Date of publication: 2017-07-09 09:59
I should like to urge the importance of what may be called a poetic presentation of the life and teaching of Our Lord. The reader should experience in this study a curious and delightful sense of harmonious development, the rounding out of each incident, of the progressive
When you walk to the edge of all the light you have
And you take the first step into the darkness of the unknown
You must believe that one of two things will happen
There will be something solid for you to stand upon
or you will be taught to fly.
Patrick Overton - The Faith poem
"I have never found any Mathematics except simple addition of the slightest use in a work-a-day life except in the Staff college examinations and as for mental gymnastics and accuracy of statement, I dispute the contention that Mathematics supply either any better than any other study."
We can learn about it from exceptional people of our own culture, and from other cultures less destructive than ours. I am speaking of the life of a man who knows that the world is not given by his fathers, but borrowed from his children who has undertaken to cherish it and do it no damage, not because he is duty-bound, but because he loves the world and loves his children
In these days when Reason is deified by the unlearned and plays the part of the Lord of Misrule it is necessary that every child should be trained to recognize fallacious reasoning and above all to know that a man's reason is his servant and not his master that there is no notion a man chooses to receive which his reason will not justify, whether it be mistrust of his neighbour, jealousy of his wife, doubts about his religion, or contempt for his country.
'Given boys (or girls) who have read and thought, and who have maintained the habit of almost perfect attention that a child begins with, the necessary amount of work in the classics may be done in a much shorter time, and the mind of the pupil is the more alert because it is engaged in handling various subjects.'
What is an idea? we ask, and find ourselves plunged beyond our depth. A live thing of the mind, seems to be the conclusion of our greatest thinkers from Plato to Bacon, from Bacon to Coleridge. We all know how an idea 'strikes,' 'seizes,' 'catches hold of,' 'impresses' us and at last, if it be big enough, 'possesses' us in a word, behaves like an entity.
"I have sometimes heard it said that you should not teach patriotism in the school. I dissent from that doctrine. I think that patriotism should be taught in the schools. I will tell you what I mean by patriotism. By patriotism I do not mean Jingoism, but what I mean by patriotism is an intelligent appreciation of all things noble in the romances, in the literature and in the history of one's own country. people should be taught to admire what is great while they are at school. And remember that for the poor of this country the school is a far more important factor than it is for the rich people of this country...
Physiologists tell us that thoughts which have become habitual make somehow a mark upon the brain substance, but we are bold in calling it a mark for there is no discernible effect to be quoted. Whether or no the mind be served by the brain in this matter, we are empirically certain that a chief function of education is the establishment of such ways of thinking in children as shall issue in good and useful living, clear thinking, aesthetic enjoyment, and, above all, in the religious life. How it is possible that spirit should act upon matter is a mystery to us, but that such act takes place we perceive every time we note a scowling brow, or, on the other hand,
using the contents of certain Rooms of the British Museum as a basis. Episodes of Greek and Roman history come in, partly for their historical, partly for their distinctly ethical value. Plutarch is, of course, our great authority.
"(Plutarch) hath written the profitable story of all authors. For all other were fain to take their matter, as the fortune of the countries whereof they wrote fell out: But this man being excellent in wit, learning, and experience, hath chosen the special acts of the best persons, of the famousest nations of the world." (North).
It's not just in some of us, it's in everyone.
And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
Marianne Williamson - from A Return to Love
The two brothers correspond constantly and R takes the part of mentor to his brother. He advises him to learn The Times leaders by heart to improve his style, "because they are very good English." Again,