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Books Read: January 2019

Dear Reader,

I am trying to be more diligent in recording what I have read and my impressions of it (as I have such a bad memory for such things). My goal is to post monthly on the books I have finished in that month. This is the first installment.

Books Read: January 2019

Anna Karenina by Leo Tolstoy — This is my third time through Anna Karenina though it’s been a while since I read it (I have yet to tackle War and Peace). And, no, I did not read it all in  January; I just finished it in that month. I actually read it over 6 months or so and though it is a famously long book, it lends itself well to this, The individual chapters are quite short and the plot sticks with you so you don’t forget where you are if you put it down for weeks at a time. I have also been reading some non-fiction books on marriage (see below) and this classic discusses the pros and cons of adultery (not that I’m considering it) better than any of those. The book on some level affirms Christianity though it is a weird version of it, to my mind. I think this is in large part do to the history of the church in Russia, however, so perhaps we shouldn’t fault Tolstoy too much for it. Spoiler alert: faith and faithfulness come out on top here.

Against Love: A Polemic by Laura Kipnis (New York: Vintage Books, 2003) – This is one of many books my college-age son gave me to read. They all come from a seminar class he took on love and marriage. You have to take this book as it is meant, and the subtitle tells you — it is a polemic. It is largely an extended description of what is wrong with marriage today. The author seems to be a journalist who has heard it all, and mostly the worst possible stories out there. Parts are almost laugh out loud funny but mostly this book just doesn’t go anywhere or contribute much to the discussion because it doesn’t have answers. I think it could even be dangerous because, though its descriptions of adultery are not flattering necessarily, they could normalize the experience and make one feel that all the temptations and struggles are not so uncommon. The most intriguing bits of this book are near the end when Kipnis brings in political issues. If 1990s America deserved Bill Clinton — what are we of the Trump era supposed to think and feel about ourselves?

The Awakening by Kate Chopin — An older book/short story which again deals with adultery (honestly it is just coincidental that I read so many books on this subject in such a short time). Again this fiction has more truth to communicate than the non-fiction books on the subject. There’s less resolution for the reader than in Anna Karenina but it’s a good and engaging story nonetheless.

The Outsiders by S.E. Hinton — Because my 13-year-old wants to read a lot of classics this year, I am pre-reading some that I either hadn’t read or had forgotten. I remembered liking The Outsiders when I read it in high school but couldn’t remember specifics. This is not an awful book but with groum-up eyes I am less impressed. It definitely comes off as a young adult novel, both on not being overly well-written and in having its message a bit too obvious. And there are odd details that don’t contribute to the story — like why do and how do these hoods (in the 1960’s sense of that term) from poor neighborhoods have access to horses?? As with most young adult fiction, adults are gotten out of the way by various plot devices because it anyone sensible stopped in most of the plot would never happen.

A Separate Peace by John Knowles — This is also one I was pre-reading for my daughter and which I remembered liking in high school. As with The Outsiders the writing and plot are worse than I remembered (or my tastes have matured) but it is not a bad book. Of the two, I preferred A Separate Peace. Again, adults are conveniently out of the picture or they would ruin the plot. The backdrop of WWII adds some complexity though one feels the book is trying just a wee bit too hard.

The Whole Christ by Sinclair Ferguson — Ferguson explains and discusses the Marrow Controversy, an 18th century debate in the Scottish church, and tells why and how it is relevant today. Ferguson does a good job of distilling and explaining the issues and relates them to modern pastoral issues (particularly relating to one’s assurance of faith, or not). Well worth reading.  My favorite quote: “What God united . . ., namely, his glory and our joy, have been divorced.”

What have you been reading?

Nebby

What We Study and Why: Mathematics

Dear Reader,

This is part of an ongoing series in search of a reformed philosophy theology of education. You can find all the posts here.

Last time, we wrapped up the section of this series on practical details. You can find that summary post here. Today I’d like to begin a new sub-series on individual subjects. I have argued that the teacher’s attitude is paramount and so a large part of what we are doing here is just to frame each subject rightly. Whether you are a homeschooling parent or employed in a school setting, you may find yourself having to teach subjects that just don’t thrill you (what on earth does grammar have to do with the kingdom of God?). While we will touch on some practical details as well (why teach pagan myths? does everyone need calculus?), the main goal of this part of the series is just to show why we teach each subject.

