A Full Life: The Works of Charlotte Mason

Subject: Geography.

Group: Science.   Class III.   Average Age: 13.  Time: 30 minutes.

SCANDINAVIA––NORWAY IN PARTICULAR.

OBJECTS.

1. To introduce the children to Scandinavia.
2. To foster interest in foreign countries.
3. To teach the children how to learn the map of a country by means of map questions.
4. To implant mental pictures of the characteristic scenery of Norway in the children’s minds.
5. To show, by means of comparison, the great difference in the physical features of the two countries which are included in Scandinavia, although they form only one peninsula.

LESSON.

Step 1. Let the children learn the map of Scandinavia, Norway in particular, by means of the map questions previously written on the blackboard, writing down their answers.
Step 2. Ask for a general description of Scandinavia.
Step 3. Let the children fill in the blank map on the blackboard.
Step 4. Require the children to give the answers to the questions, and, as they answer, give information, in order that they may become acquainted with each place as it is mentioned, and be able to picture it in their minds.MAP QUESTIONS.

From the Geographical Readers, Book IV.

1. What waters bound the Scandinavian peninsula? To what land is it attached? What countries does it include?

NOTE.

Describe the government of Scandinavia briefly, showing that, although Sweden and Norway have a common sovereign, each country has an independent parliament, elected in very much the same way, as our English Parliament.
2. Through how many degrees of latitude does this peninsula stretch? What other countries of the world lie partly in the same latitude?
3. Describe the coast of Norway. Compare it with that of Sweden. Name the four largest fiords or openings, beginning at the extreme north.

NOTE.

Give the idea of the extraordinary way in which the coast is cut up, and the immense number of islands which fringe it. Girls to notice how these islands form an effective breakwater to the force of the Atlantic breakers, so that within their boundary the water is as calm and still as a lake.

Describe the rocky, almost perpendicular sides of the fiords, over which the rivers fall in roaring torrents. Mention the fact that many ships of the Spanish Armada were driven as far north as Stadtland, and wrecked around this dangerous headland.

The Sogne is the largest and most important fiord. It is like a long sea channel running into the country for a distance of 100 miles, with branches right and left, over which wonderful torrents fall. The sides are very steep, and the water is very deep at the entrance. At the Sulen Islands, at the mouth of the fiord, Harold Hardrada collected his force for his expedition against England.

4. Name a group of islands north of the Arctic Circle. The most northerly island. The cape on this island. The most northerly cape on the mainland. The most southerly cape.

NOTE.

The Lofoden Islands are granite rocks, rising from the water in hundreds of peaks, with jagged and fantastic outlines. The cod fisheries of these islands are very important, and employ a great number of people.
Nordkin, which means ‘north chin,’ is the most northerly point on the mainland of Europe. Incessant storms rage round the island of Mageroe, so that it is extremely difficult for anyone to land there.

Lindesnaes means ‘Lime nose.’

5. Name five towns on the west, and three on the southeast coast of Norway.

NOTE.

Stavanger is the fourth largest city in Norway. Its chief trade is in herrings. It has a very ancient Cathedral.
At Bergen the houses are built on the slopes of the hiIls which run out into the deep sea. It was formerly the capital, and is now a great fish port.

Trondhjem is the oldest capital. The name means . home of the throne,’ and in the Cathedral the kings of Norway are crowned.
Hammerfest is the most northerly town in Europe.
Tourists go there to see the midnight sun. Read Charles H. Wood’s description of the midnight sun, from the Geographical Reader.
Christiania, the capital of Norway, is not a big town, but has a most beautiful situation. It is at the head of the Christiania Fiord, which is studded with countless grassy and wooded islands. Most of the hguses are of wood, painted white, with green blinds. The fiord, which used to be very much frequented by the old Vikings, is blocked by ice for four months of the year.

6. The Scandinavian mountains nearly fill Norway-by what name is the range known in the north, south, and centre? Name three or four of the highest peaks.

NOTE.

There is no continuous range in the Scandinavian mountains; the whole is a high table-land, which increases in height as we go south, with here and there groups of peaks which appear like huge rocks dotted over the surface.
These plateaux are topped with moors or snowfields from which glaciers descend right down into the sea.

7. How does the position of the mountains affect the rivers? Compare the rivers of Norway with those of Sweden.

NOTE.

Describe how, in Norway, the rivers rush in torrents over their rocky beds, while those in Sweden flow more gently down the gradual slope of the land. Give the threefold reason––great rainfall, small evaporation owing to the coldness of the climate, and small waste owing to the hardness of the rocks––for the great volume of water in the short, quick, Norwegian rivers.8. Recapitulate with blank map, the girls adding descriptive notes as they answer the map questions.

