Showing posts with label Melissa Wiley. Show all posts
Showing posts with label Melissa Wiley. Show all posts

Thursday, June 09, 2016

From the Archives: On Word Power

First posted June 2007. Some bits of this appeared in Minds More Awake. There were originally some links to this post at The Common Room, which also discussed the political correctness of dumbing-down vocabulary.

"It Pays Makes-Some-People-Very-Nervous-That-You-Want To Increase Your Word Power" 

Okay, have you had time yet to read the Big Words article? [link no longer works]
Is it undemocratic and elitist to celebrate words? Should those who do have large vocabularies back off and shut up because it might make the less erudite feel bad? (erudite: characterized by great knowledge; learned or scholarly: an erudite professor; an erudite commentary.) Did you catch that first line of the article: "With the Lord of Loquacity on trial in Chicago and schools playing down language to level the playing field...." [italics mine]

How long ago was it we were talking about that example from The Incredibles?

Helen: Right now, honey, the world just wants us to fit in, and to fit in, we gotta be like everyone else.
Dash: But Dad always said our powers were nothing to be ashamed of, our powers made us special.
Helen: Everyone's special, Dash.
Dash: [muttering] Which is another way of saying no one is.
But that whole angle of level playing field, undemocratic, elitist is just missing the point. It's not about a few people having talent for words and time enough to enjoy them  Our collective gift of language is one of the most democratic things we have (please take "democratic" as a positive idea there). It is being able to read and understand the greatest ideas that have been written, and express our own as well, that keeps us from slavery--including slavery to propaganda. What kind of a Brave New World would we be living in if we were limited--by political correctness or any other such foolishness--to using "story" for "narrative," "very big" for "prodigious," and "teach" for "instruct?" (See the "Forbidden Words" sidebar in the article, about OISE professor Clive Beck, who believes that "teachers should avoid unnecessarily big words so that they can 'talk on the same level' as their students.") With such spavined vocabularies, we would be locked out of some of the most influential books ever written--like Common Sense. (spavined: adjective 1. suffering from or affected with spavin. 2. being of or marked by a decrepit or broken-down condition: a spavined old school bus abandoned in a field.) What's democratic about that?

How do you teach or learn new vocabulary--by endless drills, by writing out definitions? I can think of several more effective ways:

1. By listening to those who use language powerfully--and that would, we hope, include the teachers Clive Beck wants to limit. (Can you imagine getting "bleeped" for using a phrase like "nefarious villain?")

2. By reading what those same people have written--and though that road may end with books written for adults, it begins much earlier. If we wanted to limit our children's literary menu to books using the easiest and most commonly used words, we wouldn't have read them A.A. Milne, Beatrix Potter ("I am affronted," said Mrs. Tabitha Twitchit), William Steig, the Bible, Jacobs' English Folk and Fairy Tales, Lewis Carroll, Graham Oakley...or Melissa Wiley.

Our Crayons (just turned six) is reading Anne of Green Gables to herself--she doesn't want it read to her. The motivation was that she found a small porcelain Anne doll at one yard sale, and then a copy of Anne at the next one. We already owned two copies, but she wanted this one for her own self, to go with her doll--and it was her quarter. She sits in my grandfather's little rocking chair with her doll beside her, and reads it while Mr. Fixit reads the newspaper. It's way beyond her vocabulary and experience, and I didn't expect her to get past the first couple of pages--but she has read eight chapters already (and did allow me to read her the ninth). I'm sure she skips what she doesn't understand, but she can still tell you a lot about the story, particularly about Anne's imaginary friends. Would she be better off with an adapted version? Define "better off."

3. By reading books that lead us gently through unfamiliar territory--like Melissa's Martha books, set in Scotland in the 1700's. And then there's the whole sad business of their current state of abridgement, which is itself a perfect example of where all this is taking us.) (2012 update: sorry, both of these links are now defunct.) Again it was Crayons who first asked to be read these books. She's now acquainted with box bed, waulking wool, governess, kirk, peat, spindle, flax, loch, dustgown, Hogmanay, and pianoforte. When I asked her if those were hard words, she said (I quote): "Kids know DUST and kids know GOWN so you just put them together and make DUSTGOWN." What's a governess? "A lady who takes care of you." No problem.

4. By actively seeking out the specialized vocabulary that we need to learn to do the things we want to do! Sometimes for pleasure, sometimes out of necessity. Pod in The Borrowers Aloft has a very short time to learn the vocabulary (and thus the technology) of building a hot-air balloon [actually it was gas-filled]; his understanding of words like "ballast" and "envelope" is what allows his family to escape from their kidnappers.

From Mrs. Frisby and the Rats of NIMH to Roald Dahl's Matilda, the key to freedom has always been reading, reading, reading--and those are just the fictional examples.

Books fall open, you fall in,
delighted where you've never been;
hear voices not once heard before,
reach world on world through door on door;
find unexpected keys to things locked up beyond imaginings.
What might you be, perhaps become,
because one book is somewhere?....
--David McCord
Consider what happens if we lose the ability to look beyond our own place in time and space. We become small-minded, small-souled, wrapped up only in our immediate interests...and vulnerable because we are unable to think clearly.
"But they couldn't do it,
for their poor brains were such
That they couldn't think often,
and hadn't thought much."

--Virginia Kahl, The Duchess Bakes a Cake
Freedom lies in our ability to discern truth and choose right actions. Leadership, courage, hope, conscience, character, faith, critical thinking, magnanimity--all those things are available to those who take and read--but only if we develop the vocabulary to understand.

P.S. [The link to the comments is gone.] I liked Eileen Reardon's comment: "My first reaction on reading the list of 'unnecessarily big words' Clive Beck would like to remove from teachers' mouths was: Nuts! (Simple enough?) Then I started the cryptic crossword and had a horrible thought: If Prof. Beck has his way, he won't merely be gutting the language of nuance, he'll be taking the fun out of crosswords. Egad!"

Wednesday, November 05, 2014

Are you a disciplinarian? Do you want to be one?

"By Education is a discipline, is meant the discipline of habits formed definitely and thoughtfully, whether habits of mind or body." ~~ Charlotte Mason

Are you a disciplinarian?

Do you want to be one?

