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 .

Advancing the Movement

Nicole Hutchinson, a Charlotte Mason educator in the United States, and connected closely with ChildLight USA directed our attention to this article in the February 1 New York Times.  


It is fascinating to see how Charlotte Mason's ideas of education are being spoken by people who, it is likely, have never read her material.  Current educational theory is moving in a very exciting direction!


To quote another CM advocate after reading this article, 

"We are on the cusp!  We can even add more to what the author is suggesting."

Please take a look at the article (it isn't long).

If you go over to the ChildLight weblog you will find a new post by Sandy Rusby Bell about getting rid of the all-or-nothing mindset. It's a realistic post that I think you'll find encouraging.

Flesh and Blood - an article by Art Middlekauff

There is a new post entitled "Flesh and Blood" on the ChildLight USA blog. Art Middlekauff looks at what Charlotte Mason believed about the natural and supernatural process of sanctification. This is something that is foundational to her philosophy of who children are, yet it is often misunderstood because many of us interpret her perspective from her writings about education and not from her writings on the human soul.

My little introduction here is for no other purpose than to encourage you to read Art's post. It is, as is characteristic of Art, thoughtful, respectful, and insightful.

ChildLight Charlotte Mason Conference 2009

The ChildLight USA website now has information about the upcoming CM conference to be held in Charlotte NC in June. There is an registration form available there as well.

Please check out the info on the site and consider whether this is something you might be able to attend. Those of us who have gone in the past have been completely impressed with the quality of the conference, the mix of people, the hospitality, and more. It is amazing to be in a setting with so many people who have a similar approach to education, yet come from both school and homeschool settings, Canada, the US, even Korea!

Living Books at ChildLight USA Blog

Carroll Smith has posted a new item on the ChildLight blog, a piece about Living Books. It's thoughtful writing, well worth the visit, and a prelude to more.

Happy New Year!

I hope you've all enjoyed the holidays, time with loved ones, celebrating faith and hope. Now a new year is upon us and we have much to look forward to. As you look ahead, consider reading this post by Leslie Noelani Laurio on the ChildLight USA blog. Leslie is inspiring, as always, and it would be so good to be inspired in the direction she is addressing.

Enjoy!

And see you in a couple of weeks: our next meeting is Tuesday, January 13, 2009 at Karen's home. Contact me if you need directions.

On Memorization

For anyone who has tried to memorize extended passages, be they Scripture, poetry, Shakespeare, or whatever, it quickly becomes clear that the "say a line over and over until you know it and then add another line" method really doesn't work. Nor does trying to cram it into the mind quickly before being 'tested' on it (as I and so many others I know did for English class and Sunday School); the words are there for the 'test' but fly out the window of the mind as soon as the direct attention to remembering is done.

This fall my children and I worked on memorizing a parable. Sixteen verses of Scripture. Not a huge chunk, by any means, but one of several longer portions that we've done as a family. Our memorization method was simple. I read the passage out loud every morning after breakfast, and again (most days) after lunch. Sometimes I'd read it a couple of times, but mostly just once. When it was quite familiar, I would sometimes pause part way through a line and let them finish the sentence, which they did quite easily, quite naturally, and quite happily. By the end of a month my two eldest children (12 and 6) and I could recite the passage without error. Now, almost 2 months after completing our memorization, we can still do it!

This week there is a new post on the ChildLight USA blog on memorization. Tina Fillmer has written an interesting piece entitled Memorization "Learnt Without Labour". I hope you will take a couple of minutes to read her article. It fit so well with my family's experience this fall that I felt I ought to share the news.

If you're interested, you can read about my family's experiences memorizing the parable by visiting PeaceLedge and clicking on the 'memorization' topic on the left.

Check Out the ChildLight USA Blog

There is a great new blog post at the ChildLight USA blog. It broadens the vision of a CM education way beyond the limits of our own home schools, and, in reading it you will find yourself drawn into deep thought. Enjoy!

Charlotte Mason Educational Review - Summer/Fall 2008 Issue now available

ChildLight USA has just released the Summer/Fall 2008 issue of the Review. In it you will find an article by our own Deani (!) who spent several days at Ambleside this summer, going through the archives of Charlotte Mason's works with several other CM scholars.

It also includes early information about the 5th Annual Charlotte Mason Educational Conference to be held June 10, 11, 12 and 13, 2009 on the campus of Gardner-Webb University in Boiling Springs, North Carolina. This year's conference theme is "For the Beauty of the Earth". Members of WHHE have attended for the past three years and it is a time of great inspiration and encouragement in our educational endeavours, while at the same time offering time for relationships to grow. It would be wonderful if we could get a van full of WHHE members to go next June! Boiling Springs or Bust!!

