We read a lot. The family rule is no television during the week; thus, mother, father and children read. A lot. Most of the time, in fact. When I first found out I was pregnant on Elizabeth, I decided I would read Shakespeare to her--unlike mothers who knit or crochet for their babies, I read every play of Shakespeare's, aloud. Emily didn't get Shakespeare but, by the time I was pregnant on her, I knew variety was the spice of life; little Elizabeth and conceived Emily got every fairy tale I could find, all of Perrault's Fairy Tales and all of the Grimm Brothers. Emma's pregnancy was the poetry period and the girls encountered every classical poem in my collection; none of us could get into much of the modern stuff except for a cat poem set in Casa Loma and Ted Hughes. The children did go to school for a number of years and the school advocated reading a loud to one's children for a minimum of twenty minutes a night; my children still haven't gone to bed without someone reading a loud to them. With Elizabeth now 14, I wonder if I should stop. But we all seem to enjoy it, even my husband who is not always home to participate in the experience.
One Christmas, we spent the whole of Boxing Day reading one of the Harry Potter novels a loud. Every one took a turn reading for awhile and we finished the book in a day and a bit. When we read at night, we take turns making a selection; long or short, it doesn't matter, the novel or poem must be finished before the next person's choice is begun. Right now, we are reading Richardson's "Pamela." And, we are halfway through the book and it has become boring. Really boring. We have read long books before; all of the Brontes have been read, all of Jane Austen, all of J.K. Rowling and our most favourite book was Dumas' "Les Miserables." However, it is really killing us to read Richardson; I have mentioned the possibility of reading Fielding's "Shamela" afterwards, but we are really beginning to think 18th century novels may not be for us; they certainly are not for me. Elizabeth and Emily are going to try and read "Pamela" individually; Emma thinks it is a lost cause. Her turn is next and she wants an Alex Cross novel.
High brow authors seem so much more impressive than James Patterson, but we read without discrimination. I don't mind adding the fact the girls read Archie Comics and own every Calvin and Hobbes there is; we have well over 50 cookbooks and they have been read, sometimes while eating food drawn from those recipes. Elizabeth likes reading about vegetables and farming techniques; Emily is into plays, theatre productions and costumes; and Emma, well, Emma is reading Anthony Horowitz and James Patterson and other stuff I want to say is like brain candy and addictive but hardly intellectually stimulating. But the reality is we read without censorship and I must bite my tongue.
Sunday, February 28, 2010
Saturday, February 27, 2010
Dick Cavett and the Right Type of Interview
In the seventies, Dick Cavett used to host a three times a week, talk show; it was brilliant because he was an informed host and most of his topics were current events and not always discussions with the glitterati of Hollywood. Mr. Cavett speaks without mishap, his voice is always clear and he doesn't use "um" or "eh" in his conversation. The show was canceled and for a while ran on public television. The networks seemed to think his quality of show was too high brow for the general American audience. However, in this article, Mr. Cavett discusses Groucho Marx's view of Hollywood:
http://opinionator.blogs.nytimes.com/2010/02/26/whats-happened-to-cultural-discourse/
The idea is writers, poets and the like have something to say about the world, in general, and not just about themselves.
Discourse should motivate thought. Which, of course on this blog, leads to the quality of material children should use for developing their ability to think critically. Jessie Bauer and Susan Wise Bauer, mother-daughter authors of "The Well Trained Mind," believe in a scholastic approach to education; children should be early schooled in history and factual knowledge, the grammar period; develop connections between historical events and thoughts, the logic period; and then be able to make critical assessments of these connections, the rhetoric stage. It is an admirable guideline for teaching children at home. But what is the methodology in schools? Sometimes, like Dick Cavett, it seems if the material is difficult, the presumption will be students will not like it; it never seems to be they may rise to the challenge.
http://opinionator.blogs.nytimes.com/2010/02/26/whats-happened-to-cultural-discourse/
The idea is writers, poets and the like have something to say about the world, in general, and not just about themselves.
