Hey, guess what? Short day!
(Homeschool boxing at 1.)
- Prayer began with the Mass readings, which were more of Solomon, and Jesus with the Pharisees. Read them aloud, then the petitions and Lord’s Prayer. I asked him to explain what he understood the meaning of the Gospel was. Told him we would talk more about Lent this evening when his brother was home.
- Copywork – Tuesday is literature day – was the first sentence of Fahrenheit 451 , which he just started reading (and likes so far) – see yesterday for why.
- It was a pleasure to burn.
- We talked about what he has read in the book so far. He gets it and commented that he liked the straightforward writing. I focused on one of my favorite moments – the end of the first burning scene when the woman who owns the house and the books about to burned ignites the fire herself rather than let the firemen do it. She “…..reached out with contempt to them all, and struck the kitchen match against the railing.”
- What does that mean? He had his ideas, and I argued for my interpretation: she would not let them have power over her. Books provide inner freedom, and they could not claim hers.
- Math was more simplification of expressions in Beast Academy. We then watched a bit of Khan Academy of the same topic – combining like terms and simplification. As in, “Two Chuck Norrises plus three Chuck Norrises equals five Chuck Norrises. If you add 2 of something else, you will still only have five Chuck Norisses – you can’t combine the Chuck Norrises with that other thing.”
- We then watched a couple of the very good “Smarthistory” videos on art history. We watched the video on Warhol’s Campbell soup cans, and then one on Duchamp’s snow shovel – or “In Advance of a Broken Arm.” We frequently visit art museums so the discussion – how is that art? is not a new one, but the narrator’s discussion with Salman Khan, who was a great skeptical, yet open-minded devil’s advocate – laid out the question in simple terms, understandable to an eleven-year old, and not dodging issues of cynicism and commercialism, either. We ended the discussion with the more general question of value – why is one piece of paper printed one way more “valuable” than another piece of paper with a different number printed on it? Etc.
- I then suggested he go make some art, with the discussion in these videos in mind. He brought a footstool and was humorous about it, which was fine, but then decided he’d rather just write a haiku. Which he did. I am not sure what the point of any of that was – it wasn’t planned – I’d wanted to watch a couple of those videos, and those popped up.
- He took his Latin and went off and learned the vocabulary (some adjectives) for the new chapter. He returned and we talked about English derivatives of said vocabulary.
- Welp, then it was time to practice piano and then head to boxing.
- Back from that, he ate lunch, then read over the first three pages of the next chapter in the history textbook – covering some of the same ground he had in yesterday’s reading from A History of US (early nationhood), but from a different perspective. Read the adaptation of The Legend of Sleepy Hollow in the Writing and Rhetoric book, as well as the questions afterwards, prepping to discuss and do some writing on it tomorrow.
- That’s it. There’s nothing happening tomorrow…oh wait. Ash Wednesday. Noon Mass. …..short day. If there was an 8-9ish Mass around here that wasn’t a school Mass, we’d go to that, but there isn’t, so noon it probably will be.
- Timeframe before boxing: 10-12:30.