Ambleside International https://amblesideschools.org/ Tue, 23 Dec 2025 15:51:30 +0000 en-US hourly 1 https://wordpress.org/?v=6.8.3 https://amblesideschools.org/wp-content/uploads/2021/06/cropped-Skylark-RGB-32x32.png Ambleside International https://amblesideschools.org/ 32 32 213948178 A Time to Remember https://amblesideschools.org/a-time-to-remember/ Tue, 23 Dec 2025 15:50:43 +0000 https://amblesideschools.org/?p=2717 As you celebrate Christmas this year, remember its true meaning.

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A Time to Remember

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A Time to Remember

As you celebrate Christmas this year, remember its true meaning. It is

not just a day for merriment or nostalgia, but a living reminder that God

has entered into our world, shared our struggles and offered us hope

that endures. The unity, light and joy of Christmas are gifts for all people

–gifts that can transform not just a single day, but every day of each of our

lives. In this season may you find a deeper connection to others, a renewed

sense of hope, and assurance that you are loved and known by the One

who became flesh and dwelt among us.1

 

Rev. Maurice presents the theological virtue of Hope, for the salvation of the world. – A time to remember, “Our Savior is born to take away the sins of the world!”

 

A Merry Christmas to each of you from Ambleside Schools International

1 Frederick Maurice, A Christmas Day Sermon, preached at Guy’s Hospital, 1839.

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Charlotte Mason on the Importance of Atmosphere https://amblesideschools.org/charlotte-mason-on-the-importance-of-atmosphere/ Fri, 24 Oct 2025 18:28:52 +0000 https://amblesideschools.org/?p=2689 “To Be the Father’s People” calls us to live in covenant with God — belonging to Him, belonging to one another, and learning daily what that means.

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Charlotte Mason on the Importance of Atmosphere

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Charlotte Mason on the Importance of Atmosphere
Breathing Life into Education

“A child draws inspiration from the casual life around him.” — Charlotte Mason, Parents and Children

 

Charlotte Mason’s philosophy of education is deeply rooted in the idea that children are not merely vessels to be filled, but persons to be nourished by the very air they breathe, the atmosphere of their homes and schools. In her view, education is not confined to textbooks or lesson plans; it is the subtle, pervasive influence of the environment, the tone, the relationships, the unspoken values, that shapes a child’s character and affections.

 

Atmosphere as the Breath of Life

 

Mason writes that the child “breathes” the atmosphere around them, absorbing ideas not through direct instruction but through the lived experience of daily life. This atmosphere is not something artificially constructed; rather, it emanates naturally from the parents and teachers, from their tone of voice, their habits, their reverence for truth and beauty. It is in this environment that the child develops what Mason calls an “appetency,” a deep, often unconscious longing for what is good, true, and beautiful.1

 

This is a sobering thought for educators and parents alike. We are always teaching, even when we are not speaking. Our presence, our demeanor, our way of being, these are the silent lessons that shape a child’s soul.

 

How Atmosphere Shapes Us

 

Mason’s insight is that atmosphere is not a tool to be wielded, but a reality to be lived. It is not something we “use” to influence children; it is something we are. When we live with integrity, gentleness, and joy, we create a space where children can grow in freedom and confidence. But when we are anxious, controlling, or inconsistent, we create an atmosphere of fear or confusion.

 

In schools, this difference is palpable. A classroom where the teacher is calm, respectful, and genuinely interested in the students creates a sense of safety and curiosity. In contrast, a classroom dominated by stress, micromanagement, or emotional volatility stifles initiative and joy.

 

The Danger of Manipulative Influence

 

Mason warns against the temptation to use atmosphere as a means of control. She critiques the “goody-goody” literature of her time (and ours) that encouraged adults to consciously influence children through their personality or charm. This, she argues, leads to dependency rather than growth. A child who idolizes a teacher may fail to develop their own convictions and become a “parasitic plant,” always clinging to someone stronger.2

 

The true educator does not seek to impress or dominate, but to step back and allow the child to grow. This requires humility and trust, a willingness to let the child wrestle, question, and discover.

 

The “Overmuch” Teacher

 

We’ve all seen the teacher who is “overmuch” with her students, constantly explaining, correcting, hovering. While well-intentioned, this over-involvement can smother a child’s initiative. Children need space to think, to try, to fail, and to try again. The best teachers know when to step in and when to step back. They trust the process of growth and resist the urge to control every outcome.

 

Atmosphere Alone Is Not Enough

 

Mason is clear: atmosphere is essential, but it is not sufficient. “Though we cannot live without air, neither can we live upon air.” A child raised on atmosphere alone, without ideas, without effort, without challenge, becomes passive, bored, and dependent on external stimulation. This, Mason argues, is why modern culture craves spectacle. We have lost the habit of attention, the joy of discovery, the discipline of thought.3

 

Spectacle vs. Life-Giving Atmosphere

 

Many schools today rely on spectacle, flashy events, elaborate productions, constant entertainment, to keep students engaged. But Mason sees this as a symptom of educational malnourishment. True education does not dazzle; it nourishes. It awakens curiosity, fosters wonder, and cultivates habits of attention and reflection.

 

A life-giving atmosphere is not loud or showy. It is quiet, steady, and rich with meaning. It invites the child to engage with the world, not as a passive consumer, but as an active participant in the great conversation of humanity.

