Education, Parenting, Relationships, and Christ: Patterns for Life

Patterns for Life: An Orthodox Reflection on Charlotte Mason Education

by Lisa Rose and Laura E. Wolfe

Kansas Dad and I don't often buy each other gifts, even for Christmas and birthdays, but on a date night he noticed me eyeing this book and deciding not to buy it. He snuck back to the bookstore and bought it for me. I hadn't wanted to spend so much money on a book about Charlotte Mason's philosophy of education because we are nearing the end of our homeschooling days. 

I cannot tell you how glad I am Kansas Dad went back for it. This book is not only my favorite Charlotte Mason book ever, but honestly a book I think might be the best parenting book I've ever read. I now recommend this book repeatedly in my Charlotte Mason groups and think any new Charlotte Mason family should read it and Know and Tell as early in their homeschooling journey as possible.

The authors of this book are Orthodox, but their understanding of Charlotte Mason's philosophy and how it intersects with a life of faith is a Catholic one. Catholic readers will probably understand most of the religious references, more than Protestant ones, but I think the book is valuable for all Christians.

The authors believe there haven't been many books that clearly explain Charlotte Mason's ideas for modern readers. You can now easily find her original writings. One of my favorites to recommend is Karen Glass's Mind to Mind, in which she abridges Charlotte Mason's most important book, Towards a Philosophy of Education. There have actually been quite a few books written on Charlotte Mason's methods, most of which I've read, but I agree that Rose and Wolfe have done it more thoroughly and more beautifully than any of the others.

Modern society's methods and goals for education flow from and lead to a consumerist mentality that is completely at odds with the Christian ideas of the human person and the goals of a Godly life. The authors see Charlotte Mason's philosophy of education as an ideal alternative. In the first half of the book, they explain Charlotte Mason's philosophy of the human person and education. In the second half of the book, they show how that philosophy leads to methods we can employ as parents and educators. They also address some timely difficulties like the use of technology by our children and in our homes.

They spend a significant amount of time explaining the difference between the system of modern education, which the authors reject, and the "patterns for life" they have found in Charlotte Mason's philosophy shaped by their faith.

We want the instruction manual that tells us the exact steps to take, the exact books to read, the exact curriculum to use to produce the products that we want. That is precisely what Charlotte Mason refuses to give us. Instead, she models a slow, deliberate, and compelling way to think about our children, and this is why she differentiates between a 'system' of education and a 'method' of education. (pp. 17-18)

Charlotte Mason recognizes that children are "born persons." They have been created as unique individuals with the capacity to learn and grow. Honoring their dignity means the way of education is one of relationships and love.

As we focus on relationship, we also begin to understand that education happens from the inside out. The discovery and cultivation of relationships draws out of a person his or her own contribution to the connections formed; it brings out the music that always exists in the child as a unique person. A child's mind is the instrument of his education and as such is already functional. Our job, as parents and educators, is to help the child learn how to use this instrument to the best of his ability, how to keep it in tune, conforming to the pattern set forth for its use, all the while remembering the purpose of letting his particular melody sound forth. (p. 19)

One of the aspects I appreciate most about this book is the nuanced explanations and examples. They explain and model the ideal, but also encourage us to be compassionate with ourselves when we think we have failed.

There is a treasure in our hearts: the picture of a perfect homeschool day, the perfect homeschool week, the perfect homeschool year. It is precious and longed for. But it rarely, if ever, actually materializes. You must keep this in mind when you read these pages, or any parenting or education book for that matter. We are clay in the Potter's hands, not a finished project. And even when we are broken, He continues to work with us to His glory. (p. 156)

They also hold firm against the influencers and curriculum providers who lead us to believe their way is the best way for everyone. God has called us as individuals and families, and his will for our lives and those of our children may not be the same as his will for others. 

Rose and Wolfe have an intimate and thorough understanding of Charlotte Mason's philosophy and methods. They admire her and show how we can follow Mason's precepts today, but they do not idolize her or take all of her statements as Truth. They have carefully considered every aspect and clearly articulate areas where Mason's understanding was incomplete or where we have simply learned more about how the world works and how to be in relationship with one another. 

I whole-heartedly recommend this book. It's everything I ever wanted to say about Charlotte Mason and home education today.

I have received nothing in exchange for this post. Kansas Dad bought this book for me. Links to Amazon and Bookshop are affiliate links.

