52 Weeks Book Challenge

This week I finished The Glorious Appearing by Tim Lehaye and Jerry B. Jenkins. I started the left behind series several years ago and just recently realized that I didn't finish it. I know that these are works of fiction but I did enjoy thinking about what it will be like when Jesus returns. I highly recommend reading the series.

52 Weeks Book Challenge

Well I am going to attempt this again this year. Didn't make the 52 books in 2010 but did enjoy reading and keeping Track of what I did read. 26 is better than none at all. The challenges look interesting. I think I am going to choose at least one of these- right now I am leaning towards The Well Trained Mind Challenge. Happy New Reading!

52 Weeks Book Challenge

This week's read was Through The Grinder by Cleo Coyle. It is book two in the coffee house mystery series featuring armature "detective" Clare Cosi a.k.a. the manager of the Village Blend coffee house in N.Y.C. In this book, several women are said to have commit suicide but have they? It is up to Clare to find out who is behind these deaths. Things get pretty tense as she thinks her daughter may be next. I personally wasn't a big fan of this one- a bit too macabre for my tastes.

52 Week Book Challenge

I am dreadfully behind in this challenge with this being my 24th book but I have read more this year than last so I guess that can be counted as a success. This week's read was another by Anne Perry "A Dangerous Mourning". This is the second in the detective Monk series. Mr. Monk is called to the house of Sir Basil Moidore where it is discovered his daughter has been murdered. The family assumes it was an intruder because at first examination of the room the window was ajar and some jewelry was missing, however this does not fool Mr. Monk who concludes that the murder was an inside job. This leaves everyone on edge wondering which servant could have acted in such a horrible manner...or was it a family member? The suspense continues to the last pages where the reader wonders what the crime actually was. Like the other Perry books the character development is slow and deliberate adding to suspense.

The Philosophy of Education Vol. 6 Ch. 10 Sect. 2

The Knowledge of man
Morals and Economics: Citizenship
Children 6 years of age were introduced to “citizenship” by being read tales, fables, or biographies from which they could begin to draw conclusions as to the sense of community and how it runs.
Children 7-9 years old added the subject of Citizenship to their formal education. The book that Charlotte Mason used was Plutarch “Lives”. This was read aloud by the teacher and narrated orally by the students. From these ancient readings the students would then be asked what they knew of the local, nation, or church governments.
Books should not be altered with only examples of good or righteous men. Children should be protected from horrific accounts of happenings, such as found in a newspaper, but should be given examples of people who made wrong choices from accounts like that of Plutarch or the Bible.
For all ages it was of utmost importance to make sure the examples of the lives of the people read about were not drenched in “grossness” or sordid tales. If a biographical reading was of value but did contain undesired portions the teacher would edit out the undesired sections keeping the content accurate.
The lessons should not just focus on government policies or laws of the land but should inspire the students to live exemplary lives themselves as to be of true service to God and their country. They should learn to guard their minds and thoughts. To fill their minds with worthy things to think upon so sin cannot encroach.

Philosophy of Education Vol. 6 Ch. 10 Sect. 2

The Knowledge of Man
Pt. b Literature
Children age six began their literature study with Fairy Tales like Grimm or Anderson. The children are eager to narrate with vivid recall, these types of stories. Charlotte also used Aesop’s fables or Mrs. Gatty’s Parables from Nature with the same success.
Children ages 7-9 would begin having The Pilgrim’s Progress read aloud to them which they would then narrate from. Charlotte used a book called Tales of Troy and Greece which she would introduce at age 7 and continue to use each year through age 9. She would also add Water babies by Kingsly, Alice and Wonderland, and Just So Stories by Kipling. The children began to appreciate the great names of heroes like Ulysses and Achilles in an age that seemed to be breaking away from historical influences. By ages 8-9 the students were reading a great deal of the work for themselves. They individually read their own geography, History, and Poetry. The read alouds at this age consisted of things like Shakespeare’s Twelfth night, Rob Roy by Scott or Gulliver’s’ Travels from which they would narrate. This kind of schedule continued until 10 years of age. Teachers may have also included one or two books along the lines of a book entitled The Heroes of Asgard.
From ages 10-12, students would have more individual reading added to their work as well as a few more additional books.
All children read or were read the same material and took from it according to the individual understanding level. Nothing was “dumbed” down. Children who were bright naturally would take more from the readings than a child who was duller but that was ok. Each understood and took from it what they individually needed.
At age 13, the text, The History of English Literature was introduced. Students would read about 50 pages per term and the material would coincide with their history readings.
The object of literature study was not which author wrote during each time period studies but to read material from broad time spans to appreciate the living pictures authors give us of past time periods.
From ages 15-18, reading is more comprehensive and difficult. It also follows along with the History time periods they are studying. They would read things like: Popes’ “Essay on man” or Thackeray’s “The Virginians”. Narrations were still expected in the higher “grades” or “forms.”

The Philosophy of Education Vol. 6 Ch. 10 Sect. 2

The Knowledge of man
'History'
Most of the teaching of history in Charlotte’s day was a very little bit if English history given in the form of lectures where the students took notes and wrote a report. The knowledge of history should be more than “impression” or “opinions”
Charlotte says: “Now the method I am advocating has this advantage; it multiplies time. Each school period is quadrupled in time value and we find that we get through a surprising amount of history in a thorough way, in about the same time that in most schools afford no more than a skeleton of English history only.”
The focus is on using the right books. The teacher’s part was to see that every child knows and can tell back what they heard either in oral narratives or written essays. By using this method no revision is necessary for the final examination.
Passages are read only once because if the student knows there will be second or third reading they will not pay attention.
The Method
At six years old, begin reading to the child from a book that is well written and well illustrated. In Charlotte’s schools the six year olds began with ‘our Island Story’. They would cover about 40 pages each term which would be about the first third of the book. This was read out loud to the children and then one student would “tell back” after each paragraph or passage. The teacher does not say anything while the child is talking and is careful not to interrupt them. Afterwards, the teacher allows the other children to correct anything that was not told correctly.
At seven years old they continued reading ‘Our Island Story’ and would read about the same number of pages per term completing the book. Added to this would be short biographies of the people connected with the time frame they were reading about in ‘Our Island Story’. Field trips to historical monuments that were significant to the material read were also visited.
From ages 9-12 a more difficult book was used from which they would read about 50 pages per term. A book about the social life of people from the periods read about was also added.
Charlotte Mason also introduced the histories of other contemporary nations at the same time that she began English history, even with the six year olds. She would begin with France and used a book called “The First History of France”. They read about the same time periods so the children would begin to understand the world view of history unfolding in other countries, not just their own.
Ancient history was also introduced to the students. They used a book that was written to parallel the time periods on display at the British Museum. They also added a “book of centuries” where the children drew things/objects they came across.
The next year they would continue with the above readings and add a short book on the history of India.
At age 12 the children began to read a book called ‘The Students History of England’. This was a little more in depth than what they had been reading. They also added a book called ‘The History of Everyday things in England’. Outlines of European History were introduced as well and the book of centuries was continued.
From ages 15-18 the study of English history is more in-depth and depended more on readings from great literature and essays by well known authors. The history of France was continued in the same way as well as of that of Western Europe. The study of Greek and Roman history was continued though not as detailed as prior years. History charts were made instead of a book of centuries. This was a square paper divided into 100 small squares where an illustration was added in each square of some significant event that happened in that 10 year period. Also, at this level many readings dealing with social happenings were added through plays, novels, essays etc.
Geography was studied as a separate subject. All history at all levels was studied chronologically. When they reached current day they began again.
Charlotte Mason thought that the saddest thing a school could do was to fail in giving the students a “comprehensive, intelligent, and interesting introduction to history.” Students should know not only their own countries history but also need to learn and appreciate the histories of other peoples as well.

52 Week Book Challenge

This book Transformation by Bill Hybels is a devotional book. Each section deals with changing from the inside out. The changes focus on the areas of heart, mind, ears, voice, hands, and spines. This book would work well for individual study as well as with a small group.