Discourse should motivate thought. Which, of course on this blog, leads to the quality of material children should use for developing their ability to think critically. Jessie Bauer and Susan Wise Bauer, mother-daughter authors of "The Well Trained Mind," believe in a scholastic approach to education; children should be early schooled in history and factual knowledge, the grammar period; develop connections between historical events and thoughts, the logic period; and then be able to make critical assessments of these connections, the rhetoric stage. It is an admirable guideline for teaching children at home. But what is the methodology in schools? Sometimes, like Dick Cavett, it seems if the material is difficult, the presumption will be students will not like it; it never seems to be they may rise to the challenge.
Friday, February 26, 2010
Educational Priorities
In Africa, there is a debate going on about the transparency of funding public schools. Between slipshod overviews and parental lack of involvement, the finances of schools in 7 countries are seen to be in a terrible state. The article found in the Guardian illustrates:
http://www.guardian.co.uk/katine/2010/feb/23/primary-education-africa
However, in the consideration of what is going on with the finances in different places, like Katrine, there is no mention of the quality of education in the 7 countries--just description of the financial mayhem. One wonders if children are being educated--money matters aside, a good teacher still determines a good education.
Then, of course, there is a financial quagmire of a different sort in New York:
http://www.nytimes.com/2010/02/25/fashion/25Therapy.html?pagewanted=1&em
Occupational therapists are being hired to work with children who, ultimately, have spent too much time on the computer and not enough time with their crayons. These are not disabled or needy children, these are rich children whose parents feel their writing skills are not good enough for pre-school and are, thus, paying therapists large sums of money to bring the kids up to snuff. At 3.
Personally, I don't know which is worse: parents in Morocco who don't care about the schools' budgetary matters or parents in New York who care too much about their children's crayon talents.
http://www.guardian.co.uk/katine/2010/feb/23/primary-education-africa
However, in the consideration of what is going on with the finances in different places, like Katrine, there is no mention of the quality of education in the 7 countries--just description of the financial mayhem. One wonders if children are being educated--money matters aside, a good teacher still determines a good education.
Then, of course, there is a financial quagmire of a different sort in New York:
http://www.nytimes.com/2010/02/25/fashion/25Therapy.html?pagewanted=1&em
Occupational therapists are being hired to work with children who, ultimately, have spent too much time on the computer and not enough time with their crayons. These are not disabled or needy children, these are rich children whose parents feel their writing skills are not good enough for pre-school and are, thus, paying therapists large sums of money to bring the kids up to snuff. At 3.
Personally, I don't know which is worse: parents in Morocco who don't care about the schools' budgetary matters or parents in New York who care too much about their children's crayon talents.
Wednesday, February 24, 2010
Bullying and the Italians
But first a word from the Jungians.....
Kind of ironic the last blog was about bullying before Google lost its lawsuit in Italy over a case of video harassment.
The story as it appears in this evening's Toronto Star:
http://www.thestar.com/news/world/article/770667--google-execs-convicted-in-italian-bullying-video-case?bn=1
This article and the event in Italy depict what is truly wrong with the character of individuals today. 10 people watched this teenage boy be assaulted by four other boys and did nothing; in a sense, they were an audience. Chris Hedges has written a great book called "Empire of Illusion." Its thematic concerns revolve around how exposure to constant violence and sex changes the character of individuals; for example, the film "The Hurt Locker" illustrates what happens to soldiers who become addicted to war. One could argue, in the case of Google and the Italian bullying episode, that the audience was completely lacking in empathy to the child being assaulted. The crowd did nothing to stop the incident and Google, by its own failure to recognize the assault, added another layer of tacit complicity. To be fair to Google, it would be very difficult to imagine how they could have prevented the further humiliation of the child but it is also curious why a machine, the size of Google with the mathematics involved in its mechanics, wouldn't already have some algorithm established to prevent such an event. Be that as it may, the reality is bullying of any nature grows in strength on the silent participation of the audience. If one cannot stop an event, one can, at the very least, walk away.
