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BULFINCH'S MYTHOLOGY: THE AGE OF CHIVALRY OR LEGENDS OF KING ARTHURCHAPTER XVI. THE END OF THE QUEST SIR BOHORT When Sir Bohort departed from Camelot he met with a religious man, riding upon an ass; and Sir Bohort saluted him. "What are ye?" said the good man. "Sir," said Sir
Bohort, "I am a knight that fain would be counselled in the quest of the
Sangreal." So rode they both together till they came to a hermitage; and there he prayed Sir Bohort to dwell that night with him. So he alighted, and put away his armor, and prayed him that he might be confessed. And they went both into the chapel, and there he was clean confessed. And they ate bread and drank water together. "Now," said the good man, "I pray thee that thou eat none other till thou sit at the table where the Sangreal shall be." "Sir," said Sir
Bohort, "but how know ye that I shall sit there?" "Yea," said the good man "that I know well; but there shall be few of your fellows with you." Then said Sir
Bohort, "I agree me thereto." And the good man, when he had heard his confession, found him in so pure a life and so stable that he marvelled thereof. OF SIR LAUNCELOT AGAIN It befell upon a night Sir Launcelot arrived before a castle, which was rich and fair. And there was a postern that opened toward the sea, and was open without any keeping, save two lions kept the entry; and the moon shined clear. Anon Sir Launcelot heard a voice that said,
"Launcelot, enter into the castle, where thou shalt see a great part of thy desire." So he went unto the gate, and saw the two lions; then he set hands to his sword, and drew it. Then there came suddenly as it were a stroke upon the arm, so sore that the sword fell out of his hand, and he heard a voice that said, "O man of evil faith, wherefore believest thou more in thy armor than in thy Maker?" Then said Sir
Launcelot, "Fair Lord, I thank thee of thy great mercy, that thou reprovest me of my misdeed; now see I well that thou holdest me for thy servant." Then he made a cross on his forehead, and came to the lions; and they made semblance to do him harm, but he passed them without hurt, and entered into the castle, and he found no gate nor door but it was open. But at the last he found a chamber whereof the door was shut; and he set his hand thereto, to have opened it, but he might not. Then he listened, and heard a voice which sung so sweetly that it seemed none earthly thing; and the voice said, "Joy and honor be to the Father of heaven." Then Sir Launcelot kneeled down before the chamber, for well he wist that there was the Sangreal in that chamber. Then said he, "Fair, sweet Lord, if ever I did anything that pleased thee for thy pity show me something of that which I seek." And with that he saw the chamber door open, and there came out a great clearness, that the house was as bright as though all the torches of the world had been there. So he came to the chamber door, and would have entered; and anon a voice said unto him, "Stay, Sir
Launcelot, and enter not." And he withdrew him back, and was right heavy in his mind. Then looked he in the midst of the chamber, and saw a table of silver, and the holy vessel, covered with red samite, and many angels about it; whereof one held a candle of wax burning, and another held a cross, and the ornaments of the altar. Then, for very wonder and thankfulness, Sir Launcelot forgot himself, and he stepped forward and entered the chamber. And suddenly a breath that seemed intermixed with fire smote him so sore in the visage, that therewith he fell to the ground, and had no power to rise. Then felt he many hands about him, which took him up, and bare him out of the chamber, without any amending of his swoon, and left him there, seeming dead to all the people. So on the morrow, when it was fair daylight, and they within were arisen, they found Sir Launcelot lying before the chamber door. And they looked upon him and felt his pulse, to know it there were any life in him. And they found life in him, but he might neither stand nor stir any member that he had. So they took him and bare him into a chamber, and laid him upon a bed, far from all folk, and there he lay many days. Then the one said he was alive, and others said nay. But said an old man, "He is as full of life as the mightiest of you all, and therefore I counsel you that he be well kept till God bring him back again." And after twenty-four days he opened his eyes; and when he saw folk, he made great sorrow, and said, "Why have ye wakened me? for I was better at ease than I am now." "What have ye seen?" said they about him. "I have seen," said he, "great marvels that no tongue can tell, and more than any heart can think." Then they said, "Sir, the quest of the Sangreal is achieved right now in you, and never shall ye see more of it than ye have seen." "I thank God," said Sir
Launcelot, "of His great mercy, for that I have seen, for it sufficeth me." Then he rose up and clothed himself; and when he was so arrayed, they marvelled all, for they knew it was Sir
Launcelot, the good knight. And, after four days, he took his leave of the lord of the castle, and of all the fellowship that were there, and thanked them for their great labor and care of him. Then he departed, and turned to Camelot, where he found King Arthur and Queen
Guenever; but many of the knights of the Round Table were slain and destroyed, more than half. Then all the court was passing glad of Sir
Launcelot; and he told the king all his adventures that had befallen him since he departed.
SIR GALAHAD Now when Sir Galahad had rescued Perceval from the twenty knights, he rode into a vast forest, wherein he abode many days. Then he took his way to the sea, and it befell him that he was benighted in a hermitage. And the good man was glad when he saw he was a knight-errant. And when they were at rest, there came a gentlewoman knocking at the door; and the good man came to the door to wit what she would. Then she said, "I would speak with the knight which is with you." Then Galahad went to her, and asked her what she would. "Sir Galahad," said she, "I will that ye arm you, and mount upon your horse, and follow me; for I will show you the highest adventure that ever knight saw." Then Galahad armed himself and commended himself to God, and bade the damsel go before, and he would follow where she led. SIR GALAHAD |


text: Online Literary Criticism CollectionLinks below don't belong? CONTACT US! Return to: Literary Criticism Collection Home | ipl2 HomeSites about Northanger Abbeyby Jane Austen This story of mistaken wealth leads Mr. Tilney to invite Catherine to visit, fostering a love between his son Henry and Catherine. After finding out that she is not, he makes her leave. Henry follows. Characters: Catherine Morland, Henry Tilney, Mrs. Allen Critical sites about Northanger Abbey

subset: commoncrawl


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John has barely stopped playing Strategic Command World War I since he drew the attention of the world to the demo. Occasionally Alec will try to distract him from the giant, glamorous maps that have become his life by dangling a copy of Super Mega Picross Puzzle Evolved in front of him but, while his catlike reflexes will cause him to swat at the intruding item, he'll soon return to strategising. I occasionally complain that "there's something in my eye", then nudge him in the ribs, jostling him from the Vollmer biography he's reading, and add "or perhaps I'm just weepy because of the highly emotional ending in this new point and click adventure from Luxembourg." He is unmoved. Don't let him see the trailer for the expansion or we may never hear from him again.
Posts Tagged 'Strategic Command World War I: The Great War 1914-1918'
Megawar: Strategic Command WW1 Demo
By John Walker on March 2nd, 2011.
If you know Rock, Paper, Shotgun, then you'll know about my love for strategy games. If I can't find a bit of time for playing a strategy game in day, I quite lose my mind. Whether it's a campaign in Men Of Battles, a quick squirmish in Company Of Men In Conflict, or some multiplayer co-op at lunchtime in Total Men: War Of Men At War, I have to get my fix. And today that's going to be the Strategic Command World War I: The Great War 1914-1918 Demo. Catchy name, crazy game.


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by JustLuxe.com
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Just 30 miles (48km) from Portland, Kennebunkport is a popular destination for weekenders escaping the heat in big cities like Boston and New York City. This pretty town is known for its laid-back yet civilised atmosphere, with several golf courses, antique shops, art galleries, and a busy harbour. It draws well-to-do holidaymakers, and both Former President Bushes are often seen at the family's nearby holiday home. The most popular attraction in Kennebunkport is its beaches, however. Kennebunk Beach, Gooch's Beach, Mother's Beach, and Parson's Beach are all packed on weekends each summer.
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Subject: English , literature , scholarship , publishing , research , historical , critical , theoretical
Description: "Since 1934 ELH has consistently published superior studies that interpret the conditions affecting major works in English and American literature. The importance of historical continuity in the discipline of letters remains a central concern for ELH, but the journal does not seek to sponsor particular methods or aims." Full text of articles are only available to those at subscribing MUSE institutions.