52 Weeks Book Challenge

This week's book was On What Grounds by Cleo Coyle. This is the first in a series of mystery books in which the "ameture dective",Clare Cosi, maneger of "The Village Blend" opens the cafe only to find the assistan manager unconscious at the bottom of the stairs. Clare has a gut feeling that this is not an accident. This was a quick read and included some great recipes in the back of the book.

52 Week Book Challenge

One of the books I read this week was The Cater Street Hangman by Anne Perry. This mystery takes place in Victorian England and is the first in the Thomas and Charlotte Pitt series. The setting is an upper class neighborhood where several young girls were murdered. This book had so many twists and turns that to describe much more will ruin the surprise ending. I do enjoy a good mystery and I love it when I can't figure it out too soon in the book. Anne Perry has kept me guessing until the last few pages.

Philosophy of Education Vol. 6 Ch.10

Section 1: The Knowledge of God
This Chapter begins with a look at the “curriculums” taught in most school systems in Charlotte’s day, which are not unlike our own. They focused on teaching material at the elementary age to “test well” enough to enter a preparatory school for high school, then in high school to test well enough to enter a university, and in the university we teach the student based only on his future work without realizing that this alone doesn’t make him profitable to society. We should aim for a program that is “wide” rather than to pick and choose what the child is taught. Charlotte said “because the relationships a child is born to are very various, the knowledge we offer him must be various too.”
Section 1
The Knowledge of God
Of all three kinds of knowledge: the knowledge of God, of Man, and of the Universe, the knowledge of God is the most important. Charlotte says “mothers are on the whole more successful in communicating this knowledge than teachers who know the children less well and have a narrower, poorer standard of measurement for their minds.” It was common thought that in the educational publications of the day that we need to “bring concepts down to their ‘little minds’.” Charlotte calls this “foolish prejudice” and says we should be “astonished at the range and depth of children’s minds." Teachers do not have the same “tender opportunities” that mothers have to point out the love God has for each child as she walks through day to day events.
One point Charlotte makes is that the teachers adopted a view point that didn’t expect that “kiddies” could be expected to learn and know and so the children “lived down” to those expectations.
The PNEU schools began formal education at 6 years of age and the students were expected to make a conscious mental effort of telling again what they had been read to or heard. The process of “tell again” is how we all learn, by repeating what we want to remember –i.e.; phone numbers, conversations, etc. Charlotte says this is “as old as the mind of man and it is a shame that it has been used very little in education today.”
When giving the children knowledge of God we need to first use the Bible, not someone else’s interpretation but the real word of God. Both old and New Testament passages will be listened to with delight by the six year old child. Charlotte did use a type of commentary to give historical background to the scripture passages.
Between the ages of 6-12 the children are read the whole of the Old Testament. Students 12-15 years old read the Old Testament to themselves along with a book that presented the history of the Old Testament and included questions to think about. From ages 15-18 they would read the whole Old Testament again, along with an in-depth commentary. The New Testament was approached the same way. Children 6-12 were read Matthew, Mark and Luke. Students 13-15 added John and Acts along with the chosen commentaries. The upper grades or “forms” read a 6 volume set that arranged the New Testament in chronological order. The 17-18 year olds also added the Epistles and Revelation.

The Art of Quilting

Thanks to my friend Flossie I now have another "Art Full" Label to add to my blog. The Art of Quilting. These are my first two projects. They are both made in the "Quilt as you go" method which is a great way for a beginner quilter to start. The first one I did was the table runner and the second is a wall hanging that I want to hang in my bedroom. These projects are great because they go so fast. The hardest part is picking out the fabrics!

Srapbooking

I have completed the scrapbooks that I was working on of Britni. I made duplicate albums, one for her and one for Dan and I. It covers her life from birth through her graduation from highschool. Here is a look at some of the pages. I have now started a wedding album because I never bought a professional one. At least my addiction is legal!

Philosophy of Education Vol. 6 Ch. 9

‘The Way of Reason’

We should teach our children not to lean on their own understanding or reasoning. Reason functions in two ways. 1) It demonstrates mathematical truths and 2) it gives logical demonstration of the “initial ideas” that are accepted by the will. Most of the time we don’t even realize that reason is functioning, until we take a step back and see the point by point “argument” supporting one decision over another. Charlotte says this is “because every ‘pro’ suggested by our reason is opposed to some ‘con’ in the background. That is why people can take up both sides of a debate and present infallible proof to support their side of an argument and be convincing.

Reason can be used for both good and bad outcomes. The first example given is that of Shakespeare’s character Macbeth. In the beginning of the play Macbeth holds honors in the army as well as with his king but the idea of ambitious gain was presented to his will and his reason began to set up the arguments to achieve what he wanted, ending in tragedy. The second example given is of any inventor, army general, or discoverer that has made or done anything great. They used the power of reasoning to overcome all the ‘cons’ with the ‘pros’ to achieve his success.

It is worthwhile to ask our children “how did you think of that?” when they share a new game they invented or some other imagined “play”. They most likely will tell you of the idea that “put in into his head” and then the reasoned steps that led up to the finished “game or play” will follow.

We should present to our children examples like that of Eve in the garden when the persuasive arguments, reasoned out, led to disobedience and the consequences that followed. They should be told that when they want to choose to do the wrong thing, reason can convince them it is a good idea. We need to train them to use the power of reason to do what is right. They should recognize that reasonable is not necessarily right. We can train children that although reason works involuntarily, and all the enticing steps flow one after another, they cannot say they were forced into the wrong choice and couldn’t help it. Truthfully, it is not “reason” that that begins the process. Reason only comes into play after the choice to think about something is made. So if we choose to think about something good, excellent reasons will “hurry along to support it.” Likewise, if we choose to think of something bad, reason again will present arguments to make wrong seem right.

The power of reasoning is already present in our minds from birth. It is like all other powers of the mind in that it only “wants material to work upon.” Reason is no different than any other part of human make-up, it is “subject to habit and works upon material it is accustomed to handle.”

We as teachers must understand that “reason” should not only be fed by learning math. When using reason to figure out mathematical problems you learn that the logic is absolute and right. For example, 2+2=4 and not 5. This is supported by “reason” and in this case reason is proven right. But with the problems of life or the persuasion of a false religion or a political form of government “reason” can present arguments of persuasion to make wrong seem right.

52 week book challenge

The second book I read this week was An American Safari- Adventures on the North American Prairie by Jim Brandenburg, who is a well known wild-life photographer. The pictures in this book are beautiful. He does have an evolutionist view point and is also very pro-conservationilist with his view points but his information on our beautiful praries is vast. This book would be great for a junior high/highschool student studying the american praries.

52 week book challenge

The first book I read this week was The Face of a Stranger by Anne Perry. It is the first book in the Detective Monk series that takes place in Victorian England. The book opens with Detective Monk waking up in a hospital after an accident not know who he is. His supervisor comes to visit him in the hospital and he finds out a bit as to his identity. He is released from the hospital when he is well physically but has not told anyone he doesn't have his memory.He is well enough to return to work and it put on a murder case that happened a few months back that is still unsolved. Through very clever writing the author unfolds this mystery by keeping you guessing at every turn. A great read.

