In Defence of Old Science Books

A common charge against Charlotte Mason educators is that we use too many old books. When it comes to teaching science, this objection is even more vehement. How can you teach science using books that were written ten, twenty, thirty or worse still, over a hundred years ago?
Yes, we do tend to use older books but that's not because older books are intrinsically better than more modern titles. There are plenty of dud older books that we'd never use for the good reason that they aren't well-written. The reason we'd choose an older book over a more recent is because it has a literary approach, i.e. it presents facts that are clothed in literary language.
More and more, education has become utilitarian in its approach, and this is reflected in the teaching of science and the content of the books that are used. David Hicks made this observation:

'...as science took a technological turn and as education began preparing students for work rather than for leisure, for the factory rather than for the parlor, the school itself came to resemble the factory, losing its idiosyncratic, intimate, and moral character...
In its utilitarian haste, the state often peddles preparation for the practical life to our young as the glittering door to the life of pleasure; but by encouraging this selfish approach to learning, the state sows a bitter fruit against that day when the community depends on its younger members to perform charitable acts and to consider arguments above selfish interests.'

Norms & Nobility by David Hicks

When a book is too direct and factual there's the possibility that the student may not appropriate the material.
I've thought about this not only in relation to my children but also to my own reading. Some thoughts on uniting the literary & the scientific here.

Of course some things will have changed from when a science book was first written, but we could say that about a science text that was written a year ago. There are ways to bring the knowledge up to date without too much trouble while still giving your student the foundational concepts padded out in a literary medium. YouTube videos are one way that's worked well for us. The chapter from the book is read first and then an appropriate video is shown after that.
We take care that:

'...all knowledge offered him is vital, that is, that facts are not presented without their informing ideas.' 

Towards a Philosophy of Education, pg xxx

Some of the science books I've been using this year for my 13 year old daughter are in the 'old' category. Some are more modern, but they are all good. The first three book below are scheduled for Year 7 (Form III) at AmblesideOnline.


The Life of the Spider by Jean Henri Fabre (1823-1910)

Notebook page for The Life of the Spider 

The Wonder Book of Chemistry by Jean Henri Fabre - translated into English in 1922

These two books by Fabre are my daughter's favourites. Interestingly, Fabre was not only a scientist but a poet (see a short bio here). Charlotte Mason said of French scientists that,

'...they perceive that as there is an essence of history which is poetry so there is an essence of science to be expressed in exquisite prose.'

 Notebook page after reading Chapter 17 of The Wonder Book of Chemistry

 

I've used some of the University of Nottingham's Periodic Table of the Elements to not only bring some of the concepts in The Wonder Book of Chemistry (and other books we've used in the past couple of years) up to date but also to see demonstrations of science experiments that we wouldn't be able to perform safely at home.

Eric Sloane's Weather Book (1952)

The BBC's Wild Weather series narrated by Richard Hammond have been helpful with Sloane's book which on the surface looks simple enough but contains some difficult topics where a visual or simulated demonstration is helpful.

Architecture Shown to the Children by Gladys Wynne (1913)

This year we started Architectural Science and Gladys Wynne's book is our primary text. I've added in a couple of other books we have that relate to the science behind architecture such as String, Straightedge, & Shadow: The Story of Geometry by Julia E. Diggins (1965)
Although this would be classified as Mathematics and not Science, we're using it alongside the above book as it relates to Architecture in the Ancient World. The Grand Design DVD's are also an enjoyable addition from time to time.

Some examples from Moozle's Architecture Notebook

Secrets of the Universe by Paul Fleisher - this was originally published in 1987 and is out of print but it was re-issued as five separate books in 2002. Moozle is reading this one at present:

This is a series that a few of my children have enjoyed and learnt quite a lot from. Fleisher has explained the concepts well and included experiments that are do-able in the home situation. This was one Moozle did on light reflection last week:

Signs & Seasons by Jay Ryan (2007) is a more recent science publication but I'm supplementing with The Constellations & How to Find Them by Sir William Peck (1942) as he writes from a Southern Hemisphere perspective.

I managed to find a sundial in a local park

Natural Science

The older books really shine with this subject and just about every book I have related to this field is old. I have up to date field guides for studying birds and plants in our part of the world but reading the writing of earlier naturalists is very inspiring. An interesting article I found about this: What Early 20th Century Nature Study Can Teach Us.
Some of the books I use the most are:

Natural History in Australia by William Gillies & Robert Hall (1903)

Handbook of Nature Study by Anna Botsford Comstock (1911)

Bush Calendar by Amy Mack (1909)

I posted a list of some of these that are available free online here. 

Mother Culture Science


These are some science titles I've read for my own education, or have used with my older children in the high school years. I've linked to reviews I've written on them or where we've used them in high school.

