The Schooling Method

I’m continuing to post information on the different methods of home education that are available.  Here is the Schooling method, sometimes referred to as the Traditional approach.  If you missed the others you can check out, The Unschooling Method...and The Charlotte Mason Method.  Hope the information is helpful.  Once we get through all of the methods then we will discuss how to choose a curriculum that fits your child.

This is probably the most common method of homeschooling and it is just what the name implies, doing school at home. In this instance there is not a radical shift to homeschooling, basically what happens in the classroom at school is recreated in the home. Standard textbooks are used and parents basically follow the same scope and sequence that the public schools follow. Standardized tests are frequently used to evaluate how students are doing. Generally, to gain the most from homeschooling a paradigm shift is needed, a complete re-thinking of what works for you, your comfort level, and what works for your child and their learning style. Most of the homeschooling methods assume you are making a paradigm shift and are embracing a completely different model of education. The schooling at home method does not require this paradigm shift. The location has changed from school to home, but the logistics of that education have remained the same. This is also probably one of the most comfortable paths for parents to take. More than likely the parents were educated in this manner so it is familiar. While all homeschooling parents feel unsure of themselves as they start, using this method takes out the guesswork and leaves parents feeling like they have a firm framework to work within. Lessons are laid out, tests evaluate progress, and parents do not have to worry about gaps in education. The advantages to this method are many. For parents who need to pull a child out of the school system for a time… an illness, travel, to catch up.. with this method they can easily put the child back into school and know they will be on track. Another advantage is that there are generally fewer objections from family and friends when they see that the child is doing, roughly, what would be done in the classroom. While the curriculum may be the same as what is used in schools, the amount of time it takes to use the curriculum is generally a lot less. There is no need to wait for others in the class to finish assignments and there is no arguing with the fact that one on one tutoring is more efficient than a one to thirty ratio. Probably the two most popular publishers of homeschooling textbooks are Abeka and Bob Jones. Both have been in the business of supplying textbooks to private schools for years and have established a reputation for being academically rigorous, unabashedly Christian, and accommodating of homeschooling parents. Both have developed video programs to supplement their textbooks so that parents can have live classroom teachers involved. In the early grades this method will require a fair amount of parental involvement (as do most methods) as children are learning to read, and do basic math. As children get older parents can assign the needed work and children will be able to work through large portions of it unassisted, needing parental guidance only for grading of tests and explaining of difficult concepts. The disadvantages of this method are also many. This is a great method if you have the typical good ’student’. If your child is a visual learner who likes workbooks and the feeling of success they get by doing well on a test, they will do fine with this approach. However, if you have a child who is an auditory or kinetic learner they will experience a lot of boredom and frustration with this method. If your child has ADD or ADHD this method can be unnecessarily difficult for them. By choosing this method families also forego much of the freedom that is available to homeschoolers to pursue education in more creative, wholistic ways. Children who do not test well may come to feel inadequate or stupid using this method when in reality they are just being educated in a style which is a poor fit for them. Another frustration with this method is that the teacher’s manuals are written for the classroom teacher and the bulk of it is how to set up the lessons for a large number of students, how to manage the class etc. As a homeschool parent you have to wade through this information to get to what you need.

The Charlotte Mason Method

The Charlotte Mason method of homeschooling is another popular option. This method has a solid educational philosophy behind it’s implementation and taking the time to research and understand it’s underpinnings will be time well spent. See the book list at the end of this article.

Charlotte Mason was an English educator who lived in the late 1800’s and early 1900’s. She was able to put her educational theories into practice in her own schools. Her approach was three-pronged…atmosphere, discipline, and life. She also believed parents were one of the crucial elements in a child’s success. As I explain her understanding of these three-prongs you will see why she thought parents were primary and the schools secondary in the educational development of children.

