How Old is Too Old for a Science Book

Charlotte Mason commented that she had few living science books written in English to choose from. (vol. 6, p. 275) I sometimes reflect on this as I agonize over which book to use for a subject. We have so many to choose from! But recently I began to wonder if Mason would approve of using some of the books I like, because of their age. Would she say a science book that is over 50 years old is too old?

I have some good reasons to use books from the early half of the twentieth century. Primarily, that the quality of books for young people has dramatically declined since the 1960s when the government started federally funding libraries. As more money was available, the quality went down. Think of it like this, if you have a limited book budget in your house, you will be careful as to what books you spend money on. You’ll be far less likely to buy twaddle, if you know you won’t have enough leftover to buy what you need for your kids’ school year.

This question led me to do some research on the books Mason used. I looked at the 14 most commonly used science books from the P.U.S. Programmes between 1921 and 1933, for forms 3 through 6 (middle school through high school). Continue reading

Living Science Study Guide Now Available

Last week I left you guessing as to my favorite science biography. It is Men, Microscopes, and Living Things by Katherine B. Shippen later reprinted as So Many Marvels. I have never found another book that covers the subject of basic biology so engagingly and so thoroughly.

In honor of it being my favorite, I have written my first science study guide to accompany it. Learn more about this study guide, including a list of the biology principles that are introduced through the combined use of this living book and several other resources by visiting my Middle School Biology Study Guide page.

MS Biology Study Guide

This is the first but I hope to offer several more in the future. In fact, I am working on three others already, including one for elementary students, and another for high school students.

 

My Favorite Science Biographies (Some of Them)

This week Charlotte Mason Institute posted an article I wrote called “Living Science Through the Lives of Scientists“. I hope you will take a few minutes to go over there and read it.

That which has become the dominant idea of one person’s life, if it be launched suddenly at another, conveys no very great depth or weight of meaning to the second person — he wants to get at it by degrees, to see the steps by which the other has traveled.” (Charlotte Mason, Home Education, p.97).

Biographies hold so much value when teaching science. I’ve seen it over and over again with my own kids. (They have been the guinea pigs for all of my science study.) It never failswe can use a rather hard biography, like Crucibles, and years later they will remember every scientific principle that was presented, while they can’t remember anything from the “list-of-facts book” two hours later. There are several reasons why I think this is the case, which I explain in my article.

In light of that article, I thought I would take a few minutes today to share some of my very favorite science biographies. Continue reading

Podcasts on Living Science

Over at A Delectable Education we are in the middle of a series of podcasts on nature study and science. You know it’s my favorite subject, so I’m thrilled that we are exploring it on the podcast. So far we have talked about Nature Study, Nature Lore books and this coming Friday we will air an interview I did with Cheri Struble, an inspiring nature study enthusiast. Next week we will move onto elementary science, and then middle school and high school science rounds out the series. I hope it is really helpful to each of you. You can always ask question on the episode blog post, or on our ADE facebook page, or here.

On another note, what do you think of my new look? I hope it is working well for you. The only problem that I’ve run into so far, is that a few of the pages from my old site will not forward to my new site. If you had any of them bookmarked, you may want to update those. The following are likely the ones you’ll want:

Enjoy!

Physical Geography for Elementary School Students

learning by-the-wayWe talked about geography recently over at A Delectable Education podcast, but as we try to limit each episode to a reasonable bite-sized morsel, there are times when we have to leave something out that one of us really wanted to focus on.  For me, and my ever-present science focus, it was the details Mason provided us regarding physical geography for elementary students.

It seems to me a sine quâ non of a living education that all school children of whatever grade should have one half-day in the week, throughout the year, in the fields. There are few towns where country of some sort is not accessible, and every child should have the opportunity of watching from week to week, the procession of the seasons.

Geography, geology, the course of the sun, the behaviour of the clouds, weather signs, all that the ‘open’ has to offer, are made use of in these walks; but all is incidental, easy, and things are noticed as they occur.” (vol 3 p. 237)

Mason points out that geography for the young child should mostly be taught by-the-way. Instead of treating geography solely as a book subject at this age, we should be outside looking at a little creek and then comparing it to the great rivers of the world, or looking at a hill and comparing it to the great mountain ranges. She called this pictorial geography, which was just a way to use something accessible to us to foster the child’s imagination about other things in the world which they couldn’t see. She even said that, “There are certain ideas which children must get from within a walking radius of their own home if ever they are to have a real understanding of maps and of geographical terms.” (vol 1 p. 73)

Mason outlines the order in which each concept should be covered, and interestingly, each idea builds on another until the abstract ideas of direction, weather, and distance come together in a very tangible way for children. The following list is in the order she suggests presenting these ideas to our children:

  • The position of the sun in the sky as the day goes by, and how it helps us know what time of day it is. They can even note, in their nature journals, the time and location of sunrise and sunset over the course of a year, to see how it changes. They can be made to notice that when the sun is high in the sky on a summer day, it’s much warmer than when the sun is low in the sky in the middle of a winter afternoon. They may also notice the difference these things make for their shadow.
  • They can even learn a little about the size of the sun and the earth and the fact that the earth moves around the sun. Mason explains that these concepts, while abstract, can be of interest to a child who has a great deal of imagination and faith in seemly impossible things. (I just love that.)
  • They can learn basic information about the weather as it is experienced, again noting it in their nature journal.
  • They can learn about distance, by measuring the steps it takes to walk a certain path near your home. By measuring how many feet are covered by one of their steps, they can calculate the distance of a certain walk just by counting their steps.
  • Once they understand the concept of distance they can learn the time it takes to cover a certain distance, and they can calculate the distance of a walk based on how long it took.
  • Once they understand the progress of the sun, and a little about distance, the concept of direction-north, south, east and west-can be introduced, by coaching the child to stand with his right arm out toward the east (where the sun rises,) his left to the west (where the sun sets,) and his face pointed toward the north. Of course, then south is behind him. Then he can determine things like which side of his house faces south.
  • After this, they will be ready to notice which direction the wind is blowing, by noticing which way the smoke from a chimney is going, or even which way a bit of dirt or grass falls when tossed in the air. You can tell them that the same way we are labeled by where we come from, (American’s come from America,) the wind is labeled by where it comes from. So for those of us in the northern hemisphere, the “North wind doth blow” from the north, bringing with it cold air, and the south wind brings warmer air.
  • Following this basic understanding about directions, they can be introduced to the compass, and learn to use it to find direction.
  • At this point they can use their understanding of direction to accurately describe boundaries. They can say, our property is bordered by a corn field on the north side and main street is the south boundary of our yard.
  • All the while they should be noticing what kinds of crops grow nearby, what animals are raised locally, and what kinds of rocks and trees can be found in the neighborhood.
  • This culminates in the child drawing maps of various areas studied. They don’t have to draw them on paper, at least not at first, but rather they can be drawn in the dirt with a stick. They can note the boundaries and various structures, or where there is tree cover or a meadow. They can also note where north, south, east and west is on their map. They may find it hard to draw their map to scale at first, but eventually they will learn about to pace off a boundary and allow an inch for 10 feet or some such.

Each of these things, the sun, weather, distance, direction and boundaries, is covered by-the-way. There is no specific curriculum to follow, but you can see that by taking them generally in the order outlined above, one idea will lay the groundwork for the understanding of another idea. The only requirement is that you do need to spend ample time outside with your children, and that you are deliberate about noticing all there is to notice about the geography of where you are at. Each day you and your children will find something new to notice. One day the wind is blowing, but from which direction? And then the next day it’s snowing. The western boundary of trees blocks some of the snow, but the meadow is covered evenly. The sun comes out the next day, making the snow sparkle, but it is low in the sky, and therefore does not produce enough heat to melt the snow. And on and on it goes. All of this lays the foundation for learning the geography of other places later on by the use of maps.

Physical Geography Books:

Form I (grades 1-3,) has 10 minutes, twice a week allocated on the morning schedule to book work for geography, and form II (grades 4-6,) has 20 minutes, twice a week. I would use one of those two time slots for a physical geography book. You could certainly use Mason’s first geography book (online), or you could use several short books on various topics. You might even want to see if your library has them available. Some of my favorites are below:

What Makes a Shadow? by Clyde Bulla (LRFO 1)
What Makes Day and Night by Franklyn M. Branley (LRFO 1)
Sun Up, Sun Down by Gail Gibbons
Energy from the Sun by Melvin Berger (LRFO)
Follow the Sunset by Herman and Nina Schneider
The Moon Seems to Change by Franklyn M. Branley (LRFO 2)
North, South, East, and West by Franklyn Mansfield Branley (LRFO)

The Planets in Our Solar System by Franklyn M. Branley (LRFO 2)
What the Moon is Like by Franklyn M. Branley (LRFO 2)
The Sky Is Full of Stars by Franklyn M. Branley (LRFO 2)
The Sun: Our Nearest Star by Franklyn M. Branley (LRFO 2)

On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer
Dear Rebecca, Winter Is Here by Jean Craighead George
Sunshine Makes the Seasons by Franklyn M. Branley (LRFO 2)
What Will the Weather Be? by Lynda DeWitt (LRFO 2)

Close to the Wind: The Beaufort Scale by Peter Malone
Feel the Wind by Arthur Dorros (LRFO 2)

Clouds by Anne Rockwell (LRFO 1)
Not only for ducks: The story of rain by Glenn Orlando Blough
Rain and Hail by Franklyn M. Branley (LRFO)
Flash, Crash, Rumble, and Roll by Franklyn M. Branley (LRFO 2)
Down Comes the Rain by Franklyn M. Branley (LRFO 2)
A Drop Of Water: A Book of Science and Wonder by Walter Wick

Snowflake Bentley by Jacqueline Briggs Martin
AND Snowflakes in Photographs by W. A. Bentley (a book of Bentley’s photographs)
The Big Storm by Bruce Hiscock
Snow by Thelma Harrington Bell
Snow Is Falling by Franklyn M. Branley (LRFO 1)

How Mountains Are Made by Kathleen Weidner Zoehfeld (LRFO 2)
Follow the Water from Brook to Ocean by Arthur Dorros (LRFO 2)
How a Rock Came to be in a Fence on a Road Near a Town by Hy Ruchlis

 

For Reference or further reading on this subject, read Mason’s own words in Home Education (vol 1), part 2, ch 9: Out-Of-Door Geography, pp. 71-78