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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.

Charlotte Mason

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Charlotte Mason
Lost
Prosperity
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Ideals
Comfort
Perhaps
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Changed
Ideal
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Limited

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Of the three sorts of knowledge proper to a child, the knowledge of God, of man, and of the universe,--the knowledge of God ranks first in importance, is indispensable, and most happy-making.
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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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Every day, every hour, the parents are either passively or actively forming those habits in their children upon which, more than upon anything else, future character and conduct depend.
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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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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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Do not let the endless succession of small things crowd great ideals out of sight and out of mind.
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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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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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Imagination does not stir at the suggestion of the feeble, much diluted stuff that is too often put into children’s hands.
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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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None of us can be proof against the influences that proceed from the persons he associates with. Wherefore, in books and men, let us look out for the best society, that which yields a bracing and wholesome influence. We all know the person for whose company we are the better, though the talk is only about fishing or embroidery.
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Every person exceeds our power of measurement.
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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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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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A child gets moral notions from the fairy-tales he delights in, as do his elders from tale and verse.
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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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We all have need to be trained to see, and to have our eyes opened before we can take in the joy that is meant for us in this beautiful life.
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The most common and the monstrous defect in the education of the day is that children fail to acquire the habit of reading.
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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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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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