Tag Archives: homeschooling

Pigeon Milk

A few months ago, Alex and I had a disagreement.  He asked what baby pigeons eat and I told him they eat bugs and such. He disagreed and told me they eat milk as babies. I calmly explained that, no- birds are not mammals and only mammals produce milk for their young. He said he’d seen on a nature show that baby pigeons eat milk. I explained that he’d misunderstood- birds are not mammals and only mammals make milk. He insisted that baby pigeons eat milk. So, I said that he misunderstood and just let it go without further exploring the idea since I knew I was right (bad homeschool mommy!). Even though he was willing to drop it, I knew he still believed that pigeons make and drink milk.

Alex was right. Pigeons make and eat milk.

I recently saw this on Facebook:

 

 

And it got me thinking… the teacher above (if this isn’t just a mock-up to make a point) wants the student to be quiet and allow erroneous teaching, likely so the class can run smoothly. But the little boy refuses to allow an incorrect teaching to stand. He won’t allow the falsehood (intentional or mistaken) be left alone. I can imagine that the teacher felt the boy was being disrespectful, questioning his reasoning, his ability to think, his authority over the class even.

This picture made me think of that event with Alex- he’d insisted he was right about the pigeon milk. He knew what he’d seen- had been taught and had demonstrated before him- and he wasn’t willing to allow me to dissuade him…

In some ways, I guess it would be easy to have a pliable kid- really, Alex is generally pretty easy-going. But when I read the letter in the picture above and I remember that my son was willing to stand up for what he knew was right, it makes me feel good. I want my son to question. I want him to think independently and to take the sum of his knowledge and experience and to stand firm when he knows he’s right. There’s never a need for genuine disrespect (which I believe the teacher above is showing to his students)- disrespect is a failure to appreciate the imprint of God in others and to treat them without regard for that imprint. Questioning is not disrespect.

The flip side of that coin is humility. Alex needs to allow others to find their own path to Truth- he can’t spoon feed it (like pigeon milk) to others. Sometimes they have to find things out for themselves- like his mama did when I saw the nature program myself a few weeks later. Humility also demands that we question ourselves and our own understandings and beliefs when others challenge us. Instead of stubbornly sticking a point, humility allows us to ask the question again- even if our original answer is confirmed.

I hope that my son is gleaning from Brian and I the ability to stand firm, to allows others room for their own exploration and the ability to graciously accept correction when we are wrong. I hope these are the kinds of lessons that my kids are getting from us- their imperfect teachers and parents.

But I am really proud that Alex stood his ground. And pigeons make milk- who knew!?!

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Alex’s Year 0 In Review- Geography

Yesterday I sat down to look at our schedule to see where exactly we are in our school year. Imagine my surprise when I discovered we actually aren’t behind (regardless of how I felt about the schedule the night before). We’re currently in week 34 of our 36 week ‘regular’ school year.

So now I’m reflecting on the work that we’ve done this year- how far we’ve come, what worked and what didn’t. Since this was a kind of ‘practice’ year of the Ambleside Online curriculum (as will be next year- Year .5), it’s so nice to be able to sit back and think everything through so I can make adjustments for next year (even though we’re schooling year-round and will beginning a summer term soon)…

Geography is exciting to me personally. I enjoy learning the topography of countries and regions and about the culture of the people who live there. I’ve been excited to introduce geography/cultures/social studies to my son (and daughter- Fae always follows along).

This year, I decided to slowly read through Jane Andrews’ ‘The Seven Little Sisters Who Live on the Round Ball That Floats in the Air’. Yeah, it’s a mouthful. Seven Sisters contains stories of little girls & their families who live in different regions of the world. The regions covered include those belonging to:

  • The Little Brown Baby- South America OR South East Asia/jungles (we chose South America)
  • Agoonak- the Arctic circle
  • Gemela- Arabian desert
  • Jeanette- Switzerland/mountains
  • Pense- China/rivers
  • Maneko- Africa/grasslands, and;
  • Louise- Germany/river valley

We would begin each section by looking at a huge map of the area. We’d discuss the physical characteristics of that area (climate, flora, fauna, natural resources which are all conveniently pictured in our atlas) and we’d compare the location to where we live on the little globe we own (I’d use words like ‘moving east’ or ‘south of where we live’). This generally took about ten minutes, but the kids enjoyed looking at the maps and talking about what animals could be found in the area. Then I’d begin reading about that Little Sister- each section begins with a short description of the Sister herself. After the first reading, I’d print out a picture from the internet of a girl in cultural dress that could be the Sister we were discussing.

