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Episode 210: Short Synopsis: 20
40:56
Of supreme importance to homeschool and other educators is knowing who Charlotte Mason called "The Supreme Educator of all mankind"--the Holy Spirit. This podcast episode discusses the implications of her capstone point in the synopsis, the role of the Holy Spirit in education. |
Jan 08, 2021 | ||||||||||||||||||||||||
Episode 209: Personal Daily Bible Reading
31:32
This Christmas Day episode is a discussion of Bible reading, a subject found in Charlotte Mason's programs, but was for the child's personal Bible reading. Emily, Liz, and Nicole discuss why this is an important habit for our children and how we can encourage our children in their own Bible reading. |
Dec 25, 2020 | ||||||||||||||||||||||||
Episode 208: Short Synopsis: 16-19
58:00
For every homeschool teacher, Charlotte Mason's wisdom on the child's personality is invaluable. This next installment of the synopsis, points 16-19, covers these two aspects, aspects the teacher has an obligation to understand and instruct their children in. |
Dec 11, 2020 | ||||||||||||||||||||||||
Episode 207: Moral Develeopment
41:20
Homeschool parents recognize that there is more to education than academic subjects. Charlotte Mason was careful to ground the teacher's understanding in the moral responsibility of training children. This episode addresses moral development in the child and how to foster it through authority, habits, and the living ideas children are served in the curriculum. |
Nov 27, 2020 | ||||||||||||||||||||||||
Episode 206: Short Synopsis 13-15
50:36
Charlotte Mason's short synopsis of the main points of her educational method is useful to homeschool and classroom teachers. This episode continues through this "synopsis," moving beyond philosophical foundations to determining the curriculum and how implementing it is best accomplished. |
Nov 13, 2020 | ||||||||||||||||||||||||
Episode 205: Scale How Evenings
35:18
Charlotte Mason's training college was unique, but it was not all study and offers some scope for imagination to today's homeschool families implementing her method. This episode discusses the Scale How evenings that were part of the community life of her college to offer information and inspiration for how such social gatherings could round out a delightful education. |
Oct 23, 2020 | ||||||||||||||||||||||||
Episode 204: Short Synopsis Points 9-12
59:57
Charlotte Mason distilled her philosophy into some succinctly stated principles, and the homeschool or classroom teacher does well to underpin their efforts by considering the philosophy that drives the teaching. Today's episode addresses principles 9-12, the specifics of what we believe about the mind, how it learns, and what the teacher must not do to impose on the natural development of a child in acquiring knowledge. |
Oct 09, 2020 | ||||||||||||||||||||||||
Episode 203: Short Topics #4
37:33
Homeschool teachers must consider many aspects of education beyond the books and pencils, especially with the Charlotte Mason method. This "shorts" episode includes three widely dispersed topics: the role of the "State," sensations and feelings, and mottos. |
Sep 25, 2020 | ||||||||||||||||||||||||
Episode 202: Short Synopsis Points 5-8
50:11
Whether you homeschool, or wherever you teach with Charlotte Mason's method, a working knowledge of her synopsis is essential. This second installment addresses the three instruments of education covered in points 5-8. Questions for your discussion group are included to help facilitate your conversation and application. |
Sep 11, 2020 | ||||||||||||||||||||||||
Episode 201: Short Synopsis Points 1-4
55:03
Charlotte Mason summed up her underpinning principles of education in a few succinct points. This episode is the first in a series that will take a related group of principles and unfold them one by one. Find a friend or share with your study group to discuss the questions after listening to the content and thinking through the accompanying questions. |
Aug 14, 2020 | ||||||||||||||||||||||||
Episode 200: News! Announcements! Managing a CM Life
01:34:16
Charlotte Mason's method of education creeps into our entire lives as educators--not just school time. This podcast is entering its sixth season and we celebrate this landmark number and beginning of season by reviewing and reflecting on a number of topics. We take a brief look back on our time together so far, changes the COVID circumstance has made on our own lives, share some news, some plans for the future personally and on the podcast, announce coming opportunities and ideas for our listeners, and wind up with tips for surviving the constant juggling of home, work, and schooling at home. |
Aug 07, 2020 | ||||||||||||||||||||||||
Episode 199: Multi-Age Math Immersion
01:02:38
This immersion lesson demonstrates how to combine children of different ages and levels of learning during a single math lesson with Charlotte Mason's method of teaching. Emily Al-Khatib and her three sons give a dynamic picture of how a sunshiny atmosphere, order and discipline, and living ideas make math a productive and enjoyable lesson together. |
Jul 03, 2020 | ||||||||||||||||||||||||
Episode 198: CM in Our Homes: Matthew Milliner
01:02:02
Charlotte Mason is to be thanked for introducing young children to the beauty of art in school lessons. This episode of Charlotte Mason in our homes is an interview with Matthew Milliner, art history professor at Wheaton, College, whose children are being taught at home with Miss Mason's method and who is learning to apply her pedagogy in his college classroom. |
May 22, 2020 | ||||||||||||||||||||||||
Episode 197: Children's Gatherings
56:14
Charlotte Mason's vision for children spread throughout the world. A special celebration called "The Children's Gathering" occurred a few times, a holy holiday for experiencing learning together, including with parents and teachers. This episode explores highlights of the camaraderie experienced there as they worshiped, studied, played, danced, paraded, displayed and explored the treasures of the surrounding countryside in a lovely kaleidoscopic, nostalgic, and inspirational picture. |
May 08, 2020 | ||||||||||||||||||||||||
Episode 196: Short Topics #3
49:36
Charlotte Mason's method of education impacts our lives on many levels. This episode of short topics includes ideas for collections from our physical world, ideas for getting more out of books beyond the usual narration that expands our intellectual world, and some of the many, many benefits we who use her method have in common with others that we would not have shared before to widen our social world. |
Apr 24, 2020 | ||||||||||||||||||||||||
Episode 195: Current Events
50:25
The feast Charlotte Mason spread for the children included generous portions of history, geography, and modern language, but in the upper forms the news of the day was another important aspect for study. How do we navigate the current events in our turbulent, partisan, and often shocking times? Liz, Emily, and Nicole discuss the purpose of current events in the program, as well as sources of news and applications of world events in the education of our children. |
Apr 10, 2020 | ||||||||||||||||||||||||
Episode 194: CM in our Homes: Caroline Chermely
27:44
Charlotte Mason did not limit persons and knew the scope of a child's education was limitless in its potential for each individual. This episode of Charlotte Mason in Our Homes interviews Caroline Chermely whose son was born at 25 weeks causing multiple deficiencies and life-long limitations. Two terms of a Charlotte Mason approach has resulted in undeniable growth and possibilities now. Whether you personally must cope with a child having "special needs," or not, this mom shares ideas with immense lessons and ramifications for every child applicable in every home. |
Mar 27, 2020 | ||||||||||||||||||||||||
Episode 193: The Interdependence of a CM Curriculum"
48:02
Did Charlotte Mason have a rhyme or reason to her broad and varied feast or, was it just a collection of unrelated topics? Far from a mishmash, the more the whole feast is pursued, in all its varied subjects, the more it all fits as a whole. Emily, Liz, and Nicole have an animated conversation exploring just how connected this wide feast really is. |
Mar 13, 2020 | ||||||||||||||||||||||||
Episode 192: ADE Book Club: Middlemarch
40:59
Not only did Charlotte Mason include abundant novel reading in her curriculum feast and reference novels and characters from them continuously throughout her own writing, but she believed they were valuable for everyone--not just students. This week's episode is a book discussion of Middlemarch by George Eliot, a novel she references and an author she admired. Whether you have read this novel or not, join in to hear not just what we thought of it, but how it reveals much about our Charlotte Mason education. |
Feb 28, 2020 | ||||||||||||||||||||||||
Episode 191: The Home Story
01:03:36
Today's episode is a talk given by Liz at several conferences and events. She discusses the role parents play in the lives of their children--a topic much discussed by Charlotte Mason. We hope you enjoy this talk and are challenged and encouraged by the wisdom Miss Mason has to offer us parents. |
Feb 14, 2020 | ||||||||||||||||||||||||
Episode 190: Picture Study
40:22
Charlotte Mason included the study of great works of art in her regular school curriculum. This episode explores the many options for making picture study and picture talk more robust, richer, and engaging for your children with examples and ideas straight from the P.N.E.U.--ideas beyond just "look and tell." |
Jan 24, 2020 | ||||||||||||||||||||||||
Episode 189: Time to Talk
32:11
Charlotte Mason insisted the teacher not take a "front and center" role, warned against the "talky-talky" teacher, etc. This episode addresses when it is appropriate for the teacher to explain, question, and even present the "oral lesson." |
Jan 10, 2020 | ||||||||||||||||||||||||
Episode 188: Short Topics #2
30:12
This Charlotte Mason episode is a brief look into some important, but less talked of subjects. Nicole briefly discusses the natural history lists, what kind, why, and how they are kept; Emily shares about the scope of this curriculum--is it broad or deep; and Liz discusses the importance of the preschool years and what we must guard for the younger children. |
Dec 27, 2019 | ||||||||||||||||||||||||
Episode 187: CM in Our Homes: Jessica in SE Asia
32:54
This episode is an interview with Jessica in southeast Asia as part of our Charlotte Mason in Our Homes series. Living and teaching with this method in another culture presents special challenges, but also provides exceptional benefits and blessings. The setting is different, but this mother's joys and hardships are common to us all. |
Nov 22, 2019 | ||||||||||||||||||||||||
Episode 186: Method of Lessons
51:42
This Charlotte Mason podcast is an immensely realistic and practical guide for the teacher. Liz, Emily, and Nicole share what Charlotte Mason's principles for lesson preparation and planning are, then discuss how to make it happen. What should we as teachers be spending our time on behind the scenes, before the lessons? What is actually required of us to make lessons successful and what is not? These and other daily tasks for smoothing the school days are unpacked in this conversation. |
Nov 08, 2019 | ||||||||||||||||||||||||
Episode 185: Short Topics #!
33:23
The range of subjects related to a Charlotte Mason education is immense. Nicole, Emily, and Liz each focus on one topic or aspect of her education in this episode: museums, examination rubrics, and what is meant by a "thinking curriculum." Enjoy three summaries of these widely varied topics. |
Oct 25, 2019 | ||||||||||||||||||||||||
Episode 184: Reading & Writing Readiness
34:36
This episode discusses what Charlotte Mason advised for the early years, before formal school lessons, in the areas of reading and writing. Emily, Liz, and Nicole share from her writings, the Parents' Review, and their own life experience about when the appropriate time is to begin these skills, how not to push, but how to encourage a young child to prepare them and make the most of their natural interest. |
Oct 11, 2019 | ||||||||||||||||||||||||
Episode 183: CM in Our Homes, Ryan Morgan
50:49
This installment of "Charlotte Mason in Our Home" is an interview with Ryan Morgan, mother of five, wife of a frequently deployed husband, who has educated with Charlotte Mason's method through thick and thin and has not found her method wanting. Ryan's story is inspirational and praiseworthy. Whether you are just beginning, or a veteran, listen and be encouraged that this education is truly life-giving. |
Sep 27, 2019 | ||||||||||||||||||||||||
Episode 182: Visualization
51:30
Charlotte Mason understood a fundamental skill persons have in learning: visualization. Emily, Liz, and Nicole focus this week's discussion on how Ms. Mason utilized this ability in children to maximize learning across the curriculum. |
Sep 13, 2019 | ||||||||||||||||||||||||
Episode 181: Sol Fa Immersion Lesson
22:43
Ms. Mason believed everyone could and should learn to sing. She employed the technique of the Sol Fa method to aid in this study. This week's immersion lesson is a demonstration of the process with examples of two lessons in two different forms. |
Aug 23, 2019 | ||||||||||||||||||||||||
Episode 180: Picture Study Immersion
16:39
Have you ever wondered how Picture Study may change in the older Forms? Perhaps your Picture Studies have fallen into a rut and you'd like to bring more variety into these lessons. Join Emily and Nicole in today's episode as they demonstrate one possible variation for this distinctly Charlotte Mason lesson. |
Aug 09, 2019 | ||||||||||||||||||||||||
Episode 179: Recitation Immersion
18:31
This week's immersion lesson is recitation. Nicole does real life lessons with her daughters, two of them in fact. Learn about the breathing lessons used in upper forms and how a child is encouraged to read poetry beautifully by listening as you listen in to their lessons. |
Jul 26, 2019 | ||||||||||||||||||||||||
Episode 178: Plutarch Immersion
21:48
This week's immersion lesson demonstrates a Plutarch lesson. Nicole and her two daughters, forms III and IV, share their classroom experience with us, which reveals why Miss Mason considered this to be such an instructive lesson for young people and why they enjoy it so much |
Jul 12, 2019 | ||||||||||||||||||||||||
Episode 177: Map Questions Immersion
23:16
This week's immersion lesson demonstrates the use of "map questions," in the geography lesson. We know that maps are important, but in what way were maps utilized in the lesson? What sorts of questions were presented to the student in the regular map questions lesson and what about that puzzling "10-minute map exercise" lesson. |
Jun 28, 2019 | ||||||||||||||||||||||||
Episode 176: Form IA Reading Lesson
11:31
Charlotte Mason acknowledged that teaching reading can feel like |
Jun 14, 2019 | ||||||||||||||||||||||||
Episode 175: Charlotte Mason Sunday School
55:49
This episode of A Delectable Education Charlotte Mason Podcast is an interview with Min Hwang to explore her implementation of Charlotte Mason's ideas in the children's ministry of her church. Miss Mason reminds us of Christ's command to "let the little children come to me and hinder them not," and believed in the child's inherent dignity and respect due to them as persons. Min has a special vision of how her method and subjects can make "Sunday school" a fertile growing time for these children to be introduced to and grow in Christ and His word. |
May 31, 2019 | ||||||||||||||||||||||||
Episode 174: Listener Q&A #35
18:14
This is a monthly question and answer episode discussing how to interest our husbands in Charlotte Mason's method, how to implement narration as an adult, and how and what can be done for children after school hours who attend a non-Charlotte Mason school. |
May 24, 2019 | ||||||||||||||||||||||||
Episode 173: CM in Our Homes, Emma Buckingham
39:03
This week's Charlotte Mason podcast is an interview with a college graduate. Liz talks with Emma about her upbringing with Charlotte Mason's method, how that prepared her for her future academic and job pursuits, and how Miss Mason's lifestyle is continuing to nourish Emma's life. |
May 17, 2019 | ||||||||||||||||||||||||
Episode 172: Folk Dancing with Sandra Sosa
35:53
Charlotte Mason included folk dance in the wide and varied feast. Today's interview with Sandra Sosa explores some of the enormous range of possibilities that open up to us when we consider making dancing a part of our education. Her contagious enthusiasm will inspire even the most bashful among us to get moving and add a joyous element to our lives. |
May 10, 2019 | ||||||||||||||||||||||||
Episode 171: No Education But Self-Education
37:44
"No education, but self-education," said Charlotte Mason. What does this mean in our schoolroom, in our daily lives? Listen to the discussion of what we are really aiming for in the education of our children. |
May 03, 2019 | ||||||||||||||||||||||||
Episode 170: Listener Q&A #34
54:36
The April Q&A episode discusses the usual variety of questions: Did |
Apr 26, 2019 | ||||||||||||||||||||||||
Episode 169: CM in Our Homes, Toni Onks
27:04
|
Apr 19, 2019 | ||||||||||||||||||||||||
Episode 168: Habit Training
01:00:56
"Education, said Charlotte Mason, is an "atmosphere, a discipline, and a life." Habit formation, the discipline, is fundamental to our function as persons. Miss Mason offers descriptions of habit formation as well as counsel on habit training. Emily, Liz, and Nicole discuss the essentials for building those habits that make for "the good life." |
Apr 12, 2019 | ||||||||||||||||||||||||
Episode 167: Method vs. System
41:57
It is not an exaggeration to say that understanding the ideas in this Charlotte Mason podcast is the most important piece of knowledge you can gain as a teacher and parent. Liz, Emily, and Nicole focus on Miss Mason's use of method rather than system in education. It is a way of seeing the child, his education, and discipleship that brings life rather than fixed results. |
Apr 05, 2019 | ||||||||||||||||||||||||
Episode 166: A CM Charter School
39:33
Charlotte Mason was convinced that children--all children--are born persons and advocated for "a liberal education for all." This interview is with Nicolle Hutchinson who founded and administrates Gillingham Charter School in Pottsville, PA. Once Mrs. Hutchinson, a public school teacher, discovered Charlotte Mason, she knew there was a way to make public education life-giving. In this interview, she shares about her journey to Charlotte Mason's method, her growing dream to bring her principles and practices to publicly educated children, and the formation and continuation of her charter school. |
Mar 29, 2019 | ||||||||||||||||||||||||
Episode 165: Listener Q&A #33
37:54
This month's Charlotte Mason Q&A episode addresses common challenges most families face: how much should the child's preferences contribute to book selection, how can we most effectively combine various age and ability levels, and that precarious balance of the day-to-day routine--specifically, how do the ADE ladies personally budget and manage their daily schedules. |
Mar 22, 2019 | ||||||||||||||||||||||||
Episode 164: Charlotte Mason in Our Homes, Jenny Schreiner
01:08:52
Charlotte Mason's method works in all kinds of homes and with every kind of child. This podcast interview with Jenny Schreiner demonstrates this perfectly. If you have ever felt overwhelmed, just imagine seven children under 11, special needs children, adopted children, being new to and trying to implement Charlotte Mason. Listen be refreshed and encouraged by Jenny's vulnerable and valuable lessons in her role as mother and teacher. |
Mar 15, 2019 | ||||||||||||||||||||||||
Episode 163: A Math Teacher's Thoughts on CM Math
45:18
Charlotte Mason grounded her educational method on definite principles and practices--and the subject of mathematics is no exception. Today's guest, Emily Al-Khatib is a math teacher herself and shares her perspective on the beauty and truth of using Miss Mason's methods in this part of the feast. |
Mar 08, 2019 | ||||||||||||||||||||||||
Episode 162: Creating Your Own CM Curriculum
52:39
Charlotte Mason sent her programmes out to thousands, but what would she say about families striking out on their own to determine their own course? It is an era of independent-minded homeschoolers; is it possible to come close to her standards for the feast and the right living books to offer? This episode explores the pros and cons of designing your own program, whether it is possible, when it is and is not wise. This episode is full of advice, encouragement, admonitions, and warnings for those who want to try, are hesitant, are too confident or too unsure of themselves to "do-it-yourself." |
Mar 01, 2019 | ||||||||||||||||||||||||
Episode 161: Listener Q&A #32
20:57
Charlotte Mason valued time and recognized its limitations. This Q&A episode considers three questions regarding time: use of scheduling cards to develop a timetable for multiple ages, how to handle a child who cannot tolerate book work for much time, and, last but not least, how a mother can possibly manage all her responsibilities in the time she has. |
Feb 22, 2019 | ||||||||||||||||||||||||
Episode 160: Charlotte Mason in Our Homes: Amy Fields
28:55
Charlotte Mason believed children are born persons and this podcast |
Feb 15, 2019 | ||||||||||||||||||||||||
Episode 159: Composition Instruction
44:59
The subject of composition perplexes because Charlotte Mason required it and yet discouraged its instruction. How does a teacher abide by her principles and fulfill these requirements? This episode analyzes her principles of writing skill and instruction and traces its |
Feb 08, 2019 | ||||||||||||||||||||||||
Episode 158: The Charlotte Mason Digital Collection
21:04
Charlotte Mason left us her wisdom in her extensive writings, but this |
Feb 01, 2019 | ||||||||||||||||||||||||
Episode 157: Listener Q&A #31
16:10
Charlotte Mason's method is no exception: wherever truth is sown, misconceptions and myths are sure to proliferate alongside it. This month's Q&A episode addresses some common questions arising from some of the myths that surround her. |
Jan 25, 2019 | ||||||||||||||||||||||||
Episode 156: CM in Our Homes: LaShawne Thomas
40:50
Charlotte Mason valued the child, and the mother, and this week's podcast episode reveals why. Emily interviews LaShawne Thomas who describes her journey from a full-time professional career, to homeschooling; from Montessori to Charlotte Mason; from one military assignment to the next--homeschooling all the way. Does Charlotte Mason's method suit every situation? |
Jan 18, 2019 | ||||||||||||||||||||||||
Episode 155: Solfa
34:08
Charlotte Mason considered musical training an essential, including Solfa in her curriculum. This interview with Heidi Buschbach reveals the purpose of this method of music training, how Miss Mason employed it in her curriculum, and how untrained teachers can take advantage of resources to include this subject in their own lessons. |
Jan 11, 2019 | ||||||||||||||||||||||||
Episode 154: Charlotte Mason's Life and Work
27:50
We begin a new year with Charlotte Mason's birthday by celebrating her life. This podcast episode reviews the timeline of Charlotte Mason's life, her accomplishments and the progression of her career, and reveals in part the beautiful influence her generous life offers us |
Jan 04, 2019 | ||||||||||||||||||||||||
Episode 153: Listener Q&A #30
26:47
What would Charlotte Mason say about children coming into the feast late or mid-year, when children refuse to cooperate, or how to get them to be more independent in their school lessons? This month's Q&A addresses these questions from listeners. |
Dec 28, 2018 | ||||||||||||||||||||||||
Episode 152: CM In Our Homes, Cheryl Torku
37:27
This podcast episode of Charlotte Mason in Our Homes features an interview with a mother of six children. Listen to her open and honest tale of how she decided upon a Charlotte Mason education, manages lessons with children in three forms, and some of the encouraging results she has discovered already in only her second year of teaching with this living education. |
Dec 21, 2018 | ||||||||||||||||||||||||
Episode 151: Mapping
43:31
Charlotte Mason thought geography a vital subject in the feast, but where do maps fit into the lessons and what are the most effective ways to use them? Emily unpacks her most recent research and dispels some popular myths about map work. |
Dec 14, 2018 | ||||||||||||||||||||||||
Episode 150: Leisure Reading
37:35
Living ideas flow from the living books Charlotte Mason assigned for school lessons and life lessons. This episode examines the purpose for the selection of literature for those after-school hours, and how to encourage this life-giving reading habit.
