Thursday, January 31, 2008

Poetry and-- Pandemonium & Paradise

An absolutely wonderful farewell post from Cindy at Dominion Family --I will sure miss her online presence, as her blog is the first one I ever read and still one of my favorites! God bless you and keep you, Cindy!

She writes:

In the end, it was not the evil things on the Internet, not even the arguments and negativity, but rather the good things that bogged me down. So many, many good things. Pictures of decorated houses, libraries, recipes, book suggestions (this alone has been enough to almost drown me), crafts, knitting, aprons, sewing, frugality, weather, poetry, audio files, friends, homeschooling suggestions, music and the ideas, the wonderful, wonderful ideas.....

I would love to write another story about that beautiful evil Pandora. In my story, she would release a box full of a million good things leaving restraint in the box.

So the last message of this blog is what it has always been. Less is better. Little things done daily are better than grand plans. Give your children lots of tiny moments. When they approach the computer turn your chair around and look them in the eye and if you find more in their eyes than on the screen get up and take them on a nature walk or read a book to them. Pandemonium will still be there when you return.

That is a really good message, and one that I am pondering as Lent begins this coming Wednesday.

Pope Pius XI says in Divini Illius Magistri:

"(they)perhaps would have found the necessary, had they not gone in search of the superfluous."


He is talking about education but perhaps some of it applies to how I use my own time too. I have been thinking about that a lot recently.

Anyway, for this Lent I'm trying to cut back on internet time, and that means blogging too. I'm not resolving to cut down to zero but I am cutting back. I am thinking about Cindy's words about giving my children lots of tiny moments. I want to do more of that during this time off preparation for Easter.

The other thing I am giving up is afternoon naps. Oh, the awfulness of that! 3 pm and 3 am have to be the most dreadful hours of the day. I suppose that it is a breath of Good Friday every day. I thought maybe I could use that blank horrible time in the afternoon, when all I want to do is doze a bit, to ...well, to think about all the people who would like to get enough sleep but can't right now, or who have too much time on their hands and not enough resources to fill it; and so on. You probably know who you are. I know that a couple of you in the former category read my blog sometimes, probably to help overcome that insomnia -- : - )

Whereto with speedy words th' Arch-fiend reply'd.
Fall'n Cherube, to be weak is miserable
Doing or Suffering: but of this be sure,
To do ought good never will be our task,
But ever to do ill our sole delight,
As being the contrary to his high will
Whom we resist. If then his Providence
out of our evil seek to bring forth good,
Our labour must be to pervert that end,
And out of good still to find means of evil.
Paradise Lost

On Questioning, and Helping Students Learn

"The real job for which teachers are trained and paid is to help the young to learn. It should not be necessary also to make them learn. ,"


writes Gilbert Highet in the excellent Art of Teaching. That is a distinction I want to remember. He goes on:

"I am not sure when this second necessity grew up to overshadow the first. I think it must have come with the establishment of universal education in the Western countries. ..."

"There are really two different reasons for asking questions of a class: to find out if each individual has done his work in preparation, and to expose the difficulties they have found collectively in preparing the work. The former is a method of making them learn, the latter helps them to learn. The latter is much more important, but it is sometimes forgotten. ...

It is more important to explain a new field of study to a class than to check their homework on it. It is also more creative, because a class soon learns if you are interested merely in catching them out, proving them wrong, showing them up, making them squirm; and it you are, it thinks of methods to evade and to irritate you.


------------------

On children asking questions of their parents:

Children ask thousands of questions, because their world is all new, all strange and bright. If they ask at the wrong time, when we are fishing out the laundry or trying to get them to sleep, they should --- no, they should not be shut up, they should be told: 'Ask me again, at breakfast-time, will you?" When they ask at the right time, they should always be answered. It is hateful to hear a little boy in a train asking, as he looks out of the window: 'What makes the wires go up and down?" and receiving a reply which would be downright rude from one grow-up to another, and is anyhow stupid and stupefying for a child. "Never mind" and "don't bother me now" and "Sthespeedofthtrain." What good is that?

...Of course, it is difficult to answer all their questions. It is impossible to answer some of them completely. But an answer should be given, if only to keep them interested in learning and friendly to their parents, for that is what all children are naturally, and anything else is a distortion. "
From this article I learn that he wrote poetry too, and I'm not at all surprised, since his prose is admirable. I hope the excerpts above give you some idea. According to this site, he translated the book Paideia: The Ideals of Greek Culture. This does not surprise me either since the Art of Teaching book struck me as being in the tradition of paideia.

The word Paideia (παιδεία) means "education" or "instruction." Paideia was "the process of educating man into his true form, the real and genuine human nature."

Since self-government was important to the Greeks, Paideia combined with ethos (habits) made a man good and made him capable as a citizen or a king.


That's essentially what the book is about -- the role, character and methods of a teacher in educating a student into his true nature and heritage. There is also a section on "great men and their teachers" and "teaching in everyday life".

Oh, and what do you know! Gilbert Highet's wife was Helen MacInnes.

Week 19 in Review

It has been so COLD! One day our in-house temperature was down to 60 almost all day. We got a lot of snow during the weekend but none recently.

Our main expedition out of the house was yesterday, when my 15 year old had his follow-up visit to the orthopedist (for a torn hamstring over the summer) and my 8 year old had his normal monthly labs. We did some shopping and that took out the better part of the day, so we didn't have any formal academics.

This is for a Year 9 and Year 6 student (just turned 15 and 12 this January) with a bit of reference to 2 Year 0/Year 1 students (developmentally delayed 8 year old and very active just -5 year old).

Math

Our new method of doing Algebra seems to be working.

  1. First, I am trying to slow down. This is difficult for me. But if he gets a chance to percolate he is much better.
  2. Secondly I am assigning a limited time to do the work (literally, “you have to stop now because it’s been 25 minutes”).
  3. Thirdly, I am going over every problem set beforehand. I go over the first three or four and then set him to work. If he gets done I go over the next two. I am trying to slowly shift the work over to him – right now teaching him to pay attention to verbs like “simplify” and “rewrite” and “put in order”.
  4. Fourthly, I am correcting and grading after he is done rather than checking them as he goes. He likes the more objective feedback. “Like” is not the right word. He sweats it and makes negative self-evaluations, but he values it.

For Year 6 Math, I am working differently too in math too, for different reasons. I am planning a “focus” for every week based on the material in MCP math for that week – and then winging it. This works well for me and seems to be paying off for him too. We are working on multiplying decimals and he is getting the essentials and it isn’t really taking me any extra prep time.

Latin

We are using Henle Latin 1. We started up with Latin again but I realized that they have gotten rusty on some of the grammar during our hiatus. So, here are the changes:

Daily Quia – we found this Henle 1 site for Quia Quia worked for us beautifully with Latina Christiana last year so I’m glad there is a Henle site as well. They are OK on vocabulary actually but you can never have too much reinforcement and this is easy for them.

Work together – I sit them both down – this is one of Sean’s last subjects and one of Kieron’s first in the morning. Yesterday I did a practice quiz in the format suggested by the Memoria Press syllabus. You take a problem or so from each exercise. Then you note where there were problems (at least this is what I did) and work to target your review there.

When I did this practice test orally I found that both of them were rusty on the S/DO/V. So yesterday and today I worked on that. First I had them say the singular accusative for each noun in the vocabulary. Then today I had them recite all the nouns they could remember from the first declension. Then I had them decline one on paper. Then I had them make up their own sentence with proper order and stem endings. Sean had to write his while Kieron said his orally.

So I am prepared now to teach them at least 2-3 times a week (I can probably get by with assigning them written work and card drills on the other days).

Writing

Kieron has some fine motor issues and had learned to write some of the letters the “wrong” way. So I have started using Spell to Write and Read for him AND for the two little ones. So far I am having Kieron and Aidan both draw “C’s” every day as a paradigm for all the “2 o’clock” letters. Aidan is making progress! Kieron starts with the “c’s” and then moves into the other letters – d, a, g, qu, etc. He does a bit each day as a warm-up.

