Journeyman

Course Description and Purpose

There is really a practical value, too, in a knowledge of nursery and classical music. Allusions to them are found in all literature and many sentences are unintelligible to those who do not recognize the nursery rhyme or classical music alluded to. It would be safe, almost, to say that a day does not pass in which either a rhyme or music which was loved in babyhood and childhood, understood in our youth and treasured in middle life and old age does not come to our attention.

Doctor Benjamin McLane Spock's best selling book, The common Sense Book of Baby and Chidl Care (1946) sharply redefined the course of child care after World War II. In the subsequent years, almost of the older "harsher" nursery rhymes gave way to more modern "writings" and the pre 1950 publications fell into disuse. Thus our reason for choosing "older" selections in the Apprentice program.

Course Requirements

Tape a nursery rhyme published after 1950 and send the tape to a grandchild, relative or one whom you are mentoring. Make a diary entry on your Bard page along with comment and correspondence received.
Julia Strudwick Tutwiler women's prison in Alabama is one of the few, which allow mothers to tape stories which are sent to their children. Discuss this fact with a child and make a diary entry on your Bards page.
With your child's help, write a poem (substitute if necessary). It is a greater misfortune if a person grows without an appreciation of poetry when it is so simple a matter to give the young an abiding love for its. A little help now and then, a word of appreciation, a manifestation of pleasure when reading it and almost without effort the child begins to read and love poetry as he does a good prose. Record what you and your child have written on your Bards page as a diary entry.
The legendary great, the half historical personages that have been for so many centuries been the inspiration of youths of many lands are being translated for the first time. Select a recent translation (after 1990) from at least two different lands or cultures. Carefully read the story before hand and then tell the story to your child. Reading it aloud will not be half so effective. Select a fable or short story at first. Be sure you have the plot in your mind, made the hero and other characters seem very real to yourself, picture the scenes vividly in your mind's eye, and are ready to begin. Use your own words, talk naturally, look you children in the eyes and supply many details. An Example, below.

The recital of a bare plot is not an interesting story. For instance: "A boy on his way to school found a yellowbird's nest with four little birds in it," is the recitation of a bare plot. What do you think of the form following?

"Johnny told me an interesting story this morning. As he was coming to school today he saw a little yellowbird fly from the brushes by the corner of Mister Brown/s yard. He parted the leaves and looked in the bush, but for quite a while he could see nothing. At last, however, he spied..."

The latter rendering is perhaps an example of an oral tradition, which was translated many years later. And is certainly more interesting to a child with the detail, than a bland plot.

Make a recording of your rendition. After several days have passed, sit down as a family and play the tape. Record your observations and other useful information as a diary entry on your Bards page.

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