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Calvary Schools of Holland is a member of Ambleside Schools International, a global network committed to Christ-centered schools around the world using Charlotte Mason’s philosophy and pedagogy.

  • All Ambleside member schools share a commitment to respect the personhood of children as creatures created in the image of God and to offer an environment in which care and love for children is the primary concern.

  • We share a common Ambleside curriculum which is annually reviewed and revised with input from each member school. 

  • Every Ambleside member school commits to ongoing Ambleside training for each teacher. 

  • Every Ambleside teacher receives initial training in the method through Ambleside Schools International, and then ongoing training at his or her home school.

As such, Calvary Schools also supports and upholds the mission and methodology of Ambleside Schools International.

Mission

Ambleside Schools International inspires, trains and equips a global community of member schools and educators to provide and propagate A Living Education as described by Charlotte Mason for the global reformation of Christian education in the 21st century.

Method

The Ambleside Method is based on the thought and practice of English author, philosopher, and educator Charlotte Mason (1842-1923). Mason recorded her thought in six volumes, but distilled its essence into these foundational principles…

  • Children are born persons—neither good nor bad, but with possibilities for good and for evil. This does not negate the existence of the problem of a sin nature.
  • Principles of authority and obedience are natural, necessary, and fundamental, but they are limited by the respect due the personhood of children.
  • This personhood must not be encroached upon, whether by the direct use of fear, love, suggestion, or influence, or by playing on a child’s natural desire.

  • Teachers, thus, are limited to three educational tools: atmosphere and environment; the discipline of habit; and the presentation of living ideas.
  • Education is an atmosphere means considering the educational value of his atmosphere—both the persons and the things in it. It does not mean bringing the world to a child’s level.

  • Education is a discipline means developing the discipline of habits of mind and body, formed definitely and thoughtfully. The brain is shaped by habits.
  • Education is a life means that children need intellectual and moral—as well as physical—nutrition. The mind feeds on ideas; thus children need a generous curriculum.
  • Education is the science of relations. A child relates to many things and thoughts; thus we train him in physical exercise, nature lore, handicrafts, science, art, and many living books. He requires much, varied knowledge that piques his curiosity.
  • Children are taught, when they can understand, that their chief responsibility as persons is to accept or reject ideas. To help them choose, we give principles of conduct, and offer a wide range of knowledge. These principles should help children avoid some of the loose thinking and heedless action that cause us to live at a lower level than we need.

  • We allow no separation between the intellectual and spiritual life of children. Rather, we teach them that the Holy Spirit has access to their spirits, and is their continual Helper in all interests, duties, and joys of life.