"...the reason geography is so valuable
is because it gives an opportunity to furnish the mind with ideas,
and to add pictures to the imagination.
That's what makes geography so educational.
from Volume 1: Home Education by Charlotte Mason
Topical CM Series
One of my favourite parts about planning a trip is digging out our maps, spreading them out over our table, and letting our eyes travel over the roads, rivers, national parks, and dot-towns scattered through the area we are planning to visit. Those names, dots, and lines mean something and I find myself wondering what the people are like, how they live and work, and how the local landscape looks and feels. Markings on a map cannot show us these things. But once our imagination takes hold of the pictures in our minds eye and in our experiences, those markings suddenly have meaning, including (but not limited to) where they are positioned on a map.
The geography series 'Visits To...' presented by Simply Charlotte Mason, is a geographical travel guide for families using maps and living books. It is designed to accommodate all ages so a family can learn together. When I had all three children homeschooling, our days were split into learning together times and learning independently times. Now, with just one daughter homeschooling, our days are split into personal tutoring time with me and her independent study time. As this series is new to us I began this book with her to help her get into the habit of following the guide and setting out of her maps and narrations in her notebook. Now she has the framework in place, she can complete the mapwork, narrations, and literature readings independently.
We are currently working through the Visits to South & Central America & Australia. This particular guide loosely connects with our modern time period history studies and some Aussie literature we are reading together.
Each section begins with some basic map labelling work and culminates in drawing your own complete map of the area being focussed on. A Meet the Families section is where you can meet families living in a country and learn about their work, lifestyles, and homelife through beautiful photo's and biographical sketches, followed up by discussion and narration. This combination of written biography and photo's assists young children and non-readers in igniting their own imaginations with the written word. Woven through these activities in a selection of living books to complement and expand on what is being introduced through the maps, photo's, short biographical sketches, and narrations. Books are listed for children ages 6-8 and for children aged 4-17. We are currently reading through Kon-Tiki by Thor Heyerdahl.
How We Are Using 'Visits To...'
The guide book is set out in an orderly and straightforward manner and can be a pick-up-and-go book if followed as laid out. I have tweaked it a little to suit our particular needs. My daughter is skipping the basic map labelling activities. Instead we look at the map in our visual atlas of the world and then she moves to the draw your own map section. Sometimes she follows the directions as written, sometimes I get her to add in some extra geographical or political features. I am encouraging her to experiment with different techniques for making her maps beautiful, like water colour, symbols, pen and ink line drawings.
Our week with Geography looks something like this:
~ Day 1 (Monday) - read Kon-Tiki and give an oral narration
~ Day 2 (Tuesday) - Complete the 'Meet the Families' section
add narrations to Geography notebook
~ Day 3 (Thursday) - Complete map work in Geography notebook
add notes to the Statistics Chart for each country visited
I think these 'Visits To...' series of geography guidebooks would suit homeschooling families who like to work together, for older students who appreciate having a framework and format to follow to mark their independent progress, and those new to the ideas of Charlotte Mason but feel like they need something concrete to help them find their feet while the begin implementing principles as they continue to learn and grow.
To learn more about Charlotte Mason's ideas of geography read here.
When choosing resources for our home education journey I consider our overarching aims and goals, the young person/people I am guiding, our budget, and my headspace. My headspace is important because if I am not in a good headspace, then resources which require intensive organisation or parental involvement are not the right resource for that time. When considering the best resources for our family I first research resources written by/for the homeschooling family. These tend to remain flexible in how they can be implemented, are applicable for a wide age range, and encourage a combination of parental involvement and independent study. The post titled Year 11: Making Plans is a list of the resources I plan to use at some point during the year ahead with my 16 year old.
Here I share some new-to-me resources we are trialling this year and some resources that help me, as a home educating Mama, continue to grow in my own understanding and teaching ability and thus continue growing and learning with my teens.
