New Armour for Our Little Knight

One of the many things my Dear Man and I love about our Little Man is his terrific imagination and his extended engagement in role playing. One of the read alouds that Dear Man did with him was a version of King Arthur and the Knights of the Round Table. Little Man was enthralled! He began to find anything he could to allow him to pretend to be a knight: paper towel rolls, old boxes, etc. One day, over a year and a half ago, he used an empty diaper box to fabricate some body armour. My Girl got involved, and together they fashioned a very functional and creative set that allowed him to put it on and off over his head, and hold his sword.


Little Man used this armour daily, completely unconcerned by the pictures and words on the box; he was a knight and there was nothing that would stop him from doing knightly things.


When Dear Man and I saw how committed he was to this armour, we decided to spring for some silver spray paint to make it more knightly. We took the cardboard into the garage, sprayed, allowed it to dry, and out came this:



Little Man was pleased with this improvement. This was armour a knight could shine in!

But there was a slight problem. The armour was difficult to put on and involved bodily contortions that no knight should have to subject himself to. So, My Girl made some alterations and we then had this:

If you look carefully you can see that the chest flap was separated from the rest and fasteners were attached so that it could be put on and off more easily. Truly an improvement, although the helmet was always rather wobbly!

This armour was used almost daily for over a year and a half. It went through several meters of duct tape (which, we are so thankful, was silver and so the repairs were not traumatic). It was used by Brown Eyed Boy, and visiting friends, too, and was the source of hours of entertainment.

In early December our family celebrated St. Nicholas Day. (More about that in another post.) The highlight of the morning for Little Man was opening up a large bundle which held a new helmet and breastplate, and a note indicating that there was more to the surprise in the playroom downstairs. He raced to the basement and found our life-sized stuffed golden retriever puppy sporting a shield and sword. My Girl once again stepped in to assist and got him all decked out in his new equipment.

Little Man has worn this new armour daily since then. He cares for it lovingly, hanging the pieces on hooks in his room at night and carrying them down in the morning.

So here's the valiant knight in his new armour, ready to defend, protect, and attack when necessary:

The Science of Relations

These are the quotes I promised:

We consider that education is the science of relations, or more fully, that education considers what relations are proper to a human being, and in what ways these several relations can best be established; that a human being comes into the world with capacity for many relations; and that we, for our part, have two chief concerns - first, to put him in the way of forming these relations by presenting the right idea at the right time, and by forming the right habit upon the right idea; and, secondly, by not getting in the way and so preventing the establishment of the very relations we seek to form. (p. 64-65)

And this:

Half the teaching one hears and sees is more of less obtrusive. The oral lesson and the lecture, with their accompanying notes, give very little scope for the establishment of relations with great minds and various minds. (p. 65)

And this:

What we are concerned with is the fact that we personally have relations with all that there is in the present, all that there has been in the past, and all that there will be in the future - with all above us and all about us - and that fullness of living, expansion, expression, and serviceableness, for each of us, depend upon how far we apprehend these relationships and how many of them we lay hold of. (p. 185-186)

Not to forget this:

The idea that vivifies teaching in the Parents' Union is that Education is the Science of Relations; by which phrase we mean that children come into the world with a natural 'appetency,' to use Coleridge's word, for, and affinity with, all the material of knowledge; for interest in the heroic past and in the age of myths; for a desire to know about everything that moves and lives, about strange places and strange peoples; for a wish to handle material and to make; a desire to run and ride and row and do whatever the law of gravitation permits. Therefore we do not feel it is lawful in the early days of a child's life to select certain subjects for his education to the exclusion of others; to say he shall not learn Latin, for example, or shall not learn Science; but we endeavour that he shall have relations of pleasure and intimacy established with as many as possible of the interests proper to him; not learning a slight or incomplete smattering about this or that subject, but plunging into vital knowledge, with a great field before him which in all his life he will not be able to explore. In this conception we get that 'touch of emotion' which vivifies knowledge, for it is probable that we feel only as we are brought into our proper vital relations. (p. 222-223)

Charlotte Mason has much to say about the Science of Relations, and how education is achieved through the student developing those relations for him or herself, rather than having the teacher interpret things for the student.

