Books and Seasons

Robin Sloan is reading The Green Knight on New Years Day. I plan to read it over the Twelve Days of Christmas. That puts me in mind of other books I try to read at specific times of the year.

  • Advent: Auden’s For the Time Being
  • Christmas: The Best Christmas Pageant Ever; The Green Knight; A Christmas Carol
  • Lent: Piers Plowman; Hamlet

I wonder what other book/season pairings there are in my life. Maybe I’ll add Dandelion Wine to read over the summer.

Better Drowned than Duffers

I’m only a few chapters into Arthur Ransome’s Swallows and Amazons, but already I’m convinced that the children have some of the best parents in literature.

Mixed Feelings

As the author, I’m thrilled.

As the publisher, I’m trying to figure out how to get a rush order from China.

The Latest from Jacobs

The most frustrating thing about Alan Jacobs’s blog is the lack of a comments section. He posts so many thought-provoking things, and then gives me nowhere to put my provoked thoughts. So, here, in no particular order, are a handful of my reactions and comments to various things he’s posted over the past few months.


The Joy of Cooking, alternate cover
This wonderful cover illustration of The Joy of Cooking, showing a cook slaying the dragon of drudgery. I’m tempted to print and frame it for our kitchen wall.

George MacDonald motto: Corage, God Mend Al
And this image of George MacDonald’s personal motto, an anagram of his name, and deliberately misspelled because, as Jacobs explains, “in this world things that are mended still show the signs of their frayed or broken state. Mended but not yet perfected are the things and the people of this world, at their very best.”

This post may explain why I just can’t bring myself to worry about ChatGPT in education. I just can’t summon the panic:

Imagine a culinary school that teaches its students how to use HelloFresh: “Sure, we could teach you how to cook from scratch the way we used to — how to shop for ingredients, how to combine them, how to prepare them, how to present them — but let’s be serious, resources like HelloFresh aren’t going away, so you just need to learn to use them properly.” The proper response from students would be: “Why should we pay you for that? We can do that on our own.”

If I decided to teach my students how to use ChatGPT appropriately, and one of them asked me why they should pay me for that, I don’t think I would have a good answer. But if they asked me why I insist that they not use ChatGPT in reading and writing for me, I do have a response: I want you to learn how to read carefully, to sift and consider what you’ve read, to formulate and then give structure your ideas, to discern whom to think with, and finally to present your thoughts in a clear and cogent way. And I want you to learn to do all these things because they make you more free — the arts we study are liberal, that is to say liberating, arts.

Alan Jacobs

The things that I want to teach students have nothing to do with ChatGPT or other “fake intelligences.” Like Josh Gibbs, I’m actually rather pleased that such tools are revealing the mechanistic nature of so many assignments.


Here Jacobs argues that “it is virtually impossible for good art to be made in our place, in our moment” because we—addicted as we are to the Panopticon—are victims of self-censorship, which is the enemy of artistic expression. This dovetails with two other posts: this one on cultivating a quiet “home base” away from the censorious crowds, and—to push back on the idea of the self-sufficient artist—this one on the importance of intellectuals (and, I would add, artists) always having “a living community before their eyes,” that is, a group of people to whom their thoughts and words are directed.


Here’s Jacobs doing what he does best: making fascinating connections between books. His description of The City and the City reminds me of Descent Into Hell by Charles Williams, though in the latter the cities overlap in time, not in space.

What I Read in 2023

This past summer I called Spectrum to see if they could lower the price of our internet service. Not only did they cut it in half, they threw in a free Galaxy tablet. It’s cheap as far as tablets go, but it has had a huge effect on my reading habits this year. Since I don’t really like reading books on the computer, I never really made use of the treasure trove that is the Internet Archive.1 For some reason, reading on a tablet doesn’t bother me as much, so I’ve been able to dive into all the books I can’t afford to buy. I prefer paper books, of course, as does any sane person, but it’s hard to argue with cheap. Books I read on the tablet are marked with a **double asterisk. One *asterisk means I read it on my Kindle.