Subject: Italian Gouin.

Group: Language.   Class IV.    Average age: 16.    Time: 30 minutes.

OBJECTS.

1. To increase the girls’ interest in foreign languages.
2. To enlarge their Italian vocabulary.
3. To give the girls more facility in understanding Italian when they hear it spoken, and also power to express themselves in it.

LESSON.

Step 1. Tell the children in a few words what the series is about.
Step 2. Explain the verbs in the infinitive, by doing the actions when possible.
Step 3. Let the children say the verbs in the infinitive.
Step 4. Let them write the verbs on the board.
Step 5. Explain, by actions, when possible, the rest of the series.
Step 6. Repeat each sentence several times slowly and carefully.
Step 7. Let the children repeat the sentences.
Step 8. Let them write the series on the board.Verbs.                 Italian.

Volere esercitarse   Luigia vuol esercitarsi sul piano.   
Aprire                  Apre il piano.
Suonare               Suona una scala e degli arpeggio
Studiare               Poi studia una Sonata di Beethoven.
Volere imparare     Che vuol imparare a mente.

         English.
Louise wishes to practise.
She opens the piano.
She plays a scale and some arpeggio
Then she studies a Sonata by Beethoven,
Which she wants to learn by heart.

Subject French Narration.

Group: Languages.    Class III.    Average age: 13.    Time: 30 minutes.

OBJECTS.

1. To give the children more facility in understanding French when they hear it spoken, and also in expressing themselves in it.
2. To teach them some new words and expressions.
3. To improve their pronunciation.
4. To strengthen the habit of attention.
5. To introduce a new branch of the study of French and thus increase their interest in it.
6. To have the following passage narrated by the children.

LESSON.

Passage chosen: Le Corbeau.”Auguste etant de retour a Rome, apres la bataille d’Actium, un artisan lui presenta un corbeau auquel il avait appris a. dire ces mots: Je te salue, Cesar vainquer!
Auguste charme, acheta cet oiseau pour six mille ecus. Un perroquet tit a. Auguste Ie meme compliment et fut achete fort chef. Une pie vint ensuite; Auguste l’acheta encore.
Entin un pauvre cordonnier voulut aussi apprendre a un cor beau cette salutation; il eut bien de la peine a. y parvenir, it se desesperait souvent et disait en enrageant:
Je perds mon temps et ma peine. Enfin il y reussit. Il alIa aussitot attendre Auguste sur son passage, et lui presenta Ie corbeau, qui repeta fort bien sa lec;on: mais Auguste se contenta de dire: J’ai assez de ces complimenteurs la dans moo palais. Alors Ie corbeau, se ressouvenant de ce qu’il avait souvent entendu dire a son maitre, repeta: J’ai perdu mon temps et ma peine. Auguste se mit a. rire et acheta cet oiseau plus cher que tous les autres,”

Step 1. Read the passage slowly and distinctly, stopping frequently to make sure that the children understand. Write the new words and expressions on the board and give their meanings.
Step 2. Let the children repeat the story in English.
Step 3. Read the passage straight through.
Step 4. Let the children read the passage, paying special attention to the pronunciation.
Step 5. Have the passage narrated in French, helping the children when necessary with questions.

Speak as much French as possible throughout, but always make sure that the pupils understand.

Subject: German Grammar.

Group: Languages.    Class III.    Average age: 13.   Time: 30 minutes.

OBJECTS.

1. To show the pupil that although the German construction of sentences may seem very much complicated, yet with the help of a few simple rules it can be made much clearer.
2. To draw these rules from the pupil by means of examples.
3. To teach two or three of these elementary rules.
4. To strengthen the relationship with the foreign language.

LESSON.

Step 1. Begin by finding out what the pupils know of compound sentences in English, i.e. that they consist of two or more clauses depending on each other, etc., and let them give one or two examples. Connect this lesson with a former one on the arrangement of words in German sentences by letting the pupils put one or two compound clauses on the board in German, and then giving the rule they illustrate.Rule. Dependent clauses take the verb at the end of the clause.

These sentences the pupils can probably give themselves.

Step 2. Get the old rule that the past participle comes at the end of the sentence, with a few examples, one or two of which the pupils may write upon the board to compare with those illustrating the new rule.

Let the pupils put several sentences on the board illustrating the new rule.

Rule. In dependent clauses the auxiliary follows the past participle.

