I frequently use the following quote when pleading that people not subject their child to science instruction by way of a textbook:
“The mind is capable of dealing with only one kind of food; it lives, grows and is nourished upon ideas only; mere information is to it as a meal of sawdust to the body; there are no organs for the assimilation of the one more than of the other.” (Towards A Philosophy Of Education, p. 218)
Sawdust. That should close the book on this question, right? But you might think your child can handle a bit of sawdust in their meal, as long as it comes with a side of real food. I hear this is the case with packaged grated cheese these days, after all. But Mason tells us not to bother because our kids’ minds will reject it:
“Again, we have made a rather strange discovery, that the mind refuses to know anything except what reaches it in more or less literary form.“ (Towards A Philosophy Of Education, p. 256)
I suspect it’s the same with the cheese. The manufacturers know it will just pass right on through us, and they assure us that it won’t hurt us, so how can it be a big deal? I suspect it’s a very big deal – both the wood coated cheese and the textbook. Continue reading
I was asked to do a one-hour science immersion class at the In a Large Room Retreat last month, and it turned out to be one of the most enjoyable classes I’ve ever done. I was asked to spend 25 minutes doing one lesson with the attendees, and then answer questions for 25 minutes. I used a lesson from my form 3 astronomy guide about the sun.
I set up the lesson by telling them what a student would have learned in the last lesson, and showing them an image they would have seen. My immersion students were picking up right in the middle of the book, and even in the middle of a chapter, so I wanted to give them some foundation. I also prepared them with a few vocabulary words they would see as they read.
I had hoped to read the assigned text aloud because the author of The Planets uses very poetic language, and I thought the parents might have a hard time with it as they may not be used to the style. But I lost my voice on the first day of the retreat and could barely be heard, so I asked the participants to read it to themselves. I think I allowed 10 minutes to read the four-page passage, but I requested that they take it slowly, reading for understanding even if they didn’t get to the end of the section by the time we needed to move on.
When they were through, I asked for an oral narration for the sake of time. I suggested that instead of narrating the passage in order, participates should just tell all the facts they could remember. What did they learn? I had written down six things I thought they might comment on, but the class narrated about fifteen ideas or facts they had read! Continue reading
I mentioned in my last article, that I diverge from Charlotte Mason’s science plan, a bit, starting in form 3. I want to explain why and how I do that.
We Have More Common Information to Deal With
While it was most important to Mason that students come to feel a sense of wonder and admiration for the world, she also felt strongly that it was important for students to acquire scientific literacy – the common information. However, there is more common information to learn today than there was at the turn of the twentieth century. These days we vote on topics such as Stem Cell Research and GMO labeling. With this in mind, we might find some of the books Mason assigned are a little too light to carry us through all of the material we need to cover. We cannot turn to textbooks to cram more information, she was clear about that, but we probably can’t spend a whole year on a book such as The World of Sound by Bragg either. We are going to need to be very deliberate with our choice of books if we want to adhere to Mason’s page count (and word counts) per term but also manage to cover the common information of our day. Continue reading