The School's Central Tenets

Kids master concepts before moving on, and move on when they are ready to move on. This means they can take more time to get something, but it also means they can accelerate as they get things, rather than waiting for every other kid to get it, too.

Kids teach each other. It is through teaching that we gain confidence in our competence, and distill what we've learned into clear concepts and practices.

Theory and practice go hand in hand. We best learn concepts by applying them as soon as possible.

A Living Farm Museum

Like Old World Wisconsin except with an East-West emphasis, and spanning more historical time.

In Western Washington, we could have a Native American garden, a Norwegian settler's homestead, and a 1940's market farm. We'd also have medieval European peasant fields, organized in strips and worked collectively, a Neolithic hoe-farm, and a flock of sheep with a shepard. Oxen would provide animal traction where applicable, horses where applicable, and old tractors would provide it for the 1940's pre-Industrial farm. We would also have an Asian farm, with terraced rice paddies worked by water buffalo. There would be an example of a house for each. This could be located near Camlann Medieval Village.

Old World Wisconsin's charity navigator page.

Tactile Activities for Babies in the Home

Our standard of living has gone up, but for babies, at least, the home has become an impoverished environment. We do much less at home, and those things we do do are inaccessible to babies.

Reality #1

Babies live at floor level

Reality #2

Babies explore with their hands and mouth

Reality #3

Babies know what's up

To expand on the first point, the height of a baby's world grows from about 6 inches to 2 feet over the first year. Almost all of our activities take place at 29 inches and up -- the height of desks, tables, and counters. We can put kids in high chairs, and we do, and that's far better than nothing, but it confines them to stationary activities, restricting their locomotion and styming their their curiosity.

To expand on the second point, babies use their hands and mouth to explore the world, so they need to be up close to things. Standing in a crib watching is not the same. A baby wants to crawl over to something interesting, and put it in their mouth. We usually see this as a hindrance. Most things will not kill a baby, and exposure to the sort of innocuous germs we mostly have around is probably more good than bad.

To expand on the last point, I believe that kids -- babies, even -- know the difference between real activities and play activities done for their benefit. They know what creates value for adults and for the home, what is useful, and what is extraneous. The vast amount of activities that babies are exposed to and involved in are extraneous -- either they are play activities designed for baby ("Hey baby, isn't this interesting!? Do this with me for a bit! Hey baby, baby, try this, here, no, pay attention, here try this! Look, daddy's doing it...!") or they are extraneous for us. After all, most of what we do at the home isn't work, but grown-up play. So, in one fell swoop we fail to engage baby in meaningful, tactile activities, while modeling primarily leisure activities. The work we do at home often involves staring at a screen, which may mesmerize a baby, but provides little intelligible stimulation.

Change

People used to do a lot more at home. In traditional societies, people did everything at home, and that was an incredibly rich environment for babies. On farms, people did a lot more at home, too. But even in the cities, in little immigrant apartments in New York City in 1938, people did a lot at home. Here's a quick, top-of-my-head list:

• Cooked From Scratch
• Preserved Foods
• Baked
• Sewed
• Fixed Things
• Read Aloud From Books
• Wrote Letters By Hand
• Cleaned
• Chopped Wood For Heating and/or Cooking
• Washed and Folded Laundry

Of all these, only two are left in most homes, and those only partially:

• Cooking, not usually from scratch
• Folding, but not washing, laundry

Even cleaning has been outsourced in many homes, and happens during the days when no one is around.

I don't emphasize cooking from scratch because of some value judgment, but only because when you start with a whole variety of different-looking ingredients -- bright orange pointy carrots, chubby brown potatoes, leafy green celery, spice powders of various textures and colors, spice pods of various shapes and scents, chunks of bright red meat, and so on, gloppy cream from the top of a milk jar -- it is a lot more interesting tactile-wise than starting with canned or frozen things that have already been cut into similar sizes and pre-mixed powdered spices from jars.

