On Principles 11, 12, 13, 14 & 15
Summer with Charlotte: The Curriculum Issue
This is my final article in my “Summer Autumn December with Charlotte” series. If you missed the others, you can read On Education, On Principles 1, 2 & 20, On Principles 3 & 4, On Principles 5, 6, 7 & 8, On Principles 9 & 10 , and On Principles 16 & 17. and On Principles 18 & 19.
This is it, guys. The final article. We made it. It’s a big one, too — five principles jammed into one article but they all have to do with wonderful, wonderful curriculum.
Are you excited? I’m excited.
Let’s get started.
Principles 11-15: The Curriculum
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 to him is vital, that s, 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 upon 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 a syllabus for a normal child, of whatever social class, three points must be considered:—
(a) He requires much knowledge, for the mind needs sufficient food as much as does the body.
(b) The knowledge should be various, for sameness in mental diet does not create appetite (i.e., 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 this force is dissipated by the re-reading of passages, and aloud, by questioning, summarizing, and the like.
Acting upon these and some other points in the behaviour of mind, we find that the educability of children in 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 to children of the educated classes: thousands of children in Elementary Schools respond freely to this method, which is based on the behaviour of mind.
Reference: Volume 6, Chapter 10
Okay…there’s a lot here. I mean, a whole lot. Never fear! We will break it down into bite size.
What blows my mind is how relevant this all still is today. Yes, we have to remember the time period Charlotte is writing in and to say, “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 to children of the educated classes:” was a bold and likely controversial statement.
So the first issue is that children are being undereducated. The ceiling is too low - they are capable of much more. In Charlotte’s day, there was a distinct class divide, as well. She says, “We labour under the mistake of supposing that there is no natural law or inherent principle according to which a child’s course of studies should be regulated; so we teach him those things which, according to Locke, it is becoming for a ‘gentleman’ to know on the one hand, and, on the other, the arts of reading, writing, and summing, that he may not grow up an illiterate citizen. In both cases the education we offer is too utilitarian, — an indirect training for the professions or for a craftsman’s calling with effort in the latter case to make a boy’s education bear directly on his future work.” She’s talking about John Locke, here, who was a big influence on the Victorians.
So instead of focusing on the person — educating a whole person and knowledge for knowledge’s sake — the end goal is his future work. Don’t forget the quote from last time: “But the function of education is not to give technical skill but to develop a person; the more of a person, the better the work of whatever kind;” Education is the cultivating of a person. It includes his work, but it’s bigger than that.
Charlotte says, “It is a wide program founded on the educational rights of man; wide, but we may not say it is impossible nor may we pick and choose and educate him in this direction but not in that. We may not even make choice between science and the ‘humanities.’ Our part it seems to me is to give a child a vital hold upon as many as possible of those wide relationships proper to him. Shelley offers us the key to education when he speaks of ‘understanding that grows bright gazing on many truths.’”
Oftentimes when people learn about the Charlotte Mason method they are shocked and overwhelmed that so many subjects are covered. But let’s return to our analogy of food. Variety is what keeps the appetite. No one wants to eat the same thing all week long with no variation. Charlotte insists, “Not the number of subjects but the hours of work bring fatigue to the scholar; and bearing this in mind we have short hours and no evening preparation.” Read: short lessons, no homework, and at no detriment to the student.
Alright onto what to learn. In other words, The Curriculum (cue fanfare).
Charlotte broke all of the things there are to know in the whole world into three delightfully simple categories: The Knowledge of God, The Knowledge of Man, and The Knowledge of the Universe. Let’s dig in to each of those.
The Knowledge of God
I love how Charlotte sets up this section: “Of the three sorts of knowledge proper to a child…the knowledge of God ranks first in importance, is indispensable, and most happy-making.”
That certainly sets the tone for how the Knowledge of God is to be conveyed to our children. Important. Indispensable. Happy-making. This knowledge is so pertinent that we cannot live without it and yet there is a delightfulness about it wrapped up in that urgency.
