Mere Christianity Doodles: Moral Law vs Natural Law

From the description:
“This talk was called ‘Some Objections’ in Chapter 2 of Lewis’ book ‘Mere Christianity’.

Illustrations of the Moral Law/Natural Law found in other times and cultures are taken from the appendix to the book ‘The Abolition of Man’ by C.S. Lewis and is available for viewing here:

You can find the book here:Mere Christianity

I discovered from old magazines that this broadcast was actually made on the 3rd of September, 1941 and was Broadcast #5 in series called ‘Listener’s Questions’.”

As a side note, Miss Mason pointed out something similar when she talked about the defects of our qualities, and pointed out that a real responsibility for the parent is to help give:
“the child control over his own nature, to enable him to hold himself in hand as much in regard to the traits we call good, as to those we call evil:––many a man makes shipwreck on the rock of what he grew up to think his characteristic virtue––his open-handedness, for instance.”

A wider point is how timely these seem- how prescient he seems to have been. I think the second thought is a mistake that comes from our idealization of the past and imagining that today is ever so much worse. Our cultural attitude towards the idea of truth is the legitimate daughter of the entire 20th century, and she is in the direct line of succession from the 19th.

Posted in Uncategorized | Tagged , | Leave a comment



1920 english class for spanish signorasUNA LECCIÓN DE GEOGRAFÍA

La tierra tiene cinco partes o continentes. Ella se divide en cinco partes. Cada parte forma un continente. Las cinco partes son: América, Europa, Asia, África y Oceanía. La América se divide en tres partes, que son: la América del Norte, la América Central y la América del Sur.

Los Estados Unidos están en la América del Norte. La población de los Estados Unidos es de cerca de ciento y diez millones. La capital de los Estados Unidos es Wáshington. En la ciudad de Wáshington hay muchos edificios hermosos. En esa ciudad hay también muchos monumentos conmemorativos.

El presidente de los Estados Unidos vive en esa ciudad. Este país es una república. El presidente es elegido por los ciudadanos de la nación y es elegido por cuatro años.


la cartilla primero de español





Posted in Books | Tagged | Leave a comment

Aspiring Female Army Rangers All Fail

20 women tried out for Army Ranger. They all failed. 8 were asked to come back and try again. They all failed. Three have been asked to try again.

And of course, there’s also talk  about revising the standards down. But not because of gender equity, oh, no.  Of course not.  One of the issues they claim is that they need female rangers to work in certain areas-

In modern warfare, relations with local populations are crucial, and women Rangers would provide unique value added in places such as Afghanistan or Iraq, where cultural norms often prohibit contact between male soldiers and women. Ranger School also showed women were innovative problem-solvers who offered fresh approaches in the field

Why do they have to be Rangers to do this? Create another group, give it a different name, and make the physical standards high, but at least where some women can pass them. It would not be the first time more than one brand of military group works together.

But also… wait a second. See what they did there?  Its’ not about gender equity, it’s because women are actually superior to men- innovative problem solvers, fresh ideas.

They also claim that physical strength hardly matters in today’s military with the changes in technology.  That may be true, but it still matters in combat, in and captivity as well as places where your technology lets you down or just plain is not available.

Now let’s see somebody came along and argue that men are superior to women in some area which isn’t being discounted as obsolete.  That would really test the claim that this isn’t just about gender equity.

“The year was 2081, and everybody was finally equal. They weren’t only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.”
Read the rest

Posted in Uncategorized | Leave a comment

Hawaiian Chicken

Hawaiian Chicken I left the pineapple and peppers out of mine (pictured here)- and forgot to take a good picture of the rest with all the ingredients before it was all bagged up and frozen.

You don’t have to make a freezer meal of this, you can eat it right away.
a pound of boneless chicken
2 cups of celery, cut into 1 inch pieces
1 onion, cut in half, and then sliced into thin half rings
a can of pineapple chunks, reserving the liquid
1/3 cup apple cider vinegar
1/4 cup of honey, or a little less than 1/4 cup of molasses
2 tablespoons soy sauce, cornstarch or arrowroot (don’t use arrowroot if you are freezing it for later)
a teaspoon of ground ginger
About a cup of sliced peppers, fresh or frozen (if using fresh, slice the pepper in half, scoop out the membranes and seeds, then slice horizontally into thin half rings)
garlic, sea salt, and pepper to taste.


