A Delectable Education Charlotte Mason Podcast

This week's Charlotte Mason podcast celebrates the role of mothers in their children's education. Ms. Mason had plenty to say to us as mothers and we share our own experiences as mothers in an effort to encourage you. This one's for you, Mom. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "The children are, in truth, to be regarded less as personal property than as public trusts, put into the hands of parents that they may make the very most of them for the good of society. And this responsibility is not equally divided between the parents: it is upon the mothers of the present that the future of the world depends, in even a greater degree than upon the fathers, because it is the mothers who have the sole direction of the children's early, most impressible years." (Vol. 1, p. 2) "We are waking up to our duties and in proportion as mothers become more highly educated and efficient, they will doubtless feel the more strongly that the education of their children during the first six years of life is an undertaking hardly to be entrusted to any hands but their own. And they will take it up as their profession––that is, with the diligence, regularity, and punctuality which men bestow on their professional labours." (Vol. 1, pp. 2-3) "We allow no separation to grow up between the intellectual and 'spiritual' life of children, but teach them that the Divine Spirit has constant access to their spirits, and is their Continual Helper in all the interests, duties and joys of life." (Charlotte Mason's 20th Principle of Education) "I venture to suggest, not what is practicable in any household, but what seems to me absolutely best for the children; and that, in the faith that mothers work wonders once they are convinced that wonders are demanded of them." (Vol. 1, p. 44) I Buy a School, Marion Berry The Story of Charlotte Mason, Essex Cholmondeley (We are in no way suggesting you buy this book for the current price! Linking solely for your information) (Contains affiliate links) Grace to Build Retreat Liz's talk on Mothers (audio download) ADE Podcast Episode that describes the Great Recognition further

This podcast episode focuses on answering more listener questions about the Charlotte Mason method on some widely varying topics including Bible, narration, and unit studies. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "Another point, the co-ordination of studies is carefully regulated without any reference to the clash of ideas on the threshold or their combination into apperception masses; but solely with reference to the natural and inevitable co-ordination of certain subjects. Thus, in readings on the period of the Armada, we should not devote the contemporary arithmetic lessons to calculations as to the amount of food necessary to sustain the Spanish fleet, because this is an arbitrary and not an inherent connection; but we should read such history, travels, and literature as would make the Spanish Armada live in the mind." (Vol. 3, pp. 320-21) "English History is always with us, but only in the earliest years is it studied alone. It is not, as we know, possible always to get the ideal book, so we use the best we can find and supplement with historical essays of literary value. Literature is hardly a distinct subject, so closely is it associated with history, whether general or English; and whether it be contemporary or merely illustrative; and it is astonishing how much sound learning children acquire when the thought of an age is made to synchronise with its political and social developments. A point which I should like to bring before the reader is the peculiar part which poetry plays in making us aware of this thought of the ages, including our own. Every age, every epoch, has its poetic aspect, its quintessence, as it were, and happy the people who have a Shakespeare, a Dante, a Milton, a Burns, to gather up and preserve its meaning as a world possession...Civics takes place as a separate subject, but it is so closely bound up with literature and history on the one hand and with ethics, or, what we call every-day morals, on the other, that the division of subjects is only nominal." (Vol. 6, p. 274) A Delectable Education, Episode 8: Narration, the Act of Knowing Bonnie Buckingham