Charlotte Mason says that if she were, hypothetically, asked about discipline-that-really-means-punishment, she would say that punishment has a necessary time and place. Like medicine. A necessary evil.  She says, "But punishment, like physic, is a casualty only of occasional occurrence at the worst, and punishment and physic alike are reduced to a minimum in proportion as we secure healthy conditions of body and mind."

Oh my, the connections that pop up here.

I'll start with our middle-school standby, Uncle Eric (Richard J. Maybury).  Uncle Eric preaches against big prisons full of lots of people being punished for lots of things. For one thing, they're expensive; they eat up taxpayers' money. In his view, prevention of crime would be much more advantageous than an overdeveloped penal system. Sick societies are expensive to run. So in a healthy society, yes, we would probably have jails, but they wouldn't have a lot of inmates.

Then there's Louisa May Alcott's novel Eight Cousins. It's a good story, but it's also a mouthpiece for Alcott's views on healthy lifestyle.  Rose is being cared for by a clutch of aunts, and most of them have particular agendas for her. One in particular, gloomy Aunt Myra, insists on seeing Rose as sickly, and would use any excuse to dose her with favourite medicines. In a rather troubling aside, it's hinted that Aunt Myra may have "dosed" her own daughter to death. Clearly this is a well-meaning woman who should be given a wide berth.

But into the story comes Uncle Alec, a doctor, who takes away Rose's morning coffee, as well as her corset and her silly dresses, and makes her go out and play and build up her constitution. "Healthy conditions of body and mind."  Aunt Myra's medicines are to be avoided at all costs; but even Uncle Alec's would be reserved for actual sickness. Later in the book, Rose does catch pleurisy, ironically, when Uncle Alec pushes his "healthfulness" envelope a little too far, and Aunt Myra gets her chance to gloat...but not to medicate.

What part does Discipline play in Uncle Alec's approach to health? What part does it play in Uncle Eric's just society? We think that Uncle Alec (or Alcott) and Uncle Eric (or Maybury) would, like Charlotte Mason, say something about method vs. system.
"We have a method of education, it is true [not a system], but method is no more than a way to an end, and is free, yielding, adaptive as Nature herself. Method has a few comprehensive laws according to which details shape themselves, as one naturally shapes one's behaviour to the acknowledged law that fire burns. (Ooh, Natural Law!) System, on the contrary, has an infinity of rules and instructions as to what you are to do and how you are to do it. (Political Law?) Method in education follows Nature humbly; stands aside and gives her fair play." ~~ Charlotte Mason, Parents and Children, chapter 16
"Not mere spurts of occasional punishment, but the incessant watchfulness and endeavour which go to the forming and preserving of the habits of the good life, is what we mean by discipline; and, from this point of view, never were there such disciplinarians as the parents who labour on the lines we would indicate. Every habit of courtesy, consideration, order, neatness, punctuality, truthfulness, is itself a schoolmaster, and orders life with the most unfailing diligence." ~~ C.M., same.
So yes, yes, yes, in those terms, we need to be the biggest disciplinarians that ever were!  But not in the style of Miss Norrie (Martha's old governess), but of Miss Crow instead. Like Miss Dunbar (in the tree there), in Belle Dorman Rugh's Crystal Mountain. (But not Mary Poppins, she's too tricky.) We are teaching "the good life." We are diligent to teach that spirit of the law, rather than satisfied only with the letter.

If you want to read a whole chapter of Charlotte Mason's thinking on discipline, the place to go is her Volume 2, Chapter 16.

Thursday, January 24, 2013

What books changed your life in 2012?


Mama Squirrel's responses to the Book Quiz posted on The Common Room this week
What was the best new (to you) author you discovered last year?
Probably Ellis Peters.  I started reading a couple of the Brother Cadfael books from The Apprentice's bookshelf when I was book-bored one night, and then I picked up more of them at the thrift store...

What was your favorite new (to you) series?

I read through almost the entire Brother Cadfael series. And several Dorothy L. Sayers mysteries I had never read. And several Rumpole of the Bailey books.

Book that made you cry?

I don't cry much over books, but I liked Sarah's Cottage, by D.E. Stevenson. I suspect we might be distantly related (D.E. Stevenson, I mean, not Sarah), but I'd have to ask my genealogist aunt about that.

Book that made you laugh out loud?

John Mortimer's Rumpole stories.

Book that totally changed your perspective on something?

I Could Do Anything If I Only Knew What it Was, by Barbara Sher.

Best homeschool(ing) book?

The Big What Now Book of Learning Styles, by Carol Barnier.

Worst book that you managed to finish?

Castle Dor, started by Sir Arthur Quiller-Couch and finished by Daphne Du Maurier. But two mysteries based on Sherlock Holmes and Josephine Tey came close for don't-bother-ness.

Book with the best surprise plot twist?

A Morbid Taste for Bones (the first Brother Cadfael book).

Best book-that-was-better-than-the-movie?

Our Man in Havana.  Although I like the movie too.

Most over-hyped book of the year?

I don't know!  I don't pay a lot of attention to hype.

Best Bibliovore recommendation of the year?

I don't use Bibliovore...I'm not even sure what it is.  I do read the NYT Book Review section, but most of the books in it scare me.

Book you have recommended to the most people this year?

Don't know.  Most people I know don't ask.

Best feel-good book of the year?

Don't know.

Best childrens/young adult book of the year?

In new books, I would vote for The Prairie Thief, but I am still waiting for our library to buy a copy.

Book you’ve been meaning to read for years and finally got to?

On The Art of Writing, and On The Art of Reading, both by Sir Arthur Quiller-Couch.

Read aloud that the family enjoyed the most?

The Number Devil: A Mathematical Adventure, by Hans Magnus Enzensberger.  Or possibly The HobbitThe Pushcart War doesn't count, because we're reading it right now.

Best cookbook/knitting/gardening/or other household how-to?

The 2012 Family Guide to Groceries under $250 a Month, by Liss Burnell.

Best non-fiction?

How to Read a Poem, and fall in love with poetry, by Edward Hirsch, but I'm not done it yet.

Best religion/theology/doctrine/philosophy?

