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Deborah Taylor-Hough (editor of The Charlotte Mason Monthly newsletter and this blog you’re visiting now) is also the author of several books including the popular Frozen Assets cookbook series and Frugal Living for Dummies(R).
Debi has just released three new titles in September 2009 with Lulu Publishing. These titles aren’t available yet in bookstores or through online retailers (such as Amazon.com or BN.com). Ordering directly from the publisher’s website is the only way to currently purchase these new titles.
Habits: The Mother’s Secret to Success
Print: $9.99
Download: $4.99
Charlotte Mason was a British educator from the last century whose ideas are currently experiencing a revival, especially among American private and home schools. Her ideas on the formation of habit are a key to understanding how to make lasting change in a child, or even yourself. This book is an excerpt of her teachings specifically on the topic of habits. Introduction and editing by Deborah Taylor-Hough.
http://www.lulu.com/content/paperback-book/habits-the-mothers-secret-to-success/4517182
The Simple Mom’s Idea BookPrint: $11.99
Download: $4.99
While starting life as a new wife and mom, the author always wished for a personal mentor. Someone who could take her under their wing and show her the ropes of how to be a stay-at-home mom, live on one income, survive in a tough economy, educate her three lively kids, and raise children who successfully grew up to be adults who reflected the character of their Savior. If you’ve been looking for some simple ideas for life and homemaking from someone’s who been around the block more than once or twice, look no further. Have no fear … the Simple Mom is here!
http://www.lulu.com/content/paperback-book/the-simple-moms-idea-book/7664648
Basics of Inductive Bible StudyPrint: $7.99
Download: $3.99
Think the Bible’s confusing? You don’t understand the language? Don’t let the Bible intimidate you anymore! Here’s a simple, step-by-step guide to studying the Bible for anyone, both newbie and experienced alike. Learn to see for yourself what the Bible is really saying, what it all means, and then discover how to easily and practically apply its teachings to your own life. Topics covered include: Observation, themes, people, context, key words, interpretation, word studies, application, basic study outline, helpful suggestions for Bible study leaders, and several sample lessons from a study on the epistle (“letter”) to the first-century church at Philippi (aka “Philippians”). Basics of Inductive Bible Study is based on the teaching outline from the author’s class, An Introduction to Bible Study.
http://www.lulu.com/content/paperback-book/basics-of-inductive-bible-study/7642225
Just thought I should probably let my regular blog readers know that I’ve recently started publishing my eNewsletter, Simple Times, again. Due to life’s ups, downs and crazy circles, I had to cease publication for several months this year. It’ll probably be going out about twice-a-month again, but I don’t have any specific publication dates set … the idea of looming deadlines just sounds like an additional stress I don’t need at the moment.
If you haven’t subscribed yet, it’s really easy. Just click on the following link and it’ll open an email window. Just send a blank email to the address that comes up, and voila! You’re a Simple Times subscriber. 
join-simple-times@hub.thedollarstretcher.com
Simple Times is a free email publication dedicated to the pursuit of simple living – providing inspiration, encouragement, motivation and practical help for those who (for whatever reasons) are choosing to simplify their lives.
Regular topics included in Simple Times are things like:
- saving money on everyday expenses
- simple parenting tips
- cooking for the freezer
- and just generally simplifying daily life
There will definitely be an added focus on simple ways of surviving in the current tough economic climate. With my current bout of unemployment, I’m definitely attuned to what’s happening in that arena right now. :::sigh:::
~Debi
Copyright Sheila Carroll
Used with permission. All rights reserved.
http://www.livingbookscurriculum.com/
Used with permission. All rights reserved.
http://www.livingbookscurriculum.com/
Does it seem odd that we might need reasons for enjoying the outdoors? Nature is good for children. This seems fundamental and hardly necessary to point out. Yet, in recent decades parents have little by little eliminated unstructured outdoor time for their children. They opt instead to carpool to team sports, martial arts classes or other pastimes that do not involve direct experience with nature.
Worse yet, children spend an average of 6.5 hours a day with television, computers and video games. Research has shown that a child is six times more likely to play a video game than ride a bike.
Richard Louv, author of Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, says that children spend approximately 15 minutes outdoors each week. Louv points to the rise in attention-deficit disorders and suggests that corresponding decrease in outdoor time may be part of the problem. Why is it so important for children to be outdoors?
Here are five reasons to get outdoors with your children:
1) Strong bodies
Vigorous outdoor play stretches muscles which signal the body to build more. Play improves hand-eye coordination. Vitamin D, dubbed the sunshine vitamin because that is where we get most of this essential element, is needed for the uptake of calcium in our bodies. Regular experience of the rhythms of nature lowers the blood pressure and makes the body ready for rest.
2) Strong minds
Close study of insects, plants animals builds the basis of scientific inquiry. Albert Einstein, the greatest mind of the twentieth century, said that if we look deeply into we will understand other things better in the light of it.
Direct experience of nature is essential to optimal cognitive development Cognitive development is the growth of perception, memory, language, concepts, and thinking in children. Certain kinds of physical movement and experiences which can only be found outdoors help a child mature with all his abilities.
3) Emotional health
Time outdoor gives a child a perspective on the day’s events, reduces anxiety and stress of sitting in school for long hours. Learning to care for something of the natural world—plant, animal or insect—teaches caring and considering the needs of others.
4) Self-esteem
Learning to climb a tree, make a snow man, tunnel through leaves, get lost and find your way home, build a fort, find a salamander under a log, watch a sunset till it’s all the way down—all these build confidence in our ability to overcome a fear, accept a challenge, or learn to be quiet. Without these experiences we tend to feel we are weak or able to function in only certain types of situations.
5) A capacity for wonder
Rachel Carson, in A Sense of Wonder, wrote that a sense of wonder has something far more powerful at work than mere delight. It gives us reserves of strength, a sense of proportion, and a deep abiding desire to know more. Wonder open our hearts and minds and keeps us from being jaded about life.
So, go outdoors with your children—share the discovery of nature. A child learns to spend time outdoors through the companionship of an adult. He learns how to respond, explore, and find his way with someone who has the same curiosity as himself. The adult, of course, has the pleasure of re-discovery.
