A Brother Asks: How to Use the Compasses

 

 

A Brother Asks: ...how the hell would you actually use a pair of compasses to keep yourself in check? 

 

My Response: For them to do any good, you must first internalize them. 

What is the Compasses' Purposes? The Compasses is used for two purposes. 

 

1) The first use is stepping distances.  Those distances are determined by Friendship, Morality and Brotherly Love.

 

2) The second is to inscribe based upon specific distances once they are determined.  Those inscribed lines represent the limits, "standards" and "boundaries", to which we must not go beyond and operate within.  Once again, they are direct reflections of Friendship, Morality and Brotherly Love.

In a very real sense, it is your leash, but should not be confused with a cable tow: Those responsibilities you must take care of first before you engage in Freemasonic activities.

What are the steps to use them? To use the Compasses as it is prescribed, you must first determine what your passions and desires are.  These are those emotional states that motivate you to exceed standards and boundaries when you don't have your leash connected. 

What are Standards and Boundaries? Standards are personal operating limits.  Boundaries are social operating limits.  Each guide us in windows of operation when it comes to ourselves and others.

What are Desires and Passions?  They are references to two distinct groups of emotions. 

How do you know what they are?  Desires are things that you want.  Passions are what you are willing to suffer to get what you want.  Passions should never ever be acted upon if they are going to make others suffer or force upon them situations that they do not want.'
 

And please forgive me for not saying this up front: In a real sense, you do not really use the compasses; when you internalize them and it uses you.  I hope you "get" this.

See Chapter II - The Stone Builder's Tools out of "Building Hiram - Uncommon Catechism for Uncommon Masonic Education - Volume 1" for more information on Speculative use for Operative Working Tools.

F&S,

Brother John S. Nagy

Building Janus Book Review by Bro. Frederic L. Milliken

 

Building Janus

 

A Book Review by Wor. Bro. Frederic L. Milliken

 

"Building Janus is another catechism primer from Coach John Nagy. ...

 

"I have to say that this is my favorite Building book by Coach Nagy so far.

 

"This is where the Master Mason gets down to the nitty-gritty. This is where our request for some meat is answered.

 

"Nagy reminds us that Masonic Ritual is just a road map. It is up to us to take the road map and explore all the ramifications and applications that can broaden our world and truly make us better persons. This is where true Mastery begins.

 

"Once again Coach Nagy advises us to think, to contemplate, to explore and ask questions and seek answers. 

 
"Building Janus is the GPS to new discoveries. But we, as Master Masons, must learn how to learn and do the Work necessary to obtain the prize – those deep and profound truths that enable us to travel to foreign and uncharted venues. This is the real secret or mystery of Masonry, and Building Janus is the book for every Master Mason to take on his journey."

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NOTE: You can read the entire review here: http://www.phoenixmasonry.org/building_janus.htm

 

You can order your copy of Building Janus at the link below:

 

http://www.coach.net/BuildingJanus.htm

BUILDING ATHENS: A Book Review By Wor. Bro. Frederic L. Milliken

 

Coach Nagy has written a most important book for the Fellow Craft.

It is about the winding staircase with emphasis on the 7 Liberal Arts and Sciences. In case you have forgotten (heaven forbid), the 7 Liberal Arts and Sciences are Grammar, Rhetoric, Logic, Arithmetic, Geometry, Music and Astronomy.

...when Nagy first envisioned this book it was going to be more of an explanation of the rich symbolism in the Second Degree but the end result took a turn when reality dawned on the Coach.

First, in observing other Masonic writers he noted how some produced the unfolding of layers of symbolism.

“Through this insight, I realized that these Brothers had constructed writings that hid things in plain view through Symbolic Layering. They Masterfully conveyed Light without hiding it. They shared it knowing that Brothers would see Light that profanes couldn’t. Trained Brothers knew what was conveyed.”

Symbolic Layering is one fascinating aspect of this book and one which the reader must discover on his or her own. That led Nagy to his conclusion that Trained Minds are so important to understanding Symbolic Layering and the meaning of Masonry.

“I quickly realized that a Mason’s mind must be first ‘readied’ to receive such information before he can benefit from it. I also realized that no matter how I might go about my initial focus, without a ‘readied mind’, my actions would be equivalent to discussing colors with a blind person. No such sharing would have relatable significance.”

But how is this done? How are Freemasons readied to receive this information?

“Fellow Craft Masons that diligently invest in the education pointed toward by Ritual physically reshape their ‘Ashlars’, a.k.a. ‘brains’, toward what is required by the Builder. They furthermore reinforce natural affinities that their brains already have and cultivate interconnections that change how reality is experienced. This training transforms each mind’s ability to sort, uncover, discriminate, differentiate, distinguish, decide, detect, project, create, evaluate and a host of other mental talents that would otherwise lay dormant or poorly used if not otherwise nurtured.”

