This is part two of the “who is Charlotte Mason” post. If you haven’t yet read PART ONE, it’s best to read it first and then return to this post.
You do not have to be a homeschooler to gain knowledge from her lessons; her teachings date back to the late 19th century and translate well in our modern-day. They have stood the test of time!
Charlotte Mason was one of the original pioneers of homeschooling. She valued children and did not hold back in discussing the important topic of the home. She stated that everything starts in the home, and we, as parents, are responsible for our Child’s education. Charlotte believed there was no bigger calling than teaching our children good values and habits. It is our duty and privilege to teach our children.
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Charlotte Mason’s ideas are too important to be forgotten and widely overlooked in the 21st century. Her ideas and teaching methods discuss the importance of a child’s education but, more importantly, connect it directly to their parents.
She did not see the two as separate. In today’s western culture, parents often send their children to school; they are gone six to eight hours a day, come home to eat dinner, rush to complete the evening tasks, and then repeat the next day.
We have outsourced our children’s education, often not knowing who is with them and what they are learning. Our culture seems to value career advancement more than the family structure and the rearing of our children. Work and careers have taken the front-row seats in our lives, and our children have been left behind.
We see the outcry of our society and the consequences; the increase in depression, mental disorders, and everything else that comes with it.
Charlotte Mason saw this during her time, so she spent her life working on unpacking and learning the importance of a Childs young years.
It is unnatural for a child to be away from their parents for long periods. Homeschooling may not be for all, but our children need us to protect them from bad ideas. Furthermore, they need us to teach them how to unpack the many ideas presented to them.
We only send a man to war after he is trained; shall we send our children off before we have set a good solid foundation of values?
Charlotte Mason’s teaching can be found in her six-volume series, and I encourage all to read them. I do not take her words as gospel, but I believe they are filled with wisdom.
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Numbers 1 & 2 are listed in PART ONE, “who is Charlotte Mason” post; we will continue to lessons numbers 3 – 20.
These are paraphrases of Charlotte Mason’s teaching methods written in her six volumes series.
This can help homeschoolers understand the breakdown of subjects and techniques. For non-homeschoolers, this can help further their children’s education.
3. Use Narration in all subjects
Narration generally means retelling a story or explaining something. Most often, you can only retell something you know. Charlotte Mason suggests using narration in all subjects. This can be done by reading aloud for ten to thirteen minutes while having the student’s full attention.
Do not stop to define words or explanations; the student typically can understand the readings in full context. Ask the student what you just read; if they seem reluctant, ask them if they can remember one thing. She mentions not to interrupt them during their narration. Most children can narrate easily; it is natural. It is a powerful tool for understanding what the child has absorbed from the teaching. Charlotte states perfect attention and absolute recollection are an asset to an employer, teacher, and nation.
When a person reads with full attention and concentration, they have the power to recall the details. This is a learned skill; the earlier it is learned, the better.
A child is read to before they can read; they learn from as early as infancy. At six years old, Charlotte recommends starting formal education and states it does not matter if they understand every word, only that they deal directly with books.
Charlotte began narration at six and writing narrations at ten. She exposed students only to the best literature; she called literature written down to a child-level “twaddle.”
I love how she often uses the word twaddle in her writings; I could not agree more. I read to our daughter directly from the bible; I do not find a large need to search for other biblical teachings. God left His word for all to understand!
The main takeaway is to read God’s wisdom; some things written may take time to conceptualize and understand. Theologians are still trying to unpack the Bible; God will reveal to us exactly what we need to know when we read it, and that truth remains the same for children.
4. Literature: Put only the BEST books in front of children.
Early education begins through lecturing. Teachers were educated and passed their knowledge to the students through lectures. Charlotte states to educate a class; teachers need to:
- hold the class’s attention
- make a large class move as one
- be a disciplinarian with an air of command
Through funding, books were later brought into schools and libraries. Charlotte says a “bookless” education is contradictory, and it is best to put ONLY good books in front of children and not lecture too much.
