The Homeschool at Mingo's Corner
Jun. 24, 2009
Living Books - Comments and a List

Posted in Reading

(List updated 6-24-09)

 

I love books.  I think that's already been revealed, so there are no secrets here. 

 

But, there are books and there are living books. 

 

In history and literature, living books are original works that explore the age-old conditions, problems, and joys of humanity.  They inspire or chastise us, make or break us, illuminate and sometimes confound us.  They stir up righteous anger and bring us to tears.  Living books are those that define us as human beings. 

 

The term "living books" has taken on some new connotations lately, especially as it becomes applied to books in the fields of science or math.  In these areas, living books are books that explain the concepts of these fields within a literary framework. 

 

There are many, many lists of "great works" online.  Ambleside, A Book in Time, and Classical Christian Online all have lists that provide a good classical foundation in literature and history.  Most of these lists have overlap; some more than others, of course.

 

But, sometimes there are books out there that are just a bit outside the pale, or that are a bit more obscure, yet deserve mention.  Sometimes, folks just like to have others provide some feedback on books they've actually read, as opposed to just going by the title.  Sometimes, the classics are unfamiliar and the "hidden surprises" are unpleasant - it can help to know this if your child is sensitive to certain things. 

 

So, here are my lists.  I intend to update this as time, and serendipity, afford the opportunity.  Everthing herein may not be a "true" classic in the cannonical sense, but in our experience these books were worthwhile.  Enjoy!

 

Geography - Admittedly, geography is often studied alongside history.  But some books align themselves more with place, or mapping skills, than time.  Here are a few:

 Abbie Against the Storm, by Marcia Vaughan.  A young woman keeps the light at Matinicus Rock, Maine, going through the worst storm in 200 years.  Based upon a true story.  This book would also work well with a unit on weather. 

And the Dish Ran Away With the Spoon, by Janet Stevens.  What happens in the nursery rhyme when Dish and Spoon get lost and don't come back!  Cat, Cow, and Dog use a map - drawn by Fork - to find their way around fairytale land.  There are so many levels to this story.  It's a great introduction to the notion of puns, the use of a map, and the application of cultural literacy to a story.

 

Boxes for Katje, by Candace Fleming.  Based on a true story from WWII about an exchange of "care packages" between two post-war children.  Katje's generosity is exemplary.  (This one brings tears to my eyes each time we read it.)

 

Clever Ali by Nancy Farmer.  Told in the "Persian style" with wonderful aliteration and repetition, plus beautiful Arabian inspired illustrations, Ali has just turned seven and joins his father at work as a "keeper of the pigeons" for the cruel sultan.  The sultan is known for his "oubliette" - a hole into which he throws people he doesn't like.  Guess who ends up in the oubliette?  But all is not lost, because Ali is indeed quite clever.  [Parental warning - at the bottom of the oubliette may be a demon and the anticipation of the existence of this demon builds through the story.  We learn the demon is real and is ugly, but not unkind, and he proves very helpful.]

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Chin Yu Min and the Ginger Cat, by Jennifer Armstrong.  Set in China, the illustrations are engaging and depict interesting details about Chinese culture.  The story is wonderful, teaching that kindness and friendship can change the heart of a proud, rich, and vain individual. 

 

The Flame of Peace, by Deborah Nourse Lattimore.  A folktale from the ancient Aztecs.  The clever hero must return the "flame of peace" to his city after the death of his father.  The illustrations are heiroglyphic in nature and invite closer examination.

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The Legend of the Kite: A Story of China, by Chen Jiang Hong.  A Chinese Romeo and Juliet story, except no one dies!  Gives one cultural tale of the origin of the Chinese kite festival.  An unusual focus and one that children seem to enjoy.

 

My Painted House, My Friendly Chicken, and Me, by Maya Angelou.  This book was a visual delight - the painted houses of the Ndebele women of South Africa are amazing.  Told from the perspective of an eight year old Ndebele girl, it captures both the interesting differences of these people, as well as the similarities of children the world over.  A very "good" book.

 

Travelling to Tondo, by Verne Aardema.  Sometimes consideration for friends can go a bit too far...espeically when a civet-cat bride is waiting for her intended to return.   Aardema's tales, primarily set in Africa, are full of wonderful "sounds" that go with the characters.  For instance, in Travelling, the bird as he travels goes "Bwa-wha, bwa-wha" - it's a read-aloud for sure!  Aardema is better known for her Anansi tales - also great reads.  But this was our personal favorite! 

