Tutor-Term6.Pdf

The Home Educator's Tutor and The Tutor published by The Erskine Family PO Box 1187 Canmer, KY 42722 http://www.HomeEducatorsTutor.com © Copyright 2011 by Erskine's Gallery & Gifts LLC. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—for example, electronic, photocopying, recording—without the prior written permission of the publisher. The only exception is brief quotations in printed reviews. 4 TABLE OF CONTENTS HOW TO USE THE TUTOR ___________________________________________________________ 7 NATURE __________________________________________________________________________ 10 MUSIC OPERA _________________________________________________________________________ 32 CLASSICAL COMPOSER __________________________________________________________ 36 FOLK SONGS ___________________________________________________________________ 47 HYMNS_________________________________________________________________________ 50 FINE ART ARTIST _________________________________________________________________________ 55 COPYWORK _______________________________________________________________________ 60 GEOGRAPHY______________________________________________________________________ 64 LITERATURE POETRY ________________________________________________________________________ 91 LAMB’S TALES OF SHAKESPEARE ________________________________________________ 101 HERO STORIES FROM AMERICAN HISTORY_______________________________________ 109 PLUTARCH ____________________________________________________________________ 115 ELOCUTION _____________________________________________________________________ 130 BEGINNER ____________________________________________________________________ 133 INTERMEDIATE _______________________________________________________________ 139 ADVANCED ___________________________________________________________________ 152 ORATIONS _______________________________________________________________________ 166 CHARACTER _____________________________________________________________________ 174 BIBLE VERSES ____________________________________________________________________ 187 BIBLE READING PLAN ____________________________________________________________ 192 LESSON PLANS ___________________________________________________________________ 194 INDEX___________________________________________________________________________ 198 5 6 How to Use The Tutor We thank you for purchasing The Tutor. The Tutor is not for every family but for those seeking a richer and fuller educational experience for their children. The Tutor is unlike any other education tool on the market; it is for customers who see education differently. We have designed The Tutor to be as flexible in use as it is diverse in subjects covered. The Tutor is not a curriculum. It is designed to complement any curriculum you may be using. We know that education is much more than the Three R’s. True, the basics are vital, but they are just the beginning of developing a full education. A richer education includes understanding about the things that make civilization, knowledge about the world and the arts, and the ability to express oneself. This is the motivation for The Tutor: to help families and teachers give children these additional skills that may not be acquired in any other way. The Tutor can be effectively used in several ways and while we understand that the teacher’s usage will be tailored to the individual situation, we wanted to provide a few ideas that you may find useful. The Tutor could be used as a stand-alone addition to your curriculum. The stories are captivating; the music is among the best ever composed, and the totality of the material would benefit anyone exposed to it. If this approach best meets your needs, you will undoubtedly give your student benefits not easily available anywhere else. However, we believe that there are more benefits to be gained if The Tutor is used in conjunction with your larger curriculum. Since The Tutor is not time sensitive or dated, one volume can be used repeatedly to supplement a curriculum as the student progresses through various subjects. An example may be that the student is studying reptiles for science and the first sections of this volume may be a nice way to supplement the study. Other sections may be all you require for certain studies. The introduction to Haydn and his music can stand alone or be part of a larger study of classical music; however, it could also supplement a study on the culture and history of Europe. The possibilities of how to use each volume and each section within a volume are limitless. The written and spoken word may be man’s greatest invention and we emphasize it in The Tutor. Since words are the way we transmit ideas to each other, it is essential that a student master their use. When we think of great men, we usually think of two legacies they leave: their deeds and their words. While deeds are vital it is often words that change the world more—their words; writings, speeches, and letters. “In the beginning God created,” “Romeo, Romeo, where for art thou Romeo?” “Give me liberty or give me death!” “Four score and seven years ago,” “Mr. Gorbachev, tear down this wall,” these are words that shaped and changed the world. One of our goals is to help the student develop a mastery of words. People with great ideas must be able to express them. With this in mind, each volume contains a poetry section, a child-friendly version of a Shakespearean work, a section on great orations, and a collection of other writings. These can be used to supplement studies in history or when studying the topic the speaker or writer addresses. They also make great subject matter for memorization exercises and copy work. You will notice that our section entitled Copy work comes from George Washington. In addition to the examples of great words, we also include a three-level elocution section which the helps the student develop a mastery of words. These sections focused on the written and spoken word may be the most valuable sections to the teacher and the student. History is replete with memorable 7 figures who were self-taught by reading and learning from the great writers that preceded them. This can be true with your students as well. We end each volume with a character section. It is our philosophy that education is not complete if it does not build the student into an honorable individual. Honesty, responsibility, trustworthiness, and so forth are slipping from today’s society. We seem to live in a coarser world, and while we know many have said that in earlier times, it does not mean our assessment is incorrect. The only way to address this development is to train our students in proper behavior and instill in them an admirable character. You may notice some wordings and grammatical usages that are different from what is considered acceptable nowadays. This is because we are reprinting public domain works as they were originally printed. We strive to stay true to the original source as much as possible. In some respects, our book is helping you to teach things that were part of a good education years ago. Our society suffers from too much data and not enough education, and we hope that our volumes fill in some gaps and complement your efforts for years to come. 8 9 Nature Studies 10 Insects A SWARM OF WILD BEES By Albert W. Tolman "How many bridges have I driven rivets on?" repeated the watchman, reflectively. "Let me see—just forty-seven—no, forty-eight! I forgot the Mogung cantilever. Never in Burma were you? Well, it's the only time I ever went abroad. It was something of a compliment for a young fellow of twenty-two to be sent on his company's first job abroad. I should have liked the trip first rate if Harry Lancy hadn't been going as foreman.” Harry had risen from the ranks, and at twenty-five was considered one of the company's best men. I'd never worked under him, but I judged he'd be uppish and arbitrary, and knew I shouldn't like him. You notice such things when you've just come of age. As you get older, you begin to think less of your own feelings, and more of doing your work right. We landed at Rangoon about May 1, went by rail to Mandalay, and from there travelled slowly up-country by construction-train to the Mogung Gorge. During the whole journey I didn't speak a hundred words to Lancy. Still, I don't think he suspected I had any grudge against him. If he did, he never let on, but treated me just like the others. The gorge was an awful hole, two hundred and fifty feet wide and two hundred deep, with the river dashing white over the ledges at its bottom. It was to be spanned by a cantilever bridge with an intermediate truss. We found our work all cut out for us. Every beam and girder was on the ground, numbered and ready. There were plenty of coolies for the ordinary labor. So we got busy at once. A temporary wire suspension bridge was thrown across above the site of the cantilever, and work begun from both sides at the same time. From the outset I had determined to give Lancy no chance for faultfinding, but to have as little to do with him as I possibly could. Little by little our beam-trusses pushed out from each bank, and the gap between them grew narrower. One thing that interested me especially at first was the wild bees. For miles back into the hills their nests lined the walls of the gorge. Millions of them made it their thoroughfare to and from the flower-covered plains below us. Particularly at morning

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