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Showing posts with label Mother Culture. Show all posts
Showing posts with label Mother Culture. Show all posts

21 September 2019

How to Really Learn a Language




Though languages are required subjects, and most Americans study a foreign language for several years in school, relatively few of us can actually speak or read the languages we studied. Over the past several years, I've given a lot of thought of how to really learn a language. I've tried a number of approaches, ranging from regular classroom instruction, online classes such as Mango and DuoLingo, a variety of flashcard systems, and an increasing variety of for-natives-by-natives materials. I've also read a variety of things from a variety of people discussing the best ways to learn languages. There are a number of themes that come out as I've read things and these things seem to be born out in my experience as I've made real and consistent progress toward becoming really conversational in my adopted language.  I've come to the conclusion: Typical classroom instruction is simply not enough. To learn a language is a project that is bigger and deeper and wider than you can possibly cover in your average class. 

If you think about English, it's like an ocean. We are constantly immersed: the conversations around us, the signs, the inserts in the packages we buy, the people we talk to, the books and music and other media we listen to --most of it is all English all the time. The level of exposure, the number of hours we hear in a year, the number of words we meet in a day... it's staggering.

But we think that we can learn a new language with a few minutes from an online lesson.
20 minutes. Check.
Marked that box.
Learned my language for the day.
Next!

Odds are good that, whatever lessons you use, a sizable portion of the lesson itself is English explanations. So not even the whole 20 minutes (or however long) is going to be in the new language.

This is not enough.
To learn a language is to embrace a culture.

A serious effort at learning a language will change you. It will change your home, introduce new music, new books, new sounds, new smells and flavors. It will probably gradually impact the things you hang on your walls, the way that you decorate. It will change the way you think; literally give you new ways to shape the thoughts you think, ways that you cannot think with English alone. It will teach you new ways to understand the world. Offer new relationships.

It's a remarkable thing, learning new ways to think about the world is, and to get this remarkable blessing, you must put forth significant effort, sustained, over a significant period of time.

Learning a language is much easier with a community -even a very small community- of people to speak with, but in the age of the Internet, if you are willing to go the extra mile, you can go very far without any Real Local Humans to speak to, if you must, as long as there is enough media online.

One of the secrets that parents who successfully pass heritage languages to children they are raising far from their family's homeland is this: mass exposure. Multiple hours per day where they are interacting with their children in the heritage language. One of the adult learners that I read about talked about listening to 10,000 hours of his new language. I am currently about 100 pages into a goal to read 10,000 pages in Japanese. (I'm reading comic books, for the most part, with lots of help from my phone's dictionary. But I'll get better and read more "respectable" things after I get further into the project.) It's the mass of exposure that the classes miss. If, in the course of a school year, you have a 30 minute lesson on your language every day, even calculating generously, assuming that the entire time is all in the new language, at the end of the year you've only accumulated about 90 hours of exposure.

But. Don't let that mass of time needed overwhelm you. You do NOT have to eat the elephant in one sitting to be successful! 

Turn on the (internet) radio.
Listen to the scriptures in your new language; it's really easy to switch languages in the app.
Find a food/travel/painting/whatever channel on YouTube.
Learn a folksong or hymn.
Listen to the news.
Try a yoga workout.
Listen to the same stuff over and over: repetition is important.

It doesn't matter if you don't understand at first. Keep up your book work --take that class, the one I said isn't enough. You'll learn the grammar there, and that will help. You'll get a start on some vocabulary there, and that will help. But do other things, too; don't let the class be your only contact with the language.

Babies are born with the capacity to distinguish all the sounds in all the languages. I have no idea how researchers figured that one out! But apparently, as they are exposed to the languages that are usual in their home, they gradually loose the unused sounds, and it's typical for adult learners to struggle to distinguish sounds that do not exist in their language. Japanese isn't that different from English, as far as sounds used, but I can remember distinctly when, after several years of listening to the language regularly, it was like my ear "tuned in" to the "station", and all the sudden I could hear more and distinguish more than I'd previously been able to. That was exciting! I am convinced that it's the mass of listening over time that did it: I try to make sure that I listen for at least a few minutes every single day.

One thing that happens is that I'll listen to something for a while, and then I'll find something else that catches my interest, and listen to that. Sometimes, I like to go back to old things that I haven't listened to in a while. Going back again later is fun because I've learned more since the last time, and I'll usually find that my comprehension is higher than it used to be: concrete evidence of improvement is often hard to come by, but if I understand more today than I did 6 months ago, that's clear evidence of progress!

To really learn a language, you'll need to gradually move some of your regular actives into that language.

One of the first ones I've moved into Japanese is my basic scripture reading. "Study projects" I still usually do in English. But my basic scripture reading, the one thing that I'm careful to never miss, but that I don't require to be long, is in Japanese. This was really hard at first! But with time and practice, it got better. Last fall, when President Nelson challenged us to read the whole Book of Mormon by the end of the year, I thought it was too much, too hard. I wasn't going to try, until the Holy Ghost suggested that it was possible. I finished a little late, but I finished. I really can do all things through Christ! So I moved that into Japanese. Now, I've started making little inroads into the New Testament. And scripture study in a second language is pretty amazing.

