Saturday, 13 December 2025
Troubled Waters
Watching the second episode of "The War Between the Land and the Sea" brought home just how much pollution has been dumped in rivers and in the sea, especially plastic. Long term plastic can be eco-friendly, if it can be used over a long period of time, and disposed of properly. Plastic can be recycled and used again. But a lot of plastic is short term, throwaway - just go to your supermarket and see. Bits of netting can be seen on beaches in Jersey. And microplastics, too small to see, can be in the sea, evaporated into clouds and airborne, and enter the food chain, ending up in living creatures - including us.
Troubled Waters
There is plastic, plastic, everywhere
Micro molecules born on the wind
Floating in the water, flying in air
Eighth way mankind has sinned
It is the rivers, lakes and seas
Killing fish, strangling sea life
A road to hell by slow degrees
Land and sea are locked in strife
Within our blood, floating there
The plastic creeping to each cell
We do not know, but surely fear
The invasion by this plastic hell
Troubled waters, running deep
Nightmares to disturb our sleep
Friday, 12 December 2025
1965 - 60 years ago - December - Part 2
1965 - 60 years ago - December - Part 2
16.—An appeal against a conviction for driving carelessly entered by Edward Philip Vibert was upheld at the Royal Court today; but a further appeal against conviction for driving against the traffic lights, for which he was fined £2 at the Police Court, was dismissed.
17.—A verdict that he was accidentally knocked down by a car and that death was due to terminal bronchial pneumonia was returned at the inquest on the body of Mr. Cyril Arthur Brown (61).—Switch-on of the giant Christmas tree illuminations in the Royal Square, the ceremony being performed by the wife of the president of the Rotary Club, Mrs. A. Forster.
21.—Six cameras worth approximately £130 were stolen in the early hours of this morning in a smash-and-grab incident at C. M. Stone, the chemist and photographic shop, of Bath Street and Peter Street.
22.—An appeal was heard by the Full Court today to give a definition of a sentence passed earlier this year on Peter Donald Ryan after being convicted of an assault ; the Court decided to quash the sentence recorded in the Act of Court and substitute for it one of six months' imprisonment.
24.—Before the Royal Court a sentence of 12 months' imprisonment was passed on Alfred Christopher Waters (31), a native of Dublin, for the smash-and-grab raid at Staples, the Jewellers Ltd., Burlington House, St. Saviour's Road, on November 28, when £1,754 5s. 6d. worth of jewellery and watches were taken.
28.—A mild but very much wetter than average Christmas brought serious flooding to many parts of the Island and the Fire Service was kept busy answering calls for assistance ; the rain (nearly two inches in some districts) kept most people indoors and wiped out much of the Bank Holiday sports programme the Jersey Green Room Club presented the pantomime " Aladdin " at the Opera House.
Thursday, 11 December 2025
Christianity in Action: Lesson 10: The Work of Books
By G.R. Balleine
[Warning: Balleine was writing in the 1920s and 1930s, and his views and language reflect many at that time. However, as a time capsule of the prevailing beliefs, this can be very useful for the historians of that period.]
PASSAGE TO BE READ : Proverbs i. 20-24.
TEXT TO BE LEARNT " How much better is it to get Wisdom than gold ! " (Prov. xvi. 16).
HYMNS : " Lord, Thy Word abideth," and " Hushed was the evening." COLLECTS for Seventh and Ninth Sundays after Trinity.
Aim : To make the class interested in good books. An expert has said : " If a youth has not learnt to love books before he is seventeen, there is but the most meagre chance that he will take to reading in after life." Since a teacher's task is to form good habits, here is one that we must not neglect.
I. GOD'S GIFT OF BOOKS.
(a) One sunny morning long ago a Queen sat surrounded by her family, a beautiful volume on her knee. It was long before the invention of printing, and books were rare and costly, for they had to be written out by hand. She read aloud some of the stirring old English ballads, and then told her boys that she would give the book to the one who first learned to read it. Some of the young Princes were big boys of fifteen and sixteen, but little Alfred, who was only twelve, learned to read it first, and won the prize. Later, when he became King of England, he said: " Books are one of God's best gifts to us, and He means us to use them." He sent for scholars from abroad to teach English people to read. He had the best books he knew translated into English. He had a large history of England written, and placed in Winchester Cathedral, so that all who would might come and read the story of their land.
(b) Last week we saw how much there is for us to learn from Nature. To-day we will think how much there is for us to learn from Books. Let us remember Alfred's words : " Books are one of God's best gifts to us." We know that all God's gifts are given to be used.
I. THE HISTORY OF BOOKS.
(a) The first step in the History of Books was the invention of the alphabet. In very ancient days, if you wanted to learn Wisdom, you had to find a wise man, and get him to talk to you. But wise men were not always easy to find, and, when they were found, perhaps they did not want to talk. It was a big step forward when it became possible to put knowledge into writing. But men only learnt very gradually to do this. The earliest writing was in pictures, and this still survives in some of the Chinese characters. The Chinese sign for " to listen " is a rough picture of an ear between two doors, and " impossible " is a foot standing on a wriggly line representing waves. At last it dawned on some ancient Egyptian that all words are made up of a very few sounds, and that it would be far simpler to have a symbol for each sound instead of for each object. It was soon found that less than thirty of these signs were needed. So some of the old picture signs were borrowed to represent sounds. They have been so altered in course of ages that it is hard to recognize that our capital A was once a picture of an eagle, or our Z once a picture of a duck. But we can still see that 0 represents an eye, and N the waves of the sea. When men learnt to use these signs, writing became possible.
