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.
This season, as we explore finding balance in the Charlotte Mason Method, we are interviewing people who have been able to find balance in their various contexts. This episode is an interview with Helen Swaveley, a seasoned home-educating parent, as she offers her perspective on how the Charlotte Mason’s method gives balance to our students in high school and beyond.
A perennial question those interested in the Charlotte Mason Method want to find out is how children raised in the method fare as they move on from homeschooling. At the 2024 ADE at HOME {Virtual} Conference Jono Kiser talked with three former CM students about their adjustment and experience. We bring you the audio from this interview as part of our occasional Voices of the Conference series.
The Charlotte Mason Method is an all-encompassing method of education for all of life, and therefore, there are many ways we can fall out of balance as we apply it in our homes and schools. Today, we are discussing the pitfalls of imbalance we face as relates to our students doing the work of their education. We discuss finding the balance between challenging our students but not pushing them, how the wide curriculum meets them where they are at without pigeonholing them, and how we teachers must practice Masterly Inactivity to allow them to do the work of their own education.
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“A Code of Education in the Gospels, expressly laid down by Christ. It is summed up in three commandments … Take heed that ye OFFEND not––DESPISE not––HINDER not––one of these little ones.” (1/12)
“Therefore we do not feel it is lawful in the early days of a child’s life to select certain subjects for his education to the exclusion of others; … but we 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.” (3/223)
“Our deadly error is to suppose that we are his showman to the universe; and, not only so, but that there is no community at all between child and universe unless such as we choose to set up.” (3/188)
This season, as we explore finding balance in the Charlotte Mason Method, we are interviewing people who have been able to find balance in their various contexts. This episode is an interview with Michelle Riesgraf to learn how she balances her very full life as CM homeschooling mom and wife with all her other duties with her family serving inner-city kids on a working farm. While she shares specific challenges of her farming life, Michelle offers wisdom for us all in parenting, educating (and choosing co-ops), and living as the born persons we all are.
The Charlotte Mason Method is an all-encompassing method of education for all of life, and therefore, there are many ways we can fall out of balance as we apply it in our homes and schools. Today, we are discussing the pitfalls of imbalance we face as relates to our teaching. From how we ourselves learn about the method, to combining multiple students; helping our students become more independent or making modifications for individual students. Miss Mason has timeless wisdom to offer us, and she knows we are equipped as mothers to be the primary agent of education for our children.
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“The mother is qualified,” says Pestalozzi, “and qualified by the Creator Himself, to become the principal agent in the development of her child…” (1/2)
“N.B. 1. — In home schoolrooms where there are children in A as well as in B, both forms may work together, doing the work of A or B as they are able.” (P.U.S. Programmes)
“…so soon as the child can read at all, he should read for himself, and to himself…” (1/227)
“You may bring your horse to the water, but you can’t make him drink ; and you may present ideas of the fittest to the mind of the child ; but you do not know in the least which he will take, and which he will reject.” (2/127)
“The teacher’s part is, in the first place, to see what is to be done, to look over the work of the day in advance and see what mental discipline, as well as what vital knowledge, this and that lesson afford; and then to set such questions and such tasks as shall give full scope to his pupils’ mental activity.” (3/180-181)
“Meantime , we sometimes err, I think, in taking a part for the whole, and a part of a part for the whole of that part.” (3/148-149)
