Reading for Fun is the Foundation of Literary Appreciation

I just came across a book review (of the Truth Seekers Mystery Series by Christine and Felice Gerwitz) that clearly articulated the natural progression of learning. The review was much more than a simple review– it was an introduction to the art of reading. The reviewer, Magistra Mom, wrote of her own self-education:

“I decided to get to that end point, graduation, I would need to start… at the beginning.  To do so, I began reading at their level, and worked my way up.  I began with simple science readers, juvenile level biographies, and historical fiction.  From there, and over a few years, and by joining an amazing book club, I worked my way up to the classics…

“As I read “simpler” books, I built up a schema within my mind - a whole structure that later, enriched my understanding of more difficult readings.   Without…these early readers, I would not have the appreciation, nor understanding today as I read classic literature, texts from the past, biographies and diaries, and historical documents.” Read more

Teaching from the Known to the Unknown

I was working with the Chaucer unit in Excellence in Literature: British Literature this morning, and thinking about the ways in which The Canterbury Tales can be made accessible to students. These stories are funny, startling, and sometimes appalling, and most students will enjoy them, if they’re presented in the right way. Let’s look at alternative ways of introducing Chaucer:

1- The Do-or-Die Method Read more

The Discipline of Writing & NaNoWriMo

I was sitting at a sidewalk table last week, enjoying a cup of coffee, when I overheard a group of twenty-somethings at the next table talking about the writers’ conference that was starting over the weekend. The conversation turned to the art of writing.

“It just takes so long to get inspired…”

“I get stuck making the first paragraph perfect, and never get any farther.”

“I get this great idea, then the phone rings, and it’s my friend, and I end up going out and when I get back the idea is gone, and I don’t have anything to say.”

“There’s just not enough time. I get home from work, and it’s dinner, catch the news, work out, go out with friends, walk the dog, call my mom, whatever. There’s just not enough time to write.”

“When I write, I have to get my music going, light candles, make sure everything’s perfect, then I can get in the the mood, and it will all flow.”

“I can write pages and pages, and I know it’s good, so I don’t even have to go back to read it. Someday, I’m going to sit down and write a whole book.”

Anytime I hear a conversation about writing, I’m fascinated. Writing is my avocation– something I’ve done steadily since childhood, at one level or another. Although I started with some of the same ideas as the young people I overheard, I’ve since learned a few things. Read more

How King James Can Boost Your Student’s Reading Skills

As your students move toward the high school years, reading skills become increasingly important. Not only does your student need to boost vocabulary in preparation for the SAT or ACT, he or she needs to be able to read and comprehend the kind of literature that is taught in high school and college.

Based upon my own experience in many literature classes and test-taking situations, the single most helpful thing your student can read to build understanding of vocabulary, syntax, and literary context is the King James Bible. I grew up on it, and the rhythm and cadence of King James English permeated my thoughts and literary imagination from very early in life.

This doesn’t mean that I think in thee’s and thou’s, or use words like “verily” or “thence.” It means that when I encounter King James English in a Shakespearean play or Milton’s “Paradise Lost,” it seems both clear and familiar, making it much easier to focus on the story or on literary analysis. It means that when I encounter references to Jonah, a lion’s den, or a “Gadarene rush” in a newspaper editorial, I can easily identify the allusion and understand the point of the argument.

How and when is the best time to introduce your children to the King James Bible? Read more

Summer Reading Lists: What’s On Yours?

We’re back from the last convention of the season, and life is slowing down. It’s a good thing, because I came home with a pinched nerve, and am not supposed to be on the computer for more than 10 minutes in an hour. I don’t know if you’ve ever tried to write in 10-minutes interval, but if you haven’t, I can tell you that it’s not the way to be creative and productive!

I hope to catch up on a bit of reading during the rest of the summer. I finished Jane Austen’s Northanger Abbey last night (very funny), and am still reading a few other things. The none-too-organized stack beside my chair includes: Read more

Everyone “Knows” Shakespeare- Or Do They?