Saute 2 cups of celery in a bit of oil (I like sesame).
While celery is still very crisp, Add about a pound of diced boneless chicken, stir frequently while cooking over medium to high heat.
Sprinkle all with garlic powder, granulated garlic, or minced fresh garlic to taste.
Add the onion when the chicken is about half cooked.
When the onion starts to go limp, add peppers.

Meanwhile, combine sauce:
1 cup of liquid- a combination of water and the juice from the pineapple
1/3 cup apple cider vinegar
1/4 cup of honey, or a little less molasses
2 tablespoons soy sauce
2 tablespoons cornstarch

Stir this all into the chicken and vegetable mixture and cook over high heat, stirring frequently, until chicken pieces are cooked through, and the sauce thickens. Add salt and pepper to taste.

If serving immediately, stir in the pineapple chunks and heat. If serving as a freezer meal, cool the chicken mixture, add pineapple and bag. Serve as is in bowls with vegetable side dishes; serve over rice, with chow mein noodles, or with nuts.

To make this as a freezer meal, you can also mix all the ingredients except the corn starch or arrow-root powder and bag it together. On cooking day, defrost, heat and simmer in a saucepan. When the chicken is cooked through, combine corn starch or arrowroot with a bit of cold water (it dissolves better this way) and then stir into the chicken mixture, heating until the cloudiness of the cornstarch clears and the liquid thickens.

Posted in cookery | Tagged | Leave a comment

Nature Study, Science, and Charlotte Mason

Study finds that just looking at nature for even a few seconds can help you focus better and improve your thinking (they need studies for this stuff?)- although, most of the studies seem to involve looking at images of nature, rather than nature itself. At any rate, we know there were plenty of people there ahead of these studies (nothing wrong with that, we all stand on the shoulders of others), including Charlotte Mason.

Mason, however, wanted more than just a few microbreaks.

seed 1Nature Study is a distinctive part of a Charlotte Mason education.  Miss Mason herself set the example for her students by spending many hours several times a week out of doors, studying God’s creation, keeping a nature journal, and learning about the animals and plants of her own environment. If you only have time to read one thing about the topic, you should read what Miss Mason herself said here.

Nature Study is Planting Seeds for Later Development: The children go on nature walks, engage in nature study, and draw what they see, and in doing these things they develop firsthand skills of observation, which will help them with later science studies as well as life in general.


In reading volume 1, pages 177-178, I found Miss Mason’s outlining of something like a child’s nature study manifesto  helpful:

“(a) That the knowledge most valuable to the child is that which he gets with his own eyes and ears and fingers (under direction) in the open air.

(b) That the claims of the schoolroom should not be allowed to encroach on the child’s right to long hours daily for exercise and investigation.

(c) That the child should be taken daily, if possible, to scenes- moor or meadow, park, common or shore- where he may find new things to examine, and so add to his store of real knowledge. That the child’s observation should be directed to flower or boulder, bird or tree; that, in fact, he should be employed in gathering the common information which is the basis of scientific knowledge.

(d) That play, vigorous healthful play, is, in its turn, fully as important as lessons, as regards both bodily health and brainpower.

(e) That the child, though under supervision, should be left much to himself- That the child, though under supervision, should be left much to himself––both that he may go to work in his own way on the ideas that he receives, and also that he may be the more open to natural influences.

Miss Mason believed that young children deserved long hours in out of door play (no knowledge so appropriate to the early years … As that of the name and look and behavior in situ of every natural object he can get at: page 32)  In situ means in its natural setting.

vintage garden coloring pageCharlotte Mason suggested that the parent’s most important role in teaching children to think scientifically is to “afford abundant and varied opportunities and to direct his observations so that, knowing little of the principles of scientific classification, he is, unconsciously, furnishing himself with the materials for such classification…the future of the man or woman depends largely on the store of knowledge gatheredand the habits of intelligent observation acquired, by the child”  Regardless of the field of study or career path chosen, the invaluable skills of observation gained through nature study done the CM way will benefit the children all their lives.