 

Final Thoughts

 

Charlotte Mason’s vision of atmosphere challenges us to examine not just what we teach, but how we live. Are we creating spaces where children can breathe deeply of truth, beauty, and goodness? Are we modeling the kind of life we hope they will one day live?

 

Atmosphere is not a strategy. It is a way of being. And in the end, it is the air our children breathe.

1 Charlotte Mason, Parents and Children

2 Charlotte Mason, School Education

3 Charlotte Mason, Philosophy of Education

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To Be the Father’s People https://amblesideschools.org/to-be-the-fathers-people/ Fri, 03 Oct 2025 20:33:00 +0000 https://amblesideschools.org/?p=2679 “To Be the Father’s People” calls us to live in covenant with God — belonging to Him, belonging to one another, and learning daily what that means.

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To Be the Father's People

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To Be the Father's People

Since the dawn of time, it has been our Heavenly Father’s desire to bind together a family of men and women, boys and girls, all lovingly and joyfully attached to Him and to one another. He desires that we belong to Him. And most remarkably, He desires to belong to us.

 

The phrase “I shall be your God, and you shall be my people” (or its variations) is one of the most profound theological themes in the Old Testament. It expresses the Father’s covenantal relationship with His people unfolding across the biblical narrative in stages of promise, fulfillment, failure, and hope, culminating in a new covenant established by Jesus of Nazareth, who is Immanuel, God with us.

 

Genesis 17:7 records the Father’s commitment to Abraham, “I will establish my covenant between me and you and your descendants… to be God to you and to your descendants after you.” This marks the beginning of the covenantal idea: the Father chooses a people and binds Himself to them.

 

The story of covenant continues in Exodus with the Father’s promise to Moses, “I will take you as My own people, and I will be your God.”1 This promise is reiterated throughout the Exodus, as the Father delivers Israel from Egypt and formalizes the covenant at Mount Sinai. Israel is called to be a “kingdom of priests and a holy nation,”2 those who are His special people, belonging to Him, consecrated to His worship and His service. The Father’s covenantal commitment is reinforced in Leviticus, “I will walk among you and be your God, and you will be my people.”3 Before entering the Promised Land, God renews the covenant with His people.

 

Enter into the covenant of the Lord your God, sworn by an oath, which the Lord your God is making with you today, in order that He may establish you today as His people and that He may be your God, 4

 

The prophets often use this phrase to call Israel back to covenant faithfulness or to promise restoration. Jeremiah cries out on behalf of the Father, “Obey my voice… and I will be your God, and you shall be my people.” 5

 

Ezekiel foretells a new day when by sheer grace the Father will transform His chosen people into those worthy of being “My people.”

 

I will give them one heart and put a new spirit within them; I will remove the heart of stone from their flesh and give them a heart of flesh, so that they may follow My statutes and keep My ordinances and obey them. Then they shall be My people, and I will be their God.6

 

The New Testament reimagines the theme of “I will be your God, and you shall be My people”, reinterpreting it in the light of the fulness of God’s revelation and presence in Jesus Christ. A new covenant is established, one in which God is fully present with His people in the person of His Son and His embrace extends to persons of every nation and every race. In the gospel of Mathew, Jesus is introduced with the astounding claim, “They shall call His name Immanuel (which means, God with us).”7 Jesus is the embodiment of God’s covenantal presence. John echoes this astounding claim, introducing Jesus by proclaiming “And the Word became flesh and lived among us, and we have seen His glory, the glory as of a Father’s only Son, full of grace and truth..”8 And just prior to His ascension, Jesus promises “I am with you always, to the end of the age.”9

 

The early church recognized the expansive and inclusive nature of this new covenant community. Quoting Hosea, Paul writes in Romans, “Those who were not My people I will call ‘My people,’ and her who was not beloved I will call ‘beloved.’”10 Jesus followers from every people and nation, the Father calls us “beloved.” In his second letter to the Corinthians, Paul gives a profound statement of our community identity.

 

For we are the temple of the living God, as God said,

 

“I will live in them and walk among them,

and I will be their God,

and they shall be my people.

Therefore come out from them,

and be separate from them, says the Lord,

and touch nothing unclean;

then I will welcome you,

and I will be your father,

and you shall be my sons and daughters,

says the Lord Almighty.”11

 

And Peter echoes, “You are a chosen race, a royal priesthood… once you were not a people, but now you are God’s people.”

 

Visiting an Ambleside school this week, I have been struck by the many ways in which students were practicing being the Father’s people. At Ambleside, every person is greeted every morning by name with a smile. Assembly or chapel is first thing, with students and teachers gathering for prayer, a word of Scripture, and worship with song. Students then head to Bible class. While such “spiritual” activities are essential for building up the people of God, they are only the beginning. The countless little encounters of the day are what fundamentally shape the hearts of a people.

  • The supportive word one student gives to another who is stuck on a math problem.
  • The excited, delighted, wondering together at the glory of the sun.
  • The sharing of Heidi’s simple goodness and care for all she meets, as read in literature class.
  • The grief and even tears shared while reading in the Yearling of the death of Jody Baxter’s dear friend, Fodder-wing.
  • The teacher’s supportive word to a student who is struggling to remain his best self.