 

History - These are titles that we've discovered while doing our classical rotation in history.  I'm organizing them by major topics, in order to help others doing a similar history format.

 

Ancient Egypt

Tutankhamen's Gift, by Sabuda.  Sabuda is best known for his amazing "pop-up" books.  This book, however, is a typical picture book, focusing on one possible interpretation of the King Tut story.  The young Tutankhamen is small and often overlooked as his father and brother work to change the religious traditions of the Egyptians.  When Tut suddenly comes to power, it's with a gift that is all his own.  Looking for the cats throughout the tale is an added bonus to enjoying the rich illustrations of this text.

 

Egyptian Diary: the Journal of Nakht, by Richard Platt.  A contextual view of life in Ancient Egypt.  Surprisingly, it also contains a bit of a mystery...something we really enjoyed and kept us reading beyond the explanation of Ancient Egyptian culture.

 

Ancient Greece - The stories from this time period are priceless and endlessly referenced in Western Culture.  However, all too often libraries rely on anthologies of the stories, or older volumes that lack engaging illustrations.  Here are some newer versions.

 

Atalanta's Race, Shirley Climo.  This was a great find for two reasons.  I'd not really heard the story of Atalanta before this.  And, she was singled out in another book as being the only woman warrior who went to the Battle of Troy! 

 

Black Ships Before Troy, Rosemary Sutcliff.  An excellent re-telling of Homer's epic poem, The Illiad.  Not heavily illustrated, but very true to the original.  A reasonable, long, read-aloud for younger students.  Sutcliff handles the battles very well, even for younger children, and doesn't gloss over details that make this story so very rich.

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D'Aulaire's Greek Myths by Ingrid and Edgar D'Aulaire.  This was a real treat and a real surprise.  Just about any Greek story (not just myth) that you have ever heard, and maybe a few you haven't, are found in this compendium.  It includes the basics of the Odyssey and the Illiad as well as the stories of the Greek pantheon of gods, the sub-dieties, and primary mortals.  For those concerned about presenting the Greek gods "favorably" - the D'Aulaires do a spendid job of making these mythic beings more "human" than humans.  Occasionally, you laugh out loud at their foolishness, though it's not unduly silly.  Really, a great re-telling and very thorough.

 

King Midas, by John Warren Stewig.  The illustrations in this one are fabulous and offers a visual treasure-hunt for the reader.

 

Pegasus, by Jane Yolen.  Aside from beautiful illustrations, this is an excellent cautionary re-telling of the story of the winged horse and his mortal rider, Bellerophon. 

 

Wanderings of Odysseus, Rosemary Sutcliff.  The companion volume to the Black Ships listed above, this, too, holds true to the original epic poem on which it is based.  Sutcliff handles some of the quirks of Odysseus quite well, using parenthetical asides to explain his actions when his trickster nature might otherwise be confusing. 

 

Middle Ages - Most folks are familiar with the Arthurian legends, but there are many other books set in this time period that are worth a read, especially as they exemplify how people lived.  From here on, the books also become longer chapter books, reflecting my daughter's progression in listening skills and levels of detail.

The Door in the Wall, Margaret De Angeli.  Abandoned by those charged with his care, a young boy learns that he can still serve others despite his seeming inabilities, because there is always a "door in the wall." 

The Great and Horrible Quest, Margaret Lovett.  A fascinating story, in which the "secret" becomes clear to the reader long before the main character. 

American History - These books will probably sound familiar as you may have read them yourself when in school.  At least, I did. 

 

Calico Captive, Elizabeth George Speare.  By the same author as The Witch of Blackbird Pond, Calico Captive provides and extremely interesting narrative of an oft-overlooked time period in American history, the French and Indian War.  The heroine, captured by Indians, along with her family, learns not only to appreciate her Indian captors, but also the French with whom she eventually must make a home for herself.  Based upon a true story of the time.

 

Johnny Tremain, Esther Forbes.  Most of us remember Johnny Tremain for the horrendous accident that befalls him in the first quarter of the book.  What we've forgotten is the incredible setting of "occupied" Boston, prior to the beginning of the American Revolution.  You'll be pleasantly surprised at the depth of this book if you've not read it since fifth grade.