First Son, the High School Graduate

I have posted about our children less often over the years, a combination of respecting their privacy more as they grew into their teen years and taking fewer pictures as I got busier with managing life overall. But we have big news, worthy of a picture and a post!

We celebrated our first graduation in May! First Son received a diploma with an Oreo for an official seal. He said he wanted Oreos instead of a diploma, so he also received a little package of Oreos courtesy of a dear friend who has been like a second mother to him. 

We had an amazing graduation party, shared with one of his best friends. They printed out pictures of them together, including First Communion, Confirmation, and one at the graduation mass hosted by our parish. My heart just about burst. I attended school in a dozen different school systems before graduating high school. I can hardly believe my oldest, though he moved three times before he started school, has so many memories with the same group of young men.

Everyone wants to know, what is he going to do next? So did we! Until just a few weeks ago, nothing was official. This respectable looking young man will be attending our diocesan seminary in the fall.

After driving all over Iowa, Illinois, Indiana, and Nebraska last summer, and applying to a dozen colleges in October (Yay! We're all done, I thought), First Son announced in late January that he wanted to apply to the seminary. Reader, February is very late in the year to be starting a seminary application. There are lots of pieces that have to be completed in a particular order. Our vocations director was helpful and encouraging and we got most of it done enough to be sure of his own preference before he had to turn down scholarship offers by the end of April. (Also, in case you didn't know, it's worth asking what the deadline really is. His second choice college said they would hold his scholarship offers through the early summer in case he discerned he wasn't supposed to be in the seminary.)

There's a lot to say about all the prayers and discernment for the last few months, but most of it is more private than this blog. I'm happy to chat privately, if anyone has questions.

A bit about how I feel about Charlotte Mason's philosophy, now that we've graduated a student:

When the vocations director came for dinner and told us about the House of Formation, how the young men study, pray, and work together, I asked him whether he knew about Charlotte Mason, because at the House of Formation, "Education is an atmosphere, a discipline, and a life."

In the past few years, our son has read much he appreciated and enjoyed that he never would have picked up if it hadn't been assigned. (Dante, I'm looking at you.) Mater Amabilis is not designed to shape young men for the priesthood, but it gives a great foundation for those that discern a call. And while our young man may or may not be ordained a priest in 8-9 years, I'm proud of him for listening to God and asking if this is his way.

Mater Amabilis is a great blessing. Charlotte Mason's philosophy of education is a way of forming the whole person. I'm so happy we were able to live this life with him for thirteen years of formal-ish education.

January 2021 Book Reports

The Tyranny of Merit: What's Become of the Common Good? by Michael J. Sandel - link to my post (library copy)

The Birth of the Republic, 1763-89 by Edmund S. Morgan - link to my post (library copy to start; then a copy from PaperBackSwap)

Find Another Dream by Maysoon Zayid - This audiobook was offered to Audible members, probably for free. It's hard to imagine someone more different from me than Maysoon Zayid - a New Jersey native with Palestinian parents who suffers from cerebral palsy and is an actress and comedian. Yet I enjoyed her story immensely: honest and funny. It's definitely not for children, only mature audiences. I find it helpful to listen to stories like this one, stories of people who have completely different experiences of the world than I do. In particular, I find the voices of those who are disabled to offer important insights; it's so easy to go through the world without realizing the myriad ways their every-day lives are more difficult than for me. I sought out her TED talk after listening to the book and enjoyed that as well. (Audible book)

Our Bethlehem Guests by William Allen Knight - I do not know where I got this little old hardcover book, but I'm guessing it was a library book sale. It's a short tale about an older man whose young daughter was born in Bethlehem. They left when she was young, but he continued always to regale her with tales, especially at Christmas, of the shepherds and the wise men. I read this aloud to the children this year, as I wanted something short, without having read it myself first. I think I would have anticipated their general lack of interest in the slow story. It was a nice little tale, though. (purchased used)

Words on Bathroom Walls by Julia Walton - I saw this book on a young adult list and thought it might be a good option for First Son's psychology readings this year. He's currently reading The Man Who Mistook His Wife for a Hat and is fascinated by it, but it's really more neurology than psychology, and First Son is considering counseling. I liked this portrayal of a teenager suffering from schizophrenia, and I think the format of letters to his psychologist would be a good one for First Son's interests. It's a typical young adult novel, though, with intimate activity between Adam and Maya, and some questionable comments on Catholics. I think it's more Adam's attitude and inability to understand them more than any determined malice, but it felt cavalier. Still, some good things here so I'm putting it on his spreadsheet as something to consider at the end of the year. First Son is 17 and heading off to college in a year; there's not much here he probably doesn't already know. (library copy)