All of this and so much more teaches us what it means to be the Father’s people. It even shapes us into such a people.

 

Perhaps, the event that best incarnated what it means to be the Father’s people was a laughter-filled, kindness-filled, love-filled game of “cops and robbers” in which the kindergarten students play the cops frantically, joyfully chasing and capturing all the high school students, who when caught are proudly brought to jail. Once all high school students are incarcerated, a teacher calls jailbreak, and the merriment begins again. Everyone is included, everyone belongs, the strong help the weak, there is high joy, kindergarten students and high school students are learning to be the people of God.

 

Bill St. Cyr

Co-Founder, Director of Training

Ambleside Schools International

1 Exodus 6:7.

2 Exodus 19:5-6.

3 Leviticus 26:12

4 Deuteronomy 29:12-13.

5 Jeremiah 7:23

6 Ezekiel 11:19-20

7 Matthew 1:23

8 John 1:14

9 Matthew 28:20

10 Romans 9:25

11 2 Corinthians 6:16-18

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Charlotte Mason and the Art of Growing Together https://amblesideschools.org/charlotte-mason-and-the-art-of-growing-together/ Fri, 19 Sep 2025 16:39:45 +0000 https://amblesideschools.org/?p=2661 Charlotte Mason’s philosophy reminds us that education is not one-sided; as students grow in knowledge and character, teachers are called to grow alongside them.

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Charlotte Mason and the Art of Growing Together

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Charlotte Mason and the Art of Growing Together

Do not let the children pass a day without distinct efforts, intellectual, moral1, volitional2; let them brace themselves to understand; let them compel themselves to do and to bear; and let them do right at the sacrifice of ease and pleasure: and this for many higher reasons, but, in the first and lowest place, that the mere physical organ of mind and will may grow vigorous with work.3

 

Charlotte Mason suggests that the educator’s work consists of a triad of distinct preparations: intellectual – cognition, the ability of the child to comprehend the varied courses of understanding such as, Science and Geography, Citizenship and Mathematics; moral — proper behavior and respect with others, family, friends, and classmates, and; volitional, the exercise of one’s will founded upon what is true, good, and lovely, not founded upon feeling alone ‘I want and I like.”

 

Mason continues to instruct using the distinction between ‘I want’ and ‘I will’ through turning one’s thoughts from that which we desire but do not will. I had a student who was quite anxious concerning a certain subject. He would downshift and display frustration in both body and spirit. Prior to class, I told him to get a drink of water at the fountain. He did so and upon reentering the class, saw his classmates ready for class and did likewise. Creating a new neural network4 allowed him to approach the class without anxiousness.

 

Teachers are keen and conscientious to engage all students as active participants in oral reading and discussions throughout all the disciplines of study. Students do not wave their hands wildly to be called upon. Instead, they are instructed to engage when a classmate is finished talking or when he/she is called upon by the teacher. This community of reciprocity gives each student engagement regardless of personality or ability.

 

Lastly, a word concerning proper behavior. Teachers instruct students in ways of relating, not with a list of rules but with proper respect for oneself, others, and one’s work. When a teacher sees behavior which is amiss, she redirects the class or the individual student. For example, lining up for music, art, chapel, play etc. some students develop a hierarchy of being first, last, or next to a particular classmate. The teacher explains that we are all going to the same place and no need to seek to be in line next to a particular person or away from another person. This is unkind and rude. The teacher takes these opportunities to instruct students to be kind and thoughtful of others.

 

Growth is what is intended for each of us for the entirety of our lives. This growth is characterized by what it fully means to be a person.

 

Maryellen St. Cyr

Founder, Director of Curriculum

Ambleside Schools International

1 Concerning conduct or moral principles one’s disposition

2 The act of masking a definite choice, I will.

3 Charlotte Mason, Home Education, 22.

4 Provide a copy of the page for a weak reader to practice at home 2-3 times and ready oneself for the next day’s reading. The teacher circles the words which can be problematic and the student practices these words and the reading with a parent.

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A Lifelong Student of Charlotte Mason https://amblesideschools.org/a-lifelong-student-of-charlotte-mason/ Fri, 27 Jun 2025 13:29:58 +0000 https://amblesideschools.org/?p=2574 You might say that Matt Wilcox is a lifelong student of Charlotte Mason — living out her ideas at home, at school, and in his work.

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A Lifelong Student of Charlotte Mason

Matt and Frances Wilcox with their daughters, Mary and Virginia.

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A Lifelong Student of Charlotte Mason

You might say that Matt Wilcox has been a student of Charlotte Mason all his life.   

 

Homeschooled in his earliest years according to Charlotte Mason’s philosophy; educated at an Ambleside school from 2nd through 8th grade; brought up by a mother and father who served as Ambleside Principal and School Chaplain, respectively; and now teaching 9th grade in an Ambleside classroom — Charlotte Mason is part of Matt’s DNA.  

 

Matt remembers, “My mom [Ginnie Wilcox] was an avid student of Charlotte Mason, so much so that whenever she was demoralized by the challenges of life raising five children, my dad would say, ‘Go read Charlotte Mason.’ And this rejuvenated her.”  

