Does the Charlotte Mason curriculum prepare students to live and work in today’s STEM-focused world? Once again, we believe Charlotte Mason was ahead of her time and gives children not just the education they need, but the one they deserve. Join us in this podcast episode to look at the big picture of Science and Nature Study in a Charlotte Mason education.

Listen Now:

Charlotte Mason, Volume 6 (Amazon) (Living Book Press – use code DELECTABLE for 10% off!)

ADE Season 12 Reading Schedule

ADE on YouTube

Emily
Welcome to A Delectable Education, the podcast that spreads the feast of the Charlotte Mason Method. I’m Emily Kiser and I’m here with…

Liz
…Liz Cottrill.

Nicole
…and Nicole Williams.

Emily
We’re kicking off season 12 by diving into Science and Nature Study. So as we work through this season of the podcast, just as in last season, we invite you to read along with us out of chapter 10 of Charlotte Mason’s An Essay Toward a Philosophy of Education, her sixth volume, and we have a reading schedule you can find in the show notes to follow along with us and really dig into everything she says about these subjects.

So the first thing we like to consider is why this subject in the first place? So why Science and Nature Study? It’s pretty integral in a Charlotte Mason education, but why is it important? And should we still include it in today’s–I mean, it seems silly to even say, do we include Science for our children? But just to look at its place in the whole curriculum and why Charlotte Mason felt like it was an important field of study. 

Charlotte Mason’s goal for every child’s education was for them to build relationships in as many directions with as many things that they encounter in the world around them. So the very first relationships a child forms are really the seeds of their science education. Observing, naming, experimenting, and deducing are all as natural to persons as breathing. So from infancy, Charlotte Mason exhorts us to go outside with our children, with our children, so they can explore and get to know the world around them.

In the first place, do not send them; if it is anyway possible, take them; for, although the children should be left much to themselves, there is a great deal to be done and a great deal to be prevented during these long hours in the open air. (1.43)

And then as they grow, they add to their vocabulary and they begin to not just understand the what of what they’re seeing, but the why behind their observations. So in appropriate developmental stages, the knowledge of the universe is open to them in their Science lessons. And they learn loads of scientific information because they’ve already built relationships with many things around them that they’ve directly observed.

So Nature Study and Science, we believe, are essential to a child’s education. They cultivate the habit of attention by looking closely at even small things around them. They help develop their curiosity and wonder about the world around them. They also provide opportunities for mental training and reasoning. Charlotte Mason said:

The power to classify, discriminate, distinguish between things that differ, is amongst the highest faculties of the human intellect, and no opportunity to cultivate it should be let slip. (1.64)

And overall Science, and particularly Nature Study in the younger years, really help a child build relationships, which is the ultimate goal of education. So children…it’s knowledge owed to them, right? 

Nicole
Absolutely.

Emily
So Nicole, why don’t you give us…paint that big picture that you were talking about in our last episode. What is the overall progression of a child’s scientific education? 

Nicole
Yeah, so in Form 1, that’s grades one through three, there’s no formal Science yet. They are really, this is all Nature Study at this time. All of their Science is Nature Study and Nature Lore, which we’re gonna talk about more in the next episode, and it’s very important. 

The lessons are short, but the work is so valuable. The child is, like you said, really learning to pay attention at this time, which will serve them really well in other subjects, by the way. They learn to observe closely, to put what they notice into their own words. Miss Mason said that 

“out-of-door Nature Study lays the foundation for Science.” (Mason, A P.N.E.U. Manifesto) 

And that is exactly what these early years are really doing. We build the habits of attention and the accurate observation that all real Science depends on, and this is going to be vital. 

Then in Form 2, so that’s grades four through six, then we begin this gentle transition to formal Science. The child keeps reading nature lore at this time, but now a Science book is added alongside of it, introducing them to the everyday marvels around them. Weather, magnets, light, and sound, and basics of Astronomy, things that they can really observe and wonder about. This is what Charlotte Mason called the Philosophy of Common Things. And the goal here isn’t mastery at all, it’s to keep the wonder alive. 

You know, we really see a shift with our kids at this age, where they can lose that wonder, but she wants to keep that wonder alive, allow them to begin asking questions, to see that the world is orderly and governed by laws. So we’re starting to get there. 

Then in Forms 3-4, so that’s grades seven through nine, and that’s how Charlotte Mason grouped this, Science becomes a fuller study and the students take up Biology in earnest and they also work through all the major branches of Science. And now the student begins keeping a science notebook and in there they’re keeping written narrations of what they’ve read or experiments they’ve made. They start reproducing diagrams and they become a treasure, they really do.

Their powers of observations have matured. So in Nature Study, they began looking at things that are like cross-species things. So we’re not just doing your average object lessons anymore. Now they’re looking at things like pollination and seed dispersal across many different plants and animals.

Then by Forms 5 and 6, so that’s grades 10-12, students are studying the four core Sciences by this time: Biology, Chemistry, Physics, and Earth Science every year. And Nature Study matures into Ecology, so the study of a whole biome at this point and how living things interact within it. And the work is really preparing them to step into life as people who can read about scientific discoveries and ask sensible questions about it and weigh the evidence for themselves. They really become so grounded in Science as an idea that is around us all the time by this point. 

So, across all these years, the goal is just this study, and really it’s twofold. First, we want our children to feel the wonder and reverence of the world around them. Charlotte Mason was very blunt about this. When you hear that quote: 

Where Science does not teach a child to wonder and admire, it perhaps has no educative value. (6.224)

That’s huge. But second, we want them to gain what she called the common information. And this is really what we would call scientific literacy today. 

The real question at the end of a child’s education, she said, 

…is not,––how much does the youth know?…but how much does he care? (3.170)

And when she uses that quote, it’s Science that she’s talking about. And how many orders of things does he care about? So that’s where that broad feast is really important. In other words, 

how large is the room in which he finds his feet set? (3.171)

I love that quote, but it’s always so exciting to me to think that’s about Science. 

Emily
And when your study is the universe, their room should be really large. 

Nicole
Really large, right.

Emily
Illimitable, actually.

Nicole
So we are aiming at this the whole way through. A student who has spent years observing, reading living books, narrating experiments, who walks into adulthood with both a sense of awe and the ability to think clearly about the scientific questions of their time. 

Emily
Yeah. So important. 

Well, Liz, do you want to share with us some of the common pushback or questions that people have when you explain to them, you know, the scope of Charlotte Mason’s Science education? 

Liz
I think a common concern that a lot of parents have, especially in this area of Science, is isn’t this approach out of date and out of step with modern Science, which has progressed and expanded astronomically in the last hundred and hundred and fifty years? And I would say yes, Science has increased in knowledge and scope exponentially. 

But all learning begins with the basic information that Nicole was just talking about, the foundational, general, concrete, simple ideas before building on those with more detailed specifics. And observation is the most fundamental aspect of Charlotte Mason’s approach to Science. She encourages attention, as Emily was saying, and inspires wonder in the children. And the questions that are raised in the Science reading and exploration just promote, spur them on to investigate things. 

Another common concern is how can children get the most up-to-date information when they read older living books on Science subjects? Anyone ever heard this before? 

Emily
Yeah, I would say they don’t have to read older books, but they do need to read living books, and that is sometimes the harder thing, is to find a more in depth Science book that is not a textbook. 

Liz
Right. Where we’re not just presenting information. ‘Cause she said that older books– 

Emily
That’s been pre digested. 

Liz
Yes. Yeah. Or written by a hundred people. She said that these books…when a lot of these scientific discoveries were new, Nicole was just pointing this out to me, and it was fresh information, they were very inspired and the enthusiasm comes through. Those authors knew what was developing and the narrative style that these books are written in, Charlotte Mason said made retention much greater. 

And since then, of course, we have developed much more micro and macro knowledge. A lot has been added, but they still need that basic understanding to go on later to learn those more specific things. Right now, in the formative years of their early schooling in Science, we’re trying to build their appetite and their delight for the subject. 

You know, it’s kind of like we read poetry to children to catch their attention and increase their delight in it long before they ever analyze it. And we cannot skip past introductory information in the Science field. You have to start at the beginning to understand all those really high level theories and practices. 

Emily
Yeah. And I think like what you were just saying, Nicole, about it building on the common information, that scientific literacy, if children can care about that, then they can attach and go on and use a textbook in later years in college or whatever. 

Liz
Exactly. 

Emily
And they have that passion and understanding. I can read really dry books about something I’m interested in because I’ve already built that relationship. And I’m just thinking of a great example is John McPhee’s Annals of a Lost World. You know, when he started that series, which became kind of his magnum opus, like the through line of his career, he thought he was gonna write an article on, you know, crossing the North American continent on I-80. 

But he was doing it at a time when Plate Tectonic Theory, it went from having never been proposed when he started that series, to by the time he ends it was now the accepted way. And I think about it kind of almost like the Copernican revolution, like what they had to do to figure out you know Kepler’s planetary motion, you know, and the hard things…like all that with geosynclines that I cannot understand. How did they think this happened before, right? 

