Levels of education requirements should reflect basic expectations and responsibilities for members that have completed each training level. These consist of both objective training standards, set by the Church of Woodland Celtic Wicca Council of Elders, and subjective standards such as maturity, ethical living, and ability to "play well with others" which is evaluated by the members of one's group. (In the case of a solitary student the teacher will evaluate the subjective standards.)
This "Council of Elders" is comprised of all members of the Church of Woodland Celtic Wicca that have completed their third level of training (or higher) in this tradition. The Council of Elders is also responsible for issuing official statements of policy, teachings, or standard practices in any area where controversy appears to be a problem. While their statements are advisory in nature, they are the only people that can speak authoritatively for the tradition as a whole. The current leader of the council of Elders may be selected by the members of the council at Samhain every year if they wish, but if a vote is not held in any given year, then the senior member (in time of service to the tradition) assumes that role by default. This leader of the council conducts votes and casts a deciding vote on issues where there is a tie.
The Council is asked to vote on any changes to the Standard Book of Shadows (the book you are now reading) and on the wording of any official statements or recommendations put forth as Woodland Celtic Wiccan policy. Votes may be compiled by any means convenient, but the leader of the council should make a reasonable effort to contact every member of the council for a vote. Thirty days is sufficient time for a response by mail, and only those voters which respond will be counted by the current leader of the Council of Elders for purposes of majority or two thirds votes. A two thirds vote is required to approve anyone to initiate as an Elder or Sage Priest or Priestess, but all other votes require only a simple majority with the leader deciding ties.
While certain books are required to finish any educational level, individuals are requested to improve their knowledge by elective reading of some of the books (their choice) for the next higher level or other useful books on religious, philosophical, or magickal topics of special interest to them as well. Required Books are selected and adjusted (periodically) to provide outside information on the subject areas of special importance to each level including exposure to other traditions, religions, cultures, and opinons. Keep detailed records of any changes to these standards that your grove votes to implement. A copy of this standard book of shadows and the standard training requirements must be provided to all students of Woodland Celtic Wicca even if a given grove, coven, or teacher chooses to deviate from the standard for good reasons, so that all students are aware of what is expected by other groups in their tradition. They must also be given a means of writing, calling, or contacting the elders of their tradition if they have any questions about standards or practices.
Students are asked to provide a brief written and /or oral report on the books required for each education level including what they considered especially good, bad, or questionable. Recommended readings at the end of each chapter focus on material in the required texts and are only required if they are on that student's level requirements. Exposure to widely read or influential authors that they disagree with is as important as those that they agree with. If a book does not advocate abuse, manipulation, racism, sexism, or homophobia, and it provides a significant amount of valuable information that is not covered by other required texts (other than the standard book of shadows) then it is appropriate for this purpose. You may notice that there are exactly 3, 5, 7, and 9 specific required texts for training requirements and thirteen chapters in this standard book of shadows. This was no coincidence. It is important to avoid overwhelming a student with required lists that are much greater than what they have experienced previously and there was very real magickal significance placed on these numbers as methods of detailing the many elements that make all of reality. While groups are autonomous in their evaluation of students and adjustment of required texts, they should generally adhere to the recommendations of this text (and their Council of Elders) unless good reason can be shown for substantial deviation.
Naturally if a book cannot be obtained or a student has already demonstrated knowledge and understanding of a subject beyond what is covered in a given text, then that requirement may be waived or a more comprehensive work accepted instead of the one called for. On the other hand, they should still be asked to familiarize themselves with the standard required texts before they teach, so they can discuss the strengths and weaknesses of these works effectively with their students. When a book becomes difficult to obtain or a better text for the general purpose that it was intended becomes available, the Council of Elders should issue a public statement of the recommended change to all groups.
All books should be discussed in depth with the student by a teacher of the grove familiar with the material, and all required or requested techniques should be covered in a "hands on" training environment. The book titles which are underlined have a special place in the development of Wicca, so substitutions are strongly discouraged, but books may be substituted for other requirements if all the pertinent information is adequately covered in the opinion of the teacher. I recommend reading the books in the order listed (except for the recommended books after elder requirements), but they may be read and studied in any order desired. Some information such as customs, courtesies, and safety considerations when dealing with God forces, elementals, or elemental energies must be tutored directly due to the importance of the material and the unavailability of suitable texts.