New Resources for 2017
1) Visits To .... Geography course (Simply Charlotte Mason)
2) Physics for the Logic Stage (Elemental Science)
3) Poetics and Progym I (Cottage Press)
4) Introductory Logic by James Nance
We are into week 3 of using these new resources, so I don't have too much to say about them now - except that first impressions are positive. I have a plan to write up reviews on all of these closer to Easter, when we have experienced them all a little longer and I have a better idea of how they fit for us this year.
For now I'll tease you with this simple list. And a question or two -
Have any of you used these resources? How did you like them?
Resources for Me
What we give to our children in this life of learning we need to replenish within ourselves so that our own wonder and wisdom does not shrivel up and die. The well is no good if it's not full of water. The ongoing nourishment of our hearts and minds overflow into the nourishment of our childrens hearts and minds. This is true for the new and the seasoned homeschooling Mama.
1) Podcasts - Close Reads, A Perpetual Feast, and A Delectable Education are three podcasts I keep returning to at the moment. They make me laugh, they make me think, and they keep me enthusiastic in my ongoing learning and teaching.
2) Literature Guides - I began collecting these books a couple of years ago to assist me in my planning and guiding of our literature discussions. These books I generally read myself, occasionally sharing excerpts, and referencing key ideas as I continue to be stretched by our literature selections.
How To Read the Bible As Literature;
Miniatures and Morals - The Christian Novels of Jane Austen;
Brightest Heaven of Invention - A Christian Guide to Six Shakespeare Plays;
Heroes of the City of Man - A Christian Guide to Select Ancient Literature;
Invitation To The Classics - A Guide to the Books You've Always Wanted to Read
3) Habit & Memory - A while back I posted some thoughts on Habit and Memory and their relation to life and learning. I am continuing to wade deeper into these ideas, and discovering the pool here is both deep and broad. Delightful.
Once upon a time you might have visited our house and found three little girls scattered about reading, painting, drawing, playing with dolls or lego, creating mini-movies, climbing trees, making Indian camps in the garden, or picking flowers. We might have been laying in the sunshine with a chicken in our lap and a book laid out in front of us. We might have been snuggled on the couch together reading aloud, or watching a movie together. We might have been dancing and singing while we did a spot of housecleaning.
Our days look different now. Our lifestyle of learning has grown and changed with the years. We look more organised for one thing. And we are a little more diligent in sticking to our plans. We make greater use of text books, grading rubrics, and end-of-unit tests and projects, and I spend a great deal of time keeping records, marking tests and projects, and putting together a work portfolio in order to create a home education certificate. These are the years I feel most 'teacherly'.
With a new plan and new resources, which should mostly carry us through the next two years, our 'school' day looks pretty close to a standard school day at the moment. We are spending the hours roughly between 9am and 3pm at the dining table reading, discussing, writing, and drawing together. For this first term I will be working with my 16 year old as she learns to navigate higher level learning and stretching herself academically. By the second term, we will have worked out what she can continue working on independently and what she will need continued guidance for.
Group learning also holds a place of importance in our week. Each Friday we meet with about half a dozen teens for tutoring in History, Science, Maths, and Logic. This gives us opportunity for social interaction, group-dynamic learning, working with tutors, and completing home study assignments in an organised and timely fashion.
However our day-to-day changes, we have kept certain long-term goals in mind, which I put together back in 2003, when I first registered for home education, and have kept as part of my yearly plan for the HEU.
Long Term Goals:
When .............. has completed her 12 years of Home Education, I hope to see the following fruit evident in her life:
It's good to take the time and reflect on these long-term ideas. To note the twists and turns along our way, to contemplate work completed and work left undone. To recognise honestly both success and failure in different areas and to realise that God continues to work faithfully in us and our children through it all. To give thanks for our journey as family learning together.
This past week my social media feeds have been inundated with those classic back-to-school snaps. Some in brand-new uniforms and that wide-grin-excitement that accompanies the idea of a new year of adventure, while others are not so enthused with the idea of back-to-school life. Some of my school-children-friends I am thrilled for, some I prayer for because of their personal struggles with school life.
