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BFB Manual 1stpgHi Readers,
Last month in Santa Barbara, our new Beautiful Feet representatives came together from around the country to talk about vision, share our lives, and get better acquainted as we look to working together in the future.  It was a very special time for all of us, and we thought it might be encouraging to reflect a bit on our experiences and share some photos with you!

Here are some reflections of our time together:

How beautiful it was to spend a weekend surrounded by women who share the same desire to gift their children with a love for great books!  There’s something extraordinary in exchanging with another mom an experience we’ve had watching our children light up when they’ve read a story that prompts their minds to think about what they’ve read, and compare it to their own process of thinking or life choices.  What continually stands out the most from this weekend is, “there’s power in story”.  Over and over again, this theme rang through all of our conversations.  It’s this truth that inspired me the most, a truth I hope to instill in my two young warriors.  Thank you, Beautiful Feet Books, for your heart-felt desire to deposit something incredibly special into the lives of our family!                        –Karyn C.

I had such a glorious, refreshing, and magical time with all of you.  I am convinced that Beautiful Feet Books are not DSC_3094only the most fun and adventurous time of the day, but it’s our opportunity to bond and connect to each other and the human heart.  I am so grateful that God has led me too this.  I loved hearing everyone share their stories over laughter, and delicious beautifully arranged meals.  The Nicoise salad was just fabulous.  Kathy’s passion and quiet yet fiery spirit about her convictions just brought delight to my soul.  I along with her, am assured that I want to do every curriculum that is out there with my children or by myself if they are unable to.  These amazing stories teach my children, along with myself, the essence of compassion, forgiveness, redemption, and that they too, are part of a great story.  I will be shouting “Beautiful Feet” from the roof tops until I am old and gray.  I have stumbled upon treasure and look forward to seeing how many more families are impacted.   It’s so beautiful to witness the hearts being evoked through history and great stories through literature.  I had such a memorable and warm time.   –Vanessa H.

DSC_3101“Words are how we think; stories are how we link.” Christina Baldwin
As I sat around the patio table, I was awe struck by the stories which were being shared. Each woman’s story was different, but the stories linked us in a common bond. Our common bond is the implementation of Charlotte Mason’s educational philosophy through the use of “living books.” “Living books” nurture the imagination, feed the soul, and stir the conscience. It was amazing to see how one woman’s influence has rippled out and touched the lives of those who were participating in the discussion and those within each woman’s sphere of influence.  –Kathy A.

I had the privilege and  most extreme pleasure in being able to participate in a marvelous and inspiring retreat with Beautiful Feet Book’s Rea Berg, Rebecca Manor, Josh Berg, and a group of passionate moms!  So lucky was I!! The DSC_3114Beautiful Feet Book’s family is zealous about passing on the legacy of history and literature!! It was an honor to learn from their intensity to learn and grow and pass it on. I loved loved learning from Rea and her reinforcing that my ministry is influencing my children and what better way than through stories that lead to empathy. It is not about just mechanically reading a story but molding my children’s heart through them. Of course, this only happens with the best books and I am always and will be forever inspired by their desire to feed children’s minds and hearts with excellence. They are constantly trying to find new ways of doing this with their ideas of more literary guides of heroes for boys and girls. It was amazing to hear from Rebecca and her love DSC_3112and knowledge for history through her new Medieval guide. I am excited about my children learning from her! Their hearts to meet all of our needs was displayed through their teaching, hanging with family, food and fun! I am so grateful to learn from and pass on all that I have gotten from Beautiful Feet Books!!           –Lisa S.

I felt privileged to be part of such a sweet time of sharing our lives together as a group of women, mothers and teachers. Everyone brought something truly unique to the group dynamics and I believe all of us went away inspired and empowered to continue building the lives of our students, children, and grandchildren as we seek to implement CM’s core belief that true education is about life!

Remember that the Great Homeschool Convention in Ontario, California, is just 2 months away!  I will be speaking there on three topics:  Early American History through Literature, Classic Literature for Little Folks, and Charlotte Mason Meets Plato: Restoring the Joy of Education in the Home.  Remember that any registration through the above link, Beautiful Feet Books will make a $5 donation to the Patty Pollatos Fund.  Thank you so much for your support!

All photos compliments of Lisa Sulewski Photography.  All rights reserved.  Thank you, Lisa!

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imgresPart V.
Charlotte Mason and Susan Schaeffer Macaulay: Mentors of the Modern Home Schooling Movement

The year 2014 marks the thirtieth anniversary of the publication of Susan Schaeffer Macaulay’s book . Neophytes to home education back in the early 1980s (as most of us were) found in Macaulay’s book a call to a model of education that resonated with something deep in the human heart—something most of us had only inklings of. Macaulay was the first voice to articulate the teachings of Charlotte Mason in a way that was challenging, inspiring, and reflected many abstract thoughts circulating about education but not yet formed into a cohesive paradigm. Over thirty years later, Macaulay’s work is visible in nearly every quarter of the homeschooling world, where the legacy of Charlotte Mason is seen in countless ways.