She believed in presenting the right books and, with their full attention, have them read. If they are not focused, they will put off learning, knowing there is a second or third chance to get the information. With the right books, teachings will invigorate them by creating the habit of having their full attention.
Before the eighth grade, Charlottes students were exposed to the great classic writers; Dickens, Shakespeare, and Plutarch. She said life is too short to read dull books, and good well, written ideas it holds must impact their minds.
They will make moral evaluations and distinguish between good and evil when reading books like the Bible, David Copperfield, and Little Women.
Charlotte thought a child was in danger of receiving much teaching with little knowledge. Fast forward to the twenty-first century, and this is happening in our schools today! Unfortunately, we as a culture have put far too much trust in others to teach our children.
5. Poetry
Charlotte Mason suggests choosing poetry suited for the student’s age. She mentions reading poetry to children while they are doing something else. They will soon be able to memorize and narrate the poem. Keep the atmosphere light and enjoyable.
6. Composition
Charlotte firmly believes that children have contact with only the best books and read often. She says they will be able to write if they are good readers. Charlotte mentions refraining from exhausting ourselves to teach composition, providing children with the material they need, and allowing them to handle it. From ages six through nine, students narrate orally and begin written narrations at ten.
They learn to structure a good sentence by seeing, hearing, and reading good literature. Through early narrations, children learn writing is simply talking with some rules. Composition is learned through writing essays for various subjects. Therefore, it is not a separate subject.
7. Handwriting
Charlotte would prefer a child write a few perfect A’s or B’s than a whole page full of sloppy A’s. Creating good habits from the beginning is more important than giving children hours of busy work. She said trying to break bad habits is very difficult. The child should have total concentration and focus when writing and start by writing for short periods. Sloppy penmanship is usually due to rushing.
8. Spelling
Charlotte states spelling depends on a photographic memory, a detailed picture of the word. She would write a word on the board and allow the child to look at it. Then they shut their eyes and ask if they can still see it. If they can’t, have them look at it again, as long as they want to. When they think they have memorized it, ask them to write it down. They rarely have errors. When they do have them completely erase it, we want to avoid them looking at misspelled words. Charlotte says bad spelling is usually due to sparse or hasty reading. Read slowly and often.
9. Foreign Languages
Charlottes students learned three languages, not including their native language. The language selections were based on their geographic location and proximity to England.
They began learning French at six and Latin at ten, and they could make their language selection in high school.
She taught language in these steps:
- Orally
- Read & Write
- Grammar
Her teaching method was based on how children organically learn; they first learn by hearing words. Then their parents begin reading to them. Reading and writing are the next steps in informal education and grammar.
It makes perfect sense!
10. Grammar
After having practiced with narration, Charlotte suggests beginning formal grammar lessons at the age of ten. She taught one concept at a time. Simply Grammar, written by Karen Andreola, encompasses the method Charlotte Mason used throughout her teachings. Karen Andreola simplified it and put it all into one book. You read it orally with your child, spending about 15 minutes at a time.
11. Science
Charlotte believes children need to be connected with nature and have direct contact, especially in their younger years. The child learns to be observant when connecting with the outdoors. During this time outdoors, allow the child to enjoy the scenery and take it all in. She wanted them to have fond memories of their childhood by slowing down and not rushing through outdoor experiences.
She believed they would have good memories of their childhood when they were directly connected with nature. They will also have an appreciation for God’s creation. Much like teaching spelling words, she suggested having them look at the landscape, take a mental photograph, then shut their eyes and ask them to narrate what they can remember.
Charlotte states science is directly correlated with nature, and a curious mind will ask the right questions with little effort science can begin with the outdoors around us. Science should be studied in sequence; highlighting the changes in seasons and natural cycles is a good start.
Charlotte suggested keeping a nature notebook as soon as the child can draw and write. This is only supported by observation and written narration with no correction from the teacher. She recommended buying the best sketch pad and pencils you can afford; she did not want the child to fail due to using lousy equipment.
