Branches & Vine Cottage School
  • ABOUT US
    • Welcome From the Director
    • Parents' Required Reading
    • Calvary South Dayton
    • Charlotte Mason Resources >
      • AmblesideOnline
      • The New Mason Jar Podcast
      • CM's 20 Principles
      • Delectable Education
      • The Literary Life Podcast
      • Habit Formation
  • LIVING CURRICULUM
  • COTTAGE SCHOOL LIFE
  • WHY CHOOSE US
  • ADMISSIONS
    • Full Day & Half-Day Options
    • Fees (2025-2026)
    • Enrollment Steps & Interest Form
    • New Student Application Form
  • PARENT PORTAL MAIN
    • Returning Student Form
    • Online Payment
    • Parents' Required Reading
    • 2024-2025 Portal Docs
    • T3: Wk 5 (Apr 14-17)
    • T3: Wk 4 (Apr 7-10)
    • T3: Wk 3 (Mar 31-Apr 3)
    • T3: Wk 2 (Mar 24-27)
    • T3: Wk 1 (Mar 17-20)

Team Opportunities

We believe the three tools of education are: atmosphere, discipline of good habits, and life … spreading a feast of living ideas, living books, living things . This begins with and flows from us as educators and staff. In the spirit of this, please respond to the following.

We are looking for individuals who are willing to grow in and emulate the following:
  1. Abiding in HIM, His WORD, His LOVE (John 15:1-17)
  2. Walking worthy in deepening biblical integrity (Colossians 1:9-12)
  3. ​Shepherding children of diverse ages and backgrounds - modeling the leadership patterns and heart of our Great Shepherd, full of grace and truth (Ezekiel 34; John 1:14)
  4. Teachable spirit - openness to be taught and trained in a different (CM) way forward (Proverbs 1:7)
  5. Servant’s heart - prioritizing the needs of others and our BVCS community over personal preferences or agendas ("shadow servants") (Colossians 3:23-24; 1 Peter 4:10)
  6. Life-long learner - actively partaking in "the feast,” and eager to set the table for next generations; growing in grace, knowledge, understanding, and wisdom (Philippians 4:8; 2 Peter 3:18; Colossians 1:9)
  7. Team-player - serving faithfully, joyfully, and cooperatively within a unique and unified Charlotte Mason community (koinonia fellowship) (Philippians 2:2; John 17:22-23)
  8. Spirit-filled manner - maintaining a consistent demeanor empowered, characterized, and confirmed by the fullness of the Spirit (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control); pursuing the most highly esteemed habits at BVCS: Humility, Attentiveness, Obedience, Truthfulness, Faith, Hope, Love; Wisdom, Courage, Temperance, and Justice​ (Philippians 2:3-4; Colossians 1:4-5; Galatians 5:22-23)

B&VCS is committed to preserving and promoting the integrity of Charlotte Mason principles and methods.
​

Because of our emphasis on living books for each subject, teachers are not required to have mastery of subject areas they are assigned to teach. Students in a Charlotte Mason school interact directly with living ideas through living books, and do not rely on pre-digested materials and knowledge from the teachers first assimilating the content, and then acting as the  primary agents of information. Please do not allow the scope of content offered (with which you may not be overly familiar), or lack of educational experience with CM principles, deter you from applying. We are primarily looking for candidates who emulate the eight qualities outlined above.

    Apply here to serve in a role at Branches & Vine (2022-2023 academic year).

    General Information









    Prior Educational Experience


    Ages, Stages, and Content Areas


    Charlotte Mason Principles

    1. Children are born persons. Children are born persons – they are not blank slates or embryonic oysters who have the potential of becoming persons. They already are persons.

    2. They are not born either good or bad, but with possibilities for good and for evil. *see note 
    Although children are born with a sin nature, they are neither all bad, nor all good. Children from all walks of life and backgrounds may make choices for good or evil.

    3. The principles of authority on the one hand, and of obedience on the other, are natural, necessary and fundamental; but–The concepts of authority and obedience are true for all people whether they accept it or not. Submission to authority is necessary for any society or group or family to run smoothly.

