Jump to content



  • Content Count

  • Joined

  • Last visited

  • Days Won


ElizaG last won the day on February 24 2014

ElizaG had the most liked content!

Community Reputation

2,035 Excellent

About ElizaG

  • Rank
    Prefect of Minims

Profile Information

  • Gender
  • Location

Recent Profile Visitors

The recent visitors block is disabled and is not being shown to other users.

  1. Thank you both for the posts. Apps are looking too complicated for me at the moment, so it seems that sheets of paper are the way to go. I’ll just have to choose a format. Will be including the menu, shopping and to-do lists as well. mms, I can relate to your last sentence! It only occurred to me now, after reading your post, that I’ve been attempting to use Great Big Planners for three years in a row. 🙄 The first one, a disc-bound teacher’s planner that I found at Target, was enormous but still lacked enough space. Then last year, in a moment of stress-induced folly, I bought a s
  2. Back to the planner question for EFL style lessons! I started out this year using a full-sized teacher planner, with a row for each day of the week and a column for each child, but it’s inconvenient to carry around and still doesn’t have enough space. I’m wondering if it would work to have a weekly planning sheet and record sheet (separate or combined) for each child, which I could keep on a clipboard, and store in a binder when done. The other possibility I’ve been thinking about is some sort of app (iOS or Android) that I could use to make notes for each of our meetings.
  3. It turns out that my largest planning problem has kind of solved itself. I decided to start with the easier part: choosing the “extensive reading” for my less enthusiastic high schooler. This resulted in some good possibilities from the Prose & Poetry series, from suggestions online, and (after some prodding) from my own memory. After that, I decided to just take the models from what was being read, but otherwise stay more or less with the Model English plan. I realize that this is embarrassingly obvious, and very likely what Father Donnelly would recommend in our situation, bu
  4. Yes, there are formal outlining exercises in the second half of Book I, and in chapter X of Book II. He refers to this as “analysis,” or, more specifically, “tabular analysis.” By the time these exercises are begun, though, the students have already written many imitation exercises. I suppose this is why the original title of Book I is Imitation and Analysis, rather than vice versa. From the beginning of the course, the teacher is supposed to help the students understand the structure of each of the models studied, both as an aid to comprehension and as a guide to composition. This ca
  5. I think Edwin Miller would be as surprised as anyone to hear that he advised spending a whole year just on writing letters. In the first book, letters are taught in 8 of 21 chapters. Even in those weeks, there are a number of unrelated or loosely related activities, including oral composition on various subjects. Connecting this back to Father Donnelly, while I don’t recall him saying much about letters, they were certainly a part of the traditional Jesuit curriculum. The letters of Cicero were studied, translated, and imitated, in a variety of ways, in the upper Grammar classes.
  6. On looking through both books of Model English, I realized that the problem of outdated topics isn’t nearly as bad as I was remembering. I must have been mixing them up with some other series. The topics are mostly taken from everyday experiences that would still take place today, and from sports, literature, history, and nature. We have difficulty with the “everyday” topics too, so I guess we’re just not great at coming up with ideas quickly, especially when we’re supposed to be fitting them into a specific form. Not sure how normal this is! Maybe the point is just to work through
  7. Maxwell’s books include literary models, but they also use late 19th century schoolhouse methods, with their heavy emphasis on structure and outlining. Many popular homeschool writing curricula, such as WWS and IEW, follow some variation on this approach. Model English is based on the classical pedagogy described in Father Donnelly’s Principles of Jesuit Education in Practice. If you’re familiar with at least one of those books, the differences with the above will be apparent. For those who are new to the subject, while I don’t have the time (or probably even the ability) to post a c
  8. The author of that paper, Edwin Miller, went on to write a high school textbook series titled Practical English Composition. Archive.org has Book I, Book II, and Book IV, and HathiTrust has all four books. (ETA: Google has Book III in downloadable form.) Father Donnelly mentioned that there was a spate of imitation-based writing texts in the US, following the publication of Model English. This must have been one of the series he was thinking of. It seems rather good to me at first glance, with an interesting blend of classic literature and practical speaking and writing exercises, an
  9. Here’s one from archive.org. This was written for use in middle school or early high school. Composition From English Models, Book II by Ernest J. Kenny (Longmans, circa 1920) A few more random thoughts. We have some children’s books that were written around 1930 by Aline Kilmer, Joyce Kilmer’s wife and a poet herself. They’re humorous stories about a family, and the children seem to be based on her own. In one story, a boy of about ten years old is depicted as being in stitches while reading The Pickwick Papers. Similarly, in the big Great Books thread, I mentioned
  10. I think these are very good points. In my previous attempt at using Model English, my less enthusiastic reader (who was also on the younger side) did struggle a bit with Irving. And everyone, myself included, often had difficulty finding one of the “suggested topics” that we could actually write about. The topics tend to be either about some typical high school activity from 100 years ago, or about some classic author(s) that, as you say, we’re just supposed to know all about. I guess I could simply add more topics based around, say, Tolkien and certain Internet sites... yikes... bu
  11. Okay, here’s a Fordham catalog from 1932, when Father Donnelly was teaching there. By that time, the prep school was separate from the college, which offered three different bachelor’s degrees. The catalog doesn’t give the curriculum for the prep school, just the college. In freshman year, everyone studied book II of Model English, as well as poetry, Newman’s essays, oral expression, and an overview of the history of English Literature. In sophomore year, they all studied rhetoric using Persuasive Speech, along with Coppens and Kleutgen. “Second Spring,” Shakespeare, and various cl
  12. Complicating things further, I’m not even sure that some of his higher level texts were chiefly intended to be used in high school. Persuasive Speech (1931) is subtitled “An Art of Rhetoric for College,” which I think must refer to college in the modern sense, but maybe he also envisioned it being used in secondary classical colleges. And I can’t tell if it‘s meant to be studied before, after, or instead of his rhetorical edition of Newman’s “Second Spring” (1911). Or if “Second Spring” is supposed to be studied after, or instead of, Model English. The preface to the former book says
  13. Just to clarify, while I’d prefer to have the same tutor for both languages if possible (as I think it would make things easier for everyone), Father Donnelly’s Latin and Greek texts don’t require this. Nor do they require the teacher to have personal experience with the older methods. They were written with the modern high school in mind, and were meant to be used as a supplement to whatever language learning approach was being used in each school. What they do require is the ability to teach literature with a rhetorical emphasis. This seems to be the limiting factor, as LostCove sug
  14. I think this might have been either in Literary Art and Modern Education, or the little biographical pamphlet from his publisher that I mentioned early in the thread. I know I’ve seen the former book around here recently, but not as sure about the pamphlet. Will try to hunt them down. Thanks for reviving the thread, although it‘s been difficult to read my optimistic posts from a few years ago. Unfortunately, circumstances required us to start outsourcing high school almost as soon as we got started. I’d like to switch back partially to more traditional methods, at least for English.
  15. We used to have quiet time in our house, but it disappeared at some point when things were topsy-turvy, and never got put back. Will have to think about that. Thanks for the reminder. My sense is that most of the in-depth discussion of high school curriculum, especially about the choice of subjects, would be better moved to another thread. The ideas we’ve been referring to above aren’t specific to EFL, and weren’t her area of expertise, as they were with so many who worked in classical colleges and girls’ schools. (I actually came across EFL’s books while praying for “an elementary sch
  • Create New...