Kind of ironic the last blog was about bullying before Google lost its lawsuit in Italy over a case of video harassment.
The story as it appears in this evening's Toronto Star:
http://www.thestar.com/news/world/article/770667--google-execs-convicted-in-italian-bullying-video-case?bn=1
This article and the event in Italy depict what is truly wrong with the character of individuals today. 10 people watched this teenage boy be assaulted by four other boys and did nothing; in a sense, they were an audience. Chris Hedges has written a great book called "Empire of Illusion." Its thematic concerns revolve around how exposure to constant violence and sex changes the character of individuals; for example, the film "The Hurt Locker" illustrates what happens to soldiers who become addicted to war. One could argue, in the case of Google and the Italian bullying episode, that the audience was completely lacking in empathy to the child being assaulted. The crowd did nothing to stop the incident and Google, by its own failure to recognize the assault, added another layer of tacit complicity. To be fair to Google, it would be very difficult to imagine how they could have prevented the further humiliation of the child but it is also curious why a machine, the size of Google with the mathematics involved in its mechanics, wouldn't already have some algorithm established to prevent such an event. Be that as it may, the reality is bullying of any nature grows in strength on the silent participation of the audience. If one cannot stop an event, one can, at the very least, walk away.
Sunday, February 21, 2010
School Bullying
Here is an article from the Jakarta Post (that's right, the one in Indonesia):
http://www.thejakartapost.com/news/2010/02/21/when-a-bully-strikes.html.
Indonesians seem to have similar problems to kids in Vancouver (a 15 year old killed himself over bullying, see Vancouver Post, February 20, 2010) and, apparently, kids everywhere. Barbara Colorosa has written that there are 3 victims in an incidence of bullying: the bully, the victim and the observer. The observer, in a sense, gives tacit approval to the bully by not interfering to stop the bullying incident. My biggest problem with bullying, and neither I or my children have been directly bullied, is the shame of parents who do not try to stop or change the situation. If a child is in an intolerable situation and parents do nothing to change it, isn't that tacit approval? There are a myriad of excuses to prevent intervention; the most famous of which would be the interference to one's job, be it career or wages necessary to one's survival; the reality would still be the child stays in an intolerable situation because the parent condones it; they would do something if they didn't think money more important. In a sense, the parents' lack of pro-action continues the bullying. It's a harsh assessment. Further, a parent who thinks a child must endure a situation to toughen up, to be prepared to face the world, in a sense, is contributing to make the world a harsher place. Kind of pessimistic, isn't it?
http://www.thejakartapost.com/news/2010/02/21/when-a-bully-strikes.html.
Indonesians seem to have similar problems to kids in Vancouver (a 15 year old killed himself over bullying, see Vancouver Post, February 20, 2010) and, apparently, kids everywhere. Barbara Colorosa has written that there are 3 victims in an incidence of bullying: the bully, the victim and the observer. The observer, in a sense, gives tacit approval to the bully by not interfering to stop the bullying incident. My biggest problem with bullying, and neither I or my children have been directly bullied, is the shame of parents who do not try to stop or change the situation. If a child is in an intolerable situation and parents do nothing to change it, isn't that tacit approval? There are a myriad of excuses to prevent intervention; the most famous of which would be the interference to one's job, be it career or wages necessary to one's survival; the reality would still be the child stays in an intolerable situation because the parent condones it; they would do something if they didn't think money more important. In a sense, the parents' lack of pro-action continues the bullying. It's a harsh assessment. Further, a parent who thinks a child must endure a situation to toughen up, to be prepared to face the world, in a sense, is contributing to make the world a harsher place. Kind of pessimistic, isn't it?
Tuesday, February 16, 2010
School Schedules
In "the Rivers North of the Future," David Cayley quotes Ivan Illych on school schedules. He writes, "And, so it goes on to take the unbelievable form of four years elementary, four years middle school, four years upper, and four years college attendance" (Cayeley 144). Illych connected the school schedule to the ritual behavioural demands of Mass attendance; it makes a good argument when one understands the Church was the first to demand attendance to define a good Roman Catholic and, in a similar vein, attendance at school is supposed to make a good pupil. However, Illych goes on to say Mass attendance and confession no more makes a good Catholic than going to school everyday makes a child educated.