    4. These principles are limited by the respect due to the personality of children, which must not be encroached upon whether by the direct use of fear or love, suggestion or influence, or by undue play upon any one natural desire. Authority is not a license to abuse children, or to play upon their emotions or other desires, and adults are not free to limit a child’s education or use fear, love, power of suggestion, or their own influence over a child to make a child learn.

    5. Therefore, we are limited to three educational instruments–the atmosphere of environment, the discipline of habit, and the presentation of living ideas. The P.N.E.U. Motto is: “Education is an atmosphere, a discipline, and a life. ”The only means a teacher may use to educate children are the child’s natural environment, the training of good habits and exposure to living ideas and concepts. This is what CM’s motto “Education is an atmosphere, a discipline, a life” means.

    6. When we say that “education is an atmosphere” we do not mean that a child should be isolated in what may be called a ‘child-environment’ especially adapted and prepared, but that we should take into account the educational value of his natural home atmosphere, both as regards persons and things, and should let him live freely among his proper conditions. It stultifies a child to bring down his world to the child’s level. “Education is an atmosphere” doesn’t mean that we should create an artificial environment for children, but that we use the opportunities in the environment he already lives in to educate him. Children learn from real things in the real world.

    7. By “education is a discipline,” we mean the discipline of habits, formed definitely and thoughtfully, whether habits of mind or body. Physiologists tell us of the adaptation of brain structures to habitual lines of thought, i.e., to our habits. “Education is a discipline” means that we train a child to have good habits and self-control.

    8. In saying that “education is a life,” the need of intellectual and moral as well as of physical sustenance is implied. The mind feeds on ideas, and therefore children should have a generous curriculum. “Education is a life” means that education should apply to body, soul and spirit. The mind needs ideas of all kinds, so the child’s curriculum should be varied and generous with many subjects included.

    9. We hold that the child’s mind is no mere sac to hold ideas; but is rather, if the figure may be allowed, a spiritual organism, with an appetite for all knowledge. This is its proper diet, with which it is prepared to deal; and which it can digest and assimilate as the body does foodstuffs. The child’s mind is not a blank slate, or a bucket to be filled. It is a living thing and needs knowledge to grow. As the stomach was designed to digest food, the mind is designed to digest knowledge and needs no special training or exercises to make it ready to learn.

    10. Such a doctrine as e.g. the Herbartian, that the mind is a receptacle, lays the stress of education (the preparation of knowledge in enticing morsels duly ordered) upon the teacher. Children taught on this principle are in danger of receiving much teaching with little knowledge; and the teacher’s axiom is ,’what a child learns matters less than how he learns it.’Herbart’s philosophy that the mind is like an empty stage waiting for bits of information to be inserted puts too much responsibility on the teacher to prepare detailed lessons that the children, for all the teacher’s effort, don’t learn from anyway.

    11. But we, believing that the normal child has powers of mind which fit him to deal with all knowledge proper to him, give him a full and generous curriculum; taking care only that all knowledge offered him is vital, that is, that facts are not presented without their informing ideas. Out of this conception comes our principle that,–Instead, we believe that childrens’ minds are capable of digesting real knowledge, so we provide a rich, generous curriculum that exposes children to many interesting, living ideas and concepts.

    12. “Education is the Science of Relations”; that is, that a child has natural relations with a vast number of things and thoughts: so we train him upon physical exercises, nature lore, handicrafts, science and art, and upon many living books, for we know that our business is not to teach him all about anything, but to help him to make valid as many as may be of–“Those first-born affinities
    “That fit our new existence to existing things.”
    “Education is the science of relations” means that children have minds capable of making their own connections with knowledge and experiences, so we make sure the child learns about nature, science and art, knows how to make things, reads many living books and that they are physically fit.

    13. In devising a SYLLABUS for a normal child, of whatever social class, three points must be considered:(a) He requires much knowledge, for the mind needs sufficient food as much as does the body.(b) The knowledge should be various, for sameness in mental diet does not create appetite (i.e., curiosity)(c) Knowledge should be communicated in well-chosen language, because his attention responds naturally to what is conveyed in literary form. In devising a curriculum, we provide a vast amount of ideas to ensure that the mind has enough brain food, knowledge about a variety of things to prevent boredom, and subjects are taught with high-quality literary language since that is what a child’s attention responds to best.

