Tuesday, December 6, 2022

A Shared Journey of Discovery

 


Over the past ten years I have used the phrase "a shared journey of discovery" to describe my vision of education.  It is featured in the background to my Twitter profile, and the truth of it was proved once again this fall thanks to one of my freshman students.  Because of her I became friends with a scholar and composer in England whose work uncovering the sounds of ancient Roman music has made its way into my classroom.


Cool Stuff




The Latin students at St. Theodore Guerin Catholic High School have a podcast called Rostra (Spotify, Apple, Amazon, YouTube), and in each episode I interview one of them on a topic of his or her choosing.  On Sunday evening, October 9, 2022, I received an email titled "Cool Stuff" from Isabelle Riley, who was set to record an episode the following day about ancient Roman music. 

Salve, Magister P!

I came across this interesting website when I was doing my research for tomorrow's Rostra on music. The composer has tried recreating what she thinks Ancient Roman music may have sounded like. I also thought it was cool that she thinks they should have played music like this during the Gladiator music, since it fits the time period better!

I'm not sure if we can play a bit of this during tomorrow's recording or not, but I just thought you would get a kick out of it.


You can play the clips of music here:


Vale,
Isabelle Riley

Needless to say, I followed the links and was instantly intrigued.  They took me to the work of Mary Ann Tedstone Glover, a British composer who has created music for television shows such as The Great British Bakeoff and others.  She is currently completing her Ph.D. in Classics with a focus on ancient Roman music.  After listening to the samples on her Bandcamp website, I was no longer intrigued; I was hooked.


An International, Cross-Temporal Connection


Isabelle and I recorded her episode for Rostra, which is now available at the links above, and we were hoping to include a bit of Mary Ann's album.  Because we had become friends on Facebook, I reached out to ask her permission, and she said I needed to contact Nick Tarbitt of Integrity Publishing, the company through whom her music had been released.  Nick replied in an incredibly gracious email saying that we could use Mary Ann's music as long as we gave proper attribution in the episode and the accompanying show notes.  Isabelle and I had recorded two separate endings to her episode, one if we obtained permission and one if we didn't, and once I received the green light, I asked Isabelle which song she wanted to include.  She said to use one of the instrumental numbers, a piece called "Bacchus," and that is what appears in the episode.



If the story had ended there, it would have been a good one, but there is more.  I began talking with Mary Ann and asked if she would be willing to Zoom with not just the Latin students at our school but with any of them who would be interested in hearing about her work with ancient music, and she said yes.  On top of that, she included a personal note to Isabelle.



I say that education is a shared journey of discovery, and so it is.  Thanks to this Latin I student's email to me on a Sunday evening, we have, together, come to learn more about ancient music, become friends with a composer-scholar from England, and will host a Zoom session in which anyone in our school can learn more about the music of antiquity.  Oh, and my own playlist now has another favorite album!




Monday, November 28, 2022

Instruction, Education, and Edification

When an elephant was brought to the town, a group of blind men decided to investigate.  As they felt their way around the animal, each one encountered a different part.  The one who touched the elephant's trunk declared, "This animal is much like a snake."  The who touched its ear believed it to be like a fan of some sort, and the man feeling the beast's leg said, "Surely this creature is most like a tree."  One of the men touched its side and said, "No, it is much more like a wall," and the one grabbing its tail said, "On the contrary, this beast is like a rope."  The last of group, grabbing hold of one of the tusks, proclaimed, "You are all wrong, for the creature is smooth and hard and is therefore most like a spear."

Such is the famous story found in Jain, Hindu, and Buddhist texts, and it applies to how many of us approach what we call education.  Under that broad term we often mean several, quite different things.  Each is important, and it would help if we gained some clarity by looking at each element more closely.

Instruction


Listing for struo in the Oxford Latin Dictionary

Our English word "instruction" is derived from the Latin verb struere, meaning "to set up."  In its compounded form instruere, it is often used to describe arranging troops on a battlefield.  Instruction is the most basic level of what we generically call education, but by this I do not mean it is of lesser importance.  It is fundamental to everything else.  Instruction sets things up.  Before students can explore calculus or Shakespearean sonnets, they must know basic math facts and how to read.  Instruction is about presenting facts.  It is about disseminating information.  Because this is the case, instruction can take place in any form.  You can list for me in an oral presentation the Presidents of the United States, or I can read that list in a book, and it really does not make much difference.  One person may prefer one method to another, but the method of knowledge acquisition does not matter much when the goal is merely acquiring facts.  Doing something with that knowledge is another endeavor entirely.