Sometimes, I do watercolor tutorials in Japanese. Even when my comprehension isn't awesome, because it's so visual, the tutorials are still helpful. And I learn a few words here and a few words there, which is how they accumulate. Some of my reading, I've moved into Japanese. Other than scripture, it's just fluff: even comic books count as self-education, if they're in your foreign language! We'll include a couple of hymns and folksongs in Japanese this year as part of school. One of the things that heritage families talk about is the importance of speaking the language in various different situations, otherwise their kids learn the words used around the house --but end up weak on the words at the grocery store or the park, for instance. So as your vocabulary grows, it's important to continually challenge yourself by seeking out new areas to explore.

Changing habitual ways of doing things takes time and requires intentional effort over a period of time. But building your language into your habits is critical to actually becoming bilingual. Happily, habits are built one decision, one action at a time. By small and simple things, great things -like learning a language- are accomplished. 

What will you do in your second language today?


02 September 2019

Charlotte Mason: A Thoroughly Christian Education





It is of utmost importance that our children should in the first place, be taught faith in God. This cannot be left out of our system of education. Every child in our midst should be taught how to obtain a knowledge of God, this should be the cornerstone and foundation of ALL education. 
-George Q Cannon, quoted in A Meeting With the Principle, p5 (emphasis added)



By the time that I was in middle school, I knew that there were parts of my life that were not supposed to touch: school was one world, and church was another world. They each had their own cultures, their own rules, their own groups of friends and acquaintances. I learned very early that the results of trying to blend the two worlds were at best, awkward. In high school when I was attending early morning Seminary, I used my scriptures before school at church, and then carried them to school with me so that I could take them home and have them in the evenings. It felt like carrying contraband, bringing my scriptures to school and putting them in my locker. It felt like cheating the few times I read them during lunch: I knew very well that the scriptures didn't belong in public, but especially not in school: the banishing of prayer from schools, practically, was the banishing of God. If I wanted to pray, it was going to have to be silent. (Later, I learned that it's technically more nuanced than that; but that's what I understood at the time.) He, and thus His word, was not welcome. Knowing that the scriptures were not welcome, it felt like I was risking Big Trouble to have them out or even have them at school at all.



We allow no separation to grow up between the intellectual and 'spiritual' life of children, but teach them that the Divine Spirit has constant access to their spirits, and is their Continual Helper in all the interests, duties and joys of life.
-Charlotte Mason, 6:xxxi



As we considered if we wanted to homeschool, religious instruction was never something that came up: it never even occurred to me at that point. I knew that some people educated at home for religious reasons, but I did not understand it. Our first reasons had to do with academics and social concerns revolving around bullying and the like. At that time, I still largely thought of education and religion as belonging to completely separate spheres of my life, existing in completely different "buckets", the one mostly irrelevant to the other.



Danger lurks when we try to divide ourselves with expressions such as “my private life” or even “my best behavior.” If one tries to segment his or her life into such separate compartments, one will never rise to the full stature of one’s personal integrity—never to become all that his or her true self could be.
-Russell M Nelson, Let Your Faith Show, April 2014



Learning to allow my faith to intersect with education was disorienting. It should have been obvious, but it was years before I thought to include a prayer at the start of our day: I effectively brought the ban on prayer home with me, because it was so deeply ingrained in how I thought about how to learn. Early on we started to include memorizing scripture in our memory work. But even still, when we started using the Rod and Staff grammar series, published by a Mennonite press, which typically uses examples drawn from the Bible, it felt good --but also illicit: teaching "academic" subjects with "religious" examples and exercises was odd, and sometimes disorienting. I could see that the Spirit approved of, and was directing the integration of faith and education. But it was interacting with the taboos that I absorbed early and well, and it was sometimes uncomfortable. Still, we kept going and I kept trying new things and learning how to do it better. But there was so much more that I still had -have, no doubt- to learn. One of the kind women of Ambleside Online, knowing that I was participating in the 20 Principles study group, suggested that I skip to Charlotte Mason's 20th Principle: that education should be thoroughly Christian, and said that she thought it would help. She was right.



You ought not to teach even the alphabet or the multiplication tables without the Spirit of God.
-Brigham Young, quoted in Karl G. Maiser: A Biography


Miss Mason talked about education as "the handmaid of religion." A handmaid is a servant: she's saying that, when it's in its proper role, education serves religion. It's meant to broaden our sight, and point it toward Him. Education is not primarily an academic or economic activity; it's role is to assist us in developing a godly character.



A man may possess a profound knowledge of history and mathematics; he may be an authority in psychology, biology, or astronomy; he may know all the discovered truths pertaining to geology and natural science; but if he has not with this knowledge that nobility of soul which prompts him to deal justly with his fellow men, to practice virtue and holiness in personal life, he is not a truly educated man. Character is the aim of true education; and science, history, and literature are but means used to accomplish the desired end. Character is not the result of chance work but of continuous right thinking and right acting. True education seeks, then, to make men and women not only good mathematicians, proficient linguists, profound scientists, or brilliant literary lights, but also honest men, combined with virtue, temperance, and brotherly love-men and women who prize truth, justice, wisdom, benevolence, and self-control as the choicest acquisitions of a successful life."
-David O. McKay, Gospel Ideals, pp. 440-441, emphasis added




Miss Mason referred to the "Great Recognition" that parents must come to: that all knowledge comes from God, and is part of one great whole of Truth. Any divisions within Truth are artificial constructs. Miss Mason uses a fresco depicting how it all comes from our Father. Brandy Vencel explained it this way:



It was as our own day, in which a big black marker has drawn a thick dividing line between the level which holds Thomas Aquinas enthroned with the Law, Gospels, and Prophets on either side, and the level which holds the areas of study. These areas of study are all well and good, we say, but what have they to do with God, and what has God to do with them?

