http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl? http://www.eblah.com en http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207929980/ http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207929980/#num1 Six Tools of Learning  

Tool 1—Narration
“Narrating is an art, like poetry-making or painting, because it is there in every child’s mind,
waiting to be discovered, and is not the process of disciplinary education.” —Charlotte Mason,
Home Education

Most children enjoy telling you what they know about a subject. It delights them to tell about
an incident, however small it may seem to us. Charlotte Mason believed that this love of telling
could be used as a foundation for self-education. Narration is retelling in one’s own words what
has just been read (either aloud or silently). It is a natural way to demonstrate and organize
what one has learned from the reading. Charlotte Mason’s idea of narration as a tool for
education and assessment was far broader in intent than mere “parroting back” of information.
It involves really knowing what has been read.

Tool 2—Literature
“Children have a right to the best we possess; therefore their lesson books should be, as far
as possible, our best books.” —Charlotte Mason, A Philosophy of Education

We call “classic” or “great” those books that have endured and made a contribution to our
understanding of what it means to be human.  They have shaped our view of the world and
ourselves. They are the great books of world civilization. In many cases, we have them only
because wise individuals have preserved them for us. They have survived war, politics, famine
and fire. The range and scope of this literature is staggering.

There is no subject of human nature that these books have not touched. Literature encompasses
six thousand years of human history. They range from the profoundly simple fables of Aesop to
the complex novels of Leo Tolstoy.

Tool 3—Storytelling

One day naked truth went walking. Everywhere she went people scorned her for her nakedness
and would not hear her words. Finally, imagination saw her difficulty and offered to accompany
naked truth whenever she journeyed. When people saw how beautiful imagination was, they
desired her and welcomed her words. Naked truth, of course, was welcomed everywhere imagination
went. —Adapted by Sheila Dailey Carroll from a folktale.

Storytelling can communicate living ideas just as written words can. Think of the Bible stories and
the truths they communicate. Remember the story of Moses or Joseph? Both of these men’s lives
make an engaging story and yet contain the eternal truths of the eternal God.


Tool 4—Nature Study

“Stand still and consider the wondrous works of God.”—Job, 37:14

“If we give children regular opportunities to get in touch with God’s creation, a habit is formed
that will be a source of delight throughout their lives. Many people know little of the natural
world because they never take time to observe it. Once our senses are on the alert, though,
nature yields treasure after treasure.”—Karen Andreola, A Charlotte Mason Companion

The wonders of nature wait at your doorstep. Even if you live in a busy, crowded city, there are
birds, insects, and plants to be found. Finding them is half the fun. Natural wonders are everywhere.
When you make exploring and appreciating the natural world a priority, it will transform your homeschool.

Tool 5—Short Lessons

“Children no more come into the world without provision for dealing with knowledge than without
provision for dealing with food. They bring with them not only that intellectual appetite, the desire
for knowledge, but also an enormous, an unlimited potential for attention to which the power of
memory seems attached.” —Charlotte Mason, A Philosophy of Education

Children are persons born with a desire to learn and to acquire knowledge in a wide variety of subjects.
They are also born with an enormous capacity for attention and remembering. These two statements
may seem to run counter to experience in the classroom. We have all seen children as inattentive as
magpies. We have also seen their distaste for certain subjects expressed in inattention. How does the
teaching parent harness that desire for knowledge together with the capacity for attention?

The answer lies in the length of the lessons themselves. Charlotte Mason recommended lessons be
no more than ten minutes in length for a child under the age of eight (Home Education, p. 142).
When the lessons are short and varied, your child’s interest is always fresh and ready for what comes
next.

Tool 6—Local Resources

A Living Books education makes use of all that is within reach—the library, your home, friends and
family, your community. In the seventeenth and eighteenth century in America, it was accepted
that learning was in relationship to the people, places and events at hand.



