Joy in Learning Retreat

Wendy W.'s Trees & theme photo

The Joy in Learning Retreat in upper Wisconsin this past weekend was so encouraging!  We spent time learning and discussing many ideas about the Charlotte Mason Educational Philosophy.  I hope everyone is able to set aside some processing time this week. Read through that 'Short Synopsis' at the beginning of Mason's Volume 6, Towards a Philosophy of Education.  Notice again how the principles are cumulative and that it starts with Truth and ends with Truth.  The implications of that, as well as the the promise of grace that holds, is great.

It was such a lovely retreat! Wendy did a marvelous job bringing it all together didn't she? Thank you all for your presence and efforts toward a joyful weekend of learning. I hope you were all as encouraged and blessed as I was! Remember to keep studying together in your groups. Read those Principles & learn how to utilize those instruments of education: Atmosphere, Discipline & Life. Learning is progressive; we can only apply what we know - so keep going and you will begin to see differences in the Atmosphere of respectful learning, the Discipline of habits of the heart, the Life of meaningful relations & ideas - all underpinned by God's grace!

Charlotte Mason & STEM continued...

CM & STEM - Part II by Vanessa
{CM & STEM - Part I}

A couple of days ago I published a guest post where Vanessa began the discussion about the place of STEM in our current educational culture.  She shared just a few comments from some recognizable names and institutions to help us see that even in the academic realm as well as some professionals in the STEM fields support a broader approach to education - a liberal arts approach.  It isn't new and it is very much a part of a Charlotte Mason philosophy.  Vanessa continues today with some thoughts on unintended consequences...

What are some unintended consequences I see with a STEM focus in high school?  It has the potential to damage the atmosphere of our homes and it robs our children of the joy of learning for the sake of knowledge and puts the emphasis on results.  Volume 6 page 98 paraphrase: But a school may be working hard, not for love of knowledge, but for love of marks, our old enemy; and then young faces are not serene and joyous but eager, restless, apt to look anxious and worried. The children do not sleep well and are cross; are sullen or in tears if anything goes wrong, and are, generally, difficult to manage.  Charlotte Mason wrote that over 100 years ago but yet she is describing so many children today – yes children, not just teenagers.  I worry that we will end up with a generation that doesn’t know what they like, they don’t have hobbies because they weren’t given the time to pursue them. We don’t want our children to become like Darwin, do we?  Charles Darwin, as brilliant as he was, ending up losing “himself in science until he could not read poetry, find pleasure in pictures, think upon things divine; he was unable to turn his mind out of the course in which it had run for most of his life.”  Charlotte Mason made that observation in her sixth volume page 54.    How sad.  This extraordinary man became obsessed with one part of his life, science, and ‘forgot’ how to enjoy anything else.  I wonder what else could he have accomplished if he would have been able to stay balanced in all aspects of his life?   Why does Chevrolet have an online post that encourages people to become Renaissance Men? Is it because so many of us in society have forgotten how, or never taken the time, to have interests outside of work?  Have we forgotten how to relax and enjoy something for the sake of enjoyment?  If we give our children a liberal arts education that is a part of them.   “Nevertheless, the only valid education is education that focuses on the mind. The main challenge is the huge amount of subjects to introduce children to. They have a right to them as human beings, and they need to find out about the things that they're drawn to as people and that they'll spend the rest of their lives pursuing further.” Vol 6 paraphrase pg 254.  A person that has had a liberal arts education already has wide interests, he doesn’t have to be told or taught how to do it or that it’s okay to have other interests. 

Don’t misunderstand, I am not saying to ignore the STEM subjects.  They are very important parts of an education are important but they are just parts – not all encompassing.  My children study all the STEM subjects but it is not their focus.  Science and math can be so much fun and are so beautiful once you see the ‘big picture’ but that’s a story for another day.  A liberal arts education is a very broad and encompassing education. 

