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.