Minds More Awake: The Vision of Charlotte Mason by Anne E. White - Anne White is an accomplished educator, part of the team of dedicated volunteers who have made Ambleside Online the amazing resource it is for modern American homeschoolers who want to follow in Charlotte Mason's footsteps. This book is a wide-ranging invitation to her own experiences implementing Mason's principles in homeschool life. She doesn't give a curriculum, though there are suggestions. Amid descriptions of their family lessons, Mrs. White helps to translate principles into practice, into a lifework. This would be a great book for someone young to the philosophy of Charlotte Mason. (purchased Kindle edition)

I have received nothing in exchange for this post. Links to Bookshop, Amazon, and PaperBackSwap.com are affiliate links.

Narration for Every Child: Know and Tell

Know and Tell: The Art of Narration

by Karen Glass

Anyone who wants to understand and follow Charlotte Mason's philosophy in education today, in a home or in a school, should read this book. I selected it for our book club a few months ago and read it over a few days myself. Three friends have already borrowed and read it as well.

It begins with an explanation of what narration is and how the practice integrates ideas and knowledge in a mind. She quotes Charlotte Mason extensively, but a reader would need no prior introduction to Ms. Mason to appreciate and understand the author's assertions.

To make an art of narration, we begin with children's natural interest and ability to tell about something. We accustom them to tell accurately, consecutively, and fully. In due time, we encourage them to write narrations. They begin by learning to write the same thing they would have said in an oral narration, and when that becomes natural, we teach them to take what they have written and shape it into familiar forms of writing, such as essay.

Ms. Glass explains the difference between narration and the kind of assessment we find in many classrooms today.

The usual kind of test with predetermined right and wrong answers is essentially contrived to discover what children do not know, rather than what they do. 

Rather than asking children to figure out what someone else (a teacher or textbook publisher) thinks is important in a text, narration requires a student to read, comprehend, and incorporate knowledge into their own understanding of a book or text. It is deceptively simplistic to ask a child, "Tell me what you remember about this reading." In reality, it is incredibly challenging and rewarding.

I've been reading and living the Charlotte Mason philosophy, at least in part, for almost a decade. There was not very much in the early chapters that I had not already read or learned, but I have never had a source in my hands that outlined everything as clearly and thoroughly as this book. A newcomer to Mason's methods will glean from these chapters a rich understanding of narration in its ideal form.

In later chapters, Karen Glass provides examples and explanations of exactly how to implement the methods of narration from the youngest children to the most experienced in high school and college.

The examples are taken from real narrations by real children. Some of them are magnificent, but some of them are much less impressive. I have had children give what can only be described as "abysmal" narrations; including the struggling narrators in the examples is a great asset to teachers whose children are early in the journey or struggling narrators.

Consistently requiring narration is difficult, but essential. Reading or listening alone is only the beginning. The narration is the work of learning.

It may be difficult to accept at first, but what a child recalls in any single narration is of small importance in the greater scheme of nourishing the child's mind...What a child takes in and makes her own will be unique for each one.

There's an excellent graphic on page 85 that shows a spectrum of the skills of oral and written narrations aligned with fourth through seventh grades, providing a clear picture of the expectations a teacher should have and the goals as children perfect their narration gradually over the years. Ms. Glass even provides word counts, which help immensely when trying to determine a long-term goal for a student in a years-long process.

There are also specific chapters in the book addressing beginning narration with older children, narration and special needs, and narration in a classroom.

After reading this book, I intend to adjust our homeschool narrations. First of all, we're going to add exams. (I actually added a few at the end of the year last year.) Ms. Glass explains that narrations are for the child, not the instructor, and therefore can be great advantage in learning.

[The] real value lies in the children's mental effort to think back and relate again the material they have learned. It is the process, not the product, that is most valuable, although the product--the collected narrations of a child who has attended to his work--can be impressive.

There's also another wonderful resource in the book: a table a student can use to record briefly what happens in each chapter of a book as he or she reads in, providing the scaffolding for a longer narration at the end and guiding a thoughtful understanding of the basic events in the book. I intend to use this chart for the books I ask my children to read that are more challenging or thought-provoking but from which I don't require regular narrations.

On page 100, Ms. Glass has written a note to students, explaining narration and how integral it is. I intend to copy this and share it with all my students next year. There's another such explanation on page 127 on introductions and conclusions. My daughter may be ready for this page sometime in the coming year, but I intend to share it with my high schooler at the beginning of the year.