It just is much more simple and all-encompassing, and his passion as he went through and really worked with geologists, you see the field developing at that time, but he’s on a journey, it’s a living book. He was there, it was exciting, and then he brings it to bear for us that we can understand this whole shift in Geology. And then we care about it. So then I can actually have conversations about what were geosynclines?. I talked with my brother in-law, who’s a geologist, you know, very, very crazy. But because I had that connection from reading a living book.

Liz
And so not all the books that are best are the old ones, but they are still good, many of them. They’re invaluable for instilling curiosity for the most part. And children want to know about the most basic things in life anyway when they’re young. And their curiosity should increase over the years. And let’s be honest, we cannot know about everything in Science, but we have to begin somewhere.

And then, sort of related to what we’ve been saying here, is a lot of people are concerned they want their children to be in the best STEM programs because that’s where they think the most advanced knowledge is. And I just want to remind us all that Charlotte Mason’s method helps achieve critical thinking in the Sciences, but life is huge, the world is big, and our children need to be in contact with all kinds of knowledge. Science needs to be kept in balance.

Nicole
I would even say that Charlotte Mason didn’t skimp on the amount of time or the amount of material that she gave to students in the Science category. That it is second only to…

Liz
…foreign language, I think. 

Emily
Or all of language.

Nicole
If you take all the languages together, that’s the only thing that takes more time. 

Emily
Well, and when you think about it, she lived at the– 

Nicole
Like Dictation, Copywork, all the languages. 

Emily
She was living at a time of great technological advancement.

Liz
It was exciting.

Emily
We are in the digital age, but like they went from horse and buggy to like airplanes in her lifetime when she was creating. You know, it just was a huge leap too. So it was also an important topic at the time. 

Liz
But I think my point is that all of education is equally important and Science needs its place in our life and will mean more to them if…I mean some of the best modern Science scientists’ books that I’ve read in the last year, I cannot believe how much they quote the classics, poetry, music…

Emily
What was that interview about the man who was a scientist, but he became a poet. And he lives in Ireland or… 

Liz
White, I think. 

Emily
Yes. And just, we see the best scientists need to not just be scientists.

Nicole
Walter Lewin has a whole chapter in the very end of his book on his real love of his life…

Emily
Which is not Physics?

Nicole
Which is abstract art. And he has a whole collection of it. It was just..so yes, and I mean just think of Michelangelo. 

Emily
Yeah. Or Leonardo. 

Nicole
Yeah. 

Liz
Leonardo da Vinci was a scientist and an artist.

Emily
We’re so glad you joined us for this discussion of Science lessons across a child’s education today. Please join us next time as we zoom in to look at what these lessons look like for the youngest children.

We’re back for Season 12, and today we’re talking about everything we’ve got planned for A Delectable Education this year. Join us in this podcast episode for all our announcements so you can follow along with us this year.

Listen Now:

Charlotte Mason, Volume 6 (Amazon) (Living Book Press – use code DELECTABLE for 10% off!)

ADE Season 12 Reading Schedule

ADE Patreon

ADE on YouTube

Emily
Welcome to A Delectable Education, the podcast that spreads the feast of the Charlotte Mason Method. I’m Emily Kiser and I’m here with…

Nicole
…Nicole Williams…

Liz
…and Liz Cottrill.

Emily

And we just want to welcome you to Season 12, which our seasons are a full year long. We have been podcasting this very same podcast with the three voices you hear today for 11 whole years. 

Nicole
Yep. Starting the 12th one.

Emily
I marked this because one of my children was like six weeks old when we started recording these podcasts and he just turned eleven. It’s just incredible. 

Nicole
And yet we were just joking that we’re sitting here all nervous. 

Liz
Like it’s the first time we’ve ever done this. 

Emily
Yeah, it’s so true. We do not feel like professionals, but in podcast years we’re like dinosaurs probably.

Well, this year on the podcast, we are continuing what we started last year, which has been very well received. We are revisiting each subject, adding our combined collective experience from teaching this way and the more that we found in the CM digital collection and our reading and rereading her volumes and really going subject by subject through the whole Charlotte Mason curriculum. Of course, we’re breaking those down into smaller bite-sized pieces to make it easier for you to find exactly what you need if you need to look for a specific age of student or just really wrap your mind around a whole subject. 

So we got to the end of last season and we were about halfway through Chapter 10 of Volume 6. So that’s what we’re doing this season, is continuing to cover the rest of the subjects, and some subjects that are not even included in Volume 6 at all which are pretty crucial. So we’ll be doing that this year, and we invite you to follow along with us as we read Chapter 10 of Volume 6, an essay called Towards a Philosophy of Education. 

Chapter 10 is called The Curriculum. To make that easy for you, we have created a Season 12 reading schedule that you can download or print from the link in the show notes of this episode. So you’ll see what date our podcast is airing on that topic and what pages to cover, and also what subject that episode is going to be on.

So as we have been talking about what we did in Season 11 and thinking ahead to Season 12, we have been able to put some things into words, and things that we’ve been hearing from our listeners, but also ourselves. And it’s a really helpful practice for us to do this methodically, revisiting each subject and really discuss things together. 

Liz
It reinvigorates because we see how it all comes together and all fits together. 

Emily
And when we say over and over that a Charlotte Mason education, that those principles that the method it’s founded on are very simple and few, we really mean it. But we do remember how it was when we were just starting out, right? And it just seemed overwhelming and we felt very insecure about well, what do I do? How do I do that? And I think that that is just the confidence we want to leave you with, is looking at the whole curriculum a whole subject at a time, seeing how it fits together, but really how these principles are just the same throughout. 

Just the other day Nicole and I were talking back and forth, and I said, I am having a new idea about what she meant by this. Of course, I’ve read these words over and over, but I think because of just seeing the whole big picture, it just really cemented in my mind exactly what she meant. And so we’re trying to impart some of those ideas to you along the way. 

Nicole
Yeah. And there’s some ideas that, you know, we always say “Charlotte Mason’s principles”, which is really her Short Synopsis, does not include all of the principles. 

Emily
Correct. 

Nicole
And there’s been some ideas that have just really taken shape for me as we’ve gone through this. In particular, I always start that first preliminary episode by looking at the scope and sequence from the beginning of school to the end. And to me, that little segment has been so inspiring because I’m really seeing her big picture and that there is this slow, very strong foundational beginning to every subject that we see people push back on. Why are we waiting for that? Why aren’t we doing grammar lessons? Why aren’t we doing science experiments? Why why aren’t we doing that stuff yet? And yet when we look at that full scope and sequence, we see this very strong foundation that she’s laying…

Emily
That makes possible all of the things that come after. 

Liz
And the progression matters. 

Nicole
Yes. And then we see at the other end where they’re far and away expected to do more than they would be doing in a traditional school scope and sequence, you know, in a public school situation. So that progression matters. 

Liz
It builds up steam.

Nicole
Right. And so it’s just been fun to me. I sort of get goosebumps every time I go through that progression. 

Emily
Yeah. And I think that it is our understanding of that that makes us so solidly well, Charlotte Mason said, or Charlotte Mason did this, and we trust the method, right? And that’s what we mean. 

And that maybe gives us a little bit of a reputation because we seem maybe like a little stuck in the mud or you know like a little too inflexible about those things. We love flexibility where we can and we think that there’s plenty of room in a curriculum for innovation. And it really goes against the innate desire that a lot of people have to just tell me what to do. And you’re like, well no, this is where the flexibility is supposed to come in. You’re supposed to look at the children in front of you. 

But we are immovable on those key principles and practices that Charlotte Mason talks about because we have seen the beauty of this, we’ve seen the fruit. I mean, y’all were still a hundred percent in the Charlotte Mason trenches yourselves when we started this podcast eleven years ago. 

Liz
Yes indeed.

Emily
And I had not yet even begun. And so now we’ve just – you’ve graduated children. I have got my last-year-before-high-school student and it’s just crazy. So it is that foundation that gives us the confidence that we want to share with you. So hopefully you will be encouraged as well. 

Nicole
Yeah. 

Emily
So also this season, just like we did last season, we are on YouTube. So you can watch us if you want. I don’t know. 

Liz
Do not know why… 

Emily
It feels weird. But we are on YouTube as well. And that is a great place if you want to know what a resource looks like we do try to show those on the video. So if you only ever listen to us in your ear pods you might enjoy tuning in to just look at the resources. 

Well, we have come out with some new products this summer, as we always do. Everyone’s like are you having a restful summer? And I’m like that’s when we do all of our work for A Delectable Education. So Nicole, do you want to tell us about what we’ve got? 

Nicole
Sure. We’ve got some fun things this year. We have a Form 2-3 Plutarch demonstration lesson that Solveig does. It’s super good. There are several topics here that I’m gonna cover that are things that sometimes we get nervous about, but seeing them done is so great. A Form 1-2 Handwriting demonstration lesson that our helper Jessica Barber has put on. And that is those students doing it at the same time. 

