Quote for the Day: They can stop sneering now

"Cowper said, forty or fifty years ago, that he dared not name John Bunyan in his verse, for fear of moving a sneer. To our refined forefathers, we suppose, Lord Roscommon’s Essay on Translated Verse, and the Duke of Buckinghamshire’s Essay on Poetry, appeared to be compositions infinitely superior to the allegory of the preaching tinker. We live in better times; and we are not afraid to say, that, though there were many clever men in England during the latter half of the seventeenth century, there were only two minds which possessed the imaginative faculty in a very eminent degree. One of those minds produced the Paradise Lost, the other the Pilgrim’s Progress." ~~ Thomas Babington Macaulay, "The Pilgrim's Progress and John Bunyan"

(It's a great essay. You can read the whole thing at that link--just scroll down and click to view it.) 

Quote for the day: Why we are what we are

"What does it mean that man is made in God's image? Well, among other things it certainly means this: man is moral...Also, man is rational...It also means that man is creative...It is also the reason why man loves."--Francis Schaeffer, Basic Bible Studies

From the archives: Blow Off Some Steam

First posted April 2013, as part of the Hidden Art of Homemaking discussion at Ordo Amoris.

I'd be tender - I'd be gentle and awful sentimental
Regarding Love and Art.
I'd be friends with the sparrows ... and the boys who shoots the arrows
If I only had a heart.

"A Christian...should live artistically, aesthetically, and creatively...we should look for expressions of artistry, and be sensitive to beauty, responsive to what has been created for our appreciation." ~~Edith Schaeffer, The Hidden Art of Homemaking, Chapter 2 

"For too many people...the creative muscles and joints (if I can use that picture!) have stiffened with disuse."

"We are all in danger of thinking, "Some day I shall be fulfilled. Some day I shall have the courage to start another life which will develop my talent", without ever considering the very practical use of that talent today in a way which will enrich other people's lives, develop the talent, and express the fact of being a creative creature."

"Flowers and sunsets, moon on water..." (Hidden Art of Homemaking, Chapter 12)

"I believe in God, the Father Almighty, Maker of heaven and earth. What does this mean? I believe that God has made me and all creatures; that He has given me my body and soul, eyes, ears, and all my members, my reason and all my senses, and still takes care of them. He also gives me clothing and shoes, food and drink, house and home, wife and children, land, animals, and all I have. He richly and daily provides me with all that I need to support this body and life." ~~ Martin Luther, The Small Catechism

"He who created us, who created the universe, who created the fruits and vegetables, who created the flowers and 'clothed' them in beauty, is the One who is telling us that we need not worry about food, drink or clothing." ~~ Edith Schaeffer, "Clothing," The Hidden Art of Homemaking

"We who are dressing ourselves and our children, providing for missionaries or friends, making things for orphans or refugees should 'consider the flowers,' the lilies of the field, and consider it our part, as finite imperfect human beings, to be as creative as we have the talent to be!....The Christian...is the representative of a King--the King of Kings and Lord of Lords."  ~~ Edith Schaeffer

"When I gave her my stockings I forgot they were the only black pair I had without holes, but I am glad I did give them to her, because my conscience would have been uncomfortable if I hadn't. When she had gone away, looking so proud and happy, the poor little thing, I remembered that all I had to wear were the horrid red and blue things Aunt Martha knit last winter for me out of some yarn that Mrs. Joseph Burr of Upper Glen sent us. It was dreadfully coarse yarn and all knots, and I never saw any of Mrs. Burr's own children wearing things made of such yarn. But Mary Vance says Mrs. Burr gives the minister stuff that she can't use or eat herself, and thinks it ought to go as part of the salary her husband signed to pay, but never does." ~~ L.M. Montgomery, Rainbow Valley

Linked from the Hidden Art of Homemaking linky for Chapter 12 at Ordo Amoris

The thirteenth doughnut (Hidden Art of Homemaking Chapter 11)

“The object of education is to put a child in living touch with as much as may be of the life of Nature and of thought…. a child has natural relations with a vast number of things and thoughts: so we must train him upon physical exercises, nature, handicrafts, science and art, and upon many living books….Add to this one or two keys to self knowledge, and the educated youth goes forth with some idea of self management, with some pursuits, and many vital interests.” ~~ Charlotte Mason, 1923

"...they need not just give up and 'sit', living other people's lives on the screen and 'graduating' one day to the place where they have no interest, no enthusiasm, and no excitement....the impersonal universe of man's making is one which does not produce a base for creativity." ~~ Edith Schaeffer, 1971

"A leisurely education offers freedom from the small round of busywork, opportunity to grab hold of something bigger, learning to see ourselves (including our children) more as we are in God's time and in God's universe. Living without futility." ~~ Mama Squirrel, 2010

"The kingdom of God is a party," Tony Campolo said.  When we've lost our joy, sometimes we need to get away and hear the quiet...and sometimes we need to minister to others who are feeling dull, show how parents, Christians, old fogeys like us, can do a little more.  Do you know the phrase "la yapa," which is related to the word lagniappe? It's something a market vendor throws in for free with a purchase; the same idea as the thirteenth doughnut in a baker's dozen. 