New Nature Study Post at ChildLight USA

Deborah and HollyAnne Dobbins have a new post on the ChildLight USA blog, addressing common Questions and Answers about Nature Study, particularly when it is done as a formal Nature Study class incorporating dry brush watercolour once a month or so.

Links from ChildLight USA

• Education is Formation, Not Information - a ChildLight USA blog post by Naomi Heidorn
• Teaching Nature Study - Listen online to the 2007 ChildLight USA Charlotte Mason Educational Conference lecutre given by Deborah Dobbins and Holly Ann Dobbins. This link will bring you to the ChildLight USA website, where this lecture is being featured at the top of the page. Click on the "Listen Now" button.

First WHHE meeting of 2008 - Nature Study Notes by Jennifer Talsma

The following was originally posted on PeaceLedge. More about the first WHHE meeting and Nature Study, including Sandra's notes on dry-brush, photos from the meeting, etc., will be posted within a few days.

Tonight two sweet friends and I led the application portion of our Charlotte Mason study group meeting. We were asked to speak about Nature Study and to teach the dry-brush technique that we had learned at the ChildLight USA conference in June. What follow are portions of my notes from my part of that talk.

Nature Study

As the we were preparing this section of the meeting, we were struck by how much Karen Andreola’s chapters [33-35 in A Charlotte Mason Companion] reminded us of a session on Nature Study that S. and I attended at the ChildLight USA conference in June, led by Deborah and HollyAnne Dobbins, mother and daughter nature study teachers at a CM school in the south. So as I talk about these chapters, I’d like to weave in things from the Dobbinses, leading up to S's instruction in a dry-brush watercolour exercise that we experienced at the conference.

First of all, why do we do Nature Study? Karen says that in a Charlotte Mason education, there are two main reasons.

The first is that it establishes a relationship between a person and creation. On page 255, Karen quotes Charlotte Mason:

"We are all meant to be naturalists, each to his own degree, and it is inexcusable to live in a world so full of marvels of plant and animal life and to care for none of these things."

Volume 1: Home Education, Page 61

And the second reason is because it points us to the Creator. Karen quotes Audubon, also on page 255, to illustrate this:

"When I had hardly learned to walk, and to articulate those first words always so endearing to parents, the productions of nature that hay spread all around were constantly pointed out to me. . . My father generally accompanied my steps, procured bird and flowers for me, and pointed out the elegant movements of the former, the beauty and softness of their plumage, the manifestations of their pleasure, or their sense of danger, and the always perfect forms and splendid attire of the latter. He would speak of the departure and return of the birds with the season, describe their haunts, and, more wonderful than all, their change of livery, thus exciting me to study them, and to raise my mind toward their Creator."

John James Audubon quoted in A Charlotte Mason Companion by
Karen Andreola, page 255

Always looking at the creation and the Creator, nature study is not inteneded to be intense scientific investigation but to build a relationship between the student and the one (or One) being observed.

The next question becomes HOW? How do we do nature study?

Sometimes it comes about informally, as you’re going for a walk to friends and one of the children sees a bird, or an insect, or a leaf skeleton along the sidewalk. Take a moment or two, observe it, and when you get home, try to describe it and locate it in a field guide or draw it in a nature journal.

Karen’s book has lots of suggestions for small nature study projects that you can do with your children whether you are in town or country. Chapters 34 and 35 are full of ideas. A key element in each one, though, is the Nature Journal. It is here that observations are recorded – dated entries that include drawings, poetry or prose, personal reflections about the item being journalled. This is simply a book, any kind will do, really, as Karen tells us in chapter 33: blank or lined, hard bound or soft cover; Karen even says that small children might prefer to work on loose paper and mount only the entries they choose to keep into their notebooks.

We have kept nature notebooks sporadically since my oldest was about 5, and you can look at my family’s samples as well as S and L’s after the meeting (you can see some of our samples by looking at the Nature Study topic here at PeaceLedge. L's are posted at "the world as we see it". I'll see if S will offer photos or a links for hers). These things do become treasures to the children over time. They see how their observation skills are expanding, and how their ability to accurately represent what they observe is growing, too.

You’ve heard me use the word observation many times already. Well, Karen points out in her first paragraph on page 253, the importance of observation when it comes to nature. Observation is how we come to know the natural world, how we come to care about it. Without observation there is no chance of a relationship.