Emily
Yeah. 

Nicole
So I think that’s really useful. Form 3 Recitation demonstration lesson that Liz did with one of her grandsons that is so great. He’s so great! So you’ll have to, we have to watch that one. And then Form 1 Sand Modeling. This is a Geography subject. We’re gonna cover that this year. It’s a demonstration lesson. And you know, Geography was one of those things that we didn’t really have worked out when Liz and my kids were young. 

Emily
No, because we didn’t have the digital collection. We had her words in the volumes. 

Nicole
Exactly. 

Emily
But that didn’t really give us a sense of what does this look like fleshed out? 

Nicole
Right. So I never did this with my kids, and it was so fun to watch. And I think it would be incredibly inspiring for people. And then we also have a High School Geography demonstration lesson with you, and we have a High School Poetry demonstration lesson with your husband Jono. 

Emily
Yeah. 

Nicole
That are really good. And again, we’re always asked about high school stuff. So these are really good ones. 

Emily
And those are live lessons that we did with moms and dads who participated at the conference, so they’re not…they’re probably less equipped than your typical Charlotte Mason high schooler. But we did lessons that were appropriate for that age. 

Nicole
Exactly. So you can kind of see what goes into that and what part is your part to do with your high school student because they do a lot independently. But these are some things that we need to do. 

We also have some new Teacher Training Videos. Jono is one of those also who did “Lighting Lamps: Discussing Poetry”. 

Emily
So a workshop instead of a lesson. 

Nicole
Exactly. So you can really understand what is involved in that. And then there’s one called “From Parsing to Reasoning: Exercising Logic through Grammar”. Which is so great because back when I was homeschooling, I remember that whole topic of Logic was something that people always tried to pull into the Charlotte Mason education. And this shows you that it’s already there. So it’s really great. 

And then also, this one was far more excellent than I could have imagined. “Schooling in the Lean Years: Spreading the Feast in Time of Famine”. Again, Jessica Barber does this and says so many creative ideas and encouragement because there’s a lot of us who homeschooled on a tight budget, you know, single income, and this has really great ideas. 

Emily
And single incomes that are stretched more and more as inflation continues to rise. 

Nicole
Yeah. So that was a great one.

Emily
We also have some Teacher Helps that are coming out. Liz has done a few…we get asked about this and while we will not give you Dictation passages to copy or instruct your children with because we agree with Charlotte Mason, that those have to come from the books they’re actually using for school, Liz created a resource that kinda gives you some practical how do I help my child study the words and study the passage? to help you do that.

Liz
It gives your child ideas so they can study independently. 

Emily
And then you did another Language Arts help on…

Liz
How to Write a Précis. 

Emily
Yes, a précis, which is another – had you ever heard of précis before we saw it in Charlotte Mason’s programs? 

Nicole
No.  Not at all.

Emily
It’s a very useful tool for your high school writers’ composition. 

And then we have a little bit more Bible breakdowns for the– well actually y’all, I’m gonna tell you, we revamped our high school rotations to be a little different than they have been so far, and we have our forecasting breakdowns for those, which include exam questions, to help make your… you can do all of this without these. We just have done them and hear over and over how much of a time saver they are. 

And we have a breakdown for the second book of Ourselves for Form 5-6 students, or Form 5 students, but 6 if you have not started it at that time. 

And then Melissa Petermann has got year 4 of Swedish Drill, she’s got a Folk Dance video to learn a new folk dance if you’re–

Liz
Gosh, this is a ton of stuff. 

Emily
I know! And even more, I’m sure I’m forgetting something but we have lots of great resources if that will help you as you embark on your new school year. 

Nicole
I don’t think I’ve told everybody before but I did an all-day class immersion, just chose Form 2, kind of like it’s right in the middle, chose a week of the year okay it’s gonna be the first term of their fifth grade year, you know, and pulled all these resources and just was able to okay here we go. Everything was prepared for me. And I remember that was when it really hit me because I wasn’t schooling anymore at that point, but that is when it really hit me how much time all of these resources save you that we didn’t have and you have access to, so again all of it can be done by yourself. 

Emily
Yeah and I think this is where the balance happens, between everybody thinks they want “open and go”, but really you miss out on those personal connections and seeing the child in front of you that Charlotte Mason was adamant about. But we do have things that Charlotte Mason never gave people in terms of forecasting that they had to figure that out themselves. But it can just really cut down our planning time and save us so much effort, mental energy that we don’t have to pour into that. 

Nicole
But getting that done. So that your school year goes so much more smoothly. 

Emily
Yeah, yeah. And that does free you up to be a little more creative, or you know in tune with what your child needs at any given time. 

Nicole
Yeah. 

Liz
And then next February, here we come again. This will be our seventh annual ADE at Home conference. And it’s online. It goes live February 5th and 6th but you do have access to it, because it’s recorded, for up to three months afterwards.

And early bird pricing goes live for you… on Black Friday through Cyber Monday there will be an even more discounted value that you can take advantage of. Early bird ends January 15th and the final deadline for…

Emily
Registration. 

Liz
Registration, thanks, is February 4th. 

Emily
Yeah. And we do have a card cut off. Every year we hear from people who wait until the last minute or thought that they had registered. We cannot add you after the day of the conference. 

Liz
But it is so full of content, so much inspiration, and most people don’t realize how many connections they can make with other friends over that weekend. And it’s just been a life giving event every year. So we’re doing it again.

And during that there will be a book club, and I bring this up because we have a live discussion and this year you might want to get a hold of this book and if you’ve read it before, reread it because I’ve read it many times. But Persuasion by Jane Austen will be our conference book club discussion. 

Emily
We used to do that on the podcast and now we do it live and it’s so great because it’s not just the three of us talking at one another. We get input from people who are participating. It’s so so fun. 

Nicole
Yeah, and you know, our conference…it’s so fun that we are able to do such unique activities like demonstration lessons with children around the table so you can watch somebody else…

Emily
And it’s in their native environment, so it’s not like…I’ve been to a few conferences where even a parent would bring a few of their kids and they would do a lesson, but they’re doing it in front of an audience. 

Nicole
Yeah. 

Emily
And it just… you can tell they’re nervous or you know it’s just not their normal location. But now because of the online format we have the opportunity to just kind of peek into their actual morning lessons. And over and over we hear that that is the most valuable part of it, and how many of those demo lessons do we do per conference? 

Liz
I think it’s around 15. 

Emily
Yeah so we do arrange, you know some are in cottage schools or hybrid schools as well as online classrooms or individual students or a family who’s doing multi-age, we try to have a range of subjects. We also do a range of ages of student so that you really can get that every time. And we do release a few of those every year, but it is not nearly the amount that we have every conference. And so that is just so, so valuable. 

Liz
And the participants also contribute with, you know, showing their crafts that they’ve been doing or their nature notebooks and pictures and sharing so many ideas. It’s wonderful. 

Emily
And this is our third year of doing the Live Lessons where we have some Charlotte Mason teachers who are doing a lesson, just like we talked about, the two of the videos came from this the first year we did it, and it was so well received. And I think it’s one thing to see a family doing it, it’s another thing to actually participate yourself. 

Nicole
Right. 

Emily
And so we wanted to do both of those things. So we have a few where it’s over video, but you still get to narrate with the group, you get to participate in all of the parts of the lesson. So it’s just a great time. 

Nicole
Really feel what it’s like to be a student. 

Emily
Exactly. Plus, you know, our dozens of workshops on deepening your understanding of various parts of the Charlotte Mason method. 

And then Nicole, you want to tell us about our Patreon, which we always are mentioning, but what do people need to know about that? 

Nicole
You know, we started our Patreon because Patreon was a way to allow people to support our podcast, because a podcast is just not something that you make money on, it’s free. 

Emily
And actually costs money. 

Nicole
Yeah. That’s true. 

Liz
But we do a lot of work, and it helps keep the work coming to you. Some of those products would not be here if we didn’t have that support. 

Nicole
Right. So that’s kind of the idea behind Patreon and how it got started. But maybe just because we’re us, we couldn’t leave it at that. You know, a lot of them would just kind of like once in a while there’s a blog post or something, but we really try to give our best to our Patreon. 

We do early releases of things so they can get teacher helps for free. Where, you know, later we’ll put them on our website for sale. We do special discounts. We just talked about the conference, and Patreon members will get a discount to the conference for the entire time that registration is open. 

Emily
So they get content every month of the year. 

Nicole
We sometimes do exclusive podcast episodes for them…

Emily
…or meetups or you know Q&A’s where they can submit questions and we will reply to them. 

Nicole
Yes. Yeah. So we have just a lot of encouragement. Liz writes blog posts just for them. 

Liz
And Nicole sometimes puts awesome nature videos on there. 

Nicole
Yeah. Last year I did a whole series of just individual worksheets where people could go out and just have a fun little adventure in nature. 

Emily
Yep. So fun. 

Nicole
So yeah, so we’re always trying to do something over there. It’s not just a forgotten place. It’s important to us. 