Charlotte Mason had two essential tools to offer children to help them regulate their own behavior. This podcast thoroughly addresses the subject that most matters in the classroom: guiding our children in acting and thinking rightly. Nicole, Liz, and Emily unfold Mason's principles of self-control, self-management, and right reasoning. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "There are two guides to moral and intellectual self-management to offer to children, which we may call 'the way of the will' and 'the way of the reason.'" (Principle 16) "The way of the will: Children should be taught, (a) to distinguish between 'I want' and 'I will.' (b) That the way to will effectively is to turn our thoughts from that which we desire but do not will. (c) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. (d) That after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as diversion, whose office it is to ease us for a time from will effort, that we may 'will' again with added power. The use of suggestion as an aid to the will is to be deprecated, as tending to stultify and stereotype character, It would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.)" (Principle 17) "But there are few subjects on which those who have the education of children in their hands make more injurious mistakes [than training the will]." (Vol. 1, p. 318) "“Your arrival at a right destination does not depend upon your choice of a good road, or upon your journeying at a good pace, but entirely upon your starting in the right direction.” (Vol. 4, p. 64) "The way of reason: We teach children, too, not to 'lean (too confidently) to their own understanding'; because the function of reason is to give logical demonstration (a) of mathematical truth, (b) of an initial idea, accepted by the will. In the former case, reason is, practically, an infallible guide, but in the latter, it is not always a safe one; for, whether that idea be right or wrong, reason will confirm it by irrefragable proofs." (Principle 18) "Reason, like all other properties of a person, is subject to habit and works upon the material it is accustomed to handle." (Vol. 6, p. 147) “Perhaps we shall best use this wonderful power of reasoning, commonly called our Reason, by giving it plenty of work to do, by asking ourselves what is the cause of this and that; why do people and animals do certain things. Reason which is not worked grows sluggish; and there are persons who never wonder nor ask themselves questions about anything they see.” (Vol. 4, p. 65) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Ourselves, Volume 4 Formation of Character, Volume 5, Part I, section I An Essay Towards a Philosophy of Education, Volume 6, Book I, chapter 8-9 Anne of Green Gables, Lucy Maud Montgomery Little Britches, Ralph Moody The Living Page (Contains affiliate links)

This Charlotte Mason podcast focuses on the subject of citizenship beyond the study of Plutarch. Are Mason's ideas about the state and the citizen outdated or irrelevant for our students today? This discussion focuses on the subject that studies government, economics, and moral responsibility in the Mason feast. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "The honour due to our country requires some intelligent knowledge of her history, laws, and institutions; of her great men and her people; of her weaknesses and her strength; and is not to be confounded with the ignorant and impertinent attitude of the Englishman or the Chinese who believes that to be born an Englishman or a Chinese puts him on a higher level than the people of all other countries; that his own country and his own government are right in all circumstances, and other countries and other governments always wrong. But, on the other hand, still more to be guarded against, is the caitiff spirit of him who holds his own country and his own government always in the wrong and always the worse, and exalts other nations unduly for the sake of depreciating his own." (Vol. 4, Book II, p. 121) “Children familiar with the great idea of a State in the sense, not of a government but of the people, learn readily enough about the laws, customs and government of their country; learn, too, with great interest something about themselves, mind and body, heart and soul, because they feel it is well to know what they have it in them to give to their country.” (Vol. 6, p. 187) “It is probable that the education of the future will recognise, as its guiding idea, Matthew Arnold's fine saying, that "The thing best worth living for is to be of use." Every man and woman will be a candidate for service beyond the range of his or her own family.” (Vol. 5, p. 447) "[In Form I] Children begin to gather conclusions as to the general life of the community from tales, fables, and the story of one or another great citizen." (Vol. 6, p. 185) "[In Form II] Citizenship becomes a definite subject rather from the point of view of what may be called the inspiration of citizenship than from that of the knowledge proper to a citizen, though the latter is by no means neglected." (Vol. 6, p. 185) “There are few better equipments for a citizen than a mind capable of discerning the Truth, whether it lie on the side of our party or on that of our opponents. But this just mind can only be preserved by those who take heed what they hear, and how.” (Vol 4, p. 154) "Civics takes place as a separate subject [from history], but it is so closely bound up with literature and history on the one hand and with ethics, or, what we call every-day morals, on the other, that the division of the subjects is only nominal." (Vol. 6, p. 274) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Ourselves (Volume 4) Towards a Philosophy of Education (Volume 6), pp. 185-189 The Citizen Reader (Used by Mason in the PNEU, Form 2) Uncle Eric series by Richard Maybury Gerald Johnson's Books on the government: The Presidency, The Cabinet, The Congress, The Supreme Court (Contains affiliate links) Audio Version of Charlotte Mason's Ourselves (Volume 4)

Nancy Kelly is an experienced Charlotte Mason teacher who joins us on this podcast to discuss the teaching of Plutarch. You will enjoy her helpful tips and inspiring wisdom. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "We take the child to the living sources of history––a child of seven is fully able to comprehend Plutarch, in Plutarch's own words (translated), without any diluting and with little explanation." (Vol. 2, p. 278) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Parents and Children (Volume 2), pp. 278-79 Loomis translation (For Teacher Prep) North's Plutarch (Heritage Press Edition) Stories from the History of Rome Fifty Famous Stories Retold Nancy's Favorite Retelling (Contains affiliate links) Anne White's Study Guides (free online--scroll down to individual Lives listings) Nancy's 3-Part Blog series on Plutarch The Great Courses on Plutarch