 Picken’s Exciting Summer pl2 (1949)
Norman Davis (American, 1907-)

Read-Alouds (10)

  • Little House in the Big Woods, Laura Ingalls Wilder – I was freshly impressed with the descriptions in this book. And the last paragraph was unexpectedly poignant:
    • “She was glad that the cosy house, and Pa and Ma and the fire-light and the music, were now. They could not be forgotten, she thought, because now is now. It can never be a long time ago.”
  • More Milly-Molly-Mandy, Joyce Lankester Brisley – Cute, from what I remember.
  • Stuart Little, E. B. White – My daughter loves stories about tiny people right now (The Borrowers, The Littles, The Indian in the Cupboard), so she was fascinated by Stuart. When I was young, I enjoyed Stuart Little for the same reason. I was always bothered by the end, though, when Stuart throws a massive tantrum and ruins any chance of friendship he has with the girl. And there’s the weirdness of the invisible car. And his massive crush on that bird! Man, what an odd book.
  • The Swiss Family Robinson, Johann Wyss – This was a tough one to read aloud. So many long descriptions with relatively little dialogue or action. I think we have an abridged version around here somewhere. I’d recommend going with that.
  • The Tale of Despereaux, Kate DiCamillo – Despite what you may have heard, this book is very much meh. It tries to be profound, but ends up being neither here nor there. I would have happily given it away, but my daughter adores it and reads it all the time.
  • The Last Battle, C. S. Lewis – I hesitated to read this to my six-year-old and probably should have listened to those instincts. By the time we got to the last few chapters (the happily-ever-after), she was pretty much checked out.
  • The Hobbit, J. R. R. Tolkien – Another difficult one for a six-year-old to sit through. I found it funnier than I had before (especially grumpy old Gandalf, which for some reason I pronounce “Gand-awlf” in real life, but “Gand-alf” when I’m reading).
  • Freddy and the Spaceship, Walter R. Brooks – The Freddy books are so good. Seek them out and read.
  • The Indian in the Cupboard, Lynne Reid Banks – Once, when asked for writing advice, Joss Whedon said, “Play your cards early. It forces you to come up with new cards.” This book is a perfect example of that storytelling strategy. Omri (what a name) only keeps the Indian secret for a few chapters before his friend Patrick finds out, and Patrick spills the beans a few chapters later.
  • The Wolves of Willoughby Chase, Joan Aiken – Another favorite. I’d love to read more Aiken, but I have trouble finding her books.

Children’s Fiction (10)

  • *William Again, Richmal Crompton – Recommended by Alastair Roberts. A rascally young boy gets into all kinds of scrapes. It’s hard not to like William’s straightforward nature, even though he would be intolerable in real life.
  • The Westing Game, Ellen Raskin – Evergreen. Happy fourth of July.
  • **The Story of a Short Life, Juliana Horatia Ewing – Sometimes I make forays into old children’s literature, hoping to find a gem. This one wasn’t.
  • **Picken’s Exciting Summer, Norman Davis – A fun, simple little story about a boy growing up in a small African village. I found it through its illustrations, which are phenomenal.
  • How to Eat Fried Worms, Thomas Campbell – Better than I thought. There’s something so boyish about the idea of sticking to such an arbitrary, unpleasant task for the sake of winning a bet.
  • Al Capone Does My Shirts, Gennifer Choldenko – The book would have been far more interesting if the last chapter had been the third chapter.
  • The Arrow and the Crown, Emma C. Fox – I finally read this! Well done, Emma Fox. Buy it here.
  • Hush-Hush, Remy Wilkins – Finally read this, too! Well done, Remy. Buy it here.
  • *The Bark of the Bog Owl, Jonathan Rogers – A fun fantasy retelling of the David story.
  • Over Sea, Under Stone, Susan Cooper – I always hear about Susan Cooper’s The Dark is Rising, so I assumed it was the first book in the series. No, it’s the second. The adventures start in Over Sea, Under Stone, which was enjoyable. Worth having on the shelf.

