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A Delectable Education Charlotte Mason Podcast

Through twice monthly conversations, three moms who have studied the Charlotte Mason method of education and put her ideas into practice in their homes join together to share with one another for the benefit of listeners by giving explanations of Mason's principles and examples of those principles put into practice out of their own teaching experience. These short discussions aim at providing information, support, and encouragement for others by unfolding the myriad aspects.
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A Delectable Education Charlotte Mason Podcast
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Now displaying: January, 2016
Jan 22, 2016

The scope of the subject of geography matches the size of the world it covers and Charlotte Mason's approach to this subject is likewise vast and multifaceted. This podcast episode discusses the purpose of geography study, the variety of resources used for learning, and gives a broad overview of the progression throughout forms I to VI.

Jan 18, 2016

The Bible is the most authoritative and ancient of all books and Mason considered its lessons to be the supreme lesson, leading most directly to knowledge of God. This podcast explores why she was of this opinion, why we must not neglect its lessons, and how those lessons should be presented.

 

Jan 15, 2016

Since it's impossible to cover every aspect of a subject each week, questions arise in our listeners' minds. Many of you are sending us your questions and in this podcast we attempt to thoroughly answer a few of these based on the wisdom of Charlotte Mason and our experience in using her method. This is the first of several sporadic Q&A sessions we will post.

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The March of Folly, Barbara Tuchman

Hannah Coulter, Wendell Berry

(Contains affiliate links)



Addall Used Book Search Engine

Living Books Library's Book Sale Pages

List of living books libraries around the country

Another list of living books libraries

Ten Books you can read in Ten Minutes a Day

Liz's Annual List of Books She Read
Jan 14, 2016

 


Beyond the books, what are some tools that are useful in putting history into living color for a child? At what age should we begin to use a timeline, or should we use a timeline at all? How do we implement the book of centuries? Listen in as we wrestle with some of the things that make history lessons come alive.

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If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.

Home Education (Volume 1), pg. 292

Towards a Philosophy of Education (Volume 6), pg. 177

Miss Beale's Parents' Review Article on "The Teaching of Chronology"

Parents' Review Article on making and keeping a Book of Centuries



 

The Living Page, Laurie Bestvater

(Contains affiliate links)



 

Laurie Bestvater's Book of Centuries

Another Book of Centuries from Riverbend Press

Bernau's Article on the Book of Centuries With much gratitude to the Charlotte Mason Institute for making this PDF available

Beale's Article on the Teaching of Chronology With much gratitude to the Charlotte Mason Institute for making this PDF available

H.B.'s Article on the Teaching of History With much gratitude to the Charlotte Mason Institute for making this PDF available

Biggar's Article on How to Make a Century Chart With much gratitude to the Charlotte Mason Institute for making this PDF available

Jan 13, 2016


When we are clear in the direction we are headed in our children's history studies, know the time period and the order and the streams to cover, what books will we use to explore those unfathomable numbers of events and characters in history? Is a spine necessary? What is the real value of a biography? How much should we be concerned about the historical accuracy of the account we are reading? Explore these ideas with us in this episode.

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"[B]ut let the mother beware: there is nothing which calls for more delicate tact and understanding sympathy with the children than this apparently simple matter of choosing their lesson-books, and especially, perhaps, their lesson-books in history." (Vol. 1, pg. 289)

"We know that young people are enormously interested in the subject and give concentrated attention if we give them the right books." (Vol. 6, pg. )

"The knowledge of children so taught is consecutive, intelligent and complete as far as it goes, in however many directions." (Vol. 6, pg. 158)

"In Form IV the children are promoted to Gardiner's Student's History of England, clear and able, but somewhat stiffer than that they have hitherto been engaged upon." (Vol. 6, pg. 176)

"Of all the pleasant places in the world of mind, I do not know that any are more delightful than those in the domain of History. Have you ever looked through a kinetoscope? Many figures are there, living and moving, dancing, walking in procession, whatever they happened to be doing at the time the picture was taken. History is a little like that, only much more interesting, because in these curious living photographs the figures are very small and rather dim, and most attentive gazing cannot make them clearer; now, History shows you its personages, clothed as they were clothed, moving, looking, speaking, as they looked, moved, and spoke, engaged in serious matters or in pleasures; and, the longer you look at any one person, the more clearly he stands out until at last he may become more real to you than the people who live in your own home." (Vol. 4, pg. 36)

"The fatal mistake is in the notion that he must learn 'outlines,' or a baby edition of the whole history of England, or of Rome, just as he must cover the geography of all the world. Let him, on the contrary, linger pleasantly over the history of a single man, a short period, until he thinks the thoughts of that man, is at home in the ways of that period. Though he is reading and thinking of the lifetime of a single man, he is really getting intimately acquainted with the history of a whole nation for a whole age." (Vol. 1, pg. 280)

"Literature is dangerous--except when taken in large doses." --Martin Cothran (quoted here.)

 

America Begins, Alice Dalgliesh

America Builds Homes, Alice Dalgliesh

And There Was America, Roger Duvoisin

Land of the Free, Enid LaMonte Meadowcroft

D'Aulaire Picture Biographies

Gerald Johnson's A History for Peter: America is Born (Volume 1)

America Grows Up (Volume 2)

America Moves Forward (Volume 3)

Dorothy Mills' History Books, Reprints available as well

Paul Johnson's Histories

Barbara Tuchman's Histories

Basic History of the United States, Clarence Carson

The Silent Storm, Marion Marsh Brown and Ruth Crone

Isaac Newton, Harry Sootin

(Contains affiliate links)

 

A wonderful resource with reviews of living books series, See especially Messner Biographies, Signature Series, Garrard History Series Books, and Landmark Books

Jan 12, 2016


Merry Christmas! As we celebrate the coming of our Savior, Jesus Christ, we took a break from discussing history to bring you a special episode. Art Middlekauff shares with us a lesser-known, but very important work by Charlotte Mason herself--her poetic reflections on the Life of Christ entitled, The Saviour of the World. We hope this episode, and more importantly, these poems, will bless you and yours today and in the year to come.

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You can find Art Middlekauff's blog here

The Savior of the World (online)

Hardback reprints of Volumes 1, 3, 4, and 5

Paperback reprints of Volumes 1, 2, and 3

This post describes an app to read an online Bible with links to the corresponding Saviour of the World Poems

In Memorium

Jan 11, 2016


In Mason's day, the subject of history was covered differently from our common approaches to that subject today. How do the records show she managed the study of ancient through modern history in all the age levels? More important, how can we follow her principles and keep history study relevant to our day? Emily, Nicole, and Liz attempt to distill these truths in an orderly conversation that will reveal a rich feast of history for a child.

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"The early history of a nation is far better fitted than its later records for the study of children, because the story moves on a few broad, simple lines.” (Vol. 1, pg. 281)

“We are not content that they should learn the history of their own country alone; some living idea of contemporaneous [meaning existing or occurring in the same period of time] European history, anyway, we try to get in; that the history we teach may be the more living, we work in, pari passu [meaning side by side; at the same pace], some of the literature of the period and some of the best historical novels and poems that treat of the period; and so on with other subjects.” (Vol. 3, pg. 67)



History Rotation Diagrams we at A Delectable Education have put together to clarify the rotations and "streams" of history study through the school forms

Charlotte Mason Digital Collection

Sample "Forms" Schedule from the P.N.E.U.
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