Episode 228: Mastery Before Moving On

Did Charlotte Mason advocate the common notion of “mastery before moving on?” Liz, Emily, and Nicole discuss this popular idea and, based on Miss Mason’s principles, the cases when moving on with or without mastery of a subject are beneficial for the student.

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“Besides, though this physical culture of the brain may be only the groundwork of education, the method of it indicates what should be the method of all education; that is, orderly, regulated progress under the guidance of Law.” (1/37-38)

“Almost as bad is the way the child’s intellectual life may be wrecked at its outset by a round of dreary, dawdling lessons in which definite progress is the last thing made or expected, and which, so far from educating in any true sense, stultify his wits in a way he never gets over.” (1/16)

“But the subject of our relations with each other as human beings is inexhaustible, and I can do no more than indicate a point here and there, and state again my conviction that a system of education should have for its aim, not the mastery of certain ‘subjects,’ but the establishment of these relations in as many directions as circumstances will allow.” (3/88)

Waiting on the Word, Malcolm Guite

Let’s Play Math, Denise Gaskins

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Episode 227: Writing–Transcription & Dictation

A Charlotte Mason education is grounded in principles of teaching, not just products. This is critical in the area of writing, whether handwriting or written composition. Since writing is essential, enjoy this re-release of our original show with some new preliminary comments.

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“I can only offer a few hints on the teaching of writing, though much might be said. First, let the child accomplish something perfectly in every lesson–a stroke, a pothook, a letter. Let the writing lesson be short; it should not last more than five or ten minutes. Ease in writing comes by practice; but that must be secured later. In the meantime, the thing to be avoided is the habit of careless work.” (Vol. 1, pp. 233-34)

“[T]here is no part of a child’s work at school which some philosophic principle does not underlie.” (Vol. 1, p. 240)

“The gift of spelling depends upon the power the eye possesses to ‘take’ (in a photographic sense) a detailed picture of a word; and this is a power and habit which must be cultivated in children from the first.” (Vol. 1, p. 241)

If you would like to study along with us, here are some passages from The Home Education Series and other Parent’s Review articles that would be helpful for this episode’s topic. You may also read the series online here, or get the free Kindle version from Fisher Academy.

Home Education (Volume 1), Part V, Chapters X-XII

Writing to Learn

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Episode 44: Language Acquisition

Episode 46: Reading

Episode 50: Writing: Grammar & Composition

A New Handwriting Teacher Help

The New Handwriting

Subjects by Form

Episode 226: Making Plans for Physical Geography

This week’s Charlotte Mason podcast is an interview with a mom of five on the subject of physical geography. Morgan Conner wanted to know more about her region, wanted to learn how to do geography walks, and shares with us how this came about. If you don’t know much about your locale, its geology, or how to incorporate geography walks, you will be delighted with the practical and informative suggestions Morgan shares.

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“The first and fundamental ideas are gained best out of doors.” (PR24/523)

“Geography walks are intended to teach children the nature of their own neighborhood.” (PR 16/67)

“[Forms 2-6] do their Local Geography on walk. They find heights of tree and hill and the breadth of rivers. If possible, they trace a river from its source to its mouth and discover its basin, watershed and tributaries. They learn the Geology of their district, also the history from the earliest times, discvoering, where possible, traces of the early inhabitants in the looks and dialect of the people today, and in the place names. Parochial, Parliamentary and county boundaries are determined, and the reasons for these divisions discussed.” (PR24/527)

“A geography walk can and should be an adventure as well as an instructive undertaking. If you have not already an established custom of taking one or two each term–perhaps…illustrated by a map–do make the experiment. Choose a central subject, a stream or a path, for instance, trace its passage, do some measuring and establish a scale, determine its direction, and note surrounding natural as well as man-made, features, add some investigation of the soil. Intimate knowledge of a small patch of countryside will follow and the maps and essays will, according to the age and observance of the authors, be an achievement of value.” (PR66/168)

Underland, Macfarlane

Roadside Geology Series (Mountain Press)

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Episode 146: Physical Geography

Physical Geography in the Early Years through Form I

Morgan’s Geography Walk from the 2021 ADE at Home Conference

Map of Form III Level Ecoregions of the United States

Nicole’s article on Nature Walk Goals (also see Episode 215: Nature Walks and the Nature Walk Goals Teacher Help)

Morgan’s Planning Tool

Episode 225: Nature Study

Nature study is essential in a Charlotte Mason education. In revisiting “the basics,” this is the reason we offer you this re-release of our original nature study episode. Even if you have been studying nature with your children for years, you will be re-inspired and grateful for the world that has been given.