 

For Matt, the most enduring fruit of this immersion in Mason’s worldview was the belief in his own innate value as a person. He remembers having this conviction even as a child. Because the discussions in his Ambleside classrooms were always student-driven, Matt internalized the idea — “They want to hear my thoughts, therefore my ideas must be valuable, therefore I must be valuable.” 

 

 “I had an immense respect for people,” Matt declares. “When something impinged on the respect of persons, I noticed and saw it as a significant problem.”   

 

After graduating from Ambleside School in McLean, Matt entered a traditional Christian high school. In his classes, he perceived that his thoughts and ideas were not valued. This was a very different atmosphere from that in which he had been brought up.  

 

“I got the message that what mattered most was what the teacher thought about the literature, history, or ethics being studied,” he said. “Lack of interest in student thought made me angry. I perceived the expectation to be, ‘Listen and regurgitate. Don’t think. Listen and memorize.’ There was little freedom to engage with the ideas that authors presented.”  

 

While Matt recognized that his teachers had only good intentions, even as a ninth grader, he found this treatment demeaning. And he admits he didn’t respond well at first. In due time, he learned to play the game, as was expected of him. He also became more keenly aware of the gift he had been given in an Ambleside education. 

 

Matt’s decision to become a teacher was a “slow burn,” as he named it.  

 

Having inherited his parents’ passion for education, while in college, he pondered all his parents had shared about teaching and leading an Ambleside community. Still, his only plan after graduating from George Mason University was to hike the Pacific Crest Trail, starting in Mexico and ending in Canada. He would figure out the rest of his life from there.  

 

Providentially, mid-hike, Maryellen St. Cyr emailed him about an open teaching role at an Ambleside school. She wrote, “You can learn how to ski. And I hear there’s some attractive single women on staff.”  

 

He decided to try it for a year.  

 

“Each year I asked myself, ‘Should I do this for one more year?’ And then after three or four years, it became clear that teaching is my calling.”   

 

Now that Matt is discipling students in his own classroom, he wants to impart to them love for a vast array of relationships with diverse persons and things. Mason says that one of the best indicators of intelligence is the number of things about which one is curious. That’s what he wants for his students.  

 

“In a utilitarian, secular view of education,” Matt explains, “the implicit assumption is that the purpose of education is essentially to make me of use for my career. Charlotte Mason would disagree with that. And I think Scripture disagrees. The purpose of education is to love the Lord your God with all your heart, soul, and mind and strength…   

 

“And that applies to all areas that He has created.”  

 

Matt is now in his eighth year of teaching in Ambleside schools. He shares his passion for a living education with his wife, Frances, a former Ambleside teacher whom Matt met during college when she joined the Ambleside McLean teaching staff. She was hired by Matt’s mom.  

 

“When I started teaching full-time at Ambleside, I would call Frances and pretend I was asking for teaching tips,” Matt admitted, laughing.  

 

After six years and “a couple of dates that weren’t dates,” he asked her out on a real date. It went well. They now have two young daughters, Mary and Virginia, and Matt considers this season one of the best of his life.  

 

“I think we have a tendency to yearn for the future … whatever it is, there’s always something. But I think when I’m retired, I’m going to be thinking back longingly on these moments. It’s a very sweet and special time right now.”  

 

About Matt Wilcox

 

Matt Wilcox studied Economics at George Mason University, where he received a Bachelor of Science, and he has since completed Ambleside Schools International’s Master Teacher Training Program. Matt was homeschooled using Charlotte Mason’s methods before entering an Ambleside school in Virginia from 2nd through 8th grade. His childhood memories include nature painting in the woods behind his home and reading and narrating Treasure Island in the living room. Those early years fostered a deep love of the outdoors, so after college, Matt worked as a backpacking guide in New York before hiking the Pacific Crest Trail with a friend. He’s been an Ambleside teacher since 2016 and loves the Ambleside mission that proclaims education is a life. 

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Pursuit of the True Self https://amblesideschools.org/pursuit-of-the-true-self/ Fri, 06 Jun 2025 14:21:25 +0000 https://amblesideschools.org/?p=2552 Dr. Bill St. Cyr delivers an inspiring graduate address at Ambleside of the Willamette Valley, reflecting on identity, purpose, and God’s design.

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Pursuit of the True Self

Bill and Maryellen (left) enjoying time with Megan Krober, Principal of Ambleside of the Willamette Valley (right).

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Pursuit of the True Self

An Address to the Graduates of Ambleside of the Willamette Valley

Brennan and Georgia, I have known you for eight years. And I must begin by stating how much I like you. I genuinely do. It should be that way, for you are God’s dream. Before the foundation of the world, you began as a dream in the mind and heart of the Father. Before any of this world came to be, He thought of you. And He knew that on the appointed day at the appointed time, not from the desire of man or by the desire of the flesh, but according to His good purposes, you would be born into this world, born to be with us and we with you.

 

And He knew that in the fullness of time you would come to Ambleside. Not a mistake, not an accident, not a product of chance. Because you see, the Father has always had one agenda. His agenda is always that we might become what He has intended us to be. That is our mission – to become what He had in mind when he dreamed us, before the foundations of the world, to be a unique expression of His love in the world.