This is nothing less than a failure to understand who God is, and what He is like.

Do we really think we would find ourselves studying grammar and arithmetic if such things did not originate in the mind of God Himself? And do we really think we can know anything without His grace giving us the insights we so desperately desire?
-Thoroughly Christian: CM's 20th Principle (emphasis original)



My first efforts at integrating faith and education were like most starting places: neither large nor impressive: we'd been working on memorizing scriptures even before my oldest was school age. When we "started school" this was recategorized to become part of "memory work" -and that was pretty much it. I had no idea what rich blessings it would bring us all to simply recite a handful of verses (nearly) every day. We also started reading the narrative passages of the Bible pretty early on.

This was a start, and gradually, as we got further into this homeschool journey, the original reasons started to diminish in importance, as I started to dimly grasp what a blessing it is to be able to pause and talk about the Gospel, about Christ, about Creation, as it comes up.



Education which leaves out God is destitute of all true value. Satan is aware of the great power which a true system of education gives to the people. He is, therefore, opposed to such a system. He knows full well that a generation trained in all true knowledge cannot be lead by him, as they would if their education were neglected. He therefore stirs up all the agencies under his control to do everything in their power to defeat the purposes of God in regard to the education of our children.
-George Q. Cannon, Juvenile Instructor, 15 Apr 1890



But even when we were including scripture and speaking freely of our Father in Heaven, even then that is not as big, not a thorough as Miss Mason thought was needed for an education to thoroughly Christian. She talks about how "God ...is Himself, personally, the Imparter of knowledge, the Instructor of youth, the Inspirier of genius": it all comes from Him in the first place. To attempt to teach anything without acknowledging that it comes from Him is much like the rod that shakes itself: completely out of order.  Education is the doorway through which we have the opportunity to become acquainted with His works, His thoughts, His ways: it's the passage that leads us to become like He is.





This post is part of a series. Feel free to visit the series index for more thoughts on the Charlotte Mason's 20 Principles of Education.

01 August 2019

Principled Education: Ideas



I've been taking a look at Teaching in the Branches again, where Miss Mason lays out a couple of foundational principles of education. It's obvious that she must have spent a great deal of time, not only teaching, but also thinking about teaching: these three principles really are foundational, but like all profound truths, it's pretty easy to go along for a long time without ever really being aware that they're there. The fact that she not only recognizes that education stands on these things, but can also put it into words so clearly, I suspect is the reflection of a great deal of work and thought and time on her part. Which fits with what we know of her, and is why there's a whole educational movement that takes its name from her. But as I'm thinking about it this morning, it makes me think what a truly remarkable teacher she was.

She talks about Authority, which I blogged about last time, and she threatens to talk about Habits, but doesn't actually get to it in the time allotted, and she also talks about Ideas.


In the matter of the Ideas that inspire the virtuous life, we miss much by our laissez-aller way of taking things for granted.
-Charlotte Mason, Teaching in the Branches


The leading brethren of the Church have, many times, spoken to this same goal of education as a means for leading the student to the virtuous life.


The Church stands for education. The very purpose of its organization is to promulgate truth among men. Members of the Church are admonished to acquire learning by study, and also by faith and prayer, to seek after everything that is virtuous, lovely, of good report, or praiseworthy. In this seeking after, they are not confined to narrow limits of dogma or creed, but are free to launch into the realm of the infinite.
But gaining knowledge is one thing, and applying it, quite another. Wisdom is the right application of knowledge, and true education—the education for which the Church stands—is the application of knowledge to the development of a noble and God-like character. 
-President David O. McKay,  Moral and Spiritual Values in Education, April 1968



So again, as I outlined this section of the lecture, I found that Miss Mason had offered several specific techniques for coming at the principle that she's getting at:

30 July 2019

Principled Education: Authority



It's interesting: this is the third time that I've read Miss Mason's Teaching in the Branches, which is an essay Charlotte Mason read at one of their meetings about the principles that their schools run on. The second time through, I felt like I'd entirely missed the point the first time. And this time, while I do think it would be going a bit far to say I'd missed the point the second time, I do think that I was still unclear on it --in spite of having pulled out 14 points in an "outline" of sorts of the essay. But she says right out, near the beginning, what the three main principles she thinks they ought to be attending to are:


(1) The recognition of authority as a fundamental principle, as universal and as inevitable in the moral world as is that of gravitation in the physical; 
(2) The recognition of the physical basis of habits and of the important part which the formation of habits plays in education; 
(3) The recognition of the vital character and inspiring power of ideas. 
-Charlotte Mason, Teaching in the Branches


The idea, at the time, was that the local groups running the schools affiliated with Miss Mason would get together and have lectures or other presentations on various aspects of these ideas. Now, for me, the idea is to consider the principles that our homeschool runs upon, and to put some thought into working out how that looks in practice in my home. Turns out, it's a topic well worth revisiting, repeatedly.

