Charlotte Mason Philosophy

A common misconception about Charlotte Mason is that her philosophy lacks academic rigor. Yet if we look closely at what students were actually doing, the caliber of work exceeds most modern classrooms.

Charlotte Mason challenges us not to lean too confidently on our own understanding, because human reasoning—while valuable—is imperfect and can confirm wrong ideas.

Charlotte Mason suggests that children possess a natural desire for knowledge. When we use grades as the proverbial carrot, we communicate that the joy of learning itself is insufficient.

The function of the will is to choose, to decide—and to fortify the will is one of the great purposes of education.

Scripture offers a code of education: Take heed that ye OFFEND not—DESPISE not—HINDER not—one of these little ones.

The question of whether Charlotte Mason is classical varies depending on how you define classical education. Understanding this history helps us refine our own educational philosophy.

Charlotte Mason makes a clear distinction between a system of education and a method of education. A method is grounded in principles; a system offers the false promise of predictable outcomes.

Charlotte Mason made a clear distinction between acquiring information and assimilating knowledge. Simply put, information consists of facts, whereas knowledge makes a lasting impression on the mind.

The science of relations is where students form deep, meaningful relationships with knowledge—not simply acquiring information but encountering knowledge and allowing it to change us.

Charlotte Mason was remarkably ahead of her time in recognizing the formative power of habits in a child's life. She believed that character is largely shaped by habit.

Intentionally cultivating the habit of attention is something we should take seriously. Charlotte Mason believed we could begin training this habit from infancy.

The very first of Charlotte Mason's twenty principles—'Children are born persons'—is the foundation upon which all of her subsequent ideas rest.

It is time to stop focusing on the wrong metrics and instead focus on the quality of ideas presented and on how we view children and education as a whole.