Composition in a Charlotte Mason Education

One of the most challenging paradigm shifts when implementing Charlotte Mason's philosophy is rethinking how language arts is taught. Language arts encompasses reading, writing, listening, and speaking. While this post focuses specifically on writing—or composition—you can read more about Mason's approach to language arts as a whole in the language arts series.

Teaching children "how to write" can feel intimidating. When I first discovered Charlotte Mason's approach to teaching writing, it felt like a tremendous weight had been lifted from my shoulders. Her method is both simple and effective, yet markedly different from most traditional writing curricula.

The truth is, you do not need a boxed curriculum or a teacher's manual to teach writing within a Charlotte Mason education. Below are four reasons why.

1. Emphasis on Fluency Over Form

Most writing curricula introduce the form and structure of essays before students have had the opportunity to become fluent at putting their thoughts on paper. Too often, we emphasize structure when our time would be better spent helping children become fluent writers—writers who can clearly and coherently express their ideas.

Charlotte Mason's approach begins differently. Through narration, students first learn to compose fluently before they are ever taught formal "rules" of writing. Mason believed children should master narration before receiving instruction in grammar or composition rules.

She writes:

"Let me repeat that what is called 'composition' is an inevitable consequence of this free yet exact use of books and requires no special attention until the pupil is old enough to take naturally a critical interest in the use of words."^1^

In other words, our primary task is to ensure that children are reading and narrating high-quality books. This practice lays the foundation on which capable, confident writers naturally emerge.

2. Quality Literature Models Quality Writing

"Children have a right to the best we possess; therefore their lesson books should be, as far as possible, our best books."^2^

Reading excellent literature is a central principle of Charlotte Mason's philosophy. By doing so, children are introduced to "the best thoughts of the best minds."^3^

This exposure matters because it immerses children in:

Rich language
Varied sentence structure
Vivid imagery
Creative expression

Elements that cannot be effectively taught through most writing curricula. Over time, students naturally absorb these qualities, blending them with their own unique voice and style.

For example, instructing children to "use descriptive language" or "add metaphors" is far less impactful than journeying through Middle-earth with Tolkien or savoring the subtle wit of Jane Austen's Pride and Prejudice.

In a Charlotte Mason education, living books form nearly the entirety of a child's curriculum—including history, geography, science, and literature. As a result, students narrate across a wide range of subjects, deepening their relationship with knowledge without the burden of arbitrary standards or workbook-driven instruction.

Charlotte Mason urged parents to feed children nourishing "mind food." Living books contain living ideas, and it is these ideas that nourish the intellect. She explains:

"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."^4^

Students do not learn to write by being explicitly taught "how to write." They learn by catching ideas that spark imagination and ignite thought—sparks that come from living books, not scripted curricula.

3. Narration Is Composition

Charlotte Mason's method of teaching writing begins with oral composition through narration. Children typically begin oral narrations around age six, and later—around age ten—progress to written narrations.

This gradual progression allows composition skills to develop without the physical demands of writing overshadowing the act of thinking.

Though there may be little written output in the early years, oral narration is composition. Anyone who has listened to a child enthusiastically recount a favorite story has witnessed the early signs of an emerging writer. Narration is demanding work—it requires attention, memory, and clarity of thought.

Why Delay Written Narrations?

The delay in written narrations is intentional. Mason believed the physical act of writing should not hinder a child's ability to compose ideas. Even once written narrations begin, students often spend several years refining this skill before being introduced to formal essay structures.

With Mason's philosophy, children work through multiple high-quality living books each term and are expected to narrate most of their readings. Through repeated practice, students become adept at organizing their thoughts and expressing them clearly and creatively on paper.

Only after this foundation is firmly established does it make sense to introduce formal structures and stylistic guidance.

4. Formulaic Essays Should Not Be the Goal

One of the chief drawbacks of traditional writing curricula is their tendency to produce formulaic results. While students may learn to produce a standard five-paragraph essay, this does not necessarily indicate strong writing ability.

The world's most celebrated authors and poets are not remembered for their mastery of essay formulas, but for their ability to communicate ideas with depth, beauty, and originality.

Charlotte Mason summarizes this beautifully:

"Lessons on 'composition' should follow the model of that famous essay on 'Snakes in Ireland'—'There are none.' For children under nine, the question of composition resolves itself into that of narration… If we would believe it, composition is as natural as jumping and running to children who have been allowed due use of books."^5^

Composition does not need to be complicated. When children are given rich material and freedom to engage with ideas, writing develops naturally and joyfully.

Sources

Charlotte Mason, Toward a Philosophy of Education (Living Book Press, 2017), p. 274
Charlotte Mason, Toward a Philosophy of Education (Living Book Press, 2017), p. 19
Charlotte Mason, Toward a Philosophy of Education (Living Book Press, 2017), p. 106
Charlotte Mason, Home Education (Living Book Press, 2017), p. 103
Charlotte Mason, Home Education (Living Book Press, 2017), p. 247