|
Dec 07, 2018 | ||||||||||||||||||||||||
Episode 149: God in the Laboratory
01:06:02
Charlotte Mason has given us a method of education. What does this imply? Was it based on tradition? science? natural or divine law? And, what in all practical use, do these questions have to do with the day-in and day-out teaching of our children. How much do we consider the evidence of modern research and measurement in determining our curriculum or our teaching techniques? Join the rousing discussion between our friend, Art Middlekauff, and Emily, Nicole, and Liz as we wrestle with the true goal of education and the push and pull of modern convictions. |
Nov 30, 2018 | ||||||||||||||||||||||||
Episode 148: Listener Q&A #29
25:13
Charlotte Mason had children feasting on books, which means we teachers have questions about them. This month's Q&A podcast episode addresses questions about children who are sensitive to certain books, how to find great living books, and, when they come home, how to organize those books. |
Nov 23, 2018 | ||||||||||||||||||||||||
Episode 147: CM in Our Homes, Michele Jahncke
42:13
The Charlotte Mason in Our Homes series continues with an interview with Michele Jahncke, mother of five and business owner. We are grateful for her years of experience that have given her insight and encouragement for all busy moms everywhere, and especially those who find it necessary to work outside the home while trying to do a conscientious job of homeschooling. Michele shares honestly about her own mistakes and failures, and how Charlotte Mason's instructions have guided her to paths of wisdom. |
Nov 16, 2018 | ||||||||||||||||||||||||
Episode 146: Physical Geography
27:40
In the curriculum feast Charlotte Mason spreads for children is the subject of physical geography. This podcast episode will define how physical geography fits into the curriculum and the way it was developed throughout the forms. |
Nov 09, 2018 | ||||||||||||||||||||||||
Episode 145: Reading and Electronics
47:22
This episode of A Delectable Education podcast addresses a question Charlotte Mason never had to face: reading and electronics. Reading in our day is in a state of plummeting deterioration. Electronics are here to stay but have a detrimental effect on the reading habits. How do we cope with these two conditions? How do we help our children live with technology and become deep readers? |
Nov 02, 2018 | ||||||||||||||||||||||||
When The Feast Is Too Much: Listener Q&A #28
42:26
This month's Charlotte Mason podcast question for us is asked so often in so many forms that the entire episode is devoted to it. Multiple questions are summed up in "Am I failing? What if I'm not doing things perfectly, not doing it all, leaving out subjects, don't know what I'm doing, can't figure it all out, am avoiding subjects...should I give up?" Emily, Liz and Nicole share Miss Mason's counsel, Biblical encouragement, and their own honest experiences. ![]() |
Oct 26, 2018 | ||||||||||||||||||||||||
Episode 143: CM In Our Homes, Jonathon Landell
29:03
This Charlotte Mason podcast episode is an interview with a father. |
Oct 19, 2018 | ||||||||||||||||||||||||
Episode 142: A Mother's Nature Notebook
36:27
Nature study is a critical part of the Charlotte Mason feast. This podcast episode is an interview with Nicole Handfield and her honest and inspiring testimony of the benefits to a mom when she takes up a nature journal herself. |
Oct 12, 2018 | ||||||||||||||||||||||||
Episode 141: Slipshod Habits of Reading
22:04
Charlotte Mason referred to "slipshod" habits in reading. This podcast episode describes what she meant. Nothing is more important than reading in a literature-rich education, but there is a lot of reading habit formation that must occur between being a decoder and being a beautiful reader. |
Oct 05, 2018 | ||||||||||||||||||||||||
Episode 140: Special Live Q&A
01:00:10
This Charlotte Mason podcast episode is a special edition of our monthly Q&A. In March, 2018, down in the deep south, Art Middlekauff, Richele Baburina, Nicole, Emily, and Liz gathered with parents from across the country for the Charlotte Mason Soiree annual retreat. Questions were collected from the attendees and addressed to these five speakers and recorded live. |
Sep 28, 2018 | ||||||||||||||||||||||||
Episode 139: CM In Our Homes: Patty Sommer
18:01
This Charlotte Mason podcast episode begins a new monthly series of |
Sep 21, 2018 | ||||||||||||||||||||||||
Episode 138: Teaching Foreign Language
27:11
This Charlotte Mason podcast episode addresses the teaching of foreign language. Becca Buslovich tackles commonly asked questions, shares resources, and inspires us to make our foreign language lessons effective and delightful. |
Sep 14, 2018 | ||||||||||||||||||||||||
Episode 137: Children's Favorite Lesson Books
18:26
This weeks Charlotte Mason podcast episode is all about our children’s involvement with books. We have interviewed the children to hear their first hand reasons for why they like the books they like. Enjoy listening and getting ready for a new school year. |
Sep 07, 2018 | ||||||||||||||||||||||||
Episode 136: Elementary Algebra Immersion Lesson
39:43
A Delectable Education Charlotte Mason podcast presents another |
Aug 31, 2018 | ||||||||||||||||||||||||
Episode 135: Shakespeare Immersion Lesson
28:38
This Charlotte Mason podcast episode is a live Shakespeare lesson. |
Aug 17, 2018 | ||||||||||||||||||||||||
Episode 134: Form II French Immersion Lesson
27:55
This Charlotte Mason podcast demonstrates a form II French lesson. Listen to how grammar and narration are incorporated. Find accompanying pictures on the website to help you follow along. |
Aug 03, 2018 | ||||||||||||||||||||||||
Episode 133: Nature Walk Immersion
20:57
This week's Charlotte Mason podcast is a recorded nature walk with |
Jul 27, 2018 | ||||||||||||||||||||||||
Episode 132: Form IA Nature Lore and Object Lesson Immersion
18:38
This Charlotte Mason podcast episode is another immersion lesson ![]() |
Jul 13, 2018 | ||||||||||||||||||||||||
Episode 131: Scouting
29:15
This Charlotte Mason podcast episode concerns an important pursuit in |
Jul 06, 2018 | ||||||||||||||||||||||||
Episode 130: Form IA Pilgrim's Progress Immersion Lesson
26:25
This Charlotte Mason podcast episode is an immersion lesson for second and third grade literature. Specifically, this is the one literature |
Jun 29, 2018 | ||||||||||||||||||||||||
Episode 129: Form I French Immersion Lesson
26:31
Charlotte Mason began foreign language study the first year of school |
Jun 15, 2018 | ||||||||||||||||||||||||
Episode 128: Form I Bible Immersion Lesson
21:58
This Charlotte Mason podcast is the first in our summer series of |
Jun 01, 2018 | ||||||||||||||||||||||||
Episode 127: Listener Q&A #27
23:37
This podcast episode addresses listener questions on applying the |
May 25, 2018 | ||||||||||||||||||||||||
Episode 126: Charlotte Mason Fathers
01:03:09
This Charlotte Mason education podcast episode is a group interview |
May 18, 2018 | ||||||||||||||||||||||||
Episode 125: The Relevance of Charlotte Mason Math
35:23
Math is a worrisome subject for many Charlotte Mason educators. |
May 11, 2018 | ||||||||||||||||||||||||
Episode 124: Living Books Library
43:54
Charlotte Mason knew a child's education was secured once he entered into "living books," the heart of her educational method, and the wellspring of ideas to feed the minds of persons. This week's podcast episode is a candid conversation about what led Emily and Liz to begin Living Books Library. Enjoy the history and be inspired to build your own collection as they rhapsodize on their favorite subject, the books, and the children who love them. |
May 04, 2018 | ||||||||||||||||||||||||
Episode 123: Listener Q&A #26
23:24
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Apr 27, 2018 | ||||||||||||||||||||||||
Episode 122: Charlotte Mason with Non-Homeschoolers
42:06
Today's Charlotte Mason podcast episode is an interview with Min Hwang, a homeschooling mom who has taken her enthusiasm for and knowledge of the Charlotte Mason method outside her own homeschooling circle to parents in traditional educational settings. You will be inspired to hear how she shares the beauty of Ms. Mason's simple truths with parents in all walks of life that have children in public and private schools. Min's fervent love for God and trust in Mason's sound Biblical principles of parenting and educating is bringing hope to parents in all settings. She shares practical tips for you to consider how to approach all parents with our common desire to raise children to know God, be the persons He has created them to be, and be confident in their role as parents. |
Apr 20, 2018 | ||||||||||||||||||||||||
Growing Up with CM and Dyslexia
47:48
A special interview from A Delectable Education: how does a Charlotte |
Apr 13, 2018 | ||||||||||||||||||||||||
Towards an Authentic Interpretation
31:22
Charlotte Mason's method of education was taught over a hundred years ago and A Delectable Education's podcast this week reiterates its relevance for the twenty-first century educator and student. After an introduction by Emily, Liz, and Nicole stating their reasons for |
Apr 06, 2018 | ||||||||||||||||||||||||
Episode 119: Listener Q&A #25
23:58
This Q&A podcast episode addresses why Charlotte Mason included Arabella Buckley's books, how a child can come to the history rotation and always be in exactly the right place, and why all advertised Charlotte Mason curriculum does not necessarily fit in her feast. |
Mar 30, 2018 | ||||||||||||||||||||||||
Episode 118: Homeschool Environments: An Interview with Jessica Feliciano
27:55
Charlotte Mason was concerned not only with the child's mind, but all of his person. This week's podcast episode is an interview with a new Charlotte Mason-educating mom who has deliberately considered both the beauty and function of their school area and shares abundant ideas to inspire you to enhance your children's connections with their lessons by making deliberate efforts and choices regarding the organization and appeal of the schoolroom itself. |
Mar 23, 2018 | ||||||||||||||||||||||||
Episode 117: Authority & Docility, Part III
31:28
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Mar 16, 2018 | ||||||||||||||||||||||||
Episode 116: Authority & Docility, Part II
29:42
Charlotte Mason had much to say about parenting and this week's episode addresses the role of parents, their responsibilities, attitudes, and weaknesses. Mason was clear about the dignified office of authority in order to lead, guide, protect, and inspire our children to fulfill their role as obedient, peaceful, and joyful persons. |
Mar 09, 2018 | ||||||||||||||||||||||||
Episode 115: Authority & Docility, Part I
20:24
Charlotte Mason addressed parenting issues in concurrence with her |
Mar 02, 2018 | ||||||||||||||||||||||||
Episode 114: Listener Q&A #24
30:44
Application of Charlotte Mason's principles in many areas of life is the focus of the ADE monthly Q&A episodes. This month: how do we manage children's extracurricular involvements, when should we expect children to gain independence with schoolwork, and are daily scheduled timetables relevant for the homeschool as much as they are used in formal classroom settings.
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Feb 23, 2018 | ||||||||||||||||||||||||
Episode 113: Service
44:24
Charlotte Mason's educational method encompasses all of life. This |
Feb 16, 2018 | ||||||||||||||||||||||||
Episode 112: Notebooks and Paperwork, Part 2
32:17
This podcast episode on Charlotte Mason's method is the second part for discussion of paperwork and notebooks. In particular, Emily addresses all the things that help our children keep track of history chronology, and Liz and Nicole share ways they have managed the organization of papers and notebooks throughout the years. |
Feb 09, 2018 | ||||||||||||||||||||||||
Episode 111: Notebooks and Paperwork, Part I
53:57
This Charlotte Mason education podcast focuses on the papers, the recordings, and drawings--all the reproductions of knowledge in the making. In particular, Liz, Nicole, and Emily address the explicitly described or preserved examples of various notebooks Mason's students used from which we can glean ideas to benefit our own students today. |
Feb 02, 2018 | ||||||||||||||||||||||||
Episode 110: Listener Q&A #23
24:04
This week's Charlotte Mason podcast episode is another Q&A session |
Jan 26, 2018 | ||||||||||||||||||||||||
Episode 109: The Profession of Teaching
27:07
This Charlotte Mason education podcast episode explores our responsibilities in teaching. If we have agreed to take on homeschooling as our work, what are the attitudes and practices that will make us good at our job? |
Jan 19, 2018 | ||||||||||||||||||||||||
Episode 108: Masterly Inactivity
45:53
Charlotte Mason encouraged a practice called "Masterly Inactivity." Emily, Liz, and Nicole discuss what this is, why it is important, and how in the world a mother actually manages to balance law and freedom in her home. |
Jan 12, 2018 | ||||||||||||||||||||||||
Episode 107: Forming Informed Opinions
41:10
Charlotte Mason wrote vastly on the subject of opinions, and this podcast will address some of her salient points. Do opinions matter? Does each person need to form their own? What do we do to help our children make sensible opinions? These questions and more will be discussed. |
Jan 05, 2018 | ||||||||||||||||||||||||
Episode 106: Listener Q&A #22
29:13
This Q&A podcast episodes focuses on Charlotte Mason's counsel for exams with many students, combining many students in one book, and what to accomplish during school breaks.