ABOUT THE AUTHOR:
Sheila Carrol is the founder of Living Books Curriculum, a home education curriculum based on the teachings and philosophies of Charlotte Mason, a British educator from the last century. The curriculum packages provide instruction in the traditional subjects such as history, language arts, and science and incorporate classic literature, nature studies, narration, storytelling, and the use of local resources to enhance the educational experience. For information, go to: http://livingbookscurriculum.com
Copyright Catherine Levison
Used with permission. All rights reserved.
http://www.charlottemasoneducation.com
QUESTION:
“I’ve been hard at work planning our new school year and I think I’m making it more complicated than it needs to be, trying to find the ‘perfect’ books that ‘can’t miss.’ I was worried that we’d get bored reading the same books over and over. My kids are very close together (four children in a five year spread), and even a good book gets old if you read it over four times in a row! I’d like to stay away from a set curriculum, which is more like Charlotte Mason anyway, as you say. I’d just like to ask a question for clarification. Does this mean that you’ve studied history all together from the same books, and so then the younger ones may begin in the middle of the ‘cycle?’ I’d been considering trying something like that, but I wondered if the little ones would get left behind.”
ANSWER:
Finding the “right” book can be a huge burden, that’s for certain. Interesting books come in all shapes and sizes and have been printed in all different decades. Mainly, the idea is to take the book and sample pages from it. Regardless of the topic it is covering, its content ought to make you say, “Hey, this is great, I can’t wait to read
this book!”
As far as younger children joining in mid-stream, so to speak, that’s just the way it is when home schooling multi-age levels. That’s the big difference between home education where everybody is a different age compared with the “classroom” where the students are all the same age and they are going to cycle through to the next level and that new teacher expects them to be prepared.
As I write this, my eyes fell upon the books on the desk here. I’ll share the titles:
- The French Revolution by Thomas Carlyle
- Child’s History of England by Charles Dickens
- History of Julius Caesar by Abblot
- Madam How and Lady Why by Kingsley
- Squirrels and other Furbearers by John Burroughs
These books are held up by two bookends and nobody’s using them right now — they’re just sitting there kind of decorating the desk top. However, my point is this: The titles. Three different histories from three different times and three different countries. Plus two science books. If the books are interesting, then why not pick them up and read them to the children? It doesn’t matter to me how old each child is, we simply choose a topic and proceed. We like that approach — it’s relaxed but it’s also based on good books which is the primary Charlotte Mason goal.
I hope that may be of help to both relieve your worries and encourage you to go forward regardless of what the younger children haven’t yet been exposed to. I don’t think we leave them behind, rather I think we bring them along to new levels each time we read interesting reading material combined with a slight challenge of their minds — it’s a good balance.
ABOUT THE AUTHOR:
–Catherine Levison is a well-respected workshop presenter to parenting and educational audiences throughout the USA and Canada. She’s also the author of two popular books and is regularly featured in this email newsletter. Visit Catherine online at: http://charlottemasoneducation.com
You can purchase Catherine Levison’s books online at:
A Charlotte Mason Education
http://amazon.com/exec/obidos/ASIN/1891400169/simplepleasuresp/
More Charlotte Mason Education
http://amazon.com/exec/obidos/ASIN/1891400177/simplepleasuresp/
An interesting article/dissertation on Charlotte Mason’s educational theories and practices:
When Catherine Levison published her print newsletter, The Charlotte Mason Communique’, she did a survey of her readers to find out how they were personally applying Charlotte Mason methods in their homes and/or schools. In upcoming issues of the CM-Monthly, we’ll be reprinting some of those survey results. It’s quite interesting to see what others are doing in their CM-style home schools. Here is one of the survey questions with some of the actual responses from readers:
QUESTION: Attempt to summarize the Charlotte Mason method in twenty-five words or less.
[Not everybody was up for this one. I know it's a hard question because I'm asked it all the time -- I'm proud of those of you who tried and of how well you did. --C. Levison.]
“To develop children that have a love for learning, strong character and wills through narration of quality literature and challenging academics. Short quality versus long twaddle.”
“A teaching method that encompasses a broad variety of subjects; all the basics, but also includes the best literature, music, art, poetry available. It employs techniques such as nature notebooks, book of the centuries, short lessons, and narration to find out what the student does know.”
“Using the best quality of materials available to expose and instruct in a broad range of subjects. Appreciating the child’s level of development, but not being afraid to challenge him.”
“Short periods of concentrated learning, with rotation and variety of subjects to create mental rest breaks.”
“She believed children were persons, able to respond intelligently to well-written books. They needed variety and short lessons to secure their attention. They need to be fed great ideas through literature.”
“I am, I can, I ought, I will. Education is an atmosphere, a discipline, a life. The gentle art of learning.”
“Read books by experts. Engage and train attention through narration. Allow time and privacy for reflection. Provide a broad, balanced curriculum. Don’t talk much yourself.”
“C. M. provides a natural way for learning by exposing the finest literature, art, music, nature, etc. to the child! Knowledge is absorbed, retained and then they want more!”
“C. M. is a literature based learning style. It is relaxed and informative for parent and child.”
“Allowing children to be who God made them to be while instilling a thirst for learning.”
“Offering the richest array of subjects possible using narration, observation, dictation and experience to build and strengthen the child. I am, I can, I ought, I will!”
“It is a literary based method that helps you learn about all facets in history and life in a very interesting way.”
“The C. Mason method provides a variety of subjects to be learned and subtlety teaches the student to develop a love for learning for life.”
“The study of life in all its beauty, with gratefulness to God, while the child blossoms in character development and maturity at his own pace.”
“C. M. is a natural way to let children learn by using all their senses — ears, then mouth, hands, eyes and even their nose when they are discovering new things.”
“A broad education based in literature, a variety of subjects covered, with a good response to auditory learners!”
“To me, it is the natural way for children to learn about our world and the marvel of God’s creation-living books and hands on experience.”
Treating our children to the best of God’s creation in music, art, literature, nature, and then getting out of the way of their learning.”
“Instilling a love of learning through a wide variety of subjects, using the best of the best and encouraging the student to narrate (communicate) their knowledge.”
“Charlotte Mason’s gentle approach is twaddle-free. [It] builds the imagination and feeds the mind and spirit. [It] is character building, and it respects the child.”
“Interesting the child in the world God made through living books and short lessons, while training their character through godly habits and narration.”
“This method is based on letting children develop relationships with wonderful, whole books, the best art and music and the wonder and beauty in nature.”