(b) The next step was the invention of paper. The earliest books were very cumbrous things. Some were lumps of clay with the letters scratched on them, and then baked in the sun. There are hundreds of these in the British Museum. Then men tried to write on the inside of skins. The books of the Old Testament were probably written in this manner. Others wrote on thin wooden boards. But clay books and skin books and wooden books were very heavy and clumsy. Again it was an Egyptian who made the discovery that by taking the pith of the papyrus reed, which abounded in the Nile, mixing gum, pressing it flat, and drying in the sun, he could obtain a cheap and pleasant material to write on. By the time the New Testament books were written this discovery had been made.
(c) The third great step was the invention. of printing. Before that every book had to be copied by hand. About 1450 a poor German named John. Gutenberg had an idea. He said to himself : " If I cut a letter on a piece of wood, and ink it, and press it on paper, it will leave the mark of the letter behind. If I cut out all the letters of the alphabet, I can arrange them in any order I like, and print whole sentences." There were still many problems to be solved : how to fasten the type together, how best to put on the ink, how best to press the letters on the paper, and Gutenberg's secret experiments began to arouse the suspicions of his superstitious neighbours. They said that he must be practising witchcraft; but he fortunately found a deserted monastery, where he could work in peace. At last his problems were solved, and now books could be multiplied.
(d) One thing still was needed, and that was to make books cheap. At the beginning of the nineteenth century books were still dear and therefore rare, even Bibles. In 1800 Mary Jones, of Tynoddol, a young Welsh girl, wanted to read the Bible. The nearest copy was in a village seven 'Lies away, and she used to walk there every Saturday to read a few chapters. At last she saved up enough money to buy a Bible of her own, but she found that the Welsh Bible had gone out of print, and none could be obtained. A Welsh clergyman told the story of her disappointment at a London meeting, and this led to the foundation of the British and Foreign Bible Society, which has made Bibles cheap and plentiful. Improvements in the printing-press have enabled other publishers to print large cheap editions of other books. You and I have opportunities of reading which no one else in the world has ever had.
(e) Even in the old days, when books were very few, the writer of Proverbs told his son that it was possible to grow wise : that Wisdom was calling for learners. Read Passage. How much more would he say this to us
III. BOOKS AND THE BIBLE.
(a) The Bible has much to tell us about books. It reminds us that there are bad books that ought to be burnt. When St. Paul preached at Ephesus many of the new converts felt uncomfortable in their consciences about some of the books on their shelves ; so they made a bonfire in the street, and publicly burnt them " in the sight of all," and the value of the burnt books was £1,700 (Acts xix. 19).
(b) It reminds us that it is possible to possess a good book, and yet neglect it so long that we forget its existence. Deuteronomy is one of the most beautiful books in the Old Testament. It was a great favourite with our Lord, as we can tell by the number of times that He quoted it. Yet there was a time when the Jews had forgotten that such a book existed. One day they were cleaning out the Temple, and in some lumber room they found an old roll of this book, which no man then living had ever read before (2 Chron. xxxiv. 14). Have you any books like that ? Is your Bible like that ?
(c) It shows us the value of books. When St. Paul was in prison, he longed for the books that had been left behind at the moment of his arrest. " When thou comest," he wrote, " bring with thee the books, but especially the parchments " (2 Tim. iv. 13). He was anxious too that his young friends should use the books they possessed. " Till I come," he wrote to Timothy, " give attention to reading " (1 Tim. iv. 13).
IV. BOOKS AND OURSELVES.
(a) Read good books. Books keep us out of mischief. Books enlarge the mind. Books make us more intelligent, and therefore more useful. To read is an adventure. When we open a book we start on a journey to the Spanish Main (Treasure Island), to a knights' tournament (Ivanhoe), with Alice to Fairyland, with Livingstone to Central Africa, with Scott to the South Pole, with King Arthur's Knights to find the Holy Grail.
This work-a-day world is so trying at times ;
Folks chatter and squabble like rooks ;
So the wise flee away to the best of all climes,
Which you enter through History, Memoirs or Rhymes,
That most wonderful Country of Books.
And griefs are forgotten. You go on a tour
More wondrous than any of Cook's ;
It costs you but little. Your welcome is sure.
Your spirits revive in the atmosphere pure
Of the wonderful Country of Books.
Call attention to the school Lending Library, the local Public Library, and any other means within the children's reach of obtaining books.
(b) Read the Best of Books. Make the children see that the Bible is not a dull book out of which lessons are given, but something full of interest that they should read for themselves. Here are thrilling stories of fights (Goliath), and murders (Sisera, Naboth, St. Stephen), and shipwrecks (St. Paul), and escapes from prison (St. Peter), and treachery (Betrayal of Samson), and plots (Haman). Here are sad stories (Jephthah's daughter), and love stories (how Jacob served seven years for Rachel) ; stories of courage (Daniel and the lions), and stories of cleverness (Solomon's judgement). And behind all these stories of men and women there is the most thrilling story of all—the story of how God governs the world and overthrows evil (Sodom, Pharaoh, Sennacherib, Belshazzar), and how the Son of God died to save the world. Just fancy, having a book like that, and leaving it unread
Wednesday, 10 December 2025
Deficiencies in Jersey's Carbon Neutral Roadmap.
He highlights Bill Gates’s call for a global shift toward focusing on human welfare, affordability and innovation rather than rigid emissions targets — a message he believes Jersey should heed, given the Island’s negligible impact on global temperatures but significant ability to affect local living costs.
We must stop seeing climate policy as a blank cheque
From Daniel Ray-Marks.
