Charlotte Mason Quotes
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Authority is just and faithful in all matters of promise-keeping; it is also considerate, and that is why a good mother is the best home-ruler.
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A child is a person in whom all possibilities are present - present now at this very moment - not to be educed after many years and efforts manifold on the part of the educator
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Education is a matter of the spirit. No wiser word has been said on the subject, and yet we persist in applying education from without. No one knoweth the things of the man except the spirit of man which is in him; therefore, there is no education but self-education, and as soon as a young child begins his education, he does so as a student. Our business is to give him mind stuff. Both quantity and quality are essential.
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The peculiar value of geography lies in its fitness to nourish the mind with ideas and furnish the imagination with pictures.
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The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.
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We have never been so rich in books. But there has never been a generation when there is so much twaddle in print for children.
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For the mind is capable of dealing with only one kind of food; it lives, grows and is nourished upon ideas only; mere information is to it as a meal of sawdust to the body; there are no organs for the assimilation of the one more than of the other.
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Let the parent ask "Why?" and the child produce the answer, if he can. After he has turned the matter over in his mind, there is no harm in telling him - and he will remember it - the reason why.
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Never be within doors when you can rightly be without.
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A child gets moral notions from the fairy-tales he delights in, as do his elders from tale and verse.
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The children know all about everything so well that it never occurs to them to play at the situations in any one of these tales, or even to read it twice over. But let them have tales of the imagination, scenes laid in other lands and other times, heroic adventures, hairbreadth escapes, delicious fairy tales in which they are never roughly pulled up by the impossible —even where all is impossible, and they know it, and yet believe.
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Therefore, teaching, talk and tale, however lucid or fascinating, effect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature.
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The children's lessons should provide material for their mental growth, should exercise the several powers of their minds, should furnish them with fruitful ideas, and should afford them knowledge, really valuable for its own sake, accurate, and interesting, of the kind that the child may recall as a man with profit and pleasure.
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The mother who takes pains to endow her children with good habits secures for herself smooth and easy days.
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Composition is as natural as jumping and running to children who have been allowed due use of books.
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An observant child should be put in the way of things worth observing.
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Let children feed on the good, the excellent, the great! Don't get in their way with little lectures, facts, and guided tours!
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Every walk should offer some knotty problem for the children to think out-"Why does that leaf float on the water, and this pebble sink?" and so on.
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There is no education but self-education.
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Children should have the joy of living in far lands, in other persons, in other times - a delightful double existence; and this joy they will find, for the most part, in their story books. Their lessons, too, history and geography, should cultivate their conceptive powers. If the children do not live in the times of his history lesson, be not at home in the climate his geography book describes, why, these lessons will fail of their purpose.
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We talk of lost ideals, but perhaps they are not lost, only changed; when our ideal for ourselves and for our children becomes limited to prosperity and comfort, we get these, very likely, for ourselves and for them, but we get no more.
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Give your child a single valuable idea, and you have done more for his education than if you had laid upon his mind the burden of bushels of information.
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The people themselves begin to clamour for an education which shall qualify their children for life rather than for earning a living. As a matter of fact, it is the man who has read and thought on many subjects who is, with the necessary training, the most capable whether in handling tools, drawing plans, or keeping books.
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The problem before the educator is to give the child control over his own nature, to enable him to hold himself in hand as much in regard to the traits we call good, as to those we call evil:.
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Look on education as something between the child's soul and God. Modern Education tends to look on it as something between the child's brain and the standardized test.
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Every common miracle which the child sees with his own eyes makes of him for the moment another Newton.
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We attempt to define a person, the most commonplace person we know, but he will not submit to bounds; some unexpected beauty of nature breaks out; we find he is not what we thought, and begin to suspect that every person exceeds our power of measurement.
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We are all meant to be naturalists, each in his own degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things.
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Let them get at the books themselves, and do not let them be flooded with diluted talk from the lips of their teacher. The less the parents 'talk-in' and expound their rations of knowledge and thought to the children they are educating, the better for the children...Children must be allowed to ruminate, must be left alone with their own thoughts.
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Of all the joyous motives of school life, the love of knowledge is the only abiding one; the only one which determines the scale, so to speak, upon which the person will hereafter live.
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