April 4, 2016

Why I Didn’t Want My Child In My Science Class by Shannon Goods

In my past life, I was a high school chemistry teacher. I lasted the proverbial five years for a new teacher, and then happily quit to […]
March 27, 2016

Finding Fullness Of Life In The Science Of Relations by Joy Shannon

On what does Fulness of Living depend? –– Education is the Science of Relations . . . . What we are concerned with is the fact […]
March 6, 2016

The Armitt and Charlotte Mason by Deborah Walsh

William Wordsworth Thomas de Quincey The area around Ambleside at the heart of the English Lake District has had an extraordinary history. Following in the footsteps […]
February 27, 2016

Living Science Through the Lives of Scientists by Nicole Williams

“That which has become the dominant idea of one person’s life, if it be launched suddenly at another, conveys no very great depth or weight of […]
February 21, 2016

Measured and Found Wanting by Evelyn Hoey

We live in an information age – an age in which we want to (and, in most cases, can) obtain information in the easiest and most […]
February 13, 2016

Reflections On A Day In A Large Room by Dr. Cindy Swicegood

Reader Beware: This blogpost is an unabashedly enthusiastic advertisement for the immersion sessions at the CMI conference (Wednesday, June 15, 2016). Immersion is an invaluable aid […]
February 7, 2016

Fact Check: Did Charlotte Mason Reject Original Sin? by Art Middlekauf

Over the years perhaps the most frequently asked question by conservative Christians about Charlotte Mason is, “Did Charlotte Mason reject the doctrine of original sin?” Many […]
January 31, 2016

Having It Both Ways: How Conquering Discipline and Atmosphere Cures Picky Eating by Anna Migeon

Charlotte Mason’s philosophy of rearing a child can be summarized in one directive: “feed my lambs,” which she defines as “pasturing,” or “placing them in the […]
January 16, 2016

An Essay Towards a Charlotte Mason History Curriculum by Emily Kiser

“It will be observed that the work throughout the Forms is always chronologically progressive. The young student rarely goes over old ground; but should it happen […]

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