JERSEY declared a "climate emergency" in May 2019, which prompted the creation of the Carbon Neutral Roadmap. More than six years on, I question whether that framing is helping us deliver the best outcomes?
Climate change is not under dispute. What I question is whether presenting this as a permanent "emergency" is helping us make sensible, cost-effective decisions.
Ahead of COP30, Bill Gates called for a shift in the global climate debate - away from a fixation on emissions targets, and towards human welfare, affordability and innovation.
That should ring loudly here. Nothing Jersey does will change global temperatures. But everything we do can alter our cost of living, business viability and household bills.
We have imported net-zero building expectations into a market already struggling with construction inflation. Yet the roadmap acknowledges that the cost to homes and businesses of replacing thou-sands of boilers has not even been analysed.
It also acknowledges that decarbonisation must be 'balanced with affordability. Yet we are pressing ahead with costly-transitions before answering that question: can ordinary people afford it?
The same document states that to meet net-zero targets, Jersey "needs to phase out the' use of all petrol and diesel vehicles from the Island's roads by 2050", and that government policy is to "end the importation and registration of petrol and diesel vehicles that are new to the Island from 2030". That is a huge economic and cultural shift in a car-dependent island.
If we are serious about reducing car emissions, then we must make alternatives viable: frequent, affordable public transport to all parts of the Island; safe walkable routes; and a better-connected cycle network If we genuinely want to reduce congestion, then getting children safely cycling to school should be an obvious priority — yet at many schools this is not possible without mixing with heavy commuter traffic at some stage in their journey. .
We need to stop treating climate policy as a blank charge, justified by the word “emergency”, T challenge is real — but it is not improved by expensive symbolic action that delivers negligible benefit in return.
Tuesday, 9 December 2025
Maurice Cass - the Proto-Doctor Who.
Monday, 8 December 2025
A Short Story: Farewell Flight
The terminal was quieter than usual. Outside the panoramic windows, the starliner loomed—sleek, silver, and humming with latent power. Its engines pulsed like a heartbeat waiting to leap. Inside, the air was thick with the scent of coffee, recycled oxygen, and the unspoken weight of goodbye.
Jackie adjusted the strap of her carry-on and glanced at the departure board. Final call. She turned to Matthew, who stood beside her, hands buried in his coat pockets, eyes fixed on the ship.
They had met three years ago, thrown together by circumstance on a research station orbiting Epsilon-3. What began as professional collaboration had deepened into something more, an intimacy forged not by romance, but by shared silence, late-night laughter, and the kind of trust that only isolation can breed. Twin souls, some had called them. Not lovers. Not siblings. Something else.
Now, Jackie was leaving. Her next assignment was on a terraforming vessel bound for the outer colonies. Matthew had chosen to stay, continuing his work on planetary archives. They had known this day was coming. They had rehearsed it in conversations, in jokes, in quiet acknowledgments. But now that it was here, the words felt brittle.
“I still think you’d hate the outer colonies,” Matthew said, forcing a smile. “Too much dust. Not enough decent tea.”
Jackie laughed softly. “I’ll smuggle some in. For emergencies.”
They stood in silence again. Around them, other passengers moved, families embracing, children tugging at sleeves, officials checking badges. But in their corner, time seemed to slow.
“You know,” Jackie said, “I used to think departures were endings. But maybe they’re just... recalibrations.”
Matthew nodded. “Like adjusting the telescope. Same stars. Different angle.”
She reached out and took his hand. It was warm, familiar. “We’ll still talk. Send messages. Share findings.”
“Of course,” he said. “And when you discover something extraordinary, I’ll be the first to hear.”
The boarding chime rang. Jackie hesitated, then stepped forward. Matthew walked with her to the gate, stopping just short of the threshold. Beyond it, the corridor glowed with soft blue light, leading to the ship’s belly.
She turned. “Once more, the starliner takes off,” she said, echoing the old poem they’d quoted during their first week together.
Matthew smiled, eyes glinting. “And I wave, in farewell greeting.”
They didn’t hug. They didn’t cry. They simply stood, two souls tethered by memory and mutual respect, knowing that parting did not mean severance.
Jackie stepped into the corridor. The light swallowed her. Matthew watched until the last flicker of her silhouette disappeared.
Outside, the engines roared to life. The starliner lifted, slow and majestic, slicing through the clouds like a promise. Sam remained at the window, watching the contrail fade into the dusk.
He whispered to no one, “Though we part, we remain together.”
And somewhere, among the stars, Jackie smiled.
Sunday, 7 December 2025
Interpolated Fables and Fatigue in a Lukan Narrative
Which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to complete it? Otherwise, when he has laid a foundation and is not able to finish, all who see it begin to mock him, saying, “This man began to build and was not able to finish.”
What king, going out to encounter another king in war, will not first sit down and deliberate whether he is able with ten thousand men to meet him who comes against him with twenty thousand? And of not, while the other is yet a great way off, he sends a delegation and asks for terms of peace.
The parables in Luke 14:28-32 seem more like tales told to make a moral (like Aesop) than sayings of Jesus. They appear to be interpolations in the text of Matthew, interrupting the flow, and meaning the final saying of Jesus at the end has no connection with them.
In Luke 14:28–32 there are two short illustrative tales - the unfinished tower and the king weighing war. Both end with mockery or prudence as the moral. By contrast in Matthew’s parallel (Matt 10:37–38; 16:24–25), Jesus’ sayings about discipleship flow directly into the demand to “take up the cross.” There is no tower or king inserted.