“The Charlotte Mason method is one of self-education. The child learns to dig into books himself for what he needs or wants to know.”
“Wow-hard to do without repeating her philosophy, but, education is a life, directed toward knowing God, implementing a few time honored methods to instill a love of learning into the children.”
“The Charlotte Mason philosophy is a method of self-education by incorporating narration; using the best literature, nature study, and the best of the fine arts.”
“Education based on abundant direct exposure to the best literature, music, and art, and to nature. Short lessons and lots of time outdoors.”
“The Charlotte Mason method is about spreading a feast of rich truth before our children through the best in books, art, music and nature trusting their God-given ability to take what they need.”
“Charlotte Mason’s method involves a belief that children are unique human beings who deserve respect and who can learn most things from reading or being read to from whole, living books.”
“The C. M. method is the joyous, freedom to learn from real life, books art, and music.”
“The C. M. method has great respect for the child and seeks to make God and His goodness known to the child through education.”
“Child training that encompasses mental, spiritual and character formation through exposure to the best manifestations of the Holy Spirit’s leading of men through the ages.”
“To spark in a child the desire to learn and know through great literature and poetry, art and nature. Opening up their own imagination for these things.”
“The C. M. education offers a full education while preserving the sense of wonder and awe of learning that is inherent in every child.”
“I’d like to use King Alfred’s words used in one of C. M.’s letters: I have found a door. Education is a door into the goodly house of knowledge; once entered it will be a lifelong quest.”
“Children are persons and are capable of making their own relationships. They should be able to learn from using books not given pre-digested information from textbooks.”
“For me, it has meant using real books, real authors, real nature, real art, as much as possible, going straight to the source rather than intervening between child and `master.’ “
“The ’science of relations that a child develops for himself from a diet of living books.’ My job? To lay the feast.”
Our family hasn’t been blessed with acres of property off in the country for our children to frolic to their hearts content. But a small city lot and many local parks have offered us tremendous opportunities for outdoor learning activities.
PARKS
To make up for the lack of open natural space in our neighborhood, we go to various local parks at least two to three times per week. We don’t go to the parks for the play equipment but for the exposure to a more natural setting. We are about half-an-hour driving time from Puget Sound so we often frequent parks with direct beach access.
When the tide’s out, the kids explore tidepools, find crabs and enjoy the fresh salt air. Digging in the sand and making castles and roadways is always fun, too!
There’s a “wilderness” park in our town which has access to a river bank, several walking trails through undisturbed woods, and a big open field for frolic and running.
OBSERVATIONS
Last year, we started bringing the children’s Nature Notebooks whenever we went to the wilderness park (Nature Notebooks are artist sketchbooks where the children can draw whatever natural items strike their fancy).
Throughout the Fall, we revisited the wilderness park once each week and kept track of the changes we observed as the season progressed. Everything was green and full of leaves, at first. Then we saw the gradual change of colors, until finally, after an early snow storm, the trees were bare and the ground covered with leaves.
We casually discussed the difference between deciduous and evergreen trees and the kids really saw first-hand what that means. At first, the evergreens were barely visible amongst the heavy foliage. After the Autumn leaves were gone, the evergreens were the only observable green in the woods.
The kids also noticed on their own that the level of the river had gradually gone down over the several months we’d been observing it.
We watched a large group of mushrooms spring up and practically overrun a section of the park’s grass. The kids had great fun sketching the odd-looking mushrooms with their funny little caps. “They’re like little umbrellas, Mom!”
One day, my oldest daughter sat entranced by a Black-Capped Chickadee darting between the branches of an Autumn-clad maple. Although she had her Nature Notebook with her, the busy little bird just wasn’t cooperating and holding still for his portrait.
When we arrived home, my daughter ran to the bookcase and grabbed a bird identification book. After looking up Chickadees, she used the illustration in the book as the model for the sketch she then added to her Nature Notebook. She also drew in a background of various trees we had seen at the park.
BACKYARD BIRD SURVEY
Another Nature activity we’ve participated in right in our own small yard is the Backyard Bird Survey sponsored by the Washington State Department of Fish and Wildlife. I know that many other States offer similar programs, so if you’re interested, contact your local Department of Fish and Wildlife to find out more.
The way the Backyard Bird Survey works: we do a bird count in our yard for a two hour stretch of time twice during each two week observation period. This surveying goes on throughout the Winter months.
By participating in the Survey, we’ve learned a great deal about bird identification and the children have actually started bird watching at other times and in other places as well. The binoculars have become a favorite “toy.”
One time during our Survey hours, we saw a Sharp-Shinned Hawk snatch a small House Finch off our feeder. Rather traumatic–especially since the hawk ate its meal in an open tree within our line of sight–but a much better learning experience than the best wildlife drama on television!
ENCOURAGEMENT
I want to encourage those of you who might not have easy access to your own fields and forests, there are other readily available opportunites for outdoor play and learning activities.
I can’t stress enough how valuable I’ve found the Nature Notebook idea to be. We are going to start taking our Notebooks (I keep one too) with us whenever we go on any sort of outdoor adventure. Even trips to the local zoo could probably benefit from their own sketchbook. My understanding of the Nature Notebook idea, however, is that it should only contain sketches of objects the child has actually seen first-hand in natural settings. Probably zoo trips would require a separate “Zoo Notebook.”
———————-
About the Author:
Deborah Taylor-Hough (wife and long time homeschooling mother of three) is the editor of The Charlotte Mason Monthly email newsletter, subscribe-cm-monthly@hub.thedollarstretcher.com , and author of the bestselling book, Frozen Assets: How to Cook for a Day and Eat for a Month. Visit Debi online at: The Simple Mom
Charlotte Mason wrote extensively on various educational philosophies and she held to an unusual emphasis of taking children outside every day to be in direct contact with nature. She really means every day, and she lived with the less-than-perfect weather of England. The objective is to help the child learn to be observant. The parent can relax, sit on a blanket, bring a project or a book along, and make this a leisurely outing, casually point out scenery around your children. Charlotte suggests we ask them “Who can see the most and tell the most about . . .” any plants, insects, or anything nearby. This appears to be a form of narration to me. With as little talking as possible and absolutely no lecturing, attempt to have them notice the geography of the area, the position of the sun, the weather, and the clouds.