Education


Once again the Latin etymology of "education" is the clue to what is going on with this next stage.  Derived from the preposition ex, meaning "out of," and the verb ducere, meaning "to lead," education is a leading out, and this recalls Plato's Allegory of the Cave in Book 7 of his Republic.  Education involves leading someone out from the darkness of ignorance into the light of understanding.  It leads onward from the point of instruction.  When students have been instructed in basic math facts, they are then educated in the ways those facts can be used, from building a table to constructing the Artemis rockets.  This is where the humanity of teaching and learning becomes fundamental.  Through the shared journey of discovery and fueled by encouragement and inspiration, teachers and students alike go far beyond the acquisition of facts.  Cicero was thinking of this when in Pro Archiā 12 he encouraged people to take the knowledge they had gained through reading into the world where it could be put to work.

Ceteros pudeat si qui ita se litteris abdiderunt ut nihil ex eis possint neque ad communem adferre fructum neque in aspectum lucemque proferre. 

"Let others be ashamed if they have so hidden themselves in literature that they can offer nothing from it for the common good or can bring forth nothing into the light to be seen."

A good program of general education will involve both instruction and this specific understanding of education, but there is still another level, one that can be overlooked in the mad rush to college- and career-readiness.  It is also less often seen because of one, rare commodity necessary to bring it about.

Marcus Tullius Cicero, 106-43 B.C.

Edification


"Edification" is not a word heard much these days.  It is taken from the Latin verb aedificare, which means "to build," and although the Latin word could be used with physical structures, we would never say something like, "He is going to edify a storage shed in his back yard."  Edification has to do with the building up of a person.  It is soul work.  It seeks to help others achieve not merely their own dreams, but to become more than they have ever dreamed possible.  After students have been instructed in basic facts and educated from darkness into light, edification goes out of its way to usher them into the true, the good, and the beautiful.  Edification goes far beyond the written curriculum because no curriculum could know the particular needs of a particular student or class on a given day.  Edification works by inspiration, which is literally a breathing into.  As the Spirit or breath of God breathes into a teacher what He knows students need, that teacher who is receptive to such inspiration departs from the lesson plan to build into the students something more.  If all of this sounds a bit too spiritual, know that the word aedificare itself breaks down further into the root aedes, which often meant a temple or a sanctuary.

And what is that rare commodity needed for edification to take place?  It is love, which has little or nothing to do with emotions and is quite often strongly opposed to any positive feelings whatsoever.  The inspiration to edify causes the shifting and reorganizing of a lesson, or possibly even the abandonment of an activity, because there are only so many minutes in a class period, and it would be far easier to ignore the quiet urging and continue as planned.  Edification is not about foisting our own pet views on another and the perverse pleasure of getting others to think as we do.  It is about loving those we teach so much that we are willing to do more work and to make connections that may seemingly have nothing to do with the stated objective of the day but that have everything to do with a life well lived.  As Benjamin Jowett wrote in the preface to his 1881 translation of Thucydides regarding the work of the translator, it is necessary that "one who has drunk deeply from the original fountain should renew the love of it in the world, and once more present that old life, with its great ideas and great actions, its creations in politics and in art, like the distant remembrances of youth, before the delighted eyes of mankind."  Edification requires those who have drunk deeply from many sources.  It requires people who themselves have been instructed, educated, and edified to the point that they are willing to do anything to help others along that same journey

If you are a teacher, do you find yourself spending most of your time in instruction, education, or edification?  Remember that instruction is the foundation for the others, so do not rush to make judgments about the superiority of one of these over another.  If you are a student or parent, do you see all of these operating to some degree in your local school or homeschool?  All three are appropriate for people at any age and in any course of study.  It is the mark of what is generally classified as education when all three function together. 


Tuesday, November 15, 2022

Count No Man Blessed Until...

It is easy to look at someone and say, "Wow!  She really has everything together!  What a great life!"  It is easy as well to see another and say, "Ah, that poor wretch.  What a miserable life he has."  Yet a bit of ancient wisdom reminds us that we should not be hasty in making such pronouncements until we have seen the full span of a person's life.

Recalling Herodotus


Herodotus, 484-425 B.C.


I was in the drive-thru lane of a local restaurant with my daughter when I received the call that my Uncle Bob had passed away, and my immediate thought was of my mom.  She and her brother had always been close, but recently they had been talking by phone every day, and I knew she would take the loss hard.  My daughter and I immediately drove to her home to give her the news.

We sat around her kitchen table and, after the initial tears, began talking about Uncle Bob's life.  She recalled endless stories of how supportive he had always been, the father he was to his three children, and how he always had a book with him and was leading a book club right up to the time of his passing.  We talked of his faith in Jesus and that someone from his church had been coming to take him from his assisted living home for worship each Sunday.  Just before my daughter and I left, my mom said, "Bob was a good man."  I agreed and shared with her a famous bit from Herodotus.

Herodotus, known as the father of history, wrote his Histories in the 5th century B.C.  In Book 1 he tells of a discussion between Croesus, the king of Lydia and the richest man in the world, and the Athenian statesman Solon about what it means to be ὄλβιος, or happy/blessed.  Solon ends with a famous statement.

