Cursive Copywork Printables: Island Story

These were a lot more complicated to make than the others, and I’m less satisfied with them.  None of the cursive alphabets I have in Word pleased me 100%.  I could sometimes make the samples better to my liking by combining letters from different fonts, but this was tedious and not always successful (the capital S for one font was good, but others were not, and the best lower case script font has a most dissatisfactory letter ‘p’, etc).

I would only use these with a child who has pretty well mastered basic cursive, and is comfortable creating his own flourishes and creating his own style of handwriting.

Except for the last one, which is landscape, or horizontal (and also still in print), set paper to portrait (vertical), and margins to .25%.  Try print preview first to make sure it will fit well for you.  If you have any problems or suggestions, please feel free to share.  You can also make your own at this website.

copywork cursive Island Story 63 copywork cursive Island Story 65 copywork cursive Island Story 66 copywork Island Story chapter 62

 

copywork cursive Island Story 67

copywork cursive Island Story 68

copywork cursive Island Story 69

copywork cursive Island Story 70

Posted in Charlotte Mason, Words: Writing, blogging, Wordspotting, etc. | Tagged | 1 Comment

Why Memorize Poems?

frame taking mental picturesIn one of Miss Mason’s books she talks about the value of having the  children look long upon a picture or a particular vista while out on  a nature walk, and memorize it so they can close their eyes and  still envision that scene well into the twilight of their adult  years. She explains what a precious gift this is, and how much such  mind pictures can enrich our lives and give us a storehouse of  treasures to draw upon later in life.

She also felt that there was much value in being able to picture great works of art in one’s mind, a picture gallery of the mind.

frame education galleries of mental pictures

Poetry, I think, is much the same- memorizing poetry gives one a  storehouse of little gems that will bring great pleasure on many  occasions in later years, without having to resort always to an  external source.

There is some added delight and spice in watching a flock of geese  flying south for the winter, and being able to say, “Something told  the Wild Geese it was time to fly…’ and hearing your child  complete your quote with “Summer sun was on their wings, winter in  their cry.”

The ocean is a lovely sight to see, but I have always felt the sight  is enriched if while looking at it certain lines come to mind (I  must go down to the sea again, to the lonely sea and the sky….).

I also have found it much more effective sometimes to give gentle  reminders of certain of life’s lessons by quoting poetry which is  familiar to my young people. A child who is sitting around longing  for this or that good thing to just come to him may be more likely  to receive the lesson he needs to hear if it’s wrapped up in poetry  (“If you want any breakfast, you must come here and scratch! )

And how could one really know the joy of visiting woods in bloom  without this poem to complete the experience?

LOVELIEST of trees, the cherry now
Is hung with bloom along the bough,
And stands about the woodland ride
Wearing white for Eastertide.

Now, of my threescore years and ten,
Twenty will not come again,
And take from seventy springs a score,
It only leaves me fifty more.

And since to look at things in bloom
Fifty springs are little room,
About the woodlands I will go
To see the cherry hung with snow.

And since to look at things in bloom  Fifty springs are little room,  About the woodlands I will go  To see the cherry hung with snow.

Or, as Miss Mason said, “…the magic of poetry makes knowledge  vital, and children and grown-ups quote a verse which shall add  blackness to the ashbud, tender wonder to that “flower in the  crannied wall,” a thrill to the song of the lark.”

 

Perhaps, too, if we understand poetry as Miss Mason understood it,  we can better agree with her on the value of memorizing poetry. Miss Mason says that it’s important we put children in touch  with

“the best thoughts of the best minds taking form as literature,  and at its highest as poetry…”

“Memorising.––Recitation and committing to memory are not necessarily  the same thing, and it is well to store a child’s memory with a good  deal of poetry,

 

… Let the child lie fallow till he is six, and then, in this  matter of memorising, as in others, attempt only a little, and let  the poems the child learns be simple and within the range of his own  thought and imagination. At the same time, when there is so much  noble poetry within a child’s compass, the pity of it, that he  should be allowed to learn twaddle!

