PUZZLED? The Pieces Falling into Place by David Quine

Jigsaw puzzles were part of my earliest childhood. It seems that every Christmas our family received a new puzzle and it wasn't long before the card table became a puzzle table. We would spend hours searching for just the right pieces. At first we looked for the easiest ones -- the four corners and edge pieces. But then the work began as we compared pieces in search for just the right one. We were always looking for patterns -- patterns in shape and color. Eventually, all the pieces would fall into place and the picture on the box would emerge onto our card table. I didn't realize how important these yearly puzzles were in my life until I started writing this article. I have always been a person who looks for patterns among things that appear on the surface to have no pattern. Searching for how the pieces of life's puzzle fits together is who I am. Some puzzles are concrete like a jigsaw puzzle, but others are not -- they are abstract. Those are the harder puzzles to fit together.

There is a puzzle I have been thinking about for the past 15 years. It has to do with the emergence of Classical Education into Christian education. It was first seen in the starting of Classical schools and then more recently a flood of classical curriculum and classical co-ops within homeschooling itself. As the author of World Views of the Western World and Starting Points and home school speaker, many years ago I was asked to present a series of lectures at a "Classical Education" convention. However, several weeks after the invitation was given I was told that my materials were not acceptable and I would not be allowed to present after all. At the time I thought this a little puzzling, but let it slide.

But now I understand what is happening. About a month ago the pieces of the puzzle began falling into place. Where do I start? For me there are four pieces to this puzzle and each piece relates to a particular person: Dr. Peter Enns, Dr. Susan Wise Bauer, the late Dr. Francis Schaeffer, and finally, Josh McDowell. All four of these people are considered influential Christian thinkers and teachers. Let's look at each puzzle piece -- analyzing its color and shape to see how they all might fit together. I will put them into the order in which they came to my mind - although we could actually start with any piece.



Puzzle Piece Number 1: Dr. Susan Wise Bauer
In her very popular history series, The Story of the World, Dr. Bauer subtitled her book: History for the Classical Child. Have you ever asked yourself this question: "Is the Classical child a Christian child?" I think this is a legitimate question. In fact, I think it is the pivotal question. When this textbook first became available I was puzzled by the opening chapter: The Earliest People. As I read the first and then the second paragraphs, I was puzzled.There was no mention of the people I was accustomed to thinking of as the earliest people. Where was Adam and Eve, Cain and Able, and where was Noah? They were no where to be found. The first person mentioned is "Tarak … a seven-year-old nomad who lives with her family — almost seven thousand years ago." And then where was the God of the Bible? He wasn't there either -- not until several chapters later. We are first introduced to the gods Ra and Orisis and others. It was puzzling to me.




Puzzle Piece Number 2: Josh McDowell
In a presentation given in March of this year Josh McDowell talked about the 5 Core Beliefs of Christianity:

1 - The Reliability of Scripture,
2 - The Deity of Christ,
3 - Truth
4 - The Resurrection, and
5 - Salvation through Faith

We agree that these five beliefs are at the core of Christianity. In fact, they are the foundation of the curriculum we have written. Our curriculum is considered an apologetic approach to learning where the student learns not only what we as Christians belief, but why we believe what we believe and then how to communicate these ideas to those in our culture. We teach students how to dialogue from a Pre-suppositional Apologetic (Francis Schaeffer and others), from an Evidential Apologetic (Josh McDowell and others) and from a Moral Apologetic (CS Lewis and others).

I was shocked by the statistics that Josh gave at this conference regarding the lack of belief in these 5 Core Beliefs among evangelical born again young people in the church today. His research study has revealed that less than 4% of evangelical born again young people hold all five of these beliefs as true! Less than 4%! That is shocking.



Puzzle Piece Number 3: Dr. Peter Enns
Dr. Enns was a new piece to my puzzle and perhaps the key to putting all the others together. He is a Christian author, teacher, and writer. I hope that I am able to clearly articulate his piece in the puzzle. It was his association with Dr. Bauer that makes his piece so significant and understandable. He is the author of many articles and several books. The one which is the most important for this discussion is Inspiration and Incarnation. The subtitle to this work is Evangelicals and the Problem of the Old Testament. This book has caused quite a stir among evangelical theologians and is worthy of your time to read. His thoughts are very important. Please stay with me through this part. To understand what Dr Enns is saying let me share excerpts from a letter written by Dr. Wayne Grudem (2008) to Dr. Peter Lillback, President of Westminster Seminary, Philadelphia, regarding Dr. Enns, who was at that time a professor at Westminster Seminary:


I find the book (Inspiration and Incarnation) to be deeply troubling, for the following reasons:

Enns repeatedly delights in presenting interpretations of the Bible that make it appear more problematic and more filled with unresolved and irresolvable problems than it really is (pp. 72, 79, 92, etc.). He insists on translation options that make Scripture internally contradictory with itself (pp. 92-93), or simply false (pp. 54, 98). He repeats the same kind of anti-inerrancy rhetoric that I heard at Fuller in the 1970s, characterizing belief in the Bible’s complete truthfulness as “defensive” or as coming close to “intellectual dishonesty” or as simply “preconceived notions” (pp. 14, 107, 108), but speaking of views that take the Bible as contradictory as “creative,” “refreshing,” and “listening to how the Bible itself behaves” (pp. 15, 66; see also 73, 108). He frequently represents conservative evangelical scholarship as unreliable and untrustworthy (at least pre-Enns), but, remarkably, he impugns conservative scholarship not by documented quotations but by using undocumented, straw-man arguments (pp. 47, 49, etc.). The overall result of this approach will be to lead readers to distrust both the Bible and much evangelical Old Testament scholarship.