The Mind of the Maker, by Dorothy L. Sayers. Also J.B., by Archibald MacLeish, and Walking with Bilbo, by Sarah Arthur.  And Spiritual Anorexia: How Contemporary Worship is Starving the Church, by Doug Erlandson.

Best political book?

Uncle Eric Talks About Personal, Career, and Financial Security, by Richard J. Maybury.  It's sort of political.

All-around best story of the year?

Not sure.

You?

Wednesday, April 28, 2010

A Month with Charlotte Mason, #25

Where does CM advice become the most nitty and gritty?

Is it in the general comments, the principles and philosophy, given in her six volumes...which transition into the later parts of those volumes, describing specific work and practices of the PNEU schools? Or the technical details of the Form III Programme #90 for 1921? Is it only in CM's own books, or in the more diverse viewpoints given in the Parent's Review articles? Is it in Eve Anderson's video appearance (which I've never seen), or PNEU teacher Mrs. Norton's taped interview (available from Sound Word Associates)? Is it in the array of books by various parents and educators that have attempted to bring CM principles into the 20th and now the 21st centuries?

In other words, is it more meaningful for me to track down Selfe's Work of the Prophets (used in 1921), in hopes that I can either use it as is or learn from it as a comparison...or to read suggestions from thoughtful CMers who have found new books that meet the same needs? How much should I worry if the nature notebook or Book of the Centuries doesn't get off the ground? How come we're talking about "leisurely" and then realize that, according to the Form III schedule, our twelve-year-old is supposed to be narrating Dumas in French and starting German as well? If we want to have the "whole CM package" as she described it, what stays and what goes? (I assume that relatively few of us are doing Sloyd and Swedish Drill as they were practiced a hundred years ago.) What if our circumstances or the children we're teaching are very unusual? How long will Kipling and Kingsley continue to be meaningful? Where does old CM meet new CM, and your CM meet my CM, and become timeless CM, CM without boundaries?

What, you're expecting me to have answers to all that?

I do not think it's quite as simple as saying that none of the specific books are integral to CM methods and we really don't need that emphasis on Victorian literature; or that since there was nothing particularly amazing about pulling bits of yarn through canvas with a crochet hook, we can dismiss CM's recommendation of making "Smyrna rugs" and find something else we'd rather be doing; or that since children's needs in science and math have changed so much, we have to rework the whole thing, while still trying to respect students' intelligence. Did CM herself succumb to a few late-Victorian educational fads, or was she simply selecting the best of the new ideas that had come in at that time? (Like Scouting.) Is that what we should be doing--pulling the best from our own educational time? Is there anything now worth pulling from? (Perhaps we might include computers, websites, software and DVDs when we ask that last question.)

One instructive book, that I brought as "Exhibit A" to the conference workshop, is Melissa Wiley's Down to the Bonny Glen, from the Martha Years series. (The uncut original version.) If any of you don't know, the author is a homeschooling parent with a deep understanding of Charlotte Mason's philosophy. Her "Miss Crow," Martha's new governess, anticipates CM by about a hundred years in her handling of Martha. Go through the book and you'll pick out the principles: masterly inactivity (seeming not to be watching, but aware of everything), concern for hygiene, interest in Martha's natural environment and in her wool-dying skills, bringing in new books such as Burns' poems, and showing both respect and firmness. Miss Crow fills the same needs as Anne Shirley's Miss Stacy and Clara's grandmother in Heidi. She doesn't preach or nag; she expects diligence but encourages a love of learning. She teaches Martha to care more deeply, not only about lessons but about the world, about life.

So Miss Crow, though she's created from Melissa's post-CM imagination, can serve as a model of CM principles in a pre-CM world. With that in mind, perhaps our own imaginations can create equally wise and creative educators from other time periods. What might an enlightened tutor have done in Elizabethan times? Or in Colonial America? Even Charlotte Mason did a little imaginary time-travelling, in her "dinner table a hundred years from now." What do you imagine a CM education might look like for your own great-grandchildren? Will they have found any better English plays than Shakespeare, or anything more necessary than the Bible? (Assuming Bibles are still legal.) Will they still be studying Plutarch, Mozart, Mary Cassatt? Will they still skip the first chapter of Ivanhoe, laugh at Wamba's impersonation of a priest, and sit up straight when Robin Hood makes a sudden appearance? Will they still feel the excitement of the final contest with Brian de Bois-Guilbert? Will they still learn to love the first childhood classics, the Pooh stories, the Garden of Verses, Jeremy Fisher? (What a mercy that was not a pike.)

More tomorrow.

Saturday, September 06, 2008

Saturday yard-saling

Mr. Fixit was feeling well enough for a short jaunt to a church sale this morning.

He found a walkie-talkie. Crayons found a Barbie. Ponytails found a couple of things.

Mama Squirrel found books, because this particular church sale almost always has a wonderful book corner. Also a brand-new set of Christmas-coloured table runner/napkins/placemats which Mama Squirrel would have no intention of putting on her Christmas table but which might work very well for gift bags or other Christmas-fabric crafts. Also a brand-new set of two cocoa mugs plus cocoa mix, final destination still unknown. Also a couple of part-sets of nice stationery.

The books are:

Jacob Two-Two and the Dinosaur
Jacob Two-Two's First Spy Case
(Mama Squirrel and Crayons just finished Jacob Two-Two and the Hooded Fang) (Review comments: These are fairly amusing but contain a bit too much grade-school potty humour for MS's taste. The Hooded Fang is probably the best of the three.)

The Accidental Tourist, by Anne Tyler (M.S.'s copy disappeared awhile back)
Hymns for Primary Worship
Freedom and Beyond
, by John Holt
Listening to Your Life: Daily Meditations with Frederick Buechner
Making Men Whole, by J.B. Phillips
Extending the Table: A World Community Cookbook, by Joetta Handrich Schlabach (the 1991 followup to The More-with-Less Cookbook)

And my favourites out of the pile:

Selected Burns for Young Readers, published by Geddes and Grosset. Amblesiders and Martha fans, check this one out! Nice big print! Glossary of Scottish words in the back! An introductory biography of Burns, and introductions to each of the poems! Lovely.