Publisher: The Johns Hopkins University Press
Language: English
Source: http://muse.jhu.edu/journals/elh/


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This page is my study notes written from our group's discussion of High School the CM Way. I may also add some useful links for High School in general.
Page Shortcuts
Notes on the Elementary Schedule, Notes
on the High School Schedule, Analyzing the HS courses,
A Few Essays on Specific courses,
Narration 1, Jr High English Transitions,
Literature for Teens, Poetry, Shakespeare,
Science, Languages and Latin,
Beginning CM with the Older Child, Garden
of Links, My High School Booklist
Karen Andreola's Article "Homeschool Without Homework" "Karen Andreola introduces the Charlotte Mason method"
This is it- we are finally going to look at just what is High School the CM way? We'll take a quick look at the younger student's schedule first, but then we really want to hear from parents of older students!
Lesson Study by Lynn H
As I said, first we'll look at the schedule for the little ones. At the back of "A Charlotte Mason Education", Catherine Levison has reproduced the typical weekly schedules for each age group from the original "Parent's Review", December 1908. I will give summaries here. Remember that the PNEU school met 6 days a week, so the hours were divided over 6 days. Also, the schedules varied from day to day- not all subjects were studied on every day. For example, the first-third grades would, from 9:50-10:00 study: M French, Tues Picture Talk, Wed French, Thurs French, Fri Natural History, and Sat have an Object Lesson. All other subjects rotate in similar fashion. The CM schedule is varied, to keep the children stimulated. Also, CM includes History in the English period- sensible when you are using real books and can combine subjects.
Grades 1-3, periods of from 10-20 minutes, total time per week:
English 6 hours, 20 minutes includes writing, reading, printing,
repetition of poems, parables, or hymns, Old T, New T, and Geography
Arithmetic 1 hour 50 minutes
Science 1 hour 10 minutes of Natural History
French 40 minutes
Handicrafts 2 hours
Drill (PE or dance) and music 3 hours
Total :15 hours
Grades 4-6 (periods 20-30 minutes each)
English 4th adds English History, Grammar, and Dictation 7 hours 20
5th & 6th 8 hours 50 minutes
Mathematics 2 hours 30 minutes
Science 2 hours 10 minutes
Languages 4th 1 hour 30 minutes
5th & 6th 3 hours
Drill, etc. 3 hours Add one German singing period per week
total 4th : 17 hours
total 5th & 6th : 18 hours 30 minutes
Grades 7-9 (periods 30-40 minutes)
English 8 hours 25 minutes add composition and more History
Mathematics 3 hours add Euclid
Science 3 hours 20 minutes Botany, Geology, Physiology
Languages 3 hours 45 minutes Add German, Latin, and Italian (40 phrases
in 60 days)
Drill, etc. 3 hours
Ninth grade adds Morals, Astronomy, Algebra
Total : 21 hours, 30 minutes
Grades 10-12 (periods 30-40 minutes)
English- including History, Grammar, Literature, Economics, etc. 8
hours 10 minutes
Mathematics 3 hours
Science 4 hours 10 minutes
Languages 6 hours 10 minutes
Drill 2 hours 30 minutes
Total 24 hours
All ages were finished by 1 PM, followed by the afternoon Nature walks and other supervised play activities.
Charlotte Mason advocated posting the schedule where the children would see it, and Catherine Levison says: "Knowing what they are going to do and how long they have to do it is one of the strategies of training them not to dawdle during school time.".
This is long enough for now. Tell us how you manage your schedules?
Catherine Levison has all of her children in the same subject at the same
time. You might also have some time with the older ones while the littlest
ones take naps in the early afternoon? Or do you do Unit Study, and give
the littler ones extra play time?
time/day | M | T | W | TH | F | S |
9-9:30 | Old Testament | New Testament | Latin | Old Testament | New Testament | Physical Geography |
9:30-10 | Arithmetic | Euclid | French | Arithmetic | Euclid | Algebra |
10-10:40 | Geology | Composition | Literature | Astronomy | Every-Day Morals | Latin |
10:40-11 | Drill Singing | Drill Singing | Drill Singing | Drill Singing | Drill Singing | Drill Singing |
11-11:45 | Literature | English History | Geography | English History | Grammar | Botany |
11:45-12:15 | Botany | Algebra | European History | Every-day Morals | Geography | Grammar |
12:15-1:00 | French | German | Italian | French | German | Italian |
Grades 10-12 (periods 30-40 minutes) English- including History, Grammar, Literature, Economics, etc. 8 hours 10 minutes Mathematics 3 hours Science 4 hours 10 minutes Languages 6 hours 10 minutes Drill 2 hours 30 minutes Total 24 hours
While younger levels had no homework, these grades (American 9-12) would be expected to spend at least part of their "Free" afternoons doing independent reading, research on what Charlotte Mason called "Delight Directed Studies", and homework.
Time to look at exactly what the high schooler studies, and how. We've had hints all along, as various areas would say things like "grammar will be studied later". Guess what- now is later. I'm gleaning through the books for exactly how the areas are approached.
Caveats- the posted schedule is for PNEU schools, which met 6 days a week. I don't use it, and I doubt if any of you do either. But it makes a good guide. The more I look at it the more I am impressed by dear Charlotte's planning- the subjects are rotated, seatwork is followed by oral work or a brief period of exercise or singing. So let me begin by taking apart that sample 9th grade schedule and examining the subjects in no particular order. References are to the Series; selections marked PGG refer to Penny Gardener's Guide references. In no way are these references exhaustive- they are only starting places.
Old Testament/ New Testament 30 minutes, two periods a week each.
Every-day morals 40 minutes twice a week (object lesson-type preaching)(total
6) This would include copy work, memory work, hymn-singing, and object
lessons. Older students were often writing out their own copies of various
Bible books.
vol. 3, ch 12 & 13
vol. 4 part 1 ch 1,2,3, 11,14
Languages: 2 40-45 minute periods each (total 8)- Latin, German, Italian, French,
This is scary! However, it breaks down easier than it looks at first. These languages would all be at different levels. Charlotte taught languages orally, beginning with French in the first grades. Many of the children would already have French spoken at home at dinner, or by household help. First would be learning the names of simple objects in the room, followed by learning phrases- 40 phrases in a 60 day term, and songs. In the 4th grade the students moved on to doing French copywork as well as having some read-alouds and conversation. At this time German was begun the same way French had been. By grade 7 the students would be beginning simple essays in French and doing German copywork- and beginning the oral part again with Latin and Italian. Latin being a "Root" language, they were expected to move rapidly; but Italian was apparently only expected to be understood enough for travel purposes. In High School the children would spend one of their language periods reading literature (usually aloud), conversing, and singing. The second would be used to write essays or do copywork.
High school graduates would be expected to be totally fluent in English, French, and Latin, and able to get around in German and Italian. Remember that the English colleges expected students to be able to translate Latin, and a standard interview question would be something like "How many Books of Virgil have you translated"? The expected answer was 4 books, so a good portion of the Latin written work in the last two years of high school would be exactly that- translating Virgil. Before you panic, remember that most students never reached this level, as grades 11 & 12 were equivalent to a College Prepratory program.
Drill Singing- 6 days a week, 20 minutes each.
Anyone else notice how sleepy teens are? Imagine how the read-alouds
would begin to buzz in your ears after hours of Bible, Arithmetic, and
Geology? Charlotte woke them up with 20 minutes of aerobics and singing.
Get up, march, sing! (probably in assorted languages, too. My 14 is trying
to keep up with the Chicken Fat song- and can't even though he's quite
muscular! Just hope he doesn't decide Mom has to do it too!)
vol. 3, ch X, pg101
Mathematics- 2 periods each of 40 minutes (total 6): Arithmetic, Euclid (Geometry), Algebra and Advanced Math.
Charlotte thought 'much' math study was unnecessary. She stressed not allowing the child to focus on dry facts. Math was to be taught with a discussion, manipulatives, and a few written problems done correctly. Arithmetic for older students might include bookkeeping, checkbook balancing, and other real-life uses. Geometry would be taught by application of principles, as would algebra, but she would expect use of formal proofs. Manipulatives (models, drafting exercises) would be required. There would be two periods of each type of math per week, taught as separate subjects to stimulate the mind.