I believe that all students can and should study science, technology, engineering, and math, they are very important but they should not be the focus of a high school education.  “Education needs balance. No single subject should assume greatest importance at the expense of other subjects that a child needs to know about. Math is easy to test, and as long as education is ruled by test scores, we'll have teaching focused on training exactness and solving problems efficiently, instead of teaching to awaken a sense of awe in contemplating a field of knowledge where perfection lives with or without us.” Vol 6 page 231 paraphrase.

If we believe, as Charlotte said, that knowledge is ideas clothed upon with facts, and is the proper food for the mind then we need a liberal arts education; “a wide syllabus…intended in every point to meet some particular demand of the mind”.  “Education should be a science of proportion, and any one subject that assumes undue importance does so at the expense of other subjects which a child's mind should deal with” Vol 6 page 232.  The forces that work continuously in a liberal arts education are: attention, assimilation, narration (composition/communication), retention, and reproduction” Vol 6 page 259.  That is what is needed in today’s world.  

So, in actuality, I believe a CM education prepares our children for any and all career paths.  They have a broad base of knowledge in several things, they have the powers of observation, attention to detail, and the ability to question and use critical thinking which are very important for today’s careers – both STEM and non-STEM.

Thanks for your insight and sharing some current support for a more balanced life & liberal arts approach to education!

I think it is an important topic to discuss and consider.  We need to have real information and real discussions to help correct the misconception that a CM approach isn't strong in STEM subjects.  Just because there isn't a specialization focus doesn't mean it isn't included.  In fact, a liberal arts education means all students cover all subjects.  Students who love history also study chemistry and fine arts and maths; students who excel at maths cover literature, biology, and Shakespeare.  The wide and broad curriculum is for all students to see the beauty and breadth of all God has made and all Truth is God's Truth and in neglecting any of these, we neglect the character and beauty of our God...

Charlotte Mason & STEM

Hello CM friends!
I am sure you are all aware of the push toward the STEM studies (Science, Technology, Engineering studies, Math) these days... If you have older students, you are probably feeling some stress regarding academic choices.  I have had many conversations lately about this with teachers who follow the educational philosophy and methodology of Charlotte Mason - lots more on CM education here if you are wondering what that looks like  ;-). 

I have asked my colleague and experienced CM educator, Vanessa, to share about CM and STEM...

Am I setting my children up for failure by choosing a liberal arts education in 2015 and not STEM? 

This question has been raised lately among many parents – even some who follow Charlotte Mason’s educational philosophy because we are raising our kids in 2015 and we are told that STEM is it.   We have been inundated with information all around us from ‘news’ articles, well-meaning friends and family members, and even some Government officials telling us that a STEM education is necessary for success; my local library has STEM activities geared towards first graders.   STEM is important and has its place but it needs to stay there (in its place) and allow for balance in our children’s lives. 

Why don’t I have my children focusing on STEM classes in preparation for career?  In Volume 6, A Philosophy of Education, page 235 Mason writes, “I don't need to convince my readers that a generous, liberal education is the natural birthright of every child, like justice, freedom of religion, liberty, or fresh air.”  That sounds good but do we believe it?  Vol 6 page 3: As a matter of fact, it is the man who has read and thought on many subjects who is, with the necessary training, the most capable whether in handling tools, drawing plans or keeping books.  Following Mason’s method I am providing my children “unequalled mental training…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?” Vol. 1, p. 61.  Mason believed, and there are those today who believe, that a person could be trained for any career – even a STEM career and would succeed because of (not in spite of) the liberal arts background.