15 July 2019

Nature Journal: Bogs

Honestly, I was pretty skeptical about the whole Nature Journal Thing when I started. I mean, Nature Study, yes, that makes a lot of sense, and I was excited. We started to do it pretty early, after a fashion: we'd go outside and look for Interesting Things. It wasn't until much later that we started to carry sketchbooks with us, and even then, there was a while where dragging them around was pretty much all we did. But I'm halfway through my second volume now: the first one filled up. And it's gradually become something that I absolutely love doing. There are so many Interesting Things, and drawing them is both fun and educational: it helps me remember what I've learned. (Bonus points for getting some watercolor on the page!)

So this past week, I went to Cub Scout daycamp with Dragon, and we had a good time. We had to drive a little way to get there, and the environment was just a little bit different from what we see closer to home. Amazing how a relatively short distance can change things! It was a little different, except for one area: they have a bog.

The bog was very different.

And so very fascinating: I could have gone in there with my nature book every day for a long time and not been done looking at All The Things.

This isn't exactly the same as the place that we visited, but it was similar: our bog was a "quaking bog": when the guide told the boys to jump, the trees and everything around us shook. It was pretty amazing.



So I took some pictures, and I've been putting the stuff that I saw in my book in the past week since I got home. I started with a page about Monarch butterflies. Didn't see those in the bog, but I did get a picture, and I'm glad I did: it was fun to paint, and very interesting to learn about their migration patterns.





But once I'd finished learning about Monarchs, then I wanted to know more about bogs. Because that place was amazing. Turns out, I've had to work a bit to find out much about them.

National Geographic has a nice overview.

And this crazy bit of news about a "wandering bog" came up in one of my searches. I would never have guessed that was possible!




I've got some cool photos of carniverous plants to include as well: it's likely that this project of recording what I saw in our 30 minutes or so in the bog will take more than one page to get into my book, because it's just so different from "regular" ecosystems. I'm excited to see what I can learn about it all.

17 June 2019

#GraphTheWeather

Early this month, I saw a post on Facebook from a lady that was doing something to track wildfires in her nature journal; I wasn't real clear on what it is that she was doing: wildfires are not a thing in our neck of the woods. But she had it in a circle, and it was colored different shades of red, and it was really quite striking.

I thought, what if I did that with the daily temperatures?

So I built a chart.
In a circle, because I loved how that looked.






And, because it was already the fourth, and because I don't actually have an outdoor thermometer to look at, I grabbed some data from the Weather Underground. Which is pretty cool, actually, because that means that I've got the actual high and low for the day, rather than just whatever it is whenever I remember to look at the thermometer. This also meant that I have a range of colors to represent each day, which turns out to be quite striking, even after only a couple of days of data. I got the kids into the project; it totally counts as math!

31 May 2019

Math as a Window to God's Character




I got asked today about how it is that I came to see math as a window into the character of God. I'm not sure how to show what I've learned, other than to tell how I came to know it.

* * *


I did not enjoy math in school.

The way I was taught, math was arbitrary: a never ending pile of largely unrelated formulas that must be memorized perfectly and then worked flawlessly. Close doesn't count; it's right --or it's wrong. Teachers seldom had an answer for "When are we going to use this?" They assured us that the upper math has value, but never seemed able to articulate what that value was.

I graduated from high school with a huge sigh of relief: the pre-calculus course I'd taken that year had not gone well, and the hit to my grades carried a heavy cost at scholarship time, and I figured that I'd reached the ceiling of what I was capable of in math. Though I briefly flirted with studying astrophysics, in the end the math intimidated me out of the dream, so I went with Japanese, which required no further math at all.

Then we decided to homeschool.

This meant starting over in math, from the beginning. I was intimidated, not considering myself to be very good at the stuff, but I figured that if I had a particularly "mathy" child, we could outsource math classes when I started feeling like I was in over my head.

But elementary math shouldn't be so hard. I headed to the forums to read about various math curricula. In the process, I ended up discovering how it is that people come to love math: math is patterns. And patterns are both beautiful and fascinating. Math is patterns that can be approached in many different ways, taken apart, and played with, and put back together. On occasion, I got so into a problem -a pattern- that I continued to work it even after my son's interest was spent. (This emphasis on patterns is also the core of the "new math" that everybody hates: my experience was far from unique, unfortunately, and the new "constructivist" approach to teaching math is difficult for parents who were taught with the algorithms only method, like I was.)  We started with Miquon math, which in spite of some weaknesses, taught me as much as it did my children, and then when my oldest outgrew it we continued with MEP, first because it's free, but then afterward we stayed with it because it's just excellent at teaching the kids to find the patterns. And we've all learned a lot about how to see the patterns. I find that I'm actually excited to find out what happens as my oldest gets into the "higher" maths: I am looking forward to the chance to try my hand at it again, this time realizing that there is an underlying pattern, a Real Idea, some bit of reality, that is being described by each type of problem.

I should not have been so surprised by the beauty; math is full of Truth about the world around us, and Truth, Beauty, and Goodness fit together, so where you find one, you'll usually find all three. But the idea that math could be beautiful was so different from the grind of algorithms that I'd always experienced. The reality is, algorithms are only a relatively small part of the story, and if you can work the formula, but you can't see the pattern that makes it function, then you don't really get it, and you haven't learned what it has to teach.

