MASONIC EDUCATION
W. Bro. Arthur H. Bentley
Some months ago I became conscious of the urge to give expression to
certain thoughts which were passing through my mind on the subject of
Masonic Education and the opportunity came my way to express these
thoughts in more concrete form when I was invited to give a Paper on
this subject at the Inaugural Meeting of the Bromley and District
Masonic Study Circle and also at the Annual Meeting of the Federation of
Schools Lodges. The reception which this Paper received at these
meetings was so gratifying that I was persuaded to give similar Papers
before the East Surrey Masters Lodge, the South West Surrey Masters
Lodge and the Masonic Study Society.
This is the first time that I have attempted to give a Paper before the
Dormer Masonic Study Circle, although I have been associated with the
Circle almost since its inception and for fourteen years have served as
its Secretary. As one, however, who is in close touch with the members,
indeed my office serves as the link between the member and the Circle
itself, I have for some time been aware of the need in our Transactions for
a Paper which deals, not so much with the interpretation of our Rites
and Ceremonies, but one which seeks to give some practical assistance to
the members of the Circle in order to enable them to make use of what
they learn here to the advantage of their respective Lodges and for the
benefit of their fellow Lodge members.
It therefore seemed that what I had already written would serve most
admirably as the basis on which I could give a Paper to the Brethren of
the Dormer Masonic Study Circle and, therefore, I now propose to offer
you a Paper which, although it will not aim to provide you with any deep
esoteric knowledge, will, I hope, help to impress upon your minds the
need for the better Masonic Education of the Brethren of our Lodges and
the manner in which we, as members of the Circle, can assist in making
the education available.
Whilst reading copies of some Masonic journals a short while ago I came
across a remark which I would like to quote to you. I found it in the Freemasons'
Chronicle and it had been reprinted from the Ashlar,
which is the official organ of the Grand Lodge of Queensland, Australia.
It read as follows:
"Masonic education in our respective Lodges stops too often with mere
learning of the required lectures and we do not adequately impart to our
initiates the wealth of knowledge and inspiration and Masonic Light
which they are seeking and to which they are by right entitled."
There is quite a large body of thought within the Craft today which
would echo the sentiments expressed in this quotation and a perusal of
the Masonic Press, both in this country and also overseas, will provide
many similar statements of belief.
The purpose of this Paper, therefore, is to examine the criticism raised
in this statement of opinion and to see whether there is anything which
we can do, not only as individual members of the Craft, but more
particularly to us as Masonic Students, to remedy the state of affairs
which is alleged to exist.
First, however, we must see whether the criticism is fair and whether it
does actually portray a state of affairs which really exists. Most of
us, I think, will agree that very little investigation is necessary to
realise that we do indeed do little to enlighten the minds of our
candidates in Freemasonry upon a knowledge and understanding of the
Ceremonies through which they pass. In most cases the candidate is
passed through his Three Degrees as quickly as the Book of Constitutions
will allow and all he is required to do is to answer a set of formal
questions to which he gives formal replies which he has learned to
repeat by heart without really understanding one word of what he is
saying.
Very few lodges ever devote any of their meetings to the work of Masonic
Instruction; usually they are far too busy in Initiating, Passing and
Raising candidates and the so-called Lodge of Instruction is seldom
anything more than a Lodge of Rehearsal.
I would not say that a Lodge of Instruction does not serve a useful
purpose, but its usefulness is usually restricted to providing the
Brethren with an opportunity of rehearsing the Ritual and making
themselves accustomed to hearing themselves speak. Here and there one
occasionally finds a Preceptor who will attempt to give explanations of
some of the Ceremonial and the Symbols used in our Lodges, but such
instances are far too rare.
We find, therefore, that Lodges themselves have not the time to devote
to educational work and that in practice, the Lodges of Instruction have
failed to fill the gap. As a result our Lodges are full of Brethren,
many of whom are most anxious to learn something more of the meaning and
purpose of the Craft, but have neither the facilities within their
Lodges to gratify this desire, nor the knowledge to know where these
facilities can be obtained.
I propose to examine this question of Masonic Education in some detail
and, for the purposes of this enquiry, I have divided my Paper into
three parts:
-
Why is Masonic Education
necessary?
-
What is the subject matter involved?
-
How can the Masonic Education of the Brethren be
best achieved?
WHY IS MASONIC EDUCATION NECESSARY?
The more thoughtful of the members of the Craft have at all times urged
the importance of giving the Brethren a greater instruction. Probably
one of the most quoted of Masonic statements of recent years is that
attributed to the late Lord Ampthill — "What we require is to put more
Masonry into men and not more men into Masonry."
This statement, however, is so broad in its possible interpretations
that without a more precise definition it is not easy to determine what
is intended.
