Read Charlotte Mason’s Volumes

Chapter X Section III THE KNOWLEDGE OF THE UNIVERSE (b) MATHEMATICS The question of Arithmetic and of Mathematics generally is one of great import to us as educators. 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 […]

Chapter X Section III THE KNOWLEDGE OF THE UNIVERSE (a) SCIENCE … science teaching in the schools should be of the nature of ‘common information’ is of use in defining our limitations in regard to the teaching of science. We find another limitation in the fact that children’s minds are not in need of the

Chapter X Section II THE KNOWLEDGE OF MAN (f) ART THERE are few subjects regarded with more respect and less confidence in our schools than this of ‘Art.’ Of course, we say, children should have their artistic powers cultivated, especially those who have such powers, but how is the question. The neat solution offered by

Chapter X Section II THE KNOWLEDGE OF MAN (e) LANGUAGES English is rather a logical study dealing with sentences and the positions that words occupy in them than with words and what they are in their own right. Therefore it is better that a child should begin with a sentence and not with the parts of

Chapter X Section II THE KNOWLEDGE OF MAN (d) COMPOSITION COMPOSITION in Form I (A and B) is almost entirely oral and is so much associated with Bible history, English history, geography, natural history, that it hardly calls for a special place on the programme, where however it does appear as ‘Tales.’ In few things

Chapter X Section II THE KNOWLEDGE OF MAN (c) MORALS AND ECONOMICS: CITIZENSHIP LIKE Literature this subject, too, is ancillary to History. In Form I, children begin to gather conclusions as to the general life of the community from tales, fables and the story of one or another great citizen. In Form II, Citizenship becomes

Chapter X Section II THE KNOWLEDGE OF MAN (b) LITERATURE EXCEPT in Form I [*age 6-9] the study of Literature goes pari passu [at an equal pace, hand in hand] with that of History. Fairy tales…delight Form IB [*age 6-7], and the little people re-tell these tales copiously, vividly, and with the astonishing exactness we may expect

Chapter X Section II THE KNOWLEDGE OF MAN (a) HISTORY I HAVE already spoken of history as a vital part of education… To us in particular who are living in one of the great epochs of history it is necessary to know something of what has gone before in order to think justly of what

Chapter X Section I THE KNOWLEDGE OF GOD Of the three sorts of knowledge proper to a child,—the knowledge of God, of man, and of the universe,-the knowledge of God ranks first in importance, is indispensable, and most happy-making. Mothers are on the whole more successful in communicating this knowledge than are teachers who know

Chapter X 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 is, that facts are not presented without their informing ideas.