Liz
And it is vital to this podcast. We could not do it without their support. 

Nicole
Yep. 

Emily
Yeah. And we so appreciate all of you who do support us over there. 

So if they want to join our community at Patreon, what do they do? 

Nicole
Well on our website there is a link to Patreon. That’s probably the easiest way to get there. But Patreon.com/ADelectableEducation is another way to get there. 

And I didn’t mention that often you give ideas for organization. 

Liz
Yeah, if you want to know how she maintains her sanity with four children, teaching, and doing all this podcast. 

Nicole
And one of the most fun things you’ve done year after year is show a time lapse of your morning school, that’s like over 10 minutes, all shrunk down, but you can see everybody getting up and doing Drill and back down, and you’re working with these kids, and now you’re over here working with these. And it’s just such a good thing to see. 

So our Patreon has like just a regular monthly fee and you have access for everything from the past year. But if you do go in at a higher level, you get everything from, you know, further…

Emily
That’s ever been posted.

Nicole
Yeah, yeah. And then you can kind of compare those over the years. It’s really fun to see. So yeah, lots of stuff over there. 

Emily
So we have a lot going on this year on A Delectable Education, and we hope you’ll join us for it.

We are excited to continue our journey through the rest of the curriculum with you this season. As has become a tradition here at A Delectable Education, I’d like to close this very first episode of the new school year with a liturgy from Every Moment Holy, Volume 3.

O God, who in wisdom laid the world’s foundation, remind me it is no trivial task to teach, to inspect and wonder, to discipline and discern, to see the world through the eyes of those still fresh in learning it, to show them nature as you made it, and invite them to know it more fully. 

Teaching often seems summed up in mere grades and emails and papers and raised hands and disruptions, but really it is a feast, a community, a gift, a discovery of the world and its inherent value. We see in teaching a divine act that forms and shapes. It weaves in all of history and matter and truth and goodness and offers it to students in a way which may guide their thoughts and their decisions and may change them for good.

We’re back for one last episode of Season 11, in which we have been taking a deeper dive into the curriculum as laid out by Charlotte Mason. We have a very important practice to share with you on the podcast today to help you finish your school year well and to get off on the right foot for the one to come.

Listen Now:

Charlotte Mason, Volume 6 (Amazon) (Living Book Press – use code DELECTABLE for 10% off!)

ADE Vol 6, Chapt 10 Reading List

Episode 241: Seasonal Reflections

Form Level Recap Episodes:

• Episode 83: Form 1B Recap
• Episode 84: Form 1A Recap
• Episode 85: Form 2B Recap
• Episode 86: Form 2A Recap
• Episode 87: Form 3 Recap
• Episode 88: Forms 4-6 Recap

Episode 264: The Time-Table

Episode 232: Forecasting

Short Synopsis Episodes

Awaken Living Books Conference
July 17-18 in Traverse City, MI

ADE Teacher Helps and Training Videos
(check back over the summer for new additions!)

ADE Patreon

ADE Curriculum Cohort
(registration for 2027 cohorts start Nov 1, 2026!)

Sabbath Mood Homeschool’s Nature Explorers Rotation B
(available for purchase May 10, 2026!)

Sabbath Mood Homeschool’s Understanding Biomes
(Rotation B available for purchase by the end of August, 2026!)

ADE on YouTube

Emily
Welcome to A Delectable Education, the podcast that spreads the feast of the Charlotte Mason Method. I’m Emily Kiser and I’m here with…

Nicole
…Nicole Williams…

Liz
…and Liz Cottrill.

Emily
This is our last episode of season 11. We’ve done this officially for 11 years now, guys. That number keeps getting bigger! 

We like to end each season with an intentional looking back before we turn our attention to what’s ahead. So how do we put this into practice as far as our own school year goes? 

Nicole
Before you rush into next year’s plans or even summer’s freedom…you know, I just want to go to the next thing. But I think if you take an hour – and I think an hour is a good number, could be less, but depending on the number of kids you have – and sit down and reflect on the year that’s passed and ask yourself questions like what went well this year? Where did my children grow? Academically, yes, but also in character. What was unexpectedly fruitful? What was consistently hard? Where did I feel tension? Where did I feel peace? What rhythms worked? Maybe some that didn’t. What did we abandon? And why did that happen? And what can you give thanks for that year? We can’t really plan wisely if we don’t look back and be honest about what happened. 

Charlotte Mason said every mother especially should keep a diary in which to note the successive phases of her child’s physical, mental, and moral growth. So she understood that growth is gradual and it’s just like when you watch your own kids grow and don’t really notice it. And then the grandparents who maybe live in another state come and visit and they’re like my gosh, you’ve grown, but you don’t see it. And so this is intentionally recording what we’ve seen, taking a moment to notice it. 

We are really trying to give our kids a different kind of education with greater outcomes than just the three Rs, you know? And so we value more than just how they do in math, what were their grades, what were the math scores and reading levels. We’re trying to watch for moral character and good habits for maturity. And these are some of the things that you can write in reflection: Have you noticed increased attentiveness, greater responsibility, maybe more kindness towards a sibling, a new independence? These aren’t small things. These are important things. But we notice those little tiny bits of it. It gives us encouragement, that we’re doing an important work.

Now, if you’d like more direction on this, more questions actually even written out, we created an entire episode to walk you through this process. It’s Episode 241, “Seasonal Reflections”. And in the show notes of that episode, we actually have a PDF that you can print out and it gives you whole bunch of questions that you can ask or use to prompt you to reflect on your school year.

Liz
And together, we kind of do this. Every year we meet for a whole weekend. That’s pretty intense, right? 

Emily
Yeah, we stopped calling it a retreat.

Liz
And yeah, we call it an “advance”. 

Emily
Onward!

Liz
We do reflect on all the things that we’ve done as A Delectable Education that have been good, that haven’t been good. And we course correct and set new goals and things like that.

And last year when we did that, we realized we were coming to the end of 10 years and there was basically a whole new generation of homeschool families out there. And perhaps it would be wise to go back and recap each subject again as we started out in the very beginning. So you got 10 years more experience from us this year. And we also moved to the YouTube format, which was a big change for us.

In addition to carrying on our usual annual online conference, which is called ADE at HOME.  This year our theme was Generous Hearts, Souls, and Minds. This happens the first weekend in February every single year. I believe we had, was it 29 speakers? Over 40 different workshops and about 550 people attended this year and met one another and got to share. It’s really quite a fun, joyful experience. The three of us were the three plenary speakers this past year. 

Emily
First time we’ve ever done that. 

Liz
Yeah, we’ve never done that before. And that was really good. We of course, every early summer, release some new videos, some teacher helps, and some demo lessons, and we also did that. 

Emily
We also have launched our Curriculum Cohort. 

Liz
I was just going to say the big, big change for Emily and I especially was to move away from doing a massive amount of one-on-one consultations and to try to develop a course so that mothers could go through and learn how to do this for themselves and have the security of our same instructions and teachings and guidance and book lists and all that good stuff. And there’s a community involved with that that people can participate in as much as they want to and ask questions and get support from one another. And we have over 400 enrolled. Is that right? 

Emily
Yes, ma’am.

Liz
And we are still building that airplane even as we fly it across the country. It’s been a wonderfully rewarding thing so far. And we’re just in the middle of the first year. So we still have a class that will wind up in July. 

Emily
That’s basically been consuming Liz and I the entirety of the last six months or so. That’s my personal update. That’s all I’m doing right now. My kids are seven to 12 now. Jonah is going into eighth grade next year. So this is the last year before high school and it’s just… 

Nicole
I don’t know how that happened. 

Emily
It’s incredible. 

Nicole
Don’t blink. 

Emily
I know. Do not blink. 

Liz
And you know, I’m not going to live forever and we just thought we need to…this is not going to be sustainable. So we’ve moved to a new thing and new things are always scary. So some of you are facing maybe high school years next year, or you’re just diving into Charlotte Mason for the first time. And you know what I’m talking about, about a little bit of trepidation. 

Nicole
The main new thing with me is that a little less than a year ago, well, I guess when this comes out, it will be a year ago, almost exactly. I started, put out into the world, a new nature curriculum, Nature Explorers, and then Understanding Biome for high school in August. And I have two more of those coming out this year and been so excited about it. If you followed me for any time at all, you know, I’ve been trying to find a way to help with nature study. And I think I was, but there was just still too much work for the parent and I finally found a way that I’ve gotten really good feedback on. So I’m enjoying doing that. 

And so I plan to do 12 years of it and hopefully it won’t take me seven years like my science curriculum took. I don’t think it will take that long – I hope not! 

Liz
Not since you’re not teaching children at the same time. 

Nicole
So my kids are now between 21 and 26. 

Emily
And you’ve got two done already, right? 