We see that Charlotte has her students spend time in the Old Testament alongside the New Testament. They are both studied in rotation over the course of the student’s education: “Between the ages of six and twelve children cover the whole of the Old Testament story, the Prophets, major and minor, being introduced as they come into connection with the Kings.”
She continues that the older children in “Forms III and IV (twelve to fifteen) read for themselves the whole of the Old Testament produced by the Rev. H. Costley-White in his Old Testament History. Wise and necessary omissions in this work make it more possible to deal with Old Testament History, in the words of the Authorized Version, than if the Bible were used as a single volume” and that “When pupils are of an age to be in Forms V and VI (from 15 to 18) we find that Dummelow’s One Volume Bible Commentary is of great service.”
There, of course, is freedom for us in which resources we choose to use but the takeaway is that the Old Testament is covered at an age-appropriate level and by the time the students are older, they should be comfortable using a commentary. We love using story bibles in the early years and our two favorites are The Child’s Story Bible by Catherine Vos and Elsie Egermeier’s Bible Storybook (I do not recommend the updated version; look for 1947 or earlier). In the middle years our favorite is The Action Bible by Sergio Callerio and we make sure our kids have a study bible they enjoy. Our daughter cared a lot about the look and feel of her bible while one of our sons (the one who hopes to go into politics) chose this apologetics bible, which was no surprise. An ESV study bible is also a great resource to have.
“The New Testament comes under another category. The same commentaries are used and the same methods followed, that is, the reverent reading of the test, with the following narration which is often curiously word perfect after a single reading;”.
If you follow Ambleside Online, you’ll notice that the youngest students go through the gospels at a very leisurely pace. Her recommendation is not in this volume but I remember reading somewhere years ago that Charlotte encourages them to spend about a year on each gospel. We’ve loved this approach and I feel it gives the kids a really thorough understanding of the most important points. They really get to know Jesus best through the gospels.
As for how to teach the Knowledge of God, Charlotte cautioned against over teaching and moralizing and instead, letting God’s Word speak for itself.
“Probably very little hortatory teaching is desirable. The danger of boring young listeners by such teaching is great, and there is also the further danger of provoking counter—opinions, even counter-convictions, in the innocent-looking audience. On the whole we shall perhaps do well to allow the Scripture reading itself to point the moral.”
She adds that, “We have analyzed until the mind turns in weariness from the broken fragments; we have criticized until there remains no new standpoint for the critic; but if we could only get the whole conception of Christ’s life among men and of the philosophic method of His teaching, His own words should be fulfilled and the Son of Man lifted up, would draw all men unto Himself.”
The Knowledge of Man
History
Charlotte says, “It is not too much to say that a rational well-considered patriotism depends on a pretty copious reading of history, and with this rational patriotism we desire our young people shall be informed rather than with the jingoism of the emotional patriot.”
History is studied chronologically through biographies and well-told single accounts (i.e. living books). The child’s own history is taught but not solely; Charlotte puts it best by saying, “We introduce children as early as possible to the contemporary history of other countries as the study of English history alone is apt to lead to a certain insular and arrogant habit of mind.” My fellow Americans, this goes for us, as well. We are not the center of the universe and we are very far from being the beginning of history. Let's do our kids a service and zoom out for them. “In the beginning God created the heavens and the earth” makes a better historical starting point than the pilgrims.
As a mean of collecting history, so to speak, Charlotte encourages “a ‘Book of Centuries’ in which children draw such illustrations as they come across of objects of domestic use, of art, etc., connected with the century they are reading about.” Years ago, I created this resource that has really worked well for our family.
Charlotte looped twice through history and although we have a lot more history than she did, it still works today. “It will be observed that the work throughout the Forms is always chronologically progressive. The young student rarely goes over old ground; but should it happen that the whole school has arrived at the end of 1920, say, and there is nothing for it but to begin again, the books studied throw new light and bring the young students into line with modern research.”
Literature is the main means of teaching history and Charlotte says, “any sketch of the history teaching in Forms V and VI in a given period depends upon a notice of the ‘literature’ set; for plays, novels, essays, ‘lives,’ poems, are all pressed into service and where it is possible, the architecture, painting, etc. which the period produced.” We’ll talk a lot more about that when we get to literature. She considered history a living story or play, though, and said “It is a great thing to possess a pageant of history in the background of one’s thoughts.”
