Showing posts with label Bible. Show all posts
Showing posts with label Bible. Show all posts

Thursday, April 25, 2019

Our Duty to Buy Stuff (Charlotte Mason and Fashion Revolution Week)

"What we want is––not the best thing that can be had at the lowest possible price––but a thing suitable for our purpose, at a price which we can afford to pay and know to be just.
 "Looked at from this point of view, the whole matter is simplified; we are no longer perpetually running round, harassing ourselves and wearing out other people in the search after bargains. Every purchase becomes a simple, straightforward duty. We feel it to be a matter of integrity to deal with tradesmen of our own neighbourhood, so far as they can supply us. If they fail to do so, we are at liberty to go further afield; but in this case, we soon fix upon the distant tradesman who can supply our needs, and escape the snare of bargain-hunting." Charlotte Mason, Ourselves, pp. 176-177
13 She seeketh wool, and flax, and worketh willingly with her hands.14 She is like the merchants' ships; she bringeth her food from afar.15 She riseth also while it is yet night, and giveth meat to her household, and a portion to her maidens.16 She considereth a field, and buyeth it: with the fruit of her hands she planteth a vineyard.18 She perceiveth that her merchandise is good: her candle goeth not out by night. ~~ Proverbs 31:13-16, 18

Does Proverbs 31 prove that we have a justifiable need to buyeth things? The condition, though, seems to be "wisely."

In the previous passages from Charlotte Mason's Ourselves, she focused on the issue of debt; here she is concerned with wasted time and effort. You've done the dollar math, she says; now figure out your other costs. Even being disorganized in planning, not having bought what you should have realized you were going to need (or not being able to find it in a mess) costs something. Ordering a bargain item of poor quality (Proverbs 31:18) costs return postage, and delay while you search for something better, and even (as Mason says) creates hassle for other people.

In this age of technology, we have useful shopping tools at our disposal. We can not only locate a "distant tradesman" who has exactly what we need, but we can read customer reviews of those products. We can also, ironically, find out about and order from farmers and craftspeople who produce goods almost in our own backyards. Provided we use the tools wisely, shopping both "afield" and locally has never been easier. (As many have found, too easy.)

We're also encouraged to maximize what we do have (verse 16) and use it for God's glory. If we buy land, the goal is to plant on it, and share the harvest with others. If we buy craft supplies (verse 13), we don't let them gather dust.

How does that apply to the area of clothing and fast fashion? We choose carefully, think about how we'll wear the shoes or the pants, think about whether it's the right time to buy. We read the fine print in the description, study the size charts and the reviews, figure out our price point. But then we ask one more question about the item we're considering: "Who Made My Clothes?"

If we have a feeling that we wouldn't like the answer, we'd better say no. 

This series will continue tomorrow.

Monday, June 20, 2016

Quote for the Day: Stick with Words

"Modern society keeps drifting away from words, relying instead on images and graphics. There’s even an emoji Bible that translates verses into emoticons (http://www.bibleemoji.com/). I won’t make that shift. I’m sticking with words."
Philip Yancey, "Why I Write"

Tuesday, December 15, 2015

A Week of Joy: Thou Crownest the Year

Sometimes the King James Bible is very economical in gathering scattered thoughts into one place. The other night I did not have a full Bible handy, but I did have a very old Book of Psalms (printed by the British and Foreign Bible Society) that I bought years ago at a thrift store. The store had several others in the set of Bible books as well, which made me think of Charlotte Mason's idea of children reading one book at a time and adding to their "library"; and I wish now I had bought the others.

Anyway, I started reading at Psalm 65, and I was thinking about the three themes so far of Advent: Hope, Peace, Joy. Verses 5 and 6 seemed to be all about hope:

5 By terrible things in righteousness wilt thou answer us, O God of our salvation; who art the confidence of all the ends of the earth, and of them that are afar off upon the sea:
6 Which by his strength setteth fast the mountains; being girded with power:

Verse 7 was about peace:

7 Which stilleth the noise of the seas, the noise of their waves, and the tumult of the people.

Would there also be one for joy? Not just one, but three:

8 They also that dwell in the uttermost parts are afraid at thy tokens: thou makest the outgoings of the morning and evening to rejoice.
12 They drop upon the pastures of the wilderness: and the little hills rejoice on every side.
13 The pastures are clothed with flocks; the valleys also are covered over with corn; they shout for joy, they also sing.

And then there was this:

11 Thou crownest the year with thy goodness; and thy paths drop fatness.

Rejoice!

Thursday, July 03, 2014

Using School Books, Part Two...this wasn't what we were expecting?

Part One is here.

I just finished re-watching Disney's Frozen with Dollygirl.  If you haven't heard and seen it multiple times by now, one of the supporting characters is a snowman named Olaf, who "hasn't had much experience with heat" but who sings a song about all the things he's looking forward to in summer.  At the end of the song, one of the watching humans mutters, "I'm going to tell him," and the other replies, "Don't you dare."  It is a cheerful song, but of course it has implications of the snowman's expected eventual end, and of the increasing perils of the human characters as well.

And on the next page of School Education, chapter 16, we have a quotation from writer Thomas de Quincey, something about his early memories of hearing Bible stories and thinking of hot weather and Palm Sunday.  Charlotte Mason, perhaps because she thought we would already know it or perhaps because it wasn't part of her point, has given it to us without much context. But the rest of the story is readily available in De Quincey's Autographic Sketches.  He is remembering the sudden death of his sister, when they were both children. He is told that she has died, and creeps into her room, wanting to see her once more, but the bed has been moved and all he can see is an open window: "through which the sun of midsummer, at midday, was showering down torrents of splendor. The weather was dry, the sky was cloudless, the blue depths seemed the express types of infinity; and it was not possible for eye to behold, or for heart to conceive, any symbols more pathetic of life and the glory of life."