I do not believe a STEM focus is necessary for success, especially not in high school.  It appears as though I am not alone.    Forbes Magazine Online John Ebersole writes, “What is clear, however, is that a STEM degree is not necessarily a requirement to work in these fields and that having a technical degree isn’t a predictor of lifetime employment in engineering and scientific positions.” A recent survey conducted for Northeastern University showed that “despite the recent focus on STEM degrees, most Americans and particularly business leaders say it is more important for graduates to be well-rounded and possess broader capabilities such as problem solving and communication skills.”  Wesleyan University states on their website that “Medical schools welcome students with a liberal arts background. A liberal arts education does not exclude the scientific and quantitative knowledge required for medical school. Rather, it includes such courses within a larger intellectual context. Wesleyan graduates are able to analyze and integrate new material precisely because they are already familiar with more than one field of learning.”  The Association of American Medical Colleges has made a strong statement about the value of a liberal arts education:  "The medical profession needs individuals from diverse educational backgrounds who bring to the profession a variety of talents and interests...All [medical schools] recognize the desirability of a broad education: a strong foundation in the natural sciences, highly developed communication skills, and a solid background in the social sciences and humanities."    Steve Jobs said “it’s in Apple’s DNA that technology alone is not enough – that it’s technology married with liberal arts, married with humanities, that yields us the result that makes our hearts sing”. Andrew Benett wrote that “what I have found is that people with degrees in subjects such as history and literature—and, yes, even philosophy—tend to possess many of the qualities, skill sets, and aptitudes that are in highest demand in my own industry (marketing communications) and in others that rely on creative thinking and foresight.  Do we need more convincing?

Stay tuned for Part II of CM & STEM by Vanessa...

A Nature Study Connection

So, if I didn't know better, I'd say this guy has a really cool mustachio :-{

Some CMer friends of mine (Charlotte Mason Education folks) were on a nature walk today and these little guys showed up and were discussed.  I was sad I missed the walk, but the discussion reminded me of some thing I had learned from a story about an bio-agricultural fiasco...way back while doing biology with my freshman in high school. Yes, we used what would be termed a "children's book" (along with many other resources from children's books to books written for adult scientists) and you know what?  I connected with it as an adult and still remember it.  (No snide thoughts about what that may or may not say about my adult status!)  I'll share and you can go and do your own research if it sparks your curiosity...

It sounds like you all had a wonderful day!  I'm so sorry to have missed :(.

A note on the Asian beetles, could be in one of the links I haven't read yet, but they are not indigenous and were introduced to control pests for crops (corn I think).  Unintended results... That worked apparently, but because of their protection mechanism (smell/taste and shell) their predators are lower (some birds won't eat them I think).  I was told by my pest control guy, (sorry, I know that's a grave offense :)), that their migration pattern will mean less infestation this year and forward. Haven't seen as many inside yet, so maybe so. Asian beetles are orange instead of the ladybug red and they also bite :(. Once introduced, you can't send them back. Think Asian carp, kudzu, starlings. There's a great book in the biology study guide about toads in Australia - yes, it's people in general, not just Americans. The book is Toad Overload by Patricia Seibert. I think there might be an object lesson there with unintended consequences :).

Now, I'm just sharing something I learned through my reading. If you are interested, you can look it up. Just because I saw the connection, and you and I might find it interesting, doesn't mean you have to add it to what your kids are doing. It might just be something to keep in mind IF they ask about it or it actually fits into a specific study. Don't Overload your children with a bunch of extra information, there might be unintended consequences :)

Truth & Character

As the mind is nourished upon ideas which also affect the conduct of life and the character of a man...
                  AND

"The chief responsibility of persons is the acceptance or rejection of ideas" 

~ Charlotte Mason

How insightful and wise to begin her entire educational philosophy with knowing Truth...

"The consequence of truth is great; therefore the judgement of it must not be negligent." ~ Whichcote

Thoughts on CM and "The Grand Conversation"

Conversation  noun \ˌkän-vər-ˈsā-shən\
(1) : oral exchange of sentiments, observations, opinions, or ideas (2) : an instance of such exchange : talk (Mirriam-Webster)

Within our Charlotte Mason Group an exchange has popped up on the phrase "The Grand Conversation".  It is used in educational circles and I have noticed it buzzing around more recently among general CM groups.  I will share a couple of posts that might help to clarify and bring some consideration to the topic.

It began with some resources shared and the thought that it was hard to find where Charlotte Mason talked about this 'grand conversation' and that even google couldn't seem to bring up and relationship.

