The Coaches Coach: Traveling Men - The Purposes Behind Memorizations

Traveling Man

So many Experience it; so few Understand the Experience.  Further Light facilitates Further Travel.

“Proficiency”, also known to most Brothers who have gone through them as “Catechism”, is a requirement in which many Brothers must participate to progress through the Blue Lodge Degrees, at least, within the majority of the Jurisdictions in the USA.  The Proficiency requirement does a multitude of things for both the Candidate and the Lodge.  Over the years, the Proficiency requirements exist within fewer and fewer Jurisdictions due to a host of reasons.  It is most unfortunate that those Jurisdictions eliminating it are not training these Brothers in one of the most important aspects of Masonic Travel. 

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Freemasonic Purposes

Given opportunity to explain, the average Brother would say that Proficiencies have important purposes for the Fraternity.  The most obvious response some Brothers provide is that it reveals how serious a Candidate is to participate in the Organization.  Another response you’ll readily receive is that it helps Brothers remember what they went through during the degree. 

Those Brothers who are savvy to the needs of the Lodge and the Organization as a whole shall immediately share that it installs a script within each Brother.  Such installation makes it easier for each of them to participate in Degree work when new Candidates come through to be Initiated, Passed or Raised. 

All are purposes that serve well the Organization of Freemasons.

Masonic Purposes

The purposes for Proficiencies are far more than what may seem to be obvious to Organizational support upon first glance.  One purpose that I have been sharing for years is that Proficiencies are in themselves Road Maps that Candidates can and follow to Better themselves.  These Road Maps, once recognized as such, contain specific directions and tasks that aid toward Making Good Men Better, when followed through upon. 

When Candidates Recognize them in this form, for what they truly are, and seek to Understand what these Road Maps direct them toward, they can then journey forth using them as guides toward Betterment.  It’s truly a shame that too few Proficiency Instructors do not point this out to Candidates before, during and after the Proficiencies are engaged in by them.  Candidates would benefit much more by Understanding the basis behind this effort and perhaps have more incentive to engage in them knowing the purposes that lay behind them.

Another underlying purpose has nothing to do with the Catechisms themselves.  It has to do with men getting to know one another.  In this sense, the Catechisms are there for Instructors to use as a tool and vehicle for Brotherly bonding.  The catechisms become a catalyst for each man to become familiar with and to learn about the other, by focusing upon a task that lessens the awkwardness sometimes experienced by men initially unfamiliar with each other.  

I’ve seen a lot of very good opportunities missed, deliberately skipped over and even lost because the activity focus was so strongly upon the Catechism that the men involved faded into the background. 

Doing Proficiencies provide ample time to get to know one another. This especially in a day and age where the mobility of people is almost certainly going to interfere with knowing each other much better, and certainly before having these Brothers Passed and Raised. 

 Should you be in the position of Instructing Candidates through these Proficiencies, you might want to step back and look at it as an opportunity to get to know the Candidates, and for them to get to know you and other members as well.  Other members?  Sure!  Use other members to explain things that come up during Proficiencies, especially when those other members know the topic well and might make for great friendships long term.  The more people a candidate gets to know and bond with during this time, the more likely he will have connectedness to Lodge members long term.

Ancient Purposes

There is an ancient purpose that is not often known that should be Understood by both Instructors and Candidates alike before they engage in these activities.  That ancient purpose has been described in a whole host of different sources over the years.  That purpose was to develop the Candidates’ ability to remember using an ancient technique referred to repeatedly by both Plato and his student Aristotle, among many others.   It is currently known by many names:  “Method of Loci[i]”, “The Roman Room” and “The Memory Palace”, are just a few. 

The Technique is truly simple.  It requires that you memorize the layout of a room, home, or even a well-traveled path.  Colors, shapes, sizes, textures and anything that is best suited to the individual’s method of experience[ii] should be taken into consideration.  Once you have created a location or path within your mind with which you are familiar, you can then Travel through it. 

You might say, “So what? What does that do for me?”   What it does for you is Establish a path that you can Build upon.  In other words, the cultivation of this technique within one’s mind brings about a structure for recall.  Doing so remaps the Parietal Lobes of the brain and interconnects it with the other lobes as well[iii].  Should you research this Further, you’ll find that the ancients knew a lot about using the brain more effectively than we might give them credit for today.

Once this internal path is Established, you then create specific stop points or loci along the way that you shall remember without fail.  As you Travel through this imaginary path at anytime thereafter, these stopping points shall allow you to place images that shall remind you of what it is that you want to recall.  

When I first heard this method explained, I thought to myself, “Yikes! That’s an awful lot of work to memorize something!  First I have to memorize a path, and then I have to memorize images that will trigger memories of what I want to remember!  There’s got to be an easier way.”  I reluctantly tried to use it but gave up because it seemed to not work quickly enough for me.  I resolved in those moments that I would not pursue it any further, no matter how great it might have worked for those who perfected it. 

Along the Road

I held that opinion for many years.  And there was nothing that seemed to budge me from it.  Even though I knew that it was a technique that was recommended for over 2400 years, I resisted Cultivating it.  My conclusion and choice kept me from Traveling down that Path. 

Then something changed for me.  I went through my first Degree as a Freemason and was told immediately afterward that I was required to memorize about six single spaced sheets of responses to questions and requests from a proficiency Instructor before I was allowed to advance to the next Degree.  I had no idea how I was going to accomplish that task.  I was encouraged by my Instructors.  I was told that I was not the only one faced with this overwhelming task and that many others faced it too and succeeded.   With the help of my Instructor I stepped up and started to memorize what was asked of me.

As you know from my status as a Master Mason, I was successful in memorizing what was required of me.  I did this three times over and was supported by my Brothers in doing so.  It wasn’t till years later that I became aware of what actually occurred for me through those memorization efforts.   

Locus Focus

I had a question put to me by a Brother.  The question was simple. 

What does memorizing all these Proficiencies do for a man?

 It was a bit too simple a question and I should have expected there would be another not so easy question fired at me very quickly after the first one was put forth.  And I was right.  That second question was not so simple. 

Wouldn’t a man be better off understanding what he went through rather than simply memorizing all those provided responses not knowing what they meant?

Over the years, I’ve responded to the second question with an unshakably energetic and confident, “Absolutely!”  That response went unchecked for a very long time.  That is, until I Recognized the underlying reason for the memorization.   Once I realized that the basis behind these memorizations was to install a Freemasonic version of a “Roman Room” in the form of a Masonic Lodge, it all clicked!

Yes!  It was very important to Understand what was being memorized.  And to get to the point where you can Understand what you are memorizing, you have to be able to recall it and do so without wasting a lot of time trying to remember it! 

This led to the following connection: The underlying purpose behind doing Proficiency is to both honor and engage in an ancient practice involving teaching Candidates how to remember using the “Method of Loci” used by humankind since time immemorial.

