This week’s podcast episode on the Charlotte Mason method of education–the delectable education–is a question and answer session. Listen to this lively, animated, and slightly controversial discussion of short lessons, nature study, free time, and Bible lessons.

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“Five of the thirteen waking hours should be at the disposal of the children; three, at least, of these, from two o’clock to five, for example, should be spent out of doors in all but very bad weather. This is the opportunity for out-of-door work, collecting wild flowers, describing walks and views, etc.” (From “Suggestions” accompanying Programme 42)

“The Children’s Day will, on the whole, run thus: Lessons, 1 1/2 to 4 hours; meals, 2 hours; occupations, 1 to 3 hours; leisure, 5 to 7 hours, according to age.” (From “Suggestions” accompanying Programme 42)

“Children between 6 and 9 should get a considerable knowledge of the Bible text. By 9 they should have read the simple (and suitable) narrative portions of the Old Testament…and [the Synoptic] Gospels.” (Vol. 1, p. 249)

The Laws Guide to Nature Drawing and Journaling

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Episode 20: Nature Study

Episode 22: Interview with Cheri Struble

John Muir Laws’ Website

Episode 41: Interview with Jack Laws, Part 1

Episode 42: Interview with Jack Laws, Part 2

Episode 17: Bible, The Living Book

Living Books Library post on Electronics

Parents’ Review Article: Imagination is a Powerful Factor in a Well-Balanced Mind

A Delectable Education’s Schedule Cards

This week’s Charlotte Mason podcast focuses on language. Mason’s method was based on a child’s nature, and this is most apparent in observing how her method runs along the line of a child’s natural acquisition of language skills.

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“Many persons consider that to learn to read a language so full of anomalies and difficulties as our own is a task which should not be imposed too soon on the childish mind. But, as a matter of fact, few of us can recollect how or when we learned to read: for all we know it came by nature.” (Vol. 1, p. 200)

Thirty Million Words, Dana Suskind

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The Teaching of Mathematics: The Story of An Experiment

This week’s Charlotte Mason podcast is another Q&A session with Emily, Nicole, and Liz. It is inevitable, as we implement the feast, that questions of presentation and content arise about details not mentioned in the designated episodes on those subjects, and here are some of the latest ones.

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“Never be within doors when you can rightly be without>” (Vol. 1, p. 42)

“There is no selection of subjects, passages, or episodes on the ground of interest.” (Vol. 6, p. 244)

Anne White’s Plutarch Books can be found here

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Nancy Kelly on Plutarch

Anne White’s Study Guides free online

Overdrive Media Console

Charlotte Mason knew nature study is critical to the good life and fundamental to education. This week’s podcast is the second interview with contemporary naturalist John Muir Laws (Jack) in which he inspires, encourages, and explains to us not only what to do when we go outside, along with many how-to practices we can implement to make the most of that nature study, but how we can change our motivation and focus to experience a rich and rewarding relationship with nature.

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Last Child in the Woods, Richard Louv

The Nature Principle, Richard Louv

The Laws Guide to Nature Drawing and Journaling, John Muir Laws

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Jack Laws’ Website

Jack Laws’ Nature Journal Suggested Supplies List

Nature Journaling Club Curriculum

Jack’s Blog Post on his favorite blue pencil

CMPeoria “The Field Before Us” Regional Retreat

This Charlotte Mason podcast episode is an interview with John Muir Laws (Jack), inspiring naturalist and scientist. Join Nicole to hear how expertise and aptitude are not key to making strides in discovering the world of nature and science, but that, as Mason asserts, curiosity and willingness to explore are. If you as mother and teacher, or your child as student, are intimidated by the field of science, this interview will set you free to thoroughly partake of this part of the educational feast, and if you are intrigued with the field of science, make you aware of how much more you can enjoy it.

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“Marks, prizes, places, rewards, punishments, praise, blame, or other inducements are not necessary to secure attention, which is voluntary, immediate and surprisingly perfect.” (Vol. 6, p. 7)

“Let them get at the books themselves, and do not let them be flooded with a warm diluent at the lips of their teacher. The teacher’s business is to indicate, stimulate, direct and constrain to the acquirement of knowledge, but by no means to be the fountain-head and source of all knowledge in his or her own person. The less parents and teachers talk-in and expound their rations of knowledge and thought to the children they are educating, the better for the children.” (Vol. 3, p. 162)

John Muir Laws’ Website

A Curiosity Framework