Each grove member is allowed to question any student on pertinent material for one moon (about 29 days) prior to attending an esbat where they will be considered for advancement. Each group member carries one vote regardless of training level and at least two thirds of the group must agree that they are ready before an individual is initiated at any level. Both Elder and Sage initiations require agreement by two thirds of the Woodland Celtic Wiccan Council of Elders that can be reached for a vote.
Initiate (1st level): Read and show a working knowledge of "The Truth About Witchcraft Today" by Cunningham, "The Pagan Path" by the Farrars and Gavin Bone, and "Celtic Magic" by D.J. Conway. Read and discuss the Woodland Celtic Wicca Book of Shadows briefly and go over the information contained in chapters 1-6 (Wicca as a religion) in depth. Work through all of the assignments at the end of chapters 1-6 to the degree recommended by your instructor. Show a true understanding of commitment to the Wiccan Rede, and request a formal Initiation. They will then be taught enough basic magical theory and technique to meet basic needs in the areas of healing, divination protection etc. and allowed to attend a special esbat ceremony to initiate them as a Wiccan. When the Farrars new book detailing a system where leaders are elected and training focuses on stages of life rather than level is released, it should probably be placed on this list instead of the "Truth About Witchcraft Today", but Cunningham's book should always be recommended to all new students as a basis for ethical behaviors, and to teach them how to answer questions from Christians about their faith in a very positive and diplomatic way.
Priest or Priestess (2nd level): Read and show a working knowledge of the information contained in "To Ride a Silver Broomstick" by Silver Ravenwolf (or substitute "The Complete Book of Witchcraft" by Ray Buckland), "Spiral Dance" by Starhawk, "Celtic Myth and Legend" by Charles Squire", "Enchantment of the Faerie Realm" by Ted Andrews, and "The Complete Idiot's Guide to the World's Religions" by Brandon Toropov and Father Luke Buckles (or substitute "The Religions of Man" by Houston Smith). Review and work through all exercises at the end of chapters 7 - 13 in the Book of Shadows (additional recommended reading is optional), and discuss the material in depth with an approved teacher. Complete an apprenticeship in priestesshood, teaching, or leadership if such apprenticeship is available. Demonstrate ability to perform the roles of "guardian" and "maiden/green man" in an esbat or sabbat. Lead (presiding priest or priestess) both an esbat and a sabbat using standard tools and written materials. They must write an original explanatory rite, celebratory rite, and magickal working section for a sabbat ritual and perform it as the priest or priestess. Perform both recieving and drawing down roles in a "drawing down" ceremony. Teach at least one class in a satisfactory manner. Develop and work an original magick spell customized to meet a personal need and discuss techiniques used in depth with their instructor.
High Priest or High Priestess (3rd level): Read and show a working knowledge of "the Gjods of the Celts" by Miranda Green, "The Findhorn Garden" by the Findhorn Community, "The Sacred Cauldron" by Tadhg MacCrossan, "The Elements of the Celtic Tradition" by Caitlin Matthews, "Western Country Wicca" by Ryall, "A Witches Bible Compleat" by Janet and Stewart Farrar, and "The Rebirth of Witchcraft" by Doreeen Valiente. Demonstrate understanding and competence in all the training areas and leadership skills at an advanced level. Write and perform a complete original sabbat ritual. Demonstrate ability to lead and direct a public sabbat with guests attending using any tools or writings desired. Perform the role of priest or priestess in Bealtaine, Samhain, and Lughnasadh (if male) or Imbolc (if female) and as many other Sabbats as opportunity permits. It is intended that all of these be at a standard seasonal performance, but any missed sabbat can be made up by the student arranging a special performance of it if their teacher approves or if opportunities to perform the rituals in their season are not available for all the students. The student must teach at least 3 classes in a satisfactory manner and at least one class using moderated discussion at the advanced level of training. Contribute in a significant way to the body of knowledge and/or training materials available for your grove. (ie. develop and contribute at least one new lesson plan to use the training or performance of duties.) Complete an apprenticeship in teaching, priest/esshood, and leadership at the basic level if they are available, and complete one at an advanced level (longer and more in depth) in at least one of these areas. Serve as primary instructor for at least one student through their first level of initiation and initiate them. They should perform a completely original ritual they have written in its proper use, time or season. Perform a symbolic great rite as per the ritual in chapter 5. Demonstrate the ability to perform all Grove Leader duties in a responsible manner when needed with or without assistance. This could be in an assisting or an apprentice role if an opportunity to lead a grove is not available.