Nicole
Yeah, I do. Yeah. So really, you know, like in reflection, I would just mention, you know, a lot of you are in the trenches still. And, and I say 21 to 26 for my kids, those twenties years are so pivotal and have them kind of getting their start, getting their feet on the ground. And I’ve just been so thankful that I not only homeschooled them, but I homeschooled them this way. I’ve just seen so much fruit in their lives from the ideas that they’ve been exposed to. I enjoy them so much and I didn’t really know that was possible because maybe the way I was raised, you know, that just wasn’t as common, I guess. So the other side of this, I think, it’s such a good thing. 

Emily
So now is the time after we’ve done our reflection, we’ve taken stock of where we’ve been, what’s been going on, it’s time to start planning for the next year, right? Hopefully you have your curriculum, but there’s so much more to figure out and to get prepared for, playlists to build and pictures to buy or print, books to acquire, and maybe a good dose of pre-reading if you’re having students who are doing their lessons independently. We think it’s really good to pre-read as much as possible. And I always take the summer to do that. That’s my rhythm. So I don’t have to keep up with that during the school year while I’m trying to teach and do all of the other things as well. 

Nicole
And build a whole cohort. 

Emily
And build a whole cohort. Yes. Maybe you need to forecast out your lessons. You have to work out your timetable. 

Liz
Pre-reading. 

Emily
I always love to clear out their school boxes that hold their pencils and their notebooks and rulers and dry erase boards and all the things. They help me with this. I don’t do it by myself. And then we put everything in order and get all new paper and our math notebooks. And I love school supplies. So that’s an exciting thing. But you know, pulling out the books off our school carts and switching our shelf with our new ones. So now is the time to do it. Don’t delay. It is a much better task if we take it in small bites, just like we take our short lessons throughout the school year with our kids. If we can do this in small chunks instead of having to spend, you know, a week or two weeks of our vacation time when we really just want to be at the pool with our kids doing that. 

We have a couple of episodes that may help you as you are thinking ahead to the next year. Particularly, I’m thinking about our form overviews. Maybe your kids are moving up to a different form and you want to have a big picture of what’s to come. For them, we recorded form overviews a long time ago. They’re Episodes 83 through 88. And now we’re on Episode 340. So that was a long while ago. We have an episode on the timetable. If you are not convinced, this is the magic sauce of Charlotte Mason education. And you can hear more about why that is in Episode 264. We have a whole episode on forecasting, number 232. 

And I thought this year as we are working through Volume six, very systematically, it might help to do a revisit of the philosophy underlying Charlton Mason’s subjects. We always want to know how to teach this, what is happening, what are we doing in the lessons? And if we don’t have that foundational philosophy of the method, we are missing the point of Charlton Mason education. So I would encourage you to go back and listen to our Short Synopsis episodes. It’s not every one of these, but it’s between Episode 201 and 210. And they’re laid out on our webpage at adelectableeducation.com under the episodes. And by topic, you can find those there.

Emily
What is up with ADE in the coming year? 

Liz
Well, one never knows entirely. We basically are going to finish out what we started this year going through the subjects as she does in Volume six Toward a Philosophy of Education, chapter 10, The Curriculum. 

If you’ve been following along with us, we were not leaving you stranded in the middle. We promise we will come back and tackle all the good things that are still left in the subjects. So that’s the main plan for the podcast next year, continuing to bring weekly, approximately 20 minute segments each week to keep it accessible and short and sweet for you because you’re busy. 

I know this summer, the three of us will be speaking at the conference Awaken up in Traverse City, Michigan, which is a beautiful place to go if you’ve never been there. It’s a wonderful retreat. It’s short and sweet, just Friday night and Saturday. Wonderful food, wonderful people. And then if you really are wanting some refreshment and inspiration, you could attend one of the…each of us will be doing an all day teaching from nine in the morning till three in the afternoon. It’s usually a whole day of you being the student and learning from us. 

I think Nicole, you’re doing nature, right? And I will be talking about helping a child to learn to read and keep loving reading throughout the years. And Emily will be doing how to structure your school morning, right?

Emily
Well, more like strategies for keeping multiple students at like, how do you teach multiple children at different levels? 

Liz
She has a little bit of experience with that. And of course, we’ll have some new teacher helps and videos and teaching tools that will be put on the website again this early summer. 

Emily
Yep. So stay tuned. 

Liz
Just a few weeks from now. 

Emily
Yep. Usually we do that by the beginning of July. So you’ll have some new resources at your fingertips for your school next year. 

Nicole
We’re also planning to do our conference again this year. 

Emily
We are. 

Nicole
A Delectable Education at Home. ADE at Home. 

Emily
And that is always the first full weekend of February. So what are the dates this year?

Liz
I think it’s the 5th and 6th of February. 

Emily
5th and 6th of February, 2027. 

Liz
Wow. 

Emily
I know. 

Liz
It’ll be the 7th one. 

Emily
Yes.

Nicole
Yeah. What else? 

We still have our Patreon. We haven’t talked about that in a little while, but we post new things every week on there. And we’re just really thankful for everybody who has chosen to support our work on this podcast in that way and try to give back as much as we can over there. 

Emily
Yep. They usually get all of our new releases for free and early. So that’s a great help as you are in your planning time. 

Liz
And Emily every month has a great tip to share on how to survive teaching. Nicole has her lovely nature ideas and you never know what you’re going to get from me. 

Emily
Some word we all need to hear. 

Nicole
A word of encouragement.

Emily
Well, my title for the workshop that we were just discussing at the upcoming Awaken Conference is titled “Feeding the Multitudes”. And that gave me an idea of something I wanted to talk to you and share about with you today. 

My youngest children are reciting Matthew 14:15-21 this term. And perhaps that is why I had that idea for the title in my mind at all, feeding the multitudes. That conference session, as I said, is going to be about managing multiple students all coming to the feast of a Charlotte Mason education together at once in the same room. And for so many of us, that seems like an impossible task. 

As mother and teacher, you are most likely outnumbered by your children. In the season of too much to do and too little time to do it in, I have been reflecting on how impossible the work the Lord has given me right now seems. 

My favorite verse at the moment and has been for many years is Ephesians 2:10. It goes like this: “for we are his workmanship created in Christ Jesus for good works, which God prepared ahead of time for us to do”. And usually that idea is comforting for me that God’s purpose for me is the work that is laid out for me to do each day. My job in that is just to be faithful, knowing that all my labor can be done for God’s glory. 

But this year, particularly, I admit to feeling overwhelmed in this season, which brings me back to the feeding of the 5,000 in Matthew 14. Let me just read it for us. It says, 

“As evening approached, the disciples came to him and said, ‘This is a remote place and it’s already getting late. Send the crowds away so they can go to the villages and buy themselves some food.’ And Jesus replied, ‘They do not need to go away. You give them something to eat.’ ‘We have here only five loaves of bread and two fish,’ they answered. ‘Bring them here to me,’ he said. And he directed the people to sit down on the grass, taking the five loaves and the two fish. And looking up to heaven, he gave thanks and broke the loaves. And then he gave them to the disciples and the disciples gave them to the people. They all ate and were satisfied, and the disciples picked up 12 basketfuls of broken pieces that were left over. The number of those who ate was about 5,000 men besides women and children. 

So the disciples looked around and they saw a need. They had compassion and sympathy with the multitudes. They must be hungry. There isn’t a place to grab takeout around here. But Jesus asks the seemingly impossible. “You give them something to eat.” What? How can we do that? they must be thinking. We’ve got five loaves of bread and two fish. This wouldn’t amount to even a crumb to feed each person, let alone the meal that their stomachs require.

Educating the children who are entrusted to us often feels like that. Our sleep was disrupted and we show up to the table running on fumes. We have four or five or more kids that all need our help with one lesson or another at the same time. Several of our kids are slow to learn to read, and how can they work independently so I can just help this other child with their math lesson? It all just seems impossible. Bring them here to me, Jesus says, asking for our limited resources. He knows what the children need, for they are His, and so are we. He’s not flustered. He doesn’t see the impossible tasks. He gives thanks, confident that our good Heavenly Father will provide just what is needed for each one of us. 

But what comes next in our story? The disciples don’t sit back and watch the miracle unfold. No, they are asked to facilitate it, to participate in the work of the moment. What should be just crumbs turns out to be a feast. Not only are the people satisfied, there is abundance running over. When we show up faithful to do the work before us, no matter how impossible the task seems, the same thing often happens. Connections are made, relationships with knowledge are built. The Lord has truly prepared this work of educating these children right in front of us, before the foundations of the world. We are his workmanship, his masterpiece, his poem, as that word is translated, created to do this work for his glory. 

So as we finish out this school year, let us remember to look back at the work that feels impossible, the meager crumbs that we know we ourselves could provide and give thanks, trusting him to bring the abundance because he is the divine teacher. After all, he’s our teacher. So let us give thanks and feed his lambs. 

I’d like to end this season as we began it by reading a liturgy from Every Moment Holy. This is from volume three, The Work of the People, and it is called A Liturgy for Responding to a Child’s Needs.

