This month marks the 100th anniversary of Charlotte Mason’s death, and Calvary Schools is setting this week aside to share with our community more about her life and history. Each day, you’ll be learning from educators around the country who have been impacted by her teachings and have dedicated their lives to educational renewal one student at a time.

The countryside around Ambleside, England where Charlotte Mason developed her method of education

By Cheryl Ward
Executive Director, Calvary Schools of Holland

Over 100 years ago, Charlotte Mason looked out over the spiritual, societal, and educational landscape — and found it wanting. She saw families that were not living in togetherness, parents and governesses who were not being supported in the proper raising of children, schools that were harsh and cold and clinical, and whole portions of society that were not deemed worthy of any education at all. Above all, Charlotte Mason found a generation of children who were not growing and thriving.

Why is Charlotte Mason’s philosophy finding a resurgence in our current time period? Look around us. Consider the current climate for family life, child-rearing, school atmosphere, quality of education, and the generation of young children and teenagers who are not growing and thriving. Consider the educators and parents who are not thriving!

The resurgence of Mason’s philosophy is a direct response to the current landscape today, just as it was in her day. In fact, many of her early studies on neuroplasticity, habits, and human and brain development have continued to be demonstrated as fact by modern scientists. More than 100 years ago, Charlotte Mason was already engaged with the groundwork for modern research.

Calvary Schools has fully embraced a Charlotte Mason education because we understand the great need for it organizationally, and because our entire community of teachers, parents, grandparents, administrators, and even students themselves see the great need for this approach to education and all of its benefits. Quite simply — it is the best model of education I have found for achieving educational goals for which we all strive: the ability to analyze and interpret ideas and information; an informed appreciation of nature, art, music, and beauty; training in craftsmanship and skills-based pursuits; development of habits that lead to authentic Christ-like character; understanding of the why behind mathematical formulas and scientific principles; independent thought; the desire to learn and explore our God-given curiosity … I could go on. While no human construct is perfect, it’s a beautiful model of education on this earth.

So, what is the future for our school? Well, more!

We joined a Charlotte Mason network because we wanted to be part of an educational movement. Ambleside provides a framework for bringing this model of education to life. Bill and Maryellen St Cyr, founders of Ambleside Schools International, created an educational framework where this model is clearly articulated, trained, and fostered. It is a network of schools that are committed to doing things differently.

A Charlotte Mason based education is wonderful, but it is also a singularly difficult model to apply well. It sails against the prevailing winds. It is hard to move upstream against culture; we need friends to help and support each other in doing difficult things.

Calvary Schools is already well-established within this movement. And we want to grow more! While we are increasingly near the edge of our full student capacity, we also want to continue to grow in quality within our school. Our staff is committed to growing in mastery. Parents, teachers, and administrators invest in our informational sessions about Charlotte Mason and the classroom.

In addition, we want to help others. For example, what would it look like if we had more schools like ours? What would it look like to continue to minister to each other within our own school community, but also to encourage, support, and minister to other schools around us? These are the types of questions that we are asking ourselves as we consider how to be what God would have us to be — with an ability to help and serve as many students and families as possible in a thriving school community.

Defining Children As Persons Rather Than By Ability

Who hasn’t been defined by character or ability?

Consider the difference in the following:

“You are musical, bright, and mathematically inclined,” says a teacher. “You are tone deaf, clumsy, average, and have little or no aptitude for math,” says another.

Defining children with various labels is commonplace in our culture, bringing about identity from behaviors which are natural, or which are merely weak and undeveloped.

These become defining because it is easier to instruct students who have natural bents towards a particular skill or knowledge. Correspondingly, it is also easier to leave students to their nature if they are weak or lack the skills or knowledge.

Charlotte Mason believed that children should not be defined by strengths or weaknesses. They are not, like unmolded clay, “incomplete and undeveloped” beings.

Children are persons, created in the image of God, with vast potential for varied interests and skills. All children are capable of more than their intrinsic strengths and weaknesses dictate. We are calling students to embrace that God lives within them, and that they can therefore do all things through Him.