This past week is our first official week of school in Queensland, and traditionally while many of our friends and family head to their first week of school, our family head off camping.
This year we headed back to one of our favourite places along the Sunshine Coast coastline. Great Sandy National Park. We sleep, we walk, we swim, we surf, we read. We watch the sunrise, the sunset, and the stars. We spot turtles, dolphins, and fish. This is my favourite way to celebrate the beginning of a new year of home education (aka not-back-to-school).
By the time these first weeks roll around our planning is completed and our books have trickled in over the summer holidays and slowly fill their places on our bookshelf. This first week is the time to simply dive in, and open our new books and new plans to begin putting the idea into practice. We experiment with different ways to interact with, share, and respond to our books. For any workbooks or textbooks in use, we figure out our study-pace in order to reach a particular goal by the end of the term, or the year. Hopefully by the second or third week we usually figure out the daily plan and work amount that sets us up with a suitable rhythm for our family life.
My youngest daughter will soon be 16 and is entering her final two years of homeschooling. At this point in our homeschooling life I tend to take these final two years as a block and my planning encompasses possibilities for both years. We consider personal hobby and lifestyle goals, habits that need work as they prepare for adulthood, Bible study tools and Christian living study guides, vocational interests, and further study/training paths and what we might need to work on to give them the best start at the beginning of their adult life.
The process of working out the goals and resources for these areas includes research on my part (based upon a series of conversations with my teen regarding interests, study goals, and vocational plans), presenting options to my teens as they choose from those selections, and then putting together a schedule to give an outline to our week. Then we roll up our sleeves and go to work.
One big aim in these final years is independence and self-discipline in the area of study. Independence and self-discipline in the area of lifestyle is something we focus on more fully after our official homeschooling years have finished. With regards to study, however, my teens hold responsibility for completing their work independently and in a timely fashion. I help with guidance, review, and project direction. This has worked really well with my first two daughters, my third daughter works best with someone working alongside her, so my challenge this year will be to recognise that trait in her personality and support it, while giving opportunity for practiced independence and self-discipline - which she will need in adulthood.
These final years reveal our most practical goals in life and learning. We cook, we clean, we study, we schedule, we work, we enjoy hobbies and time out with friends. Underpinning this very practical focus is growth in wisdom and virtue as my teens are guided towards greater independence in habit, thinking, relationships, work, and study.
Forward we go!
The countdown begins. Over our holiday break, squeezed between our lazy-sunshine-days, I have tidied and organised our bookshelves, put in my new book orders, and sketched out some ideas for our weeks. In these final two weeks I will be laying out a new weekly schedule, and organising our shelf dedicated to our study books and notebooks. We are entering the modern time period this year and my planning base is the Combined Year 10/11 Lite from Ambleside Online.
One of the many questions I come across regarding both Charlotte Mason and Classical methods of education is the concern of how it works with a non-reader or a non-academically inclined child or a child with special learning needs. This youngest daughter of mine is a non-reader. She has thrived with handicrafts, outdoor hours, nature study, keeping a book of centuries, drawing, and music. Narration and reading are tricky.
Beginning with this young person in front of me and her personhood, I have kept to the perspective that I cannot make her a reader or an academic. Nor would I want to. I want to engage what lights her up and gives her joy, and with regards to literature, reading, and narration I want to give her enough so that she can build her abilities in this area, that her soul will continued to be nourished by ideas, and that she can build a good cultural and historical knowledge based in order to interact thoughtfully with our culture. With this in mind I begin with the lite versions of AO, and then I tend to lighten them again as I personalise our study plan with this precious young woman in mind.
We work on a four-day weekly schedule. She works one day a week and we attend our local homeschool study group (Green Path Scholars) one day a week. Weekends are for surfing, hobbies, and church. This leaves 3 at-home study days for us to enjoy together.
The organisation principles of the three core areas of knowledge that Charlotte Mason suggests is an excellent base to work from when planning books and learning activities. Knowledge of God; Knowledge of Man; and Knowledge of the Universe. These also work well in a planning format for HEU Documentation as it demonstrates how our current Key Learning Areas fit with these classical principles of Charlotte Mason.
