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It’s good to be reminded of encouraging and helpful ideas. So this week we’re bringing you a reprise of one of our most popular articles. We hope you enjoy this best-of post.
For some people, notebooking is like scrapbooking. You tuck postcards and maps, stickers and photographs, pamphlets and articles from magazines on the pages in an attractive arrangement.
For some, notebooking is more of a portfolio. You include samples or pictures from all kinds of assignments that your child has completed: book reports, board games, jigsaw puzzles, movie reviews, paper dolls, flattened paper crafts, posters, diagrams, and science experiments.
For other people, notebooking is a collection of worksheet-type assignments. The child completes word puzzles or cut-and-paste-style mini books or coloring pages or fill-in-the-blank guides—any kind of pre-printed sheet with step-by-step instructions for the child to complete it.
But none of those descriptions of notebooking accurately reflects the notebooks that Charlotte Mason used with her students. Charlotte’s students used notebooks in a variety of subjects. They had a nature notebook, a Book of Centuries, a math notebook, and a Book of Mottoes, plus notebooks for beginning reading, handwriting, and spelling. But all of those notebooks had one thing in common: they were all blank.
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