
"I've tried my hardest,
I've done my best.
And now it's time to do the rest."
-Joey, 7 years old.
Natural Obstacles
We should provide natural obstacles to challenge our children physically. Charlotte encouraged us to get our children physically active with "climbing, swimming, walking, etc."
Material to Work In
Handicrafts play an important role in helping our children form relations with the world around them. We need to give them opportunities to work with "wood, leather, clay, etc."
Natural Objects in situ
Notice how that word "situ" looks like "situation." Charlotte made sure that the children had regular time outdoors to observe objects of nature, "birds, plants, streams, stones, etc.," in their natural environment, or situation. Nature study is an important aspect of a Charlotte Mason education.
"For the first five or six years of his life, everything, especially everything in action, is an object of intelligent curiosity to the child—the street or the field is a panorama of delight, the shepherd's dog, the baker's cart, the man with the barrow, are full of vivid interest. He has a thousand questions to ask, he wants to know about everything; he has, in fact, an inordinate appetite for knowledge. We soon cure all that: we occupy him with books instead of things; we evoke other desires in place of the desire to know; and we succeed in bringing up the unobservant man (and more unobservant woman) who discerns no difference between an elm, a poplar and a lime tree, and misses very much of the joy of living" (Vol. 2, pp. 181, 182).
Objects of Art
Children in Charlotte's schools were given opportunity to appreciate and express art. They had picture study and drawing lessons, time to experiment with mixing paints and sketching with charcoal, encouragement to draw both what they imagined and what they saw. Let's give our children the same.
Scientific Apparatus
Charlotte listed specifically the stethoscope, thermometer, microscope, and magnifying glass. While she encouraged us to use these apparatus, she also explained that we should be careful to use them to confirm or expand on an idea, not to replace the emotion-touching, imagination-stirring idea itself.
So as you make plans for next week, next month, or nexPost Optionst year, be sure to include both books and things. These types of hands-on learning experiences will add variety and enjoyment to your days, and they will play a vital role in helping your child form those relations that lead to real knowledge.
What is a living book?
The books Living Books Curriculum uses are considered “living” according to Charlotte Mason. That is, the books “warm the imagination,” nurture thinking, and communicate knowledge mind-to-mind. Children require books that are living in order to develop to their fullest capacity. The high quality of thought expressed in great literature breeds like thought in the child. When the books are many, varied, and living, the child is able to adopt the ideas in them just as a plant takes nutrients from the soil.
“For this reason we owe it to every child to put him (or her) in communication with great minds that he may get at great thoughts…and the only vital method of education appears to be that children should read worthy books, many worthy books.” Charlotte Mason, A Philosophy of Education, p. 12.d
Definition taken from Living Books Curriculum
4But let it be the inward adorning and beauty of the hidden person of the heart, with the incorruptible and unfading charm of a gentle and peaceful spirit, which [is not anxious or wrought up, but] is very precious in the sight of God.