Day 56 Curriculum

"The Studio," Michael O'Brien

(see also Creedal Painting)
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“We find that children lay hold of all knowledge which is fitly presented to them with avidity, and therefore we maintain that a wide and generous curriculum is due to them.”
 
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“A curriculum, however, is not an independent product, but is linked to much else by chains of cause and consequence; and the manner of curriculum I am anxious to indicate is the outcome of a scheme of educational thought, the adoption of which might, I believe, place educational work generally upon a sounder footing.”
 
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“Ideas of nature, of life, love, duty, heroism, –– these children find and choose for themselves from the authors they read, … furnish children, not with dry bones of fact, but with fact clothed upon with the living flesh, breathed into by the vital spirit of quickening ideas….”
 
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“The curriculum which should give children their due falls into some six or eight groups––Religion, Philosophy, History, Languages, Mathematics, Science, Art, Physical Exercises, and Manual Crafts.”
 
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“One thesis, which is, perhaps, new, that Education is the Science of Relations, appears to me to solve the question of a curriculum, as showing that the object of education is to put a child in living touch with as much as may be of the life of Nature and of thought. Add to this one or two keys to self-knowledge, and the educated youth goes forth with some idea of self-management, with some pursuits, and many vital interests.”
 
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“Few things are more remiss in our schools than the curriculum….”
 
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“By using this curriculum, we were enabled to see that the slum child in a poor school compares quite favourably with the child of clever or opulent parents who had given heed to his education.”
 
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“Reading, conversation, environment, culture, heroes, mentors, nature – all are lottery tickets for creativity. Scratch away at them and you’ll find out how big a prize you’ve won.”
 
                                                  ~ Twyla Tharp
 
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Examen: “What principle as regards a curriculum do we find in a child's natural aptitude for knowledge?”  “What ideas should regulate the curriculum of a boy or girl under fourteen?” “What is implied by saying, Education is the science of relations?”

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We find that children:  Charlotte M. Mason, Parents and Children, 2:232.
A curriculum, however: Charlotte M. Mason, School Education, 3:Preface.
Ideas of nature: 3:124.
The curriculum which: 3:234.
One thesis, which is: Charlotte M. Mason, Ourselves, 4:Preface.
Few things are more: Charlotte M. Mason, Towards a Philosophy of Education, 6:155.
By using this curriculum: 6:293.
Reading, conversation, environment: Twyla Tharp and Mark Reiter, The Creative Habit: Learn It and Use It for Life, Reprint edition (New York: Simon & Schuster, 2006), 103.
What principle as regards: Parents, 2:305.
What ideas should: School, 3:264.
What is implied: 3:254.
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 Day 56 Curriculum meditation/ 100 Days copyright Laurie Bestvater 2025