Curriculum Archives - Ambleside International https://amblesideschools.org/tag/curriculum/ Fri, 11 Apr 2025 21:35:32 +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 Curriculum Archives - Ambleside International https://amblesideschools.org/tag/curriculum/ 32 32 213948178 Flora. Fauna. Fairies. https://amblesideschools.org/flora-fauna-fairies/ Tue, 05 Mar 2024 20:57:30 +0000 https://amblesideschools.org/?p=2047 Charlotte Mason talks about “seeing eyes” – truly looking and observing deeply the world and God’s creation in front of us.

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Flora. Fauna. Fairies.

Charlotte Mason talks about “seeing eyes” – truly looking and observing deeply the world and God’s creation in front of us.

 

Flower Fairies of the Winter, a collection of poems uniquely organized around the seasons and the flora and fauna found therein, was the focus of our Poetry lesson. The students were eagerly sharing what they knew. Each plant represented has its own imaginary fairy tasked with caring for their plant. When Miss Barker began her illustrations, she modeled the fairies after children attending her sister’s kindergarten school.

 

The students delighted in knowing that the fictional fairy faces looking back at them are actual children, about their own age, which builds a sense of relationship between student and text. Through the intricate, botanically accurate illustrations, Cicely Mary Barker instructs her readers about the various flora and fauna.

 

As is done so often, we were reading a poem we enjoyed previously, “The Song of the Winter Aconite Fairy.” Aconite is like little sunshines beckoning Spring, and I dug some specimens from my garden for the children to examine while we read the poem. They were captivated!

 

As we read the poem and studied aspects of Miss Barker’s paintings, the students became more attuned to intricate details. The question, “What is Cicely Mary Barker teaching you about the plant through her painting?” was met with the students looking at both more intently. A student pondered aloud about whether flowers have veins like leaves and stems. Charlotte Mason has taught me through the idea of masterly inactivity that in these moments, it is the children’s voices that are key.

 

If I had taken the lead in the wonderings, the voices adding comments such as “Oh! I wonder!“ and “We’ll have to look at that!” would have been squelched. Ideas were alive in their discussion. The students were taking hold of their learning — posing questions and seeking answers. These students were exemplifying Miss Mason’s quote, “The mind can know nothing but what it can produce in the form of an answer to a question put to the mind itself.” (School Education, 181).

 

The students then pulled the plants out of the dirt to examine the root systems and stems with magnifying glasses. Comparisons between the Aconite’s tuberous root system and bulbs emerged, as did close investigation into the veins in the plant and how food would be transported to the various parts of the plant. Great attention was given to the lobed nature of its leaves, and the students took great care to create accurate depictions in their nature study journals.

 

As the students were completing their drawings, we returned to the text. “What do you see in Cicely Mary Barker’s work after examining the specimens yourself?” was posed, and the students eagerly delved deeper into examining and comparing. Miss Mason speaks of “seeing eyes” and of being people who truly look and observe, with awe and wonder, God’s handiwork in creation. It is a special privilege to marvel at the beauty of nature through the eyes of children.

 

Pam Szczech
Teacher | The Augustine Academy (TAA), an Ambleside Member School

Ambleside Magazine

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Ambleside Method – Timelines https://amblesideschools.org/ambleside-method-timelines/ Fri, 19 Jan 2024 20:27:19 +0000 https://amblesideschools.org/?p=1925 One of the first things you notice in an Ambleside classroom is its distinctive timeline spanning the top of the room. Pictures, names, dates — all linked together by a seamless cord.

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Ambleside Method - Timelines

One of the first things you notice in an Ambleside classroom is its distinctive timeline spanning the top of the room. Pictures, names, dates — all linked together by a seamless cord.

 

This is not just a visual learning tool, although it is that. Rather, it helps bring to life core aspects of the Ambleside Method.

 

Given the respect due to the personhood of each child, and the fact that all true education must be self-education, the three tools available to an Ambleside teacher are the classroom/school atmosphere (the relational context that is naturally breathed in and assimilated), the discipline of habit (an intentional training for the purpose of lifting students above the limitations of their nature), and education as a life (the nourishing of each mind with living ideas).