We often seek out ways to help us be more effective with our students, especially as they get older.  Many times we find we are woefully lacking.  Fortunately, our own educational experience isn't a reflection of what our child's must be; as a matter of fact, it shouldn't be (or they would be just as woefully lacking!).  Since Charlotte Mason proposes that "Teachers shall teach less and scholars shall learn more" through our educational philosophy, the responsibility of learning is upon the learner not the teacher.  Our job as teachers is to provide them with vital ideas, many vital thoughts with a wide and rich buffet!

Here are the relevant posts (by permission).  Please feel free to contact me if you would like to talk more...

If I remember correctly, the Grand Conversation is not a CM term and that may be why it’s difficult to find information on it coming from a CM stance.  I have some notes somewhere here…I’ll try looking for them touching on what the Grand (or Great) Conversation is.

 

Remember that we don’t have to know a lot about it (unless we are the student).  The feast is spread, the student takes what he needs and he can share that with us.  The student needs to assimilate that information to make it knowledge – not us.  I don’t think we can have or need to have a grand conversation with everything.  I don’t know where in Charlotte Mason’s writings or in Parent’s Review Articles that it states that every narration must end in a Grand Conversation.  Do we put too much pressure on ourselves at times?   Do we tell ourselves that we HAVE to have this Grand Conversation or the narration was for naught?  Sometimes there just isn’t anything to have that Grand Conversation about. 

 

From what I’ve learned, I believe that if we want to participate in that then we need to become a student ourselves and read that particular book.  Have you read “How to Read a Book”?  I am working my way through it – very slowly and I have learned a lot so far. 

 

Here are some Mason quotes that may help remind us what narration truly is and who is responsible for that narration.  I think the term Grand Conversation comes from a Childlight Article and is the name some have put on the final step of narration. 

 

These quotes may be helpful in reassuring us that we do not have to be well-versed in all the topics that our children are studying.  In fact, we need to make sure that we don’t get in the way.  They need to form their own ideas and opinions.   

 

"The teacher affords direction, sympathy in studies, a vivifying word here and there, help in the making of experiments, etc., as well as the usual teaching in languages, experimental science and mathematics." Vol. 6, pg. 19

"we do not realise that in the nature of things the teacher has a prophetic power of appeal and inspiration, that his part is not the weariful task of spoon-feeding with pap-meat, but the delightful commerce of equal minds where his is the part of guide, philosopher and friend." Vol. 6, pg. 237

"The children, not the teachers, are the responsible persons; they do the work by self-effort...The teachers give the uplift of their sympathy in the work and where necessary elucidate, sum up or enlarge, but the actual work is done by the scholars." Vol. 6, pg. 241

 

"but let us be careful that our disciplinary devices, and our mechanical devices to secure and tabulate the substance of knowledge, do not come between the children and that which is the soul of the book, the living thought it contains." Vol. 3, pg. 181

 

If I’m truly interested in a book or want to discuss more with my kids and not just ask questions then I need to pick up the book and read it.  We are there to guide but the student has to do the hard work of reading and digesting the material.   

-Vanessa

Vanessa explained it well.  I really like how we can check our methods by going back to the Charlotte Mason volumes and clarifying, seeing how and educational method or concept fits with our philosophy of education.  That’s where the breakdown comes so often, for me anyway.  I find it is important to study regularly the “whys” of the “hows” that I am using with my students.  

Actually, “The Grand Conversation” comes from a speech that Jim Higgins gave at Arizona State University in 1985. Which then began a new educational tool developed by a couple of teachers in 1989 and presented as a method to use in a classroom to help facilitate discussions.  The tool is not all bad and can be used in a CM education, but often can evolve into crossing over the line of masterly inactivity (another much misunderstood term that applies to the teacher getting out of the way of the scholar’s learning not an activity time - more later on that).  Dr. Jennifer Spencer does a lovely job in describing how “the grand conversation” tool can look in a Charlotte Mason application in her article “Golden Nuggets and the Grand Conversation” which you can find on the CMI blog (www.charlottemasoninstitue.org).