He then explains why, then and afterwards, he made such personal connections between summer and sunshine, mortality and death, and this is the quotation about early Bible impressions that CM includes, that through the "younger nurse's" comments on the Bible stories, the impression he had gotten of Palestine, and Jerusalem in particular, was that it seemed to be a place of everlasting summer, but a summer particularly connected with death (because of the death of Christ). He seemed to think of death before resurrection, saying, "There [in Jerusalem] it was, indeed, that the human had risen on wings from the grave; but, for that reason, there also it was that the divine had been swallowed up by the abyss; the lesser star could not rise before the greater should submit to eclipse. Summer, therefore, had connected itself with death, not merely as a mode of antagonism, but also as a phenomenon brought into intricate relations with death by scriptural scenery and events." (italics mine)

Now obviously De Quincey was a more than usually perceptive and sensitive child.  But what is Charlotte Mason's point in including this story, which in its briefer form implies there is some value in reading the Bible to young children, but which, put in context, gives us a possibility of an even deeper sense of life (and perhaps death) given through those early impressions, and the gift of that understanding when death became real?  Clearly this is one of those places where, "if only we were wise," we would draw back from tampering or commenting on the stories as much as we often do; and at the same time, she seems to imply that we dare not deny our children the opportunity to hear them, and to know them deeply.

Olaf the snowman enjoys his dreams of summer, but he also recognizes his own fragility (he keeps breaking apart and getting put back together), and he sees the mortality of the humans around him--he tries to keep Princess Anna from freezing, and tells her that "some people are worth melting for."  Can we learn as much from a Disney supermovie as we can from Genesis?  No, although it might be worth thinking about the fact that such stories may be the only source of discussion material that some children have.  But we have the opportunity to give our children something much, much richer and more mysterious--a sense of eternity that must be given, as for little Thomas De Quincey, with reverence, and without much explanation and comment.

     But who shall parcel out




His intellect by geometric rules,
Split like a province into round and square?
Who knows the individual hour in which
His habits were first sown even as a seed?
Who that shall point as with a wand, and say
'This portion of the river of my mind
Came from yon fountain'? (William Wordsworth, Prelude II 243–249)

To be continued in Part Three.

Saturday, September 28, 2013

Saturday rummage sale finds (mostly books)

We went to a couple of rummage sales this morning, and this is what came home:

A Jackdaw "Tower of London" folder of facsimile documents
Pioneering in North York, which is of special interest because it mentions some family members.  North York, for those of you not in Ontario, is part of Toronto.
A Book of Comfort, by Elizabeth Goudge. Kind of like her commonplace book.

The Saracen Blade, by Frank Yerby.  A historical novel set in the thirteenth century. (Oh--this one turned out to be a bit too graphic.)

The Bible Through the Ages, published by Reader's Digest.  Lots of medieval illumination!

The Snare of the Hunter, by Helen MacInnes
Britannia Mews, by Margery Sharp.  A hardcover edition, probably from the 1940's.

A "complete drawing kit for beginners," by Gene Franks.  I got it mostly for the pencils and other stuff still in the box--art supplies are often one of the best rummage sale deals!

A candy box full of knitting needles, for The Apprentice.

Sherlock Holmes and Philosophy: The Footprints of a Gigantic Mind

A pocket guide to rocks and minerals
Mystery at Deer Hill, by Virginia Frances Voight.  In terrible shape, but it is one of the oldest Scholastic novels, T 197.

An extra copy of The Secret Language, by Ursula Nordstrom.  TX 395.
Wild Horse Running, yet one more Scholastic book.

Sunday, April 14, 2013

Dollygirl's Grade Six: Highlights of this week's plans

Composer studies:  Handel lesson #2.

Picture studies:  Matthijs Maris, "Butterflies."

Handwriting:  using calligraphy pens.

French:  "Jack and the Giant."

(Illustration from Hachette's Illustrated French Primer)

Augustus Caesar's WorldGenevieve Foster takes us first through Old Testament history, then off on a rabbit trail of Egyptian mythology.

Geography:  A trip to King Arthur's castle.

Wednesday, October 17, 2012

Dollygirl's Grade Six: Plans for a short Wednesday

Opening Time, hymns

Basic Bible Studies:  (page 24) Jump ahead to Genesis 12:1-3. How is God’s promise to Abraham both for him (and his family), and for his nation?  Jump ahead again to Genesis 22:1-18. When did Abraham live, approximately? When did Jesus live? When are we living? Where, exactly, did this story take place? Where did Jesus die? Memorize Trick #1 from Pack of Tricks: Adam (around 4000 BC), Noah (around 3000 BC) (fixed!), Abraham (2000 BC), David (1000 BC), Jesus, William the Conqueror (1000 AD).  (Yes, I know there are arguments for and against giving literal dates to Bible characters, especially Adam and Moses.  In this case we will use them as given.)

Math that we didn't do yesterday

Go spend twenty minutes writing a quick note or card for someone (on paper, not email). Make sure you mail it.

Poems

"Uncle Eric" study as outlined here

Volunteer afternoon at the thrift store

Monday, October 15, 2012

Dollygirl's Grade Six: plans for Monday

Hymns

Basic Bible Studies, by Francis Schaeffer: God’s Grace, part 2 (page 23)

After the man (Adam sinned), he tried to cover himself with the works of his own hands (how?). God took this away and gave him a covering of what? So this shows that people could not come to God by their own good works, but by what? (page 24) Look up Genesis 4:3-5. How does God ask Adam and Eve (and their children) to worship him? What picture does this give us of the promised Messiah?

The Hobbit chp 8: Flies and Spiders (continue)

FRENCH: Continue Le voyage de Monsieur Perrichon

Minds on Math 8, page 76 and 77.   Application problems for fractions 

Science biography: Albert Einstein, chapter 4.

Write Source 2000:  Last week we read about the "Planet of Bad Thinkers," a place where the inhabitants never set goals, never ask questions, ignore evidence, believe whatever they read, and so on.  We tried to turn those ideas around to list ways of "Becoming a Better Thinker."  Section 309 describes how your mind circles around from simple to more complex tasks while you work on a project.  Section 310 shows a chart of thinking "moves" from simple (observing, gathering) through more complex (rethinking, evaluating).  Choose a real or imaginary problem similar to the examples in section 308 (How can I...Should I...Is doing this activity worthwhile...I've got to convince my parents that...), and try to come up with a solution by tracing your way through the chart.  OR choose a picture book or children's story from our shelf, and show how the main character tries to solve a problem by using this kind of thinking process.

Put the books down and go for a walk.