The year 2014 marks the thirtieth anniversary of the publication of Susan Schaeffer Macaulay’s book For the Children’s Sake: Foundations of Education for the Home and School. Neophytes to home education back in the early 1980s (as most of us were) found in Macaulay’s book a call to a model of education that resonated with something deep in the human heart—something most of us had only inklings of. Macaulay was the first voice to articulate the teachings of Charlotte Mason in a way that was challenging, inspiring, and reflected many abstract thoughts circulating about education but not yet formed into a cohesive paradigm. Over thirty years later, Macaulay’s work is visible in nearly every quarter of the homeschooling world, where the legacy of Charlotte Mason is seen in countless ways.

Intrinsic Value of the Child as an Individual

How did the work of Charlotte Mason, as revitalized by Susan Schaeffer Macaulay, shape the grassroots home education movement as it emerged in the early 1980s? While their vision and impact is difficult to quantify, I think there were three very distinct ways in which these two women impacted the education of hundreds of thousands of young children and by extension their parents. The first was a call to a sense of the intrinsic value of the child as an individual. Mason stated that “children are born persons” and challenged parents and teachers to really get to know, study, and respect the children God has put into their lives.1 Elaborating on this point, Macaulay noted that “Charlotte Mason not only said she treasured the minds of children, but she acted upon that belief, [she] enjoyed sharing the good things of life with the eager minds of children. She dealt with them on an eye-to-eye level . . . delighting in introducing them to all aspects of reality with a positive joy. She delighted in their separate individuality.”2 I remember distinctly how these thoughts impressed me—a busy young mother with four little ones under six. Never having seen this kind of parenting modeled growing up (where the motto was “children should be seen and not heard”), I hung on every word and labored to implement delight and joy into mothering and educating my four. As I learned to see my little ones with an eye to their individual gifts and intrinsic uniqueness, Mason and Macaulay taught me how to love my children better and how to relish the gift of life expressed through each of them. When Macaulay pleaded: “Where are the friends and lovers of children?  Who will open up the wonderful windows into the whole of reality and let their capable minds be stimulated?”3 I knew that I was the one to do that for my children. Mason and Macaulay gave me a vision of nurturing motherhood that was fresh, challenging, and consistent with a Biblical worldview. It required energy, passion, intelligence, and devotion, but promised the gratification and satisfaction of exploring the wonder and beauty of God’s world alongside my children. We would become fellow pilgrims journeying together in a great adventure of learning.

“Twaddle-free” education

Based upon the foundation of the intrinsic value of the child, Mason and Macaulay demonstrate how to provide children with a rich adventure in learning.   That was the “twaddle-free” course of study.4  This phrase, coined by Mason, reflected a course of study free of textbooks and workbooks–both women lamented what they viewed as the watered down, uninspired, pedantic nature of so much that passes as educational curriculum. The very nature of institutionalized education spawned the birth of curriculum designed to keep classes of children engaged eight hours a day. Macaulay decries this approach to education, noting 

. . . how colorfully and scientifically our generation talks down to the little child! What insipid, stupid, dull stories are trotted out! And we don’t stop there. We don’t respect the children’s thinking or let them come to any conclusions themselves! We ply them with endless questions, the ones we’ve thought up, instead of being silent and letting the child’s questions bubble up with interest. We tire them with workbooks that would squeeze out the last drop of anybody’s patience. We remove interesting books and squander time on ‘reading skill testing,’ using idiotic isolated paragraphs which no one would dream of taking home to read.5 

Ruth Beechick, in her book You Can Teach Your Child Successfully, echoed this notion by pointing out that presenting our students with information that is “pre-digested, pre-thought, pre-analyzed, and pre-synthesized . . . depriv[es] children of the joy of original thought.”6  The cultural critic Neil Postman, who was most popularly known for his book titled Amusing Ourselves to Death, suggested in his book, The End of Education, that often knowledge is presented as the accumulation of facts, dates, times, places—trivializing the pursuit of knowledge to the extent that “there is no sense of the frailty or ambiguity of human judgment, no hint of the possibilities of error. Knowledge is presented as a commodity to be acquired, never as a human struggle to understand, to overcome falsity, to stumble toward truth.”7 Sadly, in the current trend toward academic efficiency there is often a neglect of works of quality and enduring value for the “convenience” of books that contain neither literary beauty nor status in the world of children’s canonical literature.

What Charlotte Mason insisted upon rather than “twaddle” was a course of instruction rich in classical, historical, and biographical literature. Young children should have a diet full of folk and fairy tales, oversized picture books beautifully illustrated, Bible stories and tales of talking animals. Even Shakespeare could be introduced to young children of third grade in a book such as Lamb’s Tales from Shakespeare. Literature should never speak down to children, but rather should engage them intelligently and respectfully. The best books for children do this naturally. 