Then I started him on writing the phonogram “th” but found he needed some remediation with top to bottom directionality. So he spent the rest of the lesson working on that. I think we will just process through the phonograms like this – he is a good reader so obviously he knows the phonograms receptively but learning to write through practicing them will also draw us towards spelling proper lessons. He is on grade level with spelling so I am not too worried about that, it’s just a matter of writing fluency and the SWR “habit of mind”.

Meanwhile I drilled Paddy and Aidan on the phonogram cards. They were building with blocks and it was cute to see their little heads go up every time I asked them. This made it less intense for them which was good and let me be doing something while Kieron was working.

Sean and I discussed writing. He said that his top priority was correctness. He wants to be able to write something without worrying about making a fool of himself. I decided that this was quite a legitimate goal and it suits his concrete personality. And guess what method came to mind as the best way to reach this goal? Dictation, of course. I used to dictate to him back when he was in 6th grade but had let it lapse recently. So I pulled out one of his books and dictated a passage to him. I told him that this way he didn’t have to “invent” anything (that can come later and if I understand Sean’s learning style, it may actually work well for him to do those boring methodical copia exercises ). But he could find out what his “issues” were by dictation and then we could target his language lessons towards those.

Greek and Vocabulary continue for Sean, and he is acing the spelling tests I give biweekly on his vocabulary words. Plus, he didn’t make a single spelling error in the dictated passage.

Reading and Conversing across the Curriculum

Sean is progressing through Family that Overtook Christ and Plutarch’s Lives. Book of Discovery and Earth Science have correspondingly lapsed a bit. This is something to address when the other things are going smoothly. I am devoting this weekend to revising my history and science plans for the two boys.

Kieron – I am reading to him aloud from Hidden Treasure of Glaston and “Discovery of New Worlds”. But this week we did a lateral from DoNW over to Our Island Story to fill out the story of the invasion of England just a bit better. After I read to him and we talk about it, I usually assign him some supplementary reading from Core Knowledge, or the Kingfisher History Encyclopedia, or from Famous Men of the Middle Ages. This is going well. For Religion, we discuss Faith and Life – I stopped having him read the text, since it wasn’t sinking in, and instead we do a sort of Ignatian recital/disputation which is a bit more dynamic and memorable.

Practical Life, Motor Skills and Extra-Curricular

  • But Aidan and Paddy have been playing with a new creativity, and TOGETHER. This is new. Right now they are playing a complicated game with dropping marbles into a jar. Earlier they built with blocks for quite a while together. Furthermore, when Aidan hurt Paddy’s feelings this morning he came out a bit later and said spontaneously, “HEY Paddy I LOVE you!” Breakthrough moment! Ah! We were touched!
  • Brendan, Sean and Clare have been weight lifting and exercising. Clare rides the exercycle and Sean walks with Kevin to the Post Office and back (quite an endeavour pioneering through 2-3 feet of snow).
  • We have all been shoveling lots of snow off our deck.
  • Kieron has been designing comics and animations on the computer.
  • Recent Movies – High Noon, Sherlock Holmes, Tom Brown's Schooldays.
  • Games -- they got the complete Lego Star Wars Saga for their birthdays so have been spending quite a bit of time on that.

Monday, January 28, 2008

Monday List

Some days, you feel like you haven't gotten much done but when you look over your list it's actually quite a lot.

Here is my house list for the week with overstrikes for what I did (this doesn't count the ordinary daily and weekly routine – the kids rotate through the basic weekly jobs)

House List for the Week

  • Clean bathroom floor
  • Wipe floor upstairs
  • Clean stairs
  • Shovel snow on deck
  • Kids shovel snow on deck
  • Straighten and vacuum closet
  • Straighten things under bed
  • Tidy/weed out my clothes
  • Tidy Paddy's book boxes
  • Think about what to put on shelves in closet
  • Do an inventory of the craft closet OR try to consolidate things in my closet
  • Make grocery list
  • Look for a new recipe to try
  • Dust floor beside stairs
  • Clean bannisters
  • Put all my customary recipes in print form
  • Clean refrigerator
  • Straighten top of bathroom cabinet
  • Vacuum and tidy downstairs
  • Box of things to put away, things to give away
  • Occupational Therapy (cancelled because of snow but did phone consult)
  • Market, PO, Library
  • Supervise Weeklies
  • Sweep hearth, dump ash bucket
  • Change Sheets and Towels, wash them
  • Catch up on office tasks
  • Make phone calls
  • Vacuumed under and in couch and straightened it up
  • Clean toaster & other small appliances
  • Shampoo carpets (on one floor)
  • Clean microwave
  • Wash kitchen floor carefully (the kids give it a mopping twice a week but it can use a scouring occasionally)
  • Turn mattresses
  • Clean under beds

    Hey, that's not too bad! I like to try to make good inroads on Monday so that when life inevitably takes over during the rest of the week it is still manageable.

Homeschooling List for Monday

(for this, I tried to write out our routine for the day and peg in a few extra things that I'd like to get to sometime this week – then when I do my week in review I can easily see what fell through this week and what didn't)

  • Sean comes down and does Greek and Vocabulary on his own.
  • Then he reads in various subjects. (he read Family that Overtook Christ, and Plutarch on Cicero) Something I'd like to do here is have a log for him to write down what he did.
  • Then we do math – here I would like to start with a prayer. He started chapter 9 and I told him about the proposed lesson flow – he actually got a lot done pretty accurately. I think it helped that I went over the problems with him beforehand.
  • At this point discuss readings with him, writing notes. Find out any weak areas and assign separate work. (he is very vague on narration – I think I need to preview his work and have something to discuss with him)
  • Latin – Quia.
  • Then I'll pull Kieron in to do Latin with us. The MP idea is to take a question or two from each set, starting back from the beginning.
    If we run into a rough spot, I should base the review and reinforcement from that. Neither of them remembered direct object sentence structure so we dwelt on that – I had them drill accusative forms of all the vocabulary nouns, and also some verbal translations.
  • (I am thinking of putting Logic in here in future, and having them do it together, but we'll see).
  • Work on progymnasmata and related language arts.
  • Kieron can do Quia at this point.
  • I'll have him look through the SWR phonograms now and then practice writing the first letters – the 2 o'clock ones.
  • Sean can put the Christian Culture cards in order.
  • Perhaps this is a good time to try having a group prayer.
  • Then Sean can go do his weekly chores
  • Work with Kieron on math.
    On this day, math is a focus – I'm going to try to teach the ideas for the week, and then go from there to assign problems based on that for the rest of the week. We did powers of ten but actually didn't get to multiplying decimals so will do that tomorrow then practice the rest of the week. Also, we did math before we got to spelling.
  • Spell with Kieron. Just the phonograms
  • Then discuss religion, and read aloud history, and assign follow- up work. I am going to show him the Decalogue page, and put it in his notebook. (we didn't do this today – he was impatient and I was tired after helping Clare with Chemistry plus shoveling the deck for a while)
  • Read to him aloud while he colors or works with beeswax.
  • Then on normal days I can assign a science and literature reading, but I think on this day I will dismiss him to go do his weeklies.
  • Strew things for the little ones (quiz game, wooden blocks, playdough)
  • In addition, I went over phonograms with Aidan and had him write C's, bribing him with butterscotch chips. He has trouble with the start but was able to accomplish the rest pretty well so perhaps it would be good to print out some tracing ones.

I also went for 6 miles on my exercycle.

I probably ought to go shovel a bit more. We got a couple of feet of snow this weekend and it slides off our metal roof and piles on our deck in massive quantities. We call it "The Glacier".

Changing the Pace

Hey! I found Robert Schwickerath's book Jesuit Education: Its History and Principles....over at the Google Book Search page. It is a big download -- 12 MG (LOL -- just saw this typo -- you can tell I have a kid with medical needs around here, of course I meant MB)-- but looks interesting. The article I linked to earlier is a chapter excerpt from the book.

But what I was going to do was put an old article about lectio cursiva and stataria on here -- I wrote it in 2003 under the title Changing the Pace and it was in reference to following Kolbe Academy's syllabus, just so you know. But I guess it could apply to any of those times when a homeschool needs to change its flow a bit. That often seems to be in January.