I have a commonplace book and my children receive two books at the beginning of sixth grade, one for copying poetry and one for prose. (They decide which book is which and whether a quote is poetry or prose.) I'm not sure I've every really explained the purpose of the books, though, other than to say it's for copying quotes of things they like, so we're going to talk about that as well.

Encourage your students to appreciate a well-written sentence as they would appreciate the brushwork of a fine painting or the enchanting flourish of a musical composition.

Over the page few years, I've used a variety of writing and composition programs and resources. With this book in hand, I feel much more confident in my ability to guide my children as they read and narrate and write and I feel more confidence in their abilities as well. The chapter entitled "Becoming a Writer" is going to be the backbone of our writing curriculum from now on and will be mainly implemented in the high school years. I'm certain I'll struggle as we make this adjustment, but Karen Glass has outlined a simple but profound plan that covers everything we need.

I will be returning to the processes and strategies outlined in Know and Tell for years to come. I recommend it to anyone and everyone interested in Charlotte Mason's ideas and philosophy and I'm sure you'll see me repeatedly refer to it in the Mater Amabilis™ facebook discussions.

I purchased this book myself and have received nothing in exchange for this review. The link to Bookshop is an affiliate link.

How to Do Nature Study when Mom Doesn't Like Going Outside

Nature study is an integral part of Charlotte Mason's philosophy. It was, in fact, one of the main tenets that drew me to shaping our school around her philosophy of education. Then, as my children grew and we dove more deeply into formal schooling, it became clear that nature study rarely happened for one simple but overwhelming reason.

Though I loved reading about being in nature with my children and the idea of being in nature with them, I dreaded going out in nature with them.

Partly it was the hassle of getting everyone out the door, partly is was the lack of proper gear, but mostly it was my own disinclination to leave my snug little house.

Nature study was on the schedule, but week after week, I just crossed it off and we stayed home. Determined to address what I saw as potentially the most serious problem in our education, I declared 2015-2016 The Year of Nature Study and discussed with a dear friend all my thoughts on the matter. I invited her and her family, also homeschoolers, to join us on this quest. She accepted.

We are now within a few months of the end of our school year and I am declaring The Year of Nature Study almost entirely a success! So far we have gone on 18 nature walks with our coop (more on that later), visited new baby lambs, camped at two state parks and one national park, and spent a day at a preserve.



How to Do Nature Study when Mom Doesn't Like Going Outside


First, convince your spouse to make nature study a priority.

This isn't really a step, but I wanted to give Kansas Dad his due. He has supported my efforts to better our nature study time immeasurably. He borrowed equipment and arranged camping trips for our family last summer. The Great Sand Dunes was amazing and the kids all loved Roaring River State Park. When I suggested taking a day our first week of school to explore Tallgrass Prairie Preserve, he took the day off work to join us (and drive - I hate driving).

Whenever he's with us for a hike, he's encouraging the kids and pointing out all sorts of interesting plants, fungi, and rock formations. He leads by example and my family especially loves it when he comes with us. He doesn't draw in a nature journal, but he keeps an eye on the kids so I can draw in mine when we're out with our family.

Second Son bundled up for freezing rain

Next, gather the equipment.

Clothing - The exact needs here will depend on your climate and personal preferences. The most important thing I needed was shoes for myself. I had only one pair of old exercise shoes, a size too big and with "breathing" openings which meant if it was chilly or damp, my feet were cold or wet (or both). Knowing I didn't have good footwear gave me too easy an excuse to avoid nature walks. So I invested in a quality pair of hiking shoes. You may not need something as expensive, but since we were planning on camping and hiking as a family quite a lot, it seemed a wise investment for me. (I love them, by the way, and now wear them almost exclusively.)

We have had an unusually mild winter with lots of lovely nature study days. On one day, it was sleeting rain. Though I had said we wouldn't go out in such weather, we did. I joked with my friend that we were either an example of supreme dedication to Charlotte Mason's philosophy or an example of women who had taken it a too far and neglected to use common sense in our nature study. (We lasted about 20 minutes that day, but the kids did have a grand time trying to beat through the ice with rocks.)

learning about ice ("Let's hit it with a rock!")

Water bottles - I firmly believe in avoiding plastic bottles. It may be unreasonable, but that's just how it is. I grab the metal ones just about wherever I find them for a decent price because we lose them all the time. All the time. My favorites are Klean Kanteens, but I rarely buy them. You know, because we lose them. Ideally, we have one water bottle per person, but we can't always find enough of them (because we lose them) and so must share.