To be a “Traveling Man”, one must be capable of Traveling Masterfully within one’s mind, not only through “natural” occurring memory, but through what the Greeks referred to as “artificial” memory[iv].    Proficiencies help us toward this end, should we participate in doing them.  When you never have opportunity to Cultivate this important technique within yourself, your Travel shall be muted by many moments caused by memory roadblocks and stumbling points.  Those Jurisdictions that still require Mnemonic Cultivation are providing an invaluable supportive service that Builds Better Travelers, one mind at a time! 

Points to Perpend

1)  Does your Jurisdiction require “Method of Loci” training in the form of Proficiencies?
2)  Have you used this Training to remember
3)  How do you see such Training affecting your Travels?

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[i] plural of Latin locus for place or location

 

[ii] Depending upon a person’s internal “wiring” they might be tactile, visual, or auditory; smell and taste should not be left out since they are also modes of sensory input that some people are more sensitive to than others.

[iii] The parietal lobe integrates sensory information from different modalities, particularly determining spatial sense and navigation. For example, it comprises somato-sensory cortex and the dorsal stream of the visual system. This enables regions of the parietal cortex to map objects perceived visually into body coordinate positions. Several portions of the parietal lobe are important in language processing. Just posterior to the central sulcus lies the postcentral gyrus. This area of the cortex is responsible for somatosensation. [http://en.wikipedia.org/wiki/Parietal_lobe]

[iv] http://en.wikipedia.org/wiki/Mnemonic

For more information related to this and other works, please visit my website.

 

Building Janus Review

Building Janus - 05/25/2011

Hello Fellow Travelers!

Brothers,

I have been given permission to repost a review of my latest book, "Building Janus - Uncommon Catechism for Uncommon Masonic Education - Volume 4" by a dear Brother. He is zealously on the path to Light and is eager to share his discoveries.

Fraternally and Sincerely,

Bro. Coach N

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I have the pleasure of owning Bro. Nagy's entire set of books. I recently committed to reading his latest work, “Building Janus.”

The book is written for Master Masons but in the author’s usual style, he skillfully takes the reader on a journey by reviewing all three degrees while giving a much deeper view from a Master Mason's perspective.

My approach to reading this particular book was different than my approach to his others. I found myself highlighting passages and putting sticky note tabs on pages that I thought interesting, or of potential use in my own study. What wound up happening was that I had placed tabs and highlights on virtually every couple of pages in his book!

This book has literally turned on a light bulb in my head. I'm finding myself reviewing all three degrees with a much deeper awareness and understanding of the symbolism and allegory. Because of this, I have renewed zeal for the work that the degrees talk about.

I have about twenty pages left before I finish, and I can't believe he packed that much information into a pocket size book. I'm looking forward to going back through his other books and doing the same type of note taking. These are “a workingman's” books, and they are pocket sized for a reason. You can take them everywhere you go. That's exactly what I did with, “Building Janus.”

If you haven't read the book, you are missing out! I highly recommend that you buy it. I give this book two thumbs up.

Thanks for sharing the Light Coach!

Bro. Gary Emerson
Springs Lodge No.378
Homosassa FL

Building Janus – Scavenger Hunt

Building Janus - 01/18/2011

Hello Fellow Travelers!

I've worked long and hard on this last volume and, as always, I've Built a list of questions in the form of a Scavenger Hunt.  They are answered by already available Light or by reading the chapters within my latest volume: Building Janus - Uncommon Catechism for Uncommon Masonic Education - Volume 4.  I hope you find them interesting.

1. What is the true purpose behind Catechisms and how is this purpose sabotaged by mechanistic application?
2. What is a “Bourne,” what Bounes are alluded to by Masonic activities and what are Masons directed toward that helps them identify and deal with these Bournes?
3. How do the words "Winnow" and "Widow" relate?
4. What did the word, “Speculation” mean at the beginning of the Grand Lodge era?
5. What is the Work of the first Degree and what Order does it create within Masons who complete it.
6. What are three symbolically doors that the Masonic Square and Compasses represent?
7. How many “Foreign Paths” does Masonry offer through its Blue Lodge activities?
8. What is the primary Working Tool of Master Masons?
9. To what concepts does the phrase” House not made by hands” Allude?
10. How do the Blue Lodge Grasps relate to Plato’s “Cave” Allegory?
11. What important alchemical symbol is represented by an Apron with the flap turned down?
12. What activities are Masters responsible for as they relate to the symbolism of Lions?
13. What is the root of the word “Widow?”
14. What “college” is believed by some to have been a catalyst for “Speculative” Masonry’s Formation?
15. To what does the Masonic Trowel spread to help create a "solid comprehension?"
16. Why was the Third Degree Legend added to Ritual?
17. What does the game “Bridge” have in common with Masons who do not complete the Work that Ritual refers to within the first two Degrees?
18. What three symbols offered collectively during the First Degree Allude to Metal Craft?
19. What is the Work of the second Degree and what Order does it create within Masons who complete it.
20. What variations of the “Points of Fellowship” have occurred over the years?
21. In what Western period was the Masonic “Grand Lodge Era” started?
22. What symbolic metallurgic processes are Masters involved in while mentoring?
23. What Threshing-floor activities are Masons expected to accomplish as it relates to the title “The Widow’s Son.”
24. How did early Speculative Lodge Members do to engage their members and “sharpen” their Brothers?
25. What types of Ashlars help to create a solid comprehension?
26. What purpose did the addition of the Ruffians serve as it relates to Masonic Quality Control?
27. What do Master Masons “draw out” from Rough and Perfect Ashlars if they do as Ritual directs?
28. What Characteristics will contribute to bright, intelligent and outstanding members becoming bored with Masonic instruction and interaction?
29. How do “Perpend Ashlars” and “Pontiff Activities” symbolically help Masters do their Work?
30. What does “Janus” have to do with Masonic Progress?
31. What is the Work of the Third Degree and what Order within a Mason does it confirm?
32. What must be present for bright, intelligent and outstanding members to remain engaged in what Speculative Lodges have to offer?
33. What title(s) is(are) related to Brothers who have a) “Sharpened their ability to Sharpen,” b) “Separated themselves as Ritual Directs,” and c) “been exalted and have Masonic students?”

Fraternally and Sincerely,

Bro. Coach N

A Few Thoughts on Masonic Education

Building Builders - 12/24/2010

Hello Fellow Travelers!

Freemasonic Education provides Light that supports Freemasonry – as in, “the Organization of Builders.” Masonic Education provides Light that Builds Builders. Masons should know the difference and act accordingly.

There’s a recurring theme in Masonic Education that is wholly self-defeating in respect to educating Masons on Masonry. What masquerades as Masonic Education is not truly Education supporting Masonry. If we were to be honest about what it actually is, we would have to be choosier with our word use. If I were to hazard an educated guess as to what words I would use, I would change the word “Masonic” to “Freemasonic.” I believe that this would describe more accurately what is currently put forth to Brothers as Education.

To get a better grip on what kind of Education would better serve our Brothers, it would serve us well to consider what is currently offered. A quick survey of what pretends to be Masonic Education is largely focused upon Ritual, Organization and History.

1. Education is offered that focuses upon Freemasonic Ritual Performance. It shows Masons how it is done right, when it is done wrong, what may not be done at all and sometimes how it is done elsewhere.

