and Myers discusses the fragmentation of current culture and thought, and the necessity of Trinitarian faith and the Body of Christ if we are to be saved from "modernity's fatal confusion."

His introductory paragraphs are what I want to share here, about our universal Christian story.

We have been told that to be postmodern is to approach metanarratives -- the Big Stories that explain Life, the Universe, and Everything -- with incredulity. Of course, this raises the question of whether or not this definition of the postmodern temperament is itself a metanarrative...

...I do detect among most younger people a yawning indifference to efforts to explain history or theology or ethics or art in terms of grand and arching chronologies or chronicles. I suspect their minds and hearts have been colonized by thousands of what [Jean-François] Lyotard called petit récits, small amounts of highly particular and often idiosyncratic episodes, all blithely disconnected from any framework, all resistant to organization in any structure of meaning. Perpetual exposure to a numbing torrent of bewildering bursts of narrativish fragments -- increasingly in fewer than 140 characters -- leaves little time or mental space for attending to connections and causality.

I remain unrepentantly pre-modern in my love of metanarratives. If the gospel has any power, it is only because it tells a great story that explains all things. It is a very particular story and it makes universal claims, which make both card-carrying moderns and postmoderns nervous. It was foolishness to the Greeks as well.

This fragmentation and lack of understanding was a problem even in Chesterton's day, but certainly it's worse in more recent decades, with the giving over of education to a woefully pragmatic vision (Perhaps we do have a metanarrative: Do Whatever You Have To, To Get a Good Job.) and the gazillion bits of information and "communication" of the computer age.

I always had Truth to tell to my children, because I knew at heart that Christ was the "yea and amen to all the promises of God," and God was the Creator and upholder of everything. But in my experience the Protestant Evangelical world lacked cohesion, and certainly the continuity with the history faith that would make it a true metanarrative.

It was incomplete, fragments that could not explain Everything, and I am sorry that I couldn't tell my young children the Big Story that I am learning now, now that I am coming to know Christ and His Church. In The Church we have Christ the Head of the body. They go together, and can't really convey the faith any other way. Christ comes to us in His Church, "the fullness of Him that filleth all in all."

The intellectual focus of the West -- which even we in the Eastern Orthodox Church breathe in the air of the modern world -- seems to make it hard for me to avoid skepticism in myself. I can't see that anything but prayer and sacrament can keep my heart tender and trusting. Let's pray for the children, too, that they might be saved from the spirit of the age.

Linking up to Weekends with Chesterton

What is this soul, and how does it pass?

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.

Sarah at Amongst Lovely Things is hosting a blog event in 2014, Weekends with Chesterton , and you can see more of how various of GKC's ideas stimulate and encourage bloggers by perusing the pages linked from there.

Everyone lies naked on a bed of nettles.

(This is my second posting, as the first one seems to have been lost in cyberspace.)

I ran across this article, part of a series on education by Anthony Esolen. In the course of describing how the modern world wars against our children's souls in ways our ancestors didn't experience, he touches on the topics of play, and why we don't want to be stimulated, and silence.

I think of the Lord speaking to us, in His silence that communicates so much: "Be still, and know that I am God." And that is how I know that these issues are crucial. Some excerpts:

It is noise, rather, that is the absence, both of the significant word and of the fullness of being that silence allows us to hear.

...how petty and dreary a thing it is to be stimulated. The stimulus is the prick or spur you dig into the side of an animal. Imagine the horse, slow moving creature when he is content, with his large sad eyes. If we are to make use of him, we must apply the spur.

It is essentially a pornographic world, where everyone lies naked on a bed of nettles, and every new thing is dead before it is born.

Silence is so great a blessing to us because we cannot use it. All things truly creative, which partake of the spirit of play, send their roots deep down into silence.

Read the whole article, Life Under Compulsion: Noise.

What you put in the dough you'll find in the cake.

So much talk about education...It's a theme of many Internet articles that have come my way in the last couple of weeks, and I'm trying to pull them together here. If education is about the forming of a person, about what children learn and about how they are prepared for whatever we consider to be a successful life, then it's not surprising that I see nearly every little thing in the world as related.