Edith says there are two different ways to think of "creative recreation": first, some activity (probably outdoors) that gets you away from the daily noise and allows you to re-energize your spirit, which will probably also give your creative batteries a boost...a short sabbatical or day off. Second, something "creative" that you come up with to re-energize others; something different, original, fun. To quote from The Hobbit, an unexpected party. Something extra.  Maybe you could call it a creative lagniappe.

On this particular weekend that includes Canada Day and our wedding anniversary, we have not gotten too ambitious. We've all been busy with a major housecleaning and other things that have left us a bit tired and not up for long hikes or big parties. It's the peak of strawberry season here, though, and we had a memorable barbecued dinner tonight with fresh spinach salad, and strawberry shortcake for dessert. "Anticipated" can be as good as "unexpected." [Update: we did go to a free local art gallery, too, which would have made Edith happy with us.  We also browsed through an antiques market, which may not be as good as contemplating nature, but it's fun anyway.]

What can you do this week to recharge your own spiritual and creative batteries?

What can you do to bring an unexpected smile to someone else?

Linked from the Hidden Art of Homemaking Linky for Chapter 11 at Ordo Amoris.

Talents and trust, and the music chapter (Hidden Art of Homemaking, Chapter 3)

"If what we have
we believe we have gotten,
and if what we have
we believe we must hold onto,
and if what we have
is not available to others,
then we will live in anxiety.

"If what we have
we receive as a gift,
and if what we have
is to be cared for by God,
and if what we have
is available to others,
then we will possess freedom from anxiety.

"This is the inward reality of simplicity."  ~~ Richard J. Foster, Celebration of Discipline

I get anxious about the challenges of The Hidden Art of Homemaking, from Chapter 3 on.

Because Chapter 3 is music, Chapter 4 is art, and so on.  Something definite is going to be demanded of me.

I get anxious because I don't think I have "gotten" enough talent in any of those areas to make it worth worrying about.  I get anxious because I would rather hold on to the little I have (hold on to it in private, thank you), than risk being compared with those who have serious talent.  I feel guilty because, out of the small talents I do have, I probably haven't worked hard enough on improving them.  I get anxious because I would not think of nailing leather over a barrel to make a chair.  Joyce Radway,  I am not.

But look, this is what Richard Foster is saying: 

Our creativity did not come from us.  We have not "gotten" it ourselves. It is not ours to hide under the bed with.  It is not ours to obssess over, whether we think we have enough or not enough, whether we have read enough interior design magazines or listened to enough Beethoven CDs.  It has been given to us by God, is cared for by God, and needs to be used, made available to others, in a spirit of thankfulness.

And yes, if there is no real awareness of what is dull or ugly or un-creative, or just too random in our lives; no deliberate attempt to try to improve those things, a bit at a time; then we do need to be dissatisfied, even to repent.  We don't need to set the curtains on fire in an attempt to beautify, as one of Louisa May Alcott's characters did; but we need to be open to trying. (Hmm, that didn't come out quite right--trying to celebrate creativity, not trying to start fires!)

This is one thing I have done lately about music:  bought a couple of new-to-me CDs at the thrift store.  We often have the radio on ("the radio" is a misnomer in this house--say one of many), particularly tuned to a favourite FM jazz station; but again, that is somewhat random.  What I want are a few music choices that I can put on, when I want them, and listen repeatedly.  I don't have any of those gadgets that shuffle tunes and so on--tapes and CDs will do fine, but I want to listen a bit more deliberately.  Right now I'm rotating between a Handel CD (NOT the Water Music, I've heard that way too often), a CD of lute music, and a CD of the original Quartetto Gelato members.  Here's something by QG's more recent incarnation:



Linked from The Hidden Art of Homemaking: Linky for Chapter 3, at Ordo Amoris.