Knowledge of Man
(Language; Humanities; Arts; Lifeskills)
Mystery of History Volume IV (History)
A Short History of Australia (History)
Faith-Based Family Finances (Lifeskills)
7 Habits of Highly Effective Teens (Lifeskills: Audio Book)
Valley of Gold by Jackie French (Literature)
The Wave by Todd Strasser(Literature)
Animal Farm by George Orwell (Literature)
Les Miserables (Movie)
To Kill A Mockingbird (Movie)
Uncle Tom's Cabin (Audio Book)
God's Smuggler by Brother Andrew (Biography)
One Blood by Ken Ham (Citizenship)
GK Chesterton (Essays)
Well May We Say (Australian Speeches)
Australian Prime Ministers (Government)
Artistic Pursuits (Drawing)
I have always loved stories and reading. Until I was introduced to Charlotte Mason, reading was an individual pursuit. A pleasure reserved for escape, relaxation, and personal quiet time to rejuvenate my introverted heart. Charlotte made me realise that stories and reading were meant to be shared. They were meant to be discussed. They were meant to grow my mind and my heart. They were meant to connect me with the great ideas, people, and history of my culture. They were meant to show me how to live and how not to live.
I had to learn how to develop healthy reading habits that would cultivate connections with my children, that would help me teach my children, that would enable us to grow in understanding, wisdom, and virtue. I had to learn not only how to read aloud, but how to love reading aloud. I had to learn not only to read actively and slow, but to love reading actively and slow. I had to learn that narration, memorising passages, remembering, asking questions and discussion were more than just tools for a mechanic form of comprehension testing.
When my children were young I slowly grew into this new world of rich and rewarding reading through the resources of Five In A Row (a literature guide for parents to enjoy with their children) and occasional notebooking projects. When they became teens, I needed to learn how to read more deeply, ask good open-ended questions, and how to approach more challenging works of literature. Keeping a Commonplace Book, utilising guides like the Omnibus series from Veritas Press, and mapping the settings of the stories were some things that assisted me while I continued learning how to guide my teen's learning through literature.
This past year I have been digging more deeply into the art of active reading, discussion, and Socratic dialogue. The CiRCE Institute Close Reads podcast have really assisted me in this area. I have been listening to the Pride and Prejudice and the Perpetual Feast podcasts, giving attention to the ideas drawn out, how the presenters respond to each others ideas, and the use of questions to deepen understanding, thought, and discussion. I drew from this modelling as I discussed Jane Austen and Homer with my teens.
Sow the Habit
When we plant a garden, we begin with nourishing the soil and sowing the seed. Nourishing the soil of learning through reading begins with reading aloud, making time to read, and enjoying books. This process may include contemplating movies, art work, poetry, and music that has been created in response to literature.
Introducing narration and discussion begins with the classic Who? What? When? Where? Why? We can ask Should X have done Y? We can explore who a particular character reminds you of and why. We can discuss our favourite parts, characters, and events. At the end of the year we can talk about our favourite reads, and our most challenging reads. A creative teen may create their own music, art, poetry in response.
Art of Discussion: 3 Tips
1) Begin with a core question or theme. Allow teens to share what they understand, quotes that relate to the core question or theme, written narrations that respond to the core question or theme. Uphold the atmosphere of humility and respect - discussion guidelines may include not talking over others, not arguing in pride (respond with a thought or question to clarify thinking), no distracting behaviours.
2) Respond to their ideas with thoughtful questions. Can you explain what you mean by ... What leads you to think ... If I hear you correctly you said ... What do you think about ... Ask them to compare the statement they made back to the original idea... Can you compare this idea with an analogy...
3) Wrap up with a summary, share a truth that you have learned through the discussion, or a question to think about.
Socratic dialogue is a lesson that grows naturally out of narration and discussion. It happens when you listen to what your teen is saying and respond with questions that allow you to become a co-inquirer with your teen into truth. The ability to engage with Socratic dialogue grows with your ability to listen, respond, ask thoughtful and genuine questions. It is a deep and challenging way to learn.
