Do not let the children pass a day without distinct efforts, intellectual, moral¹, volitional²; let them brace themselves to understand; let them compel themselves to do and to bear; and let them do right at the sacrifice of ease and pleasure: and this for many higher reasons, but, in the first and lowest place, that the mere physical organ of mind and will may grow vigorous with work.³

Charlotte Mason suggests that the educator’s work consists of a triad of distinct preparations: intellectual – cognition, the ability of the child to comprehend the varied courses of understanding such as, Science and Geography, Citizenship and Mathematics; moral — proper behavior and respect with others, family, friends, and classmates, and; volitional, the exercise of one’s will founded upon what is true, good, and lovely, not founded upon feeling alone ‘I want and I like.”

Mason continues to instruct using the distinction between ‘I want’ and ‘I will’ through turning one’s thoughts from that which we desire but do not will. I had a student who was quite anxious concerning a certain subject. He would downshift and display frustration in both body and spirit. Prior to class, I told him to get a drink of water at the fountain. He did so and upon reentering the class, saw his classmates ready for class and did likewise. Creating a new neural network⁴ allowed him to approach the class without anxiousness.

Teachers are keen and conscientious to engage all students as active participants in oral reading and discussions throughout all the disciplines of study. Students do not wave their hands wildly to be called upon. Instead, they are instructed to engage when a classmate is finished talking or when he/she is called upon by the teacher. This community of reciprocity gives each student engagement regardless of personality or ability.

Lastly, a word concerning proper behavior. Teachers instruct students in ways of relating, not with a list of rules but with proper respect for oneself, others, and one’s work. When a teacher sees behavior which is amiss, she redirects the class or the individual student. For example, lining up for music, art, chapel, play etc. some students develop a hierarchy of being first, last, or next to a particular classmate. The teacher explains that we are all going to the same place and no need to seek to be in line next to a particular person or away from another person. This is unkind and rude. The teacher takes these opportunities to instruct students to be kind and thoughtful of others.

Growth is what is intended for each of us for the entirety of our lives. This growth is characterized by what it fully means to be a person.

Maryellen St. Cyr

Founder, Director of Curriculum

Ambleside Schools International