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Found 9 results

  1. If you had to choose a wide variety of X amount of books from the WTM ancient lit. list for your high schooler to read/study via TWEM/WTM study suggestions, which would you choose and why? - Choose eight - Choose twelve - Choose sixteen (I know, I know, this last bit is probably ambitious, but humour me so I can think things through...) Thank you.
  2. Hello, Can you give me some input about translations of ancient literature to use with your high schooler, and why you chose a particular translation? Also, if I can't find a WTM rec'd. translation and am faced with a lot of choices, is it reasonable to fall back onto Dover Publications? Thank you. p.s. I lean towards inexpensive books. Plato's The Republic - translation by Rouse or by Lee? What translation to use for Aristotle's Rhetoric? What translation for Lucretius' On the Nature of Things? Cicero's de Republica? Virgil's Aeneid? Josephus' Wars of the Jews? Tacitus's Annals? Athanasius' On the Incarnation? ETA: Also, how in the world do you pick just a few books from the WTM rhetoric stage literature list? Usually I just search the library using the WTM lists, but for high school I'd like to buy copies so they can keep them/mark in them, etc.. I don't know what many of them are about - are they different categories and should I pick one from each category - a play, a poem, a history, etc.? What categories do some of these books belong in?
  3. I've a copy of WEM I'm picking up tomorrow, I'll be doing my first reading of it ever. Anyone care to join me in comparing thoughts/notes as I work through the first reading?
  4. Hello, I am fairly new to the idea of classical education. I first learned about the Trivium from a mentor of mine that attend Oxford for his doctorate in Theology. The more I read and learn about classical education, the more I feel cheated (both by myself and by the educational system I was raised in) out of my childhood learning. Not that I am bitter, just longing. Now I feel as though I am way behind. I am 32 years old with a busy life. I have two young children and a lovely wife and a full-time job and mortgage. But I am very much interested in advancing my education. Not necessarily through degrees, but more so through self-enlightenment. I would like to learn how to learn, how to think logically, argue properly, and mature in knowledge of God. Basically, to train my mind via the tenants of the Trivium. My hope is that someone can offer some guidance on how I can begin that journey. Are there books, CD or DVD series that beginning adults can pick up to start the process? Are there online courses, etc...? Any advice would be appreciated and well received.
  5. In WTM, it says to have the student read the genre section that pertains to the book he/she will read, take notes, and use the methods while reading through the lit. book. How realistic is this for a 9th grader? 10th? Etc.? I went through the novel, autobiography, and history sections this week, highlighting the main questions in bold print and the "to do" helps - imperative sentences that would tell me what to do each step of the way in going through each level of reading a book. It took a lot more concentration than I thought, and I was motivated. I'm wondering if anyone's kids read and take notes on the methods themselves, or if it's more Mom-led - Mom keeping WEM by her side while Mom and child talk about the book. I had the idea of me typing up the questions for my kids, just to save time, and then someone told me that's what she does, too. And, do your kids write down answers to the questions? How long did it take you or your kids to get comfortable with the process in each genre? And did you use WEM for different genres in one school year? I'm just wondering because (maybe it's again because I'm almost 42 and my brain takes longer to understand) I'm pretty sure it will take *me* awhile to 1. be comfortable with the process in each genre and 2. read and process books. Also, I remember Susan saying last year at the PHP conf. that it's not necessary for kids to go through all three levels for every book they *are assigned to read for the purpose of analysis/discussion/opinion-forming.* I got the feeling that teaching how to go through the third level *on assigned books* might even wait til older grades, but I may have misunderstood the intent...what has been your experience with this? I've had this book for years, have tried out the novel study with three books (got a little further in the study process each time - partway through logic stage is my max so far), and pick it up to peruse every so often. But this time I decided to deface my book - I've spent hours this week, I'm exhausted from it, but it sure was fulfilling. :D Boy, some of those questions in logic and rhetoric stage of the autobiography and history sections - HOW does someone figure out what types of questions to ask?? I got thinking that asking and answering those types of questions must be what a psychology class must be like. Fascinating. So what is your version of realistically using WEM?
  6. Am I understanding correctly that WEM suggests reading each work three times (grammar, logic, and rhetoric stage reading)? If this is what is meant, how would I schedule the reading and discussing for me and dd (grade 9) if I want to spend, say, a week on Sir Gawain and the Green Knight? Can anyone clarify this for me, or tell me specifically how you and your high-schooler do this? Thanks!
