Understood Betsy is designed for readers in the elementary stage; however, the worldview expressed in the book recommends it only for advanced readers who are exercising their worldview examination and analysis skills. The charming nature of the story makes this caution more emphatic, because the negative worldview is subtle. Readers should beware Dorothy Canfield’s progressive and humanist worldview.
The first chapter introduces Betsy, a girl smothered by her well-meaning, expert-reading aunt into complete dependency. Circumstances compel the aunt to send Betsy to the farm of her dreaded relatives, where in the ensuing chapters Betsy, after several shocking discoveries about life on the farm, develops beautifully into an independent, problem-solving, education-appreciating young girl. In the end, she realizes that she is now superior to her beloved aunt because of her abilities to conquer fear and endure various mishaps. The aunt who always “understood” her is now in turn understood.
Although many of these qualities may not seem particularly evil, others presented and correlated with them can be dangerous. Before describing those dangers, however, I will mention one of my favorite parts of the book. In fact, this scene made it particularly difficult to relegate the book as inappropriate for young children. When Betsy begins the local one-roomed schoolhouse, she is shocked and even upset to discover that children can be placed in whatever grade suits their skills (mastery learning). Instead of being in third grade, she advances to seventh grade reading, but moves back to second grade arithmetic. Because of my background in homeschooling, where that type of criterion for advancement can be usefully employed, I applaud the concept, specifically because it emphasizes content retention and accountability in achieving specific criteria before advancement. Mastery learning emphasizes the intrinsic value of knowledge, because no relevant skill or fact is brushed over. This method also protects children from the discouragement that comes when prerequisite skills are missing in the study of a new concept or skill. Nevertheless, Canfield demonstrates the negative side of mastery learning.
Despite the advantages of this method, Canfield’s commentary on it reveals her progressive leanings. “She had always thought she was there to pass from one grade to another, and she was ever so startled to get a little glimpse of the fact that she was there to learn how to read and write and cipher and generally use her mind, so she could take care of herself when she came to be grown up. Of course, she didn't really know that till she did come to be grown up, but she had her first dim notion of it in that moment” (Chapter 5: “What Grade is Betsy?”). Progressivism emphasizes problem-solving skills, real-world experiences, and learning by doing. The goal of this type of education is a properly functioning adult, productive in society. Here, Betsy begins to understand that her goal in learning is not to acquire skills that will please her teachers, but to learn how to become that productive adult. While adults should be productive and excellent problem solvers, progressivism relies on a humanist worldview, requiring man to be independent such that he needs neither other men nor God. Man is ultimately his own savior. (Similarly in mastery learning, any child can succeed if placed in the proper learning environment. The theory depends on a view of sinless man, where appropriate stimuli will encourage man to develop the proper skills to become independent.)
Independence is the theme of Understood Betsy. While increasing independence benefits a student by developing responsibility (self-government) and servant-hood, independence also can produce pride, a wrong attitude about our position of dependence on God. God has created humans dependent not only on Him for life (both earthly and eternal) and righteousness, but also on other humans. Primarily, man depends on his family and his church for both daily sustenance and continual growth in godliness through accountability. Betsy changes from an unhealthy over-dependence on her aunt to an unhealthy over-dependence on herself as her relatives applaud every attempt she makes to solve problems without requesting assistance. While children can learn from the wise decisions she makes in each situation, Canfield’s focus on independence may harm a child learning how to develop responsibility without relinquishing his dependence on the God from whom comes life, righteousness, and all wise decisions.
Friday, July 25, 2008
Thursday, July 24, 2008
The Journal of Madame Royale by Elizabeth Powers
This chapter book fictionally describes the life of Louis XVI’s daughter Marie Thérèse, Madame Royale as the eldest daughter of the king and lone survivor of the French Revolution in the king’s immediate family. The events of the French Revolution are chronicled engagingly, drawing the reader into each occurrence and bringing the figures to life. As if the journal of the princess, the story follows the royal family from the marriage of Marie Antoinette to Louis XVI through Marie Thérèse’s marriage to her cousin after being traded to Austria for French prisoners of war. One of the primary sources for the account is the writings of the princess herself, as well as accounts by other relatives and royal servants. “Madame Royale’s” account educates the reader with all the major events of the revolution, including various political events and many results of the revolution. Powers also displays particular strength in portraying the horrors of the bloody revolt without unnecessary gore and in humanizing both the hated king and queen and the tricolor-bearing mob that deposed them.