Philosophy of Education Vol. 6 Ch. 8

“The Way of the Will”
The function of the will is to choose or to decide and when the decisions take more effort the weaker the general will becomes. It seems that we tend to take on the opinions of society and the habits we develop are those of convenience but it is acceptable, so that is all we think is necessary for a decent and orderly life. But the one thing we should achieve is Character. Character is shaped like fine metal which is repeatedly beaten into shape and beauty by the force of “will”. Our aim in educating our children should be placed less on conduct and more on character. To quote Charlotte “Conduct may be arrived at, as we have seen, by indirect routes, but it is of value to the world only as it has its source in character. The will has only one action and that is to choose. Every choice we make we grow in force of character.
All of our lives we will be exposed to the opinions of others, whether it is in how we should take care of ourselves physically or what we should teach to educate the mind. The tendency is to accept what “makes sense to us” and follow the path of least resistance. Charlotte felt very strongly that teachers should not intrude on the minds of children but to “afford to each child a full reservoir of right thought of the world to draw from. For right thinking is by no means a matter of self-expression.” The “right thoughts” should come from ideas in great books about the lives of other men, nations, inventions, etc. Charlotte says “to fortify the will is one of the great purposes of education.” Parents need instruction on strengthening the will. It won’t just come as second nature to us. We should carefully expose them to characters, real or fiction, who are impulsive, self-pleasing, self-seeking, those who are willful, verses those examples of characters who are governed by will. “The will” cannot be exercised for personal gain repeatedly and grow strong. It needs to think outside ourselves to become powerful. The Bible tells us to “choose you this day whom ye shall serve.” Charlotte says there are only two services to choose from: 1 God, which includes others or 2 self. There is no act of will to serve ourselves because our desires are always there to show us what to choose but when our goal is to serve God first we are always watching to choose between right or wrong ideas that present themselves.
Charlotte says that “What we get in our youth we keep through our lives”. Although the “will” effects all our actions and all our thoughts it really only has one role of function and that is to accept an idea or reject it. Our consciences and reasons have an effect but our “will” is the supreme and our behavior will be determined by all the principles and opinions we have formed from our youth. When an unworthy idea presents itself that is supported by public opinion or we can reason it justifiable, and the will is weary of choosing, how should we handle this? By diversion- think of something else, even if it is something trivial, as long as we don’t think of how we “ought” to think about the idea in question. The weary will does not need arguments of support but rest. After a short time of rest the will is ready to choose the right path, even if it is a difficult or tiresome path.
Charlotte Mason says “the way of the will is a secret power of self government “. She says the statement of our will being a “free will” is true. Our will can only be free no matter if the choice is right or wrong. But many take “free will” to mean “free thought”. We forget that it is “the will” that orders our thoughts. If we belong to Christ we are not our own and are not free to think however we choose.
The ordering of the will does not happen suddenly. It is the “outcome of an ordered education” full of examples from the lives of great men. However the moment of choice is immediate and the action of the will is voluntary. The object of education is to prepare us for the immediate choices of everyday life. In training the will we need to be careful to not use words like “self-knowledge or self control” because Charlotte Mason says that education must be “outward bound” because the mind that focuses on “self”, even if some of the thoughts are righteous, misses the highest purpose of life. Duty and service to God and others is good reason to put our children through the training of their will, even though it is hard work.

52 week book challenge

This week I read More Charlotte Mason Education by Catherine Levison. This book expands on her first book, Charlotte Mason Education, with examples for applying this way of educating your children. Catherine goes into more detail in this book from more how-two's and quotes from Charlotte Mason to how to run a successful support group. This book was very informative and really is a must read for the homeschool mom teaching with Charlotte Mason methods.

Philosophy of Education Vol. 6 Ch. 7

“How we make use of our mind”

Herbart was a German philosopher that had developed a system of education that believed that children were “empty vessels” waiting to be filled by the teacher. Charlotte begins this chapter by pointing out that “our business is not to examine the psychology of Herbart…but rather to consider how Herbartian methods work out practically in education.” She begins by stating that Herbart’s psychology is attractive to teachers that want to “magnify their office” and how rewarding it is when the child graduates as the new creation of his teacher. This method is summed up as the teacher selects the “ideas” and then shows the student how they relate to each other. The work is complete and the ideas” enter the mind and grow and those that are the strongest rule and if they are “good” the “man is made”. Next she gives a detailed description of a lesson plan from a school using this way of educating that resembles a unit study approach where every subject is based in that unit. She points out that while it may look like much has been accomplished it really is setting the child up to be bored with learning. We already have learned that the mind needs ideas to feed upon. It may be that children appear to like easy lessons and abridged story books but in Charlotte’s words, “they like lollipops but cannot live upon them.” And yet there are schools that are trying to “supply the intellectual , moral, and religious needs of children by appropriate ‘sweetmeats’” When children are given books of great literary quality the mind takes the ideas presented and sorts, arranges, selects, rejects, and classifies the material all by itself.
Herbartian philosophy puts the burden of education on the teacher, which then exalts the teacher as the “chief agent” in education. This method appeals to teachers who hope to change the world with the children they have raised to a higher level. It also is appealing to education committees and administrators. They are relieved because the responsibility can then fall on the teachers to educate, because teachers can just turn on the faucet and out will flow the knowledge. They like the fact that the lessons are pleasing to watch and listen to. Lessons that are planned in this format may not show flaws in the practical working of the method, however, later, it “gives rise to dismay and anxiety among thoughtful people.”
Next we are introduced to a Mr. A Paterson who wrote a book criticizing the schools of the day. Charlotte Mason quotes him extensively in this section but basically he found problems with a system where the boys were given extensive lessons but were not trained to do the thinking themselves. Many were found struggling in their jobs because prior to graduating, the “thinking” had been done for them.
It was common in her day to educate young people according to their chosen vocation. They, too, had “trade” schools. She makes the point that employers have said that workers that had education specific to the trade did not produce any better than a boy who was a hard worker and learned doing the job. We put so much effort educating for profession because we believe that this is how young people will become beneficial to society but we forget that “man should not live by bread alone but by every word that proceedeth out of the mouth of God, shall man live.” The Spiritual life of man is far more important. The spiritual life also requires the food of ideas. Charlotte Mason concludes “like the old saying goes knowledge is a virtue and knowledge informed by religion will result in seeing that righteousness exalteth a nation.”

52 Weeks book challenge

I am still way behind in this challenge and am making an effort to catch up. We shall see what happens by December 31st! This week I found a new author, to me, Anne Perry. She writes mystery series based in the Victorian Era. This week I chose Buckingham Palace Gardens. The detective is Thomas Pitt, who usually enlists the help of his wife Charlotte to help him solve the crime, however being that this murder takes place in Buckhaming Palace he is unable to consult her. Four couples are guests at the Palace because the men are trying to propose building a railroad stretching from Cairo to Cape-Town in Africa to the Prince of Whales. A murder is committed linking the past with the present in a well written mystery that kept me guessing until the very last few pages. I usually figure out mysteries very early in the game but this one really had me stumped for most of the book. In my opinion, Anne Perry could be compared to a modern day Agatha Christie.

Philosophy of Education vol. 6 ch. 6 pt. 3

“Education is a life”
Food is to the body what gas is to a car, the source of energy. The mind works as it is fed education. The mind is only nourished on ideas. If we only feed our minds a diet of information as in dry facts, Charlotte likens this to a meal of sawdust.
So what is an idea? It is “a living thing of the mind” according to the greatest thinkers from the days of Plato to the present.
An idea is something that “strikes us” or “catches hold of”, “impresses” and if the idea is big enough, “possesses us”. Charlotte says “in a word, it behaves like an entity”. Everyone has said “I have an idea” when a grand thought rises in the mind. Charlotte believed that ideas were present everywhere but in the sphere of education. She gives the example of textbooks that were nothing more than dry facts.
Charlotte Mason includes several passages from Coleridge describing how many men, such as Columbus, were “given the ideas to explore or discover. And those ideas, Coleridge says, were “presented to chosen minds by God, a Higher Power than Nature itself”.
Indefinite ideas express themselves like an appetite and should draw the children towards things that are honest and of good report, and should not just be offered at a scheduled time but should surround them like the air they breathe.
Definite ideas are conveyed as “meat “to the mind rather than simply inhaled like air. Definite ideas are Spiritual in origin and God created us to convey them to one another either in word, writing, Scripture, or music and we must feed a child’s inner life like we feed his body. Charlotte points out that a child will probably reject about 9/10th of all the ideas we give just like the body only keeps what it needs and rejects the rest. Our business is to supply abundance and variety and his to take what he needs from this vast buffet. Just like in the natural, children hate to be forced fed and they despise pre-digested food. Her example of how to avoid teaching this way is found in the way Jesus taught. He used parables. They were unforgettable stories and yet the reader takes the lesson in and applies it without a trace of force. Our downfall in educating is that we tend to offer opinions rather than ideas in our teaching. Instead of just teaching math or geometry, we should put them in touch with Pythagoras through use of a great biographical story. They will then see where the idea for these concepts originated making the subject more alive.
To sum up this section, Charlotte says she wants to enforce the fact that human thoughts expressed through great reading and Art should not be considered a luxury to be given in bits and pieces but rather the “bread of life” for children and therefore they should have a broad and liberal curriculum offered to them daily.