Embrace the child’s tender years

What has become an oft-repeated tale in the current trend of academic rigor is a neglect of the tremendous wealth of young children’s literature. At a recent speaking engagement I was dismayed to hear from numerous parents of young children who knew nothing of the above authors, not to mention Charlotte Mason. Following an educational trend, they were missing one of the greatest joys of parenting—the vast treasury of glorious children’s books!  The beauty of Mason’s philosophy was the freedom she allowed parents and teachers to embrace the child in their tender years with literature suitable for innocent minds and hearts.  Rather than imposing education from without—following a pre-determined scope and sequence set by others—Mason trained us to see education as a matter of the spirit. The world of knowledge is brought to the child through gradually expanding circles of understanding.  In other words, the simplest fairy tales, folktales and picture books for the young one, then stories of our country for the primary child—and gradually moving on to the stories of other lands and places as they mature in understanding and scope. As we imgres-1explore the beauty and wonder of God’s world with the child, we nurture the spirit, validate the individuality of each young person, and respect the unique gift that every child is. 

An unlimited treasury of rich children’s books


From the moment a child enters the primary grades, the choices for a course of study rich in historical, biographical, and classical literature are unlimited. No young child should grow up without the wonderful works of award-winning authors like Meindert de Jong, James Daugherty, Arnold Lobel, Ruth Krauss, Alice Dalgliesh, Robert McCloskey, Ingri and Edgar Parin d’Aulaire, William Steig, Virginia Lee Burton, Beatrix Potter, A. A. Milne, Brinton Turkle, Marguerite Henry, Munro Leaf, Marguerite de Angeli, and many imgres-2others. In my view, Mason’s and Macaulay’s promotion of “twaddle-free” curriculum was their second most salient contribution and one that birthed an entire industry of rich literature-based programs.

Stories that make for wonder . . .

Two decades ago, those who implemented Mason’s paradigm discovered wonderful benefits in family life. Since most of us were products of traditional classrooms where textbooks comprised the bulk of our education, the opportunity to immerse ourselves and our students in a world rich with literature afforded us an opportunity that enhanced our personal lives dramatically. We became passionate about literature; we read books we had always wanted to read; we journeyed to other times and places in our imagination; we walked in the footsteps of others and understood better their joys, sorrows, and triumphs. In the process of doing all of this our hearts were enlarged, our relationships with our children were strengthened, and we learned empathy and compassion for others. C. S. Lewis referred to this process as the “baptism of the imagination”—an apprehension of that which is pure, true, and beautiful, and ultimately holy.8   Ruth Sawyer, the children’s author and critic, said the best children’s works are

. . . stories that make for wonder. Stories that make for laughter. Stories that stir within, with an understanding of the true nature of courage, of love, of beauty. Stories that make one tingle with high adventure, with daring, with grim determination, with the capacity of seeing danger through to the end. Stories that bring our minds to kneel in reverence; stories that show the tenderness of true mercy, the strength of loyalty, the unmawkish respect for what is good.9

The ability of great stories to speak to the human heart is a powerful tool in our parental tool chest.  The added beauty of reading aloud together with our children is that the books we read often have incredibly valuable lessons to teach us as well.  As our children watch us respond to the characters, events, and lessons we see in literature, they learn appropriate responses to all the vagaries of human life.

The Gift of Play

Finally, Charlotte Mason and Susan Macaulay emphasized the profound importance of play in a young child’s life. When a child is children-playing-philippines_40412_600x450nurtured and fed upon the best books, the natural outcome is a rich imaginative life. From the treasures of imagination comes the delight of play—free, unstructured, play-acting of the stories lining the shelves of the mind. The importance of this cannot be overstated. In our hurry-scurry world it is often free play that gets pushed out of the schedule in our endless shuttle to soccer games, violin lessons, church choir, youth group, gymnastics, ballet, etc. etc. Added to that, even the home schooled child may have play squeezed out in pursuit of academic excellence. Pity the childhood sacrificed on the altars of scholastic achievement. Of this pitfall Mason warns:

There is a danger in these days of much educational effort that children’s play should be crowded out [or what is the same thing] should be prescribed for and arranged until there is no more freedom of choice about play than about work. We do not say a word against the educational value of games (such as football, basketball, etc.) . . . but organized games are not play in the sense we have in view. Boys and girls must have time to invent episodes, carry on adventures, live heroic lives, lay sieges and carry forts, even if the fortress be an old armchair; and in these affairs the elders must neither meddle nor make.10

The rapidity with which children can pick up and play, anywhere and everywhere, is a testament to this wonderful God-given impulse in human nature. I have often been distracted from my homeschooling lessons by an important phone call, an email message, or an unexpected visitor. In every case my children disappear from their “assignments” and can be found donning dress-up clothes, building Playmobil cities, or dancing across the kitchen floor. While in former times I found this irritating, I now understand how wonderful it is. Play’s caprice is something we ought to delight in and embrace. It is a fruit of children who are loved in their homes, nurtured by a steady diet of rich literature, and secure in the love of their family and their God. It is a reflection of the God who made us for His pleasure–a God who delights in bestowing joy.