First, atmosphere. She observed that children absorb what is around them. For instance, if parents read good books to their children on a regular basis children will absorb correct grammar, vocabulary, and speech patterns without any effort on their part. By using this simple fact parents have a powerful tool at their disposal. If the atmosphere of the home is calm and loving…children will absorb that. If parents are critical and there is always stress in the air…children will absorb that. As parents and educators we need to be intentional about the atmosphere we raise and educate our children in.

Second, discipline. By discipline Charlotte Mason was largely referring to the need to develop good habits within the child. Our children will develop habits…good or bad. How much simpler will their lives be if they have developed good ones that require no thought and are just a part of their person. She would have children acquire the habit of paying full attention to whatever task they are at, to being observant of the natural world, and of caring for themselves and their belongings. Much of her teaching on habits is about the moral character of a child. How easy is it for our children to fall into the habit of being quarrelsome or critical. Would it be just as easy to train your child to a habit of cheerfulness and generosity. “The mother who takes pains to endow her children with good habits secures for herself smooth and easy days.” Mason

Third, life. Whenever possible Charlotte Mason wanted real life experiences to overlap with a child’s learning. Because of this, at her schools, formal instruction only lasted for the morning. The afternoons were reserved for nature walks, art projects, and other real life learning.

One of the cornerstones of Charlotte Masons approach is the use of ‘living books’. Believing that most children’s literature is ‘twaddle’ Charlotte Mason implored parents and educators to give more thought to children’s books. If you have been in a bookstore recently you will see what she meant. Many children’s books talk down to the child as if they are not intelligent beings capable of thought. Textbooks are summaries and predigested thoughts for the child to memorize…they do not engage their minds in any meaningful way. Instead she encourages parents to choose books that inspire children to think, to aspire to be better, and to fill their minds with new ideas. In other words, to search for books that ‘live’. Believing that when we spread before children a rich feast of ideas they will blossom she sought out ways to introduce them to the best and the brightest. She believed that children who were continually fed ‘twaddle’ would come to despise books and education seeing that it has nothing of interest to say to them.

Instead of quizzes and tests this approach makes use of narration. Narration is simply, telling back. For an early elementary school student it would look like this. Carly listens to her mother read to her the story of Adam and Eve from Genesis. When she is done Carly tells her back all she remembers. This will include her impressions questions etc. That’s it. From this interchange her mother knows that she has ‘comprehended’ and that she has taken from the story what is appropriate for her. In this sense Carly leads the lesson. Her mom doesn’t have a summary point that Carly needs to take away from the lesson. She lets the story speak directly to Carly without interference. A few years later Carly’s narration might be in the form of a drawing with a written summary, and a few years after that a well-thought out essay.

Spelling, grammar, and vocabulary are not taught with lists to be memorized and exercises to be copied. Instead dictation is used. Depending on the age of the student a selection a literature is chosen to be studied. After a period of study the child has the selection dictated to them…then they compare to the original. Were there words they had trouble spelling, they will work on those to do better next time. Did they use the quotation marks correctly…a quick review of the punctuation might be needed. As the child advances he will be given dictation without first viewing the selection and then make comparisons.

Nature Study is an integral part of Charlotte Masons approach and she encouraged students to keep Nature journals where they could record what they were observing. These journals were meant to be beautiful as well as informative. One page might have a careful drawing of the grasshopper the child observed…and the next a poem written or copied that reflected the season.

History is studied through the use of living books. Biographies, Autobiographies, historical fiction, and well done non-fiction books are read independently and aloud.

Math studies rely heavily on the use of manipulatives. The goal is to have the child understand the concept before doing any paper and pencil work with equations. This assured the teacher that the child truly understood and wasn’t just parroting back memorized facts.

Art, Music, Shakespeare, and Hymns were also studied in the same relaxed fashion. An introduction was made and the child was free to explore and take in what spoke to them. In this fashion they were introduced to the great men and women of centuries past and were able to better understand their place within their own time.

Before we leave Charlotte Mason let me leave you with a few of her quotes on the importance of instilling courtesy into our children.

“Courtesy seems a small thing until we encounter rudeness.”