I personally think Jim Higgins may have misquoted the term and actually intended to reference “The Great Conversation” which is an essay by Robert Hutchins, see also Great Books of the Western World, 1952 (who, by the way, has a strong association with Mortimer Adler of How to Read a Book) where he discusses liberal education.  Hutchins discusses the idea of the Great Conversation being between authors across the traditions and ages; how the ideas presented by the great authors create a conversation on those ideas with the implication that, once a person is knowledgeable and has the context for those topics and ideas, he can join the conversation.  Personally I think that’s where the fallacy lies in trying to apply something of a “Grand Conversation” today.  We should not expect our students, even our high school students or ourselves, to join a conversation where we have not had the broad exposure and a personal understanding (“the students must know for themselves”).  They may actually be there in some areas by the end of their upper years in a Charlotte Mason Education paradigm, but that requires maturity that may just not come without living and learning the next year, etc.. I think it is a dangerous and unwise thing to give a student other individual’s opinions as their basis for understanding something.  I read Francis Schaeffer - often, and he clearly lays out propositions and logically supports them; usually I can follow that-but I have context my student does not have at 13 years of age.  If I hand some Schaeffer book to my student, they may not have the ability or maturity yet (think CM and reason-“as they become mature enough to understand”).  A maturity and context that helps them think through and able to accept or reject the ideas; they may just take Schaffer’s opinion as their own with out the real knowledge and understanding of those ideas.  That has grave implications.  That can happen with any philosophical tradition or ideas without context your student isn’t ready to grapple with or… join the Great conversation about.  It is also a problem to attempt to initiate a “Grand Conversation” with a student about a chapter from a book they are reading if there is not enough context and supplant the “Great Conversation” by getting between the student and the idea, becoming the middle man that has no place in the middle.  We are not “the showman of the universe”.  That doesn’t mean not having conversations though!  A student may prompt a great conversation about ideas that have grown from his readings and narrations.  That is just thinking and discussing things and, as long as we don’t venture to “offer our opinions as [the captain idea]”, those conversations are a great way to be “the delightful commerce of equal minds”.  

Hope that helps clarify the background and history of “The Grand Conversation” vs. “The Great Conversation” and how that can and how it cannot fit a Charlotte Mason approach.

Grace for the day,

Kelli

High School Sciences (A Charlotte Mason Approach)

(Biology with Living Books & Labs update shown below)

Who knew the average person was supposed to really LIKE sciences? Especially in high school. Sure, there are some people who have greater interest and are gifted in understanding science, but why can't we all appreciate those subjects? Because we learned it from dry and boring text books and memorized stuff that we didn't connect with anything we knew or cared about overall... When our approach changes from turning out little scientists (and mathematicians) to a focus on fostering an appreciation for the beauty and joy found in these disciplines, we end up with students who LIKE science (and even math). It's in the approach and methods...

I made a discovery several years ago-I was compartmentalizing our studies and following some traditional/system style approaches in certain subjects. I was somewhat skeptical and unsure of how to change how we approached those high school sciences. I decided to try and apply the same approach and methods we used in most other areas of schooling and try it out. I was pretty sure we were going to have some different results and like the outcome and our journey along the way much better. WE DID!

There is much to learn about Charlotte Mason's Educational Philosophy. I have blogged about many topics and you can find out more by looking at the labels and reading through the past posts. There is also a quick review of principles linked on the left side bar.

I have the Living Sciences page for you to take a look at the high school science guides we used. For those of you who have already used these, the Biology with Living Books & Labs Guide has been updated - cleaned up and reformatted with links and is overall much more user friendly now! Click on the link and download it free. Let me know if you use them and tell me what you think. I would love any feedback or would be happy to answer questions as you go. Remember, I am not a trained scientist and rely on the authors to share their knowledge, mind-to-mind with me and my students! I have been through the guides a few times though :-)

Here's what the biology looks like-it's linked through the High School Science w/ Living Books Page:

The air we breathe

I was thinking about the Atmosphere of our homes and the Discipline of Habits and I began wondering about how the atmosphere around us brings us ideas to consider in the natural way of things - just in living life.  I think Charlotte Mason calls it something like thought life and that we breathe it in just like we breathe air.  I began to pair this with how our ideas affect our behavior, the conduct of life.