Some day I'll write more of my own thoughts about this, but for now, enjoy Charlotte's words.

All quotations in this post are from School Education by Charlotte M. Mason, volume 3 in her 6 volume series on education, which you can read online.

Smiles and excitement at the dinner table tonight as we talked about the possibility of a visitor in January.

Talked to the potential visitor by phone after dinner. Mentioned the grins. Her reply: "Why, it's even better than a Christmas package."

That is more truth than she realizes.

It's My Party

Last night I attended a meeting of the Whole Hearted Home Educators, a group of women from throughout SW Ontario who meet every six weeks to discuss the principles of education written by Charlotte Mason and ways to implement those principles on our own home schools.

The first portion of the evening was spent talking about Education as the Science of Relations, how it's not really 'how much children know' that matters as 'how many things they care about' because the things they care about are the things they will continue to learn about through life. (I haven't put that nearly as beautifully as Charlotte Mason does, nor as nicely as it was described by several women last night, but I'll see if I can get a terrific quote about the Science of Relations for a future post).

During that discussion, my friend Christine, host of The Real Life Home blog, painted a word picture which I've been mulling over ever since. She described home school (or education in general, as CM saw it) as a party which she is hosting and has invited guests to attend. Her guests include her children/students and the subject areas/books/authors/historical figures which make up the 'content' of the school. It is the role of the hostess at any party to make sure that the guests meet each other, and to ensure that those guests who have like interests are directed toward each other in particular.

I liked the image that brought to my mind's eye - my specially chosen temporary guests (living books of biography, history, literature, poetry, and historical fiction, even math and copywork) each with a wealth of insight to share, stories to tell, friendship to offer to my other guests, those who I have chosen for life; guests circulating through my home, available and ready to offer companionship and confidences; myself making introductions between them, drawing out details from one which will engage the other so that I can move on and make other guests feel at home.

A good hostess doesn't dominate the conversation, interpret one guest's comments for another, interrupt with her own thoughts on topics which her guests are more qualified to speak. She steps aside and lets the guests determine the direction of their relationship on their own. In the same way, a good teacher doesn't get in the way between the living books and the students, but allows the students to interact with the books at their own level of need and interpretation, trusting the Holy Spirit, the Giver of all knowledge and wisdom, to provide the right combination at the right time.

The party isn't about me. It's about my guests, about broad introductions leading to lasting relationships. That is, to me, a lovely parallel picture of a liberal education, the kind of education we are trying to achieve in our home.

I may not have words, but I have pictures. I'll try to get words out to go with them.

Sheltered. Hiding while her mate provides for the family...That's me, too, sweet bird.

Photo from the Spring, when the cardinals returned to nest in the cedar next door.

My mind, and thus my fingers, are burdened by the weight of many thoughts. One on top of the other. No time to delve into them. Little opportunity for extended prayer. Each thought precariously stacked waiting its turn to be pondered.

How do I choose where to start? Which is the one to deal with first?

No answers come to those questions so I put off exploring any of them, fearing that if I take them out of order they will topple around me, crush me.

I hang onto this:

The Lord is my Rock and my Salvation. The Lord is the Keeper of my life. I will fear no evil. The Lord upholds me by His right hand. He will not let my foot slip. The Lord works righteousness and justice for all the oppressed.

His Word, The Word, Life-giving Word is hidden in my heart. When my thoughts are too much for my own words, I can ponder His Words. Thank God.

What Do Charlotte Mason and "Naked and Blue" Have to Do With Each Other?

How many of us have desired the results of a Charlotte Mason Education: the creativity, expressiveness, deep thinking, and so much more that comes from an immersion in living literature and history, only to have it fall to the wayside under the pressure to complete curriculum, achieve tangible, measurable results, and meet (other's and our own) expectations of achievement?

How do we set our priorities for the educational pursuits of each day? Which tasks are 'musts', which skills have to be in place (and when)?

For some interesting - and entertaining - ponderings on these thoughts, hop over to the ChildLight USA blog, where Sandy Rusby Bell has written a post entitled "Naked and Blue at My Back Door".