I am reading a book about the history of my new employer, Leeds Church Institute (LCI). History can be fascinating, both for the strangeness of how life was once lived and, occasionally, for the sudden resonance of a view or action which appears entirely modern.

The quarter century leading up to WWI is described in the book as “the golden age” of LCI. Wealth increased for some, and for others new legislation reduced working hours, meaning that in both cases more time and resources were available for recreation; discussions; hobbies; voluntary work; or religious associations. (The text “Eight Hours for Work, Eight Hours for Rest, Eight Hours for What We Will” was paraded on a union banner in 1889). It was the time when public schoolboys and undergraduates came to Leeds to live in “settlements”, often found in the poorer quarters of the city. Of course, this could be experienced as highly patronising and there’s a powerful quote in the book about LCI’s history from an older woman in one of these areas who declared: “I do so hate being ‘lived among‘”.

As we approach Christmas her words ring in my ears and remind me that the Incarnation was more than a gap year for an earnest deity. Public schoolboys didn’t renounce their learning, connections or resources when they came to reside among the poor. They were no doubt billeted in reasonable accommodation, forming a small community of young people who shared privileged backgrounds. These communities was set in a wider context of poverty; disadvantage and squaller. I can imagine many of these settlement workers, in future years, burnishing their credentials by referring to the time they “lived among” the poor. A year of their youth that bought the claim to a lifetime of social credibility.

“For all the rhetoric of ‘citizenship’, ‘democracy’ and ‘fellowship’, the governance of the settlements, at least in their early years, was in the hands of their patrician founders rather than their ‘members’.”

Freeman, M. (2002). ‘No finer school than a settlement’: the development of the educational settlement movement. History of Education, 31(3), 245-262.

The Word made flesh gives up language. The babe in the manger has no worldly connection that will hoist him out of misery. The infant son of a carpenter must play with the shavings on the workroom floor, and discern his own path through all the perils and possibilities of life. He must learn words and imbibe the teachings and practices of religion. As a young man driven into the desert, the vocation of Jesus is tested in the wilderness of the world, alone with his demons. Preaching, teaching and healing as a Rabbi he will come to challenge both temporal and spiritual authorities. Standing resolute before the powers of coercion and compromise, resolved in his calling and identity, will become the path to his destruction.

This is not living among. It is living with; it is living as; and it is living for.