He implies that he thinks there is no difference in the truthfulness we should ascribe to the Bible and to ancient Akkadian stories: “How can we say logically that the biblical stories are true and the Akkadian stories are false when they both look so very much alike?” (p. 40). It apparently does not occur to him that believing the Bible to be the Word of God (as I thought Westminster faculty we expected to do) is a very good reason for saying that the Bible is true, and the Akkadian flood stories are unreliable. He fails even to consider the possibility of God’s special revelation to Moses, and of his providential guidance and protection of the truthfulness of the records, so that the Bible’s stories of creation and the flood are absolutely truthful, historical and reliable. He gives no indication here that he thinks God was any more involved in the biblical accounts than in the Akkadian myths.

He says that “what makes Genesis different from its Ancient Near Eastern counterparts is that it begins to make the point to Abraham and his seed that the God they are bound to . . . is different from the gods around them” (p. 53). But this is in the context of discussing the category of “myth” (which he opposes to “historical,” p. 49), and so the implication seems to be that truthfulness or historical accuracy of the account is not something that makes Genesis different from other Ancient Near Eastern creation myths.

He says that “Genesis – as other stories of the ancient world – thus portrays the world as a flat disk with a dome above” (p. 54). But what is a reader to do with this? We know today that that view is false: the world is not a flat disk. But I do not see how readers then can avoid the implication that they should not believe what Genesis tells them about the world. Genesis according to Enns is simply untrue.

He claims that Hebrew (or an earlier version of written Hebrew) may not have even existed at “the end of the second millennium B.C.” (p. 51), and thus implies a chronology that makes it impossible for Moses (died 1400 or perhaps 1180 B.C.) to have written the Hebrew words of Genesis – Deuteronomy (p. 52).

This was the missing piece to my puzzle. I had never seen the connection before. This explains why Dr. Bauer's history series, Story of the World, doesn't include the first eleven chapters of the Bible! What happens to each of the 5 Core Beliefs of Christianity within Dr. Enns framework of theology? Do we maintain the reliability of the Scripture and Truth? What about the other three aspects of these core beliefs?


Puzzle Piece Number 4: Dr. Francis Schaeffer
The final piece of this puzzle explains what we can expect to happen regarding these 5 Core Beliefs of Christianity.

I remembered Dr. Schaeffer writing about the Reliability of Scripture and Truth in his book No Final Conflict, but what did he say? I began reading. He explained that the watershed issue of our generation would be the Reliability of Scripture and Truth and then eventually the other three core beliefs.

"It is my conviction that the crucial area of discussion for evangelicalism in the next years will be the Scripture. At stake is whether evangelicalism will remain evangelical. The issue is whether the Bible is God's verbalized communication to men giving propositional truth where it touches the cosmos and history, or whether it is only in some sense "revelational" where it touches matters of religion. The early chapters of Genesis relate to this discussion, but ultimately the question is not (and cannot be) confined to them: the whole Bible is involved." (Francis A. Schaeffer, No Final Conflict, Introduction)

"We must say that if evangelicals are to be evangelicals, we must not compromise our view of Scripture. There is no use in evangelicalism seeming to get larger and larger, if at the same time appreciable parts of evangelicalism are getting soft at that which is the central core -- namely, the Scriptures.…


"We must say most lovingly but clearly: evangelicalism is not consistently evangelical unless there is a line drawn between those who take a full view of Scripture and those who do not.
(Francis A. Schaeffer, No Final Conflict, Ch. 1)

The neo-orthodox position is that the Bible contains mistakes in the areas of history and science, but we are to believe it anyway in the religious areas, that somehow a "religious word" breaks forth from it. The result is that religious things become "truth" inside of one's head -- just as the drug experience or the Eastern religious experience is "truth" inside of one's head.

"Further, it means that the next generation of Christians will have the ground completely swept from under them. It is my observation that those who are taught a weakened view of the book of Genesis by their professors almost always carry it further into the whole Bible and are left really shaken as far as any real basis for their Christianity is concerned. And there is a reason for being shaken, for there is no reason to keep what the Bible says religiously if we have put it in an upper story and thrown away that of which the Bible speaks when it touches history and the cosmos.
(Francis A. Schaeffer, No Final Conflict, Ch. 2)




CONCLUSION
This is not always easily detected. Think with me for one more moment. Our core beliefs are being undermined in the very curriculum we are using with our children by our own hands! Puzzle Piece #1 omits the first eleven chapters of Genesis. Puzzle Piece #3 gives a theological basis for making that decision, because how can we know for certain that the Genesis story of Creation and the Flood are any more reliable than these other accounts. Puzzle Piece #2 gives a report on state of the evangelical born again young people in our churches. Puzzle Piece #4 explains what is really at stake! When you reject what the Bible says regarding history (including the first eleven chapters of the Genesis) and the cosmos, there is really nothing left. Do you see how all the pieces fit together?

Before we return to my original question, Is the Classical child a Christian child?, let me introduce you to a new magazine entitled IOTA published by The Youth Classics Institute. It "is a new Classically-themed magazine for elementary school students! It aims to introduce Classics and Latin in a fun, informative, and engaging way, and its content is designed and written to fit in with curricula on the ancient Greeks and Romans. Each full-color issue is approximately 25 pages and explores a god, a monster, a historical person, an object from the ancient Greco-Roman world, and Latin words. Students will enjoy the exciting stories, multitude of pictures, interactive games, and varied activities!"