Science- 5 periods of 30-40 minutes each.
Specific areas would be varied each term - Botany might rotate with
Entomology, and so on through the areas. Each would have a separate Notebook.
More on Science can be found at the bottom of this page.
Botany (twice a week), Geology, Astronomy.
Physical Geography once a week, matched to the other studies.
This is an extension of Nature walks, focused a little more. For example,
the students would examine different plants to learn the growth patterns,
the flower structures- but would never take the flower apart by dissection!
Charlotte would have been horrified by that common practice today! She
did not believe in destroying to study! PNEU schools always have gardens
kept by the children. Children would also be taken to visit botanical gardens,
hothouses, and herbariums. Older children would be taught to dry and press
plants as well as identify and draw. Rock collections are essential for
geology, and active trading of specimens would be engaged in. Samples collected
by traveled relatives would be prized. Astronomy class would include learning
the stars and planets and making models, possibly even making their own
telescopes. Any of these could easily become suitable areas for "Homework",
as we discussed it before. Just think of the passion many teens develop
for their rock collections! Physical Geography was just that- taking a
little time to study the physical features of the planet, but Geography
was considered part of History.
vol 4 part 1, ch 15
History was part of English, but I'll split it a little here.
After all, if you are learning using real books, the subjects are going
to overlap considerably. Reading a biography of Madame Curie might be considered
Science, Literature, or History (but please don't play with Radium for
a lab). History was studied chronologically. In high school there were
two periods of English History per week- after all, this was England. Another
period would be spent on European History, what we might call World History
in the USA. Other areas of the world had already been studied in the lower
grades. Geography (2 more periods a week) was studied with the area of
History, and meant mapwork. The children were expected to know where the
country being discussed was located and how it's features affected the
people who lived there. Charlotte wrote her own Geography book. Economics
might be considered math, but I would think it was more part of the History
and Geography work.
vol. 4 ch 13
vol. 1 pg. 273-276
PGG vol. 1, part 5, ch 17 & 18;
Vol. 6 p 169-180 and 224-230
English- the biggest area because it includes so much from the
others. However, there would be two periods a week of literature- both
silent reading and read-alouds. This might include Dramatizations. It would
certainly include a higher level of narration expected- the children would
be expected to analyze characters, themes, settings, symbols, and the reasons
for using certain styles. These would be introduced or pointed out briefly,
or drawn out by questioning after the narration.
Grammar. CM wrote her own Grammar lessons, which have been collected,
updated and reprinted by Karen Andreola. This work is oral and is expected
to begin around age 10. Because of all the work in other languages, this
is a minor area where simple examples would be given to clarify what was
going on in the other classes.
Composition. This is really a big area, even though it is only identified
as a single period per week. That is because the students were already
doing considerable writing in the other classes. In Composition two things
would happen:
The students would have a form explained, always using an example of
literature they had studied or copied already.
Second, the student would be given an assigned topic and form that
they had studied and be told to write an essay. Yep, formal assigned writing!
it would be a topic they had already studied in one of their other classes
and a form they had just studied. CM was designed to show the student what
they already knew and could achieve, not to discourage them by assignments
that were too difficult! Composition was to apply the form, not learn it!
vol. 4 part 1, ch12
More on this is now further down this page, HERE.
The Arts Now is the time to begin studies of the lives of the
artists and how it affected their art. This would be included in the History
and English section - study the art, music, and other enrichments as you
study the area, times, and writings.. A timeline remains essential!
PGG vol. 1, part 3, ch 9; part 5 ch 7 and 21;
vol. 4 book 2, ch 2, 12, 15;
vol. 6 p 213-217
Curriculum suggestions may be found in the appendixes of vol.
3. Specific reference books may be out of date, but you'll get ideas.
Whoosh- I think I just wrote my own study guide outline! But, I'm too
tired to go back and fill in all the references just now. How about some
comments from the rest of you?
from Lynn H
Language Arts With Teens
Date:08/26/98 Author:"Lynn B Hocraffer" Karen Andreola's Article "Narration
Beats Tests" "Karen Andreola explains how it works."
Catherine Levinson's chapter on narration, from her book A
Charlotte Mason Education. Subject by subject, how to implement the
CM method.
Just what is Narration, and how does it work? What is the difference
between a 6 telling a Bible story, and a highschooler giving an analysis
of the principle character's motivation? What are some narration methods
that have worked at your house? How do you develop that delighted child
into that thoughtful teen?
There are many levels of narration, and children should make progress
through them. Young children, and even older ones beginning CM at a higher
grade, should begin with simply telling back what they heard. This should
be a short selection (Karen Andreola suggests 7 to 15 minutes of the parents
reading aloud). Children reading silently should have a daily time to narrate
to each other and to Mom about what they have read. If Mom is reading a
single book, or two, at a high level, only one child should narrate from
each selection. If Mom is reading several books, or from the same one several
times throughout the day, a different child should narrate on what was
read each time. Take turns with this so that the same child is not always
narrating the same book. If each child is reading a book which compliments
the selection Mom is reading, this becomes a re-enforcing unit study. For
example, Mom might be reading the "Little House" series aloud. Child number
one may be reading a biography of some famous person who passes through
the story. Child number two may read about the appropriate Indian tribe,
child number three about the trains going West, child number four from
a science story about a wolf. Each child does NOT need to read all the
books- they are teaching each other as well as themselves.
Other activities can also qualify as narration. In this category
I would include crafts, models of Tipis and forts, finding the recipe and
making mush for dinner, learning Braille, sewing and wearing sunbonnets,
and many more. Does your child collect coins? Tell about the money mentioned
in the story. Thus, your reading time and narration includes History, literature,
Science, Music if you learn the songs, art, Bible if you find and include
the passages (perhaps as your daily copywork) and many other subjects.
You may not include every subject every day, but you will find you need
not have separate lessons in many areas.
With older children, Narration becomes a conversation. Questions
such as "If you were Christian, what would you do when you heard the lions?"
become appropriate. The child is asked to think more about what was said
and done, and to begin to consider the characterizations and motivations
of the reading. This is often best done by asking them how they would feel,
or what they would have done in this situation? Advanced students will
tell what actions of Ophelia show her insanity, and other difficult questions
of analysis. This narration can be either oral, such as in conversation,
or written as an essay using a designated format.
Before age ten (approximately) the child's written work was mostly
copywork. Bible selections, poetry, selections from the readings, and memory
work are the most common types. This is patterning- teaching the child
how a sentence or a paragraph are put together by seeing and copying good
examples. Penmanship, simple grammar, and spelling are worked on here,
by correcting the daily copywork until each day is correct. This can be
made more fun by making personal copies of favorite selections and illustrating
them, including them in the Nature Notebooks, and learning fancy penmanship
such as calligraphy. At about age 10 each child also begins a daily journal
or copybook. This one is not to be scored or corrected for spelling or
grammar. It's purpose is to encourage the child to begin to put their own
thoughts on paper without feeling nervous about details. It is separate
from the copywork, where these things are checked and corrected.
At Junior high level, somewhere between age 10 to 13, the child
should begin a formal study of Grammar. Charlotte Mason's own Grammar has
been re-written by Karen Andreola and is available as the book "Simply
Grammar". There are other books available, such as the "Daily Grams" series.
No "Twaddle" in these, just straight forward examples of various grammar
and punctuation. The lessons are 5 to 10 minutes long, just right for the
CM method. Children who have mastered the basics may enjoy one of the various
series where they are to find and edit errors in someone else's work, but
my son never cared for these.
Also at this level more formal writing should be begun. By this
I mean examining the structure of various writing styles. The common outline
format is an introductory paragraph, 3 or more topic paragraphs, and a
summing up or conclusion. I have seen this described as "tell them what
you're going to tell them, tell them the details, then tell them what you
just told them". Right. I spent a whole year of high school English writing
this sort of essay every week on whatever we had been reading in Literature
class. My teacher was very wise- this format got me through many college
classes, tests, and term papers.
There are many other types of writing that students need to study.
