Charlotte Mason proposes the need to ‘rectify’ our view of authority and how authority rightly ‘vested in the office’ of the teacher impacts the learning atmosphere. Miss Mason explains how authority is not autocratic rule but rather it is a mantle to wear with dignity and confidence. The teacher walks in authority, is under authority, and is ever aware that she stands always on Holy ground before the children.
In cultivating an atmosphere for learning, we at Ambleside are ever-mindful of our responsibility and vocation as educators to nurture the children, providing a place for them to grow and thrive — a place that encourages and supports the development of their mind and capacities through their own worthy efforts to apprehend knowledge.
In this next part in our video and discussion guides, we flesh out Charlotte Mason’s ideas on how to ‘excite appetency … toward things lovely, honest, and of good report.’ And we wholeheartedly agree that this is the earliest and most important ministry of the educator.
Charlotte Mason emphasized cultivating an atmosphere conducive to learning and growing. At Ambleside, we take great care to develop such an atmosphere, and our teachers are actively engaged and attuned to what is ‘going around’ in the classroom, on the playground, and through the school hallways.
With the principle always in mind that children are born persons, an Ambleside teacher is trained to be aware of the innate, God-given desires within each child, while at the same time being cautious to tread carefully in how to satisfy these.
At Ambleside Schools we wholeheartedly agree with Charlotte Mason’s premise that children are born with an innate desire to know. They’re “pre-wired,” so to speak, to naturally learn and grow — to “self-educate.”
A vital principle in an Ambleside education is the idea that ‘Children are Born Persons.’ Charlotte Mason reminds us that children are made in God’s image with great capacity and born with an innate desire for knowledge.
I didn’t simply read about Abraham Lincoln or study algebra in the same way that other secondary school students did. Rather than having reading assignments for homework, I read and discussed living books together with my classmates. We made discoveries and came to understanding, and I was enlightened to the past.
As an Ambleside teacher, preparing and teaching a lesson is a lesson itself — a great adventure that takes the teacher on his or her own path of discovery. We search, we read, we consider, we ponder, we reflect, we gain insight … we’re inspired. In the preparing and planning we grow and learn ourselves. The text is the teacher, and the teacher is taught. And each subject has its own distinct path of learning.
How do we inspire and support a sense of caring, duty, thankfulness, and sacrifice? How are the influences of our modern world misdirecting our youth? As a teacher and a parent I have to ask myself, “How am I contributing to the problem?”
