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When I reveal that I am a retired teacher, many folks will begin a discussion about the challenges of being a teacher and the problems with education. After 28 years in the classroom, I could profundicate and philosophize all the day long on the subject. A few days ago the subject came up and several well worn paths were traversed until the other party referred to a story I told about students really learning as “incidental learning”. That got me fired up because the term means that the learning was “accidental / indirect / additional / unplanned”. (1) The learning that I described was quite intentional, direct, central, and planned. What was actually different about it was that it was intended to solicit interest and passion for the learning process and the subject matter. I referred to these lessons as Affective Biology.

I will not be able to pronounce the solution for all educational woes in this short article, and many of them are moral rather than educational anyway, but one thing that my experience assures me of is that students only learn well what they are interested in. Teach them what they want to learn about, what they are curious about. Teach them concepts relevant to their life and useful to their pursuits. Entice them to learn about things they don’t think they are interested in by showing them the need of it to understand and do they things they are interested in.

Now those who develop and command curriculum will wring their hands at this point because “the student needs a well rounded education” and besides, they don’t know what they are interested in. Both of these ideas are true, but “because I said so” or “it looks good on your college resume” or “we want you to be a well rounded individual” do not cut it with the blissfully or belligerently ignorant.

Instead, explore and promote curiosity. Answer seemingly random questions and facilitate research of interests and unexplored rabbit trails. Go deep enough that the students have to want the seemingly “boring” rote learning to have the tools to understand. Make deals with them so that they can explore while agreeing to give you full attention on developing tools for their tool box that they don’t think they even need. Be honest enough to tell the student that not every moment or concept of learning is exciting, but much is needful to understand the real interests of the learner.

Be a passionate learner yourself and your students will catch the fire of passionate learning. Tell them stories of how you learned and what interests you have and how learning deepens their experience of life as it has deepened yours.

By the way, none of this will work with straight jacket curriculum and mind numbing standard testing. I’m done. I’ll put that back in the box. I’m a retired teacher. (2)

  1. Incidental learning – EduTech Wiki (unige.ch)
  2. But I would love to hear what other teachers have to say about it.

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I recently completed the book, “Visual Theology”, by Tim Challies and Josh Byers. I can recommend the book as a good overview of practical theology and encouragement in godly thinking and living. The book has colorful, well explained diagrams, infographics as the author calls them in keeping with the latest buzzword. A friend at church gave me the book because she knew that I like to teach using diagrams. I pursue diagram making to organize, simplify, help memory, and give insight into complex or voluminous concepts. I think my diagrams and tables have insight and are useful, realizing they may not communicate to all minds. A few examples include “Effort and Empowerment“, “Spiritual Growth“, “God’s Word and Community“.

A number of the diagrams in “Visual Theology” are instructive, convicting, and sufficiently deep to draw you into figuring them out. The one I found most useful and convicting was the one on pages 96-97 that is a flowchart about “How to put sin to death” by biblical thought and action. It rightly does not let one get off the hook with excuses. It does this by directing you to see that either you aren’t a Christian, you aren’t believing what God says about His power to overcome sin, or you don’t believe in the seriousness of sin. The flowchart then cycles back around to how to confront these problems.

Also, the summary diagram on pages 104-105 that shows the spiritual disciplines enabling movement from “putting sin to death” to “putting on the new” is beneficial. The color scheme of red to green speaks death to life. I only wished the diagram had started low with “putting…to death” and come up to “putting on…new”, instead of the other way around.

Perhaps the best infographic is the very simple one on page 108, “True Life Change”. It features two arrows cycling around amongst four major spiritual changes continuously going on in the believer’s life: “spiritual awakening”, “true repentance”, “new behavior”, and “receiving forgiveness”.

I am disappointed with the scope and depth of many of the other infographics in the book for three reasons. First of all, as my son-in-law commented after a cursory glance through the book, “It has too many words and not enough diagrams.” After reading the book, I saw the words were indeed good explanations of the points, but they did make the diagrams seem less useful. Perhaps the diagrams should have spoken for themselves and then minimal explanation given for the purpose of preventing misunderstanding.

