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Found 5 results

  1. 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?
  2. Hi, I have figured out the genres of most of the lit. books on the WTM rhetoric list, but I need help with a few. Can you please tell me what genres the following would fit into (we will be using TWEM to study ancient lit. next year - history, poetry, plays, novels, and autobiographies - I realize these last two categories don't seem to apply to ancient books.), or if there is another genre from perhaps HTRAB, can you please tell me: Bible: Genesis - Book of Job (feel free to separate these if needed into different genres) Rhetoric by Aristotle Bible: Book of Daniel On the Nature of Things by Lucretius De Republica by Cicero Bible: First and Second Corinthians On the Incarnation by Athanasius Side note: If anyone else can help me with my other current thread on particular translations of some of these books, I'd be grateful. http://www.welltrainedmind.com/forums/showthread.php?t=373471 Thank you.
  3. 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?
  4. 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:
  5. Hi folks, I can't remember how or why I began looking into home education, maybe it was my partner and I discussing the current state of education here in the UK, but I do remember stumbling onto classical education and thinking that I'd love to have had that sort of education myself. I'm not homeschooling a child, my stepson is in state education, but I do want to improve on the education I received all those years ago. During my searches on the internet, I recently read a short article by Susan Wise Bauer entitled Educating Ourselves: Classical Education for Adults. After some self-reflection, I decided I'd take the plunge and look into improving myself though the classics. I recently acquired a copy of The Kingfisher History Encyclopedia and The Well-Educated Mind by Susan Wise Bauer, as suggested in the aforementioned article. I've thumbed through the Encyclopedia, which looks like it gives a brief overview of history, which will be useful as a springboard into deeper research and I have read the first chapter of The Well-Educated Mind, and thumbed through the rest of the book, looking at the titles recommended in each section of the book. But I feel a little trepidation now. I was wondering if there is anyone else following the exercises and reading list as recommended in The Well-Educated Mind who would be willing to tell me how they feel about it, and how they are getting on. Is there anything they wish they'd done differently at the start? Anything and everything would be useful. If I follow the suggestions in The Well-Educated Mind, at what point do I start my investigation into history (and using the Encyclopedia)? I'm a little nervous at this stage, and I was just wondering if there's someone out there that can hold my hand through these early steps? Thanks in advance, Neil.
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