Backpacks - In honor of a camping trip we were taking last summer, my mother-in-law bought us some backpacks like these. They're light and perfect for the children to carry their own notebooks, pencils, and snacks. I also keep my bag stocked with a mini first aid kit, Neosporin spray, wipes, old grocery bags to use for wet things or garbage, bug spray, sunscreen, and a whistle.

Having dedicated nature study bags is a tremendous asset: they're always packed and ready to go. We just throw in a snack and toss them in the van.

Notebooks - We have Moleskin extra large notebooks, but regular old lined notebooks work, too. Saint Nicholas brought each of the kids a pencil kit last December. He found them on clearance at a local hobby store, but something like this pencil set would work, too. Ones that snap or zip close are nice because the pencils don't get lost or jumbled in the bag.

We've added lots of fun things to our bags over the past year: a pocket microscope, binoculars, a small ruler, magnifying glasses, and identification books, but these are all just extras. (Make these things inexpensive because the children will drop them, step on them, leave them behind, bury them in sand, splash them in the water, and generally have a marvelous time.)


Once you've got the equipment, make the time and get it on the schedule.

Here's where the coop comes in. My friend organized our coop with an intricate time table and children moving between three different locations (before we even begin nature study!). Our coop day includes piano lessons, speech class, and some church classes. My job is to drive kids back and forth to classes, supervise speech class, and decide where we're going each week for nature study. (I got the easy jobs.)

In retrospect, it's amazing how combining nature study with other activities was essential in making sure I got it done every week. I don't have to motivate for nature study because we're already in the van with our bags packed.

There is also nothing like twelve children from two (three now) to thirteen, waiting eagerly in two vans, to make you realize nature study better happen.


Then, choose the locations.

I brazenly asked friends with river-graced property to allow us to tromp along their paths about once a month this year, and they said yes!

I also selected one other location we would visit about once a month through the year.

Those two locations became our backbone. Visiting often throughout the year would allow the children to become familiar with the changing of seasons and weather in a particular place.

Then I did some research and online searching for other natural places or parks we could visit sporadically through the year. Kansas Trail Guide was really helpful for me. You don't need much or a "serious" nature trail. Our second backbone location is a city park with a paved trail. Three of the other locations we visit regularly have playgrounds; they are city parks and not wild nature trails.


Finally, set the ground rules.

Taking twelve children anywhere can be overwhelming and I knew I could only handle a weekly excursion if I wasn't anxious about someone getting hurt every week. I established some ground rules to allow us to keep a semblance of order and get everyone home safe and sound.

"icky water" (an honest display of a nature journal)

• If you hear us call or blow the whistle, stop where you are and look for one of the grown-ups.
• Children who do not respond appropriately will spend the rest of the nature walk holding one of our hands. (The big kids are horrified by this possibility.)
• Respect personal property and water safety.
• Be kind to God's plants and creatures.
• No sharing snacks. (We have severe allergies in our group.)
• You must draw in your journal before you eat your snack. The location and date should be included. (Later we added a requirement for a sentence or two about the day or the drawing, but even so, nature journal entries will need some bolstering next year.)

For the most part, we try to allow the children free rein to explore, climb, and wander. Therefore, we spend a lot of time counting to twelve.

In our family, we also needed to institute immediate showers for First Daughter when we get home. She has extensive allergies and has more than once developed a serious rash after our nature study walk. We just recently discovered Zanfel, which seems to help a lot (as it should, given its price).


Success!

I joke all the time that our nature study is much more Last Child in the Woods than Handbook of Nature Study. With twelve rambunctious children as excited to be together as to be outside, it's difficult to maintain peaceful contemplation of nature. As a first year, it's been a success and I'm hoping we can build on that next year and in the future to improve our nature journal skills and actually learn some names of plants or something. (It's the blind leading the blind, folks.)

We had some breaks during the year. Because we follow our church's class schedule, breaks for Thanksgiving, Christmas, Ash Wednesday, and such, are built into the year. We also took advantage of time together to do a few other activities. In December, we spent one coop day caroling instead of doing nature study. We're also having a little concert one week this spring. Though we focus on nature study, it's convenient to have that time available for a few special things we can still all do together.

Be sure to share in the comments any tips on getting nature study done. I definitely need help on the nature journal and identification skills.

