S6 E24 | Seven Essentials of a Charlotte Mason Education (Jeannie Fulbright)

S6 E24 | Seven Essentials of a Charlotte Mason Education (Jeannie Fulbright)

Show Notes:

Have you ever wished you could explain to someone what makes a Charlotte Mason education unique and the essential ideas that guide her methodology? In this podcast, Jeannie shares the seven essential ideas that define a Charlotte Mason education: Nature, Living Books, Self-Education, Short Lessons, Effective Assignments, Intellectual Culture, and the Divine Life. Although one could spend weeks, months, and even years exploring the many foundational teachings of Charlotte Mason, this is a simple quick-start discussion for those who want to understand the basics of what a Charlotte Mason education is all about.

One thing of central value is that all of Charlotte Mason's ideas were founded through years of research by her, her contemporaries, and the brilliant minds that led The Enlightenment. Charlotte Mason principles are designed to give children the very best education, employing methodologies that are proven in modern science to be that which ensures a child develops in every area—intellectually, physically, emotionally, and spiritually. The whole child is educated; it's not just about academics. We are shaping a whole person, not only a scholar.


Jeannie Fulbright, a 24-year veteran homeschooler, is the author of the #1 best-selling, multi award-winning Apologia Young Explorer science series: Exploring Creation with Astronomy, Chemistry and Physics, Botany, Zoology, and Anatomy & Physiology. She is also the author of the action-packed historical time travel book series Rumble Tumbles Through Time, as well as preschool science books and activity kits, the Charlotte Mason Heirloom Planner, and many high-quality Charlotte Mason based products. Jeannie and her husband Jeff became empty nesters in 2019. All four of their children all went to the University of Georgia on scholarship (homeschooling works!). For more than 20 years Jeannie has traveled around the country speaking to homeschoolers at conventions, covering a plethora of topics from Charlotte Mason to marriage and prayer.


Jeannie mentions research on nature and its influence on a child’s academic achievement. This website lists a plethora of studies that attest to the teachings of Charlotte Mason on a child’s need for long hours daily outdoors: Benefits of Connecting Children with Nature

The book on understanding and appreciating art that Jeannie mentions is What Makes Great Art: 80 Masterpieces Explained by Andy Pankhurst and Lucinda Hawksley

A wonderful study on the effects of arts education on a child’s development can be found here: New evidence of the benefits of arts education


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Show Transcript:

Jeannie Fulbright Welcome to The Charlotte Mason Show, a show that discusses Charlotte Mason's philosophy, principles and methods. It is our hope that each session on The Charlotte Mason Show will mentor you in the Charlotte Mason model, inspire you with ideas, and offer practical ways to implement Charlotte Mason's unique and effective methodology in your homeschool. I'm your host, Jeannie Fulbright, and I am so glad you joined me today.

Hey. Welcome to another edition of The Charlotte Mason Show. I am so glad you joined me today. Today I am really going to be addressing those who are new to Charlotte Mason, and I feel like a lot of you who listen to this show are very experienced in Charlotte Mason. But a lot of times you might have a friend who wants to know what a Charlotte Mason education is all about. How is it different than a regular education? And so that's what I want to spend some time talking about today.

What I'm calling this talk is The Seven Essentials of a Charlotte Mason Education. And although you could really spend weeks and weeks and weeks on all of the essentials of a Charlotte Mason education, I just want to focus on seven things that really separates a Charlotte Mason education from a typical education and things that really most every Charlotte Mason homeschooler practices. And so let's get started.

The first essential of the seven—and I would say defines a Charlotte Mason education more than anything else—is time outdoors. I don't like to call it nature study because that has a connotation of teaching outdoors—which it's great to teach outdoors—but really time and nature is really about the child experiencing the outdoors, taking time to notice, to observe, to play, to spread their hands and run around and just experience the freedom of outdoors. But being out in God's creation every day.

And I know that in some areas of the United States, unlike England, where Charlotte Mason taught her principals, it's really cold during some seasons. And some places, it's really hot during some seasons. And so finding a way to make that work is a little bit harder in the United States than it was in England for Charlotte Mason and her pupils. But it really is an essential part of a child's education to be outdoors. And in fact, science and research attest to this. They did a study— they have done thousands of studies on hundreds of thousands of children and found that the benefits of outdoor time and nature on children is insurmountable and helps them in every area of their lives.