In 2016 I have focussed on sowing the habits of active reading, narration, and introductory discussion with my teen students. In 2017 we will wade into practising the art of discussion as modelled in the Close Reads podcasts (adjusted to suit my teens) and learning to look for those Socratic moments.
"Pretend with me that I have a big apple tree in my backyard and that every year it buds and grows apples. But just as the apples are ready to be picked, they rot and fall to the ground. After several seasons of this, my wife comes to me and says, "You know, Paul, it doesn't make much sense to have an apple tree and never be able to eat the apples. All we ever end up with is brown mush on our lawn. Can't you do something with our apple tree?" So I think and ponder and come up with an idea. I tell my wife that I am going to fix our tree and that I will be gone for about an hour, picking up the things that I need.
Before long I return to the yard carrying a step ladder, a pair of branch cutters, an industrial grade stapler, and two bushels of apples. I carefully cut all of the rotten apples off the tree and staple bright red Delicious apples to it. Delighted that I have fixed the problem, I call my wife out to the yard to look at the tree.
Ridiculous? Yes! Ridiculous because I have not solved the problem. The problem was more that a fruit problem. There is something fundamentally wrong with the tree itself, even to the level of its roots, that needs to change. I have exchanged good fruit for bad fruit, but the tree itself is still unable to produce healthy fruit. What's more, the fruit I have artificially attached to the tree cannot last because it has nothing to give it life, healthy roots that can nourish it."
from Age of Opportunity: A Biblical Guide to Parenting Teens by Paul David Tripp, p49-50
This story is based upon the parable found in Luke 6:43-45, and I share it here because it strikes a deep, resounding chord with me as a mother. When my children were young, my parenting began with a desire for them to simply be good. Polite, caring manners, appropriate behaviour, respectful, and so on. These are all good things, but as most parents learn at some point in their family life, sometimes these fruits show themselves to be stapled, not part of the plant. Stapled fruit reveals itself by falling away when my children are away from my parental guidance and face peer pressure, temptation, or a simple desire to follow their own inclination. As the real aim of parenting is to shepherd the hearts of my children, I need to consider this fallen fruit and consider the heart of the matter. I need to turn my attention to the soil and roots that nourish my children's hearts, souls, and minds.
Sometimes training our children in good habits is little more than a fruit stapling exercise. Which none of us truly desire. I think that if we are able to ignite our children's moral imaginations, remember always they are persons created by God, get to know them and work with them, and think through life with them, we will be well on the way to nourishing their roots so their hearts bring forth good fruit. Whether that fruit be oranges, apples, pears, or passionfruit.
This is something I will be contemplating this week.
Today is the day.
The day to box-up Christmas and pack it away. Yet it is also the day to store the memory of Christmas, its lessons, its truth, and its beauty, to remember throughout the year ahead when I need it.
The day to clean up after New Year celebrations. Yet it is also the day to remember the joy and the hope that seeing in the New Year with loved ones offers, and live the memory of that hope and joy in my new everyday that will count as 2017.
The day to leave behind my in-between-week of Boxing Day Test Match Cricket, living low and simple, to just be, in that in-between time that hides in the bookends of Christmas and the New Year. The day to embrace what lies ahead while remembering the joys, the sorrows, and the truths of my yesterdays. The day to get back to business.
Our official homeschooling life begins again in the first week of February. So we still have four delicious weeks of Summer to live. In between lazy sub-tropical summer days, and all that they mean, I will be organising, cleaning, and readying resources for our year ahead (well, at least the term ahead anyway). I will be preparing my heart, mind, soul, and living space for the learning and working that lies ahead for me and my youngest daughter (it's just the two of us now) in 2017.