Folk songs

Canadian history, using Story of Canada: World War II

Copywork

Poems:  Robert Frost, You Come Too

Wednesday, September 05, 2012

Homeschool things to do for Wednesday

Opening time:  Favourite hymn, prayer, Mensa for Kids puzzle cards. 


Getting-started-with-school discussions:  1.  Going over the full schedule.  2.  Talking about how Dollygirl can keep track of assignments like "please finish reading this book by Friday."  3.  A suggested "term project": since we are studying the twentieth century this term in history, and since Dollygirl loves the 18-inch historical dolls, I am proposing that she do a sort of "creative narration" by designing a new doll (and accoutrements), for a 20th-century decade that has not yet been done.  (That would be just the 1920's, '50's, '60's, '80's, and beyond.)  It might seem out of focus to have a Canadian girl do an American doll project, but the Canadian doll equivalents mostly don't come in historical flavours.  So we'll see what Dollygirl thinks about it.

(Solution to #2:  an assignment notebook.)
Bible Study (together):  I am planning on introducing Francis Schaeffer's Basic Bible Studies by reading a few pages from Susan Schaeffer Macaulay's How To Be Your Own Selfish Pig.  On pages 15 through 17, she describes her own "rebellion" at age eleven, why she suddenly felt that she didn't know what she believed about God, and how her father responded.  The connection, as I see it, is that the principles he wrote into Basic Bible Studies are probably the same sorts of things that he discussed with Susan, and obviously with adults who did the written studies or came to L'Abri for teaching.  We will read through the first three or four points of the first study.

French:  we will start to work through the play.

Math:  see previous schedule.

History (together today):  Story of the World Volume 4, about the aftermath of World War I.

Poetry:  one of Robert Frost's poems.

Inserted by demand:  another part of the first chapter of The Hobbit.

Free computer time and lunch.  (Lunchtime activity:  helping Mr. Fixit put together a new chair for his workshop, that came unassembled.)

Literature:  Retelling of The Aeneid.  Before reading, look up the following words in the dictionary:  stratagem, roisterers, refuse (the noun), effigy, sacrilege, impious.  After reading, do a written narration (keep writing for 10 minutes).

Music:  new folk songs

Science:  The Great Motion Mission.   Today we are just going to be reading from the new book.  Oral narration to father or big sister (on the phone).

Wednesday, February 22, 2012

Two things we learned in school today


"[In the 1540's] men were so eager to hear the Word of God that they even clustered round the lecterns while the priest was saying prayers at the altar.  More than once some reader would slip from his place in the church as the clergyman mounted the pulpit.  As soon as the dull, creaky voice in the pulpit announced its text, the Bible reader announced that he would read the story of the Good Samaritan or David and Goliath.  There was no doubt which was the more interesting.  Before the poor parson had got well into his dreary discourse his congregation had forgotten about him and was eagerly listening to find out if the shepherd boy slew the giant or if the man robbed by the wayside really died.

"The Bible had become a part of the life of the English people."--Makers of the English Bible: The Story of the Bible in English, by Cyril Davey


"Early in the morning [of July 1, 1867], the royal salutes began. At Saint John, New Brunswick, the twenty-one guns in honour of this greatest of all modern marriages were fired off at four o'clock.  At six o'clock they sounded out from Fort Henry, just across the river from Kingston....High Mass was sung in the cathedral of Three Rivers at seven o'clock in the morning....The steamer America brought nearly 300 visitors across the lake from St. Catharines to swell the crowd in Toronto....And down the Eastern Townships all the shops were shut; the streets were bright with flags and bunting.  Down in the Maritime provinces, where the anti-Confederates watched the bright day with sullen disapproval...a few doors were hung with bunches of funereal black crepe."--D.G. Creighton, The Young Politician, quoted in Canada: The New Nation, by Edith Deyell

Photo of the Coverdale Bible found here
Photo of Prince George Hotel on July 1, 1867 found here

Friday, January 20, 2012

Crayons' Year 5: A quiet Friday

On today's homeschool menu:

Singing "Holy Holy Holy" (not the Heber hymn, the Schubert Sanctus that I learned during a brief stint in the Presbyterian Church of Canada)



Singing "Ontari-ari-ari-o" (we usually sing something Canadian on Friday mornings)

Online math game

Reading about William Tyndale in Makers of the English Bible

Short keyboard (music) lesson

Plutarch's Life of Dion, half of lesson 4. King Dionysius keeps the philosopher Plato trapped in his palace in Syracuse, and sends Plato's older friend Dion off to Greece, because he wants Plato to be his (and only his) best friend forever. 300ish B.C. is not that far removed from the experience of some ten-year-olds!

(short break here)

Picture study: Mary Cassatt, Woman and Child Driving.


Cursive writing practice

Silas Marner, most of chapter 10, and written narration

Lunchtime:  reheated minestrone, bagels, and Magic Milkshakes (Mama Squirrel recently received the lovely gift of a Ninja blender, so we're making things we haven't had for awhile)

Helping shovel snow, and sliding down our hill

That's about where we're at now...some things left to do like laundry and cleaning.  Also we're going to work in a chapter of Ballet Shoes.

And it's the weekend!

Friday, September 03, 2010

A lot for a little (thrifted curriculum and some yarn)

Our homeschool budget this year is very small. Not that we don't already have materials to use, but I haven't bought a lot new, and there isn't much room for extras.

But God often does a better job of stretching a little money than I can. If he could do it with a bit of bread for thousands...still I'm often surprised at the things that come up.

Mr. Fixit took today off, and our rainy "vacation day" included stops at a couple of thrift stores, one for-profit (you have to watch their prices) and one charitable (more reasonable). This is what came home for $11.25:

Ginnie and the Cooking Contest (not pictured, Crayons is reading it), $1 at the for-profit store. (We have two other Ginnie books that she liked.)

NIV Adventure Bible, $1--perfect for Crayons' Bible reading

Gabriel Fauré Requiem cassette, 25 cents --our term's composer

Write Away, a younger version (aimed at second graders) of Writers Inc., a book we use in middle school (we have two thrifted copies of that one). Write Away is a bit on the young side for Crayons' English, but for $2 it was worth bringing home.