Sentences.––’Ich kehre zuruck, wenn sie angekommen ist.’
‘Das Kind, welches verloren war, ist gefunden.’
Let the pupils translate these literally into English, and with the simple German clauses already on the board and the translation let them find the rule. Let them translate a few sentences into German to show that they thoroughly understand the rule.

Step 3. Treat the next rule almost in the same way, but have each sentence put on the board twice in different order, and find the rule by comparing these.

Rule. If the subordinate clause comes first the principal clause takes its verb at the beginning.
Sentences:––
     (1) ‘Sie gab den Armen viel, weil sie gut war!
     (2) ‘Wiel sie gut war, gab sie den Armen viel.’
     (1) ‘Er ging immer fort, obwohl er mude war.’
     (2) ‘Obwohl er mude war, ging er immer fort.’

Step 5. Recapitulate.

Subjed: English Grammar.

Group: Language.    Class II.    Average age: 10.  Time: 20 minutes.

OBJECTS.

1. To increase the children’s power of reasoning and attention.
2. To increase their knowledge of English Grammar.
3. To introduce a new part of speech––preposition.

LESSON.

Step 1. Draw from the children the names of the two kinds of verbs and the difference between them, by putting up sentences on the board. Thus in the sentence ‘Father slept,’ ’slept,’ as they know, is intransitive; therefore he could not ’slept’ anything, as ’slept’ cannot have an object.
Step 2. Put on the board the sentence ‘Mary went,’ and ask the children to try and make it more complete by adding an object. ‘Mary went school’ would not be sense, but’ Mary went to school’ would. Ask for other phrases saying where Mary went, as, for a walk, into the town, with mother, on her bicycle, by train, etc.
Step 3. Tell the children that these little words, on, in, by, for, with, etc., belong to a class of words which are very much used with intransitive verbs; they have not much meaning when used alone, yet in a sentence they cannot stand without an object. You cannot say ‘Mary went in,’ without saying what she went in.
Step 4. Introduce the word ‘preposition,’ giving its derivation. Because these little words always take objects after them, and because their place is before the object, they are called prepositions, ‘pre’ being the Latin word for ‘before,’ and ‘position’ another word for ‘place.’
Step 5. Write on the board the definition:––’A pre-position always has an object after it.’ Step 6. Let the children work through the following exercises:
(1) Put three objects after each of the following prepositions:––in, on, over, by, with, and from.
(2) Put three prepositions and their objects after the following:––Mary plays, Mother sits, John runs.
(3) Supply three prepositions in each of the following sentences:–– The book is __ the table. The chair is the door. I stood __ the window.
(4) Supply three subjects and verbs to each of the following prepositions and objects: __ in the garden, __ on the floor, __ by the fire.
(5) Make three sentences about each of the following, each sentence to contain an intransitive verb, a preposition and its object:––The white pony, My little brother, That pretty flower.

Subject: Literature.

Group: English.    Class IV.    Age: 16    Time: 45 minutes.

CHARLES LAMB.

OBJECTS.

1. To give some main principles to guide the choice of reading.
2. To give a short sketch of the life of Charles Lamb.
3. To show how the writer’s character is reflected in The Essays of Elia.
4, To emphasise the fact that very thoughtful reading is necessary in order to get full pleasure and benefit from a book.

LESSON.

Step 1. Decide with the pupils as to some principles which should guide us in the choice of books, such as the following:
Never waste time on valueless books.
Have respect for the books themselves.
Try to cultivate taste by noticing the best passages in any book that is being read.
Time is too short to read much; there is a necessity, therefore, for judicious selection.
The best literature can only be appreciated by those who have fitted themselves for it.
It is more important to read well than to read much.
The gain of reading some of the most beautiful literature while we are young is that we shall then have beautiful thoughts and images to carry with us through life.
To get at the full significance of a book it is necessary to dig for it.

Thus The Essays of Elia are not only pleasant reading, but they are the reflection of the writer’s character. All that Lamb was can be gathered from his works, and to rightly understand these one must know something of the grand though obscure life of Charles Lamb.

Step 2. Try to draw from the girls, who are already familiar with some of the essays, what they tell us of Charles Lamb.
Charles Lamb was born 1775. His father was in the service of Mr Salt, whose portrait is found in The Old Bencher of the Inner Temple. 1782, Charles received a presentation from Mr Salt to Christ’s Hospital (see Essay).
The result of his education is summed up in The Schoolmaster. From fifteen to twenty he was a clerk in the South Sea House (Essay).
In 1795 he was transferred to the India House. He lived near Holbom with his parents and his sister Mary. Here took place the calamity occasioned by Mary’s insanity.
Charles’ heroic resolution. One learns something of the dream he renounced in Dream Children. His work at the India House was uninteresting, but such as left him leisure for intellectual pursuits. This distribution of occupation was a means of conserving his mental balance. His literary work was all done in the evening: ‘Candle Light’ in Popular Fallacies.