I saw this example in Future Grace (Piper) today that reminded me of habits, atmosphere and the conduct of life...

There is the whole area of family conditioning.  If parents reward a child for whining, and give in to the manipulation of a child's moodiness, then that child will be trained that a good pout will get pity.  And thirty years later, the mastery of his moods will be twice as hard.

The habits that are formed 'thoughtfully and deliberately' are not tossed about by the waves of outside influence that come if they are based in the Atmosphere of Ideas, many worthy ideas found in many worthy books.  Ideas lined up against the Truth of Scripture that must surround us like the air we breathe and be more constant than the waves that roll.

Interesting, those of us with an understanding of a Charlotte Mason Education Philosophy recognize some foundational principles in educating our children, yet, I think it just applies to persons.  All of us...  What am I doing today to cultivate an Atmosphere, a Discipline and a Life of Truth and Grace?

The 'Wider Circle' of Living Books

Dear Charlotte Mason Friends,

I recently read through some Parent's Review articles about "suitable" books for children.  It seems the question of what that is has been a hot button topic all along!  Today as well, 'Living Books' can be vague and even ambiguous phrase depending on the source of the definition.  The term is much in use in the home education venue and many different curriculum makers grab the words and apply their own meaning.  Which tends to make things more fuzzy!  After listening to a disillusioned young mom beginning the home school adventure exclaim, "Just tell me what a Living Book is for goodness sake and I'll get them!", it occurred to me that instead of setting out a feast of ideas, we are back down to our system perspective where we input this and out comes this, removing the life and vitality out of individuals AND books!  We were able to talk a little about the aura that seems to surround 'living books', give a few examples and realistic applications that helped clear the tension in the air a bit.

A note to self & other CM advocates:  We may be in need of a gentle rebuke... I think we have to be more careful and thoughtful in the way we use familiar "CM" words. I am sad to remember times of hearing a flippant, "Oh, you know... we only use living books in our home.  None of that twaddle for us!" And off we go having left, at the very least, a snobby impression in our wake and no clearer understanding of what Charlotte Mason meant when she said that children should be fed upon the very best and many worthy books.  I think it is not generally intended that way, and we would be aghast and even ashamed that we tread so rough-shod upon a foundational method instead of sharing discussion on vital thoughts and living ideas!

a display of living books for older students

Vital thoughts and living ideas are contained in living books, but to give hard and fast 'rules' won't encompass the nourishment of truth, nobility and beauty of those works.  We need a bigger picture and an overarching perspective.  There are some principles we can consider to help in our choices; we will discuss some to consider as we continue talking more about living books.  For now, I will leave you with a couple of thoughts to ponder...

Matthew Arnold's definition of 'culture' may apply: "to know the best that has been thought and said."

"One of the great functions of reading [sic] is to widen the sympathies by throwing the reader into a larger circle of life than his own...that annihilates time and space...a world that is opened up..." (Ronald McNeill, Parent's Review, vol. 8)

Charlotte Mason Help

Helping other Home Educators and Afterschoolers is something I have done for a long time now.  Everyone has challenges and strengths in different areas and when we discuss and share those ideas, we all are encouraged; We need each other don't we! We support each other in our learning and application of Charlotte Mason principles in our local CM study group if we are fortunate to have that, otherwise we reach out to other like-minded educators and ask questions and discuss ideas and thoughts and compare them with Charlotte Mason's writings and instruction.  There is always more to learn!  I have the privilege of sharing about the Charlotte Mason Education approach through conferences, speaking engagements, workshop sessions, our local CM study group, online Charlotte Mason support groups, and here on my blog, Grace for the Day.

I recently set up a new blog page listing with all the mentoring and consulting help I offer.  I continually meet new friends and Charlotte Mason folks who are looking for support and encouragement.  It seems to be a more frequent request lately and I wanted to share some options with you.  My Charlotte Mason Help page has the details and more about about Personal Consultation options.  Here is the General Consulting information.