εἰ δὲ πρὸς τούτοισι ἔτι τελευτήσῃ τὸν βίον εὖ, οὗτος ἐκεῖνος τὸν σὺ ζητέεις, ὁ ὄβιος κεκλῆσθαι ἄξιος ἐστί: πρὶν δ᾽ ἂν τελευτήσῃ, ἐπισχεῖν, μηδὲ καλέειν κω ὄβιον ἀλλ᾽ εὐτυχέα.

If, in addition to these things, he still ends his life well, this is that man whom you seek, the one who is worthy to be called happy/blessed:  before he ends his life, refrain from calling him happy/blessed, but lucky.  (Histories 1.32.7)

Pressing On Toward The Mark


It is right that young people be told to think about and honor the dearly departed, but it is also right they give little thought to death itself.  Youth is the time of exuberance and perceived immortality.  This is as it should be, for the springtime of life in its physical, mental, and emotional aspects is one of daring creativity, of adventure, and even of risk.  One can hardly be a dreamer or swashbuckling adventurer while fixated by a morbid fascination with death.  The proper role of those in the middle to later years of life is, however, to ponder such things, to put life and death in their proper perspective, and having endeavored with the help of poetry and art and wisdom and faith to understand it all as best as possible, and to present that understanding to those who follow for consideration when their own time of pondering comes.

Solon was right.  Pronouncement about the happiness, which in its true sense means the blessedness, of a person's life can only be made after the race has been run.  Was the person "great out of the gate," so to speak, but not much for stamina?  The tortoise and hare come to mind here, as does what Paul wrote to the Philippians.

Indeed, I count everything as loss because of the surpassing worth of knowing Christ Jesus my Lord.  For his sake I have suffered the loss of all things and count them as rubbish, in order that I may gain Christ and be found in him, not having a righteousness of my own that comes from the law, but that which comes through faith in Christ, the righteousness from God that depends on faith -- that I may know him and the power of his resurrection, and may share his sufferings, becoming like him in his death, that by any means possible I may attain the resurrection from the dead.  Not that I have already obtained this or am already perfect, but I press on to make it my own, because Jesus has made me his own.  Brothers, I do not consider that I have made it my own.  But one thing I do:  forgetting what lies behind and straining forward to what lies ahead, I press on toward the goal for the prize of the upward call of God in Christ Jesus.  (Philippians 3:8-14, ESV)

Looking back at the evidence, I can say that my Uncle Bob's was a life well lived, and I think Solon would be inclined to pronounce it as olbios.  I know that Uncle Bob would say it was blessed because of the work of Jesus Christ, whom, like Paul, he acknowledged as Lord.  One of the blessings of death for those who are alive is that it presents us with an occasion to do a bit of the pondering that is necessary to keeping our lives on track.  Are we headed toward a good end?  If so, how will we keep our endurance to finish well?  If not, what changes must we make?  Who are those who have finished well who can serve as models and standards by which to measure our progress?  When once we have completed such pondering, we must return to the business of living, for no race can be finished well or poorly that is not run at all.

Robert E. "Bob" Carlile
1934-2022






Thursday, November 3, 2022

Why We Read Old Things

Many people talk about relevance in the world of education.  In particular, there is much discussion about choosing reading material that is relevant to the lives of students, and quite often this leads to two false assumptions.  The first is that relevant material must be immediately accessible by students, and the second, which is related to the first, is that it must be in their vernacular and therefore of recent origin.  If these two assumptions were accepted, however, students would not experience anything outside their native language or antedating their own birth by more than a few years.  The exploration of my Latin I students into the world of Roman paleography suggests to the contrary that there is much value in reading that which is old.

Paleography in The Modern Classroom


Paleography is the study of ancient forms of writing, and I have explored this for many years with public and private school Latin students.  This year my students, as they usually do, took a look at ancient writing and ancient writing materials through a website hosted by the University of Michigan (here, here, and here).  After this, they practiced reading and writing Old Roman Cursive before making their own imitation sheets of papyrus and reed pens.  With these they copied their choice from texts that we had read and became Romans for a day.  What was most striking, however, were their reflections on the experience.

Instructional video on making imitation papyrus sheets and reed pens

Fun "infomercial" about using ancient writing materials

What Students Have To Say


As part of a reflective component of this project, the students discussed why they chose the passages they did when using the writing materials they had made.  Whether it was a verse from the Bible or lines of from the Latin poets and philosophers, these texts touched the students in profound ways.  Their words are proof that relevance should not always and automatically be equated with what is colloquial and new.


"Tui animi compotes es ne quid fraudis stuprique ferocia pariat."


"Be master of your soul, lest your untamed spirit bring forth something deceitful and shameful."
Appius Claudius Caecus (355-275 B.C.)