 

Mathematics - There are lots of new math books geared for primary-age children.  Some are better than others; some do a better job explaining concepts than others.  A fairly complete list can be found on the Living Math site.  Here are our finds:

 

The Man Who Counted,  by Malba Tahan.  A wonderful collection of "math adventures" set in ancient Persia.  The topics range in difficulty and math genres.  The one about more vs. less is actually a lovely virtue story.  The chapters are short, but the tale is delightfully told with just enough detail, in a storytelling style.  A great read-aloud with early primary students; an excellent reader for older students.  In the realm of books in general, this one hedges on a true living book. 

 

Sir Cumference series, by Cindy Neuschwander.  There are currently four "adventures" in this series, each covering an aspect of geometry.  What we enjoy about these is that they are not "stilted" at all.  The adventure aspects are realistic and engaging, the use of geometric terms seems natural, and overall they clearly explain concepts using images that are memorable.  If your child loves the age of knights and ladies, he or she should enjoy these.

 

The Warlord's Alarm, by Virginia Pilegard and Nicolas Debon.  Part of a series of math adventures set in Ancient China, this one focuses on the needs that must be met in order to accurately measure time.  A very do-able project is found at the conclusion.

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Zookeeper for a Day, by Wendy Clemson.  Part of the "Math Adventures" series.  There are activities relating to caring for zoo animals, comparing them, measuring them, etc.  Predominantly addition, subtraction, graphing, and measuring, some time, and a bit of money math.  Some very simple multiplication and maybe a couple of concepts that are on the "high" end of these.  Probably intended for 2nd-3rd grade math concepts.

 

Christian Fiction - I've been pleasantly surprised by the number of books written for young people featuring Christian historical characters or strong Christian themes.  Here are some of our finds.

Dangerous Journey: Pilgrim's Progress, John Bunyan and Oliver Hunkin.  A re-telling of Bunyan's classic, with lavish illustrations at a level entirely accessible to children.  And not too childish for adults who might find the original a bit daunting.  Definitely a great introduction to this literary work.

The Tinker's Daughter, Wendy Lawton.  The story of John Bunyan's daughter, Mary.  Blind from birth, Mary has convinced herself that she is capable of anything and needs no one's help.  That is, until her father is jailed and God makes it clear that she needs His help....

 

 

Picture Books - Most "great book" lists that include early elementary level books include picture books.  But, these are often very limited to things most of us have already covered by the time our children are of a schoolable age.  Occasionally, more material is needed.  Here are some choices:

 

Animal Friends by Dick King-Smith (author of Babe).  A collection of stories about a variety of unusual animals that the author has lived with, ranging from chameleons and golden pheasants to beloved dogs.  Fans of illustrator Anita Jeram (of Guess How Much I Love You? fame), will enjoy her delightful drawings.

 

The Bake Shop Ghost by Jacqueline K. Ogburn.  When pucker-faced spinster Cora Lee Merriweather dies, the town loses its best baker.  Others try to take over the shop, but all of them give up within days until Annie Washington comes along and meets Cora Lee and her challenge - bake her a cake that will "fill her up and make her cry."  But, which cake will do the trick and allow Annie to "keep" her kitchen?  Non-threatening ghost and a poignant story make this a delightful read.  The cake recipe at the end is wonderfully fudgy (we made it after reading the story, though we didn't care for the icing).  Oh, and watch for the cat in the illustrations.

 

The Moon Quilt, by Sunny Warner.  This was a wonderful find for us.  The illustrations, chock full of meaning and quilt patterns and calicos, are wonderful.  The story, a loving old lady and her cat both nearing the end of their lives, is beautiful and heartwarming.  We pored over this book, looking for illustrative details that enhance the story.  (Note: both the lady and the cat die at the end, peacefully.  There is no overtly Christian message to the tale.  But it is a gentle way to introduce the concept of death to a very young child.)

 

Toads and Diamonds, by Charlotte Huck.  This is a lavishly illustrated retelling of a lesser-known, but extremely likable, fairytale.  Kind behaviour and selfishness are both rewarded in kind when two sisters are sent to a well for water. 

 
Sep. 17, 2007
Looking for God...

Posted in Reading

... in Harry Potter? 

[Warning - Out of sensitivity to my friends who disapprove of the Harry Potter books, this entry will be discussing what I feel are the positive aspects of the characters and themes found therein based upon the book Looking for God in Harry Potter by John Granger.  No spoilers for the series' conclusion, either.]

I've always been a fan of the Harry Potter books.  Mostly because I enjoy a thoroughly crafted story, full of details, that is capable of transporting me to another place with a different world. 

If that very aspect of reading isn't a form of magic, then magic doesn't exist. 