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Dec 29, 2017 | ||||||||||||||||||||||||
Episode 105: Bible Lesson for the Upper Forms with Saviour of the World
43:27
The Savior of the World, Charlotte Mason's seven-volume poetic rendering of the Gospels, was part of the Bible lesson in her curriculum for forms III-VI. Liz, Emily, and Nicole become the students as their guest teacher, Art Middlekauff, leads an immersion class to demonstrate how the Savior of the World was incorporated in a lesson. |
Dec 22, 2017 | ||||||||||||||||||||||||
Episode 104: Sunday Schools
25:58
This week's episode of A Delectable Education podcast reviews what Charlotte Mason had to say about Sunday school. Since many listeners write to ask about the application of Mason's method in their church programs, we tackled the why, what and how of implementing a living education for children outside our home. |
Dec 15, 2017 | ||||||||||||||||||||||||
Episode 103: Sunday Reading
24:31
Charlotte Mason included a category named "Sunday Reading" on her programmes and this week's podcast discusses the purpose for this set-apart reading. In addition, there are plenty of suggestions for what to read, so listen for great titles and ideas for including them, |
Dec 08, 2017 | ||||||||||||||||||||||||
Episode 102: The Importance of Imagination
01:00:18
For the Children's Sake, Susan Schaeffer Macaulay The Lion, The Witch, and the Wardrobe, C.S. Lewis (*Affiliate Links) The Imagination in Childhood, Charlotte Mason (Parents' Review no. 27) Imagination as a Powerful Factor in a Well-Balanced Mind, E.A. Parish (Parents' Review, no. 25) |
Dec 01, 2017 | ||||||||||||||||||||||||
Episode 101: Listener Q&A #21
23:12
This A Delectable Education podcast Q&A episode addresses how Charlotte Mason viewed the history of other countries, whether her feast in high school was "only for girls," and some specifics about written narration.
"And now the boy will probably leave the home schoolroom for the Preparatory School, either day or boarding, and, as I am dealing with the early training of children, I will not follow the time-tables of the home schoolroom through Classes III. (eleven to fourteen or fifteen) and IV. (fourteen to sixteen or seventeen). Must the entrance to the Preparatory School mean the abandonment of many of these subjects, and the teaching on quite other lines? I do not believe that this is in any way necessary. I have not been dealing with any special system nor advocating any special fad. I have tried to lay down certain more or less accepted educational principles, and have tried to show how these should be carried out from infancy up to the home schoolroom, and thence up to the Preparatory School. These principles are briefly the furnishing of the mind with living ideas on which to grow and develop, instead of trusting to the memory to assimilate only a daily pabulum of facts; the offering of opportunity to the mind to exercise itself in various directions, the formation of good habits which will go towards the building up of character, and the belief in the intrinsic interest to furnish the necessary stimulus for learning." ("Liberal Education" PR Article) "Many Preparatory Schoolmasters are shortening the hours of work, and are including in their curriculum nature lore, handicrafts, art teaching, and better methods of language teaching. Some only are making use of the books recommended in the programmes of the Parents' Union School and enrolling themselves on the P.N.E.U School Register. [For particulars of the Parents' Union School apply to Miss Mason, House of Education, Ambleside.] That the reform is not more rapid, is, I believe, due to the fact that such methods of teaching are not calculated to inspire confidence in the parents, who may not have had the opportunity of studying educational problems. More showy and more direct results are often demanded, and hence the true educationalist is hampered." ("Liberal Education" PR Article) "We cannot, moreover, hope for satisfactory results in the four years, which the boys usually spend at their Preparatory School, unless the ground has been well prepared, and not in a slovenly, amateurish manner. Just as the best teachers are required in the bottom of the school, so parents must prepare themselves for the training of character, the formation of habits, and the inspiration of ideas, and must be willing to seek out and to pay adequately nurses and governesses who are trained to cope with the real needs of the children. We have almost forgotten the days when through ignorance of the laws of health the children's bodies were under-nourished and otherwise neglected. We may hope that the days are also rapidly passing away when "lessons at home with a governess" means mind and soul starvation. With reform in the foundation, we may hope for some reform and progress all the way up the educational ladder." ("Home Training" PNEU Pamphlet) "We are astonished to read of the great irrigation works accomplished by the people of Mexico before Cortes introduced them to our eastern world. We are surprised to find that the literature and art of ancient China are things to be taken seriously. It is worth while to consider why this sort of naive surprise awakes in us when we hear of a nation that has not come under the influence of western civilization competing with us on our own lines. The reason is, perhaps, that we regard a person as a product." ("Children are Born Persons," PNEU Pamphlet) "Let him know what other nations were doing while we at home were doing thus and thus. If he come to think...that the people of some other land were, at one time, at any rate, better than we, why, so much the better for him." (Vol. 1, p. 281) "Our knowledge of history should give us something more than impressions and opinions." (Vol. 6, p. 171) "We introduce children as early as possible to the contemporary history of other countries as the study of English history alone is apt to lead to a certain insular and arrogant habit of mind." (Vol. 6, p. 175) An Essay Towards a Philosophy of Education (Volume 6), Book II, Chapter 2 A Liberal Education in Secondary Schools, Parents' Review Article The Home Training of Children, Parents' Review Article
Episode 80: Charlotte Mason through High School Episode 48: Writing: Copywork, Dictation, and Written Narration Subjects by Form
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Nov 24, 2017 | ||||||||||||||||||||||||
Episode 100: Music
35:25
This week's podcast episode discusses Mason's purpose for music in her curriculum feast. before the "non-musical" teachers ignore this subject for school, let us carefully explore why so much music training, appreciation, and practice is included--for the children's sake.
“Does it, or does it not, make any appreciable difference to a baby to be in a home where music is part of the every-day life, where it is put to sleep with simple songs, where cheerful little musical games are introduced in their natural place, where it is led to find rhythmical expression in dances and songs, and where it hears much beautiful sound which it docs not attempt to account for or understand ? I think that all teachers of experience will agree that it does make an enormous difference, and that it is possible to pick out from a roomful of children, by their very bearing, those who come from homes where music exists.” (Holland, "Music as an Educational Subject" Parents' Review) "Some of the most important habits for a child to acquire, are (1) observation ; (2) concentration ; (3) imagination ; and (4) reasoning. ... [and Music] trains simultaneously, as no other single subject does, ear, eye, and hand, it awakens and naturally develops the imagination, and insists upon concentration and reasoning." (Holland) " Music is the language of the soul, but it defies interpretation. It means something, but that something belongs not to this world of sense and logic, but to another world, quite real, though beyond all definition. ... Is there not in music, and in music alone of all the arts, something that is not entirely of this earth ? Whence comes melody ? Surely not from anything that we hear with our outward ears and are able to imitate, to improve, or to sublimise. . . . Here if anywhere, we see the golden stairs on which angels descend from heaven and whisper sweet sounds into the ears of those who have ears to hear. . . ." (Holland) "Training of the Ear and Voice is an exceedingly important part of physical culture, which began with basic enunciation, and French lessons. She also pointed out that that every child may be, and should be, trained to sing through carefully graduated ear and voice exercises, to produce and distinguish musical tones and intervals." (Vol. 1, p. 133) "If possible, let the children learn from the first under artists, lovers of their work: it is a serious mistake to let the child lay the foundation of whatever he may do in the future under ill-qualified mechanical teachers, who kindle in him none of the enthusiasm which is the life of art." (Vol. 1, p. 31) "Intelligent love of music is one of the great joys and privileges of life, but it is denied to quite half the community, and I would argue that the cultivation thereof is in its way quite as important as technical instrumental instruction, as it is one of the greatest factors in elevating mankind." (A Musical Baby, Mrs. Glover, Parents' Review) The Child Pianist--Teacher's Guide (Curwen Method) Listener's Guide to Musics, Scholes Second Book of Great Musicians, Scholes *The Planets, Sobel The Growth of Music, Colles Elements of Music, Davenport Studies of Great Composers, Parry Enjoyment of Music, Pollitt Musical Groundwork, Shera (*Affiliate Links) Episode 76: Drill and Physical Training Heidi Buschbach's Articles on CMP (Here and Here) Sabbath Mood Homeschool's Middle School Astronomy Guide |
Nov 17, 2017 | ||||||||||||||||||||||||
Episode 99: Art Studies
21:28
This podcast episode describes why, to Charlotte Mason, art was a living, breathing part of life and, hence, the curriculum. How do we open the doors to beauty and truth found in art as teachers? When and how do we progress in an orderly fashion? This episode also includes guidance for the mother with little art background herself.
"But any sketch of the history teaching in Forms V and VI in a given period depends upon a notice of the 'literature' set...and where it is possible, the architecture, painting, etc., which the period produced." (Vol. 6, pp. 177-78) "For taste is the very flower, the most delicate expression of individuality, in a person who has grown up amidst objects lovely and befitting, and has been exercised in the habit of discrimination. Here we get a hint as to what may and what may not be done by way of cultivating the aesthetic sense in young people. So far as possible, let their surroundings be brought together on a principle of natural selection, not at haphazard, and not in obedience to fashion. Bear in mind, and let them often hear discussed and see applied, the three or four general principles which fit all occasions of building, decorating, furnishing, dressing: the thing must be fit for its purpose, must harmonise with both the persons and the things about it; and, these points considered, must be as lovely as may be in form, texture, and colour; one point more––it is better to have too little than too much." (Vol. 5, p. 232) "It may not be possible to surround him with objects of art, nor is it necessary; but, certainly, he need not live amongst ugly and discordant objects; for a blank is always better than the wrong thing." (Vol. 5, p. 232) [By eleven children should give] "orderly descriptions of pictures and training in this must begin gradually some years before. By an 'orderly' description is meant one in which the principal objects and their positions are mentioned first, so that a listener who has never seen the picture gains a general idea of their arrangement. Then the details are given, not haphazard but on some given plan...Although there is no teaching of composition, work along these lines prepares the way for its appreciation later on." (Picture Study, E.C. Plumptre, PNEU Pamplet) "There is no talk about schools of painting, little about style; consideration of these matters comes in later life, but the first and most important thing is to know the pictures themselves. As in a worthy book we leave the author to tell his own tale, so do we trust a picture to tell its tale through the medium the artist gave it. In the region of art as else-where we shut out the middleman." (Vol. 6, p. 213) Modern Painters, John Ruskin Art For Children series, Ernest Raboff The Renaissance: A Short History, Paul Johnson Story of Painting, H.W. Janson Child's History of Art, V.M. Hillyer (Rare, but in five volumes: Architecture 1, Architecture 2, Sculpture, Fine Art 1, Fine Art 2) Emily's Picture Study Portfolios Picture Study, PNEU Pamphlet Picture Talks, K. R. Hammond, Parents' Review, Vol. 12, No. 7, pp. 501-509
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Nov 10, 2017 | ||||||||||||||||||||||||
Episode 98: Drawing
45:22
Drawing was an essential component of the Charlotte Mason feast of subjects, and this podcast episode describes her purpose for including this skill. If drawing intimidates or paralyzes you because of your own feelings of incompetence to instruct, Emily offers practical tips for opening the world of expression through drawing for your children of all ages.
"It is only what we have truly seen that we can truly reproduce, hence, observation is enormously trained by art teaching. Personally, I believe every living soul can learn to draw from actual objects, if the eye has not first been vitiated by seeing copies of them." (Miss Pennethorne, PR 10) "This is what we wish to do for children in teaching them to draw--to cause the eye to rest, not unconsciously, but consciously n some object of beauty which will leave in their minds an image of delight for all their lives to come." (Vol. 1, p. 313) "Art, when rightly directed, is educational, for it trains not only one faculty, but all the faculties together; it trains the hand and the eye, and it trains the head and the heart; it teaches us to see and to see truly; it teaches us to think--that science can do; but it teaches us also to admire and to love; it disciplines the emotions." (Mr. Collingwood, The Fesole Club Papers) "...the great benefit of "brushwork" being that it can be made quite a moral training in exactness and decision." (Mrs. Perrin, "Brush Drawing", PR 4) "Children should learn to draw as they learn to write. The great point is that they should be encouraged, not flattered. With no help and encouragement the child gradually loses his desire to draw." (Mrs. Steinthal, "Art Training in the Nursery", PR 1) "There are two great points that must be remembered if we wish to make our system of art teaching...successful. The first is, always keep the children interested. Next, let us understand that drawing is not only learnt with a pencil and a piece of paper....The chief value of drawing is that it trains the eye to see things as they are." (Mrs. Steinthal, PR 1) "...we must be careful not to offer any aids in the way of guiding lines, points, and other such crutches; and also that he should work in the easiest medium; that is, with paint-brush or with charcoal, and not with a black-lead pencil. Boxes of cheap colours are to be avoided. Children are worthy of the best." (Vol. 1, p. 313) "The first buttercup in a child's nature note book is shockingly crude, the sort of thing to scandalise a teacher of brush-drawing, but by and by another buttercup will appear with the delicate poise, uplift and radiance of the growing flower." (Vol. 6, p. 217) "Drawing is nothing to do with talent, but can be done with observation, intelligence and application--or by seeing, remembering and expressing and is a fundamentally educative subject." (Juliet Williams, "The Teaching of Drawing and Its Place in Education", PR 34) School Education (Volume 3), p. 205 Ourselves (Volume ), Book I, Part II, Chapters II and V An Essay Towards a Philosophy of Education, Book I, Chapter X (f) Drawing on the Right Side of the Brain, Betty Edwards (Affiliate Links) Drawing Lessons, Florence Monkhouse (PR Article) Brush Drawing, Miss K. Loveday (PR Article) The Teaching of Drawing and Its Place in Education, Juliet Williams (PR Article) Brush Drawing, Mrs H. Perrin (PR Article) Fesole Club Papers, Mr. W. G. Collingwood |
Nov 03, 2017 | ||||||||||||||||||||||||
Episode 97: Listener Q&A #20
17:10
This week's Charlotte Mason podcast Q&A episode covers questions about transitioning through morning lessons, meeting state requirements for kindergarten, and handling the needs of a gifted child. |
Oct 27, 2017 | ||||||||||||||||||||||||
Episode 96: Natural History Clubs
43:39
This podcast episode explores how a Charlotte Mason education can be enhanced by joining with others to explore nature. Nicole Williams interviews Marcia Mattern who shares practical ideas for how to make the most of our field work together from her years of experience in leading groups. |
Oct 20, 2017 | ||||||||||||||||||||||||
Episode 95: Object Lessons
23:51
This podcast episode describes Charlotte Mason's purpose for "object lessons" in spreading the feast. What is an object lesson, how is it to be conducted, how does a teacher prepare for it and other questions related to drawing our children's interest deeper into nature study are the focus of this week's discussion. |
Oct 13, 2017 | ||||||||||||||||||||||||
Episode 94: Special Studies
30:17
Nature study is one big, beautiful part of a Charlotte Mason education. This podcast explores what is meant by “special studies,” and where it fits into the entire scheme of knowledge of the world outside. What is meant by field work, nature lore reading, and the nature journal, and how does a parent who is ignorant of nature inspire an interest in the student? |
Oct 06, 2017 | ||||||||||||||||||||||||
Episode 93: Listener Q&A #19
23:19
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Sep 29, 2017 | ||||||||||||||||||||||||
Episode 92: Charlotte Mason Study Groups
49:44
A Charlotte Mason mother needs to understand the method she is implementing with her children, but how is she to learn? One encouraging way to find support is to study Ms. Mason's writings together. This episode is an interview with Bridgett Cooley, founder of the Charlotte Mason Soiree Facebook group. The Soiree is facilitating the birth and strengthening of Charlotte Mason reading groups with a training program for group leaders and Liz and Bridgett discuss everything they can think of to help you get involved. |
Sep 22, 2017 | ||||||||||||||||||||||||
Episode 91: When Mothers Get Weary
34:25
This podcast faces the reality: a Charlotte Mason education is rewarding--but enormous! It is normal to become weary, worried, and woeful at times about the immense and multitudinous tasks of educating our children, not to mention feeding, clothing, and caring for them daily. The ADE mothers have been in the trenches and share strategies and wisdom for running the race without giving up. |
Sep 15, 2017 | ||||||||||||||||||||||||
Episode 90: Reading Charlotte Mason
46:16
This podcast episode explores Charlotte Mason's Home Education series, the six volumes written to thoroughly explain her educational principles and practices. Join Emily Kiser in an interview with Morgan Conner as they describe the value and special characteristics of each volume individually, and where to begin in our own journey through the information-packed pages so essential to our knowledge and success as home educators. |
Sep 08, 2017 | ||||||||||||||||||||||||
Episode 89: Mothers' Continuing Education
48:04
When we embark on the homeschool journey, many of us feel inadequate to teach because of our own lack of education. Once we start, however, our enthusiasm for learning ourselves is usually kindled. But how to find the time, what to study, and which areas are most fruitful for us are the questions this episode will address as the ADE ladies review Mason's own Mothers Education Course and what she felt were the essential areas of study for a mother and teacher. |
Sep 01, 2017 | ||||||||||||||||||||||||
Episode 88: Forms IV-VI Recap
25:17
What kind of feast did Charlotte Mason spread for the oldest students? The high school years often cause anxiety in the homeschool teacher, but with the slow and steady progress in the lower forms, a Mason educated child is going to tackle them with relish. What was included in the upper forms, what changed, and what stayed the same? |
Aug 18, 2017 | ||||||||||||||||||||||||
Episode 87: Form III Recap
23:27
Charlotte Mason carefully laid the foundation for the upper years in the lower forms. What are the differences in subjects and practices once students enter the middle form and are working toward the high school years? This podcast will survey and summarize Form III. |
Aug 04, 2017 | ||||||||||||||||||||||||
Episode 86: Form IIA Recap
23:31
Charlotte Mason had definite ideas for why the children should learn, as well as what was to be learned at every stage of school education. This episode provides an overview of the last two years of the "elementary years," or the top of the second Form. |
Jul 21, 2017 | ||||||||||||||||||||||||
Episode 85: Form IIB Recap
26:21
Charlotte Mason's students moved to a new "form" at age 9 or 10. What makes Form II different from form I in the subject content and skills? This podcast discusses the wider room experienced by students entering the upper elementary school years. |