Songs of the Saviour, and Out of Doors Nature Songs, both by Annie Johnson Flint. Paper-covered, tied-with-cord booklets of her poems, published I-don't-know-when by Evangelical Publishers in Toronto--I'm guessing the early twentieth century, though.

Thursday, June 26, 2008

Eating with a smaller mouthprint--Part 1

This is the first set of notes from a church class I led on current food issues and trying to live a somewhat simpler lifestyle. 

 There is a children’s novel by Lois Lowry that is set during World War II, in Denmark. In one of the opening scenes, the mother is out so her daughter starts the potatoes for dinner. That’s not the main event of the opening chapter, it’s just what she’s doing; but in the midst of getting into the rest of the story, you suddenly realize: she’s cooking potatoes for dinner, and that’s all they’re going to have, potatoes, because that’s what people had to eat for dinner during World War II in Denmark. (Note: I don't have a copy of Number the Stars here and I may have misremembered the scene or where it was in the book. If so, I apologize to Lois Lowry.) 

 And I’m sure many of you would be able to contribute similar scenes from your own lives, from growing up with many brothers and sisters during hard times, or from living overseas, or from raising large families yourselves and surviving job losses, bad years on the farm, and other difficulties. Some of you have seen food supply issues from a farmer’s point of view. Some of you have studied business, economics, and world hunger issues in depth; some of you have seen third-world poverty up close. 

Many of you have also been members of the Mennonite faith community for all or most of your lives, and you’ve heard about and practiced simple living in one way or another for years. So I have very little to tell you about the why or how of eating potatoes, or lentils, or rice. Most of you should assume that you know more about that than I do. Many of you also understand better than I do why world food prices are going up, why people in the poorest countries are becoming violent over their lack of food, and why celery here suddenly costs $2.69 a bunch. But I will try to give you a bit of background on my own interest in food and a simpler lifestyle, and our current concerns around the world food situation; and also some possible suggestions for action that I’ve drawn from various places; then I’ll open things up for discussion. 

 I grew up in a family where eating was always of interest, but where the cooking was as likely to be frozen meat pies as roast chicken. My mother loved to bake, but she was busy and found putting dinner on the table tedious. She cooked liver, mainly because my father liked it, and made Weight Watchers desserts in the blender, and cooked turnips and beet tops because they were frugal and nutritious; and we ate it because we were expected, if not always to clean our plates, to at least eat some of whatever we didn’t like so much. At least it worked for me; my sister rebelled and for years wouldn’t eat any vegetables besides frozen peas and corn. My grandmother was a good cook in the Food That Really Schmecks tradition, until too much fried food got both her and Grandpa into trouble and they made a radical switch to eating salads. She still liked to talk about food, though, and her interest in the old recipes also helped me develop an interest in use-what-you-have cooking. 

I spent a lot of my teens and early adult years cooking at home, working in camp kitchens, and experimenting with vegetarian food while I lived on my own. I always liked to read cookbooks, especially ones that focused on more-with-less food; some of the books that I used the most then included the Goldbeck’s Short Order Cookbook, Tassajara Cooking, and the More with Less Cookbook. I also had a copy of Louise Newton’s Good Recipes for Hard Times, and I wish I still had that because it’s gotten very hard to find and it had some great simple meal ideas in it. 

When Mr. Fixit and I were first engaged and he was living in an apartment, I got him a copy of The Urban Peasant, and we still use that. When we were first married, the economy was doing a bit of a turnaround after the boom of the late ‘80’s; wedding rings were cheap but broccoli got to be expensive. My new favourite books became the three Tightwad Gazette guides to frugality, and they helped pull us through some tight years. We realized that we did have quite a few good frugal-living skills already and that we had absorbed a lot from our parents and grandparents. Mr. Fixit was good at car mechanics, home fixups, electronics, and had a good sense of where our money was going. My particular talents included improvising in the kitchen, creative yard saling, and being able to overlook some things that others would fuss over—I’m not a very visual person so whether or not our house was big or small or totally redecorated or not didn’t bother me. After our first child was born, I became very involved with our neighbourhood association and the community centre where we ran our programs. They sent me for training as a community nutrition worker, which is a program that is still going on. CNWS are what they call peer support workers, people that are trained to promote nutrition, run food programs, start collective kitchens and so on. It didn’t end up being a job that I continued for pay, but I did continue to read and write about frugal food and nutrition, especially when I started blogging a few years ago. 

Because I’m in touch so frequently with other parents who also think and talk a lot about these issues and who live on a single income as we do, it sometimes surprises me to realize that our family is a bit out of the mainstream when it comes to things like eating regular meals at home, shopping and cooking together, and in some of the other ways we get by, like yardsaling and not having cable T.V. It just feels kind of normal to us. Besides, I know we’re not the most frugal people around, either; we do eat meat regularly, although we used to cook mostly vegetarian; we buy chips and pop sometimes, and frozen pizzas. Compared to some people I know who drop every chicken carcass in the stockpot almost before the plates have been cleared, I feel like I haven’t really earned my simple living merit badge yet. But we’ll get into comparing and legalism later on. So, to go back a bit—we survived the high food prices of the early ‘90’s, but since then, even though our family has grown to five, we’ve managed to keep our food budget pretty steady up until this year. For over 15 years we kept track of every grocery receipt, and we knew exactly how much money we needed to live on. When we set out our budget for this year, we decided to relax our record keeping and not worry so much about what we spent, because we figured by this time we pretty much had it down. And wouldn’t you know, this is the year our grocery trips suddenly started costing thirty, forty, fifty dollars more, every time. And all of a sudden even going out for burgers started to empty our wallet; our energy bill has gone up. 

Obviously something was up, and the newspaper stories about rising prices confirmed that we are in the middle of a world food and energy crisis that only seems to be getting worse. 

 The commonly-quoted reasons for the rise in food prices seem to be the cost of oil; the increasing demand for more meat and other luxury foods in India and China; and the crops-used-for-ethanol issue; but there's also much larger question about how the price of commodities has been affected by bad economic policies, by too many middlemen, by big business decisions that have affected the whole food industry. I'm still working my way through a long Globe and Mail article about Canadian farmers, middlemen and the stock market, trying to understand how what’s happened in the stock market affects the price of celery here or rice in the Philippines. The short answer (as I understand it) is that the trading rules changed to allow investors to speculate on food futures as they did on other things like oil, and that’s messed things up because food doesn’t work the same way as other commodities. 