Oh Father, I abide in the beautiful truth that I can come to you expectantly, knowing that you will hear me and answer me. You bend to listen to my pleas for help and comfort and guidance and strength. You carry me always, you never tire of it, and I depend upon your dependability to comfort and hold me. And yet sometimes the voices of my own children become so continuous and exhausting and overwhelming. I am so easily put out and weary by the whining, tugging, grabbing, and crying to be continually held and attended to. 

In my humanity, I am confronted with my many limitations. I am so easily given to selfishness, exhaustion, tedium, frustration, and irritation. My back aches and my neck and shoulders are aflame from hoisting small children up again and again and again, and balancing them on my hip while trying to accomplish my tasks for the day. How easily my sin can twist the joyful blessing of holding a child into drudgery and a wearisome task. Is this not what I prayed for, Lord, when I ask you to fill my arms with children?

I am so like the Israelites who complained, though you rescued them from their enemies, who complained though you rained manna from heaven and provided water from a rock. Yet you never tire of coming to the aid of your children.

This is my prayer for us, guys: 

Father, give me the capacity I need to respond lovingly to my children who cry out to be picked up and held again and again. Remind me of the blessed truth that while I hold my little ones, you hold me. Let me display to them what it looks like to joyfully lay down one’s life for another. Help me to show them that while I will fail them at times, You will never fail them and you always hold us fast. Amen.

That brings us to the end of season 11 of A Delectable Education, the podcast that spreads the feast of the Charlotte Mason Method. We thank you for joining us this year as we have worked our way through chapter 10 of Charlotte Mason’s final volume, An Essay Towards a Philosophy of Education. 

If you’ve been reading along with us, you’ll notice that we haven’t cleared the table of the entire feast yet. So stay tuned for next season, airing in August as we return to discussing the remaining subjects we haven’t covered yet in Season 11. Until then, keep laboring for the children’s sake.

How do you feel about classical music? Like art, music is a language in itself that conveys thoughts and ideas that words alone cannot. Charlotte Mason recognized this and included musical appreciation in her curriculum as knowledge that was due to all children. Join us in today’s podcast and get inspired to begin your own musical education if you haven’t already.

Listen Now:

Charlotte Mason, Volume 6 (Amazon) (Living Book Press – use code DELECTABLE for 10% off!)

ADE Vol 6, Chapt 10 Reading List

Composer Study Guides from Tillberry Table

Music Study with the Masters series from Simply Charlotte Mason

Great Musicians series by RaeAnna Goss (info here; shop here)

ADE on YouTube

Emily
Welcome to A Delectable Education, the podcast that spreads the feast of the Charlotte Mason Method. I’m Emily Kiser and I’m here with…

Nicole
…Nicole Williams…

Liz
…and Liz Cottrill.

Emily
Just as art communicates in a language without words, so music conveys ideas to us in a medium that is entirely its own. Charlotte Mason realized that music might give great joy and interest to the life of all people and that just as children who are educated in Charlotte Mason’s methods are given the greatest literature and art so they should have the greatest music as well.

The greatest classical music is an acquired taste to many of us. One that can be trained from a young age, however. And Nicole, can you tell us a little bit about what this looks like in a child’s education? Maybe your own too. 

Nicole
Yeah. Well, I thought that our last episode was very easy, but this one I think is even easier for me to explain. Music Appreciation started in Form 1 and it’s the same all the way through with the addition of something later, but it is truly just listening to music. But the same way with Artist Study that we had one composer each term and we listened to various pieces, or we looked at, now we’re going to listen to various pieces of music from that same artist and the same result that we are recognizing their style, maybe able to recognize a piece of music we haven’t even heard before.

So that continues on all the way through high school, but in high school there is the addition of a music history book that would again, just like with art history, pull all of that together, all that familiarity they have and give every piece its place in history and tie that together. 

Emily
So this is a weekly lesson. Again, we do just 10 minutes once a week. In Charlotte Mason’s day, they didn’t have MP3 players and phones that everyone carried around that could play the world’s music. 

Liz
So much easier for us to do this. 

Emily
They would have to literally have a person play, and later phonographs would play recordings. 

So they wouldn’t necessarily do this in the middle of the morning lessons, but we can. And it’s a wonderful way, but it doesn’t have to just be confined to the morning lessons. They can absolutely be listening to the pieces that they’re studying or more than the ones that they’re giving active listening to outside of school. 

So just as you said, Forms 4 to 6, they add in that music history and they had books on music theory and technique as well. That reading time, they had an additional 20 minutes a week set aside to read through those books slowly. And just like with Art, their composer, especially in those upper years, really should tie to the historical time period that they’re studying, to give us a bigger picture of what life was like and the ideas that were happening at that time. 

So the individual lessons are very simple, just like Picture Study, maybe a brief note about the composer or a brief note about the piece, why it was written or some distinctive thing, information easily gotten on the internet today. You might do that. 

And then we just have careful, attentive listening to the piece. Or if it’s a longer piece, we might just do a part like a movement of a concerto or a symphony or something like that. And then afterwards they can describe what they heard, the images that came to their mind, any patterns that they noticed that might hum parts of it, the melody line, anything that made them think of. My kids also like to talk about the colors that they heard.

Maybe the dynamics or as they get older, maybe they’re studying in their own piano and they can actually pick out on techniques or whatever musical instrument they’re playing, they might have more to say just, you know, to bring into it just as we all do as we go through our lessons. 

So that’s it. You know, that’s our 10 minute lesson once a week. And again, it’s a lesson that fills the morning with delight, even if it’s not every day. And it’s good to not pack Music and Picture Study on the same day. Spread those through the week, give our brains a break and our bodies, just a chance to relax and enjoy some beauty. 

Our objectives in our lesson are to introduce students to some great piece of music and to increase their knowledge and love of music and introduce them to a specific composer each term and to train their ears to listen carefully, which also increases their powers of attention. Want to build attention? Composer Study can help with that too. 

Our prep as teachers, I think the easiest thing to do is build a playlist so you’re not having to scramble and find a recording on YouTube or Spotify or wherever you want to do that. You might do a brief little bit of research about the composer or maybe the piece that you’re going to look at. You may need a speaker to play it so all of your students can hear it well. And that is about it. 

We do have some resources to recommend to you that make this so much easier. When I first started, I didn’t have any of these. They were not available yet. So it is much, much, much easier now. My favorite are the Tilberry Table Composer Study Guides. I just print those digital guides off and keep it with the notes. But the digital is helpful because she has links to specific playlists and pieces of music that you can find on Amazon Music or YouTube.

Simply Charlotte Mason also has packages that have an actual CD if you prefer that as well as a booklet and I think they might have links to digital music as well in them. I forgot to look today guys, I’m sorry. 

And then there is another resource by a fellow Charlotte Mason mom, RaeAnna Goss, who did the Composer Study Companion. This is a book with multiple studies of different composers. But there are also digital versions and again that have digital playlists that make it easy for you to implement this lesson without a lot of extra work on your part.

What objections or questions do you have? 

Liz
Oh you know, like I don’t know classical music. How do I pick? Which composer do I pick? You know, I’d say if you’ve heard of them before, it’s probably a good idea. But I personally have been known to Google “17th century top 10 composers”. And when you go to some place like YouTube, you don’t have to know which piece to pick out. I mean, there are some that have millions of listens. That’s probably a pretty good shot.

But we can’t love what we don’t know. We have to be exposed to things. Right, Nicole? 

Nicole
I don’t know why, but Composer Study was way more intimidating to me than Artist Study, that didn’t bother me at all. Beautiful pictures…but I had no history of hearing classical music and I was very intimidated by it. So you mentioned we didn’t have resources like this early on and I, we, my co-op did do this together and there was a woman who told a story about it and had us listening for the rain in a piece and all of a sudden it came to life for me. So I think using a resource like we’ve mentioned, if you aren’t familiar with classical music can really help you to start to hear things that are here the beauty in it that you maybe aren’t naturally. 

Emily
I love that the rain is what was the key for you. I remember everyone in my liberal arts college had to take a musical appreciation course and I had had years of piano and was kind of like classical music is boring, even though I was more familiar with it having played a bunch of it. There were a few pieces I liked. But we had a teacher or professor in college who made us purchase a CD, because this is early 2000s right, this is still before digital music was a huge thing…we had to purchase a CD of one of the composers or pieces that had interested us. And for me I got this Richard Strauss symphony that is the sun– well it’s called the Alpine Symphony, it’s a symphony of the Alps. And the piece that I love that we had heard in class is Sunrise Over the Mountain. And it just is so vivid knowing that. But he told us this is what this piece is about and then listening to it, hearing that it just made it come alive. 

Nicole
Yeah. 

Liz
And there’s lots of free courses online of Music Appreciation. You can listen to lectures like, what is that series called? Great Courses. The Great Courses. Things like that. And again, you’re going to want to pick some artists that are composers in your historic time period. 

Emily
Unless you have very young children, that’s not as important, right? 