  7. ....who desires to educate her child using the Well-Trained Mind who has and untrained mind herself. This is my second year homeschooling and as much as I absolutely love the Well-Trained Mind it has not been a fit for my son. Furthermore, even if it were, with a limited education myself (hs grad but that is not saying much since I was schooled in FL) I feel I am ill-equipped to teach classically beyond the grammar stage. How would I go about preparing and training myself so that I can possibly give my littles a classical education and feel confident doing so in the process. Thanks all!
  8. I am reading this book. I love the part where SWB states to write in your books. She mentions that public schools teach us to not write in books in any way. This has so been drilled into me. I remember in my AP English class our teacher taught us to write in books. He actually purchased "Our Mutual Friend" for each of us so we could write in them. He would have us show him our books each week so he could see if we were making notes. That was so hard for me. Even now this is hard for me. I truely appreciate what my high school teacher tried to teach us. SWB has reminded me of this important step in reading. My favorite line, "Defacing your book is much more efficient." Ok, I will do this. I will write in my books. Even if it does make me feel a bit naughty. :blushing:
  9. We are loving using this. We modified it to fit us, though, and I thought it might be helpful to other people who want to try it if I explained what we do for each book. We are going through the rhetoric literature list in roughly chronological order, doing a Shakespeare any time we need a break, or some poetry, or a fun modern short story. Every year, we have also done something un-great-books, like read Sophie's World. Before we began, I read How to Read Literature Like a Professor and gave it to my son to read. I also read some of Reading Strands. Reading Strands was short and very helpful. It contains example Socratic-method conversations for different ages, and a list of literary terms and their definitions. TWTM recommends it if you are insecure about teaching literature. At the beginning of every year, I read the list of vocab and try to make sure I use some of it so my children will be familiar with terms like setting and alliteration. The Harp and Laurel Wreath is a poetry anthology that has terms and defs in it, also. Sometimes we read some of that and try to use some of the terms. We read the books aloud together, mostly, which is slow but much more fun, so you can picture us cuddled up on the sofa in front of the fire with the dog on our feet, or lying on the dock tossing crumbs to the fish and paddling our feet in the lake, trying not to get a headache from reading in the sun. For each book: -We look up the book in TWEM (gives the date) and put the date on a timeline and the book on a map. -We read about the year (and a few in either direction usually) in the timeline book recommended by TWTM - The Timetables of History. This is quick and fascinating. -We take a quick look at Wikipaedia and see why the book is a great book. Usually Wiki says in the first paragraph or two. -We read a bit of the introduction to find out something about the history behind the book, the translation, and the author. -We read the book, taking notes if necessary. I try to encourage the children to write in the margins, things like "Wow!" or "How awful!" or "Cool!" or "Wrong!". Sometimes they have longer, more complicated observations and I have them make a note of them in their notes. Sometimes we have an idea, like trying to write a description of our friends like the ones appearing at the beginning of The Iliad, and we'll stop and do that. We discuss the book as we read it. This isn't usually on a very high level; they tend to notice similarities to Star Trek or gymnastics, argue over how a strange custom might fit into a culture, notice a bit of beautiful language, or wonder about the translation of a word. The nice part is that they notice the things themselves, usually, and as time has gone on, sometimes I'm completely silent and the discussion takes place between my two sons. And these are typical, non-academic-minded, not terribly interested in literature boys. This is why we read aloud together. Sometimes they notice something that would make a good paper and I point that out and they make a note about it for later. -We read the genre section in TWEM if we haven't done it recently. This tells us how the book into the continuum of western literature. -We answer the questions in the genre section. These fall into three parts: grammar stage - who did what to whom when how and why, logic stage - how the book is put together and how the author made his point, and rhetoric stage - what it means to us and what we think of it. These are amazing questions! As you go through them, books that you thought were mediocre but kept reading because TWTM said to suddenly become interesting and awe-inspiring. Some of the questions are short to answer, but some require quite long discussions before we decide what we think, even for us! I encourage everyone to look back through the book or their notes to find answers or to find proof or examples. -We write something or do a project. By the time we get done with the questions, the children usually have an idea of what they want to do - try making a model reed boat for Gilgamesh, write a comparison of comedy through the ages after reading The Birds (using Fierce Creatures and Pirates of Penzance for the other works), make a drawing of all the circles of hell for The Inferno, write about how you would make Everyman appealing to modern audiences by setting it in the gangs of LA, ... And that is it. TWEM is fun to read, but you don't have to wade through the first half of the book to try it out. Get the book, pick a short work - a poem or a short play or short story, read the genre section, answer the questions, and see how it goes. If it works for your family, THEN you can go back and read some of the rest of the book. It is a fantastic method of studying literature. It works with everything from Gilgamesh to The Communist Manefesto to The Hitchiker's Guide to the Galaxy. I hate to see it not even being tried because people aren't quite sure how to apply it to teenagers. HTH -Nan
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