History Lessons Across the Years in a Charlotte Mason Education

Sep 22

WHY HISTORY

This content was first posted on my Instagram, @min.j.hwang, on May 13th, 2020.

With every subject, I must know the reasons for including it in our school. I’m called into God’s holy business of aiding in the formation of character in His eternal child, and ultimately, to provide ample opportunity for HIs work of saving grace in drawing them to Himself.

And “history” is God’s story. It is the continuation of the story He began from Genesis 1:1. We are living in it. We are having our God-appointed time on His “stage” in the “already-and-not-yet” epoch, as we await the finale. That is, Jesus’ return.

In light of this, for history lessons, my hope is for my children to:

(1) see the hand of God, alive and active, in the dealings with and among humanity in all nations, since the beginning;

(2) nurture the compassion in their hearts and justice in their souls which God has already placed within; and

(3) see they have a choice, as all persons before them have had, to choose God’s side or to choose against God (I pray hard for the former!)

One more thing: All ideas are living and spiritual. They affect minds and souls. I view all academic subjects as subordinate and as a supplement to the Bible Lesson, since the Knowledge of God is the axis from which every other knowledge radiates. Therefore, her history lessons – as a complement to the Bible Lesson where she sees God revealing Himself in His living word – is God revealing Himself throughout history in the lives of people just like her – with the same dreams, the same temptations and fears, the same courage and hope.

“Once Intellect admits us into the realms of History, we live in a great and stirring world, full of entertainment and sometimes of regret ; and at last we begin to understand that we, too, are making History, and that we are all part of the whole; that the people who went before us were all very like ourselves, or else we should not be able to understand them. If some of them were worse than we, and in some things their times were worse than ours, yet we make acquaintance with many who were noble and great, and our hearts beat with a desire to be like them.” ~Charlotte Mason, Vol.4, p.37

HISTORY STREAMS

You’ll find, as I have, that Miss Mason’s approach to history is wonderfully rich and wrought with living books that stir the mind and soul.

It is also inclusive, beginning with 1 stream of history and building into at least 3 as you add one additional history stream at a time:

(1) your own nation
(2) your neighbor-nation (add in 4th grade)
(3) ancient history (add in 5th grade)

For our family, I add a 4th history stream I like to call “Heritage History.” I noticed a several years ago that the above 3 history streams would not be enough for my “Third-Culture Kids” (TCK). For our “Heritage History Stream,” we’ll familiarize ourselves with Korea’s, our country of heritage, including its interactions with neighboring nations in Asia, namely Japan and China. (I plan to write a separate article, with resources, about how I plan to do this.)

For visual aids, I highly recommend the History Charts by A Delectable Education. Also, to help you create your own customized visual for your child/children, I’ve created a Customizable HISTORY STREAMS CHART where you can plan out each child’s multiple history streams and historical time period across all the forms/grades.

As I describe each FORM or set of GRADES, I hope this idea of history streams will be clarified. If not, feel free to ask questions in the comments, friend. I will do my best to help.

“Next in order to religious knowledge, history is the pivot upon which our curriculum turns.” ~Charlotte Mason, Vol. 6, p. 273

FORM 1 - GRADES 1-3: Begin with the child

As with other subjects, in Charlotte Mason’s philosophy, we begin with where the child is and then continue moving outward quite early, as you will see.

The child begins with his nation. He begins with the heroic tales or the tales of discovery of his nation. Enlivening biographies with literary power can be added in grade 2 (Form Ia), helping to form life-long relationships with the persons who dominate the “stage, ” encouraging the principle, “Education is the science of relations.”

These first books focus on the persons, not on dates and statutes and the progress of a nation per se.

“In these early years…let them get the spirit of history into them by reading, at least, one old Chronicle…These old books are easier and pleasanter reading than most modern works on history, because the writers know little of the ‘dignity of history’; they purl along pleasantly as a forest brook, tell you ‘all about it,’ stir your heart with the story of a great event, amuse you with paints and shows, make you intimate with the great people, and friendly with the lowly.” ~Charlotte Mason, Vol.1, p.282

“They are just the right thing for the children whose eager souls want to get at the living people behind the words of the history book, caring nothing at all about progress, or statutes, or about anything but the persons, for whose action history is, to the child’s mind, no more than a convenient stage.” ~Charlotte Mason, Vol.1, p.282

“A child who has been carried through a single old chronicler in this way has a better foundation for an historical training than if he knew all the dates and names and facts that ever were crammed for examination.” ~ Charlotte Mason, Vol.1, p.282

More guidelines for this age (6 to ~9) from Philosophy of Education:

– approximately 40 pages per term of consecutive reading

– well-written, well-considered, well-illustrated volume

– teacher reads and children tell paragraph by paragraph

– teacher hardly speaks and never interrupts while child narrates

– teacher aims for this child of 6 to now learn how to deal directly with books

Example History Lesson: Notes of Lessons

History Tools:

(1) Table of the Centuries (General) – I have tried various versions, including making my own, but I like THIS ONE from Riverbend Press best. Due to lack of wall space, I glued them on a very large poster board and keep it behind a bookcase, taking it out when needed.

(2) Child’s Own History Chart – I have created a CHART for you to print out for your child. Keep it in a visible place on the wall. The child will begin to realize that she, and everyone she knows, has a history. And that together with her family and friends, we are all part of a larger story.