Secondly, I feel as though several opportunities to deepen the diagrams’ messages by multiple levels interaction between the parts rendered many of the diagrams monochromatic or merely one-dimensional. For example, in the last section on vocation, the authors have a diagram called “The Work Of A Christ Follower” (page 122) that diagrams the three areas of vocation, “being”, “calling”, and “passions”. These are connected by lines to various vocations of the Christian like artist, father, husband, neighbor, athlete, etc. These vocations are placed randomly on a circle around a center circle labeled “You have many vocations”. Why not rather make the center circle say something like “What God has given you to do.” Then each concentric circle could be a priority list of vocations. In my case I would diagram what God has given me to day in this order from the center outward: Christian, husband, father, grandfather, church member, citizen, neighbor, carpenter, rock climber, writer, etc. Then connect the three areas of vocation to these. The only real difference I have made to the diagram is priority ordering the vocations rather than randomly listing them. To me that gives the diagram more depth.

Thirdly, I reflect that many of the infographics were merely pretty bulleted lists. They did not in themselves communicate or extend the concepts they presented. An example of this is the diagram in chapter 5 titled “Doctrine Leads To” on pages 82-83. These words form the center of the circular diagram with the words “Love”, “Humility”, ” Obedience”, ” Unity”, and “Healthy Growth” surrounding the title. On the adjacent page the words are bulleted with explanation. On the pages before and after this diagram explanation is given for how each of these words proceeds from doctrine. The explanation suggests a much more in depth diagram that shows progression.

Following is my attempt at making a diagram that represents the author’s own explanation of the benefits of doctrine in the life of the believer and the church. Notice that “Knowledge”, “Assent”, “Affection”, and “Trust” are not in the above list of items on his diagram. But these words do appear in his explanation and I think are the key to the sequence of changes that begin to take place in the believer that result in actions. Notice also that I do not say that this process is one-dimensional, always following this single pathway. “Doctrine” results in an acceleration of “Growth” in many areas at once. I also began to see that doctrine changed the will which changes the emotions which results in right actions. The penciled in “trust?” and “humility” are suggestions of friends as to possible changes to the diagram. And that is the benefit of more extensive diagrams of ideas: thought, discussion, musing, critical thinking, deepening.

The husband of the lady who gave me the book reflected that the book was “ground-breaking” in the area of communicating theology using graphics, and it would lead others to do more and better efforts at diagramming theology because the idea had been initiated and because we have become such a visual, quick information acquisition society. He urged me to write a follow-up book, which I said I would call “Theology Diagrammed”. The main problems with that are lack of time and a lack of completeness and coherence to the diagrams I have made. But perhaps with time, encouragement, and help, it might happen.

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We don’t enjoy harsh teachers, but we can learn from them nonetheless. “But it isn’t fair”, “such a teacher shouldn’t be allowed”, and “we must do everything in our power to rid the system of such teachers”. Unless of course the teacher has tenure with no intention of retiring any time soon.

Pain is just such a teacher. Now I’ve lost some of you. We want the fun, picture filled blog entries. But life has not been so fun lately, and that is not the goal of life anyway. So I decided to share a little of the less pleasant side of life, not for pity or running readers off, but because it is part of life and part of my life at present. And there are lessons to be learned from this less than favorite teacher.

I started having mild back pains about three weeks ago. I have had back problems all of my life and I think there is evidence of it being genetic since my three brothers have and father had back problems. I do exercises to keep my core strong and avoid extreme motions.* However, this time I didn’t do anything that I could have avoided to prevent the problem. I guess if I had been able to see the future and its ramifications, I could have worked around it, but I don’t have that ability. Sometimes it is just small things that trip us up.

Anyway, I have these down periods with back maintenance, but this was a perfect storm. The two most painful things were getting in and out of bed and putting shoes and socks on. Function and activity came to a standstill.

In the midst of this particular storm**, my attention was riveted by the frequent bolts of lightning running along my lower back. The teacher had my attention. When in pain, you pray more. Certainly a prime topic is relief, but I found myself praying for others I know who experience constant pain and wondering how they cope. And what of people who have reduced functionality because of pain? Couldn’t I be more compassionate and helpful? And the thought occurred to me several times that at my age, when a significant regression in health occurs, is this the downturn from which there will not be recovery or serious reduction in functionality? And if it is, what is my new focus? What would be my purpose? What new goals do I set? In short, I found this bout with pain highlighting (throwing a shadow on?) my mortality. Life is short and the end is coming, sooner perhaps rather than later. Don’t think so darkly you may say, but in the midst of the pain, lighter thoughts are hard to come by, and they may be no more than whistling in the wind anyway.