The girls will then read Talfourd’s estimate of Lamb.

Letters to Robert Lloyd show Lamb’s persistent cheerfulness. This cheerful tone is also noticeable in many of his essays: Mrs Battle, All Fool’s Day, My Relations (portrait of John Lamb), Mackery End (portrait of Mary Lamb) Poor Relations, and Captain Jackson. C. Lamb died 1834.

Step 3. Summarise by questions.

Subjed: History.

Group: History.   Class IV.    Age: 16.   Time: 40 minutes.

THE STATE OF FRANCE IN 1789.

OBJECTS.

1. To establish relations with the past.
2. To show how closely literature and history are linked together and how the one influences the other.
3. To try to give yet a clearer idea of the social and political state of France before the Revolution than the girls have now, and to draw from them the causes which brought about the Revolution in France and at this time (1789).LESSON.

Step 1. Begin by noticing the state of France generally. Feudalism was still in existence, without its usefulness and with most of its abuses, and it led to the great division of Classes––the Privileged and the Unprivileged. In both Army and Church it was impossible for the unprivileged to rise by merit; all offices were filled by the privileged classes. These were exempt from many taxes. Draw from G– and S– the chief taxes––Taille, levied on property, and the Gabelle, which forced everyone to buy a certain amount of salt from the Government at an enormous rate.Step 2. Speak of the state of France in the country, showing what was the relation of the peasant to his lord. The land he lived on generally belonged to him; in return for which he had to grind his com at his lord’s mill, etc., had to give his work free on certain days in the year, and help to make the roads in his lord’s land (corvee). Tell them something of the Game Laws and the ‘Intendants.’

Step 3. Notice the state of France in the towns, showing how impossible it was for a poor man to set up in a trade, owing to the guilds and monopolies. The merchants, together with men who held certain offices under Government, formed a separate class, far removed from both the peasants and the nobles.

Step 4. The state of the Church. For the most part the higher ecclesiastics were hated and despised. This was not the case with the ‘cures,’ for they were of the peasantry, and shared their troubles. But the higher ecclesiastics were generally younger sons of nobles, who drew the salaries of their offices and lived a gay life at Court. The Church also imposed heavy dues.

Step 5. Show that these evils might have been remedied gradually (as in England) had there been a representative assembly regularly called, or any true justice. But as justice could be bought and sold, the poor man always lost his cause, and the pleadings of the peasants could in no way make themselves heard. They had risen just before this time, but unsuccessfully.

Step 6. Draw from G– and S– the reason why the Revolution broke out in France rather than in any other Continental country. Because, though the evils in France were no worse than those borne by the German peasants, the French people had been awakened to the knowledge of their misery and of their right to liberty by many great writers. Such were Voltaire, Rousseau, Diderot, d’Alembert, and Montesquieu. Get from G– and S– all I can about these men and their influence on history.

Step 7. Draw from G– and S– why the Revolution broke out just in 1789. Rousseau had written his works since about 1730, and Voltaire since 1718.

The French had borne their lot under Louis XIV.’s strong government. Louis XV. was very different. The evils of a despotic government were clearly shown by him. He it was who said, ‘Apres nous le deluge!’ Then came Louis XVI., conscientious and full of good intentions.
Get from the girls something of Louis’ character. But the great opportunity of the people came in the calling of the States General, in order to raise money.

Step 8. A short recapitulation of the principal points.

Subjed: The Godwins.

Group: History.    Class III.    Average age: 13.   Time: 30 minutes.

OBJECTS.

1. To recapitulate and enlarge on the period of history taken during the term (A.D. 871-1066).
2. To increase the children’s interest in it by giving as much as possible in detail the history of one of the prominent families of the period.
3. To exemplify patriotism in the character of the Godwins.

LESSON.