"What you put in the dough you'll find in the cake," is a proverb that speaks to me metaphorically of the growth of a person. A real cake is also affected by things you don't consciously add to the mix, such as the temperature at which it's baked, and the moisture of the air, and whether you can prevent someone from opening the oven door at the wrong moment. Human beings are much more complicated than cakes, and only God knows everything about us and what influences and ingredients through the years are making us who we are. Even so, He has given us a lot of wisdom and common sense about how to nurture our young and facilitate healthy growth.

One part of our education is what we learn in school. Though only a smaller fraction of that part is formed by the curriculum and the teachers' efforts, it's usually what people mean when they talk about the subject. Lately it's the Common Core goals of our nation's Department of Education that are in the news. Janet wrote on the subject and how the goals might be contrasted with some words from Wendell Berry on what education is.

One of her concerns stems from the fact that private businessmen are supplying a lot of funding and ideas to the program. She writes, "The fact that millionaires, rather than respected educators, are developing the educational plan for the next generation feeds my cynical belief that it’s all about creating good consumers, dependent on a host of intermediaries between themselves and everything they want."

(That cake-baking metaphor could apply to a blog post, and in case you haven't noticed, this one is turning into a sort of lumpy Dump Cake, and you're not halfway through. If you've already had enough of my unique concoction, I invite you to eat the rest later, or skip it entirely. I don't want you to get sick.)

Another article I ran across treats the Orwellian tendencies of the Dept. of Education, which wants to create a huge database using statistics about our children and their test scores and jobs from birth on into the future. This discussion may seem tangential -- but don't you think that children learn something a bit skewed about what it means to be a person, when their privacy is diminished and their labors and accomplishments are reduced to measurable facts that will fit on charts and graphs in the service of The State?

And that's just one questionable ingredient in the cake I am envisioning. So many things our children learn may as well be molecules in the air they breathe, they are so unconsciously incorporated into their philosophical selves. Since most children spend much of their time at school, many of these unhealthy ingredients first enter the dough during those hours, as ideas, assumptions, or practices. Everything that goes in contributes to what they come to think of -- or to live -- as normal.

The perspective of this man (who has very good sense considering his youth) on relationships, specifically how "the fullness of another person’s identity is a secret between them and God," fits in here. That's a truth that The State does not take into consideration or encourage anyone to explore personally. But what sort of education would leave out God? It's from Him we get wisdom and understanding.

If your children must go to a public school, and you believe that God is real, then you better explain to them that every school day they are going into enemy territory; isn't it the work of our enemy the devil to make us think that we can leave God out of everything for several hours of the day and call it "neutral"? Warn them that much of the "food" that will be offered them during the school day is poison. Or if at all possible, follow the example of the writer of my next linked article.

Amanda writes at A Chime of Hearts about education, but she doesn't use the word much. In this particular post she tells about the learning she and her brother did in their loving home, learning which to some people might sound a bit haphazard or incomplete, but which consisted of a spiritually and academically rich lifestyle. This education formed an understanding of the world that Amanda now passes on to her own family and even to the blogging world. She has a wisdom beyond her years and I'm personally thankful to her parents for providing the atmosphere and nurturing that contributed to it.

What got me started on this whole topic was Anna (also a former homeschooler and an excellent example of what can happen when God gives a child to a pair of loving and thinking parents), who recommended this article by Meghan Cox Gurdon in Hillsdale College's Imprimus. It is a revisiting of the topic over which Gurdon drew sharp criticism and Twitter-flooding in 2011, with her article "Darkness Too Visible."

Gurdon introduces this recent piece: "...my article discussed the increasingly dark current that runs through books classified as YA, for Young Adult -- books aimed at readers between 12 and 18 years of age -- a subset that has, in the four decades since Young Adult became a distinct category in fiction, become increasingly lurid, grotesque, profane, sexual, and ugly."