When we first learned this quote I was extremely frustrated with myself, other people, everything.  After hearing this I truly took into consideration how being like this would not help anyone and would only bring shame like the quote said.  The quote helped me change my perspective when I needed it, so that's why I like it.


"Ab infantia sacras litteras nosti, quae te possunt instruere ad salutem, per fidem, quae est in Christo Iesu."


"From the time you were a child you have known the sacred scriptures, which are able to instruct you for salvation, through faith, which is in Christ Jesus."
2 Timothy 3:15



I chose this quote because it reminds me of my grandma and my dad and them being very religious and very persistent in making sure me and my other siblings/cousins have a strong faith.


"In ipso vita erat, et vita erat lux hominum."


"In Him was life, and that life was the light of people."
John 1:4



The Latin text I used to complete my papyrus was from John 1:4.  I chose this passage because I found it so fascinating that God's view of his life is our life.  It seems almost like he's saying that the point of his life is to give us life.  God is putting us as human beings before his own life.  This is just one example of his love for us.


"Homo sum.  Humani nil alienum puto."


"I am a human being.  I think nothing human alien to me."
Publius Terentius Afer, 195-159 B.C.



I picked this because I like what he says.  I like how he said I am hum but nothing human is alien to me.  I think it is cool that back then not normal stuff was not that weird to people, but now if you do something weird you are like alien to people.


"Maledicus a malefico non distat nisi occasione."


"An evil speaker differs from an evil doer in nothing but opportunity."
Marcus Fabius Quintillianus, 35-100 A.D.



I chose this quote for my papyrus because it was my favorite quote we've had for this class.  I see the results of this quote all the time throughout my day, and in school.  People who talk bad about one another are no better than people who are actually mean through their actions.  Changing the way we hurt people is no different from the action itself.  An evil speaker is no different from someone who actually does evil.


"Et verbum caro factum est, et habitavit in nobis."


"And the word was made flesh, and dwelt among us."
John 1:14



I chose this verse of the week because it was one of the first that we had ever learned in Latin class and this is one of the first things that we ever said in Latin, too.  So that part was pretty cool.  But I also chose this because it shows how God was talking about the word for a while and we were not sure what that word was until Jesus was born and we realized that the word was our salvation to get to heaven one day, and even though God loved His Son, He sent Him down to a cruel world and made Him just like us because He also loved HIs creations.  We were very blessed to have Jesus walk down here among us.


"Ego veni ut vitam habeant, et abundantius habeant."


"I came that they may have life, and have it more abundantly."
John 10:10



I sometimes imagine what the world would be like if Adam and Eve never sinned in the Garden of Eden, and honestly I can't imagine it.  When we first went over this verse in class it was almost like God was speaking to me through it and telling me that instead of wondering what I can't have I should be grateful that He sent His Son down to die for us so that one day we all would hopefully make it to heaven and be reunited with Him again.


"Labor omnia vincit."


"Work conquers all."
Publius Vergilius Maro, 70-19 B.C.



I feel I connected to this quote in a way because of my horrible work ethic.  I know that if I get all my assignments done on time, I will have straight A's, but because of my lack of production, I often struggle in this area.  If I could just get my work done on time, I'd be slaying my classes.  This logic also transfers over to my extracurriculars, like band or Tae Kwon Do.  If I just put in the time and effort into learning new techniques, songs, forms, I could become much better at what I do.  Putting in the work to do things would allow me to "conquer" in all aspects of my life.


"Esse quam videri bonus."


"To be good rather than to seem good."
Gaius Sallustius Crispus, 86-35 B.C.



I chose this quote because I was really inspired to be a better person.  I felt that this quote really helped me to start being a better person to my family and friends.  I wanted people to know the real me and know I am a good person.  Some people may think I am a good person because I am Catholic, but I want them to actually know that I am a good person.  I feel that I need to be nicer to people and help them out more when I hear this quote.


"In ipso vita erat, et vita erat lux hominum."


"In Him was life, and that life was the light of people."
John 1:4



I chose this quote because it has a personal meaning to me.  The quote talks about how Jesus is the life and he is the light of the people.  Jesus has been the light during some of my darkest and hardest times.  A few years ago I went through a difficult time where I had to have a lot of surgeries in a short period of time.  What was wrong with me was confusing and I had to trust God that he would light the path and show me the way out.  After my last surgery I remember feeling the biggest relief that it might have been over for now.  God showed me I can trust him and have faith that his plan is the true plan.



 

Monday, October 24, 2022

The Art of Discussion`

Sometimes a writer needs to step back and let someone else's words do the talking.  What follows are selections from Montaigne's essay "Of the art of discussion," written between 1585 and 1588.  They are taken from the translation by Donald M. Frame, and I will offer no further comment beyond that my recent reading and pondering of this essay made me think of two of my current students, Dominic and Addison, who have already tasted the fruits of philosophical thought and discovered that they are sweet.  May they and others take from Montaigne a model of how to discuss the breadth and the depth of human thought.