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“It would be well if we, all persons in authority, parents and all who act for parents, could make up our minds that there is no sort of knowledge to be got in these early years so valuable to children as that which they get for themselves of the world they live in. Let them once get in touch with nature, and a habit is formed which will be a source of delight through life. We were all meant to be naturalists, each in his degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things.” (1/61)

“When children are old enough to understand that science itself is in a sense sacred, and demands some sacrifice, all the common information they have been gathering until then, and the habits of observation they have acquired, will form an excellent ground work for a scientific education. In the meantime let them consider the lilies of the field and fowls of the air.” (Vol. 1, p. 63)

“Consider, too, what an unequalled mental training the child-naturalist is getting for any study or calling under the sun––the powers of attention, of discrimination, of patient pursuit, growing with his growth, what will they not fit him for? Besides, life is so interesting to him, that he has no time for the faults of temper which generally have their source in ennui; there is no reason why he should be peevish or sulky or obstinate when he is always kept well amused.” (Vol. 1, pp. 61-62)

“Never be within doors when you can rightly be without.” (Vol. 1, p. 42)

“The first buttercup in a child’s nature note book is shockingly crude, the sort of thing to scandalize a teacher of brush-drawing, but by and by another buttercup will appear with the delicate poise, uplift and radiance of the growing flower.” (Vol. 6, p. 217)

Home Education (Volume 1), Part II

School Education (Volume 3), pp. 236-238

“The Charm of Nature Study” by G. Dowton, an article from the Parent’s Review

The Handbook of Nature Study, Anna Comstock

The Last Child in the Woods, Richard Louv

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Charlotte Mason Digital Collection

Nature Journal Examples {Here}, {Here}, and {Here}

John Muir Laws’ Nature Journaling site

Examples of Bird and Flower Lists

Nicole’s description of the Bird and Flower Lists

Nature Study: Special Studies and Object Lessons Teacher Training Video

Conference Package with Nicole’s Introduction to Nature Study

Nicole’s Nature Study Course

Episode 10: Things, the Materials of Education (2.0)

We think of school as paper, pencils, and books, but Mason’s delectable feast included innumerable other learning opportunities. We try to hit the highlights here of the vastly underrated world of things that can be considered critical to the well-rounded education.

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“The children I am speaking of are much occupied with things as well as with books, because ‘Education is the Science of Relations,’ is the principle which regulates their curriculum; that is, a child goes to school with many aptitudes which he should put into effect. So, he learns a good deal of science, because children have no difficulty in understanding principles, though technical details baffle them. He practises various handicrafts that he may know the feel of wood, clay, leather, and the joy of handling tools, that is, that he may establish a due relation with materials. But, always, it is the book, the knowledge, the clay, the bird or blossom, he thinks of, not his own place or his own progress.” (6/31)

“At the same time, here is the mother’s opportunity to train the seeing eye, the hearing ear, and to drop seeds of truth into the open soul of the child, which shall germinate, blossom, and bear fruit, without further help or knowledge of hers.” (1/44-45)

“At any rate he should go forth well furnished because imagination has the property of magical expansion, the more it holds the more it will hold.” (6/43)

“every hour spent in the open is a clear gain, tending to the increase of brain power and bodily vigour, and to the lengthening of life itself.” (1/42)

“The only sound method of teaching science is to afford a due combination of field or laboratory work, with such literary comments and amplifications as the subject affords.” (6/223)

“The work is arranged on the principles which have been set forth in this volume; a wide curriculum, a considerable number of books for each child in the several classes, and, besides, a couple of hours’ work daily, not with Books but with Things.” (3/271)