Charlotte Mason thought Plutarch an invaluable source of knowledge and moral wisdom in the subject of citizenship. This podcast explores who he was, why Mason thought so, and how the study of the lives he described would inform and enrich our children. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome “In the same way, readings from Plutarch's Lives will afford the best preparation for the study of Grecian or of Roman history.” (Vol. 1, p. 286) “[T]he principle being, that, whenever practicable, the child should get his first notions of a given period, not from the modern historian, the commentator and reviewer, but from the original sources of history, the writings of contemporaries.” (Vol. 1, p. 285) “Perhaps nothing outside of the Bible has the educational value of Plutarch’s Lives.” (Vol. 3, p. 236) “[The Lives] stand alone in literature as teaching that a man is part of the State, that his business is to be of service to the State, but that the value of his service depends upon his personal character.” (Vol. 3, p. 280) “...an early education from the great books with the large ideas and the large virtues is the only true foundation of knowledge--the knowledge worth having.” (Vol. 6, p. 308) "We take the child to the living sources of history––a child of seven is fully able to comprehend Plutarch, in Plutarch's own words (translated), without any diluting and with little explanation." (Vol. 2, p. 278) “We read him his Tanglewood Tales, and when he is a little older his Plutarch, not trying to break up or water down, but leaving the child's mind to deal with the matter as it can.” (Vol. 2, pp. 231-232) “[Plutarch] hath written the profitable story of all authors. For all other were fain to take their matter, as the fortune of the countries whereof they wrote fell out: But this man being excellent in wit, learning, and experience, hath chosen the special acts of the best persons, of the famousest nations of the world.” (Thomas North as quoted by Mason in Vol. 6, p. 274) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), pp. 286-87 School Education (Volume 3), pp. 152, 235, 280-81, 286-89 Ourselves (Volume 4), Book I, Chapter 2 Towards a Philosophy of Education (Volume 6), Book I, Section II, "Morals and Economics" Stories from the History of Rome North's Plutarch The Plutarch Primer (Publicola) Plutarch Project, Vol. 1 Plutarch Project, Vol. 2 The Children's Plutarch Plutarch retold by Weston Plutarch retold by Kaufman Ten Famous Lives (Contains affiliate links) Stories from the History of Rome (free online) Anne White's Study Guides (free online--scroll down to individual Lives listings) The Children's Plutarch (free online) Weston's Plutarch (free online) Kaufman's Plutarch (free online)

Charlotte Mason's education is not just for children. This podcast is a discussion of three mothers who have found that Mason has influenced them in ways they never could have dreamed when they took up her methods. Listen to discover all the ways the delectable feast can nourish you, the teacher. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "The mother cannot devote herself too much to [nature] reading, not only that she may read tit-buts to her children about matters they have come across, but that she may be able to answer their queries and direct their observations. And not only the mother, but any woman who is likely ever to spend an hour or two in the society of children, should make herself mistress of this sort of information; the children will adore her for knowing what they want to know, and who knows but she may give its bent for life to some young mind designed to do great things for the world." (Vol. 1, pp. 64-65) Find a Charlotte Mason group in your area Find a Charlotte Mason Retreat in your area Charlotte Mason Institute National Conferences Charlotte Mason Institute Regional Conferences Other Charlotte Mason Endeavors Near You Grace to Build Retreat Living Education Retreat CM West Retreat More Upcoming CM Conferences on the West Coast Simply Charlotte Mason Seminars Audio Download of Liz's Plenary at Grace to Build Retreat last year: "Mothers: The Living Books Our Children Read" Charlotte Mason Institute Collaborative Blog Fisher Academy Blog Charlotte Mason Blog Carnival Link Up Sage Parnassus