]]> Fri, 11 Apr 2008 12:06:20 Administrator http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207929613/ http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207929613/#num1 Seven Keys for Learning  

Key 1—Children are persons

"Suffer the little children to come unto me, and forbid them not: for of such is the kingdom
of God."—Mark 10:14. KJV

Children are born persons—complete and full of endless possibilities. Children are not incomplete
adults; they become adults. What they lack is not maturity but guidance, nurture, and opportunity.
Your role as their teacher is to provide those things.


Key 2—Children love to learn

“Knowledge 'nourishes' the mind as food nourishes the body… A child requires knowledge as
much as he requires food.”—Charlotte Mason, A Philosophy of Education

Children are born with a love of learning. It is an essential part of being human. Charlotte
Mason felt that a love of learning was a function of being a person.

The fundamental idea is, that children are persons and are therefore moved by the same
springs of conduct as their elders. Among these is the Desire of Knowledge, knowledge-hunger
being natural to everybody. Histories, Geography, the thoughts of other people, (in other words),
the humanities is proper for us all, and are the objects of the natural desire of knowledge. So too,
are Science, for we all live in the world; and Art, for we all require beauty, and are eager to know
how to discriminate; social science, Ethics, for we are aware of the need to learn about the conduct
of life; and Religion, for …we all 'want God.'—Charlotte Mason, A Philosophy of Education, p. 4

Key 3—Children need a supportive atmosphere for learning

Charlotte Mason said “education is an atmosphere.” By this she meant that the learning home
is more than books and pencils; it is the feeling of love, expectation, enjoyment, appropriate
discipline, and spiritual grace covering all.

There is a common idea in educational thinking that brightly colored posters and pictures on
the wall and “instructional toys” make children want to learn. While this has some educational
value, it is not what is meant by atmosphere. Atmosphere is to learning like air is to plant life.
Without air, the natural process of germination and growth cannot take place. Without a supportive
atmosphere in the homeschool, ideas cannot germinate and grow; the mind cannot develop its
God-given abilities.

Key 4—Orality is essential to literacy and learning

Literacy is the ability to read and write; orality is the ability to speak and listen. All four
modes—reading, writing, speaking, and listening—make up human communication. In language
arts instruction, the emphasis is usually on literacy—reading and writing. This is unfortunate
because orality is an equally necessary competency. In fact, without it, a child cannot learn to
read or write well. Orality must precede literacy.

The first language skill a child learns is to listen, then to speak and only much later to read
and still later to write. A very young child is pre-literate and has what is called a complete primary
orality. That is, the child experiences the world by seeing, touching and hearing.  In that time
before formal instruction, the child and parent engage in “baby talk” that includes rhythms,
rhymes, and most of all stories. Through these oral experiences, the infant or toddler learns
patterns of language. Gradually the child understands the world through hearing and imitating
sounds. In other words, the meaning of words is associated with the sound.

Key 5—Living ideas are the natural food of the mind

Living ideas are the natural food of the mind. Just as bread and milk are food for the body,
living ideas are the proper diet of the mind. Charlotte Mason expressed it this way:

“The mind of a child takes or rejects according to its needs, whether in taking or rejecting,
the mind is functioning for its own nourishment; that the mind, in fact, requires sustenance
as does the body, this mind is not to be measured or weighed but is spiritual, so its sustenance
must be spiritual too, must in fact be ideas.” —Charlotte Mason, A Philosophy of Education, p.10

Living ideas are seldom found in a textbook, which Charlotte Mason calls “dumbed-down,” but
found in their full force and vigor in a book by a single author who has a passion for the subject.
Literature and science abound with such books.

Key 6—Active involvement is vital to learning

Active involvement is a key learning element if a child is to truly learn.  As an infant and
toddler, a child’s means of learning was through his senses. When a child begins formal
schooling, he is ready to use his senses—unless he is prevented. Many teaching methods
insist children—even very young children—sit still for a long period. It is extremely difficult
for a child to sit still all day (though some discipline in sitting still and attending is needed).

