We always start planning the upcoming school year in January. This is partially due to our involvement with Classical Conversations. I have yet to blog much about CC, I’m still trying to get a solid year of MFW and HGP blogging under my belt before I try and add in CC. It is a huge part of our lives and our school year revolves around those 24 week cycles. Next year I will be directing a new Foundations community group in our area, which is exciting and nerve wracking all at once. Its strange to start planning so far in advance when I am still in the midst of this wonderful year I worked so hard to plan last January. But the time has come for the yearly, “State of the Union” and so this is the week when I stepped back and observed all that takes place in our home and in our hearts. For us, education is not simply what we are learning but who we are becoming. The short of it is, we are loving Adventures so far. It has been a perfect fit for our family and I am so grateful for it and for the Charlotte Mason method it employs.
I am currently in the midst of reading “Consider This: Charlotte Mason and the Classical Tradition” by Karen Glass. It is one of the best homeschooling books I have ever read and I am savoring every single chapter. This book echoes all that we do (and hope to do) in our own home. Its wonderful to pick up a well written book that engages the two methods of education closest to my heart.
Today, I sat on a park bench with my book and watched my 5 year old engage in a self-led physics experiment involving a steep slide and fistfuls of sand. He would walk over every once in awhile to discuss his findings. We talked about friction, inertia, motion and he would hypothesize the results of his next trial with barely contained glee. When it was time to leave, he tidied up the slide, pushed sand off the sidewalk and into the play area where it belonged, and went out of his way to pick up a piece of someone else’s trash and threw it in the garbage. He did this without any prompting. Twenty minutes earlier I had circled the following passage in the Karen Glass book:
“…Charlotte Mason’s conception of synthetic thinking, or “the science of relations” concerned itself with placing the child in the way of forming relationships with every area of knowledge, so that the question we ask is not “how much does the youth know?” but rather “how much does he care?” When the affections are involved–when we care about a place, a person, or an idea–we are more motivated to act if action is required. When we love virtue itself, we are more likely to behave virtuously.”
This is what I have loved about Adventures. Not the amount my children are learning, though they have grown by leaps and bounds this year, but the virtue they are cultivating and employing. How much does he care? It seems everything we are studying, all the habit training and scripture study and living books, everything is nourishing these little ones to care, to desire to act rightly.
Here is what the week looked like. We studied several states: Maine, Missouri, Arkansas and Michigan. The boys took great care in opening the tin of special colored pencils used for our States book. They were diligent in coloring each bird and flower to the right specifications. They copied down each state motto in their neatest penmanship. They closed their books and put away their pencils. They brought out the book basket and we went on adventures in four different states while the toddler shrieked in the background and the preschooler called for pretzels and juice. Everyone eventually settled down and we experienced beautiful illustrations and rich prose. The boys played with seashells while we read “Island Boy.” They acted out “Blueberries for Sal” and cooked pretend clam chowder after reading “One Morning in Maine.” We pulled out our Saxon books and halfway through our lesson, I noticed my six year old building cranes and seabirds out of pattern blocks. “Remember that story?” he asked, “About Obadiah and the seagull?” Off he went to fetch the book. As soon as he completed his math lesson, he picked up Brinton Turkle’s tender and lovely book, “Thy friend, Obadiah” and read it aloud to his siblings, giving special attention and affection to his younger brothers. Thirty minutes later we were on a website looking at the anatomy of birds and constructing their skeletal systems over and over again. This brought us back to our study of Human Anatomy. The boys brought down the Human Organ tray and began reading each three part card and matching them with the corresponding organs from their safari toob, until the toddler stole the large intestine and chaos ensued. We resolved the quarrel and moved on to our Usbourne Encyclopedia and the boys began to question the latin names they kept hearing, so we picked up our latin work and labored over a few declensions. One particular song used to memorize the 3rd declension latin noun endings reminded them of a Rachmaninoff piece they had heard weeks before. We listened to it twice and then one of the boys asked if we could play outside. We dashed out of the house and opened the coop to let the chickens out. Once again we were talking about birds and anatomy while the 5 year old zoomed by on skates humming Rachmaninoff and the 3 year old stomped around saying “Kuplink, Kuplank, Kuplunk,” in his best imitation of little Sal dropping blueberries in a tin pail.
I am not teaching my children for the sole purpose of ensuring successful performances on tests that cannot measure love, sense of wonder, compassion, joy, faithfulness, goodness, or creativity. As Karen Glass says, “If we answer the question ‘What is man?’ with ‘man is a living soul created in the image of God,’ our educational task will be much different, as we seek to discover all the potential in each child so that he can become everything that God meant him to be. All that we can give him will not be too much nor go to waste.”
Week 23 was a slower week in terms of topics covered but it was a rich week nonetheless. On these slower weeks, I love to get out into nature with the boys. That prescheduled Friday nature walk is something I make sure to enforce. I make every effort to protect that part of their schedule. In many ways, it is the capstone to all we learn in the classroom.
Our son’s godfather came to visit with his son and so our nature walk for Unit 23 took place at the beach. It was a nice tie in for all those “salty” books we read about Maine. The boys tumbled about the tide pools and played in the surf. They collected seashells and felt the sand between their toes. They experienced life and their souls were nourished by the sea air and warm water. Little scientific observations were sprinkled throughout the day. It happened naturally. “School” is not something they go to and then leave after a few hours. There are no compartmentalized subjects. It is not a chore.
Learning is life and it brings them joy.
farmhouseschoolhouse.com 