Another aspect of this ritual behaviour can also be found in Matthew Stewart's "The Myth of the MBA." He discusses the impact of Fredrick Winslow Taylor and the stop watch on the development of Masters programs in Business Administration early in the book and briefly mentions Morris L. Cooke (Stewart 38). Cooke is connected to the development of the Carnegie measurement of the college hour and the requisite hours needed to achieve an undergraduate degree. Sort of the same philosophy as the Church: so much time is required to define a person's ability or quality or what have you. But, the actual level of education is not defined. Stewart's book is brilliant for its dissection of the validity of MBA programs. He makes one wonder about the merit's of some aspects of this society in much the same way Illych does.
Another aspect of this ritual behaviour can also be found in Matthew Stewart's "The Myth of the MBA." He discusses the impact of Fredrick Winslow Taylor and the stop watch on the development of Masters programs in Business Administration early in the book and briefly mentions Morris L. Cooke (Stewart 38). Cooke is connected to the development of the Carnegie measurement of the college hour and the requisite hours needed to achieve an undergraduate degree. Sort of the same philosophy as the Church: so much time is required to define a person's ability or quality or what have you. But, the actual level of education is not defined. Stewart's book is brilliant for its dissection of the validity of MBA programs. He makes one wonder about the merit's of some aspects of this society in much the same way Illych does.
Monday, February 15, 2010
Reading
An Ontario study, found in the opinion section of the Globe and Mail (http://www.theglobeandmail.com/news/opinions/editorials/those-who-read-well-at-15-succeed/article1465434/,) has recently found that children who read well by 15 years of age are more likely to succeed in post secondary education. The differences between class and younger level reading ability disappear; that 3 year old who could read aloud, unlike my crazy 3 year old who was fascinated by carpet pile, but failed to continue to do so, is no longer the prodigy; in fact, said 3 year old could actually be behind and not as smart as my child. People put a lot of importance on being able to do things well at any early age as though that is a predictor of future achievement. It is not.
The New York Times also had an editorial (http://www.nytimes.com/2010/02/02/opinion/02engel.html?th&emc=th)relating how schools should be managed and what is truly important for early childhood curriculum. Reading, as in the enjoyment of the written word, is more important than the ability to read; the skill will develop if a child is supported with reading enthusiasm. Math is also important. But everything else is icing on the cake and irrelevant academically before high school. Sort of makes one wonder what one is paying for if a child is in school all day long…..
The New York Times also had an editorial (http://www.nytimes.com/2010/02/02/opinion/02engel.html?th&emc=th)relating how schools should be managed and what is truly important for early childhood curriculum. Reading, as in the enjoyment of the written word, is more important than the ability to read; the skill will develop if a child is supported with reading enthusiasm. Math is also important. But everything else is icing on the cake and irrelevant academically before high school. Sort of makes one wonder what one is paying for if a child is in school all day long…..
Monday, February 8, 2010
Some Thoughts on Universities....
In the States, President Obama has called for stronger growth and results in Education; probably a smarter way of directing "The No Child Left Behind" philosophy, President Obama views education as a national investment in the future of Americans and, as such, endorses diverse ways of making sure students graduate from high school. An example of a junior college philosophy that is working is illustrated in this article from the Times:
http://www.nytimes.com/2010/02/08/education/08school.html?pagewanted=1&hp
The general idea is that families from at-risk neighbourhoods, particularly those with parents without college backgrounds, are encouraged to send their children to college earlier. The kids are streamed from grade 9 towards early college admittance and, basically, get a head start on their college diplomas and future degrees. It is an education program funded by the Bill and Melinda Gates Foundation--so participants are not charged for their participation.