There are a couple of big ideas behind what we are doing here, including: All truth is God’s truth; In education we lay before our students the things of God, primarily His general revelation which comes to us in many forms; and The purpose of education in the life of the believer is for the transforming of his (fallen) mind. (If you are just dropping in, I do recommend reading some of what has come before; see this summary post on the theory behind it all.)

With these goals and ideas in mind, we will ask for each of the subjects we address: Why do we study it? How does it point is to God? How does God reveal Himself or His truth through this subject? In answering these questions, we will look at Scripture whenever possible but we will also look at quotes from many other sources.

Finding God in Mathematics

Let’s jump right in then to mathematics. Most would agree that some level of math instruction is necessary. Beyond the basics, there tend to be two camps — those who see no need to go beyond the basics and those who find pleasure and meaning in higher mathematics. The problem is that there is a gap — we don’t convey the beauty of math when we are teaching the basics and so those who do not naturally enjoy it drop it as soon as possible and never get to the part where it seems to expand and take on a wider significance. The solution is to show that math is lovely even at the lower levels (that’s where the teacher’s attitude comes in again). So if you have lost the joy of math, or never had it, here are some quotes to inspire you:

The laws of mathematics point us to the Law of God:

“We take strong ground when we appeal to the beauty and truth of Mathematics; that, as Ruskin points out, two and two make four and cannot conceivably make five, is an inevitable law. It is a great thing to be brought into the presence of a law, of a whole system of laws, that exist without our concurrence,––that two straight lines cannot enclose a space is a fact which we can perceive, state, and act upon but cannot in any wise alter, should give to children the sense of limitation which is wholesome for all of us, and inspire that sursum corda which we should hear in all natural law.” (Charlotte Mason, Towards a Philosophy of Education, pp. 230-31)

Mathematics conveys eternity:

“But education should be a science of proportion, and any one subject that assumes undue importance does so at the expense of other subjects which a child’s mind should deal with. Arithmetic, Mathematics, are exceedingly easy to examine upon and so long as education is regulated by examinations so long shall we have teaching, directed not to awaken a sense of awe in contemplating a self-existing science, but rather to secure exactness and ingenuity in the treatment of problems.” (Ibid., p. 231; emphasis added)

Math underlies the universe. It may even be called the language of God:

“Mathematics is the language in which God has written the universe.”  —Galileo Galilei

Math is the foundation of many other fields, both sciences and arts. Its beauty can be seen even by non-Christian authors:

“Mathematical analysis and computer modeling are revealing to us that the shapes and processes we encounter in nature — the way that plants grow, the way that mountains erode or rivers flow, the way that snowflakes or islands achieve their shapes, the way that light plays on a surface, the way the milk folds and spins into your coffee as yo stir it, the way that laughter sweeps through a crowd of people — all these things in their seemingly magical complexity can be described by the interaction of mathematical processes that are, if anything, even more magical in their simplicity.

….

“The things by which our emotions can be moved — the shape of a flower or a Grecian urn, the way a baby grows, the way the wind brushes across your face, the way clouds move, their shapes, the way light dances on water, or daffodils flutter in the breeze, the way in which the person you love moves their head, the way their hair follows that movement, the curve described by the dying fall of the last chord of a piece of music — all these things can be described by the complex flow of numbers.

“That’s not a reduction of it, that’s the beauty of it.” [Douglas Adams, Dirk Gently’s Holistic Detective Agency (New York: Pocket Books, 1988) pp. 182, 184]

That’s all fine, you say, I am inspired but I am still teaching long division to cranky eight-year-olds. A couple of thoughts: I argued recently that when educating we must be careful not to provoke children. Math is a field in which it is very easy to provoke. It tends to come with a lot of repetition. I do think we should all learn to do long division without a calculator. But if I have ten such problems to do, I get my calculator. Why should we ask a second grader to do so many at once? Sometimes more is less (how’s that for a math concept?).