As to the study of others beyond ourselves, Charlotte was adamant that “Perhaps the gravest defect in school curricula is that they fail to give a comprehensive, intelligent and interesting introduction to history. To leave off or even to begin with the history of our own country is fatal. We cannot live sanely unless we know that other peoples are as we are with a difference, that their history is as ours, with a difference, that they too have been represented by their poets and their artists, that they too have their literature and their national life.” The way history is taught — through living books and narration, thereby removing cumbersome talk — makes time for a wider study of history, among other subjects.
A side note on narration, because it’s an absolutely non-negotiable part of the Charlotte Mason method: “We are aware that our own discursive talk is usually a waste of time and a strain on the scholars’ attention, so we confine ourselves to affording two things, — knowledge, and a a keen sympathy in the interest roused by that knowledge. It is our part to see that every child knows and can tell, whether by way of oral narrative or written essay. In this way an unusual amount of ground is covered with such certainty that no revision is required for the examination at the end of the term. A single reading is a condition insisted upon because a naturally desultory habit of mind leads us all to put off the effort of attention as long as a second or third chance of coping with our subject is to be hoped for.”
There is a good bit more detail on narration in this chapter but I have to move on so you’ll just have to read it yourself ;).
Literature
“Except in Form I the study of Literature goes pari passu with that of History. Fairy tales, (Andersen or Grimm, for example), delight Form 1B, and the little people re-tell these tales copiously, vividly, and with the astonishing exactness we may expect when we remember how seriously annoyed they are with the story-teller who alters a phrase or a circumstance.”
Form I begins with Aesop’s Fables, Parables from Nature, The Pilgrim’s Progress, and Tales of Troy and Greece. These types of stories - fairy tales, fables, myths, and parables - are foundational for literature instruction. So many allusions and references are made to these stories in other books that without a solid grasp of them, the student will be missing out later on. And besides that, they’re just delightful. Honorable mention also went to Water Babies, Alice in Wonderland (one of the best stories of all time in my humble opinion), and Just So Stories.
Shakespeare, poetry, and classics make up the literature curriculum thought out the student’s education. I highly encourage you to read the chapter to get all the titles or depend on Ambleside Online for a layout of readings. I have been so happy with how well they incorporate the books Charlotte used and also have added books written after her time that uphold the same standard that she strove to achieve.
By Form II students are reading their own geography, history, and poetry, but literature choices should still be read aloud to them and narrated by them. They can comprehend much more than they are capable of decoding so books that are above the student’s reading level but are rich in ideas necessary to him are selected to stretch his thinking. We don’t want to dilute the quality of literature to only what they can read on their own; they would miss years of rich vocabulary and worthwhile ideas.
The students should continue to read more and more on their own as they are able- this helps develop composition skills as well as building their ability to read high quality writing. Complete editions are always preferred over abridged books. Another benefit of reading aloud is that you can skim details that are too much for sensitive readers and skip any unsavory bits that may pop up. In my experience, though, the reference is usually made with archaic language that goes over the kids’ heads (I’m looking at you, Shakespeare).
The literature goes side by side with history as the student gets older but let me make a slight yet important distinction here; this does not mean he is reading historical fiction about the time period; this means he is reading actual stories, poems, and essays from the time period. For example, when studying the American Revolution, he can read Johnny Tremain for fun (and he should :)) but he’ll read Common Sense, The Declaration of Independence, poems by Phyllis Wheatley, and a biography of John Adams for school. Again, Ambleside Online has made it so easy to follow this.
“Reading” and even “literature” have become blanket terms for fiction but there really is a difference in. A Google search told me that literature means “written works, especially those considered of superior or lasting artistic merit. So literature is defined by quality, but it’s more than that. According to Study.com, “the definition of literature broadly encompasses written works used to transmit culture.”
Charlotte gives her own thoughts on the importance of literature by saying “Every man is called upon to be a statesman seeing that every man and woman, too, has a share in the government of the country; but statesmanship requires imaginative conceptions, formed upon pretty wide reading and some familiarity with historical precedents.”
