Hello Harvey and Laurie,
Thanks so very much for the excellent overview in Teaching the Trivium of 10 things to do before your child is 10. I have been re-reading it and it helps bring me back to the essentials in our homeschooling. I do have a question to ask, do you have any thoughts about the Tapestry of Grace curriculum? I have been attracted to it, for a few reasons:
1) teaching history chronologically in 4-year cycles through literature (real books),
2) each year is broken into the 3 stages — grammar, dialectic, and rhetoric (actually grammar is split into lower grammar and upper grammar too),
3) you can use their recommended books, or substitute those you have already on that topic
My question is, do you think there are advantages or disadvantages to this approach (the 4-year history cycle, for example)? Any ideas would be very appreciated.
I have looked through one of the Tapestry of Grace volumes and it seems like it would be very useful to homeschooling parents. A review is included in our book Ancient History from Primary Sources. I didn’t get a chance to see Volume One (ancient history) so, perhaps I might not agree with all the literature choices, but you could easily leave out or substitute any particular piece.
As far as studying history in a 4-year cycle, I don’t think we as homeschooling families need to be bound by those artificial constraints. History is not like math or Latin or grammar where we must follow a particular sequence of steps to learn the subject properly. In addition, studying history chronologically is not a requirement for using the classical approach. In fact, I think it would be much better to NOT study history chronologically in the grammar or logic stages — interest directed history study (using a prepared curriculum, if desired) seems a much better plan for young children. Teaching children to LOVE history is one of the goals in the grammar and logic stages, and perhaps an artificially structured study of history might not help us reach that goal. I suggest leaving the chronological study of history for rhetoric level students. Or even later.