What does it mean to furnish the children with the materials for classification?  Well, the parent needs to do some reading and learning.  Then you start with small things- while looking at a flower, a bug, a tree, a toad in a jar, a bird at the bird feeder, comment or ask questions such as “What does his beak look like?  How many toes does it have?  How many legs?  What is the skin like?  How does it move?  What color is it?  What is it eating?  What is the shape of the leaf, the petal, the stem?  How many petals?  How is this different from a ….” and so on.  These are the elements of classification that he will build on later.

Children first should be learning about the world as it is- no matter how brilliant and academically gifted children are, they should all have plenty of opportunities to climb trees, play in mud puddles, go for long walks, run in meadows, wade in streams, sort rocks, shells, and acorns, collect bugs, watch butterflies emerge from a cocoon, run, skip, ride, swim, and more.
seed 3 cotyledonA child who has splashed in a puddle has a richer understanding of a pond. A child who has climbed a tree has a broader grasp of what was involved when explorers first climbed Everest. A child who has collected stones or shells has a deeper grasp of what is involved in scientific classification later.

Children who do all these things early also are actually laying down impressive growth in the brain synapses.

...The chief function of the child- his business in the world during the first six or seven years of his life- is to find out all he can, about whatever comes under his notice, by means of his five senses; that he has an insatiable appetite for knowledge got in this way; and that, therefore, the endeavor of his parents should be to put him in the way of making acquaintance freely with Nature and natural objects… page 96-7 of volume one

“The child who does not know the portly form and spotted breast of the thrush, the graceful flight of the swallow, the yellow bill of the blackbird, the gush of song which the skylark pours from above is nearly as much to be pitied as those London children who ‘had never seen a bee.”

“Most children of six have had this taste of a naturalist’s experience, and it is worth speaking of only because, instead of being merely a harmless amusement, it is a valuable piece of education, of more use to the child than the reading of a whole book of natural history, or much geography, and Latin. For the evil is, that children get their knowledge of natural history, like all their knowledge, at second hand. They are so sated with wonders, that nothing surprises them; and they are so little used to see for themselves, that nothing interests them. The cure for this blasé condition is, to let them alone for a bit, and then begin on new lines. Poor children, it is no fault of theirs if they are not as they are meant to be- curious eager little souls, all agog to explore so much of this wonderful world as they can get at, as quite their first business in life.”  (volume 1, page 60)

“He prayeth best who loveth best
All things both great and small:
For the dear God who loveth us,
He made and loveth all.”

Nature Knowledge the most important for Young Children. –It would be well if all we persons in authority, parents and all who act for parents, could make up our minds that there is no sort of knowledge to be got in these early years so valuable to children as that which they get for themselves of the world they live in. Let them once get touch with Nature, and a habit is formed which will be a source of delight through life. We were all meant to be naturalists, each in his degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things.” Charlotte M. Mason, Home Education, volume 1, p 61.

Of the teaching of Natural Philosophy, I will only remind the reader of what was said in an earlier chapter––that there is no part of a child’s education more important than that he should lay, by his own observation, a wide basis of facts towards scientific knowledge in the future. He must live hours daily in the open air, and, as far as possible, in the country; must look and touch and listen; must be quick to note, consciously, every peculiarity of habit or structure, in beast, bird, or insect; the manner of growth and fructification of every plant. He must be accustomed to ask why––Why does the wind blow? Why does the river flow? Why is a leaf-bud sticky? And do not hurry to answer his questions for him; let him think his difficulties out so far as his small experience will carry him. Above all, when you come to the rescue, let it not be in the ‘cut and dried’ formula of some miserable little text-book; let him have all the insight available and you will find that on many scientific questions the child may be brought at once to the level of modern thought. Do not embarrass him with too much scientific nomenclature. If he discover for himself (helped, perhaps, by a leading question or two), by comparing an oyster and his cat, that some animals have backbones and some have not, it is less important that he should learn the terms vertebrate and invertebrate than that he should class the animals he meets with according to this difference.~Vol. 1, p.264-265

pumpkin vine drawing

The children spend considerable time looking, observing, asking questions, categorizing, and learning names.  

In Science, or rather, nature study, we attach great importance to recognition, believing that the power to recognise and name a plant or stone or constellation involves classification and includes a good deal of knowledge. To know a plant by its gesture and habitat, its time and its way of flowering and fruiting; a bird by its flight and song and its times of coming and going; to know when, year after year, you may come upon the redstart and the pied fly-catcher, means a good deal of interested observation, and of, at any rate, the material for science.

