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JennGM
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| Posted: Aug 23 2012 at 9:48am | IP Logged
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from this Copybook thread, I first wanted to start out with Jen's awesome summary:
Mackfam wrote:
I wanted to go back to your original observation, Jenn...and throw in an observation of my own.
--> Copybooks, Notebooks, Timelines, Book of Century, Century Charts <--
I'm going to observe {and state clearly that this is my opinion} that all of these, in any form or format, is an adequate representation of CM's goal, which was to give the student a way to record and re-present something he/she read in narrative or creative ways which were an expression of the child. A way of giving them a tool to translate something they had read and learned into something creative and an expression of themselves. In essence, this is what we're talking about here - all of these things: acted out narrations, copybooks, timelines, Book of Century. And it's why I don't get hung up on the details of how this tool looks. It can begin somewhere and evolve and change in a variety of ways, but always with the goal of giving the student a tool to translate *ideas read* into *ideas presented by the student*. A narration.
I wanted to give a little background on Charlotte Mason's Book of Centuries.
Initially, her history students enjoyed a book made my Mrs. Epps, a very close personal friend of CM's and a mother of 4. She wrote The British Museum for Children which you can find in its entirety online here. The book is really just a narrative of a walk through the British Museum, even containing terms like, "standing before us we see the statue of...". During this time, students would read in The British Museum for Children, narrate, and keep a Museum Note book, which I imagine was not very unlike a copybook which has been talked about on this thread. Mrs. Epps continued to write for CM in the Parents' Review and other publications, with her specialty being history and geography.
Building on Mrs. Epps' work, Miss Bernau, a student of Charlotte Mason College, came up with a tool which we are most familiar with: the Book of Centuries. The Book of Centuries Miss Bernau developed and which was then used in all of CM's schools, was really patterned after the version Mrs. Epps conceived of, and was meant to coordinate with The British Museum for Children which students in PNEU schools still used.
The Book of Centuries that Miss Bernau conceived of was simple, coordinated well with the students' study of the British Museum, and provided a good format for them to record their experiences and the ideas they came across. Nowhere in CM's writings do I find Miss Mason or anyone else insisting on this particular format as necessary or integral to the study of history. The idea of giving the child a tool to capture ideas and illustrate or re-present them in some way was always key in anything CM articulated and advocated because this, in essence, is a narration. But, and this is my opinion (!!!!), I DON'T believe the format of Miss Bernau's Book of Centuries is of paramount necessity in a CM education.
And I believe this sincerely because I don't find Miss Mason firmly hammering down the idea of Bernau's formatted Book of Centuries in her writing. I see explanations of it as a tool. I see that it was valued because the PNEU went so far as to mass print it so that it could be provided to its satellite schools and students. But I don't find instances that indicate that its format is necessary in accomplishing the Philosophy of a Charlotte Mason education. If we go back to Charlotte Mason herself, this is what we find her articulating again and again:
Charlotte Mason, A Philosophy of Education, p. 295 wrote:
| Let a child have the meat he requires in his history readings, and in the literature which naturally gathers around this history, and imagination will bestir itself without any help of ours; the child will live out in detail a thousand scenes of which he only gets the merest hint. |
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I have read through CM's volumes and come across countless instances of her mentioning she thought notebooking was a good idea for this or that...and it leads me to believe that for her, the foundational idea was to let the child re-produce, re-present...narrate in creative ways that which they have read, seen, observed, learned. This is key in her philosophy of education, not the format, if that makes sense.
I would love to know if Mr. Jack Beckman agrees, even partially, and if that's why he has chosen to advocate one of Miss Mason's favorite tools for recording history ideas: the notebook. I'm inclined to believe that he does:
Jack Beckman wrote:
| Miss Mason was of the opinion that children must reproduce knowledge to show that they had indeed assimilated it. This is the purpose of narration and the purpose of copybooks as well. |
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So, the bottom line then is, give your child a tool to translate the ideas they've read about into something which is an expression of their individual imagination, something that is a representation of themselves. That tool can look different. It can be any of these or even a combination:
--> Copybooks, Notebooks, Timelines, Book of Century, Century Charts <--
This gives us freedom and liberty in choosing that "vehicle" and that is something else I find woven consistently throughout Charlotte Mason's Philosophy of Education. As long as the child expresses what he/she has read in some form - whether through written narration, acted out in the middle of the living room, recorded on a Century Chart or in a Book of Centuries, through a puppet show, timeline entry, copywork from the reading, illustration of an event - the goal, result, and the philosophy behind the idea remains unchanged: the child has narrated.
