In Common – February 9th 2019

I’ve got a great mix of books going on this month, and I love the cross-talk going on.

 

This month I am reading through a new release by Jemar Tisby, The Color of Compromise. It’s a great read, digging into the history of Africans and African-Americans in this country and their history and involvement with Christianity and the American Christian church. This book looks at the involvement of the Christian church in the development and acceptance of slavery in this country, and the role of the church in establishing slavery (and segregation) as an accepted institution in the country.

 

I shared some notable quotes from this week’s reading in The Color of Compromise on Instagram and am including them here as well:

 

As reliance on slave labor increased, sticky questions about Christianity, race and bondage began to emerge. (The Color of Compromise, p. 35)

 

Over time, Europeans compromised the messaged of Christianity to accommodate slavery while also, in their minds, satisfying the requirement to make disciples. (The Color of Compromise, p. 36)

 

Missionaries carefully crafted messages that maintained the social and economic status quo. They truncated the gospel message by failing to confront slavery, and in doing so they reinforced its grip on society. (The Color of Compromise, p. 38)

 

The gospel message was compromised so that African Americans could still be proselytized but only enough to keep them in their state of bondage. Accepting Christ made us brothers and sisters in Christ, equal in a spiritual sense, but equality did not extend to the physical realm. This narrative was pushed, and not just to the African slaves.

 

I am also reading On Reading Well, by Karen Swallow Prior. In this book, Prior examines twelve virtues, using a classical piece of literature to explore each virtue. It is a great read, one that I definitely recommend.

 

This week, reading her chapter on Courage, Prior discusses The Adventures of Huckleberry Finn. Huck Finn struggles throughout the story with what his conscience, formed by the corrupt society he has been raised in, is telling him, regarding the escaped slave Jim. I LOVE Huck Finn, and I’ve posted on my reading here.

 

Prior points out that

 

“… one main part of Twain’s satire in the novel is the conscience that is malformed by a corrupt culture. Huck harbors distorted views of right and wrong, ones imparted to him by his flawed society. The progress he undergoes that corrects the wrong lessons his culture has taught him is the essence of Huckleberry Finn.” (On Reading Well, p. 97)

 

Prior goes on to mention that

 

Huck, like many in the antebellum South, developed a conscience with a distorted sense of right and wrong.in Introducing Moral Theology, William Mattison uses slavery as an example to show how the conscience can be malformed by social norms such that a slaveholder in eighteenth-century America could ‘genuinely’ believe ‘in his heart of hearts’ that owning slaves was a ‘virtuous act’. (On Reading Well, p. 98)

 

Huck struggles with his conscience throughout the novel,

 

… as he tries to convince himself to do the ‘right’ thing by returning Jim to his owner, Miss Watson. (On Reading Well, p. 100)

 

Finally, Prior describes the courage shown by Huck in making such a monumental decision, one that to him, is a decision between helping Jim and facing eternal damnation, or doing the ‘right’ thing and returning Jim.

 

When Huck hears the call of God’s law on his heart, he mistakes it, ironically, for temptation to do wrong. His decision to help Jim run away is not, in his mind, an act of nobility, directed toward justice. But this is the great irony of Twain’s satire: we know that it is. And despite Huck’s erroneous belif that his intention is unjust, Huck shows courage in his willingness to sacrifice his very soul to obtain Jim’s freedom. (On Reading Well, p. 101)

 

Jemar Tisby, in The Color of Compromise, makes this statement:

 

But if racism can be made, it can be unmade. (The Color of Compromise, p. 39)

 

So how do we as a society, a culture, unmake racism (as well as other moral failings)?

 

I’ve been reading Tending the Heart of Virtue this week, which examines the role classic stories awaken a child’s moral imagination. Children’s stories, and stories in general, are powerful, more than people realize. The author, Vigen Guroian, discusses how ‘how merely giving instruction in ethics yields very little actually being transformed into character-building substance’ (p. 19).

