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VeritasMama

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About VeritasMama

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    Hive Mind Level 4 Worker: Builder Bee
  1. Ethnicity? No. Membership and activism for a group such as La Raza? Yes, depending on the case. In the case I assume you are referring to, it is unclear if there is a conflict of interest. La Raza is a very progressive pro-illegal immigration group, and the judge in question has been very involved with some of their work.
  2. The links are from google books, which doesn't have the same content in every country. I thought I'd put down the page numbers in the actual books so our friends outside the US can look up the passages themselves. The passage with the information about the poetry notebook starts on pg. 188 of Educating the Child at Home, and the passage about using composition notebooks starts on page 186 of Educating the Child at Home. HTH!
  3. Thank you, I downloaded the pdf you linked in the other thread and I'm excited to read it.
  4. I just had the idea to compile a list for my own reference of simple folk tales and fairy tales that are easy to improvise an then try to incorporate them into our Morning time, so I thought I'd share what I came up with off the top of my head: Jack and the Beanstalk The Gingerbread Man The Elves and the Shoemaker Chicken Little The Brave Little Tailor Cinderella
  5. I am not a very good story teller either. All I can muster when my children ask for a story are The Three Little Pigs, Little Red Riding Hood, and The Little Red Hen. I stick to short repetitive stories, I don't have the "gift of the gab." We listen to a lot of fairy tales as audio books, and as for nursery rhymes we have a copy of "The Real Mother Goose" my kids love to hear.
  6. Very interesting, it reminds me of formal recitation. I have been inspired to try and implement more formal recitation into our day by reading through MP materials, this has given me a new impetus. Your comment about the printing press reminded me of an anecdote in St. Augustine's Confessions about St. Ambrose reading silently to himself in his cell. This was odd, because in ancient times books were rare and so most of the time you would go and listen to book readings in large groups rather then actually read them yourself. But when studying texts individually, people would read aloud to aid their memories, for books had to be memorized and then passed along. But Ambrose chose to occasionally read silently by himself in his room to gain some peace and quiet without others listening in, and he was brilliant enough to learn the material without reading out loud. That's not really on topic, but it is an interesting tidbit your comment reminded me of. ETA: I was just thinking, you hear so much about "auditory" and "visual" and other types of learners, but you never hear about learning through speaking as a learning style. Group discussions maybe, but not recitation. It seems as though as a learning style it would be universal, who doesn't memorize something by repeating it aloud as a verse or a song? I'm also reminded of how pupils used to show their teachers that they had mastered content by "reciting their lessons," and how schools used to have recitation competitions where students would memorize and recite epic poems, Shakespeare, important speeches, etc. I suppose we could call this "oratory" learning :).
  7. Two of my grandparents were first generation Americans. They grew up speaking other languages besides English.Three of my husbands grandparents were first generation Americans and grew up speaking German, Dutch, and Norwegian respectively. My father was taught German when he was a boy by his grandfather, and they spoke it together at home. I think that in the time Lynch was writing, it was not always necessary to study a foreign language during academic time as many Catholics were immigrants or the children of immigrants. And European culture was most definately a part of the home lives of our grandparents and our parents. I attended Scotch-Irish festivals growing up, and one of the largest Scandinavian cultural festivals in North America was held every fall in my hometown. I still eat lefse every Christmas, my MIL sends me some every year. Oktoberfest is also a popular event in many a small town to this day. We grew up listening to irish music and listening to Irish fairy tales. My grandmother was born in the 1920's, and she is definately Irish-Catholic first, American second. But, my grandparents were and are also very patriotic. They were taught American culture of the time at school, and education for their children was the top priority for most of the immigrants. The first generation of immigrants in the early 20th century wanted to preserve the traditions of the old country, but they also wanted their children to be educated as Americans. And so I agree that this is where ELF is coming from with the selection of Hiawatha. The children of the Catholic immigrants needed to study English, and they also needed to learn what it meant, at that time, to be American.
  8. That was my first thought as well. You need a lawyer, now.
  9. Starfall.com and Easy Peasy for phonics, if you don't mind screen time. We are also big fans of HWT and Rod and Staff for preschool. Before Five in a Row has great picture book suggestions and craft ideas.
  10. This is what we use it as, a glimpse into a different culture by looking at the stories they tell about themselves, and the way they describe themselves and their history. We don't always agree with the perspective, but it is the best way to get to know a culture. To the OP, I combine CM and classical, I think that they are very compatible, though many CMers and Classical educators would probably pick me apart for saying that. I honestly saw so much overlap as I was trying to formulate my own philosophy that I just took what I thought worked from both approaches. I think that CM herself was much more classical in her approach than many CM users today would like to admit. You really do need to read CM's writings to get a solid understanding of her approach to reading, language arts, narration, etc and be able to compare and contrast it with a classical approach like WTM. One aspect that is different with AO and CM in general from other approaches I've been drawn to is the concept of reading a wide variety of books at the same time slowly, very slowly. The AO schedule is very deliberate in the way it schedules the books and the way the different readings are connected, that is the connections between subjects are there, but they are not all laid out every week, the student must make their own connections over the course of the entire year. The connections are not always obvious, and this spurs more critical thinking on the part of the student. I don't use all the AO books, but this is something I have gleaned from their approach when making my own book selections. I also try to apply this type of reading with fewer selections, as in combining a multum non multa approach with a CM reading philosophy. Some may think the two are mutually exclusive, but it works for us. I adapt the AO booklist along with other CM resources to supplement the classical methods we are using. We are also Catholic, so we use a lot of history suggestions and religion suggestions along with literature from MODG and Mater Amabilis. I use MP for latin and language arts, we do more of a classical approach to phonics and spelling. MP also has some great booklists as well, there is a lot of overlap, though the books are read at different levels. I do enjoy AO's fine arts rotation, their poetry selections and artist and composer schedules are a great help. One of the reasons we use the older AO literature selections, and one of the reasons AO specifically chose older books (besides being free and available to everyone) is that the students are preparing to read a large amount of classic literature in the high school years. The high school book lists are quite extensive, and include many of the "Great Books." The history in high school includes reading a lot of historical documents, essays, and first hand accounts. This is challenging, and the robust vocabulary and "vintage" sentence structures found in the public domain literature choices in the first 6 years are intended to help prepare the students to read these older classics more or less independently later on. Since I have always been drawn to a "Great Books" type approach in higher ed, this appeals to me. There are plenty of other programs out there geared preparing for a "Great Books" program, Angelicum Academy's "Good Books" program comes to mind. But, as I am a tweaker, I don't like to pay tuition for a program I am going to adapt anyway, so I like using free resources, such as AO, and adapting them for my own purposes. For the record, AO does stress that the booklist alone is not a CM education, the methods and philosophy must be applied to the booklist. Most AO users I know make substitutions and change the books and the schedules and adapt the curriculum to their own families, but keep the methods.
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