A Defense for Short Words

Gelett Burgess (1866-1951) authored a few faves of the under-four-footers in our family: Goops, and How to be Them and More Goops, and How Not to Be Them.  He is more likely remembered for his whimsical poem  The Purple Cow.

http://www.gutenberg.org/ebooks/36664

I have been reading an old and wonderful book on public speaking to the girls which contains an excerpt from a newspaper publication of Burgess' titled Five Hundred Short Words.  Here we find a nice defense for the use of short words:

Our speech has lost force by too much use of long words.  A lot of old short words now sound queer and crude.  We do not use them when we try to speak well. But short words are strong words.  They would help us to make our talk more clean-cut, fresh, and hale; they give it salt and tang.

When we are tried sore, when we faint with fear, or pain stings, or we blaze with wrath, then we cry out: 'Help me! Come quick!'  We snarl, 'You lie, you cur!'  We yell, 'She is gone.  She has left me.  She does not love me!'

And when we are blithe and gay, too, we do not use long words that reek of books.  We say: 'Oh, joy! I love you, Come and kiss me.  Be mine!'

For short words come from deep down in our hearts, not from our brains.  They are like the bones of speech that make talk firm and hard.  Like blood that gives life.  Long words are the fat and thews and skin that make speech fair of form.  But with a lack of short words what one says has less truth and zest.  Less youth, too.

Why not bring some of those old words back to life?  They would be as stout as rough oaths to make our talk force home what we mean.  They would be as sharp as slang, too, that have pash and pep to dart, flash, pinch with the quick play of wit.

Friend, read the Good Book and see how clear, how stark, how crisp are the short words of our great tongue.  They are the words of might. 

Short and common words are wonderful when they concisely convey grand thoughts and ideas... and they it possible for people with limited vocabularies to make remarkable statements. Yay! (very short word) 

I have included an excerpt from the Sermon on the Mount to illustrate this point.  Out of 150 it only contains 2 words with 3 syllables, yet its message is concentrated with wisdom and encouragement.

 Therefore I say unto you, Take no thought for your life, what ye shall eat, or what ye shall drink; nor yet for your body, what ye shall put on. Is not the life more than meat, and the body than raiment?

 Behold the fowls of the air: for they sow not, neither do they reap, nor gather into barns; yet your heavenly Father feedeth them. Are ye not much better than they?

 Which of you by taking thought can add one cubit unto his stature?

 And why take ye thought for raiment? Consider the lilies of the field, how they grow; they toil not, neither do they spin:

 And yet I say unto you, That even Solomon in all his glory was not arrayed like one of these.

(Matthew 6:25-29)

Tune in next time when we defend the very short sentence... ;)

My Approach to Math as a Homeschool Mom

People often ask me how home-educating moms teach upper level math.  Here's my secret: I don't.

Well, not in the way schools do.  Rather than teaching material I facilitate learning.  I have explained this via email and in person many times, so I thought I should write this out to share with others.

Most of my methodology is inspired by the essays and research of Dr. Art Robinson.  His story can be read here http://www.robinsoncurriculum.com/view/rc/s31p54.htm.

The first thing I do is carefully pick a curriculum that presents and explains concepts in a clear, easily understood manner. Saxon math fills this bill.  It is sufficiently self-explanatory, and offers MORE than enough review of previously learned lessons. (Usually I have them do only the odds in the practice problems.)

Before I start the Saxon with them and as my children are learning to read, I teach them the math facts from rote memory.  There are a variety of methods and resources to help with this.  The key is to help them understand the principle behind addition/subtraction/multiplication/division and then be CONSISTANT with good old-fashioned drills.  The Saxon books offer pages of 100 facts that can be completed in a short amount of time each day.  When they are able to complete the 100 facts in 5 minutes consistently, I know they are being mastered.  I have them review continually so the facts remain in long term memory.  I start this around ages 5 or 6 depending on maturity and readiness of the child.

I don't waste their time with Saxon 1,2, or 3.  During the early years, I focus my effort in preparing them for 5/4 by teaching them the facts, their concepts, and how to read.  They are usually ready around the 2nd grade, which is 2 to 3 years earlier than 5/4 is offered in traditional schools.  If they can read well and their brains are nice and primed there is no reason to hold them back.   Home-educating allows us the ability to move forward because we do not need to wait on other students who are trailing behind.

Once they are able to read on the level the math curriculum is written (4th grade level) AND they know the facts, I teach them how to approach the instructions and examples in a careful and methodical fashion and then begin working the practice problems referring back to the lessons if needed.  It turns out that children are able to follow written instructions at an earlier age than what most people assume when they are taught to be orderly in their approach.   So you can see that as a teacher/mother, I am dealing directly with character training rather than the math itself, which is necessary for being good self-educators.