I mentioned in a previous post a lesson that is really making itself felt to me, at this season in my life. This lesson is the place of habit and memory in learning - genuine, deep, life-changing learning. Habit training (something that appears significantly in the works of Charlotte Mason) is something that I have not had the heart-space or mind-space to tackle consistently in my children's childhood years. And in all honesty, it shows. In my life and learning, and in my young adult and teen children's life and learning.
Now my daughter's are beautiful and delightful young women to be with - albeit far from perfect. Like everyone they have character flaws, strengths, and weaknesses. And if I had been more diligent in habit training in their childhood, there would be areas of improvement in their character traits and habits, but they would remain imperfect.
Perfection is not the goal of habit training. Manners and socially acceptable behaviours are not the goal of habit training. But I am beginning, now, to consider what habits really mean to learning and life - practically, intellectually, relationally, and spiritually. I am beginning to see played out, time and again, how a persons character affects the quality of their learning and how they can either encourage or discourage learning in their peers by their own habits and character.
This year I will be digging deeper into this idea of habit. What it means, how to develop it, the effects it has on those in our circle of life and learning, how it relates to our personal understanding of and relationship with God.
Reading slow. Narrating. Commonplacing. Thinking. Asking questions. Discussing with friends. Practising in my life, parenting, and teaching.
I begin now. Kicking off with CM 101 by Brandy Vencel, CM's volume on Character Formation, Laying Down the Rails, and You Are What You Love by James KA Smith. Not all at once of course. We'll see what rabbit trails open up after these. Anyone like to join in?
* these links are not afilliate links
The day dawned clear, sunny, and hot. The weather forecast was promising - no storms on the horizon for our corner of Queensland. We put the finishing touches to our outdoor party arrangements. We were preparing to celebrate. Our graduating daughter, and our friends and family who have walked this path of learning, mentoring, and loving this girl that God gifted us with.
And celebrate we did! But our beautiful outdoor party was packed up in a shower of rain, thunder, and lightening. Two 'surprise' storm cells decided to join the party too. So we sqeezed 70 people into our home. And we were very grateful for our good natured family and friends who embraced the new celebration arrangements with love, good cheer, and helpful hands.
Trickling back outside at the end of the night, after the storms finally passed.
Getting ready to feast.
Frog Salad & Party Prep.
The outdoor party arrangements.
Music Space & Photo-Fun Space.
Alison's next step is to take what is considered a gap year. During 2017 she will work in our family business and prepare herself for music auditions later in the year as she is working towards the goal of entering a Bachelor of Music in 2018. Violin lessons, piano lessons, theory and aural lessons. Online uni music units and a music tertiary prep course. Beginning teaching, gaining experience with music workshops, performing, and enjoying her church music community. She's also hoping to squeeze in a little bit of adventure.
Let the adventure begin!
We have now officially packed up our books for 2016. What a very delicious feeling that is. Now we look forward to lazy Summer days and the beginning of a new year before we begin to organise kicking off another year of learning in February 2017. For the past two weeks we have been slowing down and wrapping up. Finishing off final projects, tests, and books, and reflecting on the year that was 2016 for our family. It's been another big year.
Our favourite book, almost unanimously, was Nanberry by Jackie French. After reading ancient epic poetry, and literature set in England, India, America, and Europe, reading the opening paragraph of Nanberry was like a homecoming for us. We knew the landscape, we knew the culture. We know that feeling of diving under water and all those things Nanberry felt in that moment.
Something that surprised us with joy was Francis Bacon's essays. We read, we pondered, we scratched our heads in confusion, we wrestled, we outlined, and we paraphrased. We knew this would be hard work, and it was. We thought it would be unpleasant hard work - but it wasn't. This was a deeply rewarding experience.
Something I will personally take from this year, and contemplate over this summer break, is the role of Memory and Habit in learning. As I experience tutoring not only my own teens, but other students as well, I am beginning to see a deeper connection.
Memory and Habit are so much more than the educational boxes we tend to package them in. I think they are also connected. Where I have been weak in cultivating Memory and Habit, learning does not really happen. At least not in the way that cultivates wisdom and virtue in heart, mind, and soul.
Each year brings its own lessons. And its own gifts.