2. Education is offered that focuses upon the Freemasonic Organization. It reflects structural aspects of Freemasonry. This means how the Lodge and Grand Lodge function, which does what-when-where-how (and by whom) and what makes participation possible or not possible. This last item usually includes both Freemasonic Tradition and Law.

3. Education is offered that focuses upon Freemasonic History. It talks about the when and where of Masonic involvement, how some Freemasonic Ritual and Organizational structures came about and why and who may or may not have been involved and when.

Upon review, it is clear that what is offered as "Masonic: Education is intentionally designed to solely support the continuation of the Organization of Freemasonry. It supports the Organization of Builders but does not further the Education of Builders.  In essence, it's "Freemasonic" Education.

What education might further the Education of Builders? Responses to this question are best served by examining what the current machine designed to support the longevity of the Organization tells us – more specifically, examining Ritual’s message.

Without any doubt whatsoever, Ritual continuously points toward the Education that Builders need to become Masterful. From the start, it points toward Work that we Builders need to both be aware of and that we must do to assure that we become those “better men.” This “pointing” continues throughout.

Reviewing each step along the way, we encounter clues that are indirect and direct. The indirect clues are too numerous to express in a short and purposeful writing like this.*

Let me emphasize that the overt clues abound. The problem it that they hit us so gently that we may be tempted to gloss over them without a second thought. Let’s examination them more closely so that there are no doubts in your mind should you be tempted to dismiss them further.

The Entered Apprentice Ritual expresses exactly the Work we are to do prior to Passing to Fellow Craft. It points out that we are to Strengthen ourselves fully. It further expresses that this is a two-fold process. The first step is to unburden ourselves through divestiture of both Vices and Superfluities. The second step is to purposefully, and with great diligence, Build that Strength through the conscious practice of Virtue. Both are required to Build Strength. Both support each other. Both are necessary for what is to follow if the Fellow Craft Work is to be effective.

Examining the “Entered Apprentice” Work, it is easy to see that the Educational focus for such men entails preparing to learn. This means active participation in unburdening and Strengthening activities. To accomplish this, a Mason doing this Work must understand what Vices and Superfluities are, what they do, and how to constructively deal with divesting from them from his life. I venture to say that such Education is not offered in or through a typical Masonic Lodge's Educational or support activities. Perhaps this is because most men might assume that they already know all that they need to know about Vices and Superfluities. Perhaps they assume that, being men, knowing is the same as having put these issues in their lives to rest. I think it should not go unsaid that such assumptions erode the very foundation of what Masonry is supposed to be developing within our ranks. Furthermore, I would also venture to say that far too few “Raised” Masons have actually taken the time to educate themselves in these directions much less taken the time to apply what they have learned.

Examining the “Fellow Craft” Work, it is also easy to see that the Educational focus for such men entails learning how to learn. This means active participation in transforming the brain into a receptive vessel for learning. To accomplish this, a Mason doing this Work must understand what learning is, what they must do to learn, and how to constructively learn. Ritual points toward specific learning in its Staircase Lecture. I venture to say that any comprehensive Education dealing with the Seven Liberal Arts and Sciences is not offered in or through a typical Masonic Lodge's Educational or support activities. As I stated before, perhaps this is because most men might assume that they already know all that they need to know about learning how to learn. Perhaps they assume that, being men, knowing that one needs to learn is satisfactory to continue along the path unhindered by any fact that they have not learned how to learn. I think it should not go unsaid here either that such assumptions also erode the same foundation of what Masonry is supposed to be developing within our ranks. Furthermore, I would also venture to say that far too few “Raised” Masons have actually taken the time to educate themselves in these directions much less taken the time to apply what they have learned.

Examining the “Master's” Work, it is also easy to see that the Educational focus for such men entails both learning which includes learning how to teach others how to both prepare to learn and learn how to learn. This means active participation in both applying what was learned and transforming behavior toward what helps nurture men. To accomplish the former, one must establish and execute a plan to learn what must be learned. This may include any facet of Philosophy or Theology, and there are countless facets to consider. To accomplish the latter, a Mason doing this Work must understand what nurturing is, what they must do to nurture, and how to constructively nurture. There is no doubt that Ritual points toward what Masters should learn. It points toward specific learning in its Monitorial Emblems. Masters have done the Work of the previous degrees. They will understand what the Monitorial Emblems point toward and they will engage themselves in those directions.

Ritual Legend also points toward what occurs to Masons who refuse to complete the Work** of the previous Degrees. I venture to say that any comprehensive Education dealing with the Monitorial Emblems and what Work they point toward is not offered in or through typical Masonic Lodge's Educational or support activities. As indicated before, perhaps this is because most men might assume that they already know all that they need to know about what to learn. Perhaps they assume that, being men, knowing that one must learn is satisfactory to continue along the path unhindered by any fact that they are not learning what to learn much less learning any of it. I think it should also not go unsaid here either that such assumptions erode the foundation of what Masonry is supposed to be developing within our ranks. Furthermore, I would also venture to say that far too few “Raised” Masons have actually taken the time to educate themselves in these directions much less taken the time to apply what they have learned.

If you do not glean clearly what Masons should be educating themselves and their Brothers in, you can gain further insight into this by reviewing my Blog, “Building Builders” or through reading of some of the Masonic Education “Building Series” of books that I’ve previously put forth.

Fraternally and Sincerely,

Bro. Coach N


* (For those interested in these, I’ve expressed many of them throughout my “Building Series.” Exploring each book in the series reveals this consistent theme along with the overt clues that we will here review in brief. )
** Referred to within ritual as "Completing the Temple"

 

 

Testing Our Entered Apprentices and More

Building Boaz - 10/1/2010

Hello Fellow Travelers!

Here's something to Perpend in your in-between hours.  Most current methods used in the USA to test for Proficiency of Entered Apprentice Work rely upon Candidates showing that they have memorized something and can share what they have memorized to the satisfaction of those testing them. From a systems standpoint, such standardization might seem fair and predictable, but it doesn’t serve the purpose of making good men better.

Let me share with you a perspective that may not be common among Masons, but a perspective that should be – according to what Masonic Ritual espouses.

Masonry has far too many improperly Prepared Masons advancing from Entered Apprentice to Fellow Craft. How can I say this with any validity? Even better: How can anyone tell?

The proof is all around us. Improperly Prepared Fellow Craft Masons and above continuously show outward signs of Vices and Superfluities and equally show that Virtues are lacking.

What are the telltale signs? Here are just a few.

1) When a Mason has "Vice and Superfluity" issues:

1. He is Burdened unnecessarily.
2. These Burdens negatively affect his Resources (as in his overall “Strength”; and we are not talking about his “physical” strength).
3. These Burdens prevent him from maximizing the Return on his Investments, no matter what the direction that investment may take.
4. Furthermore, you will see signs that his Burdens cause harm to both himself and others.

