Monthly Archives: May 2014

J.R.R. Tolkien and The Beowulf

At present I am reading J.R.R. Tolkien’s 1936 paper “Beowulf: The Monsters and the Critics.” (The volume I am reading is from 1972 by Folcroft Library Editions, Folcroft, PA. Oddly, the copyright page says “Limited 100 Copies”?!?)

Originally presented in 1936 for the Sir Israel Gollancz memorial lecture, the paper is replete with insight and Tolkienism-humor, e.g., from the second paragraph – “I have, of course, read The Beowulf, as have most (but not all) of those who have criticized it.” In this lean talk, Tolkien takes a bunch of ne’er-do-well Beowulf critics to task. Tolkien’s initial thrust and parry against the teaming Beowulf censurers is presented by way of allegory.

I would express the whole industry in yet another allegory. A man inherited a field in which was an accumulation of old stone, part of an older hall. Of the old stone some had already been used in building the house in which he actually lived, not far from the old house of his fathers. Of the rest he took some and built a tower. But his friends coming perceived at once (without troubling to climb the steps) that these stones had formerly belonged to a more ancient building. So they pushed the tower over, with no little labour, in order to look for hidden carvings and inscriptions, or to discover whence the man’s distant forefathers had obtained their building material. Some suspecting a deposit of coal under the soil began to dig for it, and forgot even the stones. They all said: ‘This tower is most interesting.’ But they also said (after pushing it over): ‘What a muddle it is in!’ And even the man’s own descendants, who might have been expected to consider what he had been about, were heard to murmur: ‘He is such an odd fellow! Imagine his using these old stones just to build a nonsensical tower! Why did he not restore the old house? He had no sense of proportion.’ But from the top of that tower the man had been able to look out upon the sea.

An allegory, indeed.

In any case, The Beowulf was an early and life-long love of Tolkien, and now his literary estate is releasing his own translation of Beowulf. Beowulf: A Translation and Commentary is comprised of a translation of Beowulf constructed from three Tolkien translation-manuscripts, and the commentary is derived from Tolkien’s lecture notes over Beowulf. Tolkien’s translation, however, does not aim to be alliterative-poetic, it is only a modern/plain-prose translation. Recently I have been thumbing through Howell Chickering’s dual-language translation, and very much looking forward to reading Tolkien’s now that it is available.

Mental Map of World History: Maps, Globes, Literature, Art, Music, Architecture, Etc.

“A child needs to form an increasingly focused mental map of history and of the world in order to comprehend his place in space and time; physical maps aid this tremendously. In all his studies, use timelines of history, use maps and globes of the world, and use pictures (of art objects and architecture, etc.) from other places and times” (Wes Callihan, Preparing Younger Children for a Great Books Education, 13).

Modern Life and Football

“You might imagine sports being developed on farms or in country towns, but pro football was popular in big towns from the start, its field following the contours of two things that define modern life: the city block and the TV screen” (Rich Cohen, Monsters: The 1985 Chicago Bears and the Wild Heart of Football, 295).

Education: History

“An absolutely critical role of classical education is teaching a student the relevance of the past. Knowing God depends on knowing history—what God has done for His people as recorded in the Scriptures, and what He has done for them in the last two millenia. And knowing oneself also depends on knowing history–where we came from and why we are who we are. The twentieth century has decided that the past is irrelevant, and in an excess of mind-boggling arrogance it considers our age to be the definition of reality, truth, and value. Education must oppose this in the strongest possible manner” (Wes Callihan, Preparing Children for a Great Books Education, 12).

Chicago is America

“New York has one foot in Europe. Los Angeles is a collection of suburbs. Miami is cafe con leche. New Orleans is drunk. Seattle wears flannel. San Francisco is beautiful vistas and empty streets. Boston is ancient. But Chicago is America. The ’85 Bears seemed to symbolize the city in its resurgence, the reawakening of the beast after a funkadelic slumber. It was not the fifteen wins–it was how they were achieved, the smash-mouth style that seemed to capture the spirit of the town” (Rich Cohen, Monsters: The 1985 Chicago Bears and the Wild Heart of Football, 227-228).

Poem: lost judgment

lost judgment 

verb | lose verb-past | lost & the participle | lost 

the Grammarians cried: “Adjectivally! Adjectivally! Not this man, but Barabbas!” such it was such was it such and shortly the days-darkness enveloped their land; weeks later the Stone of the Head of the Corner said: “Brethren, I wot that through ignorance ye did it.” such it was said was it said such and yet believed–the lost judgment ye did it, as did also your rulers. “Repent ye therefore, and be converted, when the times of refreshing come lose the lost judgment.” 

Imagination

“Follow this principle as your children grow: feed their imaginations as well as their rational minds, for the imagination is the fertile ground in which all other studies can grow best” (Wes Callihan, Preparing Younger Children for a Great Books Education, 8).

Education: Learning for the Glory of God

“[D]isciplining the mind in rigorous, propositional, linear thought about certain core subjects, and learning to appreciate and glory in the beauties of language and words, must be at the heart of education. If it is not, then those other studies will be an incoherent collection of particulars with no overarching, coherent world-view into which to fit them and with which to find real meaning for them” (Wes Callihan, How to Prepare Younger Kids for a Great Books Education, 5).

Consider the quote above on the aim of education. Education first and foremost is about shaping a child-student’s character. However, identifying and appreciating beauty and goodness is at “the heart of education.” If an education curriculum is not beauty/goodness oriented, then its telos is broke. Like a compass with a needle that doesn’t point to the magnetic North, such an education is plumb useless.

The world was created by a good God, and creation in its original form was good, good, very good. The child-student has a Creator. The “overarching, coherent world-view” that allows the child-student to make sense of the particulars of this world is derived from Biblical knowledge/revelation: a beautiful and good Triune Lord made a beautiful and good world to beautifully and goodly mirror and reflect the Creator’s beauty and goodness. However, man, the chief image-bearer of creation, rebelled. Thus, the imago Dei was defaced, and now the world groans under the weight of sin and the effects of the Fall. And yet, the beautiful and good Triune Lord before the foundations of the world chose to elbow-drop Satan, sin, death, and the effects of the Fall, through the perfect obedience of the Life, Death, and Resurrection of the God-man Jesus Christ.

The beauty and goodness in the world was merely defaced, it was not obliterated. Hence, a child-student studies the flawed (fallen) world, studies creation, studies language, etc., in light of Biblical knowledge/revelation, and the child-student learns a bit more and more about the beauty and goodness of the Creator who preordained to restore this world. Education conducted in this fashion necessarily becomes a means for giving God glory; education conducted in this fashion fulfills man’s chief aim of glorifying God and enjoying Him forever. So, an education curriculum with an unbroken and functioning telos will say things like, “Go and sin no more” and “Learn about this beautiful world” and “Glorify God and enjoy Him forever.” And if you can check the box next to each of those three statements, then of course you’ll be able to go find a job and get dominion for Jesus.