This Charlotte Mason podcast explores the upper reaches of the hike up the math mountain. If teaching algebra and geometry are daunting to you currently, or for the future, please enjoy the first of this two-part interview with Richele Baburina, a fellow CM researcher and practitioner who has explored the wondrous reaches of mathematics as a living subject in the Mason feast.
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Principles 16-19 from the Preface to the Home Education Series:
16. There are two guides to moral and intellectual self-management to offer to children, which we may call ‘the way of the will’ and ‘the way of the reason.’
17. The way of the will: Children should be taught, (a) to distinguish between ‘I want’ and ‘I will.’ (b) That the way to will effectively is to turn our thoughts from that which we desire but do not will. (c) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. (d) That after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as diversion, whose office it is to ease us for a time from will effort, that we may ‘will’ again with added power. The use of suggestion as an aid to the will is to be deprecated, as tending to stultify and stereotype character, It would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.)
18. The way of reason: We teach children, too, not to ‘lean (too confidently) to their own understanding’; because the function of reason is to give logical demonstration (a) of mathematical truth, (b) of an initial idea, accepted by the will. In the former case, reason is, practically, an infallible guide, but in the latter, it is not always a safe one; for, whether that idea be right or wrong, reason will confirm it by irrefragable proofs.
19. Therefore, children should be taught, as they become mature enough to understand such teaching, that the chief responsibility which rests on them as persons is the acceptance or rejection of ideas. To help them in this choice we give them principles of conduct, and a wide range of the knowledge fitted to them. These principles should save children from some of the loose thinking and heedless action which cause most of us to live at a lower level than we need.
If you would like to study along with us, here are some passages from The Home Education Series and other Parent’s Review articles that would be helpful for this episode’s topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.
Towards a Philosophy of Education (Volume 6), Book I, chapters 8 & 9
Strayer Upton Practical Mathematics
Mathematics: An Instrument for Living Teaching
Practical Exercises in Geometry
Lessons in Experimental and Practical Geometry
Richele’s Overview of Math Instruction based on the PNEU practice with amendments for 21st century requirements: Charlotte Mason Math Overview
Thank you ladies!! Love it, can't wait to hear part 2! This is just what I have needed, I actually feel excited to get back to math next week instead of dreading the struggle.
I am really enjoying this and look forward to part 2. The link for first steps in Euclid is not working.
We are delighted that you enjoyed this. Regarding the link, Archive.org is having issues with their security certificate. The broken link is on their end, not ours, but should be resolved as this is usually just a temporary issue with Archive.
Maria,
We are thankful and that was what we were hoping for.
-Liz
Thank you for yet another inspiring & informative episode! As far as scheduling, how often would sloyd be scheduled & would this "count" as their daily handicraft on those days, or would they still do a separate handicraft as well?
Erika,
I think it would be fine to schedule sloyd for one day a week and it can be a handicraft, though I have also used it as a young math lesson.
-Liz
In this interview, Richele have an example of exercises with geometry about the guards at Buckingham and Windsor castles. What book do those exercises come from? I want to research that book a little more.
I believe, Kelli, it is from the Strayer-Upton books. I have had these books for years, but only recently have begun using them and they are wonderful.
-Liz
That was a fun example, wasn't it, Kelli? It is from Bradshaw's "First Step in Euclid." I've yet to find a copy but it is online and in the public domain. This is the book that was used for "Euclid" or "Geometry" after Practical Geometry. You could use a modern proof-based Geometry book like Harold Jacobs' "Geometry: Seeing, Doing, Understanding" or equivalent. Again, you will want to be sure it is proof-based if you want to follow CM's methods. I've included more tips on choosing textbooks in "Mathematics: An Instrument for Living Teaching."
I'll add that if you go with Jacobs' please be sure to get the latest edition. This is again in print and available through CBD.
Is the link to Practical Exercises Geometry for grades 5-6 before starting formal geometry in 7th? And is formal geometry considered high school geometry?
Yes, you've got it, Cassie.
To: Richelle and ADE
What is CBD? And thank you for these episodes 56 & 57 ADE I am excited, yet overwhelmed by all the resources. I have limited finances and I’m trying to figure out which resource I should get first. I figured if I get Richelle’s Mathematics: An Instrument for Living Teaching, then I will not only be equipped with all the resources to use, but also with the CM philosophies for my 9, 11, and 17 year old?? I don’t want to by the strayer Upton books and then have no clue as to how to use them. I’m also wondering how to use my M.U.S curriculum that I have and not feel as if it was a waste of money….My mathematically minded 9 yo son is TOTALLY burnt out with the worksheets! I’m trying to make up real life questions with the math problems as well as use some play money like you and Sonya S. give examples of…but it just feels …forced. I also have never used antiquated books and am clueless on whether or not I should print them at home, or if I can get them printed. E.g. Sloyd …where do I get that printed. the You Tube Channel Farmstead Journal does mention many of these books but without any input on how to print them or order them. Any advice and direction would greatly be appreciated. Thanks for listening.
Renee,
Our hats off to you for even considering doing math in an unfamiliar way. You are wise to take one step at a time and get Richele’s materials to understand the what and how of the method. (CBD is Christian Book Distributors). Often when we begin a new approach, it feels forced or odd to us until we discover it working and relax.
I am not necessarily recommending this for you, but will share that I often sell curriculum I have purchased and either not used or have no more use for in order to buy other needed books.
Liz