A
How Can Masonic Education Be Furthered?
Four Points of
View
MASONIC CRAFTSMAN - 1937
A
PERSONAL PROBLEM By Alfred H. Moorhouse
MASONIC
education can be made of real value only by its application to
the ordinary processes of living. As a
premise to any intelligent consideration of this subject it is necessary to know
of just what Masonic education consists, and we take it to be of the essence of
the matter that an education in Freemasonry connotes an intelligent appreciation
of the moral dogma embraced in the lessons of the three degrees - these being
the base of Craft understanding. Throughout the ritual lessons are
taught by word and symbol which make it abundantly clear that the
Craft stands for a high type of living, foregoing common vices,
building up clean standards and marking its votaries as separate
from their fellows, in adherence to the essential
proprieties governing human contacts. Impressions made
during childhood are indelible. Those of later life retain their
value only as the mind is imprinted by a logical appeal to
reason. In the working of the degrees no intelligent man can
fail to note that account has been taken of the frailty of
human nature and, while recognizing this very important
factor, there is portrayed a picture of moral standards which
must appeal to his better nature. The man who profits by
this portrayal and guides his actions by it, may be said to
be Masonically educated. Life is a fleeting thing - and
all too often the truth of this is not realized soon enough, yet
men to whom the advantages of a Masonic education have come will
find opportunity in innumerable ways to apply their knowledge to
the advantage of society. To list these would be impossible, but
within the three principal tenets: friendship, morality and
brotherly love, is a field sufficiently broad to cover most
contingencies. Masonry is what its members make it. Not alone
in the lodgeroom, but in the everyday contacts of man to man
the application of those principles so ardently, intelligently
and beautifully inculcated in the lessons of the ritual
give opportunity of unlimited scope, and the man
possessing Masonic knowledge need not be coached as to its
particular application. Within him a knowledge of Craft
principles and a sincere desire to be of service to his fellows -
inside and outside the Craft - are inherent qualities of sterling
worth. If and when he can put aside the selfishness inherent
to human life and look objectively at the misfortunes
affecting others, he will, and he is so moved, do much to
relieve misfortune and misery, and by so doing add his trite to
the suet of human Charity. Small as its effect may seem,
none tire less the cumulative effect of millions of like-minded
men can and will raise to a higher level the thoughts of
millions and thereby increase their
happiness. TEACH THEM TO THINK By J. A.
Fetterly
OUR question for discussion this month admits of a
wide range of speculation. For a better comprehension of
its possibilities, let us change its wording somewhat to "how
can any education - Masonic or Secular - be made of real
value." At once the speculative nature of the subject
becomes apparent. The question in its broader aspect has
been the subject for discussion and argument for more than a
century and no satisfactory answer has ever been found. No one
will maintain that the aim of secular education is merely to
train the pupil to add 2 and 2 or to recognize certain marks
or letters and with these to form words and sentences.
Much the same is true of Masonic education. The member
will receive little benefit from the facts of Masonic history,
the meaning of its symbolism, on the logic of its
philosophy unless, at the same time the learner is inspired to
apply those facts, those meanings and that logic to the
circum- stances of his own every-day life, the conditions of his
own existence. As we see it, the aim of all education
should be - not to impart certain facts, theories and teachings -
but to lead the pupil to think for himself. Once this is
accomplished, he will apply the facts, theories and teachings,
and thus gradually develop a philosophy of his own that will
develop as his own mental capacity develops and
expands. Any education that stimulates
individual thinking and mental activity is good. Masonic education that leads
the Craftsman to a better understanding and comprehension of Freemasonry is of
value, both to the student and to Society as a whole. That which fails of this
is as sounding brass and tinkling symbols. NO REAL SOLUTION IN
SIGHT By Jos. E. Morcombe
"HOW Can Masonic Education
be Furthered?" This our topic for the month has been discussed
for years in many grand lodges, and has given rise to much
experimentation. Yet thus far there has been no satisfactory
answer. Nor have any of the methods tried proven of any great
value as raising the general level of Craft knowledge. There has
been in no case a clear exposition of what is necessary to be
done, and the theorists have been left to work their own sweet
will. It is requisite to raise the question as to what
constitutes the truly educated Mason. The answers thereto would
be many, ranging all the way from a kindergarten equivalent
to post-graduate specialization. Yet as we see the
matter, Masonic education to be effective must pre-suppose
a foundation already laid of a general knowledge, for
only upon such foundation can any special studies be
based. One thus trained would have acquaintance with the
history and development of philosophical systems and
religious organizations, these being moral and spiritual forces.