So reading is delightful and we should all read for pleasure and I would say reading literature can certainly bring pleasure but there’s definitely a distinction in reading literature as a means of education. Charlotte was so convinced of the benefit and impact of this that she ended the section by saying, “The children’s answers in their examination papers, show that literature has become a living power in the minds of these young people.”
Morals and Economics, Citizenship
This is another subject linked to history. Charlotte’s goal was to inspire students to become good citizens. The Bible and Plutarch’s Lives (as well as Shakespeare) are great resources for this. They show the good, the bad, and the ugly of humanity and the students’ imaginations are vivid with ideas on how one should live as well as ways that one does not want to live.
Charlotte says, “Children like ourselves must see life whole if they are to profit.” This doesn’t mean you can’t alter the ways certain subjects are presented but the truth is we live in a fallen world and it does nobody any good to pretend we don’t. We shouldn’t paint a picture for the children that isn’t true. However, just as with literature readings, reading aloud is a good idea with the younger children so they are not exposed to vulgarity and at the same time you’re not throwing the baby out with the bath water.
The study of citizenship is important because we want to nurture men and women of strong character which is good not just for themselves and the home but for the community and whole nation. We should strive to do well so we can do well unto others. Charlotte says it this way:
“Supply a boy with abundant mental pabulum, not in the way of desultory reading, (that is a sort of idleness which leads to mischief), but in the way of matter to be definitely known, give him much and sound food for his imagination, speculation, aspiration, and you hav a wholesome-minded youth to whom work is a joy and games not a strain but a healthy relaxation and pleasure. I make no apology for what may appear like a divergence from the subject of citizenship, because all boys and girls should know that they owe a sound mind and a sound body as their personal contribution alike to their city and their State.”
Composition
Oral narration is the only form of composition required until the student is around ten years old. The young children can narrate by paragraph and as they get older and more comfortable with the process, have them narrate by chapter.
So much of Charlotte’s ideas on composition depend on the children reading - with their eyes - high quality literature. I’ve seen in my own home that when children have exposure to good vocabulary and see the written word in complex and intellectual ways, it is very easy — and sometimes not even necessary — to teach them which words get capitalized, how to end a sentence, when to break a paragraph, and other basics of grammar. Spelling, too, by age ten begins to come naturally when they have seen many, many words spelled correctly.
Now that’s not to say they can only ever see high quality writing. The word “twaddle” is thrown around the Charlotte Mason community, sometimes playfully and other times with accusation, but surely books of lower quality have their place when a child is learning to read or if they are reading for fun. The intent is not that they are banned, just that they stay in their place. Charlotte says it like this:
“We do not say that children should never read well-intentioned second-rate books, but certainly they should not read these in school hours by way of lessons. From their earlier days they should get the habit of reading literature which they should take hold of for themselves, much or little, in their own way. As the object of every writer is to explain himself in his own book, the child and the author must be trusted together, without the intervention of the middle-man.”
As for writing as its own subject, it’s unnecessary. You can relax and give up any attempt at finding the perfect writing curriculum; it’s not out there and if it was, you wouldn’t need it. If you’ve tried a writing curriculum and had your child in tears at some point over it, you’ll find great comfort in what Charlotte says.
“Composition is not an adjunct but an integral part of their education in every subject. The exercise affords very great pleasure to children, perhaps we all like to tell what we know, and in proportion as their composition is entirely artless, it is in the same degree artistic and any child is apt to produce a style to be envied for its vigour and grace. But let me again say there must be no attempt to teach composition. Our failure as teachers is that we place too little dependence on the intellectual power of our scholars, and as they are modest little souls what the teacher kindly volunteers to do fro them, they feel that they cannot do for themselves. But give them a fair field and no favour and they will describe their favourite scene from the play they have read, and much besides.”
Whew! What a relief is that? As the children grow in their education and abilities, oral narration begins to take shape on the page as written narration. As for topics, they are simple telling you about what is happening in their school books and Charlotte warmly instructs that “They should be asked to write upon subjects which have interested them keenly.” As the students get older, the subject material becomes more complex and difficult and the narrations you receive from them should do the same.