Now, this American initiative must be contrasted with the current English philosophy. From the Guardian:
http://www.guardian.co.uk/education/2010/feb/07/job-losses-universities-cuts
Government-funded universities are being closed, staff reduced and tuition hiked in a governmental effort to save money. Some universities are being kept open to teach science and math courses but degrees in the humanities are no longer being offered. And, this is being done while England is in recession and the youth are unemployed and, potentially, unemployable because of their lack of skills. One could make the argument England is not investing in its future. So,in ten years, which country will have achieved the better future?
Children who are not encouraged by their parents do not do well; the junior college program is small and academic and children are streamed from grade 8. Thus, the parents must be actively involved with their child's education and be ambitious for the kids. It makes sense for it to succeed. The closure of universities in England will mean 300 000 students will not have the options to get a degree. But does that mean these people do not have futures? If one is reliant solely on a degree, England is in trouble; but, where did Bill Gates do his university studies and when did he achieve his degree? Kind of ironic, don't you think?
http://www.nytimes.com/2010/02/08/education/08school.html?pagewanted=1&hp
The general idea is that families from at-risk neighbourhoods, particularly those with parents without college backgrounds, are encouraged to send their children to college earlier. The kids are streamed from grade 9 towards early college admittance and, basically, get a head start on their college diplomas and future degrees. It is an education program funded by the Bill and Melinda Gates Foundation--so participants are not charged for their participation.
Now, this American initiative must be contrasted with the current English philosophy. From the Guardian:
http://www.guardian.co.uk/education/2010/feb/07/job-losses-universities-cuts
Government-funded universities are being closed, staff reduced and tuition hiked in a governmental effort to save money. Some universities are being kept open to teach science and math courses but degrees in the humanities are no longer being offered. And, this is being done while England is in recession and the youth are unemployed and, potentially, unemployable because of their lack of skills. One could make the argument England is not investing in its future. So,in ten years, which country will have achieved the better future?
Children who are not encouraged by their parents do not do well; the junior college program is small and academic and children are streamed from grade 8. Thus, the parents must be actively involved with their child's education and be ambitious for the kids. It makes sense for it to succeed. The closure of universities in England will mean 300 000 students will not have the options to get a degree. But does that mean these people do not have futures? If one is reliant solely on a degree, England is in trouble; but, where did Bill Gates do his university studies and when did he achieve his degree? Kind of ironic, don't you think?
Tuesday, February 2, 2010
The Decline of the Noun
This may sound silly, but today's blog is an exploration of the decline of the "Noun" in the English grammar lesson of the past eighty years. Call it a synopsis of some studies because only 3 books, actually used in English high school curriculum, will be referenced. Somewhere in the 'Symposium,' Plato refers to the the fact the golden age of education predated him; whenever that period was, the current status of the study of the "Noun" is an example of when it was not...
In the Gage Learning text, "Language Power", published 2002, there are 3 sections on nouns: the defining section, pages 39 and 40, singular and plural nouns, pages 41 and 42 and possessive nouns, page 43. According to the editor, there are 2 classes of nouns; there are differences between concrete and abstract nouns. Collective nouns are studied in the same section as abstract and concrete nouns and the physical changes between singular and plural nouns are examined in the final section. There are 112 exercises in total. There are a further 75 exercises on pro-nouns, antecedents and relative pronouns. Please note the defining section on the noun is absent a definition and the definition of a pronoun is reliant on the assumption the student knows what a noun is and how it functions. The Gage text is in current usage for the grade nine component of the high school curriculum.
"The English Workshop: a review course," Canadian edition, was published in 1981 and used in following years at a high school in Toronto; in particular, it was a grade nine text. Some of the book's material was drawn from earlier editions; the oldest publication occurred in 1955. The text is premised as a review; therefore, an assumption may be made that grammar was taught in elementary schools. The first lesson is on nouns and defines a noun as the following:
A noun is a word used to name a person, place, thing or idea.
A proper noun names a particular person, place, thing or idea.
A common noun does not name a particular person, place, thing or idea.