So here are the deeper and brighter, not lighter, thoughts that resulted from what I am going through. Life is good, because God is good. I have purpose and meaning because He has assigned those to me. Even if my body wears out or continues in pain, I can pray for others, for my family, the infirm, this sick nation, my lost friends, and my church. I have peace with God even in the midst of turmoil within and without. I am more content when I am thankful, even in the midst of difficulty. Even though I knew all of this beforehand, I know it at a deeper level now. I suspect the lessons are not done since the holidays (the second advent) have not come, but I will have to focus on these and like thoughts as soon as the next lesson starts rather than days into it.

That should make the teacher and lesson seem less harsh, even though still uninvited and unwanted.

.

I should report that my back has shown some improvement in the last few days, though I don’t know what that means for work and play just now. I am privileged to be able to start again, but wary of the fact that physically that is not sustainable in the long-term. Life is full of ups and downs, but I don’t have to pin my hopes on the ups nor dread the downs. I belong to God.

*I hear some of you snickering (LD and BF, for instance).

**See “Midst the Storm”.

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Knowledge is a tool box
With tools for life within
Add wisdom and discernment
At difficulties grin

Knowledge is not a school box
Housed totally within
But truth and experience
Not mere discussion, paper, pen

Knowledge can be a fool’s box
All plushly lined within
With arrogance and falsehood
Leading astray to sin

Knowledge may be a cool box
Understand workings within
It is so satisfying
To know how and why and when

It was poem writing season recently. Knowledge is a gift from God that may be used for His glory and our good and the good of others or used to promote ones self and deceive and control others. Absolute truth is the basis of knowledge. Sharing ignorance does not lead to knowledge or wisdom. Greater knowledge can lead to greater good or greater evil.

“The fear of the Lord is the beginning of knowledge; Fools despise wisdom and instruction.” Proverbs 1;7

“The mind of the intelligent seeks knowledge, But the mouth of fools feeds on folly.” Proverbs 15:14

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I am amazed at times what a little rest and little reflection can allow to come around in our memory. The last two weeks have been a whirlwind of challenge by way of time pressure and emotional workout. So, even though today is also full of chores and duties, I had the privilege of sleeping late. But sleeping late for one in the habit of early rising is difficult. Usually 7 PM is all that I can manage, but it was a few minutes past 7:30 when I first saw the clock this morning, and my dear wife slept away. In the unhurried moments I lay musing on random thoughts when one came through quite clearly.

Do you remember the names of your elementary school teachers? Sequentially from 1st grade through 6th mine were Mrs. Denton, Mrs Gaston, Mrs. Henderson, Mrs. Gervin, Mrs. Tucker, and Mrs. Alexander. I know that a child’s view of the world and the addition of many years makes memories a bit skewed, but I thought of a few things I remember about them.

Mrs. D was a large lady. I don’t mean overweight, just a big person. She was kind but seemed sad. She had gray hair. None of my teachers were young. I always wanted to please my teachers and I wanted to do my best for her. One day during milk break in the cafeteria, I felt sick to my stomach and couldn’t finish my milk. Mrs. D would stand at the garbage can inspecting to see if we had finished our milk. I was nervous and dropped the carton, mostly full of milk, just before she took hold of it. It fell and splashed milk all over her dress. She had to go out and change her clothes. She was not happy with me. I don’t feel like that she held it against me after that. I think I remember struggling to learn to read and yet enjoying the new world it opened up.

Mrs. G was a small round woman who wore lots of jewelry and smiled most of the time. She was also strict. The first and last time I ever cheated on a test was on one of her weekly spelling quizzes. I wanted to do well but spelling did not and does not make sense to me. I used a little cheat sheet and she caught me. I was publicly shamed and worse, my parents were told. In this day and time publicly shaming is frowned upon, but I think it only hurts significantly because we tell children falsehoods about self-esteem the rest of the time so that they have “entitlement issues”. At any rate, I never cheated again, ever. I struggled in reading. After a short stint in reading group #1, I was demoted to the second reading group. My mother was told that I was struggling and it was suggested that I read extra at home. Mrs. G had a box of 2nd grade reading level books. I checked out one or two a week to read to my mother at home. I improved in reading, enjoyed the stories, being drawn most of all to facts related books. I am still a laboriously slow reader, but I understanding is good, and I enjoy an encouraging story or informative narrative. We still had nap, or quiet time. Most of the other students giggled and fidgeted on their mats, but I frequently went fast asleep. I distinctly remember several times awaking, disoriented and drowsy, to be given a hard time by classmates and defended fiercely by Mrs. G.