Related posts:
On cupcakes and ceramic unicorns, and something more
Embroidered homebodies
Quote from "Drawing Lessons"

Blow off some steam: Hidden Art of Homemaking, Chapter 2

I'd be tender - I'd be gentle and awful sentimental
Regarding Love and Art.
I'd be friends with the sparrows ... and the boys who shoots the arrows
If I only had a heart.

"A Christian...should live artistically, aesthetically, and creatively...we should look for expressions of artistry, and be sensitive to beauty, responsive to what has been created for our appreciation." ~~Edith Schaeffer, The Hidden Art of Homemaking, Chapter 2

"For too many people...the creative muscles and joints (if I can use that picture!) have stiffened with disuse."

"We are all in danger of thinking, "Some day I shall be fulfilled. Some day I shall have the courage to start another life which will develop my talent", without ever considering the very practical use of that talent today in a way which will enrich other people's lives, develop the talent, and express the fact of being a creative creature."

Linked from Chapter 2 Linky for Hidden Art, at Ordo Amoris.

Still life with tomato (The Hidden Art of Homemaking)

The Hidden Art of Homemaking, by Edith Schaeffer: weekly discussion at Ordo Amoris (link fixed!)
Chapter 1: The First Artist

"Not all of the physical beauty of the world is equally spoiled, or equally unspoiled.  But there are fragments of beauty to show the glory of the Creator, the Artist God." ~~Edith Schaeffer

"'Poet' literally means 'maker,' and the profoundly challenging thing about all this is that God is a Poet who writes poems about the inner truth of existence, and literally brings them to life, 'acts them out' in terms of everyday realities."  ~~Ruth Etchells, Unafraid to Be (IVP, 1969) 

God as artist, God as poet.  If we are God's workmanship...then we ourselves are His works of art, His poems, along with the rest of His creation.  And if we are created in His image, then we are also called to celebrate His art, His poetry, in our "everyday realities."  Ann Voskamp says that she began her list of a thousand gifts with some jelly and toast...and if that's where beauty begins, so be it.  We need to look for the fragments...or to create some of our own. 

"The zinnias stayed in the bucket on the counter for several days, the focus of small vignettes she built around them.  A crystal candlestick and a blue-and-white porcelain platter pushed into place beside the bucket demanded that even I give it a glance as I ran past to dart outside.  The next day a row of red tomatoes dotted the sill behind the bucket, crisply graphic trim interrupted by a small pottery bird that had been in the living room the day before.  Like flash cards, these small still-life arrangements were my early lessons about scale, composition, and balance."  ~~ Mothers and Daughters at Home, by Charlotte Lyons

What do we have in our homes that is really beautiful?--I don't mean possessions of great value, but something--as Charlotte Lyons says--that inspires with colour, line, balance?  Is there a still-life arrangement waiting to happen?  Do we need to clear off the books and sewing mess from the table first, or put some of the counter clutter in the cupboard to make room for beauty?  Let's do it.

Linked from Ordo Amoris: Hidden Art Bookclub Begins. (link fixed!) 

The why and how of frugal homeschooling, Part One

The why of frugal homeschooling is the easier of the two to answer.  The why is that you (if you're frugal-homeschooling) have limited funds, your family is probably living on one income, or at least less than two full-time incomes, so that somebody can be home to homeschool.

Or maybe you just like a challenge.

The short answer of "how" is "don't spend much money."  But since that's also a silly answer, I'll try to expand that into something more useful.

1.  Use what you have.
2.  Use what you have creatively.
3.  This is the hardest part to explain:  stay aware of your "big picture."  Unless you're naturally serene about letting the unschooling chips fall where they may, you need to keep evaluating, planning, trying to keep in mind whatever educational goals or philosophy you steer by.  Plus whatever family circumstances, special needs, etc. you have to deal with.
4.  In other words, you can use what you have, or what comes your way, as long as it fits into your overall education plan.

In Lloyd Alexander's book Taran Wanderer, the main character Taran meets Llonio, a father who supports his family by taking hold of anything that fate throws in his net--literally.  The family never knows from one day to the next what will float down the river, but they cheerfully take whatever comes, and eat it or wear it or use it.  As Taran stays with Llonio's family, he appreciates their generosity and their creativity, but he also eventually realizes that their way of life is not exactly for him.  He wants to do a little more purposeful seeking, instead of just catching what comes his way. 

I think there's room for both, even in a frugal lifestyle and in frugal homeschooling.  When I wanted to make a particular doll from a particular pattern, I kept my eyes open for certain colours and fabrics.  I never did get to the outlet store that sells rug yarn, but I found something pretty close that also worked.  When I crocheted monkeys last Christmas, I bought yarn in the right colours.  On the other hand, I've sometimes started with a piece of fabric or a ball of yarn, and asked "what could this be? How big is it, how much of it is there, is there enough for this or that?  What else would it work with?  And what do we need right now, who still needs a Christmas gift?"