Those are my thoughts.  |
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That I would have the gall to follow-up on this, because it is so spot on.
But I thought I would share some of the ideas for the BofC and timeline examples I've found, so I'm probably going backward on this discussion.
There has been quite a buzz about Book of Centuries when Laurie Bestvater linked to the Charlotte Mason digital archives and discussed the original version of the BOC.
Part One and
Part Two. The archive links are fabulous, especially the article and example by G. M. Bernau and view the BOC example by Eve Anderson. The visual was really helpful to me. For me, I think there has been some complicating and overloading of the BOC and to keep it simple is so key.
CM Archive articles:
Anderson, Eve. example of her personal Book of Centuries. http://charlottemason.redeemer.ca/PNEU-Briefcase/PNEU-Box24/ pneu162/i3p01-p42pneu162.pdf
Bernau, G.M. (1923) article, The Book of Centuries. The Parents’ Review, 34, 720-724. http://www.amblesideonline.org/PR/PR34p720BookofCenturies.sh tml
Bernau, G.M. (C.M.C.)(1951). Century Books. Parents’ Union School’s Diamond Jubilee Magazine, 42-44. http://charlottemason.redeemer.ca/2nd-CM-Briefcase/Box17/cmc 113/p001-p070cmc113.pdf
Bernau, G.M. (C.M.C) (n.d.) The Book of Centuries and How to Keep One. Parents’ National Education Union Publication. http://charlottemason.redeemer.ca/2nd-CM-Briefcase/Box16/cmc 107/I/i1p01-p15cmc107I.pdf
Catherine Levison in her More Charlotte Mason Education already quoted that article by Bernau at length and made some decisions a little differently in her Chapter 6 "Keeping a Charlotte Mason Century Book". She liked Bernau's points, but she thought those squares too small to write for children, and she doesn't keep to only double pages for one century. Her chapter on the Century Book is most excellent, with lots of practical ideas. I only wish there was some illustrations to really see the full picture.
http://livingcminca.blogspot.com/2011/09/shannons-notebooks- and-what-ive-decided.html This discusses the Timeline or Chart, which is different than the Century Book. Be sure to read the archive link which discusses it in detail, and has a visual example.
I think what she is referring to comes from this quote from Charlotte Mason, p. 177 of CM Volume 6
CM wrote:
| The pupils make history charts for every hundred years on the plan either adapted or invented by the late Miss Beale of Cheltenham, a square ruled into a hundred spaces ten in each direction with the symbol in each square showing an event which lends itself to illustration during that particular ten years. Thus crossed battle axes represent a war. |
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Levison calls this a century chart, and suggested putting this alongside (or in) the BOC. Some notes from her book here, with the example page archived here.
A visual to see this chart is in the Simply Charlotte Mason (SCM) My Book of Centuries which has a page with a chart with tanks. This example is very similar to this idea, and Levison mentions this method also. She says she puts this alongside in her BOC for each century, which is what SCM does.
Some other discussions on BOC on the same blog.
This post and then were helpful to me.
LindaFay also updated her BOC instructions, after the Bernau article was linked.
She also has a timeline on the wall, Timeline and dates.
I tend to want to think things out before I jump in. These are all the bookmarks I have marked while I'm pondering (and can't do planning because of the state of our main level during painting projects). Of course, there is no right or wrong way to do it.
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Jennifer G. Miller
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DominaCaeli
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| Posted: Aug 23 2012 at 12:14pm | IP Logged
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Thank you for all of these links, Jenn, and for your great write-up, Jen! This is something I am interested in discussing as I try to plan out what our history studies will look like long-term. I definitely agree that many formats can accomplish the goals CM had regarding the study of history, but I do wonder whether some of those formats are more efficient or successful at accomplishing those goals than others? For example, the copybooks might be a useful tool for one child in making connections and acting as a form of written narration, but for another, I think it could easily become busywork. Timelines can be the same, as can BoCs if they're presented in a certain way. Obviously, this depends on the personality of the child, the way the teacher presents the assignment, and other factors. And though I don't have older children yet, I imagine there is a fine line between allowing the child to take ownership of the reproduction/narration (in whatever form it takes) and for a reluctant student, encouraging the child to make connections and giving them the skills they need to make those connections.