-------------------------

You know how it talks in Implementing Ignatian Education in the Home about lectio cursiva and lectio stataria? Basically, the idea is that some things in a given subject can be covered relatively quickly, while other things can be chosen to go into in more depth. The variety between a broad overview and an in-depth focus helps train the students to see both the "big picture" and to concentrate on the details.

A lot of the curriculum chosen by Kolbe seems to go this way naturally – e.g. Saxon, Voyages in English, Faith and Life, and Sadlier's Composition, to name a few, have"spiral" approaches where similar ground is covered every year but with a different focus or depth depending on maturity level and so on.

However, it is possible to use this concept as a tool for variety in the homeschool. You can still cover all the required material-- either by doing extra in one subject while doing less in another, or by using the course syllabus as an outline of what to cover, but covering it using a different book or resource. You can also add short courses of things that are not covered in the Kolbe syllabus, like Art and Music.

Some examples, since I see this is not very clear:

  1. Focusing on history, doing a lot of memory work and reading historical fiction, with timeline and notebook projects, while temporarily doing less of the exercises in the science text. Or sometimes, for science, we focus temporarily on all the experiments or field work that we DIDN'T do the rest of the year -- you know, the experiments that Kolbe schedules for the fifth day of the week. Contrarily, in spring we sometimes focus more on science with a lot of out-doors "nature study" while just reading through the history text.
  2. My oldest spent a term on a research paper composition course. During this time he did less work in grammar and none in vocabulary except a SAT practice course.
  3. My first grader is presently moving up a notch in reading skills, going from painful decoding to primer-level fluency. So we are having a language arts intensive right now, where he has several short lessons in reading per day and correspondingly less work in the other subjects.
  4. My middle two are above-average spellers, so we usually don't follow a spelling curriculum. But one year we made a Writing Road to Reading type spelling notebook, which was also practice in handwriting for my then 6th grader. Also, sometimes I have had them do their phonics or English lessons orally (especially when they were younger) to free up time to focus on something else, or to advance faster through the book if the lessons were easy and more or less review.

That kind of thing can easily be done without getting very far from the syllabus. The little variety or change of pace seems to help me and the kids. I guess I could also relate this to the Ignatian recommendation that the teachers always be ready to flex the material and tailor it to the class and also approach it from a fresh perspective each year so that teaching doesn't become stale and mechanical.

-----------------------------

Saturday, January 26, 2008

Tickers and Trivia

I moved a couple of tickers over to my sidebar from my other blogs.

For the Walk to Rivendell challenge, a tip of the beanie to my daughter, who told me about it a few years back. I guess if I can make it to Rivendell, I can keep going to Minas Tirith or to Lonely Mountain, depending upon if I decide to be in Bilbo's company or in Frodo's.

I don't exactly WALK -- I ride on the exercise bike, which Clare tells me is within the rules. But I managed to start up a habit of riding again after a prolonged lapse during the holidays. I am trying to alternate 5 miles one day with 3 miles the next. Today is my easy day.

The other ticker is for our progress through the "academic year" of 180 days. Here in California we are required to keep attendance records, 180 days of a 4-5 hour day. So the ticker is a fun way to keep track of where we are and how far yet to go. There have been days when I would have let the homeschooling slide altogether if I hadn't remembered the ticker.

I have a weight maintenance ticker too but I would blush to put it on my sidebar right now.

Speaking of tickers, Aidan has recently been fascinated with a wind-up alarm clock. He carries it everywhere. I can hear it behind me somewhere right now though neither Aidan nor the clock is in sight right now, which gives me this Captain Hook sort of feeling.

I think it may be a good opportunity to work with clocks a bit because the Spell to WRite and Read curriculum has some activities to work with clock faces in order to prepare for directionality in writing. It also has some activities for children with gross motor delays who are otherwise ready to learn to spell and read. I really like this program and have been studying it this week trying to figure out how to get it off the ground for Kieron, Aidan and Patrick.

The other ticking thing that has been fascinating Aidan recently is his old oxygen saturation monitor. He discovered it under a dresser and had me reassemble it. It makes a high-pitched tick which changes tone as the oxygen levels and heartrate fluctuate. He keeps checking his sats and announcing the results with great enthusiasm.

The speech therapist is working on "functions" with him, so she showed him a train and asked him what it does. He said, "It takes you to Hanford and Bakersfield!" That's because we rode on the Amtrak with him to convey his older sister part of the way to Santa Paula for a visit to Thomas Aquinas College (and from thence, to the San Francisco Walk for Life. .... the last time Clare was in SF was related to Aidan's liver transplant and subsequent hospital stays, so going back to SF brought back all kinds of associations with that time in our lives).

Friday, January 25, 2008

Lectio -- Extensive and Intensive, Cursiva and Stataria

The following are quotes from Francis Crotty's book called Implementation of Ignatian Education in the Home. Bear with me because this is groundwork for talking about lectio cursiva and lectio stataria. Funny, when I go Googling, the only things that come up with regard to those terms are my own posts and a few texts written in German or Latin ;-). So here are the quotes and then I've tried to paraphrase them in my own words since I know it's really difficult to read quotes taken from context:




Selective Emphasis

In respect to the treatment of subjects in the curriculum, home teachers must avoid attempting to cover wide areas of subject-matter with equal emphasis on all of its phrases. They must rather select salient aspects for intensive treatment and cover subsidiary phases in summary form. For example, general courses in history and literature are of little or no educational value unless they are conducted on this basis of selective emphasis... p 24
The short version -- it's effective to combine in-depth treatment of a topic with a survey-level approach. This is particularly true in courses like history and literature, because you want both an awareness of the "big picture" AND a method of delving more deeply into particular aspects of the whole. A century book or timeline is a nice way to do this with history and for literature, a cluster of books on a topic can be a good way to go.

Lectio Cursiva and Lectio Stataria:

Depending upon the stage of the lesson, the teacher may develop a few aspects of the lesson thoroughly (lectio stataria) or go into many aspects by way of introduction to a new subject of preparation for a review or wide and rapid teaching of subject matter (lectio cursiva).
My short version -- decide what is best in a particular lesson -- either a "big picture" survey or approach, or a more in-depth treatment. What you decide on may depend on many factors -- I decide based on what we have available, what I know about the subject personally, whether the little ones are cranky that day, or based upon whether one of the other assignments for that day is cursory or in-depth (I like to balance those things so the kids are using different parts of their intellectual equipment for different lessons -- as Charlotte Mason says, variety in lessons during a day).

More on Intensive and Extensive Treatment of Subjects

In view of the pedagogical problem created by the immense growth of knowledge, there is needed a principle of selectivity of subjects, of limitation of subject-matter, and a technique for both intensive and extensive treatment of this subject matter....

The principle of the limitation of subject-matter is based on the formational function of education....

..The principle of intensive-extensive treatment of subject matter rests on the fact that merely extensive treatment would lead to superficiality and too restricted treatment would prevent a sufficiently broad view and result in lack of student interest and stimulation. Hence, there must be both intensive and extensive treatment of subject-matter: intensive within the home-class, to fulfill the formative function, and extensive, in required and independent reading, apart from home-class, for the adequate knowledge appreciation, eg of literary works and their historical setting.


This part explains the disadvantage of too shallow or too in-depth an approach and suggests that "teacher-time" ought to be spent conveying a method -- analytical or synthetic. Analysis is breaking things down into parts -- categorizing or parsing or translating. Synthesis is putting things together -- discussions or compositions or narrations. Reading aloud is definitely a premium use of teacher time since there are few ways to better set an example for comprehension, enjoyment and even elocution than by reading with a child, and if you can cuddle up on a couch together while reading that is even better, truly an almost- perfect "whole" way to educate.

Education is meant to be formative -- that is, teaching habits and methods and an attitude that will last throughout life. When in doubt, that is the aspect to consider first, so it doesn't usually work to push through the checklist at all costs to the point of tears and bitterness (this is my paraphrase of what he is saying).