Consider using any means at hand to create active involvement for your children.  For example,
if you are teaching him word recognition they will be far more willing to learn if you teach him
words to which he has an emotional tie. “Mother,” for example, is a word he can remember better
than, say, “the” or “at.” The word “mother” is not just a word but also an experience. This is called
creating context for the content. In other words, find those things the child is most familiar with
and make them the basis for instruction. Give your child a reason to remember and use what you
are teaching him.

Key 7—The formation of effective habits leads to a productive life

“Education is fully one-third habit.” —Mary Woodis, Habit Revisited

“Habit is ten natures.” —Charlotte Mason

Each person assumes habits as they grow. Habits are behaviors repeated until they are done
without making a conscious decision. Habits originate in the mind. Science shows us that the
body’s tissues form in the direction of the repeated action so as to support it. Each repeated
action of the body or the mind, whether good or ill, produces a physiological effect on the
nervous system and the brain. There is literally a new “neural pathway” formed in the brain
to accommodate the new habit. Therefore, it becomes easier to do the thing for which there
is a pathway laid down in the brain.

How does the formation of habit affect the educational process? It affects it in every way. For
example, if we teach children through repeated action to attend to our words, they will do it
without effort from you. The child will have harnessed his or her will to attend when you speak.
The opposite is also true. The child can be taught not to listen through wrong teaching methods.




]]> Fri, 11 Apr 2008 12:00:13 Administrator http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207929059/ http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207929059/#num1
This is THE biggest question Jim and I are asked at Living Books Curriculum.  


We love to answer the question though. Here—in a nutshell—is the answer:

Yes, the Charlotte Mason method (CM) can be used by anyone, no matter how many children
you have. By applying the basic principles of Charlotte Mason’s method, you can accomplish
more in a few hours of homeschooling than all day with another method, even with several children.
To accomplish this you choose living books according to subject; create a schedule that meets the
needs of you and your children and consistently apply the methods. Result? Your children will fall
in love with learning all over again.


]]> Fri, 11 Apr 2008 11:50:59 Administrator http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207917740/ http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207917740/#num1 Using Charlotte Mason Education with Special Needs Children
By Jim and Sheila Carroll
Living Books Curriculum
Previously published in The Link, December 2006

Mary Jane hears a tapping sound coming from the direction of her son, David, who has
spastic cystic fibrosis. He cannot roll, sit, walk or speak; yet he is enjoying reading. The
tap is his signal for mom to turn the page. Chris‟ seventeen-year old son, Tim, has fetal
alcohol syndrome He experiences difficulty focusing on tasks. Chris uses great literature
and frequent lessons changes. Chris‟ other son, eleven-year old Steven, has dysgraphia
yet does copywork quite well, if it is read aloud. Cheri is at the bookstore buying great
literature in hard back because the print is larger and works better for her son, who struggles
with writing and reading. Megan watches the clock and changes lessons every five minutes
for her ADHD child. Mary Ellen is overseeing her daughter, who has a brain disorder, draw
and write in her nature journal. What do all these mothers have in common? They are
homeschooling their special needs child using Charlotte Mason‟s methods. Moreover, they
will tell you that using CM methods transformed their homeschool.

What is a Charlotte Mason education?