Each day I provide accountability by reviewing their work, taking note of how many silly mistakes are being made.  If I see a child making a lot of silly mistakes, it is an indication of a character issue, not directly related to math, which needs to be addressed.- carefulness, self-discipline, attentiveness...

I, also, take note of particular types of problems that are consistently missed.  Saxon makes this easy.  Everyday they review previously learned problems.  Each reviewed problem references the lesson number where that type problem was introduced.  If I see they are missing problems from a particular lesson constantly, it is an indication they are missing a concept that needs to be addressed before we move on.

Again, since we are not needing to concern ourselves with the pace of 20 other students, we take one day at a time, trying to the do our best work everyday.  We work for about 1 1/2 hours each day on math.  My student does not move to the next lesson until mastery of the current lesson is achieved. It's that simple. When we try to follow a certain lesson schedule, we make our children vulnerable to missing something important which can haunt them later.  If a certain lesson was a struggle.  We will do it again the next day.

The struggle...

I don't help my children much when they get stuck with a problem.  I know that sounds mean to many who are accustomed to spoon-feeding children, but it is not mean.  Here's the deal.  In our home, we aren't overly worried with being so delicate with the psychology of our children that it debilitates them.  Many teachers are so concerned with not wanting to hurt feelings that they become liars to children.  They are so concerned with making the learning experience "positive" they shield their students from any hardships.  "You are doing great, Johnny."   Johnny is failing!  The second Johnny begins to struggle the teacher showers him with hints and helps.  The idea of seeing Johnny deal with the slightest mental anguish just can't be stomached.

Well, let me suggest that relative amounts of mental strife is good for everyone.  Here is where we are being challenged and stretched beyond our current capabilities.  No pain, no gain.

If the math is never allowed to feel difficult to the child, they get an impression that they have a handle on math when in fact they do not.  I am a believer that children don't need to be protected from the reality of their situation.   Understanding your weaknesses and limitations is wise for obvious reasons.

Do not get the idea I am a mean, authoritative mom standing over my children with a whip, refusing to help them.  My christian worldview demands that I treat my children with respect, patience and love, but protecting them from trials, hard work, and grit is not in their best interest, therefore would not be very loving.

When they get bogged down on a particular problem, I explain that there are mathematicians who struggle with a problem for months, even years, before they finally find their solutions. They don't give up, but keep trying until the problem is solved.

In place of giving hints I shower them with encouragement!  "This is hard, but I know you can do hard things."  "Look at the problem from a different angle or take a break and try again."  "This is going to take a little time and we've got time."  "This is how real mathematicians feel sometimes."

So what I am saying is that what really makes learning a positive and gratifying experience is giving them the tools and character to overcome their struggle and hardships independently.  People are gratified by genuine accomplishment.

After a while, my girls got addicted to this intellectual independence.  Getting my help is their last resort and I think this is good.  It's like those times when you're trying to recall someone's name.  That person is standing in front of you and could simply tell you their name, but you want to remember it on your own without their help just to prove you have a working memory. IF you can recall the name on your own, you gain a little more confidence that you may actually make it in this world after all.

A handful of times, my girls have needed to approach me for help with a lesson because they are not understanding.  98% of the those moments are resolved when they figure out their issue while they are explaining it aloud to me.  There is never a need for me to say anything.  It is quite comical actually. I quietly observe as I see this ah-ha expression come over their faces and they walk away with a new found clarity.  Again, I haven't spoken a word except maybe, "Glad I could help," as they walk away.  These moments are very good for their confidence.  They see that with a little more probing it is possible for them to resolve their own conflicts.  They don't have to be needy intellectual babies, who need to be cuddled and spoon-fed.  Here is where they are taking responsibility for their own education.

I am not implying that one should never ask for help when needed.  On 2 occasions maybe? we have needed to consult a math-oriented homeschool mom or friend to help explain a solution in a way they can understand.  I am just suggesting ways of preventing children from being overly dependent on a teacher every time they reach the slightest obstacle.

Some are curious about the results of a method such as this.  Here is our personal experience:

I have read testimonies of many families whose boys and some girls completed Calculus by the age of 15 by following a plan similar to this one.  This seems to be a very achievable goal for kids who are of normal intelligence and who are making math a priority because of their goals related to math, science, and technology.  Several of Dr. Robinson's children hold doctorates in the science and math fields.

Now my girls like math, but are not necessarily math wizards and it's not the biggest priority for them particularly, but they are doing fine with this method.  My girls are on the humble end of the spectrum. My oldest completed College Algebra as a junior in highschool.  My second daughter just began the 8th grade is almost finished with Algebra 1/2.  I can already tell my little boy is going to advance in math very quickly.  Everyone is different and should be allowed to go at their own pace.  The goal is for each person to do their best.  1 Corinthians 10:31 tells us to "do all for the glory of God."

So you see it's not just about the math.  It's about developing a capacity to find and process information on their own without needing it served on a spoon and building character traits which will prepare them for the life.