| There is more to atmosphere than white
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| | atmosphere in which discussion is open
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| ruffled curtains fluttering in a sunny
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| | and far-reaching. In Charlotte Mason's
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| breeze and red geraniums on the window
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| | philosophy of education it is an
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| sill. These cozy things do make for a
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| | excellent thing to have an opinion of
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| pleasant setting in a home, but they are
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| | your own, provided you are not bent on
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| only the beginning. It is the
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| | sticking to it. We preserve the natural
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| life-supporting atmosphere of home
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| | candor of children by listening with a
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| working in a child's life that is so
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| | patient sympathetic hear, and we can
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| important in his education. Atmosphere is
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| | expect attentive listening from children
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| one of only a few instruments the
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| | if we do not scold them. A helpful book
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| educator has at her disposal to encourage
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| | to read, for those desiring gentle
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| the work of thinking in the student and
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| | encouragement to improve the atmosphere
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| to stimulate healthy growth of the whole
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| | of their homes, is Henry Clay Trumbull's
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| child.
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| | book Hints on Child Training
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| Ideas Children absorb ideas from the
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| | (conveniently sold on page 59 of this
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| "thought environment" we provide for
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| | magazine). I particularly like this
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| them. Ideas are food for the mind. A
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| | paragraph from the chapter on sympathy: A
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| child's mind automatically grows as he
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| | parent loses his opportunity for good to
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| considers ideas. What is an idea?
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| | his child, if he fails to have sympathy
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| Charlotte Mason tells us: An idea may
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| | with this child in that child's weakness
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| exist in a clear, distinct, definite form
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| | and follies and misdoings. It is in every
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| as that of a circle in the mind of a
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| | child's nature to long for sympathy at
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| geometrician or it may be a mere
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| | the point where he needs it most; and
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| instinct, a vague [association] towards
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| | when he has done wrong, or has indulged
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| something . . . like the impulse which
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| | evil thoughts, or is feeling the force of
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| fills the young poet's eyes with tears,
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| | temptation, he is glad to turn to some
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| though he knows not why. To excite this
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| | one stronger and better than himself, and
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| relationship or appetite toward things
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| | make confession of his faults and
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| lovely, honest, and of good report is the
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| | failures. If as he comes to his parents
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| earliest and most important ministry of
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| | at such a time, he is met with manifest
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| the educator.
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| | sympathy, he is drawn to his parents with
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| How are we to impart ideas to our
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| | new confidence and new trust.
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| children? Ideas are of spiritual origin
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| | Let Home Have the Greater Influence As
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| and God has made us spiritual people.
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| | children grow older, they may become more
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| Therefore, ideas are passed on from
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| | and more fascinated with the world.
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| person to person - through conversation
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| | When they are very young they may fill
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| or books written by those who love their
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| | their pockets with rocks, acorns,
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| subject matter. Charlotte urges us to
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| | pinecones, shells or feathers. When they
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| give children a regular feeding of ideas
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| | are older they will more consciously
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| through sweeping tales of history,
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| | collect impressions of the ways and
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| wonderful inventions and discoveries in
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| | happenings of the people around them. The
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| science, lives of great men and women,
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| | pull of this curiosity seems to be felt
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| and stories that radiate the moral life;
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| | most strongly in the teen years. We
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| as well as paintings, plays, Psalms,
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| | grown-ups may forget what once enticed
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| poems, and symphonies.
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| | us, since our fascination with the world
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| Wanted - Homemaker Our children will pick
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| | has faded. The influence of the world
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| up many ideas from the atmosphere we
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| | over our children really depends on what
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| provide in the home. What do we need to
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| | standards we set at home - the standards
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| ensure that this atmosphere inspires them
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| | by which the children are accustomed to
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| on to the kinds of things we want them to
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| | measure things. God's World publications
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| learn? First, someone loving needs to be
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| | (800-951-5437) supply children with
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| home to make it home.