Although the French Revolution was perhaps one of the most bloody regicides in history, Powers carefully avoided detail unnecessary to children. She does introduce the guillotine and occasionally reveals that the French people did not respect the bodies of the beheaded aristocrats. Yet this era could easily have turned into a horror story for children, and she avoids this danger, often by humanizing the characters.
Because the story is told from the perspective of a royal family member, not much allowance is given to the mob. Nevertheless, there is frequent mention of the crowd’s hunger, citing the nation’s bankruptcy, famine, and even the foreign wars and internal riots that all resulted in food shortages. Once, the people are stated to be following malicious leaders, rather than malicious themselves. This seems to be as much forgiveness as can be given to the murderers.
As for the king and queen, the princess describes their frivolous lifestyle, especially that of the queen, reminding the reader that the royals had been brought up for little else than luxury. Marie Antoinette speaks her repentance after their arrest, wishing too late that she had known and responded to the financial state of the kingdom. Apparently she had a small awareness of the state of the peasants, for the queen shows compassion for the poor and hungry long before the revolution begins. The king also seems willing to help the poor and needy of his countrymen, although completely powerless to do anything about it. He is portrayed as brave, but not wise. On one occasion, he attempts to speak reasonably with the mob, with no success. He is unable to develop a speech which will soothe the angry crowd, and his bodyguards pull him back before the mob attacks him. Powers also describes the piety of faith in the king, his sister, and eventually in Madame Royale.
Because of the excellent account of the French revolution in this book, I would recommend it as a well-written supplement to a study of that historical event for any child able to understand and stomach the dark time. Still, the reading level and content are definitely above beginner.
Although the French Revolution was perhaps one of the most bloody regicides in history, Powers carefully avoided detail unnecessary to children. She does introduce the guillotine and occasionally reveals that the French people did not respect the bodies of the beheaded aristocrats. Yet this era could easily have turned into a horror story for children, and she avoids this danger, often by humanizing the characters.
Because the story is told from the perspective of a royal family member, not much allowance is given to the mob. Nevertheless, there is frequent mention of the crowd’s hunger, citing the nation’s bankruptcy, famine, and even the foreign wars and internal riots that all resulted in food shortages. Once, the people are stated to be following malicious leaders, rather than malicious themselves. This seems to be as much forgiveness as can be given to the murderers.
As for the king and queen, the princess describes their frivolous lifestyle, especially that of the queen, reminding the reader that the royals had been brought up for little else than luxury. Marie Antoinette speaks her repentance after their arrest, wishing too late that she had known and responded to the financial state of the kingdom. Apparently she had a small awareness of the state of the peasants, for the queen shows compassion for the poor and hungry long before the revolution begins. The king also seems willing to help the poor and needy of his countrymen, although completely powerless to do anything about it. He is portrayed as brave, but not wise. On one occasion, he attempts to speak reasonably with the mob, with no success. He is unable to develop a speech which will soothe the angry crowd, and his bodyguards pull him back before the mob attacks him. Powers also describes the piety of faith in the king, his sister, and eventually in Madame Royale.
Because of the excellent account of the French revolution in this book, I would recommend it as a well-written supplement to a study of that historical event for any child able to understand and stomach the dark time. Still, the reading level and content are definitely above beginner.
Friday, July 11, 2008
David Copperfield by Charles Dickens
David Copperfield is in the advanced category for the difficulty of the text and for its length only. Otherwise, it would be acceptable for the elementary reader. Anyone who can understand and appreciate the detailed art of Charles Dickens’ long work (734 pages, in my edition) may read it.
Much of my review will discuss the artistic value of this work. Because of discrepancies in this area, not many observations are needed in evaluating the content and worldview of Dickens’ work. Nevertheless, I enjoyed the book and remained interested until the last page. Dickens’ skill can be seen here in his appropriate and beautiful use of detailed description and his unearthing the mundane through careful observation. On the other hand, this work lacked a strong plot, weakened still further by obvious foreshadowing. Thus, the book relies on an autobiographical nature for its historical value.
Dickens articulation of the English language prevents him from accusations of long-winded narration. Every detail describing a character, scene, or event demonstrated both a careful observation of everyday life and an admirable ability to recreate that observation, revealing it to the reader. For example, when Mr. Micawber reads a speech as word-full as every sentence previously uttered by this man, Dickens pauses to comment on people he has observed who pile up words on one another needlessly. Specifically, Micawber is happy to repeat phrases that are synonymous, merely because they sound impressive. “If they be but fine and numerous enough, so, the meaning or necessity of our words is a secondary consideration, if there be but a great parade of them,” he muses. Dicken’s work may be lengthy, but his words are always thought-provoking, insightful, and often amusing.