This picture was placed in a manila file folder- we wrote the Sister’s name and her region next to the picture. This is the beginning of a Charlotte Mason-friendly ‘lap book’ (my apologies to those who create *real* lapbooks. *Real* lapbooks are beautiful, detailed and very directed. Ours is none of those things.)

Our first ‘lapbook’

We’d read for about 5 minutes twice a week. When we finished, I’d ask Alex what he remembered from the reading (proto-narration) and we’d jot down words around the picture. The next time we would read, we’d look at our picture of the Sister and would read/discuss the words we’d selected thus far.

I supplemented/supported geography lessons by selecting story books from the library about or from each region. I genuinely enjoyed some of these books and will have to write more about them later. We also have a world folk tale treasury- I would select a few folk tales from each region and would read those as well. This worked well as these picture books became our ‘Free Reading’ for the year. Sometimes, we’d watch a cooking or travel show that focuses on cuisine from a particular region (the cooking and travel shows on CREATE/PBS were wonderful for this purpose!)

What did I like about Seven Sisters? It’s written beautifully directly TO the child and my kids began talking about each Sister as if she were a real child they know. Used as I described above, I found this book a good ‘spine’ upon which to begin discussing world cultures with my kids.

However… I do not think I will be using this resource the next time around with Fae. In my opinion, the book stereotypes each region/culture and is, in some places, blatantly racist (for example foot-binding of little girls is discussed in the China section and in the African section, the narrator says that ‘we’ should not consider Maneko’s “wooly” hair beautiful. In fact, if Maneko knew any better, she’d want to be just like us). Yikes. It’s even worse when I write it out like that… And yet, that’s how the book reads. I found myself editing SO much and being genuinely disturbed by the way other cultures are presented by the narrator.

If I had it to do over again (and I do with Fae), I am going to use the supporting resources as the main resources. We’ll select a region, look at the map/atlas and will read lots of picture books and folk tales from that region. For Year 0, that’s plenty as far as geography is concerned.

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Poetry Surprise

As you know, we are currently doing an informal Year 0 since Alex is in Kindergarten. One of the topics I’ve been so excited to broach with my kiddos is poetry. As suggested, we began Term I with Poems and Prayers for the Very Young by Martha Alexander. The kids seemed… tolerant… of the poems. Sometimes they expressed enjoyment, but mostly the words seemed to wash over them and- as Alex is too young to require narration- I’d just let it lie. I knew the words, the rhythm and some of the images were working their way into his mind…

Term II brought us A Child’s Garden of Verses by Robert Louis Stevenson. The children did not connect *at all* with the poems in this book. I’d find one that seemed really delightful and would read it several times over a few days hoping for a spark of interest- nuthin’.

Well, I deviated from the recommended Year 0 selections for Term III. But, as a dear friend reminded me when I dithered about using an ‘unapproved’ book, this is *our* education we’re giving to *our* children. It’s ok to make a substitution to include a selection that is particularly meaningful to us.

And so we began Term III Poetry using Where the Sidewalk Ends by Shel Silverstein. I don’t know what others think of this poetry collection as far as meeting dear Charlotte’s criteria for living books. It is written by a single author who is passionate about his subjects. But his tone is markedly different from the other poetry we’ve read. It’s… saucy. It’s clever. It explores the magic of the everyday and reveals the character of children in a way I haven’t seen in any other poetry.

But my favorite- my absolute favorite- thing about the poems in WTSE is the way they promote the endless possibilities that are available to us in life.

Consider the poem my kiddos are memorizing this Term:

 The Invitation

If you’re a dreamer, come in.

If you’re a dreamer, a wisher, a liar, a hoper, a prayer, a magic-bean buyer

If you’re a pretender, come sit by my fire.

For we have some flax-golden tales to spin.

Come in! Come in!