Types of the Whole

A practical solution for the teacher (who is short of time) ...is to combine the intensive and extensive system in teaching the matter for the first time. Some parts of the subject, some periods of history, some scientific principles, warrant careful and detailed explanation and study, while other phases can be summarized, or typical segments can be treated thoroughly and shown to be representative of the whole.
Personally, what I do is try to glance ahead at my children's reading to see what areas I would like to consolidate in their minds and which are less key. A more relaxed way to do this is to "discover" together and go on rabbit trails based on interest or availability of resources. To be honest, this is my default mode of operation and it does work but ideally, the Ignatian method calls for a bit of preparation ahead of time.

Now to leave the Ignatian Education and move onto the one other place I found the terms "lectio cursiva et stataria" mentioned in a book written in English online. Here is a bit from a book called "Lectures on Metaphysics and Logic" and this is the relevant section:

The third rule under this head is "Accommodate the intensity of the reading to the importance of the work. Some books therefore are only to be dipped into; others are to be run over rapidly; and others are to be studied long and sedulously." All books are not to be read with the same attention; and accordingly, an ancient distinction was taken of reading into lectio cursiva and lectio stataria. The former of these we have adopted into English, cursory reading being a familiar and correct translation of lectio cursiva. But lectio stataria cannot be so well rendered by the expression of stationary reading. "Read not," says Bacon in his Fiftieth Essay, "to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things. " (The whole quote from Bacon is here) ...
You will notice that when this Hamilton is discussing "reading" it looks like he is talking about the kind of reading a person does when he is already educated. But in Ignatian education, the way I understand it, a large part of the coursework was based on "readings", so the terms "cursiva" and "stataria" in that context referred to how the material was studied and taught. (of course, the goal for the teaching was that the student would eventually be able to carry this out on his own). Basically the class would go through a book and study specific sections in great detail, while reading larger sections at home in their own time and then reviewing/discussing their independent reading in class. They also memorized sections of the works they were studying, and wrote themes -- compositions -- based on them. There is a lot more detail about the process in this excellent article by Robert Schwickerath called The Method of Teaching in Practice. I think I have mentioned it before but it really is a great resource.

Oh, and that reminds me that I finally found the CS Lewis quote I've been looking for for the longest time -- here it is, since it seems to relate a bit to the quote above:

“An unliterary man may be defined as one who reads books once only. There is hope for a man who has never read Malory or Boswell or Tristaram Shandy or Shakespeare’s Sonnets: But what can you do with a man who says he ‘has read’ them, meaning he has read them once, and thinks that this settles the matter? … We do not enjoy a story fully at first reading. Not till the curiosity, the sheer narrative lust, has been given its sop and laid asleep, are we at leisure to savour the real beauties. Till then, it is like wasting great wine on a ravenous natural thirst which merely wants cold wetness."


But I'd better stop now, I see. For one thing, Paddy wants me to read to him... again! More on this lectio subject another time.

Week 18 in Review -- Midyear Summary


I am taking a break from my Schola et Studium blog so for the time being, the weeks in review are coming over here. Previous ones are here and here. In case you don't already know, we do a blend of classical, Charlotte Mason, and unschooling. I do a sort of not-very-intense LCC for the basics (which are to me Math--Language/Latin/Greek--Literature), use Charlotte Mason ideas for the "atmosphere, discipline, and life" (habits, nature study, living books) and the unschooly ideas sort of flow around the edges in my theories and principles and how we make our educational decisions around here.... This has evolved through the years of finding what works for us and the balance changes from season to season and year to year. Anyway....you can see the Week in Review Mr Linky over at Trivium Academy.

This week in review also happens to be a mid-year review since last week we reached 90 days – halfway through the school year. Hooray!

Looking at the progress charts for the 3Rs, I was happy to see that we are closer to track than I had thought. You can click on the charts to make them bigger. This is for a just-turned 15 year old in "Year 9" and a just-turned 12 year old in "Year 6" (both their birthdays were in January and the older one's was just this week)

This chart is year 9 for the basic subjects. Logic took a hit, and so did Latin, when the Algebra started taking up a bigger part of the day.















Here is Year 6. I had handwriting down, and it transferred to spelling, and I didn't know quite how to work it so that it showed easily on the chart. So that looks a bit worse than it actually is.















Here is Year 9 -- readings and narrations. I stopped keeping conscientious records on these ones sometime in December, plus we let science take a back seat.
















Here is Year 6 -- a partial list of readings and narrations.

























General Notes and Thoughts:

I don't have my oldest scholar, a senior in high school, on the charts because she is quite independent and keeps her own records. Nor do I have the little ones on here. Paddy is a kindergartener and Aidan, who functions between late kindergarten and early first grade, is special needs and I find it very difficult indeed to project where he will be in a given amount of time.

Looking at these charts, I am a bit relieved because I thought we had fallen further behind than we had in fact. But I see what we need to focus on and that would be, um, writing. We do some written narrations but there is room for lots of improvement. My older children learned to write happily and competently just by example, time and plenty of cooperative projects. Basically we unschooled writing, in a word-rich environment. But for this set, I would like to focus on it a bit differently. So that's something to ponder and plan for.

Anyway, that is a long enough post for now. Overall, we had a good week. The first couple of weeks after resuming our studies after Christmas were a bit rocky, mostly for me changing tracks back from lots of free time to not very much. But now I've resigned myself and am back to having fun planning history and literature and trying to plan our progym.

Wednesday, January 23, 2008

More than words can say.....

These came in the mail today, from Monastery Greetings. They may look like chocolates, and they are...

But they are also sensible icons of "pure delight" : ).

Thank you dear Amy and God bless you! I am praying for joy and laughter for you that is stronger than the "tristitiae mundi"!! St John the Evangelist, St Thomas Aquinas, pray for us!

-------------------------------


What St. Thomas says about "playfulness" or "wittiness" is that these forms of rest are perfective activities, which are to be engaged in for the pure delight which they bring to the soul taxed by the tristitia mundi (the sadness of the mundane) and for the refreshment which will allow the soul to again concern itself with those "grave and serious matters" which are the substance of the life of all responsible men.

Tuesday, January 22, 2008

Economics: Government Price Fixing and the Consequences

This week all the chapter readings of Economics in One Lesson seemed to focus on various types of price fixing. One category is fixing the price artificially high, to protect the producer (usually a group with special clout because of political power or sometimes sentimental power, like the "for the children" appeal that never gets old in public education expenditure). The other category is when a price is fixed artificially low to protect or aid the consumer.

(Before I go on, Cindy's Mr Linky is here with the other contributions to the discussion -- so you can get a bigger picture than I can provide solo)

  • "Parity" pricing – returning to the pricing of another day and age, in this case for farm prices. It is artificially fixing the price at a former high (never a former low in this kind of case)
  • Saving the X Industry – a more general way of looking at parity pricing.
  • "Stabilizing" commodities to prevent surpluses and shortages
  • Government price-fixing in general
  • And one particular form of price-fixing to favor the consumer--- rent control.

Dana said that because we are in the middle of the book and the terminology and examples are probably getting more difficult to follow, we could pick one example to focus on. I will pick on the "price –fixing in general" because it is a sort of paradigm of the others, if I am understanding all this correctly.

Hazlitt says that most people don't understand that prices are a delicate and if unhindered, an accurate and reliable, response to supply and demand. (Remember that he wrote this book in the 40's so perhaps there is more understanding now, but perhaps not).

If there is more of something than is required, prices will go down because people already have plenty of it. Their money will be diverted to other areas where there is more need. This is probably why pins are so inexpensive. Most people only need X amounts of pins and so once they have enough they aren't tempted even by rock bottom prices. But if something is in demand, and there is not "enough" for the present moment, prices will go UP because people are competing to buy something that is relatively scarce. However, this situation is most often temporary because more producers will jump into the market where the returns are higher. If housing is scarce, you see more land developers; if there is more housing than people really need you see deflated prices and the entrepreneurs moving out of land development or focusing on something else.