 

I shared the full excerpt on Instagram, but the main point he makes, after quoting Jewish philosopher Martin Buber, is that

 

Mere instruction in morality is not sufficient to nurture the virtues. It might even backfire, especially when the presentation is heavily exhortative and the pupil’s will is coerced. Instead, a compelling vision of the goodness of goodness itself needs to be presented in a way that is attractive and stirs the imagination. A good moral education addresses both the cognitive and affective dimensions of human nature. Stories are an irreplaceable medium for this kind of moral education – that is, the education of character. (Tending the Heart of Virtue, p. 20)

 

We need stories, lots of stories, and good quality stories, to help shape the moral imagination of children. Humans are made for storytelling. We connect to the moral message in stories much more readily that in a list of ethics instructions.

 

Coming back to Jemar Tisby’s statement that racism can be unmade then – what can be done?

 

Earlier this week, someone in one of my online reading groups shared a wonderful post about the lack of living books (in the Charlotte Mason sense) for people of color. The author, blogging at Heritage Mom, shared here about with the lack of living books in this realm, she is including so many life-giving books instead – books for children that include children of color that build a child up, but may not fit the traditional CM definition of living book. There are many books that focus on Civil Rights, segregation, slavery, and the various struggles experienced in the black community. However, there is a noticeable lack of children’s books featuring children of color JUST BEING KIDS.

These are essential for children, regardless of race. Black children (and other people of color) need to be able to see themselves in the characters of children’s books, and white children need to see children of color as characters in books, and not just in books dealing with civil rights and struggles. These are the life-giving books that will help form the moral imagination in children of all races.

 

In a follow-up post she shared a list of resources for choosing books that include people of color. Because this is a topic that has seen a significant amount of discussion lately, I’ve seen other book lists sharing life-giving books, featuring people of color. I’m including some here.

 

Heritage Mom’s Life-giving Books for Black Children

 

Read Aloud Revival’s Diverse Picture Books to Celebrate the Everyday

 

Here We Read – a gold mine of picture books for children, lots of lists. I follow her on Instagram as well.

 

 

Current (Personal) Reads:

Current Read Alouds:

 

In Common – January 4th

 

New year – new reading goals!

Last year my goal was 52 books and I finished the year strong with 67 books read.

I’m going to push myself a little more and try to get through my official Goodreads Challenge goal for 60 books, but try to beat my goal again.

I’m working on my January stack this month – several longer term reads, including reading from the New Testament (the Jewish Annotated New Testament) and Old Testament (reading in the New American Revised – Catholic Bible). I’m at the beginning of Grudem’s Systematic Theology  – at around 1200 pages, I expect this to be a year-long read for me. My full reading list, including family read alouds are included below.

I’ve got a good reading routine established at this point, though I am working on getting started a little earlier each morning to get more done before the day gets going. I always read scriptures, theology and Christian topics in the morning, and move on, as time allows, to education and reading topics. In the evenings I try to get through my daily checklist (or as far as possible).

This month, I am reading through Eric Mason’s Woke Church. In this book, he challenges Christians to stand up to indignities and injustices in our world, where traditionally we (the church) have been unengaged.

Mason addresses the importance of community to the body of believers.

But in the gospel, man is not just reconciled to God by faith. Man is also reconciled to man by faith. (p. 41)

We are the sheepfold, the body, the new humanity, chosen race, new creation, the elect, exiles, royal priesthood, living stones, and temple of the living God! All this speaks not of our individuality, but of our connectivity through Jesus’ death by faith. (p. 43)

Mason speaks of the importance of proclaiming the gospel and the important of kingdom activity.

Regeneration is a motivation for good works. It is a fruit of gospel transformation. … He [God] expects us to be active in good works for His glory as a response and proof that we have been transformed. … Being transfomed by the gospel means that we as the covenant community bring that newness of life wherever we go. Our desire should be for our kingdom activity to point to the need for the soul to be changed. (p. 47)

After stressing the importance of community and action, Mason then gets into Justice as a character of the church.