 Strangely enough, in some ways food is scarce and in other ways it’s cheap, valueless, a throwaway commodity that’s taking over our landfills and filling the air with methane gas. In developed countries, we still have so much food that we don’t know what to do with it or how to dispose of it—so even edible food becomes just more garbage. It’s something about our super-sized food culture; there’s also the problem that a lot of people have forgotten how to eat, nobody’s home to cook anyway, and they end up grabbing fast food way too often. But since I can’t do much about the stock market or a lot of those other things, my questions and concerns come back to some of the more basic and personal ones: 1. How can we continue to feed our family in the same way, on the same budget we always have; or do we have to rethink some of our shopping habits and food attitudes in order to survive these new challenges? As we said last week about oil prices—do we hear that food prices will be going DOWN anytime soon? 2. How can I communicate those concerns to my children, who, in spite of my lessons and lectures on cleaning the plate or at least “trying some of it,” still don’t think they should have to eat hot cereal, casseroles, leftovers, or lentil soup? 

  “When I was a child, my mother said to me, ‘Clean the plate, because children are starving in Europe….’ So I would clean the plate, four, five, six times a day. Because somehow I felt that that would keep the children from starving in Europe. But I was wrong. They kept starving. And I got fat.”—Allan Sherman 

 We cannot emphasize guilt or do the Allan Sherman thing, and expect that to be enough, or for our children to understand. We can say it, but they don’t get it any more than Sherman did. 3. How do I keep my focus on God Himself and on my obedience to Him, rather than striving for simplicity for its own sake, or getting into legalism over what we buy or where it comes from? (Simplicity for some people has become a kind of money-making industry, definitely not something we want to buy into.) 

How can I live with an attitude of trust in His provision rather than one of anxiety over finances, pridefulness over how well we’re doing, or obsession over the details of our shopping, menus, and what happens to the leftovers—but still live responsibly and prudently, emphasizing justice, mercy and humility in my attitude towards food as well as in the rest of life? 4. Finally, what can I—or what can you—do in a bigger way to impact our local community and the wider world, working to help feed the hungry, educate people, change policies, and love as Christ loved us? [Whew.] 

 In answer to Question 3, go back to what Doris Janzen Longacre wrote in 1976. There is not just one way to respond, nor is there a single answer to the world’s food problem. It may not be within our capacity to effect an answer. But it is within our capacity to search for a faithful response.—Doris Janzen Longacre, The More-with-Less Cookbook, 1976 It’s still a good general answer—that obedience to God does not mean that we will come up with perfect answers to these questions, but that our search for a faithful response is part of that obedience. 

My obedience is not judged by whether or not I can convince my children to eat their vegetables, although their health and the issue of wasting food are definitely concerns we need to deal with. It is not judged by whether I myself can convince corrupt governments to feed people instead of buying weapons, although Matthew 6 and other Scriptures make it clear that I need to help where I can, for instance by supporting Christian workers and relief agencies working in those countries. I do find in Scripture that I please God with an attitude of thankfulness and delight in His creation; and that I should pray to have just enough, “lest I be full, and deny thee, and say, Who is the Lord?, or lest I be poor, and steal, and take the name of my God in vain.” I read that Jesus cares about feeding hungry people; that God said we are worth many sparrows, and that he provided manna, quail and water in the wilderness. 

In other books, I’ve read accounts of God’s faithfulness and provision, even beyond the bare necessities—Granny Han's Breakfast is one story that my children enjoyed. [Unrelated side note: if you're reading that, please preview the photos if you have little ones--there's one scary picture.] I read that Jesus commended a Mary attitude over a Martha one. I read that I should be faithful even with a little; that if we have food, we should be content; that self-control is one of the fruits of the spirit, but that I am also commanded “Go, eat your bread in joy”—Ecclesiastes 8:7. The Bible tells us to love, honour and respect others, including those in our own families—so that would include those who work to pay for the food we eat, those who plan and cook the meals, and those who eat. Out of respect to my husband and children, I try to cook things properly and give them things they like to eat, trying to balance taste with what’s nutritious and what we can afford. Out of respect to me, or whoever else is cooking; out of awareness of the reasons why we eat simply; and, more importantly, out of thankfulness to God, the eaters need to do their best to eat whatever it is without grumbling and complaining or asking for something else. 

Sometimes all that’s easier said than done, especially because these days we are finding the old style of parental authority (do that or else, eat it because I say so) has changed as well. But those are the attitudes that are clearly Scriptural and are there for all Christians. When we try to define eating simply, it’s more important to (simply) live faithfully than to set out a list of everything we must do or not do, especially when we’re not only trying to figure out what to do, we’re trying to get our kids or other family members to do it along with us.. Jesus said it’s not what goes into our mouths but what comes out of them that makes us unclean. Our stray comments and complaints are more powerful than we realize. 

One negative example of this was something we saw once on T.V.; it was about families who were getting food assistance, I think from a food bank, and who were given recipes to help use some of the unfamiliar items. So they showed a woman making spaghetti with lentil sauce, and then her family saying grace, and right away her husband complaining, “what’s this stuff? We’re supposed to eat this? I mean, maybe if we had some cheese on top or something we could at least swallow it.” And so of course nobody would eat it. More for the landfill. Our children see what we really are, what we value, how we use things. If we spend so much time cooking Christmas dinner that we have no time or energy left to celebrate; if we get mad at the kids’ junk food but spend money on adult-style snacks and empty calories—these negative things speak louder to them than our words. 

On the other hand, if our meals are a relaxed time together, and we simply eat with thankfulness, our children see that, and it is the equivalent of many lectures. It’s also important to choose our own priorities carefully. Nobody has all the answers and nobody can or should try to do everything. 

Tuesday, June 19, 2007

"It Pays Makes-Some-People-Very-Nervous-That-You-Want To Increase Your Word Power"

Okay, have you had time yet to read the Big Words article? (First mentioned here.)