2) When a Mason has "Virtue" issues:

1. He lacks temperance and hence doesn't limit himself when he rightfully should. Self-control is a must but he won’t show such control because he has yet to develop it fully.
2. He lacks prudence and hence doesn't make prudent choices. Far-sighted sensible care will not be one of his outward expressions as he makes life and business choices.
3. He lacks fortitude and hence doesn't endure things that men who have fortitude do without question. Lacks in resilient and purposeful courage prevent the necessary staying power that brings about long term results.
4. He lacks justice and hence lacks a foundation necessary for dealing fairly with others. His dealing with others shows that games are unfavorable tilted in his favor, no matter how he may involve himself.
5. He lacks faith and hence believes in probable things that can only be proved and refuses to invest in the possibilities things that will benefit most and are worthy of believing in. His beliefs shall be based solely upon that which is concrete and will lack any choice that cannot be backed up by indisputable fact.
6. He lacks hope and hence wanders as a boat without an anchor. He shall not invest in things that are worthwhile unless they are a sure thing.
7. He lacks love and hence invests not in things that are lovable. His manner will not show acceptance of others for who they are but will be based solely upon what they have to offer him.

What gets in the way of both the instruction and the proofing of Entered Apprentice Proficiency? Part of the problem is that most Fellow Craft Masons and above do not know how to clearly and succinctly state what a vice or superfluity is, how they are similar and how they differ. If Fellow Craft Masons and above don’t know this, how are they going to communicate this to Candidates who need to Work on them much less be able to spot them in candidates when they are clearly present? These same Masons have equal inability in clearly and succinctly stating what Virtues are, how they Strengthen men and how to go about integrating these Virtues within men’s daily habits.

If they did know and do this, they would realize “how” Masonry makes good men better! For one, Properly Prepared Entered Apprentice Masons are less inclined to judge inappropriately. If they did, they are more inclined to correct that mistake appropriately. They are also more likely to exhibit the qualities of a true Brother rather then someone who merely holds the title but lacks the Character such title should denote.

 

How do Masons move toward cultivating good men into better men? The answers lay not in what passes as acceptable catechism.

The answers lay in using catechism that is not standardized by a Jurisdiction.

This makes sense. Standardized Catechism is the result of a machine process that “punch presses out” candidates like Masonic widgets on a production line. What you get from this process are Masons who tend to the very Masonic Machines that created them as a result and not the Masonic Spirits it was intended to nurture.

What exactly is Catechism? Catechism is merely “opportunity” training for both the mentor and student. It affords them the opportunity to "venture off the assembly line" and to interact and discern if the student has truly applied the lessons of the Ritual. The Catechism is there so that such exploration occurs.

Far too many Brothers unfortunately focus on the task at hand – learning and teaching the "officially accepted" catechism – and not the true task at hand and loose the opportunity to do the true Work. What is the true Work? It’s using that Catechism time to explore the lessons of the First Degree and to determine what needs to be done to assure that the entrusted student has both learned these lessons and done this so well that he lives them.

The Official Catechism encouraged and even forces time to be invested between Brothers. Good instructors realize this and use this time prudently to discern the student's character development, not just his memorization of the catechism at hand.

Mentors who fail to use the time they spend with their students to assure such important activities occur, waste their time, fail their student and fail our Craft.

Perhaps a different system of training and evaluating our Masonic Mentors might help bring about some valuable change for our Fraternity as a whole. This might lead to Building Boaz for everyone!

Fraternally and Sincerely,

Bro. Coach N

Masonic Influence on Brain Transformation

Building Athens - 09/30/2010

Hello Fellow Travelers!

Below is an article that appears in the October 2010 edition of "Further Light," a Masonic Education Magazine published by the Florida Lodge of Research, of which I am a Lifetime Member and contributing author. 

Enjoy!

Fraternally and Sincerely,

Bro. Coach N

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Masonic Influence on Brain Transformation


Not many Masons know that the training of Entered Apprentices and Fellow Crafts is designed to transform their brains. Yeah, I know this might sound “pretty scary” but it’s true. What’s even scarier though is that I was a Masons who didn’t know this up until this year. What changed my understanding of this was asking a simple question. As a result on my asking this question, seeking an answer and knocking on whatever door I could find, a flood of information was opened up to me that bordered upon overwhelm.

Admittedly, it was an innocent enough question; one of many that seem to pop into my head from time to time when I’m involved in Masonic adventures. The focus of my adventure this time was the Fellow Craft degree. More specifically, the last Seven Steps of the Winding Staircase talked about in the Fellow Craft Lecture.

My question was simple: What does studying these seven topics do to the brains of people studying them? I had no idea where this question would lead me, but there was one thing for sure, I was ready, willing and able to go to any length to know the answer.

The Quest
Soon after I asked it, the question led me toward some information regarding brain function(1). It seems that some time over the last century, brain neuroscientists had mapped the function of the brain, specifically, the cerebral cortex. They discovered some very interesting aspects that fit very nicely into affirming what Masons have focused upon for some time. It appears that the functions associated with the lobes of the cerebral cortex are affected by studying the Seven Liberal Arts and Sciences. Let me explain.

Our brains(2) are created with natural affinities. Being natural, these affinities are already wired into our being. This means that our brains naturally will do what they have affinities toward. The problem though with those natural affinities is that what may come natural does not always get nurtured to maximize its potentials.

This is where specific study comes into play. By studying targeted subjects such as those comprising the Trivium and Quadrivium, precise areas of the brain are exposed to patterns that enhance the brain’s natural abilities in that region. Simply put, exposure to Light Orders the Chaos of that area.

Trivial Brain Function
Let me share an example of this. The back of the brain known as the Occipital Lobe is wired for sight. In that wiring are tendencies to recognize objects such as “horizontals, verticals and diagonals.” When this region is exposed to specific patterns, it “learns” to recognize these patterns and even associates them with what they mean.

When those who are instructed properly are exposed to visual numbers and letters, this region of their brain eventually imprints upon the shapes of those visual patterns and associates these patterns with numbers and letters. Of course, this recognition also works in conjunction with the sound of such letters and numbers, along with the words that they spell out and language memory.

The latter part of the brain is associated with the left Temporal lobe and this associated region stretches from the area from just in front of the ear, all the way back past the interface of that lobe and through to the left area of the Occipital lobe and the lower portion of the left side of the Parietal lobe. This whole region is associated with Grammar. When exposed to Grammatical training, the natural affinity of this brain region Orders itself to recognize Lexicon and the Rules that govern that Lexicon – Grammar!

Additionally, if we examine how exposure to Logic affects brain Ordering, we would find that the upper part of the Frontal lobe is affected. Logic training exposes this region to the Logical patterns which Order it toward recognizing when proper Logic occurs and when what is presented is obviously faulty or flawed.

Finally, training that exposes the brain to Rhetoric shows that this specific training accesses, integrates and further Orders these just mentioned regions, most all of which are left Brain activities. Furthermore, this activity includes the lower parts of the Frontal lobes along with the front parts of the Temporal lobes; some of which are right brain activities.

You might now ask yourself what these just mentioned regions have to do with Rhetoric and you’d be right in doing so. It is not enough to say that it accesses, integrates and further Orders these regions. One should know the basis of such claims. Let’s connect the dots.