De l'Art de Conferer


The most fruitful and natural exercise of our mind, in my opinion, is discussion.

The study of books is a languishing and feeble activity that gives no heat, whereas discussion teaches and exercises us at the same time.  If I discuss with a strong mind and a stiff jouster, he presses on my flanks, prods me right and left; his ideas launch mine.  Rivalry, glory, competition, push me and lift me above myself.  And unison is an altogether boring quality in discussion.

As our mind is strengthened by communication with vigorous and orderly minds, so it is impossible to say how much it loses and degenerates by our continual association and frequentation with mean and sickly minds.  There is no contagion that spreads like that one.

No propositions astonish me, no belief offends me, whatever contrast it offers to my own.  There is no fancy so frivolous and so extravagant that it does not seem to me quite suitable to the production of the human mind.

So contradictions of opinions neither offend me nor affect me; they merely arouse and exercise me.  We flee from correction; we should face it and go to meet it, especially when ti comes in the form of discussion, not ex cathedra.  At every opposition we do not consider whether it is just, but, right or wrong, how we can get rid of it.  Instead of stretching out our arms to it, we stretch out our claws.

I could stand to be rudely jarred by my friends:  "You're a fool, you're dreaming."   I like to see people speak up bravely among gallant men, and to see the words go where the thought goes.  We should strengthen and toughen our ears against this tenderness toward the ceremonious sound of words. I like a strong, manly fellowship and familiarity, a friendship that delights in the sharpness and vigor of its intercourse....

When someone opposes me, he arouses my attention, not my anger.  I go to meet a man who contradicts me, who instructs me.  The cause of truth should be the common cause for both.

I give a warm welcome to truth in whatever hand I find it, and cheerfully surrender to it and extend my conquered arms, from as far off as I see it approach.  However, it is certainly hard to induce men of my time to do this.  They do not have the courage to correct because they have not the courage to suffer being corrected.

[T]here is nothing which makes us so sensitive to contradictions as the idea of our superiority and disdain for our adversary.

It is an insipid and harmful pleasure to have to do with people who admire us and give way to us.

In fine, I receive and acknowledge any sort of blows that are straightforward, however weak they be, but I am only too intolerant of those that are out of order.  For me any answer is only too good if it is to the point.  But when the argument is confused and disorderly, I give up the substance....  It is impossible to discuss things in good faith with a fool.

We learn to argue only in order to contradict; and with each man contradicting and being contradicted, it turns out the fruit of the argument is to ruin and annihilate the truth.  Thus Plato, in his Republic, prohibits this exercise to inept and ill-born minds.

I love and honor learning as much as those who have it; and in its true use it is man's most noble and powerful acquisition.  But in those (and their number is infinite) who base their fundamental capacity and worth on it, who appeal from their understanding to their memory, hiding under the shadows of others [Seneca], and can do nothing except by the book, I hate it, if I dare say so, a little more than stupidity.

It is my opinion that in Plato and Xenophon Socrates argues more for the sake of the arguers than for the sake of the argument, and to instruct Euthydemus and Protagoras rather in their own impertinence than in the impertinence of their art.  He takes hold of the first subject that comes along like a man who has a more useful aim than to illuminate it:  to wit, to illuminate the minds that he undertakes to manage and exercise.

For we are born to quest after the truth; to possess it belongs to a greater power.  It is not, as Democritus said, hidden in the bottom of abysses, but rather elevated to an infinite height in the divine knowledge.  The world is but a school of inquiry.  The question is not who will hit the ring, but who will make the best runs at it.

Any man may speak truly; but to speak with order, wisely, and competently, of that few men are capable.  Thus it is not the falsity that comes from ignorance that offends me, but the ineptitude.  I have broken off many dealings that would have been useful to me because of the irrelevant bickering of those with whom I was dealing.

[I]t is always a tyrannical ill humor to be unable to endure a way of thinking different from your own; and then in truth there is no greater, more constant, or more uncouth absurdity, than to become worked up and stung by the absurdities of the world.

How many stupid things I say and reply every day, in my own judgment; and so assuredly how many more in the judgment of others!  After all, why can we encounter someone with a crooked and malformed body without being moved, when we cannot bear encountering an ill-ordered mind without getting angry?  Not only the reproaches that we make to one another, but also our reasons and arguments in controversial matters can ordinarily be turned against ourselves; and we run ourselves through with our own weapons.

I do not mean that no man should criticize another unless he is clean himself....  But I mean that our judgment, laying upon another the blame which is then in question, should not spare us from judging ourselves.