I guess I'm also wondering whether it's true that there is no right or wrong way to do it. The links you posted, Jennifer, all point to really interesting and engaging options, so I'm not speaking specifically of any of those! And I'm also pretty certain that despite the variety of formats, they're meeting the goals of CM history study, so there's no hard-and-fast way that these "products" of history must look. But I'm thinking that some formats must at least be "better" than others in meeting the CM goals, whether objectively speaking or for a particular child/family.
I also have been thinking about the relationship between product and process as it relates to these narrations and whatnot. CM is different than other learning models in that the product should be part of the process--making these tangible signs of learning actually *is* part of the learning process (unlike busywork). So are some of these formats more reflective of that connection?
Just thinking out loud! This is a topic I've really been going back and forth with, trying to figure out what will work for us.
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JennGM
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| Posted: Aug 23 2012 at 12:40pm | IP Logged
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What is attractive to me about copybooks is they have a beginning and end. You can start a new one on each period you cover. Saving the notebooks show a progression of time, ideas, and building of drawing and handwriting. I hate when I mess up a notebook -- and look forward when I can start anew with a better format and writing.
For moms with boys, this is very attractive. The handwriting is no where ready for an ongoing BOC. We are really going to work on that this year, but this will whet our appetite.
I'm thinking of starting a family BOC and have son do a Century Chart and copybook.
I'd like to do a timeline, but I just don't have any wall space. There was one example I did like that was a timeline notebook but the dates went down with the English monarchy on the left side column. I can't remember which example that was...have to look it up.
I don't want to overwhelm, though. For a minimal writer, I need to start small.
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Grace&Chaos
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| Posted: Aug 23 2012 at 2:22pm | IP Logged
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I'm glad we're continuing this discussion. I so much agree with Jen's statement that these are all tools in which the child can express himself and allow for his own connections to be recorded.
As I continue to read about Ms. Mason I can see that there is a natural flow about her methods that follow the child as a person. IMO, if we follow & trust the philosophy we can see the progression that each individual child makes. Since, we treat the child as an individual, it makes sense to me how the method can be used/transalted differently in order to allow for that individuality.
What I'm trying to say is that CM philosophy had key elements to ensure the children were building relationships and connections to their education. Starting very early with observation, listening, moving on to oral narrations, possibly copywork, written narrations and so on. Now, how each best adapts to these key elements is up to the child. You might have one that dislikes sitting across from you to narrate but have them put on a play or build you a lego scene and voila you get their connection.
Once I got that, I was able to glean from all those wonderful ideas about Timelines, BOC, Notebooks. The best part is that they are ideas on how to best get my student at their individual level/understanding to communicate what they are enjoying/learning the most from their readings.
I always evalutate our needs and the childs before I present them with a new idea and then we try it out. My oldest started CM later than my other kids. She was writing, making outlines, and disliked any drawing. It didn't make sense for her to have our version of a History Notebook/Copywork and she wasn't ready for a BOC. I pretty much didn't even try. We stuck with oral narrations. I could see such logic and even some opinion that I allowed for her to write essays at the end of each key topic/event about the time period we were studying. I typed her essays and glued them to a notebook. She has a very nice history notebook compiled of essays for that particular era we were studying that year. The following year I knew she was ready for a BOC and weekly written narrations.
With my younger children, whom, have just been CM, I've tried to follow the philosophy as described. So here we are with their blank notebooks each concentrating on what ever method needs most practice while allowing them to lead how they want to record their connections.
The last point I want to make is that if you're using CM as a whole you will find that these points don't just describe how you approach history but science and other subjects you might be covering. What is so ingeneous about CM is that those simple methods of narrations, copywork, dictation,... they all are the tools needed for the child to build those relationships and make connections with their learning. Before you know it your BOC isn't just collecting things from your history readings but is overflowing with Composers, Poets, Science... (O.K. sorry if I'm too off topic) I've just been thinking about the original thread and how it all fits in our whole and do excited when I see linear connections to what we're doing 
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Jenny
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JennGM
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| Posted: May 30 2013 at 4:06pm | IP Logged
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**BUMP** in the history frame of mind for Bump a Favorite Thread Thursdays
I wanted to include Caroline's (stellamaris) Timeline and her instructions.