For specifics, and for the many specific reasons this kind of reading material is hurting our children, please read the article. The sort of books she writes about I'd like to gather by the dozens off the library shelves and throw into a big bonfire! They seem always to be paperbacks, and would make a good hot blaze.

May the Lord have mercy on our young people -- they are under attack by forces that would like to cripple their souls, turning what might be sweet cakes into bitter. I have to keep reminding myself (mixing metaphors) that God can restore what locusts eat (Joel Ch. 2), but it's painful to watch the destruction.

Children learn other untruths about the world in many of the movies made just for them, as another of Anna's links points out, this one to an article in The Atlantic. Such as: 1) Just believe in yourself and you can accomplish anything -- no limits.  2) Your parents are too old and dull to realize this so it's o.k. to defy their authority, and 3) You have a right to skip over the lower rungs of the ladder of success (and the people who are toiling there) and go quickly to the top, because you were made for greatness.

I'm not disappointed that I've missed all of the film examples of what is called the "magic-feather" syndrome: "Examples from the past decade abound: a fat panda hopes to become a Kung Fu master (Kung Fu Panda); a sewer-dwelling rat dreams of becoming a French chef (Ratatouille); an 8-bit villain yearns to be a video-game hero (Wreck-It Ralph); an unscary monster pursues a career as a top-notch scarer (Monsters University). In the past month alone, two films with identical, paint-by-numbers plots--Turbo and Planes--have been released by separate studios, underlining the extent to which the magic-feather syndrome has infiltrated children's entertainment."

I'm more familiar with Charlie Brown, whom the same Atlantic writer Luke Epplin points out is a fictional character more likely to keep us in touch with the real world. I've so often heard, "It's only a story!" or "It's just a movie, for heaven's sake." Yes, for Heaven's sake, realize that the vicarious experience we get from books and movies is a very potent type of experience.

In just the last month I've heard many stories from teachers and administrators around the nation, of the mixed-up lessons being taught to students by the school policies that stem from something other than a good educational philosophy. I'm not smart enough to articulate all the lessons that I intuit are being learned. They are not always acknowledged as part of the curriculum to be taught, and sometimes the "lesson plans" can only be extrapolated from a kind of Doublespeak. Certain behaviors and attitudes may be subtly or clearly encouraged or discouraged, and too often the treatment of the student is insulting or disrespectful of him as a person made in the image of God.

For example, today I heard from the administrator of a nearby high school that the school is legally responsible for any criminal behavior of the student not only while the student is on campus, but also after school until he arrives home. Theoretically, because "it's all about liability," if at a non-school dance on Saturday night a student gets in a fight, and the altercation can be construed to have begun at school the day before, the school can be held responsible for any damages. A truth that is fundamental to any education, that each person is responsible for his own behavior, is being turned on its head.

I have more than one blogger to thank for a link to this article pointing out that in schools even reading is actually discouraged, no matter what the posters and slogans might lead you to believe. Why should that surprise me? Reading is a wonderfully private encounter with whole worlds that you can explore -- and yes, where you can have life-changing experiences.

The word privacy comes up as part of the debate about what our children experience in the restrooms at school, and we have a new law in California about that. The bigger question I ask is, what are they learning about life and God in this strange world where it is widely believed that your sex is only a matter of your feelings about yourself at a given moment in time, a kind of consumer's choice that each of us autonomously determines? In the past everyone knew who was a boy and who was a girl, and that there was a restroom designated for each group. If you asked a child of my era, "Why are you a girl?" (or "Are you a girl?") she would find it nonsensical, but she might say, "I just am!" or if pressed, perhaps, "God made me a girl."

Now, in California, a boy student need only say that he feels rather more like a girl, or a girl might express that she really, deep down, is a boy, and he/she can use whichever restroom she/he wants. That's what they are teaching them here. (Many people don't like it and are working on a fix.)

My last link should not be heavy or discouraging, because it's about play. Unfortunately it's about the deficit of play in the lives of many 21st-century children. Their hours and days are overly managed to the point where even activities that used to be play have become work. When some of us were discussing this problem I found out that at the school that one of my grandsons attends, there is a rule against running on the playground. Every day at recess the children are lined up so that this rule can be explained to them once more.

