Ambleside Schools

Ambleside School of Brownwood is a member school of Ambleside Schools International.

I think that we have arrived at such a body of theory, tested and corrected by some thirty years of successful practice with thousands of children.

— CHARLOTTE M. MASON —

Ambleside School of Brownwood is

Ambleside School of Brownwood is a Christ-centered, Pre-Kindergarten through 12th grade school located in 1501 2nd Street, Brownwood, TX 76801. As a member of Ambleside Schools International, we are one of 30 Member Schools around the world. 

The philosophy of education developed by British educator Charlotte Mason shapes our curriculum and method. Her focus on engaging children with the best of creation and attention to habit formation are models that remain relevant and poignant in guiding today’s children toward lives of purpose and Godly character. 

We keep our campuses small so that all are known and cared for by a warm supportive community. We offer one class per grade with enrollment limited to 16 students per class, optimal for our discipleship model of character formation. 

 

Mission

It is the mission of the Ambleside School of Brownwood administration and faculty to provide a “living education,” centered on Christ, where each child is guided and empowered to author a full and free life, a life rich in relationship to God, self, others, ideas, and all of creation. 

Thus, our primary concern is the kind of student each child is becoming, not the mastery of particular data or technique, for we are confident that the student who masters the art of learning will attain his full potential for mastering data and technique. Students who master the art of relating well to God, self, others, ideas, and creation will attain the fullness of life for which they were created. 

In order to fulfill this mission, Ambleside School of Brownwood seeks the consistent application of the pedagogical insights of the British educator, Charlotte Mason (1840-1923). 

 

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Children are born persons—neither good nor bad, but with possibilities for good and for evil.

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Principles of authority and obedience are natural, necessary, and fundamental, but they are limited by the respect due the personhood of children.
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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 desires.

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Teachers, therefore, are limited to three educational tools: atmosphere and environment; the discipline of habit; and the presentation of living ideas.

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Education is an atmosphere does not mean bringing the world to a child’s level. It means considering the educational value of his atmosphere—both the persons and the things in it.
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Education is a discipline means developing the discipline of habits of mind and body, formed definitely and thoughtfully. The brain is shaped by habits.
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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.
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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 studies that pique his curiosity.

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