——– On the value and purpose of poetry: “…to accustom him to the delicate rendering of shades of meaning,  and especially to make him aware that words are beautiful in  themselves, that they are a source of pleasure, and are worthy of  our honour; and that a beautiful word deserves to be beautifully  said, with a certain roundness of tone and precision of utterance.”

 

———  Heroic Poetry Inspires to Noble Living — “To set forth, as only art  can, the beauty and the joy of living, the beauty and the  blessedness of death, the glory of battle and adventure, the  nobility of devotion — to a cause, an ideal, a passion even — the  dignity of resistance, the sacred quality of patriotism, that is my  ambition here,” says the editor of Lyra Heroica in his preface. We  all feel that some such expression of the ‘simpler sentiments; more  elemental emotions’ should be freely used in the education of  children — that, in fact, heroic poetry contains such inspiration  to noble living as is hardly to be found elsewhere; and also we are  aware that it is only in the youth of peoples that these elemental  emotions find free expression in song.

————–] It is only in so far as Knowledge is dear to us and delights us for  herself that she yields us lifelong joy and contentment. He who  delights in her, not for the sake of showing off, and not for the  sake of excelling others, but just because she is so worthy to be  loved, cannot be unhappy. He says, ‘My mind to me a kingdom is’ —  and, however unsatisfactory things are in his outer life, he retires  into that kingdom and is entertained and delighted by the curious, beautiful, and wonderful things he has stored within.  [which would include memorised poems] Vol 4 pg  79

————-There is no nice shade of conduct which is not described or  exemplified in the vast treasure-house of literature. History and  biography are full of instruction in righteousness; but what is  properly called literature, that is, poetry, essays, the drama, and  novels, is perhaps the most useful for our moral instruction,  because the authors bring their insight to bear in a way they would  hesitate to employ when writing about actual persons. …The Poet  and the Essayist are our Teachers. — A child gets moral notions  from the fairy-tales he delights in, as do his elders from tale and  verse. So nice a critic as Matthew Arnold tells us that poetry is a  criticism of life; so it is, both a criticism and an inspiration;  and most of us carry in our minds tags of verse which shape our  conduct more than we know;

“Wisdom is ofttimes nearer when we stoop  Than when we soar.” 1

“The friends thou hast, and their adoption  tried, Grapple them to thy soul with hooks of steel.”

A thousand  thoughts that burn come to us on the wings of verse; and, conceive  how our lives would be impoverished were we to awake one day and  find that the Psalms had disappeared from the world and from the  thoughts of men!

Literature is full  of teaching, by precept and example, concerning the management of  our physical nature. I shall offer a lesson here and there by way of  sample, but no doubt the reader will think of many better teachings;  and that is as it should be; the way such teaching should come to us  is, here a little and there a little, incidentally, from books which  we read for the interest of the story, the beauty of the poem, or  the grace of the writing. Vol 4

———————————— XII SOME INSTRUCTORS OF CONSCIENCE: POETRY, NOVELS, ESSAYS Poetry. — Poetry is, perhaps, the most searching and intimate of our  teachers. To know about such a poet and his works may be  interesting, as it is to know about repoussé work; but in the latter  case we must know how to use the tools before we get joy and service  out of the art. Poetry, too, supplies us with tools for the  modelling of our lives, and the use of these we must get at for  ourselves. The line that strikes us as we read, that recurs, that we  murmur over at odd moments — this is the line that influences our  living, if it speak only — “Of old, unhappy, far-off things, And  battles long ago.” A couplet such as this, though it appear to carry  no moral weight, instructs our conscience more effectually than many  wise saws. As we ‘inwardly digest,’ reverence comes to us unawares,  gentleness, a wistful tenderness towards the past, a sense of  continuance, and of a part to play that shall not be loud and  discordant, but of a piece with the whole. This is one of  the ‘lessons never learned in schools’ which comes to  each of us only as we discover it for ourselves. Many have a  favourite poet for a year or two, to be discarded for another and  another. Some are happy enough to find the poet of their lifetime in  Spenser, Wordsworth, Browning, for example; but, whether it be for a  year or a life, let us mark as we read, let us learn and inwardly  digest. Note how good this last word is. What we digest we  assimilate, take into ourselves, so that it is part and parcel of  us, and no longer separable. Vol 4 pg 72