“Children learn courtesy by living in a courteous environment and by simple coaching.”

“Do not allow a child to be discourteous just because a person is familiar.”

“Let the young child feel that the omission of courtesy and kindness causes pain to loving hearts, that the doing of them is as cheering as the sunshine.”

Books on the Charlotte Mason Method

For the Children’s Sake by Susan Schaeffer McCauley

The Charlotte Mason Companion: Personal Reflections on the Gentle Art of Learning by Karen Andreola

A Charlotte Mason Education by Catherine Levison

When Children Love to Learn: A Practical Application of Charlotte Mason’s Philosophy for Today by Elaine Cooper, Eve Anderson, Susan Schaeffer Macaulay, and Jack Beckman

Unschooling

I’m working on a new website…in anticipation I’m putting together some information for new homeschoolers,  starting out with explaining the many different methods available.  This is one of the more controversial methods out there and takes a unique and gifted set of parents to pull it off.  So if you’ve ever wondered about the Unschooling movement here is a peek.

A quick disclaimer…in explaining any movement in a brief summary generalizations are going to be inevitable.  There is a wide range of people within this group and I’m not trying to represent all of them…just capture the heart.  If you have input I’d love to hear it.

Unschooling is a movement that seeks to reconsider and revise what we currently call education. Those who have embraced the movement are a rather diverse group who approach unschooling from a variety of perspectives and in each household the results are different.

Basically, learning is guided by the child not the parent. (A similar movement called Delight Directed…as in the studies are guided by what delights the child, would share many of these same characteristics.) It is not that the parent is uninterested in their child getting an education, but that they believe lessons learned at the child’s initiation are far more productive. These parents have a deep respect for children believing them to be intelligent individuals capable of making connections and learning without a set curriculum, tests, or state standards.

Using this method takes a great deal of confidence and resolve. If you thought homeschoolers in general have their methods questioned imagine explaining that you are going to allow your child to decide what they learn.

So what could unschooling look like and why would you choose it. Let’s imagine our student Rafe has become interested in Charlie Brown from seeing the cartoon in the Sunday Paper. The next time he is at the library he checks out a book of Charlie Brown comics…as he reads he begins to wonder about Snoopy’s fights with the Red Baron and discovers that the the Red Baron was a flying Ace in World War I. The next trip to the library Rafe gathers up books on World War I and Flying Aces. He has his mother buy him a map of Europe to put in his room so he can see where the battles took place. After a few weeks he branches out to other comic books, Superman and Batman, each of these spark interest in other topics. Is Kryptonite also real? What is the difference between a rock and a mineral? He begins to write and illustrate his own comics. . His mother takes him on a field trip to an artist who has worked in comics and can explain the page set ups, the process etc. Rafe spends many uninterrupted hours pouring over his books, creating and illustrating his own works, and seeking answers to his many questions.

Requiring prolonged periods to explore and investigate, and parents who can help students hunt down resources and answers, unschooling has many qualities that are appealing. Skills, such as reading and writing, are acquired because the child has need of them. This kind of learning is not possible in a setting where ringing bells, distracting conversations, and helpful teachers are constantly interrupting the child’s line of thought and inquiry.

Was Rafe’s unschooling time productive? Educational? Enough? Unschoolers think that it is not only productive and educational but superior to the methods used in schools today. They measure success by a different yardstick, no SAT tests here. Instead they are hoping to help their children realize their own unique potential, gifts, and place in the world. The focus is on the individuality and giftedness of each child.

The downside of this method is that parents must be comfortable with the fact that their child’s education will have gaps.  Now I don’t believe any of us get through high school without some gaps in our education, but following this method exclusively is bound to leave some areas unexplored and parents will have to be able to live with that confident that their child will learn what they need.

If this method sounds interesting to you…here are some books to get you started.

