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Episode 65: Bringing Older Children into the CM Method

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Manage episode 178571599 series 1430083
Content provided by Nicole Williams, Liz Cottrill, and Emily Kiser. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Nicole Williams, Liz Cottrill, and Emily Kiser or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.
This Charlotte Mason podcast episode focuses on listener questions regarding bringing children into the Mason method from other previous school experiences. What are the approaches that help children of various ages transition, what are realistic expectations, and how do we help them adjust to a different way of doing lessons? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "The success of such a school demands rare qualities in the teacher––high culture, some knowledge of psychology and of the art of education; intense sympathy with the children, much tact, much common sense, much common information, much 'joyousness of nature,' and much governing power..." (Vol. 1, p. 178) "Our aim in Education is to give a Full Life.––We begin to see what we want. Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?" (Vol. 3, p. 170-171) I Buy a School, Marion Berry (Contains affiliate links)
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284 episodes

Artwork
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Manage episode 178571599 series 1430083
Content provided by Nicole Williams, Liz Cottrill, and Emily Kiser. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Nicole Williams, Liz Cottrill, and Emily Kiser or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.
This Charlotte Mason podcast episode focuses on listener questions regarding bringing children into the Mason method from other previous school experiences. What are the approaches that help children of various ages transition, what are realistic expectations, and how do we help them adjust to a different way of doing lessons? Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "The success of such a school demands rare qualities in the teacher––high culture, some knowledge of psychology and of the art of education; intense sympathy with the children, much tact, much common sense, much common information, much 'joyousness of nature,' and much governing power..." (Vol. 1, p. 178) "Our aim in Education is to give a Full Life.––We begin to see what we want. Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?" (Vol. 3, p. 170-171) I Buy a School, Marion Berry (Contains affiliate links)
  continue reading

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