Poetry in a Charlotte Mason Education

"The best thoughts of the best minds taking form as literature, and at its highest as poetry." — Charlotte Mason, A Philosophy of Education, p. 157

The famous German poet and playwright Johann Wolfgang von Goethe once said, "A man should hear a little music, read a little poetry, and see a fine picture every day of his life, in order that worldly cares may not obliterate the sense of the beautiful which God has implanted in the human soul."

Charlotte Mason likewise believed that poetry deserves an important place in our lives. Throughout her volumes, she frequently quotes Wordsworth, Tennyson, Coleridge, Keats, Milton, and many other great thinkers who offer living ideas through their poetry.

The Purpose of Poetry

Poetry brings color to life and stirs our emotions in much the same way music and art do. Often, poets give words to feelings we cannot easily express.

John Stuart Mill described poetry as "man's thoughts tinged by his emotions." Mary A. Woods, headmistress of Clifton High School in England, defined poetry as "the musical expression, by means of words, of thought charged with emotion." She used the word musical not in a technical sense, but to describe rhyme and rhythm—the consonances and cadences of verse—and emotion as encompassing all forms of human feeling, from love and sorrow to foreboding and regret.^1^

Excellent poetry touches the soul and feeds the mind with living ideas. It allows us to:

• Feel deeply
• Experience historical events
• Glimpse faraway cultures
• Feel the tug of injustice
• Connect with God's creation in unexpected ways

Poetry brings knowledge to life. Charlotte Mason wrote that "the magic of poetry makes knowledge vital," adding depth and meaning to what we see and experience.^2^ To deprive our children—or ourselves—of regular exposure to beautiful poetry would be a great loss.

Cultivating a Taste for Poetry

As with many important habits and affections, children are unlikely to acquire a love of poetry unless they see it modeled.

One P.N.E.U. article explains that we must read poets ourselves and learn them by heart until our minds are filled with "the best thoughts and the loveliest expressions that the world has yet uttered." As we do so, our own appreciation grows, and we begin to understand why it is wrong to allow children's minds to be filled with what is poor or trivial when rich treasures are readily available.^3^

The same article continues:

"You cannot begin to train a child's taste too soon…with poetry you must believe that a child is capable of enjoying and admiring the very best, if only you show him how to begin."

Children should see that we delight in well-chosen words and vivid images, and that poetry enhances our experience of the world—adding charm to a brook, a meadow, or a wild rose through a familiar quotation. Taste, it argues, should be forming even before a child enters school.^3^

Education is an atmosphere. When a love of poetry permeates the home, children absorb it naturally.

Education is also a discipline, and cultivating an appreciation for poetry often requires effort, patience, and a willingness to step outside our comfort zones. Many of us feel intimidated by poetry simply because we lack experience with it. Ironically, the only remedy is greater familiarity.

Poetry in School

How does this translate into everyday schooling? Charlotte Mason insisted that poetry should not be taught in isolation. Rather, it illuminates history, culture, geography, citizenship, and more.

She wrote that poetry captures the "thought of the ages," with each era having its poetic essence, preserved by figures such as Shakespeare, Dante, Milton, or Burns.^4^ Through poetry, students gain insight into the people and times of the past; the life of an age is brought vividly before them.

Reading Aloud

Mason also emphasized reading poetry aloud, noting that this practice helps children appreciate shades of meaning and recognize that words themselves are beautiful and worthy of honor. A beautiful word, she said, deserves to be beautifully spoken—with care for tone, rhythm, and clarity.^5^

Copywork and Transcription

Poetry also lends itself naturally to copywork, transcription, and dictation. When students study and write poetry, living ideas are given time to take root in their hearts and minds.

Charlotte Mason encouraged keeping these selections in a Book of Mottoes or commonplace book, allowing children to choose favorite verses for transcription. Such a personal collection, she believed, would give them lasting pleasure.^6^

She went further, suggesting that children might even compile a year-book of mottoes—one for each day—drawn from their own reading. What an incentive, she wrote, it would be to begin the day with a motto chosen by oneself rather than imposed by an outside authority.^7^ Imagine a child completing their education with a lifelong treasury of verses and quotations that have shaped their character.

Don't Neglect Poetry

Ultimately, when we neglect poetry—whether out of intimidation or indifference—we deprive our children and ourselves of truth, goodness, and beauty.

In most cases, a genuine love of poetry can be traced back to tastes formed in childhood. Yet few parents recognize how naturally children respond to beautiful words and sounds. Children readily memorize poetry, and there is no reason to assume they prefer trivial verse over language that is rich and well-crafted.^8^

References

1. J.G. Simpson, "The Teaching of Poetry to Children," The Parents' Review, Vol. 12, pp. 879–883
2. Charlotte Mason, A Philosophy of Education, pp. 328, 275, 313
3. J.G. Simpson, "The Teaching of Poetry to Children," The Parents' Review, Vol. 12, pp. 879–883
4. Charlotte Mason, A Philosophy of Education, p. 275
5. Charlotte Mason, Home Education, p. 227
6. Charlotte Mason, Home Education, p. 139
7. Charlotte Mason, School Education, p. 145
8. J.G. Simpson, "The Teaching of Poetry to Children," The Parents' Review, Vol. 12, p. 883