The teachings of Charlotte Mason, brought to a new generation by Susan Schaeffer Macaulay, are truths that stand the test of time and bear sweet fruit. Nurturing our children’s individuality, providing them a twaddle-free curriculum, and allowing them the gift of play, are as peaceable and easy to entreat as they are simple and sensible. Thirty years after their clarion call was sounded, their reverberations continue to ring true with all who are childlike at heart.

Attention all California friends!  Be sure to sign up soon for the Great Homeschool Convention June 12-14 in Ontario, California.  Remember that if you sign up through Beautiful Feet Books here, BFB will donate $5 to the Brent Blickenstaff fund to help the family through this present crisis.  In my next post I will present a synopsis of the three sessions I’ll be presenting at GHC, so be sure to watch for that.  The three sessions include: Charlotte Mason Meets Plato: Restoring the Joy of Education in Your Home, American History Through Literature, and Character Through Literature.  Looking forward to seeing you there!

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Dear Friends,

In Part IV of our series BFB Fundamentals, we are exploring the question of whether or not Beautiful Feet Books is classical in nature. As we noted in the previous post, until the definition of classical is clarified, the question can become one of semantics and may lead to simplistic conclusions.  Because classical is currently the homeschool paradigm de jour, examining some of its well-accepted tenets should prove helpful as you determine which path is right for you and the students you serve.

What does contemporary classical homeschooling mean?

Classical education as a home schooling model first became popular as the 20th century gave way to the 21st and has remained so since. For those of us who began home schooling in the 1980s, classical education was the new kid on the block.  As with any fad, it swept many in its wake and provided some folks with solutions to the failing standards they saw in public education as well as in the more relaxed homeschooling model.  Its emphasis on a rigorous academic approach seemed to guarantee the creation of scholars who would take positions of leadership in law, medicine, government and so forth.  This would be achieved through implementing the trivium as we noted in our previous post.

Stage One: The Grammar Stage

Early Greek educators did not view education as the process of three distinct stages, but as soon as students could read and write they were reading the classic Greek texts.

Early Greek educators did not view education as the process of three distinct stages; as soon as students could read and write they were reading the classic Greek texts.

Modern classical proponents ascribe to the notion that learning takes place in three distinct 4-year phases of a student’s life. While these phases may seem to correlate to the physical and intellectual development of the child, the bland acceptance of them can prove problematic. In the grammar stage of the classical approach (also known as the poll-parrot stage), emphasis is placed on pouring into the student facts (indeed “masses of information”-as one promoter put it) as children are supposedly sponges ready and willing to soak up facts of every kind, and can easily memorize these facts. Theoretically, later on, in the logic stage, these facts will be drawn upon as the child begins to reason. While this approach fits some students well, especially those gifted in memorization, other students, particularly those not gifted with the ability to retain masses of disparate facts, flounder. The focus on pouring information into a young child is based on the notion that in the grammar stage children will unquestioningly accept what is offered.

But is this 4-year cycle based upon a truly classical approach to education?  Did the ancients view education through this 12-year paradigm to which modern classical proponents ascribe?  As Diane Lockman points out in her helpful article “Classical Education Made Easier“, the ancient Greeks did not separate the grammar, logic, and rhetoric stages. Students became proficient in reading, reasoning and speaking as they studied the classic texts of Greek literature with an emphasis on copy work and reading and reciting aloud.

An authentic classical Christian education, as developed during the ancient Greco-Roman world and later refined by the Western Europeans and American colonists, involved mastering three fundamental skills so that the student could then explore the deeper meaning of abstract ideas for the purpose of influencing society.  Three chronological stages were never part of the original interpretation.

The Charlotte Mason approach asserts that all children, regardless of age, are capable of reason, delight, appreciation of beauty, and  that “Education should aim at giving knowledge touched with emotion” (For the Children’s Sake). Pouring information into a child for the mere goal of “filling the brain with facts” defies the essential nature of classical education–the desire to teach children to think. True education cannot ignore the spirit of the child, his basic need to feel connected in some way to the studies at tumblr_moe00wJ7U91rrs6fio1_500hand.  At Beautiful Feet we believe this is done through literature’s emotional connection–the ability to identify with others through the power of stories of literary beauty and historical import.  A quick narrative read of historical facts (standard fare in most classical approaches) that offers no literary beauty and no connection to the great questions of the human condition, fails to meet the standards of a truly classical education.

Begin at the beginning: the four-year cycle of history study?