Having raised a couple of boys myself, and having eight grandsons -- and being married to a boy! -- I didn't know whether to laugh or cry at this idiocy. It's insane, and yet, it's an inhumanity of sorts that these children have had to receive in a daily lecture and get used to, to learn and accept as normal.

Again, it must be all about liability. And they may run on the soccer field, so perhaps it isn't as bad as it sounds? Except that it is! It's hard enough that little boys should have to sit at desks for an hour or two at a time, but then, when they go out for recess, what do they get? It sounds like the prison yard. I'm sorry, but this last story has put me over the edge and is the cause of my cake (blog) also overrunning the pan very messily.

At least I do know that all my grandchildren have excellent parents who have always provided for plenty of play time, so in their case I don't worry. I just fume, and grieve for the children of our society who have so much to put up with. I pasted in pictures of my children and grandchildren playing, to cheer us all up.

The Music of My Life

The third chapter of The Hidden Art of Homemaking is the impetus for this post. It is titled simply "Music," and continues the theme of how Christians might express their creativity in their varied and unique circumstances. I am participating in the discussion of the book on Cindy's blog, Ordo Amoris. This is a long post and I apologize -- you would be smart to skip it and go do something creative!

It might have been 30 years ago that I first read Hidden Art, and I wrote on the day of the author's death how important it was in developing a vision for my life. At the time of its publication in 1971 I don't think there was anything else like it, but feminists were writing plenty about the stifling life of the typical housewife. It was lovely to have laid out before me many concrete examples of interesting people and their home-enriching activities.

Just a couple of years later, Karen Mains wrote Open Heart, Open Home, which also contributed to my Christian vision, on the theme of hospitality. And I was married in the early 70's, and enjoying keeping house and garden even before the children started arriving. When the house started filling with kids, I never lacked for creative projects and plans.

But I hadn't even read Schaeffer's book yet. My young-married-childbearing years were overflowing with culture and creativity, and I could not relate to the reader Edith seemed to be writing for, someone who is frustrated, locked up, or unfulfilled (her words).

Only recently have I been able to look back over my life and see with more understanding (I hope) why the story reads the way it does. I needed time to think, and I needed to see more of the plot toward the end, before I could notice how the first chapters fit with middle parts of my saga.

Part I contained an excess of family drama, as we call it these days, emotional and psychological stress that I didn't get any help dealing with. If you have a splitting headache it is hard to tap into your creativity. It's the same with emotional pain, maybe more so when it isn't diagnosed or even acknowledged, but stays like an always-freshening wound that makes you want to move as little as possible.

Me in Part II

What brought me into Part II was getting married to a good man and empowered to create my own story, free of distracting pain. The setting was calm and clear and full of the hope of the gospel. It was somewhat the opposite of what Schaeffer talks about, because being home was my obvious opportunity to do just about anything. I had had no lack of examples and ideas; actually, the hippie era for me segued into a homesteading spirit a la The Mother Earth News. And there were all the creative people I'd known growing up (just about everyone), while I was storing up tinder for my creative fires.

I see that I have mixed a few metaphors here trying to tell my story -- or am I writing the score for the symphony that has been playing out? Though this chapter is about music, it seems as good a place as any to bring up what seem to me to be realities on which our artistic life is built. They apply to music, too.
 
I received little musical training as a child, and I had no career that I had to put on the back burner. But growing up in church was good ear-training, and even in the Girl Scouts and in public school we sang a lot. I was lucky to marry a musician, and by means of his guitar and my singing we filled the house and our children's ears with music.

We sang in the car, using songbooks I wrote out by hand. We sang around the campfire. We parents sat on the bedroom floor and crooned lullabies to our children every night. And in church I helped the young readers to develop fluency while hymn-singing, running my finger along the page under the words while they looked on. But I don't know how to read music.

