Watching an approaching storm

This system reminded me of a scene in Independence Day with the mothership approaching planet Earth. In a couple of pictures you might notice my two intrepid watchers. Jack took the opportunity to have a little meteorology lesson with James. I would have stayed longer to learn, but the bugs were killing me. Maybe next time. Nothing ended up happening directly over our house, so somewhere on its journey the storm must have taken a turn and blessed some other folks.

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Nature study behind Waffle House

Yes, it can happen anywhere! Narration by the Dad (head of our Geology Dept.) coming soon.

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Teaching and Knowing History

In an interview with The Wall Street Journal historian David McCullough discusses the historical illiteracy of students (who, of course, grow up to be us big people), even from the most esteemed institutions. He speaks of a young woman who told him after an appearance at “a very good university in the Midwest” that “until I heard your talk this morning, I never realized the original 13 colonies were all on the East Coast.” He bemoans the state of textbooks that are “so politically correct as to be comic. Very minor characters that are currently fashionable are given considerable space, whereas people of major consequence farther back are given very little space or none at all.”

Some of his comments on how he thought history lessons should be presented reminded me much of the teaching philosophy of Charlotte Mason.

“History is a source of strength. It sets higher standards for all of us.”

This brought to mind Miss Mason’s suggestion of reading such things as Plutarch’s Lives to be inspired to noble living.

“The great teachers love what they’re teaching”

This is true for the teacher physically with you, as well as those authors that teach through “living books.”

“History is often taught in categories—women’s history, African American history, environmental history—so that many of the students have no sense of chronology. They have no idea what followed what.”

Charlotte Mason advocated teaching history chronologically so that students make connections and see cause-and-effect relationships. And then there are the Timelines and Book of Centuries that she promoted to help the student see the flow of history and to see where people of different genres and categories fit together in time.

“And they’re so badly written. They’re boring!”

Again, here is where Miss Mason spoke of the necessity of “living books” and richly written literature.

“Grade school children… can learn anything in a flash. The brain at that stage in life is like a sponge. And one of the ways they get it is through art: drawing, making things out of clay, constructing models, and dramatic productions. If you play the part of Abigail Adams or Johnny Appleseed in a fourth-grade play, you’re never going to forget it as long as you live.”

Charlotte Mason and the magic of Narration! Drawing it. Molding it. Acting it out. Tell it. Write it.

“We’re too concentrated on having our children learn the answers,” he summarizes. “I would teach them how to ask questions—because that’s how you learn.”

And Charlotte would say, “Amen!”

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A new thought

For many years I would wander by the baby department and think how cute and soft everything looked and wouldn’t it be wonderful to have a baby to dress and wrap in all that cute and soft stuff. Then we had James. After a few days of everything becoming quickly stained with things exiting both ends of this child, I would pass through the baby department and look at those clothes and see the green and yellow and brown stains that weren’t there (yet). Then we had our baby girl and suddenly this usual avoider of all things pink was ready to wrap my world in pink. Then we no longer had our Grace when Edwards Syndrome took her from us. So then I would pass those baby departments feeling very sad that I didn’t have my baby girl to wrap in all that cute and soft stuff. And then it became the toddler dresses that made me sad because I didn’t get to have a toddler girl to dress and even make the cute little toddler dresses like my mother had made for me. As the years have passed (5 + years now), I’ve become less sad when seeing the toddler things. Maybe it’s the years passing (time healing all wounds, etc.) or knowing that Grace would be beyond these sizes.

Yesterday I walked through the baby department and glanced at the cute and soft things and felt and thought something new for me. Those things are just stuff. I felt very disconnected from the stuff. I thought about how a baby doesn’t need all that stuff. A baby needs someone(s) to hold them and feed them and keep them warm and safe and secure. A baby needs someone to sing to them and let them know that they are loved and valued. I can do that. I can still do that. Without the stuff.

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Book Giveway at Parent at the Helm

Maybe one day I’ll have fun giveways here, but for now I’m sending you over to Parent at the Helm for their June, 2011 Book Giveway. What Really Matters by David H. Albert & Joyce Reed (Introduction by Wendy Priesnitz, Foreword by John Taylor Gatto) – “A treasury of intelligent, penetrating, heartfelt, and often good-humored conversations about children and education. David Albert and Joyce Reed are deeply experienced homeschooling parents and a delightful pair of writers. In this collection of essays, they share their thoughts and experiences, playing off each others’ experiences with and ruminations about society, schools, children and learning…and showing by example how children and young people thrive when trusted to learn from life.”

So head on over and follow the directions. If I’m not the winner this month, I hope it’s you!

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June 2, 2001 – A shoulder to cry on

Next year will our 10th wedding anniversary. As we go through this year, we are coming upon all the 10th anniversaries of significant events that led up to our engagement and marriage. Jack and I met in late 1998 and were merely acquaintances for the next few years as we were part of the same church and worked on a few church/charitable music events together during that time. In 2001 circumstances drew us closer together and we became true friends. We shared lots of talks and emails about what concerned us with life. Memorial Day was the 10th anniversary of his driving back from a family vacation in Florida straight to my Nashville apartment. He was beginning to see that coming home seemed to mean seeing me 🙂 And today’s anniversary? On that day Jack had to make a pretty big emotional decision and when it was over, where did he go? To my apartment. He put his head on my shoulder and cried and watched Shanghai Noon with me and my roommate.