    14. As knowledge is not assimilated until it is reproduced, children should ‘tell back’ after a single reading or hearing: or should write on some part of what they have read. Since one doesn’t really “own” knowledge until he can express it, children are required to narrate, or tell back (or write down), what they have read or heard.

    15. A single reading is insisted on, because children have naturally great power of attention; but this force is dissipated by the re-reading of passages, and also, by questioning, summarizing, and the like. Acting upon these and some other points in the behaviour of mind, we find that the educability of children is enormously greater than has hitherto been supposed, and is but little dependent on such circumstances as heredity and environment. Nor is the accuracy of this statement limited to clever children or to children of the educated classes: thousands of children in Elementary Schools respond freely to this method, which is based on the behaviour of mind. Children must narrate after one reading or hearing. Children naturally have good focus of attention, but allowing a second reading makes them lazy and weakens their ability to pay attention the first time. Teachers summarizing and asking comprehension questions are other ways of giving children a second chance and making the need to focus the first time less urgent. By getting it the first time, less time is wasted on repeated readings, and more time is available during school hours for more knowledge. A child educated this way learns more than children using other methods, and this is true for all children regardless of their IQ or background.

    16. There are two guides to moral and intellectual self-management to offer to children, which we may call ‘the way of the will’ and ‘the way of the reason. ’Children have two guides to help them in their moral and intellectual growth – “the way of the will,” and “the way of reason.”

    17. The way of the will: Children should be taught, (a) to distinguish between ‘I want’ and ‘I will.’ (b) That the way to will effectively is to turn our thoughts from that which we desire but do not will. (c) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. (d) That after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as diversion, whose office it is to ease us for a time from will effort, that we may ‘will’ again with added power. The use of suggestion as an aid to the will is to be deprecated, as tending to stultify and stereotype character, it would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.)Children must learn the difference between “I want” and “I will.” They must learn to distract their thoughts when tempted to do what they may want but know is not right, and think of something else, or do something else, interesting enough to occupy their mind. After a short diversion, their mind will be refreshed and able to will with renewed strength.

    18. The way of reason: We teach children, too, not to ‘lean (too confidently) to their own understanding’; because the function of reason is to give logical demonstration (a) of mathematical truth, (b) of an initial idea, accepted by the will. In the former case, reason is, practically, an infallible guide, but in the latter, it is not always a safe one; for, whether that idea be right or wrong, reason will confirm it by irrefragable proofs. Children must learn not to lean too heavily on their own reasoning. Reasoning is good for logically demonstrating mathematical truth, but unreliable when judging ideas because our reasoning will justify all kinds of erroneous ideas if we really want to believe them.

    19. Therefore, children should be taught, as they become mature enough to understand such teaching, that the chief responsibility which rests on them as persons is the acceptance or rejection of ideas. To help them in this choice we give them principles of conduct, and a wide range of the knowledge fitted to them. These principles should save children from some of the loose thinking and heedless action which cause most of us to live at a lower level than we need. Knowing that reason is not to be trusted as the final authority in forming opinions, children must learn that their greatest responsibility is choosing which ideas to accept or reject. Good habits of behavior and lots of knowledge will provide the discipline and experience to help them do this.

    20. We allow no separation to grow up between the intellectual and ‘spiritual’ life of children, but teach them that the Divine Spirit has constant access to their spirits, and is their Continual Helper in all the interests, duties and joys of life. We teach children that all truths are God’s truths, and that secular subjects are just as divine as religious ones. Children don’t go back and forth between two worlds when they focus on God and then their school subjects; there is unity among both because both are of God and, whatever children study or do, God is always with them.
    ~ Charlotte Mason~ 2004 L. N. Laurio
    * Note – Principle 2 should not be understood as a theological position on the doctrine of original sin, but as a belief that even poor children who were previously thought incapable of living honest lives could choose right from wrong if they were taught. Charlotte Mason was a member in good standing of the Anglican Church of England, whose Thirty Nine Articles includes this statement: “Original sin stands not in the following of Adam, but it is the fault and corruption of the nature of every man that naturally is engendered of the offspring of Adam, whereby man is very far gone from original righteousness, and is of his own nature inclined to evil.“

