The first question most people ask when they begin their homeschool journey is, “What curriculum should I choose?”
I asked myself the same question. After spending much time unpacking what homeschooling means to us, I have concluded that the educational philosophy truly matters.
Behind all curriculums is a philosophy in education. Knowing what philosophy is taught is highly valuable whether your children are in public, private, or homeschooled.
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Most of the curricula used today would be categorized in the Herbartian philosophy. Johann Friedrich Herbart was a German philosopher who believed the mind is a receptacle and lays the stress of education on the teacher. For example, the teacher must prepare, perform and bundle the material so the child will receive it. Herbart’s philosophy that the mind is like an empty stage waiting for bits of information to be inserted puts too much responsibility on the teacher to prepare detailed lessons.
Children taught on this principle are in danger of receiving much teaching but little knowledge; the teacher’s axiom is ‘what a child learns matters less than how he learns it.'” – Charlotte Mason
My business is not to examine the psychology of Herbart but rather to discuss and consider the Charlotte Mason philosophy of education and why I find it complete without void.
By void, I mean a child will graduate high school and be left in the world without ever reaching a high level of thinking. I believe Ms. Mason’s philosophy transcends beyond the borders of “school.” It is a way of life. A child will take his education and keep going, always learning and finding themselves filled.
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CM Vol 6
What is the goal you have for your child’s education? Once you see the end clearly, you will find unexpected ways to use those things around you to accomplish your goal naturally. This will happen almost effortlessly because, with the end in sight, everything becomes a tool to attain that goal almost without you even realizing it. Without even thinking about it, everything your child does–eat, play, work–will be seen as a way to get closer to your goal. But those steps, that method, can become mindless steps that are no more than an empty system if the focus of the goal is lost.
A river can’t rise any higher than the source it comes from. In the same way, education can’t rise any higher than the foundational thought behind it. This may be why our educational system is such an utter failure.
“We hold that the child’s mind is no mere sac to hold ideas but is if the figure is allowed, a ‘spiritual organism’ with an appetite for all knowledge. This is its proper diet with which it is prepared to deal and what it can digest and assimilate as the body does food.” – Charlotte Mason.
Over 100 years ago, Charlotte Masons wrote a 6 volume series with her philosophy of education; perhaps they can be best known for a “way of life!” Her ideas are as relevant today as they were when she wrote them.
Ms. Mason’s works were revolutionary for her time; I will let the reader formulate their own opinion on the “why” her works are not mainstream.
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Volume 6, Philosophy of Education, pages XXIX – XXXI. Modern English translation by Ambleside.
A Short Synopsis
- Children are born persons.
- They are not born good or bad but with possibilities for good and evil.
- The principles of authority on the one hand, and of obedience on the other, are natural, necessary, and fundamental.
- These principles are limited by the respect due to children’s personality, which must not be encroached upon, whether by the direct use of fear or love, suggestion or influence, or by undue play upon any one natural desire.
- Therefore, we are limited to three educational instruments–the environment’s atmosphere, the discipline of habit, and the presentation of living ideas. “The parents national union motto is, “Education is an atmosphere, a discipline, and a life.”
- When we say that “education is an atmosphere,” we do not mean that a child should be isolated in what may be called a ‘child-environment’ specially adapted and prepared, but that we should take into account the educational value of his natural home atmosphere, both as regards persons and things and should let him live freely among his proper conditions. It stultifies a child to bring down his world to the child’s level.
- By “education is a discipline,” we mean the discipline of habits, formed definitely and thoughtfully, whether habits of mind or body.
- In saying that “education is a life,” the need for intellectual, moral, and physical sustenance is implied. The mind feeds on ideas, and therefore children should have a generous curriculum.
- We hold that the child’s mind is no mere sac to hold ideas; instead, if the figure may be allowed, a spiritual organism with an appetite for all knowledge. This is its proper diet, with which it is prepared to deal; and which it can digest and assimilate as the body does foodstuffs.
- Such a doctrine as the Herbartian, that the mind is a receptacle, lays the stress of education (the preparation of knowledge in enticing morsels duly ordered) upon the teacher. Children taught on this principle are in danger of receiving much teaching with little knowledge, and the teacher’s axiom is,’ What a child learns matters less than how he learns it.”
- But we, believing that the normal child has powers of mind which fit him to deal with all knowledge proper to him, give him a full and generous curriculum; taking care only that all knowledge offered him is vital, that is, that facts are not presented without their informing ideas. Out of this conception comes our principle that––
- “Education is the Science of Relations”; that is, a child has natural relations with a vast number of things and thoughts: so we train him in physical exercises, nature lore, handicrafts, science and art, and upon many living books, for we know that our business is not to teach him all about anything, but to help him to make valid as many as may be of––
“Those first-born affinities
“That fit our new existence to existing things.”