Observation, categorizing, and drawing conclusions are important parts of ‘doing science,’ and with Miss Mason’s approach to nature study, they’ve been doing this for years.  Now it’s time for another important part of science study- the lab notebook.  Only we call it a nature journal or nature notebook.

Consider this from a scientist and former CM home-schooling mom (the former list-mama of the Cmason mailing list, Lynn H.):

As it is with the birds and the moths, so is the best Science in all areas. Science is a pattern of thought, of observation, correlation, theory, hypothesis, experimentation, and more thought. The methods of Science apply to all subjects. Therefor, it does not really matter where you begin to teach Science. Begin where you are- with the moth on the patio, the birds on your birdfeeder, the aquarium in the kitchen, the volcano in your cornfield. Spend the time needed to really look, and think. In Graduate microbiology classes, time was the most precious resource there was. I spent many long evenings staring through a microscope examining the characteristics of some bacteria or fungi. We went through complicated procedures to obtain electron microscope photographs, which we would blow up and hang where we could see them every time we raised our eyes. We had to, because they didn’t come labeled- we had to think and identify each structure ourselves. The Science was not in the fancy equipment, it was in the time we spent thinking. We learned the names, we kept vocabulary notebooks (half of any subject is vocabulary), we wrote detailed lab reports. These were not the Sciences- the real work was our lab notebooks, where we kept our notes of what we saw, what happened, what we thought might happen. Lab notebooks are the personal property of the individual scientist, and are the most valuable part of his work.

A Charlotte Mason Nature Notebook is a lab notebook. Teach your children to write down everything they see. The illustrations should be as detailed as possible, the notes should never be removed. A young child may do better with loose-leaf paper, but a teen should learn to keep notes in a bound book where removing pages shows! If they make a mistake (such as in a math calculation) they may draw a line through it, but never obliterate. Obviously, different notebooks should be kept for each topic. Edith Holden did not keep her chemistry notes in her Diary. Her chemistry notebook would have held illustrations of her experiments, notes of colors and reactions, tables of data, titles and quotations applicable to the experiment, and her conclusions.”

Click through to read the rest, it’s very helpful.  So, the children are branching out now, having sent deep roots down into the field of science through their early observations and time with nature .  Now, Miss Mason has them write:

“The children keep a dated record of what they see in their nature note-books, which are left to their own management and are not corrected. These note-books are a source of pride and joy, and are freely illustrated by drawings (brushwork) of twig, flower, insect, etc. The knowledge necessary for these records is not given in the way of teaching. On one afternoon in the week, the children (of the Practising School) go for a ‘nature walk’ with their teachers. They notice for themselves, and the teacher gives a name or other information as it is asked for, and it is surprising what a range of knowledge a child of nine or ten acquires.

The teachers are careful not to make these nature walks an opportunity for scientific instruction, as we wish the children’s attention to be given to observation with very little direction. In this way they lay up that store of ‘common information’ which Huxley considered should precede science teaching; and, what is much more important, they learn to know and delight in natural objects as in the familiar faces of friends. (Vol 3 pg 237)

As soon as a child is old enough, he should keep his own nature notebook for his enjoyment. Every day’s walk will give something interesting to add – three squirrels playing in a tree, a bluejay flying across a field, a caterpillar crawling up a bush, a snail eating a cabbage leaf, a spider suddenly dropping from a thread to the ground, where he found ivy and how it was growing and what plants were growing with it, and how ivy manages to climb. (Vol 1 p 55)

They write and they draw- and it’s worth while to find resources to help them learn drawing.

This is what we wish to do for children in teaching them to draw – to cause the eye to rest, not unconsciously, but consciously, on some object of beauty which will leave in their minds an image of delight for all their lives to come. (Vol 1 p 313)

The first buttercup in a child’s nature notebook is shockingly crude, the sort of thing to scandalise a teacher of brush-drawing, but by and by another buttercup will appear with the delicate poise, uplift and radiance of the growing flower. (Vol 6, p 217)

All that nature study, the nature notebooks, the nature reading, as well as other science observations about how things work (the philosophy, or science, of ‘everyday things- more on that here) is building up, layer upon layer, toward a more substantial and meaningful understanding of the scientific discoveries of the day, to knowledge the student will need and use in high school, college, and life.  It’s taken root, branched out, and it’s bearing fruit.

pumpkin black background

Getting Ready for High School Science, Wonder and Order  by Beth Pinckney: How students with a good Charlotte Mason style background in nature study build a firm foundation for high school and college lab sciences. It is a good read for parents teaching older students.  But I also think it’s a very good read for parents who are just starting out.  It will help the beginner understand why nature studis important. It will help a young mother lacking confidence understand more about how nature study works and why it’s so important.