We are encouraged to follow the link to see sample pages of their new magazine for elementary school children. On their web site we are introduced to Demeter, a goddess of classical Greece and Rome. Because she is the goddess of grain and harvest she is seen featured on a cereal box in living color. The lesson explains her importance to farming and the need to worship her. The child is told that the worship of Demeter has its origin in the mysterious worship of the Egyptian goddess Isis. Then the student is asked to complete several activities: 1 - Draw her picture; 2 - Create a new Cereal Box cover featuring Demeter; 3 - Write a speech as if you were Demeter encouraging your worshippers to care for Mother Earth; and 4 - learn the Latin names for several items.

When it comes to a classical education, would there be a more informed voice than Plato who started the first Academy?

The beginning is the most important part of any work, especially in the case of a young and tender thing; for that is the time at which the character is being formed and the desired impression more readily taken.

Harmless? Hmmm. Although I can't imagine any Christian family using such material, I am sure it will seep into our curriculum halls before long because the door has now been opened. Will we walk through it or will we close the door? May I rephrase my original question, "Can a Christian child be a Classical child?"



The LORD bless you, and keep you;
The LORD make His face shine on you,
And be gracious to you;
The LORD lift up His countenance on you,
And give you peace.
Numbers 6:24-26

A new year of Whole Hearted Home Educators!

Hi friends, we have started the 2015-2016 year of our WHHE meetings, all are welcome. If you need an address to the meeting location, please email cldorman (at) sympatico (dot) ca.

This year we are reading through Educating the WholeHearted Child by Clay and Sally Clarkson.

We meet every six weeks to discuss topics related to the book we are studying, which include themes such as: home education (of course), faith, Charlotte Mason's philosophies and how they can be embraced, home discipleship, raising WholeHearted children, and whatever we feel is pressing in the hearts and minds of those gathered together.  *You don't need to own a copy of the book to attend!  Feel free to join any meeting at any time. We are a group here to offer support and encouragement to one another.

Here is this year's schedule for meetings and discussion topics:

Nov. 17th, 2015

Chapters 3,4,5 Home Discipleship and Home Education

Jan. 5th
Chapters 6-7 Whole Hearted Learning Model and the Whole Hearted Learning Home

Feb. 16th
Chapter 11 - Disciplined Studies Methods

Mar. 29th
Chapter 12 - Discussion Studies Methods

May 10th
Chapter 13 - Discretionary Studies Methods

June 20th
Chapter 15-17- Home and the Living Family

The Library

We have an INCREDIBLE library of beautiful, hard-to-find, Charlotte Mason-inspired books available. Yearly membership fee is $20 for the year.  New materials are being added every meeting, this is a resource not to be missed!

Timing

Meetings start at 7pm with returns to the library, socializing, getting our tea and treats.
Discussion/official Meeting starts at 7:30 and runs to 9pm.
9pm is the time to check out items from the library.
Thanks~!

2014- 2015 Meeting Schedule

Welcome to a new year of CM based discussions and resource sharing. We extend a special welcome to all our new members as well as those returning again! 

This year our meetings will be held  at our regular location near Milgrove, Ontario and will include discussion based on the free e-book called "Education Is" available online from 
Simply CM 
https://simplycharlottemason.com/store/education-is/

2014 - 2015 Dates and Topics as follows: 

September 16th

Wk. 1 - Introduction: Education is an Atmosphere, a Discipline, a Life

October 28

Wk. 2 - Chapter 2: Education Is an Atmosphere

December 9th

Bring a favourite living book that you have used with your family to recommend to the group.

Wk 3 - Chapter 3: What Everybody Ought to Know about Choosing Curriculum and Schedules, and  Chapter 4: Are you a Thermostat or a Thermometer?

January 20th

Wk 4 - Chapter 5: Education is a Discipline

Choose a habit to build before March 3rd! 

March 3rd

Wk. 5 - Chapter 6: Five Ways to Cultivate Good Habits and Chapter 7: Discipline Brings Freedom

Tonight we share our experiences with implementing a new habit in ourselves/our children.

April 14th

Wk. 6 - Chapter 8: Education Is Life

May 26th

Wk. 7 - Chapter 9: Charlotte Mason's Methods

Tonight will be a time of sharing which methods have really worked in our individual homes and how we've learned and grown in this area.  

Please take note of the timing of our evenings:

7:00 – 7:30 – Arrival, return books, snack time

7:30 - 8:10 - Group Discussion 

8:10 – 8:20 – New Library Resources Highlight

8:20 – 9:00 – Continued Discussion Sessions 

9:00  Resource Library Open for borrowing

Please note library membership is voluntary, and will include a $20 per year fee to gain access to our library of over 1200 living books, games and resources. You can sign up for the library at any meeting during the year. 

We look forward to seeing you soon! 

A New Season of Discussion and Living Books 2013 -2014 Meeting Schedule

Dear Friends; 

Once again a new season of discussion, fellowship and book sharing  has begun.  We would like to extend a warm welcome to all our members and let everyone know this group is always open to new members. This year for our book study we will be returning to an old favourite : A Charlotte Mason Companion by Karen Andreola.  

Our group meets together every 5-6 weeks from September to May following the schedule posted below.

October 29 -- Chapter 3 (What is Education) and Chapter 36 (Magnanimity and Enthusiasm)

December 10 -- Chapter 4 (Education is a Science of Relations)

January 21-- Chapter 5 (Self Education) and Chapter 46 (Mother Culture)

March 4-- Chapter 6 (The Atmosphere of a Home)

April 15 -- Chapter 9 (The Happiness of Habit) and Chapter 44 (School Motto)

May 27 -- Chapter 10 (The Way of the Will)

Please take note of the timing of our evenings: 

7:00 – 7:30 – Arrival, return books, snack time

7:30 - 8:10 - Group Discussion 

8:10 – 8:20 – New Books Library Highlight

8:20 – 9:00 – Continued Discussion

9:00 Resource Library Open

In order to make use of our fabulous library and resources, a registration form must be completed along with payment of $20 cash or cheque made payable to Sandy Moore.

