09 10

01 November 2015

Commonplace Sampler: October

If to me you can be true,
Just as true as I to you,
It's one, two, three, four, five and six
Sing the Bells of Aberdovey.
One, two, three, four, five and six
It's one, two, three, four, five and six
Sing the bells of Aberdovey.
Boys do love to be in love,
And girls do love to marry.
But my love's for only one,
For Bess of Aberdovey.
If your love is just as true
As this love I have for you,
It's one, two, three, four, five and six,
From the bells of Aberdovey.

2. Bold with love I'm back once more
Just to camp against your door.
It's one, two, three, four, five and six
Sing the Bells of Aberdovey.
One, two, three, four, five and six
It's one, two, three, four, five and six
Sing the bells of Aberdovey.
Here's and end to all faint hearts,
Till truth it is you're pleading.
If you just meet be half way,
It wil be all I'm needing.
If your love is half as true
As this love I have for you,
It's one, two, three, four, five and six,
From the bells of Aberdovey.
-Welsh Folk Song, which is more fun sung:

In New Testament apocryphal writing, Paul is described as being "a man small of stature, with a bald head and crooked legs, in a good state of body, with eyebrows meeting and nose somewhat hooked, full of friendliness; for now he appeared like a man, and now he had the face of an angel.
Paul was small in size, and his personal appearance did not correspond with the greatness of his soul. He was ugly, stout, short, and stooping, and his broad shoulders awkwardly sustained a little bald head. His sallow contenance was half hidden in a thick beard, his nose was aquiline, his eyes piercing; and his eyebrows heavy and jointed across his forehead. Nor was there anything imposing in his speach, for his timid and embarrassed air gave but a poor idea of his eloquence.
-From Saul to Paul, p37-38

Some gardeners
Slash frantically
At the weed's
offending shoots -

And others
Labor steadily,
It's roots.
-Carol Lynn Pearson

A wise teacher, in preparing any lesson, will have definite ojbectives in mind. He will decide beforehand what he wants to teach and why he wants to teach it.
-Boyd K. Packer, Teach Ye Diligently, p143

Eragon looked at him, confused. "I don't understand."
"Of course you don't," said Brom impatiently. "That's why I'm teaching you and not the other way around. Now stop talking or we'll never get anywhere."
-Eragon, p148

The easiest way to have control over those whom you teach is to teach them something - to feed them. Be well prepared and have an abundance of subject matter organized and ready to serve. As long as you are feeding students well, few discipline problems will occur.
-Boyd K. Packer, Teach Ye Diligently, p182

True education seeks to make men and women not only good mathematicians, proficient linguist, profound scientists, or brilliant literary lights, but also honest men with virtue, temperance, and brotherly love. It seeks to make men and women who prize truth, justice, wisdom, benevolence, and self-control as the choicest acquisitions of a successful life.
--President David O. McKay, quoted by Ted E. Brewerton, "Character - The True Aim of Education"

"It seems strange that women want to enter into professions and into work and into places in society on an equality with men, wanting to dress like men and carry on men's work. I don't deny the fact that women are capable of doing so, but as I read the scriptures, I find it hard to reconcile this with what the Lord has said about women---what he has said about the family, what he has said about children. It seems to me that in regard to men and women, even though they might be equal in many things, there is a differentiation between them that we fully understand. I hope the time never comes when women will be brought down to the level with men, although they seem to be making these demands in meetings held . . . all over the world"
-Howard W. Hunter (Teachings of Howard W. Hunter, 150)

If each chapter had a powerful central idea, and I read three chapters without stopping, I consumed one idea after another, and had no time in between for my soul to be instructed by each individual idea.
Afterthoughts Blog: Why Slow Reading Matters More Than You'd Think

"A stream can rise no higher than its source, so it is probable that no educational effort can rise above the whole scheme of thought which gives it birth..."
-Charlotte Mason, A Philosophy of Education

To measure the goodness of life by its delights and pleasures and safety is to apply a false standard. The abundant life does not consist of never ending luxury. It does not make itself content with commercially produced pleasure, mistaking it for joy and happiness. On the contrary, obedience to law, respect for others, mastery of self, joy in servicethese make up the abundant life.
-Thomas S Monson, In Search of an Abundant Life, emphasis original.


Rozy Lass said...

WOW! Thanks for sharing the link about slow reading. I wish I'd known all that when I was homeschooling. The internet sure has become a blessing to homeschoolers through the sharing of knowledge and insights. Even when we were part of a group I often felt so alone, like an explorer on a journey not knowing what to do really. My sister is correct in saying that by the time we figure out what to do, we're out of a job. Our youngest graduates from high school in the spring and I wish I could turn back time and redo a whole bunch. They've all turned out decent, but if I hadn't been so inexperienced who knows what they might have become? Keep up the good work.

Anne Chovies said...

Some fun and some cool. I like this post.

Ritsumei said...

The internet *has* become an amazing resource. Hero has been speeding through some of the books I got for him. What I thought was going to last two or more weeks, he burns through in an afternoon. Some of those Ambleside Moms are really smart. And they are very generous with their time in answering questions - I have benefited tremendously. That slow reading article is one that I think is going to keep on giving, long after I've forgotten where the idea came from: some things simply must be digested properly to be assimilated, and that takes time.

In terms of Classical Education, one of the things I read not too long ago talked about how progressive (public) education has really made a mess of things, and dropped some important parts, some important rationales for what and how and why we educate. She said that when trying to return to this Classical Education, the project is going to be generational, to recover what has been lost. I think that it is likely that the internet, and the amazing conversations about what's been lost and how to recover it, are an important part of that process. Thanks to Brandi at Afterthoughts, I have this concept and can incorporate it early into our education. And you can teach the idea to your youngest - and incorporate it into your own self-education. And, going forward, that idea can then flourish and help the rising generations of both families.


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