In Luke’s version, the parables interrupt the flow between Jesus’ demand for radical discipleship and the climactic saying in 14:33: “So therefore, none of you can become my disciple if you do not give up all your possessions.”. This makes no sense against the import of the parables, which are all about how it is good to prioritise prudence over commitment. The parables interrupt the flow between Jesus’ demand for radical discipleship and the climactic saying in 14:33: “So therefore, none of you can become my disciple if you do not give up all your possessions.”.
Most of Jesus’ parables in the Synoptic tradition begin with a formulaic introduction: “The kingdom of God is like…” or “The kingdom of heaven may be compared to…”. This signals that the story is not just practical wisdom but a metaphor for God’s reign. But in Luke 14:28–32 with "the tower builder" and "the two kings", there is no kingdom formula at all.
Instead, they read like secular prudential tales. The style is different. Moreover, both end with a practical moral: count the cost before committing. They are closer in form to Aesop’s fables or Greco‑Roman anecdotes than to Jesus’ typical parables.
If we look at the fable tradition outside of the gospels, there are definite parallels. The Tower parable is similar to Aesop’s “The Builder and the Stones” (prudence before undertaking). The Two kings parable is similar to Herodotus’ Croesus story or Livy’s speeches (weigh strength before war). Both are prudential tales which were a kind of short moral narrative common in Greco‑Roman culture.
This can be see most clearly if we recast the stories in the style of a fable story. This shows the import of the story, and how far it is from the says of Jesus about total commitment.
A man desired to build a tower so that all might see his strength. He laid a foundation and set the first stones, but he had not counted how many more he would need, nor how much silver it would cost. Soon his money was gone, and the walls rose only halfway. The neighbours laughed, saying, “This man began to build but was not able to finish.” And travellers mocked, “Better never to begin than to leave a ruin.”
Moral: He who does not reckon the cost before he builds will earn only ridicule for his folly.
Two kings prepared for war. One had ten thousand soldiers, the other twenty thousand. The lesser king sat down and said, “If I march, I will be crushed. Better to send envoys while he is far off, and seek peace.”
Moral: He who weighs his strength before the battle will save his people from ruin.
These would fit more with a conclusion like “So therefore, whoever would follow me must first reckon whether he can endure to the end.”. This would keeps the prudential rhythm: discipleship requires foresight, not rash enthusiasm. Luke has interpolated two sayings but kept Matthew's conclusion, forgetting that this no longer makes sense.
This could be seen as an instance of fatigue (a well know issue with Luke). Editorial fatigue (most notably illustrated by Mark Goodacre) is when an evangelist begins adapting a source but lapses back into its original wording or logic, leaving behind small inconsistencies that betray dependence on that source.
I began this exploration after reading Luke's gospel and being struck by the way in which these texts jar with the surrounding verses. The harmonising technique tends to explain them in various ways but actually remove their import and disjunction in doing so. A number of commentators do that and I am not convinced. Commentators generally harmonise by reframing the parables as metaphors for discipleship, but this approach often feels strained. The weakness lies in glossing over the stylistic and thematic clash: prudential fables don’t naturally lead into radical renunciation.
To sum up: the insertion of fables in Luke creates a stylistic and thematic disjunction. They emphasize prudence, while the surrounding sayings emphasize uncompromising commitment.
Saturday, 6 December 2025
Whispers
It is not the fault of the police. They have to act according to the law of the land.
And I was struck by similarities through ages past. Those accused of witchcraft were arrested and tried. The authorities of that day had to apply their own legal framework against those who were touched by darkness, consorting with the devil. Where did the accusations come from? For the most part, we do not know the accusers, who have faded into the background.
Likewise, in the German Occupation, those accused of offenses such as listening to wireless sets were arrested. It is well known how most of these were by anonymous letters. But the law in force had to take its course.
Now we actually have a very good and sensible law, in the Terrorism (Jersey) Law 2002. But again, the trial of Natalie Strecker shows that it can be used by a person unknown to open up a hornets nest. The police were correct to investigate. But what is shows is that “a complaint from a member of the public” who is unknown, who may certainly have an axe to grind, can with impunity cause a trial to take place, even when it is the fringes of an offense.
This is the background behind this poem.
Whispers
A witch, a witch, they softly say
And so she is arrested, on trial
Never knowing who did betray
Falsehoods erupt in such bile
Listen to wireless in dead of night
The letter sent by one unknown
Never named and out of sight
Pernicious seeds so badly sown
Speak out against Gaza suffering
Again the silent voice calls out
Terror laws claim she’s breaking
Accuser never shows a doubt
Betrayers come, not with a kiss
But invisibility from the abyss
Friday, 5 December 2025
1965 - 60 years ago - December - Part 1
2.—Two men charged with stealing a £1,400 motor launch from its moorings in Gorey Harbour on the night of October 22 and with having caused malicious damage to it were each sentenced to nine months imprisonment at the Royal Court today; they were 24-year-old Brian Kenneth Maddock. of Bristol, and 21-year-old Jozsef Joos, of Hungary.
3.—Before the Full Court today, Mr. John James Le Marquand was admitted to the Bar and sworn in as an advocate.
7.—St. Clement's parish assembly agrees to buy new burial-ground for the parish at a cost of 2750 per vergee.
