Friday, December 15, 2017

Charlotte Mason Study Guild Meetings for 2018

Hello Everyone 

 Please find below 2018’s meeting schedule. Please mark your calendars for the following dates: (we meet the 2nd Thursday of the month except for January's meeting, note the change below.)

Thursday, January 18th: Real Learning Chapter 5: The Art of Language Arts p. 55-63
Thursday, February 8th: Real Learning Chapter 6: Math with Meaning  p. 75
Thursday, March 8th: Real Learning Chapter 7: Blowing the Dust off History and Science p. 87-94
Thursday, April 12th: Real Learning Chapter 8: Religion p. 119
Thursday, May 10th: Real Learning Chapter 9, 10, 11: Creativity, Special Blessing, Sports p. 145-175
Thursday, June 14th: Real Learning Chapter 12: Practical Side of Atmosphere p. 187-194
Thursday, July 12th: Real Learning Chapter 13: Battling Back from Burnout p. 205
Thursday, August 9th : Real Learning Chapter 12: A Final Thought p. 227

New Book Study Begins in September: Teaching from Rest or The Outdoor Life of Children or Awakening Wonder. We’ll look at all three and decide during the summer which one to pursue.

Please feel free to contact me at with any questions. God Bless You!

Sunday, November 19, 2017

Home is Where the Haven Is

John Constable (1776–1837), An Autumnal Landscape at East Bergholt (1805)

So often we forget that home is to be a haven from the outside world being so full of stress and pressures and worries and fears. Our home is to be a place to retreat to and find our rest, an island of calm from the tense world. But as we homeschool, this often is not the case. Home becomes an extension of the world instead of a retreat. Be watchful for this and if this is your state; repent, get back on course, ask forgiveness by your Heavenly Father and your family and begin again.

Remember the beat of our heart goes as this, A-gain, A-gain, A-gain, A-gain. Repent, a-gain, begin, a-gain...This is the human condition. We will never perfect our behaviors, but are more to continue toward having the occurrences happen with less frequency. (Don't worry you'll get it right about 10 minutes after you die. 😊)

So make your home a retreat, a haven, an island and when we don't, begin A-gain!

"Expectation is the root of all heartache."

Monday, October 9, 2017

Education is an Atmosphere

Just a quick reminder that the Guild meeting is this Thursday, Oct. 12 at 6:30 pm to 8:00 pm at the Belmar Lakewood Panera Bread at a little south of Alameda and Wadsworth. Please bring paper and your copy of Real Learning by Elizabeth Foss if you have it. (if not copies will be distributed during the meeting) Please read Chapter 2 , the learning of education being an atmosphere, and if you could please highlight areas of interest or where the Holy Spirit moved your heart to take notice of this. Please also RSVP to this email you will be able to attend.

Also as you know the Charlotte Mason Study Guild  has recently changed to two meeting times a month. One meeting on the second Thursday of the month for the moms and the fourth Friday of the month for the children.

Who: Charlotte Mason Junior Study Guild of Denver
Date: FRIDAY Oct. 27, 2017
Time: 1:30 – 2:30 pm
Location: BELMAR Public Library, Lakewood
In the meeting room just inside the library’s front doors to the right all the way down hall
Theme: Nature Study and the Changing of the Seasons with Read Aloud, nature study and cool craft.
Ages: Pre K-8th grade (older children are asked to attend to assist littles as needed)

 Thank you all for your patience with me as I work out the kinks for locations and times.  Hope to see you there. 

Thursday, August 24, 2017

Come Wonder and Delight!

Hello everyone! Can you believe we are finishing up summer break and beginning another school year? Well, time doesn’t stand still and we must embrace the movement of it. But often there is anxiety at the pace and quality of the movement of life, don’t you think? Well, you are not alone, we all feel this way, and that is how the Charlotte Mason Study Guild of Denver came into existence. It came from a need to slow things down and notice the wonder, beauty, and goodness of the life we have been so graciously been given by Our Heavenly Father. In our guild, we take time to ponder and savor the loveliness of our lives and the lives we share with our families in our homeschool and in our everyday practices through studying the methods and philosophies of a 19th century British educator named Charlotte Mason. Our meetings are twice a month; the second Thursday evening for a moms’ book study and the last Wednesday of the month for a study/play time for our children. Below is the information for our upcoming meetings for September.

