Instructor's Manual
REVISED
THE POLLARD PLAN
INSTRUCTOR'S MANUAL
Prepared under the direction of
The Grand Lodge of Maine
A. F. & A. M.
by the
Committee on Masonic Education and Lodge
Service
R.W. Walter M. Macdougall, Chairman
R. W. John E. Anagnostis
R.W. N. James Coolong, Grand Lecturer
R. W. Ernest H. Curtis, Dept. Grand Master
R. W. Edwin V. George, Grand Secretary
R. W. Wilbur F. Loveitt
R. W. Charles Plummer
R. W. S. Clyde Ross
Dedicated To
Most Worshipful Ralph J. Pollard
Honorary Past Grand Master
Grand Lodge of Maine
Chairman of the Committee on Masonic Education and Lodge Service
1954 - 1970
Author of the " Pollard Plan " program of Candidate Instruction
PREFACE
In 1980, Most Worshipful Harland F. Small,
presiding Grand Master of Freemasons in Maine, directed Right Worshipful Ernest H. Curtis,
then chairman of the Committee on Masonic Education and Lodge Service, to develop a
revised plan for the masonic education of candidates and new master masons including a
manual for masonic instructors.
The Grand Lodge's Pollard Booklets developed by Most Worshipful Ralph J. Pollard, one of
Maine's finest masonic scholars, were used as a basis for this expanded educational
opportunity for candidates and new master masons. A comparative study was conducted of
educational plans and educational manuals employed in other grand jurisdictions, and the
advice of prominent Maine masons was sought and compiled. The resulting plan and the draft
for an accompanying instructor's manual was "field tested" by the committee by
direction of Most Worshipful C. Ross Buzzell and through the cooperation of forty lodges
within the state.
At the termination of this "pilot phase," the draft for the instructor's manual
was reviewed by the Committee on Masonic Education and Lodge Service and read for final
review by two past grand masters appointed by Most Worshipful Peter C. Schmidt: Most
Worshipful brothers Charles E. Crossland and Roger I. White.
As a result of the combined effort of many masons, The Instructor's Manual places in the
hands of masonic educators and instructors within this grand jurisdiction a most valuable
tool which will assist them in their efforts to assure that Freemasonry shall "live
in the hearts of men."
R.W. Walter M. Macdougall, Chairman
Committee on M.E. & L.S.
A.L. 5985
THE MASONIC INSTRUCTOR'S MANUAL - INTRODUCTION
THE OPPORTUNITY
Each of us has come to this honorable and
ancient Fraternity with the purpose of improving himself in Masonry. Each of us has
quickly learned that this improvement is not a passive process. We are to improve both
through active study and by doing. Service and comprehension become our watchwords.
"Every human being has a claim upon our good offices," and we are to
"endeavor to add to the common stock of knowledge and understanding,." Such are
the admonitions which we receive. Such is the opportunity which Freemasonry offers us.
We are provided with working tools; we hear the inculcation of "wise and serious
truths," and we witness the unfolding of Freemasonry's ritual with its symbols
shining like stars in a great constellation. We begin the journey from the shadows in the
west toward the illuminated east. It is a journey of individual striving and personal
commitment, yet it is not intended that we should travel alone or without assistance.
The ancient charges give ample indication of the essential relationship between the mason
who had mastered his craft and the apprentice who was commencing his training. From
generation to generation, the art and the science of the builder was transmitted through a
program of education within the Craft. Upon this instruction of the apprentice rested both
the continuance of the art and the growth of the science.
Near the end of that era in which Freemasons built in stone, there appeared in the minutes
of a Scottish Lodge and in the regulations known as the Shaw Statutes the mention of an
appointed "Intender." The duty of the Intender was to expand the knowledge and
to increase the understanding of the apprentice and new mason. In the position of the
"Intender," we find an early expression of the importance of a continuing
program of education within the active and well-functioning lodge.
Today, the masonic instructor within each lodge is an "Intender" in the fine old
meaning of that term. His is the opportunity to assist the accepted candidate and the new
mason in building a masonic foundation. His is the challenge to encourage the new mason's
efforts, to provide direction, and to give a proper scope to the
abilities of each individual whom he has the privilege of helping. But it is not the
new mason only who is the beneficiary in this process, of masonic education, for through
the instructional process the teacher comes to more fully understand the meaning of his
own profession as a Freemason.