So Hazlitt says that if you come in and FIX the prices artificially low, usually to help the more economically disadvantaged consumers, you end up making the problem worse. It works this way (and this is exactly what I am pretty sure happened during the 70's with gasoline prices) –

You fix the prices at a lower rate than the market would naturally provide. More people can buy more. So they do. But because the prices aren't really reimbursing the producer, and the prices are such that the consumer can expand demand, there is a scarcity as result. The entrepreneurs that would normally come in and increase the supply are staying in another industry which is more financially rewarding. The buyers are buying at a rate which is BY DEFINITION lower than the market can provide for. So there is only X amount of the commodity, when the market is asking for X plus Y amount. So there is still not enough – the people that are willing to get in line the longest, or have an "in" with the producers or the government, get what there is of the commodity. The government that has fixed the prices originally now often comes in to solve the problem by rationing, or by commanding the producers to produce more. The intervention escalates.

If this goes to its logical conclusion, you have a completely managed economy. It becomes a matter of top-down centralized planning, or else reactive – a matter of putting out fires by edict. If it doesn't go to its logical conclusion, then you have relative inequalities – one group is favored, but always at the expense of another. This is my understanding of what he is saying. Of course, there is way more that I have skimmed or not mentioned at all.

I suppose it might be possible to say that this simply redirects the market, in a good way. Instead of the richest people getting housing, those who got in line first get the housing. It is more equal. But this ignores the market "response" to an economic demand. Under free conditions, when there is a scarcity of something, people look for substitutes, or they economize on the luxury. In the meantime, the more daring producers jump into the market because the pay-offs are bigger. But under "directed" conditions, there is less incentive to economize, and very little incentive to get into the market, so the demand continues to exceed the supply,

This goes back to his original thesis statement. If you look at only what happens directly as a result of the government intervention, it might seem beneficial. But if you look at the bigger picture and the longterm results, you see that inevitably you are going to need more and more intervention to "fix" the problems that result from intervening in the first place.

You also see that inevitably, because the political arena has taken over the functions of the market arena, that the market battle becomes a political one. The rich or influential people will still control the market, but in a different way. They will use their economic clout to swing government interventions in their direction. What further happens is that these bureaucratic interventions are usually difficult to implement. You need a commission, a bunch of people paid to implement and enforce the intervention. These people are not exactly producers – they do not necessarily need to be efficient in order to keep their jobs. All too often, inefficiency is rewarded because the budget for their commission goes up in response to their inadequacy. I know it's unfair to keep mentioning the public school system, but there it is. The less effective it is, the more money has to be poured in.

You get monopolies and cartels…. Those who have power get more power, the "big boys" work together behind the scenes to make sure the inequalities remain.

When the government gets involved in economics, it is like the referee becoming a player. The government becomes a business gorilla, with unfair advantages.

OK, Hazlitt didn't say all that last part. His part of it stopped with the paragraph about the thesis statement. What follows is strictly me, and please take it as ponderings right now. If you see a problem with the logic, feel free to let me know.

I don't know the solution, because I'm no economist and no politician. Deo gratias. But as a citizen, I REALLY hate paying taxes for wasteful government programs that are not directly accountable to the market OR to voters. I really dislike all unnecessary and tyrannical interventions from above, so I'm not just talking about government here. If you've read Harry Potter, think Dolores Umbridge.

This goes back to subsidiarity -- a larger organization should not do for a smaller and more organic one what the latter can manage for itself. The larger organization does have an important role to play, but it does not accomplish that by stepping outside its role to micro-manage in other areas. Just for an example, I very much appreciate the help of the medical establishment in managing Aidan's medical care. This is not something I could do on my own. I can't do liver transplants. But they would be trespassing if they tried to set up parenting protocols for me outside of the medical sphere. I can do mothering, and I can do it better than I could if they were second-guessing or contravening me.

So, the way I understand it, the task of the "polis" is to keep the playing field level. The government doesn't do that by, in effect, jumping into the playing field itself, but by setting things up so it plays out fairly. How is this done? I am not sure, and this is not the focus of Hazlitt's book. His focus is to point out the problems that ensue when the government becomes a "player" – intervenes to favor one side at the expense, inevitably, of the other sides.

When the referee becomes a player (I am thinking games because last weekend was such a big football weekend for my teens who are Patriots and Packers fans, but the analogy is just an analogy), you get corruption, bribery, inefficiency on the part of the team that the referee is intervening for, and unfairness. And there is little recourse. That seems to be roughly analogous to what happens when the government intervenes, no matter how well-meaningly, in the market. Quis custodiet ipsos custodies? Who guards the guardians? Socrates brought that problem up centuries ago, and the democratic answer seems to be decentralization and separation of tasks – separation of powers --- not the reverse.

Monday, January 21, 2008

Book Order

Matilda asked:

I would love to hear you thoughts on organizing books. Do you arrange them on the shelf by size, subject, author, etc?
Thank you for asking!

I arrange them by subject. .... mostly. I do take size into consideration and I try to keep them grouped by author or sometimes publisher within the subject category. Does that make sense? For example, I keep my Narnia books together except when my kids are reading them, which is most of the time, but I have CS Lewis' non-fiction in a different section.

Let's see, I really ought to take pictures because it would make it so much clearer, but this is the wrong time of year. This summer I had them all organized, but because we bought three new shelves and took one down, some things don't fit the way they did and well, you get the picture, or lack of it. Maybe I will try to tackle them soon so I can post some photos to go along with this. Not that I have the best system in the world, but just because it's easier to picture something when there are visuals to help.

We have 16 bookshelves of varying sizes and this does not count my curriculum closet or my husband's bookshelves in his office, or the bookshelves in my teenagers' rooms.
Downstairs I have 6 bookshelves:

Two smallish ones are for the schoolbooks we are using this year, and my teacher's manuals and other resources.

Two with glass doors are for the good books -- a complete set of Dickens, a similar set of Shakespeare, one of Jane Austen, some collectibles and old family books, that kind of thing.

Two big ones in the hall are basically for miscellaneous books. This is where you find most of the general-interest coffee-table books, and books my husband or I acquired during the years that reflect our past interests or something we would like to get to. For example, a book about Canada that my Canadian cousins sent us as a wedding present; some old diaries and journals and geneologies from both sides of the family; some of my college textbooks.

My daughter also has the books she wants to read for school this year on these shelves. Some of the books here are in double rows.
Upstairs are the bulk of the homeschooling and childrens' books in ten bookshelves:


Four bookcases hold most of the fictional books.

I have them loosely arranged --

  1. series books -- Hardy Boys, Narnia, some Christian fantasy and science fiction
  2. "living history" books -- Bethlehem books and so on
  3. general fiction-
  4. and books suitable for teenagers ... like our Heinleins, and Sir Walter Scotts, and CS Lewis "Space Trilogy".

There are further sub-divisions like short chapter books for younger readers on one shelf (Thornton Burgess, Magic Treehouse series, that kind of thing), American historical fiction on another, and so on.

One glass-door bookcase holds old classic fiction in hardcovers that are a bit fragile -- some old Henty books, some LM Montgomery books I had as a child, etc.

Three more bookcases are devoted respectively to:

  • Our Catholic Faith (saints' bios, Catholic Mosaic picture books, devotionals, etc)
  • History and Art
  • Science, Nature Study and Geography.

There is one more glass-door bookshelf opposite my husband's office where I keep old anthology sets (like My Book Shelf and Book of Knowledge, the nice old Catholic readers, the Norton anthologies), and also our small collection of ancient history and literature primary resources.... like Sophocles, Aeschylus, Socrates and Aristotle.

Finally,there is a bookshelf with picture books by my bedside. I have several boxes of picture books in addition to the ones on the shelves, and I rotate them occasionally. Otherwise it is too difficult for the little ones to weed through them all and find the ones they want to read.

I also keep Christmas and Advent books put away in a box, and another box holds books I bought at the library sale but haven't gotten around to previewing yet. I don't put the books on the regular shelves until I know they are OK for the age levels they are recommended for.

My curriculum closet holds the book boxes and also some shelves for curriculum not currently in use. There are three bookshelves in there. I also keep my parenting and homeschooling-how-to type books in there, and some spiritual books that are more targeted for me than for the kids (though the teenagers browse in there occasionally).

The overall goal of this system is to make it easy to replace things on the shelves, keep the sizes of the books on one shelf fairly uniform, and of course, so that I can find things when I need to.