 

One of the fundamental pedagogical convictions of our Charlotte Mason-inspired method of education is atmosphere. At Ambleside, we view the classroom as a place of living and learning, faithful to the idea that learning is a natural delight of life — children have a natural desire for knowledge.

 

A sense of beauty and order is evident in each area of our schools and in our homeschools. Classrooms are fitted with beautiful wood desks and chairs, bookshelves are carefully arranged, plants and other living things are interspersed throughout, a table is devoted to nature findings, and paintings by the master artists studied adorn the thoughtfully, beautifully painted walls.

 

From their seats, all students are able to look at the timeline, searching for faces and events. Just as the Ambleside Method begins with a carefully chosen book, the timeline is populated with carefully chosen images: beautiful portraits that reflect the personhood of the subject; famous paintings that depict scenes from history; photographs that capture influential moments in time. It is a joy to watch them take it in, without prompting, born of the natural curiosity some of us only vaguely recall.

 

Another key distinctive of the Ambleside Method is relationship … to God, self, others, ideas, great books and works of art, and historical personages. The timelines provide context and connection and help tie these together.

 

Our education is vital, dynamic, and living. Real learning occurs when the learner wonders, asks why and how. And this happens in an atmosphere that stimulates thought and is rich with ideas. A sense of wonder invites the children.

 

Our objective is to place the very best books before our students, books rich in language, content, and ideas, putting them into relationship with the finest authors. Reading from “living books,” students interact with great scientists, mathematicians, philosophers, historians, artists, poets, and explorers.

 

Timelines are a vital component of bringing these living books to our classrooms.

 

The timeline spans the breadth of history covered in the Ambleside curriculum. Timelines contain images of significant persons and events, including persons and events that are part of the year’s curriculum, and we add to the timeline as new topics are covered. Placing new images in the timeline on the wall enables teachers to provide context for that thinker, artist, leader, or composer.

 

Interestingly, Charlotte Mason herself did not use the phrase ‘timelines.’ Rather, the use of timelines grew in a way that remains faithful to the intention of the Founder while also piquing children’s imaginations and providing context for the texts being studied.

 

Timelines bear silent witness to the unfolding of civilization, helping students grasp the passage of time and the sweep of the human story, one guided by God and shaped by human actors, in which they, too, play a part.

 

As an Ambleside teacher, I fondly remember my first year teaching in the early years of the Ambleside School in Virginia.

 

Among the many tasks to get a new school up and running, putting up the timeline was the last piece. The school secretary was busy for weeks carefully putting the timelines together for each classroom (9 of them). She thoughtfully collected the images, typed the labels, mounted these on black paper, and laminated each one with great care. She knew she was giving a great gift to us. All the teachers were eagerly looking forward to the timeline going up in their classrooms, one by one. I among them also waited and waited, but having no experience with a timeline myself, I didn’t really see the value or understand what all the fuss was about and why the hurry to get them up.

 

Then one morning, when I arrived in my classroom, I was surprised and delighted to see the timeline had been put up! It certainly looked beautiful and added to the classroom décor. To my amazement, when the students arrived, they were so excited to see it. They oooh’d and aaah’d and chattered among themselves making comments like “Ohhhh, I didn’t realize that Mary Cassatt lived at the same time as Brahms and Christina Rossetti! I wonder if they knew each other.” From that day on through the rest of the school year, as they read and learned new things, the children would often refer to the timeline and want to know where these new people and events fit.

 

Ultimately, they understood that they fit somewhere in that timeline, too, and that time is precious, it does march on, and they were ‘made for such a time as this.’

 

by Shannon Seiberlich

Director of Community Relations and Homeschooling, Ambleside Schools International

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Seeds to Sow – Financial Assistance for Training & Curriculum https://amblesideschools.org/ambleside-seed-starter/ Wed, 10 May 2023 20:40:07 +0000 https://amblesideschools.org/?p=1547 We started visiting Christian schools and the second school we visited was an Ambleside school. The Head of School answered our questions and we knew we were in the right place. We decided to take that next step, trusting that God would provide the tuition — which He did miraculously.

