"'Education is the Science of Relations'; that is, that 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, A Philosophy of Education with a quote from The Prelude by William Wordsworth
We finished the colonization of the United States and now we are moving into the Revolutionary War. I am focusing more on personalities rather than events, along with some great character formation. I have not planned out this unit as well as the last yet, but here is what I have put together.
I am reading American Hero Stories by Eva March Tappan to Ds#3. Eleven chapters cover inspiring people and events of the Revolution. We are also reading the shorter Jean Fritz biographies in my home library, while ds#2 is reading the longer titles, Why Not, Lafayette?, Early Thunder, and Traitor: the Case of Benedict Arnold We're also using another favorite author of ours, F. N. Monjo (5 short books for Ds#1 and one long one for Ds#2 and Ds#3.) We are continuing to use An Elementary History of the United States (for ds#1 and #2) by Eva March Tappan, but only 4 chapters relate to the time period we're covering. This book will give the boys the basics of the events of the Revolutionary War.
Along with those chapters they will also continue reading The Catholic Pioneers of America by John O'Kane Murray. Seven biographies are relevent to our time period, from Casimir Pulaski to Lafayette. Included is the longest survivor of the signers of the Declaration of Independence, Charles Carroll. Other signers accused him of having less courage than they did because so many other Maryland citizens had his same name, and so he added to his signature, "of Carrollton," to be sure the king knew which one. This book continues to enrich our US History studies from which Catholic accomplishments are typically excluded.
We own and enjoy many of William Bennett's books and so I pulled Our Country's Founders: A Book of Advice for Young People. We'll skip the second chapter, "Love and Courtship," unless we have time at the end since the boys will be far more interested in the other topics at this point in their lives.
I was looking at what they needed to read for this week and I noticed at the end of Israel Putnam at Bunker Hill is the note, "Adapted from Eva March Tappan, American Hero Stories."
"Unless a man’s will has a purpose and it is a good one, education will do nothing for him except to fortify his own egotism."
Archbishop Fulton Sheen
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."
"Faith and reason are like two wings on which the human spirit rises to the contemplation of truth; and God has placed in the human heart a desire to know the truth—in a word, to know himself—so that, by knowing and loving God, men and women may also come to the fullness of truth about themselves."
Pope John Paul II Fides et Ratio
"The purpose of Compulsory Education is to deprive the common people of their commonsense."
G. K. Chesterton
"The present collapse of this country began when education was regarded as a substitute for culture, or rather when instruction was regarded as a substitute for education, or rather when getting facts by teaching was regarded as a substitute for getting truth by tradition."
G. K. Chesterton
"Though the academic authorities are actually proud of conducting everything by means of Examinations, they seldom indulge in what religious people used to describe as Self-Examination. The consequence is that the modern State has educated its citizens in a series of ephemeral fads."
G. K. Chesterton
All this propaganda for literacy of one sort or another comes from people who believe that everyone should share their particular views of what the most important knowledge is and what conclusions should be drawn from it; in other words, they want others to be indoctrinated."
Henry H. Bauer Scientific Literacy and the Myth of the Scientific Method
"Upon the knowledge of these great matters--history, literature, nature, science, art--the mind feeds and grows...and the person becomes what is called magnanimous--that is a person of great mind, wide interests, incapable of occupying himself much about petty, personal matters."
Edith Stein, a.k.a. St. Teresa Benedicta of the Cross
"It was the monks’ dedication to learning as the path on which to encounter the Incarnate Word of God that was to lay the foundation of our Western culture and civilization."