Additionally, the current classical notion that history studies must begin at the beginning (with ancient history in first grade) is another layer of artificial construction upon an already artificial 12-year model.  Classical education’s promotion of a four-year cycle of history instruction seems reasonable and the repetition (“what we don’t get the first time around, we’ll be sure to pick up next time!”) provides reassurance.  While the four-year cycle approach does provide that revisiting, it doesn’t consider the question of age and developmental appropriateness for subject matter. This concern is dismissed by promoting the notion that while studying ancient history with your first grader, one can just focus on mummification, gladiators, and chariot races; in effect this belies the basic notion that ancient history can be taught to a first grader.  The resultant “classical” studies are cultural in nature, not historical. Indeed, Oxford Reference defines history as “the study of past events, particularly in human affairs”–the study of history necessitates the focus on events.

History, taught classically  . . .

So how does one approach historical studies with a truly classical view to nurturing in young students reading, reasoning, and speaking skills? In essence, this can be accomplished in much the same way as the ancient Greeks did it–by exposing children to the best age-appropriate literature which is relevant to their times and culture.  For a young American child this means the best children’s books on the early saga of America’s great story, much as the Greeks read Homer and studied Plato–the stories of their ancestors, the history of their nation.  A child gifted with the knowledge and appreciation of his own historical heritage better understands his or her place in the world and from that foundation can embrace the beauty and the heritage of other nations and cultures.

So, how does this answer our question, “Is Beautiful Feet Books classical?”  If one looks at some contemporary notions of classical, then the answer would be, “No.”  On the other hand, if one perceives classical as incorporating Socratic reasoning and discussion, engaging with timeless literature (age appropriate), eschewing the use of textbooks and bland narrative works, and involving students in the Great Conversation about the important issues of the human heart, then yes, Beautiful Feet Books is classical.

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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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History is the essence of innumerable biographies. –Thomas Carlyle

Why Teach History through Literature? by Rea Berg

In our first installment of this series, we looked at the importance of the study of history. When we consider the question of how history ought to be taught and why we would consider teaching  history through literature, there are some interesting points to bear in mind: 1.  How has history been taught through the ages?  2. Why use literature to teach history?  3. Why is the use of literature the most effective way to learn history?

How has history been taught through the ages?

Waves of immigrants posed challenges to 19th century educators

Waves of immigrants posed challenges to 19th century educators

In the nineteenth century, with the dawn of compulsory education in America, schools were forced to begin to standardize what should be taught to all these children sitting eight hours a day at their obligatory desks. Because the dawn of compulsory education coincided with industrialization and with a massive influx of immigrants, educators felt motivated, from a sometimes elitist mindset, to educate the masses for the purposes of creating a literate work force.  Presented with the challenge of getting all these children from varying backgrounds on the same educational “page”, it is easy to see how the textbook naturally evolved.  Certain events, personages, significant battles and historical milestones were deemed essential knowledge for the creation of good citizens and a stable workforce.  These “facts” were compiled into disseminated formats stripped of the narrative elements of story, resulting in dry works of little human interest and no literary value.

Standardizing the teaching of history spelled the death knell for creating any love of history in that rising generation of new Americans. It alparisso flew in the face of how history was taught for centuries.  From ancient times forward students studied history by reading history.  In other words, if a student say, in the Middle Ages, was studying history he read the works of Herodotus, Thucydides, Eusebius, Plutarch and Josephus. Of course, if you were a young French boy studying in a monastic school in Paris, reading these works meant learning Greek, Latin, and in some cases Hebrew, for ancient histories were not translated into vernacular languages until the late 1200s.  In some instances, it would be centuries before these ancient classic texts appeared in English.  An English schoolboy in London, would not have had Plutarch’s Parallel Lives in English until the late 1500s.   This is one reason why a classical education was always inextricably linked with the study of Latin and Greek.

Why use literature to teach history?

Our ancient young predecessors, sitting by candlelight or lamplight, reading history, actually read history through literature.  There simply was no other way to study history–which brings us to our second point. History has effectively been taught through literature since ancient times.  Only just the last century or so has this vibrant subject been robbed of its human connection by the ubiquitous textbook.  As Neil Postman urges in his book, The End of Education, those who desire to improve teaching ought to get rid of all textbooks which, in his opinion are “the enemies of education, instruments for promoting dogmatism and trivial learning” (116).  Exchanging literature–biographies, classical works, even historical fiction, for the history textbook not only restores this discipline to its historic roots, but also reinvigorates it with its inherent passion, human interest, and wonder.  A middle-grade child reading Johnny Tremain for her studies of the American Revolution will learn far more about the essence of that struggle than even the most colorful textbook could ever impart.

Why is the use of literature the most effective way to teach history?