AO’s Nature Study Posts Page: Once you’ve read about why you need and want to do Nature Study, and perhaps even after you’ve tried it a handful of times, you might want to read this collection of nature study posts which experienced moms shared on AO’s old email list.

But mainly, get outside with the kids and start looking, observing, categorizing, asking questions, drawing conclusions.

Posted in Uncategorized | 2 Comments

Charlotte Mason Bookmarks: Discipline vs Desultory Reading

Click to enlarge, set paper to landscape, margins to .5, preview if you can, and print:

Charlotte Mason bookmarks colour borders discipline and reading good books

Updated to note the typo on the fourth bookmark has been fixed.  I guess my proofreading was a little too desultory.=)

Posted in Uncategorized | 2 Comments

Printable mini posters or bookmarks

Click to enlarge.  Set paper orientation to portrait, margins to .5

bookmarks green and blue tile

Posted in Uncategorized | Leave a comment

Walnut Broccoli Stir-fry

2015-05-17 19.11.47


On a hot day, you can do your cutting early in the day, put it in the fridge, and then have your meal cooked quickly in just a few more minutes than it takes a couple cups of water to boil at suppertime- so no overheating the kitchen.

There are different ways to make this- the card is for a freezer meal version.  I give directions below for cooking it to eat immediately.  IT’s very tasty.  It can be a vegan, vegetarian, or omnovore meal, depending on what you choose for your main protein. It’s a tofu recipe most of the time at my house, but it also works really with diced chicken, and if you like, you can also make it without the protein and have as a side dish, or just use leftover cooked meat.

If you are using tofu and you or your family think tofu’s soft texture is off-putting, try freezing it ahead of time, and then pressing all the liquid out- it will have a texture between scrambled eggs and chicken for firmness.  More on that here.  I have served tofu prepared this way many, many times to people who swore they hated tofu, but asked for seconds of mine.

This version serves 10-12, more if you have it with lots of rice or other grains (ramen, soba noodles are also good).

It’s a meal that is ready to eat immediately.  You can prep by cutting all the ingredients early in the day and storing them in the fridge.  Have the table set, the rice done and keeping warm, the side dishes made before you start cooking this.


4 large carrots, cleaned or peeled, sliced thin

4 cups of broccoli pieces

4 onions, sliced thin

2 cups of sliced mushrooms

1/2 tsp salt

2 pounds of tofu (very, very firm. I like to freeze it first, then defrost it and squeeze all the water out or set it on a cookie sheet or broiler pan on a slant over the sink, with something heavy on it and leave it all day so the water presses out).  If you do not want to use tofu, subsitute chicken or pork pieces.

2 cups of walnut pieces

2 Tablespoons Cornstarch or arrowroot powder

fat to fry in (coconut, sesame, ghee, or your preferred cooking oil)

salt and pepper

6 tablespoons soy sauce, Bragg’s Amino Acids or Coconut Aminos

Water or broth


Slice everything ahead of time and have them ready to cook. Set out your oil and other ingredients. You’ll need a really large skillet or wok, and a medium sized saucepan.

Put two cups of water or broth to boil.  When it comes to a boil, dip the carrots and broccoli in the boiling water for just one minute.  Remove the vegetables and set aside.

Stir the arrowroot or cornstarch, soy sauce, and pepper into the water (add garlic, ginger, chinese five spice if you like) and stir well, until the cornstarch is completely dissolved. Set this aside.

Heat oil in skillet, add your tofu or meat and start frying. When it’s about halfway done, add the onions, stirring well.  When they just start to get really shiny, stir in the carrots and broccoli mix, stir a few more times, add the mushrooms and walnuts. Sprinkle with salt and any other seasoning that sounds good.   When the walnuts start to get really fragrant (just another minute or two), pour in the water/soy sauce mix, and stir on high heat until the mixture bubbles, clears, and thickens.