Reading 2015: A Year in Review

Looking over my posts from the past year to find my favorite books has reminded me how wonderful the best of them were! Hopefully you find inspiration for reading here and not despair at all the length of the list of books you'd like to read.

The book covers below are affiliate links to Amazon. Underneath, I've linked to my book reviews or monthly book report.


Favorite Book of 2015

Bleak House by Charles Dickens

Best Fiction

In This House of Brede by Rumer Godden

Best Non-Fiction

Pioneer Girl: The Annotated Autobiography by Laura Ingalls Wilder, edited by Pamela Smith Hill

Best New-to-Me-Author

The Extraordinary Journeys: Around the World in Eighty Days (Oxford World's Classics) by Jules Verne, translated by William Butcher

Best Classic Book I've Never Read Before

The Adventures of Pinocchio by Carlo Collodi

Best Book I Pre-Read for School

Chitty Chitty Bang Bang: The Magical Car by Ian Fleming

Book that Made Me Laugh

The Little World of Don Camillo by Giovanni Guareschi (and Don Camillo and His Flock)

Best Homeschooling or Education Book

Consider This: Charlotte Mason and the Classical Tradition by Karen Glass

I also enjoyed Mind to Mind: An Essay Towards a Philosophy of Education by Charlotte Mason and Karen Glass.

Most Challenging

Laudato Si -- On Care for Our Common Home by Pope Francis

Best Book I Read Aloud

The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup and a Spool of Thread by Kate DiCamillo

"Read aloud" used loosely since we listened to this on audio CD from the library.

Best Memoir

The Wild Muir: Twenty-Two of John Muir's Greatest Adventures selected by Lee Stetson

Best Biography

The Small Woman by Alan Burgess

Best Sports-Related Book

A Nice Little Place on the North Side: A History of Triumph, Mostly Defeat, and Incurable Hope at Wrigley Field by George F. Will

I gave my dad this book for Christmas and he loves it, too.


Most Surprising (in a Good Way)

1776 by David McCullough

Best Book on Faith

The Little Oratory: A Beginner's Guide to Praying in the Home by David Clayton and Leila Marie Lawler

My Other Favorite Books
(alphabetical order by title)

The Boy Who Harnessed the Wind: Young Readers Edition by William Kamkwamba and Bryan Mealer

Helena by Evelyn Waugh

The Long Christmas by Ruth Sawyer

The Religious Potential of the Child: Experiencing Scripture and Liturgy with Young Children by Sofia Cavaletti

For those interested in even more books lists:
2014 list
2013 list

October 2015 Book Reports

Consider This: Charlotte Mason and the Classical Tradition by Karen Glass - Read my review. (library copy)

Little Men: Life At Plumfield with Jo's Boys by Louisa May Alcott was a pre-read for First Son, who will read this book independently this year (sixth grade). It's a sweet little book, but I was disapointed to find it more didactic (and therefore less enjoyable) than I remembered from my youth. Now I'm a little leary of reading Little Women again lest it fail to live up to its memory. (A Little Princess and The Secret Garden both seemed even better than I remembered, so at least I have them.) (library copy)

The Little World of Don Camillo by Giovanni Guareschi, translated by Una Vincenzo Troubridge - Read my review. (library copy)

The Story of the Amulet by E. Nesbit is the third and last book in the trilogy begun by Five Children and It. We found it a satisfying end to the tale. (listened to this recording on Librivox)

Turkey for Christmas by Marguerite De Angeli is a quiet sweet story of the little sacrifices we make for those we love, especially at Christmas. I've added it to our rotation of family read alouds for Advent and think my girls will enjoy it. (library copy)

The Wild Muir: Twenty-Two of John Muir's Greatest Adventures selected by Lee Stetson - Read my review. (library copy)

Books in Progress (and date started)

• The Education Of Catholic Girls by Janet Erskine Stuart (February 2014)
• Norton Anthology of English Literature Vol 2 (sixth edition) (August 2014)
• Good Poems ed by Garrison Keillor (October 2014) 
• For the Children's Sake: Foundations of Education for Home and School by Susan Schaeffer Macaulay (January 2015, with my Start Here book club)
• Humility of Heart by Fr. Cajetan Mary da Bergamo (February 2015)
• Towards A Philosophy Of Education (Charlotte Mason's Original Homeschooling Series) by Charlotte Mason (May 2015)
• Laudato Si -- On Care for Our Common Home by Pope Francis (September 2015, with our parish's adult education class)
• The Diary of John Wesley Powell, Conquering the Grand Canyon edited by Connie and Peter Roop (October 2015)

Links to Amazon are affiliate links. As an affiliate with Amazon, I receive a small commission if you follow one of my links, add something to your cart, and complete the purchase (in that order). My homeschooling budget is always grateful for any purchases. 