Creative Giving

I was reading a blog of a friend of mine who posts a topic on Thursday's called Thrifty Thursday. The idea this past week was to share a way to be creative and yet save while giving gifts. For years I have enjoyed making homemade gifts for friends and family. I myself would much rather have something that someone took the time to make for me. I love to cross stitch and one year I embellished hand towels as Christmas gifts. I have also made homemade cards or recipe cards which I stamped with stamps I have collected over the years. Many times Micheal's has a bin located at the front of the store with stamps for $1.00. I have often found cross stitch kits, unopened and in great shape at yard sales for as little as 25 cents with a pattern that I know is something a friend or family member likes and then all I have to do is the stitching. One year I found some picture frames at a yard sale that were basically just flat edges and I glued jigsaw puzzle pieces from a puzzle I found at a yard sale and put the photo of my daughter that I was going to give grandparents for Christmas in it. They turned out really cute and the total cost was probably $1.00. Here is one for the brave. I save taper candles that are mostly used (you will need a lot- get your friends to give you theirs too!) and remelt them down in a coffee can placed in old pot and pull out the used wicks. I buy new candle wicks, candle scents and coloring, because most wax when melted loses the color it was, at the craft store and then pour the melted wax into mason jars, which I have found at yard sales! When I want to make candles I remind myself to continually check the craft stores for markdown candle making supplies. I have also crocheted Afghans, made fleece blankets, and given away things that I have canned from my garden. I have also gotten in the habit of going out after Christmas and finding Christmas items 50% off and store them away for next year's gifting. I always budget some of my Christmas money to do this then I can usually add something small that I make myself. I also keep a list of people that we buy for and I watch clearance racks all year and pick up things like this too.
Happy Saving

52 weeks book challenge

This weeks book was The Appeal by John Grisham. It begins with a jury trial where the plaintiff is sueing a chemical company for dumping toxic waste in the small town where she lives which poisons the water and as a result a large number of people in the town contract cancer, including her husband and son, who both died. The plaintiff is awarded a huge sum of money by the jury and of course the chemical company is going to appeal. The CEO of the chemical company is approached by a politicion and told they could win the appeal if they got a judge elected to the Mississippi State Supreme Court. A polital race ensues and an expected but unexpected ending concludes this well written book. It really gets you thinking about what could go on in the political arena when desperate, dishonest people have the money to accomplish their adgendas.

Philosophy of Education Vol. 6 Ch. 6 part 2

“Education is a discipline”
It is not necessary to labor as a teacher to get the children to learn their lessons. If the lessons are the right kind of lessons the children will be delighted to learn them. More effort should be placed on learning good habits and those habits that are needed for learning are formed by themselves through the use of the right curriculum. Charlotte stresses that this happens when the children process their work and tell what they have read. This she calls the “act of knowing”. She makes the point that if this process is not done the material goes into “the dustbin of our memories”. This act of knowing produces a two-fold reward. The first is the habit of attention and the second is an educated person. From this education also flow the habits of: a fitting expression, obedience, good will, right thinking, right judging, neatness and order (which flow from self-respect). All of these habits can be obtained from an education that “respects the personality of children”. The chief function of an education should be establishing a way of thinking in children that will provide a good and useful life full of “clear thinking and enjoyment” but most of all it should have a positive effect on their spiritual lives.
Forming habits is unavoidable. Either we lay down good habits with right actions or bad habits with wrong actions form themselves “of their own accord”. Charlotte compared habits to fire- “fire is a bad master but an indispensable servant.” She asks us to think about how hard life would be if every act of grooming or eating required the effort of a decision. Our days would seem so long with little productivity. She feels that most of the indecision or hesitation of adults doing or not doing things, in her day, was because the “right rails of habits” were not laid down properly for right behavior to easily run upon. We all admire the way a soldier carries himself but most shrink from the discipline it takes to produce such carriage. Charlotte says there is no other way of forming any good habit except through the strenuousness of working through a conflict. In other words - it’s hard work. The bad habits of the easy way or laziness always look pleasant but the good habit will be formed through the pain of resistance. We must each, internally, purpose ourselves to resist the bad habit and adopt the good. We have heard “sow an act reap a habit- sow a habit reap a character” but Charlotte says we need to go back one step further. We need to sow an “idea” or thought. The habit is formed by entertaining a thought which leads to an action which produces the habit. When training the habit we need to be consistent to point out the slightest slip up. The example given is of a boy who was working on being punctual to class and making great efforts on forming the habit. After days of punctual arrival he arrives late and the teacher lets him slip with no rebuke or penalty. The boy learns it doesn’t matter and the wrong habit starts to form. The habit of an ordered life is to make life “easy and spontaneous”. Charlotte says that physical fitness, morals, and manners are the outcome of habit. Most of all, habits in our Spiritual life become strong and give us the ability to live a “godly, righteous and sober life.” There is an excerpt written by a young person named DeQincey on his feelings about going to church. He describes the church, an ancient one, with beautiful details and tells how his heart was touched by a part of the liturgy that spoke about God healing the sick. This narration did not come from a child that was “bored” with church but had developed habits, not only in Spiritual training but also through beautifully written books. By reading literature with a vast vocabulary, the habit of attention was formed and he was able to grasp the message given from the pulpit easily. There is obvious value in forming good habits. It is very important to expose the children to men and women with “great minds” and “wise thoughts” through great books so they can gain courage from right opinions. Otherwise what will happen is, as soon as the young person graduates from school they will “run after the first fad that presents itself, try it for a while and then take up another to be discarded in its turn, and remain uncertain and ill–guided for the rest of their days.

52 weeks book challenge

This week I read Playing for Pizza by John Grisham. It is about an NFL quarterback who has a horrible season of play in the U.S. and costs his team a spot in the playoffs. The team fires him. He has no other prospects for playing in the states so his agent finds a team in Bologna Italy that needs a quarterback. They offer a pittance salary compared to what he makes in the U.S. but he takes the job and winds up falling in love with Italy. It was an o.k. book but more along the lines of Skipping Christmas or The Painted House than The Client or The Firm, if you are familiar with other Grisham books.

52 weeks book challenge

For the past few weeks I have been reading a Trilogy by Wanda E. Brunstetter called The Daughters of Lancaster County. The three books are The Store Keeper's Daughter, The Quilter's Daughter and The Bishop's Daughter. Book one introduces an Amish family that has recently lost their mother in a tragic accident leaving the oldest daughter the responsibility of caring for the family as well as helping her father run the family's store. The secondary story line introduces a couple from Washington state who are childless and seeking to adopt a baby. These two story lines are knit together one afternoon when a little one year old boy is left unattended for just a moment. One book leads itself to the next as you follow these families through sadness and joy, bitterness and forgiveness, and most importantly love that covers a multitude of sins. I am blessed enough to live near Lancaster, PA and visit there about once a year. Reading these books made me want to pack my bags and head to Amish Country! Great reads!

About the book challenge

Just in case you are wondering why there are so many posts this week for the book challenge I had a new hard drive installed in my laptop and have been without some of my internet sites. Ah the wonders of technology-you don't have to remember anything like blog sites or passwords because the computer will do it for you-until you install a new hard drive and everything is backed-up to reinstall.... except for all of your internet sites. Go figure! So I am now trying to update all the reading I had time to do while my hubby worked on my computer-which I am still not used to now that it has a new operating system. But thankful none the less. I am sure that when I get comfortable with the changes, which will most likely be years away, I will need a new computer or something.

52 weeks book challenge

This weeks completed book was Vienna Prelude by Bodie Thoene. This is the first in a book series called The Zion Covenant. The story begins in Austria during the early days of Hitler's rise to power. It centers around the lives of two young women, Elisa, a violinist and Leah, a cellist, both who play with the Vienna Symphony. Leah is a full-blodded Jew and Elisa is half Jewish and half German decent. Without spoiling the book-there is suspense and intrigue leading up to a decision Elisa has to make as to whether to help the Zionists even though it may lead her straight into the danger of the third Reich. I highly recommend this work of great historical fiction.