At first there wasn't money for music lessons, and I wept over the injustice of a world in which my firstborn had no opportunity for a more structured musical education. Then grandparents and great-grandparents stepped in and God provided a generous piano teacher two blocks from our house. From that time forth the provisions continued in various ways, so that eventually all of our five children learned to play at least one instrument. The photos are of them and a grandson enjoying their music. Two of our daughters became piano teachers in their teens.

But for many families, music is not something they can really accomplish. My parents could not provide it for me, but it all worked out o.k. Some women find that their distracting drama only starts when they marry, or when a child falls ill. There are women for whom getting through the day is like climbing a steep mountain, and while they might be relieved to stop and smell the flowers, it's asking a lot to tell them they ought to get out the seed catalog and develop a plan for further landscaping. But I suppose they aren't the ones reading Hidden Art.

When Schaeffer says things like, "Christian homes should...be places where there is the greatest variety of good music," I balk at the word should. I don't know how she might otherwise have presented a picture of what she considers the ideal home, but every time she says we should do this or that to develop our creative side -- and in the short Chapter 2 she used the word nine times -- I get annoyed that she is telling me what my Christian duty is.

It just seems backward to me, because I can't recall ever doing one creative homemaking thing out of a sense of duty, though I firmly believe we are all obligated to do our duty. To fear God and keep His commandments is the whole duty of man, according to Ecclesiastes (Not that we can even accomplish those basics on our own). It seems to me that the rest, the art and music and beauty, flow naturally from a human soul that is nurtured by God's love -- just as sap running up a tree trunk results in bright leaves and colorful fruit. The main thing is not to tell the tree to make fruit, but to keep the connection to the life-giving Fountain -- Who is also the One who heals all those diseases of the heart that might hinder us.

What do you know -- beauty in our life is one of the healing potions God provides. So if we start with small things that brighten our homes, say, singing a few lines from a hymn over the kitchen sink, or teaching a nursery rhyme to a toddler, just in response to the impulse, we are creating culture and feeding our own souls. It keeps the sap running, and the more the tree grows, the more sap and delicious fruit there will be.

Since Edith Schaeffer wrote this book and What is a Family, the only two of hers that I have read, thousands of families have discovered that homeschooling provides the opportunities to build the kind of family life and culture that the author presents a vision for. Just give us enough time with our children and all these good things are more likely to happen. The vision she sets forth was an ingredient in the soil that nourished my own heart and gave me the courage I needed. All the rest is in Part II, Part III, and still writing... Oh, and still singing new songs!

Are toddlers lonely? -- Blue Chameleon

A chameleon is the protagonist of Emily Gravett's simple-plotted story with minimalist illustrations and text. He enters the story in a blue state and with the lament "I'm lonely," after which he proceeds to change his colors and even shape as he goes about trying to make friends with a banana, a boot, a spotted ball, a sock, a fish, etc. until he gives up and becomes white and nearly invisible.

A colorful fellow chameleon eventually comes along and is the first to answer the lonely guy's minimal queries such as "Hello" and "Can we hang out together?"

I wouldn't read Blue Chameleon to my children or grandchildren because the social dynamics of the story are so unrealistic and foreign to the world of this age child.

Why introduce someone so young as to not know his colors to the concept of loneliness? If there is a deeper message to the book, it might be that if you are a Colorful Character you might make friends more easily -- yes, why not get the kids started early on, stressing over their self-image. It could be seen as a cautionary tale as well, a heads-up that inanimate objects or fish won't be likely to answer your greetings.

These messages are beyond the concerns of children I have known in my own family and in my day-care business. I haven't seen a child who was worried about friends until at least Kindergarten, and at that time I would rather teach them how to be a friend rather than start them off with the example of discontent and self-focus.

If a child has someone there to read this book to him, he is not alone and already has at least one other human in his life. But if friendlessness is truly a problem for a very young child, I can't see that this story would do anything to help.   

I'd prefer to teach colors with a book like The Color Kittens -- not that anyone is in dire need of a book to learn about this aspect of every single item in his environment.
 
The animal in this story is not a good representative of his species; real chameleons use their color-changing abilities in order to make themselves unseen, not the opposite. To hide from enemies, not to make friends. And I'm pretty sure they don't change their shape, or take on more than one color at a time, unlike these storybook creatures -- or the stuffed toy in my living room -- who go about with all their colors shining brilliantly at once.

