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BFB Fundamentals: What is Classical anyway and who was Charlotte Mason?

This is Part III in our BFB Fundamentals Series. 
Click on the links to read Part I and Part II

“Most of all, perhaps, we need intimate knowledge of the past.  Not that the past has any magic about it, but because we cannot study the future, and yet need something set against the present, to remind us that the basic assumptions have been quite different in different periods and that much which seems certain to the uneducated is merely temporary fashion.  A man who has lived in many places is not likely to be deceived by the local errors of his native village; the scholar has lived in many times and is therefore in some degree immune from the great cataract of nonsense that pours from the press and the microphone of his own age.” –C. S. Lewis, The Weight of Glory

What is Classical?

The term “classical” is one that has been bandied about the homeschooling movement for years and we are often asked if our curriculum is “classical”. Answering this seemingly simple question has proven difficult as we find that there are as many definitions of the term “classical education” as there are curricula. People can purchase curriculum to teach “classical handwriting” and “classical science.” This poses a challenge as it seems that everyone has their own conception of what it means to adopt a “classical” education approach.

The Modern Classical Movement

Classical education, in its modern use of the term, refers simply to an educational approach built around the trivium, or three-part process that aims to train the mind. The three parts refer to three stages: the grammar stage, the logic stage, and the rhetoric stage. Each of the three stages corresponds to four years, so during grades 1-4 the student is in the grammar stage and studying the basics, laying a foundation for the next stage. This approach to the four year cycle is relatively new, a product of educational bureaucracy at the turn of the 20th century when it was determined that public schools would be required to provide twelve years of education. While the idea of “classical” education has existed from the early Medieval period, its proponents argue that it is rooted in ancient philosophy, employing the methods used by Socrates and Plato. The modern classical movement also takes much from the “Great Books” movement, advocating that students and parents take part in the “Great Conversation” that has existed between the premier thinkers of all time. This is accomplished through exposure to the best literary works of the West.

Teaching History “Classically”

As we at BFB are primarily concerned with teaching history, let’s take a look at how the trivium impacts the teaching of history. First, a classical approach advocates that all of world history be taught in four years. So from grades 1-4, a student is presented with a chronological world history. This four year pattern is repeated three times before the student graduates from high school. Obviously, this means that the history of the ancient world including Egypt, Greece, Rome, Mesopotamia, China, and more is presented in 1st grade. The Medieval period is generally taught in grade 2, the age of exploration and discovery in grade 3, and modern/contemporary history in grade 4. The cycle then begins at the beginning with the ancient world being taught again in grade 5, and so on and so forth. During the grammar stage memorization is emphasized. This is where classical education advocates argue that a student is most readily able to absorb facts. During these years students are often taught chants in which they memorize historically relevant trivia such as the names of the US presidents or the dates of key events. It is not until the later years that students are exposed to the great literary works of Western culture.

Charlotte Mason and Classical Education

Now that the trivium and “classical” education has been very basically defined, let’s take a look at another educational approach that has been hugely influential in our own educational journey. Charlotte Mason, a British educator who lived during the late 1800s believed education was an atmosphere, a discipline, and a life. Boiling Mason’s pedagogy to its very basic elements reveals an educational approach designed to create a pleasant environment that would encourage the development of life-long learners, and cultivate curiosity and discovery. This required wide exposure to literature, conversation, exploration, and the arts.
Charlotte Mason fervently advocated the use of “living books” to teach history, eschewing the dry textbooks that were being promoted at the time. These living books relayed information in a story form, allowing children to begin seeing history in terms of a human story and not simply a collection of facts.
Hopefully we have helped clear up some of the confusion surrounding the terms “classical” and “Charlotte Mason”. In our next entry we will answer the question we are most often asked, “Is BFB classical?”

We would love to hear what you think! Chime in below in the comments section and share your thoughts. Don’t forget to check out our Facebook and Pinterest pages.  To learn more about Beautiful Feet Books, click here.
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Why Teach History?

Hello! My daughter Rebecca and I are excited to introduce a new series on our blog called Beautiful Feet Books Fundamentals. We will be answering questions like “Why teach history?” and “Is Beautiful Feet Books classical?” and “What’s the point of using literature to teach history when textbooks make it so easy?” We hope you find these posts useful. We’d love to hear from you so feel free to email us with questions or comments at: rebecca@bfbooks.com or rea@bfbooks.com. Also consider sharing your experiences in the comments section here on this blog. Let’s get a conversation going! Without further ado, here we go!

Why Teach History?