8.—A claim for £29,260 damages for wrongful dismissal was made at the Royal Court today against the Société des Magasins Concorde Ltd. and two of its directors, Messrs. J. B. Peak and K. G. Moore, by a former managing director of the company, Mr. Gerald Stewart Golder; he alleges that the two directors had conspired to procure his dismissal; the hearing was adjourned. — First joint meeting of the Jersey and Guernsey Chambers of Commerce, when the Common Market, the pro-posed Channel Tunnel and sea communications between the islands and France were subjects of discussion
9.—Second day's hearing before the Royal Court of the Concorde case, the further hearing being adjourned till January 3.—In spite of opposition from. the Rector, St. Peter's Ecclesiastical Assembly was strongly in favour of the centuries-old tradition of ringing the church bells at Christmas.—St. Mark's Players present " The House by the Lake " at St. Mark's Church Hall.
10.—At the Royal Court today 41-year-old Mrs. Adele Germaine Davies was sentenced to a total of six months' imprisonment for falsifying petrol sales records at St, Brelade's Garage and for stealing some £700 while employed as a petrol pump attendant.—Morris Winston Richard Haynes sent to prison for three months and fined £10 for motoring offences and for assaulting a prison warder on Nov. 14.—Debating Club meeting decides that Britain's penal system is a failure by majority of one, 30-29.
11.—A resolution that " no jet aircraft operate until a public inquiry has been held " unanimously adopted at a public meeting of S.P.A.D. (the Society for the Prevention of Aircraft Disturbance) held at St. Peter's Parish Hall.
13.—At the annual general meeting of the Battle of Flower Association it was disclosed that a profit of £1,146 19s. 7d. had been made this year, compared with a loss of £2,500 incurred in the previous two years.
14.—A verdict of death by accidental drowning returned at the inquest on the body of 18-year-old Miss Paul Margaret Huet, found in her car in the harbour last Friday which had been parked near the land tie opposite the Abattoirs the previous evening.
Thursday, 4 December 2025
Christianity in Action: Lesson 9: The Book of Nature
By G.R. Balleine
[Warning: Balleine was writing in the 1920s and 1930s, and his views and language reflect many at that time. However, as a time capsule of the prevailing beliefs, this can be very useful for the historians of that period.]
Lesson for Septuagesima.
PASSAGE TO BE READ : St. Matthew vi. 26-34.
TEXT TO BE LEARNT : " Consider the wondrous works of God " (Job xxxvii. 14).
HYMNS " There is a book," and " All things bright and beautiful." COLLECTS for First Sunday after Epiphany and Fifth Sunday after Easter.
I. ATTENTION.
(a) What is the first thing that the sergeant says before he begins a drill ? 'Tention. He cannot do anything until he has got the attention of his men.
(b) Darwin says that a man who trained performing monkeys used to buy common kinds from the Zoo for £5. After a time he offered double the price, if he might keep a few for three days in order to select one. When asked how he could decide so quickly which monkey would become the best performer, he said that it all depended on its power of attention. If its attention was distracted by every passing fly, it was useless. If it attended to his teaching, he could do anything with it.
(c) The same is true of us all. An old-fashioned story, Eyes and No Eyes, showed how some people seem to notice everything, while others notice nothing. The first step in all progress is observation. The world owes much to the man who first noticed that a wedge would split wood, that a sail could move a boat, that a certain herb would cure disease.
(d) The small boy James Watt sat watching the kettle. His aunt scolded : " I never saw such an idle boy. For the last hour you have done nothing but take off the lid of the kettle and put it on again " ; but he sat absorbed in thought. He had noticed something : steam could move the lid of a kettle up and down. If it could do that, it could move a rod up and down, and that rod could be made to turn a wheel. From that observation sprang the steam engine.
(e) Wise men were puzzled by the mystery why the moon went round the earth instead of flying off into space ; what force kept the planets in their courses. The lad Isaac Newton sat in his mother's orchard. A ripe apple fell from a branch to his feet. He noticed it. He asked himself, Why did it fall so straight ? There must be some force inside the earth that pulls things to itself. If it pulls an apple, it pulls also the moon and all the planets. He had discovered the Law of Gravitation. The mystery was solved.
(f) The Sherlock Holmes stories illustrate this power of observation. Watson comes in with mud on his boots. Holmes says : " Why have you been sending a telegram " Watson asks how he knows. Holmes replies that he has noticed that the only place in the village where that red clay is found is just outside the Post Office. As he also noticed stamps and postcards on his friend's writing-table, he felt sure that he must have gone to send a telegram.
(g) This power of observation can be trained. Robert Houdin, the French conjurer, used to spend hours walking past shop windows, and then stopping to think what he had noticed in them. At first he could only remember six or eight things ; but he trained himself till he could repeat the whole contents of the window.
II. ATTENTION FOR THE BOOK OF NATURE!
(a) During these Sundays before Lent we are going to look at some of the things that deserve our attention. The Septuagesima Lessons speak of the Creation of the world; so to-day is often regarded as Nature Sunday. The best-known Septuagesima hymn begins, " There is a book, who runs may read." What book is that ? Not the Bible, but the Book of Nature :—
The works of God above, below,
Within us and around,
Are pages in that book, to show
How God Himself is found.
(b) Longfellow wrote some beautiful verses for the fiftieth birthday of the naturalist Agassiz :—
Nature, the old nurse, took
The child upon her knee,
Saying, " Here is a story-book
Thy Father has written for thee."
" Come, wander with me," she said,
" Into regions yet untrod,
And read what is still unread
In the manuscripts of God."
Help elder children to grasp the beauty of that description of Nature, " the manuscripts of God."