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Seeds to Sow – Financial Assistance for Training & Curriculum

I was first introduced and drawn to Charlotte Mason’s voice through Susan Schaeffer Macaulay’s book For the Children’s Sake. I was homeschooling our oldest daughter and seeking God in my need to grow my understanding of educating our children.

 

We started visiting Christian schools and the second school we visited was an Ambleside school. The Head of School answered our questions and we knew we were in the right place. We decided to take that next step, trusting that God would provide the tuition — which He did miraculously.

 

Over the next six years at the school, our family grew from five to eight. I was also growing in understanding the heart of true education through Ambleside. I had been meeting with other moms and reading Charlotte Mason regularly. That was when I was given the opportunity to attend the Ambleside Parent Internship training.

 

At the same time, our family had a growing passion to bring the light of Christ into a dark place. We felt moved to share our lives with a people group overseas. We knew school would look a lot different in a homeschool setting overseas. I needed support and a place to speak and be heard as we settled.

 

In preparation, I visited the Ambleside School of Colorado and was again given free tuition to attend the Three-Day Internship — a gift from ASI to us. I met Maryellen and Bill St. Cyr and was so struck by them sharing that education is a science of relationships. I saw this embodied through my personal experience at the internship. I was under their shepherding and knew that they would also be praying for us. This education grew my appetite for Christ.

 

Moving overseas was like being replanted. The prayer of our hearts was that God would plant us in this new soil, but it wasn’t anything like we had grown in before. I really felt at that time that we were just taken under the wings of ASI. They supported us like a tender, understanding gardener discerning our needs.

 

Ambleside mentors supported us in prayer, through weekly and monthly calls, in fellowship with the homeschool community around the world, and with the practical support of creating this atmosphere and training in habits in our new home. There was a lot of setup and just practical things to do, which isn’t easy in the place where we were.

 

While overseas, we had three Ambleside homeschool mentors. They helped me create our schedules, listened to our day and happenings, and weaved in the colorful threads of knowledge of Charlotte Mason. My mentors were also interested in our new surroundings and neighbors. I felt that they were seeking to see well and bring good counsel to us right where we were.

 

Ambleside was both celebrating and struggling with us as we were entering this world as new language and culture learners. Ambleside listened well and was in tune with God’s Spirit in my life. I was being sharpened as an educator.

 

We thought, this is such a beautiful place, and wondered what could God be doing here? Could we grow this education outside of our walls? But instead, more often, we were sharing what was happening in our home with people as they came in. Art by Rembrandt on the walls, seeing the portrayal of the storm of the sea of Galilee … it was wonderful to open that up and share that with people.

 

ASI was offering a steady, empowering kindness and helping us to seek out what God had for us in the midst of that changing landscape. At the end of the school day, my mentor was a beacon of wisdom and inspiration in applying Charlotte Mason to our day-to-day lessons.

 

We unexpectedly had to leave due to the pandemic. My Ambleside mentorship along the way and access to Ambleside tools, helped me grow in my experience overseas. It really prepared me as we returned to the States. This year we were able to come to back to our original Ambleside school and our kids were able to return to their classrooms. And, with all the educational support from ASI, I was actually able to begin teaching this year at our Ambleside school.

Dear Friends,

 

Through our 25 Ambleside Member Schools and our Ambleside Homeschooling program, we are continually inspired by how providing A Living Education for students also sows vital seeds in the lives of families and parents.

 

Daily, circumstances arise that allow our leadership, teachers, and school administrators the opportunity to come alongside like “a tender, understanding gardener discerning” the hardships of those we serve.

 

Charlotte Mason once asked a new teacher what purpose she had in being trained by her. The teacher said, “I have come to learn to teach.” To that she replied, “My dear, you have come here to learn how to live.”

 

It’s because of you and your generous gifts that our Ambleside Seed program is able to assist those who cannot afford the Ambleside curriculum and training — and like “Mrs. Foris,” they too are taught how to learn to live.

 

Some 70% of our funding is through curriculum and fees from member schools, homeschooling, and training events. Ambleside Schools International’s mission and ministry is also fulfilled through your generous support of our trainers and mentors.