The same principles apply to menu planning.  What's available? What's the weather like?  What sort of meals does your family eat?  What do you need to add to the shopping list to turn wieners and cauliflower into a meal?  What's still a favourite, what's getting old, and what new things have you been wanting to try?  Sometimes you go shopping intending to buy chicken thighs, because somebody gave you a new recipe, and that is what you bring home.  Or you look in the freezer, and that's what's there.  Or it could happen that chicken is too expensive, so you buy something else. 

One useful exercise to strengthen frugal homeschool muscles is to pretend you are (or maybe you really are) in a situation where, for whatever reason, you are suddenly limited to a few books and resources.  It could be a Bible, dictionary, telephone book kind of thing; or you can go with a more random choice, like the stack of books you just brought home from the library.  From very loose planning ("read the book"), to more structured copywork and dictation, notebooking, dramatizations, or complete unit studies, how many ways can you think of to get the most out of this resource?  If it's a map, are there ways you could add tags or markings to illustrate something you're studying?  If it's a math activity book, which activities can you honestly imagine doing, and (just as important), which ones will provide the strongest learning experiences for your children? 

If it's a book of poems, how will you get the most of out of it?  Have any of the poems been set to music?  Have any actors recorded them?  (Check out anything you can find by the First Poetry Quartet.)  Are there possibilities for acting them out?  (Never underestimate the potential for this--I still remember the Apprentice dramatizing Blake's "A Poison Tree," including the enemy's death throes.)  Can you use any of Ruth Beechick's suggestions, such as turning verse into prose?  Or can you use a poem as a jumping-off point for something original?  Or you can just read a poem slowly and carefully, maybe taking turns on stanzas, copying or memorizing favourite lines.  It's also educational, or just entertaining, to group certain poems together, maybe in combination with art, music, or other readings.  Our church music director once did this as part of a holiday program:  several people of different ages read winter-themed poems by Robert Frost.  Can your students plan a "poetry concert," just for your family or for others as well?  You can see where I'm running away with this...but that's the point, that you can take any worthwhile book as far as you like, use it as far as you can, and it won't cost you any extra.


Linked from the Festival of Frugality #357, and from the Carnival of Homeschooling: End of the Road Edition.

I think that would be a "no."

Dollygirl, doing copywork:  "Albert Einstein says that imagination is more important than knowledge.  So during math time I'm just going to doodle in my notebook.  Okay?"

When packaging (and love) make gifts special

Sometimes it's not so much what's in the gift as the concept behind it, and the way you present it.  Remember the Dollar Store Santa Dollies at Old Days Old Ways?  Even small, frugal or miscellaneous gifts become something special when the creative-giving muse is allowed to run free.

Valerie at Frugal Family Fun Blog has a perfect example of this: "Doll Bath Sets."  Anyone can hand a kid some soap, an empty shampoo bottle, and a washcloth, and say "here, go wash your doll."  But it takes imagination to put it together into more of a package deal.  Valerie is very, very good at this.

Another example: Family Fun Magazine's Hot Chocolate Cones.  Mostly hot chocolate mix with a few marshmallows and chocolate chips, but it's the shape of the package (cone-shaped clear bags) that turns it into something fun.

We've had a few successes along that line too:  last year's custom Sculpey repackaging, and the clothespin doll kits the girls got a few years ago.  Mama Squirrel has also posted gift basket ideas and other thoughts on gift-giving.  And don't forget our squirrel's tips on giving "thwifted" books.

Quote for the day: the centre is poetry

"To try to teach literature by starting with the applied use of words, or 'effective communication', as it's often called, then gradually work into literature through the more documentary forms of prose fiction and finally into poetry, seems to me a futile procedure.  If literature is to be properly taught, we have to start at its centre, which is poetry, then work outwards to literary prose, then outwards from there to the applied languages of business and professions and ordinary life."--Northrop Frye, The Educated Imagination

A never-ending stream of craft ideas

Anyone who thinks that nobody sews these days should check out Sew Mama Sew, as they continue a month-long series on gifts to make--and buy and print out--for people of all ages and interests.  Today's entry is Gifts for Scholars--book bags, wrist wrests, Kindle keepers, and more. (Their gift posts from past years are also on the website.) 