52 weeks challenge

This week I finished "A Women's Place" by Lynn Austin. This novel takes place during World War Two and centers around 4 women, with very different lives, whose paths cross as they join up to help "win the war" by taking a job at a local ship building yard. There is romance, laughter and tears as the lives of these ladies unfolds into God's plan for each of them. A very enjoyable read.

52 weeks book challenge

This week I started a book series Indiana Cousins by Wanda E. Brunstetter. The first book in the series is "A Cousin's Promise". The stories center around four Amish cousins. Book one starts with the cousins taking a trip to Hershey Park for the day. After a tradgic accident, the main character in this book, Lorraine, has to deal with the injury of her fiancee and the realization that he does not want to marry her any longer. This is complicated by the return of a long lost first love. I thoroughly enjoyed this book. I love to read about the Amish and thier way of life. On to book 2 this week!

52 weeks book challenge

The book I chose for the challenge this week was Melissa Gilbert's auto-biography Prairie Tale. She is very candid about the struggles she has faced in her life in the past as well as the present. I read this book because I loved Little House as a child and still am very fond of the show as an adult. Unfortunately, the stability that "Laura" had on the show didn't carry over into her real life. It was sad to read of the hard times that followed wrong choices made through-out her life. The positives include the love she has for her family and most of all her children. Be advised that there strong language is used throughout the book as well as relationship detail not advised for younger readers.

Philosophy of Education Ch. 6 Pt. 1 Education is an Atmosphere

“Education is an atmosphere, a discipline, a life.”
Charlotte Mason opens this section by discussing the “atmosphere” part of education. She does not believe in creating a “child environment” that is specially adapted to kids rather we should value the atmosphere of the home and let them live freely in these conditions. To quote Charlotte: “It stultifies a child to bring down his world to the child’s level.” She points out how many wonderful things a child learns in the atmosphere of a family i.e. the interaction between parents, siblings, older relatives, and even pets. Children must “face life as it is” not be put under a glass dome where they are “protected” from the elements of life. This is a sure way to stunt their growth. (Note: she is talking about families that have the correct balance of parental authority. Where the parents are training their children in obedience not families where there is dysfunction.)
It may be more difficult during school hours to obtain the same atmosphere as during “home life” so we want to be careful not to “water down” or “sweeten” the lessons, for when we do we make it very hard for the child to overcome the “intellectual feebleness” and “moral softness” that comes from a lax schooling.
In the latter part of this section, Charlotte describes the teachers and students at her school compared to students she has observed that only learn for “grades”. She says that her students delight in knowledge and this can be seen on their countenance. The countenance of the students who are learning solely to achieve a “grade” are not joyous and serene but anxious and worried, they don’t sleep well and are moody. Most teachers in her day would observe children like this and say the work was too hard. Doctors of her day would prescribe a year of “running wild” to cure this. When in reality, the student needs to learn to delight in knowledge for knowledge’s sake. The fault is not in the work but in the atmosphere. So the choices are 1)a hot-house type of atmosphere where children grow to be feeble and dependent or 2)Let them have open “air” environment, so to speak, with careful overseeing, so the elements of life don’t totally batter them but where they can grow strong and learn independence.

Homeschool Convention

This weekend we went to the MACHE(Maryland Association of Christian Home Educators) Convention in Frederick Maryland. It was our first time attending this convention and we had a great time. We made our last homeschool purchase for Britni :( who will be graduating in June and lots of purchases for Abigail :) who is starting her education journey. There were no speakers there like the conference we have gone to in Pennsylvania but all of the vendors we buy from were there. We took our wire shopping cart to carry all of our purchases.(something that I learned about years ago- it is taller than a wagon and so much easier to pull or push along.) Britni also came up with a great idea I thought I would pass on. One of the most frustrating things I face is keeping all of the purchases organized in the car for the trip home. The bags usually just slide all over the place and things, like paper supplies, have gotten a bit roughed up. Well my brilliant graduating daughter suggested we bring some plastic laundry baskets to put the bags in. It worked great. We had a full truck bed to put the baskets in but if you don't have that much room you could use something like plastic crates or small Rubbermaid tubs. The baskets also made the job of carrying all the stuff into the house easier and it was able to stay contained until I had time to put it all away. Anyone else have good convention tips to share?

52 weeks book challenge

This week I read two books. One was the Twilight of Courage by Brock and Bodie Thoene. It is a great historical fiction that takes place during the early days of WWII. There are too many characters to list them all here, but one that stand out is Horst von Bockman, an Officer in the German Army who takes part in smuggling a Jewish baby out of The Reich. It is filled with intrigue and suspense and precedes two other series by the Thoene's called The Zion Chronicles and The Zion Covenant series.
The second book I read this week was called Meet Charlotte Mason by Sandi Queen. It was a quick read introducing homeschool mom's to the 19th century educator, Charlotte Mason and briefly describing her methods of educating. Sandi is a homeschool mom and she and her family run a publishing company of Charlotte Mason based homeschool materials. It was well written and enjoyable. I recommend it to any homeschool mom who wants to learn more about this way of teaching.

Philosophy of Education Vol. 6 Ch. 5

The Sacredness of Personality

This Chapter centers on valuing each child’s unique personality. The point is made that too often children are used as pawns in a game to basically do what adults wish them to do. This can stem from wrong perceptions that adults are superior to children. We are encouraged to consider the words of the Lord that we are to “become like little children”. We are warned in scripture to not despise, hinder, or offend them by our actions or thoughts but rather are told to “feed My lambs”
One way that teachers obtained discipline and motivation in schools was through fear. While this may not be the case in most schools today, there are several other methods that are just as devaluing of children to make them learn.
The first is love. When we motivate a child by getting them to behave and learn solely to please the teacher or parent, with statements such as “Do this for me” or “I will be so sad if you do…..” we take advantage of the love they have for us. They may learn to behave properly but their character is being undermined.
Suggestion is another method by which some try to motivate. This is a subtle prompting of the child to perform a given task. However, the “suggestions” merely train the child to look for prompting from the teacher instead of learning to find the internal strength to learn the material.
Finally, there is influence. Charlotte describes influence as not the words or actions of the teacher but more of “an atmosphere” that proceeds from the teacher and envelops the student. Influence of good morals from on to another is a very wholesome thing but when the teacher uses their influence with students, who in turn begin to idolize or worship the teacher, they become like a “parasitic plant” and they don’t grow strong in themselves but are always looking for someone else to “cling to”.
Children also have a few natural desires that, if not carefully developed for the good, will also be a hindrance to their personality.
One is approval. Children desire approval. Under the right guidance, this can help them be obedient or excel in school work. However, with the lack of guidance the child will seek out any approval whether it is worthless or virtuous.
Emulation, the desire to excel, and Avarice, the desire to gain or achieve, can also hinder the child by making the focus of their education turn from delighting in what they learn to only receiving the highest marks or scholarships.
Ambition is detrimental when the student is not given a wholesome desire to master knowledge but instead turns the ambition into the desire to master people. Ambition can be a great character trait when it is used in serving others.
It is a shame that the educational systems believe that children see the desire for knowledge like a bad tasting medicine and try to do anything to disguise learning by making students dependent on grades, or sports, or entertainment. This is producing children who are pleasant and good natured but have no ability to think “great thoughts”. No part of our soul should be without education through the delight of knowledge.

Book Contest to enter

I wanted to let you all know of a contest a friend of mine is having. You can enter to win the book “This Little Prayer of Mine” by Anthony DeStefano. There is a review of the book on the blog: http://from-my-life.blogspot.com/2010/03/prayers-heavenward-and-giveaway.html and this is where you can enter to win the book. The contest deadline is April 10th 2010.