 

The consistency of the Ambleside Method of education is keenly important in today’s world, and we are grateful that you share our calling to bring it to our home communities and those “in a dark place.”

 

We are blessed to see your investment in the Ambleside Seed program return in such abundance in the fruit of the families such as these that faithfully sow the seeds of A Living Education in our global community.

This story was shared by Mrs. Foris

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Ideas to Ponder https://amblesideschools.org/ideas-to-ponder/ https://amblesideschools.org/ideas-to-ponder/#respond Wed, 01 Feb 2023 00:00:22 +0000 https://amblesideschools.org/?p=1275 As an Ambleside teacher, we often discuss our “paradigm shift’ – from textbooks, grades, and stickers to “living books,” “narrations,” and “habits.” It’s difficult, for many of us. We’re not just learning about a method of education; we’re learning again how to learn.

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Ideas to Ponder

As an Ambleside teacher, we often discuss our “paradigm shift’ – from textbooks, grades, and stickers to “living books,” “narrations,” and “habits.”

 

It’s difficult, for many of us.

 

We’re not just learning about a method of education; we’re learning again how to learn. Often, I hear a parent say, “I’m glad my children are getting this kind of education.”  You ought to be glad! I would know. I was one of them.

 

Before I was sixteen years old, I had never received a formal grade. I wrote my first formal essay when I was fourteen. We used a science textbook once for about two weeks before my mother threw it out. In our home there were no workbooks, stickers, rewards, or detentions. We were expected to do as we ought, because we ought.

 

You see, I was blessed to grow up in a Charlotte Mason homeschool. My mother read For the Children’s Sake while my sister and I played pioneers in the woods or drew the solar system on the sidewalk. Our school day was full of books and more books. Queen Elizabeth, Bilbo Baggins, the planet Saturn, Purple Coneflowers, and Leonardo da Vinci were among our daily acquaintances. We ‘retold’ the stories from our lessons in the car, in the kitchen, and in copybooks that are still stacked in the backs of our closets. Education in our home meant the direct confrontation with real things – real books, real nature, real ideas – and the struggle that follows as your mind takes in and digests new knowledge.

 

“The mind feeds on ideas,” Charlotte Mason wrote,

“and therefore children should have a generous curriculum.”

 

From a young age, I was privileged to feed deeply and widely at a banquet of knowledge. We reflected upon and discussed ideas, not just facts. And we cared about what we learned. We cried when Beth died in Little Women and became outraged at Benedict Arnold’s treachery. Everything we read took root inside us, and we lived it. This is a joy that I now experience alongside my students each day, in my Ambleside classroom. I see the excitement on their faces, and I recognize it because I have felt it, too.

 

At times, I think this method of education seemed frivolous to outsiders -– as though my parents weren’t concerned enough about our preparation for college or the workplace, as though they were gambling with our future.

 

But a Charlotte Mason education is an inheritance within.

 

Jesus said, “The good man out of the good treasure of his heart brings forth what is good.” ~ Luke 6:45

 

On the outside, this education may seem impractical, but on the inside a child has amassed a treasure beyond rubies – and certainly beyond any career goal or college award. I have never wished that my parents had given me more tests or grades, that they had replaced our family love affair with learning with a staid set of workbooks and drills. But I am thankful every day for the riches of my education.

 

As we partner in this great work of education, let us remember that we are feeding the souls of persons, who deserve to feast on the riches of God’s creation. One day, they will thank you for it.

— An Ambleside Teacher

Image: Benedict Arnold’s Oath of Allegiance, May 30, 1778

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What a Yearling! https://amblesideschools.org/what-a-yearling/ https://amblesideschools.org/what-a-yearling/#respond Thu, 27 Oct 2022 21:24:56 +0000 https://amblesideschools.org/?p=1194 Rarely do we see transformation in one simple step, and never have I seen it without tension.  We can use that tension and decide that what we left behind was left behind us.

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What a Yearling!

He lay in a stupor of weariness. He hung suspended in a timeless space. He could neither go forward nor back. Something was ended. Nothing was begun.