We are called to follow His example of caring for the physical needs of others in order that the gospel witness of the kingdom might saturate the earth. (p. 55)

As exiles in the world, we must see ourselves as incarnational missionaries in the world for justice. (p. 55)

Our witness depends on our commitment to showing off the glory of Jesus in how we work in the world to be agents of change. Being agents of change means speaking to its brokenness, but also having the skill to use the truth to serve in bringing solutions. (p. 57)

Two final quotes from Woke Church …

… you’re supposed to be opening up your life so God can give you common ground with people who are not like you. This is where we live out the gospel. The gospel is supposed to bring people together who wouldn’t naturally be together. That’s the nature of it. (p. 57)

And finally,

I’m glad that when we see the injustices and the brokenness of our society we have the tool of God’s Word to help us become change agents – to make a difference in our spheres of influence. The gospel is the truth that unites us. It is the common ground that knits our souls together as one. (p.58)

I’m rereading Karen Glass’ Consider This, which explores Charlotte Mason and the Classical Tradition. This book was so helpful when I read it last year, and I was excited when an opportunity to read it again in our book group came up. There is so much good stuff to glean from this book!

Glass introduces Mason’s first two principles, that children are born persons” and “they are not born either good or bad, but with possibilities for good and for evil. Mason believed that  “educational philosophy begins with a conception of man.” (p. 13) Her principles were contrasted with some prevailing ideas of her time that supposed that “a person could be born good or born bad, and that education could not change his nature.” (p.14)

Glass writes about Mason’s view:

…all possibilities are present with a child – and educational endeavors must take a different turn. If a child’s character has possibilies for both good and evil, then care must be taken to lay a foundation of good principles and nurture them, while at the same time helping the child to see and correct his own faults of character. (p. 16)

In discussing the classical purpose of education, Glass quotes David Hicks in Norms and Nobility (on my TBR someday list!)

‘The purpose of education is not the assimilation of facts or the retention of information, but the habituation of the mind and body to will and act in accordance with what one knows.’ … When our knowledge is transformed into action, It becomes virtue, and virtue was the goal of classical educators. (p. 18)

And,

Education, in antiquity, was never separated from the larger purpose of forming a virtuous person. (p. 22)

Speaking of virtue, I have started On Reading Well this week, and Karen Swallow Prior explores 12 virtues that are exhibited in classical works of literature. Each chapter focuses on one book and one virtue. The virtues she examines are Cardinal virtues (Prudence, Temperance, Justice, Courage), Theological virtues (Faith, Hope, Love) and Heavenly virtues (Chastity, Diligence, Patience, Kindness, Humility). This is a slower read – I expect to read over the course of the Winter and Spring, so as I go through each chapter, I’ll share some notable quotes.

 

Current (Personal) Reads:

Current Read Alouds:




F

It’s a New Year! Curriculum for 2018/2019

It’s that time of year! Even though we school over the summer, we do start our new year in September.

I’ve got four school years I am planning for this year – Year 6, Year 2 and Kindergarten  and Pre-K (Pre-K is mostly follow-along with Kindergarten).

We are heavily literature-based, so our curriculum is A LOT of good, quality books. Much of our reading is done as group read-alouds with an expectation of discussion and narration. A significant portion of our school day is spent reading together, rotating through reading selections for the three age groups. I look at Ambleside Online, Build Your Library, Beautiful Feet for reading selection and scheduling ideas.

We spend approximately an hour and a half per person (for Year 6 and Year 2) working on individual subjects – Math, Language Arts, Latin and some Science. This is a mixture of guided lessons and independent work that is done.

Year 6 (6th Grade, age 11/12)

Math

Singapore – we use the student textbook, workbook, intensive practice, as well as t he Home Instructor’s Guide (I definitely recommend this!)

Level 5B, Level 6A and Level 6B

Language Arts

Grammar for the Well-Trained Mind – Book 1 – I teach from the Core Instructor Text and Student Guide Key and student works from the Student (Purple) Workbook

Evan Moor – Reading Comprehension Fundamentals Grade 6

Evan Moor Building Spelling Skills Grade 6+

Vocabulary From Classical Roots – Level B

Science

* Chemistry is our focus this year. While our Year 2 will be participating in read alouds and demos, subject matter level is aimed at our Year 6 student.