It took quite a lot of time to organize it last summer since I hadn't done anything with my system for several years before that, but this year it probably won't take so long.

If I had to start from scratch again I think I would do it the way I did it this time:

  • Children's fiction
  • Teen fiction
  • Picture books

Non-fiction books divided into categories (I used religion/art/music/history/geography/science)

(By the way, I forgot to mention that I put the little thin non-fiction books into boxes and strew them or bring them out when we cover that topic -- I used to keep them on bookshelves but it is hard to keep them nice when they are shelved together like that).

Good editions and anthologies separate from the trade paperbacks in cabinets that the children know to approach more respectfully.

Books that don't fit into the "suitable for and of interest to children" category are separate from the books that are intended for the childrens' enjoyment. Though of course, the teenagers generally cross categories -- I don't think we have ANY books around that I would be horrified at seeing my older teenagers read.

Saturday, January 19, 2008

Years and years ago, my husband ordered VHS tapes of some of these courses offered by International Catholic University.

They are very good -- we especially liked the one on Natural Law by Charles Rice. They now come in DVD and CD formats and it looks like there are some new ones that weren't available back when we got ours.

"to invite reason continually to take up the pursuit of truth"

Pope Benedict on Academic Freedom

The matter is one of giving the right form to human freedom, which is always freedom in reciprocal communion: law is the condition for freedom, not its antagonist. But here the question immediately arises: How can the criteria of justice be identified that make possible a freedom that is lived together, and that help man to become good?

At this point we need to jump back into the present: the question is how a juridical norm can be found that guarantees the ordering of freedom, human dignity, and human rights. This is the question that occupies us today in the democratic processes of opinion formation, and that at the same time fills us with anxiety over the future of humanity.

In my view, Jürgen Habermas expresses a vast consensus in current thought when he says that the legitimacy of a constitutional charter, as the precondition for legality, is derived from two sources: from the egalitarian political participation of all citizens, and from the reasonable manner in which political disagreements are resolved.

Concerning this "reasonable manner," he notes that this cannot be solely a struggle for an arithmetical majority, but that it must characterize itself as a "process of argumentation sensitive to the truth" (wahrheitssensibles Argumentationsverfahren). This is well said, but it is a very difficult thing to transform into political practice. The representatives of that public "process of argumentation" are – we know – predominantly the political parties as the agents for shaping political will. In fact, these will unfailingly aim above all at attaining majorities, and in this they will almost inevitably pay attention to interests that they promise to satisfy; but these are often special interests and do not truly serve everyone. Sensitivity to the truth is constantly overruled by sensitivity toward interests. I find significant the fact that Habermas speaks of sensitivity to truth as an element necessary in the process of political argumentation, thus reinserting the concept of truth into philosophical and political debate.


But then the question of Pilate becomes inevitable: What is truth? And how is it recognized? If for this one turns back to "public reason," as John Rawls does, the question arises once again: What is reasonable? How does a form of reason demonstrate itself as true? In any case, on the basis of this it becomes clear that in the search for the right to freedom, for truth, for just coexistence, attention must be paid to voices different from those of political parties and interest groups, without wanting to contest their importance in the least.

Privileges

I usually don't do these but I thought this one was interesting.

From What Privileges Do You Have?, based on an exercise about class and privilege developed by Will Barratt, Meagan Cahill, Angie Carlen, Minnette Huck, Drew Lurker, Stacy Ploskonka at Illinois State University. If you participate in this blog game, they ask that you PLEASE acknowledge their copyright.)

Bold the true statements.

1. Father went to college
2. Father finished college
3. Mother went to college
4. Mother finished college (in her forties she got her RN)
5. Have any relative who is an attorney, physician, or professor (father was a physician, uncle a professor)
6. Were the same or higher class than your high school teachers. (I have no clue what this means, so I guess the answer is no)
7. Had more than 50 books in your childhood home.
8. Had more than 500 books in your childhood home. (I think my parents had more books around than I do now and that's saying a lot)
9. Were read children's books by a parent
10. Had lessons of any kind before you turned 18. Piano lessons from a friend of my family's, and guitar lessons from my father.
11. Had more than two kinds of lessons before you turned 18 (yes if you count my father's guitar lessons)
12. The people in the media who dress and talk like me are portrayed positively. (I am a geeky, absent-minded type with seven children -- nope I don't think so).
13. Had a credit card with your name on it before you turned 18
14. Your parents paid for the majority of your college costs
15. Your parents paid for all of your college costs
16. Went to a private high school (sort of an accident because we were in a foreign country and the only English-speaking schools were private ones).
17. Went to summer camp (occasionally -- Christian Bible Camp for a week some summers)
18. Had a private tutor before you turned 18
19. Family vacations involved staying at hotels (we weren't the camping type and usually had our vacations oriented around our family's every-summer moves since my father was in the Indian Health Service and was relocated often since it operates like the Army or Navy).
20. Your clothing was all bought new before you turned 18 (I was the oldest and the only girl and so it was mostly true but also my mother sewed for me quite a bit before I turned into a teenager)
21. Your parents bought you a car that was not a hand-me-down from them (I never had a car until I was married and we still have only one family car).
22. There was original art in your house when you were a child (yes, but it was folk art -- my parents would buy things from Native American and Eskimo local artists since we lived on reservations growing up)
23. You and your family lived in a single-family house
24. Your parent(s) owned their own house or apartment before you left home
25. You had your own room as a child. I was the only girl.
26. You had a phone in your room before you turned 18
27. Participated in a SAT/ACT prep course (ha, I didn't even know what an SAT was until we were shuffled into the room to take the test).
28. Had your own TV in your room in high school (we didn't even have a family TV until I was about 10 and it was always black and white until I had already left for college).
29. Owned a mutual fund or IRA in high school or college
30. Flew anywhere on a commercial airline before you turned 16 (we moved every year and also spent three years in Switzerland while my father had a diplomatic temporary position).
31. Went on a cruise with your family (we went on an Alaskan cruise when we lived in Alaska)
32. Went on more than one cruise with your family
33. Your parents took you to museums and art galleries as you grew up
34. You were unaware of how much heating bills were for your family

Looks like about 50%.

This quiz makes me wonder how they define "privilege" -- some of it seems consumeristic and some cultural -- you don't have to be rich to give your kids cultural privileges like going to art galleries or a parent reading children's books. And contrarily, some of the economic "privileges" like a TV or phone in your own room or your own car don't seem like cultural privileges.

HT Studeo

Learning Goals 2008

Last year, when I posted my Learning Goals for 2007 UK Bookworm commented:

I think that could also fall into an annual rotation, where your monthly focus finds its way into your family's education and then runs its course and falls out again, ready to pick up anew then next time round.

I loved that way of thinking of it and I think it might help me with my tendency to let things fall right off the mental map if I don't plan consciously to revisit them.

Here are the things I got to last year:

Here are the things I never formally got to:
  • Composer Study
  • Art Study
  • Scripture Reading
  • Foreign Languages
  • Recitation (Memory)
  • Habits
  • Perfection
    Attention
    Obedience
    Observation
When I say "formally" it means that I never picked it up as a monthly focus, not that I never actually did whatever it was with my children.

Here are some things I'd like to add:

  • Householding Skills
  • Health
  • Lectio Cursiva/Stataria
  • Logic
  • Civics
  • Progym

So, now I am trying to look at this and figure out how to include what I didn't include last year, and also run again through the ones I did get to.

I am thinking that what I will do is revisit the old monthly ones and also include a new one every month or so. So for January, I already have notebooking and will now add Lectio (if that word doesn't mean anything right now, please wait)

I also want to try focusing on one habit per month.
I'll start with Attention since it's a bit of a prerequisite. (more on that later, too)
I have a list of virtues somewhere that are from the days when I studied the book Character Formation with my Catholic classical list. I can use that to fill out the short list I have above.

Let's see how it goes.

Friday, January 18, 2008

Planning Fair

There is a Loveliness of Planning fair up at Plainsong. I am looking forward to checking it out.