And crocheted dishcloths--knitted ones too--I thought were long gone, but with this era's eco-emphasis they're back, in every shape imaginable.  Here's a visual sampling of what's currently out there; I especially like the Scrubby Rows Dish Cloth at Little House in the Suburbs.

More on this fall's homeschooling (Part 3)

MATHEMATICS

I already mentioned briefly what we're doing: Ponytails is finishing off Key to Geometry and Key to Decimals, and then will be starting Key to Algebra, and probably doing practice Gauss competition tests at the grade 8 level. She's planning on doing most of her math with Mr. Fixit again this year.

Crayons will be finishing Math Mammoth Light Blue Grade 3, because we got into it late in the year, and then we'll download Grade 4. I've been very interested to see where/how the Miquon Math she'd always used fit in to this newer curriculum; where we can go fast because we've already covered a topic, and where we have to slow down for math potholes. Not surprisingly (if you know Miquon), she has a very good sense of place value; she has a good understanding of how numbers work, and she's probably a bit ahead in multiplication, since Miquon starts that early. She's great at money math, not so good at telling time, but we'll keep working on that.

We'll be doing a weekly joint math time--I'm still working out the details on that. Some of what we'll be doing will be coming out of Critical Thinking's Math Detective book (the gr 5-6 level), since we have it on hand; but I don't want to do exactly the same format every time...the goal is to get a bigger sense of mathematics, to learn about the really interesting parts of it, not just "what you get in school." (If you've never checked out the Living Math website, there's lots of inspiration there.)

GRACIOUS ARTS

Otherwise known as Home Economics or Family Studies...but it's more than that. We are going to read through The Hidden Art of Homemaking (maybe just parts of some chapters), and supplement that with Marmee's Sugar N Spice Studies (nice around the holidays), a book on teatimes, a book on making basket gifts for people, and other books on crafts and creativity. We'll also read Louisa May Alcott's novel Jack and Jill, since a lot of that book is about "brightening the corner where you are" and finding the beauty around you.

CITIZENSHIP

A catch-all category. Whatever Happened to Justice? could fit in here, but I'm counting that under history this year. We'll be reading Plutarch's Lives (probably just Ponytails the first term), some of Charlotte Mason's book Ourselves, and Noel Streatfeild's book The Fearless Treasure. (We've never used that last one yet, so it will be an experiment.)

FINE ARTS

We'll probably follow the Ambleside rotation for picture studies and composer studies, except that I want to include Tom Thomson in this year's studies...it's a good year to do this since at least one museum within reach will be hosting a Thomson exhibit.

Art instruction: this is pretty much open. Crayons, although she loves to craft, is going through a spell of thinking that she can't draw, so it's not something I'm going to push right now. Ponytails has her own artistic interests she's working on. We will incorporate narration drawings and other activities into the year's work and leave it at that. (I was pretty happy, though, to find tins of watercolour pencils and charcoal pencils at Dollarama this weekend for $1.25 each.)

LATIN

We'll be following the lessons in Our Roman Roots, probably three times a week.

FRENCH

I had planned to have Ponytails start one of the Mission Monde levels, and work something out myself for Crayons. When I got started working on Crayons' curriculum, I realized that we could probably do at least the first half of the year together, and then maybe get MM for Ponytails after Christmas. I looked at the Ontario ministry guidelines for grade 4 and grade 8 French, and they're really not that complicated...no offense to anyone who might be offended by that, I just mean that, for a ministry of education outline, it's pretty simple and clear what's supposed to be taught, and we can cover that with our own books. Our theme is going to be Les Insectes, based on a Canadian activity book (from a used book sale) called Les Insectes (surprise). We'll learn bugs along with verbs.

I think that's it for now...

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.

A Month with Charlotte Mason, #18

In which we continue our interview with Charlotte Mason. Tomorrow: Mama Squirrel asks (nicely) for some curriculum makeover tips.

Mama Squirrel: Your philosophy of education seems to warn against both too much teaching and too much teacher.

Charlotte Mason: The Herbartian philosophy of education lays the stress of education––the preparation of knowledge in enticing morsels, presented in due order––upon the teacher.

Mama Squirrel: Wikipedia says that Herbart advocated five formal steps in teaching: “Using this structure a teacher prepared a topic of interest to the children, presented that topic, and questioned them inductively, so that they reached new knowledge based on what they had already known, looked back, and deductively summed up the lesson’s achievements, then related them to moral precepts for daily living.” (E.J. Miller, 2003.)