They need to practice editing, re-writing, paraphrasing, changing tenses,
descriptive writing, various forms of poetry and stories, essays, laboratory
reports, term papers, and research papers. They need to learn how to write
to suit various situations. I happen to be familiar with the Writing Strands
series, which I bought for my daughter. The edition I have has probably
had some changes. However, I found it ideal for teaching one skill at a
time. I made a mistake with my son, though. (Confession time) I started
him in level 3 in the 6th grade, which is the recommended time, but he
was not ready for it. It took me a little while to realize that he needed
to continue with copywork. He is finishing 8th grade now and I intend to
begin him again. This time I believe he will be ready and he should be
able to move through the series rapidly.
Tell us how you work through the transitions. How did you learn
each step, and how are you teaching them? Do you have a favorite book that
helps with the steps of composition, or Grammar, or Creative Writing? Submit
a few samples from your children's work for our page, so we can see what
others are doing!
Lynn H
Hi Donna Jean,
Right. The books need to be carefully chosen for subject, bias,
age suitability, literary language, living Ideas and all that.
Now let me try to encourage you a little here. You see, I think
at this point in time you may be over-protecting your dd. She should be
ready for meat instead of milk - and meat sometimes has gristle. I would
not do it all at once, but I would begin to introduce emotionally difficult
material. A good start might be Hannah Hurnard's beautiful "Hind's Feet"
books, which my dd loved at this age. It gave her strength for future needs.
My own dd is also a tender heart. It's one of the things I cherish
about her. At age 10 or so I thought hard - and then I read her the Diary
of Anne Frank, The Hiding Place, and some others. Yes, we cried. We eventually
watched the Holocaust documentary, too - which is very graphic, and even
Schindler's List which is even more so. OK, she was about 16 for the last
one. We discussed racism, and intolerance, and Evolution and why Hitler
thought he was purifying the race and why the good Christians didn't all
We learned it is all right to cry. We learned to question our
own motives. We learned to admire people like Corrie Ten Boom and the Danes
who participated in the rescues. We learned that even good people can fail
to do right. She learned that there are dark spots in the history of the
world that none of us understand. She learned to understand her own family
better - because we are of very mixed heritage, a true American melting
pot family. I look like my Amerind ancestors, my sister looks Irish, my
brother like our father and all his ancestors back to the Vikings. All
of our lines have praiseworthy events in the history, and all have dark
Charlotte Mason said :
Volume 6, p187: "Children, like ourselves, must see life whole
if they are to profit. At the same time they must be protected from grossness
and rudeness by means of the literary medium through which they are taught."
and continuing on p187-188: "We labor under a difficulty in choosing
books which has exercised all great thinkers from Plato to Erasmus, from
Erasmus to the anxious Heads of schools today. I mean the coarseness and
grossness which crop up in scores of books desirable otherwise for their
sound learning and judgment. Milton assures us with strong asseveration
that to the pure all things are pure; but we are uneasy."
Catherine Levison, on page 71, suggests: "In Charlotte Mason's
book *Ourselves* (Vol. 4, Book 2, pgs 33-40) there is an interesting section
using several examples from literature on moral behavior. Using Steerforth
from David Copperfield among others she demonstrates how incorrect choices
made, when faced with temptation, result in misery. This is another example
of using books instead of censoring fictional material so they can learn
from other's mistakes. Charlotte's students read *Ourselves* when they
were older, and they were taught to keep watch over their thoughts and
to keep their minds pure and decent."
(Reminder - Vol 4, book 1 is for children under 16, Book 2 is
for children over 16.)
And finally, though I have lost the reference at the moment, there
was our discussion on the lives of artists and composers. Many of them
lived less than exemplary lives. Charlotte said that young children did
not need to know the details of the life of the artist but that older children
(teens) DO need to examine the lives and philosophies.
Your daughter is growing up. She is 13. You cannot shelter her
from the dark side of humanity forever - but you can and should walk through
it holding her hand. It is time to stop being the channel through which
everything is filtered, and become the mentor and friend who is exploring
the world with her - warts and all. She needs to be aware that for some
people that is reality. Those tough, emotional chapters are exactly the
ones which need to be discussed and read together.
I own a copy of "I Am Regina", and my daughter read it at about
age 16. It has dark areas - very dark indeed. We talked a lot about the
differences between the faiths of the Indians and the Faith of the settlers.
Do you remember when the Indians came into the Ingall's house wearing skunk
skins and scalp belts? Have you begun Anthropology - studying the Indian's
Because I read at what appears to many to be an incredible rate,
I have been able to pre-read everything I have chosen for my children.
There are books I have rejected completely, books I have found edited versions
of, books I have read aloud and edited rather than miss (Treasure Island
comes to mind). However, I am not able to read fast enough to read every
book in the world! I have depended heavily on the lists and advice of others
as to what to choose. I also have worked ahead - I don't decide on Friday
that we will begin something on Monday. I save book descriptions, adding
them to my lists, and when the topic comes along I already know what we
will read. I have usually already read it.
Beautiful Feet is not the only catalog that chooses emotionally
difficult reading for tender ages. Sonlight has some in their list that
I would not choose at all! Yet, they explain why - they want children to
see all views. (I would still remove that novel about children lost in
Australia!) They also have many selections that are from a non-Christian
point of view, again wanting the children to see the ideas that different
peoples operate from. They want the children to CHOOSE to be Christians.
I think, difficult as this is, that it really is a very CM idea.
Lynn H
Karen Andreola's Article "The
Charlotte Mason Approach to Poetry" "Does Poetry only belong to bygone
Lesson Study by Lynn H
When my son was about 4 and my daughter 8, we were reading through
Helen Ferris's "Favorite Poems Old and New". We read a few poems every
day, along with our other reading. My son was enchanted by a portion of
"Hiawatha", so I bought him an illustrated version and a cassette tape.
Within a very short time he had memorized long sections! When he was about
10, we read "The Midnight Ride of Paul Revere". Again he was fascinated,
and with only a few readings he had the whole thing by heart. My daughter
also memorized many poems. At Lincoln's Tomb she amazed the guard by reciting
not only the complete Gettysburg address, but the poem "Nancy Hanks" which
she had chosen to memorize for the visit. She was 10.
I enjoyed the recent thread on teatimes, and considered the real-life
learning experiences you all related, of poetry readings and Grandmother's
stories, to be absolutely perfect CM! I was charmed by the little girl
who recited verses at playtime that she had heard once! Isn't that a wonderful
example of the sort of focused attention that CM tries to develop? Attention,
and delight, are the most important parts of poetry the CM way. Poetry
should not be a study, undertaken by dissecting each form of poem and attempting
to reproduce it. Poetry should be as much a part of life as breathing.
When an older student really enjoys a poem, then take a few minutes to
show them the patterns for that sort of poem and allow them to attempt
their own for the delight of playing with the words and patterns.
Catherine Levison, in her book "A Charlotte Mason Education",
says that she posts a poem that her children are learning on the wall in
their dining room, where her children can see it often. She likes the selection
in "Favorite Poems", and also suggests "The Book of 1000 Poems", which
the Andreaolas also use. When they develop a favorite poet, they will search
for a book of that author's works. I will quote a few lines from her Poetry
chapter here: "Do not think of poetry as a school subject or a curriculum.";
"..you can't make any child like a poem against their will. If you like
poetry or a particular poem, it will show. Make sure not to push or "praise
too much beforehand.""; "If you don't like poetry, just leave the child
and the poem alone together."; "Choose noble not twaddle.".
And what does dear Charlotte Mason have to say? Volume 5, p224:
"Poetry takes first rank as a means of intellectual culture. Gothe tells
us we ought to see a good picture, hear good music, and read some good
poetry everyday."
Penny Gardner, in her Study Guide, has these comments; "Charlotte felt
we ought to enjoy the works of one poet at a time and for a long period
to become intimately aquainted with his works. Poetry should be part of
those family evenings."
And "One of the great points that comes across from Charlotte
Mason is that we don't need to dissect, classify, analyze, or read critical
essays on the arts. We don't need to know which meter a poem employs, or
what key changes occur in a symphony, or the use of Golden Means in the
composition of art. We parents don't need to be experts, deliver knowledgeable
lectures, and generally intrude in our children's natural appreciation.
All we need to do, is read or listen or look at great art and show our
reverence for the inspiration and beauty of the piece."
