Secrets from Charlotte Mason on Scheduling for Peace – FABULOUS Blog Post

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  • RobinP
    Participant

    Beautifully explained, Sonya. Thank you.

    missceegee
    Participant

    During the Highschool Immersion session with Kerri Forney at the CMI conference, she mentioned how vol. 3, page 180 has guided her into the upper years. I quote vol.3, p.180-181below from http://www.amblesideonline.org/CM/vol3complete.html#180 . The **** emphasis is mine.

    A Single Careful Reading.––There is much difference between intelligent reading, which the pupil should do in silence, and a mere parrot-like cramming up of contents; and it is not a bad test of education to be able to give the points of a description, the sequence of a series of incidents, the links in a chain of argument, correctly, after a single careful reading. This is a power which a barrister, a publisher, a scholar, labours to acquire; and it is a power which children can acquire with great ease, and once acquired, the gulf is bridged which divides the reading from the non-reading community.

    *******Other Ways of using Books.––But this is only one way to use books: others are to enumerate the statements in a given paragraph or chapter; to analyse a chapter, to divide it into paragraphs under proper headings, to tabulate and classify series; to trace cause to consequence and consequence to cause; to discern character and perceive how character and circumstance interact; to get lessons of life and conduct, or the living knowledge which makes for science, out of books; all this is possible for school boys and girls, and until they have begun to use books for themselves in such ways, they can hardly be said to have begun their education.

    The Teacher’s Part.––The teacher’s part is, in the first place, to see what is to be done, to look over the of the day in advance and see what mental discipline, as well as what vital knowledge, this and that lesson afford; and then to set such questions and such tasks as shall give full scope to his pupils’ mental activity. Let marginal notes be freely made, as neatly and beautifully as may be, for books should be handled with reverence. Let numbers, letters, underlining be used to help the eye and to save the needless fag of writing abstracts. Let the pupil write for himself half a dozen questions which cover the passage studied; he need not write the answers if he be taught that the mind can know nothing but what it can produce in the form of an answer to a question put by the mind to itself.

    Disciplinary Devices must not come between Children and the Soul of the Book.––These few hints by no means cover the disciplinary uses of a good school-book; but let us be careful that our disciplinary devices, and our mechanical devices to secure and tabulate the substance of knowledge, do not come between the children and that which is the soul of the book, the living thought it contains. Science is doing so much for us in these days, nature is drawing so close to us, art is unfolding so much meaning to us, the world is becoming so rich for us, that we are a little in danger of neglecting the art of deriving sustenance from books. Let us not in such wise impoverish our lives and the lives of our children; for, to quote the golden words of Milton: “Books are not absolutely dead things, but do contain a potency of life in them to be as active as that soul was, whose progeny they are; nay, they do preserve, as in a vial, the purest efficacy and extraction of that living intellect that bred them. As good almost kill a man, as kill a good book; who kills a man kills a good reasonable creature, God’s image; but he who destroys a good book, kills reason itself––kills the image of God, as it were, in the eye.”

    abbynellie
    Participant

    Thank you! Great thread on scheduling

    RobinP
    Participant

    This is excellent, Christie! It so helps to go straight to the source. I think some of the confusion comes when we all use the same terms but may be defining them differently based on our own experiences. CM’s own words helps to clarify what we’re saying and what we’re not saying.

    I know you got a lot out of Kerri’s session. Nancy Kelly is doing a high school session next weekend at the Pigeon Forge conference that I’m anxious to attend…among others including Barry Stebbing on nature journaling…and shopping with Jan Bloom. 🙂

    Carolyn
    Participant
    crazy4boys
    Participant

    You gals just let me know when you’re completely done discussing this so I can then print it up and stick it in my Brain binder for future and repeated reference. Laughing

    missceegee
    Participant

    @Carolyn – that’s the blog I linked that started this thread. 🙂

    Carolyn
    Participant

    So sorry, Christie!  Why did I have in my mind the original link was from Sonya?  I guess I have been reading too many planning blogs and posts latelyLaughing

    Missy OH
    Participant

    (Christie, you saw my post before I deleted it. I didn’t think I was articulating myself well. I should have just let it alone. Sorry. I do agree with what you are saying, though.)

    This thread has just been so helpful. I was over scheduling my younger dc even though I knew better. 🙂 Still working on my plan for next year.

    missceegee
    Participant

    I believe there is a theme I keep hearing and reading this summer – http://www.simplyconvivial.com/2014/plan-homeschool-year

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