Charlotte Mason (1842-1923) was a British reformer and pioneer in the field of education.
Her concept of “living books and real life experiences” influenced many educators in Great
Britain. Mason believed children‟s minds were no different from their bodies; both require
a highly nutritious, varied diet. The proper diet of the mind, she taught, is ideas, the best
and the greatest ideas from the finest literature. Hence, the concept of “living books,”
books of a high literary quality, by an author with a passion for the subject, who makes
the information or story come alive. Ms. Mason expressed her educational principles in
the motto, “Education is an atmosphere, a discipline, a life”. By this she meant that when
the atmosphere in the teaching home is positive, realistic, and non-judgmental the child
can learn. When the discipline of good habits, such as attention, concentration, truthfulness,
self-control, and unselfishness are in place, they foster learning. Moreover, when life is
embraced as an opportunity for learning, then education can encompass many things
including living ideas found in great books, Scripture, and the lives of worthy people and
life experiences. Charlotte Mason was aware of the needs of children with learning disabilities.
Then, as now, there were children who needed individual help to learn. She encouraged a
stress-free atmosphere, simple hands-on materials, plenty of outdoors time and a gentle,
loving approach to instruction. Dr. Downes, a friend of Charlotte Mason, expressed it beautifully:

“Only let us have patience; let us make allowance for their difficulties; let us begin with concrete
rather than abstract ideas; let us develop their bodies; and through their games and recreations
let us try to find some portal to the slumbering intellect; above all, let us watch over their moral
nature with even greater jealousy than we do in the case of ordinary children.” The Parents' Review,
Volume VII, Nov. 4, 1897 How do homeschooling mothers today use Charlotte Mason‟s methods
with their special needs children? We decided to ask them. We went to an online parent support
group to invite mothers to volunteer to be interviewed. Six mothers agreed. Each received seven
questions. The overriding consensus was that Charlotte Mason‟s methods are not only helpful but
essential to success with their special needs child. We share with you the results of the interview:

What are your child’s special needs?

Each mother has at least one special needs child and some mothers have more than one.
The disorders of their children are moderate to severe and included autism, Asperger Syndrome,
quadriplegic cystic fibrosis, ADHD, delayed speech, CAPD—a central auditory processing disorder—
and dysgraphia and dyslexia. How did you learn about the educational philosophy of Charlotte
Mason? Most said they learned of CM through online discussion groups. Parents of special
needs children often find there is no one in their community or circle of friends who can
understand or help. They learn to be proactive by asking questions and researching where
they can to get the help and information they need. Online discussion groups are one way to
fill this critical need.

Has CM helped you to homeschool your special needs child?

The overwhelming response was “yes”. Megan explained that CM helped her to see her
child as a whole person. Cheri said, “So many CM techniques are based on the way children
learn…and they are especially effective with special needs kids.” Mary Jane felt that CM
reinforced what she already felt in her heart, “Yes. I believe the one thing her philosophy
did for me was reinforce what I had already been led by the Lord to do with my very special,
vulnerable child, and that is mostly a relaxed teaching and learning environment where we
can use our own home and life experiences to educate him.” What kind of adjustments is
necessary for you to use a living books method? Most mothers felt they needed to adapt or
adjust their child‟s work in order to meet a specific learning need. Cheri, mentioned earlier,
says, “We never use a textbook. I knew from the start it would not work with my child.”
Instead, she buys hardback books because the print is larger as an aid to her child who
has visual discrimination difficulties.

Mary Jane, who son David is quadriplegic, finds that tapping out a response using a device
positioned on his head enables him to learn grammar and oral expression. “As he attempts
to say something on his device, we get the idea, then go back and model the appropriate
way of saying it.” Another mom, Tammy, said concerning her autistic daughter, “Language
delays hinder Pamela from saying all she knows. Glimpses of her inner life fortify my faith.
For example, when we read the reunion of Miriam and Susanna in Calico Captive, Pamela
squealed with delight. Her reaction gave me evidence of things not seen. She borrows
phrases from books to use as part of her oral self-stimulation, which later blossoms into
useful language.”

Which of the following methods do you use regularly: living books,
narration, nature study, habit training, picture study, copy work, dictation, and short lessons?

Living books
All those interviewed indicated that they use high-quality literature, often reading aloud for
all lessons. Tammy emphasized, “They are the basis of all our schooling.”