In order to foster the power of observation you need to take your children to places where they will find things worth observing. Charlotte wanted children to have beautiful memories of their childhood stored for their old age and thought too many of us have blurry memories due to the fact we did not slow down and really look at things. To remedy this, she suggests that on rare occasions we have the child take a mental photograph of some scenic landscape. Have the child look, then shut their eyes and describe the scene. If it is too blurry in their minds, have them open their eyes, look again, and make a second attempt.
Getting outside this often can be difficult, I know. I live with rainy coastal conditions, and I tend to not be an outdoor person. However, there is refreshment and a literal re-creation involved that makes this worth the effort. Living in an urban or suburban area is going to make finding a natural setting more difficult. Our family has done a fair amount of nature observation in our cultivated suburban yard, and one advantage I can think of is that I know the names of the trees we’ve planted. If planning regular trips out of the city seems impossible to you, start small, and don’t be discouraged. Cities always have parks and arboretums. Maybe you can plan a family vacation with a new outlook of getting to more natural places.
A side benefit of observation is recognition. Charlotte Mason wrote, in “science or rather nature study, we attach great importance to recognition.” Some examples Charlotte provided are plants, stones, constellations, birds, field crops, and leaves. On the other hand the schools using Mason’s philosophy say they were “extremely careful not to burden the verbal memory with scientific nomenclature.” How then does the recognition process develop? By being careful to “teach the thing before the name” as an article in Charlotte Mason’ periodical put it. Children easily learn the name when the item is present and they need a name for it. So we teach them the correct term like pollen or antennae instead of “sticky-up-thing.”
Nature Walks
One afternoon a week take the children out for a nature walk. These are not instructive walks because we want them to observe with very little direction from us. One reason is that science should be studied in an ordered sequence, which is not possible with the randomness you will encounter out walking. The parent may be asked questions, and it is permissible to answer; that’s why it is recommended we adults work on our nature knowledge somewhat. There is nothing wrong with not knowing and looking it up at home in a field guide. You can invite a naturalist to come with you, provided you can locate one and they agree to follow the Mason’s method (e.g. , not lecturing the children) to some degree. I have used private property for these walks, with permission, and often the owner enjoys supplying a little information about the plant life or animal life of their area. Try to visit the same area quarterly to note how the seasons have altered the life.
Tree Observation
A good time of year to begin observing trees, according to Edward M. Tuttle, is in the winter when the trees are bare. He wrote an in?depth article for Charlotte Mason on how to study trees. This approach could be used on trees in your yard as well as trees in the forest, I believe. You can sketch the tree, noting the branches and the bark. Mr. Tuttle also wisely suggests we observe what birds and insects live in the trees we are visiting. He suggests we find out what purpose trees are used for, such as syrup, nuts, or the wood.
Mr. Tuttle also suggests getting sample pieces of woods in lengthwise and crosswise cuts and then comparing the natural state of it to the “finished” state of being oiled and polished. You could try collecting samples from your local lumberyard. One source I’ve found for mail?order wood samples is a company called Woodcraft. They offer a Wood Identification Kit that includes fifty 4″x 9″ samples (for under $30.00). It comes with a list of species, botanical names, and country of origin. You can write for their catalog at 210 Wood County Industrial Park, P. O. Box 1686, Parkersburg, WV 26102-1686 or call them at 1-800-535-4482. They have retail outlets in various major cities throughout the country, which you’ll find listed in the catalog.
Other ways to Study Nature
Some other science ideas are pressing and mounting flowers on cardboard. Write their names and where and when you found them. I recently saw a photo-album used to store pressed flowers. Having a field guide to identify flowers and flowering trees is very helpful. A calendar devoted to nature observation could be kept with simple entries on when the leaves first fell or the fruit tree in your yard first ripened for the year. Children should know the leaves of their neighborhood. For example they can begin to notice that some leaves are heart shaped, some are divided, and some fall off in the winter. With time they will be able to distinguish between petal, sepal, and other flower parts. They will see on their own that some creatures have backbones and some do not. Give them a pocket compass and possibly a microscope. We like using the magnifying glass better. Buy the best one you can afford and check it at the store — they seem to vary in how they focus. Charlotte says to teach children to notice winds and tell them the wind is named by what direction it comes from; for example, yourself being an American because you are born in America — you do not become a Canadian when you go to Canada. Have them walk a distance and then measure how far they’ve walked.
City children can try to feed and observe city birds such as sparrows. They can place a caterpillar in a box with a netting over it and watch it spin. Keeping an ant farm is suggested, and we had a good one this past winter. Have them go to the pond, gather some frogs’ eggs, and place them in a large glass jar. After the tadpoles begin to form legs, take them back and release them at the pond. It was suggested children keep silkworms but I have no personal experience with that. The point is, even in the city, they should get their knowledge of nature first hand and get into the habit of being in touch with nature.
About the Author:
–Catherine Levison is a long-term homeschooler with over a decade of experience, the mother of five children, and a grandmother. She’s also the author of the popular book, A Charlotte Mason Education: A How-To Manual, the sequel More Charlotte Mason Education, and the newly released A Literary Education. Levison frequently contributes to The Charlotte Mason Monthly Email Newsletter. To subscribe, send an email to: subscribe-cm-monthy@hub.thedollarstretcher.com
Is having happy children one of your goals as a home schooling parent? How about thoroughly educated children who have really learned how to listen? Narration greatly improves the skill of being a good listener, an attribute that is in high demand no matter what field a person goes into. It is also a valuable trait in a spouse or a friend. Children can develop this vital skill when they are allowed daily practice.
Narration is an easy, normal and effective way to retain information. We have all used this process when we’ve told someone about a meeting we have attended, a documentary we’ve seen, or a book we have read. That is why it is also called “telling back.” The act of repeating information or events has a powerful effect on memory, much like when we repeat a number over and over to ourselves if we are unable to write it down. It’s different from summarizing information because we allow the person narrating to choose the emphasis, even the omissions, and in all ways we let his or her mind act on the material.
Narration helps you to know exactly what your child knows about any given topic. In fact it takes the place of testing in the Charlotte Mason method. In what we might call “regular” school the students cover a body of information, and — regardless of whether they spend a week, month or year on a topic — a test is administered at the end of the teaching. When the graded test is returned to the students it often will have red check marks indicating every time information could not be recalled or was recalled incorrectly. It focuses on what the child does not know about the topic covered.