(Finally I managed a post of less than a thousand words on here. That hasn't happened for a while. I hope to manage it again sometime)

North and South

My daughter had the idea of spending a few moments writing out a response whenever she read a book for her reading goals this year. I am going to try to do the same -- like her, I am not going to try to write out a full review, just a few thoughts, so that is my disclaimer.

North and South by Elizabeth Gaskell (here is my daughter Clare's view of the book)

Why I read it Clare received the book as a gift from a friend -- she read it recently after watching the BBC version which I got her for Christmas -- and she passed it on to me to read after she finished it. Plus, it seemed to fit in a bit with this economics reading I am doing since it is about the contrast between an industrial economy and an agrarian one.

Circumstances of Reading -- I started it two days ago but read the bulk of it yesterday and finished it last night. Kevin, Aidan and I escorted Clare by train partway to Thomas Aquinas College where she is going to visit her brother and the college. This gave Aidan a chance to ride the Amtrak, which he has longed to do ever since the first time Liam departed for college by that means. So I'll always remember looking up from the book and seeing a freight train flash by next to us -- painted-metal-freight-car -- then farmland -- painted-metal-freight-car -- then farmland -- in rapid intervals. Also the GIANT bales of cotton in a huge grey field (we were going through the San Joaquin Valley at the time). Not at all like Gaskell's North and South, but evocative anyway.

Reading Thoughts --

"So between masters and men, the wheels fall through"


This book takes a look at a specific historical time through a filter of change. Changes in society as expressed by the tension between the new North and the traditional farming South; changes in religion (the events of the book are precipitated by Margaret's father's crisis of conscience which leads him to give up his position as a minister in a small country village); changes in life circumstances; and changes in opinion (Margaret moves towards respecting the Northern virtue and practices while Mr Thornton moves towards a less harsh and distant treatment of his workers, and the workingman Higgins moves towards a better understanding of the challenges faced by the "master").

This is what I noticed most. The novel form allows the author to take a time frame of three years and show the changes in society reflected through the lives of the main characters. It is well done -- you can see the movement in many symbolic details of various subplots -- for example, the worker Boucher's downward movement to final drowning in a stream, of all things, is countered by both Higgins (the Union man) and Thornton (the master) taking responsibility for raising and educating them.

In the end, the "solution" proposed to the turmoil caused by changing social conditions is a human one, not an economic or political one -- a matter of acknowledging that no man is an island, that we are bound to each other, that human contracts go beyond economic ones.

There is also a strong theme that an acknowledgement and acceptance of reality as it is will lead to better results than a denial of reality. This plays out through Margaret's father's gradual recognition of his wife's fatal illness, and through Mr Thornton's changes of fortunes through the strike and the price changes in fortune, and Margaret's own acceptance of the reality that there may never be a chance for her brother to vindicate himself in the eyes of English law.

Related to that is the emphasis on truth in perception and integrity in action -- a major plot line is concerned with a falsehood told by Margaret and what that reveals to her about her own lack of faith and courage.

There is a chapter near the end of the book where Margaret goes back to the village that she remembers as a sort of earthly paradise and finds it changed during the years of her absence:


All night long too, there burnt a little light on earth; a candle in her old bedroom, which was the nursery with the present inhabitants of the parsonage, until the new one was built. A sense of change, of individual nothingness, of perplexity and disappointment, over-powered Margaret. Nothing had been the same; and this slight, all-pervading instability, had given her greater pain than if all had been too entirely changed for her to recognise it....


And a bit later:

'After all it is right,' said she, hearing the voices of children at play while she was dressing. 'If the world stood still, it would retrograde and become corrupt,.... Looking out of myself, and my own painful sense of change, the progress all around me is right and necessary. I must not think so much of how circumstances affect me myself, but how they affect others, if I wish to have a right judgment, or a hopeful trustful heart.'

She realizes that change is inevitable in an imperfect contingent world, and that a right personal response is required. Once she realizes that she is able to take responsibility for making decisions herself rather than simply letting herself be guided by what others seem to need from her, and this is a step on her road from girlhood to taking a place in society as a mature woman.
--------------

I found myself reading the book to Paddy, who is five, and this is how it came about --

I had already read Paddy's bedtime stories and was trying to settle him down to sleep. I told him it was my turn to read while he went to sleep and he asked me, "Can you read your book out loud and put your finger on the words as you read?" So I did -- I was reading chapter 13,

'Fluff,' repeated Bessy. 'Little bits, as fly off fro' the cotton, when they're carding it, and fill the air till it looks all fine white dust. They say it winds round the lungs, and tightens them up. Anyhow, there's many a one as works in a carding-room, that falls into a waste, coughing and spittingblood, because they're just poisoned by the fluff.'

'But can't it be helped?' asked Margaret.

'I dunno. Some folk have a great wheel at one end o' their carding-rooms to make a draught, and carry off th' dust; but that wheel costs a deal o' money--five or six hundred pound, maybe,and brings in no profit; so it's but a few of th' masters as will put 'em up; and I've heard tell o' men who didn't like working places where there was a wheel, because they said as how it mad'em hungry, at after they'd been long used to swallowing fluff, tone go without it, and that their wage ought to be raised if they were to work in such places. So between masters and men th' wheels fall through. I know I wish there'd been a wheel in our place, though.'
and Paddy was fascinated with the fluff, and a bit fearful. I was surprised that he would listen for two or three pages to such a discursive book, which alternates between detailed description, and equally painstaking dialogue, with not very much action that would seem interesting to a five year old boy.

Monday, January 14, 2008

One Economic Lesson and the Man Who Proposes It

Henry Hazlitt was rather a remarkable man, according to this article A Man for Many Seasons. His father died when he was a baby and he had to drop out of college when his stepfather died so that he could support his mother. He could only find low-paying menial jobs at first, but went to secretarial school and eventually was hired as a reporter by the Wall Street Journal. Not satisfied with that, he took over his own education, reading Shakespeare and Herbert Spencer and then focusing his efforts on economics through reading The Wall Street Journal. When he was only 21 he wrote a book called Thinking as a Science; it was published when he was 22. Apparently he was the American who introduced the famous Austrian economists Ludwig von Mises and Friedrich Hayek to the American public, after their books had been translated into English.

Sometime later, when he and Mises had become good friends, he wrote the book called Economics in One Lesson which has become his most enduring book for the public at least. So this part of the book, the part describing the "most ambitious of us", certainly evokes for me his own personality:

Each of us is trying to save his own labor, to economize the means required to achieve his ends. Every employer, small as well as large, seeks constantly to gain his results more economically and efficiently— that is, by saving labor. Every intelligent workman tries to cut down the effort necessary to accomplish his assigned job. The most ambitious of us try tirelessly to increase the results we can achieve in a given number of hours. The technophobes, if they were logical and consistent, would have to dismiss all this progress and ingenuity as not only useless but vicious.

The One Lesson

The main thesis of the book is probably well known by now to anyone following the book discussion:

The art of economics consists in looking not merely at the immediate but at the longer effects of any act or policy; it consists in tracing the consequences of that policy not merely for one group but for all groups.

Here are the examples from this week's readings, with my paraphrase of Hazlitt's point of view --

  • Machinery -- technological progress -- is NOT a bad thing. If that were true it would lead to the ridiculous conclusion that the less efficient we are as a country or as individuals, the better off we will be. Let's all go back to the slave economy of Egypt where people spend every hour in the day lugging huge stone blocks to make pyramids for the tombs of the Pharoah . There you will have as much low-tech full employment as you could ever wish for.
  • It is the same with "spread the work schemes" and "full employment". The end goal in mind ought to be productivity which will help everyone in the country. Employment ought to be a result not the main goal. He points out that the amount of work to be done is pretty much indefinitely expansible. As long as there are needs or desires to be met that people are willing to pay for, there will be more jobs for people meeting those needs or wants. For example, the computer game industry did not exist a bit over a quarter century ago when my husband (who is a freelance game programmer) was in high school. The reason was very simple -- microchips hadn't been invented, so no personal computers existed. The examples could be multiplied.
  • Production and technological efficiency are GOOD things, he says. People can buy things more cheaply; they have more choices. While these things are good, the following things hamper efficiency and do not benefit the country as a whole:
  • One is employing bureaucrats who are doing unnecessary work. This seems too often to be the result of a well-intentioned government program which is doing something that can perfectly well be done as a private industry. It becomes invaded with inertia and a desire to keep the status quo (and the funding).
  • Another is subsidizing exports. Would you pay someone to buy your product? No? Then why does our country give loans to other countries to allow them to buy our exports? How can that help the economy?
  • It is the same with tariffs. If a country can make things more cheaply than we can why not take advantage of that? He says that Mill says the reason a country exports ought to be so it can import.