52 weeks book challenge

Well, I am WAY behind in my reading but I am planning on catching up over the summer when the schedule becomes lighter. This week I did read “The Man from Shadow Ridge”. It is the first in a four book series by Brock and Bodie Thoene called the Saga of the Sierras. It takes place in California during the Civil War and centers on the Dawson Family. Brothers Jessie and Tom have a ranch at the foot of Shadow Mountain where they round up and train wild mustangs to sell to the Union Army. The area is plagued by stagecoach robberies which eventually lead to several murders. Then, the fate of two young kidnapped boys lies in Tom Dawson’s hands and he is forced to trust God for their safe return. The book has that old west feel that brings us back to our roots as American’s. It is a wonderful historical fiction. I just started book two in the series so I will let you know next week how that one was.

Philosophy of Education Vol. 6 Chapter 4

Authority and Docility

This Chapter begins by defining types of authority. The first is “deputed authority” or the kind of authority someone holds after years of studying a particular passion and it becomes part of them. Another form of authority Charlotte speaks of is the “authority” a policeman has or that of “an elder sister” or a “Job Foreman”. Authority always exists in society, even in anarchy, which is really transference of authority. In truth, humans were created to function under authority that is not abused. This type of authority brings order. What makes us able to function under the authority of another is “Docility” or teachableness. Charlotte points out that both are necessary functions in everyone.
The schools in her day believed that children may be governed as long as they weren’t aware of it- the rule of thumb was “Go as you please” but all the while “Do as you’re bid” is the controlling force behind the children. However, the problem with this indirect way of training is when “Do as you please” is substituted for “Do as you’re bid”. Charlotte points out that it is pleasing to see children move about or sit still when they wish to but that they also must learn obedience to do what is asked of them. The person who is not obedient to authority is of little use to society.
Docility does not mean subservient but rather implies equality. Both teacher and student are on the same path- both pursuing the same end in regards to education. Children should develop a sense of “must” from the example of parents and or teachers. Adults should behave like they are under authority as well, setting the example. The authority they are under is the authority is the Lord.
Children should know that it is their responsibility to know and learn. Repetition should not be allowed because then responsibility of learning shifts from the student to the teacher, training the children to be in-attentive. With no effort of attention, lessons are repeated and children become bored from hearing the material over and over.
One reason why the teachers make the mistake of pre-digesting material for the students is they believe that they, as the teacher, are superior to the student. If they would only realize that the child’s mind is as great as or greater than their own they wouldn’t feel this way. Also, some are convinced that children can not understand “literary vocabulary” so we break it down or paraphrase it. Finally, teachers misunderstand how to gain “attention” altogether. They believe it is something that should be “cultivated, coddled, persuaded, or gained by dramatic presentation. As Charlotte has previously said, attention is not a “faculty” or a power of the mind but rather it is the ability to turn on the power to concentrate. Attention is present in full force in every child waiting to be “turned on in obedience to the child’s own authority”. Our job is to think of attention as an appetite and feed it the best we have in books and knowledge.
Unfortunately, without securing the power of perfect attention in our students they will spend eight to twelve years in school and will come out seriously “maimed” with little interest in intellectual things. All their life holds for them is what their job can provide. Things like poetry and history hold no charm for them and it is unfortunate that they don’t use their intellect daily.

52 weeks book challenge

The book I read this week was A Charlotte Mason Education by Catherine Levison. It is a wonderful introduction to the Charlotte Mason method of homeschooling. Each chapter covers a different principle of the methods outlined in Charlotte Mason's original writings and explains them in a way that makes this way of teaching very attainable. The book is full of practical tips on how to apply each facet with your children. Also, there is a section at the back of the book that includes examples of daily schedules, which was very helpful. I found this book to be a very quick read, only 86 pages, but full of wisdom and encouragement.

52 weeks book challenge.

This week I read the book "Help I am Married to a Homeschooled Mom" by Todd Wilson. This book is written by a homeschooling dad to encourage other homeschooling dads how they can help their wives with the task of educating their children. It focuses on what their wives need from them, from choosing curriculum to emotional support. From a homeschooling mom's point of view it was something that I think would really appeal to the homeschooling dad. First of all, it is short which lends itself to be read quickly by busy dads. Second, it is full of "guy" humor that,I must admit, even I enjoyed. Most importantly, it really said what I, as a home school mom, have often felt but could not express to my husband in a non-condemning way. I hope he enjoys it as much as I did.

Philosophy of Education vol 6 ch.3 pts 3-5

Just as the body has “appetites” the spiritual and intellectual parts of us do too. Children desire to “know” and it is our job to use this natural “appetite” or curiosity to educate them. It is the practice of “schools” to play on the child’s desire to be first or to win by offering prizes and other incentives. We think there is no harm in this because it looks like the children are stimulated to learn. This practice actually chokes out the desire to learn and is replaced by cramming just to get the best mark.
Another part of the mind to consider when educating are what some may call feelings. Basically, Charlotte says they are boiled down to two: love and justice. We should appeal to the natural desires for true justice and make the sole motivation for learning be “because this is right” and not just the want of approval from others.
We should not train a child morally by “hand feeding” them but by allowing them to “eat by themselves” from hearing about or seeing the conduct of others who act in positive moral ways. This is why a broad range of subjects and materials must be used. You never know what will capture the mind of a child and provide the example he needs. It is different for each child. Charlotte calls “moral lessons” which are predigested “worse than useless”. Instead, we should give the children “moral feedings” and let them draw the lessons themselves. We can see in children the natural ability they have for love, which includes expressions of kindness, generosity, gratitude, pity, etc. and they should therefore be given the best examples in art and literature and more importantly the examples in the Bible to strengthen them morally.
As educators we should also expound on the inborn sense of justice in our students. They should learn that what they think of others is “a matter of justice or injustice” and that truth is justice in the form of words. Good citizens have a mind that can discern the truth.
From this sense of justice, children should learn what their “duty” is. The example given was that it is our “duty” to our neighbor “to keep our hands from stealing”. From this sense of duty should flow the sense of honesty and from honesty, integrity of thought.
Lastly, education should have an effect on the soul of the child. Because of the inborn senses of love and justice, man will realize that we have an “irrepressible need” for God and not just a “serviceable religion.” “How should we prepare the child towards God?” Charlotte asks. They must learn and read and have knowledge of God through the Bible.

52 weeks book challenge

The book I read this week was The Innocent Man by John Grisham. This was his first non-fiction book and was very different from his other work. It takes place in the town of Ada Oklahoma. A murder was committed and the law enforcement agencies convicted two innocent men, one of which received the death penalty as his sentence. It was interesting to see the errors made by the prosecution that were virtually ignored during the trials. If you are looking for typical Grisham suspense there was none, but the book was not intended to be a novel. It is the actual account of the wrongs done by the legal system.

Philosophy of Education vol. 6 ch.3

Parts 1&2

Children, like adults, are born with good and evil tendencies. The hope is to build up the good and reduce the evil. This, Charlotte says, will only happen when “education is put in her proper place- as the handmaiden to religion.” Parents know their children better than anyone. They know and understand each child’s bents and passions. It is important to figure these out, as well as what “dangers” or weaknesses might present themselves, in order to steer our children onto right paths. As a teacher, you need to understand the human nature that is in every child. The tendencies which are in every child towards “greediness, restlessness, sloth, impurity” could ruin the adult that they will become if let go undisciplined.
Every child has intellect even if the outward appearance looks inattentive. We can tap this through a fascinating pageant of historical characters and scientific readings because children have an amazing imagination, which is part of that intellect. When we introduce children to literature it gives them the keys to a “glorious kingdom, a continual holiday, or an exquisitely served feast.” We need to not underestimate the abilities of children. We don’t need to explain every word or phrase we read. This actually bores them. They can understand more than we realize. Another mistake we make is going over and over material so they “get it”. By doing this we can actually paralyze the result of progress.
The minds of children need a broad selection of subject matter not just specialization in one particular field or interest. We need to give our children beautiful things to feast upon in the form of words, pictures, music and nature. The function of these beautiful things is to “open up a paradise of pleasure” for us. This beauty is for all, not just the educational elite.

