My other post on the Thomas Jefferson Education book.

Okay, skimming it again before I pass it onto another sister –

stages of learning:
core (0 to 8 years)
love of learning (8 to 12)
scholar (12 to 16)
depth (16 to 22, college years)

Comparable to classical approach of grammar, logic (or dialectic), and rhetoric. Get the facts in, begin to analyze arguments, then begin to form own arguments.

George Wythe method:
1. classics, not textbooks (what Charlotte Mason calls “living books”)
2. mentors, not professors – inspire, don’t preach
3. inspire, don’t require
4. structure time, not content – give autonomy
5. quality, not conformity (Charlotte Mason, better one perfect than many sloppy)
6. simplicity, not complexity – stick to the basics, then expand w/passions
7. you, not them – you are the mentor, work on YOUR educational as well

Heidi thoughts – I agree that classics are great and should be used whenever possible. Not just for literature, but classics in history and so on… as he says, there are “classics” in every field, including technical fields. Classics does not mean old, it means foundational works. However, I do not agree that the best way to learn spanish is to read classics in that language (Don Quixote, he suggest). 🙂 Or that math is best learned by reading Euclid. I think in the core/grammar stage that the kids do need to learn math concepts with hands on experience, not by having a classic read to them. Sure, good to cover those things once they’ve mastered reading skills but in the foundational stage I think some textbooks are helpful – teaching math, grammar, etc. Within context, yes, and with hands on experience but sometimes reference books/texts are helpful in things like math.

On that same note, I think structuring time is great but in grammar/foundational stage that structuring content is also important. When helping a child learn basic math and reading and grammar, I need to structure the content (we’ll do math and language this morning) as well as time. I can’t just leave content open before the foundation has been laid for them to master these skills.

Getting started:
1. Forget the kids. Start working on you, then we’ll get to the kids.
2. Read a classic.
3. Read 3 more classics, one per week.
4. Read & annotate a classic. (Declaration of Independence – look up every unclear word & write down definition. Write 10 ideas that interest you. Sit down w/two people and discuss it with them.)
5. Annotate two more classics – write down thoughts, discuss with 2 other people.
6. Once your child is scholar age (12 or whenever you feel ready), then this step. Until then, keep working on first 5 steps and your education. Have your child read one of the classics. Read it yourself and take notes. Set discussion time and be patient – let them open up.
7. Have group discussion on classic (8 people.)
8. Repeat step 7.

Setting weekly schedule –
Designate your study time. Establish their study time. Set daily writing assignments. Schedule weekly discussion time with them to hear what they are reading. (Sounds like narration, but weekly instead of instant feedback of core/grammar stage.) BOTH parents be at discussion time.

Setting monthly schedule –
Designate planning meeting monthly to review schedule & write plans. Write list of classics you’ll read. Classics your child will read. Other subjects scheduled. Schedule group discussion times. Schedule fieldtrips, enrichment activities, and visiting lectures to attend.

Heidi addition – set semester mini & yearly (big!) planning times, to review and set goals, clean up and add to portfolio of writing & projects, and to review direction. Meet with spouse, with family, and each child individually to write up goals and find out what each child wants to study & focus on – what is their passion?