I think that Lord Ampthill was inferring that the teachings of Masonry
should become better known among men generally — that the principles of
our Craft should be the guiding principles of all men, but I believe
that his words are also capable of the interpretation that those who
have already been formally Initiated into our Order should become more
fully aware of the real meaning and purpose of Masonry. In other words,
put more Masonry into Masons. Accepting it in this interpretation it
would seem to indicate that the teachings of Masonry must be instilled
into the Brethren and, in order to do this, some form of education is
obviously not only desirable but very necessary.
The First Section of the First of the Craft Lectures contains this
question: "What is a Lodge of Freemasons?" The answer is stated: "An
assembly of Brethren met to expatiate on the mysteries of the Craft."
To "expatiate" means, I think, something more than a recital of Ritual
and "the mysteries of the Craft" would, I think, indicate that there is
something more important than the surface meaning of the Ritual to be
studied and sought after. I would suggest, therefore, that the answer to
the question, "What is a Lodge of Freemasons?" would indicate that there
is definitely something which has to be taught to the Brethren at the
Lodge Meeting.
In the third of the Antient Charges given in the Book of Constitutions
we find a statement worded in very similar terms. It states, "A Lodge is
a place where Freemasons assemble to work and to instruct and to improve
themselves in the mysteries of the antient science."
Again, that word "mysteries." I shall refer to this again later in my
Paper, but for the moment wish only to draw your attention to the fact
that in these words there is a definite charge that the work of the
Lodge shall consist in "instructing and improving" the Brethren.
The references which I have just made refer to the work of the Lodge
generally, but if we consider the various charges which are given
personally to the candidate we find that:
-
In the First Degree it is
suggested that he should feel himself "called upon to make a daily
advancement in Masonic knowledge."
-
In the Second Degree he is expected "to extend
his researches into the hidden mysteries of nature and science."
-
In the Third Degree he is invited to reflect on a
certain awful subject. (May I here interpolate a desire that Masters
should be careful how they pronounce that word "awful." It is a word
which in modern terminology has become debased. According to the Oxford
Dictionary the word means "inspiring awe" or "worthy of
profound respect." Let us therefore remember this when we speak of
the subject of our reflections in the Third Degree)
Now Brethren, whether it be the daily advancement of the First Degree,
the researches of the Second Degree or the reflections of the Third
Degree, a candidate must have assistance in his labours, his efforts
must be guided. In other words, he needs to be educated.
In the charge given to the newly Installed Worshipful Master on the
night of his Installation, it is stated,
"In like manner, it will be your province to communicate light and
instruction to the Brethren of your Lodge."
There can be no misunderstanding of the duty contained in these words.
It is a direct instruction given to the Worshipful Master at the most
important moment in his whole Masonic career. It places on him a
responsibility to give proper instruction to all the Brethren of the
Lodge and also to see that each new candidate, is he passes through his
Degrees, is given that light and understanding which is so vitally
necessary to make his progress not only possible, but fully justified.
A Brother writing in an Australian Journal, the New South Wales
Freemason, states the position very clearly when he writes:
It is not the primary function of Masonry to initiate candidates or to
enlarge its membership. Were it so, there would be no basis for our laws
against proselytising. The ordinary function of a Masonic Lodge — indeed
the primary function of our Craft, is to train its members to an
understanding of the truths which its rituals and its ceremonies are
calculated to inculcate. Therefore it should be the duty of every
Masonic Lodge to put into action a plan for the education of its members
in Masonic history, symbolism and philosophy, devoting more of its
meetings to this much neglected function.
Within the time available I cannot deal more fully with this aspect of
the problem, but I hope that I have said sufficient for you to
appreciate the reasons why Masonic Education is necessary.
I feel too that on this occasion a greater emphasis is unnecessary
because, as Students who have already received a considerable amount of
Masonic Education, I am sure that you already hold similar views,
We now come to the second part of our problem, perhaps the most
important —
WHAT IS THE SUBJECT MATTER INVOLVED IN MASONIC EDUCATION?
In other words, what is it that we have to teach our Brethren?
Candidates come into our Order ignorant of the Craft and its teachings
both material and spiritual, largely because there appears to be a
mistaken impression that one must not tell a prospective candidate
anything about the Craft before he is Initiated. In my opinion, there is
quite a lot which can be said; in fact, I think that it is quite true to
say that Masonic education should commence before Initiation. It has
been my privilege to serve on the Standing Committee of more than one
Lodge. I have often asked the prospective candidate what his Proposer
has told him about the Craft and I have been amazed to find that in a
large number of cases information has been practically nil. The reason
for this is probably not difficult to find because the Proposers
themselves, in many cases, are uninstructed Masons and obviously
incapable of giving the required information to the candidate. Usually
the limit of their teaching is to fill in the blanks in the candidate's
question card and, later on, in his Ritual book.
