Category Archives: podcast

Episode 90: Reading Charlotte Mason: An Interview with Morgan Conner


This podcast episode explores Charlotte Mason’s Home Education series, the six volumes written to thoroughly explain her educational principles and practices. Join Emily Kiser in an interview with Morgan Conner as they describe the value and special characteristics of each volume individually, and where to begin in our own journey through the information-packed pages so essential to our knowledge and success as home educators.

Listen Now:

“It should be said at once that no teacher can hope to get out of the programmes and the methods all that can be got, unless he reads and re-reads what Miss Mason herself has said about them. As I have said before, a copy of School Education or Home Education should be in every school, and should be in constant use. There should be no member of the staff who has not read it. Where I see wrong methods being employed-excessive explanation, excessive questioning, interruption of reading or narration–it is almost always found that the teacher does not know what Miss Mason taught, and has therefore no grasp of the principles that underlie the method that he is supposed to be employing.” (Mr. Household, Parents’ Review, Volume 36, p. 757)

For the Children’s Sake, Susan Schaeffer Macaulay

Charlotte Mason’s Complete Series published by Living Books Press

The Original Homeschooling Series published by Simply Charlotte Mason

The Truth About Volume 6 by Morgan Conner

Episode 89: Mothers’ Continuing Education


When we embark on the homeschool journey, many of us feel inadequate to teach because of our own lack of education. Once we start, however, our enthusiasm for learning ourselves is usually kindled. But how to find the time, what to study, and which areas are most fruitful for us are the questions this episode will address as the ADE ladies review Mason’s own Mothers Education Course and what she felt were the essential areas of study for a mother and teacher.
Listen Now:

“We are waking up to our duties and in proportion as mothers become more highly educated and efficient, they will doubtless feel the more strongly that the education of their children during the first six years of life is an undertaking hardly to be entrusted to any hands but their own. And they will take it up as their profession––that is, with the diligence, regularity, and punctuality which men bestow on their professional labours.” (Vol. 1, pp. 2-3)

“‘The mother is qualified,” says Pestalozzi, ‘and qualified by the Creator Himself, to become the principal agent in the development of her child; … and what is demanded of her is––a thinking love … God has given to the child all the faculties of our nature, but the grand point remains undecided––how shall this heart, this head, these hands be employed? to whose service shall they be dedicated? A question the answer to which involves a futurity of happiness or misery to a life so dear to thee. Maternal love is the first agent in education.'” (Vol. 1, p. 2)

“One of the greatest difficulties of women living at home is that of securing consecutive hours of work; for our lives (especially lives lived in towns) are very full of interruptions and conflicting duties.” (The Mother’s Educational Course, PR, Vol. 8)

“And this knowledge of the science of education, not the best of mothers will get from above, seeing that we do not often receive as a gift that which we have the means of getting by our own efforts.” (Vol. 1, p. 10)

“The attention of Members [of the PNEU] is called to the New Course of Reading, which is free to all members of the Union. It is confined to the distinctive teaching of the Union, and therefore to the volumes of the ‘Home Education’ Series…The method of these volumes is a progressive amplification of the principles of the Union.  It is , therefore, desirable that the books should be studied in numerical order.” (PNEU Pamphlets)

“For, while many topics are interesting, and it is good to learn about anything which lifts us to a higher level, these four are really indispensable for every mother who wishes to be thoroughly equipped for her work.” (The Mother’s Educational Course, PR, Vol. 8)

“The mother cannot devote herself too much to this kind [Naturalists’ books] of reading, not only that she may read tit-bits to her children about matters they have come across, but that she may be able to answer their queries and direct their observations.” (Vol. 1, p. 64)

“That the mother may know what she is about, may come thoroughly furnished to her work, she should have something more than a hearsay acquaintance with the theory of education, and with those conditions of the child’s nature upon which such theory rests.” (Vol. 1, p. 3)

“And this true living interest is what we want to share with our children, with the aim of giving them an inspiration rather than with the expectation of being able to supply all the teaching they will need. Few mothers could qualify themselves to teach physiology, astronomy, botany, geology, and the knowledge of birds and insects; but all can learn enough of the alphabet of these subjects to answer intelligently the questions of young children, and to sympathize with the lessons of the older ones, or to work with them.”  (The Mother’s Educational Course, PR, Vol. 8)

“For to be honestly pursuing a course of study, however simply, makes a mother feel that she is trying in some measure to live worthily of her calling. She will feel that she is doing her best to prepare herself for the bringing up and training of useful men and women, thoroughly developed in body, mind, and spirit, who may by God’s blessing leave the world a little better than they found it.” (The Mother’s Educational Course, PR, Vol. 8)

The Mother’s Educational Course, by Mrs. Anson (Parents’ Review, Volume 8)

Copies of the MEC Curriculum

The Original Homeschooling Series Reprints from Simply Charlotte Mason

Philip Yancey’s Article

New Testament Studies articles here and here

Episode 88: Forms IV-VI Recap


What kind of feast did Charlotte Mason spread for the oldest students? The high school years often cause anxiety in the homeschool teacher, but with the slow and steady progress in the lower forms, a Mason educated child is going to tackle them with relish. What was included in the upper forms, what changed, and what stayed the same?