———— in quoting from a particular poem, Miss Mason says, “:” — the youth  who carries about with him such melodious cadences will not readily  be taken with tinsel. …Wordsworth …almost more than any other  English poet of the last century, has proved himself a power, and a  power for good, making for whatever is true, pure, simple,  teachable; for what is supersensuous, at any rate, if not spiritual.  The adventures of Una and her tardy, finally victorious knight offer  great food for the imagination, lofty teaching, and fine culture of  the poetic sense. It is a misfortune to grow up without having read  and dreamt over the Faerie Queene. There is no space to glance at  even the few poets each of whom should have his share in the work of  cultivating the mind. After the ploughing and harrowing, the seed  will be appropriated by a process of natural selection; this poet  will draw disciples here, that, elsewhere; but it is the part of  parents to bring the minds of their children under the influence of  the highest, purest poetic thought we have.  ———————

This education of the feelings, moral education, is too delicate and  personal a matter for a teacher to undertake trusting to his own  resources. Children are not to be fed morally like young pigeons  with predigested food. They must pick and eat for themselves and  they do so from the conduct of others which they hear of or  perceive. But they want a great quantity of the sort of food whose  issue is conduct, and that is why poetry, history, romance,  geography, travel, biography, science and sums must all be pressed  into service. No one can tell what particular morsel a child will  select for his sustenance.

——- . A point which I should like to bring before the reader is the  peculiar part which poetry plays in making us aware of this thought  of the ages, including our own. Every age, every epoch, has its  poetic aspect, its quintessence, as it were, and happy the people  who have a Shakespeare, a Dante, a Milton, a Burns, to gather up and  preserve its meaning as a world possession.

——————– Men and their motives, the historical sequence of events, principles  for the conduct of life, in fact, practical philosophy, is what the  emergencies of the times require us to possess, and to be able to  communicate. These things are …the gathered harvests of many  seasons’ sowing of poetry, literature, history.

——————————-

But that was Charlotte, and she was a Victorian, and memorizing poetry is so old-fashioned.

I discovered an interesting article on the topic here: http://www.city-journal.org/html/14_3_defense_memorization.html Excerpt:

“In every epoch of Western history we find educators insisting that  their pupils serve an apprenticeship in the work of masters of  poetry and rhetoric. Saint Augustine, as a schoolboy in North Africa  in the fourth century, studied only a very few Latin classics in  school, principally Virgil’s Aeneid, great chunks of which he  learned by heart. But within its “narrow limits,” the historian  Peter Brown wrote in his life of the saint, the education the young  Augustine received was “perfectionist.” “Every word, every turn of  phrase of these few classics,” Brown observed, “was significant and  the student saw this.” The “aim was to measure up to the timeless  perfection of the ancient classic….”

…No less important, memorizing poetry turns on kids’ language  capability. It not only teaches them to articulate English words; it  heightens their feel for the intricacies and complexities of the  English language—an indispensable attainment if they are to go on to  speak, write, and read English with ease. Susan Wise Bauer, author  of The Well-Educated Mind: A Guide to the Classical Education You  Never Had, argues that memorization “builds into children’s minds an  ability to use complex English syntax.” The student “who memorizes  poetry will internalize” the “rhythmic, beautiful patterns” of the  English language. These patterns then become “part of the  student’s `language store,’ those wells that we all use every day in  writing and speaking.” Without memorization, the student’s “language  store,” Bauer says, will be limited: memorization stocks “the  language store with a whole new set of language patterns.””