For many who grew up and were educated in a traditional schoolroom setting, the study of history may seem a bit pointless. How often have you been asked the date of the fall of Rome? Sure, it was interesting to learn about the Pilgrims and the first Thanksgiving, but has that knowledge ever served you? And now you’ve decided to homeschool your children or are involved in teaching and history is a required subject. Or maybe your child is asking you, “Why do I need to know any of this anyway?”
The fact that this question is now a common one points to an increasingly utilitarian view of education. In many ways the answer to the question of why to teach history comes down to one’s educational philosophy. Is the purpose of education simply preparation for entering the workforce or is it something more? If you believe, as we do, that education goes beyond employee training, then like us, you probably believe in the importance of rich historical study. If you have a philosophy of education that includes training in critical thinking skills, reason, citizenship, and the formation of character, you probably have a great respect for the study of history. Unfortunately that educational philosophy, while ascribed to by many, is rarely held in conviction by educators and certainly not reflected in government mandates. Current statistics on student’s knowledge of the basic facts of US history reveal a disturbing ignorance which belies any devotion to the study of history. Education is viewed as valuable in so far as it prepares young people to be good employees. And yes, education should prepare young people for adult lives, of which work is an important and valuable part, but it has a much deeper value in training young people to be compassionate, thoughtful, and engaged members of their communities.

How did we get here?

Over the past century, the study of history has been increasingly isolated from the other disciplines. Beginning in the 19th century textbooks became the primary mode of teaching history. The drive towards standardization within classrooms drove the development of the textbook and it proved useful for subjects like math and science. Unfortunately for teaching a subject as vibrant as history, the adoption of textbooks stripped the subject of all its life. Where history was once the study of our human story and was filled with tales of adventure, heroic quests, stupefying failures, humorous dunces, and wicked villains, it became a collection of names and dates to be chanted over and over until they were firmly fixed in young minds. One can picture the one-room school houses with their strict schoolmarm, pointer in hand, drilling facts into the heads of students as they chant away the names of the presidents, dates of various battles, etc. Now, this approach, still employed by some educational approaches, is a great way to instill a knowledge of facts, but it’s not so great for teaching students to engage with history, to form informed opinions, to discuss ideas.

History as more than facts

 
From the beginning of time, we human beings have been storytellers. Long before people thought up the idea of “history” we were telling one another stories from the past, connecting our short lives with a long chain of others who came before us. Whether it was relating creation narratives or listing genealogies, whether it took place around a tribal circle or in the marble forums of ancient Greece, these stories were our first “histories”. Often thought of as myths now, they provided ancient peoples with a context for the human story. Part of the human condition is the ability to question our place in this world and history provides part of the answer. In relating the human story and connecting ourselves with the vast pageant of people who came before us, we get to know ourselves a little better. We can see our lives within the context of something greater than ourselves. And history provides invaluable lessons in how to conduct ourselves. We can learn from the fascinating successes and failures of people who are not so different from us, but who lived in the centuries before us. This is the greater purpose of history–and it is lost when distilled down to basic names, dates, and “facts”.

But what about getting a job?

Now you may be thinking this is all great, but who is going to hire someone who isn’t adequately prepared for a job? In our current economic climate, the in vogue career paths are all about technology and medicine. Both of these career paths require specialized training and many education wonks are

advocating that we start teaching computer coding and advanced math in elementary school. This could be very short sighted. It is no longer a world where one can choose a career path and expect to work within that chosen field for the entirety of one’s career. The average young person will change jobs/careers fifteen times in his or her lifetime. That’s probably 12 times more than his parents and could be 14 times more than his grandparents. In a job market that is so fluid, the skills required are not necessarily highly specialized. Yes, it’s a good idea to know how to write computer code, but it’s more valuable to be able to think critically, to be creative and innovative, to understand human nature, make rational arguments, be an engaged reader, a thoughtful writer, and a thorough researcher. The study of history taught holistically provides these skills. And so you may find yourself asking, how do I teach history “properly”? That question will be answered in our next entry in this series. In the mean time, leave a comment below telling us about your experiences in learning and teaching history.
Don’t forget to sign up for the Great Homeschool Convention coming to Ontario, California this June.  There is a great line-up of speakers that you won’t want to miss!  Also stay tuned for the session topics Rea will be speaking on there!  If you sign up through the Beautiful Feet Books link (above) your registration will earn a donation to the Patty Pollatos Fund to support Brent Blickenstaff!  Thank you!
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The Power of Books

David Brook’s most recent editorial in The New York Times speaks to the amazing power of books – and makes a good argument for summer reading lists!  As we’ve been promoting some great summer reads, you’ll be happy to know that giving your kids books during the summer helps diminish the loss of knowledge that widely happens to students during the break.  But you already knew that!  The article also speaks to the effect our internet focused culture has on learning and the ability to reason.  What I found to be the most interesting was this:

“But there was one interesting observation made by a philanthropist who gives books to disadvantaged kids. It’s not the physical presence of the books that produces the biggest impact, she suggested. It’s the change in the way the students see themselves as they build a home library. They see themselves as readers, as members of a different group…A person who becomes a citizen of the literary world enters a hierarchical universe.”

What a fantastic idea!  As the internet grabs at more of our time and attention, young people given the opportunity to read will choose to do so – and it can affect the way they see themselves and their place in the world.  Fascinating stuff here!  Happy reading –  The Medium is the Medium.

Rebecca

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Summer Reading: favorites for your independent reader

My favorite way to pass the long hot summer afternoons of a northern California childhood was with a good book.  While the local public pool provided hours of respite there were times when you could just not take the sun anymore and needed to retreat to the shade and what better way to while away those hot hours than by transporting your imagination to another time and place?