Jul 07, 2017 | ||||||||||||||||||||||||
Episode 84: Form IA Recap
22:31
Charlotte Mason's young students had an abundant feast. This episode summarizes and reflects on the aspects of the subjects included for the upper part of the first form of school. What do they move on to after that first introductory year? |
Jun 23, 2017 | ||||||||||||||||||||||||
Episode 83: Form IB Recap
23:06
Charlotte Mason wanted children to set good intellectual habits, and these begin in the first year of formal lessons. A. A. Milne said, "Now we are Six," Mason said, "Now it's time to read," and this episode will describe the scope of the first year of school and its lessons. |
Jun 09, 2017 | ||||||||||||||||||||||||
Episode 82: Listener Q&A #18
23:31
Charlotte Mason advice to your frequently asked questions, this time on narration with non-Mason students, required standardized state testing, and the long-awaited, "What do we do in the summer?" |
May 26, 2017 | ||||||||||||||||||||||||
Episode 81: Sloyd, An Interview with Brittney McGann
34:23
Charlotte Mason was a proponent of the instruction in Sloyd. What is it, and when and how is it taught? Emily interviews guest Brittney McGann, who has researched the topic and practiced this subject in her home and has many practical tips to share and resources to recommend. |
May 19, 2017 | ||||||||||||||||||||||||
Episode 80: Charlotte Mason through High School
44:55
Charlotte Mason developed her educational method for all students, but many feel that by high school they must get on to more serious preparation for college or career and abandon the course they have been on. The moms of A Delectable Education discuss the high school years, what studies are tackled, how to deal with college transcripts and applications and college entrance exams. Does Mason's curriculum prepare a child for the real world? Will they be able to succeed in a non-Charlotte Mason environment? What does high school look like if you follow a Mason approach to education? |
May 12, 2017 | ||||||||||||||||||||||||
Episode 79: The Early Years
42:37
Charlotte Mason had much to say about children even before they start formal school lessons. This podcast explores the wide world of the preschooler and what families should do to make the most of the early years, the "golden hours" of life before school officially begins. |
May 05, 2017 | ||||||||||||||||||||||||
Episode 78: Listener Q&A #17
20:16
The breadth of the Charlotte Mason feast requires a lot of knowledge for teachers. We are still learning and discuss some of those points in this episode, as well as correct comments we have made that were wrong in math, foreign language, narration, and use of lesson time. |
Apr 28, 2017 | ||||||||||||||||||||||||
Episode 77: Dance, An Interview with Lance Halverson
27:46
One of the forms of physical education Charlotte Mason addressed was dance. This episode is an interview with Lance Halverson, ballroom dance instructor and, with his wife, Mason educator of his own four children. |
Apr 21, 2017 | ||||||||||||||||||||||||
Episode 76: Physical Training
33:52
Charlotte Mason did not neglect the physical education of children. This episode explores the myriad ways our children's bodies can be developed in harmony with what is going on in their minds and hearts. |
Apr 14, 2017 | ||||||||||||||||||||||||
Episode 75: Latin
19:24
This Charlotte Mason podcast addresses the inclusion of the subject of Latin in the wide feast. The purpose of language study, Latin in particular, is discussed, as well as how Mason approached this traditional subject in a living way. |
Apr 07, 2017 | ||||||||||||||||||||||||
Episode 74: Singing
17:14
Charlotte Mason's curriculum includes singing. This episode focuses on the art of singing, reasons why it should not be neglected in morning lessons, and addresses not only the why, what, and when of this subject, but gives tips on what a teacher is to do who is not personally trained or competent in leading singing. |
Mar 31, 2017 | ||||||||||||||||||||||||
Episode 73: Listener Q&A #16
19:11
The increasing popularity of Charlotte Mason's method of education means an increase in misconceptions and misinformation. This episode tackles some of the "myths" that have circulated, particularly regarding what makes a living book or a textbook, what books are used in the Bible lesson, and that reading and narration are the only content of a lesson. |
Mar 24, 2017 | ||||||||||||||||||||||||
Episode 72: Listener Q&A #15
19:57
This Charlotte Mason podcast addresses frequently asked questions: was Mason's method designed first and foremost for the classroom? Is it essential to have a poetry teatime or morning time? |
Mar 17, 2017 | ||||||||||||||||||||||||
Episode 71: Listener Q & A #14
28:49
Charlotte Mason died nearly a hundred years ago, but her ideas have continued to thrive. This episode addresses a few notions that exist that do not necessarily reflect hers. Based on listener questions, we address this Q&A to some of the myths that circulate. |
Mar 10, 2017 | ||||||||||||||||||||||||
Episode 70: Charlotte Mason "Purists"
23:54
![]() How closely should we adhere to all of Charlotte Mason's principles and practices? This podcast explores the ramifications of taking part of Mason's method, practicing some of her ideas or mixing in other curricula, and addresses whether it is positive or negative to be labeled 'A Charlotte Mason Purist.' Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The reader will say with truth--'I knew all this before and have always acted more or less on these principles'; and I can only point to the unusual results we obtain through adhering not 'more or less' but strictly to the principles and practices I have indicated. I suppose the difficulties are of the sort that Lister had to contend with; every surgeon knew that his instruments and appurtenances should be kept clean, but the saving of millions of lives has resulted from the adoption of the great surgeon's antiseptic treatment; that is from the substitution of exact principles scrupulously applied for the rather casual 'more or less' methods of earlier days." (Vol. 6, p. 19) "We do not invite Heads of schools to take up work lightly, which implies a sound knowledge of certain principles and as faithful a practice. The easy tolerance which holds smilingly that everything is as good as everything else, that one educational doctrine is as good as another, that, in fact, a mixture of all such doctrines gives pretty safe results,––this sort of complacent attitude produces lukewarm effort and disappointing progress. I feel strongly that to attempt to work this method without a firm adherence to the few principles laid down would be not only idle but disastrous. 'Oh, we could do anything with books like those,' said a master; he tried the books and failed conspicuously because he ignored the principles." (Vol. 6, p. 270) "We have a method of education, it is true, but method is no more than a way to an end, and is free, yielding, adaptive as Nature herself. Method has a few comprehensive laws according to which details shape themselves, as one naturally shapes one's behaviour to the acknowledged law that fire burns. System, on the contrary, has an infinity of rules and instructions as to what you are to do and how you are to do it. Method in education follows Nature humbly; stands aside and gives her fair play." (Vol. 2, p. 168) ![]() Art Middlekauff's helpful article on this very topic |
Mar 03, 2017 | ||||||||||||||||||||||||
Episode 69: Recitation
37:35
![]() Charlotte Mason included a subject uncommon to most modern teachers: recitation. This podcast episode explains why she did, what it is, and how it differs from memorization. This is an essential in the feast and a great gift to the students and the people around them. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Children know how to read, but they cannot read." (Burrell, "Recitation") "Without them the best pieces of English writing lose half their value; the best paper read before a cultivated audience misses its aim; the best lecture is only half a lecture, and the best sermon is an opiate. With them all is changed; the light from the writer's soul is handed down from one generation to another. For good authors cannot die; the human voice is for-ever conferring immortality upon them. So magical is the power of a good reader that he can convey to an audience shades of meaning in his author which he himself does not suspect." (Burrell) "Recitation and committing to memory are not necessarily the same thing..." (Vol. 1, p. 224) "And if such appreciation can be born when a good reader and a good audience meet, is it not worse than madness for us to look on English literature as mere work for the study, mere dictionary stuff? It was meant to be interpreted by the voice of life; there is only half the passion in the printed page. If there were more good reading round English firesides, do you suppose that the masterpieces of English thought would be studied, as they often are, merely with an eye to the examiners' certificate?" (Burrell) "The child should speak beautiful thoughts so beautifully, with such delicate rendering of each nuance of meaning, that he becomes to the listener the interpreter of the author's thought." (Vol. 1, p. 223) "Knowledge is information touched with emotion: feeling must be stirred, imagination must picture, reason must consider, nay, conscience must pronounce on the information we offer before it becomes mind-stuff." (In Memorium, p. 4) "At this stage, his reading lessons must advance so slowly that he may just as well learn his reading exercises, both prose and poetry, as recitation lessons." (Vol. 1, pp. 204-205) "Perfect enunciation and precision are insisted on, and when he comes to arrange the whole of the little rhyme in his loose words and read it off (most delightful of all the lessons) his reading must be a perfect and finished recitation." (Vol. 1, p. 222) "The teacher reads with the intention that the children shall know, and therefore, with distinctness, force, and careful enunciation; it is a mere matter of sympathy, though of course it is the author and not himself, whom the teacher is careful to produce." (Vol. 6, p. 244) "The gains of such a method of learning are, that the edge of the child's enjoyment is not taken off by weariful verse by verse repetitions, and, also, that the habit of making mental images is unconsciously formed." (Vol. 1, p. 225) "There is hardly any 'subject' so educative and so elevating as that which Mr. Burrell has happily described as 'The Children's Art.'" (Vol. 1, p. 223) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, Part V, Chapter VII: Recitation Recitation: The Children's Art, Arthur Burrell, Parents' Review, Vol. 1, pp. 92-103 ![]() Lady Clare, Alfred, Lord Tennyson Charlotte Mason Soiree Facebook Group |
Feb 24, 2017 | ||||||||||||||||||||||||
Episode 68: Charlotte Mason Co-Ops
41:44
![]() Is "co-op" a Charlotte Mason term or concept? This podcast episode addresses the pros and cons of sharing the feast with others. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() "We have still to complain that Grammar and Arithmetic are rather weak. When this has been reported more than twice under the same teacher, the parents absolutely ought to get help, in these subjects, from some teacher of a neighboring elementary school." (Parents' Review, Vol. 6, p. 75) ![]() Nancy Kelly's Co-Op |
Feb 17, 2017 | ||||||||||||||||||||||||
Episode 67: Interview with Amy Snell
27:24
![]() This Charlotte Mason podcast episode explores what can happen when we join with other Charlotte Mason families to spread the feast together in settings beyond our home. Amy Snell shares her experience in starting mothers' study groups, a charter school program, nature clubs, and Truth-Beauty-Goodness afternoons with her community. Her wealth of wisdom and experience is not only helpful in considering what kind of shared experiences are beneficial, but what happens when relocation takes you away from your group, how to initiate groups, organizing and maintaining them, and perils to avoid. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "[W]e endeavour that he shall have relations of pleasure and intimacy established with as many as possible of the interests proper to him; not learning a slight or incomplete smattering about this or that subject, but plunging into vital knowledge, with a great field before him which in all his life he will not be able to explore." (Vol. 3, p. 223) "Not all this at once, of course; but line upon line, precept upon precept, here a little and there a little, as opportunity offers." (Vol. 1, pp. 328-29) ![]() Charlotte Mason Institute Truth, Beauty, Goodness Community |
Feb 10, 2017 | ||||||||||||||||||||||||
Episode 66: Listener Q&A #13
30:29
![]() A Delectable Education podcast on the Charlotte Mason method answers frequently asked listener questions in this episode: what if my child hates to narrate? where and how do I begin habit training? how do I challenge my gifted child? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "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." (Principle #7) "It is possible to sow a great idea lightly and casually and perhaps this sort of sowing should be rare and casual because if a child detect a definite purpose in his mentor he is apt to stiffen himself against it." (Vol. 6, p. 102) "Let me add that the appeal of these principles and this method is not to the clever child only but to the average and even to the 'backward' child; indeed we have had several marked successes with backward children. Just as we all partake of that banquet which is 'Shakespeare' according to our needs and desires, so do the children behave at the ample board set before them; there is enough to satisfy the keenest intelligence while the dullest child is sustained through his own willing effort." (Vol. 6, p. 245) "Lack of proportion should be our bête noire in drawing up a curriculum, remembering that the mathematician who knows little of the history of his own country or that of any other, is sparsely educated at the best." (Vol. 6, p. 232) ![]() (Contains affiliate links) ![]() Nancy Kelly on Habits |
Feb 03, 2017 | ||||||||||||||||||||||||
Episode 65: Bringing Older Children into the CM Method
43:49
![]() This Charlotte Mason podcast episode focuses on listener questions regarding bringing children into the Mason method from other previous school experiences. What are the approaches that help children of various ages transition, what are realistic expectations, and how do we help them adjust to a different way of doing lessons? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The success of such a school demands rare qualities in the teacher––high culture, some knowledge of psychology and of the art of education; intense sympathy with the children, much tact, much common sense, much common information, much 'joyousness of nature,' and much governing power..." (Vol. 1, p. 178) "Our aim in Education is to give a Full Life.––We begin to see what we want. Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?" (Vol. 3, p. 170-171) ![]() I Buy a School, Marion Berry (Contains affiliate links) |
Jan 27, 2017 | ||||||||||||||||||||||||
Episode 64: Exams
37:11
![]() Term examinations in Charlotte Mason's schools were mandatory. This podcast explores the purpose of examinations, what was covered, and how we evaluate our child's performance. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The children write with perfect understanding as far as they go and there is rarely a 'howler' in hundreds of sets of papers. They have an enviable power of getting at the gist of a book or subject. Sometimes they are asked to write verses about a personage or an event; the result is not remarkable by way of poetry, but sums up a good deal of thoughtful reading in a delightful way..." (Vol. 6, p. 242) "During the examinations, which last a week, the children cover say from twenty to sixty sheets of Cambridge paper, according to age and class; but if ten times as many questions were set on the work studied most likely they would cover ten times as much paper." (Vol. 6, p. 241) "The terminal examinations are of great importance. They are not merely and chiefly tests of knowledge but records which are likely to be permanent." (Vol. 6, p. 272) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. School Education, Appendix II ![]() Sample PNEU Examinations from Programme 93 Sample PNEU Examinations from Programme 95 (click each link to see full Programme and Examination for each Form) |
Jan 20, 2017 | ||||||||||||||||||||||||
Episode 63: Listener Q&A #12
30:29
![]() This Q&A episode of the Charlotte Mason podcast addresses such varied topics as introducing the Book of Centuries, dawdling and disinterested beginners, preschoolers participation, and transitioning students to independent reading. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() "In the first place, never let the child dawdle over copybook or sum, sit dreaming with his book before him. When a child grows stupid over a lesson, it is time to put it away. Let him do another lesson as unlike the last as possible, and then go back with freshened wits to his unfinished task." (Vol. 1, p. 141) "That the claims of the schoolroom should not be allowed to encroach on the child's right to long hours daily for exercise and investigation." (Vol. 1, p. 177) "Form IIB has a considerable programme of reading, that is, not the mere mechanical exercise of reading but the reading of certain books. Therefore it is necessary that two years should be spent in Form IA and that in the second of these two years the children should read a good deal of the set work for themselves." (Vol. 6, pp. 181-182) "This habit should be begun early; so soon as the child can read at all, he should read for himself, and to himself, history, legends, fairy tales, and other suitable matter." (Vol. 1, p. 227) ![]() Made in the ... Books by Christine Price History of Everyday Things, Quennell Colonial Craftsmen, Tunis (and all his other books) A Museum of Early American Tools by Eric Sloane (and many of his other books) What People Wore, Gorsline (Contains affiliate links) |
Jan 13, 2017 | ||||||||||||||||||||||||
Episode 62: Afternoons
35:25
![]() Charlotte Mason's morning lessons accomplish much, but this podcast episode focuses on what comes after. What does a mother do with that long afternoon the children should have, how do we manage the activities of life as well as all the occupations Mason insisted should occur outside of school time? This is a thorough discussion of mother's responsibilities, children's freedom and time management, and the purpose of those leisure hours after school books are closed for the day. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() "That the claims of the schoolroom should not be allowed to encroach on the child's right to long hours daily for exercise and investigation." (Vol. 1, p. 177) "Thus, the morning, after breakfast (the digestion of which lighter meal is not a severe task), is much the best time for lessons and every sort of mental work; if the whole afternoon cannot be spared for out-of-door recreation, that is the time for mechanical tasks such as needlework, drawing, practising; the children's wits are bright enough in the evening, but the drawback to evening work is, that the brain, once excited, is inclined to carry on its labours beyond bed-time, and dreams, wakefulness, and uneasy sleep attend the poor child who has been at work until the last minute. If the elder children must work in the evening, they should have at least one or two pleasant social hours before they go to bed; but, indeed, we owe it to the children to abolish evening 'preparation.'" (Vol. 1, p. 23) "Five of the thirteen waking hours should be at the disposal of the children; three, at least, of these, from two o'clock to five, for example, should be spent out of doors in all but very bad weather. This is the opportunity for out-of-door work, collecting wild flowers, describing walks and views, etc. (see Home Education). Brisk work and ample leisure and freedom should be the rule of the Home School. The Children's Day will, on the whole, run this: Lessons, 1 1/2 to 4 hours; meals, 2 hours; occupations, 1 to 3 hours; leisure, 5 to 7 hours, according to age. The work not done in its own time should be left undone. Children should not be embarrassed with arrears, and they should have dues sense of the importance of time, and that there is no other time for work not done in its own time. Should the children flag at any time, a day's holiday, a little country excursion, should refresh them." (From Suggestions which accompanied the PNEU Programmes) "[Referring to the afternoon occupations]...at any time of day, in any division of time, to suit family arrangements; when possible, out of doors." (From Suggestions which accompanied the PNEU Programmes) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, Part II: Out of Door Life of Children ![]() List of Afternoon Activities |
Jan 06, 2017 | ||||||||||||||||||||||||
Episode 61: Architecture, an Interview with Sandra Zuidema
30:50