Our moms meetings will begin on Thursday, Sept.14th here in Lakewood at our local Panera Bread at Alameda and Wadsworth in the Belmar shopping district from 6:30-8:00 pm. We will be studying "Real Learning" by Elizabeth Foss once a month to continue a journey we started into Charlotte Mason's methods and philosophy six years ago when the guild came into existence. (*We realized that the book is very hard to find so moms generously donated a few books making so that we should have copies for everyone to share borrow for the year.) Our time together will be full rousing discussions and questions and answers as we better understand the methods and lifestyle Charlotte's work truly reflected and how to implement these desires to our homeschooled and to our everyday life. It's really a good time.

There will be no need to read the book ahead of time for the first meeting. I have attached a file here with the first chapter of Real Learning for us to begin our work. Oh, and if you have your own copy, please bring it. If you have a copy you would like to sell, donate or lend, please let me know at We are still looking for a few copies.  

Now for our children, we will be meeting on the last Wednesdays of the month which for September is September 27th at 1:30 pm to 2:15 pm at Lakewood Library in their front meeting room for a nature study read aloud and a hands on activity for all ages. RSVP is strong suggested to have enough supplies.

So that's it. Please feel free to contact me with any questions. God Bless! 😊

Tuesday, July 4, 2017

Challenge Them, I Say!

To the rear march, to the rear march, hut two, three, four. Ok, what's going on you might be asking yourself. Well, I am in boot camp, everyone. Yep, I am in the Charlotte Mason Boot Camp for the next 4 weeks (already having completed 2 weeks) with Brandy Vencel, one of the advisers for Ambleside Online. We have been learning a great deal and really going deep into Charlotte Mason's thoughts about educating our children.

As we were studying last week, we came across this very interesting piece of information from Miss Mason's writings regarding the relationship between media and education. She wrote:

"Children of a poor school in the slums are eager to tell the whole story of the Waverly, falling continually into the beautiful language and style of the author. They talk about the Rosetta Stone and about treasures in their local museum; they discuss Coriolanus and conclude that "his mother must have spoiled him." They know by heart every detail of a picture by La Hooch, Rembrandt, Botticelli, and not only is no evolution of history or drama, no subtle sweetness, no inspiration of a poet, beyond them, but they decline to know that which does not reach them in literary form."

"What they receive under this condition they absorb immediately and show that they know by that test of knowledge which applies to us all, that is, they can tell it with power, clearness, vivacity, and charm. These are the children to whom we have been dolling out the 'three R's' for generations! Small wonder that juvenile crime increases; the intellectually starved boy must find food for his imagination, scope for his intellectual power; and crime like the cinema (movies, tv, computers; my addition) offers, it must be admitted, brave adventures. (A Philosophy of Education p. 63) 

Charlotte is saying in these two paragraphs that we can expose children of any background (good schools, poor schools, affluent financial means or meager) to the rich offerings of the world around us. Great literature, artists, music, and the like keeps the mind rich and engaged and excited for embracing life long learning. But if we just "drill and kill" and regularly expose the children to dry facts, true and false questions, fill in the blanks, or multiple choice we are certain to intellectually starve a child's mind and imagination. Thus the child must look to the "cinema" (movies, tv, computers and such) to aid him (her) on discovering and perusing brave adventures that are more exciting and interesting than that of the dry information he is receiving in his schooling. 

So be watchful... If your child is aching to watch tv or play computer games or can not wait to get his school done so he can get onto the more important things of his day, he/she may need more brave adventures and challenges in his homeschooling hours. So before you give in to those demands for more media, take a look at your books and your curriculum and see what needs tweaking to temper your child's need to look toward the virtual world for satisfaction. 

Thursday, May 18, 2017

Masterly Inactivity Looks Like a Cardboard Box

Charlotte Mason was very interested and concerned for a child's mind to be preserved in it's natural state of wonder, joy, and love for their life. Charlotte Mason was a great proponent of "masterly inactivity" which allows a child to be gently guided toward certain academic and imaginative ideas and then left to discover. But what does masterly inactivity look like. 

It looks like an eight year old little girl who finds out that her mom and dad have to go straight away to buy a new dishwasher as the old one started leaking into the basement. The little girl discovers that the new dishwasher comes not only with all the wonderful features of cleaning glory, but also with a precious, most magnificent cardboard box. This is the mother of all gifts, and she carefully slides the box into the playroom to become her portal into the world of imagination. Her mom brings her an armful of blankets and clothes and her dolls to leave her for the next bunch of hours while she discovers the wonderful things this box holds. Masterly inactivity also looks like when the little girl's twelve year old brother asks his little sister if he can spend the night in her box, and she is pleased that her brother understands the wonder of the box.  Masterly inactivity looks like a mom and dad who happily agree to him sleeping in the box providing him with a sleeping bag, pillow, lantern and a good night kiss. 