    Your Favorites of The Feast


    Doctrinal Statements

    Our over-arching statement of faith at B&V is the Apostles' Creed ...
    • We believe in God, the Father almighty, Creator of heaven and earth. We believe in Jesus Christ, His only Son, our Lord. He was conceived by the power of the Holy Spirit and born of the Virgin Mary. He suffered under Pontius Pilate, was crucified, died, and was buried. He descended to the dead. On the third day He rose again. He ascended into heaven, and is seated at the right hand of the Father. He will come again to judge the living and the dead. We believe in the Holy Spirit, the holy *catholic (universal) Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting. Amen. *catholic meaning: true, Christian church of all times and all places
    • ​While not every text and book we use will have been written by men and women who share all of these convictions, every book will be approached through the lens of historic Christian faith and practice. 
    • ​We do not require that parents or students sign a specific statement of faith. We do intend to be respectful of the differences that may exist among our students and we have no desire to undermine parental authority. Parents should be fully aware (and comfortable with the fact) that we operate out of Calvary Fellowship South Dayton and will teach from an explicit, unequivocal, unapologetic Christian framework informed by a historical-grammatical interpretation (following the rules of grammar and the facts of history to discern the meaning of Scripture) of the Word of God, Genesis to Revelation.

    Spiritual Questions


    References

    There is a modest stipend amount for select roles at Branches & Vine, as well as student fee adjustments based on hours served.
Submit
EMAIL US WITH QUESTIONS!
All applicants and BVCS parents are expected to have read: For the Children's Sake by Susan Schaeffer Macaulay and In Vital Harmony by Karen Glass. Our families must be supportive of classically-based Charlotte Mason principles and methods to ensure that your hopes for your children resonate with our vision and priorities for B&V, and are in keeping with the philosophical distinctives of our work.
ENROLLMENT STEPS
​[email protected]
​(937) 825 1248
​3150 W ALEX BELL, DAYTON, OH 45449
​
PAY FEES ONLINE
INTEREST FORM & ENROLLMENT PROCESS
​NEW STUDENT APPLICATION FORM
RETURNING STUDENT FORM

Picture
Branches & Vine Cottage School is a four-day Charlotte Mason/Classical Cottage School walking alongside families located in Dayton, Ohio.

Abiding in Christ and His Word, aligning with Charlotte Mason’s classically-based principles, and partnering alongside parents ... we spread a rich and varied feast of a life-giving education (truth, goodness, beauty) through three-fold knowledge with deepening relationships (God, humanity, universe). Our three instruments of education are atmosphere, discipline, and life.

This is to be used by the Holy Spirit in transforming students to genuinely love the Lord and others, lead gracious and flourishing lives of knowledge, understanding, and wisdom, and bear much fruit for His glory. (Deut 6:4-9, Prov. 24:3-4; John 15:1-11)
“I am the VINE, you are the BRANCHES. He who abides in Me, and I in him, bears much fruit; for without Me you can do nothing." John 15:5

​​

A 501c3 educational
​ministry initiative of
​Calvary South Dayton​
  • ABOUT US
    • Welcome From the Director
    • Parents' Required Reading
    • Calvary South Dayton
    • Charlotte Mason Resources >
      • AmblesideOnline
      • The New Mason Jar Podcast
      • CM's 20 Principles
      • Delectable Education
      • The Literary Life Podcast
      • Habit Formation
  • LIVING CURRICULUM
  • COTTAGE SCHOOL LIFE
  • WHY CHOOSE US
  • ADMISSIONS
    • Full Day & Half-Day Options
    • Fees (2025-2026)
    • Enrollment Steps & Interest Form
    • New Student Application Form
  • PARENT PORTAL MAIN
    • Returning Student Form
    • Online Payment
    • Parents' Required Reading
    • 2024-2025 Portal Docs
    • T3: Wk 5 (Apr 14-17)
    • T3: Wk 4 (Apr 7-10)
    • T3: Wk 3 (Mar 31-Apr 3)
    • T3: Wk 2 (Mar 24-27)
    • T3: Wk 1 (Mar 17-20)