Charlotte Mason grounded her educational method on definite principles and practices–and the subject of mathematics is no exception. Today’s guest, Emily Al-Khatib is a math teacher herself and shares her perspective on the beauty and truth of using Miss Mason’s methods in this part of the feast.

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“Arithmetic is valuable as a means of training children in habits of strict accuracy, but the ingenuity which makes this exact science tend to foster slipshod habits of mind, a disregard of truth and common honesty, is worthy of admiration! The copying, prompting, telling, helping over difficulties, working with an eye to the answer which he knows, that are allowed in the arithmetic lesson, under an inferior teacher, are enough to vitiate any child; and quite as bad as these is the habit of allowing that a sum is nearly right, two figures wrong, and so on, and letting the child work it over again. Pronounce a sum wrong, or right––it cannot be something between the two. That which is wrong must remain wrong: the child must not be let run away with the notion that wrong can be mended into right. The future is before him: he may get the next sum right, and the wise teacher will make it her business to see that he does, and that he starts with new hope. But the wrong sum must just be let alone.” (1/260-261)

“Mathematics depend upon the teacher rather than upon the text-book and few subjects are worse taught; chiefly because teachers have seldom time to give the inspiring ideas, what Coleridge calls, the ‘Captain’ ideas, which should quicken imagination.” (6/233)

“Therefore his progress must be carefully graduated; but there is no subject in which the teacher has a more delightful consciousness of drawing out from day to day new power in the child. Do not offer him a crutch: it is in his own power he must go. Give him short sums, in words rather than in figures, and excite him in the enthusiasm which produces concentrated attention and rapid work. Let his arithmetic lesson be to the child a daily exercise in clear thinking and rapid, careful execution, and his mental growth will be as obvious as the sprouting of seedlings in the spring.” (1/261)

“I have said much of history and science, but mathematics, a mountainous land which pays the climber, makes its appeal to mind, and good teachers know that they may not drown their teaching in verbiage.” (6/51)

“The practical value of arithmetic to persons in every class of life goes without remark. But the use of the study in practical life is the least of its uses. The chief value of arithmetic, like that of the higher mathematics, lies in the training it affords the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders.” (1/254)

“Never are the operations of Reason more delightful and more perfect than in mathematics. Here men do not begin to reason with a notion which causes them to lean to this side or to that. By degrees, absolute truth unfolds itself. We are so made that truth, absolute and certain truth, is a perfect joy to us; and that is the joy that mathematics afford.” (4/62-63)

Mathematics: An Instrument for Living Teaching Handbook and DVD

The Charlotte Mason Elementary Arithmetic Series, Book I by Richele Baburina

String, Straightedge and Shadow by Julia E. Diggins

Carry On, Mr. Bowditch by Jean Lee Latham

Strayer-Upton Practical Arithmetic, Book I

Mental Arithmetic, Amy Pridham, The Parents’ Review, Vol. 8, No. 2, pp. 112-118 (Unpicking example)

Charlotte Mason sent her programmes out to thousands, but what would she say about families striking out on their own to determine their own course? It is an era of independent-minded homeschoolers; is it possible to come close to her standards for the feast and the right living books to offer? This episode explores the pros and cons of designing your own program, whether it is possible, when it is and is not wise. This episode is full of advice, encouragement, admonitions, and warnings for those who want to try, are hesitant, are too confident or too unsure of themselves to “do-it-yourself.”

“Perhaps we should apologise for ourselves as purveyors not precisely of books but of lists of books. Every headmaster or mistress is able to draw up such lists, but think of the labour of keeping some 170 books in circulation with a number of changes every term! Here is our excuse for offering our services to much-occupied teachers. There has been talk from time to time about interfering with the liberty of teachers to choose their own books, but one might as well contend for everyman’s liberty to make his own boots! It is one of those questions of the division of labour which belong to our civilisation; and if the question of liberty be raised at all, why should we not go further and let the children choose their books? But we know very well that the liberty we worship is an elusive goddess and that we do not find it convenient to do all those things we are at liberty to do.” (6/272)

“The ‘100 Best Books for the Schoolroom’ may be put down on a list but not by me. I venture to propose one or two principles in the matter of school-books, and shall leave the far more difficult part, the application of those principles, to the reader.” (3/177)