I also read somewhere (I can't find the reference) of a recommendation of this book from Dover: Pictorial Encyclopedia of Historic Costume: 1200 Full-Color Figures for timeline figures. It's not too expensive!
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JennGM
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| Posted: May 30 2013 at 4:13pm | IP Logged
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Oh and Melinda's Post for free US History figures.
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JennGM
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| Posted: July 08 2013 at 5:48pm | IP Logged
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From this thread.
AmandaV wrote:
CrunchyMom wrote:
| Michele just put together a Book of Centuries based on the description in the Bernau PNEU article. It is very affordable at $12, though, it is blank just as those sold by the PNEU were. I love Michelle's, though, I'd already ordered the supplies to make my own. I think I will use a format similar, but I'm trying to decide if I keep it simple and make it blank or try to go ahead and fill in the dates as in Laurie Bestvater's version. Not sure if I have enough time, but I also think that since ds just turned 9, even though he is a rising 4th grader, filling in the dates himself could prove a little tedious. His handwriting is still on the large side. |
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Lindsay knows this, but for those of you who don't, Michele, has decided to offer a PDF of her new Book of Centuries for free on the MA site.
Mater Amabilis
Just scroll down and click on the image of the book of Centuries for the free pdf. It is portrait so that it can fit into a binder rather than being landscape like the one she is selling for purchase. I think I'll still buy the bound one since it looks so nice and sturdy, but this is such a great option. |
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I have struggled so much finding the right fit for a Book of Centuries for my family. In researching the archives and reading (all my notes above) I really was convinced that Bernau's CM approach was the right fit for us.
Points I like the most:
1) The BOC is the child's, and it should last over many years.
2) Not everything needs to be recorded, but only key events, and this is an area where the child can choose the events.
3) The illustrations are hand drawn, sketches or line drawings, and again, nothing elaborate. Examples to draw would be inventions of the period.
4) Each century has only 1 lined page and 1 blank page.
5) In short, it's personal for the child and less daunting.
But while I was convinced, I wanted to find a notebook that was sturdy and that I could have lines and blank pages without having to line them all. I found some options that didn't include B.C. and A.D., and much more expensive, so that didn't appeal to me.
I'm just thrilled with Michele's new BOC. It is beautiful, sturdy, and the spaces are sufficient for key events, nothing overdone. There are extra pages at the back for maps, and prehistoric periods. Some of the earlier BC from 55 to 21st centuries BC will be combined in 5 centuries. I think that's perfect, because there is not much to record during that time, and I always think all those blank pages look wrong.
I like it better that it's blank, so my sons can make their own headings. It will take a while to fill it out, but that's a copywork assignment, right?
The entries will also be an area of copywork, as my son will have to adjust his writing to be a bit smaller, but he needs to be stretched. What I plan on doing is have him practice it before writing it permanently.
I bought two, and will buy one more for my second son. One will be for the family, the other two will be their own.
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SeaStar
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| Posted: Aug 10 2013 at 1:20pm | IP Logged
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I am so happy to have found the BOC at Michele's site, too.
We did a horizontal time line with our early American explorers unit last spring (from Homeschool in the Woods). What I didn't like about the horizontal approach was that my dc really struggled in some parts to fit everyone on the line (I think you can even buy a book to show you how to place them so they all fit).
Anyway, putting names and dates on one side and pictures on the other gives you a lot more breathing room! And I love that there is a space for every single year. The chances of having more than one major event in a year seem slim, so there should be plenty of room 
I really want to buy the bound book, but for now I am printing out the free pages. That leaves us a wide margin for error. If someone doesn't like the way a page is turning out or makes a major error, it is easy to reprint a sheet and start over. That will be a hug help with my crew.
A very big thank you to Michele for sharing her work with us! 
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Melinda, mom to ds ('02) and dd ('04)
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4Real Forums : Living Learning
Topic: CM History Notebooks And Timelines