The weakness of this novel is the lack of a strong plot skeleton. The book makes more sense when arranged in three mini-plots, the latter two possessing long epilogues. In the first, David Copperfield introduces himself and describes the happiness of his childhood turning to tragedy at the death of his mother. The second plot line follows Copperfield through his work and poverty in London until he runs away to find his eccentric aunt. The epilogue describes her care for him and his continued education. This mini-plot introduces many of the characters who will become more important in the third and most extensive plot line. The last plot line describes Copperfield’s adult life, first marriage, and careers; it also follows several subplots to completion. The only theme that holds the entire book is the title character’s life or, more specifically, how he travels from tragedy in love (his mother’s) to happiness.
David Copperfield also became predictable, with subtle foreshadowing followed by more direct foreshadowing. For example, in following Copperfield’s first marriage, the reader begins to have doubts about “the unity of mind and purpose” between him and his wife. Shortly thereafter, she begins to weaken physically and subsequently dies. But this is no surprise to the reader, because it is obvious from early in the plot that Agnes is the acceptable female counterpart to Copperfield. Still, even with this weakness, Dickens is careful not to suggest that the romance between Agnes and Copperfield begins before Dora’s death. Copperfield sincerely loves and cares for Dora until her death, and lengthily grieves over her. But there is no surprise at her demise, and the only tension for the reader lies in whether Dickens will taint his character with a covetous or resentful heart. Perhaps Dickens used more foreshadowing because so much of the story reflected his own life, but in any case much of the plot was predictable. Some of the subplots were more interesting and less predictable.
For these reasons, this book does not seem to be the best of Dickens’ works. Several others are far better and as such should be read first. However, if a reader had enjoyed other works by Dickens and desired another, I would recommend David Copperfield. It may also be appropriate for younger readers whose reading skills have reached a more advanced level than his discernment skills. Furthermore, short passages from this novel could be used in teaching reading skills to younger children, either in short copywork exercises or longer lessons in foreshadowing, use of descriptive language, etc. These individual chapters could be used for younger children who could handle the vocabulary, but would be daunted by the length of the full text.
Because the plot is weak in David Copperfield, the content is primarily found in subplots. Several of these are admirable. Dickens appreciates the virtues of the intellectually handicapped. He lauds homemakers who are faithful and cheerful; indeed, I found myself exhorted to more faithful and cheerful service. He displays the noble character of forgiveness and the availability of redemption for anyone, no matter how bad their past failures. Dickens also portrays evil effectively. Some bad characters refuse redemption, as the writhing, “‘umble” Uriah Heep did (oh, woe to him for misusing so great a word!). He demonstrates, in the character of Steerforth, that evildoers may be charismatic, yet reveals how their charisma only saddens the resultant fall, as they fall not only in the eyes of those who had respected them but also as a product of their evil decisions. These lessons may be understood and appreciated from an elementary age and are still relevant and encouraging to an adult.
Much of my review will discuss the artistic value of this work. Because of discrepancies in this area, not many observations are needed in evaluating the content and worldview of Dickens’ work. Nevertheless, I enjoyed the book and remained interested until the last page. Dickens’ skill can be seen here in his appropriate and beautiful use of detailed description and his unearthing the mundane through careful observation. On the other hand, this work lacked a strong plot, weakened still further by obvious foreshadowing. Thus, the book relies on an autobiographical nature for its historical value.
Dickens articulation of the English language prevents him from accusations of long-winded narration. Every detail describing a character, scene, or event demonstrated both a careful observation of everyday life and an admirable ability to recreate that observation, revealing it to the reader. For example, when Mr. Micawber reads a speech as word-full as every sentence previously uttered by this man, Dickens pauses to comment on people he has observed who pile up words on one another needlessly. Specifically, Micawber is happy to repeat phrases that are synonymous, merely because they sound impressive. “If they be but fine and numerous enough, so, the meaning or necessity of our words is a secondary consideration, if there be but a great parade of them,” he muses. Dicken’s work may be lengthy, but his words are always thought-provoking, insightful, and often amusing.
The weakness of this novel is the lack of a strong plot skeleton. The book makes more sense when arranged in three mini-plots, the latter two possessing long epilogues. In the first, David Copperfield introduces himself and describes the happiness of his childhood turning to tragedy at the death of his mother. The second plot line follows Copperfield through his work and poverty in London until he runs away to find his eccentric aunt. The epilogue describes her care for him and his continued education. This mini-plot introduces many of the characters who will become more important in the third and most extensive plot line. The last plot line describes Copperfield’s adult life, first marriage, and careers; it also follows several subplots to completion. The only theme that holds the entire book is the title character’s life or, more specifically, how he travels from tragedy in love (his mother’s) to happiness.