I found this passage written by Charlotte Mason:

"In Science, or rather, nature study, we attach great importance to recognition, believing that the power to recognise and name a plant or stone or constellation involves classification and includes a good deal of knowledge. To know a plant by its gesture and habitat, its time and its way of flowering and fruiting; a bird by its flight and song and its times of coming and going; to know when, year after year, you may come upon the redstart and the pied fly-catcher, means a good deal of interested observation, and of, at any rate, the material for science.... They notice for themselves, and the teacher gives a name or other information as it is asked for, and it is surprising what a range of knowledge a child of nine or ten acquires."

Volume 3: School Education, page 236

Do you see the emphasis on observation, of accumulation of visual details which get sorted, collated, arranged, and categorized by the children on their own? This is the ‘common knowledge’ that precedes science teaching – and continues alongside it. This was something emphasized by Deborah and HollyAnne. They would take their students to the location they had selected for observation, and each student would choose a specimen. Then the students would return to their seats (or, if the whole class period was being held out of doors, they’d find a spot to sit) and they would silently investigate their specimen for a full minute. They would carefully turn their flower, looking at it from every angle, seeing what they could discover about it, handling it gently so as to preserve its beauty.

After that minute of observation, they would tell a partner what they had seen. During this time, the student listening was required to remain silent and attentive – his turn to share would come. It was amazing when we did this in the workshop, the number of details that our partners came up with that we hadn’t – and vice versa. There is a world of beauty and detail in each specimen, just waiting to be discovered!

I want to quickly add that Nature walks and nature journaling are not Science instruction time.
Charlotte writes in volume 3:

"The teachers are careful not to make these nature walks an opportunity for scientific instruction, as we wish the children’s attention to be given to observation with very little direction. In this way they lay up that store of ‘common information’ which Huxley considered should precede science teaching; and, what is much more important, they learn to know and delight in natural objects as in the familiar faces of friends. The nature-walk should not be made the occasion to import a sort of Tit-Bits miscellany of scientific information. The study of science should be pursued in an ordered sequence, which is not possible or desirable in a walk."

Volume 3: School Education, page 237

Nature study is a gentle time, a calm time of observing creation, and having our eyes raised to the Creator.

We want to give you an opportunity to try the dry-brush technique that we learned from the Dobbinses in June. I had been very intimidated about entries in our nature journals – I’m not an artist, our pictures were poor representations of the specimens we were choosing, and painting? Well, painting sounded like a lot of effort, so we stuck to pencil, pencil crayons, even going as far as watercolour pencils and crayons, but sometimes not even adding the water afterward! I wanted to try it, and having done it in the workshop I realized how very accessible it is. We considered demonstrating it only or having an opportunity to try it after the meeting if people chose to, but felt that the greatest benefit would be in trying it yourselves, seeing how easily it can be done.

A couple of things to keep in mind are that ideally the students should be silent during the dry-brush time. This is a time for quiet work – observing, reproducing. Sometimes Deborah and HollyAnne play soft music, other times there is complete silence. When the painting is done out of doors, the sounds of the environment naturally provide the backdrop.
The children’s work is not to be criticized or corrected, although using a step-by-step method to label the drawings, and so on, will encourage careful work and accuracy.

Always remember that the goal of this exercise is observation and a greater reverence for the Creator, not perfect representation of the specimen. If we wanted that, we’d take a photograph, and even that wouldn’t be perfect. No, the point is that the children spend time looking, learning to love what they see and the One Who made it.

For more on the Nature Study topic at the WHHE meeting, including S's notes about dry-brush technique, visit the post on the WHHE blog. Those items will be posted in a couple of days.

Deani's Research Trip to Ambleside

This summer Deani and a handful of other CM researchers spent time at the Armitt in Ambleside. It's true! Deani was there!

You are all invited to read about the time she spent there and to view the stunning pictures of the Ambleside environs on the ChildLight USA blog. This is a direct link to her post and from that post you can read previous posts on the ChildLight blog. There's a treasure of knowledge and encouragement there!

Welcome home, Deani! Pack me in your suitcase next time - although I probably weigh more than a printer/scanner/computer/recording device all put together. Hmmm. But, then again, I'd help you carry your bags once we arrived!

A Dangerous Adventure by Art in Kenosha

If you haven't done so yet, please read Art's article on the ChildLight USA weblog. It is a beautiful description of the unity of life, the lack of separation between life and education, of the transforming power of a living education. It is powerful.