DK The Way Science Works (spine text)

The Wonder Book of Chemistry  by Henri Fabri

The Mystery of the Periodic Table by Benjamin D. Wiker

Usborne’s Dictionary of Chemistry

Evan Moor Daily Science Grade 5 for supplemental reading and practice

History

* Renaissance/Early Modern and US (mid-1400s to early 1800s)

*We will be spreading the reading of our spine texts over the entire year. In addition, we have an extensive historical fiction read-aloud list that will be included

The Age of Empires

The Age of Voyages

The Age of Science and Revolutions

The World of Christopher Columbus and Sons by Genevieve Foster

The World of Captain John Smith by Genevieve Foster

George Washington’s World by Genevieve Foster

Abraham Lincoln’s World by Genvieve Foster

Historical Fiction read-alouds:

The Shakespeare Stealer by Gary Blackwood

Pippo the Fool by Tracey E. Fern

Midnight Magic by Avi

The Ghost of the Tokaido Inn by Dorothy and Thomas Hoobler

The Ravenmaster’s Secret: Escape from the Tower of London

The Matchlock Gun by Walter Edmonds

Poor Richard by James Daugherty

A Courage Undaunted by James Daugherty

Carry On, Mr. Bowditch by Jean Lee Statham

The Great Little Madison by Jean Fritz

Johnny Tremain by Esther Forbes

Out of Many Waters by Jacqueline Greene

Stowaway by Karen Hesse

Calico Bush by Rachel Field

The Sign of the Beaver by Elizabeth George Speare

Indian Captive: The Mary Jamison Story by Lois Lenski

Literature

Bulfinch’s Greek and Roman Mythology: The Age of Fable – started this past year, will be completing this year

Plutarch’s Lives – using the Ambleside Online Study Guides

Demosthenes

Cicero

Demetrius

Shakespeare -I use Folger Library editions. Books with annotations (links below) with printable versions for student (no annotations) through the Folger Library (tons of resources here so check it out!).

Julius Caesar

Richard III

Henry VIII

Geography

Carpenter’s North America Reader

DK Geography: A Visual Dictionary – select physical geography topics

Latin

Latin for Children Primer B

Bible/Theology

AWANA – continuing with AWANA program

The Shorter Westminster Catechism – typically we work to memorize one Question/Answer every week or so, and review what we have covered

Parables from Nature – we enjoy short faith based stories during our morning read aloud time.

Scriptures – following the Ambleside Online reading schedule, we will cover Genesis and Matthew over the course of the year

Nature Study

Experiencing Nature with Children – loosely following for seasonal suggestions

Handbook of Nature Study – an excellent parent/teacher resource

Cornell Lab of Ornithology – we will participate in Project Feederwatch again this year and use resources throughout the year, such as Bird Academy and eBird.

Critical Thinking

Building Critical Thinking Skills Level 2 – a great resource for verbal and figural critical thinking skills

Year 2 (2nd Grade, Age 7)

Math

Singapore – we use the student textbook, workbook, intensive practice, as well as the Home Instructor’s Guide

Level 1B, Level 2A, Level 2B

Language Arts

First Language Lessons Level 1

Evan Moor Building Spelling Skills Daily Practice Grade 2

Evan Moor Reading Comprehension Fundamentals Grade 2

Evan Moor Basic Phonics Skills Level C

History

Story of the World – Book 2 The Middle Ages – book and activity guide (for map work and suggested supplemental reading)

Science

Burgess Animal Book by Thorton Burgess

Kid’s Guide to Exploring Nature

Childcraft Annual (1995) – Our Amazing Bodies

Evan Moor Daily Science Grade 2

Geography

Tree in the Trail by Holling C. Holling

Seabird by Holling C. Holling

DK Geography: A Visual Dictionary – select physical geography topics

Latin

Song School Latin 1

Literature

Aesop’s Fables – completing this fall

Tales from Shakespeare (Lamb)

The Wind in the Willows (Graham)

Bible/Theology

AWANA – continuing with AWANA program

The Shorter Westminster Catechism – typically we work to memorize one Question/Answer every week or so, and review what we have covered

Parables from Nature – we enjoy short faith based stories during our morning read aloud time.