Mrs. H was almost certainly the youngest elementary school teacher I had and I’m pretty sure she was middle aged. She was innovative and energetic. She decided that our study of American History and the Capitol, Washington D.C., should have a visual. So she set out having us make paper mache models of the various buildings in D.C. I made a Washington Monument. By 3rd grade I had a best friend, Andy D. We loved math and did problems together. We liked science and talking about space exploration and going to the Moon. We liked drawing symmetrical shapes with ruler and compass. I grew up with mechanical drawing since my father worked as a draftsman for ORNL from shortly after the war.* So, Mrs. H selected Andy and me to draw out a map of D.C. with streets, bodies of water, and the locations of monuments and buildings all to scale. We did this on butcher paper laid out on the floor of a particularly large, empty classroom down the hall from her room. Andy and I would get to skip classes we did well in to work on the map. My childish memory wants to say the map was perhaps 20 x 30 feet in size. We spent many hours drawing, talking, and reveling in time together, just the two of us in that empty room. After all of the paper mache buildings were completed with white acrylic paint and all, they were placed on the map which was painted with black streets and blue rivers and pools, and large green spaces. The model that I had made was not selected and I thought it was better. Later someone helped me to understand that Mrs. H had allowed me the privilege and limelight of drawing the map. It would not be equitable to also place my paper mache monument on the map. During the next PTA meeting most of the school and their parents walked around the periphery of the map in that otherwise empty room admiring our work. It was probably the most unforgettable thing for me about elementary school.

Mrs. G was a thin, quiet woman. I somehow remember being a favorite of hers and growing in my love of learning new things. I had a vague memory of some written project that I did well on, but for some reason everything about that year is vague. In fact, even the room we were in seems vague, being set back in a corner at the end of the hallway. Mrs. G liked to keep the blinds shut so that the room had a dark, calm atmosphere.

Mrs. T was a fierce, little fireball who loved to raise flowers. She lived about a block from me in a little white house that was unimpressive, but the flower garden because of the small yard could not be anywhere else but next to the street, was impressive. When I would walk or ride my bike by her house, you could see the weedless beds of massive flowers of many varieties and smell them, too. Many evenings and summer mornings, Mrs. T was out weeding and replanting slips or cuttings. In class, she expected her students to work hard and behave, all orderly and well presented like her garden. I wanted to please my teacher so I did both. Good behavior produces good results. I was allowed to help the teacher and do work ahead of my grade. One of my best friends did something one day that set the class off and sent Mrs. T into a frenzy. It was warm and our school did not have air conditioning, so the banks of casement windows were laid open. A yellow jacket flew in and buzzed around the back of the room. Many of the girls screamed and others jumped out of their seats to get away. While Mrs. T was trying to settle the class, Jack jumped up with a new pencil, made noises as he sung his pencil like a sword, knocking the bee to floor dead on his last downswing. The class went wild with elation.

Mrs. A had to be close to retirement. She told me she had been a teacher for some period of time that seemed astronomical to my young mind. She always seemed to be happy and encouraging. I’m not sure if I am remembering correctly, but I think that I heard that she had had some deep hurts in her life, which if my memory is correct, made her demeanor all the more amazing. She liked to have classroom competitions and interclass competitions: weekly Spelling Bees, group math quizzes, history facts group competitions. I dreaded the spelling bees and seem to remember managing many 2nd places, despite my abhorrence of the art form. Mrs. A invited a number of her best students to come to her house a few times to study extra for a math competition that we went to. I felt so special eating a snack in her breakfast room with a few of my classmates. 

This commentary is a very narrow slice of what I remember about my elementary school years. There was baseball and bowling and bike rides and vacations and good grades and friends and chorus and library and safety patrol and playground (woods, swings and monkey bars and merry-go-rounds, kickball) and PE with the principal and plays and promenades and always working real hard to please my parents, my teachers, and make good grades and times with friends. But my teachers had more influence on me than I have previously given credit for in many long years. They may not have been the best teachers by modern pedagogical standards, but they had high expectations, rewarded what was good, punished what was not, and seemed to care about their students and their content. That was enough for me.

* I decided to say it the way we would back then instead of explaining it for the younger set. ORNL stands for Oak Ridge National Laboratory, site of the Manhattan Project where my mother was secretary and just a couple of years before my father arrived, and much of the focus of anything related to radioactivity studies. The war, of course, was World War II where my father had recently arrived home from when he began working there.

