I have seen a couple comments that have confused our educational approach a bit. Some assume we are “workbook based”. Some are unclear about what the teacher’s role is in a self-directed learning environment and assume that independent learning renders the teacher’s role obsolete. Some are puzzled about the purpose behind “less is more” and can’t help but think less is, well, less. I will address these questions over the next couple weeks. Since we are (oh so actively!) living this life I have to fit describing it into whatever little snatches I can find. The time to pull it all together isn’t appearing so instead I will likely post snippets for your consideration.

The first is from Drew Campbell who wrote The Latin Centered Curriculum. In my opinion the best nuggets from the book are available in this excerpt. He has brought back the famous less is more quote by Pliny the Younger:

multum non multa: not
many things (multa), but much (multum). Today we would say “qual
ity, not quantity.” Formal education should not merely introduce us to
many things—the multa, which can by necessity lead only to superficial
knowledge—but should encourage us to drink deeply at the springs of
our culture.

First about good books:

While truly ‘good books’ are an
excellent and necessary preparation for the Great Books, they are most
profitably read independently or within the family circle, not as part of
formal schooling.

This echoes the Art Robinson, Waldorf, and Charlotte Mason admonitions not to belabor the children’s reading with excessive literary interpretation and ‘extension activities’. Let the literature speak to the children. Realize too, that it will say different things to different people. In other words, it is ok to let the children read independently. It is not sending them off to “do nothing”. It is allowing and encouraging quiet, often intense, intellectual work. Family discussion, which flows naturally in a literature-rich home, will demonstrate comprehension. Occasional narrations will sharpen the summarization skills if used discriminately. We need not micromanage this process.

Second, he lists the advantages enjoyed by families who employ the less-is-more principle:

The advantages of the multum non multa approach are many. Elim
inating busywork—tedious workbooks, redundant curricula, excessive
escape reading—cuts the student’s work time tremendously. The time
savings may be applied to the student’s own interests and to enrichment
subjects such as sports, dance, or cooking. Parents will find that their
preparation time is much reduced as they eliminate redundant subjects
and learn alongside their children. Parents may also enjoy considerable
financial savings on formal curricula, perhaps freeing up funds for music
lessons, building a quality home library, or other family needs.

Homeschoolers are notorious for overspending both time and money. The implication seems to be the more effort and expense that is put forth the better the outcome. This is not necessarily so. In fact imbalance can negatively impact the disposition of the teacher, the home environment, and the ability of the student to focus intently. Moderation in all things is the best policy. Better to err on the side of personal demeanor and careful attention to the learning environment than on an abudance of materials and instruction. As Ruth Beechick says:

Curriculum materials are less important than we tend to think.

My thoughts are summed up in this picture which warms my heart to no end. Kieran I wish you lots more of this in the coming year!