Ok folks, when I read this poem to Alex and Fae, their eyes grew round as saucers and they held stock-still. My whispery, conspiratal delivery invited them into to the world Silverstein has created that delights in children and understands both their wonder of the world and their sometimes less-than-perfect behaviors. It’s been only a few weeks and we reread this poem every day. The kids enjoy it so much, that even Fae- who is TWO- almost has it memorized. She recites it to me before she falls to sleep at night.

A few days later, we read this selection:

Listen to the Mustn’ts

Listen to the mustn’ts, child. Listen to the dont’s.

Listen to the shouldn’ts, the impossibles, the won’ts.

Listen to the never haves, and then listen close to me…

Anything can happen, child, anything can be.

This is poetry to inspire and to amuse. Yesterday, we read The Farmer and the Queen:

“She’s coming,” the farmer said to the owl.

“Oh, what shall I, what shall I do?

Shall I bow when she comes?

Shall I twiddle my thumbs?”

The owl asked, “Who?”

“The Queen, the Queen, the royal Queen,

She’ll pass the farm today.

Shall I salute?” he asked the horse.

The horse said, “Nay.”

“Shall I give her a gift?” he asked the wren.

“A lovely memento for her to keep?

An egg or a peach or an ear of corn?”

The wren said, “Cheap.”

“But should I curtsy or should I cheer?

Oh, here’s her carriage now.

What should I do?” he asked the dog.

The dog said, “Bow.”

And so he did, and so she passed,

Oh, tra lala lala,

“She smiled, she did!” he told the sheep.

The sheep said, “Bah.”

Alex is IN LOVE with this poem. He asked me to read it to him about eight times yesterday. He does all the animal responses (in funny voices, of course) while I read the main text.

And this is what makes me love WTSE most of all. My kids are anxious to hear the next poem. They are engaged with the images, the stories, the ideas. They are having a conversation with Silverstein himself and are sharing a view of the world. I couldn’t have asked for a better response to any poetry we will read in the future.

My kids beg for poetry. That’s pretty awesome.

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Shakespeare Giveaway!!!

Since February is my birth month and I enjoy the hobbit tradition of giving gifts to others on my birthday, I decided to do a February give away! And you, Dear Reader, get to enjoy the bounty!  The best part? I have not ONE item to give away- but THREE! Yes- Three Shakespeare-themed items will be going to three lucky readers! And the giveaway items are top-notch!

The first item is something I first heard about from Brandy over at Afterthoughts. The MasterPuppet Theather: World of Shakespeare is the perfect item to flesh out those Shakespearean readings. This set includes a deck of cards featuring 60 of the most famous of Shakespeare’s characters. Hamlet, MacBeth, Othello, Romeo & Juliet along with many, many other characters are included. You also receive a neat ‘backdrop set’ in front of which you can perform your plays. This is a really cool way to help your kiddos SEE the play!

Amazing narration possibilities here!

The second item is one of my favorite movies: Kenneth Brannagh’s 1993 version of ‘Much Ado About Nothing’! This is a rollicking, joyous interpretation which sparkles with the wit and wisdom of the Bard! Very watchable (a great way to introduce someone who knows nothing about Shakespeare to his works) and filled with an award-winning cast.  Now for the disclaimer: It is rated PG-13 but you will absolutely want to preview it before watching with your teenagers. There is some brief, non-sexual nudity in the opening (actually very sweet and full of joy), but there is also a brief scene wherein Hero’s maid, Margaret, ‘looks out a window’ with Borachio which is represented sexually.

Just looking at the cover reminds me of summer and happiness...

The last item of my give away is a fantastic little book called ‘Sonnets & Psalms’. Within are pages filled with- well- psalms & sonnets! Imagine waking each morning and reading a sonnet and a psalm before your feet hit the floor. This book allows the reader to explore themes common in the sonnets and in Scripture- love, grief, anger- all of life’s varying shades.

Would fit perfectly on a nightstand... or in a picnic basket...

So, here are the rules of the giveaway:

1) ‘Like’ This Side of the Door on Facebook, here.

2) Comment on the post that announces this give away and tell me why you love Shakespeare, why your kids love Shakespeare or your favorite Shakespearean scene/passage.