Literature, as defined by the Oxford reference is “written works, especially those considered of superior or lasting artistic merit.”  Now, I’m not sure about you, but I have yet to hear of a single history textbook to win a Pulitzer or a Nobel prize for Literature.  Written works achieve the status of literary merit by their ability to speak to the human condition and the experiences, trials, and aspirations of the human heart. In this way, the best works draw the reader into the drama of the story and through the emotions open the mind.  David McCullough, Pulitzer prize-winner for his work John Adams, affirms that the most effective way to teach history is to “tell stories.”9780684813639_p0_v2_s260x420

That’s what history is: a story.  And what’s a story? E. M. Forster gave a wonderful definition to it: If I say to you the king died and then the queen died, that’s a sequence of events.  If I say the king died and the queen died of grief, that’s a story.  That’s human. That calls for empathy on the part of the teller of the story and . . . the listener to the story. (“Knowing History”)

The notion of emotion and empathy as a critical component of history’s ability to speak to the human heart, was promoted by Charlotte Mason, the 19th century educational reformer. She advocated the use of “living books”–literature, history, biography—”to open limitless avenues of discovery in a child’s mind”.  She taught that all, “Education should aim at giving knowledge touched with emotion” (For the Children’s Sake). It is the connection between the human heart, mind, and will, that makes the study of history so enjoyable and memorable to those fortunate to study it through the best books. As a wonderful by-product, students brought up on an educational curriculum rich in the best literature often become compassionate, engaged, and thoughtful adults–the best possible educational outcome.

Works Cited:

“Knowing History and Who We Are.”  David McCullough.  Imprimis.  Hillsdale, MI: Hillsdale College. April 2005.

Susan Schaeffer Macaulay, For the Children’s Sake: Foundations of Education for Home and School, Wheaton, IL: Crossway

           Books, 1984.

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ghc_250x125Dear Readers,
In June 2014, the Great Homeschool Convention is coming to Ontario, California.  I am excited and honored to be a speaker on the roster and look forward to seeing many familiar faces and making the acquaintance of some of you that have followed this blog, but whom I’ve yet to meet. I am presenting three sessions, and while the topics for these have yet to be determined by GHC, as you can imagine they will involve something to do with the wonderful world of children’s literature, whether that’s history, science, geography, or just fabulous family read-alouds!

I’m also looking forward to hearing from some speakers myself, and hope in particular to catch a session by Dr. Kathy Koch.  Dr. Kathy is the author of How Am I Smart? A Parent’s Guide to Multiple Intelligences, which helps parents and teachers better unders518wCmxBNeL._SY344_PJlook-inside-v2,TopRight,1,0_SH20_BO1,204,203,200_tand their children’s and student’s learning strengthsDr. Kathy provides down-to-earth, yet compassionate counsel on parenting and her brief video posts are always good for a boost.  Kathy reminds us about the importance of respecting our children in the various ways they are gifted and letting go of trying to form them into our own image. Her approach resonates with those of us who love Charlotte Mason and how she taught us to respect the individuality of our children.  Her current post addresses that very topic.  You can read it here.

Readers of this blog who are interested in attending either the Greenville, SC convention, or the Cincinnati, OH conventions can register online through this link. For those attending the California convention, registration will be available next month.  Because we are also trying to support the Blickenstaff family due to their recent tragedy which you can read about here, any registration you place through our site will earn a $5 donation for the Blickenstaff family through the Patty Pollatas Fund. Thank you for your support, and I hope to see you in Ontario in June!

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Dear Readers,

MadelineWelcome to another installment of Around the World with Newbery and Caldecott Part IV!  This post will explore just a few of the wonderful award-winning children’s books of France!  This is another preview to my upcoming Back-to-School Literature Soirée.  It is just a little over a week away, so if you’re interested, please visit here.

As a Francophile since my early 20s, when I spent nearly a year in Paris, I have returned many times to this fascinating country that holds so much of the world’s greatest art, architecture, cuisine, and natural beauty!  I love France for all of these things, but also for the pivotal part they played in helped the struggling American colonies to win their fight for independence from Great Britain.

Probably the most well-known and beloved children’s book about Paris is Madeline by Ludwig Bemelmans.  Winner of the Caldecott Honor in 1940, Madeline’s Rescue won the Caldecott Medal in 1954.  My friend and former professor, Anita Silvey has done a marvelous job of telling the background of these wonderful creations by Bemelmans here.

Another author of French tales beloved by American children is Claire Huchet Bishop, a French-born American who is best known for two9780590457071 Newbery Honor titles–All Alone, which tells the story of a French boy who herds cattle in the mountains and befriends a fellow herder in need.  His compassion leads to the healing of old rivalries in the village. booksPancakes-Paris, which is unfortunately out-of-print, tells the tale of a boy given a box of pancake mix by American GIs after WWII.  Set during the same period is Twenty and Ten, the story of French school children hiding Jewish children from the Nazis.

The Family Under the Bridge by Natalie Savage Carlson is the heartwarming story of Armand, a Parisian tramp who wants nothing to do with children.  But when three fatherless children “adopt” him, all kinds of adventures happen.  Readers will be charmed by the warmth and pathos of this story and by the tender illustrations of Garth Williams who you you will recognize as the beloved illustrator of the Little House on the Prairie series.  Winner of the Newbery Honor in 1959.

family-under-the-bridge Winner of the Caldecott Medal in 1993, Mirette on the High Wire by Emily Arnold McCully  tells the tale of a celebrated tightrope walker and his friendship with young Mirette.  While he teaches the devoted Mirette the art of tightrope walking, he learns some wonderful lessons too. IMG_3215 While there are many, many more wonderful titles that I haven’t touched on yet, I will conclude with a title of extraordinary beauty published during the Golden Age of children’s book illustration–the late nineteenth century.  Joan of Arc (1899) by Maurice Boutet de Monvel depicts in grand sweeping panoramas, the life of the devout French maid who led the beleaguered forces of her country to victory over England.  The artist’s devotion to the French heroine comes through his watercolor paintings with power and exuberance.  I will let the following pictures speak for themselves.