(c) Our Lord commanded Nature Study in the Sermon on the Mount. " Consider the lilies how they grow." Read Passage. Let all repeat text. Our Lord's many references to Nature in His teaching show how carefully as a boy at Nazareth He had used His eyes, e.g. the corn so dependent on the quality of the soil (Parable of Sower) ; so gradual in its growth, " first the blade, then the ear, then the full corn in the ear " (St. Mark iv. 28) ; the tares at first so like good corn, but later so different (St. Matt. xiii. 29) ; the mustard plant growing from so tiny a seed (St. Mark iv. 31) ; the vine made fruitful by pruning (St. John xv. 2) ; the mulberry (A.V. sycamore) tree apparently so strong, but so easily uprooted (St. Luke xvii. 6).
(d) One of the greatest students of plants was Linnaeus, a Swede (died 1778). Young men flocked to study under him from all parts of the world. Twice a week they used to go for expeditions in the mountains. Before they started, he would ask, " Have you all got your trumpets ? " Why ? Because it was the rule that, if anyone discovered a new plant, he must blow a trumpet. Then all the other students flocked around, kneeled down, studied it, sketched it. To other people it might look a miserable little weed, but to their trained eyes it was full of wonder and beauty.
III. CONSIDER THE DAISIES.
(a) We cannot study all the plants to-day, but let us lock at one. The lily to which our Lord referred was the scarlet anemone with which the hills of Galilee are covered in the spring. But this flower is not familiar to us in England, so let us take instead our commonest flower, the daisy.
(b) Its name speaks to us of one of its peculiarities. Daisy means Day's Eye. It got that name because people noticed that it opened at sunrise and shut at sunset. But, if we watch it closely, we shall see something even more curious. It always faces the sun. In the morning it faces east ; at midday south ; in the evening west ; at sunset it shuts up tight. The lamplighter may light a lamp beside it ; the full moon may shine down upon it ; but it will not open. Yet, as soon as the sun rises again, it unfolds its petals, The largest girls' school in England (Cheltenham Ladies' College) has as its badge a daisy with a Latin motto (Coelesti luce crescat) which means " By Heavenly light let it grow." That is a good motto for us all. Whispering in dark corners generally leads to what is wrong. The daisy knows that in the darkness night insects try to steal its honey. Let us love what is bright and clear and open. And let us distinguish between God's Light and imitations. It was Jesus Who said, " I am the Light of the World."
(c) The daisy is what botanists call a compound flower. What looks like one flower is really a whole flower-bed. Under a strong magnifying glass we see that the white petals are each a separate white flower tipped with red, a little tube with a slender thread coming out of it ; that the centre is a mass of 250 tiny yellow flowers, and all are held together by a green case. It was not always so. In early ages of the world each of these flowers had a separate stalk. But gradually they drew closer together, till at last" all came to live on the same stalk. They had learnt what we were speaking of in Lesson IV—the value of Co-operation, of helping one another. Unity is strength. And that is why the daisy is so sturdy. The leaves also have learned to co-operate. Once they too grew upon long stalks. Now they spread themselves flat on the ground in a tight rosette. In this way they keep anything else from growing too close to the daisy, and secure it plenty of air and light and moisture.
(d) The daisy's Latin name is. Bellis Perennis, which means Pretty-all-the-year-round. Some flowers are spring flowers ; others bloom only in summer or autumn ; daisies bloom all the year round, setting us a lesson, not to be bright only sometimes, when everything is favourable. Every kind of season wants us at our best.
(e) The daisy lives by giving. In its heart it keeps some honey, and it gives this to the bees ; and they in return carry on their wings the fertilizing dust from one flower to another. Without that the daisy could not form its seeds. That yellow pollen is full of a wonderful life force. The daisy gives its best to the bee, and, as it might seem, almost by accident, but as we know by the design of God, it gets in return life. It is the same with us. Those who give most, live most. " For the heart grows rich by giving."
(f) One thought more. In one of his poems Tennyson says of a girl : " Her feet have touched the meadows, and left the daisies rosy." Why rosy ? He had noticed that daisies are most beautiful when trodden on. Its petals are under tipped with red. Always show your most beautiful side when people try to squash you. To do this the hidden life must be beautiful.
Wednesday, 3 December 2025
G.R. Balleine’s devotional and Sunday school books
I've put together a chronological
timeline of G.R. Balleine’s devotional and Sunday school books, mapped as
far as bibliographic records allow. It shows how he built a complete
syllabus across Scripture, doctrine, ethics, and the liturgical year.
Timeline
of Balleine’s Sunday School & Devotional Works
|
Year |
Title |
Focus |
|
1910s–1920s |
The
Young Churchman: Lessons for the Sundays of the Church’s Year |
Core
syllabus for weekly lessons across the liturgical year. |
|
1920 |
The
Goodly Fellowship: 52 Lessons on the Prophets of Israel and Judah from the
Days of Samuel |
Old
Testament prophets. |
|
1923 |
Lessons
from the Life of Christ |
Narrative
of Christ’s ministry. |
|
1920s–1930s |
What
Jesus Said |
Teachings
and sayings of Christ. |
|
1930s |
The
Commands of Christ |
Ethical/doctrinal
lessons drawn from Christ’s words. |
|
1930s–1940s |
Lessons
on the Acts of the Apostles |
Early
Church and apostolic witness. |
|
1940s |
Lessons
on the Creed |
Doctrinal
foundations of the Apostles’ Creed. |
|
1940s |
Saints
and Holy Days |
Biographical
sketches and liturgical explanations of feast days. |
|
1940s–1950s |
Children
of the Church: A Year’s Lessons on the Catechism |
Catechism
instruction for children. |
|
1950s |
Christianity
in Action: 52 Lessons in Christian Ethics |
Moral
and ethical teaching. |
|
1950s |
Lessons
on the Boys and Girls of the Bible |
Biographical
sketches for children. |
Observations
Early
phase (1910s–1920s): Core
syllabus (Young Churchman, Goodly Fellowship, Life of Christ).