Links to RC History are affiliate links.

Links to Sacred Heart Books and Gifts are not affiliate links.

These reports are my honest opinions. 

Masterly Inactivity in Action

You can read about masterly inactivity, or you can come see the fruit of it in my front yard, which is strewn with recycling (aka trash) in various stages of...um...something.

Every time I ask if they are done with their...um...experiments and they consent to clean it up, they discover a new play that simply must be played.

Consider This: Virtue, Humility, and Synthetic Knowledge

Consider This: Charlotte Mason and the Classical Tradition by Karen Glass

I have been reading about, contemplating, and imperfectly implementing Charlotte Mason's philosophy of education for more than seven years. This book is a delightful reminder that no matter how much I read and how many narrations I suffer through encourage, there is always more to learn.

Karen Glass is a member of the advisory of AmblesideOnline, a free online curriculum for today based on Charlotte Mason's philosophy. I recently read and reviewed her abridgement of Mason's sixth volume, Towards a Philosophy of Education, called Mind to Mind. I started reading this book earlier, but one of the disadvantages of reading through a library book slowly is the probability of another person requesting the book. A few of us were taking turns with it, I think, but I've finally finished reading it.

The author claims Charlotte Mason's philosophy of education is consistent with classical education.

We might understand character-training as a task that belongs to parents, or churches, but we tend to separate that kind of teaching from the teaching of school subjects such as math or grammar. The classical educators did not make such a distinction. All areas of education were brought into service for this single goal--to teach children to think and act rightly.

I don't know much about classical education, mainly just what I've read on blogs by those mostly interested in Charlotte Mason's methods, but it seems to me that Ms. Glass has smoothed Charlotte Mason's relationship with the classical tradition mainly by asserting that the modern idea of classical education (particularly the concentration on the trivium in sequence: grammar, logic, rhetoric) is a deviation from the original idea of a classical education. I'm tempted to agree, but I think someone educating using the trivium today would be less likely to be convinced by this book that Charlotte Mason was a classical educator. To do so, would they have to admit that they have strayed from the classical idea?

If we can get a vision of grammar, logic, and rhetoric not as subjects to be studied but as arts to be practiced and refined in the process of reading, narrating, and writing, we can see how beautifully Charlotte Mason's methods may be considered a synthetic implementation of the trivium of classical instruction, more especially when the ultimate goal of forming character and virtue is recalled.

Despite a title and main argument concerned with classical education, I most appreciated how this book inspired me anew in my dedication to my own education in reading widely and fostering humility and in my understanding of Charlotte Mason's philosophy in practice.

If virtue is the true goal of classical education, pride in intellectual achievement is the perfect stumbling block to ensure that the goal is never reached. In other words, we must not only become humble, but remain humble if we want to continue our pursuit of wisdom and virtue.

I have recognized my own lack of humility in the past year or so and have thought much on how to practice true humility.

Even after all these years, it is good to be reminded why we read so many books all at once, why we insist on composer study, piano, Latin, geography, history, and science.

We should not limit our children's exposure to knowledge, not because they need to acquire a great deal of information about everything, but because they need to develop relationships with every area of knowledge.

These relationships are the goal rather than the knowledge itself. Therefore, not only must students read widely, even in areas in which they do not feel an immediate affinity, but these lessons must be pleasant and inviting: living books.

Every child's mind will take what it requires, and we respect the personhood of children by not substituting our insights for their own needs. If they are to be nourished, they must take that nourishment for themselves. If one takes more or something very different from another, we accept this. If the feast is wide, various, and composed of only the best, there will be something for everyone.

Reading books on a variety of subjects slowly over time allows the student to make connections between them, recognizing the interwoven nature of science, discovery, and historical events.

Consider This encouraged me tremendously in our school's pursuit of virtue and poetic knowledge. A deceptively thin book, it's pages are thought-provoking and galvanizing for anyone interested in Charlotte Mason's methods.

Book Review and a Giveaway(!): Mind to Mind

Mind to Mind: An Essay Towards a Philosophy of Education by Charlotte Mason and Karen Glass

Karen Glass, a member of the Advisory at AmblesideOnline, has abridged Charlotte Mason's sixth volume, Towards A Philosophy Of Education, in an effort to provide a clear and concise summary of Mason's most comprehensive book.