There is a certain progression to math; one can’t do algebra before learning to count. But that doesn’t mean the beauty of math needs to wait until high school or beyond. There are resources which are accessible at younger ages but which either introduce concepts usually reserved for later or give more of a big picture understanding of math, bringing out its complexity and elegance. (I will add a brief bibliography of some we have used at the end of this post.)

Lastly, there is the elephant in the room question: When will I ever use this? And its corollary (there’s a nice math word): Why do I need to learn calculus anyway? As for the first question, I reject the premise. Our approach to education is not utilitarian. Whether we will use upper level math has nothing to do with anything. The end we have in view is not the balancing of checkbooks or even being able to do advanced physics (for which I hear math is useful) but to bring glory to God which we do by learning about Him as He has revealed Himself through creation, and (as the quotes above are meant to show) mathematics is an integral part of that creation.

As for the second question, not everyone needs to learn calculus. We are finite people and time and energy spent on one subject come at the expense of another. So while I do think it is good to learn these things, beyond a certain point we must recognize that we are different — indeed unique, individual — people and that we don’t all have to learn the same things (see this post on core curriculum). So perhaps you don’t have to learn calculus.

I’d like to end with a plea — as I work on this section of the series, I am giving you my best ideas and resources but I could use some help. Please reply to this post or contact me if you can help with any of the following:

  • What questions do you have about teaching (insert subject here)?
  • Do you have good quotes about math, or any other subject, that you have run across, particularly about why we teach them and how they point us to God and/or teach us about Him and His creation?
  • Any favorite resources? Since math was our topic this week, feel free to add in the comments your favorite big-picture math resources.

Nebby

A Brief Math Bibliography

Base Five by David Adler. Picture book.

One Grain of Rice by Demi. Things expand exponentially in this picture book based on a Chinese folk tale.

Life of Fred Math by Stanley Schmidt (Polka Dot Publishing) — You may have heard of this alternative math curriculum. It takes a narrative approach and follows the life of 5-year-old math professor Fred. Though the author says the elementary books can be used as a stand-alone math curriculum, I was always hesitant to do so. They do, however, make a lovely supplement to whatever else you may be using. The stories and such may be overly silly for some but my kids always loved them. The elementary series is a collection of thin books with short chapters. It is easy to add in one chapter a week. Ages 10 and up could breeze through them pretty quickly. The upside of these books is that they introduce concepts that usually don’t come up until later such as set theory.

Here’s Looking at Euclid by Alex Bellos

The Number Mysteries by Marcus du Sautoy

Thinking in Numbers by Daniel Tammet

These three books are all of a type. They are roughly middle school level books (and up) that have relatively short chapters which disuss math concepts like pi, prime numbers, and how people in Iceland count.  I am sure there are many other such books out there; these are just a few we have used.

 

 

 

CM Curriculum: Mater Amabilis

Dear Reader,

I have added one more installment to my charts of Charlotte Mason curricula overviews. This time we are looking at a distinctly Roman Catholic curriculum, Mater Amabilis:

CM curricula fourth

You can find all the charts comparing CM curricula here. Thus far I have restricted myself to fully CM curricula and not CM inspired ones. If you know of any I am missing, pelase let me know!

Nebby

 

Comparison of CM Curricula — updated!

Dear Reader,

I just updated my charts comparing Charlotte Mason curricula. Find them all here.

Nebby

Living Books on Meteorology

Dear Reader,

I let my high school senior pick his science this year and he chose meteorology. I structured his course around two video series from The Great Courses, An Introduction to the Wonders of Weather and The Science of Extreme Weather. The edginess of the latter balnaces out the more dry factualness of the former. He also read a number of living books. If you are looking for books for younger kids, we also did a year on geology and weather when my kids were in elementary and middle school; you can find that booklist here. You can find all my lists of living books here.

Living Books on Meteorology

What if the Moon Didn’t Exist by Neil F. Comins — All the ways our world wouldn’t exist if conditions weren’t just right.

Why the Sky is Blue by Gotz Hoeppe — Did you know that it’s not blue for the same reason during the day and at the end of the day?

Storm by George R. Stewart — The story of a violent storm which sweeps in from California. Originally published 1941.

Tornado Alley by Howard Bluestein — A professor and storm-chaser tells what he has learned about tornados.