 

Young friends, anyone who knows you knows that you are quite different, quite unique expressions of God’s love in the world. I have many distinct memories of you. It has been my great privilege to fly in a couple of times a year. And so, I have snapshots of each of you, as you have grown. I have a portfolio in memory of a boy becoming a man and a girl becoming a woman.

 

I am going to Miss Georgia’s smile. When I arrived, she would invariably greet me with the gift of a bright face. Like she is a charter member of the Smiling Hearts Club. And Brennan is a rock. I have watched him grow from the somewhat bedazzled stance of “What’s going on here? I am not sure what I think about all this,” to “Move over, I have this. I will take care of the problem.” Both of you have been and are becoming who you were made to be – not by chance, not by accident, but by the intention of our Father in heaven.

 

Allow me to offer a few reminders, as you enter into the next season, not leaving us, for you are part of us and will remain part of us. Let us call these reminders:

 

Five Keys to the Pursuit of the True Self.

 

First, talk to Jesus about everything. Talk with Him, not just at Him. Begin doing so now and in 50 years, He will be as real to you as any person in this room. For 50 years, I have been pursuing Him in this way, and He is as real to me as you are. He is sitting right over there. He and I have been conversing about what I should say. Not that I always understand perfectly. But my point is that you too can maintain an ongoing conversation with Him. Jesus is not just an idea, not just an ideology, not just a set of theological principles, but a risen, present, Savior and Lord, one who knows you, walks with you, loves you, guides you, consults with you, grieves with you, and laughs with you. Talk with Him about everything.

 

Second, master the art of returning to joy. In this world you will have tribulation. Tribulation without is always an opportunity. When you possess the capacity to return to joy, tribulation becomes an opportunity to shine the light and life of Christ. Tribulation within is the devil’s playground. Having lost your way (the way to joy), the enemy will yank your chain all over the place. Return to joy and the enemy loses his power. The art of getting back to peace and of returning to joy is a learned skill, and one learns it by practice. One learns it by being with people who know how to do it. And one learns it by talking to Him. One of the things that I have learned is that when I am aware of His presence, when He is as real to me as you are, I am invulnerable. Master the art of returning to Joy.

 

Third, love the person before you. Each person that comes before you is an opportunity. He or she is never a problem. He or she only becomes a problem when you have a problem. Otherwise, every person is an opportunity. Now, it does take growth, and it takes practice. You will mess up. You will fail to love. Growth is a trajectory. Love the person before you, and when you drop the ball, ask forgiveness, pick it up and go. Every person that the Father brings to you is there for a reason. You go nowhere by accident. Every person who crosses your path is an opportunity. The ministry is not out there; the ministry is right in front of you.

 

Fourth, delight in all that is good. In Charlotte Mason’s words, studies serve to delight.” Delight in the birds of the air, the flowers of the field. Delight in engineering, solving problems, and in loving your roommate. Delight in music, delight in physics, delight in science, delight in great literature, and delight in poetry. So much has been given to you. Given for your delight. But like fine wine, most delights are acquired tastes. Nobody enjoys golf the first time they swing a golf club. Few things are enjoyed until you develop the necessary set of habits and skills. One of Ambleside’s gifts to you is an impressive set of habits and skills to delight. Carry on, enjoy. Such is the desire of the Father. He delights in our delighting in His good, true, and beautiful gifts.

 

Finally, wherever you go, find a band of Jesus people. It may be a truism, but it must be remembered; we are all the average of our five best friends. As I look across my life, those who have gone on faithfully with Jesus are always the ones who have found a tribe, a community, a group of Jesus people. Lose that and you will drift. Regardless of your commitment to the gospel, without a tribe, without a band of Jesus people, you will not be able to sustain your communion with Him. You will forget who you are. As you go off to college, the most important question for you or any graduate to answer is: Who are my people? Find a band of Jesus people.

 

Thank you for the joy and privilege of sharing these years with you, and I look forward to seeing how you continue to grow to be who we were created to be. Bless you.

 

Bill St. Cyr

Co-Founder and Director of Training

Ambleside Schools International

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Reading and Growing https://amblesideschools.org/reading-and-growing/ Thu, 22 May 2025 18:32:12 +0000 https://amblesideschools.org/?p=2539 George Washington’s hard-won pursuit of knowledge shows how reading shapes character and growth—just as Charlotte Mason believed it should.

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George Washington - Reading and Growing - Charlotte Mason Philosophy

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Reading and Growing

I conceive a knowledge of books

is the basis upon which other knowledge is to be built.1

 

America’s first president, George Washington, was not educated formally; his two older half-brothers received their education at Appleby School in England. George’s father planned to send him to England as well. His unexpected death, however, prevented George, now 11, from receiving the same education as his brothers.

 

Instead, George received his education by books and tutors.2 In addition to reading, writing, and basic legal forms, he studied geometry and trigonometry — preparing him for his first career as a surveyor. Toward the end of his schooling, George copied 110 Rules of Civility and Decent Behavior in Company and Conversation,3 which would shape his character and conduct for the rest of his life.  His formal education ended at fourteen.