Saturday evening at a church dinner I sat next to a man who had
taught high school English for 20 years. So, I asked him what was important
to teaching poetry. He did not give me a list of meters or symbols or terminology.
He said "Teach what you enjoy- you had better like it yourself", and "
The strength of poetry is images, what makes it memorable is the sound."
He had never heard of Charlotte Mason, but he agreed with her.
I have quite a few links to libraries and poetry on the web on
my English page HERE.
What other resources, favorite authors and ways of studying poetry
have you included in your lives?
Lynn H
Refer to this essay on the Greenleaf site: How
to Exegete a STOP Sign. . .
Hi all,
Synchronicity happened today. (look it up). I was looking through
the list of articles we have available for discussion, and stopped to read
the hilarious "How to Exegete a Stop Sign" again.
Now, what does that have to do with Shakespeare? Quite a bit,
actually. As I read I was reminded of the furor over whether Shakespeare
actually wrote the works attributed to his name; the discussion on this
list of suitable versions for the children to read; and what age is suitable;
whether a production needs to contain every word in the text; which copy
of a script is the real, original, final copy... In other words, the exegesis
of Shakespeare.
Now, I would say that exegesis is not a project for small children.
It requires technical familiarity with the material. I would definitely
consider it suitable for a high school student reading Shakespeare, especially
if they have a sense of humor and can write well.
And, if you haven't a clue what exegesis is, go read this article.
Once you stop laughing you will never forget it! In fact, I'll give you
some discussion questions:
How much examination should various ages of students give to the
literature they read? Does it help to be familiar with the background of
a story? Can several children of different ages read books on the same
topic and have a fruitful discussion of ideas? How closely should a high
school student examine Shakespeare, using as an example my dd's essay on
imagery in Macbeth?
That ought to start something! Now remember, this is the CM list!
Sweetness and light, folks! Let's not get into a Shakespeare/Bacon broil.
What I want to know is just how much examination should be given to the
literature we use. Should students (especially high school) use commentaries
and study guides, and if so how much? Do Classic Comics and Cliff Notes
have a use in a CM Education?
from Lynn H
Hi Alba,
You do keep busy thinking of these, don't you? You should assign copywork selections - how else would you be
sure he covered a wide range of styles, and that the selections were good
examples of the concepts? You can do this in many ways, including the delightful
cookie jar ideas recently discussed here. As much as possible they should
be chosen from his reading. He should be allowed to choose the selections
he puts in his own journal - CM suggests a weekly time for this, such as
the last activity on Fridays. Many children are also making their own copy
of a book of Scripture, such as Proverbs or Romans, as copywork. (My son
chose Mark). This can be part of their morning Bible study time.
For example, in Composition you might have him copy a sonnet from
his Shakespeare reading in Literature. Then you show him the pattern that
the sonnet follows, what makes it a sonnet. Then he attempts one of his
own. You don't worry about whether it is good - only whether he has followed
the pattern. When he has the pattern learned, and writes 20 more, that
is called Creative Writing. He is using the concept he learned from the
No, you do not need to pre-read all the reading you assign your
high school student, though it is a good idea to know what is in there.
As some others have mentioned, you need to be prepared for some discussion!
Some good books need to be kept as read-alouds simply because they have
unsuitable sections that you will want to edit out. This is thoroughly
CM. At least scan everything you assign - don't just follow a booklist
blindly - even mine! A few minutes of looking ahead at tomorrow's section
of read-aloud can help you decide where and how to skip a passage smoothly,
or change some vocabulary.
Now, the written narration vary in style. In the beginning you
will allow him to write in any way he pleases, and you should expect they
will be very similar to his oral narration style (though shorter). He does
write on whatever he is reading, in every area. For example, in History
he might be reading Virgil, and would write to you about one of the battles.
However, at this point you begin to select HOW he writes. For example,
you might assign him to write everything this week in the style of a newspaper
reporter, if you had studied reporting in composition. Next week they might
be Encyclopedia articles, or as though he were one of the participants
describing the event to his grandchild. For composition he might take a
passage (even one of his own narrations) and re-write it into a different
style. When he learns essay format you would show him how to take three
selections from the reading passage as examples to answer the question,
instead of telling you everything he knows about the topic. He is learning
discernment, choosing what is needed.
He is also learning to watch his time! Remember that CM lessons
are short? Well, one of the most useful things I ever learned in high school
was to judge my time and write within it. I had an English teacher who
had us write an essay every Friday. It was always on something we had read
that week, but we didn't know what until class time. She assigned the format
and the question, and we had 40 minutes to write! She was very particular
- we had to exactly fill two pages, with borders, leave 2 lines at the
bottom, and so on. I had her classes two hours a day, five days a week,
for two years! Do not allow your son to dawdle - set him a reasonable time
length, and stick to it. If he doesn't finish, he loses free time when
he might have been doing something else. For example, he might be reading
History on Monday and Wednesday, have copywork or dictation on Thursday,
and spend the same period on Friday writing his narration about what he
has read. I would vary which days he writes in each subject so that he
is not spending all day every Friday writing. Also, CM had high school
children drawing detailed maps and illustrating scenes from their reading,
and this also is considered narration.
Lynn H
A Question on Teens & Transitions Q - That being said, I'd like to know if there is a common transition
point in helping children from the "self-taught and self-governed" phase,
and rolling that into a plan whereby they take their love of learning and
commute this into a study pattern in the years immediatly before college.
I ask this because I am still unclear on where I should help them make
that transition. Should it be when they explicity ask for more controlled
instruction (text books, a paid course, apprenticeship), slowly as we plod
along..or never. Tradition says beef it up when they are in their mid-teens
(at the latest), more relaxed says do it steadly as you go along, and radicals
say never (allow the child to control this). Well.. now I'm completely
confused :) What say you?
Hi Renee,
You seem to have some confusion between "Unschooling" and CM.
First, you might want to read my little essay on "Is
CM Unschooling?". Summarizing - no, it is not. You don't work from
child-led TO a plan, you work from a plan. Period. You may also want to
refer to the concept of "Masterly Inactivity",
which also looks like unschooling but is not. A third concept is "Delight
Directed Studies", which is a very CM idea, but involves the child doing
independent reading or approved projects during their free time, by choice.
The difference is the presence of a plan. You mention traditional
or relaxed, which may both be part of your plan, but you must have one.
Allowing the children to request particular instruction, including courses,
books, or apprenticeship, can also be part of the maturing process - but
I would not recommend it without guidelines. For example, you should discuss
with your teen goals for schooling and allow them to help choose the method
- and expect some mistakes! Do you always choose the right books? Why should
they? Let them choose between this book or that one, as long as both fit
the plan. Allow flexibility - if you are planning to do Egypt, Greece,
and Rome this year, but PBS offers a wonderful series on Viking Ships and
there is a display at the museum- allow a detour. Do a unit or a year on
Vikings, but come back to the original later. Does it really matter whether
you study Vikings or Egypt first? Both are in your Plan.
A Charlotte Mason education operates with a plan, individualized
for each child. Copywork and Narration gradually move into Grammar, Composition,
and Journalizing. It isn't a sudden change- it is gradual, step by step.
If your 14 has been doing copywork for several years, it is time to add
a lesson or two a week on composition - showing them the patterns for the
copywork and allowing them time to experiment with them. Grammar can be
introduced with composition, and when the child is familiar with basics
then include a lesson or two a week of more formal work. We did the Daily
Grams sheets for several years of elementary work, and now I find my son
has covered all the material in the introductory text "Simply Grammar"
that I expected to use this year. Fine - we will go on, stressing the grammar
with his composition and language studies. I may (probably will) add some
Grammar drill sheets later.
I love your description of The Grand Experiment. What a wonderful
way of describing it! CM said we should give the children as wide an experience
as possible, a platter full, from which they serve themselves with ideas.
Now it is time for you to examine what they took - for example: is one
child fascinated with clothes, colors and textures and fashions? This child
will probably do well with History studied through fashion. Even museums
often have displays this way - showing the costumes of the various periods
in order. The child may turn this into an avocation of History, Theater,
or Fashion. I can't tell, and neither can you - we may only offer. Your
Plan still includes History, this is merely the individual approach.
from Lynn H
Country Diary Of An Edwardian Lady by Edith Holden. This is a beautiful
example of what a young adult can do as a Charlotte Mason Nature Notebook!
