Spreading the feast of the Charlotte Mason method of education through weekly podcasts. Join us for short discussions that provide information, examples, and encouragement to the homeschool parents putting CM's ideas into practice in their homes.
From the wisdom of Charlotte Mason for homeschool families, we share a session from the ADE at Home Conference in February 2021: a long Q&A session. Here are dozens of questions of everyday school problems with attitudes and behavior, habit training, and lots and lots of discussion on scheduling and planning from the multitudinous questions we received that day.
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This episode on the series covering Charlotte Mason’s volume Ourselves addresses one aspect of the portion of “The House of Heart,” namely, loyalty. What do love and loyalty have to do with one another? How does awareness of loyalty affect our life? Emily, Nicole, and Liz discuss this topic, relevant for our students as well as their teachers.
Listen Now:
Ourselves (Volume 4), Book I: Part III (pp. 81-135)
“We know that we are not our own, and that according to the Loyalty within us do we fulfil ourselves.” (4/I/118)
“In wronging our friends by a failure in Loyalty, we injure ourselves far more.” (4/I/124)
“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.” (4/I/120)
“Our service to our country in these days may not mean more than that we should take a living interest in the questions that occupy the government and the social problems that occupy thinkers; and that, if we are not called upon to serve the country in general, in Parliament, for example, we should give time, labour, and means to advance whatever local administration we are connected with.” (4/I/120)
For those who try to wrap their mind about the enormous feast Charlotte Mason offered in her curriculum, today’s episode is a treasure. Emily, Nicole, and Liz read for you a hundred-year-old article that was once presented for the very purpose of giving interested educators an overview of this educational model. Enjoy listening and reading it yourself, then explore valuable links to guide you into more valuable nuggets.
What do beauty and homeschooling the Charlotte Mason way have to do with one another? This free-form conversation discusses the inborn need to appreciate beauty in everyone, its development, its false counterparts, and how the feast develops this aesthetic sense in children.
Listen Now:
Ourselves (Volume 4), Book I: Part II (pp. 33-80)
“It is no small part of education to have seen much beauty, to recognize it when we see it, and to keep ourselves humble in its presence.” (6/56)
“This brings us to another world of beauty created for us by those whose Beauty Sense enables them not only to see and take joy in all the Beauty there is, but whose souls become so filled with the Beauty they gather through eye and ear that they produce for us new forms of Beauty.” (4/I/42)
“Here people are busy painting, carving, modelling, and what not; the very sun labours here with his photographs, and he is as good an artist as the rest, and better, for the notion in this Hall is that the object of Art is to make things exactly like life. So the so-called artists labour away to get the colour and form of the things they see, and to paint these on canvas or shape them in marble or model them in wax (flowers), and all the time they miss, because they do not see, that subtle presence which we call Beauty in the objects they paint and mould. Many persons allow themselves to be deceived in this matter, and go through life without ever entering the Palace of Art, and perceiving but little of the Beauty of Nature.” (4/I/43)
“…we must make it our business, as much as in us lies, to bring Beauty to places where it is not.” (4/I/55)
“The person who is given to the intoxication of Beauty conceives that Beauty and Goodness are one and the same thing, and that Duty is no more than seeking one’s own pleasure in the ways one best likes. People, too, become excluded….” (4/I/54)
“In the end, he misses the happiness to which the Beauty Sense was meant to minister. For happiness comes of effort, service, wide interests, and, last and least, of enjoyment; and when people put enjoyment, even of beautiful things, in the first place ( and indeed in place of all else), they miss the very thing they seek, and become enfeebled in body and fretful and discontented in temper.” (4/I/55)
“It is essential that the general atmosphere of the school should be right, and that the one unifying aim in the variety of its enterprises should be this quest for beauty. Let us not think that the art periods and the music lessons are the only occasions school offers for training of the beauty sense. [even] Citizenship provides inexhaustible opportunities.” (B.E. Moore, PR 37 pp. 222-23)
“We all have need to be trained to see, and to have our eyes opened before we can take in the joy that is meant for us in this beautiful life.” (4/I/43)
A keynote of a Charlotte Mason education is the nature walk. Would you believe we have never had an episode dedicated solely to this topic? By way of apology for the delay, this episode covers all things nature walk–where, when, how, what preparations, destinations, options for families or groups of families. Spring has sprung, and this episode should inspire you whether you are a beginner or an old hand at nature rambles and hikes.
Listen Now:
“Before the walk commences it is a better plan to have some definite aim to propose to the children; for example, that they should note how many different kinds of flowers they will find in their walk ; how many different kinds of birds they will see, etc.” (Alfred Thornley, PR 19, p. 726)
“It is our personal attitude to the wonders of Nature that both in theory and practice will be of more value to the child than many words.” (Walton, PR 65, p. 70)
“What place does narration take in these lessons? Miss Mason says that a lesson without narration is a lesson wasted.” (V. C. Curry, PR 36 p. 531)
“I know that many parents feel handicapped…by their own defective education in nature knowledge…they must dismiss from their minds any idea that it is the quantity of knowledge acquired that makes a nature student. It is rather the particular habit of mind induced in the act of acquiring such knowledge which is of the most value to us and our children.” (Alfred Thornley, PR 19, p. 722)
