I am starting English Literature with Bear and am quite excited about it. She is not a big fan of English like her siblings are, but I hope to make things more interesting by preparing multi-faceted lessons. I thought long and hard about which book to choose for our first study… then I came across Sounder by William H Armstrong, a book we had done as a family read-aloud when she was much younger.

Sounder is an intensely moving story – simply told so even the young can appreciate it, yet so full of meaning and nuances that an adult cannot help but be drawn into it. The characters just get right down deep into your heart, mind and bones. It is about loyalty and deep abiding love. It is about loss and struggle. Above all, it is about hope.

The story centres around a poor sharecropping black family who struggle to get by. In the winter months, when there is no crop or cash, the father goes hunting with his dog, Sounder. Lately, however, the hunting is poor and he grows more and more desperate by the day. The boy awakens one morning to the smell of ham cooking and for the first time in a long while, the family has a decent meal. There is an undercurrent of tension though, and we realise why soon enough. Three days later, the sheriff and his men barge in and arrest the father for theft. The ever-loyal Sounder tries to protect the father, but is horribly injured in the process and the family are left struggling to cope with this painful loss.

I’ll go into the detailed chapter summaries and theme analysis in future posts, God willing. For now, here are some resources you might find interesting before/while reading the book.

The place and time are not specified in Sounder (a clever technique of the author, but more on that later!) but we can guess that the story is set in the deep South, post slavery, around the beginning of the twentieth century. Slavery was abolished in 1865 and this was to provide equality under the law to the freed slaves. However, the reality was that slavery continued to exist, only in another shape and form. The freed blacks were unskilled and uneducated and too poor to buy land or seeds to farm, so many stayed with their former masters as share croppers. They would farm the land and share the profits with their landlords. With no money for supplies, the farmers would have to use their future crops as collateral and be forced to grow cash crops on their land to pay off debts. They would not be able to grow food and would then need to borrow more money to feed their families. This was, in a strange way, worse than slavery – as sharecroppers, they were in perpetual debt, fear and isolation. In slavery, they at least continued to be fed and had a place to live.

We are reading Leon’s Story by Leon Walter Tillage – a gem I found for less than $1. This is a first-person narrative of life as a sharecropper in the 1940s when lynching and Jim Crow laws were a part of everyday life. Leon had to walk miles to get to school while white kids rode on buses… he had urine thrown at him, was chased by dogs and had to endure his father’s killing by white people. Still, it is a story of hope and perseverance.

Here are some links I went through to learn about sharecropping:

• Black History – Sharecropping
• Slavery by Another Name
• Debt Slavery: The Forgotten History of Sharecropping
• “Still Livin’ Under the Bonds of Slavery”: Minnie Whitney Describes Sharecropping at the Turn-of-the-Century

“We spread an abundant and delicate feast in the programmes and each small guest assimilates what he can.”
~ Charlotte Mason

We I have let many things slip. I tried to take stock of the past couple of years and I find myself sorely disappointed. I’m not very connected with my teen’s and tween’s education – I have basically set the goals and sent them on their way while I struggle with juggling chores and studies. (I do a rubbish job of it, by the way.) Not quite the broad and generous curriculum I had envisioned clearly.

So, yesterday, I had a conversation with my elder ruffians and we have agreed to revive the following:

1. Faith Journal
There is a genre of hadeeth literature called “al-arba’iniyyat” or collections of 40. The most famous or representative is of course Imam An-Nawawi’s 40 Hadeeth. I thought it would be beneficial for the girls to compile their own collections of 40 ahadeeth based on themes of their choice (good deeds, good behaviour, etc.). They don’t have to make it elaborate with illustrations or embellishments, but they do have to write in their best handwriting. (And I have to appreciate the effort and work on not being a bitter old crone over their penmanship.)

(2) Nature Journaling
Each day, the girls have to draw or paint or photograph something that celebrates nature. They can write if they want, but they can also let the pictures speak for themselves. The goal is to rekindle our sense of curiosity and wonder at the world. Let’s face it, we are so consumed with technology, work… ourselves! … that we are never in awe anymore. Why is that? Why don’t we wonder at the humble beetle in the garden – a creature so tiny yet tenacious that Allah Himself has fashioned and provided for? Why don’t we contemplate and reflect? I cannot draw for toffee so I am going to photograph my way through this ;) I know it is a cheat and I know there are numerous benefits to taking the time and making an effort to draw, but I need to keep things simple and sustainable.

(3) Quran Journaling
My friend Asrina has a scrumplicious idea for Quran journaling that I am definitely going to steal. She is doing a Hafazan Notebook. After memorising a Surah, she and her children jot down the summary and vocabulary. They also journal about why the surah is special to them and write out their favourite ayah. Genius, ma shaa Allah. Please do visit her blog, Muslim Homeschool Mum, for more gems.

I have a few more resolutions to tackle, but I have a propensity to overthink and overdo, so I am sticking with these for now before I move on. Please keep me and my family in your prayers!

“Children’s aptitude for knowledge and their eagerness for it made for the conclusion that the field of a child’s knowledge may not be artificially restricted, that he has a right to and necessity for as much and as varied knowledge as he is able to receive; and that the limitations in his curriculum should depend only upon the age at which he must leave school; in a word, a common curriculum (up to the age of say, fourteen or fifteen) appears to be due to all children.

We have left behind the feudal notion that intellect is a class prerogative, that intelligence is a matter of inheritance and environment; inheritance, no doubt, means much but everyone has a very mixed inheritance; environment makes for satisfaction or uneasiness, but education is of the spirit and is not to be taken in by the eye or effected by the hand; mind appeals to mind and thought begets thought and that is how we become educated.”

~ (Charlotte Mason, Philosophy of Education, p. 12)

Charlotte Mason, Out-Of-Door Life For The Children

“All this is stale knowledge to older people, but one of the secrets of the educator is to present nothing as stale knowledge, but to put himself in the position of the child, and wonder and admire with him; for every common miracle which the child sees with his own eyes makes of him for the moment another Newton.”

A pretty bloom

“An Observant Child should be put in the way of Things worth Observing.”

Can you see the bee?

They must be let alone, left to themselves a great deal, to take in what they can of the beauty of earth and heavens.
~ Charlotte Mason, Out-Of-Door Life For The Children

Here comes the sun

Children should be made early intimate with the trees, too; should pick out half a dozen trees, oak, elm, ash, beech, in their winter nakedness, and take these to be their year-long friends.
~ Charlotte Mason, Out-Of-Door Life For The Children

Morning in Dadi’s Garden