 

The Yearling, by Marjorie Kinnan Rawlings

 

Two years ago, as my daughter and I finished reading that semester’s literature book, The Yearling, my voice unexpectedly left me, mid-sentence. I tried again, but the words were pushing the emotion from my eyes and my voice refused to cooperate. I rolled my eyes at her while I took a deep breath, and she tolerated my pause. I had tearlessly made it to the final sentence and was as surprised as she was as I struggled to speak. It wasn’t really the final sentence that stood on my vocal cords, daring me to croak out the few remaining words. It was those words from earlier in the chapter that gripped my mother-soul, and the remembrance of them overwhelmed me.

 

Yes, I was touched with the significance of that moment, my last child finding her own way from childhood to young adult like the protagonist in the story, but it was more. Yes, the storyline overwhelmed me with the sweet reminders of the other child-to-adult transformations of her siblings, but the ache that caught my heart in my throat was still something else.

 

The above excerpt, written in 1938, was an uncanny description of that season of our lives: this timeless alone-apart, something where we all feel like we are leaving something we loved but are not sure we treasured enough, while we are wary of what new thing may be ahead. We hang “suspended in a timeless space” where we are not in control of the tempo or the choreography of this dance through present history.

 

We found ourselves in uncharted emotional, physical, and spiritual waters when we were all pushed into the deep end of “distance learning” and “together-apart” and “shelter-at-home.” We faced new first times, scary transitions and questions demanding answers when we had few facts on which to base our replies. In some ways, we sent out a corporate SOS and weren’t sure who was going to hear us.

 

Like tightrope walkers, we had left the security of where we were as a community, with all its beauty and purpose as well as struggle and weaknesses and were headed on a tightrope toward the unknown, whatever was before us. A wire taking us from what we knew, to what was ahead, could only hold us with tension. Rarely do we see transformation in one simple step, and never have I seen it without tension.

 

We can use that tension and decide that what we left behind was left behind us. No one makes it across the tightrope if she clings to the place she just left. We need to grieve our losses in order to fully celebrate whatever our new normal will be. Goodbyes are hard, but they’re harder if one refuses to acknowledge them. The Biblical call to forget “those things which are behind” doesn’t mean ignore them (Philippians 3:13). Take the time to close the door on what was, be it a specific grade, an event that was canceled, or the people you’ve missed.

 

Stepping across this transition-tightrope with confidence is difficult when we don’t always perceive that it is a choice. There will be a surprising crosswind or unexpected gust to make us catch our breath and question whether we can make it through. We know the walk will build our endurance (James 1:2-3). We have the God who knows all the hairs on our heads, and He can show each of us how we ought to educate our children.

 

One of the satisfactory moments in The Yearling is when Jody chooses to selflessly step into his role as a household provider instead of clinging to his irresponsible childhood ways. From the hardships he and his yearling created, a young man emerges and begins to take his place serving instead of being served. Each of us has transitions we must “walk across.” May we keep our hearts set on the true prize before us, and remember, even though “transitions may be ugly,” there is the opportunity for grace and new maturity for each of us as we live into the person God created us to be.

 

Dorothy Dersch
Current Parent at Ambleside School of Ocala,
Board Member of Ambleside Schools International

Image – Jody Lost, N.C. Wyeth, Project Gutenberg Public Domain.

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Watchwords – Read Aloud https://amblesideschools.org/watchwords-read-aloud/ https://amblesideschools.org/watchwords-read-aloud/#respond Thu, 08 Sep 2022 10:00:57 +0000 https://amblesideschools.org/?p=1147 Charlotte Mason speaks of the family read aloud as a habit, 1-2 evenings each week for an hour. There are few stronger family bonds than this habit of devoting an occasional hour to reading aloud.

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Watchwords — Read Aloud

There are few stronger family bonds than this habit of devoting an occasional hour to reading aloud.  1

—  MARYELLEN ST.CYR —

Charlotte Mason speaks of the family read aloud as a habit, 1-2 evenings each week for an hour. “In the first place, to get information is not the object of the family reading, but to make the young people acquainted with the flavor of, to give them a taste for a real “book“––that is, roughly speaking, a work of so much literary merit, that it should be read and valued for the sake of that alone, whatever its subject-matter.”