![]() Charlotte Mason's feast spreads to include the subject of architecture. A Delectable Education podcast this week is an interview with Sandra Zuidema who has discovered the joy of exploring the ideas in architecture, its history, people, structures and culture and shares ways she has introduced this to her children. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "But any sketch of the history teaching in Forms V and VI in a given period depends upon a notice of the 'literature' set; for plays, novels, essays, 'lives,' poems, are all pressed into service and where it is possible, the architecture, painting, etc., which the period produced." (Vol. 6, pp. 177-178) "We do what is possible to introduce children to Architecture; and we practise clay-modelling and the various artistic handicrafts, but there is nothing unusual in our work in these directions." (Vol. 6, p. 217) "I shall touch later upon the burning question of a curriculum which shall furnish children, not with dry bones of fact, but with fact clothed upon with the living flesh, breathed into by the vital spirit of quickening ideas." (Vol. 3, p. 124) ![]() An Essay Towards a Philosophy of Education (Volume 6), Book I, Chapter 10, Section II: Art ![]() Filippo's Dome, Rockwell Story of Architecture, Waterhouse Child's History of Art, Hiller Architecture Shown to the Children, Wynne Concise History of Western Architecture, Jordan (Contains affiliate links) ![]() In a Large Room Retreat Golden Hours of Delight Retreat Charlotte Mason Institute The Duomo, Florence Chartres Cathedral Flying Buttresses Rose Windows Amiens Cathedral Hagia Sophia, Istanbul |
Dec 30, 2016 | ||||||||||||||||||||||||
Episode 60: Listener Q&A #11
26:38
![]() This podcast addresses listener questions about implementing a Charlotte Mason education. How do we teach multiple children at different levels, keep up with all the books being read, teach the subject of recitation, get our children to talk about what they're learning? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "When a child is reading, he should not be teased with questions as to the meaning of what he has read, the signification of this word or that; what is annoying to older people is equally annoying to children. Besides, it is not of the least consequence that they should be able to give the meaning of every word they read. A knowledge of meanings, that is, an ample and correct vocabulary, is only arrived at in one way––by the habit of reading. A child unconsciously gets the meaning of a new word from the context, if not the first time he meets with it, then the second or the third: but he is on the look-out, and will find out for himself the sense of any expression he does not understand. Direct questions on the subject-matter of what a child has read are always a mistake. Let him narrate what he has read, or some part of it. He enjoys this sort of consecutive reproduction, but abominates every question in the nature of a riddle. If there must be riddles, let it be his to ask and the teacher's to direct him the answer. Questions that lead to a side issue or to a personal view are allowable because these interest children––'What would you have done in his place?'" (Vol. 1, pp. 228-229) "Long ago, I was in the habit of hearing this axiom quoted by a philosophical old friend: "The mind can know nothing save what it can produce in the form of an answer to a question put to the mind by itself." I have failed to trace the saying to its source, but a conviction of its importance has been growing upon me during the last forty years. It tacitly prohibits questioning from without; (this does not, of course, affect the Socratic use of questioning for purposes of moral conviction); and it is necessary to intellectual certainty, to the act of knowing. For example, to secure a conversation or an incident, we 'go over it in our minds'; that is, the mind puts itself through the process of self-questioning which I have indicated. This is what happens in the narrating of a passage read: each new consecutive incident or statement arrives because the mind asks itself,––"What next?" For this reason it is important that only one reading should be allowed; efforts to memorise weaken the power of attention, the proper activity of the mind; if it is desirable to ask questions in order to emphasize certain points, these should be asked after and not before, or during, the act of narration." (Vol. 6, p. 17) "A small English boy of nine living in Japan, remarked, "Isn't it fun, Mother, learning all these things? Everything seems to fit into something else." The boy had not found out the whole secret; everything fitted into something within himself." (vol. 6, pp. 156-157) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, Part V, Chapter VIII ![]() Recitation: The Children's Art, Arthur Burrell In A Large Room Retreat TruthQuest History |
Dec 23, 2016 | ||||||||||||||||||||||||
Episode 59: Handicrafts
28:38
![]() Charlotte Mason included handicrafts in the curriculum and this podcast will explore the reasons. It is not an optional activity or filler, but what is the purpose? Furthermore, what sorts of things are included in this subject and how can a mother who feels inadequate possibly fulfill this requirement? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Points to be borne in mind in children's handicrafts are: a) that they should not be employed in making futilities such as pea and stick work, paper-mats and the like; b) that they should be taught slowly and carefully what they should do; c) that slipshod work should not be allowed; d) and, that, therefore, the children's work should be kept well within their compass." (Vol. 1, pp. 315-316) "Small children finish anything set for them to do alone very quickly as a rule, and I find it a great help if they can have some easy handicraft to be picked up in spare moments." (Parents' Review, "Notes and Queries", Vol. 44, p. 480) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), Part V, Chapter XXI School Education (Volume 3), pp. 355-359 ![]() Paper Sloyd for Primary Grades (Contains affiliate link) ![]() Paper Sloyd for Primary Grades Golden Hours of Delight Retreat |
Dec 16, 2016 | ||||||||||||||||||||||||
Episode 58: Charlotte Mason and Special Needs
35:32
![]() This episode highlights the relevance of a Charlotte Mason education for children who have unique differences as persons in one way or another, needs that affect how they relate to and respond to their education. Is Mason's method possible for children with special needs? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Greatness and littleness belong to character, and life would be dull were we all cast in one mould..." (Vol. 2, pg. 71) "The best public schoolboy is a fine product; and perhaps the worst has had his imagination touched by ideas; yet most of us recognise that the public school often fails, in that it launches the average and dull boy ignorant upon the world because the curriculum has been too narrow to make any appeal to him." (Vol. 3, p. 246) "Let me add that the appeal of these principles and this method is not to the clever child only but to the average and even to the 'backward' child; indeed we have had several marked successes with backward children. Just as we all partake of that banquet which is 'Shakespeare' according to our needs and desires, so do the children behave at the ample board set before them; there is enough to satisfy the keenest intelligence while the dullest child is sustained through his own willing effort." (Vol. 6, p. 245) "The teachers underrate the tastes and abilities of their pupils. In things intellectual, children, even backward children, have extraordinary 'possibilities for good'--possibilities so great that if we had the wit to give them their heard they would carry us alog like a stream in spate." (Vol. 6, p. 52) "This is what we have established in many thousands of cases, even in those of dull and backward children, that any person can understand any book of the right calibre (a question to be determined mainly by the age of the young reader); that the book must be in literary form; that children and young persons require no elucidation of what they read; that their attention does not flag while so engaged; that they master a few pages at a single reading so thoroughly that they can 'tell it back' at the time or months later whether it be the Pilgrim's Progress or one of Bacon's Essays or Shakespeare's plays; that they throw individuality into this telling back so that no two tell quite the same tale; that they learn incidentally to write and speak with vigour and style and usually to spell well. Now this art of telling back is Education and is very enriching." (Vol. 6, pp. 291-92) "People are too apt to use children as counters in a game, to be moved hither and thither according to the whim of the moment. Our crying need to-day is less for a better method of education than for an adequate conception of children,––children, merely as human beings, whether brilliant or dull, precocious or backward. Exceptional qualities take care of themselves and so does the 'wanting' intelligence, and both of these share with the rest in all that is claimed for them in the previous chapters. Our business is to find out how great a mystery a person is qua person. All action comes out of the ideas we hold and if we ponder duly upon personality we shall come to perceive that we cannot commit a greater offence than to maim or crush, or subvert any part of a person." (Vol. 6, p. 80) ![]() Parents' Review article on Backward Children |
Dec 09, 2016 | ||||||||||||||||||||||||
Episode 57: Middle & High School Math: Interview with Richele Baburina, Part 2
30:50
![]() This Charlotte Mason podcast episode is the conclusion of a two part interview with Richele Baburina on math in the upper forms. Her research and experience, wisdom and love will not only calm your anxieties, but will reveal a glimpse of the wondrous possibilities and beauty awaiting you and your child as you explore the mountainous heights of an awe-inspiring subject, including valuable tips for traversing it with direction and confidence. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() "In the things of science, in the things of art, in the things of practical everyday life, his God doth instruct him and doth teach him, her God doth instruct her and doth teach her. Let this be the mother's key to the whole of the education of each boy and each girl; not of her children; the Divine Spirit does not work with nouns of multitude, but with each single child. Because He is infinite, the whole world is not too great a school for this indefatigable Teacher, and because He is infinite, He is able to give the whole of his infinite attention for the whole time to each one of his multitudinous pupils. We do not sufficiently rejoice in the wealth that the infinite nature of our God brings to each of us." (Vol. 2, p. 273) "Supposing we are willing to make this great recognition, to engage ourselves to accept and invite the daily, hourly, incessant co-operation of the divine Spirit, in, to put it definitely and plainly, the schoolroom work of our children, how must we shape our own conduct to make this co-operation active, or even possible? We are told that the Spirit is life; therefore, that which is dead, dry as dust, mere bare bones, can have no affinity with Him, can do no other than smother and deaden his vitalising influences. A first condition of this vitalising teaching is that all the thought we offer to our children shall be living thought; no mere dry summaries of facts will do; given the vitalising idea, children will readily hang the mere facts upon the idea as upon a peg capable of sustaining all that it is needful to retain. We begin by believing in the children as spiritual beings of unmeasured powers––intellectual, moral, spiritual––capable of receiving and constantly enjoying intuitions from the intimate converse of the Divine Spirit." (Vol. 2, p. 277) "Girls are usually in Class IV. for two or three years, from fourteen or fifteen to seventeen, after which they are ready to specialise and usually do well. The programme for Class IV. is especially interesting; it adds Geology and Astronomy to the sciences studied, more advanced Algebra to the Mathematics, and sets the history of Modern Europe instead of French history." (Vol. 3, p. 294) ![]() Towards a Philosophy of Education (Volume 6), Book I, chapters 8 & 9 ![]() The Story of Charlotte Mason, Chomondeley ![]() First Step in Euclid Practical Exercises in Geometry Lessons in Experimental and Practical Geometry ![]() Paper Sloyd Episode 30: The Way of the Will and The Way of Reason+ |
Dec 02, 2016 | ||||||||||||||||||||||||
Episode 56: Middle & High School Math: Interview with Richele Baburina, Part 1
34:36
![]() This Charlotte Mason podcast explores the upper reaches of the hike up the math mountain. If teaching algebra and geometry are daunting to you currently, or for the future, please enjoy the first of this two-part interview with Richele Baburina, a fellow CM researcher and practitioner who has explored the wondrous reaches of mathematics as a living subject in the Mason feast. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() Principles 16-19 from the Preface to the Home Education Series: 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.' 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.) 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. 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. ![]() Towards a Philosophy of Education (Volume 6), Book I, chapters 8 & 9 ![]() ![]() ![]() First Step in Euclid Practical Exercises in Geometry Lessons in Experimental and Practical Geometry ![]() Richele's Overview of Math Instruction based on the PNEU practice with amendments for 21st century requirements Paper Sloyd Episode 30: The Way of the Will and The Way of Reason |
Nov 28, 2016 | ||||||||||||||||||||||||
Episode 55: Elementary Math
27:40
![]() This week's Charlotte Mason podcast addresses math in the elementary years. How much should be covered? How should it be presented? How do we build confidence, competence, and progress? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The Principality of Mathematics is a mountainous land, but the air is very fine and health-giving, though some people find it too rare for their breathing. It differs from most mountainous countries in this, that you cannot lose your way, and that every step taken is on firm ground. People who seek their work or play in this principality find themselves braced by effort and satisfied with truth." (Vol. 4, p. 38) [A child should know at 12 years old:] "...g) in Arithmetic, they should have some knowledge of vulgar and decimal fractions, percentage, household accounts, etc. h) Should have a knowledge of Elementary Algebra, and should have done practical exercises in Geometry." (Vol. 3, p. 301) "[Mathematics] should give to children the sense of limitation which is wholesome for all of us, and inspire that sursam corda which we should hear in all natural law." (Vol. 6, p. 231) ![]() Home Education, Part V, XV Ourselves, Book I, pp. 38; 62-63 Towards a Philosophy of Education, Book I, Chapter 10, Section III ![]() Strayer-Upton's Books--helpful for mental arithmetic/story problems (Contains affiliate links) ![]() Richele Baburina's Mathematics: A Guide for Living Teaching Benezet's Article on informal math instruction in the early years Parents' Review Article on "Number" |
Nov 18, 2016 | ||||||||||||||||||||||||
Episode 54: Teaching Math
30:12
![]() How in the world did Charlotte Mason approach the subject of math? This podcast episode explores that question and addresses our qualms and insecurities in teaching math to our children. How do we avoid fears, tears, pushing and pulling, and reach to its infinite beauty as an instrument in acquiring knowledge of the universe? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Arithmetic, Mathematics, are exceedingly easy to examine upon and so long as education is regulated by examinations so long shall we have teaching, directed not to awaken a sense of awe in contemplating a self-existing science, but rather to secure exactness and ingenuity in the treatment of problems." (Vol. 6, p. 231) "...the use of the study in practical life is the least of its uses. The chief value of arithmetic, like that of higher mathematics, lies in the training it affords to the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders." (Vol. 1, p. 254) "Never are the operations of Reason more delightful and more perfect than in mathematics...By degrees, absolute truth unfolds itself. We are so made that truth, absolute and certain truth, is a perfect joy to us; and that is the joy that mathematics afford." (Vol. 4, p. 63) "Let his arithmetic lesson be to the child a daily exercise in clear thinking and rapid, careful execution, and his mental growth will be as obvious as the sprouting of seedlings in the spring." (Vol. 1, p. 261) "Mathematics depend upon the teacher rather than upon the text-book and few subjects are worse taught; chiefly because teachers have seldom time to give the inspiring ideas, what Coleridge calls, the 'Captain' ideas, which should quicken imagination." (Vol. 6, p. 233) "There is no must be to him he does not see that one process, and one process only, can give the required result. Now, a child who does not know what rule to apply to a simple problem within his grasp, has been ill taught from the first, although he may produce slatefuls of quite right sums in multiplication or long division." (Vol. 1, p. 254) "...'nearly right' is the verdict, a judgment inadmissible in arithmetic." (Vol. 1, p. 255) ![]() Home Education, Part V, XV Towards a Philosophy of Education, Book I, Chapter 10, Section III ![]() Number Stories of Long Ago String, Straightedge and Shadow (Contains affiliate links) ![]() Our very favorite resource for Mathematics teaching |
Nov 15, 2016 | ||||||||||||||||||||||||
Episode 53: Listener Q&A #10
21:28
![]() This Charlotte Mason podcast episode is another Q&A. As we implement the method, challenges arise: what adjustments need to be made when I come to the method late, how should I organize my home differently, and what about the only child's needs, are this week's focus. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() "It is not an environment that these want, a set of artificial relations carefully constructed, but an atmosphere which nobody has been at pains to constitute. It is there, about the child, his natural element, precisely as the atmosphere of the earth is about us. It is thrown off, as it were, from persons and things, stirred by events, sweetened by love, ventilated, kept in motion, by the regulated action of common sense." (Vol. 6, pg. 96) "No artificial element [should] be introduced...children must face life as it is; we may not keep them in glass cases." (Vol. 6, pg. 97) ![]() The Conquest of the North and South Poles (Landmark Book), Russell Owen (Contains affiliate links) ![]() Episode 4: Three Tools of Education The Education of an Only Child, Mrs. Clement Parsons. The Parents' Review, Volume 12, p.609-621 |
Nov 04, 2016 | ||||||||||||||||||||||||
Episode 51: Foreign Language
26:26
![]() Foreign language was a major component in Charlotte Mason's curriculum. This podcast addresses the reasons for foreign language study and how mothers of one tongue can still faithfully include it in their homeschool. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "All educated persons should be able to speak French." (Vol. 1, p. 300) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, Part V, Chapter XX An Essay Towards a Philosophy of Education, Book I, Chapter 10, Section II: Languages ![]() Carry On, Mr. Bowditch (Contains affiliate links) ![]() http://theulat.com/ORIGIN.HTM http://www.thespanishexperiment.com/ http://www.thefrenchexperiment.com/ http://www.theitalianexperiment.com/ http://www.thegermanexperiment.com/ http://cherrydalepress.com/ |
Oct 21, 2016 | ||||||||||||||||||||||||
Episode 50: Writing: Grammar and Composition
41:07
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If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. |
Oct 19, 2016 | ||||||||||||||||||||||||
Episode 49: Listener Q & A #9
21:47
This episode marks the one year anniversary of this Charlotte Mason podcast. Over the past year, we have received dozens of questions from our listeners and this Q&A is exemplary of the requests we receive and our attempt to address widely varying topics, namely this week: where to find out-of-print living books, the relevance of Charlotte Mason today and the practice of "scaffolding" lessons. |
Oct 14, 2016 | ||||||||||||||||||||||||
Episode 48: Writing: Copywork, Dictation, and Written Narration
31:05
![]() This podcast explores what Charlotte Mason had to say about the skill of writing. Why do the children need to write? What writing must they do? How can they be taught penmanship, spelling, punctuation, and style? Join us in working through this incremental and crucial school subject. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "I can only offer a few hints on the teaching of writing, though much might be said. First, let the child accomplish something perfectly in every lesson--a stroke, a pothook, a letter. Let the writing lesson be short; it should not last more than five or ten minutes. Ease in writing comes by practice; but that must be secured later. In the meantime, the thing to be avoided is the habit of careless work." (Vol. 1, pp. 233-34) "[T]here is no part of a child's work at school which some philosophic principle does not underlie." (Vol. 1, p. 240) "The gift of spelling depends upon the power the eye possesses to 'take' (in a photographic sense) a detailed picture of a word; and this is a power and habit which must be cultivated in children from the first." (Vol. 1, p. 241) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), Part V, Chapters X-XII ![]() Writing to Learn (Contains affiliate links) ![]() The New Handwriting |