An Elementary Science essay, and many interesting links, may be
found HERE on the Popcorn and Peanuts Science
I'm finally getting around to this. Here is Lynda's question,
saved from last month (and no one else tried it, either).
"I would like to see a subject list of science topics you think
are necessary for High School. For kids who are not going in to science.
" Lynda
OK, Lynda, here you go:
First, here is the list of Science topics from the World
Book Scope and Sequence page.
Grade 9:Earth's historyEarth scienceEcology and environmentWeather
and climateAir and air pressureAir masses and frontsWater and its usesErosionAir
and water pollutionHeats and fuelsElectricity and electronics Solar
and nuclear energyNature and uses of lightSimple and complex machinesAtomic
structureChemistry of matterMolecular theoryNature and use of chemicalsMetals
and plasticsSpace and astronomySpace travelNature and causes of disease
Grade 10: Characteristics of lifeClassificationHistory of plants
and animalsMicroscopic lifeSimple organisms: algae, bacteria, fungiVertebrate
lifeMammals and birdsPlant lifePhotosynthesisCellsProtein synthesisGenetics
and heredity DNA-RNAGenetic engineeringReproduction and growthHuman
biologyNutrition and digestionBehaviorConservation of human resourcesEnvironmental
issuesEnergy in ecosystemsScientific methodBiology and space travelDisease
and disease control
Many Public School students never take more than these two years
of Science credit.
Grade 11:Chemistry Matter and its behaviorCarbon and its compoundsFormulas
and chemical equationsAcids, bases, saltsAtomic theoryPeriodic lawWater
and solutionsChemical bondingMolecular theoryEquilibrium and kineticsSpontaneous
reactions TitrationsIonization and ionic solutionsColloids, suspensoids,
and emulsoidsOxidation-reductionNonmetalsMetals and alloysElectrochemistryEnergy:
forms, chemical changes, and measurementNuclear reactions and radioactivity
Grade 12: PhysicsElectricity and magnetismPhotoelectric effectHeatLight
and opticsSound and acousticsWave motionQuantum theoryRelativity ForceMechanicsSpace,
time, and motionWork, energy, and powerElectronicsNuclear energyNuclear
physicsSolid-state physics
Let me break this down better, because anyone can see that the
schools will not spend more than a month on any area. They don't have time!
These are intended to be introductions, not detailed!
Ninth Grade studies general Science, emphasizing Ecology and resource
use; Astronomy; and personal Health including Sex Ed.
Tenth Grade studies Life Sciences, including Heredity, Ethics,
Health as a social issue (diseases) and Energy in living systems.
11th Grade studies Chemistry. This can get pretty detailed because
many students don't take more than 2 years of science and those who do
are assumed to be college-bound. Students who are not college bound should
play with chemistry - kits, or perhaps the interesting course called "Friendly
Chemistry" intended for Junior High students.
12th Grade Physics. Very few PS students get this far. A good
college-bound course will be heavily math oriented. Lots of collecting
data - and the experiments are FUN! There is an interesting course called
Tabletop Physics suitable for non-college bound students. Write to the
author Let me make a recommendation - the very best college prep courses
for high school Science that I have seen, are from Apologia.
I also have reasons to like some others more suitable as general sciences
(see my Science page).
Now let me talk a minute about what a CM family will look for
in a high school Science course. The essential item is the Notebook! A
lovely example is "The Country Diary of an Edwardian Lady" by Edith Holden.
However, she would not have kept her Chemistry notes in her Nature Notebook
- she would have a separate notebook. Also one for Astronomy, Biology,
Geology... There will be plenty of personal observation, experimentation,
reading biographies of Scientists. As much as is possible, the studies
are coordinated with the History and Geography studies. Field guides and
factual books will be essential as references, to provide the name for
the things that are seen. Selections you might wish to read from the Series
include Volume 1, Part II; Volume 3, p 218-223; Volume 6 pages 223 and
What do you keep in a real Science notebook? Everything! Notebooks
are the personal property of the Scientist, and are kept forever. You never
erase anything, never tear out a page, never obliterate. If you have made
an error in a calculation you draw a single line through it and write the
correction underneath. Everything is always dated. You write the idea,
the hypothesis at the top of a page. You list all the books and magazines
and other references you use. You draw diagrams of everything. You collect
the data from the experiments in here. You do your calculations in here.
When you finish, everything you need to write your Research Report will
be in here. 100 years from now, your grandchildren should be able to pick
up your notes and repeat your experiment. A working scientist's contract
will specify who owns his notebooks when he changes jobs!
Let me give an example, Gregor
Mendel. Reading about him would be required for that 10th grade material.
What very few books will tell you is that the dear old priest was a fraud.
Oh yes, he really did the pioneer genetic work with snapdragons as a hobby
in the monastery gardens (and very pretty they must have been, too). However,
about 15 years ago someone decided to repeat his research. His notebooks
were found, and the scientist began to follow the notes carefully, reproducing
everything. It did not take long to discover that the data just did not
match the conclusions. Mendel's Ideas were correct, but he didn't have
the data to support them - so he made it up. He reported higher, or lower,
numbers than he really found.
Another example, from Anthropology. Java Man was considered to
be a key to the 'missing link". The Anthropologist who found him in the
1930's delighted the evolutionists and became famous. In the 1970's old
Papa Dubois finally released his field notebooks, and admitted he knew
all along that Java Man never existed. He knew what he had found was the
skull of a gibbon - and in the same bed of gravel he had found a fine human
skull, the existence of which he concealed. He was so sure Java Man really
existed, he was willing to lie to gain more funding to search for what
he was sure was there. Java Man is still found in some Science texts. He
lost his excellent reputation - but maintained his place in the science
because he kept the notebooks.
The notebook is everything in real Science! And, that is my problem
with Apologia. I have met Dr. Jay, attended his seminars, chatted with
him in person and on the net. He teaches his students to make beautiful
Notebooks. He tells the parents to be sure to take the notebooks to college
interviews. He says that they will knock the socks off the Admissions personnel
- and he is right! So, why does he say the labs and notebooks are optional
parts of his excellent courses? I have asked him this, but he has not given
me a good answer. Dr. Wile's texts are heavily math oriented, intended
for the college-bound student. Pay attention to his math recommendations
- he recommends "VideoText Algebra", "Saxon" or "Math U See". But, math
is not the only key to science.
Now I get back to Lynda's Question. I couldn't really answer it
without examining the rest.
Saying you have a child who is not going to study Science makes
about as much sense as saying you have a child who is not going to study
Math. Science is not a subject. To quote Carl Sagan, from his book "Broca's
Brain", on page 13, "Science is a way of thinking much more than it is
a body of knowledge. Its goal is to find out how the world works, to seek
what regularities there may be, to penetrate to the connections of things
- from subnuclear particles, which may be the constituents of all matter,
to living organisms, the human social community, and thence to the cosmos
as a whole."
I am a Scientist, not because I have studied several Sciences
(though I have a degree) but because this is the way I think. I am constantly
seeking relationships. To believe there are relationships requires a strong
degree of Faith. The Chinese developed many interesting tricks, toys to
them - but never developed a Science because they never believed in a relationship.
The Greeks had steam engines and many other wonderful things - but never
developed a cohesive Science. It took a belief in a single God. Albert
Einstein said "God does not play dice with the Universe." Albert Einstein's
thoughts are much of what is studied in the last year of high school. Belief
in an orderly, sensible God was the key to modern Science. A scientist
collects information and data, then makes sense of it.
Now, what Science does a non-science bound person need? Let me
examine a few areas as examples.
Health is a given for everyone - personal care, ordinary diseases,
sanitation, first aid.
Anyone who doesn't know "Leaves in threes, leave it be." is going
to learn about Poison Ivy the hard way. Other practical life advice exists.