Winston Churchill once said of exams, “I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not do well in examinations.” What Mr. Churchill wanted done is exactly what we do in the Charlotte Mason method. We ask the child to tell us everything he knows about Canada, pollination, the endocrine system, long division or whatever we have been studying either for that day or the entire year. This helps you as the parent to know immediately if your child has understood and comprehended the materials he is working through. The main point is that you cannot narrate what you do not know, and you can only narrate what you do know.
Narration can be used in a variety of situations but it is often implemented following a book reading, whether read aloud or silently. In a Charlotte Mason education we present a very broad exposure to art, poetry, history, nature and foreign languages to name just a few. All of this subject matter is chosen by you, the parent, including the literature.
As you implement Charlotte Mason’s techniques you will find yourself able to replace expensive curriculums with the finest literature, poetry, art and music — you do not need to invest large amounts of money to try out this method. But you’ll also find that when your children pay attention to what they are reading (to such a degree that they are able to talk about it afterward), you will want to improve their literary taste by exposing them to the best of the best.
About the Author:
Catherine Levison (Washington resident, mother of five, and home schooling parent for over ten years) is a frequent speaker to parenting and home schooling audiences throughout the USA and Canada. She is the author of A Charlotte Mason Education: A How to Manual and the sequel, More Charlotte Mason Education.
Charlotte Mason was a big thinker who had a very high view of children. So let me start out by saying that I don’t believe anyone could ever fit Charlotte Mason’s ideas, methods and philosophies into an actual nutshell (I just thought it made a good title for this article). Miss Mason’s ideas were so broad and far reaching, it took six large volumes to contain her writings on just the topic of education. With that said, here’s a very brief overview of a handful of Charlotte Mason’s most familiar ideas.
- TWADDLE:
Twaddle is what parents and educators today might call “dumbed down” literature. It is serving your children intellectual happy meals, rather than healthy, substantive mind- and soul-building foods. Charlotte Mason advocated avoiding twaddle and feasting children’s hearts and minds on the best literary works available. - LIVING BOOKS:
Living books are the opposite of dull, dry textbooks. The people, places and events come alive as you read a living book. The stories touch your mind and heart. They are timeless. - WHOLE BOOKS:
Whole books are the entirety of the books the author actually wrote. If the author wrote a book, read the whole book. The opposite of this would be anthologies that include only snippets from other works—maybe a chapter from Dickens, a couple of paragraphs from Tolstoy, etc. - NARRATION:
Narration is the process of telling back what has been learned or read. Narrations are usually done orally, but as the child grows older (around age 12) and his writing skills increase, the narrations can be written as well. Narration can also be accomplished creatively: painting, drawing, sculpting, play-acting, etc. - SHORT LESSONS:
Charlotte Mason recommended spending short, focused periods of time on a wide variety of subjects. Lessons in the early years are only 10-15 minutes in length, but get progressively longer as the children mature. (Lessons increase closer to an hour per subject for high school students.) - NATURE WALKS:
In spite of often rainy, inclement weather, Charlotte Mason insisted on going out once-a-week for an official Nature Walk, allowing the children to experience and observe the natural environment firsthand. These excursions should be nature walks, not nature talks. - DAILY WALKS:
In addition to the weekly Nature Walks, Mason also recommended children spend large quantities of time outside each day, no matter what the weather. Take a daily walk for fun and fresh air. - NATURE NOTEBOOKS:
Nature Notebooks are artist sketchbooks containing pictures the children have personally drawn of plants, wildlife or any other natural object found in its natural setting. These nature journals can also include nature-related poetry, prose, detailed descriptions, weather notes, Latin names, etc. - ART APPRECIATION/PICTURE STUDY:
Bring the child into direct contact with the best art. Choose one artist at a time; six paintings per artist; study one painting per week (maybe 15 minutes per week). Allow the child to look at the work of art intently for a period of time (maybe five minutes). Have him take in every detail. Then take the picture away and have him narrate (tell back) what he’s seen in the picture. Excellent prints can be viewed and purchased from the National Gallery of Art. - JOURNALING:
There’s great value in keeping a personal journal, encouraging reflection and descriptive writing. Record activities, thoughts and feelings, favorite sayings, personal mottoes, favorite poems, etc. - COPYWORK:
Daily copywork provides on-going practice for handwriting, spelling, grammar, etc. Keep a notebook specifically for copying noteworthy poems, prose, quotes, etc. - DICTATION:
Each day choose a paragraph, or sentence, or page (depending on the age of child). Have the child practice writing it perfectly during his copywork time. Have them look carefully at all punctuation, capital letters, etc. When the child knows the passage well, dictate the passage to the child for him to recreate the passage. - BOOK OF THE CENTURIES:
A Book of the Centuries is a glorified homemade timeline; usually a notebook containing one or two pages per century. As children learn historical facts, they make notes in their book on the appropriate century’s page about famous people, important events, inventions, wars, battles, etc. - FREE-TIME HANDICRAFTS:
Charlotte Mason’s schools finished daily academics in the morning, allowing the afternoon hours for free time to pursue crafts and other leisure activities or areas of personal interest. - HABITS:
Charlotte Mason had much to say on establishing good habits in children. Habits (good or bad) are like the ruts in a path from a wheelbarrow going down the same trail again and again. As time goes on, it becomes increasingly difficult to run the wheelbarrow outside the rut, but the wheel will always run smoothly down the well-worn rut in the path. By training children in good habits, the school day (and home life in general) goes more smoothly. Focus on one habit at a time for 4-6 weeks rather than attempting to implement a long list of new habits all at once.
Deborah Taylor-Hough is a wife and mother of three as well as a freelance writer, the editor of the Simple Times Newsletter and the author of the bestselling book Frozen Assets: How to Cook for a Day and Eat for a Month; and the new release A Simple Choice: A Practical Guide to Saving Your Time, Money and Sanity.
The following list of books makes an excellent resource for studying the history of Ancient Egypt with your family. Some of the books are specifically targeted for younger children (early readers, etc.), but even books directed at older children can be read aloud to the younger ones. Some of the books are general reference books (not necessarily “living books” per se), but definitely interesting, well-made, and worth adding to your curriculum supplies.