Narration
Cheri adapted the use of “day-after narrations. When we first started, my child needed
the time to process the story, so I did what I call „day after‟ narrations. This allowed my
child time to think through the story and give a much more effective narration. Now, after
a few years of practice, my child is able to give narrations as soon as the reading is finished.”
Tammy thought she was not effective in using narration, until she discovered “there are
two big steps in narration: reading to know and telling what you know.” By breaking down
the process into two parts, Tammy was able to help her daughter bridge the gap by first
focusing on understanding, then on telling. Maryellen found narration helped her special
needs child “to go over information in his mind and to organize and sequence information,
which used to be a challenge area.”

Nature study

Frequent times in the out-of-doors and close study of some natural tree, plant or animal is
a key experience in CM education. Many special needs children do well with this very
hands-on activity. However, keeping a nature journal was often less successful because
many special needs children have trouble with fine motor skills and attention to detail.
One mother used it as the basis for science study; another found that looking out the
back window to see the nature there could be a form of nature study. All agreed it was
challenging to get outside regularly because of other demands and commitments.

Habit Training

Habit training is especially important with special needs children. Cheri points out that
they "crave" structure, since they tend to have poor organizational skills. Maryellen found
Charlotte Mason‟s teaching on habit training changed her life as it gave her the
understanding how to train her children in helpful habits both in the family circle and
in learning. Staying on task and finishing work was one habit in particular that many
found important. Cheri creates a lesson plan with a schedule organized around 15-30
minute segments for her middle school child. “Having him know what‟s coming next is
a huge help and is a way of helping him achieve a level of responsibility for his own work.”

Picture Study

Charlotte Mason recommended all children learn to enjoy great art. In the PNEU schools,
students would live with a good reproduction of a well-know work or art for a week or so,
taking in every detail. Then the picture would be covered and the children were to describe
it from memory. Not all mothers did picture study, but those that did found their
homeschooling experience considerably enriched. A variation of picture study that Cheri
uses is to “make art cards and allow the children to play games, like Old Maid and Concentration.
It is amazing how the children will form their own relationships with the pictures just by playing
games with them,”

Copywork and dictation

Charlotte Mason encouraged taking selections for copywork and dictation from the literature
currently being studied. For Maryellen‟s daughter copywork is one of her strong areas.
“It gives her a clear picture of what is expected. We sometimes use sand on a cookie sheet
to do the copywork.” However, Tammy‟s daughter Pamela does dictation or copywork as part
of a specialized language instruction program to teach new language structure. Tammy hopes
later to move into using living books.

Short Lessons

Charlotte Mason recommended lessons be no more than ten minutes in length for a
child under the age of eight and twenty minutes for the elementary years. Each lesson
should be as different as possible from the one before. When the lessons are short and
varied, a child‟s interest is usually fresh and ready for what comes next. Mary Jane found
this was something that came naturally. “This we have always done. I have to look for
opportune times to teach something, make the point, and work for a little bit of feedback.”
Tammy agrees. “Short lessons are critical for the special needs child. It helps keep their
minds fresh for the task and limits the amount of frustration for challenging subjects and
tasks. I split math into two short lessons, twice a day just so she would not feel bogged
down by too long of a lesson but she needed more practice.” Megan saw short lessons
were a huge help. “I sometimes use 5-minute lessons. Breaking it down into small,
learning chunks is essential.”

Patience and care

For these mothers the best approach is a Charlotte Mason education. It encourages
a relaxed atmosphere, literature to enjoy, developmentally appropriate learning tasks and
teaching to their child‟s strengths. It was an honor to know these mothers and learn of their
struggles and triumphs. We saw the strongest factor ensuring success was the mothers
themselves. Their patience and care, their willingness to work tirelessly on behalf of their
child was a moving testament to the power of love. ### If you would like to read more on
how parents of Charlotte Mason’s PNEU School viewed learning disabilities, see “Backward
Children”, The Parent’s Review, Volume VIII, No. 4, 1987, pgs. 255-263 and “The History
of a Backward Child”, The Parents’ Review, Volume III, No. 8; 1892-1893; page 600-609.
Both of these articles are online at Ambleside Online, http://www.amblesideonline.org/PR.shtm