THE CHALLENGE
When we apply the analogy of that greatest of cosmic events to the making of a mason, we
mean no irreverence. When the potential of Freemasonry is consummated in the reality of a
man's life, it is for him a cosmic event. It is for him the coming of a new day - a day
illumined by the light which dispels the darkness.
There must be light at the beginning of a man's masonic experience - a light which kindles
his interest and which makes clear and shining his path through the three degrees of Craft
Masonry. The purpose of any program in masonic education is to assure that there will be
that light in full measure. It is a challenge of the highest order, for often the
opportunity of capturing the interest and of inspiring the commitment of a man to the way
of the Freemason comes but once and with his knock upon the lodge door.
Will there be light? Will we raise a man into the fellowship and wisdom of the Craft? This
is the challenge.
THE NEED
The Fraternity has good reason to request from the initiate and new mason his wholehearted
participation. Without such a willingness on the part of the individual, the Fraternity
can contribute little to his experience and to his masonic growth. Correlatively, the
candidate and new mason have equal right to expect from the Fraternity ample instruction
and assistance.
Without such guidance and help, a man cannot be expected to find his way alone through the
bewildering range of topics, ideas, and concepts which await him when he knocks upon the
lodge door. Consider the spectrum which confronts the new mason:
1. The multifold teachings and symbolisms of our ritual.
2. The aims of the Fraternity at large.
3. The history of Freemasonry.
4. The present organization and government of the Craft.
5. The individual's responsibility as a member of his lodge.
6. The rights and privileges of the individual mason.
Obviously, it takes years of study and exposure to fully understand all these masonic
considerations, but to some extent the candidate and new mason is exposed to all these
aspects during the brief time he is taking the degrees of Craft Masonry. If we expect him
to find his way, to build a proper foundation, and to feel a sense of belonging as a
working member of his lodge, he must have proper help. The need for masonic
instruction of the finest caliber beyond that provided in our degree work
is as obvious as it is essential.
PROPER HELP - THE SEARCH FOR THE RIGHT MEANS AND
METHODS
Proper help is the key phrase in the aim of masonic education '. We should complete this
phrase by adding proper help for the individual candidate and new master mason.
While there are many similarities between the backgrounds, abilities, and aims of the men
who seek admission into the Fraternity, each man is to some degree different and must be
greeted and understood as an individual who must make Freemasonry his own. Masonic
education, at its best, is personalized education based upon universal truths. It is a
process of instruction which capitalizes upon the candidate's strengths and which matches
the instruction to the means by which he learns most readily.
The choice of methods utilized in masonic education is most important, for it is the
applied method which sets what educators term the "climate" or the feeling of a
cooperative endeavor and a sense of progress toward desired goals.
The methods which we employ as masonic instructors must be more than immediately
effective; they must be consistent with the mission and philosophy of Freemasonry as well
as with its ritualistic vehicle. The assumption that the ends justify the means is a
dangerous one, for the means by which we deal with other human beings inevitably shape the
end product.
In addition, the choice of educational methods and means to be used in masonic education
must be governed by the fact that we are involved in a specialized form of adult
education.
It is worth taking a closer look at these factors which govern our instructional efforts.
The mission of Freemasonry is to build a better world of human relationships and
achievements through the inspiration, dedication, and understanding of individual human
beings. The task of the masonic instructor, therefore, is not one of indoctrination, but
rather of assisting in the growing comprehension of a new brother. The direction and the
storehouse of wisdom for such a journey in growth is contained within the ritual of
Freemasonry. The role of the masonic instructor is to accompany the new brother in his
journey from the west toward the East and to do so with understanding and inspiration.
The vehicle which characterizes our, Craft degrees is one of symbolism and allegory. The
spiritual as well as the intellectual growth of mankind has long developed by means of
this same vehicle which begins with what the hands can touch and with what is common in
our experience and which ends in the abstract which only the soul and the mind can grasp.
The vehicle of masonic ritualistic instruction is especially well suited to the
fundamental goals of the Fraternity. A chief aim of the masonic instructor should be to
assist the new mason in exploring the wealth of meaning provided in the symbolism,
allegory, and teachings of Craft Masonry.
