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"the whole character, the very colour, of the blood is changed: it enters the lungs spoiled, no longer capable of sustaining life; it leaves them, a pure vital fluid. Now, observe, the blood is only fully oxygenated when the air contains its full proportion of oxygen, and every breathing and burning object withdraws some oxygen from the atmosphere. Hence the importance of giving the children daily airings, and abundant exercise of limb and lung in unvitiated, unimpoverished air." Charlotte…

"the whole character, the very colour, of the blood is changed: it enters the lungs spoiled, no longer capable of sustaining life; it leaves them, a pure vital fluid. Now, observe, the blood is only fully oxygenated when the air contains its full proportion of oxygen, and every breathing and burning object withdraws some oxygen from the atmosphere. Hence the importance of giving the children daily airings, and abundant exercise of limb and lung in unvitiated, unimpoverished air." Charlotte…

Le ricerche e le esperienze sul campo, ci hanno consentito di elaborare diversi strumenti, tecniche e strategie per migliorare l'efficacia dello studio e dell'apprendimento in tutte le età della crescita e persino in alcune condizioni di deficit cognitivo attraverso...

Le ricerche e le esperienze sul campo, ci hanno consentito di elaborare diversi strumenti, tecniche e strategie per migliorare l'efficacia dello studio e dell'apprendimento in tutte le età della crescita e persino in alcune condizioni di deficit cognitivo attraverso...

"...all the so-called faculties put together; this, at any rate, is true, that no talent, no genius, is worth much without the power of attention; and this is the power which makes men or women successful in life". Charlotte Mason (Vol.5, p.29)

"...all the so-called faculties put together; this, at any rate, is true, that no talent, no genius, is worth much without the power of attention; and this is the power which makes men or women successful in life". Charlotte Mason (Vol.5, p.29)

“All the thought we offer to our children shall be living thought; no mere dry summaries of facts will do.” Charlotte Mason

“All the thought we offer to our children shall be living thought; no mere dry summaries of facts will do.” Charlotte Mason

"This is a vast and joyous realm; for the people who walk therein are always discovering new things, and each new thing is a delight, because the things are not a medley, but each is a part of the great whole." Charlotte Mason

"This is a vast and joyous realm; for the people who walk therein are always discovering new things, and each new thing is a delight, because the things are not a medley, but each is a part of the great whole." Charlotte Mason

"There is not other way of forming any good habit, though the discipline is usually that of the internal government which the person exercises upon himself; but certain strenuousness in the formation of good habits is necessary because every such habit is the result of conflict". Charlotte Mason

"There is not other way of forming any good habit, though the discipline is usually that of the internal government which the person exercises upon himself; but certain strenuousness in the formation of good habits is necessary because every such habit is the result of conflict". Charlotte Mason

"The person of the child is sacred to us; we do not swamp his individuality in his intelligence, in his conscience, or even in his soul,...." Charlotte Mason Vol 3 p65

"The person of the child is sacred to us; we do not swamp his individuality in his intelligence, in his conscience, or even in his soul,...." Charlotte Mason Vol 3 p65

"Charlotte Mason used the analogy as food for the mind as food for the body. What are we eating? What are our children eating? What is their mind food? Not just in the hours of school but in the hours of home. What are they feasting upon? Or what are they starving for?" Educating With the Brain in Mind with Maryellen Marschke St. Cyr

"Charlotte Mason used the analogy as food for the mind as food for the body. What are we eating? What are our children eating? What is their mind food? Not just in the hours of school but in the hours of home. What are they feasting upon? Or what are they starving for?" Educating With the Brain in Mind with Maryellen Marschke St. Cyr

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