 Both memorized poetry and  memorized Bible passages can become part of your family’s heiritage, a gathered harvest stored for future use.

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Five Little Chickens

 

Mother HenFIVE LITTLE CHICKENS. 

SAID the first little chicken, 
With a queer little squirm, 

" Oh, I wish I could find 
A fat little worm ! " 

Said the next little chicken, 
With an odd little shrug, 

" Oh, I wish I could find 
A fat little bug ! " 

Said the third little chicken, 
With a sharp little squeal, 

" Oh, I wish I could find 
Some nice yellow meal ! " 



AND ALL THAT'S NICE. 
Said the fourth little chicken, 
With a small sigh of grief, 
" I wish I could find 
A green little leaf ! " 

Said the fifth little chicken, 
With a faint little moan, 
" I wish I could find 
A wee gravel- stone ! ' 

" Now, see here," said the mother, 
From the green garden-patch, 
" If you want any breakfast, 
You must come and scratch." 
Posted in poetry | 1 Comment

Five Little Peppers Copywork Printables

copywork five little peppers 9

 

Yeah, sorry about that one.  =)

copywork five little peppers 10

copywork five little peppers 11 i'm a pepper she's a pepper

copywork five little peppers 12

copywork five little peppers 13

copywork five little peppers 14

 

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How we ‘did’ poetry

typewriter poetryI read a poem aloud and asked my children to tell what  they think it was about or what it makes them think of. A one word  answer is totally acceptable. Every once in a great while I will  see some analogy or word usage I think could be explained more- I  ask a leading question or two to help them figure out how to think  about it. We might talk about if they want to. I might say, “oh, I  especially like the way he describes the moon,” if, in fact, I  really did like that.

 

We do not do written narrations, vocabulary, or anything else except  read the poems, one a day, until the children are about 12 or so.

 

The first goal I have, and the most important, is that they simply  grow used to poetry, feel comfortable with it, and give it pleasant  associations. Think of how we introduce food to children. We give  them a taste of something new and different. We do this in small  increments over a regular period of time. I do not ask them to  identify the nutritional value of the food, to tell me how the  recipe was developed or the steps in its preparation. I just want  them to develop a liking for the flavor. Later, years later, we  might have a cooking class and go in to the more mechanical aspects  of food preparation. But for years we just enjoy the flavor.

 

If every time I served a meal I asked my children to identify the  nutrients in that food, to tell me where each ingredient came from,  to explain to me the requirements for preparing that food, and to  spell and define the vocabulary words that go along with that food,  they would find meal times tedious and dreary beyond words. This  stuff is only interesting if you have already learned to find  delight in food.

 

Children really will pick up more just from hearing a regular dose  of poetry over time than we think they will. They often will get  the sense of the poem without necessarily being able to put words to  their understanding. That will come with time. Meanwhile, for  children of 6 (and 7, 8, 9, 10, or 11) it is enough to read a poem  and perhaps discuss it the same way you would a new dessert- “Mmm,  that’s good. I haven’t tasted something just like this before.  Would you like another serving?”

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Hypothetically

If your 16 year old came home from Parkour class with a red swollen nose that he said stings, and it was really crooked before he pushed it back in place, and it had been bleeding a while but stopped, and he’s sure it’s broken….

 

Would you listen to your son and your husband if they said there was no need to see a doctor, or would you ignore them and drag the 6’3″ lad to the doctor anyway?

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Social Justice Warriors as Thought Police

In an effort to remove the jackboots of the Social Justice Warrior crowd off the neck of the Hugo awards and writers who don’t play politics the way the SJW want them to (including those who don’t want to play politics at all)- a campaign called Sad Puppies 3 was started- more about the back story of that later.   BAsically, the Sad Puppy people decided to get the word out (in a more formal and cohesive way) that there were good writers in the sci-fi world who deserved Hugo award hominations and were not going to get them because of the dominations of the award by the Politics First SJW fascists.  Naturally, SJW’s are angry.  One of the things that they are angry about is a little strange.  The Sad Puppy people did not tell everybody they were nominating that they would be on the Sad Puppy slate (they meant to, but a couple slipped through the cracks, as happens).  Think about why that matters.  Every year, there are the Homeschool Blog Awards.  Most years I’ve been nominated.  Some years I’ve won.  At no time, ever, has anybody nominating me asked me if that’s okay.  Why should they?