Here’s an interesting note about Jack and those emotions. In the past, Jack was quite prolific with poems and songs and one-liners (the type you see on inspirational posters). Many of these poems and songs were written about and to women he was dating. I got a few poems in the beginning, but never a song. I asked him early on why he stopped writing the poems and songs and he responded, “Because I’m happy now.” If his poems came from uncertainty and sadness, I’ll take the security and happiness over poems and songs any day. Wouldn’t you?

In keeping with the Always Learning theme of this blog, a whole lot of learning was going on at that time. Somebody was learning that there must be a reason that he kept coming back to the same person whenever he had something meaningful to share or a shoulder to cry on. And someone else was learning that she really liked providing that ear and shoulder.

“There is a friend who sticks closer than a brother”

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The past is not relevant, or so the school says

Here’s a scary story I just read on a discussion forum:

This past weekend we went to visit the Betsy-Tacy historical sites. During our visit another mother mentioned their public school system had “purged” the libraries of books which were not published within the past 10 years. When parents questioned the decision, the school administrators stated “Out of date books aka the classics are not relevant to our society/world. Therefore the students will not be exposed to them during classroom time or have them assigned reading.” The mother went on to say her 10 yo daughter was assigned to do a book report/presentation for her language arts class. The daughter chose Maude Hart Lovelace’s book, “Betsy-Tacy.” The 10 yo was reprimanded by the teacher for choosing an “out of date book” and received a low grade because she had not chosen “current literature” for her report/presentation. Sad.

It’s rather bizarre to me. And kinda sick and self-centered. Imagine only reading literature written in your short lifetime. Nothing outside your time period on this planet is of value. Does this school not teach history? Maybe they don’t. History isn’t relevant, is it? This school not only will not allow “old” books during class time or assigned reading, but they have purged the library of them so that a child isn’t even able to see one and check it out and read in his free time. Bordering on censorship, don’t you think? Talk about banned books!

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Pardon me, I believe I was in your way again

Today I read this words of Charlotte Mason from the Introduction to Vol. 6:

A child requires knowledge as much as he requires food.

He is furnished with the desire for Knowledge, i.e., Curiosity; with the power to apprehend Knowledge, that is, attention; with powers of mind to deal with Knowledge without aid from without––such as imagination, reflection, judgment; with innate interest in all Knowledge that he needs as a human being; with power to retain and communicate such Knowledge; and to assimilate all that is necessary to him.

He requires that in most cases Knowledge be communicated to him in literary form; and reproduces such Knowledge touched by his own personality; thus his reproduction becomes original.

The natural provision for the appropriation and assimilation of Knowledge is adequate and no stimulus is required; but some moral control is necessary to secure the act of attention; a child receives this in the certainty that he will be required to recount what he has read. Children have a right to the best we possess; therefore their lesson books should be, as far as possible, our best books.

They weary of talk, and questions bore them, so that they should be allowed to use their books for themselves; they will ask for such help as they wish for.

As I look back at our just completed school year and I read these words of Miss Mason, I realize that once again I have inserted myself far too much in the process. What is scary about this for me is that I am not allowing James to fully engage with the stories and thus make them his own and learn and retain what *he* needs to learn and retain. I also fear that I have robbed him of a lot of joy that could come from the wonderfully rich stories that we read this year.

These things I must remember —-

  • James has the power of mind to deal with the Knowledge without aid from without
  • He will reproduce the Knowledge touched by *his own* personality;
  • No stimulus is required
  • He will ask for such help as he wishes for

If there are any of my readers that have any advice to offer (besides putting duct tape on my big mouth), please feel free to comment.

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Connecting with “weeds”

I wanted to be a part of the Nature Connections May edition, so I dug up these videos James made when we were doing a study of dandelions earlier in the month. He was to make pictures at different times of the day and in different weather (sunny, cloudy) and see the change in these very pretty “weeds.” He decided to do some moving (and noisy)  pictures also.  We did not get to the drawing part before we left on our road trip for the rest of the month. The drawing pads and pencils are with us. I guess we’d better get on it. Here are the videos and please forgive the wind. It was a very blustery day.

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Vacation

We have finished our school year and have been away from home. Just wanted anyone who pops in here to know I haven’t given up the ship. I’m thinking of a wrap-up post of our school year. And I’ve still been reading and thinking and pondering and such, so I do have things to say. It’s just not always easy for me to give the time to put it all in words.

We’ll also be busy at the pool. Yesterday James had his first day in the pool for 2011 and he got back in the “swim of things” very quickly. He and Dad are enjoying their games. Yesterday at the pool, before Jack arrived, I overheard James tell another kid, “My dad taught me to not be afraid. My dad taught me to swim.” I love hearing that. I love the “My dad taught me…” part. I am so grateful that James has a dad that he trusts and loves; a dad that hasn’t farmed out responsibilities for his son; a dad that teaches him to “not be afraid.”

This photo is from their pool fun last summer

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