Chapter 7: Cultivating Tastes

Cultivating children’s tastes and directing their affections toward what is good, true, and beautiful begins with the development of deeply satisfying relationships with the best of literature, music, art, and more, as well as with a consistent habit of working well. The atmosphere of the classroom teaches children what is appropriate and possible. A healthy classroom atmosphere communicates that work is normal and satisfying, that “sweat” is a part of life, that staying on task is noble and good, and that taking responsibility leads to a job well done. Work should be worthy and worth doing and should be done well in a set time.

Chapter 8: Worthy Work

Worthy work is intrinsically satisfying. Students gain the satisfaction of knowing and of work well done. Well-intentioned adults may inadvertently contaminate the learning atmosphere by using artificial rewards and incentives, which demean the joy of knowing and diminish the student’s capacity for intrinsic motivation. Artificial incentives communicate it is impossible to enjoy history, mathematics, science, and literature in and of themselves; they indicate to the student that “real life” is to be found in the incentives, such as the “Fun Friday” or rewards. Ambleside teachers foster students’ affections for worthy work.

Chapter 9: How Much Does the Student Care?

“The question is not, “How much does the youth know?” when he has finished his education — but, “How much does he care?” Motivation is more important than information. The student who cares about spelling or science or mathematics will do well and learn these things to the fullness of their God-given ability. We care about those things with which we have developed a relationship; we care about those things which are valued by our community. The student who cares will do well.