Teaching (7)

  • Prince Caspian, C. S. Lewis; The Golden Fleece, Padraic Colum; Gilgamesh the Hero, Geraldine McCaughrean; The Odyssey (Lombardo); The Burial at Thebes, Seamus Heaney; Watership Down, Richard Adams – Assigned reading.
  • Cuneiform, Irving Finkel and Jonathan Taylor – Very good. Irving Finkel is quite a character in his own right, as you can see from this video of him teaching a Youtuber to write in cuneiform.

Theology and the Christian Life (5)

  • On Earth as it is in Heaven, Peter J. Leithart
  • *The Covenant Household, Douglas Wilson
  • Pastor, ed. William H. Willimon
  • Christianity and Liberalism, J. Gresham Machen
  • *The Rare Jewel of Christian Contentment, Jeremiah Burroughs – Long, but worth it. (His name should have been Jeremiah Thorough.)

Adult Fiction (9)

  • *The World’s Desire, H. Rider Haggard and Andrew Lang – The further adventures of Odysseus, in which he travels to Egypt and marries Helen. I had high hopes for a Haggard-Lang collaboration, and they didn’t disappoint in terms of concept. Odysseus arrives in Egypt just as the Israelites are leaving, and in the final battle he comes face to face with a Norseman named Wolf (a Laestrygonian according to the authors, but clearly inspired by Beowulf). It’s like the Avengers for nerds of ancient literature! Unfortunately, the story is utterly flat and boring. Oh, well.
  • *Greenmantle, Mr. Standfast, The Three Hostages, and The Island of Sheep, John Buchan – Excellent. A large part of the appeal of these books, to me at least, is the heroes’ combination of nerve, experience, education, lifestyle, and sense of duty. These are men I want to be like. (Except Sandy. There’s no one like Sandy. He’s in a class of his own.)
  • Strangers on a Train, Patricia Highsmith – Read on the recommendation of Josh Gibbs. Very well written and disturbing.
  • The 7 1/2 Deaths of Evelyn Hardcastle – Painfully bad on a writing level, but effective on the level of what CS Lewis called “narrative lust.” I finished it in a matter of hours, probably.
  • The Tenant of Wildfell Hall, Anne Brontë – Fifteen hours of listening to the audiobook only to reach an unsatisfying conclusion. Gilbert is such a whiner.
  • *The Chinese Maze Murders, Robert Van Gulik – Judge Dee should be ranked with Holmes, Poirot, Father Brown, etc. as one of literature’s great detectives. It was also interesting to compare some of the tropes of Western detective stories with the world of medieval Chinese mysteries. For one thing, while Western detectives work alone, Judge Dee is always surrounded by his associates. (You can see this same trend in Asian detective movies, too.) If I can get my hands on another Judge Dee novel, I’ll certainly read it.

Non-Fiction (22)