Sep 30, 2016 | ||||||||||||||||||||||||
Episode 47: Interview with Leah Boden
28:17
![]() This week's podcast illuminates the Charlotte Mason method as it is being practiced in its country of origin: The United Kingdom. Emily interviews, Leah Boden, who discovered Mason and has been implementing her method in her own life and, like us, is working to support and encourage home educators in the knowledge and practice of Charlotte Mason. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() Handbook of Nature Study Our Island Story Trial and Triumph (Contains affiliate links) ![]() Leah's Instagram Leah's Blog The Charlotte Mason Show Leah's Facebook Page Leah's Periscope Channel http://www.charlottemasonhelp.com/ Join the HomeschoolLibrary Yahoo Group if you'd like to learn more about starting a lending library! |
Sep 23, 2016 | ||||||||||||||||||||||||
Episode 46: Reading
44:52
![]() This week's Charlotte Mason podcast focuses on the all-important task of teaching our children to read. No other subject holds such promise and so many anxieties for the teacher who embarks on teaching this fundamental skill. The ladies share their own experiences and what Mason had to say to help us in the reading lesson. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "But, as a matter of fact, few of us can recollect how or when we learned to read: for all we know it came by nature." (Vol. 1, p. 200) "Probably that vague whole which we call 'Education' offers no more difficult and repellent task than that to which every little child is set down--the task of learning to read. We realize the labor of it when some grown man makes a heroic effort to remedy shameful ignorance, but we forget how contrary to nature it is for a little child to occupy himself with dreary hieroglyphics--all so dreadfully alike!--when the world is teeming with interesting objects which he is agog to know." (Vol. 1, p. 214) "'What a snail's progress!' you are inclined to say. Not so slow, after all: a child will thus learn, without appreciable labour, from 2-3,000 words in the course of a year; in other words, he will learn to read, for the mastery of this number of words will carry him with comfort through most of the books that fall in his way. Now, compare this steady progress and constant interest and liveliness of such lessons with the deadly weariness of the ordinary reading lesson. The child blunders through a page or two in the dreary monotone without expression, with imperfect enunciation. He comes to a word he does not know, and he spells it; that throws no light on the subject, and he is told the word; he repeats it, but as he has made no mental effort to secure the word, the next time he meets with it the same process is gone through. The reading lesson for that day comes to an end. The pupil has been miserably bored, and has not acquired one new word. Eventually, he learns to read, somehow, by mere dint of repetition; but consider what an abuse of his intelligence is a system of teaching which makes him undergo daily labour with little or no result, and gives him a distaste for books before he has learned to use them." (Vol. 1, pp. 206-207) "We must remember the natural inertness of a child's mind; give him the habit of being read to, and he will steadily shirk the labour of reading for himself; indeed, we all like to be spoon-fed with our intellectual meat, or we should read and think more for ourselves and be less eager to run after lectures." (Vol. 1, p. 228) "He should have practice, too, in reading aloud [from the books] he is using for his term's work. These should include a good deal of poetry, to accustom him to the delicate rendering of shades of meaning, and especially to make him aware that words are beautiful in themselves, that they are a source of pleasure, and are worthy of our honour; and that a beautiful word deserves to be beautifully said, with a certain roundness of tone and precision of utterance." (Vol. 1, p. 227) "The attention of his teachers should be fixed on two points--that he acquires the habit of reading, and that he does not fall into slipshod habits of reading." (Vol. 1, p. 226) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, pp. 199-222) ![]() Better Late Than Early, Raymond Moore Reading-Literature Series Thirty Million Words, Dana Suskind (Contains affiliate links) ![]() Montessori Small Moveable Alphabet Reading-Literature series on MainLesson.com |
Sep 16, 2016 | ||||||||||||||||||||||||
Episode 45: Listener Q&A #8
30:17
![]() This week's podcast episode on the Charlotte Mason method of education--the delectable education--is a question and answer session. Listen to this lively, animated, and slightly controversial discussion of short lessons, nature study, free time, and Bible lessons. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() "Five of the thirteen waking hours should be at the disposal of the children; three, at least, of these, from two o'clock to five, for example, should be spent out of doors in all but very bad weather. This is the opportunity for out-of-door work, collecting wild flowers, describing walks and views, etc." (From "Suggestions" accompanying Programme 42) "The Children's Day will, on the whole, run thus: Lessons, 1 1/2 to 4 hours; meals, 2 hours; occupations, 1 to 3 hours; leisure, 5 to 7 hours, according to age." (From "Suggestions" accompanying Programme 42) "Children between 6 and 9 should get a considerable knowledge of the Bible text. By 9 they should have read the simple (and suitable) narrative portions of the Old Testament...and [the Synoptic] Gospels." (Vol. 1, p. 249) ![]() The Laws Guide to Nature Drawing and Journaling (Contains affiliate links) ![]() Episode 20: Nature Study Episode 22: Interview with Cheri Struble John Muir Laws' Website Episode 41: Interview with Jack Laws, Part 1 Episode 42: Interview with Jack Laws, Part 2 Episode 17: Bible, The Living Book Living Books Library post on Electronics Parents' Review Article: Imagination is a Powerful Factor in a Well-Balanced Mind A Delectable Education's Schedule Cards |
Sep 09, 2016 | ||||||||||||||||||||||||
Episode 44: Language Acquisition
24:31
![]() This week's Charlotte Mason podcast focuses on language. Mason's method was based on a child's nature, and this is most apparent in observing how her method runs along the line of a child's natural acquisition of language skills. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Many persons consider that to learn to read a language so full of anomalies and difficulties as our own is a task which should not be imposed too soon on the childish mind. But, as a matter of fact, few of us can recollect how or when we learned to read: for all we know it came by nature." (Vol. 1, p. 200) ![]() Thirty Million Words, Dana Suskind (Contains affiliate links) ![]() The Teaching of Mathematics: The Story of An Experiment |
Sep 02, 2016 | ||||||||||||||||||||||||
Episode 43: Listener Q&A #7
21:10
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Aug 01, 2016 | ||||||||||||||||||||||||
Episode 42: Interview with John Muir Laws, Part II
48:51
![]() Charlotte Mason knew nature study is critical to the good life and fundamental to education. This week's podcast is the second interview with contemporary naturalist John Muir Laws (Jack) in which he inspires, encourages, and explains to us not only what to do when we go outside, along with many how-to practices we can implement to make the most of that nature study, but how we can change our motivation and focus to experience a rich and rewarding relationship with nature. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() Last Child in the Woods, Richard Louv The Nature Principle, Richard Louv The Laws Guide to Nature Drawing and Journaling, John Muir Laws (Contains affiliate links) ![]() Jack Laws' Website Jack Laws' Nature Journal Suggested Supplies List Nature Journaling Club Curriculum Jack's Blog Post on his favorite blue pencil CMPeoria "The Field Before Us" Regional Retreat |
Jul 29, 2016 | ||||||||||||||||||||||||
Episode 41: Interview with John Muir Laws
35:56
![]() This Charlotte Mason podcast episode is an interview with John Muir Laws (Jack), inspiring naturalist and scientist. Join Nicole to hear how expertise and aptitude are not key to making strides in discovering the world of nature and science, but that, as Mason asserts, curiosity and willingness to explore are. If you as mother and teacher, or your child as student, are intimidated by the field of science, this interview will set you free to thoroughly partake of this part of the educational feast, and if you are intrigued with the field of science, make you aware of how much more you can enjoy it. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Marks, prizes, places, rewards, punishments, praise, blame, or other inducements are not necessary to secure attention, which is voluntary, immediate and surprisingly perfect." (Vol. 6, p. 7) "Let them get at the books themselves, and do not let them be flooded with a warm diluent at the lips of their teacher. The teacher's business is to indicate, stimulate, direct and constrain to the acquirement of knowledge, but by no means to be the fountain-head and source of all knowledge in his or her own person. The less parents and teachers talk-in and expound their rations of knowledge and thought to the children they are educating, the better for the children." (Vol. 3, p. 162) ![]() John Muir Laws' Website A Curiosity Framework |
Jul 22, 2016 | ||||||||||||||||||||||||
Episode 40: Listener Q & A #6
19:56
![]() This week's Charlotte Mason podcast addresses listener questions. Nicole, Emily, and Liz combine their wisdom and experience to address some very frequently asked concerns. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() (Contains affiliate links) ![]() Charlotte Mason and Classical Education More on Charlotte Mason and Classical Education |
Jul 08, 2016 | ||||||||||||||||||||||||
Episode 39: Interview with Jeannette Tulis
16:01
![]() The Charlotte Mason method applies to many teaching situations beyond traditional classrooms and the homeschool. This week's podcast is an interview recorded at the CMI national conference with Jeannette Tulis of Chattanooga, TN, who has been offered a unique opportunity to open the world of one family's children using the Mason model of education. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() (Contains affiliate links) ![]() Grace to Build Retreat CHarlotte Mason Institute Conferences |
Jun 24, 2016 | ||||||||||||||||||||||||
Episode 38: Shakespeare
35:09
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Jun 17, 2016 | ||||||||||||||||||||||||
Episode 37: Poetry, An Interview with Bonnie Buckingham
40:28
![]() Poetry was a deep love of Charlotte Mason's, and this week's podcast explores that wonder and delight as it can unfold in your school day and life. Are you nervous, intimidated, worried, or resistant to teaching poetry? Listen to this laid back interview between Liz and our good friend, Bonnie Buckingham, veteran homeschool mom who learned to love poetry by teaching it. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Poetry is, perhaps, the most searching and intimate of our teachers...Poetry supplies us with tools for the modeling of our lives, and the use of these we must get at ourselves." (Vol. 4, p. 71) "Heroic Poetry Inspires to Noble Living––"To set forth, as only art can, the beauty and the joy of living, the beauty and the blessedness of death, the glory of battle and adventure, the nobility of devotion––to a cause, an ideal, a passion even––the dignity of resistance, the sacred quality of patriotism, that is my ambition here," says the editor of Lyra Heroica in his preface." (Vol. 2, p. 141) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Parents and Children (Volume 2), Chapter 14 Ourselves (Volume 4), Book II, Section II, Chapter 12 Towards a Philosophy of Education (Volume 6), Book I, Section II (b) ![]() ![]() Bonnie Buckingham Charlotte Mason Institute, Western Conference Grace To Build Retreat Charlotte Mason Institute A Delectable Education: Episode 13: Discussion of Charlotte Mason's narrative poetry on the Gospels What is Poetry? from the Parents' Review On the Teaching of Poetry from the Parents' Review The Teaching of Poetry from the Parents' Review The Teaching of Poetry to Children from the Parents' Review |
Jun 10, 2016 | ||||||||||||||||||||||||
Episode 36: Literature
34:38
![]() This week's podcast focuses on Charlotte Mason's ideas for the study of literature. Wait, isn't every subject literature with her use of living books? How does the study of literature fit into her curriculum from the earliest age? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Except in Form I the study of Literature goes pari passu with that of History." (Vol. 6, p. 180) "It is a nice question whether the history of a country makes its literature or its literature the history!" R.A. Pennethorne, Parent's Review, Volume 10, 1899, p. 549 "To adapt a phrase of Matthew Arnold's concerning religion,––education should aim at giving knowledge 'touched with emotion.'" (Vol. 3, p. 220) "I know you may bring a horse to the water, but you cannot make him drink. What I complain of is that we do not bring our horse to the water. We give him miserable little text-books, mere compendiums of facts, which he is to learn off and say and produce at an examination; or we give him various knowledge in the form of warm diluents, prepared by his teacher with perhaps some grains of living thought to the gallon. And all the time we have books, books teeming with ideas fresh from the minds of thinkers upon every subject to which we can wish to introduce children." (Vol. 3, p. 171) "The 'hundred best books for the schoolroom' may be put down on a list, but not by me. I venture to propose one or two principles in the matter of school-books, and shall leave the far more difficult part, the application of those principles, to the reader. For example, I think we owe it to children to let them dig their knowledge, of whatever subject, for themselves out of the fit book; and this for two reasons: What a child digs for is his own possession; what is poured into his ear, like the idle song of a pleasant singer, floats out as lightly as it came in, and is rarely assimilated. I do not mean to say that the lecture and the oral lesson are without their uses; but these uses are, to give impulse and to order knowledge; and not to convey knowledge, or to afford us that part of our education which comes of fit knowledge, fitly given." (Vol. 3, p. 177) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, Part V, Chapter VIII School Education, Chapters XV and XXI Towards a Philosophy of Education, Book I, Section II (b) ![]() (Contains affiliate links) ![]() Top 10 Books about Books |
Jun 03, 2016 | ||||||||||||||||||||||||
Episode 35: Listener Q&A #5
24:33
![]() This podcast episode on the Charlotte Mason method of education focuses on some listener questions, notably, what to do about dawdlers, how to motivate apathetic students, and a couple of particulars about implementing history lessons. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Education is a life; that life is sustained on ideas; ideas are of spiritual origin; and, 'God has made us so' that we get them chiefly as we convey them to one another. The duty of parents is to sustain a child's inner life with ideas as they sustain his body with food." (Vol. 2, p. 39) ![]() Carry On, Mr. Bowditch String, Straightedge, and Shadow The Story of Geronimo I Buy a School Young Fu of the Upper Yangtze The Boy Who Harnessed the Wind Stillwell and the American Experience in China (Contains affiliate links) |
May 27, 2016 | ||||||||||||||||||||||||
Episode 34: Picture & Composer Study
35:08
![]() This podcast episode's focus describes Charlotte Mason's inclusion of art and music in her essential curriculum. How has our cultural and educational background prejudiced us to favor core subjects over "fine arts" and how did Ms. Mason view these subjects. Further, how are these subjects included and implemented in the week's feast--especially if the mother is unfamiliar or even fearful of tackling this unknown territory? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "We cannot measure the influence that one or another artist has upon the child's sense of beauty, upon his power of seeing, as in a picture, the common sights of life; he is enriched more than we know in having really looked at even a single picture." (Vol. 1, p. 309) "They are never copied lest an attempt to copy should lessen a child's reverence for great work." (Vol. 6, p. 216) "A great promise has been given to the world––that its teachers shall not any more be removed. There are always those present with us whom God whispers in the ear, through whom He sends a direct message to the rest. Among these messengers are the great painters who interpret to us some of the meanings of life. To read their messages aright is a thing due from us. But this, like other good gifts, does not come by nature. It is the reward of humble, patient study." (Vol. 4, p. 102) "As in a worthy book we leave the author to tell his own tale, so do we trust a picture to tell its tale through the medium the artist gave it." (Vol. 6, p. 216) "[F]or though every child cannot be a great performer, all may be taught an intelligent appreciation of the beauties of music, and it is a wicked shame to clang the doors of music, and therefore of endless channels of delight and inspiration, in a child's face, because we say he has "no ear," when perhaps his ear has never been trained, or because he never will be able to "play."" (Miss Pennethorne's PR Article) "Hearing should tell us a great many interesting things, but the great and perfect joy which we owe to him is Music." (Vol. 4, Book I, pp. 30-31) "Use every chance you get of hearing music (I do not mean only tunes, though these are very nice), and ask whose music has been played, and, by degrees, you will find out that one composer has one sort of thing to say to you, and another speaks other things; these messages of the musicians cannot be put into words, so there is no way of hearing them if we do not train our ear to listen." (Vol. 4, p. 31) "Many great men have put their beautiful thoughts, not into books, or pictures, or buildings, but into musical score, to be sung with the voice or played on instruments, and so full are these musical compositions of the minds of their makers, that people who care for music can always tell who has composed the music they hear, even if they have never heard the particular movement before." (Vol. 4, p. 31) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education, Part V, Chapter XXI School Education, p. 239 Towards a Philosophy of Education, Book I, Chapter X, Section II: f ![]()
(Contains affiliate links) ![]() Emily's Picture Study Portfolios Riverbend Press Artist Prints |
May 20, 2016 | ||||||||||||||||||||||||
Episode 33: Scheduling a Charlotte Mason Education
39:07
![]() This Charlotte Mason podcast focuses on time management: how do we get organized to spread this feast of innumerable subjects, how do we fit everything in, and how do we manage multiple children at various levels with differing needs and subjects. Practical tips, resources, ideas, and time-tested wisdom is abundant in this conversation. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() Our Podcast Episode that talks about the Habit of Attention Nicole's step-by-step guide to preparing your CM schedule A Form by Form breakdown of which subjects are studied when and what lessons those subjects include at each age level Liz, Emily, and Nicole can help you create your own schedule and/or custom curriculum |
May 13, 2016 | ||||||||||||||||||||||||
Episode 32: The Perilous Privilege of Mothering
33:41
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May 01, 2016 | ||||||||||||||||||||||||
Episode 31: Listener Q&A #4
21:10
![]() This podcast episode focuses on answering more listener questions about the Charlotte Mason method on some widely varying topics including Bible, narration, and unit studies. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Another point, the co-ordination of studies is carefully regulated without any reference to the clash of ideas on the threshold or their combination into apperception masses; but solely with reference to the natural and inevitable co-ordination of certain subjects. Thus, in readings on the period of the Armada, we should not devote the contemporary arithmetic lessons to calculations as to the amount of food necessary to sustain the Spanish fleet, because this is an arbitrary and not an inherent connection; but we should read such history, travels, and literature as would make the Spanish Armada live in the mind." (Vol. 3, pp. 320-21) "English History is always with us, but only in the earliest years is it studied alone. It is not, as we know, possible always to get the ideal book, so we use the best we can find and supplement with historical essays of literary value. Literature is hardly a distinct subject, so closely is it associated with history, whether general or English; and whether it be contemporary or merely illustrative; and it is astonishing how much sound learning children acquire when the thought of an age is made to synchronise with its political and social developments. A point which I should like to bring before the reader is the peculiar part which poetry plays in making us aware of this thought of the ages, including our own. Every age, every epoch, has its poetic aspect, its quintessence, as it were, and happy the people who have a Shakespeare, a Dante, a Milton, a Burns, to gather up and preserve its meaning as a world possession...Civics takes place as a separate subject, but it is so closely bound up with literature and history on the one hand and with ethics, or, what we call every-day morals, on the other, that the division of subjects is only nominal." (Vol. 6, p. 274) ![]() A Delectable Education, Episode 8: Narration, the Act of Knowing Bonnie Buckingham |