 

Throughout his life, Washington was a voracious reader; he took notes, jotted down memoranda, created personal indices, underlined, and on rare occasions, wrote in the margins. He took the time to thoroughly investigate a topic, collecting information from a variety of sources and perspectives, before pursuing his own opinions and course.4

 

His pursuit of knowledge had been a hard-fought quest to overcome his educational deficit while simultaneously building his career. For him, reading was fundamentally an act of self-construction, a means of intellectual and moral improvement.5

 

Charlotte Mason understood keenly what Washington had learned from his studies:

 

If we are to read and grow thereby, we must read to know, that is, our

reading must be study—orderly, definite, purposeful. In this way, what

I have called the two stages of education, synthetic and analytic,

coalesce; the wide reading tends to discipline, and in the disciplinary or

analytic stage the mind of the student is well nourished by the continued

habit of wide reading.6

 

Maryellen St. Cyr

Co-Founder and Director of Curriculum

Ambleside Schools International

1 George Washington, 1771.

2 His library collection consists of more than 1,200 titles and nearly 900 pages of notes from his reading survive today.

3 Adapted by the 1595 work written by French Jesuit Priests.

4 Issac, Amanda, C., Take Note! George Washington the Reader, Mount Vernon Ladies’ Association, 213.

5 Ibid.,

6 Mason, Formation of Character, 382.

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As Old As Ambleside https://amblesideschools.org/as-old-as-ambleside/ Fri, 09 May 2025 16:27:43 +0000 https://amblesideschools.org/?p=2532 Father and son reflect on their 25-year history at an Ambleside School.

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As Old As Ambleside

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As Old As Ambleside: Father and Son Reflect on Their 25-Year History at an Ambleside School

A work-related move from Portland, Oregon in 2000 led Dave and Leslie White to enroll their youngest son, Paul, in the inaugural fifth-grade class of the first Ambleside School, which opened in Fredericksburg in the Fall of 2000. They became very active in the community and served on various Ambleside boards throughout the years.

 

After graduating, Paul went on to Wheaton College, moved to the Middle East for nonprofit work for two years, and now lives back in Fredericksburg where he sends his two children to the same Ambleside school he attended.

 

How did you find your way to Ambleside School of Fredericksburg?

 

Dave: In the spring of 2000 we had been living in Oregon for 12 years and began to plan to return to Texas for my work opportunity with Edward Jones. Leslie found that a new school was starting while looking for a great option for Paul, our youngest, who was entering fifth grade. Fortunately, she was introduced to a new school opening — Ambleside School of Fredericksburg!

 

Paul: I had only attended public schools in Oregon before the move, so I could immediately tell this was something different and new, and I recall being very excited for the school to start. Then when I moved back to Fredericksburg in 2015 I was asked to serve on the Ambleside Fredericksburg Board, which I did until my term expired in 2021. We then transitioned into the parent role, and have had our oldest son there since 2021.

 

What brought you back to Ambleside as a parent?

 

Paul: The way of looking at children as persons is really a fundamentally different viewpoint than what I see anywhere else. The careful consideration for what our children will learn is also instrumental in our being at Ambleside. But ultimately the short answer is that we see the joy our son has when he goes to school and the joy he has after the day is done, and we know we’re at the right place.

 

How has Charlotte Mason changed your family?

 

Dave: Her educational philosophy as understood and taught by Ambleside has been revealed in Paul’s continued love for learning and understanding of the world in which we live! It has given us a view of a system and philosophy that we have wished we could have experienced firsthand as students.

 

Can you share a story about its impact on your life?

 

Paul: When I went to work overseas I was expected to do many things, from practical tasks like managing the schedule to planning a major peace summit in Cyprus. I remember one of my British colleagues saying to me that she appreciated having me on the team because “you have the confidence that you can do anything, even if you aren’t trained in how to do it.” In reflecting over the years, I attribute that confidence to the ideas instilled in me at Ambleside — that I can do hard things and that through developing habits and strengthening weaknesses, any problem can be figured out and overcome.

 

What has been particularly meaningful for you as a parent watching your kids grow and develop into maturity?

 

Dave: I have always, in the simplest way, appreciated that Paul had a cohesive understanding of educational disciplines that are most often taught in a rather disjointed way. He could correlate history with the arts and literature of a specific time.

 

When your friends ask you about your kids’ school experience, how do you answer them?

 

Paul: The simplest answer to many friends is to give practical differences: we don’t have technology in the classrooms. That really resonates as many of our friends who don’t attend Ambleside attend a private school where every classroom has a smart board, and the children are expected to have personal technological devices as early as fourth grade. I often find myself telling people that intentionality is something they’ll find at Ambleside. There are no neutral actions when it comes to creating an atmosphere, so many friends are struck by the intentional way things are done at Ambleside because of that fact.

 

Tell us about your friendship with the St. Cyrs.

 

Dave: They are some of our dearest and most treasured friends! We have shared great times of sharing life and faith, along with some traveling together. We value the cherished times of sharing poetry, readings, and scripture together.

 

Paul: The St. Cyrs have been good friends to our family since that first year here. Maryellen was a sometimes intimidating figure as the Head of School those first years, and we’ve laughed since then about my childhood perceptions of her during that time. What has struck me the most on reflection is that what was intimidating was that you couldn’t “skate by” under the radar at Ambleside, and it was intimidating to have the Head of the School be actively and actually interested in me and my life. I had never experienced that type of atmosphere before, where you were not just one of many but were seen and appreciated as a unique individual.

