by Brian G. Daigle

​​Creativity is a fundamental impulse, a deep and residing reflex of our humanity. We were made to create. We are, as much as we are homo sapien (thinking man), also homo faber (making man). That creativity bears out in big ways and in small ways, in ways that create something over several years or just a few seconds. It bears out in how we organize both time and space, how we not just use sticks and stones to build cathedrals and homes but also gestures and gaits to build romance and soulmates. We create as much with material things as we do with immaterial things. And our daily lives are both the soil and the fruit of our creativity. But as with anything else in the human condition, creativity can be stifled. It can erode or be diminished or dwindle in both individuals and groups of individuals. It can be directed to vicious ends. There are, therefore, twelve great creativity killers we should avoid:

by G.K. Chesterton, chapter VIII in Come to Think of It (published 1930)

Chapter VIII. "On the Classics"

In a moment of fine frenzy a young man has stood up and declared that ‘the study of Latin and Greek is not of much use in the battle of life’, and gone on to demand that the young should be instructed chiefly in the science of Health — that is, in the facts and the functions of the body. The young man in question will be gratified to know that I, for one, consistently neglected to do any work at the school in which I was supposed to be learning Latin and Greek, though I am not sure that the mere fact of idleness and ignorance can be said to have armed and drilled me for the battle of life. But, when I consider such armour or armament, some faint memories come to me from the learning that I neglected. There flits across my mind the phrase aes triplex, and I remember how Stevenson used it for a title to his essay defending a cheerful contempt for medical fussing; and how he cited the example of Dr. Johnson, who dreaded death and yet disdained any vigilance against disease; and whose ‘heart, bound with triple brass, did not recoil before the prospect of twenty-seven individual cups of tea’. It is, doubtless, terrible to think that Stevenson took his Stoical image of triple brass from a Latin poet; and still more terrible to think that Johnson would have approved of Stevenson for quoting the Latin poets. But though Stevenson and Johnson were superficially about as different as any two men could be in everything except in this weakness for traditional scholarship, I do not think that either of them can be said to have come off so badly in fighting the battle of life.

by Brian G. Daigle

by Brian G. Daigle

​In order to make and support the claim that every home is a school, we first must be convinced that every child is a student, and this “studentship” extends beyond the formal classroom, beyond the formal school in which the child is enrolled. Not only does it extend beyond the classroom, the seedbed of the child’s student-nature actually begins at home and extends beyond that particular roofline. Therefore, every home is a school, not because every student brings their learning from school back to home, but because every child brings their innate sense of learning from home out with them into everywhere else they go, especially school.

by Brian G. Daigle

​Parents are given one of the most unique opportunities on the planet. They get to form a child. They get to form a child in ways that can never be undone. And in so doing, they set a trajectory for the child, training and forming and shaping the child's faculties and competencies at the deepest levels, giving them a vocabulary by which they understand themselves and the world, and forming in them intellectual and spiritual architecture which will inhabit the child for the rest of their lives.

But we have heard before that children don't come with a manual. And this is true. But parents do come with experiences by which to become the best parents possible. One of those key experiences is having attended some kind of schooling, and now having to choose a school for their child. And no matter what the parents' own schooling was like, and no matter the school they choose for the child, one of the most important analogies by which a parent can understand their job is that the home is a school. And this means that all the many platforms, ingredients, "assignments," subjects, teaching opportunities, etc. that are available to a school are not only available to the home, they are deeply and uniquely potent in the home.

In the coming months I will be posting a series of short entries on "The Home is a School" where I will share some of the greatest wisdom and expertise I've seen in great schools, in great teachers, and how that same perspective and same methods can build better parents. I will also share how great parents avoid some of the worst teaching mistakes I've seen. Parents are called to be teachers, in the most profound ways; they will be teachers, the primary educators of their child. And it is important that the best tools and techniques in history's best educational models are applied to the home. Welcome to "The Home is a School."

by Brian G. Daigle

​A dear mentor once told me of a lecture he gave to a typical undergraduate audience at a large state university. His lecture was on the existence of God, the basic Judeo-Christian assertion that there is one, true God, and that this God has truly (even if not fully) revealed himself to us, and that if we would want to live good and happy lives, we must ultimately know, love, and worship that God above all things. When his lecture was over, a young man raised his hand in the front, stood up amidst the assembly of his peers, and began to give a variety of self-reports about his own disbelief in such a God, or any deity whatsoever. This young man, like many such young men and women entangled in our present-day college and university systems, was a proudly devout atheist; he had no qualms sharing this peculiar creed with the speaker and room full of his fellow university students.

by Brian G. Daigle

There will be conflict. Welcome to the human theater. Those who avoid conflict affirm its presence. Those who create and seek it out also affirm its presence. Those who do something more moderate and healthy with conflict also affirm its presence. If we want to live upstanding and good lives, lives of high quality relationships, personal and social success, and even lives of professional advancement, we must learn to be better with verbal conflict. If we want healing and health and peace, we must handle verbal conflict well.