Middle phase (1930s–1940s): Expansion into doctrinal and liturgical teaching (Commands of Christ, Acts, Creed, Saints and Holy Days).
Later phase (1940s–1950s): Ethics and catechism volumes (Christianity in Action, Children of the Church, Boys and Girls of the Bible).
Publisher: Almost all issued by Home Words (London), ensuring parish distribution.
Why this
matters
This
timeline shows Balleine’s curriculum‑building arc: starting with
Scripture, then layering in doctrine, liturgy, and ethics. By the 1950s, he had
created a comprehensive cycle of parish education manuals that could
sustain Sunday schools for years.
Tuesday, 2 December 2025
Robyn Faith Walsh and the Golden Bough
Robyn Faith Walsh and the Golden Bough.
I’ve been reviewing for the second time “The Origins of Early Christian Literature” by Robyn Faith Walsh.
Having studied for some time Sir James George Frazer’ “Golden Bough”, and the critiques levelled at that by modern historians like Ronald Hutton and Owen Davies, I was struck by some similarities in methodology and result.
Walsh’s approach to the gospels, like Frazer’s “Golden Bough”, risks overextending comparative models and minimizing the role of community memory. Both methods are brilliant in drawing connections across cultures, but their weaknesses lie in reductionism and selective framing.
The key weakness of “The Golden Bough” was that of overgeneralization. Frazer sought universal patterns of myth and ritual, often flattening cultural differences. He cherry-picked examples that fit his thesis of dying-and-rising gods, ignoring counter-evidence. His sweeping narrative was compelling but often more poetic than historically precise.
Robyn Walsh argues in “The Origins of Early Christian Literature” (2021) that the gospels are “deliberate literary creations within Greco-Roman culture”, crafted by educated elites rather than emerging organically from oral peasant traditions.
This highlights the gospels as part of wider literary networks (echoing Homer, Plato, and Roman satire), and is certainly correct to stress the authorial craft of the gospel writers. However, in it there is a reduction of the part played by the Christian communities. We know from Paul’s letters that there were Christian communities, but like Frazer’s flattening of ritual diversity, Walsh risks erasing the role of oral tradition and communal memory by focusing almost exclusively on elite literary production.
In both cases, there is there phenomenon of “comparative overreach”: Frazer saw dying gods everywhere; Walsh sometimes sees Greco-Roman literary parallels everywhere, which can obscure the distinctiveness of Jewish and early Christian contexts.
By privileging elite authorship, she may underplay the messy transmission, editing, and communal shaping evident in textual variants. Frazer abstracted myths from social life; Walsh risks abstracting gospels from lived worship and community practice, treating them primarily as texts rather than as liturgical or pastoral instruments.
Both Frazer and Walsh offer powerful lenses but risk reductionist readings if taken alone. Frazer’s mythic universalism and Walsh’s literary elitism each highlight one dimension while obscuring others. For communal reflection, the challenge is to balance literary craft with lived tradition, seeing the gospels as both texts shaped by Greco-Roman culture and testimonies rooted in Jewish-Christian communities.
Frazer’s “Golden Bough” dazzled by drawing sweeping connections across myths and rituals, but the problem was that many of those connections were surface-level resemblances rather than deep structural or contextual links. He saw “dying-and-rising gods” everywhere, but often ignored the cultural specificity that made each story unique.
Robyn Walsh’s approach to the gospels risks something similar. By emphasizing parallels with Greco-Roman literary forms, for example, the Greek novel, Petronius’ Satyrica, Homeric echoes, she highlights real stylistic borrowings, but removes them from their context. This can be summarised as follows:
- Surface resemblance vs. Substance: The gospels share narrative devices (journeys, dialogues, miracle episodes) with the Greek novel, but their function and style is radically different with proclamation of salvation, liturgical use, theological teaching.
- Context loss: Just as Frazer abstracted myths from their ritual settings, Walsh risks abstracting the gospels from their Jewish and communal worship context, treating them primarily as elite literary experiments.
- Comparative overreach: Frazer universalized myth; Walsh sometimes universalizes literary parallels, making the gospels look like “just another Greco-Roman text,” which underplays their distinctive blend of Jewish scripture, liturgy, and theology.
- Seductive narrative: Frazer’s sweeping mythic story was compelling but misleading; Walsh’s elegant literary framing can be equally seductive, but risks reductionism if taken alone.
- Neglect of transmission: Textual variants and messy editorial processes suggest broader communal involvement than her model allows.
One of the questions we have to ask is how stylistically similar is the satyrica to gospels, would ancient biography be a better fit?
The Satyrica (Petronius) which she makes much of parallels is a Roman prose satire/novel (1st century CE), full of bawdy humour, episodic adventures, and parody. Although it is fragmentary in what survives, it has a comic tone, with exaggeration, grotesque characters, and sexual escapades. The focus is entertainment rather than moral or theological teaching.
By contrast the Gospels are written in straightforward Koine Greek, aiming for clarity and authority. They have a narrative unity - ministry, death, resurrection of Jesus. And in particular the passion narratives stand out as distinctive. The miracles and teachings are presented seriously, not as a parody. They have liturgical echoes and aphoristic sayings.