 

Bill quickly became a mentor to me and poured much wisdom and advice into my life for which I’m very grateful. To this day, when they come to Fredericksburg we try to get together, and he asks me wonderful, caring, and pointed questions about my life and relationships so that it doesn’t feel as though it has been a year since our last conversation. Some of the very best advice I’ve ever received came from Bill.

 

Dave White

Ambleside Parent & Grandparent

 

Paul White

Ambleside Alumnus & Parent

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Home is the First Classroom: Parent-Teacher Partnership https://amblesideschools.org/home-is-the-first-classroom-parent-teacher-partnership/ Fri, 25 Apr 2025 19:56:03 +0000 https://amblesideschools.org/?p=2467 Parents and teachers work together in building the child's character, both at home and in the classroom. Rather than shying away from weakness, they can address it together.

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Home is the First Classroom: Parent-Teacher Partnership

Image courtesy of Calvary Schools of Holland.

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Home is the First Classroom
Parent-Teacher Partnership

“Parents are the primary educators of their children.”

 

Jill Romine, Principal at Ambleside in Ocala, Florida, references this Charlotte Mason teaching as one of the cornerstones of the Ambleside educational philosophy: the strength in the parent-teacher partnership.

 

The definition of “education” becomes diluted if we limit it to the mere presentation of facts and data points from a teacher in a classroom. Ambleside embraces a definition that also encompasses the proper cultivation of habits, relationships, and disciplines that lead to a fuller life. Parents who want their children to be discipled need teachers to care about how their children handle struggle, how they approach work, and how their children relate to God, themselves, and others.

 

“When there’s a strong partnership between a teacher and parents, there’s trust,” Romine says. “That teacher knows how to look above and beyond just a set of skills that need to be mastered, but rather from a character perspective.”

 

Parents and teachers work together in building that character, both at home and in the classroom. Rather than shying away from weakness, they can address it together. Romine lays out what that can look like in practice.

 

What Parents Can Do to Support Their Children’s Growth

 

Model Healthy Authority

Authority is a good and healthy structure. We all ultimately live under God’s authority and sit under other leadership in one way or another throughout our lives. Parents who understand and demonstrate their authority in the home prepare their children to accept their teacher’s authority in the classroom. Having a healthy relationship with authority is important, as is being able to rest in it peacefully.

 

Build Habits at Home

Habits shape character. Parents can reinforce habits of attention and orderliness by encouraging routines at home — ensuring homework is completed, helping children tidy up after meals, or setting consistent bedtimes. A classroom full of children who are trained in these habits consistently at school and at home is a classroom marked by peace and order, which creates a conducive atmosphere for learning and engagement.

 

Engage in Meaningful Conversations

Rather than focusing solely on to-do lists, we encourage parents to talk with their children about big ideas. Discussing books, history, or moral dilemmas helps children mature, make connections, and think for themselves. “Since the mind feeds on ideas, relating over the good, true, and beautiful as a family is one of the most important things we can do at home,” says Romine.

 

Set Boundaries on Screens

Establish firm limits around screen time. Modeling a healthy relationship with technology and setting parameters around its use in the home communicates that being present with one another matters.

 

Volunteer and Be Present

Parents who volunteer for school activities, like field studies or classroom Handwork sessions, get a close-up look at what their children are capable of. Not only does this support the school community, but it also provides parents with insight into the habits and culture of the classroom, which they can mirror at home.

 

Encourage Perseverance

Ambleside embraces the idea that struggle and delight go hand in hand. Parents can encourage their children to persist through challenges, from a difficult math problem to learning to crochet. Romine notes, “Real growth happens when we’re outside our comfort zone. Children need to experience the satisfaction of working through something hard and succeeding.”

 

What Parents Should Avoid

 

Rescuing Children from Struggles

One of the most detrimental habits parents can develop is stepping in to relieve their child’s discomfort too quickly. This robs children of the opportunity to build resilience and discover their own capabilities. When parents rescue children from every struggle, it sends the message that they can’t handle challenges, which undermines their confidence.

 

Sowing Limiting Ideas

Casual comments like, “It’s no wonder you struggle with this — I was never a math person,” can have a lasting negative effect on a child’s mindset. Such statements can lead children to internalize limitations that might not exist. Instead, parents should convey that learning is a journey and that effort, not innate ability, determines growth.

 

Focusing on Performance Over Growth

A parent’s personal anxiety around performance often filters down to children, creating a pressure-filled atmosphere that detracts from a love of learning. Ambleside aims to cultivate curiosity and understanding, not competition. Parents should avoid comparing their children to others and instead celebrate personal growth and effort.

 

A Beautiful Partnership 

“When it’s really working beautifully is when a parent and a teacher are both laboring together, and there’s a sense of being for one another, with ultimately the end goal being the success of the students. We want the fullest life possible for your child.”

 

Jill Romine

Principal

Ambleside School of Ocala

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Our High Priest: Meditations for Good Friday and Easter Sunday https://amblesideschools.org/our-high-priest-meditations-for-good-friday-and-easter-sunday/ Thu, 17 Apr 2025 19:13:17 +0000 https://amblesideschools.org/?p=2456 Journey with Christ through His passion and resurrection—reflect on the glory and gift of our High Priest. Meditations for Good Friday & Easter.