The Children’s Blizzzard by David Laskin — True story of a blizzard in 1888. The kids that tried to get home, those that hid at school.

Divine Wind by Kerry Emanuel –The subtitle says it all: “The History and Science of Hurricanes.”

Isaac’s Storm by Erik Larson — It came up  a lot in the news this year too: the Galveston hurricane of 1900.

Visualizing Weather and Climate by Anderson and Strahler — A more textbook-y book to make sure we covered all the bases.

Weather Analysis and Forecasting Handbook by Tim Vasquez — Again, a bit more textbook-y and also seemed rather math-oriented so maybe not for all kids.

Happy forecasting!

Nebby

 

Book Review: Teaching and Christian Imagination

Dear Reader,

As a part of my ongoing quest for a reformed Christian philosophy theology of education, I recently read Teaching and Christian Imagination by David I. Smith and Susan M. Felch (Grand Rapids, MI: Eerdmans, 2016). The book is a series of essays, grouped by image, on Christian education. The intended audience is the burnt-out Christian school teacher. The idea behind it is that by exploring various images related to education, that one will rediscover one’s purpose in teaching and be reinvigorated.

“This is not a ‘how-to’ manual or a collection of tips. This book offers lenses, not recipes, opening possibilities rather than laying out instructions. It is an opportunity to refresh your imagination, to step back and see differently. It invites you to explore how your faith and your imagination can dance together in ways that bring grace and truth into your daily service to your students and your school.” (p. 2)

Images are really the guiding principle here, and I agree with the authors that images are important. They help shape our thoughts. But — and this is where my problem with this book lies — because they are important and because they do shape our thoughts, we need to be discriminating in which images we chose and in how we apply them. It matters, for instance, whether we view children as blank slates, lumps of clay, or hot-house flowers.

Teaching groups its essays around three fairly standard sets of Christian images: journeys and pilgrimages; gardens and wildernesses; buildings and walls. But it shows little discrimination in what images it uses or how it uses them. There is no clear standard here for how we know what it true or what to accept. There are certainly many biblical references, but the writers also quote Rousseau (pp. 90-91) whose influence on modern education was disastrous and analyze paintings of the Christ child with saints and angels (pp. 101-02). Nor is there any sort of clear philosophy of education. The classical approach is described in one section (pp. 169ff), but there is little that provides a theological or philosophical framework for the book as a whole.

The authors have shied away from providing strong and definite ideas but in doing so they have not provided enough of a basis for their work. Teaching and Christian Imagination sees a need: Christian schools with burnt-out teachers. Its solution is to throw a handful of poorly vetted images at that need which may inspire in the short term, but I think they would have been better served by a back-to-basics questioning of the underlying framework, something which asks what are we doing and is it the right thing and how do we even know, what is our standard?

One of my biggest underlying principles in this blog is that ideas matter. Images convey ideas and so I agree with the book’s authors that images too matter. My problem with Teaching and Christian Imagination is actually that they don’t take their own images seriously enough; they don’t curate them well. A book which really looks at the images the Bible gives us regarding education and which draws from Scripture to apply those images would be most welcome. I am afraid a book which applies images indiscriminately as this one does may give some a temporary emotional boost but will do more long-term damage.

Nebby

Articles on Education

Dear Reader,

A couple of recent articles relating to education —

“Teenage Vandals were Sentenced to Read Books, ” by Christine Hauser in The New York Times (April 5, 2018). Books as punishment — what do you think? I like the idea. It seems the kids (or at least the one quoted) got the message through books in a way they never would have in adults just lectured them. Books convey ideas in a form that makes them much more palatable.

“Why You Forget Most of What You Read,” by Julie Beck from The Week (Apr. 13, 2018; republished from The Atlantic) — Honestly, I am just like the person in this article. I forget books. I forget movies. But I do tend to remember by impressions of them — how they made me feel and whether I liked them. I just don’t remember plots. It’s kind of good because I can rewatch movies 😉 Seriously, though, the techniques which we have been using as part of a Charlotte Mason education are just what this article recommends — narrating after reading to aid retention, and reading in smaller chunks over longer periods of time.

