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Charlotte Mason Biography

Charlotte Mason

Charlotte Maria Shaw Mason (1 January 1842 – 16 January 1923) was a classical English educator in England at the turn of the twentieth century. She proposed to base the education of children upon a wide and liberal curriculum. She was inspired by the writings of John Amos Comenius, Matthew Arnold and John Ruskin.

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Imagination does not stir at the suggestion of the feeble, much diluted stuff that is too often put into childrens hands.

Children, Childrens, Hands, Imagination, Stir, Suggestion

Never be within doors when you can rightly be without.

Doors, Rightly

We talk of lost ideals, but perhaps they are not lost, only changed; when our ideal for ourselves and for our children becomes limited to prosperity and comfort, we get these, very likely, for ourselves and for them, but we get no more.

Becomes, Children, Comfort, Limited, Prosperity

Education is a life; that life is sustained on ideas; ideas are of spiritual origin, and that we get them chiefly as we convey them to one another. The duty of parents is to sustain a child's inner life with ideas as they sustain his body with food.

Children, Duty, Food, Ideas, Origin, Spiritual

Look on education as something between the child's soul and God. Modern Education tends to look on it as something between the child's brain and the standardized test.

Brain, Children, God, Modern, Soul, Tends

The problem before the educator is to give the child control over his own nature, to enable him to hold himself in hand as much in regard to the traits we call good, as to those we call evil:.

Children, Evil, Good, Hand, Hands, Nature

There is no education but self-education.

Education, Self, Self Education

Let children have tales of the imagination, scenes laid in other lands and other times; heroic adventures, hairbreadth escapes, delicious fairy tales, even where it is all impossible, and they know it, and yet they believe.

Adventure, Believe, Children, Delicious, Heroic, Times

Let children alone. . . the education of habit is successful in so far as it enables the mother to let her children alone, not teasing them with perpetual commands and directions - a running fire of Do and Don’t ; but letting them go their own way and grow, having first secured that they will go the right way and grow to fruitful purpose.

Children, Mother, Purpose, Right, Running

Every day, every hour, the parents are either passively or actively forming those habits in their children upon which, more than upon anything else, future character and conduct depend.

Character, Children, Forming, Future, Hour, Parent

Let the parent ask "Why?" and the child produce the answer, if he can. After he has turned the matter over in his mind, there is no harm in telling him - and he will remember it - the reason why.

Child, Children, Mind, Parent, Reason, Remember

Therefore, teaching, talk and tale, however lucid or fascinating, effect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature.

Children, Laid, Learning, Lucid, Teaching

The people themselves begin to clamour for an education which shall qualify their children for life rather than for earning a living. As a matter of fact, it is the man who has read and thought on many subjects who is, with the necessary training, the most capable whether in handling tools, drawing plans, or keeping books.

Begin, Book, Children, Clamour, Matter, Men

Education is a matter of the spirit. No wiser word has been said on the subject, and yet we persist in applying education from without. No one knoweth the things of the man except the spirit of man which is in him; therefore, there is no education but self-education, and as soon as a young child begins his education, he does so as a student. Our business is to give him mind stuff. Both quantity and quality are essential.

Children, Men, Self, Student, Things, Young

Of the three sorts of knowledge proper to a child, the knowledge of God, of man, and of the universe,--the knowledge of God ranks first in importance, is indispensable, and most happy-making.

Child, Children, Importance, Knowledge, Men, Three

Wise and purposeful letting alone is the best part of education.

Alone, Education, Letting, Part, Wise

To introduce children to literature is to instal them in a very rich and glorious kingdom, to bring a continual holiday to their doors, to lay before them a feast exquisitely served. But they must learn to know literature by being familiar with it from the very first. A child's intercourse must always be with good books, the best that we can find.

Book, Children, Doors, Glorious, Holiday, Lay

I think we owe it to children to let them dig their knowledge, of whatever subject, for themselves out of the "fit" book; and this for two reasons: What a child digs for is his own possession; what is poured into his ear, like the idle song of a pleasant singer, floats out as lightly as it came in, and is rarely assimilated. I do not mean to say that the lecture and the oral lesson are without their uses; but these uses are, to give impulse and to order knowledge; and not to convey knowledge.

Book, Children, Dig, Rarely, Song

Let children feed on the good, the excellent, the great! Don't get in their way with little lectures, facts, and guided tours!

Children, Feed, Lectures, Littles, Way

Do not let the endless succession of small things crowd great ideals out of sight and out of mind.

Crowd, Crowds, Endless, Let, Mind, Sight

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