Charlotte Mason: Children taught upon this principle are in danger of receiving much teaching with little knowledge; and the teacher's axiom is, 'What a child learns matters less than how he learns it.' It is not that teachers are not eminently capable, but because information does not become knowledge unless a child perform the ‘act of knowing’ without the intervention of another personality. We do not try to drop one isolated idea at a time into a child’s brain.

Mama Squirrel: So you are not putting down teachers themselves, but saying only that a teacher's teaching can get in the way.

Charlotte Mason: We are, perhaps, opposed to oral lessons or lectures except by way of occasional review or introduction. For actual education children must do their own work out of their own books under the sympathetic guidance of an intelligent teacher.

Mama Squirrel: But how can the teacher teach or guide intelligently without getting in the way? And how does your method of education make it possible for parents to teach their own children? Many of us are somewhat unsure of our own ability to pull out the ideas that our children should know, much less know how to guide just enough and not too much.

Charlotte Mason: We teachers are also modest and diffident and are not prepared to say that we are more capable of handling a subject than is a carefully chosen author who writes especially upon that subject.

Young and Able Teacher: Yes, but professional teachers have been trained to understand children’s minds, and we know when to introduce the proper age-appropriate content and vocabulary. We know better how to reach the minds of children than does the most eloquent author speaking through the dull pages of a book.

Charlotte Mason: We have proven that idea to be completely wrong. The mass of knowledge, evoking vivid imagination and sound judgment, acquired in a term from the proper books, is many times as great, many times more thoroughly visualised by the scholars, than had they waited upon the words of the most able and effective teacher. This is why we insist upon the use of books.

Principal: We tried using a great-books list at our school, but it didn’t work. Maybe we just need better teachers.

Charlotte Mason: No, the failure came because you ignored the principles and their faithful practice. I feel strongly that to attempt to work this method without a firm adherence to the few principles laid down would be not only idle but disastrous.

Deputy Headmistress: It could also be that you used excellent works of literature as mere delivery systems for things like vocabulary, critical thinking skills. If those books are merely delivery systems, then it no longer matters exactly what the children are reading- any book will do, after all, the children are at least reading, some will say, or others will insist it doesn't matter what they learn as long as we teach them how to learn.

Principal: Well, we didn’t get enough parent co-operation either. We asked parents to buy good books for their children but they said they couldn’t afford them.

Charlotte Mason: It is our part to see to it that books take root in the homes of our scholars and we must make parents understand that it is impossible to give a liberal education to children who have not a due provision of very various books.

Cindy: “And now for my LOST tie-in. This week we saw in Illana's tent the book Notes from the Underground by Dostoevsky. “Leave us to ourselves, without our books, and at once we get into a muddle and lose our way–we don’t know whose side to be on or where to give our allegiance, what to love and what to hate, what to respect and what to despise. We even find it difficult to be human beings with real flesh and blood of our own…”

Charlotte Mason: We find, I may add, that once parents recognize how necessary a considerable supply of books is, they make no difficulty about getting those set in our programmes.

Mama Squirrel: What were the principles that seemed to be missing, even if the books were good ones?

Charlotte Mason: First, the somewhat obvious fact that the child is a person; and the object of a person's education is to put him or her in living touch as much as may be of the life of Nature and of thought. The mind feeds on ideas, and therefore children should have a generous curriculum, taking care, only, that the knowledge offered to him is vital—that is, the facts are not presented without their informing ideas.

Mama Squirrel: I have never totally understood what “without their informing ideas” means. But I think it means that the facts are not pulled apart from their original state, kind of like the nutrients issue that the Deputy Headmistress posted about, from the Michael Pollan food article. Food is often seen today only as a collection of particular nutrients so that it doesn’t matter exactly what food you’re eating, it is more important whether it’s low sodium or high fibre than whether it’s chicken or fish. You can also apply that to facts being presented in kind of a naked way, like the students in Dickens who were giving facts about horses without knowing anything about horses.

Charlotte Mason: I believe I have used that example myself. Yes, that is what “informing ideas” are. And once the habit of reading his lesson-book with delight is set up in a child, his education is--not completed, but--ensured; he will go on for himself....

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.

A Month with Charlotte Mason #6

So that left only three valid, allowable educational instruments or tools—the Atmosphere of Environment, the Discipline of Habit, and the Presentation of Living Ideas.” This is sometimes cut down to “Education is an atmosphere, a discipline, a life.” Let’s go through those.

