Comments on: Teaching Literature: Subject by Subject, Part 12

By: Jon

Jon — Thu, 23 Aug 2012 17:53:30 +0000

I’ve noticed when reading through “The Well Trained Mind” (classical education book – for those that didn’t know) how similar some of the ideas are. Bauer even mentions Mason in it also.

I will probably be using both methods to educate our children, there is so much overlap! Thanks for the great resources you provide on this website, I will be using it extensively to educate my children!

By: Sonya Shafer

Sonya Shafer — Mon, 20 Aug 2012 13:41:59 +0000

I would assume so, yes, Alicia.

By: Lisa

Lisa — Sat, 18 Aug 2012 00:34:02 +0000

Thanks, Sonya.

By: Lisa

Lisa — Sat, 18 Aug 2012 00:33:10 +0000

Thanks so much, Doug. I’ll check out the link.

Lisa

By: Alicia

Alicia — Fri, 17 Aug 2012 19:13:42 +0000

I have actually been wondering about this topic as I recently saw that Charlotte Mason’s geography book asked questions with specific answers to be given. They seem fairly direct, not like the usual CM style. Maybe she had the children narrate first to her what she read and then asked these questions?

By: Sonya Shafer

Sonya Shafer — Fri, 17 Aug 2012 14:21:24 +0000

Yes, it’s helpful to mix things up sometimes. Also, in my post I was referring specifically to older children who would be most likely writing their narrations; especially during exam week, when they are thinking back to the book as a whole, you could add some literary analysis-type open-ended questions to encourage a different slant on their narration.

You are correct in thinking that direct questions on the content are a no-no. But that doesn’t disqualify all questions. And of course, discussion questions are always welcome after the narration has been given.

By: Doug Smith

Doug Smith — Fri, 17 Aug 2012 13:53:54 +0000

Some children can use a little prompting to get them started in their narration or to draw out more information. And sometimes it's nice to mix things up with a fresh approach. If you do use questions, keep in mind that they should big, open-ended questions. Those promote a higher level of thinking than fill-in-the-blank questions or questions that can be answered with a simple yes or no. We have a whole page of narration ideas that you might find helpful.

By: Lisa

Lisa — Fri, 17 Aug 2012 01:21:34 +0000

Hi Sonya,

I am loving this series! Thank you!!

You mentioned asking questions during narration. I just let my children tell back what they have read; I have never asked questions. Should I start asking questions or continue as we have been doing it?

Thanks,
Lisa

By: Sonya Shafer

Sonya Shafer — Thu, 16 Aug 2012 18:53:48 +0000

Charlotte Mason enrolled in the Home and Colonial Society for the training of teachers when she was 18, then taught for about ten years at the Davison School, Worthing, in Sussex, where she developed her philosophy of education and refined it. From there she taught teachers at the newly formed Bishop Otter College, Chichester, before founding her own Parents’ Educational Union and subsequent schools. She was an avid reader and observer, and I’m sure her ideas were influenced by the methods and philosophies that she read about as well as the practical scenes that she witnessed in the people around her. Some of the methods were in use in other variations, and she tweaked them a bit to work better; others she adapted or rejected according to her philosophy. She never considered herself to have “discovered” or “invented” the ideas involved in her philosophy, but more “collected” them into one cohesive whole. She would have been considered a classical educator in the pre-trivium sense of the word.

By: Alicia

Alicia — Thu, 16 Aug 2012 03:40:26 +0000

I am thouroughly enjoying this series – eating it up! I was wondering where Charlotte recieved her educational training and inspiration? Does anyone know about this? Were these methods used earlier? They are similar yet much different than the classical methods.