There's incredible research, incredible number of studies that I could cite right now, but it would just be a little onerous. So I'm just going to tell you about one study, which I always feel like it just basically brings it all home, and that is a study that they did in the '90s. And what they did is they took three schools. These three schools were all three identical as far as the socioeconomic status of the children and their standardized test scores. And the children were all very similar in all three of these schools, and these were elementary schools.

And so what they did is they kept one school as the control group— which you would always do in a science study is look at the control, the one that nothing's changed. And so they had one school that nothing changed. They did exactly what they've always done as far as outdoor time. And that was the children got their 15 to 20 minutes outdoors each day on the playground for recess. And this was in the '90s. I don't even know for sure if schools are giving children recess regularly anymore, but during the '90s they still were giving them. It was reduced, but they were giving them some time outdoors every day.

With the second school, the children were given an actual hour, a full hour on the playground, a full hour of recess every single day. And with a third school, they did something totally different. They completely removed the playground. They got rid of all the equipment and all the little play areas and the blacktop and all of that stuff. And they replaced it with a natural environment where they had bushes and streams and trees. They planted tons of trees and it was more of a forest atmosphere. They had a stream running through it. They had logs that looked like broken logs laying on the ground that kids could sit on or play on. And they just left in a very natural environment, and they gave those children an hour outdoors.

And I know it won't surprise you to find that the children who had an hour outdoors in their natural environment actually started to perform better in school, in their academics. They improved across the board in social studies and science and math and every area academically. Children who had exhibited symptoms of ADHD throughout the year every single day now had reduced symptoms of ADHD because they had more time to expend that energy to play in a nature environment every single day for one hour. They scored statistically significantly higher than the students who were in the one hour on the playground. And off the charts higher than the students who only had their 15 to 20 minutes of outdoor time on the playground.

And this study showed them that children were more creative in their play, their problem solving skills, their ability to invent imaginative play, to use different parts of their brain during their outdoor time, to have freedom to invent play that wasn't prescribed to a roundabout or a treehouse or whatever it was that they had on their playground. That they had to create their own play and use natural objects in their play. And this increased their academic scores significantly. Children who spend time outdoors do better academically. And you know what? Charlotte Mason taught this from the beginning.

That's kind of the cool thing about those of us who follow a Charlotte Mason education is that all the things that she taught have been true and better for children. She knew this through her own research, Charlotte Mason. She was a genius when it came to educating children, and that's why we follow her philosophies. And really, I don't even like the idea that it's conscribed to a certain methodology for homeschoolers. We're Charlotte Mason homeschoolers. Really, her methodology should be used and every methodology of education should employ the principles that Charlotte Mason herself tested out because these are the best ways for children to learn.

And she says— here is one of her quotes: "In this time of extraordinary pressure, educational and social, perhaps the mother's first duty to her children is to secure for them a quiet, growing time spent for the most part in the fresh air." That is the mother's first duty. And science tells us that the more time a child spends in nature, the better their mental health, the better their physical health, the better their academic health. There's so much that helps children socially, spiritually, physically, intellectually, emotionally that being outdoors brings them. And that is what we want to do as educators, whether we're using the Charlotte Mason model or not.

Charlotte Mason says, "The claims of the schoolroom should not be allowed to encroach on the child's right to long hours daily for exercise and investigation." And so I would say that the number one principle of a Charlotte Mason education—the number one essential—is long hours daily outdoors for exercise and investigation. It's a self-driven investigation. The children are investigating for themselves. And that's what we call nature study. The child is studying nature on their own, and it's not a school lesson.

And I would say one thing that really concerns me about people who say, "Oh, Charlotte Mason? Oh, I know. That's the type of education where you read lots and lots and lots and lots and lots and lots and lots and lots and lots of books." Sorry, that was a lot of "lots", but that's really what I hear over and over again at conferences when people say, "Oh yeah, I know about a Charlotte Mason education. That's where you read a lot of books. We don't want to read all that many books." So it's funny to me because that is not how Charlotte Mason educated her students. She read a few quality books, not tons and tons and tons of books.

In addition to that, she encouraged the children to read for themselves. But one thing she insisted upon is that the books were living books, that they were not dull, dry textbooks, that when children learned history, they learned from living books. When children learned geography, they read books where somebody is exploring an area, and it's their real life story of their experience in that area. And that's how they learned of the geography. Everything was done through a living book.