So what can we do to reintroduce valuable, tactile activities into the home and make them accessible to babies and children? Here are a few ideas:

1. Cook at home
2. Do more at ground level, like chopping vegetables 
3. Get the baby up to counter level when you're cooking
4. When a lamp or something breaks, take it apart and try to fix it, on the ground; no harm in trying!
5. Grow a garden if you have the space, and let the baby crawl around in the dirt
6. Clean as often as possible with warm water only. Babies can crawl around in warm water, even grab the sponge and manage a nibble before you catch them, with little risk
7. Have a big part of the floor or a big mat that is made of non-toxic material, which you can do activities on, and which you can easily clean with warm water
8. Make whole rooms of the house safe for a baby to crawl around in freely, but leave some objects around that have interesting and different shapes, textures, scents, colors, and even temperatures (stone tends to be cool and wood warm); I'd stay away from plastic
9. Heat with wood

Topic for a future post: rhythm. The rhythms of traditional life -- rocking on a mother's back while she works at some rhythmic task -- are gone. What rhythms do we have left?

(Interesting article here on sensory play)

If classes on Jubilee...

...we could work with the cows without needing to have our own, except a dairy cow, and a couple oxen...

...we could use their food storage, equipment shed, and wash room, etc.

...we would need to build or gain access to a kitchen

....we would need to find a heated place to work, though the market could work, if a woodstove was put in

...if we could use the blue house (and El and I live there) and lease out the couple acres beside it, we could:
(1) have our big garden there -- an acre
(2) keep our dairy cow there -- an acre, with the hay being brought in from elsewhere.

But what about flooding??

Home school problems

(1) Aligning it with the school year means, first, that it is not aligned with the growing season, and, second, that the growing season is freed up for farming. The latter is convenient, the former is not.

End of September (or earlier) to mid-June. We could harvest in the end of September, and start harvesting in mid-June. We could grow cool-weather crops to maturity in the third quarter (end of spring). We could plant cover crops if we started mid-September, and we could plant winter grains end of September. We could keep a cow, breeding her in October, with calving in May or early June. We could do a lot of food preservation, fermentation, and "home ec" type stuff as the harvest comes in. Spring would see a lot of seeding and planting and bed preparation, including field work with the oxen.

We would miss grain harvest, corn harvest, bean harvest, summer vegetable harvest, and even a lot of spring vegetable harvest.

The summer camps could be based around: (1) haying, (2) grain harvest, (3) corn harvest.

(2) Where and how to find the land and infrastructure?

The ideal site would have:

• an acre garden in a several-year rotation between: 
1. fall/winter vegetables
2. summer vegetables (incl. potatoes)
3. corn and grains
4. legumes
5. pasture/ley
• enough pasture for a milk cow, a calf, a steer, and a couple oxen -- maybe 10 acres
• enough land for growing our own feed for
• a couple pigs -- maybe an acre
• twenty ducks or chickens -- maybe an acre
• buildings:
• heated classroom (or yurt/tent with woodstove)
• kitchen
• greenhouse
• small animal barn
• poultry house
• equipment shed / wash room
• cold storage for potatoes, warm storage for squash, and walk-in fridge for vegetables

Alternatively, we could have the garden and keep the cows on pasture, and buy in feed for the pigs and poultry.

Home school classes revisited

A dialed-back version after meeting with Becca. You can fill 2, maybe 3, days with 8-10 students if you

(1) hit the right price point -- $2100-2300
(2) don't count on most students enrolling in all three days -- just one, maybe two
(3) offer similar curriculum to different age groups -- an age 7-12 day, and an age 12-15 day

I can make this work if I

(1) Don't hire a co-instructor
(2) Don't buy a van

• Keep it focused, specialize, do what I do best
• Offer a solid day; kids should go home having learned a lot and feeling jazzed
• Parents should feel like they can check something off: writing and math are key
• What sounds compelling:
• Farm Economics
• Farm Ecology
• Applied Math
• Work experience
• (Farm History is cool, too) 
• The day would be 9am-3pm, with optional 3-5pm aftercare where we would play games.
• Session would be 33 weeks, following the school calendar.
• Summer farm camps would be popular: day camps for younger kids (way less insurance), but older kids would need a residential camp...(Henning?)

Available: 

seattlefarmschool.com

seattlefarmcamp.com

eastsidefarmschool.com

...etc.