We look forward to a wonderful year of sharing and fellowship as we pursue a living education for our families!

Welcome to a New Season of Whole Hearted Home Educators

Hello Dear Friends,

We would like to welcome back all returning members and extend a special invitation for any new members  who would like to join us for another year of stimulating discussion, fellowship and resource sharing. Our group meets together every 5-6 weeks from September to May following the schedule posted below. This year we will be reading and discussing the book "Educating the WholeHearted Child" (revised and expanded 3rd edition) by Clay and Sally Clarkson. Please note this book has 100 pages of brand new material and much of the original material has been revised. As such we encourage everyone to try and obtain this newer edition if possible. We will be placing a group order through Maple Tree Publications The cost of the book will be $23.50 (all included) or less - depending upon how many books we order. If you are interested in obtaining a copy of the book through this bulk order please email Sandy (sandavem@gmail.com) by September 5th with your name. After that date you can order directly from Maple Tree Publications, just mention you are with WHHE. Books will be available at the first meeting. 

Here are the meeting dates and topics we will be studying this year

Sept 18   Chapter 3 Shepherding Your Child's Spirit to Long for God.

Oct 30    Chapter 4: Shaping your Child's Heart to live for God

Dec 4     Chapter 6 The WholeHearted Learning Model -Living & Learning Together

Jan 22     Chapter. 8 Understanding Your Child

Mar 5      Chapter 13 Discovery Studies Methods - The Study of Learning

April 16   Chapter 12 -  Discussion Studies Methods: The Study of Ideas

May 28    Chapter 15: Keeping the Vision Alive 

We are so thankful to Karen Powell and family for continuing to host our meetings and resource library again this year!

Please take note of the timing of our evenings:

7:00 – 7:30 – Arrival, return books, snack time

7:30 - 8:10 - Group Discussion 

8:10 – 8:20 – New Books Library Highlight

8:20 – 9:00 – Continued Discussion

9:00 Resource Library Open

In order to make use of our fabulous library and resources, a registration form must be completed along with payment of $20 cash or cheque made payable to Sandy Moore.

We look forward to a wonderful year of sharing and fellowship as we pursue a living education for our families!

Welcome Back to Whole Hearted Home Educators!

Check back soon for 2012-2013 Meeting details!

Hello Dear Friends,

We would like to welcome back all returning members and extend a special invitation for any new members out there who would like to join us for another year of stimulating discussion, fellowship and resource sharing. Our group meets together every 6 weeks from September to May following the schedule posted below. Please feel free to share the details of our group with others who may be interested.

The schedule for readings and meeting dates is below.

We are so thankful to Karen Powell and family for continuing to host our meetings and resource library again this year!

Please take note of the timing of our evenings:

7:00 – 7:30 – Arrival, return books, snack time

7:30 - 8:10 - Group Discussion 

8:10 – 8:20 – New Books Library Highlight

8:20 – 9:00 – Practical Sessions

9:00 Resource Library Sign out

In order to make use of our fabulous library and resources, a registration form must be completed along with payment of $20 cash or cheque made payable to Sandy Moore.

We look forward to a wonderful year of sharing and fellowship as we pursue a living education for our families!

Thank you for your patience as we welcome new blog administrators this year!

Saying Goodbye

by Jennifer Talsma

It has been almost exactly three years since I began the Whole Hearted Home Educators blog, and it gave me so much pleasure to write, expand on the meeting content, share links related to a Charlotte Mason Education, and more.

But now it's time for me to step out.

In the six months since my family's move to Uruguay, I've been saddened over the distance between us - conversations that I so enjoyed every six weeks are no longer happening; sharing ideas, inspiration, and encouragement in the CM method are no longer part of my experience. It's hard to follow a CM educational method in isolation.  I hope that each of you realize what an incredible blessing the Lord has given you in providing you with community! The day to day 'grind' of home education is tough enough, but going against the 'textbook stream' is even tougher. I do so miss the strengthening times together.

I pray that you will carry on bringing the joy of 'education is a life' to your (and your children's) days, and that you will continue to spread the word about what a living education can really look like.

If any of you ever want to 'talk' CM with me, I'd really love it! My email address is peaceledge at avmi dot org and it's available 24 hours a day, so you don't even have to worry about the time difference between here and there!

These last words are hard - I hesitate to sign my name today, knowing that it is the last time in this setting. Please know how valuable your community is, and that it is thought of even here, half-way around the world.

With love,

Jennifer

May 24 WHHE Tea Invitation

In just 2 weeks...
Tuesday, May 24!!
MARK YOUR CALENDARS-THIS IS YOUR INVITATION....

Join us for scones, jam, teas and wonderful discussion at our last meeting of the season. If you feel inspired to contribute to the 'tasties', please be encouraged to do so, even though you may not have signed up.

Our philosophical study will be Chapter 6: 'The Way of the Will, Reason, and the Unity of the Whole' of "For the Children's Sake" and our practical on Knowledge of the Universe (Mathematics, Physical Development, Handicrafts) – p.141-147.

Also, please be reminded to return your library items between 7 and 7:25 pm. As the library prepares for next season, no items will be checked out at this meeting.

Thank you all for your participation!

