History as an Entrancing Subject of Study

If you're like most people, your experience of history in school likely consisted of memorizing long lists of dates, events, battles, and other fairly disconnected facts. Charlotte Mason believed that "history is an entrancing subject of study,"^1^ and that anything less than this is a great disservice to children.

She writes:

"Indeed, we want our pupils to feel that the subject of history is infinite. If we can succeed in teaching them the power of sympathetically entering into the minds of others, of comprehending the train of thought by which people, in utterly different times and circumstances, may have arrived logically at conclusions which appear to us at first glance narrow, absurd, or even ludicrous, then we shall have made of their history lessons instruments of their education; their sympathy with, tolerance for, and love of their fellow-creatures will be increased, and they will be broader in mind, less ready to be carried away by extreme notions, and more able to see that 'there is a great deal to be said on both sides' of any question."^2^

History Cultivates Character

Charlotte Mason viewed history as an opportunity to cultivate deep thinking, empathy, and moral reasoning. Through the study of history, students should begin wrestling with questions of good and evil, cause and consequence.

She explains:

"The lesson that men and women have a great power for good or evil, and that their actions live after them. No lesson is more powerful than one drawn from the life: here are found examples for imitation and for warning. The characters described in history and the results recorded in the deeds of heroes provide aids in forming good ideals; they awaken sympathy with the noble and good, and a condemnation of the evil and selfish."^3^

How This Looks Practically

Charlotte Mason's philosophy offers clear guidance for teaching history in a way that is meaningful and life-giving.

Living Books, Not Textbooks

First, history should be taught using living books, not dry textbooks. Living books present history through narrative, character, and ideas rather than isolated facts.

Chronological Study

Second, chronology matters. Time is an abstract concept for young children, and teaching history out of order can create a fragmented understanding of the past. Teaching history chronologically helps children see how events connect and unfold over time.

The Book of Centuries

In Mason's schools, students kept a Book of Centuries, a simple timeline that allowed them to place people and events within the broader sweep of history. This practice helps students form personal, lasting connections with the past and see relationships between events.

Biography in the Early Years

In the early years, focusing on a single individual—often through biography—is especially effective. Biographical narratives naturally introduce children to the social, political, and cultural realities of an era without overwhelming them.

Integration with Other Subjects

Finally, history is not meant to stand alone. It naturally integrates with literature, poetry, art, and music from the same time period, deepening understanding and strengthening relationships between ideas.

History as Part of God's Grand Story

It is easy to forget that all of history is part of a much larger story authored by our Creator. We often become absorbed in our own small kingdoms and lose sight of the staggering reality that God has intentionally orchestrated history in such a way that it has led—quite literally—to this very moment.

This perspective can be difficult to maintain, especially given the disproportionate emphasis traditional education places on fact memorization. Yet when history is approached as a living narrative rather than a list of data points, it becomes a source of wonder, humility, and awe.

Education, after all, is an atmosphere. If we approach history with indifference, our students will sense it. But if we approach history with curiosity, reverence, and excitement, we invite our children to do the same.

Charlotte Mason has much more to say about teaching history. For a deeper understanding of her philosophy and methods, I encourage you to read Home Education.

Sources

1. Charlotte Mason, Home Education, p. 291
2. D.M.H. Nesbit, "The Teaching of History," The Parents' Review, Vol. 12 (1901), pp. 917–929
3. Charlotte Mason, "History as a Branch of Children's Education," The Parents' Review, Vol. 10 (1899), p. 205