Is it undemocratic and elitist to celebrate words? Should those who do have large vocabularies back off and shut up because it might make the less erudite feel bad? (erudite: characterized by great knowledge; learned or scholarly: an erudite professor; an erudite commentary.) Did you catch that first line of the article: "With the Lord of Loquacity on trial in Chicago and schools playing down language to level the playing field...." [italics mine]

How long ago was it we were talking about that example from The Incredibles?
Helen: Right now, honey, the world just wants us to fit in, and to fit in, we gotta be like everyone else.
Dash: But Dad always said our powers were nothing to be ashamed of, our powers made us special.
Helen: Everyone's special, Dash.
Dash: [muttering] Which is another way of saying no one is.
But that whole angle of level playing field, undemocratic, elitist is just missing the point. It's not about a few people having talent for words and time enough to enjoy them (I still love Burgess Meredith). Our collective gift of language is one of the most democratic things we have (please take "democratic" as a positive idea there). It is being able to read and understand the greatest ideas that have been written, and express our own as well, that keeps us from slavery--including slavery to propaganda. What kind of a Brave New World would we be living in if we were limited--by political correctness or any other such foolishness--to using "story" for "narrative," "very big" for "prodigious," and "teach" for "instruct?" (See the "Forbidden Words" sidebar in the article, about OISE professor Clive Beck, who believes that "teachers should avoid unnecessarily big words so that they can 'talk on the same level' as their students.") With such spavined vocabularies, we would be locked out of some of the most influential books ever written--like Common Sense (thank you, DHM). (spavined: adjective 1. suffering from or affected with spavin. 2. being of or marked by a decrepit or broken-down condition: a spavined old school bus abandoned in a field.) What's democratic about that?

How do you teach or learn new vocabulary--by endless drills, by writing out definitions? I can think of several more effective ways:

1. By listening to those who use language powerfully--and that would, we hope, include the teachers Clive Beck wants to limit. (Can you imagine getting "bleeped" for using a phrase like "nefarious villain?")

2. By reading what those same people have written--and though that road may end with books written for adults, it begins much earlier. If we wanted to limit our children's literary menu to books using the easiest and most commonly used words, we wouldn't have read them A.A. Milne, Beatrix Potter ("I am affronted," said Mrs. Tabitha Twitchit), William Steig, the Bible, Jacobs' English Folk and Fairy Tales, Lewis Carroll, Graham Oakley...or Melissa Wiley.

Our Crayons (just turned six) is reading Anne of Green Gables to herself--she doesn't want it read to her. The motivation was that she found a small porcelain Anne doll at one yard sale, and then a copy of Anne at the next one. We already owned two copies, but she wanted this one for her own self, to go with her doll--and it was her quarter. She sits in my grandfather's little rocking chair with her doll beside her, and reads it while Mr. Fixit reads the newspaper. It's way beyond her vocabulary and experience, and I didn't expect her to get past the first couple of pages--but she has read eight chapters already (and did allow me to read her the ninth). I'm sure she skips what she doesn't understand, but she can still tell you a lot about the story, particularly about Anne's imaginary friends. Would she be better off with an adapted version? Define "better off."

3. By reading books that lead us gently through unfamiliar territory--like Melissa's Martha books, set in Scotland in the 1700's. (Want to read an excerpt? And then there's the whole sad business of their current state of abridgement, which is itself a perfect example of where all this is taking us.) (2012 update: sorry, both of these links are now defunct.) Again it was Crayons who first asked to be read these books. She's now acquainted with box bed, waulking wool, governess, kirk, peat, spindle, flax, loch, dustgown, Hogmanay, and pianoforte. When I asked her if those were hard words, she said (I quote): "Kids know DUST and kids know GOWN so you just put them together and make DUSTGOWN." What's a governess? "A lady who takes care of you." No problem.

4. By actively seeking out the specialized vocabulary that we need to learn to do the things we want to do! Sometimes for pleasure, sometimes out of necessity. Pod in The Borrowers Aloft has a very short time to learn the vocabulary (and thus the technology) of building a hot-air balloon [actually it was gas-filled]; his understanding of words like "ballast" and "envelope" is what allows his family to escape from their kidnappers.

From Mrs. Frisby and the Rats of NIMH to Roald Dahl's Matilda, the key to freedom has always been reading, reading, reading--and those are just the fictional examples.
Books fall open, you fall in,
delighted where you've never been;
hear voices not once heard before,
reach world on world through door on door;
find unexpected keys to things locked up beyond imaginings.
What might you be, perhaps become,
because one book is somewhere?....
--David McCord
Consider what happens if we lose the ability to look beyond our own place in time and space. We become small-minded, small-souled, wrapped up only in our immediate interests...and vulnerable because we are unable to think clearly.

"But they couldn't do it,
for their poor brains were such
That they couldn't think often,
and hadn't thought much."
--Virginia Kahl, The Duchess Bakes a Cake

Freedom lies in our ability to discern truth and choose right actions. Leadership, courage, hope, conscience, character, faith, critical thinking, magnanimity--all those things are available to those who take and read--but only if we develop the vocabulary to understand.

P.S. Clive Beck responds here, but I can't get a link to the full text--sorry. This link takes you to a few other letters in response--also just the beginnings, though--I hate these subscriber-only newspaper sites! I liked Eileen Reardon's comment: "My first reaction on reading the list of 'unnecessarily big words' Clive Beck would like to remove from teachers' mouths was: Nuts! (Simple enough?) Then I started the cryptic crossword and had a horrible thought: If Prof. Beck has his way, he won't merely be gutting the language of nuance, he'll be taking the fun out of crosswords. Egad!"

P.P.S. One more comment here, linking to the Common Room post "Interesting comments".

Friday, May 04, 2007

Oh, and one other thing

While we're on the subject of why frugality is, for many of us, not at odds with Christian faith:

What do you think is a bigger problem in the world today: a few thrift-shopping moms with a gift for decorating and crafts, or the mound of consumer debt out there? How about fragmented families, disconnected parents and children who don't have time to have a life together outside of work, school, and everything that you have to get chauffeured to afterwards? If part of our ministry as Christians is to support family life, then why whack at people who are doing their best to nurture their families and create gracious, friendly homes? I'd say that the dearth of families and homes like that in North America is a much bigger problem than whether or not we bought the book we're reading together for twenty dollars or twenty cents.

