Structure of Lessons
Because Miss Mason’s educational philosophy differs so much from the conventional methods and ideology used today, the following brief explanation of each subject/lesson and the lesson structure is provided below:
KINDERGARTEN AND YOUNGER
Charlotte Mason strongly believed that the early years of children are precious and unique in their lifetime. Children under the age of 6 should have quiet and unhurried growing years filled with stories, exploration, nature, play, home life/chore skills and habit training. All activities for this age range at Apiary Collective will stem from this foundation, with a very gentle introduction to numbers and letters for the JrK/Kindergarten class. There will be 1 main teacher for the JrK/Kindergarten class to provide some stability and continuity for these precious children, and there will be no homework.
STRUCTURE OF THE LESSON SCHEDULE
Miss Mason structured her lessons with the nature of children in mind. Her lessons for elementary and middle school grades typically did not exceed 30 mins and some were as short as 10 mins. She understood that a child’s brain can become weary from repeated tasks such as reading from several books in a row, or working on math problems for too long. To this end, she set up her schedule so that lessons which put a larger emphasis on the language decoding/listening/comprehension/attention would be followed by lessons with something entirely different, such as physical activity, art, singing, nature study or mathematics. In this way, the brain can switch gears and stay fresh for the next task at hand without needing excessive breaks. The Apiary Collective schedule attempts to follow this pattern, especially for our youngest students.
TEACHERS
Teachers/Moms should view themselves as facilitators in the educational process; that is, they help put children into direct contact with the ideas and information found in Living Books. They need not summarize, repackage, unnecessarily explain, or “make it more exciting” because that takes away the chance for the children to do the mental work necessary to hear, process, filter, take in, categorize and organize what they’ve been exposed to.
There will be 1 teacher assigned to each subject/lesson block and that teacher will be responsible to teach her lessons for the entire school year (for example: 3rd/4th Geography all year). If numerically possible, we hope to provide a “helper mom” in each room as well. In order to provide teachers for each subject/lesson, and depending on how many families join the Apiary Collective, most moms can expect to teach 2-3 subject/lessons per week (for example, one mom might be responsible to teach 1st/2nd and 3rd/4th Geography, and 3rd/4th Literature, all year). Mothers with newborns will be given priority in the nursery.
Teachers/Moms will be provided with the subject/lesson book or curriculum chosen by the Apiary board for the school year and are then expected to submit basic 36-week lesson plans to the group as a form of accountability. We hope to accommodate the preferences of moms in the subject areas which are strengths for them. The board is happy to assist in making lesson plans and will also provide some basic Charlotte Mason teacher training over the summer before classes begin. While each of us will have varying levels of energy, time, or natural talent for teaching, we are all coming to Apiary Collective with the understanding that each family has chosen to homeschool because they value the benefits it offers and are committed to giving their children the best possible education. We ask that you enter Apiary Collective with a similar mindset and commitment level. We understand that this may be completely new and intimidating, but we’re here to help!
LIVING BOOKS
Charlotte Mason had strong views on books proper for the education of children. Living books have the power of language in them- a sense of beauty in the words.