This podcast addresses common questions that arise as parents and teachers pursue knowledge of the Charlotte Mason method. Whether specific small questions, or large philosophic ones, they are common to most of us and Nicole, Emily and Liz attempt to draw from the deep well of Mason's own writings, as well as their experience in applying that wisdom, to meet the most frequent perplexities head on. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "[H]e knew that that which he beheld of lowly living and service and suffering was 'glory.'" (Scale How Meditations, p. 49) The Phantom Tollbooth, Norman Juster The 21 Balloons, William Pene du Bois My Side of the Mountain, Jean Craighead George Old Yeller, Fred Gipson Where the Red Fern Grows, Wilson Rawls Harry Potter Series, J.K. Rowling Rascal, Sterling North Deathwatch, Robb White Read-Aloud Handbook, Jim Trelease The Living Page, Laurie Bestvater (Contains affiliate links) Scale How Meditations (see page 49 for quote discussed) A Delectable Education, Episode 4: Education is an Atmosphere, a Discipline, a Life

Charlotte Mason is extraordinary in the arts and humanities, but does her method really work for science, especially in an age when science is king? This podcast will address all the aspects of teaching science that put most average parents in a panic at the high school level and you will find yourself eager to get on with it. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "Our aim in Education is to give a Full Life.––We begin to see what we want. Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?" (Vol. 3, pp. 170-71) “Where science does not teach a child to wonder and admire it has perhaps no educative value.” (Vol. 6, p. 224) "Geology, mineralogy, physical geography, botany, natural history, biology, astronomy––the whole circle of the sciences is, as it were, set with gates ajar in order that a child may go forth furnished, not with scientific knowledge, but with, what Huxley calls, common information, so that he may feel for objects on the earth and in the heavens the sort of proprietary interest which the son of an old house has in its heirlooms." (Vol. 3, p. 79) “The essential mission of school science was to prepare pupils for civilised citizenship by revealing to them something of the beauty and the power of the world in which they lived, as well as introducing them to the methods by which the boundaries of natural knowledge had been extended. School science, therefore, was not intended to prepare for vocations, but to equip pupils for life. It should be part of a general education, unspecialised, in no direct connexion with possible university courses to follow.” (Sir Richard Gregory, quoted by Charlotte Mason in Vol. 6, p. 222) "So much attention is now given to the practical and systematic study of science in schools that the valuable influence of descriptive scientific literature is apt to be overlooked. An intimate knowledge of the simplest fact in nature can be obtained only through personal observation or experiment in the open air or in the laboratory, but broad views of scientific thought and progress are secured best from books in which the methods and results of investigation is stated in language that is simple without being childish. "Books intended to promote interest in science must differ completely from laboratory guides, textbooks, or works of reference. They should aim at exalting the scientific spirit which leads men to devote their lives to the advancement of natural knowledge, and at showing how the human race eventually reaps the benefit of such research. Inspiration rather than information should be the keynote; and the execution should awaken in the reader not only appreciation of the scientific method of study and spirit of self sacrifice, but also a desire to emulate the desires of men whose labors have brought the knowledge of nature to its present position." (From The Wonders of Physical Science by Edward Fourlier, used in PNEU) The Mystery of the Periodic Table For the Love of Physics (Contains affiliate links) Read-Aloud Revival Episode with Dr. Pakaluk Nicole's Website with loads of information on living CM science *NEW Living Science Study Guides--Nicole guides us through a term or year of Middle School Biology Keeping a Science Notebook Living Science Ideas scroll down for a subject by subject list of living books

This podcast episode explores the ideas and objectives Charlotte Mason considered necessary for the study of science for grades 1-6. Listen to hear clear guidelines to follow, book suggestions, and practical applications for teaching science. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Home Education (Volume 1), Part V, Chapter XVI School Education (Volume 3), Chapter 21, Part II Towards a Philosophy of Education (Volume 6), Book I, Chapter 10, Section III Eyes and No Eyes Series Among the...People Series Margaret Waring Buck Books Glenn Blough Delia Goetz James Herriot Burgess Animal Book Burgess Book of Nature Lore Burgess Bird Book Otus Major Luna Backyard Birds of Summer Backyard Birds of Winter Nature Reader Madam How & Lady Why Life & Her Children Storybook of Science The Sciences The Stars JSB of Rain, Hail, Sleet & Snow Climate Maps Let's-Read-and-Find-Out Books Soap Science (Contains affiliate links) Nicole's Elementary Science Page at SabbathMoodHomeschool.com