The Philosophy of Education Vol. 6 Ch. 10 Sect. 2

The Knowledge of man
'History'
Most of the teaching of history in Charlotte’s day was a very little bit if English history given in the form of lectures where the students took notes and wrote a report. The knowledge of history should be more than “impression” or “opinions”
Charlotte says: “Now the method I am advocating has this advantage; it multiplies time. Each school period is quadrupled in time value and we find that we get through a surprising amount of history in a thorough way, in about the same time that in most schools afford no more than a skeleton of English history only.”
The focus is on using the right books. The teacher’s part was to see that every child knows and can tell back what they heard either in oral narratives or written essays. By using this method no revision is necessary for the final examination.
Passages are read only once because if the student knows there will be second or third reading they will not pay attention.
The Method
At six years old, begin reading to the child from a book that is well written and well illustrated. In Charlotte’s schools the six year olds began with ‘our Island Story’. They would cover about 40 pages each term which would be about the first third of the book. This was read out loud to the children and then one student would “tell back” after each paragraph or passage. The teacher does not say anything while the child is talking and is careful not to interrupt them. Afterwards, the teacher allows the other children to correct anything that was not told correctly.
At seven years old they continued reading ‘Our Island Story’ and would read about the same number of pages per term completing the book. Added to this would be short biographies of the people connected with the time frame they were reading about in ‘Our Island Story’. Field trips to historical monuments that were significant to the material read were also visited.
From ages 9-12 a more difficult book was used from which they would read about 50 pages per term. A book about the social life of people from the periods read about was also added.
Charlotte Mason also introduced the histories of other contemporary nations at the same time that she began English history, even with the six year olds. She would begin with France and used a book called “The First History of France”. They read about the same time periods so the children would begin to understand the world view of history unfolding in other countries, not just their own.
Ancient history was also introduced to the students. They used a book that was written to parallel the time periods on display at the British Museum. They also added a “book of centuries” where the children drew things/objects they came across.
The next year they would continue with the above readings and add a short book on the history of India.
At age 12 the children began to read a book called ‘The Students History of England’. This was a little more in depth than what they had been reading. They also added a book called ‘The History of Everyday things in England’. Outlines of European History were introduced as well and the book of centuries was continued.
From ages 15-18 the study of English history is more in-depth and depended more on readings from great literature and essays by well known authors. The history of France was continued in the same way as well as of that of Western Europe. The study of Greek and Roman history was continued though not as detailed as prior years. History charts were made instead of a book of centuries. This was a square paper divided into 100 small squares where an illustration was added in each square of some significant event that happened in that 10 year period. Also, at this level many readings dealing with social happenings were added through plays, novels, essays etc.
Geography was studied as a separate subject. All history at all levels was studied chronologically. When they reached current day they began again.
Charlotte Mason thought that the saddest thing a school could do was to fail in giving the students a “comprehensive, intelligent, and interesting introduction to history.” Students should know not only their own countries history but also need to learn and appreciate the histories of other peoples as well.

52 Week Book Challenge

This book Transformation by Bill Hybels is a devotional book. Each section deals with changing from the inside out. The changes focus on the areas of heart, mind, ears, voice, hands, and spines. This book would work well for individual study as well as with a small group.

52 Weeks Book Challenge

This week's book was On What Grounds by Cleo Coyle. This is the first in a series of mystery books in which the "ameture dective",Clare Cosi, maneger of "The Village Blend" opens the cafe only to find the assistan manager unconscious at the bottom of the stairs. Clare has a gut feeling that this is not an accident. This was a quick read and included some great recipes in the back of the book.

52 Week Book Challenge

One of the books I read this week was The Cater Street Hangman by Anne Perry. This mystery takes place in Victorian England and is the first in the Thomas and Charlotte Pitt series. The setting is an upper class neighborhood where several young girls were murdered. This book had so many twists and turns that to describe much more will ruin the surprise ending. I do enjoy a good mystery and I love it when I can't figure it out too soon in the book. Anne Perry has kept me guessing until the last few pages.

Philosophy of Education Vol. 6 Ch.10

Section 1: The Knowledge of God
This Chapter begins with a look at the “curriculums” taught in most school systems in Charlotte’s day, which are not unlike our own. They focused on teaching material at the elementary age to “test well” enough to enter a preparatory school for high school, then in high school to test well enough to enter a university, and in the university we teach the student based only on his future work without realizing that this alone doesn’t make him profitable to society. We should aim for a program that is “wide” rather than to pick and choose what the child is taught. Charlotte said “because the relationships a child is born to are very various, the knowledge we offer him must be various too.”
Section 1
The Knowledge of God
Of all three kinds of knowledge: the knowledge of God, of Man, and of the Universe, the knowledge of God is the most important. Charlotte says “mothers are on the whole more successful in communicating this knowledge than teachers who know the children less well and have a narrower, poorer standard of measurement for their minds.” It was common thought that in the educational publications of the day that we need to “bring concepts down to their ‘little minds’.” Charlotte calls this “foolish prejudice” and says we should be “astonished at the range and depth of children’s minds." Teachers do not have the same “tender opportunities” that mothers have to point out the love God has for each child as she walks through day to day events.
One point Charlotte makes is that the teachers adopted a view point that didn’t expect that “kiddies” could be expected to learn and know and so the children “lived down” to those expectations.
The PNEU schools began formal education at 6 years of age and the students were expected to make a conscious mental effort of telling again what they had been read to or heard. The process of “tell again” is how we all learn, by repeating what we want to remember –i.e.; phone numbers, conversations, etc. Charlotte says this is “as old as the mind of man and it is a shame that it has been used very little in education today.”
When giving the children knowledge of God we need to first use the Bible, not someone else’s interpretation but the real word of God. Both old and New Testament passages will be listened to with delight by the six year old child. Charlotte did use a type of commentary to give historical background to the scripture passages.
Between the ages of 6-12 the children are read the whole of the Old Testament. Students 12-15 years old read the Old Testament to themselves along with a book that presented the history of the Old Testament and included questions to think about. From ages 15-18 they would read the whole Old Testament again, along with an in-depth commentary. The New Testament was approached the same way. Children 6-12 were read Matthew, Mark and Luke. Students 13-15 added John and Acts along with the chosen commentaries. The upper grades or “forms” read a 6 volume set that arranged the New Testament in chronological order. The 17-18 year olds also added the Epistles and Revelation.