“O, like a book of sport thou’lt read me o’er;
But there’s more in me than thou understand’st.”
~ William Shakespeare, Troilus and Cressida

The balcony scene in Romeo and Juliet, Macbeth’s fateful meeting with the three witches on the moor, and Brutus’s betrayal of Julius Caesar are just a few of the unforgettable scenes in William Shakespeare’s masterpieces. If you know Shakespeare, you will see echoes of his work everywhere; if you haven’t studied him, you will probably miss the significance of many of the allusions that have infiltrated our language and literature. Next to the Bible, the works of Shakespeare are the most necessary reading for cultural literacy.

Like any rich and worthwhile text, a Shakespeare play is challenging. Not only is the language and vocabulary archaic, the plays themselves brim with a multitude of characters, with plots, subplots, and counterplots. Shakespeare packs a lot into a single story! However, there is a way to approach the plays so you can understand and enjoy them. Here is a simple four-step plan: Read more

The Core Curriculum Teaches Connections

Whenever the weather permits, I eat lunch outside on the patio in the edge of the woodland. At this time of year, there are spiderwebs everywhere. It doesn’t matter that I come out every day and sit in the same chair, I still have to brush away an accumulation of delicate webs each day.

I hadn’t been sitting there for more than a minute or two today when I noticed that one fine strand of web had already been spun from arm to arm on my chair, rather like an airy version of the festive ribbon that outlines special seating sections at a wedding. Inevitably, my thoughts turned to the gossamer threads that link ideas and subjects, and from there to the single greatest benefit of the classic core curriculum.

Although many students never suspect it while they are in school, knowledge is not naturally divided into separate subjects. Math walks hand in hand with science, and both affect the course of history. Literature and the arts both reflect and forecast trends in the culture from which they arise, creating an enduring portrait of what is, and sometimes, what is to come.

The core curriculum, defined as the organized exposure of students to the basics in and the links between each knowledge area- history, literature, the arts, science, mathematics, language; touches the young person’s palate with variety, and ideally, introduces great ideas. Like a healthy diet, the core curriculum offers a varied smörgåsbord of intellectual nourishment, resulting in a healthy, robust mind. Read more

Language Arts Workshop is Up- And You Can Get It Free This Week!

When I sent out last month’s newsletter, I fully expected to have my workshop, Teaching Language Arts the Easy, Natural Way, up by the end of the week. I didn’t count on having to move my website and fix all sorts of interesting technical difficulties!

The exciting part of all this is that you can get the audio workshop free when you purchase Lynda Coats’ wonderful phonics curriculum, All the Letters, All Year Long. Lynda is the author of the Far Above Rubies and Blessed is the Man unit studies, and she’s really hit a home run with her new phonics program. It’s unique, comprehensive, and amazingly affordable! There are several great reviews at Lynda’s website– be sure to read them!

So why am I offering the Teaching Language Arts workshop free with Lynda’s book? It’s because a group of the Coats’ friends have gathered together to create an amazing group of bonus gifts (over $100 worth!) in order to benefit Lauren and Lynda. You see, Lynda’s dear husband, Lauren, has been diagnosed with inoperable cancer. He is home from the hospital, under the care of hospice, but as in any situation like this, medical bills continue to mount. Read more

Socialization… Again

Although homeschooling has become far more mainstream than it was when we first began in the 1980’s, the question of socialization occasionally still pops up.

A recent article, “Get Out Much?” by Rachel Barlow, on the Nashoba Publishing website details one home-school parent’s response to a fellow airplane passenger who commented, “Socialization is so important. I would never homeschool.” Barlow thoughtfully compared actual social time in public schools with the social time she and her family share with others, and noted that once people hear that they participate in “town sports and school band,” they seem to feel that these things solve the socialization issue.

I have to admit that I have always approached the question of socialization from another direction. I firmly believe that being institutionalized in age-segregated groups is the antithesis of normal socialization. I believe that institutionalization and socialization limited to others of the same age inhibits mental, moral, and spiritual growth.

Learning happens all the time. Students learn from their environment; from the things they hear, see, do, and read; from the people with whom they associate. They have even been known to learn a bit from their school experiences;-)!

Not all learning is academic– well-educated children learn how to treat others, how to react in difficult or painful circumstances, how to entertain themselves, how to manage the intricacies of day-to-day living, to mention just a few things. Most of these things are learned by observation and example.

Frankly, I want my children to learn how to live from people who are wise. I want each of my sons to know how to enjoy solitude; how to learn anything they need to know; how to be kind to others; how to enjoy the best of art, music, and literature, how to enjoy a balance of physical, mental, and spiritual activities, and so much more. In short, I want them to know how to “live quiet and peaceable lives in all godliness and honesty.”