Liz
Right. Just like with Picture Study or poetry or whatever. Form 1 is just introducing them to a lot of different flavors of things. And I do recommend, I kind of miss the old CD days in a way, but I mean today with Alexa and all that it is just not hard if you’re studying Haydn and you can during dinner have it on just a lot of times and children… really all my grandchildren have favorite composer pieces and they just love it. So that’s something that they will attach to a certain song, a certain movement, a certain dance or whatever that they’ve heard. It will really surprise you. 

And I just also think we need to recognize that music is soul language and every human society has had some form of music and this is some of the best music ever written.

Emily
In our culture. Yeah, and again this is a lesson that everybody can do this 10 minute listening you know even if your older students are having another time during the week that they read, they can do it all together. 

Liz
It’s also super relaxing, if they’ve just had a stressful math lesson. You just have everyone close their eyes and listen. And like Emily said, sometimes they’ll even say, this reminds me of the color purple or whatever. 

Emily
One thing that our family does is we have the favorite dinner that they like at the time and then a special dessert at the end, like our last day of exams. And I always buy a CD of our composer that has many of the pieces, I try to get as many as possible that we’ve listened to, because we do have a CD player. I like them to be able to put in music without getting on a screen. So we’ve always had a CD player in our house, and they will still get out in the Hall of the Mountain King and dance around the house to the Grieg Pyrrhic suite. 

Liz
And I have discovered a lot of composers that I didn’t know. Even though I was exposed to classical music and took piano and all that kind of thing, you know, I remember my first grader listening to Vaughn Williams and he just adored it. I mean, he was a really difficult child and had ADHD and when he turned that on, he became a different person. So you may discover some really great benefits that you aren’t even thinking about right now. 

But you don’t need to know much about it. It really is training the ear, attuning the ear to listen to many different things. And it’s so great, just like you might go to a museum to see artists that you’ve been studying, to actually go to the symphony. It’s great training for your children too. 

Nicole
One of the important aspects of this is the formation of musical taste. And I think somebody like me who had no history of it, I didn’t have a taste for it. I do now, but I didn’t. And I was homeschooling some older children who were new to Charlotte Mason, my siblings, and they didn’t have a taste for it either. And I would say just keeping yourself open to, we’re just gonna do this. Reading a little bit of that, one of the resources we talked about, I think helps get everybody’s attention. But just trying to keep a good attitude yourself as you do this, it’s only 10 minutes and it will take. You will get hooked on somebody and really learn to appreciate or enjoy. 

Liz
It’s like poetry.

Nicole
Yeah. Just give yourself a minute and give the kids a minute if they are new to this. It really will change your musical tastes.

Liz
And one day you’ll be listening to something and all of sudden you’ll just have tears and you don’t even know why and that’s what I mean is speaking to something inside that you know, it’s not like any other kind of language. 

Emily
Yeah. 

Well, we’ve reached the end of this season of a Delectable Education podcast. We will be back next week for one of our favorite traditions here at ADE, the End of Year Reflections. We hope you’ll join us for a look back at the past year before we turn our gaze to what lies ahead.

Children should learn pictures line by line, group by group, by reading not books but pictures themselves, Charlotte Mason writes. At a time when colored reproductions were non-existent, she required each student in her schools to own their own set of art prints. In this episode of the podcast, we’re going to discuss how and why to teach art appreciation in the Charlotte Mason Method.

Listen Now:

Charlotte Mason, Volume 6 (Amazon) (Living Book Press – use code DELECTABLE for 10% off!)

ADE Vol 6, Chapt 10 Reading List

Emily’s Picture Study Portfolios from Simply Charlotte Mason

Artist Study from Riverbend Press

Picture Study from A Humble Place

ADE on YouTube

Emily
Welcome to A Delectable Education, the podcast that spreads the feast of the Charlotte Mason Method. I’m Emily Kiser and I’m here with…

Nicole
…Nicole Williams…

Liz
…and Liz Cottrill.

Emily
Well, not all ideas can be conveyed in words alone. How does one communicate the glory of a sunset or the loving look a child exchanges with his mother? We need to learn the language of images and the great artists of the world help us to do that.

In volume four, Charlotte Mason says, “there are those present with us whom God whispers in the ear through whom he sends a direct message to the rest. Among these messengers are the great painters who interpret to us some of the meanings of life. To read their messages aright is a thing due from us.” That’s kind of weighty words. We have a duty to read the artists aright. Nicole, why don’t you try to lay it out how Charlotte Mason thought we could do this with our children. 

Nicole
Yeah. Well, in a Charlotte Mason education, Picture Study, that’s what we call it, Artist Appreciation, but we often refer to the lesson as Picture Study, begins in Form 1. And it, with some additions, it doesn’t really change all the way through school, right? I mean, you truly have every single term, an artist and six pictures assigned, from that same artist, so that the students are really learning that artist’s style, the colors they use, the things they’re painting about. And they’re just really coming to know them even if they haven’t seen that particular painting, they might see it on a wall and recognize it. So they’re really familiar with that artist. 

Just for clarification, Charlotte Mason stated that the pupils should learn how to appreciate rather than how to produce. And we are talking about Art Appreciation and there are subjects in which they would learn how to produce some art. 

Emily
We’re going to talk about that in a coming episode. 

Nicole
Right. But for now, what we’re talking about is truly just learning to recognize. But there’s also an aspect of this is that they are learning to visualize it and be able to tell back. So like every episode we talk about narrating what they have learned or taken in and they, it’s no different with this. 

Emily
Correct.

Nicole
So again, they’re doing it the same way all the way through with some additions, in that as they as they grow they’re sometimes drawing a portion of that painting–

Emily
Always from memory. I can’t stress that enough. 

Nicole
Yes, good. And and often in the early days on chalkboard and so maybe maybe that’s different for you in your home but– 

Emily
Whiteboard.

Nicole
Whiteboard, yeah, something that it’s just discarded; it’s really about the memory more than it is the ability to draw it. 

Emily
Correct. 

Nicole
Right. 

So then in Form 3, so seventh and eighth grade, we see assigned on the programs where Charlotte Mason said study, describe, and draw from memory details of six reproduction of pictures by the artist. But those drawings were more detailed, not just a simple line drawing. And again, from memory. 

Emily
Yes. And often she’ll say to do it in a monochrome, like you’re not trying to match the colors. You’re just trying to capture some of the light and shade, the form.

Liz
Of the whole picture? 

Emily
Details. So you might focus on a face or a particular tree on the riverbank or some hands or something like that. 

Nicole
Hands are what I always think of, I don’t know why. 

And then in high school, there is an added thing and that is that they’re reading some books. So the books would teach art history and then they have some architecture books too. And this really just pulls together for them the understanding of, I’ve lost the word, like the fields, the…

Emily
Schools.

Nicole
Schools of styles and throughout history and kind of just kind of, I feel like in a lot of ways everything we do is that the students are experiencing it first and then they’re getting words and more explanation later. 

Emily
Yeah, just like we have been talking recently about Grammar naming the parts of speech that they’ve been using. They’re absorbing all of that information unconsciously. Like when we’re introducing the artists, we’re not saying this was a Romantic painter and this is a Baroque painter and this is a Rococo painter, whatever it is, we’re not giving them any of that information. So moms take a breath of, sigh of relief. You do not have to know any of that information to do Picture Study well in your home. 

But then in high school, these highest forms, they’re actually starting to read about that and putting the people into their schools. 

Liz
But by then it means something to them because they’ve known these different artists. Now does this have to tie to the historical time period they’re studying in history? 

Emily
Charlotte Mason would say absolutely say yes. It was the humanities, the literature, the art, the music that had to illuminate a historical time period. So in those upper forms it’s especially important that the time period you’re studying you’re doing your artist from that time period. 

Yeah well let’s talk a little bit about the lesson format. So this is a very simple lesson to include and I don’t know why people are so intimidated, maybe, that they keep them back from doing it. It’s one 10-minute lesson a week and it is one of those lessons of delight for most children.

Liz
And easy to implement. It takes so little prep on your part. It’s like why would you leave out one of your easiest parts? 

Emily
So we recommend another 20 minutes in high school, so Forms 4-6, one additional 20 minute lesson for that reading that Nicole was just talking about, where they get that more systematic. It’s tied to their historical time period, and hopefully the artist that they’re studying is going to be put into their context by the time they get to that. 

So this is what an individual Picture Study lesson looks like. And this is, it’s so easy guys. You can do it. You have your children look at one picture for several minutes and take in that image, and make a picture in their mind. That’s what I always say. And close your eyes. See if you can see it. If some of the details are fuzzy, open your eyes and look at the picture a little more until you have it. 

And then I have my kids turn it over. So I know when they’re done with their looking, but it’s like three to four minutes if any younger kids can do like one to two, you know, it is training your eyes to absorb more information. And then we narrate what we saw. 

Now I have noticed from doing this with my own children, but also many, many other children, they, children tend to focus more on the detail that was interesting to them first. And so I came up with this, I actually may have borrowed it from somebody, I don’t know, but I started doing this thing, maybe after we went to a field trip to an art museum. And I said, okay, before you start telling me, I want you to pretend that I work at the museum and you want to come in and see this particular painting and you don’t know the name and you can’t remember the artist. And you have to describe it well enough to me so that I, as a museum worker, can know which picture you’re talking about. 