Lynn H
Hi Carol,
Yes, you ARE reinventing the wheel. You are correct- copywork
is part of learning any language, any subject the CM way. A French cookie
jar sounds great! You could also play Penny's silly sentence game. Let
me reiterate the CM way of learning a language:
First is oral language- French, for example. French is the traditional
first language for CM children to tackle because France is close to England
and most English children were at least a little familiar with it. Many
middle and upper class English families are Bilingual already. American
children might begin with Spanish/Mexican for the same reason - I did,
because we have Mexican relatives. Whatever language is chosen, you begin
with names and very simple phrases in which the names may be substituted
- everything in your house, everyone in your family. 20 phrases in 60 school
days is the traditional PNEU school plan, with extra vocabulary. In addition,
the children will be learning songs in the language and hearing stories
and rhymes that use the words and phrases they know. Once they know they
are hearing "Little Red Riding Hood", for example, they should be able
to follow pretty well. (I have a darling LRRH 3D fold-out book in Spanish
that my children adored.) Reading familiar Scripture is a good idea. This
will be about 4 brief periods during a week, plus the singing when they
sing. Remember much of the singing is during the PE/Drill period - CM believed
in what we call aerobic exercise, with singing during the exercise. (I
believe she would have loved the Chicken Fat song!)
Copywork is begun at about third grade - after the child is thoroughly
conversational in the second language. They will do about three years of
copywork of increasing difficulty and types - poetry, literature, Scripture-
just like their English work. When they have done about a year of English
written Narration (age 10 - 12 ish) then they will begin doing written
narration in French. However, French will be decreasing to two or three
lessons a week - perhaps one to read literature, one to write a narration,
and one to do a dictation? This will continue through High School, and
the writing will change to translating literature. (Have a try at the tombstone
at the end of Les Miz if you want a really difficult Final Exam. It's written
in a very formal, stylized, literary past tense that you only see on tombstones.)
(In college I had to read "The Plague", and the only available
copy was in French, which I had not studied since 6th grade. I had a dictionary.
However, by the end of the book I reading as rapidly as in English. Spanish
and German helped a lot.)
As soon as copywork is begun in French, the child begins the process
again with a third language! CM suggested German, which is extremely useful
in both the business and Scientific communities. It proceeds the same way
- two or three years of oral work, phrases, vocabulary, stories and songs
before beginning copywork. then written Narration.
Now at about 6th grade/ Junior High do you think you get a break?
No - once you begin copywork in German you begin Language #3. CM suggested
Italian! Happily, she only seems to have considered this to be a traveler's
convenience - the children were to learn basic phrases and useful words
(where's the bathroom? I don't want wine with dinner.), and to read enough
to manage schedules, timetables, and menus.
Do you think that sounds like enough? You now have children who
are fluent in three languages and learning to get around in a fourth. N-o-o!
In High School, when they begin to seriously study grammar, the children
will also begin Latin! Now, I realize that many children will have begun
Latin earlier. We discussed Latin programs this Summer and several were
suitable for younger children IF they were well begun in writing and grammar
already. CM left Latin for 9th grade on purpose. She wanted it to be part
of the children's History and Geography work. 11th and 12 grades will traditionally
be the years they study Greece and Rome, and they really do it! Geography
will include detailed mapping. Since English composition and Literature,
French, German, and Italian are continuing, almost half of the CM high
school program involves language work! Isn't it a blessing that much of
it can overlap when you are using Living Books - that History and Literature
and Composition can be in any language, for example?
Latin is easier than you might think - English, French, and German
are "Romance" languages with Latin roots. Many people include roots in
English lessons- the book "English From the Roots Up", and the "Rummy Roots"
game are very popular. Thus, Latin usually proceeds very rapidly. The Latin
programs I looked at all included copywork from the beginning, but also
included tapes. Most were tied to History work - one to the popular Greenleaf
"Famous Men of Rome" program. After two years of oral work AND copywork,
the children should be beginning translations. This is serious stuff -
the English University system insisted on fluency. A standard entrance
question was "How many books of Virgil have you translated?" Not read-
they really meant translated for yourself! The standard answer is 4! CM
knew this, and much of the last two years of high school was centered around
this requirement. Thus the emphasis on Greece and Roman history, taken
directly from the books the children were translating. Also, I was glad
to read that here illustration and mapping counted for their written narration
- the children were expected to do a great deal of drawing out the battles,
clothing, architecture, and maps. Working models might also be constructed.
Don't forget Greek, either. As with the Italian, she does not
seem to consider this as needing to be learned quite as thoroughly. Greek
is taken up in 10th grade as part of the History work when the children
study Greece and Greek Literature. A foundation of vocabulary and basic
copywork is needed. Greek is expected to be studied in depth in College
or University.
Before you panic here, remember that in Charlotte's day most children
simply did not go to University. Most don't even today. In her day High
School was intended for college preparatory work - most children graduated
at 8th or 10th grades and went to work or into apprenticeship programs.
Now that everyone who has read this far is thoroughly worried,
let me tell you that this is a VERY difficult program! Most of us will
never include this many languages in this depth. Don't worry about it -
individualize for your situation. Your child may be playing first cello
in the city orchestra at 14 (yes, I know a CM child who is). Your child
may be preparing for the Olympics, or running their own business, preparing
for a ministry or to become a CM Mama-at-home. If your child is to become
a mechanic instead of a college professor, you need to remember what Cathy
said so beautifully last week:
"We talk a lot about the technicalities of CM's philosophy--rightly
so, that's what the list is for. Miss Mason's goal, however, was not 'properly
educated students'. Throughout her Home Education series she stressed the
reason behind her educational method. She hoped that we would all be fit
for service. Whatever our Sovereign has planned for us, we may prepare
by training ourselves in habits of self-discipline in body, mind and emotions,
and securing every ability that a generous education provides. our utmost
for His highest- Cathy in pa"
What about the child beginning CM at an older age, such as a 15yo
or the 17yo sophomore someone mentioned recently? I've said it before -
begin where you are! If you have a couple of years of some language under
your belt, keep it up and begin a third. If you have never studied a second
language at all (and most American public school children will not have),
choose one and begin immediately! I would suggest a year of a second language
before beginning Latin. Two to 4 years of intensive work in a language
and in Latin will give a good foundation for college.
What about languages for the special children we are discussing
in another thread? A child who cannot handle English - who is learning
disabled, or seriously handicapped? I suggest trying Sign Language! I have
heard good reports from families with dyslexia, adhd, and even serious
problems. I know one family whose child will never speak (a rare genetic
condition) - but he has learned names and some basic needs in Sign. Try
What did I choose for us? Spanish, Latin, and ASL.
Lynn H
From our CMason Page: 3.) The older child just beginning CM? This
may be as a transition from a homeschool textbook program (see the Charlotte
Mason Communique, Spring 97), or coming home from the public school. Many
of these children seem to be boys.
Actually, this question has been kicking around the list for a
while, so it's time for some focus. I believe this will be one of the Topics
in Catherine Levison's new book, but that's not due out until the end of
the year. I can't wait that long. My son is 15. We have 3 years of High
School left.
Resources / suggested reading
I have collected my own notes on High School the CM way on this
page. It's still fairly disorganized, but I'm trying to bring some order
to chaos.
The question is NOT "How" to teach High School the CM way. That's
easy - more of the same, once you get accustomed to the way. There are
schedules, there are books, there are essays and articles on how to teach
Science, and so on. Some of them I wrote myself.
The question here IS "How do we BEGIN with an older child?". This child
may have been well or poorly taught using other curricula. They may be
coming out of public school, private school, several years of homeschool-in-a-box.
In all cases you have a deadline - this child is only going to be doing
homeschool a few more years. College, jobs, and homes of their own are
on the horizon.
My answer is also fairly simple. Begin where you are. Evaluate
where you need to go, and make a Plan to get there. I would do this with
the child, at a time when you can sit down together with a notebook and
be undisturbed. I have such a notebook, and it is the core of our Plan.
Get a manual, such as Cathy Duffy's, and use it.