Nor does it seem to me an appropriate reply to someone who warns me of my fault, to say it is also in him.  What of it?  The warning is still true and useful.

[W]e see so many inept souls among the learned, and more than of the other kind.  They would have made good husbandmen, good tradesmen, good artisans; their natural vigor was cut to that proportion.  Learning is a thing of great weight; they collapse under it.  Their mind has neither enough vigor or enough skill to spread out and distribute that noble and powerful matter, to make use of it and derive help from it.  It can do nothing except in a strong nature, and these are very rare.  And the weak ones, says Socrates, corrupt the dignity of philosophy in handling it.  It appears both useless and harmful when it is badly encased.

Stupidity and senselessness are not curable by a bit of admonition.  And we may properly say of this sort of repair work what Cyrus replied to the man who urged him to harangue his army on the point of a battle:  that men do not become courageous and warlike on the spot by a good harangue any more than someone suddenly becomes a good musician by listening to a good song.  These are apprenticeships that have to be served before hand by long and constant education.

We owe this care to our families, this assiduity in correction and instruction....  But as for things that are said in company or among others, however false or absurd I may judge them to be, I never cut across by either word or sign.

Moreover, nothing vexes me so much in stupidity as the fact that it is better pleased with itself than areason can reasonably be.  It is unfortuante that wisdom forbids you to be satisfied with yourself and trust yourself, and always sends you away discontented and diffident, whereas opinionativeness and heedlessness fill their hosts with rejoicing and assurance.  And besides, this arrogance of language and gaiety of countenance usually give them the victory in the eyes of the audience, which is generally weak and incapable of judging and discerning clearly where the real advantages lie.  Obstinacy and heat of opinion is the surest proof of stupidity.  Is there anything so certain, resolute, disdainful, contemplative, grave, and serious as an ass?


Tuesday, October 18, 2022

The Touch of Time

What happens when a family heirloom gets passed on to you?  In my case, it not only became part of my wardrobe, but connected me even more closely with a key event in our nation's history.

It Keeps on Ticking

One of the most famous advertising slogans is that of Timex watches.  The expression "it takes a licking and keeps on ticking" used to be everywhere, and although I would happily to attest to the accuracy of this blurb, it is a Hamilton watch from about 1908 that blew me away a few months ago when I received it from my mother, gave the stem a few twists, and listened as the mechanism happily ticked away the time.

At first, we did not know much about it, other than that it had been given to my mother's grandfather by his wife, had passed to one of his sons, and that his son had wanted me to have it.  After looking at its internal workings and hopping onto a Hamilton watch forum online, we discovered a bit more.




It is a Hamilton, grade 927, model 1, class 4 pocket watch.  It is a size 16s, 17 jewels timepiece, but what was of most importance to my mother and me was that it was manufactured around 1908, which means that at the earliest, my great-grandmother Della McClellan would have given it to her husband, Oatis McClellan, five years before his death in 1913.  Now, this article is not a family tree or the beginnings of my autobiography, but something of a bit more historical significance.

National Treasure


The 2004 movie National Treasure has grossed hundreds of millions of dollars with its adventure story centered around the Declaration of Independence, yet the real treasure for our nation is that document itself, along with our Constitution and Bill of Rights, and it turns out, my family has an intimate connection with them.

On December 13, 1952, the Declaration of Independence and the United States Constitution were moved from the Library of Congress to join the Bill of Rights at the National Archives, and Delmar McClellan, my great-uncle, was part of that historic moment.  He is the younger, dark-haired man in the following photographs and, along with Alvin Kremer, was responsible for preparing the documents for their transfer


Keeper of the Collections Alvin Kremer (left) and Assistant Keeper of the Collections Delmar McClellan (right) https://catalog.archives.gov/id/7873501


https://catalog.archives.gov/id/12167962

https://catalog.archives.gov/id/12167960

https://catalog.archives.gov/id/12167958



An entire album of pictures from that day can be found on Flickr, and a video with silent footage as well as audio with a speech from President Truman (starting 3:18) can be seen on YouTube.  Additional silent footage can be found at archive.org, and you can read an article on the event at the National Archives website.


What has this historic moment to do with a pocket watch?  Sometime between 1908 and 1913, Della McClellan gave that watch to her husband Oatis, and after he died, she gave it to one of her sons, Delmar McClellan, who would go on to play an important role in the moving our nation's most important documents.  He eventually gave the watch to his son, Denny, who then passed it on to me.  I wear the watch on special occasions, and now when I do, I will be even more keenly aware of the touch of time.



























Friday, October 7, 2022

They Should Have Sent a Poet

Golf is a challenging game, but the perfectly hit shot, one that causes the ball to explode from the sweet spot of the club face, is one of the most satisfying and exhilarating of feelings.  No one needs to write one more piece about how challenging teaching is.  The internet is filled with such articles.  But when everything comes together in a day of stunning academic experience and student ability on display, that needs to be shared and celebrated.