On a personal note, I want to thank all of you for your encouragement, prayers and friendships! As our family is moving to Charlotte NC on May 30th, I must say 'TTFN'! Please be aware that the WHHE-Library@cogeco.ca email address will no longer be serviced. Feel free to contact one of the leadership team: (these are 4 out of 11)

Karen: rkpowell@295.ca

Leslee: lkganton@sympatico.ca

Hilda: balamut@cogeco.ca

Malita: msv78@live.com

On behalf of the Whole Hearted Home Educator's Leadership and Library,

Helen

PS: I'd love to stay in touch-my new email address is helenjimmie@gmail.com. I miss you already!

March 1 Meeting

Greetings All!

I hope you are looking forward to our next Whole Hearted Home Educators' discussion time and gathering treasures from our library, too!

Thank you EVERYONE for your dedicated and enthusiastic contributions!!

Michelle will be leading the philosophical portion: Chapter 4: A New Perspective - p.59-75
Here's something to think about before we meet: In "Home Education" Charlotte Mason Writes, "If education is to secure the step-by-step progress of the individual and the nation, it must mean something over and above the daily plodding at small tasks which goes by the name." later she writes, "It is the business of education to find some way of supplementing that weakness of will which is the bane of most of us as of the children."

First, can you rephrase these ideas in your own words?
Second, What is your reaction to this and how do/can these ideas affect your children's education?

Our practical portion: Knowledge of Man (Art, Music) – p.127-132

Sandy will be leading the high school portion (which we did not have a chance to explore!): Knowledge of Man (Composition, Languages) – p.120-126

As we did not have a chance to explore these very important topics of discussion at our last meeting (we were swept away by magnanimous thoughts! LOL) let's attempt to share a very practical session on composition and foreign language. Please also enjoy reading the first section of FCS: A New Perspective: p59-75 for the philosophical discussion portion of the meeting.

COMPOSITION
"Literary expression is a basic product of education as well as being the means provided by God for creative communication , appreciation and reaction and a mark of our individuality. It must be encouraged, allowed and practiced." (p122 For the Children's Sake)

How do you encourage, allow and practice literary expression in your teen's education and schedule?
How have you made the transition from oral narration to written narration?
Do you have any particular success stories you can share? Resources?
Have you experienced a child who is reluctant or weak in this area? How have you addressed or approached this challenge?
How have you made the transition from oral narration to written narration to formal essay writing?

FOREIGN LANGUAGE
"To be introduced to another language is to have an insular barrier removed. Different expression and ideas in words challenge the inward-looking tendency. It is part of a liberal education. But Charlotte Mason would have us really teach the language so that it can be spoken, enjoyed, be a part of life. This is a challenge indeed!" (p125 FCS)
"Knowing at least one second language is not as necessary as being liberally educated in one's own language. But it is a door that should be opened, if possible. It is not really a luxury; it is part of our human growth." (p 126 FCS)

What is your approach to foreign language study in your homeschooling journey?
How important do you think FL study is? How much of a priority do you think it should be made?
Do you have any creative resources, or approaches that have been particularly helpful in this area?


Look forward to seeing you all!!

Magnanimity and the Day of Small Things

Magnanimity. Have you ever heard a more powerful word or contemplated a more all-encompassing vision of character? CM herself often held this ideal up as the goal of our efforts "- that stability of mind and magnanimity of character which are the proper outcome and the unfailing test of a liberal education" (A Philosophy of Education Vol 6. p248.) Karen Andreola defines magnanimity as "generosity or nobility of mind or greatness of spirit that comes about through a combination of high thinking and lowly living. A magnanimous person thinks great thoughts but is also generous in overlooking insult or injury" (A Charlotte Mason Companion p277) And the great Noah Webster in his classic 1828 dictionary muses that magnanimity is "greatness of mind; that elevation or dignity of soul, which encounters danger and trouble with tranquility and firmness, which raises the possessor above revenge, and makes him delight in acts of benevolence, which makes him disdain injustice and meanness, and prompts him to sacrifice personal ease, interest and safety for the accomplishment of useful and noble objects." (see http://1828.mshaffer.com/)

At our last WHHE meeting (high school portion) we explored this concept and I must admit sitting together around a warm fire, sharing thoughts about such weighty concepts was inspiring, and gave me the sense that perhaps this was something attainable, certainly a quality worth contemplating and pursuing.

This morning however, as the cold grey light of dawn came seeping into my room, I could feel the protest rising up inside my heart. I live in a real life home, one filled with dirty dishes, unwashed socks and rampant hormones. My children are often irritable, grumpy and resistant to their music practice and math homework. The dog needs walking regularly and my beautiful hardwood floors are getting scratched by her claws. "Magnanimous" is not really an adjective I would apply to the month of January, nor to the wrinkles and gray hairs I continually discover in that smudged looking glass that greets me each morning in the bathroom. It seems the word "magnanimity" is about to fly off the page and lodge somewhere high up out of reach behind the cobweb dangling from the corner of my living room. A deep sigh escapes as I realize the lofty vision of Charlotte Mason is perhaps not something that really matches my day to day reality.

As our family settles down this morning to read together from the books of Ezra and Zechariah a little verse grabs my attention "Who despises the day of small things? Zechariah 4:10 (NIV) Some versions translate it "do not despise the day of small beginnings." But wait? This story is about the building of the second temple in Jerusalem, surely a great, magnanimous project if there ever was one! The mention of small things seems out of place here. Throughout the day this verse keeps whispering to my soul and I must sit down and pay attention. I look again, I strive to hear, I read the words, they are like water pouring on dry ground.

