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Episode 57: Middle & High School Math: Interview with Richele Baburina, Part 2: This Charlotte Mason podcast episode is the conclusion of a two part interview with Richele Baburina on math in the upper forms. Her research and experience, wisdom and love will not only calm your anxieties, but will reveal a glimpse of the wondrous pos

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This Charlotte Mason podcast episode is the conclusion of a two part interview with Richele Baburina on math in the upper forms. Her research and experience, wisdom and love will not only calm your anxieties, but will reveal a glimpse of the wondrous possibilities and beauty awaiting you and your child as you explore the mountainous heights of an awe-inspiring subject, including valuable tips for traversing it with direction and confidence. Listen Now: If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9, Firefox, Chrome "In the things of science, in the things of art, in the things of practical everyday life, his God doth instruct him and doth teach him, her God doth instruct her and doth teach her. Let this be the mother's key to the whole of the education of each boy and each girl; not of her children; the Divine Spirit does not work with nouns of multitude, but with each single child. Because He is infinite, the whole world is not too great a school for this indefatigable Teacher, and because He is infinite, He is able to give the whole of his infinite attention for the whole time to each one of his multitudinous pupils. We do not sufficiently rejoice in the wealth that the infinite nature of our God brings to each of us." (Vol. 2, p. 273) "Supposing we are willing to make this great recognition, to engage ourselves to accept and invite the daily, hourly, incessant co-operation of the divine Spirit, in, to put it definitely and plainly, the schoolroom work of our children, how must we shape our own conduct to make this co-operation active, or even possible? We are told that the Spirit is life; therefore, that which is dead, dry as dust, mere bare bones, can have no affinity with Him, can do no other than smother and deaden his vitalising influences. A first condition of this vitalising teaching is that all the thought we offer to our children shall be living thought; no mere dry summaries of facts will do; given the vitalising idea, children will readily hang the mere facts upon the idea as upon a peg capable of sustaining all that it is needful to retain. We begin by believing in the children as spiritual beings of unmeasured powers––intellectual, moral, spiritual––capable of receiving and constantly enjoying intuitions from the intimate converse of the Divine Spirit." (Vol. 2, p. 277) "Girls are usually in Class IV. for two or three years, from fourteen or fifteen to seventeen, after which they are ready to specialise and usually do well. The programme for Class IV. is especially interesting; it adds Geology and Astronomy to the sciences studied, more advanced Algebra to the Mathematics, and sets the history of Modern Europe instead of French history." (Vol. 3, p. 294) If you would like to study along with us, here are some passages from The Home Education Series and other Parent's Review articles that would be helpful for this episode's topic. You may also read the series online here, or get the free Kindle version from Fisher Academy. Towards a Philosophy of Education (Volume 6), Book I, chapters 8 & 9 The Story of Charlotte Mason, Chomondeley Mathematics: An Instrument for Living Teaching First Step in Euclid Practical Exercises in Geometry Lessons in Experimental and Practical Geometry Paper Sloyd Episode 30: The Way of the Will and The Way of Reason+

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