I suppose the biggest problem with this book is that I find it boring, so I am annoyed with it and try to figure out what bothers me. Too many books for the very young aren't any fun for the adults and I suspect that that is one reason they don't read to the children as much as might be profitable. Next time I should write about a book I love to read to children. But you probably already know about all of those!

From Earthsea to Alexander

To prepare for a recent road trip, I visited the public library looking for a book on CD. I ended up with a whole stack of boxes to take along in the car later that morning and was very pleased with a few of them.

My car was also loaded down with a Thanksgiving turkey, baking pans and tablecloths and some already cooked food, things to contribute to a feast at Pippin's house. I was taking myself early to help prepare, and Mr. Glad would follow later.

Ray Bradbury

Two slim library cases held one disk each of an introduction to a book in the Big Read program of the National Endowment for the Arts. I was only vaguely familiar with the list and the program, not having any family member that I know of participating. But of the offerings I browsed I was interested in A Wizard of Earthsea by Ursula K. LeGuin because of recent recommendations from someone, I can't remember who. And Fahrenheit 451 by Ray Bradbury was a book my reading group discussed a decade or so ago. The recordings were about 30 minutes each.

When I slid the Wizard introduction into the player and the narrator's voice came into my car, it took me a few seconds to realize that it was Dana Gioia, my favorite book reviewer, poetry critic, and literature teacher. His voice was recognizable, but his intonation was all jazzed up, brighter and more dramatic, I suppose to keep the average somewhat reluctant American reader listening.

His commentary was in brief snatches, and mostly introductory to several other authors who talked about the book, including LeGuin herself, and to short passages read from the text. None of the comments or readings was longer than a minute or so, and most were much briefer than that, which made it easy for me to pay attention; I'm sure this feature was also designed for listeners of diverse ages who are used to having their short attention spans catered to.

The Big Read program is intended to reverse or at least slow the decline in the number of readers in our nation, and I haven't heard if it is working. But this recording was a wonderful introduction to LeGuin. I enjoyed myself thoroughly while listening to what seemed like a sort of CliffsNotes in audio technicolor. There is music in the background that also adds to the drama.

CliffsNotes (Yes, they do squish the name together like that nowadays) seems to have some videos out, and digital flashcards, but for literature I think these NEA audio files would be much preferable, being a better bridge to visual and private reading activity than listening to a talking head, as I assume the CliffsNotes videos are.

The general plot and themes of the novel were discussed, and the particular skills of that writer. LeGuin talked about her background as a reader and writer and how she developed into the writer she is. Her childhood was spent in an intellectually rich household in Berkeley, where her father founded the anthropology department at the university and her mother wrote a book on Ishi.

There were many refugees from Europe in town then, such that "everyone had an accent." It seems that her exposure to many cultures nourished her imagination to create new worlds and people groups. The Earthsea books do sound appealing to me now, and if I keep looking at that cover illustration I pasted here I'll be bound to buy the first one soon.

But the first CD I took out of the box from my library stash was not from the NEA; it was a 2-disk collection of Popular Poetry, Popular Verse, Volume II from Naxos AudioBooks, a broad offering of everything from Shakespeare and Longfellow to Donne and Robert Herrick. It's not surprising that I didn't remember hearing most of the poems before  -- but I'd like to listen again. The many love poems made me miss my husband whom I had only seen a couple of hours before.

Quite a bit of music was interspersed between groupings of poems. I skipped most of this because I was impatient to hear more poems, and I had no idea how long I might have to wait through the instrumental portions. The poems were read by Tony and Jasper Britton, and by Emma Fielding, all of whose voices and reading were not over-dramatic or annoying in any way. Here are some of the rich words that fell upon my ears:

Prayer (I) 
By George Herbert

Prayer the church's banquet, angel's age,
     God's breath in man returning to his birth,
     The soul in paraphrase, heart in pilgrimage,
The Christian plummet sounding heav'n and earth
Engine against th' Almighty, sinner's tow'r,
     Reversed thunder, Christ-side-piercing spear,
     The six-days world transposing in an hour,
A kind of tune, which all things hear and fear;
Softness, and peace, and joy, and love, and bliss,
    Exalted manna, gladness of the best,
    Heaven in ordinary, man well drest,
The milky way, the bird of Paradise,
    Church-bells beyond the stars heard, the soul's blood,
    The land of spices; something understood.