Homeschooling looks like a sleepy little twelve year old boy telling his little sister in the morning that he had the best night's sleep inside that box. :)

Practice masterly inactivity; guide, shape, move in when needed and retreat when you sense the timing is proper. Begin to know when it's time for hands on and when it's time for hands off. Know when to speak and when to be silent, being watchful for perpetual cackle. When to intervene in a child's playtime moment (like when they climb on the roof of the house to see the neighbors rooftop) and when to step back to let the child's imagination grow. (like the cardboard box sleep over) Masterly Inactivity well practiced would make Miss Mason proud, and your children quite happy.

Thursday, May 11, 2017

Consider This - Chapter 2 Summary and Think Abouts


Dear Friends,

It was just recently brought to my attention that the audio link that I had hope would be here, did not post, and of course as life would have it, my computer updated and the link was deleted. 

With that being said, I will go back to writing the summary, and post an audio link for the next chapter. (Oh, and thank you for your patience and fortitude as I slowly work through these chapters. I am doing that purposefully so as to slow us down to absorb the information gradually. Human nature drives us to want to eat and eat to brimful not allowing us to enjoy and savor when we have found something wonderful to delight in. So it is good practice to only take on little bites.) 

So let's begin...

Karen Glass begins Chapter 2 with the one of the greatest of Charlotte Mason's reflections on the education of children. Charlotte Mason didn't ask "what shall we teach and how shall we teach it?" But instead she went right to the heart of the matter looking more at a fundamental question of "what is a person?" The manner in which a person or culture answers that question will drive its educational practices. If the resounding answer is "man is a machine", for example then education may be directed toward making that machine most efficient and least troublesome. A machine-child must learn what he needs to know in order to perform with optimum efficiency those tasks which fall to him, and little else is needed except perhaps some entertainment to keep him content between tasks." 

But if the answer to the question, "what is man?" with "man is a living soul created in the image of God," our educational task will be much difference as we seek to discover all the potential in each child so that he can become everything that God meant him to be. All that we give him will not be too much nor go to wasteCharlotte Mason understood this, and she knew that every philosophy, including every philosophy of education, must begin and develop naturally around a chosen understanding of man and remain consistent with that conception. 

This was not the thinking of the time though. The scientific trends were being widely embraced and were effecting the educational aspects at the turn of the twentieth century. Concepts such as the new science of evolution affected the cultural thought of Miss Mason's time in different ways. First, it was widely disseminated that at birth children were less than person - akin to oysters- and not yet capable of thoughts and feelings that belong to a person. It was imagined that babies did not merely grow, but evolved in the womb and was not complete even at birth. Charlotte Mason did not agree that children were incomplete and without mental capacity so she was emphatic about children being from the very beginning complete persons who deserve respect.

Miss Mason also rejected the scientific idea of hereditary determinism that replaced an older superstition regarding fate. This new determinism supposed that a person was born good or born bad, and that education or habit training could not change his nature. You do not need to look far in the literature of her time to find evidence of this thinking. In Pride and Prejudice you read about the main character referring to someone in the story as "naturally bad" as if the person were "born bad", and there was nothing that could be done to prevent the person from acting according to her nature. This was meant to "console" the parents of this person and allow them to not bear the weight of responsibility as it is not their fault, they could not change the dear's nature. 

But Charlotte Mason view was different, quite counter cultural. She felt all possibilities lie within a child - and educational endeavors must be taken to assist them. If a child's character has possibilities for both good and evil, then care must be taken to lay a foundation of good principles and nurture them, while at the same time helping the child to see and correct his own character faults. Nothing may be taken for granted. Wisdom and virtue must be a primary goal in education was Charlotte's vision, and although hereditary determinism is not widely discussed today, remnants of it do affect our contemporary thinking.  

Think About's: Here are some questions to consider as you ruminate on this post.

1. Charlotte Mason wrote her first two principles to make her view of man (or a child) clear to her contemporaries. Can you express your view of man in a sentence or two which would speak to our culture today? What cultural ideas might we need to refute in our principles?

2. Why and how does the way we view a person affect our educational philosophy? What does it mean when David Hicks in the book Norms and Nobility says "No education is innocent of an attitude toward man and his purpose."

The next chapter is going to look at the plague of utilitarianism in our modern education. Stay tuned.