The Unschooling Unmanual by 8 authors including John Holt, Nanda Van Gestel, and Daniel Quinn

The Unschooling Handbook; How to use the World as your Classroom by Mary Griffith

The Unprocessed Child:  Living without school  by Valerie Fizenreiter

Dumbing us Donw:  The Hidden Curriculum of Compulsory Schooling  by John Taylor Gotto

Teaching Physical Science? A new resource.

Thought I would pass on this book review for those of you with high school kids.  We have been doing the Apologia science books and they are FABULOUS!  They are rigorous without being difficult – clear explanations of difficult topics, an engaging writing style and clear illustrations put those Science books above most I’ve seen.

However, several of our students are 1) not ready to go on to Chemistry next year…or 2) Have finished the science that is offered by Apologia and don’t want to take an AP class.  If you have students in Grace Prep who just finished General Science I would still recommend going on to the Physical Science book as it is a good foundation for concepts that will follow in High School courses.  However this series does cover some of the same material from a different perspective and would make a great book to read along side the other, maybe as a family read aloud.

For those students who are not sure what to do next year for science, this looks like a fun, engaging, science course.  Maybe a few students would want to gather every few weeks as a ‘reading group’  for discussion..

If you have read the US history series then you are familiar with Joy Hakim.  She has begun, what will eventually be a 6 book series on the history of science.  The books fall somewhere between a Science textbook, History narrative, and just plain fun.  It is written for grades 9 and up, so I would follow your own discretion with younger kids.  I’ve included a review below by the National Science Teachers Association….who probably know what they are talking about.

The book is around $18 on Amazon, and there is a companion book with students review, exercises etc.

This is the third book in the series and the one that has received the best reviews.  There is also The Story of Science: Aristotle, and The Story of Science: Newton.

Let me know what you think.  I think I will be ordering this one so I will put up a review when I get it on the website.

In The Story of Science: Einstien Adds a New Dimension, Joy Hakim weaves together the science, history, and personalities behind the major advances in physics over the past 100 years. The result is a fascinating tale that’s much more accessible (and fun) than the typical science text. And, it’s written with middle and high school students in mind. This is Hakim’s third book in her Story of Science series. The first two, Aristotle Leads the Way and Newton at the Center, are equally well researched and written.-American Educator, Winter 2007-2008 — American Educator

Textbook? Novel? Joy Hakim’s books are always a little of both, and this one is even more fascinating than the previous two editions of The Story of Science. This volume begins with Einstein toiling in the patent office, about to produce the amazing insights of his “miracle year.” Then, interwoven throughout the story, are the contributions of the other physicists and chemists upon whose shoulders Einstein stood. Like all of Hakim’s books, this one is filled with anecdotes, historical context, and deeper insights into the real methods of science than any other textbook has ever offered to students at this level. And most importantly, it is a joy to read! In a strict sense, this book should be seen as a foundational text for an integrated program of physical science—ideally at grade 9 or 10. There will be no mathematical barrier at this level, but there are many opportunities to link math, language arts, social studies, and the arts to the book. It would be the ideal choice as a book for a teamed middle school. But don’t relegate it to the textbook selection process. Wrap it up for your vacation reading. I guarantee you’ll learn more about physical science, about Einstein and his peers, and about the grand endeavor we call science, than you ever imagined—in the most pleasant way possible. -Juliana Texley, NSTA Web Field Editor — National Science Teachers Association (NSTA) Recommends

National Parks Waive Fees

This summer many of our National Parks are going to be waiving admission fees for three weekends.  So if you were looking for a nearly free getaway this could be it.  Check out the weekends and which Parks near you are participating at  this link.

Roman Art History Part 3

Last but not least.  Here is the end of the pieces that will be on the test.  They all should be familiar to you students.

Another famous Arch is the Arch of Constantine.  I’m going to just quote the description of this arch from Art History by Stokstad cause it’s perfect.