Foundations of the One Lesson

After he wrote Economics in One Lesson, Hazlitt wrote a book called The Foundations of Morality -- his position is at least evoked by these quotes from the book (I looked at this article on the utilitarianism of Mises, Hayek and Rothbard in order to find the quotes)


...Bentham has left us an illuminating simile: 'Legislation is a circle with the same center as moral philosophy, but its circumference is smaller.' And Jellinek in 1878 subsumed law under morals in the same way by declaring that law was a minimum ethics. It was only a part of morals--the part that had to do with the indispensable conditions of the social order.

There is no way, in fact, to adopt or frame moral rules except by considering the consequences of acting on those rules and the desirability or undesirability of those consequences.

The chief function that the common morality serves is to reduce social conflict and to promote social cooperation.

The writer of the article I linked to goes on to say:

As legislation is a subset of morality (for Hazlitt), so market exchange is a subset of "social cooperation."....

Hazlitt concludes that, because "social cooperation" is indisputably beneficial to human life, it serves as an appropriate foundation for both moral rules and legislation.

Since "social cooperation" includes institutions that constitute the market system (such as specialization and division of labor, and money) or make it possible (such as property rights and attitudes of respect for them), Hazlitt's standard provides a consequentialist foundation for property rights and the implied freedom of exchange.

If you wonder what all this has to do with his book on economics and the discussion, here is my try at answering.

My Own Thoughts on This:

When I read the book I found myself with a slightly claustrophobic feeling. I could see and agree with his premise that what is plain folly for a small business does not necessarily translate into good common sense on a huge scale.

You can see there are a few things he does not address. I am no expert on economics, for sure. But I can think of a few things where he traces back the consequences partway but perhaps not all the way. With the tariffs -- supposing we as a country don't want to become overly dependent on a foreign country (foreign oil comes right to mind)? With the government employees -- how do you define "necessary"? No doubt all of us can imagine or have met some fat-cat bureaucrat who is entrenched in secure incompetence. But what about a niche like my father's -- he is a retired but first rate physician who spent his life working for the Indian Health Service (it probably has another name now...)? He did important work that the private market likely would not provide for of its own. How about the idea that "technological progress is good"? Yes, it generally improves production, and that does bring prosperity which is valuable to human well being, but isn't there a side effect in the meaningfulness of human life in our society? We all know of a point where specialization becomes dehumanizing, surely.

This is where I think his focus is intentionally not all-comprehensive. His point would be that while the free market isn't all-sufficient -- it is meant to be a subset of society's workings --- bureaucratic intervention in economics is worse. There is a reason for that, and it is that there are human limitations to seeing the big picture. His friend Ludwig von Mises pointed this out as a failure of the socialist "planned economy". No one can plan what is going to be needed by a complex organic society.

His argument for his free market perspective is that it is more efficient. Efficient towards what end? This became a big question, and that was why I went looking for his moral outlook, piecing it out from what he says indirectly in the book, and then going online to do a bit of researching to better understand his point of view.

As you can see from the quotes, it appears to be utilitarian but not crassly so at all. Utilitarianism seems to be the default position for the reasonable secular empiricist nowadays because.... well, really... it is difficult to imagine any other position that doesn't depend on "a priori" assumptions which are usually founded on shaky grounds when they are not bolstered by some solid religious/philosophical underpinnings. And if you have those underpinnings you will be something more than a secular empiricist. That's a side point, but I wanted to make sure it was clear that I see limitations in this position but do not dismiss the value of Hazlitt's work on those grounds.

So, his thinking seems to go this way:

  • The requirements of morality should be a "wider circle" than the laws that are put into place by the State.
  • Laws ought to promote social cooperation.
  • The economic system should work the same way.
  • The benefit of "social cooperation" is that it fosters individual well being on a wider scale.
  • The government should not micro-manage -- in other words the principle of "subsidiarity" applies -- the larger organizations should not do for the smaller ones what the smaller ones ought to do for themselves.
  • This promotes the freedom and liberty of the individual person to make good choices.

Aquinas would agree with all that from what I've read, but disagree that morality is purely functional and ought to be measured in terms of "consequences". This measurement by consequences inevitably begs the question. One individual choice is basically as good as another, objectively, though subjectively you might have a preference. It leads to a flattening out of quality standards, which most thoughtful empiricists usually realize but don't know quite how to address within their premises; and of course, this is what we tend to see in our society right now. Say I like to watch Britney Spears shows, while you like to read economics books -- is there a real difference? We are both happy and exercising our freedom of choice. This may be the best possible way to operate a secular state but it is hardly the best way to think about life.

(I am not saying that Hazlitt himself flattens out quality standards. I haven't read his book on morality. But I do think that it is difficult to work through if you stick to individualistic consequentialism even within a framework of "social cooperation" as the means to happiness).

Right now, we have a mixture in our country -- the flattening out of quality and meaning which is seen in consumerism, and the micro-management of a government that imposes micro-rules on families and individuals, and penalizes small businesses in favor of powerful special interest groups.

It may be the best we can do. Certainly I'd rather live here and now than in Pharoah's Egypt. On the other hand, Joseph as governor for the Pharoah RAISED the taxes to only twenty percent, and that was only to provide for the coming famine. There is certainly room, I think, for a bit of tweaking and reshaping. Reading this book in the context of the upcoming elections certainly gives the subject of economics quite a bit of immediacy.

Finally, as if this hadn't gone on long enough, I wanted to quote Hazlitt from his chapter on machinery because I thought it well expressed the theme of his book and also his purposeful limitation of subject -- the circle within the wider circle. It also shows the stylistically lucid manner in which he writes:

Joe Smith is thrown out of a job by the introduction of some new machine. “Keep your eye on Joe Smith,” these writers insist. “Never lose track of Joe Smith.” But what they then proceed to do is to keep their eyes only on Joe Smith, and to forget Tom Jones, who has just got a new job in making the new machine, and Ted Brown, who has just got a job operating one, and Daisy Miller, who can now buy a coat for half what it used to cost her. And because they think only of Joe Smith, they end by advocating reactionary and nonsensical policies.

Yes, we should keep at least one eye on Joe Smith. He has been thrown out of a job by the new machine. Perhaps he can soon get another job, even a better one. But perhaps, also, he has devoted many years of his life to acquiring and improving a special skill for which the market no longer has any use. He has lost this investment in himself, in his old skill, just as his former employer, perhaps, has lost his investment in old machines or processes suddenly rendered obsolete. He was a skilled workman, and paid as a skilled workman. Now he has become overnight an unskilled workman again, and can hope, for the present, only for the wages of an unskilled workman, because the one skill he had is no longer needed. We cannot and must not forget Joe Smith. His is one of the personal tragedies that, as we shall see, are incident to nearly all industrial and economic progress.

To ask precisely what course we should follow with Joe Smith —whether we should let him make his own adjustment, give him separation pay or unemployment compensation, put him on relief, or train him at government expense for a new job—would carry us beyond the point that we are here trying to illustrate. The central lesson is that we should try to see all the main consequences of any economic policy or development—the immediate effects on special groups, and the long-run effects on all groups.

In other words, he acknowledges that the temporary or sometimes permanent problem of Joe Smith needs to be considered and addressed, but not by distorting economic mechanisms in such a way that Daisy Miller and Tom Jones are hurt and the whole system is damaged and made less useful.

So there you go. I hope that now that I got all that background out of my system that I can do a more streamlined post next time. Off to add my post to Cindy's Mr Linky and read what others have to say. I am learning a lot by thinking through this but of course, that means looong posts, unfortunately ;-)