Sarah Hoyt explains:

“…ten years ago, I lived in a state of fear. And the fact that my fear was real and serious is justified by that accusation to Brad, “You bad bad man, when you decided these people deserved awards, you didn’t TELL THEM you were putting them on a recommend list.”

I lived in fear because of the implied end of that sentence “And you knew that because you associated them with you, a known conservative, we would make their lives miserable and do our best to end their careers.”

And that, my friends is what I realized when I sold my first novel in the late 90s. Most Americans might not be that sensitive to the “climate” but I was. I had after all grown up in a socialist (at best, during the better times) country where to graduate you had to present the proper progressive front. I knew the signs and the hints and social positioning of “further left than thou.” For instance, my first SF cons, as an author, in the green room, I became aware that “a conservative” was a suitable, laughter inducing punchline for any joke; that all of them believed the Reagan years had set us on course to total dystopia; that the US was less enlightened/capable/free than anywhere else; that your average Republican or even non-Democrat voter was the equivalent of the Taliban.”

You have to read the rest.  Don’t miss the priceless story of the nonsensical attitude about Libertarians.  My story is not as good, but I still am just a strange combination of horrified and amused when, in the course of arguing with some Obamadolators about the CPSIA and how it was going to devastate the children’s crafted toys industry (which it did, by the way, but they just disappeared quietly into the night, like any bad socialists, sent away to reflect and repent, so you don’t even realize they are gone).  The thing is, that many of the Obamaphiles were pefectly aware of how bad the law was going to be, but they were equally sure it didn’t matter because now we had a new President and he could just make the law not be a law any more.

I tried to explain why he couldn’t do that (yes, I was naive about his hypocrosy over executive orders) and discovered that I needed to explain the three branches of government in the American system, because these adult business women had no idea that the Constitution (presuming it were followed) prevented the President from just doing what he wanted.

Most of the responses were shrill, incoherent, bit on emotion, and utterly lacking in logic, but one stands out.   “You sound like a libertarian,” she said.  And it was clear she was holding her nose to type those words.

Alrighty then.  Understanding that we have a Consitution and three branches of government, and knowing what they are and what they do defines a Libertarian- yes!  But it’s a *bad* thing.

the horse whut

At least she got libertarianism better than Hoyt’s editors.

 

Part of this post is ostensibly about the Sci-Fi genre, but like the few posts I’ve done on Gamer-gate, that’s really not it.  It’s about the increasing fascism of the left, of the ‘Social Justice Warriors’ and how the world they are making is world of thought police and braying pod-people, pointing and squawking at all those who don’t think exactly as the SJW demands, or, in some cases, they do think exactly like the SJW, but they don’t squawk loudly enough at non-pod-people.  And the braying is for the purpose of singling out, bullying, and attacking, isolating, shaming, and punishing.

 

 

Author Larry Correia said this about the Hugo awards- the sci-fi world in general, loudly, bravely- and to prove his point, three years ago he started what he called ‘Sad Puppies,’ a way to nominate the sad puppies, authors he felt wrote ripping good stories, but weren’t getting the love from the SJW for reasons he believed have nothing to do with the literary quality of their books.

He says:

“I started this campaign a few years ago because I believed that the awards were politically biased, and dominated by a few insider cliques. Authors who didn’t belong to these groups or failed to appease them politically were shunned. When I said this in public, I was called a liar, and told that the Hugos represented all of fandom and that the awards were strictly about quality. I said that if authors with “unapproved” politics were to get nominations, the quality of the work would be irrelevant, and the insider cliques would do everything in their power to sabotage that person. Again, I was called a liar, so I set out to prove my point.”