Constantine's Arch

“In Rome, next to the Colosseum, the Senate erected a memorial to Constantine’s victory over Maxentius, a huge, triple arch that dwarfs the nearby Arch of Titus.  It’s three barrel-vaulted passageways are flanked by columns on high pedestals and surmounted by a large attic story with elaborate sculptural decorations and a traditional laudatory inscription.  The “triumphal insignia’ were in part looted from earlier monuments made for Constantine’s illustrious predecessors, the Good Emperors Trajan, Hadrian, and Marcus Aurelius.  The reused items visually transferred the old Roman virtues of strength, courage and piety associated with these earlier emperors to Constantine.  New reliefs made for the arch recount the story of his victory and symbolize his power and generosity.”

A new style of art was instituted with Constantine. “This style, with its emphasis on authority, ritual and symbolic meaning rather than outward form, was adopted by the emerging Christian church.  Constantinian art thus bridges the art of the Classical world and the art of the Middle ages.”

Constantine also commissioned a colossal, 30 foot statue of himself.  This statue was on a wooden frame.  The sculptor carved th head, arms, and legs out of marble and then used bronze for the drapery of the fabric.  All that remains of the statue is the marble pieces.  This statue was supposedly used as a stand-in for the emperor whenever the conduct of business legally required his presence.   The sculpture combines traditional Roman practices of portraying people as they truly looked, with his heavy jaw, hooked nose, and jutting chin….with a rigid symmetrical simplicity that illicits power and imperial dignity.  There is no hint of frailty or imperfection in the sculpture.

Roman Art History Part 2

Roman Mosaic, Here a floor after a dinner party

So here is the continuation of pieces for the art history test.

Mosaics were used by the Romans to decorate floors, ceilings, walls, patios, and public buildings.  This mosaic is the floor in a Roman Villa.  It is supposed to show the debris that would be on the floor at the end of a dinner party.  The bones and shellfish give indications of the lavish feast that has been served and are a reminder of the homeowners wealth.  You will notice the detail of the mosaic work including shadows and a little mouse scurrying in for a taste. Mosaics could be of such fine detail that from a distance it was hard to distinguish them from paintings.

Roman Theatre

Roman Theaters were generally built into hillsides to make construction of the seating areas easier.  The theatres were built into semi-circles much like the earlier Greek theatres.  One of the main differences is that the Greek theatres stage area would be open to whatever was behind the theater -  such as a grove of olive trees, the sea, or mountains.  The Romans, on the other hand, built a back to their theaters similar to what we do today.  This area would have several places for actors to enter and exit.  There were also many alcoves and niches around the theater where statues of current leaders were displayed.  Roman theaters similar to this one were built throughout the Roman empire and many were still being used into the 1980’s although most have closed in an effort to preserve the sites.

Roman Coliseum

Easily recognizable is the Roman Coliseum.  This structure was so named because in ancient times there was a giant statue of Colossus next to the arena.  In Latin the word arena means sand, and since sand was spread on the floor of the coliseum to soak up the blood of combatants theses structures came to be called arenas.

The Coliseum is an outstanding example of the Roman use of arches.  Here we see three levels of arches with a fourth solid level on the top.  Between each arch is a column.  On the first level the columns are of the Doric Order, on the second level the Ionic Order, and on the third the Corinthian Order.  The top level had niches

Interior of the Roman Coliseum

where statues were placed.  The inside of the Coliseum was set up much like our stadiums are today, with arched tunnels leading spectators into the stadium.

A floor was placed over a maze of rooms at the base of the stadium.  Here you can see what the Coliseum looks like without the floor in place.  These rooms were used to house the wild animals that would be used in the games.  There were also areas for the gladiators, doctors, weight rooms, etc.  Lavish games were hosted by the leaders of Rome to garners support and favor with the general population.  The Coliseum could also be flooded to stage mock sea battles.

The Coliseum is an oval that measures 615 feet by 510 feet and is is 159 feet high.  The opening ceremonies to dedicate the Coliseum lasted 100 days and according to some counts 9,000 wild animals and 2,000 gladiators died for the amusement of the spectators. Unfortunately much of the Coliseum was dismantled in subsequent generations for materials.