To browse the books, view the covers, and read reviews, click on the book’s title. By clicking on the titles below, you can also order the books online at Amazon.com. Many of the books are deeply discounted (sometimes 30% off the cover price), and Amazon offers free shipping for orders over a certain amount (usually $25). So if you have several books you’re thinking about buying, Amazon can be just as inexpensive as ordering the books through your local bookstore.
Ancient Egypt
The 5,000 Year Old Puzzle: Solving the Mystery of Ancient Egypt, by Claudia Logan
Adventures in Ancient Egypt, by Linda Bailey
Ancient Egypt: Journey into Civilization, by Robert Nicholson and Claire Watts
Building the Pyramids Sticker Picture, by A.G. Smith
The Cat of Bubastes: A Tale of Ancient Egypt, by G.A. Henty
A Child’s History of the World, by V.M. Hillyer
Color & Learn: Ancient Egypt, by Elizabeth Adams
A Coloring Book of Cleopatra & Her Friends: From 2,000 Years of the World’s Greatest Art, by Harry Knill
A Coloring Book of Queen Nefertiti, by Bellerophon Books
Cultural Atlas for Young People: Ancient Egypt, by Geraldine Harris
Egypt, by Stephen Krensky
Egyptian Life (Early Civilization Series), by John A. Guy
Eyewitness Books: Ancient Egypt, by George Hart
Pyramid (Fast Forward Books), by Nicholas Harris and Peter Dennis
God King: A Story in the Days of King Hezekiah, by Joanne Williamson
The Golden Goblet, by Eloise Jarvis McGraw
The Great Pyramid (Wonders of the World), by Elizabeth Mann
The Great Wonder: The Building of the Great Pyramid, by Annabelle Howard and Stephen Wells
Greenleaf Guide to Ancient Egypt, by Cyndy Shearer
Hieroglyphs, by Joyce Milton
History Detectives: Ancient Egypt, by Philip Ardagh
The Victor Journey Through the Bible, by V. Gilbert Beers
Kingfisher History Encyclopedia, by Charlotte Evans and Jack Zevin
Lift the Lid on Mummies: Unravel the Mysteries of Egyptian Tombs, by Jacqueline Dineen
Modern Rhymes About Ancient Times: Ancient Egypt, by Susan Altman and Susan Lechne
Mummies, by Edith Kunhardt
Secrets of the Mummies, by Joyce Milton
Mummies Made in Egypt, by Aliki
Mummies, Tombs, and Treasure: Secrets of Ancient Egypt, by Lila Perl Yerkow
Nested Egyptian Punch-Out Mummy Cases, by A.G. Smith
The Pharoahs of Ancient Egypt (Landmark Books), by Elizabeth Payne
Pyramid, by David Macaulay
The Riddle of the Rosetta Stone: Key to Ancient Egypt, by James Cross Giblin
Science in Ancient Egypt, by Geraldine Woods
See-Through Mummies, by John Malam
Senefer: A Young Genius in Old Egypt, by Beatrice Lumpkin
The Shipwrecked Sailor: An Egyptian Tale with Hieroglyphs, by Tamara Bower
Streams of Civilization (Volume One), by Mary Stanton and Albert Hyma
Tales of Ancient Egypt, by Roger Lancelyn Green
Time Traveler Book of Pharaohs and Pyramids, by Tony Allan
Tirzah, by Lucille Travis
Tut’s Mummy: Lost and Found, by Judy Donnelly and James Watling
Tutankhamen’s Gift, by Robert Sabuda
Many of these books can also be found at your local library, or through inter-library loans (in the United States). Check with the Reference Librarian at your local library branch for details.
(This reading list is my personal idea of twaddle-free reading–it does not necessarily represent the views of C. Levison, K. Andreola, P. Gardner or any other Charlotte Mason-related authors.)
Twaddle = dumbed down literature; absence of meaning
Living Books = books that are well-written and engaging–they absorb the reader–the narrative and characters “come alive”; living books are the opposite of cold, dry textbooks.
IMPORTANT NOTE:
The age designations for this list are only approximate. A child’s listening level will often be several grades higher than their personal reading level–feel free to choose books from an older list if you’re planning on reading aloud to your children. My husband and I began reading aloud to our children from chapter books (such as Charlotte’s Web) before their third birthdays. Don’t under-estimate your child’s ability to comprehend or listen to fairly advanced material.
I’ve included direct links to the books on Amazon.com so you can browse the reviews of other readers to get a better idea of which books would be appropriate for your home and/or classroom. Just click on the book’s title for further information. Amazon.com also offers free shipping on orders above a particular amount (usually $25), so if you have several books you’d like to order, it can be just as inexpensive to buy from Amazon as to order through your local bookstore. Plus you get the fun of having books delivered to your door — that’s always big excitement at my house! :-)
Preschool
Aesop’s Fables, illustrated by Jerry Pinkney
The Complete Tales of Peter Rabbit, by Beatrix Potter
The Original Mother Goose, illustrated by Blanche Fisher Wright
Good Night Moon, by Margaret Wise Brown
The Runaway Bunny, by Margaret Wise Brown
The Story of Babar, the Little Elephant, by Jean de Brunhoff
The Very Hungry Caterpillar, by Eric Carle
Where the Wild Things Are, by Maurice Sendak
Kindergarten / Grade 1
Amelia Bedelia, by Peggy Parish
Blueberries for Sal, by Robert McCloskey
Bread and Jam for Frances, by Russell Hoban
Billy and Blaze, by C.W. Anderson
A Chair for My Mother, by Vera B. Williams
Corduroy, by Don Freeman
The Courage of Sarah Noble, by Alice Dalgliesh
Curious George, by H.A. Rey
Frog and Toad All Year, by Arnold Lobel
Frog and Toad are Friends, by Arnold Lobel
Harry the Dirty Dog, by Gene Zion
Little Bear, by Else Homelund Minarik
The Little Engine that Could, by Watty Piper
The Little House, by Virginia Lee Burton
