Re-tracing a Lost Way

So, being an erstwhile and hapless product (i.e., graduate) of an institutional school system, I finally decided to “re-educate” myself (no, not that kind of “re-education”) in order to make up for, what one may call lost learning.  To fill in the blanks, so to speak.

The so-called “Great Books” seemed to be the standard for a learning firmly anchored in the canons of Western Civilization, which is what I sought.  So, rather than amble aimlessly and indefinitely through all the many examples of that, I landed upon one such list that was actually geared to young school-age students, but still designed with grade-levels to define progress and achievement.  Yes, this was for me, you understand – a college graduate, no less.  But, onward and upward.

But, where to start with this?  I felt that I should have at least a decent familiarization with primary-level classical literature, but did I?  Taking a look at the fourth to sixth grade reading list, I had to admit that there were many books on that list that I just hadn’t read.  Then I despondently glanced at the kindergarten (yes, kindergarten) to third grade list.  

Maybe I will be wasting my time, here.  Shouldn’t I be reading modern grown-up books?  What am I going to talk about over coffee when I’m out to breakfast with my friends?  (“That Curious George sure was a wild and crazy guy!”)

But, I decided, what the heck.  I have grand-kids.  If nothing else, maybe it would be good for them to have a good primary-school classics library that they could browse through when they visit, or that could be passed on when I'm gone.  I ordered the first twenty books on the list from an online used books resource.  I opted for used, in order to save money, and leaned toward hardbacks, whenever practical.

Today, I will soon graduate from third grade.  What I’ve discovered thus far into my adventure is an undertaking of pure joy and delight.

First, was the bittersweet experience of receiving a new picture book from many years ago that had been written in by either a child, parent, or – often times – a grandparent.  “To Jessica, from Nana.”  Or, “This book belongs to Maggie”, written in rough letters and in crayon.  I imagined about the hands that had held the book and wondered about where they might be now.  

Many books took me back to “library day” at school, when we could pick out a book to take home.  And, to a time when reading – and national book awards for children’s literature – were more about good old-fashioned story-telling and less about grown-up politics and opinions.

It also brought back the memories of discovering a new “chapter” book and reading stories that I remembered, but had forgotten just how they could excite and inspire an early, and now renewed, love for reading great books.

But it also occurred to me that parents who may also be using such lists as a basis for homeschooling, might be frustrated by the question of how to introduce some classic books to their younger or less-eager-to-read children, as well as what must have certainly been the challenges of putting together such a comprehensive and all-inclusive list for all such parents and children – especially with so much diversity of reading competence at any particular age level.  Clearly, some of the books, even some of the chapter books, in the kindergarten-third grade list were intended to be read TO the child.  But, what about some children that COULD read them alone, even at a younger age?  Should they, and in keeping with what purpose, exactly?

Setting aside the question of the child who may be struggling to read at “grade level”, for the moment, let’s look at the child who is reading reasonable well, and is possibly ready and eager to read better, more advanced fare.  For example:  “The Wind in the Willows”, by Kenneth Grahame.  I can’t imagine what third grader, even one of advanced learning, would be ready to tackle this book, but there it is, on that list.  Yet, if a child WANTS to read it, and COULD read it – of course, go for it.  But I think it would be a mistake for the parent to think that they needed to be MADE to read it just because it’s on the list and they need to complete that “grade level” before moving on.  Perhaps better to hold it off for a time.

AND, I think it would be an even bigger mistake for a child to read it in too much of a hurry, pushing to get past so much of the rich and beautiful narratives and the British language eccentricities, just to get through and be done with it.  It is here that the parent needs to judge, not only the intellectual development of their child, but their learning maturity, as well.

For this, one might employ an online vocabulary help, specific to a particular book.  Here is one for this book:  www.vocabulary.com/lists/p4553zin/wind-in-the-willows.  (Go ahead Mom, Dad, see how many words on this list YOU know, and with precision.)

Hopefully, you can see now what I mean and this will be of some help to you as you decide what your child is or isn’t ready for.  No parent wants to stifle their child’s abilities, but learning should not be a race, either, and I can’t think of a more detrimental learning practice, when it comes to reading, than not giving the child time – and encouraging the effort – to learn from AND to enjoy it.

I should know.  I’m 67.