Alpha to Omega: The A-Z of Teaching Reading, Writing and Spelling, by Bevé Hornsby and Frula Shear, Fourth Edition. First published 1974, this revision 1993. A British book aimed at students with dyslexia and older learners with reading difficulties; but I just liked it for its short lessons in phonics and its British-flavoured dictation sentences (some of which are not kid-friendly--be warned). "Lay the table for tea." "I cannot do my Maths tables." "Mind that the candle does not set fire to your nightdress." "We live in the lodge at the park gates of the mansion." "It was a harmless frolic, but he shouldn't have done it in public." "A cynic is a person who knows the price of everything but the value of nothing." $2 from the for-profit store.

Milliken's Sumer and Babylonia, a book of coloured transparencies, by Kent L. Forrest, copyright 1969, $1 at the for-profit store. This will be great for Crayons' Bible Archaeology and Geography study.

Two new balls of Patons Canadiana yarn, $2 each, enough to make a pair of slippers and maybe some hair scrunchies.

And the sun came out after lunch.

Thank you, Ponytails, for the photo.

Sunday, August 08, 2010

Saturday's yard saling and thrift shopping and just not paying too much overall

We are trying hard to stick to useful stuff, not just frivolous...like the giant ceramic walnut with a squirrel on top that I saw at a yard sale yesterday morning and left right where it was. (Kind of like this one.) (Now if I had seen this one instead, I might not have been able to leave it there.)

What did we bring home?

The Bible Book of Lists, by Joy MacKenzie and Shirley Bledsoe--looks very useful

The Story of the Church, by Walter Russell Bowie

The Sacred Journey: a memoir of early days, by Frederick Buechner

Little Women Living Classics kit--not a book, a "treasure chest" with embroidery stuff, a card game, map of Civil War battles and so on--just a couple of the paper dolls and a booklet of game instructions are missing (OK, that IS practical. Not that things are missing, but that there's a brand-new mini-embroidery set in there plus all the historical stuff.)

See Through History: Ancient Rome, by Simon James (an illustrated book with transparencies)

A big boxful of ribbon for $2

Some knit fabric that Ponytails bought--how cool is that? (It's something she wanted.)

About $50 worth of groceries from Giant Tiger--enough to hold us for awhile

A pair of lace-up runners for Crayons, also from Giant Tiger

Graph paper and page protectors for The Apprentice's fall term, also from Giant Tiger

And The Apprentice brought me home three free Family Circle magazines that the hair salon was cleaning out. I appreciated that very much.

Saturday, April 10, 2010

Terrible Lizard, by Deborah Cadbury (book review)

I had mentioned that I was reading Terrible Lizard, but hadn't posted much about what I learned or whether it was a good book.

Yes, it is an excellent book. In fact, I would say that if you want to understand where Charlotte Mason and her PNEU cohorts were coming from in their views of the natural world, this is essential reading. It covers the whole digging-up-dinosaurs-in-Britain story from Mary Anning's discoveries around 1810 to the huge shift in thinking fifty years later. It connects geology and anatomy...and, more exactly, geologists and anatomists...with the race to identify, name, and take credit for the new/old creatures. The story starts with a poverty-stricken girl digging up bones, and an aspiring geologist puzzling over a tooth that just had to belong to an herbivore but didn't fit any known category of creature. It peaks with an 1850's dinner party inside a model Iguanodon. It ends with people looking towards the established heads of science, those who had always come up with Biblically-acceptable answers, to respond to Darwin and Huxley...and those same sources of knowledge and faith finally throwing up their hands.

Actually Darwin and Huxley play only a small part in this story--they were the rebels who took over from the previous generation of geologists. Geology was a sort of gentleman's science in the first half of the nineteenth century; if you wanted to be taken seriously, you had to be a member of the Geological Society. The pre-Darwin British geologists were careful to present their findings in a God-inspired, Biblical context; some of them, like William Buckland, held high positions in the Church of England; few of them agreed with "evolution," but they were finding themselves believing less and less in a literal six days of creation, in a worldwide deluge, and in a world that was only a few thousand years old. The stories they read in the rocks and the bones seemed to show without any question that the large creatures must have existed in a time before man--perhaps in a whole other time that God had also created.

And then the evolutionists came along and took even that away.

"When he met Darwin in December 1859, [Richard]Owen praised him for his original ideas on the formation of species. Owen did not accept that Man was a transmuted ape, but in the Origin Darwin had only hinted at Man's relationship with apes. He was eager to build bridges with the famous anatomist, and it is possible that Owen may have imagined that there was some common ground between them: each step in Darwin's evolution could still be planned by God."--Cadbury, page 307

But it didn't work out that way.

"[In 1860, Thomas Huxley] discussed Man's relationship to the apes, highlighting similarities. Owen was furious; had always sought to show that Man was zoologically distinct from the animals. Those seeking to reconcile the findings of science with their belief in the Bible faced a terrible dilemma. How could the 'monkey theory' fit with Creation in Genesis? Owen was the obvious scientific leader who could surely be relied upon to expose the flaws in Darwin's thinking....[but] Owen could no longer shelter behind the ambiguous language he had used for so long....Even though Owen was not a Creationist the sides became polarised, with Darwin and his supporters, 'the Devil's Disciples' Huxley and Hooker, standing in opposition to Owen, who was trying to uphold traditional values....One by one, Owen's cherished notions on the dinosaurs were seen to fall apart."--Cadbury, pages 307-317

There are other fascinating people in this story--Gideon Mantell, the doctor and geologist who puzzled over the herbivore's tooth; Charles Lyell, who had a strong influence in moving scientific beliefs away from having to agree with the Bible; Georges Cuvier. And Mary Anning, who never got enough credit or enough compensation.

But for me the most interesting aspect of the book--aside from the actual dinosaur discoveries--was the clear presentation of how Creationist Christianity was suddenly left in the lurch. I don't have good answers for that even now. I don't know if I could have handled this book twenty years ago, or if I would have wanted to read anything at all where the "good guys" didn't believe that it all happened exactly as the Bible said. Today Christians who don't want to "leave their brains at the door" are being offered Creationist research to consider that was not available then. I'd like to believe all the young-earth-creationist material, because the fact that God made us in his image--really made us--is as central to our beliefs as it was to Buckland and Owen. However, I did not grow up with the idea that men and dinosaurs co-existed, so I have as hard a time trying to fit that all together as they did their piles of bones. I'm trying to keep an open mind on both sides.