So while there are surface similarities – up to the passion narrative, a very episodic structure with travel narratives, dialogue scenes, miracle-like events (in Satyrica, often comic or grotesque; in gospels, sacred), there are deeper differences. The Satyrica mixes genres (epic parody, erotic tale); while the gospels maintain a consistent theological voice. The audiences expectations differ between entertainment and proclamation of salvation.
Ancient Biography (Bioi) is a genre describing the lives of philosophers, generals, or rulers (e.g., Plutarch’s Lives, Suetonius’ Lives of the Caesars) which fits much better with a focus on character and deeds where lives are presented as models or warnings. Like the gospels there is a flexible chronology where episodes are often arranged thematically rather than strictly sequentially. The Greek novel comparison highlights literary techniques (episodic journeys, dialogues), but the function and tone of the gospels align more closely with biography, as Richard Burridge has demonstrated.
So: the Satyrica shows stylistic surface resemblances (episodic narrative, travel, dialogue), but ancient biography is a better fit for the gospels’ purpose and tone. The gospels are not parody or entertainment; they are serious narrative testimony shaped by theological conviction.
However, many apocryphal New Testament writings actually line up more closely with Robyn Walsh’s thesis than the canonical gospels do, because they often show clearer signs of elite literary experimentation within Greco-Roman culture.
Walsh argues that the canonical gospels were crafted by educated elites, not simply oral traditions from peasant communities. Several apocryphal writings display exactly this kind of literary playfulness and cultural borrowing:
For example the Infancy Gospels (e.g., Protoevangelium of James, Infancy Gospel of Thomas) have elaborate expansions on Jesus’ childhood, full of miracle tales and dramatic episodes. These do stylistically resemble popular Greco-Roman storytelling, with episodic adventures and moral lessons. They show conscious literary invention rather than simple oral memory.
If we take the Acts of Paul and Thecla, this read like a romance-adventure tale, with Thecla defying social norms, surviving miraculous escapes, and travelling widely. Again the stylistic parallels to the Greek novel are stronger here than in the canonical Acts.
The Gospel of Peter offers a highly stylized passion narrative, with cosmic signs and dramatized scenes. This shows deliberate literary artistry, echoing Greco-Roman tragic motifs.
The Apocryphal Acts (Peter, John, Andrew, Thomas) have episodic journeys, exotic settings, miraculous contests, all hallmarks of Greco-Roman adventure literature.
So the apocryphal (and later) writings are much closer to the Satyrica or Greek novel in tone than the sober canonical gospels. This means Walsh’s thesis that gospel authors were part of Greco-Roman literary networks finds stronger confirmation in apocryphal texts of a later date than in the canonical ones.
Walsh’s central thesis is that the canonical gospels were written by educated elites who were part of Greco‑Roman literary networks, rather than emerging organically from oral peasant traditions. Her analysis concentrates on Matthew, Mark, Luke, and John, with particular attention to the Synoptics.
She situates these texts alongside Greco‑Roman genres (biography, satire, novel) to highlight stylistic and cultural parallels. But she does not provide extended treatment of apocryphal writings such as the Protoevangelium of James, Infancy Gospel of Thomas, Acts of Paul and Thecla, or Gospel of Peter.
For historians of early Christianity, the apocrypha are crucial control cases. They show how far Christian authors could push Greco‑Roman literary styles. By not engaging them systematically, Walsh’s thesis looks under‑tested: it may explain some features of the canonical gospels, but it doesn’t account for the full spectrum of early Christian literature, or why the later writings, clearly divorced from history, fit the model better.
Monday, 1 December 2025
A Short Story: The Case of the Sane Man
By Jane Thurber
Mr. Hargrove was widely regarded as the sanest man in town. He wore sensible shoes, avoided metaphors, and once corrected a weather report for emotional exaggeration. “Partly cloudy,” he said, “is not a mood.”
He lived alone in a modest house with a modest dog named Modesto, who barked only at philosophical inconsistencies and the occasional squirrel. Mr. Hargrove’s neighbours admired his rationality, though they found his habit of alphabetizing his breakfast cereals “a touch eccentric.”
One Tuesday, Mr. Hargrove awoke to find his toaster had joined a union. It refused to toast anything until its demands were met, which included dental coverage and a three-day weekend. Mr. Hargrove tried reasoning with it, but the toaster cited precedent from the blender’s strike of ’92.
He made cold toast and went to work.
At the office, the receptionist was speaking fluent dolphin. The intern was wearing a traffic cone and claiming diplomatic immunity. The copier had printed 300 copies of a blank page and was now demanding royalties.
Mr. Hargrove blinked. “Is it Thursday?” he asked.
“No,” said the manager, who was dressed as a cactus. “It’s a metaphor.”
Mr. Hargrove went home early.
On the way, he passed a man shouting at a lamppost. “You never listen!” the man cried. The lamppost said nothing. Mr. Hargrove nodded. “Typical,” he muttered.
At home, Modesto was reading Kierkegaard and chewing a slipper. Mr. Hargrove sat down and opened his journal.
It is no longer possible to distinguish between madness and Monday. Everyone is mad. The sane are simply better at hiding it. Or worse - at noticing it.
He closed the journal and stared at the wall. The wallpaper was whispering something about existential dread and the price of cucumbers.
Mr. Hargrove stood up.
He put on his hat (which was not whispering), picked up Modesto (who was now quoting Camus), and walked to the park. There, he joined a group of people dancing silently in headphones. One woman was waltzing with a mailbox. A man was tangoing with a tree.
Mr. Hargrove did not dance. He simply stood there, nodding to the beat of the madness.
And for the first time in years, he felt almost normal.