To The Stars Through Antiquity


Apollo 1 Exhibit at Kennedy Space Center


Ad astra per aspera.  To the stars through difficulties.  The path to the stars has indeed been a difficult and a long one, perhaps longer than many realize, stretching back as it does to the age of classical antiquity.  We recently completed a unit in our Latin II classes that saw our high school students reading selections from Plato, Aristotle, and Cicero about space, along with parts of the first science fiction novel, True History, written by Lucian of Samosata in the second century A.D.  To get the full story on this unit, which saw students translating and discussing ancient works on outer space, being introduced to ancient technology through the Antikythera Mechanism and ancient mathematics through the calculation of the earth's circumference by Eratosthenes, and exploring the music of the spheres with NASA's discovery of the sound of black holes and the classical music of Gustav Holst, check out our short documentary.



One part of the unit about which I was particularly excited came at the end.  After three weeks of deep study in ancient readings on space, our students met a friend of mine via Zoom.  Neil Jenkins and I go back to first grade in our friendship, but I did not bring him in for us to discuss our fondness for '80s music and Miami Vice.  He holds a Ph.D. in physics from the University of Alabama and is an amateur astrophotographer, although you should not let the title "amateur" mislead you into thinking his work is second rate.  

IC 1805 The Heart Nebula in the Constellation Cassiopeia
Event Horizon Astrophotography (c) 2021

The Great Orion Nebula M42
Event Horizon Astrophotography (c) 2022

He talked with the students about quantum physics, laser physics, and astrophotography, along with how his Christian faith and work as a scientist fit perfectly together.  When students were asking for his email, asking me for copies of his slides, and staying after class to discuss further the wonders of space, I knew this had been a meaningful event.

Duces Discipuli Facti


As soon as the last bell of the day had rung, another small group of students came to the room for a leadership meeting about a Latin club event.  My intent was to let them handle everything, and I doubt I could have added much that afternoon anyway.  My mind and heart were already too full from the Zoom class with Dr. Jenkins.  As it turned out, I was not needed.  These student officers led with such efficiency they could have given a lesson to many adults.  They worked together, listened to each other's ideas, yet did not become stuck in the mire of indecision.  Just when I thought my heart could take no more of being impressed with students, I was overwhelmed by their display of leadership skills.  In Book 1 of the Aeneid, Vergil describes Queen Dido by saying, dux femina facti, the leader of the deed was a woman.  In this case, the leaders of the deed were students, and I could have offered nothing that would have made their work better.  On the drive home, I called my wife and more or less babbled.  I could not find the words to describe these extraordinary young people and was reminded of the a scene in Contact, the 1997 movie featuring Jodie Foster as Dr. Ellie Arroway, who takes a trip through a wormhole to another part of the universe.  Stupefied at what she sees, all she can say is that instead of a scientist, they should have sent a poet.



Life's Rich Pageant


For many people, the phrase "life's rich pageant" is familiar because it is the title of R.E.M.'s fourth album, although it has a much longer history.  I reach for that phrase often, for it captures perfectly what is my typical experience of the academic and educational life.  Have I known the sorts of stories that are driving so many people out of the education profession?  I have, but they have never been the norm.  When given the opportunity, young people will astonish with the depth of their thought and their ability to do something with it, and I saw that once again just the other day.

Update


Two weeks after publishing this post, I came across an amazing, new discovery.  The star catalogue of Hipparchus, long thought to have been lost, has been discovered, in part, as a palimpsest at an Egyptian monastery.  The following images are from the article about this amazing find in the Journal for the History of Astronomy.

Detail of f. 53v, beginning of the first column of undertext (Syriac overtext in dark brown, and faint traces of a few letters of the undertext).
Courtesy Museum of the Bible Collection. All rights reserved. © Museum of the Bible, 2021.

Detail of f. 53v (multispectral image, by the Early Manuscripts Electronic Library and the Lazarus Project of the University of Rochester processed by Keith T. Knox: the enhanced Greek undertext appears in red below the Syriac overtext in black).
Courtesy Museum of the Bible Collection. All rights reserved. © Museum of the Bible, 2021.

Detail of f. 53v (yellow tracings based on full set of multispectral images).
Courtesy Museum of the Bible Collection. All rights reserved. © Museum of the Bible, 2021.

An excellent article in Nature puts this amazing discovery into context.  As we continue to learn more about the ancient world, we also find new ways to combine modern technology with fields of study such as archaeology, linguistics, philology, science, and more.  Putting together a passion for classical studies, computer imaging, and astronomy, for example, can lead to an exciting career, and as the Roman playwright Terence once wrote, "Homo sum:  humani nil a me alienum puto."  "I am a human being:  I think nothing human alien to me."  (Heuton Timorumenos, 77)

Thursday, September 29, 2022

To Construe or To Collaborate

When is it right to remove the training wheels from the bicycle and let a child ride freely?  What is the appropriate stage for students to stop working with paradigms and established formats and begin to create?  Parents and teachers alike wrestle with such questions, and most adults working with children tend to cling too long to the one or to rush the other, yet both are needed in anyone's development in any endeavor.