Step 1. Recapitulate what the girls know of the period briefly by questioning about the Saxon and the Danish kings and leading men, making a chart on the blackboard.
Step 2. Begin with the reign of Canute. Enlarge upon their present knowledge as to his character and deeds whilst king of England, and let a girl read the account of his pilgrimage to Rome (Freeman’s Old English History, p. 242).
Step 3. Give an account of the early history of Earl Godwin––his apparently humble origin––his love of his country––his character. He rose by his valour and wisdom––was loved by both Saxons and Danes––was merciful to his foes. He married Gytha, sister of Earl Ulf––was made Earl by King Canute––and had Wessex given him as his kingdom. Put on the blackboard the names of the three divisions of England, with their earls or rulers.
Step 4. The period between the death of Canute and Edward the Confessor’s coming to the throne. Under Harold and Hartha––Canute Danish rule became distasteful, and the English longed for an English king. Let a girl read the account of Hartha––Canute’s treatment of the people of Worcester and the conduct of Godwin and the other earls on that occasion (p. 250).Step 5. Edward the Confessor. Ask them questions about his early life and education, and how these affected his character and ideas. Was he a suitable man for a king? Not powerful enough to rule––Godwin became his supporter and adviser. Marriage of Godwin’s daughter, Edith, to the king. Godwin’s eloquence and influence over the people. (Read from Knight’s History, p. 162.)
Step 6. Godwin’s patriotism is put to the test. Speak of his banishment with his wife and six sons, and its consequences. William of Normandy invited over to England––great dissatisfaction at misrule in England––the people resent the Normans being put in office. Let G– read (p. 262).
Step 7. Godwin’s return––he and his family again received into favour––his death––the crime which had been laid to his charge––Harold a worthy successor. Show from a map the divisions of England at the death of the ‘Confessor.’ Read from Lord Lytton’s Harold (p. 63).

Subject: From Plutarch’s ‘Greek Lives.’

ALEXANDER THE GREAT.

(An Introductory Lesson.)

Group: History.    Class II.    Age: 8 and 9.    Time: 30 minutes.

OBJECTS.

1. To establish relations with the past.
2. To introduce the boys to a fresh hero.
3. To stir them to admiration of the wisdom, valour, and self-reliance of Alexander the Great.
4. To increase the boys’ power of narration.

LESSON.

Step 1. Begin by connecting Alexander the Great with the time of Demosthenes, of whom the boys have been learning recently.<>Step 2. Draw from them some account of the times in which Alcxander lived and of Philip of Macedon.
Step 3. Arouse the boys’ interest in Alexander by the story of the taming of Bucephalus, which must be read, discussed, and then narrated by the boys.
Step 4. Ask the boys what they mean by a hero. The old meaning was demi-god, the Anglo-Saxon meaning, a man. Both really meant a man who was brave and true in every circumstance.
Ask them, ‘What are the qualities which go to make a hero?’ Draw from them how far we can trace these qualities in Alexander. We notice:––
Wisdom.––’What a horse are they losing for want of skill to manage him!’
Perseverance.––He kept repeating the same expression
Self-reliance.––’And I certainly could.’ This was justified by the fact that he could.
Observation.––He noticed that the horse was afraid of Its shadow.
Courage.––Seeing his opportunity, he leaped upon its back.
Prudence.––He went very gently till he could feel that he had perfect control of the animal.

These are not all the qualities one looks for in a hero, but as the boys will be learning all about Alexander next term, they will be able to find out for themselves what others he had. They will see, for instance, how he never imagined a defeat but went on, conquering as he went (Hope).

The name of Alexander has never been forgotten, because he was so great a hero. Owing to him, the language and civilisation of Greece were carried over a great part of Asia. Show map illustrating his campaigns. He tried to improve the land wherever he went. Owing to his travels, people began to know more than they had ever known of geography and natural history.

Himself a hero, Alexander reverenced heroes, keeping ‘the casket copy’ of The Iliad.
Step 5. Recapitulate Step 4 by means of questions.

Subject: Narration (Plutarch’s life of Alexander–part of the term’s work).

Group: Language.    Class II.    Average age: 10.   Time: 20 minutes.

OBJECTS.

1. To improve the children’s power of narration by impressing on them Plutarch’s style (as translated by North), and making them narrate as much as possible in his words.

2 To rouse in the children admiration of Alexander’s love of simplicity, generosity, and kindness to his men.

LESSON.

Step 1. Connect with the last lesson by questioning the children. They read last time stories illustrating Alexander’s graciousness and tact.
Step 2. Tell the children shortly the substance of what I am going to read to them, letting them find any places mentioned, in their maps.
Step 3. Read to the children about three pages, dealing with the luxury of the Macedonians, Alexander’s march to Bactria, and the death of Darius. Read this slowly and distinctly, and into the children as much as possible.
Step 4. Ask the children in turn to narrate, each narrating a part of what was read.