They love this. And if I forget to say this, someone will remind me, remember, mom, you work at the museum. But that has been much better in that they first tell me the big picture and, you know, instead of the there’s 32 ducks on the pond, whatever it is that they like spent their time counting all of those, those things. And so that has worked really well for us.

And then after they’re done narrating it, which again just takes a couple minutes, we can have a tiny discussion. And not like what school of painting is this? or how the artists use chiaroscuro to bring this figure out of the background or whatever it is, right? It is what time of day do you think it is? What do think that person is doing? You know, anything that they might want to talk about more, you might not even have the answer. You might just ask the question and they think about it a little longer, right? 

Liz
That was me for sure because I didn’t even see the picture so I would just ask those questions so that I could picture it in my mind. 

Emily
Yeah. So Charlotte Mason was adamant that they do six pictures per term and I just want to affirm what you said, Nicole, that they will see pictures they never studied by their artists and say, is that a Millet? or that looks like a Van Gogh? because you, after seeing multiple examples of an artist’s work, do absorb their style. 

I remember as an art student in a college going to the Art Institute of Chicago and from across the room seeing a picture and just like going, I think that’s such and such, you know, it just gets engrained into you even though I’d never seen that picture before. It was just something about the artist’s style. And no one was describing this is what to look for in a Renoir or whatever. So it’s very simple.

I should say those images that they do– so we have six pictures and there’s 11 weeks of lessons. A short biography can be read to interest them in the artist’s life. Usually those really help set the stage of why they painted, what they did, in what place they were at. Those drawings from memory that start out as simple like the main lines or principal lines of the picture, just showing where figures and objects are in the picture, from memory. 

As they get older then they’re doing those details up and in the highest form she would actually have…and you’ll notice in Form 3 it was every picture, they were supposed to do details from every picture that they had studied whereas in earlier forms it would just maybe be a couple you know or one a term. In higher schools they were to do a full monochrome reproduction of it from memory, not a copy. Charlotte Mason said it was a mistake to ever have the children copy directly from the picture because she said it would make them lose reverence for the work of art. So they are free to do that but just from memory and that’s increasing their powers of visualization. 

So this is a very simple lesson that everybody can do but it has a huge impact on a child’s life, and it’s very enjoyable and it’s a great break between two very meaty books. I’m thinking about my second and third graders reading Pilgrim’s Progress, it’s a great relief to have. It lightens the load. 

And Charlotte Mason did believe that we see this in the programs that everybody was to have their own set of pictures. And so I do get a set of pictures for each of my kids. It’s an investment, but they, I will see them pulling their binders out, they have them in the page protectors, and re-looking at them. And they’ve noticed how similar that Tanner’s picture, excuse me, Monet’s pictures were to Turner and they’re literally comparing, this reminds me of this one and I said, I had never told him this, said, actually Monet was inspired when he went to England to escape the Franco-Prussian War. He saw Turner pictures in the art galleries and that inspired him and they’ve made that connection on their own just from looking at past artists that they had studied.

I could go on and on, guys. We’re moving on. It’s a very simple lesson. I could talk about it for a long time. 

The objectives that we have is to store their mental gallery, their art gallery that they carry along with them with beautiful images to increase their powers of attention and visualization. This helps with their reading and their writing and so many other subjects that use visualization.

And then as Nicole is saying, those older students then do get that direct teaching on composition, even some design elements in their reading books. But they have been unconsciously absorbing it for years. So it’s just really kind of putting, like a Book of Centuries kind of collects the things and then we see the big pattern when we get more and more added to it. 

Our prep as teachers would be, of course, we have to get pictures for our kids to look at. There are economical ways, I know families that have bought art print calendars on clearance after January comes and they get those or art books or whatever. But you might also want to learn a little bit more about the artist, share biographical information that I mentioned. 

Some resources. So I actually have put together a bunch of these Picture Study Portfolios. They’re sold by Simply Charlotte Mason. Inside each of these you will get not just six but eight pictures that are UV coated so they’re not going to fade on you which is good because we display these up in our school room, which is a sunroom and gets a lot of sun.

Liz
They’re pretty heavy.

Emily
And they’re scratch resistant so they are durable. There’s eight so you can choose your favorite six or do all eight if you so desire. And then I have a booklet just again outlining the steps of Picture Study.  I include a brief biography in here and then there are notes on the pictures. So if you have time at the end of your lesson you could read a little bit more about the picture or pull out a couple of facts. So maybe your prep is just finding the one or two things that your kids would be interested in. Maybe you read the whole thing. Maybe you take one of those other days that you’re not doing a drawing or looking at a new picture and you do a deeper picture talk using the notes in the book for a deeper look at those.

So those are the ones that I have put together, but there are also prints available from Riverbend Press and A Humble Place has a very similar Picture Study package. Yeah, so there’s other places to get them.

So what questions do people have about Picture Study do you think mom? 

Liz
I think that once you’ve done it, you can’t not do it again. You know, so the only people that don’t do it the ones who haven’t tried, you know, but I think a lot of moms who don’t have an art background like you are going to ask, you know, they’re worried that their child will ask them something they don’t have the answer to. And I would just say, you know, that is true in almost every single subject. And as parents and teachers, Mason said, we need to become adept at turning the question back to the child. What do you think? Why might that be? How could… and that kind of thing and get them to think about it. And you can always tell a child, I don’t know, I’ll look that up and see if I can find out for you. 

If you don’t know art terminology, it’s okay. I know nothing about art and I’ve had my children look at pictures since even before I heard of Charlotte Mason and they all have an eye for art and are artistic children. In fact, [to Emily] instead of being the docent at the museum you could tell the children pretend I’m grandma and tell her what it’s like because that’s what I used to tell my children. I have no idea what’s on this page. You describe it to me. 

It really is about the visualization skill that Emily mentioned, which is so important for life, is building eye memorization. Sometimes I would ask my children, besides the components that you’ve mentioned, I would just ask them what ideas they got from this picture. What did this make you think about? Or if you only had one word, what word would you use besides beautiful? Because a couple of my boys always would just say beautiful. 

Yeah, so and I would just say that this is just so easy to prep. You can do it in the summer before school starts and just pick out your artists and get your packets together. And it’s just one of your quicker, easier things to do in a week. Do you guys know of any other objections that people have to the subject? They don’t have time or…

I know another one is people say well we do it at co-op and I would say so do it at home too. 

Nicole
That’s a good answer. I was gonna say don’t. Yeah don’t do it at co-op. 

Liz
Well it has a purpose like Emily said for lightning the morning load. She put those delightful things in there to make all their tougher subjects more bearable. 

Emily
Yeah, and actually I think it’s the only thing my seventh grader looks forward to on Tuesdays because Tuesdays is his long day. We have to have Thursdays be a little bit shorter because of library and so he has an extra longer lesson on Tuesdays but right in the middle of the day he gets Picture Study. 

Nicole
Yeah, it’s so easy to do. It doesn’t, you know, there’s not really a benefit to doing it in a co-op. I just think it’s– 

Emily
And at home it’s one of the few lessons you really can do with your 1st through 12th grade…

Liz
…all together. It’s definitely a whole family thing. And that’s another huge benefit. 

Nicole
I also just want to tell a quick anecdote that a couple of years ago I did a morning of lessons immersion class with more than 40 students.

Emily
Adults. 

Nicole
Adults, yeah.

And we did a Picture Study. And while you might think adults, they have better visualization. Usually that’s the opposite. 

Liz
Yeah, for sure. 

Nicole
But I went person by person in order. So my last person was a man in the back of the room, actually. But all 40 of them had something different to tell them, all the way. I honestly, if I’d had time, but I was trying to follow our morning schedule, I would have just kept going back around again.

So there is something for everybody to share, even if you have a large family. But I like that what your idea allows them to tell more rather than just she was wearing a red scarf. 

Emily
Oh, they give me all the details. I just make them tell me…they would get into there’s 32 ducks on the pond before they told me this is a landscape, you know, with a mill in the back. So just give the big picture and then they can add all of the things. 

Liz
I would also just add that when you have an interrupted day or you have to go to a doctor visit or something that’s not in your normal scheme and so you’ve only got time to do a few lessons. This is one everybody drops because they think they have to do the math every day and I just want to tell you this is just as important as math. Everything at the feast may not take up as much space but they’re equal weight.

Emily
Charlotte Mason tells us that “this is what we wish to do for children – to cause the eye to rest not unconsciously, but consciously on some object of beauty, which will leave in their minds an image of delight for all their lives to come.” 

We hope that you’ve been inspired to spread the feast of visual ideas for your students through Picture Study. Next week, we will be turning our attention to music, another subject that has new ideas for us to ponder. Please join us next time as we continue to spread the feast of the Charlotte Mason Method.