Charlotte ends the section by giving multiple examples of compositions her students had written. They are well worth the read.
Languages
Charlotte covered English, French, German, Italian, and Latin with her students. She believed you learned other languages to be a good neighbor and the lack of “copious vocabulary in one or another foreign language” by English folk was a “national distress.” It was also imperative to learn a new language the way we all learned our first language: from a native speaker. When learning a new language, students first would hear and say, then read and write. Again, this makes total sense if you think of how you learned your first language. Latin is studied for grammar or sentence construction but also to add to the making of a “nation of linguists.” Charlotte says, “The hitherto unused power of concentrated attention in the study of languages whether ancient or modern appears to hold promise of making us at last a nation of linguists.”
Art
“There are few subjects regarded with more respect and less confidence in our schools than this of ‘Art’,” Charlotte said and I’d argue that this holds true today. The quandary came not about if they should study art (things have gotten worse in this respect) but how to study it. The answer is two-fold; students should produce it as well as study the masters.
Charlotte said, “We recognise that the power of appreciating art and of producing to some extent an interpretation of what one sees is as universal as intelligence, imagination, nay, speech, the power of producing words. But there must be knowledge and, in the first place, not the technical knowledge of how to produce, but some reverent knowledge of what has been produced.”
So students study a single artist, term by term, by reading a short story of his or her life and then studying his best work one print at a time. By doing this Charlotte says, the “children learn, not merely to see a picture but to look at it, taking in every detail. The picture is then turned over and the children tell what they have seen…”. This is now what we know to be called “picture study.” Music or “composer study” is approached in much the same way.
Drawing is best done alongside the studying many quality pictures throughout the student’s education and also in the student’s Nature Journals or Note Books. The habits of observation and attention to detail are both required to draw well and picture study and nature study are wonderful ways to exercise this habit.
The Knowledge of the Universe
Science
Charlotte said, “Books dealing with science as with history, say, should be of a literary character, and we should probably be more scientific as a people if we scrapped all the text-books which swell publishers’ lists and nearly all the chalk expended so freely on our blackboards.” In the early years of a child’s education, the science books they read should be literary in quality and aided by nature study, the student will receive a very generous scientific curriculum.
As the student approaches high school, there is need for more detailed science instruction but the text should still be as literary as possible. Charlotte covered geography, natural history, general science, physiology, geology, biology, botany, and astronomy in this way with great success and said, “the teaching of science in our schools has lost much of its educative value through a fatal and quite unnecessary divorce between science and the ‘humanities.’”
Narration is done but nature journaling is also employed. Charlotte says, “Certainly these note books do a good deal to bring science within the range of common thought and experience; we are anxious not to make science a utilitarian subject.”
Geography
Charlotte said, “The teaching of Geography suffers especially from the utilitarian spirit. The whole tendency of modern Geography, as taught in our schools, is to strip the unfortunate planet which has been assigned to us as our abode and environment of every trace of mystery and beauty. There is no longer anything to admire or to wonder at in this sweet world of ours…but only how and where and why is money to be made under local conditions on the earth’s surface.”
Charlotte focused on map work, helping the students to become intimate with the earth’s surface one region at a time and bringing to life the mountains, rivers, and landmarks, yes, but also the people, animals, and histories of these places. She wanted them familiar with the languages, occupations, and diversities of the people filling up the countries all over this planet. She knew that “children cannot tell what they have not seen with the mind’s eye, which we know as imagination, and they cannot see what is not told in their books with some vividness and some graph of the subject.”
In the early years, students focused on their home and surrounding regions and studies further away places as they got older. It’s helpful to consider your student a traveller as he studies geography and allow him to come upon geographical facts by chance they way you do when traveling a new country. The countries studied should be much more than places and names on a map; they should come alive with all of the features a new place holds when you visit it for the first time.