He said that it was really just him and some blog posts where he listed some of his favorite overlooked authors.  Last year was Sad Puppies 2, and it wasn’t just him, and they had fun:

“Sad Puppies is a campaign to get authors and artists nominated, who would normally be shunned by the politically motivated Social Justice Warriors who had become an insurmountable voting block. .

Last year I did a big push with several blog posts and cartoons (featuring Wendell as our spokesmanatee) to try to get people who aren’t typical WorldCon attendees to participate. We managed to get people and things despised by SJWs nominated to almost every category. The ensuing public freak out was hilarious and proved my point.”

This year is Sad Puppies 3, and it’s been, apparently, wildly successful and the subsequent melt-downs and take-downs are popcorn worthy.

It’s not just the sci-fi world.  The pizzaria in Indiana didn’t actually turn down any gay customers- and they said they wouldn’t.  When a spitefully minded SJW type reporter ambushed them by asking what they would do if they were asked to cater a gay wedding, they said they wouldn’t.  And for that, the SJW all over the nation went into shaming mode and issued death threats and put the family out of business.  Thanks to go-fund me, they will probably be just fine.  But there are other people who know they can’t count on that every time, that there are such things as compassion fatique, and they are counting on the fact that if they cyber-bully enough people long enough, hard enough, everybody who disagrees with them, or just doesn’t agree quite as loudly and as passionately as the SJW believe is appropriate, they will be able to successfully all dissent.  Success here is measured by how afraid they can make you be, how they can frighten people out of thinking what they wish to think and out of the free expression of those thoughts.

(Irony: condemning Sad Puppies for politicizing the process and urging everybody not to vote on any nominees who were on the Sad Puppy slate.  Read about that here.)

Correia was nominated, but turned it down:

“This is just one little battle in an ongoing culture war between artistic free expression and puritanical bullies who think they represent *real* fandom. In the long term I want writers to be free to write whatever they want without fear of social justice witch hunts, I want creators to not have to worry about silencing themselves to appease the perpetually outraged, and I want fans to enjoy themselves without having some entitled snob lecture them about how they are having fun wrong. I want our shrinking genre to grow. I think if we can get back to where “award nominated” isn’t a synonym for “preachy crap” to the most fans, we’ll do it.

That’s what I want. Strategically, we get there faster without them trying to spin it as all about me.”

Posted in Books, culture, government, libertarian ideals, philosophizing | 15 Comments

Copywork: Aesop’s Fables, Part II

copywork imagePreviously, I did another group of copywork pages from Aesop’s here.

Those sentences were from fables at the beginning of the book. The sentences in this post are taken more from the middle.

Sometimes I used a slightly smaller font, sometimes the sentences are little longer, and there are fewer spaces between the words. Presumably, this set of copywork or transcription pages would only be used after  the previous set, or at least not with a child who wasn’t thoroughly comfortable with basic transcription skills and letter formation.

Right click, then select ‘open in new tab’ and then print or save the image to the file where you store these sorts of printables.

To print, set your paper orientation to landscape, margins to .25. You can center it on the page, but that’s not necessary. I always check it with print preview before I print anything.

Set the timer for ten or fifteen minutes and stop the copywork as soon as the timer goes off, then have your child check it carefully.

copywork aesops fables ants and grasshopper 1

copywork aesops fables ants and grasshopper 2

copywork aesops fables ass and the image

copywork aesops fables the two goats

copywork aesops fables the ass and the load of salt

copywork aesops fables the lion and the gnat

copywork aesops fables fox and bore

copywork aesops fables The Leap at Rhodes


copywork aesops fables The Ass, the Fox, and the Lion

copywork aesops fables The Ass, the Fox, and the Lion 2

 