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Our High Priest: Meditations for Good Friday and Easter Sunday

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Our High Priest: Meditations for Good Friday and Easter Sunday

Journeying with Christ through His passion and resurrection, it is a worthy heart-mind exercise to consider the glory and gift of our High Priest. No better reflection on Christ as our high priest is to be found than that offered to us in the Epistle to the Hebrews. Below are six passages drawn from it for the purpose of meditation. Read each passage slowly and meditatively. After each passage, pause to consider the glory of our High Priest and the gifts He gives us. For as Paul writes to the Ephesians, “When he ascended on high, he made captivity itself a captive; he gave gifts to his people.”1

 

First Meditation: Long ago God spoke to our ancestors in many and various ways by the prophets, but in these last days he has spoken to us by a Son, whom he appointed heir of all things, through whom he also created the worlds. He is the reflection of God’s glory and the exact imprint of God’s very being, and he sustains all things by his powerful word. When he had made purification for sins, he sat down at the right hand of the Majesty on high, having become as much superior to angels as the name he has inherited is more excellent than theirs.2

 

Second Meditation: As it is, we do not yet see everything in subjection to human persons, but we do see Jesus, who for a little while was made lower than the angels, now crowned with glory and honor because of the suffering of death, so that by the grace of God he might taste death for everyone. It was fitting that God, for whom and through whom all things exist, in bringing many children to glory, should make the pioneer of their salvation perfect through sufferings. For the one who sanctifies and those who are sanctified all have one Father. For this reason Jesus is not ashamed to call them brothers and sisters… Since, therefore, the children share flesh and blood, he himself likewise shared the same things, so that through death he might destroy the one who has the power of death, that is, the devil, and free those who all their lives were held in slavery by the fear of death. For it is clear that he did not come to help angels, but the descendants of Abraham. Therefore, he had to become like his brothers and sisters in every respect, so that he might be a merciful and faithful high priest in the service of God, to make a sacrifice of atonement for the sins of the people. Because he himself was tested by what he suffered, he is able to help those who are being tested.3

 

Third Meditation: Therefore, brothers and sisters, holy partners in a heavenly calling, consider that Jesus, the apostle and high priest of our confession, was faithful to the one who appointed him, just as Moses also “was faithful in all God’s house.”… Now Moses was faithful in all God’s house as a servant, to testify to the things that would be spoken later. Christ, however, was faithful over God’s house as a son, and we are his house if we hold firm the confidence and the pride that belong to hope.4

 

Fourth Meditation: Since, then, we have a great high priest who has passed through the heavens, Jesus, the Son of God, let us hold fast to our confession. For we do not have a high priest who is unable to sympathize with our weaknesses, but we have one who in every respect has been tested as we are, yet without sin. Let us therefore approach the throne of grace with boldness, so that we may receive mercy and find grace to help in time of need. Every high priest chosen from among mortals is put in charge of things pertaining to God on their behalf, to offer gifts and sacrifices for sins. He is able to deal gently with the ignorant and wayward since he himself is subject to weakness; and because of this he must offer sacrifice for his own sins as well as for those of the people. And one does not presume to take this honor, but takes it only when called by God, just as Aaron was. So also, Christ did not glorify himself in becoming a high priest.5

 

Fifth Meditation: He holds his priesthood permanently, because he continues forever. Consequently, he is able for all time to save those who approach God through him since he always lives to make intercession for them. For it was fitting that we should have such a high priest, holy, blameless, undefiled, separated from sinners, and exalted above the heavens. Unlike the other high priests, he has no need to offer sacrifices day after day, first for his own sins, and then for those of the people; this he did once for all when he offered himself. For the law appoints as high priests those who are subject to weakness, but the word of the oath, which came later than the law, appoints a Son who has been made perfect forever.6

 

Sixth Meditation: Now the main point in what we are saying is this: we have such a high priest, one who is seated at the right hand of the throne of the Majesty in the heavens, a minister in the sanctuary and the true tent that the Lord, and not any mortal, has set up. For every high priest is appointed to offer gifts and sacrifices; hence it is necessary for this priest also to have something to offer…. When Christ came as a high priest of the good things that have come, then through the greater and perfect tent (not made with hands, that is, not of this creation), he entered once for all into the Holy Place, not with the blood of goats and calves, but with his own blood, thus obtaining eternal redemption. For if the blood of goats and bulls, with the sprinkling of the ashes of a heifer, sanctifies those who have been defiled so that their flesh is purified, how much more will the blood of Christ, who through the eternal Spirit offered himself without blemish to God, purify our conscience from dead works to worship the living God! For this reason, he is the mediator of a new covenant, so that those who are called may receive the promised eternal inheritance.7

 

May His blessing be upon you this Easter season.

He is risen!

 

Bill St. Cyr

Co-Founder and Director of Training

Ambleside Schools International

1 Ephesians 4:8 (NRSV)

2 Hebrews 1:1-4 (NRSV)

3 Hebrews 2:8-11, 14-18 (NRSV)

4 Hebrews 3:1-2, 5-6 (NRSV)

5 Hebrews 4:14 – 5:5 (NRSV)

6 Hebrews 7:24-28 (NRSV)

7 Hebrews 8:1-3, 9:11-15.

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