3) Wait for the drawing on February 29 at 9 pm EST.

It’s that easy! I don’t know that I’ll be a big one for give aways, but this opportunity was just too good to pass up.

Also, I want to invite you to look around my blog at older posts. I hope you’ll see some things you like and will be interested in joining me as I continue my Charlotte Mason/Ambleside Online adventures…

All the best and thanks for joining me!

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Little Boys, Young Men and the Church

Earlier this week, I came across this article by David Murrow which discusses why young men seemed to have abandoned the church. As the mother of a five-year-old son, I spend a LOT of time thinking about how I want my son to grow up, how I hope to share my faith and what kind of history I want him to have when he leaves home to make his own life. The idea that something is ‘chasing’ young men away from the faith piques my curiosity. Along with several other issues, Murrow lays the responsibility for this phenomenon at the feet of female youth leaders and the accompanying tenor of their groups which, he says, alienate young men and Sunday school programs whose design either ignores or oppresses boys’ inherent make-up.

Murrow says that Sunday school systems are geared toward girls/women in that they require verbal, social interaction in which girls usually excel and boys sometimes don’t . He says that the system itself is hostile to how boys learn…  Hmmmm- as a homeschooler, this sounds familiar…

Sunday schools ARE systems based on government school models. Children are separated from their parents, age-graded, and are set homogenized tasks that are generally acknowledged by some outward reward like stickers or points. Now, I think there are some very nice things that children can learn in Sunday schools, but as a homeschooler, I have a hard time defending a system that is not Biblical (there are no Sunday schools in Scripture) and is based on a system that I believe is inherently flawed.

Give it your best guess- is this a Sunday school class at church or a government school class?

Sunday schools do not personalize a discipleship program geared toward each boys’ unique abilities and interests, just as government schools don’t personalize the academic education of their students.  Why would we expect a system that doesn’t work on even an academic level to have deep impact on a spiritual level? Just because Christian materials are used and people of honorable intent do the teaching doesn’t mean there will be significant differences in outcome. If the best students are generally held back by the lowest common denominator in public school, doesn’t it stand to reason that the same thing would happen in any public school based educational system? Sunday schools don’t encourage kids to excel or to explore deeply as God leads. That’s just not how the curriculum is designed.

Murrow goes on to say that women-led youth groups which focus on feelings, emotion, and expression alienate young men. Whether women should be teaching or in leadership positions over young men is a different post entirely (lol!), but the idea is the same as it is in Sunday school: where is this kind of discipleship- this kind of spiritual training- found in Scripture?  It’s NOT. There is no such thing as youth culture in scripture. The Bible doesn’t cast young people as a strange breed of human, separate from the main body of believers (or unbelievers) and needing special (and often ridiculous, twaddley, insulting) programs to introduce them to Christ.

So how *are* boys and young men designed to hear and respond to God?

C’mon, homeschoolers- we know this, right?

God designed people to learn in *families*. Children learn how to be fully socialized, integrated adults (of each gender) by modeling their behavior and ideas after their parents and the other trusted adults in their intimate family circle. For a Christian family, the child is introduced to Jesus through family-based evangelism, that is, the parents/adults model a relationship with God and encourage the child to make a decision to follow Jesus for himself. The actual relationship is between God & the child (oh, how like dear Charlotte’s assertion that the teacher must not interfere with the young student’s interaction with an author’s great thoughts!).

Boys learn to be men by watching their fathers, uncles, brothers and trusted family friends being men. By being *with* their adult male family as they minister, study, fellowship and lead at home, in the church and in the wider community. This is how God designed human beings to learn and is fully supported by those Deuteronomy 6 verses we Christian homeschoolers love so much.

Imagine a church in which every boy  is personally discipled by his father (or a primary surrogate if his father is not present for any reason) and several other strong Christian men. The young man ministers along-side his father when his father responds to some need in the Body, he has continuous opportunity to discuss personal issues with his mentors and to receive guidance from them, and he has authentic relationships with these mentors so that his true personality, gifts, weaknesses and callings are apparent to them. He can’t hide or be polite- they KNOW him and they love him. As this young man grows and becomes a man himself, he is accepted as an equal- fully integrated within the Body as an adult member.