Integrating the Entered Apprentice Work
The lower parts of the Frontal lobes are associated with we call “morality.” Their function controls whether we say and do or not say or do. This is but one of two areas that Rhetoric study access and helps integrate. The other areas are the two front parts of the Temporal lobes. These are the emotional memory areas of the brain. These, together with the lower portion of the Frontal lobes, control our morality.

Of course, study of the Seven Liberal Arts and Sciences only reinforces the functions of these just mentioned moral influence areas. These areas should have already been Ordered through the Work of the Entered Apprentice prior to being Passed.

You may quickly ask: What Entered Apprentice Work Orders the morality areas? And the answer may surprise you: All of it! Let’s review it quickly.

The recognition and divesting of Vices and Superfluities frees the Entered Apprentice from unnecessary and harmful Burdens. In conjunction with this divestiture, Strengthening takes place in the form of establishment of Virtue within the daily activities and choices of the Entered Apprentice. This takes discipline and such activities are continually recognized and affirmed by Fellow Crafts and above before Entered Apprentices are Passed. Should such Work not be completed, the Ordering of these area will not be completed either and the Brain of the Mason shall be Burdened and weaker than it should be while progressing through higher degrees. Such a condition is best exemplified by the Hebrew word “sibolet”, which means “burden.(3)”

Quadrivium Work
The follow up Fellow Craft studies that Order mostly the right side of their brains are Arithmetic, Geometry, Music and Astronomy. Arithmetic Orders the Right side of the Occipital lobe in conjunction with the back part of the Parietal lobes. It structures our understanding and recognition of numeric lexicon and the proper use of operators in dealing with them. Geometry Orders the back part of the Parietal lobe and Right Temporal lobes. It structures our understanding and recognition of numbers as they relate to space. Music Orders the right Temporal lobe. It structures our understanding and recognition of numbers as they relate to time.

Something that intrigued me was how the study of Astronomy acts like a capstone to all this study. The answer that was revealed was amazing. Astronomy integrates the left and right brain functions dealing with time and space and the manner to which we use language to convey our understanding of time and space discoveries. In doing this, Astronomy further Orders, accesses and integrates all lobes mentioned throughout this writing.

Integration
Aside from all the interesting and wonderful things that occur to the brain to transform it so that its natural affinities are honed to a sharp edge, there is an underlying reason such abilities are desired by Masons. If you examine history, you will find that the study of the Seven Liberal Arts and Sciences was required as preparation for higher learning targeted at Scholasticism – reconciling Theology and Philosophy. A person would not dare enter into such serious study without having a firm foundation in these Liberal Arts and Sciences. Such lacking would inevitably lead to problematic evaluation, translation, interpretation and conclusions. That understanding continues today. The primary reason for such specific Liberal Arts and Sciences study remains the same – to prepare for further, more serious study of Theology and Philosophy(4). Masons should keep this in mind should they attempt to dismiss the relevance of such studies.

Let me provide an example of how this works.

Example
The Jewish observance of Passover occurs upon the first full moon after the Spring Equinox. Sacred Lore is interpreted by some to reveal that the name “Passover” comes from the belief that the Lord “passed over” houses whose doorposts and lintels were sprinkled with the blood of a specific type of lamb. Study of the events and the timing of the celebration reveal many interesting aspects of the celebration that are not so obvious to those who do not have Liberal Arts and Sciences training.

The first fact of interest lay in the timing of the event. The Passover celebration always starts when the first full moon after the spring equinox. This is the 14th day of Nisan which begins on the night of a full moon after the vernal equinox.

In ancient times though, the start of spring was not always astronomically guided. There were more practical signs that needed to be considered. The tradition in ancient Israel held that the first day of Nisan would not start until the barley is ripe, being the test for the onset of spring.(5) Since at least the 12th century, knowledge of Astronomy and mathematics reveal that the spring equinox is the point in which the sun position above the rotating earth provides an equal amount of light during the day with the darkness in the night. Any day soon after this moment could be considered a day that showed the sun had “passed over” this equality point of day and night length. Knowing this, the question still remains as to why this observance comes during the first full moon and not immediately after that tipping point.

Upon further examination of the cultural records of the time it become clear that the reference to the lamb is also quite revealing. At the time this celebration was immortalized in the practice of the Jewish people, many tended flocks of animals as a matter of daily activity. Part of that activity was to make sure that these flocks were both fed and kept secure. When the season changed from winter to spring, the passing over of the sun was a sign to those tending their flocks that the feeding grounds to the North were about to be producing food. This meant that their flocks would have to be moved toward these pasture lands so they could feed on the new growth.

These moves were problematic if they were not planned for and executed properly. Two conditions that had to be considered deserve some reflection. The first condition was that all newborn animals would slow the flock’s progress to an unacceptable pace; this placed an unnecessary sibolet upon the entire flock. The second condition was that darkness created additional dangers involving terrain and predators. To move flocks during the darkened hours of night would place them in danger, especially if that movement were done under star light alone.

To minimize the possibility of newborns within the flock slowing them down, sacrifices would occur. This meant “spilling” blood. Such sacrifices were seen as necessary and were accepted without question to assure the safety of these flocks. Not doing so jeopardized the flock’s very survival.

To minimize nighttime threats, flocks were moved during those times when the moon’s brightest light lit the skies. This occurred on a regular bases and all that was required was a bit of Astronomical know-how to get the timing correct. Since the first full moon after the spring equinox proved the perfect time to move the flocks to the North, this became the day in which that activity occurred year after year.

As you can imagine, most people within the Jewish faith do not tend flocks any longer. There is no need to make journeys from one pasture to another and not minimize travel time by sacrificing those creatures who would slow that transit. It is clear though that the memory of such activities have been dutifully and faithfully carried forth year after year as sacred lore in honor of their ancestor’s diligent activities.

Masonry’s Beacon
To participate in serious Theological and Philosophical studies, one must have the capacity to decode the records of the past. Specific study provides a firm foundation for cultivating this capacity. Without such firm foundation, assumption about these records might lead one to conclude falsely what these records and events reveal.

It’s truly a marvel how specific studies transform the brain and bring Order to chaos. Masons might want to assure that those Masons who come up through the degrees do the Work that Ritual points to, otherwise men are Raised into positions that they are not properly prepared for.

—————
About this submission: This article is based upon the research behind the book “Building Athens – Uncommon Catechism for Uncommon Masonic Education - Volume 3” by Dr. John S. Nagy. The book was published in May 2010. (http://www.coach.net/BuildingAthens.htm)

About the Author: Dr. John S. Nagy is a Master Mason, a perpetual member of Tampa Bay Lodge No. 252 in Tampa Bay Florida and a Life Member of the Florida Lodge of Research. He is the Lodge Musician for both Lodges and occasional Masonic Education provider.

FOOTNOTES:
1 http://www.members.shaw.ca/hidden-talents/brain/113-maps.html

2 All reference contained herein are those of right-brained individuals. Left-brained maps are mirror images of those.
3 Ephraimites – The Encyclopedia of Freemasonry - Mackey
4 Trivium and Quadrivium - Wikipedia
5 The barley had to be "eared out" (ripe) in order to have a wave-sheaf offering of the first fruits according to the Law. Jones, Stephen (1996). Secrets of Time. This also presupposes that the cycle is based on the northern hemisphere seasons.