By high school you need to be preparing a transcript for graduation,
possibly for college. You will (of course) include a detailed booklist,
your Science Notebooks, perhaps a portfolio of essays, photographs of projects,
newspaper clippings if your child writes to the paper or gets their name
in (perhaps 4H or other activities). Some States have requirements about
what you must include in such records, but do not limit yourself to the
requirements. Your goal here is to provide the paper trail that shows what
your child can accomplish. If they sail around the world, include their
Log; if they paint the church take a picture. Also, begin as early as possible
to collect letters of recommendation for your child. When they work at
the Video store, ask the owner for a Letter. When they take a summer college
Drama course, get a letter from the teacher along with the grade.
Those, of course, are general suggestions that apply to almost
anyone. I wrote much the same yesterday to someone who asked me about homeschooling
their 14yo.
However, I believe the same Idea applies to beginning CM with
an older child. Begin where you are. If your child has not learned narration,
their essays are going to be flat. If they are used to formal lab reports
(oh haleluia, a child who can do formal writing), they are not going to
understand nature walks.
Here I will offer a few, perhaps limp, suggestions on how to BEGIN
using the CM methods with older children who are not used to them. Read-alouds
will reduce, silent reading will increase dramatically. There will be less
oral narration than with younger children, more written. However, instead
of expecting detailed recitations, ask this child questions designed to
make them think about what they heard or read. The basic 6 - "Who, What,
Where, When, Why, and How" are the key. Ask the questions, and expect to
be involved in discussing the answers! Getting a literature guide for the
major works and discussing the questions in it can be very helpful. Writing
Strands (and others, but this is the one I have) offer a Literature Guide
that explains major themes, symbols in literature, plots and characterizations.
This can be very helpful if you, like me, are weak in English.
Copywork will continue/ begin. This is the way to teach the patterns
of composition. Again, I suggest getting a guide like Writing Strands if
you are weak (like me). Using such a guide, or doing it yourself if you
know how to progress from one type to another, give copywork as good examples
for something. Sonnets, perhaps? Have the child copy several. Analyze the
structure, then attempt to write something in that format. Once the proper
format is learned, it is used. Your child may develop a whole notebook
of their own poetry. Or, they may not. Perhaps this child just isn't a
poet but will become a fantastic technical writer when you work on that
pattern. Use these learned patterns in the other studies - perhaps asking
the child to write a sonnet about Caesar? How about a newspaper article
on the Punic Wars?
Math. Math the CM way is taught oral first, then with some concrete
examples (manipulatives, models, diagrams) then with a few written examples,
then the child does a few, perhaps a page. Application is essential. The
sample CM schedules would have the child working on two to three different
kinds of math at the same time - practical arithmetic (bookkeeping) one
day, algebra another, and Geometry a third. This was to avoid tiring the
brain. There are only a few math programs popular for high school - algebra
and beyond. Only Math U See goes completely through with manipulatives,
though Cornerstone is coming along. Geometry students should also look
in the Timberdoodle catalog under the Drafting supplies. Other math programs
for high school (Jacobson, Saxon, assorted CDROMs) will need to be supplemented.
Otherwise Math will be pretty much the same as in any school.
History / Geography / Literature /Language. I group these together
because for the CM student, they are together. For example, the child will
be studying Rome and Greece; reading Plutarch and Caesar; drawing maps;
learning Latin and translating Virgil - it all works together! This same
child will be studying Geometry, developed by the Greeks, and perhaps diagramming.
Thus, to begin you need a reading list! Divided roughly by area
or time period, the child reads! It is more important that they read well,
not widely. A single well-chosen, well written biography of a real person
in a key place or time will teach more than all the dry textbooks. A well
chosen novel can do much the same. A CM child will be reading in many books
at once, over extended periods so that they can think about what they read.
It would not be unusual for a single book (perhaps Plutarch?) to take several
years to finish. However, they are expected to finish about 40 per year
in high school.
Time for me to quit. Tell me how YOU begin an older child in some
specific area, and how you continue?
Lynn H
College Preparing for College? Some information.
Online Classes, Correspondence Schools
For single courses or a complete program, try these.
A to Z Home's Cool
Homeschooling homeschooling section, with essays and links for High
School and College -bound families.
Book List Lynn's Un- Official Charlotte
Mason Type Book List.
Click to Go To Our Home Education
Resources Table
Is Charlotte Mason Unschooling? An essay by
Lynn Hocraffer. (That's me!)
Click to Go To "Meet the Lady" My personal
notes studying the "Original Charlotte Mason Home Schooling Series".
Narration 1
Original date Nov 2, 1998
Choosing Literature for Teens
Volume 3 p 162-163 "WE MAY NOT CHOOSE OR REJECT SUBJECTS - You will
see at a glance, with this Captain Idea of establishing relationships as
a guide, the unwisdom of choosing or rejecting this or that subject, as
being more or less useful or necessary in view of the child's future."
snipping good stuff for brevity...
"So far as we can get them we use expurgated versions; in other cases
the book is read aloud by the teacher with necessary omissions."
How to Study Poetry
Shakespeare and Stop Signs
Junior High English Transition
HomeSchool HighSchool Science
Nurses, aides, persons with ill members of the family will need more
medical training.
A homemaker needs to know how to cook. Cooking is applied chemistry!
There are even books designed to teach this way, from fun books for children
to a complete high school chemistry course (CastleHeights Press, I think).
A seamstress or tailor will need to know about fabrics and finishes,
dyes, buttons - plastics and woods and metals for different types.
A potter will need to know about paints and glazes, clays, heat and
A painter will have to know paints, pigments, binders, surface treatments,
fibers. Ask your Art school for requirements.
A jeweler needs to understand metals and crystals. That's Geology and
A carpenter needs to understand woods and metals and how they behave
under different conditions. An Architect will also have to know stresses,
tensions, and more physics.
A gardener/farmer/fisherman/hunter needs to understand fertilizers
and pesticides, among other chemicals. They will need to know ecology,
erosion, conservation.
An airplane pilot, or a farmer, or anyone else outdoors will need to
understand meteorology.
English and /or History teachers need to know Astronomy.
Wear seatbelts.
Wear sunscreen.
Languages and Latin
> > > Hey, I had a brainstorm today...very likely reinventing the
wheel but I'll try it...does anyone do copy work in a different language...how
about a french "cookie jar", latin, German, Spanish? I would think that
the things our younger children are learning about the English language
could be learned about the foreign languages we study as well.
Beginning CM with the Older Child
My own High
School booklist These really are the books we have read, an incomplete
list but my own. I also have several lists from friends there. Wendi's
painfully collected highschool list from the Series, Volume 6 - she's going
to have her own page sooner or later, but until she does she has given
me permission to post her list of some of the actual titles CM and the
PNEU schools used.
Charlotte Mason Series, Volume 6
Charlotte Mason Communique, Spring 97 (this is Catherine Levison's
magazine, now out of print)
Good Life and Good
Literature (Connie Foss's magazine)
Useful High School Links
Click to Go To Our Charlotte Mason Page The
homepage for the study group.
A huge set of links and information, sorted by area, subject, or sometimes
by grade level.
<script type="text/javascript"
src="http://www.assoc-amazon.com/s/noscript?tag=lynnbhocraffe" alt=""


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Kle på Jared Leto
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Navn:Jared Joseph Leto
Bursdag: december 26, 1971
Chosen by "People" magazine as one of the 50 Most Beautiful People in the World in 1997. His hobbies include snowboarding, skateboarding, hiking, writing songs, reading, and painting. He turned down a key role in Flags of Our Fathers (2006) in order to commit his time to his band, 30 Seconds to Mars. Had a part in Phone Booth (2002) which was deleted from the final cut.


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Remove ads with our VIP Service Opened in Theaters: Saturday, October 18th, 1941 Directed by John Huston Genre: Crime Running Time: 1:41 Share This PageReviews Summary
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The classic 1941 movie which made Humphrey Bogart a star. "The Maltese Falcon" is a film about a detective name Sam Spade who is drawn to a statuette, a golden falcon which bears the title of the film. Other people are drawn to the bird including Spade. John Huston, who direct "The Treasure of the Sierra Madre," seven years later, will carry a common theme, The that is greed is bad, and when it's bad it will do bad things for people who want it. The best quote happens at the end of the film when Spade when asked of the bird said, "the stuff that dreams are made of." A turly classic mystery. I love this movie. Looking for more opinions?Check out our Featured Movie Reviews for The Maltese Falcon. |
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