I scarcely think there is a chance that they would learn these things from their agemates, who are in equally desperate need of wise guidance for life. There is almost no chance that they could learn to use time wisely, independently, and enjoyably if they are institutionalized and hurried from one meaningless activity to another at the sound of a bell. There is little likelihood that they would learn to love the good, the true, and the beautiful, when they are surrounded, inundated, and overwhelmed with mediocrity, relativism, and ugliness.

From my perspective, home education allows children to live a normal life. I remember my own deep frustration in institutional schools as I grew up. I knew that my life and time were being wasted. I skipped as much school as I could, but when forced to go, took several books to school each day, finished the simplistic classwork early, and read as much as possible (oddly enough, I will still voted “most likely to succeed!”). Once home, I was free to be outside, and to play, read, write, do needlework, and work in the various small business ventures I started. As soon as I left the school, I had a life as a real person, rather than existence as one small part of a mindless mob.

I’m deeply grateful that we were able to give our boys a relaxed, normal life. They have been able to develop independent interests, they have friends, and they are nice people whose company I greatly enjoy. They enjoy music, books, sports, and other interests, but are not consumed by any of them; they have traveled widely; and they have experienced far more than would be possible if they’d had to endure endless hours of institutionalization.

The definition of “socialize” found in The Shorter Oxford English Dictionary is to “Make social; make fit to live in society; spec. in sociology, transmit to (an individual) the cultural values and behavior standards of the social group of which he or she is a member.”
The world is large and diverse, and social groups are many. Whether by purpose, or by default, parents choose whether their child is socialized to the values and behaviors of those who love the good, the true, and the beautiful, or to the current manifestation of pop culture. It’s a choice worth careful consideration.

Rachel Barlow’s fellow passenger had it half right when he said– “Socialization is so important.” But I differ with him on the last bit– I wouldn’t leave it to an institution.

One who walks with the wise grows wise, but a companion of fools suffers harm. Proverbs 13:20

For further reading:

For the Children’s Sake by Susan Schaeffer Macauley (One of my favorite introductions to a family-based, Charlotte Mason style of education from the daughter of Francis Schaeffer.)

Dumbing Us Down by John Taylor Gatto (A short, shocking overview of what students really learn in institutional schooling. A must-read.)

The Teenage Liberation Handbook by Grace Llewelyn (An interesting, secular look at unschooling– very thought-provoking.)

The Dangerous Book for Boys by Conn and Hal Iggulden (I just got this book– it’s a compendium of useful information on all sorts of subjects of interest to boys –knots, soccer rules, dog tricks, making a periscope, tanning a skin, famous battles, timers and tripwires, and a lot more. This could lead to true, independent learning! It’s very nicely done, with plentiful illustrations to tempt the reluctant reader. Expect to see it dogeared!)

Note: If you aren’t on the newsletter mailing list, I’ve posted the mid-summer issue on my website. Here’s a list of the topics:

Summer Reading
Homeschooling at the Speed of Life- A Review
Hands-On Resource for the Dog Days of Summer
Helping the Estes Family of Hands and Hearts
Reprintable Article: Year-End Testing- Let the Buyer Beware! (Don’t miss this article!)

Click here to read it!

Reading ‘Laddie’ (and a Happy Birthday Dinner)

Once things settle down after the June convention and workshops, I always take extra time off for reading and projects. June is birthday month for four of us, so we all feel a bit celebratory.

This year, my very sweet daughter-in-law had a birthday dinner for those of us with June birthdays. Together with our April son, she fixed a lovely meal and decorated our new patio with sparkly lights, candles, and flowers, making it seem so very festive. The weather was perfect for a fire, so after dinner, we roasted marshmallows (sort of an appetizer before dessert;-)). It was a wonderful evening.

So… that was the kickoff for our summer break. As soon as the dust from convention subsided, I started reading. During the school year, it seems that I have time for non-fiction, and a lot of serious reading, but very little time for fiction or creative reading. This summer, I plan to re-read some of the books that have shaped my thoughts of home and family, plus a few classics. Of the books I’ve read since June 11, one stands out– Laddie: A True Blue Story by Gene Stratton Porter. Read more

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