The Whipping Boy by Sid Fleischman

This book took me far back to the cool woods and dusty villages of medieval England.  Adventures galore await the reader who jumps into the lives of a young spoiled prince and his whipping boy.  I remember being thoroughly confused that there was such a provision made for princes – the punishment for their misdeeds would be placed on another boy?  My sense of justice could not reconcile this but as the story progressed I came to see beyond the simplistic preconceptions of rich and poor, privileged and not.  There are very funny scenes in this book coupled with adventures and great life-lessons. Reading level: middle school.

Misty of Chincoteague by Marguerite Henry

This well-loved classic is a must for summer reading.  The salt breezes of Chincoteague island, the wildness of its ponies, the adventures of Paul and Maureen, the elements are all there and Henry creates a beautiful story that will capture your child’s imagination.  Once your child has read one of Marguerite Henry’s books, you’ll find yourself trolling used book stores in search of others to quench your child’s new found appetite for all Henry’s “horse” stories.  Reading level: middle school.

The Bronze Bow by Elizabeth George Speare

When I was about 12 or 13 I went through a serious Elizabeth George Speare phase.  I could not get enough of her stories.  I must have read Calico CaptiveThe Witch of Blackbird Pond, The Sign of the Beaver, and The Bronze Bow a dozen times each and remember being so disappointed when I realized I had read everything she’d ever written – it was almost like being let down by a very good friend.  Didn’t she know I needed more of her stories? Four was not nearly enough.  Until her death in 1994, I kept hoping that she’d write more.  That was not to be the case but in the mean time, I read and re-read The Bronze Bow.  Daniel bar Jamin, the story’s main protagonist is a young Jewish boy living at the time of Christ.  Fired by zealots angry at Roman rule, Daniel is a young man full of anger and living only to avenge his father’s murder.  Set in the volatile first Century, there are so many facets to this story and there are wonderful characters; the Pharisee’s family, the kind Roman soldier, a new preacher from Nazareth.  Really a must-read along with any of Speare’s other titles. Reading level: jr. high.


Around the World in Eighty Days by Jules Verne

Talk about transporting one’s mind to another time and place – this is such an adventure classic.  Fastidious Englishman, Phileas Fogg and his faithful manservant, Jean Passepartout, embark on the unthinkable-at-the-time task of traveling around the world in a record-breaking 80 days.  Such a world apart from our current ability to circle the globe in a matter of hours stuffed inside a sterile metal tube, Fogg’s journey is colorful, exciting, dangerous, and funny. Reading level: jr. high.

Escape from Warsaw by Ian Serraillier

Set in Warsaw, Poland in 1942 this story is based on true accounts of a young family trying to escape Nazi occupation. When the children are separated from their parents it seems impossible that they will survive.  Grit and determination coupled with great courage drive them onward as the three young children fight against all odds.  A brilliantly told story, this one isn’t your classic feel-good summer read, but it’s a great adventure story.

Well, there’s some suggestions for books that will transport your children to distant lands and times.  I would love to hear about some of your favorites!

Happy Reading,

Rebecca

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Summer Reading: America!

As we are approaching Independence Day,  I thought it would be good to feature some great American classics on our Summer Reading List.  In the midst of cookouts, fireworks, and parades, it’s good to remember exactly what we are celebrating.  While many of these books may be viewed as scholastic or things to read during the academic year, I have found that sometimes it can be a lot of fun to read these without the pressure of comprehension questions or written essays attached!

The Star Spangled Banner

What better way to celebrate the 4th of July than a reading of the classic American anthem, the Star Spangled Banner?  The D’Aulaire’s splendidly illustrated version is a must for this weekend.  Capturing the vastness of the American landscape, the variety of its people, and key events in our history, The Star Spangled Banner is Americana at its best.

George Washington by Ingri and Edgar D’Aulaire

And what 4th of July reading list would be complete without a biography of the Father of our Nation?  This one makes a great read-aloud and the illustrations are gorgeous.  I remember hours spent with the original hardback edition, pouring over the details of the lithographs while listening to my mom or dad read me the story.  A book like this gives a child an introduction to greatness and a love of the history of one’s country.

It has been said that the inability to believe in the greatness of other’s character reveals a smallness of one’s own.  By providing children with examples of great leadership, as seen in George Washington, John Adams, Abraham Lincoln and many others, you open worlds to them that are inspiring and optimistic.  Worlds apart from our everyday experience.  Yes, each of these people were flawed and had struggles and made poor decisions at times but that is what makes them so inspiring.  In the face of their own fallenness, they rose to make the world a bit more friendly, a bit kinder, and a bit more beautiful.

A More Perfect Union by Betsy and Giulio Maestro

Telling the stories of the long, hot summers in Philadelphia when the Continental Congresses met and crafted our Constitution, this book has wonderful illustrations and tells the story of the Great American Experiment. Accessible to all ages it’s a great primer on the story of why America separated from Britain and formed a unique government, the likes of which the world had never seen.

What are your favorite 4th of July themed reads?  Any books you remember fondly from childhood or have recently discovered?  Please share!

May you and your family have a wonderful 4th of July,

Rebecca