02 April 2019

Commonplace Book: February & March 2019

A sample from my commonplace book, and brief instructions for how to keep one.

A commonplace is a traditional self-education tool: as you read, grab a notebook. Write down things that embody Truth, Goodness, and Beauty. Write down notable quotes, with or without your own thoughts about them. Write down the questions you have as a result of the text you are reading. You will find the book becomes a record of your own growth, and it becomes a touchstone for memory of things you have studied in the past. This is what Mother Culture is all about: self-directed, conscious self-education. 


If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt yuo
But make allowance for their doubting, too,
If you can wait and not be tired by waiting,
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk to wise;

If you can dream --and not make dreams your master,
If you can think --and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two imposters just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:

If you can make a heap of all your winnings
And risk it all on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them, "Hold on!"

If you can talk with crowds and keep your virtue,
Or walk with kings --nor lose the common touch,
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much,
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours in the Earth and everything that's in it,
And -which is more- you'll be a Man, my son.
-Rudyard Kipling


Dust if You Must

Dust if you must, but wouldn't it be better
To paint a picture or write a letter,
Bake a cake or plant a seed,
Ponder the difference between want and need?

Dust if you must, but there's not much time,
With rivers to swim and mountains to climb,
Music to hear, and books to read,
Friends to cherish and life to lead.

Dust if you must, but the world's out there,
With the sun in your eyes, the wind in your hair,
A flutter of snow, a shower of rain,
This day will not come round again.

Dust if you must, but bear in mind,
Old age will come and its not kind.
And when you go -and go you must-
You, yourself, will make more dust.
-Rose Milligan



Cease endlessly striving for what you would like to do and learn to love what must be done.
-Gothe



A Psalm of Life

Tell me not, in mournful numbers,
Life is but an empty dream! --
For the soul is dead that slumbers,
And things are not what they seem.

Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.

Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each tomorrow
Find us further than today;

Art is long, and Time is fleeting,
And our hearts, though stout and brave
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world's Broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

Trust no Future, howe're pleasant!
Let the dead Past bury its dead!
Act -act in the living Present!
Heart within, and God o'erhead!

Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;

Footprints, that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
-Henry Wadsworth Longfellow.


05 December 2018

Gone With the Wind: Start at the Beginning

When I was in high school, they let us choose a classic to read and write about. I thought that Gone with the Wind would be a fun book to read, and I wanted to write about... I think it was Civil War era fashions. I don't remember, exactly. Could have been something else.

So I started reading, thinking it would be like most of the books I'd read up to that point: the lead would be the hero, or in this case, the heroine.

By the end of the book, I just hated Scarlet, and I hated the book, and I just wanted to chuck it across the room. But it was for school, and I had to write that paper, so I did actually finish the thing. And put it down, and never looked at it again, just thankful to be done.

So, it came up in a book group I'm a member of, and people have been reading it, and it made me remember how much I'd wanted to just slap Scarlet silly last time around. But I also know that I am not who I was: I was right around 16 or 17 myself when I read it, and had never considered learning from books rather than just enjoying stories, no concept of how important supporting characters can be, or a host of other things I've learned about literature since I started homeschooling, and I was curious: would I still hate it as much I did previously? I don't know. I'm not the same person that I was back then; I've grown.

So I called up the used bookshop and they had it. For $3.50. So I grabbed it. And started it.

15 November 2018

It's the Same (but different) in Japanese

President Nelson asked us to read the Book of Mormon by the end of the year, and I was a touch sad, thinking, "There is no way that I'm going to be able to do that in Japanese. Not that fast."

I've been studying Japanese for years, and 2 or 3 years ago, I started reading the Book of Mormon in Japanese. It was hard, much harder than reading the Spanish I did ages ago: there are no cognates. And while everyday Japanese is full of English loan words, the Book of Mormon just is not. So progress was slow: in the beginning I often read less than a single verse in a sitting. I'd worked up to where, on a good day, I could read around 10 verses. I think that my personal best, prior to Conference, was somewhere around 12 verses in a day.


English: 
...but they regard not the work of the Lord, neither consider the operation of His hands...

Japanese:
They do not stop their eyes on the works of the Lord's hand.
-2 Nephi 15:12 (Compare Isaiah 5:12)


So President Nelson asks us to read, and I figure I'm going to have to take a break and go back to English for a while. This is disappointing: I've worked so hard, and I'm afraid that if I break my streak I'll lose ground.

"There is no way that I'm going to be able to do that in Japanese. Not that fast."
Then, the Little Voice:

"Well, actually...."

That's all he said.
I took the plunge.
That day, I read 1 Nephi 1, the whole chapter.
I was so happy with myself. Personal best!


English:
[Him] who should come to redeem His people from their sins.

Japanese:
that Honorable One who will certainly come to redeem His own people from
(away from) their sins.

-Alma 5:21


The next day I looked at a schedule and realized how inadequate a pace 1 chapter a day is. Most days, my list calls for about three chapters. Some days I did it, but I started to fall behind. That's a lot of reading, and the fact is, I'm not that good at Japanese. So many words! A new language just has an unbelievable number of words and phrases that you need to recognize in order to be able to read. I know more than I used to, but...

I kept trying. Slogging along. Losing a little bit of ground every day.
I figured I could catch up with whatever I miss in English in the last week or two of the year.