(And on another side note: although I do love to thrift-shop books, I will buy new books too. I happily bought a set of the Little House Martha books from a homeschool vendor because I know at least two families--the vendor's and the author's--benefitted by that purchase--besides ours.)

Friday, February 02, 2007

If you give a mom some library books

(For Crayons)

If you give a mom some library books, she'll read you If You Take a Mouse to the Movies, because it's one of your friend Baby's favourites.

Reading about the Mouse's snowman will make her think of All You Need For a Snowman, so she'll read that to you as well.

All that snow will make her think of always winter and never Christmas, so she'll read you Lucy Steps Through the Wardrobe.

Stepping through the wardrobe will remind her of jumping through a picture frame, so she'll give you your choice of a Katie book, since you have three of them out. You choose Katie Meets the Impressionists.

The Degas "Blue Dancers" in Katie will remind her of Ponytails' book Ballerina, so she'll send you to get that. But since you don't really want to read it, she'll settle for George and Martha. (Thanks to the Beehive for that link.)

And thinking of hippos will make her think of elephants, so she'll read you A Quiet Night In.

Reading that will make her think of big messes, so she'll send you to dig out If You Give a Mouse a Cookie.

And reading that will make you ask for...

a hug. And you'll get one.

Thursday, June 01, 2006

The planning process

Melissa Wiley at the Bonny Glen (actually this is on her other blog), and others (linked from Melissa's post), have been posting in answer to some non-homeschoolers' questions about why we’d want to homeschool, or how we have the nerve to do this without courses in pedagogy etc., etc.

An analogy I used last year was that of a professional chef vs. cooking for your own family. I made supper tonight (in the middle of a heat wave) and we ate it (in the middle of a thunderstorm). Aside from the freaky weather, how did I know how to do that? How did I manage to get it all on the table, in the right amount, at the right time? We had chicken breasts baked in canned pasta sauce (in the toaster oven), whole wheat fusilli, spaghetti squash (cooked on top of the stove), raw broccoli and carrots (cut up yesterday), and a frozen ricotta dessert topped with leftover canned pineapple. And it wasn't a complicated meal to make; it was just experience, knowing how much chicken to thaw, how to thicken the sauce at the end, remembering that we had leftover veggies, figuring that the pineapple would go nicely on top of the dessert. At home, you learn to cook (see #s 18 and 19 there) based on experience, reading, watching, asking other people how they do things. Family meals aren't like restaurant cooking, and they're not meant to be (unless you're Anne Tyler). Homeschooling compares better to home cooking than it does to the surgery-on-the-kitchen-table analogy. If the math lesson doesn’t connect, you can try it another way tomorrow, or wait awhile and then try it again. Surgeons don’t have that option; homeschoolers do.

But back to the pedagogy, qualifications question that keeps coming up: somebody out there has an idea that I (or any homeschool parent) must have a little schoolroom in my house with a blackboard and a pointer, or at least a kitchen table with chains to keep the students there; plus a piece of paper from the government that says I took a course in how to teach and what to teach; and that if I don't, then I don't know what I'm doing and shouldn't be teaching.

So this post is meant to show anybody who's interested how the process of planning a school year works, after ten years at this. These are some of my real-life thoughts and experiences as I plan for Ponytails' grade 4.

1. Mathematics: I order Making Math Meaningful Level 4, since we'll be done Miquon Math and I need to find something that has a good dose of word problems in it--something Ponytails is still weak on. When I get the books, I realize there’s some repetition of what she's already done, so I figure we can complete it in 3 days a week next year, and that leaves 2 days for activities in geometry, and other topics that MMM doesn't cover. How did I get the general idea of grade 4 math topics? I compared a couple of scope and sequences and made a list of goals for next year. I checked those that aren't included in our main book against a list of good library math books (not textbooks--there are a lot of other books on the 500's shelf) and a couple of our other resources like Family Math--for instance, I want to work on using a calculator, and Family Math includes several calculator games.

2. Language arts: again, I have a list of typical grade 4 skills, which I’ve gone over with Ponytails in mind, eliminating what she already knows and adding in a couple of other things I would like her to work on. I have two main goals for the year—-increased independent reading skills (especially in non-fiction) and improved ability in writing—-not her ability to express herself so much (see Theseus here) as her level of comfort with written work—-mechanics, handwriting, spelling, all the boring but important stuff. Also she'll be working on skills in finding things out—-choosing resources (a dictionary? A thesaurus?) and using them.

And how will we be working towards those goals? By checking off pages in a language textbook? Am I ordering a creative writing program, a speller, and basal readers? No, we've never done things that way. At our house it's more like this:

Reading skills: This will be the year I ask her to read more school books on her own—-not setting her adrift, but giving her 15 minutes to read a section and then following up. We will start with short sections and see if she can work up to reading a whole chapter and then telling back what she's read. It means working on habits like attentiveness, not getting distracted. (Do we need readers with chapter-end questions? No, we have books, magazines, newspapers, emails...)
Writing: again, beginning short written narrations—-or writing some and then dictating the rest. Knowing Ponytails, she will probably initiate some of her own writing projects as well.

Mechanics: we will use copywork and dictation, from books across the curriculum, as a place to work on mechanics and very basic grammar (just parts of speech, not diagramming); on noticing story details and picking out homonyms; on experimenting with synonyms or changing tense. Will I have all those lessons prepared ahead of time? No, it’s not practical. If something needs extra work, we spend extra time on it. It’s a waste of time for me to write out 36 weeks of language lessons for Ponytails, just like I don’t buy her new shoes until she needs them. (We do have a couple of yard-sale grammar workbooks to fall back on too.)

Handwriting: besides copywork, we will use Ruth Beechick’s 3-week cursive improvement course (from You CAN Teach Your Child Successfully Grades 4 to 8). (That's less involved than it sounds; it just means having her write sentences and then looking at specific things that need improvement.)

Spelling: I don’t know yet how much extra time Ponytails will need on this next year, so we'll just keep working on it along with her other language activities.

3. Latin (the thinking continues here): I look at the Latin program a friend loaned us, and decide this is not the year to be adding another language. We’ll include some Latin roots when we talk about prefixes and suffixes.