There will be lots more like this at my upcoming Rea’s Back-to-School Literature Soirée!  Hope you can join us!

boutet_monvel_panorama_01Jeanne_D_Arc_Boutet_de_Monvel_123453537667_8cfcd2fc1e_z

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Dear Readers,
Lon_po_poAs installment 3 of our Around the World with Caldecott and Newbery, today we visit China!  For the purposes of brevity and conciseness, I’ve entitled this book tour through children’s award-winning literature as Around the World with Caldecott and Newbery, but I also include other notable awards such as the British Carnegie Medal, the Kate Greenway medal etc.  Occasionally I will throw in a book that just happens to be a personal favorite, and though it may not have won a particular honor, has won credibility by virtue of its timelessness and appeal to children.

For the youngest reader, Lon Po Po:  A Red-Riding Hood Story from China by Ed Young, won the Caldecott Medal in 1990 and turns the tale of the sweet but gullible Red Riding Hood on its head.  In this Chinese version, the wolf is outwitted by three discriminating and resourceful children!  Ed Young grew up in China and studied art here in the US.  He brings a richness and drama to this tale through his use of ancient Chinese artistic techniques combined with watercolors and pastels.  Also by Ed Young, Ye259382-Mh, Shen: A Cinderella Story from China won the Horn Book Honor in 1983.

The well-loved children’s book author, Jean Fritz, writes the story of her childhood in China in Homesick, My Own Story–winner of the Newbery Honor in 1983.  Born in China, Jean’s childhood is rich with vivid memories of her Chinese amahs–her nursemaids, family picnics on the Great Wall, being spat at and called a “foreign devil”, glorious summer vacations on the beach at Peitaiho, and the unrest of impending revolution.  Fritz’s memoir draws these stories into a beautiful mix woven with the longing of a young girl for her American “home”–a home she’s never seen.  Margot Tomes enhances the text with her delightfully whimsical line drawings.

The House of Sixty Fathers has to be one of my all-time favorite children’s books!  First of all, I love Meindert DeJong for his tender depictions of his childhood protagonists.  DeJong seems to remember poignantly how he thought as a child, and incorporates that sensibility into his characters.  Young Tien Pao has escaped Japanese invading forces on  his family’s sampan with his mother, father, three ducklings, the family pig, and his baby sister, Beauty-of-the-Republic.  DeJong uses beautiful alliteration to establish the setting.

9780060214814_xlgRain raised the river.  Rain beat down on the sampan where it lay in a long row of sampans tied to the riverbank. Rain drummed down on the mats that were shaped in the form of an arched roof over the middle of the sampan. It clattered hard on the four long oars lying on the top of the roof of mats.  The rain found the bullethole in the roof of the mats.”

DeJong was stationed in China as a US Army sergeant during WWII, and the book is based upon his friendship with a young Chinese boy at the time. What follows is the tender, yet gripping story of a young boy, separated from his family during  war, and of his relentless and courageous pursuit of them through hostile enemy territory.  His remarkable adventures will bring a tear to your eye.  Maurice Sendak’s tender illustrations enhance the text.  The author won the Newbery Honor for this book in 1957.Young+Fu

Young Fu of the Upper Yangtze by Elizabeth Foreman won the Newbery Medal in 1933 and concerns thirteen-year-old Fu, who comes from the country to Chungking with his widowed mother, where the bustling city offers adventure and his apprenticeship to a coppersmith.  Set in the turbulent era of the 1920s, the author has drawn an authentic depiction based upon her own experiences as a missionary to China.

The Kite Rider by Geral9780066238753_p0_v1_s260x420dine McCaughrean won a Horn Book Fanfare award (2003) a American Library Association award as well as 2 British awards, for its intricately plotted tale of a 13th century Chinese boy who becomes a kite-rider.   Kite-riding was believed to predict the fortune or demise of a sea voyage and boys and men were sent up on large kites for this purpose.  After Haoyou’s father is killed kite-riding,  the boy takes up the profession in order to support his mother.  His world is beset by the treachery of the man responsible for his father’s death, and his wicked uncle who forces his mother to labor relentlessly to pay his gambling debts.  His adventures take him all over the empire, and even to the tents of the great Kublai Khan.

This is just a taste of the books that will be covered in my upcoming Back-to-School Literature Soirée, which you can register for here.  Hope to see you there!

