“Musical Appreciation, of course, has nothing to do with playing the piano. It used to be thought that ‘learning music’ must mean this, and it was supposed that children who had no talent for playing were unmusical and would not like concerts. But Musical Appreciation had no more[…]

“But let the imaginations of children be stored with the pictures, their minds nourished upon the words, of the gradually unfolding story of the Scriptures, and they will come to look out upon a wide horizon within which persons and events take shape in their due place and[…]

“It is not possible to do more than mention two more important subjects––the Handicrafts and Drills––which should form a regular part of a child’s daily life […] The Handicrafts best fitted for children under nine seem to me to be chair-caning, carton-work, basket-work, Smyrna rugs, Japanese curtains, carving[…]

“The art training of children should proceed on two lines. The six-year-old child should begin both to express himself and to appreciate, and his appreciation should be well in advance of his power to express what he sees or imagines. Therefore it is a lamentable thing when the[…]

To help visualise historical events in their respective time period, Charlotte Mason suggested making use of timelines or date charts. Although none of these charts were specified as required work on the programmes, they were mentioned elsewhere and we believe them to be suitable for Form I students.[…]

Scheduling 2 × 20 minute lessons per week. The second lesson is optional. The P.U.S. programmes state that “A second lesson to be taken on Saturday, 9.20-9.40, otherwise pages read with omissions,” so should the teacher decide to schedule just one lesson a week then she may find[…]

“For the matter for this intelligent teaching of history, eschew, in the first place, nearly all history books written expressly for children; and in the next place, all compendiums, outlines, abstracts whatsoever […] Let a child have the meat he requires in his history readings, and in the[…]

“The child should speak beautiful thoughts so beautifully, with such delicate rendering of each nuance of meaning, that he becomes to the listener the interpreter of the author’s thought.” [Vol. I, p. 223] Scheduling 3–4 × 10 minute lessons a week.1 Generally speaking, one recitation passage2 would be[…]

Except in Form I the study of Literature goes pari passu with that of History. [Vol. VI, p. 180] In Form I, Literature is known as ‘Tales’, and is a gentle introduction to the art of reading and narration which will form a large part of school lessons.[…]

Students in the first form (age 6-8) spent just two and a half hours in morning lessons, including half an hour for drill and games. The morning ordinarily ran from 09:00 – 11.30 each day, six times a week. The lessons were usually1 between 10 and 20 minutes[…]