Scriptures – following the Ambleside Online reading schedule, we will cover Genesis and Matthew over the course of the year

Nature Study

Experiencing Nature with Children – loosely following for seasonal suggestions

Handbook of Nature Study – an excellent parent/teacher resource

Cornell Lab of Ornithology – we will participate in Project Feederwatch again this year and use resources throughout the year, such as Bird Academy and eBird.

Kindergarten (Year 0) – Age 5/6

Math

Family Math – games and hands-on activities

Spectrum Math Kindergarten

Starfall – online as well as printables

Language Arts

Evan Moor Phonics Level A

Spectrum Phonics Kindergarten

Starfall – online and printables

Literature

Five in a Row (FIAR) Volume 1 and 2 – literature selections and discussion prompts

Bible/Theology

AWANA – continuing with AWANA program

The Shorter Westminster Catechism – reading and review during morning reading time but no memorization expected at this age

Parables from Nature – we enjoy short faith based stories during our morning read aloud time.

Scriptures – following the Ambleside Online reading schedule, we will cover Genesis and Matthew over the course of the year

Critical Thinking

Building Critical Thinking Skills Beginnning Level – a great resource for verbal and figural critical thinking skills *I will say that this Beginner level has some content that is “too easy” for my Kindergartner. But I decided to start him at this level because the next level up has a lot of writing, and he is no where near ready for that yet.

*** Science and Nature Study are “tag -along” at this level

Pre-Kindergarten – Age 4

Math

Family Math – games and hands-on activities

Starfall – online as well as printables

Language Arts

Evan Moor Phonics Level A

Starfall – online and printables

Literature

Five in a Row (FIAR) Volume 1 and 2 – literature selections and discussion prompts

Bible/Theology

AWANA – continuing with AWANA program

The Shorter Westminster Catechism – reading and review during morning reading time but no memorization expected at this age

Parables from Nature – we enjoy short faith based stories during our morning read aloud time.

Scriptures – following the Ambleside Online reading schedule, we will cover Genesis and Matthew over the course of the year

*** Science and Nature Study are “tag-along” at this point

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

It seems like a lot once it’s all on paper, but it really is mostly a ton of good books! My oldest LOVES workbooks, so I tend to load her up at her request, and I use multiple resources spread across the week for them all – it helps break up tasks too – I can do “table” work with some while others are doing independent reading. It works for us.

Note – I’ve loved Evan Moor workbooks for years, and usually bought the teacher’s guide and photocopied them as needed. This year I have started buying the e-books directly from Evan Moor and it is a life saver! Printing from my computer instead of photocoping is definitely the way to go!

 

In Common: February 2nd 2018

In Common is my (mostly) weekly Commonplace roundup – notable quotes from the week, and current reading list.

I have not kept up with my commonplace over the winter months, but I am trying to get back into good habits. I’ve managed to keep up with my reading schedule since the new year, and so I am pretty motivated to start my weekly summaries as well.

One of my longer term reads I started in January is the Introduction to The Gateway to the Great Books. This short offering is similar to the Introduction to The Great Books of the Western World (which is awesome, by the way), introducing readers to the value of reading good books. One thing that is mentioned is the different kinds of reading matter, and how different books call for different styles of reading. Not everything needs to be read actively, but in the same vein not all books are worth reading at all.

