Handicrafts in a Charlotte Mason Education

"[The child] practises various handicrafts that he may know the feel of wood, clay, leather, and the joy of handling tools, that is, that he may establish a due relation with materials." — Charlotte Mason, Home Education, p. 315

In Charlotte Mason's schools, short lessons were a standard practice to allow for afternoon occupations. Afternoon occupations describe a large chunk in the latter half of the day where students were able to participate in a variety of activities, including handicrafts.

What Is a Handicraft?

The term handicraft literally means a particular skill of making decorative objects by hand. In the PNEU archives, there are descriptions of handicraft classes that students participated in while attending Mason's schools including:

Leather-embossing
Bookbinding
Woodcarving
Knitting
Needlework
Basket-work
Gardening
And countless others

The concept of handicrafts is intended to be much deeper than what we see during a typical "arts and crafts time" in a traditional classroom. One reason is because handicrafts and service go hand in hand. The end result should be useful, and the purpose is not to complete a project that will end up in the trash after a week, but rather to learn a valuable skill.

Charlotte Mason's Criteria for Handicrafts

Charlotte Mason provides the following criteria when considering handicrafts:

"The points to be borne in mind in children's handicrafts are: (a) that they should not be employed in making futilities such as pea and stick work, paper mats, and the like; (b) that they should be taught slowly and carefully what they are to do; (c) that slipshod work should not be allowed; (d) and that, therefore, the children's work should be kept well within their compass."

Therefore, handicrafts should not just be another item on our to-do lists. Important life skills such as baking, laundry, or changing a tire are considered handicrafts.

Charlotte Mason tells us that education is a life, and what better way to teach our children how to do life than to give them real, practical, tangible, and meaningful skills?

The Deeper Purpose

Charlotte Mason says this about the bigger goal behind incorporating handicrafts into students' education:

"Again, we know that the human hand is a wonderful and exquisite instrument to be used in a hundred movements exacting delicacy, direction and force; every such movement is a cause of joy as it leads to the pleasure of execution and the triumph of success... when a man really lives his life he benefits his neighbour as well as himself."

In Charlotte Mason's schools, handicrafts were not viewed as a lesser subject or something intended to kill extra time. The process of learning a skill and creating something new lends itself to endless opportunities to develop character:

Perseverance
Diligence
Mindfulness
Optimism
And more

Practical Considerations

Age-Appropriate Handicrafts

As children grow, handicrafts naturally become more complex. In the early years, imaginative play often functions as handicraft. Building obstacle courses, helping in the kitchen, or unloading the dishwasher all count. These experiences matter.

Modeling Matters

Modeling interest in handicrafts is powerful. When parents take up embroidery, woodworking, gardening, or other skills, children notice. Handicrafts also nourish mother culture, reminding us that education is an atmosphere.

Attitude Is Everything

Our attitude matters. Joy-filled participation communicates more than obligation ever could.

A Challenge

Try one new handicraft this month—for yourself. Let curiosity and delight lead the way.