Let's connect...

General Consulting:

You can email me with any homeschooling or Charlotte Mason questions at gracefulthought.blog@gmail.com. I would love to help make your adventure a smooth and joyful one.  I try to respond to email questions weekly. All general homeschooling and Charlotte Mason questions and those specific to Ambleside Online or House of Education Online are always Gratis!

My sincere hope is to come alongside and help you apply a Charlotte Mason Education with beauty and grace and encourage you in your CM schooling!

CM & Poetry: murmurings

When I started enjoying poetry with my young son many years ago, I did not think it would be anything important.  I have gradually gained an appreciation for verse over the course of time and it has enriched my own life. {It has been similar with great works of art we have enjoyed over our years of exposure and study.  If you are new to art study and would like to know more about what to do, here is a previous post where I talk about Picture Study.} If I had dismissed poetry studies as an extra, we would have missed many beautiful ideas that now are integrated into our perspective of life. 

Living Books & Vital Interests

A few months ago I posted a few of my favorite children’s books in response to some young moms requesting ideas for quality literature for their little guys.  I had just given a talk about moms (and children) being whole persons that need vital ideas to think about.  You can find the list of resources and books here: Living Books for Little Ones.  (Below are a few living books for different age levels that cover geography). The topic of quality literature and living books seems to come up often.

I will be giving a couple of workshop sessions next month at the Central Illinois Home Educators Convention.  One is on Great Literature and Living Books: Breathing New Life and Interest Into Any Curriculum.  Though this will not be specifically Charlotte Mason Philosophy, I will be discussing the qualities that distinguish a living book and why and how we can incorporate this approach ‘across the curriculum’. (You CMers will see a lot of familiar methodologies!)

What are living books anyway?  Let’s consider it… 

The Joy of Mother Culture

‘Mother Culture’: n.  an atmosphere or attitude which exemplifies a consciously active pursuit of development toward the whole person and being of motherhood. 

Karen Andreola is credited with reviving this term and speaks and blogs about creative ways of being a mom and an individual-simultaneously.  Imagine that! 

Perspectives are so important-how we see ourselves, others, our situations, or seasons in life.  Remember last time we talked about that ‘comparison trap’ when we emphasized that we are all different people with different perspectives, and yet we share so many things.  We are all complete persons-not just MOPS moms on Friday mornings, not just accountants or homemakers or human resources executives, not just wives to our husbands, not just Christians on Sundays.  We are a whole person with all of those things bringing to bear on our uniqueness.  We can’t compartmentalize ourselves and imagine we are complete, healthy souls.  We know that the only completeness we have is through Jesus Christ.  Joy spills over in our daily life with this perspective - When our love for Jesus is so consuming that nothing can displace him in our affections. We see and understand more of his beauty. Our true joy is found only in him; yet because of this love, it allows us freedom to enjoy all he gives in an abundant life!  We need an abundant life perspective!

True joy in Christ gives us the freedom to see the beauty of God.  The overall atmosphere of our homes can be a reflection of that truth. As moms, we often set the tone of our homes, and an abundant life perspective can be a blessing to our families.  A great gift to give your children is to keep learning and growing.  Take time to look at things from a new view. Don’t just watch your little ones – enjoy it yourself.  Learn along side.  Don’t miss the joy!  After all, who doesn’t enjoy Pooh stories and Robert Louis Stevenson poems, spotting the Barred owl, or watching squirrels race?  Practice Mother Culture! Think outside the box.  OK, so maybe this isn’t the season of dedicated time on some personal pursuit, but you can learn amazing things with your preschool child!  There are some really profound thinkers in our midst.  They ask the most amazing questions and wonder about truly worthwhile ideas.  Don’t you wonder why that girl with the pearl earring Vermeer painted is dressed in such unusual clothes?  Why do Bach fugues sound like they belong to medieval castles?  How do those squirrels know which limbs will hold their weight when they jump to the next tree?  Why do candles look so bright in a dark room?  What makes Grandma’s quilts so heavy?  You can’t know things you don’t think about.  You need things to think on just as much as your children. What discoverers we can be together.  It starts with a Mother Culture attitude and a consciously active pursuit of knowing, creating relationships with things and ideas.  If we forget to enjoy the same things our children do, we miss so much fun and learning.  To paraphrase C.S. Lewis, we are old enough that it’s time to start reading fairy tales again.