Out of the 5+ hours I was on the road on the way up the state, there were only 10 minutes or so that I didn't need my windshield wipers. The rain was often drenching, so when I had to stop for refueling and resting I was back in the car lickety-split and pushing the Play button again.

I tried a speech by author David McCullough, his Jefferson Lecture in the Humanities from 2003, but he was very dry, in content and delivery. I have found from Mars Hill Audio Journals that some writers of the most fascinating books are not good at speaking even in interviews.
 
The last thing I was listening to when I arrived home again the day after Thanksgiving was Alexander the Great and His Time by Agnes Savill. It is nine CD's and I only heard three of them, but it was the most detail I've ever read on Alexander, who is certainly a fascinating ancient man. The descriptions of battles sometimes were hard for me to follow, but overall it was an easy "read" and I'm trying to figure out when I might finish it.

I kept thinking about the great contrast between my comfortable life -- just sitting in my heated car snacking on food that I had easily bought at the store -- and that of the high-achieving, fighting, indomitable but gracious man who slogged all over his world under the harshest conditions and must have had comparatively little ease in his relatively short life.

Alexander in The Battle of Issus

And the other Big Read disk? That was my favorite of the two I tried, because I still remembered Fahrenheit 451. It was wonderful to hear the author tell how he and his brother would run, not walk, to the library, and spend hours there every week. He started writing stories as a young child, and never stopped.

Here's a list of books in the Big Read program. I'm planning to listen to more of the introductory recordings, which are lots of fun even if I never get around to reading the actual book.

a task of education

 The first idea that the child must acquire in order to be actively disciplined is that of the difference between good and evil; and the task of the education lies in seeing that the child does not confound good with immobility and evil with activity.

--Maria Montessori

girls digging for clams

I lie down in a pasture.

As my last post was contrary to my blogging principles, describing something Ugly, I now feel it urgent to put up Something I Especially Like.

Last night was one of those when I lie awake for hours in the middle of the time when I want very much to be asleep. (This morning I realized the problem stemmed from drinking very strong tea at an afternoon wedding.) Sometimes while in this predicament I manage to stop grumbling and to pray instead, and my favorite thing to pray is the 23rd Psalm.

20 to 25 years ago and even earlier I used to have the children copy out and learn a poem every month, and I ran across some of their work yesterday. I get sentimental looking at the handwriting and printing, knowing right away what poem was copied by whom. But I won't reveal that information. I'll just say for the record that this psalm was printed by a boy! (Click on the picture if you want a more readable version.)

Venetian Painters

The covered buttons on Ottaviano Grimani's shirt jumped out at me when I came around a corner and looked up at the huge painting. Of course I couldn't find a copy online that conveyed the stunning quality of the buttons, but the search was instructive.

This portrait by Bernardino Licinio was in the Masters of Venice show of 50 paintings that came from a collection that the Habsburgs assembled in Vienna, works of Venetian artists of the High Renaissance, mostly the 16th century.

Since I haven't paid any attention lately to what is going on in San Francisco, I would have missed this opportunity altogether if my friend "Lorica" hadn't invited me to go just before the show closed.

I loved that it was small and focused -- we didn't visit any of the permanent collection -- so that my easily-overwhelmed brain could stay calm and receptive as we slowly moved from one room to another of the De Young Museum. The time flew, as Lorica elaborated and added to the information posted near the paintings. I am woefully ignorant, and she was the perfect guide for someone like me, who can't chew very big auditory bites.

