IrishOboe

. . . is another smashing hit for Dr. James Schall, author of “Another Sort of Learning: Selected Contrary Essays on How Finally to Acquire an Education While Still in College or Anywhere Else: Containing Some Belated Advice about How to Employ Your Leisure Time When Ultimate Questions Remain Perplexing in Spite of Your Highest Earned Academic Degree, Together with Sundry Book Lists Nowhere Else in Captivity to Be Found.

I’ve picked a number of books from his list and only one has disappointed me (but I’m still reading it – it’s been in the bathroom nearly two years and is several inches thick).  All the others have been challenging, refreshing, and well worth the read.  I was nervous about “How to Read a Book” since it sounds a bit boring and even my mother couldn’t get through it, but I have achieved a childhood dream: I’ve completed and even appreciated a book that my neither my mother, nor my sister, nor my father had ever read.  I remember trying to read “Little Women” once because nobody else had read it and it look like a big, adult thing to read.  I didn’t last a few pages, but with How to Read a Book I was riveted nearly from the start enough to find the time even as a young mother to read it in about a month.

This review, however, is longer in coming because I don’t know how to do it well.  I’ll take the cop out and say I won’t try.  I’ve mentioned on Stephan’s blog how it gave me permission to intelligently skim through books that I suspected weren’t worth the time it would take to read them thoroughly.  Adler’s commendation to “read well, not widely” gives me permission to pick a few good books, keep them around, and know them well rather than worry about covering all that’s out there – an especially difficult task when I don’t live in an English speaking country and have limited access to English books.  I’m a slow reader and various attempts to learn to speed read have all failed, but Adler points out that every part of every written document requires more or less speed.  There is no one right speed.  Some things require a very slow reading or you do it an injustice – like the Bible.  Others require a fast reading or you’re wasting your time.  Even within the same book some parts need a more careful reading than others.

I keep using the phrase “gave me permission” as an attempt to express that these are things I’ve felt for a long time but haven’t been able to express or consider valid.  Adler encouraged and challenged me, and I’m excited to dive into a good book.  He has a book list as well, so between Schall and Adler I think I’ll be set for a good while.

I’ll leave you with a few quotes – less than I’ve marked, but time is limited.

First, a few that made me think of specific people:

“Ordinary conversations between persons who confront each other are good only when they are carried on civilly.  We are not thinking merely of the civilities according to conventions of social politeness.  Such conventions are not really important. [thought Jon would like that]  What is important is that there is an intellectual etiquette to be observed.  Without it, conversation is bickering rather than profitable.” p137-8

“Teachability is often confused with subservience.  A person is wrongly thought to be teachable if he is passive and pliable.  On the contrary, teachability is an extremely active virtue.  No one is really teachable who does not freely exercise his power of independent judgment. . . The most teachable reader is, therefore, the most critical.”  p140 That’s for all my teachers (especially my mom) who had to put up with my contrariness.  I’m aware I’m not the easiest student to teach, but I dare to plead this as my excuse.

“There is no more irritating fellow than the one who tried to settle an argument about communism, or justice, or freedom, by quoting from the dictionary.  Lexicographers may be respected as authorities on word usage, but they are not the ultimate founts of wisdom.”  That’s for YKW. p.180

For parents, especially homeschoolers: “Children ask magnificent questions.  ‘Why are people?’ ‘What makes the cat tick?’  ‘What’s the world’s first name?’  ‘Did God have a reason for creating the earth?’ Out of the mouths of babes comes, if not wisdom, at least the search for it.  Philosophy, according to Aristotle, begins in wonder.  It certainly begins in children, even if for most of us it stops there, too.  . . . the questions philosophers ask are simply more important than the questions asked by anyone else.  Except children.” p270+291

And now, for a topic dear to my heart.  I’ve long wondered why some conversations work and others don’t.  Why? Where did it go wrong?  What could I have done differently?  Why do some people understand me so well and others never seem to?  How can I better make people feel understood and not attacked?  (An accusation I’ve born with sadness all my life.)  How do you tell people you love that they’ve hurt you without hurting them?  Why can’t people in American talk about politics without yelling but people in Europe do it all the time?  The list could go on and on.  Adler has a section about agreeing or disagreeing with the author of the book you’re reading, but it could easily be an introduction on how to have a good conversation.  At least my from my point of view.  I’m quite convinced that there are a good number of people out there who would find other points more important.  If you care about the topic, I’d love to hear your thoughts.  But alas, it is time for bed, and I’ll have to make a separate post for it.  I’m not at all sure if anyone will be holding his breath . . .

There's one more part of the book I'd like to bring out, but it's time for bed so it will have to wait for another post.

Part II is now availible.

15^th: I had to pick another corn from the garden because the stalk had blown over.  This time is was nearly ripe and Joseph and I quite enjoyed it!  (Unfortunately, Stephan was out of town so he didn’t get a taste).

Joseph can now push two duplos together (with a bit of luck).

16^th: Joseph deliberately practiced standing up from sitting on the ground without pulling up on anything.  It was fascinating to see him thoughtfully experiment and then celebrate his accomplishments!  And now, just a few days later, he’s fine squatting to get a toy and then stand back up with it without help, or to get back up into walking after having fallen.

17^th: Joseph loves to look through his books and read to himself when he can’t convince anyone else to read to him.  Today he was looking through “Neighborhood Animals” that DA gave us with one animal per page spread and he very clearly read (or knew from the picture) dog, cat, duck, bird, and then less clearly some others.  They sounded like “da, ta, duh, bir” more or less.  It shouldn’t astound me, but it does!

19^th: Today I showed him how to throw something away in the kitchen trash.  A few hours later he found a speck of something on the ground, picked it up, walked over to the trash, which is under the sink, opened the door, threw the trash out and shut the door.  I was so proud of him, and the speck of whatever was too small to worry about that fact that he didn’t manage to get it all the way in the trash can . . .

He started asking for the names of things by pointing to them then after I name them he tries to say the word.  That usually lasts a few times and then it sounds like he starts saying nonsense.  I wonder if he’s trying to say “Mom, this is how I say it. Say it after me!” or something else entirely.  There are a number of times where I realize he was clearly saying something to me, but only after the fact.

He gives sweet kisses (that aren’t bites!) on request, though he doesn’t always give it to the person you name, it’s very sweet nonetheless!