Iowa Mason Expores Ashlars

Building Elsewhere - 09/28/2010

Hello Fellow Travelers!

I came across a series of interesting posts on the topic of Ashlars by Brother Mike from Iowa that I found very interesting. You can find them here:

Symbolism of the Ashlars: Standard Interpretation
Albert Pike and Ashlar Symbolism
Bowling Alone?
The Simplistic View

Keep up the grand rendering Brother Mike. Your Work is invaluable and appreciated!

Faternally & Sincerely,

Brother Coach N

Building Athens Scavenger Hunt and Symbolic Challenge

Building Hiram - 05/20/10

Hello Fellow Travelers!

33 Questions and Challenges for “Just Passed” Masons to Explore, Perpend and Respond to...

(Based upon the book: Building Athens – Uncommon Catechism for Uncommon Masonic Education – Volume 3 by Dr. John S. Nagy)

The Work of a Passed Mason does not end with his Passing and proficiency. If he did his Work well, he should be able to understand the source and purpose of that Work.

Below are questions designed to assist him toward that end.

1. Entered Apprentice Masons Work upon what type of Ashlar? Show this symbolically.
2. Fellow Craft Masons Work upon what type of Ashlar? Show this symbolically.
3. What should Fellow Craft Masons have developed prior to being Passed? Show this symbolically.
4. Where may the cradle of “Western Civilization” be found? Show this symbolically.
5. What Athenian writing discusses City-State Governance, who wrote it and how does it relate to Masonic development? Show this symbolically.
6. What training did “Guardians” and “Philosopher-Kings” receive and how do each relate to Masonic development? Show this symbolically.
7. Who is the Athenian Widow’s Son? Show this symbolically.
8. What is “the divided line” and how is it represented? Show this symbolically.
9. What Raises a Mason’s ability to Work with Symbols? Show this symbolically.
10. What one specific skill development do Fellow Craft Masons Work upon that Raises their ability to Work with Symbols? Show this symbolically.
11. What do the words “Trivium” and “Quadrivium” mean and to what do they refer? Show this symbolically.
12. What does the word “Scholasticism” mean and what was the primary reason for its use in medieval schooling? Show this symbolically.
13. Describe the difference between “Symbols” and “what they represent.” Show this symbolically.
14. Describe idolatry and its affect upon Symbol understanding, use and Work. Show this symbolically.
15. What well-known author warned others of specific types of “Idols?” Show this symbolically.
16. Describe the concept of “The Pass” as it relates to Masonic Development and how does it relate to the Checkered Pavement? Show this symbolically.
17. What Hebrew word symbolizes “plenty”, what Hebrew word symbolizes “burden” and how are these two words both related and dissimilar? Show this symbolically.
18. What brings Order to Chaos? Show this symbolically.
19. What areas of the brain are focused upon during Entered Apprentice Work? Show this symbolically.
20. What areas of the brain are focused upon during Fellow Craft Work? Show this symbolically.
21. Identify the specific areas of the brain that each Liberal Art and Science develops. Show this symbolically.
22. Studying Grammar develops what skills in Masons? Show this symbolically.
23. Traditionally, how are Logical statements constructed? Show this symbolically.
24. What do Masons have to be mindful of when dealing with Flawless Logic? Show this symbolically.
25. What are Rhetorical Stratagems and Canons and how do they support Rhetorical purpose?
26. What are the four fundamental operators of Arithmetic and how are they related functionally? Show this symbolically.
27. How are Rhetoric, Music and Geometry related and what is their collective primary goal? Create a symbolically analogy showing how each relates to the other.
28. How does the study of Rhetoric, Music and Geometry support understanding of Astronomy? Show this symbolically.
29. Once FC Masons study the Trivium, what should they be able to do? Show this symbolically.
30. Once FC Masons study the Quadrivium, what should they be able to do? Show this symbolically.
31. In traditional Guilds, what was another word used for “Fellow Craft” and what did this word mean? Show this symbolically.
32. Traditionally, what wages could Entered Apprentice Masons, Fellow Craft Masons and Master Masons expect? Show this symbolically.
33. In traditional Guilds, at what point in a Fellow Craft’s life would he be accepted into a Guild and be considered a Master? Show this symbolically.

Fraternally,

Brother Coach N.

Building Athens!

Building Hiram - 5/15/10

Hello Fellow Travelers!

Building Hiram and Building Boaz are awaiting the arrival of their sibling Building Athens.

Here's a look at the inside Table of Contents.

If there is further interest, please check out the link.

Faternally,

Brother Coach N.

The Attic

Building Hiram - 4/12/10

Hello Fellow Travelers!

The following was pubished in "Further Light" by the Florida Lodge of Research this month.

Faternally,

Brother Coach N.

------------------

The Attic[1]
Ask any Mason what significance Athens has to Masonry and there is a high probability that you’ll be met with a blank stare and a possible grunted “huh?” I would be tempted to say that this response is most unfortunate but reality tells me this is for the best. If the connection between Athens and Masonry became common knowledge, Masonry would transform before our very eyes. However, least I get ahead of myself in revealing too much too soon, let me first share with you some trivial background and set the stage for such a quick transformation.

Foundation
Classical Athens had a rich background and long record of accomplishment. It was a powerful city-state. Athens was a center for the arts, learning and philosophy. It was home to Plato's Academy and Aristotle's Lyceum. Classical Athens is currently referred to as “the cradle of Western civilization” since its cultural achievements laid the civil foundations of the West. It is also considered “the Birthplace of Democracy.” What’s more is Athens, as a city, has been continuously inhabited for at least 7000 years – a very long time in terms of human history.

In all these statements about Athens, there lay seeds of some important Masonic connections. One of these connections is the practice of Civility. Civility is the core of Civilization. Civilizations are complex societies or culture groups characterized by interdependence upon agriculture, long-distance trade, state form of government, occupational specialization, urbanism, and class stratification[2]. None of these can exist without Civility.

Another connection is Democracy. Democracy is either Direct or Representative. A Direct Democracy is a political government carried out by the people; a Representative Democracy is where the power to govern is granted to elected representatives. Interestingly, the word “Democracy” is derived from the Greek word “dēmokratía,” which means “the power to the people.” It was coined from “demos” which means "people" and “krátos” which means "power." The Athenian connection? The word “Democracy” was coined in the middle of the fifth century BCE to denote the political systems then existing in some Greek city-states, notably Athens following a popular uprising in 508 BCE.

There are two principles that characterize any form of Democracy: equality and freedom. They are most often reflected as all citizens being equal before the law, having equal access to power with freedom secured by legitimized rights and liberties. These are generally protected by a ratified Constitution.

