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English from the Roots Up
Foundational Language Study
Posted by Lundquist, Joegil
Thursday , January 01, 2015
Jeanne L. Lundquist
Our goal is to help every school child in America gain an understanding of the English language by learning the Classical Root words from which it has been constructed.

First, of course a child must learn enough Phonics to be able to figure out what words printed on a page are saying. It helps to have some background on how the English language developed and why you need to teach your children, your nieces and nephews, your grandchildren (and if the neighbors are willing, the kids next door) the Latin and Greek root words which have made English vocabulary the largest and most expressive, the most verbally precise language in the history of the world!
Never forget:

Teach until the children you love can read well enough
to learn on their own for the rest of their lives
to learn how to earn a living for themselves and their families
to learn how to be informed voters
to discern truth and detect lies
to live happy, productive, contributing lives in a free society.

Indispensible Components
Posted by Lundquist, Joegil
Thursday , January 01, 2015
Jeanne L. Lundquist
Just as phonics helps children figure out what words are, Latin and Greek help them figure out what words mean. Without an early working knowledge of these indispensable components of their language, children are handicapped in their ability to use words well.

Why do we put off until it is almost too late, or never provide the opportunity to cultivate understanding of the vivid, active imagery that confers power in the use of our language?

A Smart Woman in Our Neighborhood
Posted by Lundquist, Joegil
Thursday , January 01, 2015
Scott C. Davis
I've known Joegil (pronounced Joe-e´-gil) Lundquist and her daughter Jeanne since 1965.  Their family lived in our neighborhood in Seattle's eastside suburbs when I was a college student.  Joegil was trained as an actor, and she and her husband used to invite friends over for play readings.  Later she taught second grade at Seattle's Bush School where she noticed that her students were having trouble with long words. They complained, but she had a solution.

Joegil began to teach them Greek and Latin roots as a way of understanding the system by which many English words are composed.  The students loved it.  They collected the root words on notecards and were quick to interpret obscure Latin terms to their parents when the need arose. Jeanne grew up with Greek and Latin roots. As a young child she used them to establish a foundation for English. She also used them to prep for SAT tests as she prepared to enter college, and her collaboration with her mother on Volume II has impressed her with the usefulness of Greek and Latin roots to adults who just want to feel at home in a world bombarded by English text, from all directions.

Joegil found that her use of Greek and Latin roots had far wider utility than she first imagined. For example: 
One boy, a sixth grader, was constant trouble in his class.  The boy's mother handed him over to Joegil as a project.  Joegil taught the boy Greek and Latin roots.   Suddenly the boy had an edge.  He returned to his class and, now that he was on top of the situation, there were no more behavior problems.

One time I sat in on a class that Joegil was giving in Seattle Pacific University for elementary school teachers.  Joegil's method was to teach the same material in the same way that she did for her second graders.  Yikes!!  The class was hard for me.  Second graders are really good at memorizing and learning new stuff.  The thrust of Joegil's teaching was to reveal the consistency and simplicity behind the surface chaos of  English.  I came away regretting that I had missed her lessons when I was young and was 
learning English. 

Since then I have made my way through her books, and my wife and I have used her books (and the associated card sets) to teach neighborhood children in the 5 - 13 year age range. Two of these kids were classified as "behind grade" and were told that their native Spanish background was slowing their progress. After working with English from the Roots Up over a couple of years their vocabulary has increased and their sense of the language has improved to the point that they are now "at grade" level or better.

Scott C. Davis

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