Once again Nagy emphasizes Trained Minds in Trained Masons.

“Information challenged individuals, unable to deal effectively with information overload, become lost within information. Trained Masons know what is pertinent. They furthermore know how to see through illusions offered up as a fact to see Truths hidden within and fallacies veiled in truth.”

So in Catechism form Coach Nagy sets out to retrain our minds in order that we may separate the chaff from the wheat, see the layering of symbolism and discover the meanings of Masonry and its application to our daily lives.

Nagy talks about the great Greek philosophers and their contribution to symbolic thought and the 7 Liberal Arts and Sciences.

In regards to Plato, Nagy tells us that, “Plato was influenced by Socrates, along with Pythagoras, Aristophanes, Protagoras, Homer, Hesiod, Parmenides. Aesop, Heraditus, and Orphism”

As we start into the specifics Nagy tells us, “Masonry is a training ground for Symbolic understanding. Without an intimate knowledge of Symbols, Masons become malnourished by the inability to absorb what is presented.”

Nagy talks a lot in the book about Shibboleths which he defines as “a word, phrase, motto, slogan, or saying used by adherents of a party, group, sect, organization, or belief, also a widely held belief, truism or platitude which can be a linguistic tool that allows for identification of a specific group based upon pronunciation of specific words.”

The subsequent chapters of the book take each of the 7 Liberal Arts and Sciences in detail.

...Where your mind really gets challenged is in the catechism of each chapter. There is where the general becomes the specific; there is where the learning takes place; there is where the mind is expanded; there is where you must commit much time and energy.

Once you have completed this expansion of the mind an overview of the big picture illustrates the importance of such study. Nagy tells us:

“To look deeply without toward what constitutes the makeup of your world is to put forth an effort to see and seed the possibility of knowing the very essence of Creation. Of all the actions that Masons can take, except for ‘sincere and searching self-reflection’, this action has the deepest impact. It permeates everything thereafter done.”

Finally, we are told:

“Next to the Entered Apprentice Degree, no more demanding Work in all of Masonry can ever match what is ordered upon Masons within the Fellow Craft Degree. It’s most unfortunate that the Work specified as important to Masons within the Fellow Craft ritual is ‘skipped over’ by far too many Masons as they pursue the title of that ‘next’ degree. Mentoring Master Masons would do well in tempering the enthusiasm of those Fellow Crafts desiring the next level, as well as their own, especially if they have yet to earn the title.”

Leaping over this specific Work has damaging consequences for the Mason, the Brothers who have to deal with that Mason, the Fraternity as a whole and future Masons who Enter and expect proper guidance from Brothers.

Building Athens is not just an information book but a challenge. I consider myself reasonably well informed, no Rhodes scholar mind you, but time and time again I felt a need to consult further research on some of the points Coach Nagy was making and some of the references he alluded to. This is the kind of book you might want to read twice. Once your mind has been expanded it makes much more sense the second time around and you will “get it” finally.

The only question left: ARE YOU READY TO RETRAIN YOUR BRAIN?

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THE ORIGINAL FULL LENGTH ARTICLE CAN BE FOUND HERE: http://freemasoninformation.com/2016/03/building-athens-2/

Building Boaz, a book review by Brother Fred Milliken

Nagy is the Socrates of Freemasonry, asking question after question after question. It is very fortunate that in Building Boaz we get answer after answer after answer.  Nagy would be the first to tell you that these are not all the answers. There are many more which each individual Brother needs to discover on his own. But the beauty of Building Boaz is that it gets the new Mason in the frame of mind to make inquires and explore meanings  – to ask questions and to search for answers and to get some answers. In so doing he cements the morality of Masonry into his inner core. That inner core will help to govern his outward actions. Many a time I have seen and heard of men who carry themselves above reproach. Their light shines to everybody they come in contact with. Often those around such a person want to know how he got that way. Chances are really good that person is a Freemason who has studied his Craft, built a firm foundation of Masonic understanding and strengthened his inner core."

"That’s what Building Boaz is all about. This is not only a book that should be in every Mason’s library it should be presented by the Lodge to every new Entered Apprentice upon the completion of his First Degree. It also should be used for Masonic education for all in the Lodge Room, reinforcing those values that make Masonry truly a way of life."

Read the entire book review here: http://freemasoninformation.com/2015/12/building-boaz/

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. 

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

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.

 

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.

Building Books Makes Scottish Rite Journal - ONCE AGAIN!

Building Series - 9/12/2010

Hello Fellow Travelers!