And so I would say that's the number two essential for a Charlotte Mason education. It doesn't mean you're reading tons of books, but the books that you choose are living books that bring the subject to life, that make it real life and action-based, something that brings the subject to the level that the child becomes even more interested in the subject, that they feel like they're living in the time or learning about something through an experience. They're hearing an author talk about it in a way that brings it to life and fuels their own passion for the subject. So that is what a living book is. A living book is a book that you can tell the author's passion and interest in the subject through the words they are using to describe or teach a subject or to tell about something. It's done in a way that brings it to life.

And how can you tell if your books are dull, dry textbooks or living books? Do you hear the author's personality when you're reading the book? Is there a person? Is there a living soul on the other side telling you something in that book? Or is it just words? And that's how you can tell a living book. Is there a living soul? Can you hear? Can you see? Can you feel that living soul on the other side of that book? We want to make sure that we are using living books to teach every subject and bringing it to life. And one thing Charlotte Mason says, she says, "The children must enjoy the books." That's what we want to make sure is that our children are enjoying the books they read.

I worry about some of these Charlotte Mason homeschoolers who are choosing books that neither they nor their children enjoy because they are considered classics. Don't be fooled that that is a Charlotte Mason education. That is not. Charlotte Mason wanted children to enjoy— the books should be igniting their imagination and building in them new interests and new passions and new ideas for exploration. If your children don't enjoy the books, they should not be reading them. Choose books that they enjoy.

And yeah, people talk about twaddle and how we must avoid twaddle. Well, Charlotte Mason did say that children should have silly books, but not too many of them. It's okay to have twaddle in your house. And twaddle is books that have no point, maybe are silly, maybe are not well written, maybe wouldn't be considered literature. And it's okay. You're allowed to read those too. Don't be fooled into thinking a Charlotte Mason education eschews the use of any book that does not have some moral quality or some educational purpose. That is not true. That is not a Charlotte Mason education. She believed children should just be enriched by the books, enjoy the book, have joy in reading. And that's what we're looking for in choosing our living books, choosing books that our children will read.

My daughter was a voracious reader, and she read books that were high quality classics, and she read some Nancy Drew. You know, Magic Treehouse. It was fine. Whatever she wanted to read, she could read. She loved reading. And that was the point. Not every book has to be worthy of classical literature to be considered a living book or to be used in a Charlotte Mason education. It's just that we want our children to love reading. We want them to enjoy reading. We want them to get their education through reading first and foremost. And that is where living books are an essential of the Charlotte Mason education.

I would say the third essential for a Charlotte Mason education is that we are practicing what is called "masterly inactivity", and I could probably do a seven part series on masterly inactivity, but let me just say that really it's about self-education. It's about giving your children the tools to teach themselves. That self-education is really the only kind of education that children really will grow and enjoy. And what happens when a child has more autonomy over their education—what they're reading, what they're learning—the more autonomy they have, the more you preserve their natural self-motivation.

There's a book called The Self-Driven Child. In it, it shows— the research shows that children are naturally self-motivated, and around the age of seven years old, that goes away. And that's because of the fact that they are put in schools and they're stuck in these schools and they no longer have any autonomy over what they're going to read or what they're going to do. And they're stuck in an educational system which doesn't give them any power of choice, and this kills their own motivation. They were naturally self-motivated, and suddenly they feel powerless over education, and they no longer want education.

Whereas when they're little, they want to learn everything. They're soaking up, absorbing everything. And what we as homeschoolers want to do—as Charlotte Mason educators, and really as all of our educators—is we should give the children more autonomy over the curriculum choices, over how they spend their time during the day. Just giving them more autonomy over their work, over their schoolwork. And so that's self-education and masterly inactivity. And that is a Charlotte Mason principle which really defines a Charlotte Mason education. That mother is not completely controlling everything that's going on, everything the child is reading, everything the child is doing. That she is providing a feast and the child is making choices.

As they read, as they learn, they are making choices about what they want to do, what they want to read, what they want to focus on, their interests. They're interest-led in their science, they're interest-led in their history. They can take moments for self-study and create their own self-study on things— and she called that special studies. And so we have to provide some structure, and I'll talk about that in a second. We do provide structure over their education, and we choose curriculum, but we give a lot more autonomy to the child as far as if they want to go off and pursue special studies.

And the reason that we're able to do this is because of the number four essential for a Charlotte Mason education, and that is that the lessons are short. Charlotte Mason believe that children should be taught within their attention span.