Uncle Tungsten: Memories of a Chemical Boyhood by Oliver Sacks (2001) - my own reading and one of my sons read it around the age of 16 years.

Longitude by Dava Sobel (2011) - this was a book I read aloud about 5 years ago to multiple ages

Madame Curie by Eva Curie (1937)

The Immortal Life of Henrietta Lacks by Rebecca Skloot (2010)

The Double Helix: A Personal Account of the Discovery of the Structure of DNA by James D. Watson (1968)

Understanding Physics by Isaac Asimov (1966) - we used this in Years 9-11

Mr. Tompkins Inside Himself by George Gamow & Martynas Ycas (1967)

The following books are medically related, inspirational/devotional & highly recommended:

Fearfully & Wonderfully Made by Philip Yancey & Dr. Paul Band (1980)

Ten Fingers for God by Dorothy Clarke Wilson (1965) - a biography of Dr. Paul Brand

Teaching Children to Wonder & Admire: The Story Book of Science by Jean Henri Fabre

Ambleside Online uses The Story Book of Science by Jean Henri Fabre (1823-1915) in Year 4 and along with another Year 4 science title, Madame How & Lady Why (MHLW) the book generates many questions and discussions on the AO forum. 

Fabre wrote this book in 1917, and many of the forum questions are related to either the wisdom of using a science book of that age, or the style of the author's writing. My reasons for using MHLW are here and are similar to those that helped me decide to use The Story Book of Science.

Charlotte Mason believed that there was poetry in science and that the literary treatment of science enabled children to learn how to wonder and admire. This idea has been cemented even further for me as I've been using The Story Book of Science with Moozle. We started this book last year when she was nine years old (she turned ten a couple of months ago) and it has been one of her favourite books from Year 4.

We read recently in Chapter XLVI about the volcanic eruption of Mt. Etna in Sicily which threatened to wipe out the town of Catania:

"Without those brave men who did not hesitate, at the risk of being burnt alive, to go and open a new passage for the stream of fire, Catania would certainly have been lost," remarked Jules.

"Catania would have been all burnt down, there is no doubt. To-day its calcined ruins would be buried under a bed of cold lava, and there would be nothing left but the name of the large town that had disappeared. Three or four stout-hearted men revive the courage of the terrified population; they hope that heaven will aid them in their devotion, and, ready to sacrifice their lives, they prevent the frightful disaster. Ah! may God give you grace, my dear child, to imitate them in the time of danger; for, you see, if man is great through his intelligence, he is still greater through his heart. In my old age, when I hear you spoken of, I shall be more gladdened by the good you may have done than by the knowledge you may have acquired. Knowledge, my little friend, is only a better means of aiding others. Remember that well, and when you are a man bear yourself in danger as did those of Catania. I ask it of you in return for my love and my stories."

Jules furtively wiped away a tear. His uncle perceived that he had sown his word in good ground.

Fabre has been called the 'Homer of insects.' He was also a poet and spent his long life observing, wondering, admiring. He wrote volumes on just insects alone. Mostly self-taught, he quietly pursued his study of the natural world and it was not until he reached his mid-eighties that his wonderful achievements were recognised.

Fabre was very critical of the theory of evolution but was kind and respectful to fellow scientists who promoted the theory, such as Charles Darwin, who in turn respected Fabre and called him the "inimitable observer." When Fabre was in his nineties he was asked if he believed in God. He replied emphatically:

"I can't say I believe in God. I see Him. Without Him I understand nothing. Without Him all is darkness...

Every period has its manias. I regard Atheism as a mania. It is the malady of the age. You could take my skin from me more easily than my faith in God."

The Life of Jean Henri Fabre by Augustin Fabre

His writing has a story-telling quality, revealing the secrets of nature in a literary fashion whilst also adding the 'padding' that Charlotte Mason speaks of. Children are required 'to dig' for their knowledge when they read this book or have it read to them. They don't read through a list of facts or pieces of random information and look at glossy pictures.

I don't give my children a vocabulary list and tell them to find out the meaning of the words by using a dictionary, but if a word they don't know comes up in a book they are often able to figure it out by context. If not, they can look it up in the dictionary if they need to, but they have first enountered the word in a literary medium & not in a fragmented, unconnected form. In the same time way, I often add a video or photograph or some other resource related to the chapter after we've read it. The story itself creates a sense of wonder and the other added resources relate to what has already been assimilated.

I've been adding ideas to a Pinterest board as we use them throughout The Story Book of Science.

'Knowledge should be communicated in well-chosen language, because (a child's) attention responds naturally to what is conveyed in literary form.' 

A Philosophy of Education by Charlotte Mason, pg xxx