Anyway--a very good read, very worthwhile especially for high school students. There are only two places I could see that you might want to have them skip over--an early adventure of Owen's involving body parts, and some other graphic material on page 270.

Thursday, April 08, 2010

Favourite low-cost/no-cost homeschool stuff

These are some of my current favourites:

1. Paper-plate skip counting wheels. I first saw the idea in the Miquon First Grade Diary when Ponytails was in the first grade...so these paper plates are six or seven years old, but still going strong. Very simple--each number has its own plate, with a series of numerals markered around the rim. The 2 plate goes 2, 4, 6, 8, 0, 2, 4, 6, 8, 0. The 3 plate goes 3, 6, 9, 2, 5, 8, 1, 4, 7, 0. (That's the most complicated one.) The 4 plate goes 4, 8, 2, 6, 0, then again. The 5 plate just has 5's and 0's on it. And so on. Do you see how it works? You count around the plate, and each number you say will have the same final digit as the next numeral on the plate.

2. "Topical" Bible sword drills. [2019: link is broken] My kids particularly like the Animals version. (Warning: some of the words don't match up if you use newer Bible translations.)

3. Beaver Ed's card quiz games, sold at Dollarama. We have the Nature and the Dinosaurs games, and think they're as good as the more expensive versions.

4. This study guide to Tom Sawyer. We don't use a lot of literature study guides, but this one has some helpful ideas.

5. Leslie Laurio's updated Ourselves. (The Common Room family also likes this.)

6. Homemade handwriting sheets. I am using our Barchowsky disk, but you can find other sites to make your own. Who needs workbooks?

7. Index cards--good for all kinds of things. Ponytails and Mr. Fixit are using them along with Christian Kids Explore Chemistry, to keep track of all the elements Ponytails has learned. (They also made Atomic Cookies--see a similar photo at Weird, Unsocialized Homeschoolers.)

8. Books from the local supermarket's dollar bin--you just never know what's going to show up there. Recently we've found Magic Treehouse notepads, The Courage of Helen Keller, Madeleine L'Engle's The 24 Days Before Christmas, a Mitford book, and several other Scholastic and Troll biographies.

9. The weekly how-to posts at The Common Room.

10. Julie Gilbert's Planned Spontaneity e-book. A different kind of homeschool planner! (The home page is here.)

A Month with Charlotte Mason, #9

In our moral as in our intellectual education, we work too entirely upon narrow utilitarian lines: we want the impulse of profounder conceptions.--Charlotte Mason, preface to Ourselves
Rather than talk about how you do every school subject CM style...because you can get a lot of that information on places like the Ambleside Online FAQ page...I am going to pull some quotes from Home Education, and I’d like you to note the most-repeated words and themes, so that you can see how Charlotte Mason's ideas are really interchangeable from subject to subject. Remember that these are from descriptions of lessons for children under nine (the focus of Home Education), so there isn’t a lot here about Latin or other typical subjects for older ones. School Education (Volume 3) and Philosophy of Education (Volume 6) have more about teaching older students.
“Children’s lessons should provide material for their mental growth, should exercise the several powers of their minds, should furnish them with fruitful ideas, and should afford them knowledge, really valuable for its own sake, accurate, and interesting, of the kind that the child may recall as a man with profit and pleasure.”

From page 221, on learning to read: "He has considerable power to attack new words with familiar combinations; what is more, he has achieved; he has courage to attack all ‘learning,’ and has a sense that delightful results are quite within reach. Moreover, he learns to read in a way that affords him some moral training. There is no stumbling, no hesitation from the first, but bright attention and perfect achievement."

From page 254, on arithmetic: "The chief value of arithmetic, like that of the higher mathematics, lies in the training it affords to the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders. There is no one subject in which good teaching effects more, as there is none in which slovenly teaching has more mischievous results….The child perceives what rules he must apply to get the required information. He is interested; the work goes on briskly: the sum is done in no time, and is probably right, because the attention of the child is concentrated on his work…. Carefully graduated teaching and daily mental effort on the child’s part at this early stage may be the means of developing real mathematical power, and will certainly promote the habits of concentration and effort of mind."

From page 267, a quote from Edward Holden's The Sciences: "....to awaken the imagination; to convey useful knowledge; to open the doors towards wisdom. Its special aim is to stimulate observation and to excite a living and lasting interest in the world that lies about us."

From page 249, on Bible lessons: "But let the imaginations of children be stored with the pictures, their minds nourished upon the words…and they will come to look out upon a wide horizon within which persons and events take shape in their due place and in due proportion."

From page 272, on geography: "The peculiar value of geography lies in its fitness to nourish the mind with ideas, and to furnish the imagination with pictures….[Its educational value] is the developing of power, the furnishing of the mind….the child’s geography lesson should furnish just the sort of information which grown-up people care to possess."

From page 279: [History too] is a subject which should be to the child an inexhaustible storehouse of ideas, should enrich the chambers of his House Beautiful with a thousand tableaux…
A wide horizon, full of persons and events taking shape...to open, to awaken, to furnish, to stimulate, to excite, to exercise...to nourish.

Again I'll post that definition of leisure:

Having the freedom (time, space, opportunity) to discover what makes you fully human.

Sunday, July 12, 2009

Dewey goes to Vacation Bible School

Every summer of my childhood, we went to a Baptist church's VBS. (Our church didn't have one.) As so many people remember from old VBS's: the cookies and Kool-aid flowed Deep and Wide, and the crafts were largely popsicle sticks. The theme for the week might be "Following Jesus," and I have no idea who published the materials but they--at least the stories for grade six or so--were pretty meaty. One year it was a version of Nicky Cruz's Run Baby Run, about gangs in New York; another year I remember reading missionary stories that must have been about John and Betty Stam, because I can still hear this Dr. McCoy voice in my head saying something like "Dangit, Jim, those Lisu are going to learn about Jesus."

What also sticks in my head is the person who taught us older kids for the last two years I was there. I remember two things about him: first, that I always admired the commitment this young man had that made him come back and teach us rowdy kids, year after year. The other thing I remember is that he was killed on a motorcycle a couple of years later. I've always felt sorry that I never got a chance to thank him properly.