  • Something like an Autobiography, Akira Kurosawa – If you’re looking for tips on filmmaking, this isn’t the right book. It is, as it says in the title, autobiographical, about his childhood and early career. He does make some pithy comments about movies, though. Here are a few:
    • “The art of motion pictures is intimately bound up with science.”
    • The films an audience really enjoys are the ones that were enjoyable in the making. Yet pleasure in the work can’t be achieved unless you know you have put all of your strength into it and have done your best to make it come alive. A film made in this spirit reveals the hearts of the crew.”
    • “Although human beings are incapable of talking about themselves with total honesty, it is much harder to avoid the truth while pretending to be other people. They often reveal much about themselves in a very straightforward way. I am certain that I did. There is nothing that says more about its creator than the work itself.”
  • *Plowing in Hope, David Bruce Hegeman – Helped me clarify what exactly I’m trying to do with Good Work.
  • **Picture This, Molly Bang – Fascinating. Bang develops an illustration on the page and writes about what’s working and what isn’t. The best kind of instruction.
  • *Essays in Idleness, Agnes Repplier – Repplier should be on anyone’s short list of essayists to read. Classic examples of the form.
  • *Anabasis, Xenophon – One of those “should have read” books. Very much a diary of the journey, which would have to be severely edited to become an exciting adventure story. Still, quite a few meaty quotes and several memorable scenes. “The sea! The sea!”
  • Born a Crime, Trevor Noah – Enjoyable.
  • Conscience Decides, Thomas More – Probably not the best introduction to More or the best summary of his thoughts, but hey, it was on my shelf.
  • Sister Bernadette’s Barking Dog, Kitty Burns Florey – A fun book about diagramming sentences. Florey writes with so much personality, I find her writing very pleasant to read. (Her non-fiction, at least. I gave up on the one novel of hers I started.)
  • The Dorean Principle, Conley Owens – Essentially, the thesis of this book is that ministers shouldn’t charge for their ministry. An inarguable point, perhaps, but Owens extends “ministry” to include anything that contributes to the education or edification of Christians or to evangelism of any kind. This includes Christian publishers, musicians, parachurch organizations, conferences, etc. Owens believes ministry should always be supported voluntarily, without being subject to obligation of any kind. He bases his argument on Paul’s letters, which means he has to perform a few contortions to explain Paul’s frequent requests for financial support. To be honest, I didn’t completely follow all the ins and outs of Owens’s explanation. I need to reexamine it, though, since his thesis, if true, directly impacts much of the work I am or hope to be involved in.
  • **Leisure, the Basis of Culture, Josef Pieper – Very useful.
  • The Black Swan, Nassim Nicholas Taleb – Good, but Antifragile is better. It covers the same ground and a whole lot more.
  • **Take Ivy, T. Hayashida et al. – A lookbook of late 1960s Ivy style.
  • **The Hero with a Thousand Faces, Joseph Campbell – If you’re looking for someone with an encyclopedic knowledge of ancient myths from around the world, look no further than Joseph Campbell. If you’re looking for someone who can interpret and explain those myths, ignore Campbell and pick up a copy of Chesterton’s The Everlasting Man.
  • **The Mind of the Maker, Dorothy L. Sayers – I needed to read this. Extremely helpful in pinpointing the role artists play in the Christian community.
  • The Early Church, Henry Chadwick – Helpful, but it’s going to take years of study before I can keep all these heresies straight.
  • The Story of the Church, Walter Russell Bowie – Useful, especially the chapters about the early and medieval church. After the Reformation, the story meanders somewhat.
  • **Defending Boyhood, Anthony Esolen – Esolen tends to say the same things over and over, but he says them so eloquently, and they’re so true, I don’t mind.
  • **Ten Ways to Destroy the Imagination of Your Child, Anthony Esolen – See above.
  • **The Headmaster, John McPhee – I wrote a little about this book in one of my newsletters.
  • Recovering the Lost Tools of Learning, Douglas Wilson – What a product of its time this book is. I will be forever grateful for it, but I do think we need a new manifesto for classical education.
  • Planet Middle School, Kevin Leman – Good bits here and there.
  • Hold On to Your Kids, Gordon Neufeld and Gabor Maté – Very good. The main thrust of the book is that parenting naturally includes an attachment relationship in which the child is oriented to the parents. As the authors say, “It is the thesis of this book that the disorder affecting the generations of young children and adolescents now heading toward adulthood is rooted in the lost orientation of children toward the nurturing adults in their lives.” […] We use the word disorder in its most basic sense: a disruption of the natural order of things.” Much more to say about this book.