- In devising an SYLLABUS for a child, of whatever social class, three points must be considered:
(a) He requires much knowledge, for the mind needs sufficient food as much as the body.
(b) The knowledge should be various, for sameness in mental diet does not create appetite (curiosity)
(c) Knowledge should be communicated in well-chosen language because his attention responds naturally to what is conveyed in literary form.
- As knowledge is not assimilated until it is reproduced, children should ‘tell back’ after a single reading or hearing: or should write on some part of what they have read.
- A single reading is insisted on because children have naturally great power of attention, but the re-reading of passages dissipates this force, and also, by questioning, summarizing. And the like.
Acting upon these and some other points in the behavior of the mind, we find that the educability of children is enormously greater than has hitherto been supposed and is but little dependent on such circumstances as heredity and environment.
Nor is the accuracy of this statement limited to clever children or children of the educated classes: thousands of children in Elementary Schools respond freely to this method, which is based on the behavior of the mind.
- There are two moral and intellectual self-management guides to children, which we may call ‘the way of the will’ and ‘the way of the reason.’
- The way of the will: Children should be taught (a) to distinguish between ‘I want’ and ‘I will.’ (b) The effective way to will is to turn our thoughts from what we desire but do not will. (c) The best way to turn our thoughts is to think of or do something quite different, entertaining or interesting.
- The way of reason: We teach children, too, not to ‘lean (too confidently) to their understanding’; because the function of reason is to give logical demonstration (a) of mathematical truth, (b) of an initial idea, accepted by the will. In the former case, the reason is, practically, an infallible guide, but in the latter, it is not always a safe one; for whether that idea is right or wrong, reason will confirm it by irrefragable proofs.
- Therefore, as they become mature enough to understand such teaching, children should be taught that the chief responsibility which rests on them as persons is the acceptance or rejection of ideas. To help them choose, we give them principles of conduct and a wide range of knowledge fitted to them. These principles should save children from some of the loose thinking and heedless action which cause most of us to live at a lower level than we need.
- We allow no separation to grow up between the intellectual and ‘spiritual’ life of children but teach them that the Divine Spirit has constant access to their spirits and is their Continual Helper in all the interests, duties, and joys of life.
Now that we understand her philosophy well, how do we teach it? She left her great lifelong studies for us to read and learn written in her 6-volume series. However, it may take months, maybe years (s), to read them, and if you were moved as I was by her works, then we want to start teaching using her method.
There are a few great websites that have created curricula using her philosophy. Here are a few:
The Ambleside website has no fluff; it was created so anyone with the internet can easily access its content. They considered people with poor internet bandwidth, so they left out all the unnecessary fluff, such as pretty photos; this helps with downloading material.
Their website offers PDF downloads of almost all their book recommendations for families who want or need to access free material. There is no cost for the service. To my knowledge, they make money from the links to purchase books.
This is not an open-and-go curriculum. There is lots of reading involved. However, I find it the closest to what Charlotte Mason had in mind when she established her philosophy.
The Simply Charlotte Mason’s website can be considered an open-and-go curriculum. They have created lesson plans and teacher guides. The creator of Simply Charlotte Mason curricula also has a helpful YouTube channel that breaks down the Charlotte Mason Philosophy into short videos.
The CMEC is a membership-only website that offers workshops for home educators. It is best known for its extensive range of guidance for each subject.
There is no such thing as a perfect curriculum; each one has its benefits; it is best to find the one that will serve you and your family. Charlotte Mason’s philosophy is based on high-quality literature. I like to spend money on good books rather than fancy curricula.
The public library is a great resource, but having a home library that can be passed on is priceless. It’s all a personal choice which is the beauty of it.
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Lastly, I will leave you with this encouraging statement by Johann Heinrich Pestalozzi.
“Mothers Owe an Educated Love to Their Children,” Pestalozzi said that God Himself qualified mothers to be the greatest influence in their children’s early lives. The mother owes it to her child and to God, who entrusted her to have a ‘thinking love.’ God gave children the same kind of hands, hearts, and minds as ours, and mothers must ask themselves, ‘How shall I train my child to use those gifts? For whose benefits shall those gifts be used?’ The answers to those questions may determine the future of her beloved child, whether his life is one of misery or happiness. A loving mother is the most essential part of what a child will become.
As mothers become more educated and read more, they will understand the importance of their task and feel like such a grand mission can’t be left to anyone but themselves. And mothers will take up their duty seriously.
Photo by Giammarco Boscaro on Unsplash