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I don’t deal well with time stress. Have I said that recently? I alternately repeat what I just got through saying and forget what I just said which is a degenerative form of circular reasoning that I am convinced is not solely due to age, but rather to stress. More on that later, IF I get the time. So, this is a short blog entry to say that I am thankful for my six Sunday School students who were singing out on “Great Is Thy Faithfulness” this morning, participating in prayers of thanksgiving, playing a review game on biblical concepts, reading the Scriptures out loud, and dutifully filling in their table of biblical facts that they promised to review with their parents. Well, it doesn’t always go quite that well, but they are children who want to know what the Bible says, and that is exciting. I prayed for them this morning that God might make them leaders in their future families, their churches, their communities, and their nation for the glory of God. 

Our lesson was concerning the verifying and differing testimonies to who Jesus is and what He came to do as presented in the Gospels. Should you be interested in looking it over, following is the table I had them take down as we read and discussed the Scriptural passages:

Gospel Themes
Comparison of the Gospels

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It’s Marvelous Monday! Just before I stepped back out into the refreshingly crisp and slightly breezy 32 degree morning, I spied the signed that read “…Learning Commons, Encouraging collaboration, exploration, and creation. Supporting lifelong learning since 2007.” I proceeded to my parking lot duty station to stand watch just after 7:15 AM, making my school a kinder and gentler place to be. My mind began to stir with thoughts and comments I had with a student the Friday before concerning the way we do school. As the Sun rose above the small ridge behind the school into a nearly cloudless sky and a songbird repeated his song, my thoughts came together. 

Lifelong learners
They tell us we should be
But how do you touch the heart
By compulsion and decree?

Critical thinking skills
Synthesis to high degree
But without facts in their toolbox
What hope that they will see?

College is a must
AP courses, advanced degree
But where is creativity
Without time to explore and be free?

Learning is for high pursuits
For wisdom for you and me
But when will we understand
Growth of the spirit is key?

Look the look, play the part
Be all that you can be
But have you learned of heaven
To be eternally set free?

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In my years of teaching Earth Science, I have discovered that one concept seems to tie more physical phenomena together than any other. Frequently it is the cause of what is observed and often it is the connecting thread between interactions of matter and energy. So I thought to give a few examples of why it is so often the correct answer to questions in Earth Science:

Earth Science is all about density
What will go up and what will come down
That convective cell propensity

Uneven heating of the atmosphere
Solar gain and wind and pressure change
Forced aloft forms clouds, sinking air clear

Heat, salt, and wind stir up the oceans
Many upwellings from the great deep
Gyres and thermohalocline motions

Far below the roots of the mountains
Plates form rifts, volcanoes, and trenches
Float on plastic and magma fountains

In the stars war gravity and fusion
Caldera of rarified plasma
Spots and flares in boiling confusion

Thus mass divided by volume seen
In many small and grandiose ways
And from its study much knowledge glean

 

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My pastor asked me if I would share about my writing and how it has benefited me spiritually. I have been writing for many years by many means. I have journaled with pen to paper and fingers to keyboard in order to capture my thoughts. I have written newspaper articles and research papers supporting God’s view of Creation and salvation. I have written poetry and songs and short stories about struggles and joys of everyday life. I have written about family, friends, and colleagues. I have designed diagrams to explain ideas. Writing has been a long-term blessing in my life.

But why writing? Speaking to friends is easy. It’s real time, interactive, and engaging. You clarify and correct as you go. Facial expressions and voice intonations make understanding easier. Writing is harder. It has to make sense without the opportunity to correct misunderstandings. Writing speaks long after you are gone, for posterity or ridicule. Therefore, writing forces the writer to be more careful with words.

Why do I write? I write to focus, organize, and deepen my thoughts. I write in order to understand better and to make myself better understood by others. I write to hone arguments for truth and simplify complex ideas. I write to remember what I thought when God imparted understanding and wisdom to me. I write to quiet fretful, fearful, and frantic thoughts, to put my mind at rest by musing on truth. I write to plead with God, praise God, and thank God.

Psalm 139: 17-18a says, “How precious also are Your thoughts to me, O God! How vast is the sum of them! If I should count them, they would outnumber the sand.” His thoughts are indeed precious and numerous. The more I consider His thoughts, His works, His beauty, and His person as seen in Scripture, in Creation, and in my experience of Him, the more I realize the truth of Johannes Kepler’s words: “I was merely thinking God’s thoughts after Him. Since we astronomers are priests of the highest God in regard to the book of nature, it benefits us to be thoughtful, not of the glory of our minds, but rather, above all else, of the glory of God.” So, I write to record and mull over observations I have made of God and His work in His Word, the world, and my life.