It is useful right now for us to delve a bit into what constitutes a ratified Constitution. A Constitution is a set of rules for government—often codified as a written document—that enumerates the powers and functions of a political entity. Ratification occurs by the approval of the principal for an act of its agent where the agent originally lacked authority to legally bind the principal[3]. Simply put: To ratify is to legally empower others to act as agents to execute specific functions. Such ratification occurs of one’s own freewill and accord.

Constitutions are not a new idea. People were creating Constitutions very early on in recorded history. Excavations in Iraq around 1877 found evidence of the earliest known code of justice, issued by the Sumerian king Urukagina of Lagash around 2300 BCE that allowed for some citizen rights. Some of these rights provided tax relief for widows and orphans. Other rights protected the poor from the usury of the rich. Early on, Constitutions became entwined in civil support.

This leads us to a very important Constitution that occurred in Athens. In 621 BCE, a scribe named Draco wrote the laws of the city-state of Athens. Its codes had one unique prescribed solution – a death penalty for any offense. This was changed 27 years later when, in about 594 BCE, Solon, the ruler of Athens, created the new Solonian Constitution. The new Constitution eased worker Burden. It also made the ruling class wealth based and not birth based, as in a “Plutocracy” rather than an “Aristocracy.” About 508 BCE, Cleisthenes reformed the Athenian Constitution and set Athens on a Democratic footing as an ancient Participant Democracy. For this action, he is referred to as “the father of Athenian Democracy.”

Later on around 350 BCE, Aristotle, made a formal distinction between Ordinary Law and Constitutional Law. He established ideas of Constitution and Constitutionalism. He also attempted to classify different forms of Constitutional government. His efforts further clarified the relationships between men, their government and the world.

The clarification process within Athens continued for some time. All who lived within it stirred the pool of shared information. Ultimately, the foundation laid by Athenians has provided Masons with much to be grateful.

Tyranny
Gratitude though sometimes comes in mixed measures. There was another very important, albeit disturbing, heritage established in Athens to which Masons should take notice. It was the establishment of tyrannicide; the killing or assassination of tyrants for the common good. This began in Athens in 514 BCE. The group establishing this act was referred to as the “Athenian Tyrannicide Cult.” They showed outright contempt for tyranny.

Tyranny was not always looked at in disfavor though. At that time and before, tyranny simply meant anyone who obtained executive power in a polis by unconventional means. In fact, the word derives from the Latin word “tyrannus”, meaning "illegitimate ruler", and this word in turn came from the Greek “týrannos”, meaning "sovereign, master."

In Classical Athens tyranny occurred regularly. Support for tyrants came from the growing middle class and from peasants who had no land or were in debt to wealthy landowners. The populous preferred them to kings and aristocracy. Unfortunately tyrants once positioned, used mercenary soldiers from outside of their respective city-states to maintain their power. During the growth of the Athenian Democracy[4], the word “tyrant” took on its negative connotations. What has come to be known as “tyranny” is antithetical to Masonic practice. Masons should note how such tyrants come into being and how they maintain their power base.

Athena

There is further significance for Masons in knowing Athenian history. Athens was named after Athena, their city’s patron. She was known as the goddess of Wisdom, war, strategy, industry, Justice and skill, of which the metalwork of weapons fell under her patronage. Athena was also known as a shrewd companion of heroes and the goddess of heroic endeavors. Although known as a goddess of war, she disliked fighting without a purpose. Athena preferred using Wisdom to settle disputes, using war only as a last resort and for good and reasonable cause. Like all of Masonry and its symbol of Solomon, Athena’s underlying character is Wisdom based.

Interestingly enough, this focus on Wisdom is also echoed in the Volume of Sacred Law. One scripture: Wisdom had Built her house; she has set up in it Seven Pillars[5]; becomes even more important to Masons once some connections are known. Let’s review some now. The classic Symbolic interpretation of the word “Seven” denotes “completion or sufficiency.” The meaning is rooted in the phase changes of the moon where every seven days reveals a completed phase change. The classic Symbolic interpretation of the word “Pillar” denotes three possibilities — “a supportive structure,” “a commemoration of a significant event,” and when it is accompanied by an orb placed on top, it denotes “a person of importance.” When these two word meanings are placed within the context of Wisdom’s house, we see that it is always a significant event when an important person comes to support Wisdom’s house completely or sufficiently. Masons should know how this is immortalized in Ritual.

Those Seven Pillars have much to do with regard to Masonic endeavors. They provide a sound and firm understanding of what supports Masonic Wisdom. They represent the “complete or sufficient” study of Wisdom as provided by the Seven Liberal Arts and Sciences. The Masonic connection to these Liberal Arts and Sciences may not be clearly apparent at first. Let’s explore elsewhere a bit before I share this connection.

Properly Aimed Study
The term “Liberal Arts” derives from the Medieval Latin phrase “artes liberals.[6]” The root meaning of “artes” is “subjects of study,” and the root meaning of “liberals” is “proper to free persons.” Science is Knowledge supported by an integrated system of rational thought. The “Seven Liberal Arts and Sciences” are book studies that are proper and sufficient for persons who are free. Their aim is to properly prepare students for the serious pursuit of Science in the strict sense of the term. Students schooled in the Seven Liberal Arts and Sciences prepare themselves for serious study of Scholasticism, which is the combination of Philosophy and Theology.

“Scholasticism” is a word derived from the Latin word “scholasticus” which means “that which belongs to school.” It was a method or tool of learning taught by academics of medieval universities circa 1100 CE to 1500 CE. Originally, its purpose was to reconcile ancient classical Philosophy with medieval Christian Theology. By placing emphasis on Dialectical reasoning, it was believed that one could find answers and resolve contradictions.

This leads us back to the point of this communication. The foundation of the Seven Liberal Arts and Sciences was first established in Ancient Greece and more specifically Athens. Socrates, Plato and Aristotle were Athenians partially responsible for helping to establish the foundation for the study of subjects we now know as the Seven Liberal Arts and Sciences. Plato was a Classical Greek philosopher, mathematician, writer of philosophical dialogues, and founder of the Academy in Athens. The Academy was the first higher learning institution in the Western world. Academy teachers were known for laying the foundations of Science, Natural Philosophy, and Western Philosophy. Please keep in mind that Philosophy for ancient Greeks had a much broader connotation than what is applied to it today. Back then, it applied to all those domains of reality reflecting rational thought.

Philosophy
The story of Greek Philosophy starts sooner than Plato’s Academy though. It began in the seventh century BCE with an Ionian named Thales. He was one of the first recorded “thinkers” to reflect rationally on the makeup of the primary substance of the universe. Thales’ primary interests were Ethics, Metaphysics, Mathematics and Astronomy. Aristotle regarded him as the first Philosopher in the Greek tradition.

Other “thinkers” followed Thales’ example. They were Anaximenes, Heraclitus, Parmenides and Democritus – Philosophers all. Their collective method of reasoning was Dialectic and involved the use of Rhetorical thought and discourse. This method caught on fast. Within two centuries of introduction of this specific thought process, sophists were making money in Athens instructing young men in Rhetoric. Such instruction was considered at that time the art of persuading an audience.

