CM and Memorization

I do think there is value in memorizing such things, however, I think the manner by which it is done matters; at least to me. I want whatever fact it is, to be accompanied by information relevant to that fact and I don’t think it has to be a rote, dull thing either. I’m a proponent of what is usually termed “Useless knowledge”, because I think information, even little tidbits of facts, keep the brain working well! I also think that your heart attitude concerning the memorized information matters-do you think it makes you look smarter? do you let it feed your pride? etc..That I would want to avoid in the practice.

Now I think it is very valuable to memorize geographic areas, but that’s done in map drills; KNowing artists and composers names and pieces adds an element of ’rounding out’ a person and will be naturally learned while viewing and listening time and again. I think it’s far more interesting to listen and look at something when you are aware of the author (like G-d and HIs Creation!)I think knowing dates in History is valuable, and that happens via narration, a BOC, timelines and review; also, to me, I think memorizing grammer facts are important, but I think that happens through the course of learning. If not, then some drill may be in order (which to me, drill can be “telling back”, i.e. a form of narration. Like, tell me about when ‘a’ makes a short sound? or tell me all you know about using the vowel ‘a’?) I think memorizing flower names, bird names, medicinal plants, poisonous plants, animal names, Historical figures, Senators, Presidents, Congressman, religious topics, famous sayings that encourage and are brimming with wisdom,…goodness the list goes on and on, and is so usefull; if not now, maybe later. I just don’t think it has to be dull; those facts should have some sort of relevance, IMO. I think it happens amongst the reading and exposure, amongst the discussion and record-keeping (via lapbooking or notebooking), games and gentle yet lively drill. My family enjoys those fact cards; I think it contributes to an active, inquisitive brain.

Of course, this a truly opinionated post and you’ll get different answers based on people’s personalities and priorities.

Hope that answered your question in some way!

Rachel

We do some, but slowly.  For example, my 8 year old learned about 3 states a week this school year.  She read intereesting stories and facts about the state, learned where the state is on the map, the capital, and the postal abbreviation.  We sat down today to work on her exam.  She knew 40 postal abbreviations off the top of her head, many of the capitals in today’s portion of the exam, and filled in about 20 states on the blank map today.  When she ahd filled in what she knew she was able to go research the information for some of what she did not remember.  Tomorrow she will be given the exam pages again and can fill in anything else she remembers (from re-reading today).  We will repeat that process all week or until she finishes the exam.  The fun part is she is rereading the stories we’ve read all year to find the information she does not remember (to me, on her own, even to her little siblings – whomever she thinks will enjoy the story the most).

So while my goal in this long, slow study has been learning those basics (map, capital, postal abbreviation), we have done it by learning the stories and highlighting 3 states a week.  It has been enjoyable and we have all learned so much more about each state along the way!