" Who despises the day of small things? Men will rejoice when they see the plumb line in the hand of Zerubbabel..."

I contemplate the story... The exiles are returning from Babylon back to Jerusalem. Zerubbabel and company have an incredible task ahead of them, the temple is in ruins, the people scattered, difficult and opposing voices surround them on every side. I imagine the incredible amount of organization and communication that must take place for this task to be accomplished. Hundreds of people, countless hours, painstaking detailed work. Talk about an overwhelming task, a never ending to-do list! I look again. The house of the Lord was being built... the Temple, a place where God dwells on earth, the place where God had chosen to meet with His children, to provide for them, the great foreshadowing of what was to come...The story is ripe with symbolism and the presence of Christ is tangible. Christ the foundation, the cornerstone.... I listen...

I am home-maker, a mother, a daughter of the living God.. The daily tasks I am called to complete often seem small, insignificant, ordinary and at times overwhelming...cleaning, baking, organizing, intervening, communicating.....each day requiring so much energy, patience, willingness.... what am I really doing?....Slowly as I let the word of God seep into my soul a familiar story emerges...a light flickers.. I Cor 3:16..."Don't you know that you yourselves are God's temple and God's spirit lives in you?" I too, like Zerubbabel am called to build, to nurture into life places where God can dwell. Christ the cornerstone, the only foundation... My own heart submitted to Christ and that of each of my children are dwelling places for the Holy Spirit of God, we are little "Temples".... Indeed.

I wonder... perhaps this ancient story is not so ancient, perhaps Zerubbabel might even feel at home with a group of homeschooling moms... could it be so? Do not despise the day of small things..... for they lead to great endings... do not despise the day of small things.... because in God's great story we are all destined for unimaginable glory... though the stones must be first hewn, shaped, and positioned with care. Though the foundation must be true.... The daily small things..... the daily ordinary tasks are leading somewhere. Every cup of water, every bowl of hot oatmeal, each harsh word restrained, each day choosing to persevere in spite of opposition, each day like a stone in the wall... do not despise them... embrace the small things...for in God's Kingdom it is the small things that lead to greatness... it is the humble that will be exalted, and whoever desires to be great among you must become as a little child. Jesus reminds us " He who is least among you all - he is the greatest" Luke 4:46-48

This is the word of the Lord to Zerubbabel: "Not by might, nor by power, but by my Spirit," says the Lord Almighty." Zechariah 4:6. It is also the word of the Lord to me. Magnanimity and small things. They go hand in hand. I reach for my daughters hand and give her a hug. She looks at me curiously... "Just a small thing" I say and together we smile.

Written by Sandy Moore

Mason Method at OCHEC Convention!

I thought I'd just give some news on the upcoming OCHEC Convention (May 6 & 7) that you may be interested in!

Keynote speaker is Andrew Pudewa from the Institute of Excellence in Writing. Malita excitedly shared his work at a resent WHHE meeting. Much of his philosophy is CM friendly! http://www.excellenceinwriting.com/

Also Cori Dean's talk on Charlotte Mason 101 on Saturday.

More info will becoming available shortly on the web:
http://www.ochec.org/Conv2011.php

Jan. 18 Meeting

Greetings All!

Next Tuesday, January 18th is our next Whole Hearted Home Educators discussion group meeting!

Philosophical: Ch.3: Authority and Freedom (Michelle B.)
Practical: Knowledge of Man (Composition, Languages) – p.120-126 (Rachel M.)

High School Portion (Sandy M.)
Knowledge of Man (Morals and Citizenship; Composition and Foreign Languages)

Morals and Citizenship (As we did not have time to address this at our last meeting, I am including it here)
Charlotte Mason used Plutarch to draw the child into the life of those working and living in the ancient world. As in any such history of human endeavour, there were failures, sins and weaknesses displayed as well as responsible, good and heroic action. But the text made no comment about which was right or wrong.... She found the children began to show a sympathetic understanding of the problems of statesmanship....later on he will then see the need of organized government and will be ready to be taught about the administrative structure of his own country and international relationships..... Intertwined with citizenship is morals. After all that is why a state must have laws. The Supreme Court is important, but in a sense the individual's ideas about law are a more powerful influence in society. p116 - 117 For the Children's Sake


Have you addressed this subject in your lessons?
How have you "taught" or approached citizenship? Government? Civics?
What do you think the relationship between morals and citizenship is?
Do your teens feel a sense of helplessness or empowerment with respect to government and citizenship?
What about your family? Any success stories? Opportunities? Resources to share?
How powerful is the media on your children in influencing their view of morals and citizenship? (p 119)

COMPOSITION
Literary expression is a basic product of education as well as being the means provided by God for creative communication , appreciation and reaction and a mark of our individuality. It must be encouraged, allowed and practiced. (p122 For the Children's Sake)

How do you encourage, allow and practice literary expression in your teen's education and schedule?
How have you made the transition from Oral narration to Written narration?
Do you have any particular success stories you can share? Resources?
Have you experienced a child who is reluctant or weak in this area?
How have you addressed or approached this challenge?

FOREIGN LANGUAGE
To be introduced to another language is to have an insular barrier removed. Different expression and ideas in words challenge the inward-looking tendency. It is part of a liberal education. But Charlotte Mason would have us really teach the language so that it can be spoken, enjoyed, be a part of life. This is a challenge indeed! (p125 FCS)
Knowing at least one second language is not as necessary as being liberally educated in one's own language. But it is a door that should be opened, if possible. It is not really a luxury; it is part of our human growth. (p 126 FCS)

What is your approach to foreign language study in your homeschooling journey?
How important do you think FL study is? How much of a priority do you think it should be made?
Do you have any creative resources, or approaches that have been particularly helpful in this area?