 

This rule makes a clean sweep of the literature to be found in nine houses out of ten––twaddling storybooks, funny or “good”; worthless novels; second-rate writing, whether in works of history or of general literature; compendiums, abstracts, short sketches of great lives, useful information in whatever form. None of these should be admitted … and, indeed, the less they are read at all, the better.

 

Mason contends for the real; real books impress upon the reader embodied ideas through interesting characters and human relations, well-chosen language, literary in nature, and themes central to life, embedded in story. This shared time of reading aloud and active listening provides a formative time for each family member, often revelational, as the text stimulates thought and discussion.

 

The practice is pleasant at the time, and pleasant in the retrospect, it gives occasion for much bright talk, merry and wise, and quickens family affection by means of intellectual sympathy. Indeed, the wonder is that any family should neglect such a simple means of pure enjoyment, and of moral, as well as intellectual culture. But this, of reading aloud, is not a practice to be taken up and laid down at pleasure. Let the habit drop, and it is difficult to take it up again, because everyone has in the meantime struck a vein of intellectual entertainment for himself––trashy stuff, it may be,––which makes him an unwilling listener to the family “book.”

 

 

Questions to Consider

  • How can our family create a family read aloud with opportunities “for bright talk, merry and wise, and family affection by means of intellectual sympathy?
  • What hinders us?

1 Charlotte, Mason, Formation of Character, (Wheaton, IL: Tyndale House Publishers, Inc., 1989), 220

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Handwork as Heritage https://amblesideschools.org/handwork-as-heritage/ https://amblesideschools.org/handwork-as-heritage/#respond Tue, 09 Aug 2022 20:20:00 +0000 https://amblesideschools.org/?p=1102 For Ambleside students in the home and school classroom, the handwork lesson is a time of rest, contemplation, joy and accomplishment. Emphasis is placed on the skill to be learned rather than the project to be produced.

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Handwork as Heritage

He practices various handicrafts that he may know the feel of wood, clay, leather, and the joy of handling tools, that is, that he may establish a due relation with materials. But, always, it is the book, the knowledge, the clay, the bird or blossom, he thinks of, not his own place or his own progress.

Charlotte Mason, A Philosophy of Education

 

The practice of handwork connects us with our cultural heritage, to our ancestors who practiced handwork out of necessity to create items that met essential needs. The absence of big machines and electric power bring quiet and calm. We feel rooted, nostalgic, peaceful, and purposeful as we practice a skill that was obtained in our youth, creating heirlooms that will be passed on to our children.

 

For Ambleside students in the home and school classroom, the handwork lesson is also a time of rest, contemplation, joy, accomplishment. Rest permeates the air. The atmosphere is calm and quiet, with the music of a studied composer sharing the space. Contemplation is in the time that allows for thinking and reflecting upon lessons and friendships. There is place for the Holy Spirit to enter in. Joy in working together in unison and in helping one another practice new skills. And accomplishment in the process and waiting and finishing… and considering someone to share their gift with…

 

Our hands have completed the task with patience,
We have done our work with care,
Our fingers have worked as friends together,
And we have our friendship shared.

 

As we teach handwork, emphasis is placed on the skill to be learned rather than the project to be produced. We discuss the value of perseverance and industry, precision and neatness, patience and practice, creativity, and good taste. The teaching begins with slow, careful demonstration of the skill to be learned, with attention to training the hand and the eye for precise work.

 

Practice, to the point of excellence, comes before the project. Slipshod work is not to be permitted; there is no hesitation in “taking out” some stitches or having the student begin again. The message is clear: “You are able to do neat, precise work.” Thus, the projects are carefully chosen so as not to frustrate the student, starting out simply and well within the child’s “compass;” then moving to the more complex as the skills are secured.

 

(Pictured is a beautiful needle-felted family ‘photo’ created by an Ambleside homeschool mom and given as a recent birthday gift to her beloved Mother-in-Law).

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