David Copperfield also became predictable, with subtle foreshadowing followed by more direct foreshadowing. For example, in following Copperfield’s first marriage, the reader begins to have doubts about “the unity of mind and purpose” between him and his wife. Shortly thereafter, she begins to weaken physically and subsequently dies. But this is no surprise to the reader, because it is obvious from early in the plot that Agnes is the acceptable female counterpart to Copperfield. Still, even with this weakness, Dickens is careful not to suggest that the romance between Agnes and Copperfield begins before Dora’s death. Copperfield sincerely loves and cares for Dora until her death, and lengthily grieves over her. But there is no surprise at her demise, and the only tension for the reader lies in whether Dickens will taint his character with a covetous or resentful heart. Perhaps Dickens used more foreshadowing because so much of the story reflected his own life, but in any case much of the plot was predictable. Some of the subplots were more interesting and less predictable.
For these reasons, this book does not seem to be the best of Dickens’ works. Several others are far better and as such should be read first. However, if a reader had enjoyed other works by Dickens and desired another, I would recommend David Copperfield. It may also be appropriate for younger readers whose reading skills have reached a more advanced level than his discernment skills. Furthermore, short passages from this novel could be used in teaching reading skills to younger children, either in short copywork exercises or longer lessons in foreshadowing, use of descriptive language, etc. These individual chapters could be used for younger children who could handle the vocabulary, but would be daunted by the length of the full text.
Because the plot is weak in David Copperfield, the content is primarily found in subplots. Several of these are admirable. Dickens appreciates the virtues of the intellectually handicapped. He lauds homemakers who are faithful and cheerful; indeed, I found myself exhorted to more faithful and cheerful service. He displays the noble character of forgiveness and the availability of redemption for anyone, no matter how bad their past failures. Dickens also portrays evil effectively. Some bad characters refuse redemption, as the writhing, “‘umble” Uriah Heep did (oh, woe to him for misusing so great a word!). He demonstrates, in the character of Steerforth, that evildoers may be charismatic, yet reveals how their charisma only saddens the resultant fall, as they fall not only in the eyes of those who had respected them but also as a product of their evil decisions. These lessons may be understood and appreciated from an elementary age and are still relevant and encouraging to an adult.
Thursday, July 10, 2008
“The Cross on the Old Church Tower” by Louisa May Alcott
This short story is appropriate for all readers, although the very young will not be able to read it on their own. The simple truth about applying the gospel encourages even advanced readers. I found it online at this link: http://www.classicreader.com/read.php/bookid.2582/sec./ Louisa May Alcott tells the story of Jamie, a young crippled boy whose faith in the cross brings hope to a despairing author. Although the setting may seem unrealistic—most readers do not face poverty, sickness, and hunger as these characters do—, the story nevertheless demonstrates how the cross provokes patience, endurance, self-sacrifice, and service in the hearts of those who love the Savior.
“Poor Jamie” is the central example of these characteristics. As such, he is a nearly perfect character. Alcott avoids giving him credit for this perfection by always pointing from his self-giving attitude to the cross which he turns to in order to find strength to persevere. He tells Walter, the author, "It does me so much good, sir. Bess told me long ago about the blessed Jesus who bore so much for us, and I longed to be as like him as a little child could grow.”
The cross is used throughout the story to help Walter fight temptation: he is tempted to do wrong for the sake of right, to be selfish, and to complain, yet he is always deterred. The memory of Jamie, who began their friendship by pointing Walter to the cross, urges him to do right. Walter is also reminded to do right by the presence of the church tower over the city. “I felt how weak, how wicked I had been, and was not ashamed to learn of you the lesson you so unconsciously were teaching,” he tells Jamie. He is continuously able to choose against his hopes for himself, because he remembers Jamie and the cross that the boy loves so much. “At heart, he felt a better, happier man for the stern discipline that taught him the beauty of self-denial and the blessedness of loving his neighbor better than himself.” Thus, Alcott shows the reader that living a cross-centered life encourages others to look to Jesus for the strength to right.