Plays (2)

  • The Importance of Being Earnest, Oscar Wilde – Still one of the funniest plays ever written.
  • Little Women: The Musical, Allan Knee & Mindi Dickstein

Poetry (3)

  • The Desk Drawer Anthology, ed. Longworth and Roosevelt – By design, a collection of semi-forgotten treasures.
  • Poems That Make Grown Men Cry, Anthony and Ben Holden – Not *this* grown man. Ok, maybe a few of them made me sniffle.
  • *Poems 1914-1919, Maurice Baring – Baring wrote a great translation of Pushkin’s “The Prophet,” but his sing-songy English couplets get a bit old.

Total: 68

  1. The Archive is one of the three free internet services I’ve ever donated to. The others are Wikipedia and Ad-Block Plus. ↩︎

An Argument Against Abridged Versions

In covering The Social Contract, we will do close reads of a few passages. Some of those passages will be easy and some will be hard. However, learning to speak philosophy requires not only the close work of interpretation but prolonged general exposure to it. Put another way, learning to read difficult books requires not only quality time but quantity time.

If there are long passages in today’s reading that you don’t get, don’t tell yourself, ‘I don’t get this book’ and give up. The truth is, you’re not going to get many parts the book, but this book is worth reading for the portions that you do get. If we didn’t cover the difficult parts, you would never get to a place that you could understand them.

Josh Gibbs

This is why, in my 7th grade Humanities class, I assign the entirety of the Odyssey.

What Dorothy Sayers Really Said: Grammar Stage Curriculum

This is the third of a series of posts about Dorothy Sayers’s essay “The Lost Tools of Learning.” I think that’s sufficient introduction for anyone who reads this blog. Here are the first and second installments.

Also, I’m going to call her Dottie throughout, because I want to.

Some in the world of classical Christian education disparage Dottie because of her emphasis on teaching the “tools of learning,” which the educated student can apply to anything he pleases. They insist that the quality of an education depends on what is taught as well as how it is taught, and they believe that Dottie’s approach doesn’t take this into account. True, Dottie is somewhat agnostic about content. She says that the teachers must look upon their classes “less as ‘subjects’ in themselves than as a gathering-together of material [her emphasis] for use in the next part of the Trivium. What that material is, is only of secondary importance.”

As we’ve seen already, Dottie comes close to contradicting herself at various places in the essay, and this may be one of those places. After all, she spends quite a lot of time talking about what should and shouldn’t be studied in the Grammar Stage. But I think the operative phrase in the quote above is “less as.” The teachers will teach subjects, truth, stories, facts, information, but they must see these things as all of a piece. Everything they teach can be used later on, which means nothing memorized is completely useless. It does not mean that the teachers should break advanced subjects into pieces and get the kids to memorize the pieces. But that will have to wait for another post. First, let’s look at Dottie’s curriculum recommendations for the Grammar Stage.

Grammar

To master Grammar itself, students should learn the grammar of an inflected language. (This rules out English, as we saw earlier.) Dottie is ok with Russian, Sanskrit, and Classical Greek, but she recommends Latin—Medieval Latin, that is, not Classical. I don’t know of any classical school that starts with Medieval Latin, but that may be due to a lack of textbooks.

Dottie also suggests starting a contemporary foreign language at this age. She recommends French or German. Honest question: Do any classical schools teach modern languages in the Grammar Stage?

English (Literature)

Dottie recommends memorizing (and reciting) poetry and prose and telling many, many stories, including ancient myths. Do not, says she, do not use ancient myths to practice Latin grammar. I suppose she doesn’t want young people to spend time poring over the unfiltered words of pagan authors.

History

I don’t want to point fingers, but I want to emphasize here that Dottie recommends History consist of dates, events, anecdotes, and personalities. Memorizing a timeline of dates and events does no one any good unless those dates and events are tied to real people and what they did. The particular dates, she says, don’t matter. What matters is having a historical framework of some kind—accompanied by “pictures of costumes, architecture, and other ‘everyday things.” Got that? Worry less about memorizing five hundred dates and more about getting a full picture of one or two historical time periods.