Today's episode is brought to you by Jeannie Fulbright Press where you will find the very best in homeschool curriculum, tools, and living books. From the Charlotte Mason Heirloom Planner and original nature journals to the upcoming Bible curriculum and Living Verse, the phenomenal poetry curriculum. Jeannie Fulbright Press is where a Charlotte Mason education meets the standards of excellence you expect and quality worthy of your homeschool journey.

Within their attention span. So often we think that we need to give them an hour of history, and an hour of language arts. That is not within their attention span. Children have short attention spans. I would say children under 10 should not be made to listen to reading that is especially new learning beyond 10 to 15 minutes. After age 10, it can be gradually increased because that is the human attention span. And if we are teaching within their attention span, we can get a lot more done—a lot more different subjects done in a day—which gives them more free time.

And this is another Charlotte Mason principle. Children have free time to pursue their special studies, to pursue their interests. Education is not taking the public school system— which structures every single moment of every single day and every single learning activity, and takes all autonomy away from the child. They spend all their day doing what somebody else has programed for them to do. A Charlotte Mason education, you do most of the learning in short bursts, and they remember it, and it actually gives them time to ponder it and think about it and begin to become interested in certain aspects of it. The feast that you are providing for them gives them a variety of ideas that they may want to pursue. And so this is a really important part of the Charlotte Mason education is short lessons.

And the fifth essential for a Charlotte Mason education is that you choose effective assignments that increase learning, not measure learning. And most of those assignments are done orally. And so what are some effective assignments? One of the number one ways that Charlotte Mason increased a child's retention of a topic is to have them explain it to you, what they just learned. A lot of their learning, they're doing independently because of course, we're talking masterly inactivity, self-education. They're reading for themselves. And what happens is they come and then they share with you what they have learned. And when they have taken what they've learned, it is stored in their short-term memory. But as they begin to explain it to you, this increases retention because it moves the material from the short-term memory to the long-term memory.

And in fact, end of the year exams for Charlotte Mason were done orally. Tell me five things that happened in the American Revolution. Five things. And then they think about the five things. They've read several books. They've talked about it with you all throughout the year. It's easy for them to do well on these oral exams. If you want to record what they've said orally so that you have a record of it, that's great. And also written narrations are a really important part. Written narration is essentially— narration is the oral explanation of what they've learned, and then writing it. This actually builds the ability to write.

Children learn to write better when they are given the opportunity to write what they learned, not some random writing assignment that is unrelated to what they've been learning. And that's how a lot of people teach writing. They do this completely outside of what the children are studying. And this is not how writing is done. This is not how writing is taught. We teach writing within the curriculum. Children begin very slowly—at young ages—writing a title, drawing a picture. This is a written narration, or we call this notebooking as well. But essentially, it is a written narration. The child is drawing a picture or writing what they learn, and this helps to move the material from the short-term memory to the long-term memory as well.

They may be given an opportunity to do something more creative with it, like create an advertisement to sell an orca, a killer whale. You've just learned all about a killer whale. Now write an advertisement. And in your advertisement, talk about all the things this killer whale does and why it's so special. And then they're using their creativity to express their learning. And what this does is it solidifies the material that they have learned. They're writing from their own knowledge. They're writing an assignment from what they've learned. And this is by far better than having them write an essay on what you did this summer. It's completely natural. It's organic. It is exactly the kind of writing that will be expected of them in real life, in college and real life. And that is how we teach children to write is through organic assignments, oral narration, written narration, notebooking.

And another way that writing is taught, another organic manner in which we teach writing is through copywork. And copywork actually teaches children masterful writing because they are copying brilliant writing. They are copying it. The great masters, the great art masters of our past, the most amazing artists we've ever seen in history learned their art by copying masters, and through copying other masters, they developed their own style. They learned how to do it brilliantly, but then they learned their own style after they were able to copy what was already brilliant and great. And that is what copywork does for our children.

When they copy beautiful writing, it is building neural pathways in their brain for grammar, spelling, punctuation, vocabulary, and well-written sentences. And what happens is—as they continue this copy work throughout their education—they begin to develop their own style based on the brilliance of the passages they have been copying. And so that is why copywork and dictation are an important part of the Charlotte Mason education, because it is how we learn. It is how we all learn by copying, by imitating, and then by creating our own style from that imitation.

So let's go on to the number six essential of a Charlotte Mason education, and that is what Charlotte Mason calls "intellectual culture". What is intellectual culture? It is the arts. It is exposing our children to the beauty in poetry and music—both classical music and folk music and fun music—through art appreciation and art expression, through dance and drills and hand work, through— really just intellectual culture is taking the beauty that people have created, learning it for ourselves, and expressing it for ourselves.