Writing may help you to think more biblically, more deeply, and more clearly. I would urge you to give it a try. If writing seems distasteful to you, it may be because it is difficult for you to do. I don’t claim to be a very good writer, but I have considered what has caused me to improve. Following are my tips for writing. (“P” is such a handy letter for the the tautograms and alliterations of poets and preachers. I went a little wild.)

1) Practice. Focused attempts to write will bring improvement.

2) Write with a purpose. Writing simply to record information is useful, but there are better reasons to write. Tell a story. Organize thinking. Simplify complex concepts with new analogies. Pursue your interests.

3) Pretend you have an audience. This procedure forces you to make yourself understood and tends to induce you to put more effort into delivery.

4) Be precise. Choose words and turns of phrase that convey what you intend. It takes effort.

5) Prune your writing. Concise thought is more organized, better understood, and better remembered.

6) Proof-read your writing several times and have others proof-read it. Make at least one pass for grammar and spelling, one pass for clarity, and one pass for readability.

7) Make your writing personal. Even if you are explaining difficult theological or scientific concepts, tell how it matters to you, why you want to know, what prompted your search, and how it will effect you.

8) Give praise to God for His providence in pleasant and problematic circumstances so that His goodness and power will be seen as active in the present as it was in the past.

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Why Me? There are generally two ways to answer that question.

Why me? Why is this happening to me? What did I do wrong?

         Or…

Why me? What is God trying to teach me? How is He using these circumstances to guide me?

On a very pleasant, sunny afternoon my wife and I were preparing to go for a walk on our local Greenway. We were talking and enjoying conversation and she was understanding well. You see, she is a stroke victim and most days communication is poor and ponderous. We went to the car, talking away as we went. I distinctly remember enjoying the moment.

I pulled out of the driveway, looking both ways. In my blind spot a car had pulled up on the opposite curb. I looked in my rear side mirror and reacted just soon enough to dent his passenger door no more than about four inches. Two inches less and a toilet plunger would have fixed the problem, but the main beam was damaged and irrepairable. It was an expensive mistake.

Now two months later I was at the body shop paying for the repair. I had planned other business nearby. When I came out of the shop, my truck would not start. After a half hour cleaning the battery cable, I was underway, too late to do the other business I thought so important.

Why had all of this happened? Why was I prevented and redirected? What chain of events is God orchestrating for His glory and my benefit through these less than pleasant events?

I may never know, but I do know that the Scripture says, “The mind of man plans his way, but the Lord directs his steps.” (Proverbs 16:9) I lived a good portion of my life frustrated by annoying sidetracks and roadblocks, but I have come to understand what the Psalmist means when he says, “It is vain to rise up early, to retire late, to eat the bread of painful labors; for He gives to His beloved even in his sleep.” (Psalm 127:2) I want to end my days trusting God, as the Psalmist says, “The Lord also will be a stronghold for the oppressed, a stronghold in times of trouble; and those who know Your name will put their trust in You. For You, O Lord, have not forsaken those who seek You.” (Psalm 9:9-10)

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My students were preparing to take their big semester test. Besides trying to calm some of their nerves and instill confidence, I also wanted to persuade them to not rush either for reasons of nerves or apathy. After my little speech, this poem began to come to me.

Take your time
Please don’t hurry
Do it right
Don’t end in a flurry

Patience now
‘Tis a virtue
Hand to plow
Follow through

Carefully
Wisely proceed
Clearly see
Then the deed

Measure twice
Cut but once
Planned it thrice
Prevention’s ounce

When you’re done
As you should
Quite the run
It was good

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It shall not grow if the soil is not prepared. It shall not be caught if there is no net in the air. No reason, no logic based in truth will occur without the moral component.

What is not caught is not taught
So they say
Lead them to water add salt
Make it play

But how do you break the hard pan
Unfriable soil
Minds for which learning is ban
Refuse slightest toil

Closed to logic and reason
Parroting thought
Flocks of birds out of season
Nothing new sought

Where are those seeking learning
Knowledge sponge
Understanding discerning
For truth lunge

True wisdom comes from above
Two-sided gift
Truth one side, the flip side love
Between no rift

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Overflows from the Heart

"But the things that proceed out of the mouth come from the heart…" Matthew 15:18

CreatorWorship

Pointing to the One who made, saved, and sustains