Giorgione's Three Philosophers

It seems somehow shameful, but I am doing it anyway: posting some of my favorites here in truly pathetic versions of themselves. As soon as I came home I looked for them on the Internet so I could show my husband, and as it had been only a couple of hours since I'd seen the masterpieces in their glory, I was terribly saddened to see that aspects of the originals that had given me so much pleasure were flattened to the point of extinction.

St. Jerome by Tintoretto

That was an Aha! moment, as I contemplated the truly 3-D nature of paintings. And I realized why one would want to visit a show like this several times -- because looking at the little postcards one can bring home is a sorry substitute for Being There.

The first thing I noticed about St. Jerome, who translated The Vulgate, was his smiling eyes. He must have been so happy to be reading God's Word. (Lorica told me that he was known to be grouchy.) And the face of the lion was lovely, Aslan-like. Neither of those endearing features comes through in this little copy.

At left is The Sacrifice of Isaac by Mantegna, which I loved. The whiteness and statue-like quality of the painting was new to me, and the whole composition so complete in its portrayal of the event, and with beautifully "carved" figures. The little ram presenting itself, God's hand presenting it....

One painting of which I could not find a decent representative online was Titian's Entombment of Christ. My guide pointed out to me that it seems to be all about Mary, as she and her richly blue cape are the focal point of the composition.

But this other Biblical scene, Adoration of the Magi, by Bassano the Younger, I will show. I think it's charming in the way it depicts the bustling arrival of the worshipers and how the man in green wastes no time in getting as close as possible to the Christ Child.

Some of the other artists whose paintings we saw were Veronese and Bordone, and Pordenone, whose Christ With the Cross (below) admittedly a very Italian version of our Lord, is still quite arresting, and keeps my thoughts on the Love of God.

Looking at the little pictures here, remembering the great works that I had so recently wondered at -- it all made me think I hadn't been paying enough attention while we were in the museum. After all, it was the chance of a lifetime, and I had been so casual, strolling around dully as though I could just hop over to Vienna anytime I wanted and see the paintings again.

One can see that I need to get to the art museums more often, and that my education in art appreciation has barely begun.

Limón in the Cazuela

 

The Cazuela That the Farm Maiden Stirred by Samantha R. Vamos is a delightful Hispanic incarnation of The House that Jack Built. It tells the story of a rice pudding from the farm to the table. The reader is introduced to two new words, first in English, every time he turns the page. From then on, those key words are only written in Spanish. 

Before I opened the book, Mr. Glad was enjoying it and noticed that the word for lime was much like our lemon. That made me wonder what the word for lemon is.

A New World Spanish-English Dictionary sits on the reference shelf here as a leftover from the days when four of our children in turn studied Spanish. Even though their father and I never did study that language that is so useful, almost essential, in California, we've lived here our whole lives and have picked up some vocabulary, sometimes by consulting this word book, as I did on this occasion.

The hen helps by grating the limón

I don't know why, but my dictionary is wrong about limón. It says that it means lemon, and that if you want to talk about a lime you say lima. I found it hard to believe that this book written by a woman with a Hispanic name, illustrated by a man with a Hispanic name, with the intent of teaching 21 words, would get any wrong.

But I have a friend who is married to a Mexican man and teaches at a bilingual school, and I couldn't pass up the opportunity to ask my local expert. She wrote, "Okay babe. Limón means lime and limón agria or limón Amarillo can mean lemon. There is a lemon-like fruit called Lima limón. There are not lemons like we have here in the U.S. in Mexico." That seemed a pretty authoritative word on the subject.

This is a picture book, an Easy Reader, so I must not forget to mention the illustrations, which as you can see from these sample pages I photographed are party-bright, full of the joy and fun of cooking together. 

At the back you will find a glossary with pronunciations, in case your Spanish is rusty, and best of all, a recipe for rice pudding. What I would love to do with a young child is read the book, make the pudding together while using the English and Spanish words to talk about the ingredients, and then read the book again while the cazuela simmers.

I would rather one of my grandchildren helped me in the kitchen, while we keep the animals outdoors or in the pages of the book. But an arroz con leche pudding with plenty of crema and some zest of limón would suit me just fine.