Pantheon

One of the other amazing architectural feats of the Romans is the Pantheon.   This is a temple to ‘all the gods’.  Originally the Pantheon stood on a podium and was approached by stairs from a square with colonnades.  Passing centuries have buried the podium and stairs.   The entrance to the Pantheon resembles a Greek temple but then the porch gives way to a massive rotunda with 20 foot-thick walls that rise 75 feet in height.  These walls support a dome that is 143 feet in diameter and 143 feet from the floor to the summit.

In the center of the rotunda is an oculus, or central opening that

Ceiling of the Pantheon

allowed in sunlight (and rain).  This massive structure was made possible by a very important invention of the Romans…cement.  Cement allowed the Romans to construct large buildings cheaply and efficiently all over their empire.  Once constructed, concrete buildings could then have a facade of marble, stucco or other material attached.  In the case of the Pantheon the use of concrete allowed the builders to make the ceiling out of sunken panels or coffers.  This reduced the weight of the ceiling considerably.  Marble veneers, architectural details,  richly colored marble, columns, pilasters, and entablatures hide the concrete work inside of the Pantheon.

Arch of Titus

The Romans effectively used a simple design of square against circle to create a sophisticated design that imparts of sense of awe and of being able to commune with the gods.  Maybe this is why in later centuries the Pantheon was converted into a Christian church.  It was this use of the building that helped it to survive the middle ages when most pagans structures were destroyed in an effort to rid the city of their influence.

Another unique feature of Roman architecture is the Monumental Sculpture.  These often took the form of the Triumphal Arch.  These freestanding arches commemorated a military victory and were part of the victory celebration.  Here we see the Arch of Titus in Rome.  After Titus died and was deified his brother commissioned the construction of this arch as a memorial of Titus’s conquest and defeat of Jerusalem in 70 A.D.

The arch is constructed of concrete and covered in marble.  Originally the arch served as the base for a statue of a horse and charitot driver that was 50 feet high.  The reliefs on the arch depict Titus’s capture of Jerusalem.  This capture ended a campaign to crush a rebellion of the Jews in Palestine.  The Romans sacked and destroyed the sacred temple and carried off it’s sacred treasures to display in a triumphal procession through Rome.  One portion of the relief shows Titus with an eagle carrying him skyward to join the gods, an acknowedgement that Titus was deified, or declared a god at his death.

Roman Art History Test

For my Art History students, here are the pieces that will be on your test and just a few notes to jog your memory.  Hopefully you will know more details.  As a note, I’ve tried to use pics that are public domain, but it is sometimes hard to determine and/or get permission.  I’d sure like input from anyone on how people handle using images on the Internet of things like art pieces…it seems everyone has the same ones…..Are there guidelines somewhere?

In no particular order on this post here are the pieces you will need to be familiar with.

Bronze of Romulus and Remus and the she-wolf. Etruscan

A Bronze piece from the Etruscans.  Legend has it that Rome was founded by twin boys Romulus and Remus.  The details vary but the basic story is that the boys father was king, their uncle overthrew him, and then ordered the boys to be killed.  They were abandoned by the river, adopted by a wolf who raised them as her cubs.  They were then discovered by a shepherd who had no children of his own and so he and his wife raised the boys.  They learned of their royal birth, attacked their uncle, restored their father to his kingdom, and then set out to make their own kingdoms.  The twins settled in on the Palatine Hills and here there are several stories, but basically, as with their father and uncle before them,  they were not capable of sharing and so contest and battles ensue leaving Romulus the victor and Remus dead.  Romulus then goes on to found the city of Rome.

An Etruscan town

This is an example of Etruscan architecture.  By taking note of the car in the bottom of the picture you can see the size and grandeur of the cities built by the Etruscan’s.  Also you are given an example of an arch.  The arch will become a trademark of Roman architecture.  This wall that surrounds the city provided security and also told visitors of the might of the people who dwelt there.