Madeline, by Ludwig Bemelmans
Make Way for Ducklings, by Robert McCloskey
Mike Mulligan and His Steam Shovel, by Virginia Lee Burton
The Snowy Day, by Ezra Jack Keats
Stone Soup, by Marcia Brown
Story of Ferdinand, by Munro Leaf
Story About Ping, by Marjorie Flack
Grade 2
The Boxcar Children, by Gertrude Chandler Warner
A Child’s Garden of Verses, by Robert Louis Stevenson (illustrated by Jessie Willcox Smith)
Little House on the Prairie series, by Laura Ingalls Wilder
The Railway Children, by E. Nesbit
The Random House Book of Fairy Tales, by Amy Ehrlich
Tikki Tikki Tembo, by Arlene Mosel
The Velveteen Rabbit, by Marjery Williams
Winnie-the-Pooh, by A.A. Milne
Grade 3
Baby Island, by Carol Ryrie Brink
Caddie Woodlawn, by Carol Ryrie Brink
Charlotte’s Web, by E.B. White
Misty of Chincoteague, by Marguerite Henry
(Assateague: Island of the Wild Ponies, by Andrea Jauck and Larry Points)
Owls in the Family, by Farley Mowat
Paul Bunyan, by Steven Kellogg
Pollyanna, by Eleanor H. Porter
Sarah, Plain and Tall, by Patricia MacLachlan
Squanto, Friend of the Pilgrims, by Clyde Robert Bulla
Story of Dr. Doolittle, by Hugh Lofting
Stuart Little, by E.B. White
Trumpet of the Swan, by E.B. White
Grade 4
Alice in Wonderland, by Lewis Carroll
Charlie and the Chocolate Factory, by Roald Dahl
The Chronicles of Narnia, by C.S. Lewis
The Hobbit, by J.R.R. Tolkien
King Arthur, by Roger Lancelyn Green
A Little Princess, by Frances Hodgson Burnett
Little Lord Fauntleroy, by Frances Hodgson Burnett
The Phantom Tollbooth, by Norton Juster
Pinocchio, by Carlo Collodi
The Merry Adventures of Robin Hood, by Howard Pyle
The Secret Garden, by Frances Hodgson Burnett
Story of Rolf and the Viking Bow, by Allen French
The Sword in the Stone, by T.H. White
Tom Sawyer, by Mark Twain
Twenty-One Balloons, by William Pene du Bois
Redwall, by Brian Jacques
The Wind in the Willows, by Kenneth Grahame
Grade 5
Anne of Green Gables, by L.M. Montgomery
Black Beauty, by Anna Sewell
Cheaper by the Dozen, by Frank B. Gilbreth, Jr.
Gentle Ben, by Walt Morey
Heidi, by Johanna Spyri
Island of the Blue Dolphins, by Scott O’Dell
Johnny Tremain, by Esther Forbes
Lad: A Dog, by Albert Payson Terhune
Old Yeller, by Fred Gipson
Robinson Crusoe, by Daniel Defoe
The Secret Garden, by Frances Hodgson Burnett
The Swiss Family Robinson, by Johann Wyss
Treasure Island, by Robert Louis Stevenson
Where the Red Fern Grows, by Wilson Rawls
The Witch of Blackbird Pond, by Elizabeth George Speare
Grade 6
Around the World in Eighty Days, by Jules Verne
The Call of the Wild, by Jack London
A Christmas Carol, by Charles Dickens
Huckleberry Finn, by Mark Twain
The Jungle Book, by Rudyard Kipling
Just So Stories, by Rudyard Kipling
Kidnapped, by Robert Louis Stevenson
Little Women, by Louisa May Alcott
The Lord of the Rings (Trilogy), by J.R.R. Tolkien
White Fang, by Jack London
The Yearling, by Marjorie Kinnan Rawlings
Grade 7
Animal Farm, by George Orwell
Anne Frank: The Diary of a Young Girl, by Anne Frank
Fahrenheit 451, by Ray Bradbury
The Martian Chronicles, by Ray Bradbury
Oliver Twist, by Charles Dickens
The Pilgrim’s Progress, by John Bunyan
The Prince and the Pauper, by Mark Twain
Sounder, by William H. Armstrong
Tanglewood Tales, by Nathaniel Hawthorne
Grade 8
Christy, by Catherine Marshall
David Copperfield, by Charles Dickens
The Divine Comedy, by Dante
Don Quixote, by Miguel de Cervantes
Emma, by Jane Austen
The Great Divorce, by C.S. Lewis
Paradise Lost, by John Milton
Sir Gawain and the Green Knight, by J.R.R. Tolkien
Grade 9
1984, by George Orwell
Brave New World, by Aldous Huxley
The Chosen, by Chaim Potok
Frankenstein, by Mary Shelley
Gone with the Wind, by Margaret Mitchell
Jane Eyre, by Charlotte Bronte
Les Miserables, by Victor Hugo
Moby Dick, by Herman Melville
The Old Man and the Sea, by Ernest Hemmingway
The Pilgrim’s Regress, by C.S. Lewis
The Pit and the Pendulum, by Edgar Allen Poe
Pride and Prejudice, by Jane Austen
The Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson
Uncle Tom’s Cabin, by Harriet Beecher Stowe
Grade 10 – 12
The Canterbury Tales, by Geoffrey Chaucer
The City of God, by Augustine
The Scarlet Letter, by Nathaniel Hawthorne
A Tale of Two Cities, by Charles Dickens
Ben Hur: A Tale of Christ, by Lew Wallace
The Count of Monte Cristo, by Alexandre Dumas
Guilliver’s Travels, by Jonathan Swift
Great Expectations, by Charles Dickens
The Great Gatsby, by F. Scott Fitzgerald
Hinds’ Feet on High Places, by Hannah Hurnard
The Last of the Mohicans, by James Fenimore Cooper
The Odyssey, by Homer
The Scarlet Pimpernel, by Baroness Emmuska Orczy
The Screwtape Letters, by C.S. Lewis
Silas Marner, by George Eliot
The Space Trilogy, by C.S. Lewis
The Three Musketeers, by Alexandre Dumas
To Kill a Mockingbird, by Harper Lee
HOW TO ORDER BOOKS
Click on the book titles to order directly from Amazon.com–the world’s largest on-line bookstore. Many titles are offered at significantly reduced prices from the recommended list price (often at 10 – 30% off).
Many of the listed books also qualify for free shipping (providing that you meet minimum order requirements). With free shipping, the prices can be even less expensive than buying from a local bookstore … but you also have the added convenience of never even leaving the house! I personally get a thrill seeing the U.P.S driver walking up to my front door with a box full of brand new books.
Amazon.com also has a variety of payment options. You can even order using a personal check if you’re uncomfortable using credit cards or check cards online.