English:
For the kingdom of the devil must shake, and they which belong to it must needs be stirred up unto repentance...

Japanese: 
The devil's kingdom will certainly shake. To certainly repent, they must be pressed/urged.
-2 Nephi 28:19



Eventually, I was about 15 days behind, which means somewhere in the neighborhood of 35-45 chapters behind. Last week, I decided to take a day off of school, to try to catch up. I asked the kids for help, and they were amazing. They did all kinds of things independently and for each other, so that I could read. It was so hard. I was tired. My brain was full. And I would take a break, and then come back to it. I read 5 days' worth. It was amazing! I'd never read so much Japanese in a month, prior to the challenge, as what I read that day! And I was also a little bit disappointed: 5 days wasn't enough to really catch up. The date moved too, so I only gained 4 of those 5 days.

The next morning, I woke up with a sore throat and no voice.


English: 
Thou shalt go before this people, and I will go with thee and deliver this people out of bondage.

Japanese: 
You shall stand at the front/vanguard of this people. I will be with you [this word is often  how they describe friends being with each other] when you go, and rescue out this people from slavery.
-Mosiah 24:17


No voice meant no school. This was frustrating, because it's so important to keep school going, but there it was: I can't do much with no voice and no energy. Turns out, it was a blessing.

So I sat on the couch and read. We didn't even pretend to do school that day: the kids had a free day, and I read on the couch. I fell asleep, and they did quiet things so I could rest. I made up another 2 days: I was now less than 10 days behind. It was invigorating!


English:
...and having peace of conscience...

Japanese:
"conscience" is a compound of "good" and "heart":
...having gained tranquility in their good heart...
-Mosiah 4:3


The next several days, I made up more.
Not much, just one or two extras each day. But it added up.
I began to hope I would make it all the way, in Japanese.

It's a miracle; there's no way that I could do it on my own.
It's too big. Too hard. Too much.

But I really can do all things, even crazy things like read the whole Book of Mormon in another language, in three months, through Christ: the strength to do it is His.

Every day I find little gems. As many times as I have read the Book of Mormon, this is almost like having a whole new book of scripture. (What a blessing that would be, if He gave us more of His words again!) I'm building up quite a collection of things to put in my scripture journal when the reading is done; I'm not even trying to do that right now, just putting in a little tag, since I'm reading on my phone: this lets me listen and read at the same time, and it turns out that I know some words by sight, and others by sound, but when I follow along as the phone reads, then the Holy Ghost helps me remember things, and I am spending less and less time in the dictionary.

It was crazy to try.
I think it's going to actually happen.

I'm so glad I took the leap.
What a blessing this has turned out to be.

And it's not even done, yet.


03 July 2018

Commonplace Book: June

A sample from my commonplace book, and brief instructions for how to keep one.

A commonplace is a traditional self-education tool: as you read, grab a notebook. Write down things that embody Truth, Goodness, and Beauty. Write down notable quotes, with or without your own thoughts about them. Write down the questions you have as a result of the text you are reading. You will find the book becomes a record of your own growth, and it becomes a touchstone for memory of things you have studied in the past. This is what Mother Culture is all about: self-directed, conscious self-education.

22 June 2018

Dealing With Prereading


This past year has been the first year where my oldest had significant quantities of reading in books that I assigned based on the curriculum we're using (Ambleside Online) but that he read independently in a book that I had not previously read, or that I'd read so long ago that I couldn't remember what happened. In the not-too-distant future, I'm going to have three kids reading challenging books, and I'm going to need to be able to have intelligent conversations about these books, and also keep the household running.

My strategy is to keep a prereading notebook. It's just a regular composition notebook, which I covered first with scrapbook paper and then with contact paper. That's what I do with most of my notebooks, and they are practically indestructible: my scripture journal has been with me for five years, most weeks drug to church and back in my backpack, and it's still beautiful. Which means that I can count on this notebook, which will see lighter use, lasting nicely as well and plan on it not falling apart before my youngest is reading these same books. Also, being pretty helps me to like it, and want to use it, and that helps me to get the job done. It's remarkable how much difference it makes to have an attractive notebook, even if it's just a composition book that I got for $.50 in back to school sales at the end of summer.

04 April 2018

Learning Languages: Moving Beyond the Textbook {part 1}



Education is the Science of Relations’; that is, a child has natural relations with a vast number of things and thoughts: so we train him upon physical exercises, nature lore, handicrafts, science and art, and upon many living books, for we know that our business is not to teach him all about anything, but to help him to make valid as many as may be of those first-born affinities that fit our new existence to existing things.”
-Charlotte Mason, 12th Principle


When we begin to study a foreign language, we are beginning a whole new set of relationships. The serious student of an additional language will eventually open the door to relationships with a whole new culture and the people who inhabit that culture both in the local community and also, through technology, gain the ability to communicate with people in the areas where the “foreign” language is the local community language, even if they cannot travel there in person. The student learns new ways of describing all sorts of things, and (perhaps more importantly) new ways of thinking about the things they describe. No wonder learning a language is a daunting task! Sadly, too often, students of languages learn little, and retain less: even reasonable fluency is a distant goal that few seem to achieve outside of those favored few able to spend several years living in an area where the new language is spoken.

22 March 2018

The Importance of Models in Copywork

Miss Mason was wise to insist on frequent models in copywork.

