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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.

Charlotte Mason

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Charlotte Mason
Walks
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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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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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There is no education but self-education.
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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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The mother who takes pains to endow her children with good habits secures for herself smooth and easy days.
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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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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 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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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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Composition is as natural as jumping and running to children who have been allowed due use of books.
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Education is the science of relations
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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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Children should Transcribe favourite Passages. A certain sense of possession and delight may be added to this exercise if children are allowed to choose for transcription their favourite verse in one poem and another.
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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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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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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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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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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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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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