Serve immediately.

Other Variations: Add some molasses (about a Tablespoon) to the veggies and meat while you are stir-frying.  Use a bit of cooking sherry (about 2 Tablespoons) or a Riesling white wine for richer flavor, especially if using meat.

Add a bit of fish sauce to the broth/water.

You can use different nuts- almonds are good.  Peanuts are adequate.


Posted in cookery | Tagged , , , , , | Leave a comment

Who to blame for abuse?

kaa and mowgli trust me

Abusers are not this obvious.

The abuser. That is who we blame.

We blame those who knew of it and did nothing for knowing of it and doing nothing. We blame the abuser for the abuse. Nobody makes him (or occasionally her) go that far.

There are certain areas where child molesters like to live and work and recreate.

They go where they have access to children. If the children are vulnerable children, emotionally damaged, lacking involved parents, or otherwise easier to prey on, that’s a plus.

They go where they are in a position of trust, because you cannot have access to children and get away with molesting them if nobody trusts you. So they seek positions that people tend to respect, admire, and are inclined to grant trust to those who hold those positions.

They are found in higher populations in the social services, for instance. Is that because social workers are inherently evil, and like to be covers for abusers? No. It is because that is a position where molesters have the things they want- cover, access, vulnerable children, trust.
It would behoove those in the field of social work as well as those who deal with social workers to keep these things in mind, however, and make it a point to tell children that even if a social worker does that to them, it’s not okay. It would behoove social workers to be aware that predators like to hide in their midst and they should keep their eyes open and not let their guard down just because it’s a co-worker. Don’t be paranoid, but don’t be ignorant, either.

They are found in higher populations in teaching professions, for the same reasons- access, trust. Is there something inherently horrible about the teaching profession that makes people become predators? No. But those in the field or who work with those in the field should be smart about the fact that their profession does not only attract people who want to educate children. Don’t be paranoid, but don’t be ignorant.

Child molesters love programs like scouting, big brother, big sister, as well as coaching- especially coaching younger kids where you atheletic skills are not as important as your charm skills. Child molesters are not attracted to these volunteer activities because there’s something intrinsically wicked about coaching or being a Big Brother and it creates child molesters. No, it’s because they have what they want- access, vulnerable kids, admiration, trust. Those who work with these volunteers and those who are volunteers should be smart and informed about it. It would behoove them to know that they are an attractive target for child molesters and they should do all they can to make sure the kids and the molesters know that everybody else has their eyes open. Don’t shrug off things that make you nervous.

That poor clueless joe who finds himself accidentally alone in the car with the 10 year old and going the wrong way, or who somebody reported for not being ‘right’ around her son, or for walking in on the kid in the shower ‘accidentally,’- don’t make excuses. Don’t say, “Oh, that’s just the way he is. He’s a kid at heart and not really wise to the ways of the world. I wouldn’t make too much of it.” Don’t. Find out exactly what happened. Call the police if necessary. Even if everybody agrees he’s innocent, go to that sweet, sweet schmuck who isn’t wise to the ways of the world and say, “We have policies here to protect children, and we make no allowances, no exceptions.” When he grins, laughs it off, or cries about being misunderstood, stand your ground. Fold your arms. Keep a straight, firm face. Don’t smile. Don’t sympathize. Just say that “yeah, it’s not convenient but it is necessary and the kids come first and your program will not make it easy on child molesters to sneak in under cover of being a good guy, and anybody who won’t obey the rules set in place to protect the kids doesn’t look like a good guy. If you want to look like a good guy, keep the rules.”

Molesters and abusers are found in fairly high concentrations in nursing homes and institutions, for all the above reasons- access, vulnerable victims, protective colouring. See above- don’t be paranoid, but do not be ignorant.

And they are found in churches, for the same reasons: trust, access, protective cover. They are found about equally in complementarian and egalitarian churches and marriages. They are found about equally in Catholic Priesthood, Protestant churches, Evangelicals, and the practically atheist Unitarian. Doctrine doesn’t make them do this. Carnal natures are everywhere that humans populate. Now, some doctrines provide more cover than others- Bill Gothard’s teachings, and anywhere there is victim blaming and shaming will attract abusers, because that’s more protective covering. The least, the very least, the leadership and membership of churches can do is recognize that child molesters love churches and are attracted to them for all the wrong reasons, and act on that knowledge.