“Living books” are basically the opposite of dull, dry textbooks. The people, places and events come alive as you read a living book. The stories touch your mind and heart. They are timeless.
Finding living books for studies in government, American history, and general literature is relatively easy. But finding living Science books has been more of a challenge for many modern day Charlotte Mason educators.
The following list of books was compiled from several on- and off-line discussions with mothers using Charlotte Mason’s methods at home with their children–women who had discovered books they liked to use for science that fit with their personal ideas of what makes a book a “living book.” Since tastes and sensitivities are so personal, your mileage may vary.
I’ve included direct links to the books on Amazon.com so you can browse the reviews of other readers to get a better idea of which books would be appropriate for your home and/or classroom. Just click on the book’s title to see more information.
Amazon.com also offers free shipping on orders above a particular amount (usually $25), so if you have several books you’d like to order, it can be just as inexpensive to buy from Amazon as to order through your local bookstore. Plus you get the fun of having books delivered to your door — that’s always big excitement at my house! :-)
Please feel free to submit your personal favorite “living” science books. Send suggestions to: dsimple@aol.com
A Girl of the Limberlost
by Gene Stratton Porter (preteen to adult)
A touching story of a girl’s trials and tribulations, and her devout love of nature.
Archimedes and the Door to Science
by Jeanne Bendick, Laura M. Berquist (older children/teens)
An interesting and educational book about the life and work of Archimedes, the Greek mathemetician.
Backyard: One Small Square
by Donald M. Silver (elementary)
Introduces children to the natural wonders of their own backyard. Teaches increased powers of observation.
The Ben Franklin Book of Easy and Incredible Experiments
by Lisa Jo Rudy, et al (late-elementary to teen)
Child-friendly activities and experiments related to some of Benjamin Franklin’s major interests: weather, electricity, music, paper and printing, light, and sound. An excellent resource to supplement a study of Franklin’s life.
Children of Summer: Henri Fabre’s Insects
by Margaret J. Anderson (teen to adult)
A fictionalized account of what it might have been like growing up in the family of Jean-Henri Fabre, noted naturalist and author. Told from the viewpoint of his son.
Chipmunks on the Doorstep
by Edwin Tunis (elementary to adult)
Tunis kept a nature diary about the chipmunks playing in his yard each year. Delightful drawings, excellent text. Currently out-of-print, but definitely worth ordering through an out-of-print book search such as: http://www.ABE.com
The Christian Liberty Nature Readers (5 book series)
by Florence Bass, et al (early elementary)
Book One
Elementary “readers” but so much more than just “See Spot Run!” Your child will actually learn about nature and God’s creation while learning to read.
(The) Cloud Book
by Tomie dePaola (preschool to elementary)
A basic (and beautifully illustrated) introduction to the science of clouds for children.
Handbook of Nature Study
by Anna Comstock (elementary to teen)
A detailed guide for studying nature with your children (whether at home or in the classroom). It’s not a book to actually read “to” your kids … read it yourself to find ideas for how to present different concepts and answer questions while teaching. Especially good book if you’re located in the eastern half of the United States, but helpful ideas no matter where you live. Written by a science and nature professor at Cornell University in New York.
Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You
by Clare Walker Leslie, Charles E. Roth (preteen to adult)
A beautiful book written by college level science teachers who use Nature Journals as their main method of instruction.
Laddie
by Gene Porter Stratton (late elementary to adult)
“Educators, naturalists and Theologians will be inspired by Gene Porter Stratton’s ideas… The story of ‘Laddie’ has many similarities to the author’s own childhood, making it even more interesting.” (from a review on Amazon.com)
Leonardo Da Vinci for Kids: His Life and Ideas
by Janis Herbert (elementary to early teens)
Well-written text, a wide variety of side-notes, experiments, illustrations, and art projects for kids based on the life of Da Vinci.
(The) Life of the Fly
by Jean-Henri Fabre (preteen to adult)
A classic work on insect life and behavior.
Linnea in Monet’s Garden
by Christina Bjork (preschool to late-elementary)
Journey with Linnea to Paris and Monet’s house at Giverny. Learn about his life and art through this entertaining and educational book children will love!
Other Linnea Books:
Linnea ’s Almanac
Linnea’s Windowsill Garden
Lyrical Life Science
by Doug C. Eldon, et al (elementary to teens)
Audio cassette of fun, well-written songs for happily learning scientific terms and concepts.
(The) Passionate Observer: Writings from the World of Nature
by Jean-Henri Fabre (teen to adult)
An anthology of brief nature-related essays by Henri Fabre, a noted natural historian and well-respected contemporary of Charles Darwin and Victor Hugo.
(The) Physics of Star Trek
by Lawrence M. Krauss (early teens to adult)
A fun look at the fanciful “inventions” from the Star Trek series. Are transporters and holodecks really possible within the realm of physics?
(The) Stars: A New Way to See Them
by Hans Augusto Rey (preschool to early teens)
If the author’s name, H.A. Rey, sounds familiar, he’s also the author of the original Curious George books! This book was highly recommended by several parents.
Thomas Alva Edison: Inventing the Electric Age
by Gene Adair (late-elementary to teen)
This is one of my daughter’s all-time favorite books. She was greatly inspired by Edison’s life and the fact that he was a bit “outside the box” in his thinking and way of life. A great inspiration for all of us who are a little “out-of-the-box” ourselves.
Trumpet of the Swan
by E.B. White (preschool to late-elementary)
A wonderful story about honesty, perseverance and integrity through the life of Louis the swan. My children developed a strong interest in learning more about swans (the real trumpeter variety) after reading this book aloud together.
Walden
by Henry David Thoreau (older teens to adult)
The author’s observations of the natural world around him–and his observations on life–are often inspiring as well as thought-provoking. I recommend parents read this one for themselves first, before setting their children loose with this book. There could be philosophies or world views contrary to your family’s sensitivities that you’ll want to avoid or discuss in greater detail with your children.
LIST COMPILED BY: Deborah Taylor-Hough
–Debi is the editor of the Charlotte Mason Monthly, a free email newsletter for homeschool families. Subscribe: click here. She’s the full-time mother of three, a free-lance writer, and author of several books including the popular, Frozen Assets: How to cook for a day and eat for a month, and the newly released, Frugal Living For Dummies(r). Stop by and visit Debi at: A Frugal, Simple Life
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