Charlotte Mason believed that children should interact with poetry every single day. Does that mean we study and take apart a poem? No. She just believed that children should be listening to a poem every day. Once a day. Charlotte Mason was actually an incredible poet. She wrote so much beautiful poetry. It is amazing. And she believed poetry was so essential and important for a child to be listening to, to be hearing it, to be immersed in it. But also what it did is it grew the child intellectually. Scientific studies have shown over and over again that when children listen to poetry, it actually activates different neural pathways in their brain and it increases their academic ability, increases their understanding of language. It actually builds a child intellectually.

And also they have found that children who spend time appreciating art and learning art and actually expressing themselves artistically, that heals trauma. It is shown to help children in so many ways to experience art. It's sad. It is really, truly tragic that they have taken art out of schools and art appreciation and art expression. It's just— I could get on a soapbox about that, but it really is robbing American children of a true education.

A lot of times parents don't really want to teach art because they have not been given art appreciation. So part of it is we need to educate ourselves. We need to start appreciating art for ourselves. We need to give ourselves the education that we were robbed of because they quit teaching art when we were children or before we were born.

I found a great book that really helped me to understand more about art. I feel like, unless you're an art major in college, you don't really understand what you're looking at, what you're looking for when you're looking at art. And there was a great book that I found called What Makes Great Art. It's 80 Masterpieces Explained by Andy Pankhurst. The book is wonderful because it helps you understand what you're looking for when you're looking at art. And the book is not for children because there's nudity and such in it, but it helps you see the different types of art and what you're looking at when you're looking at art.

Is there expression? Is the expression really what it's about, the expressions on their faces and the way that it kind of makes people feel? Is there movement? Does it look like there's stuff going on? Like a storm coming or someone's running? And does it look like there's a movement going on? Is there— it's the colors and how they're using. And so that that book was really helpful for me to teach me how to look at art because we were not trained in understanding beautiful art or how to look at art.

And I think if we train ourselves, we can help train our children in these sorts of things. And because it is so important for them. It is so important for their intellectual development to be exposed to and to be given an appreciation for art and also to express themselves artistically. And I think one of the great ways that you can have them expressing themselves artistically goes back to written narration and notebooking. Notebooking is a beautiful way for a child to do project-based learning through expressing themselves artistically, such as creating a commemorative stamp or a T-shirt design based on what they've learned. There's so many fun ways for you to have your children actually doing art every week through notebooking. And so intellectual culture is such an important part of Charlotte Mason education.

And I would say that the number seven essential of a Charlotte Mason education is actually the number one. Probably I should have gone on this first, but I decided to do it last because I think it really is something that covers the entirety of a Charlotte Mason education. And that is her teaching on the divine life. What is the divine life? That is essentially the way that God works in your homeschool, the way that God works in your children's heart. When Charlotte Mason speaks of a living education, she's referring to the living God, and she believed we must make room for God. We must make room for the divine life in our homeschool because He will breathe life into our children. He will breathe life into our homeschool. And he will bring so much more joy in everything that we do.

And we as homeschoolers, should be making room for God. We should be inviting the Holy Spirit to help guide us as we teach our children, to help give us wisdom about how we can give our children a living approach to every subject. Charlotte Mason says, "There is no subject which has not a fresh and living way of approach, and every subject has its own living way." She encourages us to seek God daily for his guidance in educating our children and implore hand to pour out his inspiration, his wisdom, and his influence upon our children's hearts and upon their decisions, upon who they are and building their character.

Charlotte Mason says we should engage ourselves to accept and invite the daily, hourly, incessant cooperation of the divine spirit in the schoolroom. And she says, "But we must remember that here is everywhere. The infinite and almighty spirit of God works under limitations." What are those limitations? It's when we take total control over our children's education, when we are so overscheduled, we are so over controlling of their time, of their thoughts, of every word that they hear is through our mouths and not through letting God work through them. She says, "Let our words be few." She warns that if our teaching of any subject uses many words, we actually crowd out the voice of the Holy Spirit.

Charlotte Mason says, "Such teaching as enwraps a child's mind in many folds of many words that God's thoughts are unable to penetrate, this is teaching which excludes and renders impossible the divine cooperation." And so she's telling us we must leave room for God. We must leave room for quietness of thought, allowing our children to work things out for themselves, to have time to think and not have every moment scheduled where they are constantly having to fill worksheets in and do things and work this out and read this and go here and do this. And it crowds out the voice of God.