Remember Brethren that there are scores of books written about Masonry
and there are many Masonic journals, any of which can be purchased by
members of the public, or borrowed from lending libraries, or read the
reading rooms of reference libraries.
Therefore, do not let us delude ourselves into feeling that it is
impossible for anyone outside the Craft to know anything of Masonry and
that we must not tell the candidate anything until he is Initiated. For
the very reason, however, that the public are enabled to discover
something about the Craft, it is vitally necessary that a prospective
candidate should receive certain instruction in order that he may not
enter our Order with ideas based on some of the misconceptions which
exist in the public mind.
So, often a prospective candidate's ideas of the Craft are based purely
on the social activities of the Brethren, usually because he has
probably met many of them at Ladies' Festivals, or other similar social
functions. A prospective candidate must be made to realise that Masonry
has a spiritual foundation. This might prevent some from joining, but it
would ensure that those who do join are of the right material.
I would suggest therefore, that the Grand Lodge pronouncement, entitled Aims
and Relationships of the Craft, which was issued in August 1938
and re-issued in September 1949, should form the basis upon which
information can be given and this, supplemented with perhaps a
paraphrase of some of the Antient Charges, should then enable a
candidate to have some idea of the type of Institution to which he is
seeking admission.
Listen Brethren to the first of these Charges — "Concerning God and
Religion":
A Mason is obliged, by his tenure, to obey the moral law; and if he
rightly understand the art he will never be a stupid atheist nor an
irreligious libertine. He, of all men, should best understand that God
seeth not as man seeth; for man looketh at the outward appearance, but
God looketh to the heart. A Mason is, therefore, particularly bound
never to act against the dictates of his conscience. Let a man's
religion or mode of worship be what it may, he is not excluded from the
order, provided he believe in the glorious architect of heaven and
earth, and practise the sacred duties of morality. Masons unite with the
virtuous of every persuasion in the firm and pleasing bond of fraternal
love; they are taught to view the errors of mankind with compassion, and
to strive, by the purity of their own conduct, to demonstrate the
superior excellence of the faith they may profess. Thus Masonry is the
centre of union between good men and true, and the happy means of
conciliating friendship amongst those who must otherwise have remained
at a perpetual distance.
There is nothing in that charge which you could not tell a prospective
candidate and I think there is much in it that you should. Incidentally,
I would remind you that in the Book of Constitutions on the title page
where the Antient Charges are printed it is stated that they are "For
the use of Lodges, to be read at the making of new Brethren or when the
Master shall order it." Few of us, I am afraid, have ever heard them so
read.
Having considered some of the things which might be mentioned to a
prospective candidate, we now come to considering the matters which
might form the basis of instruction after he has become a member of the
Craft.
Broadly speaking, Masonic Education can be divided into three aspects:
-
The Material Aspect.
-
The Ritual.
-
The Spiritual Aspect.
Taking these in turn the Material Aspect will obviously include
information regarding the organization and administration of the Craft.
It will deal with its recorded history from the period of the formation
of the Grand Lodge in 1717 down to the present time. It will instruct
the candidate of the manner in which the Provincial and District Grand
Lodges operate. It will explain the nature and importance of the Masonic
Institutions and the part played by them in the cause of Masonic
Charity. These things may seem obvious to you, but usually the younger
Brethren are left to obtain this information for themselves, whereas it
should form the basis of the elementary education of candidates.
With regard to the second division of our subject — the Ritual itself —
there is little that I need say here. This aspect of Masonic Education
is the only one which at present really receives any attention —
normally it is well covered by the Lodge of Instruction. Suffice it to
say that every Brother entering the Craft should be encouraged to make
himself as proficient as possible in the Ritual at the earliest possible
moment, otherwise any real progress in Masonic knowledge is impossible.
The third aspect of study, the spiritual aspect, is the most important
and to this aspect I want to give more serious consideration. Much ink
has been spilled by Masonic writers, many of them men of great
erudition, in endeavouring to prove that Modern Speculative Masonry has
developed out of the old Operative Craft. They have spent considerable
time in research work in order to discover how the transition from
Operative to Speculative came about and who were the first to become
Speculative Masons.
Masonic Education
By W.Bro Arthur H.
Bentley, P.P.G.D (Surrey)
Secretary of the Dormer Masonic Study
Group
Sourced from –
The Skirret Archives
Sourced from The Skirret Archives
This lecture was first included on the Lodge 76 website on September 2024.
The Article was
extracted and transcribed in this format by Bro. J. Stewart Donaldson.