Thank you to each one of you for your commitments, participation and convictions!

A Literary Education: Reflections on the Socratic Method by Sandy Moore

Firstly I want to thank all you lovely women for your willingness to come together every six weeks and participate in the Whole Hearted Home Educators CM study group. In so many ways this group has blessed my homeschooling journey, and enriched my life with new ideas, friendship and fellowship. In light of our most recent meeting focusing on Knowledge of Man: Literature, I wanted to share a few reflections and recommendations as a follow up to our discussion.

To Experience literature is to see the world through new eyes. As C.S. Lewis stated in his Experiment in Criticism, "Those of us who have been true readers all our life seldom fully realize the enormous extension of our being which we owe to the authors... My own eyes are not enough for me, I will see through the eyes of others." When we read, we broaden our perspective, so that we are no longer trapped within the limits of our own experience. "In reading great literature, " Lewis says, "I become a thousand men and yet remain myself... I see with a myriad eyes, but it is still I who see.... I transcend myself; and am never more myself than when I do."

This broadening of perspective is a necessary and crucial part of a strong education. The ability to interact gracefully with important ideas is one mark of a truly educated person and exposure to great ideas is the only way to become conversant with them! Great literature, because it presents ideas with eloquence, provides models and examples by which students can hone their skills of expression and debate.

However this is only half the reason.

The other half is that great literature, because it bountifully portrays the tragedy, pathos and wonder of the human condition, is an end in itself. It's not just a tool for teaching the skill of debate, or a training manual on how to discuss ideas; it is art that richly rewards the educated contemplation. It represents the contributions of its authors to what Mortimer Adler called the Great Conversation about the good life, the relationship between the human and the divine. The pleasure and fulfillment that come from reading literature are a part of what it is to be human, in the fullest sense.

This is the opening paragraph in the Book "Teaching the Classics: A Socratic Method for Literary Education" by Adam and Missy Andrews @2004, The Center for Literary Education.

This thin but meaty resource is a perfect guidebook for helping us practically implement that much sought after prize we often refer to as: "A Literary Education". I think intuitively we all know that great books are the backbone of a CM education and have taken pains to line our shelves with those classic titles by Kipling, Stevenson, Dickens, Twain, Shakespeare and Lewis, to name only a few. As our kids grow we are constantly on the lookout for quality reading material to funnel their way, in order that that dreaded harmful "twaddle" may not even cross the threshold of our domain let alone gain a foothold in our children's minds and appetites.

But the question we discussed last evening at our WHHE meeting (high school portion) seemed to be one that was on many minds. How do we interact with these great books? Do we just read them and run?... hope for the best? Allow all those good nutritious book-meals to do their nourishing work while we passively serve them up, one after the other? Or is there more we can do?

One resource I have found particularly helpful as I strive to help my kids grow in their ability to interact with those capital ideas found in the Great Books is Teaching the Classics. Not only does this resource present the 5 elements of literary analysis (Characters, Setting, Plot, Conflict and Theme) but it does so in context of easily accessible and familiar stories that entertain as well as enlighten. In addition to the literary elements this resource elucidates the tried and true" Socratic Method" of discussion. I think for many of us this style of discussion focusing on open ended questions in order to draw out the reader's own ideas and impressions of the material is intuitive but who can resist a comprehensive list of suggestions to help make the going a little easier! Using these questions as possible essay or written narration assignments helps makes this resource even more practical and allows our older students to develop those elusive written skills in manageable chunks.

Of course not every book should be "analyzed" or dissected in such a way or we will succeed only in creating readers who run the other direction when the word " literature" is mentioned. Nor should we discount that reading is a richly rewarding end in itself, and should be enjoyed as such. At the same time though, we need to be intentional about nurturing active minds in our children and ourselves, minds that are trained to discern good from evil, valid argument from opinion, truth from falsehood. By taking some time to enter into discussions about the books we are reading and the ideas contained therein we can naturally deepen our understanding of complex ideas and at the same time grow in our relationships with God, each other and the Universe. What could be time better spent than that?

Teaching the Classics: A Socratic Method for Literary Education by Adam and Missy Andrews @2004 Center for Literary Education is found in our WHHE library or can be purchased from
www.excellenceinwriting.com (click on the Literature and Poetry section)

December 7 Meeting Reminder

Greetings All,

We look forward to meeting again next Tuesday, December 7! Our philosophical component will be on chapter 2 of For The Children's Sake which is “Children are Born Persons” on pages 26-41. For the practical, we will delve into "Knowledge of Man" (Literature, Morals & Citizenship) from pages 111-120. Also, thank you to Sandy for crafting and preparing the high school section. See below.

Thank you to all of who are bringing tastes! A real blessing!

I'll be prepared in the library to receive your returns at 7:00. The meeting starts at 7:30, so please be back upstairs for the start of our great discussions!

Sincerely,
Helen


Dec 7 WHHE Meeting: Highschool Portion
Knowledge of Man (Literature, Morals and Citizenship) p111-120

Literature
"Literature has a great natural power. Through it, we receive the gifted communication of other persons. In literature perhaps more than any other art form, we are able to get into the other man's shoes." p112 For the Children's Sake

Discussion Questions:

The list of Great Books seems endless yet there are only so many hours in a day. How do you choose which literary books your teens will read in a given year? How much input do your teens have in choosing their own books? Do you follow a curriculum, booklist or guide? (Please bring any recommendations to share)

Do you set guidelines for the content with respect to your older student's free reading?
What do we do about literature that is anything BUT "pure, lovely , of good report? (see page 114)

Do you still do read alouds as a family and/or with your teens? How does this work in your schedule?
What about literary analysis? Oral and Written Narrations? Socratic Discussions? Do you practice these skills and if so how do you structure this in a given week?
Do your teens like to read? Do they like to discuss and analyze the books they are reading?