In literature, we have definite ends in view, both for our own children and for the world through them. We wish the children to grow up to find joy and refreshment in the taste, the flavour of a book. We do not mean by a book any printed matter in a binding, but a work possessing certain literary qualities able to bring that sensible delight to the reader which belongs to a literary word fitly spoken. It is a sad fact that we are losing our joy in literary form. We are in such haste to be instructed by facts or titillated by theories, that we have no leisure to linger over the mere putting of a thought. But this is our error, for words are mighty both to delight and to inspire. If we were not as blind as bats, we should long ago have discovered a truth very fully indicated in the Bible––that that which is once said with perfect fitness can never be said again, and becomes ever thereafter a living power in the world…
Children must be Nurtured on the Best––For the children? They must grow up upon the best. There must never be a period in their lives when they are allowed to read or listen to twaddle or reading-made-easy. There is never a time when they are unequal to worthy thoughts, well put; inspiring tales, well told. Let Blake's 'Songs of Innocence' represent their standard in poetry; De Foe and Stevenson, in prose; and we shall train a race of readers who will demand literature––that is, the fit and beautiful expression of inspiring ideas and pictures of life. ~ Charlotte Mason Vol 2, p263
Living books are filled with living ideas; that is, ideas that “capture the imagination by planting a seed that germinates in the mind, causing one to continue to wonder and ponder over it and to pursue further knowledge about the subject.” (Emily Kiser) This type of book also shows us what virtuous (and non-virtuous) living looks like in a way that mere explanation cannot accomplish. Often living books are written by a single author on a subject that he/she is passionate about. This excitement is passed on to the reader and ignites further thought and study. Often, though not always, living books are written in a narrative style and have such ideas and vivid descriptions that they lend themselves to narration. Finally, living books stand the test of time due to the transcendent nature of the ideas they contain. Miss Mason famously quipped:
“Children must have the Best Books––One more thing is of vital importance; children must have books, living books; the best are not too good for them; anything less than the best is not good enough; and if it is needful to exercise economy, let go everything that belongs to soft and luxurious living before letting go the duty of supplying the books, and the frequent changes of books, which are necessary for the constant stimulation of the child's intellectual life. We need not say one word about the necessity for living thought in the teacher; it is only so far as he is intellectually alive that he can be effective in the wonderful process which we glibly call 'education.' “ ~ Charlotte Mason, Vol 2, p279
NARRATIONS
Narration is the art of telling back what you know after the reading/hearing of a lesson (it sounds somewhat simple, but try it a few times, and you’ll see it’s actually a complex and taxing process!).
“Narrating is not the work of a parrot, but of absorbing into oneself the beautiful thought from the book, making it one’s own and then giving it forth again with just that little touch that comes from one’s own mind.” Charlotte Mason (The Story of Charlotte Mason, p125)
The process of narration forms memorable relationships between the child and the information presented in Living Books. Not every child will remember or take in the same bits of information. That is ok, and respects their Personhood.
The reading and narrating of books will provide the bulk of lesson times for most of the subject/lessons at Apiary Collective, especially for the younger classes. One child may be asked to tell what he/she remembers, and everyone else (including the Teacher) should listen without interruption or prompting. If there were significant gaps in a child’s narration, ask if others have more to add. If there were mistakes, ask if anyone else heard it differently. This provides group correction in a non-threatening way. After the narration, children may ask questions that come to mind, or point out additional thoughts, comparisons, etc. As children mature, their lessons may change the focus so that the reading itself is done at home, and the lesson time can be devoted to narrations, group discussion on deeper themes or other activities which better lend themselves to group dynamics.
EXAMS
Charlotte Mason viewed exams as a time to allow the students to show what they had learned. Not only does it bring past material to the front of the mind (causing a more solid memory), but it also provides the student the chance to realize that he is, in fact, retaining ideas and information. The teacher is not aiming to test the students on any particular facts, but rather to get a glimpse into what the students have assimilated into their minds, and where some gaps or holes might be; this does not mean information holes (they cannot recall a certain date or person's name), but more generally, does a student (or the entire class) have a very hard time narrating from a particular book, or maybe a particular type of book (Living Non-fiction/ Informational as opposed to Living Fiction/Story book)? If so, then modifications should be considered (reviewing the curriculum/book choice, or assigning shorter readings before requiring a narration, etc)
Exams require no review process or special preparation and should be low-stress for students and teachers. This may be a huge mental shift for those who have experienced traditional schooling. Questions may begin like this :
- “Tell the story of . . .”
- “What have you noticed about . . .?”
- “Tell about . . .”
- “Tell all you know about . . .”
- “Describe a journey in . . .”
- “Describe your favorite scene in . . .”
Exams may be oral or written (depending on ability or age level) for subjects that have been readings. For subjects of skill (Swedish Drill, handicraft, drawing, recitation, singing, etc.) the exams involve showing or demonstrating the skill level they have achieved. They are a NO-PRESSURE time to celebrate what has been learned so far. Exams do not determine anything about the child's future in our co-op. Exams are scheduled at the end of each term (We will follow a schedule with three 12-week terms, or trimesters). Traditionally, the exams should take place over several days or a week as a substitute for each subject’s scheduled lesson, but in our co-op setting, we will slightly modify this plan to fit our 2-day a week schedule. Most of the exams will happen on Tuesday of the 12th week of each term, and some skill work will be presented at the Christmas and Spring Community Program Days.
To celebrate the work that has been accomplished, an enjoyable Educational Field Trip within a reasonable driving distance will be planned for the Thursday of the 12th week of each term (end of trimester).