Listen Now:

“I should like to urge the importance of what may be called a poetic presentation of the life and teaching of Our Lord. The young reader should experience in this study a curious and delightful sense of harmonious development, of the rounding out of each incident, of the progressive unfolding which characterises Our Lord’s teaching…if we could only get a 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.” (Vol. 6, pp. 165-66)

“Next in order to religious knowledge, history is the pivot upon which our curriculum turns.” (Vol. 6, p. 273)

“…somewhat stiffer book than that they have hitherto been engaged upon, together with [The Quennell’s] History of Everyday Things in England.” (Vol. 6, p. 176)

“Like Literature [Citizenship], too, is ancillary to History.” (Vol. 6, p. 185)

“The history studies of Forms V and VI (ages 15 to 18) are more advanced and more copious and depend for illustration upon readings in the literature of the period.” (Vol. 6, p. 176)

“In these Forms some definite teaching in the art of composition is advisable, but not too much, lest the young scholars be saddled with a stilted style which may encumber them for life.” (Vol. 6, p. 193)

History of Everyday Things in England

Ourselves, Audio Book

Crown of Wild Olive

Physiography

Elementary Practical Geography

Fearfully and Wonderfully Made

Edwin Way Teale’s Natural History Books

Sand County Almanac

(Contains affiliate links)

History Streams Charts

CM’s Streams of Science

How Nicole modified CM’s streams of science

Sabbath Mood Homeschool’s Living Science Study Guides

Subjects by Form Page

Episode 87: Form III Recap


Charlotte Mason carefully laid the foundation for the upper years in the lower forms. What are the differences in subjects and practices once students enter the middle form and are working toward the high school years? This podcast will survey and summarize “Form III.”

Listen Now:

“But we are considering, not the religious life of children, but their education by lessons; and their Bible lessons should help them to realise in early days that the knowledge of God is the principal knowledge, and, therefore, that their Bible lessons are their chief lessons.” (Vol. 1, p. 251)

“Forms III-IV (12 to 15) read for themselves the whole of the Old Testament as produced by the Rev. Costley-White in his Old Testament History. Wise and necessary omissions in this work make it more possible to deal with Old Testament history…The footnotes which form the only commentary upon the text are commendably short and to the point.” (Vol. 6, pp. 164-65)

“The map of any country calls up in a child’s imagination a wonderful panorama of the diversities of the country, of the people, their history and occupations. It is evident that this kind of geographical image cannot be secured in any other way than by considering Europe country by country. They begin with a general survey of the seas and shores of the continent, of the countries and people, of the diversities of tongues and their historical origin, of the plains and mountains, of the rivers and their basins.” (Vol. 6, p. 225)

“The object of children’s literary studies is not to give them precise information as to who wrote what in the reign of whom?––but to give them a sense of the spaciousness of the days, not only of great Elizabeth, but of all those times of which poets, historians and the makers of tales, have left us living pictures.” (Vol. 6, p. 184)

Costley-White (Living Library Press)

The Saviour of the World

Ourselves, Audio Book

Listener’s Guide to Music

Winners in Life’s Race

Men, Microscopes and Living Things

Fairyland of Science

(Contains affiliate links)

Episode 13: The Saviour of the World

History Tools Webinar

Episode 15: History Things

Mathematics: An Instrument for Living Teaching

Episodes 56 and 57 with Richele Baburina

CM’s Streams of Science

How Nicole modified CM’s streams of science

Sabbath Mood Homeschool’s Living Science Study Guides

Special Studies Rotation

Subjects by Form Page

Episode 86: Form IIA Recap


Charlotte Mason had definite ideas for why the children should learn, as well as what was to be learned at every stage of school education. This episode provides an overview of the last two years of the “elementary years,” or the top of the second Form.

Listen Now:

“But we are considering, not the religious life of children, but their education by lessons; and their Bible lessons should help them to realise in early days that the knowledge of God is the principal knowledge, and, therefore, that their Bible lessons are their chief lessons.” (Vol. 1, p. 251)

“Next in order to religious knowledge, history is the pivot upon which our curriculum turns.” (Vol. 6, p. 273)

J. Paterson Smyth Commentaries (or, in ebook format here)

British Museum for Children

Outdoor Geography

Bulfinch’s Age of Fable

Lessons in Elementary and Practical Geometry

Life and Her Children

Storybook of Science

The Sciences

(Contains affiliate links)

Charlotte Mason’s Bible Rotation

Episode 12: The Chronology of History

History Streams Charts

Episode 15: History Things

Book of Centuries Parents’ Review Article

History Tools Webinar

The New Handwriting

Sabbath Mood Homeschool’s Living Science Study Guides

Special Studies Rotation

Subjects by Form Page