Education is the science of relations….

….and connections are everywhere. They are inherent. Once upon a time, a long, long time ago, I thought it was my job to create them by using or building unit studies for my kids. Fortunately, I met Charlotte Mason’s philosophy in the pages of her books and learned that I didn’t have to do that.

Here is the experience we had today, illustrating yet again that education is the science of relations, and connections are just everywhere.

My son is reading the book Baltic Countdown: A Nation Vanishes.

In his economics book (The Clipper Ship Strategy: For Success in Your Career, Business, and Investments (An Uncle Eric Book)
-material he read also connected with material from Baltic countdown- as the author of CS was discussing the perils of a government controlled economy in theory (political law, where politicians define good and evil based on their personal whims and use government regulations to pick winners and losers), and the writer of Baltic Countdown was writing an account of the nonsense of a Soviet Controlled economy. Those connections weren’t planned, they just happened.

It just so happens that in his history reading today, Poland is mentioned- so that was part of his mapwork.

We also started Joseph Conrad’s Heart of Darkness today, and I introduced it by showing him something about Conrad’s background, and of course, Conrad was born in Poland. We also looked up and discussed Imperialism, and there are connections between that and his other readings as well.

For composition study this week, he’s been reading David McCullough’s essay. I have him read it through once, then read it through a second time over several days, writing a sort of precis of each paragraph.

He has been complaining about his school schedule both because it is too full (it is, and I am working on that), and because he thinks we spend too much time focusing on history. I’ve tried to explain to him that history is important because it gives context to everything else, and those who don’t know their history are doomed to repeat it (or be forced to suffer repetitions caused by others in power who don’t care about history). I didn’t think it had gotten through.

Today he went through his booklist for the week jabbing at the titles and telling me “History, see?! This is also history! And THIS, and THIS.”

I stopped him and pointed out that a couple of the books he was calling history were really politics and government, and a couple of them were economics, and two were literature.

“Mom,” he said, exasperated, “politics is just history, too- either history that did happen, is happening, or is about to happen. Economics is history. And most of my literature? That’s history, too.”

Really, my son?

I do not think he’s caught on yet that this is exactly what I’ve been telling him.


This entry was posted in Boy, Boys, or Blynken and Nod, Charlotte Mason, homeschooling. Bookmark the permalink. Trackbacks are closed, but you can post a comment.

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