Yesterday I posted about the book How to Read a Book, which seeks to do the nearly impossible, namely, lead the horse of the student to the water of the classics and get him to drink.
Do keep in mind that they have in mind college-age students, so the value of this book for parents (as opposed to professors) is to think in terms of bringing our children up to the point where the authors' guidance will do them some good.
The discussion is divided between nonfiction and fiction. About fiction, Adler and Van Doren say this:
“Don't try to resist the effect that a work of imaginative literature has on you.”
Italics theirs.
Brilliant.
Two things.
First, note the “you.”
They are addressing you (and me), but we need to look at the child and say the same thing.
Probably not out loud.
And then consider what you have to do to be able to say this to your child without using any words.
How can we help our children be open to the effect that a work of imaginative literature has on them?
It all goes back to that environment you're making right there at home. Order and Wonder.
Now you can see how the little steps lead to the bigger ones… However humble your home, you are instilling wonder by means of beauty, the rhythm of life, and, occasionally, silence.
That brings us to the second point.
Whatever curriculum you choose, be sure that at the heart of it is enjoyment of the work of literature (or really, any wonderful thing). The work may be difficult, and to a certain extent it must be (as explained here in this short video — what we perceive as difficulty in approaching a beloved work represents the effort of raising ourselves up from our level of understanding). But if the beauty of the work isn't enjoyed, there is no point in the exercise.
I somewhat despair at folks who agree on one level with this assertion, but then ask for ways to “raise reading comprehension” and “ensure the child grasps the material.” The enjoyment and the grasping and the comprehension are not separate. Yes, there are ways to go about increasing understanding, but it's essential to realize that those ways are not primarily mechanical in nature, although they may be susceptible to analysis.
In the end, what a person is learning is to allow the work to have its way with him. Above all, art is a relationship, not a dissection!
Now, this brings us back to what Auntie Leila is always going on about — keeping to the old things, because to open oneself to something at this radical level, one must have trust — in the work itself. And trust must be based on reality.
It's not good to open oneself to bad things or even mediocre ones — not at a young, unformed age, anyway. Wonder implies goodness, as does order, for that matter. The question of goodness in literature is one not to be settled here, but as soon as it's broached, it becomes clear that from the earliest days of reading, we need standards.
The best standard is always going to be the one that is formed by tradition, because it's the one with dimension in time. That democracy of the dead will give us the triangulation we need for judging new things. It's not at all that a new thing can't be good! It's just that one's standard is a tool, the metal of which must be refined by the fire of the past.
Julie says
Oooh, do I ever love this post, and the previous one as well. Thank you for letting me know that it is ok for my kiddos to just enjoy a book. (and it’s ok for adults to enjoy as well) Sometimes we dont see the story as we trouble ourselves with non-essentials, and generally make the story bo-ring. I will be picking up the Adler book @ the library today…can’t wait. Bless all of you fanastic friends on LMLD.
Mrs. B. says
Leila, I’m not sure I understand all you want to convey, and I don’t want to misunderstand you on such important matters. Are you saying that we shouldn’t fret too much about analyzing books with our kids, intending that as a formal part of our homeschooling?
I think I can say we’ve always done a good job with our kids as far as providing wonderful, classic books on the most disparate subjects (and not just books, but music, and Church liturgy, etc…), and my hope is that this will form their life-long tastes and standards (I’ll admit the Order part of the equation causes more concern… cough cough… Mama here’s a bit lacking… cough cough)
But on top of all the free reading our kids are already doing, this year I am starting something new – analyzing novels. The kids are young, 9 and 8, so the novels are Little House on the Prairie and Charlotte’s Web, which my kids know already anyway. By analyzing I mean work on expanding vocabulary, learn how to summarize and write good sentences, etc.
Are you saying that work like that is not a good idea, and books should be left alone? I might have to go back to the posts you once wrote about teaching writing.
I’m not trying to have you tell me what to do, but I’d like to understand what you’re saying exactly. Please, elucidate when you have a second 🙂 Thanks!
Mrs. B. says
I did go find your post about teaching writing, right away! 🙂 I think this is the relevant one, in case someone else is interested, too: http://www.likemotherlikedaughter.org/2013/01/writing-without-all-torture-every-day/
I like the letter-writing suggestion you had there!
Rachel Allison says
WAIT! What video???
Leila says
Sorry, forgot to link it! It’s fixed now.
The video is here:
http://www.thegreatideas.org/HowToReadABook.htm
It’s Mortimer Adler and Charles Van Doren discussing the importance of reading difficult things.