Here are some things they can add to their sketchbook:
- Date
- Location
- Weather
- She names the specimen in another language
- Season
- How they felt, the atmosphere
Charlotte said we would all be more scientific if we scraped texts books. She highly valued living books as a method of learning.
12. Math
Charlotte mentions the importance of math and again having the Child’s full attention when learning, presenting them with one difficulty at a time, and giving them time to think. She finds the Child’s mind is invigorated by the difficulty in how they are with bodily exercise.
She believes math should be learned for one’s own sake and not put undue pressure on the mind. Charlotte says a mathematician who does not know history is sparsely educated. She wondered why a person’s success depends on the drudgery of mathematics or possible exclusion from a university.
Her thoughts were very provoking and had much truth!
Simple Tips to teach math:
- Always teach concrete before abstract.
- Give the child a story problem and allow them to use objects such as beans, buttons, or dominos to count. The visual helps them to understand the concept.
- Begin multiplication when they can add and subtract up to 20.
- Allow them to use objects to count for as long as they want.
- Do not allow the use of a multiplication table until they can make one independently.
- We only let them learn through experience the “shortcuts” to solve math problems.
- Encourage clear thinking with rapid careful execution.
- When teaching money, use real coins and bills.
- Use actual transactions at the store to explain money.
- When learning weights and measures, use a scale and measure and weigh real objects. The visuals help to conceptualize and understand.
- Introduce fractions when they are learning measurements.
- Supply them with a yardstick and allow them to measure objects.
13. Art Appreciation
Charlotte Masons again mention we should not be intermediaries in teaching. We are to supply our children with only the best art, the masterpieces!
They will learn from the pictures rather than from lectures or books about fine arts. Her students spent 60 days on six works, and at the end of the term, the child was asked which one was their favorite.
Simple tips for teaching Art:
- Use at least 8×11 fine art reproductions – here is one place to purchase them from, Picture Study Portfolio, or you can borrow books from the library.
- Spend about 10 minutes per week during the younger years; add time as the child matures.
- Show the child the picture allowing them time to notice the details, remove the image and ask them what they remember. This will enable them to connect to the artist and recognize their works.
- Decorate rooms with some reproductions of fine art.
14. Music Appreciation
Charlotte played only the greatest music for her children; music from classical composers. She wanted her children to learn directly from the composers, not mechanical music teachers.
Mrs. Curwen coined the Curwen method and insisted the piano is the best first instrument to play.
30 of the greatest classical music composers of all time
15. Free-time and Handcrafts
Charlotte Mason’s teachings advocates for children to have time to play and be children. Her lessons are structured around school work being done in the morning, and the evenings are left for play.
However, she mentions that parents choose to homeschool to save their children from public school and turn around and give too much leisure time.
She believes too much free time will allow sin to creep into their lives. She says children should be continuously and wholesomely occupied. One of the ways we accomplish this is to teach them handcrafts slowly and carefully. We don’t want messy work; we want them to be intentional. Growing a garden is another wonderful way to enjoy the outdoors and physical exercise.
Physical exercise has changed over the years, be weary of putting your children into sports and losing the purpose of physical exercise. I see many parents rushing from one activity to another.
I find activities far more enjoyable for parents and children when we slow down and only select one or two (sports) activities. Charlotte’s physical activities revolve around singular activities rather than large groups. Health, enjoyment, and forming good habits are the main focus.
Written in the PNEU by Miss Pennethorne warns us to keep physical exercise non-competitive, reminding us that we don’t train prize pigs; we educate children.
16. The Bible
Charlotte says plain and simple, read directly from the Bible. There is no other book better than the one God authored. She wanted children’s minds and imaginations to be filled with scriptures.
She believed they would see the world as a stage and God’s goodness continuously striving with man’s willfulness; some heroic men take sides with God, and others foolish and headstrong oppose Him.