 

copywork aesops fables The Birds, the Beasts and the Bat

copywork aesops fables The Lion, the Bear and the Fox

copywork aesops fables The Hares and the Frogs

copywork aesops fables The fox and the stork

copywork aesops fables THE TRAVELERS AND THE SEA

copywork aesops fables The stag and his reflection

copywork aesop's fables The Peacock

copywork aesop's fables The Mice and the Weasels

 

copywork aesop's fables The Wolf and the Lean Dog

 

 

copywork aesop's fables The Cat and the Monkey

copywork aesop's fables the dog and his master's dinner

copywork aesop's fables the the rabbit weasel and cat

copywork aesop's fables the bear and the bees

 

copywork aesop's fables the fox and the leopard

 

copywork aesop's fables the heron 1

 

copywork aesop's fables the heron 2

 

More copywork pages:

From Five Little Peppers and How They Grew:

Here- along with some tips and hints on how to do copywork in general, especially with beginners.

also here,

and here.

 

Selections from Aesop’s:

Here

Here

 

When you live somewhere with standardized testing required, and you want to work on specific grammar or punctuation issues, but you don’t want to sacrifice Miss Mason’s approach entirely… try this approach.

Ideas for assigning copywork with older children.

Posted in Charlotte Mason, homeschooling, pocket full o' free, Words: Writing, blogging, Wordspotting, etc. | Tagged , | 1 Comment

Resurrection Morning!

3 crosses he is risen indeed

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Of Lucky Charms and Logical Inferences

rewind rethinkIf you’ve not already read my story about the moms I overheard at the store and the Lucky Charms marshmallows, you should do that now.

Hilarious, right?

I chuckled over that for the rest of the day, wondering how on earth she thinks Lucky Charms are *made*, anyway? What was going on in her head?

What was going on in her head is the same thing that goes on at some point or another in everybody’s head. She was asking the wrong question because she was looking at the whole picture backwards.

I would bet money, were I a gambler, that at some point later that day she realized what she’d done, smacked her head, and said something like, “Oh, phshaw. How silly of me! What was I *thinking!?*
I don’t need to bet on this next proposition, because I know it’s true- we all have some equally silly, foolish, illogical notion in our own little heads, and we just don’t know it yet, because we haven’t taken it out and examined it to see for sure if we’re looking at it the right way. We will all probably die holding as obviously true some completely wrong headed notion. There are various reasons for that. One of the hardest to overcome is when we can’t even *consider* the possibility that we might be wrong and might be looking at this backward because we’ve held it for so long, we think it’s as obvious and clearly reasonable as the fact that the sky is blue or water is wet, and anybody else who disagrees with us, just hasn’t truly studied with an open mind. We know this, because if they’d studied with a truly open mind and a heart for truth, they’d reach the same conclusion we have. That right there? It’s almost as funny as the woman wondering who picks the marshmallows out of the Lucky Charms. It is just as muddled and wrongheaded What prevents it from being funny is that it presumes to judge the hearts and minds of other people, and it displays a certain lack of humility- even if you dress it up as, “Well, but it’s not *me* they’re disagreeing with, it’s *GOD.*

In many cases, we look askance at those who *are* trying to pull out those notions and actually examine them without prejudice.

It’s suspicious, it’s dangerous, it’s *unsound.*

Consider this oft repeated argument as to why Jesus could not possibly have turned water into wine (as opposed to Holy Grape Juice)- because intoxication is a sin, ergo, it is inconceivable that our Lord could have created a beverage upon which people might get intoxicated.

Gluttony is a sin, and people can be gluttons with loaves, fish, manna, quail, flour, oil- all foods that have been, at times, provided by an act of divine miraculous intervention.

God certainly created the marijuana plant, the poppy, hallucinagic mushrooms, and peyote, all of which can be abused.

He created the divine gift of sex, which can also be abused and misused.

So I don’t think the idea that Jesus made real wine is really as inconceivable as people think it is.

 
A good prayer to pray: “Show us, Lord, those places in our assumptions where we are starting with our conclusions.”

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