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| | knowledge of current events while helping
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| We are living in a career-minded,
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| | to temper the influence of the world by
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| materialistic generation that depreciates
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| | presenting the news in the light of a
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| the role of a mother. But the mother is
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| | Christian worldview.
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| the irreplaceable foundation of a home.
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| | My family has benefited by knowing other
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| During World War II, when America was
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| | homeschooling families because they are
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| imprisoning Japanese families in camps, a
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| | close families. A respect for parents,
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| reporter stepped up to a little
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| | the satisfaction of learning together, a
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| Japanese-American girl waiting at a train
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| | fondness for simple pleasures, good humor
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| platform. "How does it feel to be without
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| | amidst hard work, sympathy in sorrow, the
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| a home," the reporter asked.
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| | joy of worshipping together - these are a
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| "Oh," replied the little girl, "we have a
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| | few consequences of the atmosphere of a
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| home, we just don't have a house to put
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| | close family. Such homes give the gift of
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| it in." Protecting Wings A Christian home
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| | unworldliness.
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| provides the protecting wings of a
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| | Manners - More Than Meets the Eye In the
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| religious atmosphere. A catechism is
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| | eighteenth century, etiquette was
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| essential teaching for children to
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| | expected from all persons of "good
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| understand what and why one believes; but
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| | breeding." One needs only to read one of
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| as absolutely necessary as such teaching
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| | Jane Austen's delightful novels to become
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| is, it will not in itself create a
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| | acquainted with the mannerly characters
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| religious atmosphere. In an article on
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| | of her time. Today, however, any form of
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| atmosphere in Charlotte's original
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| | etiquette seems to belong only to these
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| magazine, the writer said, The test will
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| | "prim and proper" Victorians. You will
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| be whether religion is the center of our
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| | find an almost universal lack of manners
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| life - our joy of our joy, the
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| | everywhere by people who are supposedly
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| consolation of our sorrow, the one
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| | "educated." Perhaps today the necessity
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| eminently important thing for which all
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| | to use manners is seen as infringing on
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| others have to give way; whether we view
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| | the "freedom to express oneself" without
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| the things of daily life primarily with
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| | constraint.
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| reference to it, and whether all else is
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| | Are manners the hollow tactfulness some
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| felt to be relatively devoid of interest
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| | use on the selling floor - a kind of
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| and value. . . . As love and faith are
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| | manipulating flattery? No, our children
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| the two wings of the Divine, so they are
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| | can have worthier reasons for exhibiting
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| of natural religion, and it is their
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| | manners. Good manners can be another term
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| strong protecting wings that our children
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| | for duty, for righteousness, for
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| must ever feel around them.
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| | morality. True politeness simply consists
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| I like what Charles Spurgeon said about
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| | in treating others just as you like to be
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| the religious atmosphere of home: "When
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| | treated yourself. This polite treatment
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| home is ruled according to God's word,
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| | comes from direct teaching, but also
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| angels might be asked to stay with us,
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| | results from a caring home atmosphere
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| and they would not find themselves out of
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| | where a child will acquire a servant's
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| their element." Wow, isn't this a high
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| | heart like that of our Savior's.
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| ideal? Don't be discouraged, dear parent,
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| | More to Education than Atmosphere But we
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| with the heavenly command, "Be ye
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| | would have a one-sided view of education
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| perfect." We may not reach our ideals but
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| | if we determined education to be an
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| it is our fervent, faithful reaching
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| | atmosphere only, just as we would if we
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| towards them that matters greatly.
| |
| | viewed education as only that of gaining
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| Open Communication Another essential
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| | skills in the three Rs. In my next
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| ingredient in the home atmosphere is
| |
| | article we will look at that other
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| intimate communication. By this I mean
| |
| | powerful instrument of the educator - the
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| the freedom to express opinions in an
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| | formation or "discipline" of habits.
|