I’ll touch on environment just briefly to say that Charlotte Mason thought that homes were great places to learn simply because they weren’t too perfect and packaged. Most of you know the Deputy Headmistress at The Common Room. In recent months she and her family have become more and more involved in the lives of two little boys they know, to the point that the boys’ mother has taken the older one out of kindergarten so that the Headmistress can homeschool him when he stays at The Common Room house, which is out in the country with assorted livestock, creeks and woods to explore, and a variety of humans, related and unrelated, coming and going. In the process of all this, the Headmistress exchanged some emails with the kindergarten teacher, who thought that the little boy would really be missing out on something if he didn’t attend school, because the teachers at their school had "high quality literacy training," had “students reading at their perfect instructional level," and even offered "a leveled book room of books that the reading teachers use to match to the specific needs of the students." (Besides worrying about all the usual socialization stuff.) Since then the Headmistress has posted several times about the wide variety of things both boys are doing, too many to mention here, but including the books she reads to them out of the approximately 8,000 they own. Which place sounds like a better environment for learning? What kind of atmosphere do you want your own children to learn in? Can working only at a "perfect instructional level" actually be detrimental?

Second, on habits and discipline: When you think of habits, you might think first of moral things like not being greedy, or manners like saying please, or helpful things like cleaning up your own mess or turning the lights out. But it's not just about getting them to brush their teeth. Those things are all included in habit training, but there are also habits of the mind that are just as important, such as observation and attention. Charlotte Mason said that the formation of habits IS education, and that Education is the formation of habits.

When we teach strong habits of body and mind, we give our children the leisure—the freedom from anxiety—not to have to constantly worry about what to do next, whether they are going to come when they’re called or not, whether they are going to work attentively at their lessons or dawdle or get distracted, whether they are going to tell the truth or not. As adults, we have, we hope, developed stronger wills that enable us to simply tell ourselves to get back to work or do what we don’t want to do; children, according to Charlotte Mason, don’t always have that power, so it is important to begin with the discipline of habits, and work on developing the will gradually. She said, “The habits of the child produce the character of the man.”

If you read Home Education, you’ll find that Charlotte Mason spends a fair amount of time at the beginning talking about keeping children’s brains healthy and growing by giving them lots of fresh air and outdoor time; and her point is that since you’re out there anyway, you have the opportunity to train them in habits of observation of whatever is around them—plants, animals, landscapes, weather, stars, light, shadows, water, dirt, snow, and encouraging them in their abilities to describe, accurately and in detail, whatever they see. (Or whatever they observe, with any or all of their five senses. I still remember Coffeemamma's Schmoo showing the rest of her family that particular maples had their own smell--or was it taste?)

CM is thought of as a books-based, literary curriculum, and that is true; but I think it is just as much a SEEING curriculum, both in what is literally seen and what is visualized when listening to a geography lesson, when studying spelling words, or in picture study, when children look carefully at a painting for several minutes, and then try to describe it in as much detail as they can from memory. She believed that the act of visualizing something was the key to holding it in the long-term memory. You had to create a mental picture of something yourself, but too much given, too many visuals cluttering up the lesson, would actually limit that process, giving your brain less to work on by itself. I think that relates to our phrase “doesn’t leave much to the imagination.” That’s what Charlotte Mason did want to do—leave lots to the imagination.

A Month with Charlotte Mason #5: Only Three Tools

...and studying the subjects we do cover with books, Real Books—with Real Things as well, but largely with Real Books, inspiring real ideas and real questions, modeling real vocabulary, awakening real curiosity, offering real mind-food.

Real Things are important. A Charlotte Mason education can and should have lots of hands-on, feet-on, five-senses activity. It should have maps and globes, dominoes and math beans, coins, CDs, paint boxes, animals, games of tag, costumes and sets, physical exercises, field trips, singing, building, household skills, outdoor play, clay, magnifying glasses, caterpillars, shells, even tea parties.

But the one indispensable factor is books—lots of books, and the right kind of books, a rich, varied, generous serving that makes them want more. And using those books in a way that makes use of all the habits and skills, intelligence and imagination, powers of attention and observation, that are already in our children and that are being built up by the training we have been giving them.

We want whole books, and real books—not cut apart, rewritten, and sugar coated, but with their ideas intact. Even the more difficult books can be a vital part of the children’s education, without our worrying too much about whether they’re totally understood by 21st-century children.

Recently I read The Guernsey Literary and Potato Peel Pie Society, which is about a wartime book club and how each person in the group formed a relationship with one author or another in his or her own way, just by reading that person’s book, whether it was an ancient Roman or a 19th-century essayist. They were just plain people, some with more education than others, but they heard those voices speaking into their own minds, without anybody else telling them what they should think about the books; and they understood them, argued with them, loved or hated them. The books fed them, in the midst of a literal time of famine.

