Monday, June 21, 2010

50 years, a legacy of love








It was the sweetest of vacations. To celebrate 50 years of marriage with our folks on June 17, we 3 Shepherd kids and our families, 17 people in all, rented 3 cabins in Greer Arizona.

We missed my brother's son and his bride Amanda who live TOO far away now!

We all asked for copies of my sister's beautiful letter she wrote them, I will add some of her poignant thoughts later. And I made a DVD of photos from all 50 years! Lots of laughter and tears followed after we had a wonderful time of worship.

But the best part of all? Hearing that my mom is continuing to be CANCER FREE!!

Thank You Jesus for many more years to come as we all grow together and serve You and know You better! That is our anniversary prayer!

Wednesday, June 9, 2010

Student Arts Leadership Training= SALT

Lauren Seegar and Rudy Ramirez leading us in spontaneous worship. They're from LOVEASU ministry.

LoveASU from Lauren Seegar on Vimeo.




Mid week. A migraine every day, forgot one of my kids one day, have lots of kids here at home, have experienced awesome worship, love each and every kid in my choir, getting so excited to worship together Friday night. Art, Dance, Drama, Vocals and Band. Seeing the kids grow in their knowledge and love of Christ is the highlight, as well as the music!

Check out the blog: SALT

Thursday, June 3, 2010

Reading, Pondering, Praying about my Children's Education for the Fall

The man who does not read good books has no advantage over the man who can't read them. ~Mark Twain, attributed
The worth of a book is to be measured by what you can carry away from it. ~James Bryce
There is a great deal of difference between an eager man who wants to read a book and a tired man who wants a book to read. ~G.K. Chesterton

I find television to be very educating. Every time somebody turns on the set, I go in the other room and read a book. ~Groucho Marx




Some thoughts from George Grant and GK Chesterton that make me ponder and pray:

The students in America’s earliest schools, academies, and colleges were educated according to the great traditions of the Christian and Classical heritage—beginning at the Latin School of Plymouth, established on this day in 1623. They were the beneficiaries of a rich legacy of art, music, and ideas that had not only trained the extraordinary minds of our Founding Fathers but had provoked the remarkable flowering of culture throughout Western Civilization. It was a pattern of academic discipleship that had hardly changed at all since the dawning days of the Reformation and Renaissance—a pattern though that has almost entirely vanished today.

Indeed, those first Americans were educated in a way that we can only dream of today despite all our nifty gadgets, gimmicks, and bright ideas. They were steeped in the ethos of Augustine, Dante, Plutarch, and Vasari. They were conversant in the ideas of Seneca, Ptolemy, Virgil, and Aristophanes. The notions of Athanasius, Chrysostom, Anselm, Bonaventure, Aquinas, Machiavelli, Abelard, and Wyclif informed their thinking and shaped their worldview.

The now carelessly discarded traditional medieval Trivium—emphasizing the basic Classical scholastic categories of grammar, logic, and rhetoric—equipped them with the tools for a lifetime of learning: a working knowledge of the timetables of history, a background understanding of the great literary classics, a structural competency in Greek and Latin-based grammars, a familiarity with the sweep of art, music, and ideas, a grasp of research and writing skills, a worldview comprehension for math and science basics, a principle approach to current events, and an emphasis on a Christian life paradigm.

The methodologies of this kind of Christian and Classical learning adhered to the time-honored principles of creative learning: an emphasis on structural memorization, an exposure to the best of Christendom's cultural ethos, a wide array of focused reading, an opportunity for disciplined presentations, a catechizing for orthopraxy as well as orthodoxy, and a broad experience honing the basic academic skills of listening, journaling, thinking, processing, integrating, extemporizing, and applying.

The object of this kind of Christian and Classical education was not merely the accumulation of knowledge. Instead it was to equip a whole new generation of leaders with the necessary tools to exercise discernment, discretion, and discipline in their lives and over their callings. Despite their meager resources, rough-hewn facilities, and down-to-earth frontier ethic, they maintained continuity with all that had given birth to the wisdom of the West.

It was the modern abandonment of these Christian and Classical standards a generation later that provoked G.K. Chesterton to remark, “The great intellectual tradition that comes down to us from the past was never interrupted or lost through such trifles as the sack of Rome, the triumph of Attila, or all the barbarian invasions of the Dark Ages. It was lost after…the coming of the marvels of technology, the establishment of universal education, and all the enlightenment of the modern world. And thus was lost—or impatiently snapped—the long thin delicate thread that had descended from distant antiquity; the thread of that unusual human hobby: the habit of thinking.”
It is what you read when you don't have to that determines what you will be when you can't help it. ~Oscar Wilde