Bio
Jim and Sheila Carroll are homeschooling parents and founders of Living Books Curriculum, a
literature rich curriculum inspired by the work of Charlotte Mason. LBC offers complete curriculum
and individual study guides using Charlotte Mason‟s time-tested methods. Jim is a professor of
Educational Psychology. Sheila is a writer and storyteller with degrees in Children‟s Literature
and Educational Leadership. Visit their website at http://www.livingbookscurriculum.com]]> Fri, 11 Apr 2008 08:42:20 Administrator http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207869610/ http://www.livingbookscurriculum.com/cgi-bin/forum/Blah.pl?m-1207869610/#num1 “The whole secret of spelling lies in the habit of visualizing words from
memory...”

Charlotte Mason used dictation, usually from a work of literature the children were
currently reading, as the “royal road to spelling.” She felt that if a child was a poor speller
is was usually a sign of too little reading of high quality literature or skimming the text
without the habit  of seeing the words.

Miss Mason describes it this way: “The gift of spelling depends upon the power the  eye
possesses to ‘take’ (in a photographic sense) a detailed picture of a word; and  this is
a powerand habit, which must be cultivated in children from the first. When they  have
read ‘cat,’ they must be encouraged to see the word with their eyes shut, and the  same
habit will enable them to image ‘Thermopylae.’


This picturing of words upon the retina appears to be to be the only "royal road to spelling";
an error once made and corrected leads to fearful doubt for the rest of one’s life, as to which
was the wrong way and which is the right. Most of us are haunted by some doubt as to whether
‘balance,’ for instance, should have one ‘l’ or two; and the doubt is born of a correction. Once
the eye sees a misspelled word, that image remains; and if there is also the image of the word
rightly spelt, we are perplexed as to which is which. Now we see why there could not be a
more ingenious way of making bad spellers than ‘dictation’ as it is commonly taught. Every
misspelled word is in image in the child’s brain not to be obliterated by the right spelling. It
becomes, therefore, the teacher’s business to prevent false spelling, and, if an error has been
made, to hide it away, as it were, so that the impression may not become fixed.

Steps of a Dictation Lesson

Dictation lessons, conducted in some such way as the following, usually result in good
spelling.

A child of eight or nine prepares a paragraph, older children a page, or two or three
pages. (That is, the child looks at the selection)

• The child prepares by himself, by looking at the word he is not sure of, and then
seeing it with his eyes shut.

•Before he begins, the teacher asks what words he thinks will need his attention. He
generally knows, but the teacher may point out any word likely to be a cause of
stumbling.

• He lets his teacher know when he is ready.

• The teacher asks if there are any words he is not sure of. These she puts, one by one,
on the blackboard, letting the child look till he has a picture, and then rubbing the
word out.

• If anyone is still doubtful he should be called to put the word he is not sure of on the
board, the teacher watching to rub out the word when a wrong letter begins to appear,
and again helping the child to get a mental picture.

• Then the teacher gives out the dictation, clause by clause, each clause repeated once.
She dictates with a view to the pointing (punctuation), which the children are
expected to put in as they write; but they must not be told ‘comma,’ ‘semicolon,’ etc.

• After the sort of preparation I have described, which takes ten minutes or less, there is
rarely an error in spelling. If there be, it is well worth while for the teacher to be on
the watch with slips of stamp- paper to put over the wrong word, that its image may
be erased as far as possible.

• At the end of the lesson, the child should again study the wrong word in his book
until he says he is sure of, and should write it correctly on the stamp- paper.

A lesson of this kind secures the hearty co-operation of children, who feel they take their due
part in it; and it also prepares them for the second condition of good spelling, which is––much
reading combined with the habit of imaging the words as they are read.
~from Home Education, p. 240-241
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