The Sophist’s Philosophy though espoused a type of skepticism with respect to religious beliefs and philosophical knowledge. They embraced a relativistic approach to Ethics. Their view of the universe was summed up by the sophist Protagoras, who claimed that “man is the measure of all things.” Plato characterize sophists in his “Sophist” dialogue the following way: Sophistry is a productive art, human, of the imitation kind, copy-making, of the appearance-making kind, uninformed and insincere in the form of a contrary-speech-producing art.[7]

Plato’s mentor, Socrates, was a man who firmly and fiercely disagreed with sophist ideals and methods. He was an Athenian Citizen and Philosopher who lived between 469 BCE to 399 BCE. Socrates is sometimes referred to as the “Father of Philosophy.” The development and use of the “Socratic method” was his legacy to Philosophy. His method uses a series of Inquiries and Responses in the form of questions and answers to refute groundless opinions and to lay the foundation for the discovery of true Knowledge.

Socrates was known for many things, of which two facts about his life should stand out for Masons. The first fact was that his father, Sophroniscus, was a stonemason who is believed to have died by the year 424 BCE, before Socrates’ 46th year. The second was that Socrates’ execution, about his 70th year, profoundly changed ideas about what it meant to be heroic since he died only because this Widow’s Son steadfastly refused to abandon his principles.

City-state Governance

Plato was tremendously influenced by Socrates, along with Pythagoras, Aristophanes, Protagoras, Homer, Hesiod, Parmenides, Aesop, Heraclitus, and Orphism. He used the Socratic dialogues in his Academy. They were written by Plato as thirty-five dialogues and thirteen letters. These dialogues were used to teach a range of subjects, including but not limited to Philosophy, Logic, Rhetoric and Mathematics.

Plato though is best known for writing, the “Republic”, originally titled “Politeía.” The title “Politeía” literally means “the order or character of a political community” that is “its constitution or regime type” and is a guide to "city-state governance.” It has profoundly influenced Philosophy and political theory since its writing. In it, the characters discuss the meaning of Justice and examine whether the just man is happier than the unjust man. It accomplishes this by imagining a society ruled by Philosopher-Kings and supported by Guardians. The dialogues also discuss the role of the Philosopher, Plato's Theory of Forms, the place of poetry, and the immortality of the soul.[8]

The Guardians
Masons would do well to inform themselves about Guardians and their training. Guardians were those persons educated[9] to be gentle toward their own citizens and fierce toward their enemies. This education was accomplished by totally training each Guardian’s character toward producing a morally mature individual. It strived continuously to connect Ethics with Aesthetics, thus cultivating Guardians attracted to good and repulsed by evil. The training combined the proper balance of intellectual and physical training and cultivation so neither overrode the other. Part of the discipline required to do this was to discourage Guardians from questioning the accepted belief system, leaving this to those who have been properly schooled to do such things. What is most striking about Guardian education is the strict emphasis on all Guardian educational material reflecting good Morals, personal balance and encouraging development of Virtues. Masons should recognize this as the focus of education toward which the First Degree Ritual points us.

The Philosopher-Kings
This leads us toward the Masonic connection involving the Seven Liberal Arts and Sciences. Philosopher-Kings were those persons educated in what is now known as the Seven Liberal Arts and Sciences, with particular emphasis on Dialectic and the Quadrivium.[10] The study of Dialectic focused upon Logical discourse and it was supported by knowledge and proper practice of Grammar and Rhetoric. Masons recognize these as the Trivium.[11]

Education in the Trivium and Quadrivium have a profound effect upon those who study them. Plato had his concerns regarding improperly guided Dialectic though. He believed that without proper Philosophical guidance Dialectic could destroy a person’s belief in religious myths, its traditions and conventional norms. This very concern is characterized and conveyed in present day Masonic Ritual as “Irreligious Libertines and Stupid Atheists.[12]” They are two characters denoted in Masonry who destroy Faithful belief through irreverent use of Dialectic, usually because of their poorly guided study. Philosophers avoid cultivating these possibilities in their students by refocusing Dialectic toward the Eternal Forms and to the form of the Good. Masons must keep in mind though that myths represent forms of Good about as well as shadows represent the things that cast them.[13] This is why the Seven Liberal Arts and Sciences were studied. Studying them allowed future Philosopher-Kings to look through the illusions cast by myths and see clearly the truth behind them. The Masonic degree that best reviews and espouses the education of Philosopher-Kings is the Fellow Craft Degree.

Blueprint
Entered Apprentice and Fellow Craft Masons partake in a specific study as they travel Eastward. These studies echo the ones put forth in Plato’s Republic for those characters within called “Guardians” and “Philosopher-Kings” respectively. For Fellow Craft Masons, that study is best exemplified by what is now referred to as “The Seven Liberal Arts and Sciences.” The protagonist of Plato’s Republic is Socrates, the Widow’s Son and the “Father of Philosophy.” He is noted for inspiring new ideas as to how to go about thinking and what it is to be heroic. When men follow his example, their awareness, merits, rewards and contributions are profoundly Raised.

I’ll now delightfully revoke my earlier statement about Masonry transforming if the aforementioned connection were to become common knowledge. It wouldn’t transform, but you may. Let me now share with you no more trivial background. If I have done my job, your stage is now set for some cavernous contemplation, intense investigation and some titanic transformation.

Perpending Section:

1. Review the benefits reaped by Masonry through its connection with Classical Athens.
2. How does tyranny occur and continue and what was one Athenian solution to it?
3. Describe an undesired outcome that might occur when studying Dialectic and how to prevent it.
4. What is the significance behind the education of Guardians and Philosopher-Kings and its ramifications?
5. Explain the significance Socrates, Plato and Aristotle have to Masonry.
6. Identify and discuss both the overt and covert Masonic connections communicated herein.

----------

About the Article: This article is based on the unpublished Masonic writings, “The Attic” and “The Attic Catechism” written by Dr. John S. Nagy. They are found in the soon to be published book “Building Athens – Uncommon Catechism for Uncommon Masonic Education - Volume 3” by the same author. The book is scheduled to be published by PG Publishing in June 2010.

About the Author: Dr. John S. Nagy is a Master Mason, a perpetual member of Tampa Bay Lodge No. 252 in Tampa Bay Florida and a Life Member of the Florida Lodge of Research. He is the Lodge Musician for both Lodges and occasional Masonic Education provider.

[1]“Attic” refers to the plain of Attica, home of Athens; it also refers to the upper most story of a Building.
[2]Civilization, Wikipedia
[3]Ratification, Wikipedia
[4]Tyrant, Wikipedia
[5]Proverbs 9:1
[6]Counter to this educational focus was “artes illiberales”, which are pursued for economic purposes, the aim of which is to prepare the student for gaining a livelihood.
[7]Sophist (dialogue) - Plato, Wikipedia
[8]The Republic - Plato, Wikapedia
[9]Republic, Book 2 (375a-383d); Book 3 (386a-412b)
[10]Republic, Book 7 (521c-541b)
[11]Source of the word “Trivial”
[12]Libertines, Encyclopedia of Masonry; Charges of 1722
[13]Republic, Book 7 (514a-521b)