Nebby

Living Books on the Ancient Near East

Dear Reader,

We did a mini term between Thanksgiving and Christmas on Mesopotamia and Canaan. As a once and future Hebrew scholar, it kills me to give the short shrift to the Ancient Near East but there is only so much one can fit into a school year. You can find all my booklists here.

Living Books on the Ancient Near East

In our time all together, we concentrated on art and myths. I used Hillyer’s book for the art. Though it can be understood by elementary level, I think it still provides a good introduction for older children as well. Note that Hillyer has a few volumes, on painting, sculpture and architecture. I have the three in one volume, A Child’s History of Art, and we covered all the areas.

The Ancient Near East includes a number of cultures. While they all have similarities, there is also some variation. We tried to include both Mesopotamian and Canaanite myths. I used Padraic Colum’s Myths of the World which I got on Kindle. It is nice because it gives some introduction to what we find in each of the cultures as well. For Mesopotamia, we also got a few of the storybooks by Zeman by tell the epic of Gilgamesh. There are three I believe that they each tell part of the story so you want to read them in order. Though these are picture books, they do a great job. For Canaan, I used Coogan’s Stories from Ancient Canaan. These are tales from Ugarit, a Canaanite town which was destroyed by fire. The destruction meant that the clay tablets on which the stories were written were baked hard and survived. It is interesting to see the similarities and differences here with one of Israel’s close neighbors. What we have is somewhat fragmentary. Coogan gives good introductions to each. I recommend prereading so you can give context and read selections. I blogged on these myths when we studied them previously. You can see one of those posts here.

We also talked about writing together using the book Sign, Symbol, Script. This is one I had leftover from my grad school days. It is actually a catalog from an exhibition but gives lots of info on the history of writing and the alphabet, a topic I couldn’t pass by. I have no idea how easy this is to find. We didn’t use Ancient Israleites and Their Neighbors. I find it a bit cumbersome. It has lots of extras like recipes if you are into that sort of thing.

I’m not thrilled with the historical fiction in this period. I don’t find it very well-written. My high school daughter read Adara by Gormley. My middle schooler read  Hittie Warrior by Williamson. The latter in particular seemed to through in every biblical motif it could (not in a good way). My senior read Silverberg’s Gilgamesh the King. I chose this book partly because he has been studying science fiction for his literature this year and Silverberg is a sci-fi writer. I thought the book would stray farther from the myth but it actually seemed to do better than I expected.

ane 2

My 8th grader read Science in Ancient Mesopotamia. I am not thrilled with this series but it is decent and provides info that one might not get elsewhere. He also read a book I loved for him — Ancient and Medieval Siege Weapons by Nosov. I only had him read the portions relevant to what we are studying. I seemed to be a very readable book. My 7th grader read Ancient Egyptian, Assyrian and Persian Costumes and Decorations by Houston. There are a lot of picture sin this book. She choose to do drawing of the costumes for most narrations and seemed to really get into it.

Lastly, we get to the actual history books.

My7th grader read The Ancient Near Eastern World by Podany. I’m not sure it’s 100% living but it seemed well-written. She liked that it included a lot of different things, like history and myths and how people lived. My 12th grader read A Short History of the Near East by Hitti. He seems to have really enjoyed it and says that it did a good job of being both broad and specific if that makes sense. My 11th grader read Fairservis’ Mesopotamia. She says it was pretty good. Since Fairservis only covers Mesopotamia, I also had her read The Phoenicians by Pamela Odijk. My 8th grader read the relevant portions of Dorothy Mills’ Book of the Ancient World. I am not thrilled with the book though I see it recommended a lot. It seems overly brief and simple (though her book on Greece is longer and I am planning to use that one). I was supposed to read Maspero’s Life in Ancient Egypt and Assyria but life got away from me and I never started it 😦

Next up: Ancient Greece

Nebby

Some Notes on Froebel

Dear Reader,

If you have read through Charlotte Mason’s volumes, you may have noticed she mentions some guy named Froebel occasionally. Friedrich Froebel (1782-1852) is known as the founder of the kindergarten movement. For my own purposes, I have done a little reading about him and his ideas. I thought I would share with you the notes I have made on him. This is really only a scratching of the surface, but hopefully it can help you (and me) begin to understand the situation in Charlotte’s day. I have given a very brief bibliography at the end. I began with an internet search and ended up buying (on Kindle) and reading selections form Froebel’s The Education of Man, which seems to be his foundational work, comparable to Charlotte Mason’s Home Education, though much shorter.