Geography

Geography, like history, is presented as facts associated with visual presentation: “customs, costumes, flora, fauna, and so on.” She encourages memorizing capitals and collecting stamps.

Science

Dottie recommends teaching science through “the identifying and naming of specimens.” Notice that word “identifying.” How is a student going to identify a devil’s coach-horse, Cassiopeia, a whale, or a bat without observing them? There is nothing in her description of Science that would require a student to even be inside a classroom. Excursions into nature seem like an obvious extension of her suggestions.

Math

I know people who scoff at the phrase “the grammar of Mathematics” because they view “grammar” as a linguistic term. But if we take Dottie’s own definition of grammar as “learning what language is, how it’s put together, and how it works,” then we can easily see how the term applies to math. She recommends memorizing multiplication tables, geometrical shapes, and “the grouping of numbers,” followed by simple sums in arithmetic. I’m not sure that these activities by themselves will result in a student’s understanding “what language is, how it’s put together, and how it works,” but then, I’m not sure that any of Dottie’s Grammar Stage recommendations fulfill that promise.

Theology

Here, more than anywhere else, Dottie emphasizes that the student does not need to fully understand the material, merely to be familiar with it. She recommends teaching the Biblical narrative as a complete story of Creation, Rebellion, and Redemption, as well as the Apostle’s Creed, the Lord’s Prayer, and the Ten Commandments. I think she underestimates the students here. A nine-year-old can easily understand all of those things—not fully, perhaps, but sufficiently.

Little Word

This is this week’s edition of Time’s Corner, my bi-weekly newsletter. Sign up here.

Behold! My friend Brian Moats and I have started a publishing company! It’s called Little Word. We create children’s books that teach Biblical symbols and patterns, particularly typological motifs. Read more on our website. (If you click on only one link today, make it this one.)

Little Word logo

Years ago, I saw this posted on Twitter:

At the time, I had already toyed with the idea of creating a “Through New Eyes for Kids” book series, and when I saw this tweet, I realized a series like that would have an audience. I opened a notebook and started scribbling down ideas.

Later that same year, I happened upon Anne-Margot Ramstein’s picture book Before/After. There are no words in the book, nor any story. Instead, each page spread has two pictures side by side and you’re invited to figure out the connection between them. Despite the fact that there’s nothing to read or fiddle with, it’s one of the most interactive books I’ve ever read.

One of the most common connections between the two pictures is time—hence the name: Before/After. A beehive becomes honey. A jungle becomes a city. Sometimes, Ramstein highlights time’s cyclical nature. Day, night. Summer, winter. High tide, low tide. My favorite pages are where one object remains fixed while everything around it changes. Time acts more slowly on some things than others.

This struck me as powerful way to depict typology. Take Samson. Arms outstretched, one hand on each pillar, positioned in exactly the same way that Jesus was on the cross. Put Samson and Jesus on two facing pages and invite the reader to make connections between them. Even a child could do it—especially a child.

Aedan Peterson actually did something like this in Ken Padgett’s The Story of God Our King. Three sequential pages show Jesus in the same posture, arms oustretched, while the scene changes around him.

Pretty cool.

Meanwhile, in his home office, Brian had been editing hours upon hours of footage of Jim Jordan, Peter Leithart, Alastair Roberts, and Jeff Meyers talking about Biblical typology. He had taught youth Sunday school classes on Through New Eyes and The Lord’s Service and found his students extremely receptive to the ideas in those books. It was just a matter of time before Brian decided to adapt Jordan and Meyers for kids. He approached me about the idea and lo! Little Word was born.

I’ll keep you updated on our progress here at Time’s Corner, but the best way to stay informed is to follow Little Word on all the socials. Click for the ‘gram, the Tweetster, the Facity-Face, etc.