 We use the traditional copywork method as our primary handwriting method; the kids first write letters, then phrases or sentences, and then longer passages, as their ability matures. In the beginning, especially, the amount of writing actually done is relatively small; handwriting sheets from outside of the Classical education philosophy typically are too long for the beginner. More importantly, they have too few models for the student to look at.


Set good copies before him, and see that he imitates his model dutifully: the writing lesson being not so many lines, or 'a copy'––that is, a page of writing––but a single line which is as exactly as possible a copy of the characters set.
-Charlotte Mason, 1:235


19 March 2018

A Civil War Foldout for our Book of Centuries {Crew Review}



I was excited when I looked through the Á La Carte products from Home School in the Woods for review this time and realized that The War Between the States Timline was included in the wide range of products that they offered crew members: Hero(11) is just starting to study the Civil War era, and I wanted to include it in our Book of Centuries as a foldout. They have a whole collection of timelines available, but this one is just perfect for where we're at.

There's so much going on in the war, and in the events both before and after, that I think that it'll be good to have a special fold-out, which will leave room for other world events from that time on the main pages of our timelines. We don't have a lot of wall space, so our timelines have always been in binders. This has a number of advantages, including that they last really well, and so we can accumulate a lot of the different things we read about into the timeline over years of reading, so I was excited to have a space-efficient way to include a lot of information about this important period of American history.

16 February 2018

Intensive Language Learning Day

I was listening to some of the materials produced by the Say Something in Welsh people, about how to break a language plateau. One of the suggestions they made was to have an intensive Welsh learning day, modeled after the things they do in their 5 day intensive courses. Which got me thinking: I wonder what that would do if we did it in school with Japanese?

Really, truly, I would love to spend 7 to 9 hours just studying Japanese and doing nothing else with my day. Oh my goodness, the progress I could make! But this is not a season where I can do that kind of thing, not really. But I can do something smaller: an intensive Japanese day with the kids. So I made up a plan and I put it on my whiteboard. I gathered up all our Japanese activities, and figured we'd do them all, all day long.

01 February 2018

Commonplace Book: January

A sample from my commonplace book, and brief instructions for how to keep one.

A commonplace is a traditional self-education tool: as you read, grab a notebook. Write down things that embody Truth, Goodness, and Beauty. Write down notable quotes, with or without your own thoughts about them. Write down the questions you have as a result of the text you are reading. You will find the book becomes a record of your own growth, and it becomes a touchstone for memory of things you have studied in the past. This is what Mother Culture is all about: self-directed, conscious self-education. 



 I've set a goal to read 118 books in 2018. This is this month's list: 

1. The Golden Fleece and the Heroes Before Achilles, -Padric Colum (Librivox)
2. しんごきの色、ーなぜ?どうして?
3. 北海道ほっかいどう荻田おぎた泰永やすながさんが1人ひとりあるいて南極点なんきょくてんまで
4. ヤコブ5
5. The Tale of Two Bad Mice, -Beatrix Potter
6. The Tale of Mrs. Piggy-Winky, -Beatrix Potter
7. The Raven and the Dragon, -GA Henty (Librivox)
8. ヤコブ6
9. ヤコブ7
10. あたらしいロケット「イプシロン」をげる
11. The Gospel at 30,000 Feet, -Dieter F. Uchtdorf 
12. All That Was Promised, -Blaine M. Yorganson


These are a selection of the passages that I've included in my commonplace book this month:


In Tyndale’s day, scriptural ignorance abounded because people lacked access to the Bible, especially in a language they could understand. Today the Bible and other scripture are readily at hand, yet there is a growing scriptural illiteracy because people will not open the books. Consequently they have forgotten things their grandparents knew.
-D. Todd Christofferson, The Blessing of Scripture

01 January 2018

Commonplace Book: December

A sample from my commonplace book, and brief instructions for how to keep one.

A commonplace is a traditional self-education tool: as you read, grab a notebook. Write down things that embody Truth, Goodness, and Beauty. Write down notable quotes, with or without your own thoughts about them. Write down the questions you have as a result of the text you are reading. You will find the book becomes a record of your own growth, and it becomes a touchstone for memory of things you have studied in the past. This is what Mother Culture is all about: self-directed, conscious self-education. These are a selection of the passages that I've included in my commonplace book this month:




一万回分かり始まります。(10,000 times; then begins understanding.)



Repeptito mater memoriae. (Repetition is the mother of memory.)




All abuse of power is essentially a rejection of feelings too painful for the perpetrator. Each insult, each trespass helps him see the fear of these negative qualities outside of himself, once again proving that he is not the worthless one.

Attachment to status is based on fear.

Status serves as a fighting machine around a vulnerable, hurt part of the self. Empowermet brings that part to light, safely, by acceptance and nurturance. Power hides that part, perversely showing the world aggression instead of strength, control over others instead of self-control, and dehumanization instead of respect.