I started reading the books before I had a child old enough to listen to them.  And I've listened in, at times, to the debate about the Harry Potter books, their influence, and their relationship to the Bible's injunction about "suffering witches" and tolerating magic.  I've considered the intent of these words and their relationship to literature.

Yet, I undeniably found the books to be full of positive, indeed Christian, role models. 

Harry, and his friends, while occasionally making a bad decision, ultimately choose good over evil (clearly presented); choose to do the "right" thing over the easy thing; stand against cultural, social, and even authoritarial pressure in order to either obey or support those to whom they give their allegience. 

Pretty heady stuff, actually.  The books also provide a "short hand" way of exploring these topics.  Now that my daughter has had the series read to her, we sometimes use the characters and situtations from the books to discuss issues we see in day-to-day life. 

So, being acutely aware of these things, and seeing some symbolism and other bits in the books that reassured me I was on the right track, I then stumbled across the book by John Granger titled Looking for God in Harry Potter.   Of course, I had to read this and see if I my thinking was on the right track and, hopefully, why this was so.

I was not disappointed.

The book is doubly interesting because Granger shares with his readers that he used to belong to the "banned Harry Potter from his house" world.  However, after some trusted friends encouraged him to read the first book, he instantly saw the inherent positive aspects of the books and recommended them to his daughters.

The biggest credit to give Granger regarding his analysis of the HP series is that he brings to the work a pretty thorough understanding of classical literature and how Rowling uses this to craft the HP stories.  This is crucial because, without this understanding of the classics, it's all too easy to dismiss the series as another foray into fantasy literature.

The mythical creatures that populate the HP books are predominantly chosen because of their Christian symbolism.  The griffin, the phoenix, the centaur, the hippogriff, the red lion - all are ancient symbols representing either Christ or the Christian journey, or both. 

Unlike the Narnia books, these creatures are not just part of the common populace of Potter's world, but typically are symbols or beings that encourage, rescue, or restore primary characters in the books.  Thus, they are Christ-like in both symbolism and action within the story.

The most fascinating parallel Rowling creates, and Granger elucidates, is the dichotomy between the Muggle world (the non-magic world) and the Wizarding world.  One of the arguments against accepting the Harry Potter story is this very division.  

Most of the Muggles encountered in the stories refuse to believe in what they can not see or explain, so they are, literally, unable to see members of the wizarding world.  And, if they do see wizards, they invent ways to explain-away what they have seen. 

Out of a need to keep the wizarding world safe from persecution, if some sort of "obvious" magical incident occurs in the Muggle world, wizards modify the memories of Muggle witnesses. 

It's this "hidden" nature of the wizarding world that bothers some people regarding the HP series.  They argue that in works like Lord of the Rings or Narnia the witchcraft isn't "hidden."  Everyone in the magical world *knows* that the characters practice magic.  The concealment of witchcraft in HP bothers folks. 

This tension between the worlds is readily apparent in Harry's own Muggle relations (as an orphan, he lives with his aunt and uncle).  At every opportunity, they try to deny Harry's wizard-ness, calling him a "freak" and refusing to even say the word "magic."  Harry, being a minor, has no choice but to live in this world for part of each year. 

Granger, however, makes the excellent parallel between the Muggle/Wizarding world and The World/Christian life.  As Christians, we are exhorted to live "in" the world, not "of the world" (John 17:13-16).  The Muggles are "of the world" - living in denial of anything that cannot be seen, touched, or proven.  Most Muggles are presented as heartless, nearly soulless, individuals, interested mostly in personal advancement and gain.  You learn to dislike them intensely.  

The wizarding world, while not perfect and definitely hosting some truly evil characters, is inhabited by people believing in and seeking something beyond themselves.  There are flawed characters even among the "good guys" - but all have sinned and fall short (both in Potterdome and our world.)  Overall, however, the wizarding world is a place where bravery, honesty, intelligence, and loyalty trump every time.  

And, in the final novel, the "final battle" is played out on the cosmic scale.  True to the reality of our world when the End Days approach, the Muggle world, in denial as much as possible, becomes inextricably (and inexplicably for them) involved in what is a symbol of the grand battle of good vs. evil. 

There is much, much more to Granger's book, and the Harry Potter series, than I would care to write about here.  But let me close with a final thought about highly prominant cultural entertainment and it's place in our psyche.

A great story is like a language all of its own.  It gives us images, words, and situations that explain, parallel, or mirror our lives.  Life is less threatening to talk about if we can do so in the context of characters whose stories we have shared.  Complex ideas are easier to understand, if we can give them life and make them more concrete through an anecdote or story.