Model of an Etruscan temple

This model of an Etruscan temple shows an interesting mix of influences that the Romans would adapt and change to suit their own building projects.  The porch area resembles the ancient Greek temples that we have studied, although here the front steps are a small set of steps on the front of the temple as opposed the Greek style of stairs surrounding the entire porch or temple.  As with other ancient buildings the Etruscans painted their temples with bright colors.  Statuary was put on the roof and around the temple.  This temple has three cella’s, or areas that would have had a votive statue to a god or goddess within them.  Note that this part of the temple is closed, not open to someone just walking by.

Etruscan, terra-cota sarcaphogas.

This sarcophagus was made for an Etruscan.  Terra-cotta was a challenging medium to work in and demanded that it’s artist have precise control over the temperature and time as they fired items.  We can see in this piece a family enjoying an intimate moment.  There is none of the formality or obsession with the dead in this as we have observed in the Egyptians.  With the Greeks we often saw expressions of grief and loss…while in this piece we seem to have a fond remembrance of the deceased.  We are meant to celebrate their life.

Aullus Metellus, The Orator

This bronze of Aulus Metellus is life-sized. We know his name because it is inscribed on the hem of his clothing. The statue has been known since ancient times as ‘The Orator’ and the man stands as if addressing a crowd. He wears sturdy leather boots, an interesting thing to note…gods and goddesses were depicted barefoot and later on we will see that Augustus was sculpted barefoot, perhaps hinting at his deification.

Note the differences between this statue and similar Greek statues.  While both cultures made statues of their leaders to instill confidence there are marked differences.  Most notable at first glance, our Roman is clothed.  Secondly, he wears shoes, going barefoot was a sign that the statue was of a god.  Also, our orator appears to have been a real person.  The Romans generally presented their leaders with recognizable features as they appeared in life.  The Greeks presented idealized statues of their leaders showing them as gods with perfect proportions, bodies, and strength.

This piece was done during the Republican period of Rome when leaders in the Senate ruled (ideally) through reason and with the support of the people.  The Senate was the governing body and the ability to speak eloquently was paramount to success.

Caesar Augustus, Augustus Caesar, Octavian

In contrast this bronze of Caesar Augustus was done at the beginning of the Imperial period of Romes History.  Augustus would become the first emperor of Rome and would make use of sculpture as a form of propaganda.  In this work Augustus is presented in the same pose as the orator, illustrating that he is a civilized ruler who rules with reason and the support of the senate.  But there are also marked differences between this work and the one above.

We see a more idealized portrayal of Augustus here, he is presented in his youth as the height of his strength with a calm, sure expression.  He is wearing his armor to show his skills as a general.  His feet are barefoot, a nod to his deification in later life.  At his feet rides cupid on a dolphin.  This is meant to remind the viewer that Augustus claimed to be descended from Venus. (Remember, Cupid is Venus’s son.)

This work was placed in the entry way of Livia’s villa.  Livia was Augustus’s wife and this statue would have greeted guests as they entered the villa.

Bust of Caraculla

Contrast the previous two works with this bust of the emperor Caracalla.  As Augustus had before him, Caracalla is seeking to send a message to his people as to what kind of a man he is.

Here we see a man who will be ruling with an iron fist.  He is hard, cold, and will do what needs doing.  He ruled during a time of anarchy and unrest with a constant turnover in leaders.  He had to be constantly vigilant against would be usurpers to his power.  All of this is reflected in his face. This is not a man who is going to tolerate any dissension in the ranks.

Due to the length of this post I’m going to have to do it in parts.  Part two should post shortly.

KaBoom

This is a cool organization and website.  I will let them describe their mission in their own words.

KaBOOM! is the national non-profit that empowers communities to build playgrounds. We passionately believe that play has purpose, and that unstructured play in particular helps make children happier, fitter, smarter, more socially adept and creative. Learn more about KaBOOM!.

Just saying

Mean Verbal SAT scores for 2006:

LATIN STUDENTS: 672
Spanish Students: 577
French Students: 637
German Students: 632
Hebrew Students: 623

Average for all students: 503