4. Nature studies: I look at the fat handbook we’ve had forever but hardly use,and realize we can use it next year for some book lessons about ladybugs, spiders, ants, worms, and other wiggly crawly things we have close at hand. I was going to add to our collection of magnifiers and bug-lookers anyway, and this will give us some things to examine and maybe draw.

5. Music: At a rummage sale, I find a book & record set of Leonard Bernstein’s 1960’s young peoples’ concerts. There’s a whole kid-size music appreciation course in there, and I know our library has some of the videos too. At our support group's annual conference I buy 2 new Music Maker packs for our lap harp, including a basic music theory pack.

6. I list books we own and can use for history, Bible, science, poetry and more. I write down a couple of others to ask for on a swap board or to look for at the library. Something with legs crawls out of Five Little Peppers, so I toss the book in case the little thing is thinking about multiplying (it was an old tattered copy anyway) and make a note to replace it (the book, not the bug). (No, I do not want to do nature study on a silverfish.) I plan to use one book of Greek myths, but then pick up something I like even better at a library sale and cross out the first one. I decide to order an audio book of Robinson Crusoe, because it's probably the hardest book we’ll be doing this year. An online friend has written her own geography e-text, so I decide to use that for both of our elementary-aged students. I also plan for each of them to make a scrapbook about Canada.

Interlude: I re-read some of my favourite Charlotte Mason chapters and Parents' Review articles and underline key points about why we do what we do. Call it inspiration.

7. I write down the plans in a binder, print out ideas for memory work, favourite songs, and a few other Internet printouts. I divide them up into terms, then roughly by weeks. I collect the books, find CDs, save cardboard and pop bottles for science experiments. We’re ready to begin again.

And did you remember the point of all this? Does this sound like homeschoolers are competent to make curriculum choices, to find resources, to teach lessons, to modify and supplement when needed, to set goals and evaluate progress?

I hope so.

Wednesday, December 07, 2005

How we celebrate

If you read The Apprentice's "sevens" post below, you'll notice that she included two of Charles Dickens' books in her list of favourite books. Last night I read her Stave One of A Christmas Carol...how many times at Christmas do we READ A Christmas Carol instead of watching it? There are all kinds of interesting little things in it that are different, of course, from the movie versions.
"And therefore, uncle, though it has never put a scrap of gold or silver in my pocket, I believe that it has done me good, and will do me good; and I say, God bless it!'

The clerk in the tank involuntarily applauded. Becoming immediately sensible of the impropriety, he poked the fire, and extinguished the last frail spark for ever.

'Let me hear another sound from you,' said Scrooge, 'and you'll keep your Christmas by losing your situation! You're quite a powerful speaker, sir,' he added, turning to his nephew. 'I wonder you don't go into Parliament.'"
Tuesday nights are also an online chat time for our online homeschool community, and I was reminded this week that there are many different perspectives on Christmas, even within the North American Christian community. Some of us make a deliberate choice to "celebrate the Christian year," following the seasons of Advent, Christmas and so on with influences such as Martha Zimmerman's book of the same title. Others make just as deliberate (and often more difficult) a choice not to celebrate one particular day at all, or at least not to celebrate Christmas Day as Jesus' birthday. A few have chosen another time of year to celebrate, such as the Jewish Feast of Tabernacles in the fall (or in January if you're Ukrainian). And some are kind of in the middle, trying to figure out what fits with their convictions, what reflects their relationship with Jesus and what can or should be left aside. Santa Claus, St. Nicholas, or nothing of that sort at all? Jesse Trees, Christmas Trees, no trees? Lots of presents, three presents (to reflect the three gifts given to Jesus), no presents? Hot chocolate, wine, or carrot juice? Handel, Celtic, Christian-bookstore-pop, Bing Crosby, or even (gasp) Elvis in the CD player?

The one thing we seem to have in common, as Christians seeking to glorify God and raise godly children, is what we don't want: the great-big-shiny-aluminum-Christmas-tree holiday. We don't want the overstuffed, overspent focus on what's under the tree--and then the famous "black hole" of letdown afterwards. We also don't want the equally empty politically-correct holiday that's been wiped clean of any Christian reference. I don't think many of us are making a point of teaching our children songs like "You better watch out, I'm telling you why, Santa Claus is coming to town." (Although we may give in to nostalgia and watch some of those so-familiar singing snowmen and grinch stories that many of us grew up with. Don't the Heat Miser's little backup guys still rock?)

And none of this is exactly new. Christians have disagreed for centuries over how to celebrate Christmas, or whether to celebrate it at all; how much pre-Christian tradition or mythology should be included, whether trees are in fact those gold and silver idols mentioned by the prophet, or whether the ancient symbols can be or should be "Christianized." (Does or doesn't the candy cane have religious significance?)

This article by Stephen D. Greydanus gets into an interesting discussion of whether A Christmas Carol promotes a Christian or secular view of Christmas. Some have accused Dickens of actually being a major contributor towards the "happy-holidays" kind of celebration. Greydanus discusses C.S. Lewis's point that the story contains very little mention of Christ; but he also presents G.K. Chesterton's argument that, in fact, Dickens' work is "not a work of Christian imagination, but it is a work profoundly affected by Christian imagination, and the significance of the story's Christian roots becomes more marked the further contemporary culture drifts from those roots. Not only is it essentially a morality tale, and a conversion story at that, but it takes seriously the idea of consequences in the next life for our actions in this life." (That's from the article, not directly from Chesterton.)
Dickens' Christmas spirits may be, as Lewis observed, "of his own invention," yet they are still agents of grace; Chesterton considers them suggestive of "that truly exalted order of angels who are correctly called High Spirits" ("Dickens and Christmas").
I certainly don't have the last word for anyone on how or even whether to celebrate Christmas. We choose to prepare our hearts during Advent, to celebrate in every way we can think of during Christmas (that's twelve days long, by the way (grin)), and to finish off with the Three Kings on Epiphany (and yes, I do know there were probably many more than three, and they weren't necessarily kings). It's something we're still working on--choosing what music, what decorations, what traditions mean the most to us and communicate what we believe the season is about. I'm grateful for the insight of those who have shared very different perspectives on this, and I am rejoicing that our goal, in the end, is the same: to glorify Christ every day.