Mathematics
Charlotte says, “We take strong ground when we appeal to the beauty and truth of Mathematics; that, as Ruskin points out, two and two make four and cannot conceivably make five, is an inevitable law.” For those who find mathematics difficult (present party included) you’ll be refreshed to be reminded that “the mind like the body, is invigorated by regular spells of hard exercise.” It reminds me of my favorite Dickens quote, “Minds, like bodies, will often fall into a pimpled ill-conditioned state from mere excess of comfort.” And so we study mathematics for the same reason people climb mountains. We study mathematics for the pleasure and beauty in the order and exactness of the universe, designed by a perfect Creator; yes, two and two will always, always, equal four and never five. What a comfort that is. If you doubt me, you have never read 1984 and gasped in horror as universal truth was unraveled.
But like we covered in the article on the Way of Reason, “education should be a science of proportion, and any one subject that assumes undue importance does so at the expense of other subjects which child’s mind should deal with.” A wide, generous, curriculum means never allowing one subject to dominate. “In a word our point is that Mathematics are to be studied for their own sake and not as they make for general intelligence and grasp of mind.” Read: you are not smarter than everyone if you’re good in math. ;). There are many types of intelligence and it’s good especially in our post-modern world to remember this. Charlotte drives her point further by saying, “the mathematician who knows little of the history of his own country or that of any other, is sparsely educated at the best.”
At the same time, those gifted in mathematics need not be dissuaded; “…Genius has her own rights. The born mathematician must be allowed full scope even to the omission of much else that he should know…He would prefer not to have much teaching. But why should the tortoise keep pace with the hare and why should a boy’s success in life depend upon drudgery in Mathematics?” Charlotte says. She goes on to remind us that living ideas are still at the crux of all subjects: “How living would Geometry become in the light of the discoveries of Euclid as he made them!”
Physical Development, Handicrafts
I’m going to quote the whole section, ready?
“It is unnecessary, too, to say anything about games, dancing, physical exercises, needlework, and other handicrafts as the methods employed in these are not exceptional.”
The end.
I think at this point — the end of the section, the end of the chapter, the end of Book I — Charlotte was ready for a cup of tea and to be done with the whole thing.
I think she just meant that those activities were important but already integrated into society and culture and not really worth diving into when discussing education at large. I get it; collectively, my kids dance, act, exercise, play sports and instruments, are involved in scouts, and engage in many hobbies and crafts. While I believe those activities “count” towards their education, they don’t take up a lot of space on my school planner. They are mostly hired out or done independently and I think that’s fine. The point of mentioning them, though, is to remind parents of the need for a whole person education; we are mind, body, and soul and all parts need nourishing. Remember, education is the cultivation of a person.
What’s the rest of the book about?
Ah yes, Volume 6 does not end with the tome of Chapter 10. “Book II: Theory Applied” is what follows where Charlotte lays out how to put all of this into practice first in the elementary schools, then secondary schools, then in continuation schools and gives a brief history of education up to that point. A quick side note: Charlotte did not break the children up into grades but rather into forms and they were more flexible than we see with our American idea of grade levels.
In Volume 3, School Education, we find:
Children in Form I are between the ages of 6 and 8, but may be age 9
Children in Form II are between the ages of 9 and 12, occasionally over 12
Children in Form III are between the ages of 11 or 12 to 15
Children in Form IV are between the ages of 14 to 17
She closes the book with a plea for education as a means of national strength and of course makes quite a case. The final chapter resembles an essay and is called “Supplementary: Too Wide a Mesh.” If you’ve come this far with me, I highly suggest finishing the entire book. You’ll find some helpful examples, some great quotes, and very practical CTAs.
Thank you so much for joining me on this long but fruitful trek through Charlotte Mason’s 20 Principles. I hope you’ve gained a deeper understand of her philosophy and have some takeaways that will make your homeschool even better.
So what’s next? I plan to drown myself in cocoa, books, and movies for the better part of the remaining eight days of Christmas and spend what’s left of this glorious holiday season cozying up the house and resting and relaxing with my family. In January, I’ll pick back up with the curated topical articles and the Everything Guides will go out monthly to paid subscribers. Be sure to subscribe if you haven’t already. If being a paid subscriber isn’t a good fit for you right now, make sure you’re a free subscriber and you’ll get notified any time I publish a new article.
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Till next time, keep living outside the box.