Tag Archives: professor

Commonplace Thoughts of a Residual Welshman: Miracles and Blessings

A 3-budded rose

Elaine Jakes always pronounced the word miracle “myuracle.” I’ve rarely heard another person do so, and I honestly can’t recall whether Lizzie Ann Jones Evans (Elaine’s grandmother and my great-grandmother) or Blanche Evans Jakes said “myuracle.” It has been too many years since Lizzie died (1968) and, I suppose, too many since Blanche passed away in 1982. But my mother’s pronunciation rings in my ears just as Lizzie Ann’s blessing does.

Lizzie Ann’s blessing was as simple one: “God,” she said to me when I was but five years old, “has chosen you for a very special purpose in this life.” I think that, though a five-year old may not remember how that person pronounced miracle, that same five-year old could hardly fail to remember, throughout his life, the blessing of his great grandmother only four years before her passing at the age of 94.

I suppose that blessing is, for me, writing, and that’s why I write. And part of why I write is because I wish simply to chronicle everyday miracles (or should I say myuracles?), for it was not only my mother’s pronunciation of the word miracle that was striking but rather it was her inclination to see miracles in everyday events. Someone, perhaps a proper theologian, might be annoyed by the practice of seeing miracles in practically everything, for he or she might argue that it debases the value of the term miracle. A miracle, someone might say, really should be a spectacular event, something, well, miraculous, like a child being rescued from a burning building, someone recovering improbably from a disease or other condition, or someone whose life situation changed so dramatically that no other word than miracle will do. While I don’t disagree that all those things are miraculous, I think, like my mother, that day-to-day miracles can be just as telling, maybe even more so.

Telling? Telling of what? That is the question for any miracle, big or small: what story is it telling? And, all this came up at a pub the other evening, just briefly, as I sat there having a beer with a famous archaeologist (who will remain nameless) about his improbable career and meteoric rise in the profession and just the many strange—in fact, were I to tell his whole story, surpassing strange—things that had to have happened for him to be the outstanding professor (for his command of the ancient languages outstrips nearly any other archaeologist that I’ve ever met) and stellar field archaeologist that he is. And while any one of those things could be fobbed off as mere coincidence, the sum of them, well, it amasses to a ponderance of circumstantial evidence of a miracle.

And that is what this blog is about: it’s the small “myuracles” that really add up that are, in many ways, far more spectacular than the big ones. Of course, we all rejoice when trapped miners are rescued from deep in the bowels of the earth. Or when a child falls three stories and survives, or when our friend recovers from an aggressive form of cancer. And we should, for those miracles are wonderful things, and I always feel sorry for the atheist who says to me, “If I only saw a miracle first hand, I’d believe there is a God” and then often adds, “but I haven’t seen one, and I never will.”

My response isn’t, “Well, I have, many times.” I think that, but I don’t say it. Rather, I say, “Have you ever seen a baby nestled in its mother’s arms? If that’s not a myuralce” (and here I deliberately mispronounce the word in honor of Elaine), “I simply don’t know what is.”

Commonplace Thoughts of a Residual Welshman: The Dedicated Teacher

I have written before, quite a few blogs ago I think, about what a difference in someone’s life a teacher can make. I spoke of the great educators Lou Pengi, Zinieda Sprowles, my teachers in New Hope, Pennsylvania, or, at the college level, Philip Lockhart, Leon Fitts and Robert Sider of Dickinson College. I might, too, have spoken of my fourth-grade teacher, Mrs. Hendrickson, or even my kind and gentle elementary school choir teacher, Mr. Schaeffer.

Yet, fond as I shall ever be of them, I don’t want to speak about my own teachers here; rather, I want to speak about a conversation that I had with my friend, the philologist, whose conferences, if you read this blog regularly, you already know I sometimes crash as a fifth-wheel pseudo-philologist, as a poetaster is to a poet. That self-same philologist is in fact also a teacher (actually a professor) but as he is my contemporary and friend, I have, of course, never taken a class with him. That said, he and I often consult about his courses, for he is, I would say, a dedicated teacher. He is also a dedicated educator. He spends a lot of time educating his students, whether in or out of the classroom. Yet he is also a teacher, and as such he and I, as I was saying, converse about the material for the class, the author he might be reading and, especially this time of year, about the content of his syllabus.

Recently the question of educational motivation came up: how can he motivate his less-than-excited students to grasp not only the content of his course but, more particularly, their entire education? He explained it this way: he is more concerned about the student understanding why in fact he or she has come to college at all than the details of Ciceronian rhetoric—though he is concerned with that, especially these days when students seem to come to university so ill-prepared rhetorically and historically.

Thus it was that we sat on his porch, enjoying a glass of wine and conversing about whether it would be a good idea to mention something in the syllabus—an aspirational statement beyond the normal “Goal of the Course” but filed under that heading on the syllabus—or whether it is better to let that emerge on its own during the course. He has, in the past, always chosen the latter option. He doesn’t believe in what he calls “over-leading” the student (which he insists is akin to “leading the witness” in a court of law). He wants the students’ love of learning to emerge organically, naturally. But this time I tried to convince him: “Put in something aspirational, just to get them thinking of your unstated goal right off the bat.”

We debated a long time. I suggested he insert something like, “The goal of this course is to master Ciceronian style and understand better the context of the speech (for he is reading a Ciceronian speech with the class in Latin) and also to better understand what a real education means, for enlarges upon the importance of the education of Caelius [the person focused on in Cicero’s speech] as a vital component of his defense.” Of course, he immediately corrected the split infinitive which I had put in only to distract him, for I knew he would fixate on the grammar rather than what I was proposing.

As things are, however, I am not sure what he will do. I hope he puts in some kind of aspirational statement, for it would be a terrible thing, I think, to go to college just to get a job and not an education. Isn’t education, after all, what one goes off to the university to get? I think that it is an employment agency, after all, that one actually goes to when seeking a job: “the goal of this agency is to get you a job.” Yes, that fits. “The goal of this course is to prevent you from being a driveling know-nothing.” Yes, that’s what he needs to add. I think I’ve got it now.