I've helped with several VBS's since then, at different churches. I've noticed how they're changing. Especially I noticed at the big church we attended while Crayons was very small--I didn't help those years, just watched from the parent's point of view, and that was the first time I'd seen one of these new Wow curriculums with so many kids, music videos projected on big screens, and more screaming during the music than I'd ever seen in a church before. The crafts were still paper plates and tie-dyed t-shirts, but overall there was a new, slicker, more packaged feel to the whole thing. The themes are now more like birthday parties or library reading clubs: outer space, treasure islands, even (last year) an amusement park. Kids go here, leaders say this and that, and then it's on to the next station...am I wrong in feeling that it's all getting a bit too programmed? (Especially when you find out that every other church in town, and maybe more than that, will all be using the same curriculum...VBS must be about the only time all year that we all get so ecumenical.)
As a parent, I also have a bit of a problem with some of the "discipline the parents" language that appears in the Director Manual I was given this summer. "Some parents may want their preschoolers to [stay with] older siblings. Firmly insist that the [preschool] activities are the best ones for preschoolers." It's not that I'm arguing with that, I'm just not that impressed by being "firmly insisted" at.
The church we have been attending for the last three-and-a-half years is very small, and our VBS is not very big either. It also leans more towards the traditional Kool-aid mode than the frantic screaming and plastic memory toys--probably because our membership, and in particular our VBS leadership, is largely made up of an older generation. Our imaginative, energetic friend who has directed the VBS for three of the four summers we've been there was a teacher for many years, and she runs things according to her long experience with children--no matter what the books say to do. We also don't have a policy of "firmly insisting" that parents stay out or that children go where they're not comfortable.
But we're still using the Big Mega VBS Curriculum--or at least the parts of it we could afford. No music videos, although we did get a CD of the music. No plastic toys. We didn't even get take-home papers or worksheets, which in my mind is a plus anyway.
I was given the Preschool level curriculum to use, which was a bit of a problem since the seven or eight children I was teaching were all five or six years old. (The rest were in one big group for the elementary-age children. We didn't have any preschoolers.) I didn't need to teach the Bible story, since that was acted out during group time each day. We didn't have the additional DVD stories for them to watch. I didn't need to do crafts with them, since everybody made crafts together later in the morning. I didn't even need to do many songs, since everybody sang together at the beginning and end. This is all to say that most of what I was given was unnecessary, or in some cases too young for my class...I had to dig through the teacher's guides and pick out what was left.
What I was supposed to do with my group, each morning, was provide some kind of follow-up to the Bible stories, help them learn the memory verse and Bible themes for the day, and play games. I did find a couple of games I liked in the curriculum materials, but some of the suggested activities made me wince. I refused to have them go around in a circle and sing "Here we go round the burning bush." I'm sorry, that's not only silly but it seems somewhat blasphemous as well. (We also--collectively--decided NOT to serve a snack called "Berried and Raised" on the day we learned about Jesus' resurrection.)

Dewey fills in one morning for the curriculum's official hand puppet
Anyway--what did our class do? Played Freeze Tag--to get unfrozen, you had to shout out the memory verse. Played What Time is it Mr. Moses? (that felt slightly less blasphemous than dancing around the burning bush). Jumped along a number line marked with pictures to help learn one tricky memory verse. Sang a couple of songs I dredged out of my memory. Listened to a couple of picture books that fit with the day's theme. Crossed the "Red Sea" (a balance beam we improvised). Watched Ponytails do a magic trick, and talked about how God really did make wonderful things happen (no trickery). Played Hot Potato and said the memory verse. Watched Ponytails chat with Dewey about flashlights and missing batteries. And so on.
And the kids really did enjoy the Bayou theme, as far as we took it, and the dock area that some wonderful volunteers created (with real bullrushes to hide baby Moses in).

Thursday, April 30, 2009

New books at the Treehouse

These books all came in a box from a family out west who are finishing their homeschool years and have decided to part with some treasures. Some of these books are part of the Ambleside Online curriculum (mostly for the upper years), and some are just for fun.



Walking the Bible by Bruce Feiler (a junior version--I'd still like to get the real thing)

"But perhaps the most amazing thing about the Dead Sea was something I didn't discover until we began to walk into the desert hills on its southern shore. Because the atmosphere is so dense in the area, the air pushes down on the water and the water pushes down on several miles of salt deposits underneath the Dead Sea. These salt deposits are pushed down toward the core of the earth and then out toward the shore, where they sprout up in two- or three-story asparagus-like formations. They look like salt lighthouses." (p. 47)

Makers of the English Bible: The Story of the Bible in English by Cyril Davey

"But, in spite of Alfred's schoolboys learning the Lord's Prayer in their everyday language, there were few men who troubled to turn any more of the Bible into English. Books and parchments were too expensive for ordinary people to buy. The young men of Alfred's kingdom had little use for reading unless they became monks or 'clerks"--'clerk' is only a later way of spelling 'cleric', or churchman. Monks and 'clerks' could read Latin well enough, so why should they bother to turn Latin into English for people who, in any case, could not read?" (p. 21)

Long Ago in Florence: the Story of the Della Robbia Sculpture by Marion Downer

"The younger della Robbias kept the workshop open for many years. But no one in the family ever inherited the genius of Luca. No one ever sculptured children with quite as much accuracy and feeling as he did--as if each child was his own beloved friend." (p. 30)

Heroes of the City of Man by Peter Leithart

"Like father, like son: Telemachus must go, if not to hell and back, at least from a deadly threat to assured life. All the way home from Sparta and Pylos, he wonders, 'would he sweep clear of death or be cut down?'" (p. 197)

Brightest Heaven of Invention by Peter Leithart

"Biblically, the belief that one can remake the world through terror and bloodshed is a heresy. Its most fundamental error is the belief that there is someone other than the Messiah whose death inaugurates a new age. The most penetrating answer to the religion of revolution is the insistence that there is only one sacrificial Victim whose blood revives and whose unleased Spirit brings not strife but peace. Only those who trust this sacrifice can have confidence that, whatever their mistakes and errors, they will not, in the end, misconstrue everything." (p. 106, on Julius Caesar)