Elder Priest or Elder Priestess (4th level): Read and show knowledge and understanding of , "Drawing Down the Moon" by Adler, "The Book of Ogham" by Edred Thorsson (or may substitute "Tree Wisdom" by Jacqueline Memory Paterson), "Aradia" by Leland, "A Book of Troth" by Edred Thorsson (or "Teutonic Magic" by Kveldulf Gundarsson), "Modern Magick Eleven Lessons in the High Magickal Arts" by Donald Michael Kraig, "Lame Deer, Seeker of Visions" by John (Fire) Lame Deer, "Holy Book of Women's Mysteries" by Z. Budapest, "Strange Alters, Inside Voodoo" by Marcus Bach (or substitute "Secrets of Voodoo" by Milo Rigaud), and "The Complete Illustrated Book of Yoga" by Swami Vishnu-devananda (This is one of the most advanced books on self development, energy movement, and magick ever written). I also highly recommend they read some additional works on Celtic and other types of mythology, and some of the popular fictional (modern mythology) or new age works such as: "The Mists of Avalon" by M.Z. Bradley (Arthurian mythology and historical fiction), "Stranger in a Strange Land" by Heinlein, "Heritage of Hastur" by M.Z. Bradley, "The Red Prophet" by Card, and/or "Clan of the Cave Bear" etc. by Auel and discuss with your grove how the characters in book demonstrated both positive and negative leadership traits. Also show basic knowledge of Greek, Roman, Egyptian, and Sumerian mythology, advanced first aid, and advanced trance induction. This information can be obtained from the recommended reading list below or other sources. Complete an apprenticeship in teaching, priest/esshood, and leadership at the advanced level if they are available and mentor an individual through an apprenticeship at the primary level. Serve as a Grove Leader for a full year cycle in such a manner that the grove member's would choose them to lead again. Lead and direct all Sabbats at least once and at lead least some of them in a public setting such as at Pagan Festivals as a gift to the community. Demonstrate ability to perform all skills, esbats, and sabbats without any tools or written materials. (Although tools assist and strengthen in healing, scrying etc., an elder should be able to perform all skills without them. Evocations, incantations, and rituals must conform to the intent and basic meaning of tradition, but need not be memorized verbatim.) Perform public service educating the public about Pagan and Neo-Pagan religions and working for religious freedom. Demonstrate the ability to effectively network with elders of other traditions and represent the Woodland Celtic Tradition in an exemplary manner. Teach all subject areas in the standard Book of Shadows at least once and several advanced classes in a satisfactory manner. Contribute significantly to the body of knowledge and training materials available for the Pagan Community at large. (This can be through articles submitted to Pagan newsletters, computer newsgroups, workshops and rituals at Pagan festivals, and/or other means of teaching others to promote understanding, cooperation, and spiritual growth.) Serve as the primary instructor for at least one student through the second level of training and initiate them.
Sage (5th level): Demonstrate extensive knowledge of all major religions and magickal systems, and ability to answer or research answers to difficult questions on such subjects to the extent of modern written records available. Contribute substantially to the body of written knowledge and wisdom available to their tradition and the public through pagan newsletters or other means. Teach all subjects at least once at the advanced level. Serve as primary instructor to at least one student through the third level of training and initiate them. This title is usually conferred after giving a substantial portion of a lifetime to study and practice. (An example might be someone who served as an elder for over ten years in an exemplary manner, who extensively contributed articles to newsletters and/or published books on Wicca, taught classes at large gatherings, and lead publicly available rituals.)