Apr 29, 2016 | ||||||||||||||||||||||||
Episode 30: The Way of the Will and The Way of Reason
30:30
![]() Charlotte Mason had two essential tools to offer children to help them regulate their own behavior. This podcast thoroughly addresses the subject that most matters in the classroom: guiding our children in acting and thinking rightly. Nicole, Liz, and Emily unfold Mason's principles of self-control, self-management, and right reasoning. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "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.'" (Principle 16) "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.)" (Principle 17) "But there are few subjects on which those who have the education of children in their hands make more injurious mistakes [than training the will]." (Vol. 1, p. 318) "“Your arrival at a right destination does not depend upon your choice of a good road, or upon your journeying at a good pace, but entirely upon your starting in the right direction.” (Vol. 4, p. 64) "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." (Principle 18) "Reason, like all other properties of a person, is subject to habit and works upon the material it is accustomed to handle." (Vol. 6, p. 147) “Perhaps we shall best use this wonderful power of reasoning, commonly called our Reason, by giving it plenty of work to do, by asking ourselves what is the cause of this and that; why do people and animals do certain things. Reason which is not worked grows sluggish; and there are persons who never wonder nor ask themselves questions about anything they see.” (Vol. 4, p. 65) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Ourselves, Volume 4 Formation of Character, Volume 5, Part I, section I An Essay Towards a Philosophy of Education, Volume 6, Book I, chapter 8-9 ![]()
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Apr 22, 2016 | ||||||||||||||||||||||||
Episode 29: Citizenship: Every-day Morals and Economics
20:47
![]() This Charlotte Mason podcast focuses on the subject of citizenship beyond the study of Plutarch. Are Mason's ideas about the state and the citizen outdated or irrelevant for our students today? This discussion focuses on the subject that studies government, economics, and moral responsibility in the Mason feast. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The honour due to our country requires some intelligent knowledge of her history, laws, and institutions; of her great men and her people; of her weaknesses and her strength; and is not to be confounded with the ignorant and impertinent attitude of the Englishman or the Chinese who believes that to be born an Englishman or a Chinese puts him on a higher level than the people of all other countries; that his own country and his own government are right in all circumstances, and other countries and other governments always wrong. But, on the other hand, still more to be guarded against, is the caitiff spirit of him who holds his own country and his own government always in the wrong and always the worse, and exalts other nations unduly for the sake of depreciating his own." (Vol. 4, Book II, p. 121) “Children familiar with the great idea of a State in the sense, not of a government but of the people, learn readily enough about the laws, customs and government of their country; learn, too, with great interest something about themselves, mind and body, heart and soul, because they feel it is well to know what they have it in them to give to their country.” (Vol. 6, p. 187) “It is probable that the education of the future will recognise, as its guiding idea, Matthew Arnold's fine saying, that "The thing best worth living for is to be of use." Every man and woman will be a candidate for service beyond the range of his or her own family.” (Vol. 5, p. 447) "[In Form I] Children begin to gather conclusions as to the general life of the community from tales, fables, and the story of one or another great citizen." (Vol. 6, p. 185) "[In Form II] Citizenship becomes a definite subject rather from the point of view of what may be called the inspiration of citizenship than from that of the knowledge proper to a citizen, though the latter is by no means neglected." (Vol. 6, p. 185) “There are few better equipments for a citizen than a mind capable of discerning the Truth, whether it lie on the side of our party or on that of our opponents. But this just mind can only be preserved by those who take heed what they hear, and how.” (Vol 4, p. 154) "Civics takes place as a separate subject [from history], but it is so closely bound up with literature and history on the one hand and with ethics, or, what we call every-day morals, on the other, that the division of the subjects is only nominal." (Vol. 6, p. 274) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Ourselves (Volume 4) Towards a Philosophy of Education (Volume 6), pp. 185-189 ![]() The Citizen Reader (Used by Mason in the PNEU, Form 2) Uncle Eric series by Richard Maybury Gerald Johnson's Books on the government: The Presidency, The Cabinet, The Congress, The Supreme Court (Contains affiliate links) ![]() Audio Version of Charlotte Mason's Ourselves (Volume 4) |
Apr 15, 2016 | ||||||||||||||||||||||||
Episode 28: Nancy Kelly on Plutarch, An Interview
23:31
![]() Nancy Kelly is an experienced Charlotte Mason teacher who joins us on this podcast to discuss the teaching of Plutarch. You will enjoy her helpful tips and inspiring wisdom. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "We take the child to the living sources of history––a child of seven is fully able to comprehend Plutarch, in Plutarch's own words (translated), without any diluting and with little explanation." (Vol. 2, p. 278) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Parents and Children (Volume 2), pp. 278-79 ![]()
(Contains affiliate links) ![]() Anne White's Study Guides (free online--scroll down to individual Lives listings) Nancy's 3-Part Blog series on Plutarch The Great Courses on Plutarch |
Apr 08, 2016 | ||||||||||||||||||||||||
Episode 27: Plutarch
23:54
![]() Charlotte Mason thought Plutarch an invaluable source of knowledge and moral wisdom in the subject of citizenship. This podcast explores who he was, why Mason thought so, and how the study of the lives he described would inform and enrich our children. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() “In the same way, readings from Plutarch's Lives will afford the best preparation for the study of Grecian or of Roman history.” (Vol. 1, p. 286) “[T]he principle being, that, whenever practicable, the child should get his first notions of a given period, not from the modern historian, the commentator and reviewer, but from the original sources of history, the writings of contemporaries.” (Vol. 1, p. 285) “Perhaps nothing outside of the Bible has the educational value of Plutarch’s Lives.” (Vol. 3, p. 236) “[The Lives] stand alone in literature as teaching that a man is part of the State, that his business is to be of service to the State, but that the value of his service depends upon his personal character.” (Vol. 3, p. 280) “...an early education from the great books with the large ideas and the large virtues is the only true foundation of knowledge--the knowledge worth having.” (Vol. 6, p. 308) "We take the child to the living sources of history––a child of seven is fully able to comprehend Plutarch, in Plutarch's own words (translated), without any diluting and with little explanation." (Vol. 2, p. 278) “We read him his Tanglewood Tales, and when he is a little older his Plutarch, not trying to break up or water down, but leaving the child's mind to deal with the matter as it can.” (Vol. 2, pp. 231-232) “[Plutarch] hath written the profitable story of all authors. For all other were fain to take their matter, as the fortune of the countries whereof they wrote fell out: But this man being excellent in wit, learning, and experience, hath chosen the special acts of the best persons, of the famousest nations of the world.” (Thomas North as quoted by Mason in Vol. 6, p. 274) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), pp. 286-87 School Education (Volume 3), pp. 152, 235, 280-81, 286-89 Ourselves (Volume 4), Book I, Chapter 2 Towards a Philosophy of Education (Volume 6), Book I, Section II, "Morals and Economics" ![]() (Contains affiliate links) ![]() Stories from the History of Rome (free online) Anne White's Study Guides (free online--scroll down to individual Lives listings) The Children's Plutarch (free online) Weston's Plutarch (free online) Kaufman's Plutarch (free online) |
Apr 01, 2016 | ||||||||||||||||||||||||
Episode 26: Charlotte Mason, Food for Mothers
36:38
![]() Charlotte Mason's education is not just for children. This podcast is a discussion of three mothers who have found that Mason has influenced them in ways they never could have dreamed when they took up her methods. Listen to discover all the ways the delectable feast can nourish you, the teacher. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The mother cannot devote herself too much to [nature] reading, not only that she may read tit-buts to her children about matters they have come across, but that she may be able to answer their queries and direct their observations. And not only the mother, but any woman who is likely ever to spend an hour or two in the society of children, should make herself mistress of this sort of information; the children will adore her for knowing what they want to know, and who knows but she may give its bent for life to some young mind designed to do great things for the world." (Vol. 1, pp. 64-65) ![]() Find a Charlotte Mason group in your area Find a Charlotte Mason Retreat in your area Charlotte Mason Institute National Conferences Charlotte Mason Institute Regional Conferences Other Charlotte Mason Endeavors Near You Grace to Build Retreat Living Education Retreat CM West Retreat More Upcoming CM Conferences on the West Coast Simply Charlotte Mason Seminars Audio Download of Liz's Plenary at Grace to Build Retreat last year: "Mothers: The Living Books Our Children Read" Charlotte Mason Institute Collaborative Blog Fisher Academy Blog Charlotte Mason Blog Carnival Link Up Sage Parnassus |
Mar 27, 2016 | ||||||||||||||||||||||||
Episode 25: Listener Q & A #3
23:48
![]() This podcast addresses common questions that arise as parents and teachers pursue knowledge of the Charlotte Mason method. Whether specific small questions, or large philosophic ones, they are common to most of us and Nicole, Emily and Liz attempt to draw from the deep well of Mason's own writings, as well as their experience in applying that wisdom, to meet the most frequent perplexities head on. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() ![]()
![]() Scale How Meditations (see page 49 for quote discussed) A Delectable Education, Episode 4: Education is an Atmosphere, a Discipline, a Life |
Mar 18, 2016 | ||||||||||||||||||||||||
Episode 24: Middle and High School Science
39:52
![]() Charlotte Mason is extraordinary in the arts and humanities, but does her method really work for science, especially in an age when science is king? This podcast will address all the aspects of teaching science that put most average parents in a panic at the high school level and you will find yourself eager to get on with it. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Our aim in Education is to give a Full Life.––We begin to see what we want. Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?" (Vol. 3, pp. 170-71) “Where science does not teach a child to wonder and admire it has perhaps no educative value.” (Vol. 6, p. 224) "Geology, mineralogy, physical geography, botany, natural history, biology, astronomy––the whole circle of the sciences is, as it were, set with gates ajar in order that a child may go forth furnished, not with scientific knowledge, but with, what Huxley calls, common information, so that he may feel for objects on the earth and in the heavens the sort of proprietary interest which the son of an old house has in its heirlooms." (Vol. 3, p. 79) “The essential mission of school science was to prepare pupils for civilised citizenship by revealing to them something of the beauty and the power of the world in which they lived, as well as introducing them to the methods by which the boundaries of natural knowledge had been extended. School science, therefore, was not intended to prepare for vocations, but to equip pupils for life. It should be part of a general education, unspecialised, in no direct connexion with possible university courses to follow.” (Sir Richard Gregory, quoted by Charlotte Mason in Vol. 6, p. 222) "So much attention is now given to the practical and systematic study of science in schools that the valuable influence of descriptive scientific literature is apt to be overlooked. An intimate knowledge of the simplest fact in nature can be obtained only through personal observation or experiment in the open air or in the laboratory, but broad views of scientific thought and progress are secured best from books in which the methods and results of investigation is stated in language that is simple without being childish. "Books intended to promote interest in science must differ completely from laboratory guides, textbooks, or works of reference. They should aim at exalting the scientific spirit which leads men to devote their lives to the advancement of natural knowledge, and at showing how the human race eventually reaps the benefit of such research. Inspiration rather than information should be the keynote; and the execution should awaken in the reader not only appreciation of the scientific method of study and spirit of self sacrifice, but also a desire to emulate the desires of men whose labors have brought the knowledge of nature to its present position." (From The Wonders of Physical Science by Edward Fourlier, used in PNEU) ![]() (Contains affiliate links) ![]() Read-Aloud Revival Episode with Dr. Pakaluk Nicole's Website with loads of information on living CM science *NEW Living Science Study Guides--Nicole guides us through a term or year of Middle School Biology Keeping a Science Notebook Living Science Ideas scroll down for a subject by subject list of living books |
Mar 14, 2016 | ||||||||||||||||||||||||
Episode 23: Elementary School Science
21:16
![]() This podcast episode explores the ideas and objectives Charlotte Mason considered necessary for the study of science for grades 1-6. Listen to hear clear guidelines to follow, book suggestions, and practical applications for teaching science. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), Part V, Chapter XVI School Education (Volume 3), Chapter 21, Part II Towards a Philosophy of Education (Volume 6), Book I, Chapter 10, Section III ![]() (Contains affiliate links) ![]() Nicole's Elementary Science Page at SabbathMoodHomeschool.com |
Mar 04, 2016 | ||||||||||||||||||||||||
Episode 22: An Interview with Cheri Struble
23:10
![]() Charlotte Mason did not consider nature study to be optional. This podcast is an interview with a mother with eight children who took Mason's words to heart and exerted the effort to make it happen. Listen to her experiences and practical hints for being a successful mother of young naturalists. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "I venture to suggest, not what is practicable in any household, but what seems to me absolutely best for the children; and that, in the faith that mothers work wonders once they are convinced that wonders are demanded of them." (Vol. 1, p. 44) "We were all meant to be naturalists, each in his degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things." (Vol. 1, p. 61) ![]() "Our P.N.E.U. Natural History Club" "Natural History Club" "P.N.E.U. Natural History Clubs" "The Educational Value of Natural History" Charlotte Mason Institute National Conference Grace to Build Retreat |
Feb 26, 2016 | ||||||||||||||||||||||||
Episode 21: Nature Lore
19:44
![]() This podcast episode explains Charlotte Mason's use of nature lore books and how they expand outdoor nature study work. Listen for lots of hints of our favorite such books. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Our main dependence is on books as an adjunct to out-of-door work...In [these] books the children are put in the position of the original observer of biological and other phenomena. They learn what to observe, and make discoveries for themselves, original so far as they are concerned. They are put in the right attitude of mind for scientific observations and deductions, and their keen interest is awakened." (Vol. 3, p. 237 "The real use of naturalists' books is to give the child delightful glimpses into the world of wonders he lives in, reveal the sorts of things to be seen by curious eyes, and fill him with desire to make discoveries for himself." (Vol. 1, p. 64) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. The Charm of Nature Study, Parents' Review Article ![]() (Contains affiliate links) |
Feb 19, 2016 | ||||||||||||||||||||||||
Episode 20: Nature Study
30:24
![]() This podcast episode explores the reasons Charlotte Mason gave for the necessity of a child's education to include a vast familiarity with the outside world. Beyond discussing why nature study is critical to knowledge of God, the benefits to personal growth, and its fundamental effects on future academic success, many practical suggestions for accomplishing this essential study are discussed to encourage your family's implementation of and regular involvement in nature study. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "We were all meant to be naturalists, each in his degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things." (Vol. 1, p. 61) "When children are old enough to understand that science itself is in a sense sacred, and demands some sacrifice, all the common information they have been gathering until then, and the habits of observation they have acquired, will form an excellent ground work for a scientific education. In the meantime let them consider the lilies of the field and fowls of the air." (Vol. 1, p. 63) "Consider, too, what an unequalled mental training the child-naturalist is getting for any study or calling under the sun––the powers of attention, of discrimination, of patient pursuit, growing with his growth, what will they not fit him for? Besides, life is so interesting to him, that he has no time for the faults of temper which generally have their source in ennui; there is no reason why he should be peevish or sulky or obstinate when he is always kept well amused." (Vol. 1, pp. 61-62) "Never be within doors when you can rightly be without." (Vol. 1, p. 42) "The first buttercup in a child's nature note book is shockingly crude, the sort of thing to scandalize a teacher of brush-drawing, but by and by another buttercup will appear with the delicate poise, uplift and radiance of the growing flower." (Vol. 6, p. 217) ![]() If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), Part II School Education (Volume 3), pp. 236-238 "The Charm of Nature Study" by G. Dowton, an article from the Parent's Review ![]() (Contains affiliate links) ![]() Charlotte Mason Digital Collection Nature Journal Examples {Here}, {Here}, and {Here} John Muir Laws' Nature Journaling site Examples of Bird and Flower Lists PR Article on the benefits to language from Nature Study |
Feb 12, 2016 | ||||||||||||||||||||||||
Episode 19: History Q&A
27:56
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"We introduce children as early as possible to the contemporary history of other countries as the study of English history alone is apt to lead to a certain insular and arrogant habit of mind." (Vol. 6, p. 175)
Check out Leah Boden's Periscope, The Charlotte Mason Show |
Feb 05, 2016 | ||||||||||||||||||||||||
Episode 18: Geography (2.0)
42:02
The scope of the subject of geography matches the size of the world it covers and Charlotte Mason's approach to this subject is likewise vast and multifaceted. This podcast episode discusses the purpose of geography study, the variety of resources used for learning, and gives a broad overview of the progression throughout forms I to VI. |
Jan 22, 2016 | ||||||||||||||||||||||||
Episode 17: Bible 2.0
48:10
The Bible is the most authoritative and ancient of all books and Mason considered its lessons to be the supreme lesson, leading most directly to knowledge of God. This podcast explores why she was of this opinion, why we must not neglect its lessons, and how those lessons should be presented.