We have a name for these works, though the name has taken a beating over the past many years.  We used to call these "classics." 

However, in order to "save" the term classic, we've taken to relegating it to old tomes that most folks have never read, either out of lack of exposure or simple fear of their difficulty. 

But, a classic work is a work that speaks to us across time, variations in society, and possibly even culture.  A classic presents ideas and themes that most of humanity can relate to on some level.  Oddyseus' need to get home after the Trojan War or Macbeth's avarice and self-seeking agressiveness are ideas that we understand and share, even if our experience of them is different.

And so it is with works like Harry Potter or the Star Wars series.  In them we find important parallels to human history, human thought, and individual experience.  In Star Wars, we can keenly identify with Anakin's fear of loss within the parallel context of the rise of the Empire (which seems modeled on the rise of Roman influence).  Harry Potter teaches us how to value friendship, even when self-preservation seems a more pressing matter. 

Children, given the chance, will gravitate to stories that "speak" to them.  We need to provide them with complex, strong stories with characters who face life's problems and choose the right way over the easy way.  

In this way, we equip them, and ourselves, with the language to discuss the difficult choices in life.  It is through such discussions that we then prepare them to face their own unique challenges.


Jul. 4, 2006
What We Read and What We Teach

Posted in Reading

I get SO caught up in reading books in series.  The longer the series, the better. 

 

My favorite book series is The Chronicles of Narnia by C.S. Lewis.  But I've been lost on the prairie with Laura Ingalls Wilder, wandering Hogwarts with Harry Potter, travelling through Asia with James Clavell, and nursing sick lambs with James Herriot, among other fictional and biographical individuals. 

 

In fact, I find that I really don't like reading books that aren't either historically based - fiction or non-fiction - or aren't part of a series that I enjoy.  (Crime fiction doesn't fit my list - sorry Sue Grafton!)

 

Right now, we're reading Harry Potter aloud.  My daughter, who is six, really enjoys these stories.  She doesn't get all the nuances, but the characters are appealing to her.  Her most vexing problem about Harry Potter is his situation with the Dursleys!  She feels so sorry for him having to live with such abusive people. 

 

She's also just caught up in the fun of another world.  We went through this when visiting Narnia last year.  During these series, each cat in our house gets renamed for a character from the books.  Bits of stories are acted out.  Right now she has a fairy wand, a cape, and a handkerchief of "Gringott's Gold" that she carries around.

 

But all this involvement in another world got me to thinking about why I myself, and apparently my daughter too, prefer reading serial stories or historically-based books? 

 

The answer came to me as an epiphany of sorts. 

 

The characters in these books have a history.  If they aren't truly historical characters, they "fit" into a known history that is either created through the series, as in the Harry Potter books; or they illuminate "real" history, like the James Clavell stories or Dicken's tales.

 

After making this realization about my reading preferences, it was easy to see how this affected the way I've chosen to teach my daughter.

 

This same impetus lies behind the premise of a classical education, including a Latin-centered classical education - to teach the origins of the "big ideas" in Western thought.  This extends to the classical novels that form the reading lists for most classical programs.  They illustrate the "big ideas" in ways that make these ideas come alive.

 

The Christian Bible is one of the big books of most classical programs because of the way it illustrates the big ideas of both God and humanity.  In the Bible, God provides His word for humanity, and humanity passes on the wisdom it has gleaned from living in obedience to Him.  It tells the story of Everyman living in the world we've created through our fallen state.

 

As a scholar, I understood the method and premise of a classical education well.  What I hadn't connected with is why it seems to work for our homeschool. 

 

Providing the context and the "why" is the reason we do etymology at times, talk about the origins of phrases, idioms, and ideas, and read biographies and folktales around the world.  It's why we add living math and science texts to our studies. 

 

I don't know that analyzing one's reading habits necessarily reveals something about one's teaching style. 

 

But, just as what we read reflects within our lives, how and when we choose to read is a reflection of our learning style.  And how we learn is often what we reflect in our teaching.  Enthusiastic learners often make enthusiastic teachers! 

 

What we take into our hearts is what we have to draw on to give back to others.  What we take into our minds is also what we have to teach to others. 

 

Selectivity is important, so that what we have to give to others is of a quality worthy of children of the Word. 


Reviews, comments, suggestions, and other pertinent ideas concerning homeschooling.

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