Morals and Citizenship

Charlotte Mason used Plutarch to draw the child into the life of those working and living in the ancient world. As in any such history of human endeavour, there were failures, sins and weaknesses displayed as well as responsible, good and heroic action. But the text made no comment about which was right or wrong.... She found the children began to show a sympathetic understanding of the problems of statesmanship....later on he will then see the need of organized government and will be ready to be taught about the administrative structure of his own country and international relationships..... Intertwined with citizenship is morals. After all that is why a state must have laws. The Supreme Court is important, but in a sense the individual's ideas about law are a more powerful influence in society. p116 - 117 For the Children's Sake

Have you addressed this subject in your lessons? How have you "taught" or approached citizenship? Government? Civics?
What do you think the relationship between morals and citizenship is?
Do your teens feel a sense of helplessness or empowerment with respect to government and citizenship? What about your family? Any success stories? Opportunities? Resources to share?
How powerful is the media on your children in influencing their view of morals and citizenship? (p 119)

***********************************************************************************************************************************************************************************************************

Gearing up for the Season!

Here's the updated library list!

There are 2 pdfs.
One is an alphabetical listing.
The other is by category.

A posting of the schedule and starting date will be posted very soon!

The Dundas Valley High School Co-op

If you are interested in a co-op experience for your  high school student, the Dundas Valley High School Co-op runs two 12-week semesters each year, offering numerous core and elective courses, including the annual Canoe Trip and Drama Production. We meet on Thursdays at St. Paul's Church in Dundas.For more information please contact Robin Larin at:   DVHSCoop@gmail.com

The Charlotte Mason Series - The Digitization of the Charlotte Mason Col...

There has been extensive work done in recent years to digitize the collection of documents related to Charlotte Mason that are currently held at the Armitt in Cumbria, UK.  Dr. Deani Van Pelt and Redeemer University in Ontario have been part of that process, and here you will see a video produced by Deani which explains the significance of the collection and the importance of having a permanent digital record.

If you have read works about CM, some of names of CM scholars may be familiar to you, and in this video you will see some of the faces that belong to those names:

Dr. Jack Beckman

Dr. John Thorley

Dr. Carroll Smith

Dr. Deani Van Pelt

There are, of course, others in the video, and others who are instrumental in bringing Charlotte Mason's work to the forefront of modern education.  We are privileged to have people who are committed to the value of this work, who are making the original documents accessible to all of us, and who are giving so much of their time and energy with little or no compensation.  


Enjoy the video!

This post has been published concurrently on Peaceledge.

High School Math

A while back someone asked me a question about a follow up to JUMP Math for older grades. If you go back to the comments on that post you'll find my response there.

Scripture Memorization System

As you may well be aware of, Simply Charlotte Mason has a wonderful system for memorizing scripture. Scroll down on the link provided for a pdf of templates. These cards make the system very user friendly. I hope it is an encouragement to put the system to use!

Charlotte Mason Education Symposium

Wednesday, October 06, 2010 starting at 3:00 PM - 5:00 PM

The Department of Education at Redeemer University College will be welcoming leading international Charlotte Mason scholars to a panel discussion. The focus of this discussion will be to introduce and explore the educational theories of this 19th century educator and consider how her ideas are influencing 21st century K-12 education.

At the symposium, Redeemer University College Library will be launching the Charlotte Mason Digital Collection (CMDC) which has previously never been accessible without physically visiting the Armitt Museum in the north of England. The discussions will be led by leading Charlotte Mason experts: Dr. John Thorley, UK, Dr. Jack Beckman, USA, Ms. Lisa Cadora, USA, Dr. J Carroll Smith, USA and Ms. Marlene Power of Redeemer's Library with Dr. Deani Van Pelt moderating.

The following presentations will be made:

1. Who is Charlotte Mason and what did she offer 19th century British
education?
Presented by John Thorley, Retired Principal Dean, Charlotte Mason
College, Ambleside, England.

2. What did Charlotte Mason offer 20th century British education?
Presented by Dr Jack Beckman, Associate Professor, Faculty of Education, Covenant College, Georgia

3. What did Charlotte Mason offer 20th century education in North America?
Presented by Ms. Lisa Cadora, Instructor, Cincinnati College, Cincinnati, Ohio

4. What does Charlotte Mason offer 21st century education?
Presented by Dr. J. Carroll Smith, Director of Graduate School of
Education, Gardner-Webb University, North Carolina

5. What does Redeemer University College offer 21st century Charlotte
Mason education?
Presented by Ms. Marlene Power, Archivist Librarian, Redeemer University College

The CMDC has been made possible through several grants from the Social Sciences and Humanities Research Council of Canada and through the support of Redeemer University College, Covenant College, GA, Gardner-Webb University, NC, University of Cumbria, UK, and The Armitt Library and Museum, UK.

REGISTRATION COMING SOON!

Have a look at the ChildLight USA blog today: http://childlightusa.wordpress.com/

Deani has written a lovely post about the process of digitizing Charlotte Mason's papers.

Hope to see many of you at the launch,
Sandy Rusby Bell


Visit the Ambleside Online Curriculum website at http://www.amblesideonline.org .
Check out our Canada page too: http://www.amblesideonline.org/Canada.shtml .