“We need to remind ourselves of this bygone situation in which a book was a lifelong treasure, to be read again and again. Deluged as we are with a welter of printed words, we tend to devaluate all writing, to look at every book on the shelf as the counterpart of every other, and to weigh volumes instead of words. The proliferation of printing, on the one hand a blessing, has had, on the other, a tendency to debase (or, in any case, homogenize) our attitude toward reading.” (GTTGB, Introduction p.19)

As for the importance of actively reading a book (and Mortimer Adler was all about actively reading, pencil in hand to mark up the book):

“Buying a book is only a prelude to owning it. To own a book involves more than paying for it and putting it on the shelf in one’s home. Full ownership comes only to those who have made the books they have bought part of themselves – by absorbing and digesting them. The well-marked pages of a much handled volume constitutes one of the surest indications that this has taken place. Too many persons make the mistake of substituting economic possession or physical proprietorship for intellectual ownership.” (GTTGB, Introduction p. 29)

I’ve got so many good books going on right now, including our read alouds (for school as well as bedtime)! I’ll share some more excerpts next week.

Current (Personal) Reads:

Current Read Alouds:

Reading lists, planning and accountability

I spent my New Year’s Day with my personal scholar planner, my 2017 book list, paper and pencils.

My monthly spread in my personal scholar journal helps me keep track of Good Morning Girls daily bible chapter readings, as well as any live author events through Read Aloud Revival or with a book club.

I finished my 2017 book list, but needed to sit down and work out the nuts and bolts. How am I going to get all those books read in a year?!

 

 

 

 

I first prepared a divided a unlined sheet of paper into 12 blocks – one block for each month.

I decided to plan a quarter at a time since it’s possible I won’t make all my goals and this allows me to retool my plans before each quarter.

My books generally fall into one of two categories – long-term (over the course of the year, or several months at least) and monthly reads.

At the top of each block, I listed all my long-term books. Below these I then listed books I expect to be able to read in a month.

In my previous post, I mentioned several areas I am focusing on this year. When planning my monthly goals, I tried to include one book from Educational Philosophy, Parenting and Christian Study. I also selected two or three fiction titles and one from another area.

On paper, then I might have fifteen books listed. This sounds daunting to me, but eight are long-term reads, so I am reading just a little at a time. For example, each month I will read the corresponding chapter in The Life-giving Home, and in In Defense of Sanity, I am reading one essay a week.

My weekly bullet journal spread. I plan out daily reading portions for my current reads. I purposely leave the weekend light since I know I won’t get much reading done. I also plan the upcoming week on the weekend.

On my weekly planning pages, I list out all the books I plan to read each day, and make not of chapters or pages to work through. I only do this on a weekly basis, in case I haven’t met any of my weekly goals. Having a checklist helps me feel accomplished as I work through my daily reading goals.

 

For those books I am planning to finish in the month, I have planned for more intensive reading periods.

So… why even do this? I am not a formal student anymore. I don’t have quizzes or exams, I’m not paying for courses or risking a poor grade if I don’t get my reading done. So why the planning, why the schedule, why the extra effort?

Last year, I planned out my 2016 book list, and when I fell behind in my reading schedule, I stressed.

But I persisted and even though I fell short of my reading goal, I still read A LOT more books than I would have if I had not bothered to research and put together a reading plan, plan a reading schedule and commit to regular personal study time.

I list out my goals for the month, including books I want to complete, and how much progress I’d like to make in others. I also prepare a tracker page with day columns. Each book gets a row, and I fill in a block for each day that I read from that book.

I am active in an online book community and there is an awesome comradery and environment of encouragement and even a mild sense accountability.

 

 

 

Though honestly, there still isn’t a consequence for falling short of the goal like there would be in school.

So again, why I am doing all this?

December’s Reading Tracker page. Each day I read a particular book, I fill in a block. Lines indicate that a book was completed.

I love the term ‘personal scholarship.’ It really sums up what I am striving for, and what is the driving force for everything I do.

There are so many things I want to read about and learn and experience through books, and no one is going to hold me accountable except for me, because it is a personal goal.

By planning and scheduling, I am making a commitment, a contract with myself to work toward a goal. I want to hold myself accountable to this commitment.

If I fall short, well I reevaluate my reading goal and adjust my plans and schedules – maybe it is not realistic in light of family commitments. I reevaluate and adjust, I do not abandon. I keep the contract as a tangible “thing” that I am making myself accountable to.