The philosophy of Freemasonry which is carried upon the vehicle of symbolism and allegory
is predicated upon the belief in the potential of the individual human being whose
intellect and sense of moral purpose arise from the intimate relationship of the Creator
to that which is created. Such a belief emphasizes the importance of the individual and
presents the purpose of life as an on-going quest for fulfillment and, the attainment of
wisdom and compassion. At every step, the methods adopted for use in Programs of masonic
instruction must assist the individual mason in his progress toward voluntary
incorporation of Freemasonry's wisdom and inspiration within his own understanding and
convictions.
Finally, both the magnitude and the challenge presented in masonic education demand that
the instructor make use of the best information concerning the learning process in
general. Much is known about this process, about effective teaching practice and about the
variability of learning styles. IT IS NOT EXPECTED THAT THE MASONIC INSTRUCTOR WILL BE A
MASTER TEACHER; however, he will find a study of the elements of good teaching practice
well worth the effort. One of the great advantages of a commitment to masonic education is
the inevitable growth of instructor himself both in his knowledge of Freemasonry and in
his ability to help a new brother.
THE MANUAL AND ITS USE
The Instructor's Manual presented on the following pages may well appear to be a masonic
educator's smorgasbord.
It is important for the reader and user of this manual to keep in mind that this manual is
intended as a guide and as a source book. IT IS NOT THE INTENTION OF THE GRAND LODGE
COMMITTEE ON MASONIC EDUCATION AND LODGE SERVICE THAT ALL THE MATERIAL PROVIDED IN THIS
MANUAL WILL BE USED WITH EACH CANDIDATE OR NEW MASTER MASON. The variety-of needs,
interests, and backgrounds of those brethren with whom the instructor will be working
demands that the manual provide the instructor with a range of material from which he and
the new mason can make appropriate selections. While the presentation offered in this
manual is not the only form which a masonic educational process can take, the manual does
underscore many essentials in the development of masonic understanding. It brings together
a great deal of masonic information along with suggestions for varied approaches thus
saving the masonic instructor much time in research and in preparation.
Those parts of the manual which use the lecture mode ARE NOT INTENDED FOR MEMORIZATION on
the part of the instructor. Research, especially in the area of adult education,
demonstrates that we retain very little of what we are exposed to through the lecture
method. Our understanding and retention of facts and concepts is greatly facilitated by
participation in a dialogue and in "hands-on" experiences where all our senses
are brought into play. Those parts of the manual which employ the lecture mode do so only
as a means of providing a general format while suggesting important considerations which
should be considered in a "give-and-take" experience carried on by the
instructor and the new mason. The old proverb which says "Tell me and I shall forget,
show me and I will remember, involve me and I shall understand" contains a good deal
of wisdom.
The main body of this manual is divided into four sections: The Accepted Candidate, The
Entered Apprentice, The Fellow Craft, and The Master Mason. Each section is subdivided
into three parts. The first part of each section attempts to set the tone and to provide
an overview. The second part may be described as an "on-sight visitation" in
which the candidate is provided with an opportunity of preparing for or reviewing each
step in his masonic experience provided in the degree work. The third part contains
background material and suggests topics for use in discussing the Pollard Plan Booklets.
In addition to the four sections listed above, there is provided a fifth element entitled The
Fourth Night Program . This program represents a vital part of the
entire educational effort. Held in open lodge, this program gives the opportunity for
welcoming the new master mason into the fellowship of his lodge and for introducing him to
the activities and practices of the Craft when assembled on the level.
A COORDINATED PLAN
Proper help for candidates and new master masons can only be assured through the high
caliber of instructional effort within the lodges and by, the active support of such
programs by the Grand Lodge acting through its Committee on Masonic Education and Lodge
Service.
Such a mutual assistance calls for a plan which will provide communication, assign duties,
assure evaluation, and maintain support. The following plan represents a recommended
format.
I. The Candidate and New Mason Educational Program Within the Lodge
A. General Objective: To assure that every candidate
and new mason receives individual help in preparing for, reviewing and in understanding his
masonic experience through a structured educational program provided by dedicated and
well-trained instructors.
B. Personnel: The instructional personnel at the
Lodge level should consist of an Educational Coordinator and at least two Instructors.
(Lodges with large numbers of candidates may need more than two instructors.)