Multi-generational, God-loving, world-changing... and oh so manly!

Young men aren’t abandoning the church/faith because they don’t like talking in Sunday school, or because youth group worship songs are too sappy or because they don’t get their flesh tickled enough by the girls at church- young men are abandoning the church because the church is utilizing non-Biblical methods of instruction. The problem isn’t that the church doesn’t understand ‘maleness’, the problem is that the church doesn’t understand God’s design for family-centered discipleship and, therefore, young men haven’t been taught how to BE men in the church.

If we want to see young men staying in church and influencing the Body in wonderful ways, we have to make sure families worship and learn together so young men know how to BE the church as they come to maturity. We have to return to New Testament styles of worship and discipleship and we have to recognize that God’s design for family is perfect for bringing children up into Him…

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Family Reading: Lions and Spiders and Bears, Oh My!

Ok, so this is a quickie post. Between the holidays, my computer breaking (fie on you, fan motor!) and being on call for my job (as a doula) I’ve had almost no time to work on the second part of my 20 Principals post as I’d wanted. But that’s coming soon! (Really!)

I thought I’d quickly share the books that my family has used as read alouds since last summer. We just began ‘formally’ schooling Alex in September, but we’ve been doing family read alouds… well, forever! However, we transferred to real chapter books which have a story that is carried between chapters in August or so- so I’ll count these.

1. Edgrr, The Bear Who Wanted to be Real, by Alexandra Kurland.

This was cute. The story tells of a toy shop group of bears who find themselves out on an adventure. The father-figure bear, Kenyon, tries to take an unruly bear, Edgrr, in hand. Edgrr has a harrowing experience in the woods when he attempts to be a real bear and he learns the value of being ‘home’.  My kiddos enjoyed this and it certainly qualifies as a living book in my eyes as the language is not at all dumbed down.

2. Winnie the Pooh and The House at Pooh Corner, by A.A. Milne.

A no-brainer. These books are whimsical, funny and gentle. My son laughed out loud several times and both of my children now have a special place in their hearts for the denizens of the Hundred Acre Wood. My advice is to read the first few stories to yourself first so you can get an idea of the pacing and sentance structure. It threw me for a loop for the first couple of stories, but once I understood the cadence of the language and syntax, it made for wonderful, lively reading. If you are anything like me, you WILL cry at the end of The House at Pooh Corner when Christopher Robin gets ready to leave for boarding school (sniff!!)

3. Charlotte’s Web, by E.B. White.

Another excellent book. My son loved this and was able to remember details from the book much more clearly than we expected. Funny and sad all at once- wonderful coming-of-age, circle-of-life feel.

4. A Bear Called Paddington, by Michael Bond.

This one I purchased at my local library’s ongoing book sale and then searched around Ambleside to see if it was recommended. I turned up nothing so decided I’d best just plunge ahead- and it was wonderful! Again, intelligent language and humorous adventures of an adorable, marmalade-loving bear from darkest Peru (who knew!). The way Paddington misinterprets everyday circumstances had me in stitches and I was totally delighted whenever Paddington gave someone a ‘hard stare’. Great book- can’t wait to read it again when Fae is older.

5. The Little Bear Treasury, by Else Minarik.

Lovely drawings, whimsical stories, but in all honesty it was a step down for us. By this summer, I expect that Alex will be able to read this book on his own, so it just felt too simplistic for our read alouds. The children both listened intently, but the chapters ended so quickly and with such little drama, I think they, too, wanted ‘more’. Ah well, a lesson for me- stick to books that are labeled for children aged 8 to 12 and we’ll have just the right level for my 5 and 2 year old for our read alouds (lol!).

