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READING LISTS: Online Children's Literature Source 1000 Good Books Reading List Book Lists by Era, Grade Level Reading Lists Links--some Catholic Literature to Supplement History Living Science Books--Karen Glass' List The Baldwin Project--Online Children's Literature Good Reading Lists Literature Timeline-- click on author's name for more info / links Don't forget to check our Historical Resources Page for more historical reading lists! |
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| Note: Underscored titles and names indicate web links. Click on them to access the mentioned resource. |
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Recommended Living Books Parables from Nature--Online Miracle on Maple Hill Sign of the Beaver Thornton Burgess' books Lord of the Rings - books/tapes from a BBC broadcast Tales of the Kingdom/Resistance by Mains published by Lamplighter Books (linked) Minute Boys of Bunker Hill/Lexington by Stratemeier (see Historical Fiction) at Lost Classics Website (linked) |
| Homeschool with JOY! Living Ideas and Masterly Inactivity by Cindy Kelly Charlotte Mason maintains that our children need a lot of free time to enjoy the fruits of childhood and have the time to think, dream and make connections. In her day, children were often institutionalized, in one way or another, either in strict, stuffy schools, or under the tutelage of a nanny. Their primary role in life was to be seen and not heard. That is one reason why CM translates so well to home educators of today. We see children also being institutionalized in public school, with the school day getting longer and longer. John Taylor Gatto speaks well to this in Dumbing Us Down and other books and essays. It is nice to give our children the free time to explore and play and hopefully to use the "living ideas" we provide them through lessons and the atmosphere of our homes. Charlotte's goal would be "Masterly Inactivity"- where the children are enjoying free time, but it is driven and fed by the living ideas they have been in contact with. Masterly Inactivity might be manifested by children making upa play on the Greek myths they had just read, or playing thinking games, watching nature, or a host of other productive activities. "NOT Masterly Inactivity" would be watching TV, playing Nintendo, or any other "empty" activity. It is a joy to see our children using the knowledge they have acquired show itself in their personal free time. There can be a trap, though, when the children have too much free time. When we have too much to do, either working with one child or the other, or catching up on seemingly endless chores and projects-- and the children seem to be entertaining themselves well--it is easy to just let it continue, whatever they are doing. Then, when the time comes for us to do something together, they can "resent" being interrupted. For those who have adopted short lessons, free afternoons -- and especially those of us who have taken a more "relaxed' route-- too much free time without enough living ideas can lead to boredom. It seems that we must somehow discover and maintain a balance. This is where Charlotte's ideas on discipline are so helpful. For example, using a basic schedule can give them more responsibility in taking charge of their lives. Having the children own a set of items to accomplish each day and checking them off can set and reinforce personal responsibility. In our home, when Mom would tell them when to do what, they had little idea of what would happen each day. I was seen as the "Great Interrupter". ("Mom, we were JUST STARTING this game! Why do you always call us when we just get everything set up?") I like the idea that I heard expressed recently: 'Give them a schedule they can trust.' I find our very best days are when I am up and together early, the children march through their chores, we jump into our lessons, have one or several "living ideas" introduced and discussed, and then they have free time. That is when the Masterly Inactivity really shines and they really appreciate their free time! Of course, this depends on me having self- discipline to maintain a schedule they can trust. Their attitudes, free time activities, and tendencies toward Masterly Inactivity depend heavily on the quality of what we accept in our lives and homes. What ideas, concepts, and activities are our children being exposed to? Just as CM disliked twaddle in books, perhaps we need to keep a watch out for "twaddle" in our lives? The burden of homeschooling increases when we feel that we must be "on" all the time. Even when they "play", must we forever be on vigil? We cannot watch everything that happens in our homes- and watch for the twaddle at all times, can we? Maybe we can just take an objective look now and then to see how our children spend their free time. Perhaps all they need are some new ideas, projects, books, hobbies, or more time with Mom -- just a little nudge in the right direction? Ah, that doesn't seem so overwhelming! As usual, the meeting topic for the month is occurring right when it is the biggest challenge in my home. We have been struggling with bored children the last few weeks. Although, "bored" is a word we don't 'accept' in our home, that doesn't make it go away! I am beginning to see why it is occurring: *We're off track with our daily read-alouds/history we had done all summer. *It is too hot to go outside. *I've been VERY busy with summer clean out and fall preparations and therefore shoo the children off. *We had visitors last week and things were very low key. and, the clincher... *I HAVE NOT ACTIVELY BROUGHT NEW IDEAS INTO OUR HOME! But, I know the remedy: Balance my time, give my children some uninterrupted attention each day, feed them with living ideas and give them the real responsibility they crave. And, let Christ carry the burden. That is the road back to joy. If I provide those living ideas, the happy, content, productive Masterly Inactivity can and will return. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ LEARNING CANNOT, SHOULD NOT, be confined to the time spent at the table with the textbook. -- Elizabeth Foss |
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Vol. 2 Index Online (linked) Ideas, life of mind grows upon, 29 49; what are? 34; use and progress of; 35; genesis of; 35; may exist as an appetency, 36; order and progress of definite, 37; Platonic doctrine of; 38; alone matter in education, 38; primal, derived from parents, 50-59; of God, 51; which initiate habits, 124; importance of salient, 127; intercourse of thought belongs to realm of; 131; conditions of potency of; 163; fitness of Christian, 163; educator should nourish with, 228; fruitful, 230; new, 236 ; initial, 239; life sustained upon, 244; volition in reception of; 244; great, demand great art, 262; of common things, 272. Volume 6 Index: Online (linked) Ideas, xxix., xxx, 290; mind feeds on, xxx, 10, 20, 25, 39, 40, 105, 109, 110, 117,256; informing, xxx, 26, 154; initial, xxxi; Platonic, 10, 108; that influence life, 25; give birth to acts, 80, 102, 303; potency of, 105; rise and progress of, 106, 107; Coleridge's 'captain,' 110; behaviour of, 113; correlation of, 114; instruct conscience and stimulate will, 130; choice between, 134; growth of, 297 |
| How to Create a Dynamic Learning Environ- ment in Your Home -Susan Franklin |
CM's Original Home Education Vol. 1: Not yet online Vol. 2: Completely online Vol. 3: School Education (20 chapters online) Vol. 4: First 3 Chapters online Vol. 5: Not yet online Vol. 6: A Philosophy of Education- completed Masterly Inactivity--Chapter 3 Education is an atmosphere: p. 95 a discipline p. 99 a life: p. 104 |
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