CM-ing the Progym: An Upcoming Series

I‘m starting to write a series of posts on my use of the progymnasmata with my oldest child. My younger children are not yet doing simple written narrations, so though I plan to use what I’ve learned with them, it’ll still be a while before I begin to implement that.

While I’m working on it, I know a few of you have been asking about this, so now is your chance to leave your questions in the comments, and I’ll try and incorporate the answers into the series.

For now, if you are interested in this topic, you can read what I have already written on the progym.

I also suggest reading Karen Glass’ post on narration and how it develops and matures throughout a CM education.

I’m going to go out on a limb and say that using the progym in this way is much more the same as what we have been doing than it is different, and it isn’t really about “teaching composition,” as some writing curricula intend to do. I see it more as an opportunity to expand the definition of written narration, if that makes sense. And that in a way that affords delight.

Let me repeat that what is called ‘composition’ is an inevitable consequence of this free yet exact use of books and requires no special attention until the pupil is old enough to take naturally a critical interest in the use of words.

–Charlotte Mason {Vol. 6, p. 274}

Here is the series index, which I’ll be updating as new posts are published:

CM-ing the Progym: Classical Writing in CM Style

Introduction and Index ← you are here
Readiness is Key
Do I Need to Buy Curriculum?
Teaching the Fable Stage
Fable Stage Examples
Teaching the Narrative Stage
Using the Variations in Daily Lessons
Examples of Daily Student Work
The Series {Apparently} Continues