A proper noun begins with a capital letter.
There are no exercises on the usage of nouns except in relation to their sentence position or with adjective usage. However, there is a chapter on the correct use of pronouns and it is 15 pages long absent the cumulative review and additional vocabulary exercises.
The final text, "Ontario High School English Grammar," authorized by the Minister of Education for Ontario and published by the Canada Publishing Company, was published in 1925. It defines a noun as "a word, or a group of words, used in the sentence as the name of anything." The chapter is 15 pages long and there is a second chapter on pronouns. Common and proper nouns are differentiated; collectives, gender, and pluralization are studied. Nominative and predicate nominative are examined as are appositive nouns and the role of the noun as object and objective predicate or adverbial objective and the differences between direct and indirect objects; possessive, phrasal possessive and the double possessive are studied. There are exercises for every section and most sample sentences are drawn from poets, Victorian and Romantic, Shakespeare and the Greco-Roman classics.
The text with the shortest definition of a noun has the most rules to learn and exercises to practise that relate to each rule; ironically, the modern text has no definition and obscure rules but the most exercises. The role of the "Noun" has not actually changed in eighty years presumably. So, the question must be asked, what has happened to its teaching? Certainly, a golden age existed in 1925 in comparison to 2002. What has caused such a decline in expectations? (Or, maybe, this blog is being silly and these real text books are anomalies when compared to the other standard texts of the periods.)
In the Gage Learning text, "Language Power", published 2002, there are 3 sections on nouns: the defining section, pages 39 and 40, singular and plural nouns, pages 41 and 42 and possessive nouns, page 43. According to the editor, there are 2 classes of nouns; there are differences between concrete and abstract nouns. Collective nouns are studied in the same section as abstract and concrete nouns and the physical changes between singular and plural nouns are examined in the final section. There are 112 exercises in total. There are a further 75 exercises on pro-nouns, antecedents and relative pronouns. Please note the defining section on the noun is absent a definition and the definition of a pronoun is reliant on the assumption the student knows what a noun is and how it functions. The Gage text is in current usage for the grade nine component of the high school curriculum.
"The English Workshop: a review course," Canadian edition, was published in 1981 and used in following years at a high school in Toronto; in particular, it was a grade nine text. Some of the book's material was drawn from earlier editions; the oldest publication occurred in 1955. The text is premised as a review; therefore, an assumption may be made that grammar was taught in elementary schools. The first lesson is on nouns and defines a noun as the following:
A noun is a word used to name a person, place, thing or idea.
A proper noun names a particular person, place, thing or idea.
A common noun does not name a particular person, place, thing or idea.
A proper noun begins with a capital letter.
There are no exercises on the usage of nouns except in relation to their sentence position or with adjective usage. However, there is a chapter on the correct use of pronouns and it is 15 pages long absent the cumulative review and additional vocabulary exercises.
The final text, "Ontario High School English Grammar," authorized by the Minister of Education for Ontario and published by the Canada Publishing Company, was published in 1925. It defines a noun as "a word, or a group of words, used in the sentence as the name of anything." The chapter is 15 pages long and there is a second chapter on pronouns. Common and proper nouns are differentiated; collectives, gender, and pluralization are studied. Nominative and predicate nominative are examined as are appositive nouns and the role of the noun as object and objective predicate or adverbial objective and the differences between direct and indirect objects; possessive, phrasal possessive and the double possessive are studied. There are exercises for every section and most sample sentences are drawn from poets, Victorian and Romantic, Shakespeare and the Greco-Roman classics.
The text with the shortest definition of a noun has the most rules to learn and exercises to practise that relate to each rule; ironically, the modern text has no definition and obscure rules but the most exercises. The role of the "Noun" has not actually changed in eighty years presumably. So, the question must be asked, what has happened to its teaching? Certainly, a golden age existed in 1925 in comparison to 2002. What has caused such a decline in expectations? (Or, maybe, this blog is being silly and these real text books are anomalies when compared to the other standard texts of the periods.)
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