Linnea's Windowsill Garden by Christina Björk

"Now I'll tell you about my nicest plant. Her name is Busy Lizzie. That's a good name for her because Lizzie definitely is busy: she never stops growing and blooming. This is how I got my first Busy Lizzie: Mr. Bloom had a large plant and he let me take a cutting from it. That means cutting off a little branch, so that it can later take root and grow up to be a new plant." (p. 20)

Kon Tiki for Young People by Thor Heyerdahl

"When tormented by thirst in a hot climate, one generally assumes that the body needs water, and this may often lead to immoderate inroads on the water ration without any benefit whatever. On really hot days in the tropics you can pour tepid water down your throat till you taste it at the back of your mouth, and you are just as thirsty. It is not liquid the body needs then, but, curiously enough, salt. The special rations we had on board included salt tablets to be taken regularly on particularly hot days, because perspiration drains the body of salt. We experienced days like this when the wind had died away and the sun blazed down on the rafts without mercy....On such days we added from 20 to 40 per cent of bitter, salt sea water to our fresh-water ration and found, to our surprise, that this water quenched our thirst." (p. 72)

Darwin's Black Box by Michael Behe

She Wanted to Read: the Story of Mary McLeod Bethune by Ella Kaiser Carruth

"On cold days in the winter her eyes smarted from the smoke of the pot-bellied stove. The stove couldn't quite burn up the pine cones that were stuffed into it. When she got to school on frosty mornings, she was glad to stretch her hands out to it. Sometimes, even though she had run and jumped all the way to school, she was cold clear through her gingham dress. Miss Wilson would take her hands between her own warm hands and say, 'I can't let my most faithful pupil freeze.'" (p. 20)

If all the Swords in England: a story of Thomas Becket by Barbara Willard

"As they came within sight of the city, of the sturdy walls, the pile of the great church, the palace, the monastery, a huge throng rushed from the gates to meet them. They sang and shouted and wept, they called for the Archbishop's blessing. They urged him forward among them, bringing him home to his church that had lacked him too long....At every window hung silks and carpets in joyous decoration. The bells of Christchurch clashed and clamored on the clear air of the winter's day." (p. 116)

The Ocean of Truth: The Story of Sir Isaac Newton by Joyce McPherson

"Isaac found a table that spilled over with heavy books, bound in dark green and brown. For a while he enjoyed simply picking up the books one at a time, reading the titles, and stacking the books neatly on a pile. They smelled of printer's ink and leather. One volume interested him. It was by Theodore Beza, the theologian who succeeded John Calvin in the Geneva Church. He was a famous reformer of the last century. The bookseller saw Isaac hesitate with the book in his hand....He held out a book called The Institutes of the Christian Religion by John Calvin....'I'll give you both of them for a deal,' pressed the bookseller." (p. 75)

An Introduction to Shakespeare by Marchette Chute

"An actors' inventory of the period is a riot of color: a scarlet cloak with gold laces and buttons, a crimson velvet jerkin with blue satin sleeves, purple hose embroidered with silver. Every company had piles of old costumes stored away to be remodeled for the minor parts and for group scenes, but the actors who took the main roles evidently had their costumes designed for them at considerable expense. Gold lace was lavishly applied to their costumes, with copper lace for the lesser actors, and one London company ran up enormous bills with 'the copper lace man.'" (p. 58)

The Happy Orpheline by Natalie Savage Carlson

"It was difficult for Genevieve to round them all up when it was time to leave. She made them hold hands. She counted them five times and would not trust Josine to do it. She told them that if they did not stay together, she would never bring them back and that she would leave the orphanage forever and that they would never again be treated to chocolate buns." (p. 44)

Schoolroom in the Parlor by Rebecca Caudill

"'Well,' sighed Chris, 'have a good time, Emmy, Debby, and Bonnie in your extra recesses. I'll be sitting right here in the parlor studying how to spell alligator and crocodile and hippopotamus.'" (p. 74)

The Happy Little Family by Rebecca Caudill

"The week before Mother had knitted the cap. It was long and red, like Debby's, with a white tassel at the end. It was soft as a kitten and warm as feathers. It was hanging on Bonnie's nail behind the kitchen stove, waiting for the first frosty day. To see it hanging beside Debby's made Bonnie feel that, at last, she was surely growing big." (p. 71)

Premlata and the Festival of Lights by Rumer Godden

"Then, once again, Prem seemed to see further, to those long ago golden and silver bangles that had been on Mamoni's wrists when they lived with Bapi and, "I'll buy her a silver bangle now," vowed Prem. She knew gold would be too expensive. She forgot everything else and took a windmill....The shopman charged her a rupee more than the peddler, but she could not stop to argue, and pushed her way back through the crowd to where she had passed the bangle stall." (p. 51)

Little Plum by Rumer Godden

"Miss Happiness and Miss Flower were beginning to understand that Little Plum was in the middle of some sort of quarrel, and they did not know what to wish for: that Belinda would stop climbing the ilex tree; that Gem could learn to play; 'That we should all be peaceful and happy together,' said Miss Happiness. The two little dolls were still talking it over that late afternoon when there came a sudden and determined shaking in the ilex tree." (p. 97)

Dr. Dolittle's Circus by Hugh Lofting

Slowly the Doctor opened his eyes and raised himself on his elbow. "Where am I?" he said drowsily. "Oh, yes, of course, in jail."

Then he stared at the man who stood beside him. And at last a smile spread over his face.

"Heavens above! It's Sir William Peabody," said he. "Well, well, William! What on earth brings you here?"

"I might still more reasonably ask you how you come to be here," said the visitor...."What's it all about? They tell me you were seen throwing a woman into the sea."

"It wasn't a woman," said the Doctor.

"What was it then?"....

"It was a seal," he said at last, "a circus seal dressed up as a woman. She wasn't treated properly by her keepers. And she wanted to escape, to get back to Alaska and her own people. So I helped her. I had the very dickens of a time bringing her across country all the way from Ashby. I had to disguise her as a woman so we could travel without arousing suspicion. And the circus folk were out after me. Then just as I got her here to the coast and was throwing her into the sea, so she could swim back to her native waters, one of your coastguard men saw me and put me under arrest.--What are you laughing about?"

Thursday, February 26, 2009

More Exam Responses

More of Crayons' Term II exam responses.