The only phrase which concerned me in this story occurs when Walter considers stealing in order to supply Jamie and his sister with food. Alcott states that he was about to commit “his first evil deed.” Because of the sinful nature of man, it is impossible that Walter has not committed any evil deed previously. In fact, earlier in the story, Walter considers suicide, another evil deed. As young readers question this phrase, or even if they do not, some clarification is necessary. Probably the children should be directly told that Alcott is wrong—Walter has sinned at some point previously in his life.
Even if Alcott believes that man can live without committing sin, I do not think her wrong belief affects the story in other ways. If her characters are sinless in her mind, they need not be in the reader’s mind. Because the reader is aware that all men sin, he can assume that the sin simply is not shown. Alcott is demonstrating the positive effects of the cross, not the negative, in this story. Also, because she consistently points to the cross while demonstrating its effects in her characters, Jesus receives all glory for their right decisions and attitudes.
“Poor Jamie” is the central example of these characteristics. As such, he is a nearly perfect character. Alcott avoids giving him credit for this perfection by always pointing from his self-giving attitude to the cross which he turns to in order to find strength to persevere. He tells Walter, the author, "It does me so much good, sir. Bess told me long ago about the blessed Jesus who bore so much for us, and I longed to be as like him as a little child could grow.”
The cross is used throughout the story to help Walter fight temptation: he is tempted to do wrong for the sake of right, to be selfish, and to complain, yet he is always deterred. The memory of Jamie, who began their friendship by pointing Walter to the cross, urges him to do right. Walter is also reminded to do right by the presence of the church tower over the city. “I felt how weak, how wicked I had been, and was not ashamed to learn of you the lesson you so unconsciously were teaching,” he tells Jamie. He is continuously able to choose against his hopes for himself, because he remembers Jamie and the cross that the boy loves so much. “At heart, he felt a better, happier man for the stern discipline that taught him the beauty of self-denial and the blessedness of loving his neighbor better than himself.” Thus, Alcott shows the reader that living a cross-centered life encourages others to look to Jesus for the strength to right.
The only phrase which concerned me in this story occurs when Walter considers stealing in order to supply Jamie and his sister with food. Alcott states that he was about to commit “his first evil deed.” Because of the sinful nature of man, it is impossible that Walter has not committed any evil deed previously. In fact, earlier in the story, Walter considers suicide, another evil deed. As young readers question this phrase, or even if they do not, some clarification is necessary. Probably the children should be directly told that Alcott is wrong—Walter has sinned at some point previously in his life.
Even if Alcott believes that man can live without committing sin, I do not think her wrong belief affects the story in other ways. If her characters are sinless in her mind, they need not be in the reader’s mind. Because the reader is aware that all men sin, he can assume that the sin simply is not shown. Alcott is demonstrating the positive effects of the cross, not the negative, in this story. Also, because she consistently points to the cross while demonstrating its effects in her characters, Jesus receives all glory for their right decisions and attitudes.
Thursday, July 3, 2008
Advanced Reader
This reader is likely of high school age or about 14-18. He can read the most complex books and deal with more subtle worldview problems. I have not yet decided whether this reader should be exposed to works advanced in a worldview sense, for example, the great works of philosophy. For now, I will limit him to obvious worldview problems that are subtly presented, such as that man is inherently good.
Wednesday, July 2, 2008
Intermediate Reader
This reader is of junior high or middle school age, about 11-13. He is just beginning to develop abstract reasoning abilities. Thus, these books contain more complex plots and ideas, and a few easy-to-discover problematic worldviews. This reader may also be developing a spiritual relationship with God greater than mere theological knowledge.
Much of these books will be training ground for the advanced reader. In that sense, it could be said that there are two categories of reader: concrete and abstract, and that each category has two levels of difficulty. The difficulty of the actual text does increase through all the levels, though.
Much of these books will be training ground for the advanced reader. In that sense, it could be said that there are two categories of reader: concrete and abstract, and that each category has two levels of difficulty. The difficulty of the actual text does increase through all the levels, though.
Tuesday, July 1, 2008
Elementary Reader
This reader is about 8-10 and can read chapter books. Like the beginning reader, he perceives the world concretely. His reading abilities can develop magnificently, if exposed to quality literature. Yet, he should be protected from unbiblical worldviews, especially if they are subtle. This reader may be able to understand concrete issues wrongly presented. For example, if a book shows a character disobeying and going unpunished, this child may understand that disobedience is unacceptable regardless of “being caught.” A younger child, the beginning reader, may not have grasped this concept. With the previous exception, books in this category would be acceptable reading for the beginning reader, although the younger reader’s independent skills have not progressed enough to read it on his own. Thus, these books may be read aloud to a younger child.
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