Friedrich Froebel

Theology/Religion:

  • “the son of a Lutheran minister and a devout Christian” (from “A Brief History of the Kindergarten”)
  • speak of the Unity (big “U”) which he then identifies with God
  • seems to be a very Unitarian (at least not Trinitarian) view
  • Jesus (as far as I have read) seems to be spoken of as an example, not God incarnate and not a savior; he is “our highest ideal” (Education of Man, #94)
  • there is an eternal law, known through the external and the internal (but no mention of Scripture)
  • “the divine effluence” lives in all things; all is united
  • speaks of unity (God), diversity (nature) and individuality (man), but still all is Unity

The Nature of the child and of man

  • did not believe in original sin; man’s natural state is unmarred:
  • “. . . the nature of man is in itself good . . . Man is by no means naturally bad, nor has he originally bad or evil qualities and tendencies . . .” (Education of Man, #51)

  • this state is rarely seen; it is usually very brief
  • though he doesn’t use the word sin, he sees the bad parts of human nature coming in when the child is somehow interfered with; the bad comes from without, not within the individual
  • ” . . .a suppressed or perverted good quality — a good tendency, only repressed, misunderstood, or misguided — lies originally at the bottom of every shortcoming in man” (Education of Man, #52)

  • ” . . . it generally is some other human being, not unfrequently the educator himself, that first makes the child or the boy bad. This is accomplished by attributing evil — or, at least, wrong — motives to all that the child or boy does from ignorance, precipitation, or even from a keen and praiseworthy sense of right and wrong.” (Education of Man, #52)

  • The cure for badness is to find and cultivate the good that has been repressed and to build it up again. “Thus the shortcoming will at last disappear, although it may involve a hard struggle against habit, but not against original depravity in man.” (Education of Man, #52)
  • once a child is given a bad start, it is hard, if not impossible, to come back from
  • people are inherently creative because they are made in the image of God and God was first (ie in Genesis) a Creator
  • the child goes through a kind of evolution (my word, not his) mirroring what all of humanity has gone through; the individual’s growth mirrors that of the race

Ideas about Education:

  • massive development occurs between birth and age 3
  • though he argues against clear lines between the stages of life, he clearly sees different developmental stages
  • because we can have such a profound effect on children, what we do is vitally important. We can mess up their progress for life because each stage depends upon the next. And once we screw them up, it is very hard to rectify.
  • children learn about life through games: “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul.”
  • “Froebel believed that playing with blocks gives fundamental expression to a child’s soul and to the unity of life. Blocks represent the actual building blocks of the universe. The symmetry of the soul is symbolized as a child constructs with blocks, bringing them together to form a whole.” (from “Friedrich Froebel: His Life and Influence on Education”) 
  • The goal of education is a kind of metaphysical unity. “The aim of instruction is to bring the scholar to insight into the unity of all things, into the fact that all things have their being and life in God, so that in due time he may be able to act and live in accordance with this insight.” (Education of Man, #56)
  • The teacher is of paramount importance because he is “an intelligent consciousness” which “hovers over and between the outer world and the scholar, which unites in itself the essence of both, mediating between the two, imparting to them language and mutual understanding.” (Education of Man, #56)

Parts of a Froebel education:

  • Kindergarten (ages 4-6?): creative play, singing and dancing, observing and nurturing plants (this is not from Froebel’s book but from others writing about him)
  • Subjects for ages 6-8/9: he mentions religious instruction as the first subject but this is not Christianity as we define it; he did not use the Bible in his schools
  • nature is to be known for it is a revelation of God (see Education of Man, p. 252 for examples of lesson); heavy on classification; seems to be more about “object lessons”; he later mentions short excursions and walks outdoors
  • other subjects: physical exercise, to learn to control the body; language exercises, beginning with object lessons (see Education of Man, p. 273); mathematics comes out of this; geometry (see below); color which includes painting; grammatical exercises; writing; reading (seems to follow writing, oddly enough)
  • there is an emphasis on what we would call geometry; he likes shapes and forms because of his emphasis on the ideal and on unity; his famous “gifts” (ie wooden blocks and other such toys) were used for this
  • Stories: boys learn about their own lives by studying those of others; this is why they love legends and tales

