Homeschooling Methods Part II

Writers: Doug Wilson (Recovering the Lost Tools of Learning), Susan Wise Bauer, Marilyn Howshall (Wisdom's Way of Learning)

Originating primarily in Greece, this method is based on the model of education consisting of two parts: the Trivium and the Quadrivium.

The Trivium contains three phases:
" The Grammar period (ages 9-11) which includes the acquisition of facts and language, particularly Greek or Latin, and the organizing of details.
" The Dialectic period (ages 12-14) involves the study of logic; understanding what has been memorized and asking questions.
" In the Rhetoric period (ages 14-16) the student learns how to present arguments in a persuasive and pleasing form (expressive or creative use of the language).

From the Trivium, the student moves on to the Quadrivium which is the study of different subjects.

Many teachers using the classical approach use this differently, but this is the original meaning of classical education. Also when someone says they use the classical approach, don't assume this methodology is what they are talking about. What some people mean is that they use a more traditional approach to education; they are studying western history instead of women's studies, or they may be using classical literature instead of modern literature, etc.

Resources: Dorothy Sayers essay "Lost Art Of Learning" in her book Are Women Human?
or at the web site.

Writers: Susan Schaffer McCaulay, Karen Andreola, Catherine Levinson

This method is based on the writings of a 19th century British educator who felt children should learn from real books with living ideas and not from shallow textbooks. In this method, after a child reads, he narrates back what he has learned. This narration method develops into writing as the child develops and promotes a sense of ownership of the information. This takes the place of quizzes and tests. It is characterized by no homework, no grades, short lessons, and few lectures. A typical day using the Charlotte Mason method would start with regular chores in the morning with limited work on math reading and writing, then reading and discussion with the parent, Afternoon free time for play creativity and projects. After dinner more reading and discussion with parents.

The goal of education is to develop a noble character, and a fine mind. Education is a failure if all it does is teach the facts which would soon be forgotten. She did not believe in understanding facts without understanding them. Children should see the principles and ideas behind what they learn. Learning to reason is a priority. Children will be able to think and make many decisions for themselves, thereby learning from their own mistakes and successes. She showed a great respect for the child as a unique person, made in the image of God and equal to us in God's eyes. She did an admirable job of balancing freedom and structure. She believed that the child did need time to play, to make their own decisions about how they will spend their time, to talk with adults and be with adults, but she also believed in the importance of habits. Everyday for the child would be filled with structure of good habits. Her philosophy was that if it was important to do, then it was important to have a structure for it. The idea behind her philosophy is that when you get up in the morning, it reduces a lot of your stress if you don't have to be deciding every minute what you are going to do next.

Resources:

Charlotte Mason Research & Supply Co. PO Box 936
Elkton, MD 21921-0936
Ask about Karen Andreola's articles in Practical Homeschooling Magazine

Charlotte Mason Communique'-tions
4441 So. Meridian Suite 221
Puyallup, WA 98373

A Charlotte Mason Education by Catherine Levison
For the Children's Sake by Susan Macaulay
Teaching Children by Diane Lopez

Writers: Raymond and Dorothy Moore (two of the founders of the modern homeschool movement), Ruth Beechik

The philosophy of this educational method is that formal academics should not begin until the ages of 8-10. Two reasons are given for this. First this gives more time for the child to develop in the areas of vision, hearing, the nervous system, reasoning ability, and muscular coordination. When children are more mature and more development has taken place, the ability to learn the skills, the academics, and bookwork will be much easier and quicker. The second reason given is that the delay in the academics will allow a wider background of experience and general knowledge before work on the skills begins, thereby enhancing reading comprehension, numerical understanding, and making it easier to grasp concepts. The methods for this approach would be that instead of academics in the early years, it should be filled with these things: parents are reading to the children, playing with them, they are listening and responding, they are asking why and how questions to teach them to think, and they are sharing their faith. The children during this time are doing hands on projects, experiencing the world, learning to do chores, to be disciplined and how to properly interact with others. The keyword in this approach would be readiness, that the parent is always sensitive to their children's interests and development, starting to experiment with academics as the child seems ready. Resistance to school in the early years is usually seen as lack of readiness, not a discipline problem. This method emphasizes delayed academics not requiring skills like reading and writing before the child is developmentally ready. This method does not promote delayed learning. Some proponents of this method feel that learning disabilities can be created by trying to force children to do things before they are developmentally ready.