She wanted our children to know Bible lessons are their most important lesson; she also did not want to give them a dislike for scripture with excessive rubbing in.
One way we can avoid “excessive rubbing in” is by allowing them to hear God’s truths for themselves and enjoy God’s word together. Never take this time as an opportunity to “parent.”
Charlotte Mason’s age sequence of reading to children:
- 6 to 8 Read the Old and New Testaments to them, concentrating on the Gospels and Acts.
- By 9, Read themselves simple O.T. passages and two of the Gospels.
- By 12, They have covered all of the O.T. and have concentrated on the Epistles and Revelation.
- 12 to 15 Read to themselves all the O.T.
- 15 to 18 Read commentaries.
After reading Charlotte’s simple method of teaching and unpacking scripture with our children, I was amazed at how much we complicate things.
17. History
Charlotte thought history needed to be taught more during her day (19th century); to my knowledge, it is being taught less today. Charlotte taught history in chronological order and taught using living books.
History was taught through the use of the following:
- Literature
- Plays
- Novels
- Essays
- Biographies
- Poetry
- Architecture
- Paintings of the period
Charlotte used narration and said we could get through a surprising amount of history. Her students were allowed to spend an entire year learning about one person. She believed you could learn about a whole nation and the period by spending time learning about one person.
18. Geography
Charlotte believed children want to know the same information about geography as adults. She said it’s best to skip statics and memorizing unnecessary facts. She used travel guides for teaching; they have literary language. She would read them to her children, and the children narrated.
19. Citizenships and Morals
Charlotte liked to use the Bible and Plutarch’s Lives to understand morals for understanding morals, values, good and evil. The child can read the stories and make a judgment call for themselves. They can see the actions and consequences of various people from all walks of life.
She recommended censoring some passages from Plutarch during the Childs’s elementary years; she wanted to protect them from the “grossness and rudeness” used in the literary medium through which they are taught.
She also used Steerforth from David Copperfield, how incorrect choices are made when faced with temptation, resulting in misery. She wanted her children to learn from others’ mistakes and understand the consequences behind choices.
Her students were taught to keep their minds pure and decent.
20. The Formation of Habit
Charlotte believes that habits of thought will govern the man, even his character. She compares habits to train tracks; it is easier for a train to stay on the track than derail. A Child’s formed habits can be considered the same as a train on its tracks; it is easier for a child to remain on the tracks laid down carefully by the parent. She states it is the parent’s responsibility to lay down these tracks. Charlotte believed habits are so powerful that they will rule 99 in 100 thoughts.
She believes habits involve physiological factors, and to best cultivate good habits, children should be taught physical activities early in life, such as:
- Dancing
- Swimming
- Calisthenics
Charlotte says parents are either passively or actively forming those habits daily, every hour in their children. Once mental habits are set, their nature will go on forever unless other habits should displace them.
“The mother who takes pains to endow her children with good habits secures for herself smooth and easy days: while she who lets their habits take care of themselves has a weary life of endless friction with her children.”
Final Thoughts
Charlotte Mason’s teachings are truly timeless. Contrary to modern-day culture, she puts the responsibility on the parents to educate their children. In her writings, she states in the most humble yet unapologetic tone it is the parent’s duty and privilege’s to educate their children.
Whether in public school, private school, or homeschooling, the parents must have full knowledge of the teaching material and people their children are in contact with. She makes clear there should not be a disconnect between parent and child regarding education.
Education is far more than passing the test and moving to the next “grade,” it s a discipline that moves the child forward in life and helps them develop good habits.
Charlotte Mason is unapologetic in her writings, truthful, and filled with wisdom. She was and still is a pioneer!
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‘As soon as the soul spots truth, it recognizes it as her first and oldest friend.’
‘The repercussions of truth are great. Therefore we must pay attention to judge what’s true and what’s not correct.’
— Benjamin Whichcote
Photo by Laura Kapfer on Unsplash