6. The Lion, The Witch and The Wardrobe, by C.S. Lewis.

Yes, dear Reader, I have initiated my children into the wonder that is Narnia. I sat in my bed with my children snuggled around me and read the first line: “Once there were four children whose names were Peter, Susan, Edmund and Lucy.” and immediately started crying and couldn’t continue reading for a few minutes (grin). You see, the Chronicles embody everything I hope to pass on to my children- imagination, intelligence, adventure, goodness, justice and a heart that longs after Aslan/Jesus (to me, Aslan is a fictional Jesus in Lion form). I deocrated my childrens’ nursery in the Chronicles complete with full-sized lamppost nightlight and pencil drawn/pastel colored reproductions of the pictures from the original books. I hung a banner with a picture of a castle and underneath I hand-stenciled ‘Cair Paravel’. A framed parchment map of Narnia set on one wall and a framed pencil drawing of Aslan’s face rests above a reminder that ‘he’s not a tame lion’… Sigh… So much of my soul resonates with the simplicty of Narnia and I’m now sharing this beautiful story with my children. If you haven’t read them, start with LWW- read them in the order they were published (not in Narnia-chronological order). You have to discover Narnia just as Lewis himself did!

So it’s been about four days that we’ve been reading LWW and both kids simply love it. My son has already been making comments (unsolicited!) about how the witch was tricking Edmund and how he wasn’t nice to his sister, Lucy. He’s listening and the ‘moral’ of this story is going to deeply impress him (thank you, Lord!!) He will hear the gospel message here- sin has us frozen, sin corrupts us, but JESUS is our hope and our salvation and He has a wonderful plan for us!

A note: we actually own this Easton Press copy of The Chronicles of Narnia. This is also the first time my kiddos are getting to read from one of our ‘fancy’ books. How nice to have a special set of books as we share this special story!

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HDJT?: Thinking Through Biblical Education and Charlotte Mason

Since we decided to homeschool many years ago, I’ve run into many different kinds of homeschoolers. Some of these wonderful ladies have very passionate views about their preferred methods and I’ve listened carefully as they explain their way of seeing things. Some of these moms (I don’t spend much time chatting with the dads!) are very ‘school at home’ having text and work books for just about every subject with the odd activity thrown in here and there. Others come from a very ‘unschooling’ point of view and have deep convictions about that life philosophy.

But, as we’ve just recently begun ‘formally’ homeschooling Alex, I find myself paying much closer attention to the educational opinions around me. Within the last month, I came across this article and this one both of which beg the questions ‘what does it mean to be educated?’ and ‘what kind of education best educates?’. I am absolutely the kind of person who takes information in and then lets it simmer for a while. Often times, I will suddenly come to a resolution about something I didn’t even know I was wrestling with. Perhaps this ‘eureka!’ moment is actually the small voice of a loving God who whispers in my ear telling me to go this way or that?

So all these conversations, blog posts, and articles spinning around in my mind came to a screeching halt when I asked the question: ‘HDJT?’

How Did Jesus Teach? Jesus, our Master, our Teacher, our Creator has certainly done some teaching. Surely, if the question is ‘What is the best way for humans to learn and grow?’ the answer must be found when we ask ‘how does God teach us about Himself?’

So then some verses that might be applied to education came flooding into my mind (not exhaustive, of course):

Deuteronomy 6:6-9: And these words, which I command thee this day, shall be in thine heart: And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up. And thou shalt bind them for a sign upon thine hand, and they shall be as frontlets between thine eyes. And thou shalt write them upon the posts of thy house, and on thy gates.

Ephesians 6:4: And, ye fathers, provoke not your children to wrath: but bring them up in the nurture and admonition of the Lord.

Proverbs 22:6: Train up a child in the way he should go: and when he is old, he will not depart from it.

And we not only have the ‘command’ verses above, but the example of our Master Himself when He walked among men. Here’s an excellent blog post that discusses Jesus’ method of teaching. Jesus taught in parables. He purposefully sat in a position of authority to teach the masses and then intimately explained the truths He wanted to communicate to the disciples in a smaller setting.

Jesus’ teaching method was both didactic and exemplary.

Jesus had certain truths He wished to communicate. He was specific, purposeful, intentional. There were truths about Himself He wanted to teach and He made a point of doing so, the best examples of which are the Sermon on the Mount and His many parables. And God has always done thus- in the garden, He told Adam not to eat the forbidden fruit; He wrote out the Ten Commandments for Moses and the children of Israel; He sent prophet after prophet to specifically instruct kings in what they should and should not do. God instructs purposefully.

God also teaches by example. He sent His Son- God With Us, Emmanuel so we could know Him. He walked with the disciples for years teaching them how to respond to the world around them and how to do right before Him. He used every moment and the happenings of the day to continually reinforce to His followers how to belong to Him. God uses life to teach us about Himself.