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Jan 18, 2016 | ||||||||||||||||||||||||
Episode 16: Listener Q & A
19:16
![]() Since it's impossible to cover every aspect of a subject each week, questions arise in our listeners' minds. Many of you are sending us your questions and in this podcast we attempt to thoroughly answer a few of these based on the wisdom of Charlotte Mason and our experience in using her method. This is the first of several sporadic Q&A sessions we will post. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() (Contains affiliate links) ![]() Living Books Library's Book Sale Pages List of living books libraries around the country Another list of living books libraries Ten Books you can read in Ten Minutes a Day Liz's Annual List of Books She Read |
Jan 15, 2016 | ||||||||||||||||||||||||
Episode 15: History Things
22:21
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If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.
Laurie Bestvater's Book of Centuries |
Jan 14, 2016 | ||||||||||||||||||||||||
Episode 14: History Books
22:46
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"[B]ut let the mother beware: there is nothing which calls for more delicate tact and understanding sympathy with the children than this apparently simple matter of choosing their lesson-books, and especially, perhaps, their lesson-books in history." (Vol. 1, pg. 289)
A wonderful resource with reviews of living books series, See especially Messner Biographies, Signature Series, Garrard History Series Books, and Landmark Books |
Jan 13, 2016 | ||||||||||||||||||||||||
Episode 13: The Saviour of the World
21:56
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Jan 12, 2016 | ||||||||||||||||||||||||
Episode 12: The Chronology of History
31:21
![]() In Mason's day, the subject of history was covered differently from our common approaches to that subject today. How do the records show she managed the study of ancient through modern history in all the age levels? More important, how can we follow her principles and keep history study relevant to our day? Emily, Nicole, and Liz attempt to distill these truths in an orderly conversation that will reveal a rich feast of history for a child. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "The early history of a nation is far better fitted than its later records for the study of children, because the story moves on a few broad, simple lines.” (Vol. 1, pg. 281) “We are not content that they should learn the history of their own country alone; some living idea of contemporaneous [meaning existing or occurring in the same period of time] European history, anyway, we try to get in; that the history we teach may be the more living, we work in, pari passu [meaning side by side; at the same pace], some of the literature of the period and some of the best historical novels and poems that treat of the period; and so on with other subjects.” (Vol. 3, pg. 67) ![]() History Rotation Diagrams we at A Delectable Education have put together to clarify the rotations and "streams" of history study through the school forms Charlotte Mason Digital Collection Sample "Forms" Schedule from the P.N.E.U. |
Jan 11, 2016 | ||||||||||||||||||||||||
Episode 11: Why Study History
25:40
![]() The subject of history brings groans to some and yawns to others, but Mason considered it the pivotal subject in her curriculum. Listen in as these moms discuss some of Charlotte Mason's beliefs about the teaching of history and why it is centrally important to the subjects that give the "Knowledge of Man" and provides much, much more than a knowledge of dates and facts of wars and famous events. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "Next in order to religious knowledge, history is the pivot upon which our curriculum turns." (Vol. 6, p. 273) "But to read English history and fail to realise that it is replete with interest, sparkling with episode, and full of dramatic incident, is to miss all the pleasure and most of the instruction which its study, if properly pursued, can give." (vol. 1, pp. 290-91) “[H]istory is an entrancing subject of study,” (Vol. 1, p. 292) "[I]t seems to be necessary to present ideas with a great deal of padding, as they reach us in a novel or poem or history book written with literary power." (Vol. 6, p. 109) "For the matter for this intelligent teaching of history, eschew, in the first place, nearly all history books written expressly for children; and in the next place, all compendiums, outlines, abstracts whatsoever." (Vol. 1, p. 281) "[O]ut of a whole big book he may not get more than half a dozen of those ideas upon which his spirit thrives; and they come in unexpected places and unrecognised forms, so that no grown person is capable of making such extracts from Scott or Dickens or Milton, as will certainly give him nourishment. It is a case of,––'In the morning sow thy seed and in the evening withhold not thine hand for thou knowest not whether shall prosper, either this or that.' [Eccl. 11:6]" (Vol. 6, pp. 109-110) “Now imagination does not descend, full grown, to take possession of an empty house; like every other power of the mind, it is the merest germ of a power to begin with, and grows by what it gets; and childhood, the age of faith, is the time for its nourishing. The children should have the joy of living in far lands, in other persons, in other times––a delightful double existence; and this joy they will find, for the most part, in their story books. Their lessons, too, history and geography, should cultivate their conceptive powers. If the child do not live in the times of his history lesson, be not at home in the climes of his geography book describes, why, these lessons will fail of their purpose.” (Vol. 1, p. 153) "It is a great thing to possess a pageant of history in the background of one's thoughts." (Vol. 6, p. 178) "To us in particular who are living in one of the great epochs of history it is necessary to know something of what has gone before in order to think justly of what is occurring to-day." (Vol. 6, p. 169) "It is not too much to say that a rational well-considered patriotism depends on a pretty copious reading of history, and with this rational patriotism we desire our young people shall be informed rather than with the jingoism of the emotional patriot." (Vol. 6, p. 170) "[A]void giving children cut-and-dried opinions upon the course of history while they are yet young." (Vol. 1, p. 288) "I will not press my point by urging the moral bankruptcy which has been exposed to us during recent years as co-existent with, if not caused by, utilitarian education." (Vol. 6, pp. 282-83) “He who reads history in this way, not to pass examinations, nor to obtain culture, nor even for his own pleasure (delightful as such reading is), but because he knows it to be his duty to his country to have some intelligent knowledge of the past, of other lands as well as of his own, must add solid worth to the nation that owns him.” (Vol. 4, pp. 74-75) "[T]hat the history we teach may be the more living, we work in, pari passu, some of the literature of the period and some of the best historical novels and poems that treat of the period; and so on with other subjects.” (Vol. 3, p. 67) “Literature is hardly a distinct subject, so closely is it associated with history, whether general or English; and whether it be contemporary or merely illustrative; and it is astonishing how much sound learning children acquire when the thought of an age is made to synchronise with its political and social developments.” (Vol.6, p. 274) “The co-ordination of subjects is carefully regulated without any reference to the clash of ideas on the threshold or their combination into apperception masses; but solely with reference to the natural and inevitable co-ordination of certain subjects. . .we should read such history, travels, and literature as would make the Spanish Armada live in the mind.” (Vol. 3, p. 231) “Every nation has its heroic age before authentic history begins: these were giants in the land in those days, and the child wants to know about them. He has every right to revel in such classic myths as we possess as a nation…” (Vol. 1, p. 284) "Much that has been said about the teaching of geography applies equally to that of history." (Vol. 1, p. 279) "It is a great thing to possess a pageant of history in the background of one's thoughts. We may not be able to recall this or that circumstance, but, 'the imagination is warmed'; we know that there is a great deal to be said on both sides of every question and are saved from crudities in opinion and rashness in action. The present becomes enriched for us with the wealth of all that has gone before." (Vol. 6, p.178) ![]() Home Education (Volume 1): Part V, Chapter XVIII School Education (Volume 3): Appendix II, notes pertaining to history lessons and sample exam questions and answers Towards a Philosophy of Education (Volume 6): Book I, Chapter 10, Section II, a |
Dec 13, 2015 | ||||||||||||||||||||||||
Episode 10: Things, the Materials of Education
26:32
![]() We think of school as paper, pencils, and books, but Mason's delectable feast included innumerable other learning opportunities. We try to hit the highlights here of the vastly underrated world of things that can be considered critical to the well-rounded education. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() “At the same time, here is the mother's opportunity to train the seeing eye, the hearing ear, and to drop seeds of truth into the open soul of the child, which shall germinate, blossom, and bear fruit, without further help or knowledge of hers.” (Vol. 1, pp. 44-45) "At any rate he should go forth well furnished because imagination has the property of magical expansion, the more it holds the more it will hold." (Vol. 6, p. 43) "The work is arranged on the principles which have been set forth in this volume; a wide curriculum, a considerable number of books for each child in the several classes, and, besides, a couple of hours' work daily, not with Books but with Things." (Vol. 3, p. 271) ![]() School Education (Vol. 3), Chapter 21 Towards a Philosophy of Education (Vol. 6), Book I, Sections II and III ![]() (Contains affiliate links) ![]() |
Dec 04, 2015 | ||||||||||||||||||||||||
Episode 9: Narration Q&A 2.0
42:38
Whether in homeschooling, public or private schooling, the teacher finds that the appeal and wonder of narration that Charlotte Mason employed is not without its challenges. This episode addresses commonly asked questions and confusion surrounding the implementation of narration to offer some practical solutions to difficulties you may encounter in the classroom. |
Dec 01, 2015 | ||||||||||||||||||||||||
Episode 8: Narration 2.0, The Act of Knowing
34:37
Homeschooling with Charlotte Mason's method is truly a joy when employing her foundational, and unique, use of narration. This episode unpacks the basics of why children make excellent narrators and learn abundantly through building that skill, as well as some basics of how to begin and make use of "telling." |
Nov 20, 2015 | ||||||||||||||||||||||||
Episode 7: How to Recognize 'Living Books'
34:32
![]() If you desire to use living books in your children's education, but are not confident of your ability to discern which books are "living" and which are not, this episode contains the practical information you need. Criteria for determining if a book is living are described carefully, examples read, along with ways to identify and eliminate twaddle from your bookshelves. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "I am speaking now of his lesson-books, which are all too apt to be written in a style of insufferable twaddle, probably because they are written by persons who have never chanced to meet a child." (Home Education, pg. 229) “This sort of weak literature for the children, both in any story and lesson books, is the result of a reactionary process. Not so long ago the current impression was that the children had little understanding, but prodigious memory for facts; dates, numbers, rules, catechisms of knowledge, much information in small parcels, was supposed to be the fitting material for a child's education. We have changed all that, and put into the children's hands lesson-books with pretty pictures and easy talk, almost as good as story-books; but we do not see that, after all, we are but giving the same little pills of knowledge in the form of a weak and copious diluent. Teachers, and even parents, who are careful enough about their children's diet, are so reckless as to the sort of mental aliment offered to them, that I am exceedingly anxious to secure consideration for this question, of the lessons and literature proper for the little people." (Home Education, pgs. 176-77) "[H]ungry souls clamouring for meat, and we choke them off, not by shutting up schools and colleges, but by offering matter which no living soul can digest. The complaints made by teachers and children of the monotony of the work in our schools is full of pathos and all credit to those teachers who cheer the weary path by entertaining devices. But mind does not live and grow upon entertainment; it requires its solid meals." (Towards a Philosophy of Education, pg. 90) “They must grow up upon the best. There must never be a period in their lives when they are allowed to read or listen to twaddle or reading-made-easy. There is never a time when they are unequal to worthy thoughts, well put; inspiring tales, well told.” (Parents and Children, pg. 263) "A book may be long or short, old or new, easy or hard, written by a great man or a lesser man, and yet be the living book which finds its way to the mind of a young reader. The expert is not the person to choose; the children themselves are the experts in this case. A single page will elicit a verdict; but the unhappy thing is, this verdict is not betrayed; it is acted upon in the opening or closing of the door of the mind." (School Education, pgs. 228-229) "The 'hundred best books for the schoolroom' may be put down on a list, but not by me. I venture to propose one or two principles in the matter of school-books, and shall leave the far more difficult part, the application of those principles, to the reader. (School Education, pg. 177) "So much for the right books; the right use of them is another matter. The children must enjoy the book." (School Education, pg. 178) "As for literature--to introduce children to literature is to install them in a very rich and glorious kingdom, to bring a continual holiday to their doors, to lay before them a feast exquisitely served. But they must learn to know literature by being familiar with it from the very first. A child’s intercourse must always be with good books, the best that we can find." (Towards a Philosophy of Education, pg. 51) ![]() Home Education, Part V, Chapter VIII School Education, Chapters XVI and XXI ![]() (Contains affiliate links) ![]() The blog post that Emily wrote explaining her "L-I-V-I-N-G" anagram for determining living books: L-I-V-I-N-G Books |
Nov 13, 2015 | ||||||||||||||||||||||||
Episode 6: Why Living Books are Essential
24:34
![]() Living books are the heart of a Mason education. Education is a life, and living books are the food the mind requires for its nourishment. Liz, Emily, and Nicole share excerpts from some living books to demonstrate the power of living ideas. They discuss some reasons why living books are the richer road to engaging a child's imagination, inspire and feed their thirst for knowledge, and why textbooks do not. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome ![]() ![]() "In literature, we have definite ends in view, both for our own children and for the world through them. We wish the children to grow up to find joy and refreshment in the taste, the flavour of a book. We do not mean by a book any printed matter in a binding, but a work possessing certain literary qualities able to bring that sensible delight to the reader which belongs to a literary word fitly spoken. It is a sad fact that we are losing our joy in literary form. We are in such haste to be instructed by facts or titillated by theories, that we have no leisure to linger over the mere putting of a thought. But this is our error, for words are mighty both to delight and to inspire. If we were not as blind as bats, we should long ago have discovered a truth very fully indicated in the Bible––that that which is once said with perfect fitness can never be said again, and becomes ever thereafter a living power in the world. But in literature, as in art, we require more than mere form. Great ideas are brooding over the chaos of our thought; and it is he who shall say the thing we are all dumbly thinking, who shall be to us as a teacher sent from God." (Parents and Children, pgs. 262-63) “Again, we have made a rather strange discovery, that the mind refuses to know anything except what reaches it in more or less literary form. It is not surprising that this should be true of children and persons accustomed to a literary atmosphere but that it should be so of ignorant children of the slums points to a curious fact in the behaviour of mind. Persons can ‘get up’ the driest of pulverised text-books and enough mathematics for some public examination; but these attainments do not appear to touch the region of the mind.” (Towards a Philosophy of Education, pg. 256) “Once more, we know that there is a storehouse of thought wherein we may find all the great ideas that have moved the world. We are above all things anxious to give the child the key to this storehouse. The education of the day, it is said, does not produce reading people. We are determined that the children shall love books, therefore we do not interpose ourselves between the book and the child. We read him his Tanglewood Tales, and when he is a little older his Plutarch, not trying to break up or water down, but leaving the child’s mind to deal with the matter as it can.” (Parents and Children, pg. 232) ![]() School Education, Chapters XV and XVI Towards a Philosophy of Education, Book I, Chapter VII ![]() (Contains affiliate links) |
Nov 06, 2015 | ||||||||||||||||||||||||
Episode 5: The Power of Connection
26:35
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(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,--(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. “Those first-born affinities that fit our new existence to existing things.” (Preface to the Home Education Series) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.
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Oct 30, 2015 | ||||||||||||||||||||||||
Episode 4: Three Tools of Education
26:33
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. 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." (Preface to the Home Education Series) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. |
Oct 23, 2015 | ||||||||||||||||||||||||
Episode 3: The Role of the Teacher
15:24
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"We may not despise them, or hinder them ('suffer the little children'), or offend them by our brutish clumsiness of action and want of serious thought; while the one positive precept afforded to us is 'feed' (which should be rendered 'pasture') 'my lambs,' place them in the midst of abundant food." (Towards a Philosophy of Education, pg. 81) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.
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Oct 16, 2015 | ||||||||||||||||||||||||
Episode 2: Children are Born Persons
16:12
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If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. |
Oct 12, 2015 | ||||||||||||||||||||||||
Episode 1: Why Use the Charlotte Mason Philosophy
16:33
"But knowledge is delectable." (Towards a Philosophy of Education, pg. 89) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.
www.sabbath-mood-homeschool.com Nicole Williams' blog where you can find ideas for teaching living science as well as information on how to schedule your Charlotte Mason lessons |
Oct 09, 2015 |