Savoring History in The Primary Years

        S has wrapped up her lessons on Ben Franklin.  (She actually wrapped them up over a month ago. I just hadn't gotten around to blogging.)  So, what have I learned from this process?  Before becoming familiar with the work of Charlotte Mason, I think I would have had her quit the book after the first two pages.  The writing and expressions are somewhat archaic.  As a non Christian child, some of the references made no sense to her and had to be explained to her. She was not happy in the beginning.  But, I have come to understand that the art of learning to read this somewhat archaic style of writing (not THAT archaic  - 1950s and written for children) will set her up for success with reading classics later on. Within the Charlotte Mason method, the approach is to read only a few pages and to spread out the reading of a book over a longer period of time than you would typically see in most educational settings.  This method worked so well for us because we could discuss the words and expressions, and then I could explain them within their cultural context. (I'm not trying to suggest that you can't explain things with longer readings.)  Also, by feeling like we only needed to do one or two pages, it removed any anxiety to keep going under stress. 

After a few pages, S was on a roll. She adjusted to the style writing and didn’t need much further explanation. She was able to narrate back from the readings. It can be so funny what a child will pick up on from a book.  Of all the things about Ben Franklin, the thing that stood out the most to her was Franklin’s bathtub that he designed with a board over it with only his head sticking out so that he could have visitors to his ship cabin while he was in the bathtub.  I think the illustration also helped to cement that image in her head.   In a later retelling, I thought that she was saying that Ben Franklin was in the stockade, but then I realized she was talking about his bathtub.   

It is in the Charlotte Mason philosophy to not interfere too much with the narration process.  This is the moment for the student to share what she has gleaned from the reading.  The teacher does not tell the student what she was supposed to have learned from the lesson.  It's about respecting the student's connection to the author's work.  There can be some flexibility with this, but generally speaking asking leading questions or trying to solicit a specific answer is not encouraged in a Charlotte Mason education.  

My long term hope is that S will develop the same love of history that her grandmother, mother, and siblings have by forming a connection to the people of history. And that is also a fundamental aspect of a CM education.  In later years, students often really enjoy history classes and have an easier time with learning the material because they have formed a connection to these long departed people by having heard their stories.  There is connection that has been tended through the years. Those connections are formed by not racing through biographies, but by savoring them as best as can be done.