Get up in your pulpits, write in your bulletins, your church publications, leave notes and small posters in the stalls of your bathrooms, and say hard things. Tell the membership, including the children, that it is never okay for people to touch them in ways that make them feel ashamed and embarrassed. That is never okay for anybody to berate them and call them names, or throw them into walls, pull their hair or withhold food and water. Make a strong distinction between spanking and beating. Tell them it’s not okay, and they can go to church leadership or authorities to report these things. Leave abuse hotlines where they will be seen by the most vulnerable. Do not mock and cast scorn on victims who act as victims act. Tell people God loves and cherishes them no matter what has been done to them, and live that truth. Do not be a place where child molesters feel safe. Be the place where victims are safe.

Child molesters are incredibly charming, they seem empathetic, and they are really, really good with kids. Everybody loves them. Oh, sometimes they seem to say something a little ‘off,’ or go just a little far with the tickling, or they just aren’t smart about the ways of the world and find themselves left alone with a kid or two in way that just wasn’t wise, but everybody knows that guy is really just a kid at heart himself, and wouldn’t hurt a fly. He’ll tell you himself, with utterly convincing sincerity, “I could never harm a child.” He might even get tears in his eyes. Of course, most child molesters convince themselves that they are not harming children at all, that it’s a mutually beneficial relationship. Harm, hurt, injure- in this case, those are weasel words. And their entire way of life depends on being convincingly believable and charming.

Understand, too, they are not stupid. They know they are committing crimes and they might get caught. They probably already have an ‘exit plan.’ They have already calculated what they will say and do to minimize the damage when they are caught. Tearful apologies and expressions of relief that they were caught are often scripted long in advance.

Be wise, not gullible.  Children depend on you to protect them.



Posted in Uncategorized | 7 Comments

Village Church, Matt Chandler publish ‘apology.’

Matt Chandler, Village Church offer ‘make it go away’ excuses, call it an apology.
You can read it here. Take some blood pressure meds first, and a few deep cleansing breaths. Read it slowly and carefully, and think about who this apology is really for and exactly what it is they are admitting to doing. Short answer? Not much. The hubris just juts its chest right off the page here.

What on earth are they thinking? They need to STOP already, and just say, “We were wrong.” Jordan Root definitely needs to be under heavy church discipline and oversight, and he still is not, and they are still overlooking some serious issues.

Think about this, just this one thing- he finally *admitted* (after weeks and weeks of misdirection first) to viewing child pornography, LOTS of it. Yet the FBI couldn’t find it on his computer.

HELLO? Is Village Church paying attention to this? Do they understand what this means?

Let me help them. That means he has not repented, because one of the deeds meet for repentance would be Jordan Root stepping up like the man he is most certainly *not* and showing the evidence to the FBI and taking the well deserved penalty. Instead, he gave them a computer he knew perfectly well was ‘clean.’ Why? Because he does not want to be accused of the horrific, vile, disgusting crimes against children he committed. His confession was an act of manipulation, not contrition. He has purveyed the horrific abuse and sexual torture of little kids and he hid the evidence from the FBI, and yet Village Church says he’s not under church discipline because he’s ‘repented.’ And they kept this from their membership for 3 months, but are satisfied that they protected children from Root.

Lord help the children, because Chandler and Village Church leadership have no intention of doing so.

In Isaiah chapter 56, the Lord describes a failed leadership:

“His watchmen are blind: they are all ignorant, they are all dumb dogs, they cannot bark; sleeping, lying down, loving to slumber.
Yea, they are greedy dogs which can never have enough, and they are shepherds that cannot understand: they all look to their own way, every one for his gain, from his quarter.”

I don’t know about the rest, but I do know that the Village church leadership have acted as blind, ill informed watchman who cannot understand what they are dealing with. Are they greedy, abusers themselves, merely naive, arrogant, or something else? I have no idea. God knows why.

I only know what- their letter is not an apology. And they have not cared for the children. There’s a lot more wrong with it, but I don’t have time for all of that. The folly in trusting Jordan’s repentance is self-evident by the fact that in his repentant state he gave the FBI a computer he knew was clear of evidence against him, wasting their time in a farce, protecting himself, and making fools of anybody who trusts him.

Posted in Uncategorized | Leave a comment