The following list of books may also be of great assistance in the study of specific areas of interest and furthering your education: "Omens, Oghams, & Oracles" by Richard Webster; "A Practical Guide to the Runes" by Lisa Peschel; "Diary of a Witch" by Sybil Leek; "Magical Aromatherapy", and "Crystal, Gem and Metal Magic" by Scott Cunningham; "The Aromatherapy Book" by Jeanne Rose; "Good Magic" and "Love Magic" by Marina Medici; "The Urban Pagan" by Patricia Telesco, "Celtic Goddesses" by Miranda Green; "The Mabinogian"; "The Book of Invasions" (Irish de Danaan cycle); "Early Irish Myths and Sagas" by Jeffrey Gantz; "Celtic Myths and Legends" by T. W. Rolleston; "A Celtic Reader" compiled and edited by John Matthews; "The Aquarian Guide to British and Irish Mythology", "Hypnosis For Change" by Josie Hadley and Carol Staudacher; "Black Elk Speaks" edited by John Neihardt; "From the River of Heaven" by David Frawley (introduction to Hinduism); "All About Hinduism" by Swami Sivananda; "Kundalini Awakening" by John Selby; "The Masks of God" (especially Primitive Mythology) by Joseph Campbell; "Rodales's Illustrated Encyclopedia of Herbs" by Kowalchik & Hylton, "Rodale's Encyclopedia of Natural Home Remedies" by Mark Bricklin, "Futhark" and other books by Edred Thorsson; "Wylunt's Book of Incense" by Steven Smith; "Wicca: the Old Religion For a New Age" by Vivianne Crowley; "Witchcraft for Tomorrow", "Natural Magic", and "An ABCs of Witchcraft: by Doreen Valiente; "High Magic's Aid", "The Meaning of Witchcraft" and "Witchcraft Today" by Gerald Gardner; "The God of the Witches" and "The Witch-cult in Western Europe" by Margaret Murray; "The White Goddess" by Robert Graves; "The Golden Bough" by James Frazer; "The Sea Priestess" and "Secrets of Dr. Taverner" by Dion Fortune; "Ancient Indian Magic and Folklore" by Margaret Stutley; "The Tao of Sexual Massage" by Stephen Russel and Jurgen Kolb; "The Santeria Experience" by Gonzolez-Wippler; "Mama Lola" by Karen Brown (explains Voodoo); "New Orleans Voodoo Tarot" by Louis Martinie; "The Foundations of Practical Magick" or "The Golden Dawn" by Israel Regardie; "A Gradual Awakening" by Stephen Levine (intro to meditation), "The Bible"; "The Koran"; and "The Bhagavad Gita".
In addition to all of the academic oriented training listed above, I strongly recommend an that individuals finishing second or third level try to arrange an apprenticeship in clerical (priest or priestess), leadership, and/or teaching roles with a mentor who is currently working very actively in that capacity in order to increase the experiential aspect of their training. We have encountered many students who were ready and willing to teach, but were not yet ready to take the vows of priest/esshood that are expected upon completion of second level. We have also found the reverse in students interested and talented at leading rituals and counseling individuals, yet uncomfortable teaching classes. Serving in a Grove Leader position is a whole different level of issues which could be better addressed in an intensive apprenticeship than a group class. These sorts of experiences could be incredibly valuable to prepare individuals for taking a formal role as a teacher/evaluator, leading public rituals and serving as a spiritual counselor, or serving as a Grove Leader.
For this reason, I strongly recommend that an apprenticeship for anyone wishing to take on the responsibilities of any of these three areas be set up with an experienced and capable mentor that spends a significant amount of their time engaged actively in this role. The apprenticeship would consist of observing, assisting, and/or actively performing all of the responsibilities of the position under direct supervision from their mentor. Actively discussing and processing the concept, plan, intent, ethics, and special difficulties of each encounter should occur before these experiences, and detailed discussion of personal and emotional experiences should be processed afterwards. The length of time will vary with the needs of the individuals, but something on the order of three months for second level, and six months for third level might be a suggested minimum. More or less time may be needed depending on the amount, type, and quality of previous experience they already have in teaching or leadership roles.
Even if they are a professional teacher or personnel manager in their mundane life, that is no reason to think that an apprenticeship will not be useful for them. The public school system is not geared to encourage real creative thought processes especially in the area of religious, ethical, magickal, or philosophical concepts, and many forms of management have the same problem. What is very effective in one field may actually prove to be a vast detriment to their ability to work effectively in another. For example, I was thoroughly trained as an Army infantry officer and very good at teaching and leading my combat soldiers, but their mission was to kill and destroy as a small unit in a huge military structure. While I had the confidence, experience, and verbal skills to function effectively as a Grove Leader, the types of communication patterns that were essential to being an effective Army Officer were often the worst possible ones to use in a Wiccan group and both verbal and nonverbal behaviors had to be torn down and rebuilt through a long and very painful process.
An apprenticeship in the appropriate area could and probably should be required as a condition of acceptance of the position of formal teacher/evaluator, Grove Leader, and/or to take vows as a priest or priestess.
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