Catechism deep dive #4: Psalm 1 (Part 3)

but his delight is in the law of the lord

and in his law he meditates day and night

Love?

I'm continuing on my catechism deep dives; this is number four, and we're looking at Psalm 1 again. This is a strange passage. It says "his delight is in the law of the Lord." Delight in law? How is that even possible? The Law? How can anyone delight in something that everyone knows is restrictive and oppressive?

The law bullies; the law shames;

It reveals flaws and exposes chains. (1)

At least that's how we tend to look at the idea of law today. There are hundreds of millions of Christians around the world that seem to understand this passage. Are they mistaken, or do they know something--some kind of special understanding?

Perhaps it's a different way that this law works. Is it possible that a law could not bring restriction and oppression, but actually bring freedom? Could it be possible if the law is especially tailored to the needs and benefit, or--shall I use the word--'blessing' of the all people under that law? Could the law be a protection? A restriction, of course, but what if that restriction was like a fence that protected what was inside, but with enough room to allow what was inside to be free? This kind of Law would bring enough comfort and foster enough confidence to those who abide, as G.K. Chesterton would say, "allows for good things to run wild."

The second line here: 'In his law he meditates day and night,' would mean that one could (and should) explore and plumb the depths of the law, not to learn to hate it, or how to find loop-holes in order to subvert it, but to learn how good it is, and why it is good that it should be followed. Is it that love would recognize the law's purpose and would move those who love it to be in harmony with nature of the things that are being kept safe and alive by that law?

Doug Wilson asserts that parents and teachers should teach children to love the standard. I think this is what is meant by loving the law. It's loving the standard. And teaching eighth grade scholars, I need to demonstrate to them why the standard is good, why it should be held in high regard, and why it should be loved because the standard is in harmony not only with the nature of the children, but in harmony with the things that they need to grow in wisdom and virtue. Eighth grade scholars are observant and can tell when they are being told a line. If I am going to lead my scholars to resonate with this idea of loving the standard, I need to love the standard first. Thus credentialed, can I begin to introduce these young souls to the greatest arts passed down from generation to generation testifying to the law's delights.

(1.) -From a poem I haven't written yet