A CM school day...

A friend of mine facilitates a CM group and gave the description below of what a school day might look like.  Lovely example, so I asked her to share with you.

Possibilities for good or evil

"The consequence of truth is great, therefore the judgment of it must not be negligent" (Whichcote).

1. Children are born persons.
2. They are not born either good or bad, but with possibilities for good and for evil.
3. The principles of authority on the one hand, and of obedience on the other, are natural, necessary and fundamental; 

from "A Short Synopsis" by Charlotte Mason (Vol. 6, p. xxix)

The wording of Principle #2 in Charlotte Mason's philosophy of education can be misinterpreted without a clearer picture of the context.  Here are some thoughts for today...

CM thoughts for the day

*From Our Philosophy Flow Our Methods*

Especially a good reminder as my last post was on high school...

The core reminder and four quotes (from our last CM Peoria Study Group discussions-Volume 6: Book II, Chapters 1 and 2):

#1  Children are born persons. (encompasses CM's view of the child as a learner)

"One thing at any rate we know with certainty, that no teaching, no information becomes knowledge to any of us until the individual mind has acted upon it, translated it, transformed, absorbed it, to reappear, like our bodily food, in forms of vitality.  Therefore, teaching, talk and tale, however lucid or fascinating, effect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature."

"...that stability of mind and magnanimity of character... are the proper outcome and the unfailing test of a Liberal Education."

"I feel strongly that to attempt to work this method without a firm adherence to the few principles laid down would not only be idle but disastrous."

"If we work for public examinations, the questions in which must be of a narrow academic cast, we get a narrow, accurate, somewhat sterile type of mind.  We reap as we have sown."

Calendar of Firsts - A Follow Up

You asked about My Calendar of Firsts book I mentioned in the 'Signs of Spring' post.  Until I was introduced to this one a couple of years ago at the ChildLight Conference, we used a regular wall calendar to jot notes on days - which works great.  I used the Backyard Birds, like the one pictured at right, to record the weather, keep a list of the bird sightings in our yard, and write about happenings in the forest from our walks.

It is a capital plan for the children to keep a calendar––the first oak-leaf, the first tadpole, the first cowslip, the first catkin, the first ripe blackberries, where seen, and when. The next year they will know when and where to look out for their favourites, and will, every year, be in a condition to add new observations (Mason, vol. 1, p. 54)

Picture Study

A narrative remembrance after five years: Eve Anderson's class (and our evolution toward a CM methodology)

This past month we discussed "The Knowledge of Man; Art" from Miss Mason's Towards a Philosophy of Education (vol. 6) in our local CM study group.  As there were several who were new to CM or Picture Study, I gave an integrated narration of sorts - a bit from our own home school experience, a narration of Eve Anderson's class from the Perimeter School DVD, and a fusion of CM's writings and descriptions.  Overall, probably TMI for a brief explanation.  I will give you a more succinct version of "How-To" at the end.

Quote for the Day - Rembrandt

Rembrandt - A Girl at a Window

It is not in a day or a year that Fra Angelico will tell us the beauty of holiness, that Giotto will confide his interpretation of the meaning of life, that Millet will tell us the simplicity and dignity that belong to labour on the soil, that Rembrandt will show us the sweetness of humanity in many a commonplace countenance... (Ourselves, Charlotte Mason)

Quote for the Day - Millet

Jean Francois Millet - The Gleaners

It is not in a day or a year that Fra Angelico will tell us the beauty of holiness, that Giotto will confide his interpretation of the meaning of life, that Millet will tell us the simplicity and dignity that belong to labour on the soil... (Ourselves, Charlotte Mason)