Charlotte Mason says, "Give them ideas, living thought." And when we give them living ideas through living books, through wonderful journeys that they read about, and living ideas written by authors who bring to life things they did not know about, what we do is we invite the cooperation of the Living Teacher, and our children's progress in school will excel, will accelerate. And she believes this idea of the divine life is so important. But she says one of the problems we have is that we don't really understand that our children are spiritual beings, that they are immortal, that they are going to live forever.

Charlotte Mason says that, "We must see our children as spiritual beings are unmeasured powers— intellectual, moral, spiritual, capable of receiving and constantly enjoying intuitions from the intimate converse of the divine spirit." Our children are capable of receiving and constantly enjoying thoughts from God Himself. They are spiritual beings and we should see them as such. And when we see them as spiritual beings, as divine, as children who will live forever, as immortal souls, then we will take this idea of the divine life of the Holy Spirit being their ultimate teacher so much more seriously. And then we will allow God to be their ultimate teacher, to guide them, to lead them, to be the one who shows them what the truth is in everything they're reading, that brings profound ideas and thoughts to their mind.

George Washington Carver was a brilliant scientist in America, and one of the things he always did is credited every brilliant idea he had to the wonder workings of God on his thoughts. And that's what our children can have. George Washington Carver said, "God is going to reveal to us things he never revealed before if we put our hands in his." And so, yes, one of the foundations, one of the most important— the foundation of a Charlotte Mason education, is this concept of the divine life, because the divine life is the one who is our educator. Jeremiah 33:2 says, "Call to me and I will answer you and show you great and mighty things which you do not know. And God is the one who can teach our children, who can help them to understand.

I remember there was a time when my daughter was a ballerina. And so I was taking her to ballet every single day when she was in high school. And so she had to do her work at the ballet school. And she was having a really hard time understanding some of the concepts in algebra. I remember feeling very frustrated and I didn't know what to do because I wasn't following along. She was very much a self-educator as we had— as I had taught her to be. So she was struggling with something, and I had not been coming along with her to do the algebra with her. And so I was sort of lost at what she didn't get, what she had missed earlier in her education, in her algebra. And so I didn't know how to help her.

I thought about hiring a tutor to go to the ballet school, and I couldn't find anybody who would do that. And I was so stressed and concerned because she was not being able to progress in algebra because of just the circumstances of our lives at that time. And I remember one day on the way to taking her to ballet, I just realized we need God. We need God. And of course, that's what I should have done from the very beginning. But of course, I didn't. It was my last resort, which it should not have done, but it was. And so we just spent that 20 minutes on the way to ballet and just prayed for God to just give her divine insight and to help her to understand the concepts, to show her what she didn't know, to teach her what she had missed, to give her wisdom in this algebra.

She called me up that afternoon. She's like, "Mom, I completely understand it. I understand it fully and completely." It was a miracle. And that's what God's in the business of doing. He's in the business of miracles. And that miracle, that he can speak to our children's intuition, he can be the one who instructs him, that's what Charlotte Mason wanted us to understand, first and foremost. That is number seven, but really number one of a Charlotte Mason education.

Thank you so much for tuning in today and I would love to answer any questions you have. Please feel free to contact me through my website JeannieFulbright.com or any of my social media. I'm on Instagram, Facebook, and I'm also on TikTok. Yes, I have a TikTok account. I'm kind of just starting to get it started. But you can find me @JeannieFulbright on TikTok too. So I look forward to interacting with you and answering any questions you have. Thank you so much. Have a blessed day.

Thank you for tuning in to The Charlotte Mason Show. If you want to learn more about Charlotte Mason, go to my Web site at JeannieFulbright.com. There, you can find my blog where I discuss so many of Charlotte Mason's principles and how to implement her philosophy in your homeschool. You can also take a peek at my Charlotte Mason Heirloom Planner, which is much more than a planner. It's a Charlotte Mason mentor that not only teaches you Charlotte Mason principles, but it keeps you focused on the things that are important each week, such as habit training and nature study, and scripture, read-alouds, prayer, and self-care, which often gets neglected. And I would love to meet you in person at a Great Homeschool Convention where I'll be sharing a lot of different Charlotte Mason topics. To sign up, go to GreatHomeschoolConventions.com. Thanks again, and have a blessed and bountiful week as you fulfill your call to educate your children at home.

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