I receive quite a suprise today. After asking a recent book purchaser how he heard about my books, he replied:

I'm exploring freemasonry and James Tresner recommended your first

two books in his book reviews on the Scottish Rite Journal website.

I felt oddly confused reading this as I recall that Brother James Tresner had only written one review in the Scottish Rite Journal last year and that was on "Building Hiram" and not on my second book "Building Boaz."

Being curious, I did a quick search on the web and found that Brother Tresner had indeed written another review, made generous comment on both my books and it was in the most recent SRJ book review for the Oct. 2010 edition. He wrote the following:

General Masonic Education

Building Hiram: Uncommon Catechism for Uncommon Masonic Education and Building Boaz: Uncommon Catechism for Uncommon Masonic Education, Volume 2 by Dr. John S. Nagy (buildinghiram.blogspot.com) —

1. I find both these books especially helpful in Masonic education. [italics added]
2. Written in a Q & A format, these little books explore many of the ideas of the Blue Lodge Degrees.
3. They provide a lot of insight and more or less “trick” you into thinking more deeply about the symbols and structures of Freemasonry.
4. You can find them on the Internet.

I've already sent a quick "thankyou" note to Brother Tresner for assisting our Brothers in finding and obtaining Further Light.

For those of you who have come to this link to find out more, you can find these books at the following links:

Building Hiram / Building Boaz / Building Athens

Fraternally,

Brother Coach N

Tolerance Revisited

Building in General - 09/04/2010

Hello Fellow Travelers!

I’m posting something here that may go against the accepted grain of some Mason’s entrenched beliefs.

Tolerance is no more a virtue than Intolerance is a vice. Moreover, the opposite is true, too. Neither are a vice nor virtue in and of themselves.

Let me elaborate just a bit: By their nature, Virtues strengthen and support and Vices weaken and burden. Neither Tolerance nor Intolerance does either of these.

Therefore, you may query as to what “Tolerance” is and you would ask for good reason. So much of what Masons hear about it is lauded over the purpose it exists and to the point where it is truly unreasonably applied.

To hear Masons speak of Tolerance, one might assume that there are only two possibilities:

Intolerance --- Tolerance
...where “Tolerance” is an expected mode of behavior, specifically toward the religious beliefs of others and any “Intolerance” should not be “Tolerated.”

However, we all know that there are many more possibilities under the heavens than these two behavioral choices. Let me expand upon this further.

Tolerance is one of four words used to denote expressions or behaviors that occur when people are faced with something in which they must deal.

That group of four expressions covers a continuum that stretches from rejection through to acceptance. When adding resistance and tolerance to that continuum, we have four behaviors that people use to deal with situations.

Let me say this again: Tolerance is only a small part of a continuum of behavior based upon differing response/reaction choices. In a rudimentary continuum, Rejection, Resistance and Acceptance flank Tolerance.

This continuum appears like this:
Rejection --- Resistance --- Tolerance --- Acceptance
Which could be viewed as an expanded version of this:
Intolerance --- Tolerance

However, the later version of these last two isn’t the former version of the four, since “Intolerance” doesn’t capture the subtleties of “rejection or resistance” and “Tolerance” doesn’t capture the subtleties of “Acceptance.”

What was previously stated about Tolerance and Intolerance applies here too. Each one of these four expressions is not a virtue or vice either. They are simple behavioral choices that one may use in responses/reactions to life, and this includes those behaviors toward people with which one shares one’s life.

These four should also not be confused with Attitude, which in and of itself consists of seven key attributes*, of which only one is manifested by the aforementioned behaviors.

What though can be said of the virtues that support one’s choices to respond with any one of these four? My observations tell me that the Four Cardinal and Three Theological Virtues help guide one's choice to either reject, resist, tolerate and accept.

1. These Seven virtues may call a person to reject what is before them when it is wrong for all involved. Don’t these Virtues help to discern this?
2. They may as well call that same person to resist something forced upon him that is not right even if it is right for someone else. And, perhaps rightfully so!
3. Yet, if what is right for one is not right for another and it is not being forced upon the person whom it is not right for, these virtues may lead someone to express tolerance. Would this be considered relative?
4. Acceptance may unfold when what is at play is right for all involved and these virtues support this. Yet, without a firm foundation in the Seven virtues, could some things be accepted wrongfully?

These conditions outlined above are relative to whom is involved and the values that each involved hold as sacred for themselves and others. “Relative” because it is rare that any two people hold the same values much less agree upon how these values should be honored. The key though lay not in the choice of each of these four options…
 
Rejection --- Resistance --- Tolerance --- Acceptance   …but in how each is expressed. Each response/reaction is appropriate under the right conditions and inappropriate under the wrong conditions. Additionally, that key may never be inserted into the locks th at hold people apart because agreements upon honorable behavior are as varied as the faces of humanity.