This blog will be quiet for a while. I'm off to Colorado for 2 1/2 weeks and am so far the only one with access. See you again in mid-August. Jennifer

Feasting on Ideas: Reflections on the 2008 ChildLight USA Conference - by Sandy Moore

Have you ever gone to some fantastic buffet restaurant and stood perplexed in front of all the amazing and diverse dishes, feeling somewhat intimidated with all the choices? I must admit that at first glance of the ChildLight USA conference schedule I felt somewhat overwhelmed at the depth and richness of the topics and workshops available to partake in. Truly this was a feast spread before us, but the food all looked so good and so tempting how was one ever to choose between the various forms of nourishment available? I felt a little like a kid in a candy shop! Here I was in a CM educators' paradise and I was paralyzed to know where to begin!

My first choice of breakout session, “Education is a Discipline” (all about habit formation) launched me into a fantastic few days of inspiration, learning, fellowship and reflection. It was not long before I realized that no choice was a bad one...each discussion, each plenary session, and even the informal meal time chats were opportunities to be inspired and make connections, to be affirmed in my vocation as a home educator and my calling as a mom. Of course I did not understand every definition, idea, or concept presented and at times I had to laugh at myself wishing I had my dictionary in tow to look up some heady term like epistemology or pedagogy. But for the most part I was in my element, a land of plenty, flowing with milk and honey.

One particular session I have been reflecting upon since returning home was the session entitled “On Parallel Tracks: Mason and Vygotsky” by Tammy Glaser. I almost skipped this session as it fell on the last morning and I was feeling rather sleepy (having indulged in more than one late night chat session). I was also feeling rather cranky about having to wrap my brain around the many unfamiliar terms I had glanced at in the session summary of our handbook. Words like "scaffolding”, “parallel tracks”, “zones of proximal development”, and “Vygotsky" (who the heck was he anyway?) seemed to dampen my enthusiasm for attending this lecture, but at the last moment I sauntered into the hall figuring I had come this far and even if I picked up a couple of good points it would be better than having to pack my suitcase (which is what I would have done otherwise).

It turned out to be the pivotal lecture of the whole conference for me and I almost missed it! You know it reminds me of the times when I ask my dear husband to get some condiment or other from the fridge and he stands there with the door open looking puzzled: “I just can’t find it,” or, “It’s not here,” the familiar refrain followed by my typical, “What then is this?” as I lift the desired item from right in front of his nose.

For some reason I hadn’t seen it before but this lecture, and the points outlined within it, had the effect of turning on the lights for me. From Behaviourism to Relationships… that’s it! That is what all of my efforts at creating an atmosphere, a discipline, and a life are all about. And now Tammy Glaser was able to show me real, practical ways to actually put this into action. Scaffolded learning went from being a vague undefined mysterious concept to a solid framework of real-time tools that I can use "today" to help my young learners engage in the educational process in an emotionally healthy way. Terms like Dialog, Shared Understanding, Joint Problem solving, the Zone, and Self Regulation suddenly took on new meaning for me. These are not just abstract ideas but the keys to unlocking a healthy educational life that does not depend on the behaviouristic techniques of drill, reward, and punishment. Now this was something I really needed to hear and really needed to absorb. Oh, yes, these ideas are not new to my thinking but the implementation strategy has always been rather vague for me: How do we actually move from Behaviourism to Relationships? How do we know we are really doing this? Which techniques are best? I needed someone to lay them out side by side like Tammy did and point the way. This is the essence of our efforts as CM educators: building an educational process that is vibrant and living without external pressures and artificial expectations.

I feel equipped now and much more confident...sort of like my kitchen cabinets have all been cleaned and organized and I am ready to try out some new recipes. Indeed the educational life is like a feast and these ideas have been nourishment to my soul. I am so thankful to have had the opportunity to taste and I will continue to digest this food for many weeks to come. As always a good meal is better shared and I can't wait to hear how others have been nourished as well.

( Editorial note: We look forward to a series of reflections on the ChildLight USA CM Conference in Boiling Springs, NC. Thank you, Sandy Moore, for pulling together the first post. We invite all you you to come back again later to see the other posts as they are added.)

Childlight USA's Charlotte Mason Conference Coming Soon!

Less than two weeks and we'll be on our way! Six of the ladies associated with WHHE are going to be attending the 4th (?) annual CM conference at Gardner-Webb University in Boiling Spring, North Carolina. It's not too late to register, and we still have room in our van if you care to car-pool down with us!