Snow Days

We have had so much snow in the past three weeks here that I am beginning to wonder if the books on "snow" we are reading had something to do with it. I have been using FIAR with Abigail but have been adding in various different topics each month depending on holidays or events that strike our fancy. When we went to the library for this last load of books at the end of Janurary, I decided to explore the topic of the winter olympics, which led naturally to the topic of snow. Little did I know that this would bring the onslaught! We have had plenty of hands on experience with snow. I didn't even have to look far for a field trip- just walk out the front door! We have enjoyed reading "The Snowy Day" and making footprints like Peter did. Eating snow cream- it was the first time I had made it for my kids. But the best, by far, has been the birds. We have several bird and suet feeders which have attracted so many birds we have not seen at our feeders before. We typically have Junco's, Cardinals, Nuthatches, and Chick-a-dees but this storm brought Red-Winged Black Birds, both male and female(which are not black at all),Cowbirds, Sparrows, Mourning Doves, Starlings, a Downey Woodpecker, a Red-Bellied Woodpecker, and Purple Finches. I also thought I saw a Gold Finch. Abigail made homemade suet with my mom and covered pinecones with peanut butter and birdseed. Britni has taken some beautiful pictures of the icicles we had hanging from the roof. We've gone for walks in the snow and took in the wonder of a snow covered frozen pond. This is not at all what I had planned in the lesson book but I can say that we learned so much more. This is not to say that I won't enjoy getting back to "normal" school days, but I am glad that we can look back on these past few weeks and know that all was not lost!

Philosophy of Education vol. 6 Chapter 2

Children Are Born Persons.

This chapter opens with a look at how wondrous a child is. That from birth to age three the amount of things they learn is amazing. Charlotte believes that within the first two years of life a child goes through more intellectual effort than any following two years. The child’s mind is the ‘instrument’ of his education and it is important to know that education does not produce the mind. From a young age the child displays imagination, reasoning by asking questions, displays of temper. Displays of temper are often mislabeled “strong will” but this is in fact the opposite. The ‘will’ is used when the child is able to stop these types of behaviors and restrain himself. Charlotte refers to this as “learning the art of obedience.” She says that “no one can make a child obey unless he wills to do so”
Charlotte gives the example of the brain being the “instrument’ of the mind just like a piano is not music but the instrument of music. Once we see this in young children we can get a better grasp of how to educate them when they are ready for formal schooling. In order to reach the “mind” to educate we do not need to focus on: the environment of the classroom, playing, or beautiful motion. All of these things are desirable to give children but to truly educate we need to give the mind contact with ideas from great minds of others. The “idea” is the thought: “how can this be?” and then the mind has the desire to figure it out. Children experience what they hear and read about. She says “these thoughts enter into them and are their life” This is how she explains how ‘ideas’ feed the mind.
We need to prepare their minds by showing children many pictures of great artists. This will feed the imagination so when we read a passage in a great book about crossing a mountain they can picture it in their minds.
Not only is a child’s mind fully active from birth but so are their hearts. They can display love to all. We see them show tenderness to family and friends and even to old beat up toys no one could love. We see that their conscience is alert: “is this true?” “Are they a good person?” It is this conscience that alerts him when he has disobeyed. Charlottes says that “as he is trained, the will, comes to his aid and he learns to order his life.”
When we begin to see our children as fully functional humans we begin to realize we must teach them differently. Dry lectures and textbooks are not going to feed their hunger for knowledge.

Philosophy of Education vol. 6 Chapter 1

‘Self Education’

From what I can gather there was a movement in the educational community in Charlotte’s day that started professing success in “self-education” for children. This probably included things like dance or other types of self expression. Charlotte doesn’t disagree with using some of these types of things, and even goes so far as to say that she looks forward to seeing the manner of citizen it produces, but in reality these “external educational appliances” “which are intended to mould his character are decorative and not vital”. The point being, that people are not ‘built up’ from without but from within. To accomplish this, Charlotte reminds us that the function of the mind is like the body and needs a quantity of nourishing food each day. That knowledge is not and should not be attained through sensation, but rather, by being “fed” the great thoughts from great minds is what makes one thoughtful. There are examples given of children who love learning and with a single reading of a passage can recall, point by point, in their own words, what was read. They can recall the details months later because the mind has been properly fed, material digested, and the thoughts have now become the child’s in the form of knowledge. She challenges us to look at a method of “self education” that is practical and pleasant and has produced capable men and women, with great character, over the past 30 years. In the final paragraph she likens the student’s education to a horse. A horse that is “light” rides over the ground using his own joyful will as opposed to the horse that is heavy in hand, which becomes a burden to the driver. Like the driver of the horse, the teacher then becomes one who is a guide to the student rather than someone who is forcibly feeding information.

Snow of 2010

Well, I thought I should blog about our winter weather. This year we have had several snow storms, which is uncommon in our area. We do get some snow each winter but it usually amounts to 3-5 inches and is cleared off the roads within a day. This year we have had a major snow storm two weekends in a row. I have not measured this weekend yet, but last weekend we got 9 inches of snow and probably around 12-14 inches this weekend. I have enjoyed watching the snow fall from inside a cozy, warm, house. We have spent the weekend drinking coffee and cocoa, watching movies, and playing games. In between these wonderful family activities, I have been working on a scrapbook and reading. I was able to take the girls for a walk in the snow on Friday afternoon. The pond down the street was beautiful. I am not a big fan of driving out in the snow but I am going to try to remember how beautiful my little piece of the world looks today when it is 99 degrees in the shade with 100% humidity in August.

52 weeks book challenge

This is my official starting of the 52 weeks book challenge. I thought I would be able to start last week but later realized it was going to have to wait a week. This week I have read two books. (trying to catch up with the challenge) The first book I read was "How to Get Your Child off the Refrigerator and on to Learning" by Carol Barnier. Carol is a homeschooling mom of an ADHD child and offers practical wisdom on teaching these children and recognizing the gift that ADHD is. I really enjoyed this book and felt so encouraged to apply her tactics with our ADHD child. The second book I read this week was "The Broker" by John Grisham. The story centers around a "power broker", Joel Backman, from Washington D.C. who is sent to prison and then pardoned by the President, in his final hour in office. The CIA whisks him away to Bologna Italy, undercover. Without out spoiling the plot, this book is filled with intrigue as you watch Joel become "Italian", while he figures out why he was received a presidential pardon and what he is going to do about it knowing he can trust no one.
It was enjoyed in true Grisham style.

Thoughts on Philosophy of Education introduction section 3

In this third section of the introduction, Charlotte lists points that distinguish a Charlotte Mason education which up until this time had been unrecognized or disregarded by the educational system. She goes into great detail as to how she came to some of the conclusions which led her to develope her philosophy of education. While observing children in the two schools where she was teaching, as well as some children of a friend of hers, she began to see that “the mind of a child takes or rejects according to its needs.” That whether the mind was taking in or rejecting an idea it was functioning for its own nourishment and it, just like the rest of the body, requires sustenance. The difference is that the mind is not something weighed or measured but it is spiritual so the food must be spiritual too. In other words, ideas. Children have a God given appetite for knowledge. We call it curiosity. She asks the question “can not people get along with little knowledge?” and comes to the conclusion, after observing her friends young children, that to the child who had not been turned off by “spiritual malnutrition”, the whole world barely had enough to satisfy a child’s desire to know. The next question she pondered is “what then is knowledge?” and states that “something only becomes knowledge to a person which he has assimilated, which his mind has acted upon”. Just like physical hunger is not satisfied until we take in food and our body begins the process of digestion. Charlotte believed that every child, no matter what “social class” they were from, could learn in the same way. That true education happens when “mind appeals to mind and thought begets thought.” Every child deserves to be exposed to great thinkers through great literature. She makes the point that books that focus on entertaining can be delightful and can have some profit but should not be considered “education” in which the main concern is knowledge. That in “light” reading the mind doesn’t work to set aside the information so that what is read truly becomes knowledge. What I thought of here is a book that was a good story but that didn’t introduce “new information” for one to think about. Charlotte felt that every person has a natural delight in “literary form” until we are “educated out of it.” We need to think of children as capable as adults are in regards to their ability to deal with knowledge. They have natural curiosity with an amazing ability to remember and an unlimited power of attention. I wondered about this “power of attention” that she speaks of, especially with an ADD or ADHD child, so I looked up the definition of attention. It is the “act of applying the mind to something.” I have seen my ADHD daughter be captured by a ladybug or a spider building a web, and focus intently on it, long after I have moved on from observing it. It seems if we capture the attention of a child through their natural desire to “know” with great thought, written by great thinkers, the mind will begin to digest these thoughts through a process of rehearsing what was read. The result will be that he “knows” or it has become a part of him. Something mentioned in the intro that I have been drawn to is this: “the mind can know nothing save what it can produce in the form of an answer to a question put to the mind by itself.” She makes the point that when we want to remember a conversation or say an accident we witnessed, we go over it in our mind. The mind asks itself what next? This same function is what the mind does with any knew knowledge. In the last few paragraphs, Charlotte outlines what she will present in the following text in regards to her educational philosophy highlighting that we should view children not unlike ourselves and offer them the best education using the best literature possible. That this knowledge will nourish their minds just as food nourishes the body. That children are naturally curious and prefer knowledge to be given in literary form over lectures and they have a natural ability to deal with this knowledge. She concludes that children educated in this manner will be capable, develop character, countenance, initiative, and a sense of responsibility and are “good and thoughtful citizens."