Knowing this, I chose to accept that there will be disagreement and, when this occurs, I shall simply be open to better understand what others accept as honorable behavior or not. Once I think I understand, I may make effort to come to some amicable agreement, most of the time. Of course, I reserve the right to hold back on this if I believe it will work in everyone’s best interest when we don’t come to an amicable agreement. Sometimes this is appropriate too.

At one time, I defined “Tolerance” as the ability to withstand any amount of irritation, agitation or violation, perceived real or not, without responding or reacting in a devaluing or negative way toward the perceived source of that irritation, agitation or violation.


I should have expanded that definition to include all four possibilities and temper them with the Seven Virtues specified in the EA Ritual.

1. “Rejection” and “Resistance” are saying “no” and doing so in a valuing, honorable and respectful way toward all those involved.
2. “Tolerance” and “Acceptance” are saying “yes” and doing so in a valuing, honorable and respectful way toward all those involved.

People, Masons included, seem to focus upon the one behavior, Tolerance, though. It’s as if it is the sole option in this world of humans. It is not. It is but one of at least four that we as Masons should keep in mind as we navigate the minefield that is created by much misconception. This is where education helps -- more specifically "Masonic Education."

Throughout Masonic Education, “discrimination” is something that is a valuable and appreciated skill. Much of the first two Blue Lodge Degrees makes effort to cultivate this skill within Masons. As with all skill development, it is just as important to know when to apply it and when not to apply it. This too is something that is cultivated within the first degree of Blue Lodge Masonry.

So, when you see Masons who have done the Work that Ritual points to, you most likely see the entire continuum of behavior ranging from rejection through to acceptance played out before you in very righteous ways, all based upon their finely cultivated ability to discriminate appropriately depending upon the situation before them.

In addition, if you perceive that these same Brothers push the envelop of unacceptability in some situations where other Brothers are involved, you can almost guarantee that they’re simply messing with their heads and for all the right reasons.

I suggest that you play along. You may very well learn something new and valuable about yourself and your Brothers.

Fraternally,

Brother Coach N

(Source: Pages 140-146; Building Cement - Uncommonly Concrete Masonic Education)

* Values, Intents, Perceptions, Beliefs, Emotions, Actions (behaviors) and Results

----

I'm proud to say that this article eventually became an appendix with my book, Building Cement.

Building Athens - The Delivery!

Building Athens - 5/29/2010

Hellow Fellow Travelers!

The book shipment arrived yesterday at 3:00PM ET. I am the proud father of a Bouncing baby book. I'm very tempted to refer to the new arrival as a "she" since the name reflects "Athena." (Let me know your thoughts on this; as in, Hiram and Boaz have a baby sister...)

I spent the latter part of my evening hours yesterday signing (sometimes noting), packaging the pre-ordered books and addressing them to the various Brothers and others who supported me in getting this book to press.   As of this moment, I packed up a total of 88 books for shipment today.

I am whelmed looking at the support, encouragement and trust that my Brothers have invested in my direction.

I'm speechless, (so I write. )

Some things you might find interesting about the relationship between the "Uncommon Catachism for Uncommom Masonic Education" Family members:

Building Athens is focused upon the Work of the FC.

• It places special emphasis upon the benefits of this Work, the Work required to adjust the Perfect Ashlar to prepare it for Raising and how critical it is that Masons do it to help Raise them toward Mastery.
• It has 42,773 words with 65 illustrations and over 40 encryptions (in a variety of Forms...).
• This makes Building Athens19% more verbose than Building Boaz and 38% more verbose than Building Hiram.
• There were fewer illustrations this time due to the overwhelming amount of words. 
• There are 1438 I/R pairs in this book.  That's an average of 119 per chapter.

Building Boaz is focused upon the Work of the EA.

• It places special emphasis upon transforming the Rough Ashlar into the Perfect Ashlar.
• It has 35,825 words with 80 illustrations and quite a few (simpler) encryptions.
• This makes Building Boaz 38% more verbose than Building Hiram.
• There are 1267 I/R pairs in this book. That's an average of 106 per chapter.

Building Hiram is focused upon the connections between the three Blue Lodge Degrees.

• It places special emphasis upon Integrity and the benefits reaped for being true to one's Word.
• It has 31,077 words with 80 illustrations and quite a few (more complicated) encryptions.
• There's more but I want to make a run to the post office before it closes for the day.
• There are 1103 I/R pairs in this book. That's an average of 92 per chapter.

Thank you Brothers. Your encouragment helped make this effort possible.

Fraternally,

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.