So what do these truths mean to someone attracted to homeschooling in general and to Charlotte Mason specifically?

Some educational methods assert that the best way to educate a child is to simply get out of the way. Do absolutely nothing to purposefully influence the development of this unique human being- God has gifted children with a ‘personality DNA’ in which is written the kind of person that child should be and no one should disrupt the emergence of that person. In these methods, there shall be NO formal instruction. The child shall learn whatever s/he will because they are following that ‘personality DNA’ and will learn as God brings into their lives the things they will need to know in order to follow His calling on them. These parents read Proverbs 22:6 as “Train up a child in the way he should go: and when he is old, he will not depart from it.”  The focus of education here is the child’s pursuit of self-knowledge and self-expression. Parents who subscribe to these methods believe that children will live what they see- children of Christian families will soak up that atmosphere and will follow the examples set before them, eventually- Lord willing- coming to know and serve Him. This sound a lot like Charlotte’s ‘Education is an atmosphere’ and I can’t argue with this idea: Children will learn what they live.

I have concerns about this method, however. How can a fallen being follow their own personal inclinations with no purposeful instruction and be led toward God? Does flesh lead to God? What about learning self-discipline? Self-sacrifice? Respect for others? Humility that others have something vital to teach? Does this method live up to the fullness of education that God uses? HDJT?

If I am asking the question “How should I educate my children?” and scripture gives answers like: diligently, nurture, admonish, train- well, how does this kind of philosophy fit with those scripture? The specific verses above reveal that the parent has an active role in a child’s education. WE are to be diligent. WE are to nurture. WE are to admonish. WE are to train. There are things that we are to be doing concerning raising/teaching our little ones. Any educational method we adopt must fit these descriptions or we are not in line with Biblical commands to parents concerning the raising of children.

Other educational methods assert that children are blank slates- they will become what they are molded to become. So drill commences and the child is instructed not only on facts, but also on how to think about those facts. Their learning is carefully constructed to the point that the child’s mind doesn’t really interact with the provided material- the child is only expected to memorize and regurgitate the information at the appropriate time. They follow the instruction in their text books and fill out all the blanks in the workbooks and once that has been completed, they are left with no other instruction. How the information applies to life is not explored. Parents who subscribe to these methods read Proverbs 22:6 as “Train up a child in the way he should go: and when he is old, he will not depart from it.”

My concern about these methods is that they are focused on only the academic portion of a child’s development. Spiritual development can be woefully overlooked to the point that a child could be performing in school masterfully and yet not be learning the lessons of how to live for Jesus. Does this method imitate God’s educational method? Again, HDJT? Will we allow our text books to be ‘christian’ and our words, attitudes, entertainment be whatever pleases the flesh? Do we think we are teaching our kids about God because we have purchased a Bible curriculum from a Christian homeschooling company? Remember that in the Deuteronomy verses above, we see that it is NOT only instructional time that teaches our children. Every moment of the day- what we do when we wake, what we talk about as we go through our day, the attitudes we display and revel in- all these are our children’s teachers as well. If we are to be educating our children, if we are to train them toward the Lord, we need to be diligently guarding what they take in from their environment. We need to be sure WE are walking rightly with the Lord so they have a good example to follow, just as the disciples followed Jesus…

Will it be any surprise to you, dear reader, that I find Charlotte’s methods of education most like that of our Lord’s?

A Masonian education is both didactic and exemplary. We are specific in that we select materials for their ability to teach both facts and morality. Children are taught to trust their own thoughts because we do not prescribe what MUST be thought by them. The creativity and ideas of others are respected and are celebrated. The spiritual development of our children is the foundational lessons Masonian parents see to in the forming of good habits in preschoolers. We also ensure that the child’s environment is optimal for their development, filled with things that are intended to shape the child’s experience. And we allow for lots of free time so the child is free to explore the unique callings and giftings God has placed on his life.

A Charlotte Mason education looks the most like Jesus’ discipliship method as revealed in scripture; it is both intentional and exemplary honoring both that the child must receive from others and also that the child innately has much to share with the world.

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