FORM 2 - GRADES 4-6: Becoming Kingdom-minded

Because Miss Mason was Kingdom-minded (as in, Kingdom of God), the “feast” she spread before her students included every nation in ever-growing concentric circles with the child as the axis. In other words, from the known to the unknown. As you befriend her, you will notice she was magnanimous (a word she loved and lived) in both heart and mind. I believe she saw the importance of providing ample opportunity for this “Kingdom-mindedness” to be realized. Thus, as a British citizen, she said:

“We introduce children as early as possible to the contemporary history of other countries as the study of English history alone is apt to lead to a certain insular and arrogant habit of mind.” ~ Charlotte Mason, Vol. 6, p.175

A neighboring nation’s history is added in 4th grade (Form IIb). Ancient history is added the following year. A chronological study of history has begun.

Interestingly, the neighbor-nation may not necessarily be the one geographically closest to the child’s own nation of residence, but rather one that has or had the most impact upon the child’s nation. This is why I chose for my children, who are American citizens, to learn British history. It had the largest impact on America’s formation (as well as Canada, where I am from), and I believe, would inform them best regarding America’s strengths and weaknesses.

The “Book of Centuries” is also introduced at this point, “in which children draw such illustrations as they come across of objects of domestic use, of art, etc., connected with the century they are reading about.” This book becomes a life-long treasure. I keep one as well.

Miss Mason’s approach to history resonates with me. She embraces diversity with humility. She saw it our calling, as Kingdom citizens, to intentionally learn and strive to understand one another. Hence, the study of neighboring nations, then into the world,  and the importance she places on geography (culture and history included), and foreign languages.⠀

“We cannot live sanely unless we know that other peoples are as we are with a difference, that their history is as ours, with a difference, that they too have been represented by their poets and their artists, that they too have their literature and their national life.” ~Charlotte Mason, Vol.6, p.178

History Tools:

(1) Table of the Centuries (continue)

(2) Book of Centuries – This BOOK OF CENTURIES is the one we have.

FORM 3 - GRADES 7 & 8: Progress

Children continue their adventure down all three streams, chronologically, as before.

However, here, Miss Mason added 20-30 pages of Indian History. India had become a British colony in 1858. Perhaps, in the case of Americans, the history of the U.S. territories could be studied. (My international friends, what would the equivalent be for your nation? I would enjoy reading your replies in the comments.)

Note that the history of other parts of the British Empire were touched upon as part of their Geography lessons.

Example history lesson: Notes of Lessons

History Tools:

(1) Book of Centuries (continue)

(2) Century Chart based on Ms.Beale’s article “The Teaching of Chronology” (symbols are used) – own life, one life, two lives in one century

(3) Compact Table of the Centuries – 3 ft long; persons and events with specific dates noted

(4) Map of Centuries Chart from 1st century to current century (reference)

FORM 4 - GRADE 9: Looking closer

Children continue their journey down all three streams, chronologically, as before.

However, at this age, Miss Mason introduced what she called a “stiffer book.” She also included a book called the “History of Everyday Things in England.”

Outlines of European history are studied. Once again, this concept of ever-expanding the child’s horizon, but at the same time, looking closer.

The Book of Centuries is, of course, continued. It was a Sunday activity. I can imagine the book “History of Everyday Things in England” inspiring entries added to their Book of Centuries.

“To us in particular who are living in one of the great epochs of history it is necessary to know something of what has gone before in order to think justly of what is occurring to-day.” ~ Charlotte Mason, Vol. 6, p. 169

Example history lesson: Notes of Lessons

History Tools:

(1) Book of Centuries (continue)

(2) Century Chart based on Ms.Beale’s article “The Teaching of Chronology” (symbols are used) – two lives in one century

(3) Calendar of Events – “Read the daily news and keep a calendar of events.” A simple wall calendar should suffice.

“This course of historical reading is valued exceedingly by young people as affording a knowledge of the past that bears upon and illuminates the present.” ~ Charlotte Mason, Vol.6, p. 178

FORM 5 & 6 - GRADES 10 -12: Going broader yet deeper

Children continue their journey down all three streams, chronologically, as before.

However, at this age, the children are beginning to hold their own in the “Grand Conversation” as their history studies grow “more advanced and more copious and depend for illustration upon readings in the literature of the period.” ~Charlotte Mason, Vol.6, p. 176

This “literature set” of the time period includes the study of plays, novels, essays, biographies, poems, as well as the architecture, paintings, etc. produced. (Vol.6, p.178)

And thus we see how all the subjects weave together to form a grand tapestry:

“We are not content that they should learn the history of their own country alone… that the history we teach may be the more living, we work in, pari passu, some of the literature of the period and some of the best historical novels and poems that treat of the period; and so on with other subjects.” ~Charlotte Mason, Vol.3, p.67

As to the history of neighboring nations, they receive from well-translated forms of the original.

As to ancient Greek and Roman history, they continue to read “admirably written” surveys.

History Tools:

(1) Book of Centuries (continue)

(2) Century Chart based on Ms.Beale’s article “The Teaching of Chronology” (continue comparing 2 lives in a century)

(3) Calendar of Events (continue)

“He who reads history in this way, not to pass examinations, nor to obtain culture, nor even for his own pleasure (delightful as such reading is), but because he knows it to be his duty to his country to have some intelligent knowledge of the past, of other lands as well as of his own, must add solid worth to the nation that owns him.” ~Charlotte Mason, Vol. 4, pp. 74-75

CONCLUSION

“Father, protect them by your name that you have given me, so that they may be one as we are one.” (Jn.17:24)

May our children be part of Jesus’ prayer to bring unity in the Spirit within His Body, as their knowledge of God’s gracious-slow-to-anger-rich-in-love-redemptive relationship with mankind, from the beginning of time until now, grows and deepens throughout their history lessons. May such an understanding of history undergird their faith, make them heralds of God’s faithful love, and enrich their hope in the Gospel – preserved for them each arising day – until Jesus returns.