In the spectrum of belief (as described by CM in Parents and Children, chapter 4):

  • tabula rasa — children are blank slates
  • children are empty vases (Pestalozzi)
  • children are plants  <———— Froebel
  • “children are born persons” (CM)

Later Influence:

  • influenced art and architecture incl. Frank Lloyd Wright and Buckminster Fuller; Klee, Kandinsky, Mondrian
  • influenced later educationalists incl. Montessori and Steiner (Waldorf)

What CM had to say about him/his work:

  • Good principles but bad, “wooden” practices: “On the whole, we may say that some of the principles which should govern Kindergarten training are precisely those in which every thoughtful mother endeavours to bring up her family; while the practices of the Kindergarten, being only ways, amongst others, of carrying out these principles, and being apt to become stereotyped and wooden, are unnecessary, but may be adopted so far as they fit in conveniently with the mother’s general scheme for the education of her family.” (Home Education, p. 181)
  • kindergarten (garden) idea tends to negate the individuality of the child: “And yet I enter a caveat. Our first care should be to preserve the individuality, to give play to the personality, of children. Now persons do not grow in a garden, much less in a greenhouse.” (Home Education, p. 186; see also Parents and Children, chapter 4)
  • “Organised Games are not Play” (School Education, chapter 4)
  • ” . . . it is questionable whether the conception of children as cherished plants in a cultured garden has not in it an element of weakness.” (School Education, chapter 6)

Sources:

Friedrich Froebel: His Life and Influence on Education,” by Miriam LeBlanc at Community Playthings

Froebelweb.org

A Brief History of the Kindergarten,” at Froebel Gifts.com

Froebel’s Kindergarten Curriculum Method & Educational Philosophy,” at Froebel Gifts.com

The Education of Man, by Friedrich Froebel.  Translated by W.N. Hailmann. New York: D. Appleton and Company, 1908.

 

 

My Literature List

Dear Reader,

Like a lot of you, I have collected lists of books, some form here, some from there. I had one document but it was very rough and unedited. Promoted by a friend, I took the time recently to edit it as best I can. I have tried to keep this list for books that we would consider literature/fiction/free reading/read alouds, but a few non-fiction books have crept onto the list. The line between history and historical fiction is a particularly fuzzy one.

There are many authors who have written more than one good book; some are quite prolific. For the most part, I have not listed every work so if you see an author listed here and then find other books of theirs, you may want to check them out. I have also tried to indicate in the “notes” column if I know the author has more to offer.

The “code” column relates to who in my family has read a book; you can ignore it.

I have gone back and forth on “level” and opted in the end for the simplest divisions. I have four main categories: picture (books), elementary, middle and high school (HS). Picture books are the most obvious. Elementary books are intended to be those an elementary student could read on their own. This includes a wide range from easy readers to chapter books to slightly more substantial but still relatively simple works. Middle is almost a catch-all between elementary and high school. Books on the high school category are placed there for various reasons relating to both reading level and content.  I also have middle+ and HS+ for those books which seem at the upper end of their age brackets; again this may be about content and not just reading level.

One last note: don’t be bound too much by levels. If a book is truly living, it will likely be enjoyed by all ages so your middle schooler can still listen to a picture book. And when read aloud, kids can understand and appreciate books well above their level. Some of our favorite read alouds were books that I thought were well above my kids at the time — I’ve read Don Quixote and Robin Hood and Dickens to elementary students to good effect.

I will try to update this list as we find more books we like. There are a few on the list which we haven’t used but which I have heard of so much that I felt they could stay (we never read Pinocchio, for instance).

Here then is the list:

My Big Literature List (opens a google doc)

If you have suggestions or corrections, let me know. It may be there are books I forgot (I think there must be a lot!) or haven’t heard of and we are always looking for new choices.

Happy reading!

Nebby

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