A Charlotte Mason aficionado might gasp at an abridgement, but I think Ms. Glass has done a great service to the modern educator, at home or in a school. Her website states:

If you cannot bear to think of reading anything less than every word Charlotte Mason wrote in her original volume, this abridgment is not for you. (I confess that I fall into that category, myself.) But if you have tried to read Charlotte Mason’s volumes and found the Victorian-style prose hard going, or simply lack the time to tackle the long books, this shorter version may be exactly what you need.

Very carefully, Ms. Glass has removed references to events and people unfamiliar today while maintaining the heart of Mason's philosophy and exhortations. She has not altered any of Charlotte Mason's words, merely removed some of them. Though I am not an expert, I could find no instance where the removal of words altered Mason's assertions. Mind to Mind flows seamlessly without jarring instances where the reader notices something missing. In addition, Ms. Glass also added helpful chapter divisions and introductory paragraphs. Some sections of complete text appear in one of the three appendices.

I read Towards a Philosophy of Education years ago when my oldest was just beginning school. With four young children and a part-time job, my ability to concentrate suffered greatly. A book like Mind to Mind would have introduced me to the philosophy of Charlotte Mason without wading through as much text. I would heartily recommend this book to anyone interested in an introduction to Charlotte Mason. After reading Mind to Mind, it would be a smooth transition to read not only the complete text of Towards a Philosophy of Education, but any of Charlotte Mason's five other volumes.

Giveaway

With the permission of the author, I have decided to give away my review copy of Mind to Mind. It's the one I read and the cover looks like it's been carried around a bit, but the pages are clean and I didn't write or underline it in. If you'd like to enter, just leave a comment below (make sure I can contact you) before midnight Central time on Monday telling me why you'd like to read Mind to Mind. Friends and family are welcome to enter, but US addresses only. I'll use a sophisticated method to choose a winner (writing names on pieces of paper and letting my one non-literate child pull one out of a bowl).

Mind to Mind officially releases tomorrow, September 4, but I see Amazon is already shipping copies, so you can order now and have your copy in hand before my giveaway is over and the Matchbook price for the Kindle is $0, so you could start reading the e-book within a few minutes.


I received a free copy of this book from the author for an honest review. Links to Amazon are affiliate links, but links to the author's website are not.

Book Review: Bleak House

Bleak House by Charles Dickens

I read Great Expectations in high school and thought I hated it. Upon further reflection, I think I did not understand it. I then mistakenly avoided reading anything else by Dickens for decades. In 2008, I read A Tale of Two Cities and absolutely loved it. Shortly thereafter, I read A Christmas Carol and was delighted. Then for some reason, I neglected to read anything by Dickens for years. What a shame!

Kansas Dad doesn't care to read Dickens, something about the detriment of reading a book by someone who was paid by the word, but I love the language of Bleak House.

She stands looking at him as he writes on, all unconscious and only her fluttering hands give utterance to her emotions. But they are very eloquent; very, very eloquent. Mrs Bagnet understands them. They speak of gratitude, of joy, of grief, of hope; of inextinguishable affection, cherished with no return since this stalwart man was a stripling...

The novel attacks treatment of the poor, ridiculous enthrallment with charity work for the benefit of the servant rather than the poor, and most of all Chancery, where court cases drag on for years, draining people of estates and hope. It's interesting how often these same issues remain prominent a hundred and fifty years later. How little society learns!

Education is not a major theme of the book, mentioned only peripherally, but of course those are mentions I notice particularly.

He had been eight years at a public school, and had learnt, I understood, to make Latin Verses of several sorts, in the most admirable manner. But I never heard that it had been anybody's business to find out what his natural bent was, or where his failings lay, or to adapt any kind of knowledge to him. He had been adapted to the Verses, and had learnt the art of making them to such perfection, that if he had remained at school until he was of age, I suppose he could only have gone on making them over and over again, unless he had enlarged his education by forgetting how to do it. Still, although I had no doubt that they were very beautiful, and very improving, and very sufficient for a great many purposes of life, and always remembered all through life, I did doubt whether Richard would not have profited by some one studying him a little, instead of his studying them quite so much.

A ready-made introduction to a discussion of Charlotte Mason's first principle of education!

I borrowed this book from the library and loved the Penguin Classics hardcover edition. It is beautifully bound.