Such knowledge would give light needed to illuminate his
own institution, as a similar factor in the economy of
civilization. The necessary restrictions under which official
Masonry operates would be made clear. For such a brother
there would be no rule-of-thumb working or mere guessing to
take the place of reason. Mistakes or errors of judgment could
be checked upon, and injurious methods or unwise management be
put in process of correction. For it would be recognized from
broadest survey that all organizations are subject to the
unvarying laws of associated being. There is no grand lodge
nor group of Masonic students that could hope to provide for such
advanced work. Intellectual fitness and thought habits would
closely limit to a very few those competent to carry on such work
with hope of attaining the goal as set. There are, it is true,
brothers who are pursuing such studies, but it is for theirs a
labor of love, and they work alone. These we must regard as
post-graduates, who having gained all this is possible from
Masonic history or teachings, are specializing in matters closely
related but essential, if comprehensive vision is
sought. It is on the other hand, of common experience that
Masons, considered generally, are not greatly concerned in
this matter of Education, be it high or low. Nor have the efforts
of grand lodges, again speaking generally, been of a
character to break down the natural resistance of non-studious
men when asked to assume the status of learners. We have
a splendid body of men in our lodges. They are
mightily concerned for the welfare of the Craft, but are shown no
way in which they can practically work for its
advancement. Instinctively they turn from the fine-spun schemes
of the educative theorists. Being gifted with common sense
they are aware that much thus offered is without utility. To
them must be brought a sufficient knowledge of Masonic
purposes and its mission as a factor of social sanity in a
bewildered world. For these men the elaborate curriculum will
fall of its own weight; the study clubs rarely survive an
initial enthusiasm. The plain program of practical work, well
within the average capabilities, is what is needed. With this
pro- vided there will be no further complaints of the apathy
or indifference of the brothers. Space will not permit
any discussion of ways and means; these will
present themselves to any who may seriously set out to provide
a workable program, acceptable to plain Brother John
Smith. And he is the fellow who will count when strength
and support for an endangered Masonry is needed. Reach him, in
mind and soul, and Masonry will be secure. Continue to feed him
with the husks of formalism, and he will die Masonically of
inanition. With his going the dissolution of the Craft will not
be lung delayed. DEPENDS ON THE
INDIVIDUAL By William C. Rapp
TO devise an efficient method of Masonic education, necessarily
involving instruction and study, is a difficult problem. It has been attempted
by various grand lodges and voluntary groups, many of which are still engaged in
the activity, while others have yielded to
discouragement because of apparently inadequate results. Lacking
the ability to offer concrete suggestion as to how Masonic
education can be made of real value, the writer must confine
himself to generalities and random opinions. That Masonic
education has valve is beyond dispute, but it is entirely
dependent upon the inclination of the individual to acquire it.
The greatest "sales resistance" encountered by any plan for
imparting knowledge of the institution is the indifference of the
brethren. There is but a small percentage of the total number of
members who have any desire to be- come familiar with anything
more than the fundamentals of the fraternity. Most of them have
scant interest in the history, philosophy, traditions or
symbolism of the Craft, and are content to maintain their Masonry
for the pleasure and companionship derived from association with
fellow members, the opportunity to witness or take part in
the conferring of degrees, and an instinctive realization that
they are a part of an ancient and honorable institution
which merits and enjoys the respect and admiration of upright
men. Official systems of instruction are handicapped by the
fact that the primary student and the advanced scholar
require different courses; that which is acceptable to one class
is of little value to the other. Such systems have the advantage
of competent leadership as a rule, even though they
are sometimes too erudite for the capacity of the
beginner. Nevertheless, much good is accomplished, for there
are many brethren who need but a little encouragement to
get started in a course of self-instruction which may lead
to unexpected heights. Voluntary groups organized for
study are probably more successful, due to the fact that they are
composed of brethren who are really in search of more light and
feel that they are engaged in a co-operative work for
mutual advantage. The study of everything in connection
with Freemasonry is intensely fascinating to those whose
mentality, inclination and time permit them to engage in it. Few
will attempt to absorb or retain in their memory all details of
what they learn, realising that it is more important to know
where precise information may be obtained than to burden the
mind with a mass of information. For this purpose recourse
to standard books on Masonry is necessary. There are
many brethren who need only a taste to develop an appetite
for study, and for this reason it is quite within the province
of grand lodges to give assistance and encouragement to those
who are willing to learn. That the time will ever come when
practically all members of the fraternity will acquire a "Masonic
education" is exceedingly improbable, but the opportunity to do
so should be available for those who seek it.
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