Book: Canada Eh to Zed
Question: What are some Canadian things starting with the letters V, W, X, Y or Z?

Xylograph; Yoho – it means “awesome” in Cree; That thing that smooths out the ice [Zamboni];
X-Country Skiing; Zipper; Zed!

Memory work: Sing the first verse of "Like a River Glorious." Repeat the introductory section to the Lord's Prayer (Luther's Small Catechism).
"How did you do?" "Yoho!"

Geography: Show these things on a globe: Arctic Circle, England, France

Pilgrim's Progress: Crayons decided to tell about the meeting with the shepherds.

Christian and Hopeful go along and they meet some shepherds.

And the shepherds tell him, “You’re not very far, you know. Some other people have gone way, way farther than you have, but then they’ve just fallen into darkness. Let us show you.”

So Christian and Hopeful go along with the shepherds and the shepherds show them Hell’s Door. It was a shortcut for Hell. And then they showed Christian and Hopeful a big cliff, and they almost fell off because it was so frightening. There were dead men’s bodies down there. And Christian asked, “Is there any hotel or anything where we could stay?” And the shepherds said, “We are your entertainment. You can stay in our huts. You can sleep in our beds.” So that night Christian and Hopeful slept in the shepherds’ house.


Book of Matthew: Tell the story of the Resurrection.
[My note: Crayons may not have told this story in perfect detail, but I think she got the main ideas right.]

Jesus was put in a grave, and there was a rock in front of the grave, and there were guards in front of the rock that was in front of the grave. But one day there was a bright light, and the rock moved out of the way, and the guards ran away. And pretty soon the guards came back, only to find Jesus’ body stolen. But then the guards ran away again. And then some women came. It was Mary and Mary Magnolia [Magdalene]. And then they saw two angels, one at the foot where Jesus’ body should be, and the other at the top of where Jesus’ body should be. And then Mary saw somebody who looked as if he was gardening. And she said, “have you stolen my master’s body?” And then he says no. And Mary recognizes Jesus’ voice, and she cries out, “Master!” And he cries, “Mary.” And she and Mary Magnolia ran out, saying “Jesus is alive! Jesus is alive!” The end.

Reading: Read aloud "Time, You Old Gipsy Man" by Ralph Hodgson.

A Wonder Book, by Nathaniel Hawthorne. Story: "The Chimaera." Question: Tell how Bellerophon caught Pegasus.

Bellerophon and the little boy watched always for Pegasus. Finally one day, the little boy said, “Look, Bellerophon, up in the sky!” And Bellerophon looked in the reflection of the water, and he saw a beautiful bird. “What a beautiful bird!” he said. “Don’t you understand, dear Bellerophon? That is no beautiful bird. That is Pegasus!” And Bellerophon saw that it was a beautiful Pegasus, with silvery wings. Quickly they went into some shrubbery and hid. The beautiful Pegasus came down, and it drank the water refreshingly, because no kind of water did he like more than the beautiful waters of Pirene. And then it just nibbled a little teeny bit on the daisies. Because it didn’t like to make a big meal because he thought that the daisies up on this mountain place where he lived were better.

Then he saw that the beautiful Pegasus was dancing the most beautiful dance he had ever seen. Quickly, as the Pegasus slowed down his dance, he ran out of the shrubbery, holding the beautiful halter in his hand. And he put it on Pegasus. And quickly jumped on Pegasus’ back. Pegasus, never feeling human weight before, leapt up in the air! Up, up, up and away. And all of a sudden Bellerophon came down!!! And the Pegasus began to fly once more again. But as soon as it calmed down…not really too calmed down…he looked at it and saw that such a beautiful creature should be free. He remembered the dance that it danced, he remembered the water it had drunk with refreshment, he remembered the daisies he had nibbled delicately.

So he slipped off the halter, and he said, “Go free, Pegasus.” Quickly Pegasus soared up in the air as Bellerophon watched it sadly. But all of a sudden Pegasus came down, and again Bellerophon said, “Go, Pegasus. Go to your world of wonders.” But Pegasus would not move. He said, “Good Pegasus.” And he put the halter on it and rode it. The End.

History: Tell about your group's trip to a historic site.
[My note: I noticed that in this narration, Crayons used a much more limited second-grader's reporting style, typical of what schoolchildren would put in a report for the teacher. It's interesting that although she had a good time on the field trip, it didn't seem to offer her much material for storytelling.]

I went to [the house] and I put on a 1891 dress. And then we played school, learning capitals and writing with ink.

And then we had a tour of the house. And we talked about oatmeal, we got to pump water with a water pump. We would play croquet and cricket, and we were back in 1891.

History (100 Years War): Tell what you know of the Hundred Years War.
There was the battle of Sluys, the battle of Crecy, there was the battle of Calais, and the battle of…something else that starts with P. [Poitiers]

I’ll tell you about the battle of Calais. It was a starving war. And there were these enemies that surrounded Calais, and the people of Calais couldn’t even go out to gather food from their crops. And finally they got so starved that they ate their cats and dogs. And finally they waved their white flag. And soldiers came and said, “You are really ready to surrender?” They said, “Please try and coax your king, and you will have a reward.” So the knights went and tried to coax the king into letting all of the people go free.

So the king said, “Tell them this.” So the knights went, and they said, “The king said that the only deal he’ll make is that six men come out in their nightclothes, nightcaps and all, with ropes around their necks, bearing the keys of the city.” And the governor of Calais said, “Aw, but we can’t do that!” So he went and told the people about what the king had said. And they said, “But, but, we can’t do that! There’s nobody brave enough to do that, and nobody strong enough to do that.” But finally a rich person said, “I will be the first of the six people to go.” And soon five more joined, and they had six people. And at dawn they all came out in their nightclothes and nightcaps and all, with ropes around their necks, bearing the keys of the city with them. And quickly the knights took them with them, to the king. And the king said, “I shall kill you.” But then all the knights began to beg and beg, but he said “No, no, no, no…no.”

But finally the queen fell down on her knees and begged, “I’ve never asked you a favour, but now I want to have these people.” And he said, “All right.” So she took them to her own rooms, and she dressed them, and then she had a banquet for them. And the next morning she let them go to Calais, and that was the end.