Thoughts from Charlotte Mason's vol. 6 pp.1-8

Happy Sunday to you all,
I would like to share my thoughts on what I have read this week. I am in no way an expert on Charlottes writings I am just sharing what I took from the readings. Feel free to comment as you wish and discuss any thing that sparks your interest through the week. I will be reading Section 3 (p. 8-21) of the introduction this week and posting my thoughts next Sunday.
Blessings
Jodi

The introduction begins by Charlotte admiring the valour and devotion of the men in WWI and draws the conclusion that this stems from being educated properly. She points out the wrong thinking of the thousands of men who wouldn't support the war effort and thus remained home. She states that the mark of the educated is that they are "enabled to generous impulse", patriotism, and seeing beyond their own interests and questions what the educational system is providing when people don't have these qualities. The error of the system, she says, is the wrong conception formed of what the mind is and how it functions. There was a popular "theory" in her day dealing with the development of "faculties." This belief was that a thought is no more than a function of the brain. The educational system of her day was watering down curricula, teachers lecturing etc. with the ascertain that "it does not matter what a child learns but only how he learns it". I love this next thought so I will quote it in Charlotte's words-"If we teach much and children learn little we comfort ourselves with the idea that we are "developing this or that faculty". In the long run she says that the nation that understands that knowledge, which differs from training, is the daily food of the mind, will have a bright future. I have begun to understand her thinking about educating for vocation. That just training our children for solely earning a living doesn't improve their character or qualify them to serve as a productive member of society. We need to realize that just as the body needs food, so does the mind and that we want to give our children an education that nourishes his mind as well as training him physically and vocationally. Charlotte believed that all children could learn this way and succeed.

52 books in 52 weeks challenge

Well, I just found this challenge on another friends blog and have decided to give it a shot. The challenge is to read one book a week for 52 weeks and then post a review of the book you read each week. The challenge started January 1, 2010 so I am entering in at week four. The new week starts on Sunday and you can join at any time. Here is the link to the site if anyone is interested in participating. Sounds like fun.
http://www.read52booksin 52weeks.com

Tea Time

One of my most favorite things in the world is tea time. It is a time to relax and unwind. I love the smell of tea. Whether I brew it in a pot or by the cup, the aroma soothes my soul. I typically have a cup of tea a day either in the afternoon or evening, with or without my children, who also enjoy tea time. Some days we just enjoy the cup of tea while we are finishing school work and some days we have time for a longer break and have sweet treats along with the tea. A few weeks back we invited a friend and her young son over for tea. I set a small table up for the children using a tea set that was received as a Christmas gift. We had cookies and scones (which I am embarrassed to say I burned) along with our tea and conversation. It was a wonderful afternoon. (even with the burnt scones) I have also had the blessing of have tea in a "tea room". This, is in my opinion, the ultimate tea experience. I have been to several tea rooms and each one is different but the end result is the same. That wonderful, mellow, feeling of relaxation that comes from taking a respite from your daily routine to pamper your self. For my birthday, my tea loving friend gave me a book entitled "The Tea Lovers Devotional". It is filled with scripture and uplifting devotions accompanied by tea hints or quotes. The other day the topic was looking at things in the positive. I loved the last line.....remember in just a few moments bread and water can be turned into toast and tea. So, next time you are feeling down or stressed, go, boil some water and savor a cup of tea. Sip it slowly and reflect on all of the blessings God has given you in your life.....it works.....

Proverbs 3:1-8

My son, do not forge my teaching,
but keep my commands in your heart

for they will prolong your life many years
and bring you prosperity.

Let love and faithfulness never leave you;
bind them around your neck,
write them on the tablet of your heart.

Then you will win favor and a good name
in the sight of God and man.

Trust in the Lord with all your heart
and lean not on your own understanding;

in all your ways acknowledge him,
and he will make your paths straight.

Do not be wise in your own eyes;
fear the Lord and shun evil.

This will bring health to your body and nourishment to your bones.

Winter Time Nature Study

I have to admit, the city girl has begun to enjoy nature study. But what to do when the weather is cold, wet, or snowy? If it is a day that we don't feel like braving the elements, rather than totally abandoning our nature notebooks we get out the field guides and choose something that is not native to our area. Another thing we enjoy, is reading a "living" nature book like Pocketful of Pine Cones, Girl of the Limberlost, or one of the Burgess books and draw what flora or fauna is mentioned in that chapter. We get out the field guides and look up our find just as if we went outside to search it out. It kills two...ahem..."birds" with one stone, so to speak, kiddos keep up with their nature study while mom gets to sit beside the wonderfully, warm wood stove.

Scrap Tip

This is a tip for any of you that attend organized "scrap" sessions outside of your home. I read about this tip online from some seasoned scrapbookers. When you know you will be participating in an event like this, set aside some time a few weeks prior to the "scrap" to choose which photos you will use and then choose the layout, papers & embellishments for the page and put it all into a clear plastic folder with a "page map" or description of what you want the finished page to look like. Assemble as many pages you think you will do at the event. Then when you arrive take out your packets and scrap away. I have found that I have been more productive when I have done this. You can get ideas for layouts on line for free. One of my favorite sites is www.pagemaps.com
You can print out a new page of layouts each month.

Charlotte Mason Readings

I have been inspired to begin some reading in 'A Philosophy of Education' vol. 6 by Charlotte Mason. This week I am planning on reading The Introduction from page 1-8, after which I will post some thoughts and reflections that I have had. I am hoping to learn more from this great educator and then apply my "education" to my own homeschool. This is a project that I have desired to do for several years now. I want to set the example of continued learning for my children.

Scrapbooking

I must now confess that I am a "scrapbooker". I am currently working on two identical albums of Britni. One for us to keep and one for her to take with her into adulthood. This has turned out to be a huge project and I am now wondering if it will all fit into the album. This weekend I attended a "scrap"... aka a meeting of like minded "scrappers" to work on "scrapping" together. I had a great time. It is so inspiring to work alongside such talented women and glean from them and the fellowship with my sisters in Christ is refreshing. My goal is to get these two albums done before Britni graduates. We shall see!
Happy Scrapping

Back to Basics

Well, it has been over 6 months since I updated this blog. My intention is to keep up with this throughout the New Year. We will be graduating Britni in the Spring. Abigail is working in her Five In A Row, learning the phonetic alphabet and learning to write numbers. Today we started back to school after a long holiday break. It was good to get back into a routine. We are studying WWI/the great depression era. I am reading The Grapes of Wrath and A Farewell to Arms as our read-alouds with Britni. I am not sure about recommending these books. I have had to do a great deal of on the spot editing. I guess I chose them because they are supposed to be great classics. I was supposed to read them both in high school but didn't. I am glad I did not read them then. The story line is interesting in both books, so far, but I will give a full review when we finish them.