I would remind you “walking bundles of habits” that there is a relationship between thoughts, actions, habits, and characters. After the language of the Bible we might well say: “Thought begat Action; and Action took unto himself Habit; and Character was born of Habit; and Character was expressed through Personality. And, Character and Personality lived after the manner of their parents.” A more conventional way of linking the above concepts is found in the words of C. A. Hill: “We sow our thoughts, and we reap our actions; we sow our actions, and we reap our habits; we sow our habits, and we reap our characters; we sow our characters, and we reap our destiny (Home Book of Quotations, p. 845)."
-Carlos E. Asay, Flaxen Threads



There is no reason why the child's winter walk should not gbe as fertile in observations as the poet's; indeed, in one way, it is possible to see more in winter, because thethings to be seen do not crowd each other out.
-Charlotte Mason, 1:86



Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, fabulous? Actually, who are you not to be? You are a child of God. Your playing small doesn't serve the world. There's nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We are born to make manifest the glory of God that is within us. It's not in just some of us; it's in everyone. And as we let our own light shine, we subconsciously give other people permission to do the same. As we're liberated from our own fear, our presence automatically liberates others.
-attributed to Marianne Williamson



25 October 2017

Feeding the Mother



“The life of the mind,” Miss Mason said, “is sustained upon ideas.” Ideas are more than just facts, in the same way that homemade lasagna is more than mac-n-cheese from a box. We work to find our children books that are so full of these ideas that they can be called living books -the best books. We feed our children’s minds on the best books that we can find.

But what about Mother?

Do we take as much care with the care and feeding of our own minds and hearts as we do with our children’s minds and hearts? What lessons does our treatment of our own learning send to our children, particularly our daughters? Are these lessons that we want to be teaching?

Mother must have time to herself. And we must not say ‘I cannot.’ Can any of us say till we have tried, not for one week, but for one whole year, day after day, that we ‘cannot’ get one half-hour out of the twenty-four for ‘Mother Culture?’–one half-hour in which we can read, think, or ‘remember.’
-Charlotte Mason, The Parents’ Review, vol. 2 “Mother Culture”
 
We must feed ourselves while we feed our children.

I find it interesting that Miss Mason used the term “mother culture” to describe mom’s education. In sourdough bread making and cheese making a mother culture is a “start” that you use to get the process going. You use some, but keep the rest and add to it so that you’ll have a start the next time that you want to make bread or cheese. I have a sourdough start that I got years ago from my aunt. She got it from one of her girlfriends who had had it for 40 years, and her friend said that the start was descended from start that had been carried across the plains with the pioneers on their way to Utah...

Continue reading at By Study and Faith.



23 October 2017

Study Tools for Mama

One of the big challenges in trying to learn Japanese in this area is that there are no native speakers in my circle of acquaintance, and not very many speakers at all. So finding ways to learn, basically in the absence of live humans who know  more than me, is challenging. But I feel like this is the language that both my interests run to, and the direction of the Spirit points this way, and things happen.

Every year, the Daddy heads to Japan, and he always asks, "What do you want me to bring you?" And, always, this is a hard question. Several years, I've had him bring me books. A couple years he brought me some brush pens. This year, I asked for notebooks. Because they have these cool notebooks that are designed for learning kanji.

I think they're for little kids, like the American notebooks that have the dotted line down the middle to help new learners know how tall to make the lower case letters. Only, kanji all fit in a square, and so these are set up to help you learn how to draw them well-proportioned in a square space. I love them. I had bought some graph paper, trying to have something that would work well for this, but it's too tiny: like a kindergartner, I need to make my first forays into literacy with enough room to write with large letters.


So, the Daddy brought me these, and I was excited and wanted to use them... but I'm really not very literate, and I didn't want to waste them. So I tucked them away, figuring that something would show up that would work. And this morning it did. I looked in my Tofugu email, and they were talking about this cool set of graded readers. The first one is free. It also covers kanji that I know well already, for the most part, but the very first phrase is one that I wasn't familiar with, so I'm planning to work through the set anyway. And I'm pretty excited about it. This is some of my favorite mother culture: after the kids go to bed, get out the chocolate and the fancy Japanese paper, and relax into studying. That's a great way to wind down after bedtime.

But it's not the only thing that turned up. Yesterday, I was over to my friend's house, and she was running late, but before she could call and tell us to come a little later... we knocked on the door. But she had this game, GardenScape, going on her computer, so while she played catch-up, I checked it out (she doesn't like people to help, so I didn't). It's pretty fun. You've inherited this estate, and the house is ok, but the gardens are in sad shape. So you go around them and clean them up. In English this isn't really my kind of game -- in fact, I let Hero play one of the levels for me tonight, and I just did the reading. But I like it anyway, because I get to learn a bunch of new words. There is so much vocabulary in a new language! This is a pleasant way to get some.


It's fun to find new ways to integrate my adopted language. And, if the kanji thing goes as well as I think it's going to, then when the kids get to the point that they're ready for it, I'll have them start on the same book. I like the way that it puts things in context, rather than learning words in isolation. And they've apparently gone to some significant trouble to make sure that old words pop up at good intervals so that you get practice at using real words in real for-native-by-native sentences (paragraphs, at the higher levels), and do it in a sane beginner-friendly kind of way.


Mother must have time to herself. And we must not say 'I cannot.' Can any of us say till we have tried, not for one week, but for one whole year, day after day, that we 'cannot' get one half-hour out of the twenty-four for 'Mother Culture?'--one half-hour in which we can read, think, or 'remember.'
-Charlotte Mason 


It really is true: when the student is ready, the teacher will appear. I think it's one of the cool ways that our Father blesses us. When we are ready to learn, He is always ready to provide someone or something to teach.


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