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imagesToday, we will visit Korea on our world  tour through literature! A Single Shard by Linda Sue Park can broaden a literature approach to Medieval studies by taking the reader to 12th century Korea as viewed through the life of an orphan boy by the name of Tree-ear.  The orphan motif is an oft repeated literary device that draws the reader into the story through pathos, and the author doesn’t fail in her use here. Tree-ear’s story is set firmly in the world of the highly skilled pottery artisans of Korea who first invented celadon pottery.  Tree-ear learns their delicate but highly painstaking craft under a master potter and then must deliver the master’s works for a royal commission.  The journey takes him through danger from both man and beast and teaches Tree-ear perseverance and loyalty.  Winner of the Newbery Medal in 2002, this book not only teaches what medieval life was like for the poor, but also teaches the value of friendship and compassion.

So Far From the Bamboo Grove by Yoko Kawashima Watkins won the American Library Association Award in002112 1987 and tells a story of Korea, but with a twist. The young protagonist Yoko and her family are part of Japanese occupation forces in Korea (Japan occupied Korea from 1910-1945), and must flee Korea when Japan begins to lose the war.  Their harrowing escape and their attempts to pass themselves off as Koreans makes for a gripping and moving work based on the author’s own experiences.  Though Japan was the aggressor–and often a cruel and tyrannical one–what Yoko’s tale shows is how women and children are victimized by war, and must summon almost superhuman courage and sacrifice to help those they love.

The last award-winning book on Korea is Year of Impossible Goodbyes by Sook Nyul images-1Choi and is the author’s own biography of her childhood growing up in Korea during the same period as the title above.  Sook’s family are involved in resistance movement, and her brothers have been sent to labor camps, while her heroic mother keeps the family factory running and does everything in her power to protect her young female factory workers from the Japanese forces.  When war separates Sook from her mother, she and her little brother must escape by themselves.  Their journey is heroic, touching and miraculous!

This is just another brief installment on our Around the World tour through award-winning children’s literature which I will be covering in my upcoming Back-to-School Literature Soiree!  If interested, go here.

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Dear Readers,9780060215859-l
As many of you know, I’m hosting a Back-to-School Literature Soirée in two weeks.  In preparation for this, I’ve been reading some current medal winners as well as pulling lots of old Newbery and Caldecott Medal winners from my shelf and rereading them.  This is such a delight!  While I am learning new things, I am also taking a trip down memory lane, as rereading these treasures brings back reflections of how these books affected me when I first read them.  I have been struck by how reading these award-winning books can be a veritable trip “around the world”, as so many of them have to do with cultures, nations, and historic periods completely outside of our own familiar and comfortable world.

For the upcoming soirée I will present an “Around the World” with Newbery and Caldecott Medal winners.  We will take a trip through various nations, cultures, and historic periods through treasured classics.  Here’s an example of what our “trip” will look like:  We will travel to Holland through the wonderful works of Meindert DeJong, in The Wheel on the School and Journey From Peppermint Street. In the first book, we get90a a charming look at life in a fishing village in Holland when the school children place an old wagon wheel on their school so a mother stork will build her nest.  This tender and touching story won the Newbery Medal in 1954 and continues to have a place in the hearts of children today. In Journey from Peppermint Street, young Siebren goes on a long journey with his grandfather and in the process learns valuable lessons about the joys and mystery of life. Yonie Wondernose by Marguerite De Angeli won the Caldecott Honor in 1945 and concerns a Pennsylvania Dutch boy named Yonie who lets his curiosity get him into all kinds of scrapes.

Continuing our European tour a bit north to Denmark, Number the Stars by Lois Lowry is an inspiring story set in Copenhagen during the Nazi occupation of Denmark.  Lois Lowry, (who I was able to meet just recently in Boston!) has created her story based on the Danish people’s rescue of the Jews through the inspiring example and leadership of their King Christian X, and the profound courage of the Danish Resistance.  Ten year-old Annemarie Johansen risks her life to save her best friend Ellen Rosen and learns the meaning of courage and self-sacrifice.  If the plight of storks has peaked your interest, you can continue reading about these marvelous creatures through a lighthearted and whimsical tale, also set in Denmark (and London) about a family that saves an abducted stork! Mrs. Easter and the Storks by V.H.

Mrs. Easter and the Storks

Mrs. Easter and the Storks

Drummond will delight your youngest readers with its fun and adventure!

Another award-winning work on Denmark is Chase Me, Catch Nobody by Erik Christian Haugaard which won the Jane Adams Book Honor in 1981.  It involves a 14 year-old Danish boy on a school trip to Germany in 1937 who becomes involved in the activities of the anti-Nazi underground.  You may recognize this award-winning author from his more well-known work set in 16th century Japan, The Samurai’s Tale.

So, this is just a little preview of the upcoming journey we will take through treasures old and new during my upcoming Back-to-School Literature Soirée. Our journey will also take us to Japan, China, England, Korea, and even into the future!  There are still spots available, so if you are interested, visit my last post for info, or to register visit here.

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