“Sometimes, parents have the mistaken notion that the greater the number of subjects the heavier the work; though, in reality, the contrary is the case, unless the hours of study are increased. Sometimes, outside lessons in languages, music, etc., interfere; some times, health will not allow of more than an hour or two of work in the day. The children in the practising school do all the work set, and their work compares satisfactorily with the rest, though the classes have the disadvantage of changing teachers every week.” (3/286-7)

“[P]eople are slow to understand that there is no part of a child’s work at school which some philosophic principle does not underlie.” (1/240)

“The right books exist, old and new, in countless numbers, but very great care is necessary in the choice, as well as much experience of the rather whimsical tastes and distastes of children.” (3/242)

“We may not Choose or Reject Subjects.––You will see at a glance, with this Captain Idea of establishing relationships as a guide, the unwisdom of choosing or rejecting this or that subject, as being more or less useful or necessary in view of a child’s future.” (3/162-3)

“The reader will say with truth,––”I knew all this before and have always acted more or less on these principles”; and I can only point to the unusual results we obtain through adhering not ‘more or less,’ but strictly to the principles and practices I have indicated.” (6/19)

Our Island Story, H.E. Marshall

Home Education Series, Charlotte Mason

The British Museum Book for Children, Frances Epps

Eyes and No-Eyes Series by Arabella Buckley

Awaken: Living Books Conference in Traverse City, Michigan (8/10/19)

Subjects by Form

Curriculum Templates

A Delectable Education Scheduling Cards

Nicole’s Scheduling Series

Consulting Services

Charlotte Mason valued time and recognized its limitations. This Q&A episode considers three questions regarding time:  use of scheduling cards to develop a timetable for multiple ages, how to handle a child who cannot tolerate book work for much time, and, last but not least, how a mother can possibly manage all her responsibilities in the time she has.

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“In home schoolrooms where there are children in A as well as in B, both forms may work together, doing the work of A or B as they are able, but more work must be expected from I [or II] A.” (N.B. 2 from the P.U.S. Programmes)

A Delectable Education Scheduling Cards

Episode 180: Masterly Inactivity

Episode 89: Mother’s Continuing Education

Mother Culture Parents’ Review Article

Charlotte Mason believed children are born persons and this podcast honors a very special person and her family. Liz Cottrill interviews Amy Fields, mother of a “full care child,” whose handicaps seem insurmountable but whose spirit is indomitable. Enjoy this interview to hear how Charlotte Mason’s method applies to a child the world would consider uneducable.

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[Amy and Cary Lynn]

“[T]he Bible, shows the deepest insight into what is peculiar to the children in their nature and estate. “Of such is the kingdom of heaven.” “Except ye become as little children ye shall in no case enter the kingdom of heaven.” “Who is the greatest in the kingdom of heaven?” “And He called a little child, and set him in the midst.” Here is the Divine estimate of the child’s estate.” (1/11-12)

America Begins, Dalgliesh (America Builds Homes and America Travels)

The Blue Fairy Book (audio version here)

(Contains Affiliate Links)

Episode 58: Charlotte Mason and Special Needs

Audubon Stuffed Birds

The subject of composition perplexes because Charlotte Mason required
it and yet discouraged its instruction. How does a teacher abide by her principles and fulfill these requirements? This episode analyzes her principles of writing skill and instruction and traces its development through the forms.

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“In fact, lessons on ‘composition‘ should follow the model of that famous essay on “Snakes in Ireland”–“There are none.”…Our business is to provide children with material in their lessons, and, leave the handling of such material to themselves.” (1/247)

“[L]et us perceive that our relations with each other are the relations of spirit with spirit, and that spoken and written words are no more than the outward and visible signs of ideas spiritually conveyed…” (2/135)

“Before they are ten, children who have been in the habit of using books will write good, vigorous English with ease and freedom; that is, if they have not been hampered by instructions.” (1/247)

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

“‘Composition’ is never taught as a subject; well-taught children compose as well-bred children behave–by the light of nature.” (3/286)

In Memoriam: Charlotte Mason

A New Grammar of the English Tongue

(Contains Affiliate Links)

Episode 50: Writing: Grammar and Composition

Living Literature Classes

A Liberal Education, H.W. Household

Exam Planner

Archive.org–Charlotte Mason Digital Collection