In the children’s classic Understood Betsy, the main character is surprised, during her first day in a country school, to be not only allowed but expected to read more than a line at a time out loud--just as she is surprised, in another scene, to be invited to drink all the milk she wants. The teacher tests her further by having her read “Barbara Frietchie,” and all the other children stop their work to listen (and are not scolded for listening). That evening as Betsy recounts her day to the supposedly ignorant old “Putney cousins” with whom she has come to stay, they suggest that she read to them from one of the books on their shelf: Scott’s Lady of the Lake. Their mutual enjoyment of “The Stag at Eve” creates the first real bond between Betsy and her new family.

Third--we're still talking about the three questions parents should ask themselves--how should the students learn? Charlotte Mason wrote about her early days of teaching, which she said were often frustrating because each year the children seemed able to do harder sums, and read harder books, but they did not really grow, in the sense of having minds more awake, or in gaining moral power to overcome problems like habitual lying or dawdling at lessons. She wanted to help them more, but wasn’t sure how. Over many years of experience teaching children, and then training teachers herself, several ideas seemed to come together for her.

She knew of many things that certainly might change behaviour, but most of them were not allowable if you started out by viewing each child as a person made in God’s image, who “must not be encroached upon whether by the direct use of fear or love, suggestion or influence, or by undue play upon any one natural desire,” like competition for marks. In other words, fear could certainly affect someone's behaviour; but that wasn't a route she wanted to take. The personal influence of a strong teacher could definitely change someone's behaviour, and probably for the better in some respects; but what would happen when that teacher was gone and the student did not know how to think for himself? None of these options were respectful of a young human being's moral rights. (Hm, so much for accusations of homeschool brainwashing.)

So that left only three valid, allowable instruments or tools that an educator could use to go beyond the "horse in a mill" school routine of endless recitations and sums. Those three were:

"the Atmosphere of Environment,
the Discipline of Habit,
and the Presentation of Living Ideas.”

This is sometimes cut down to “Education is an atmosphere, a discipline, a life.” I'll go through those in the next post.

A Month With Charlotte Mason will be taking a break for the holidays this weekend.

Repost from 2008: Kings and heroes, brave, good, and otherwise

I originally posted this in the summer of 2008, when I was planning Crayons' grade 2 year. I thought it was worth going back to along with our Month with Charlotte Mason.

My own second-grade Social Studies, in the experimental '70's, was called Environmental Studies, a word none of us had ever heard and which, I don't think, was ever fully explained. It took us forever to copy that off the blackboard and on to the covers of the new notebooks we were handed. I don't remember a lot about it, either, except for a trip to the sugar bush and some kind of a neighbourhood field trip where we walked around the block and pointed out various kids' apartment buildings. I think the baby chicks we hatched and any other science we did may have been lumped in there as well. For sure, though, it didn't include history.

Can second-graders do more than go to the sugar bush? Would we have "gotten" history in the second grade? No, not in the same way ten-to-twelve-year-olds do, or in the same way teenagers or adults do. Most seven-year-olds don't totally get maps, or dates. They don't get abstract ideas, cause and effect, or political things. But they do like stories, characters, heroes, villains. They do remember what happened and who did what, if not always why. It's the same in geography...I remember The Apprentice's map of the Mississippi, that started somewhere in Alaska. But she had the right idea at least.

So we read the stories of kings and heroes, the brave and good, and the otherwise. Some of the stories may be what Josephine Tey calls Tonypandy; some may be disputed or offer currently unpopular viewpoints. Did King Alfred burn the biscuits?--probably not. Does it matter? Are we teaching untruths or trivialities? Would it make more sense just to wait until they're older and more discriminating?

No, because we are teaching more than facts and dates. We are teaching "norms and nobility," to quote David V. Hicks. "How to live," to quote Charlotte Mason. We are giving them heroes--feet of clay though they may have--to "people" their imaginations. And we are building a foundation for later history teaching--again to quote CM, an understanding that we are not the only people, and our time is not the only time; that people long ago may have known less about technology, may have had attitudes about churches and kings that we don't share, but that they weren't any less intelligent or less human.

Does it matter that we don't start right at the beginning of time, or that some of the history we do is out of sequence? (Bible stories are history too, but we don't confine them to an "ancient history" year! And then there are biographies that come up out of chronological order, and dates connected with artists and writers and the Guinness Book of World Records...) No, not at this age; all "long ago" tends to be a bit hazy anyway when you're still figuring out the difference between a hundred and a thousand; it's after that that children can start making better sense of timelines and other more sequential tools.