Guiding a Child's Gait


Michel Eyquem de Montaigne, 1553-1592

I have often quoted from one of my favorite works, Montaigne's essay "On Education," in which he wrote, "[I]t is the achievement of a lofty and very strong soul to know how to come down to a childish gait and guide it.  I walk more firmly and surely uphill than down," (Donald Frame translation).  Among the reasons why it is such a difficult task "to come down to a childish gait" is that teachers have moved beyond it.  We are excited about the breadth and depth and all the richness of our subjects and cannot wait to get into the good stuff with our students.  What teacher who loves writing and is an author wants to spend time on the structure of the three paragraph essay?  What Latin teacher in love with the pyrotechnic rhetoric of Cicero and the poetry of Vergil, whom Tennyson described as "wielder of the stateliest measure ever moulded by the lips of man," wants to stay in endless verb and noun drills?

One answer to this is to forgo such elementary work entirely.  Throw students straight into the deep end of the creative pool, some would say.  Yet any coach will tell you that athletes must be taught the fundamental movements and rules of the game before it makes sense to run complex plays during practice.  Part of what teachers are called to do is to restrain their own yearning to get into the deep material before their students are ready for it.  They must learn to walk firmly and surely downhill as well as uphill and not feel that they are the less for doing so.


Beyond The Charted Boundaries


And yet, students must be exposed to the deep, rich matters of their subjects to inspire them and give them a vision of where they are going, else the elementary work becomes even more drudgery as it seems to serve no purpose.  I was reminded of this recently when I watched the 1951 film The Browning Version, starring Michael Redgrave.  The entire film is available at archive.org, and it is more than worth the time to watch, but the scene that struck me and stayed with me long after the film had ended was the following.


In this scene, Andrew Crocker-Harris (Redgrave) is giving a tutorial to one of his Greek students, a boy named Taplow, who is translating the Agammemnon of Aeschylus.

Taplow:  Oh, Clytemnestra, we're surprised at...

Crocker-Harris:  We marvel at.

Taplow:  We marvel at thy tongue.  How bold thou art that you...

Crocker-Harris:  Thou.

Taplow:  Thou can...

Crocker-Harris:  Canst.

Taplow:  Canst boastfully speak...

Crocker-Harris:  Utter such a boastful speech.

Taplow:  Utter such a boastful speech over the bloody corpse of the husband you've just slain.

Crocker-Harris:  Taplow, I presume you are using a different text from mine.

Taplow:  No, sir.

Crocker-Harris:  That is strange, for the line as I read it reads "etis toin dep andri kompazeis logon."  However diligently I search, I can discover no "bloody," no "corpse," no "you have slain."  Simply "husband."

Taplow:  Yes, sir.  That's right.

Crocker-Harris:  Then why do you invent words that simply are not there?

Taplow:  Well, I thought they sounded better, sir.  More exciting.  After all, she did kill her husband.  She's just been revealed with his dead body weltering in gore.

Crocker-Harris:  I am delighted at this evidence, Taplow, in your interest in the rather more lurid aspects of dramaturgy, but I feel I must remind you that you are supposed to be construing Greek, not collaborating with Aeschylus.

Taplow:  Yes, but still, sir, translator's license, sir.  I didn't get anything wrong, and after all, it is a play, and not just a bit of Greek construe.


There it is.  To construe or to collaborate, that is the question:  whether 'tis nobler for teachers and students to suffer the necessary work of learning a craft or to take what has been learned to create.  Just as there are those who would move too fast to the more exciting projects of creation, so there are teachers who would linger too long in the stage of construal.  I addressed this at the end of an article I wrote years ago about a disputed passage in the textual tradition of Vergil's Aeneid.  Renowned Classics scholar G.P. Goold, who served as the chair of Classics departments at Harvard, Yale, and University College, London, over the course of his distinguished career had made a statement with which I profoundly disagreed.

"'An elementary teacher, to reach in due season the end of his curriculum, must every hour turn a Nelson eye to serious problems and refrain from pursuing truth beyond the charted boundaries of the textbook' (Goold, 115).  I would argue that the true magister can never be so bound, but must, along with the students, pursue the truth, no matter how anfractuous the path."

In the end, teachers must know what their students need, whether that be the acquisition of facts and basic skills or the development of creativity once those have been mastered.  Both are necessary for a student's complete education, and one should not be pursued longer than necessary, nor should the other be rushed before its time.