1. Educational Coordinators:
a. Appointment - The master of each subordinate lodge should appoint an
educational coordinator. The master should notify the Grand Secretary of this appointment
within two weeks of the master's installation by returning the following form:
I have appointed Brother _______ as Educational Coordinator for______ Lodge. Our brother
is a well-informed mason with mason with an interest in the well-being of the Craft. He
has read the duties of an Educational Coordinator and the Masonic Instructor's Manual
and has expressed his willingness to fill this important post
during the ensuing year.
___________________W. M.
___________________(date)
b . Duties of the Educational Coordinator - The Coordinator shall be
responsible for the candidate and new mason's education apart from the ritual instruction
of the degree work. He shall assign instructors, schedule instruction sessions, monitor
the quality of instruction, make available instructional materials, and assist in the
training of instructors. In addition, the Coordinator shall keep a record of the
educational progress of each candidate including a record of the giving of the ritual
lessons before the lodge. (See Candidate Education Record Sheet.)
2. Educational Instructors:
a. Appointment - The master of the lodge in concert with the Educational
Coordinator shall appoint at least two instructors.
b. Duties of the Educational Instructors - The instructors under the
direction of the coordinator shall conduct the educational sessions.
Alternative Approach - In cases where the candidate load is small and where lodges are so
geographically located as to allow close cooperation, lodges may wish to combine their
'candidate educational programs utilizing appointed instructors from the various lodges
working under a chosen educational coordinator who shall make his reports to both the
masters and to the District Representative of the Grand Lodge Committee on Education. It
is possible that such a united program could be organized upon a district level. However,
such a program would not relieve the master of each lodge from the responsibility of
assuring that candidates and new masons of his lodge are receiving adequate,
individualized instruction. Under such conditions it will be the master's duty to see that
proper records are kept showing the educational progress of each candidate.
II. The Committee on Masonic Education's Part and Role -
A. The District Representatives of the Committee on Masonic Education
1. Role: The District Representatives shall be the
contact between the Committee on Masonic Education and Lodge Services and the educational
coordinators in each lodge.
2. Duty of District Representatives: It shall be the
duty of the District Representatives to assist the educational coordinators in the
organization of lodge programs for candidate education, to assure a supply of educational
materials, to maintain communication to and from the Committee on Masonic Education, and
to help in the arrangement of training sessions for the lodge educational instructors. In
those cases where lodges are pooling their educational programs, the representatives shall
assist in the coordination. Of particular importance is the representative's role in
relaying the field experience of the coordinators and instructors to the Committee on
Masonic Education for the purposes of program evaluation and revision.
B. The Committee on Masonic Education's Role
The Committee shall work through the district representatives to provide the following:
1. Instruction and training sessions for coordinators and instructors.
2. Support of Lodge Programs by:
a. Advisory services on problems of an educational nature.
b. Supply of new and revised educational materials.
c. Providing of a regular and systematic opportunity for evaluation and
revamping of the educational program and materials through the joint evaluation of
representatives, committee members, coordinators, and instructors.
3. Encouragement in the form of visitations and the presentations of
aspects of Masonic education.
4. Circulation of a newsletter for coordinators and instructors
featuring current information on education and shared field experiences.
5. Periodic updating covering advances in teaching techniques, the
understanding of the learning process, and Masonic scholarship.
PLANNING AND EVALUATION
Pre-planning, attempt, evaluation, reconstruction, and renewed effort represent the
process through which we humans progress toward any desired goal. As Masonic educators, we
are dependent upon feedback gained during actual instruction if we are to continually
improve our educational endeavors.
Such a continued process of setting a tentative direction and then refining that direction
on the basis of experience and evaluation calls for a joint effort between the Committee
on Masonic Education, the Committee's representatives, and the instructional teams working
within the lodges.
The Instructor's Manual provides the basis upon which we can begin this process in the
direction of our goal which is to provide the proper help to every individual who seeks
the wisdom and the united strength of Freemasonry.
The Instructor's Manual is continued in the following parts:
Instructor's Manual for the Accepted Candidate
Instructor's Manual for the Entered Apprentice
Instructor's Manual for Fellow Craft
Instructor's Manual for the Master Mason
[Home] [Welcome] [Grand Lodge] [Maine Lodges] [Resources] [Joining Freemasonry] [Search]
