formal lessons Archives - My Little Robins

Math is an area that is all abuzz in the Charlotte Mason community. To tell you the truth, I chose our math curriculum before digging into Home Education again. I picked the curriculum that I used as a teacher. Our situation is somewhat unique, because I would love to send my children to the school where I once taught. If that happens, I would like my children to have experience with the curriculum they use.

If anything, reading about math in Home Education assured me that Charlotte Mason's recommendations aren't there to be followed as a recipe. This idea stood out to me because after she gave her recommendations for teaching math, she recommended a math curriculum that looked very, very different than what she said. So, as you choose a math curriculum, know that we can have grace for ourselves, as Charlotte Mason had grace.

You can see the rest of this series, which outlines a curriculum based solely off of Home Education, here.

Math

"The chief value of arithmetic, like that of the higher mathematics, lies in the training it affords the reasoning powers, and in the habits of insight, readiness, accuracy, intellectual truthfulness it engenders. " Home Education, page 254

I've used affiliate links in this section to share some resources with you. You can learn more about these links in my policies.

Math instruction, according to this volume, begins with simple math problems that children can do on their own. Charlotte Mason said that these problems are within a child's grasp. These lessons serve as a little warm up to get ideas moving, yet they don't focus on merely sums. They set up a story problem that will require a child to think through it.

After this opportunity to complete a problem, the skill is demonstrated using what are now called math manipulatives. Charlotte Mason recommended beans, but there are now so many options. I like Unifix cubes, although so do my toddlers, and they end up all over the house.

We can demonstrate the skills before introducing more challenging problems. Here is an example:

"A boy had twice ten apples; how many heaps of 4 could he make?' He will be able to work with promiscuous numbers, as 7+5-3. If he must use beans to get his answer, let him; but encourage him to work with imaginary beans, as a step towards working with abstract numbers. Carefully graduated teaching and daily mental effort on the child's part at this early stage may be the means of developing real mathematical power, and will certainly promote the habits of concentration and effort of mind." Home Education, page 257

Charlotte Mason continued to describe learning about money, and weight and measurement.

The modern-day curriculum that she mentioned was ABC Arithmetic, which seems to appear under the name The Science and Art of Arithmetic (perhaps Charlotte Mason mentioned the teacher version, and now only the students' version is available.) If you take a look at the book, you'll see why it doesn't seem to exactly follow Charlotte Mason's recommendations. It begins with Roman numerals, and then is off into different forms of notation, that as well as being mostly unnecessary today, would be very confusing to teach a young child who does not yet understand counting, let alone multiplication. Saying, 1 is 10 and 3 is 11 would most likely do nothing more than confuse a child who is still developing number sense.

Home Education Curriculum: Math

Singapore Math- Similar to Charlotte Mason's approach, this math program moves from a problem demonstrated in a concrete way, to a pictorial representation, then moves to the standard notation. Some say that this curriculum "is not Charlotte Mason," but those statements are always subjective. Charlotte Mason wanted US to decide whether something fit into her principles or not, which is why she gave us Four Tests for Lessons.

Other Math Options:

MEP- This is a free, online math curriculum that many people think highly of. It seems to do a good job of establishing number sense for young children. The lesson guide is also free, so you really only need to print it out.

I hesitate to recommend other math curricula that I haven't personally looked at. There are several more that I've used and have seen as a teacher, but that I wouldn't necessarily recommend.

$Charlotte Mason math, from Home Education$

A few months ago, I received a very sweet comment from a reader who believed I had used the term “recitation” incorrectly. She had read one of my very first posts, about teaching children to memorize scripture. When I was a teacher, we called this worthy art of memorizing and beautifully repeating scripture, poems, and passages “Recitation.” But this lovely reader believed I had used the terms recitation and memory work incorrectly, stating that recitation was simply the art of reading something beautifully, and that it wasn’t said by memory. I can see how this could be, but I wanted to dig into this a little more for myself.

Is recitation the art of reading something beautifully, and memory work is the art of memorizing and saying something by memory?

Or- is recitation the art of saying something beautifully that has been memorized, and memory work is the actual process of memorizing?

Or- are recitation and memory work similar and compatible, to be used interchangeably?

As we draw nearer to formal lessons, these topics interest me more and more. I want to be prepared for these things when our formal lessons start!

Why the Confusion?

In Home Education, Charlotte Mason calls recitation the “fine art of beautiful and perfect speaking.” (page 223). On the same page, she goes on to say, “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. ” During her description of recitation, she does not say anything about speaking from memory.

In fact, on page 224 she says, “Recitation and committing to memory are not necessarily the same thing.” (emphasis mine.) This is where it gets confusing. Should our children be encouraged to memorize something and recite it beautifully? Or do we allow them (when they’re older!) to read passages to recite?

In Recitation: The Children’s Art, which Charlotte Mason referred to on page 222-223 of Home Education, Arthur Burrell said that recitation informs good reading. He recommended filling a copybook with beautiful passages and poems so that a child can learn them. Here, it seems unclear to me if he means learn them as in “reads fluently” or “commits to memory.”

Up until this point, it seems like recitation definitely means learning to say it beautifully, as is read from a book.

But then, Miss Mason adds this passage:

Bible Recitations.–The learning by heart of Bible passages should begin while the children are quite young, six or seven. It is a delightful thing to have the memory stored with beautiful, comforting, and inspiring passages, and we cannot tell when and how this manner of seed may spring up, grow, and bear fruit…” Home Education, page 253

Notice the name of the section: Bible recitations. Storing the memory with beautiful, comforting, inspiring passages.

What is Recitation?

According to Dictionary.com, recitation is:

1. an act of reciting 2. a reciting or repeating of something from memory, especially formally or publicly.

Because of this and the passages I mentioned above, my interpretation is that recitation can be both: something read beautifully, and something said beautifully from memory. When Charlotte Mason said that recitation and memory work aren’t necessarily the same thing, maybe she was establishing the same relationship as the square and the rectangle: memory work is always recitation, but recitation is not always memory work.

Recitation as Reading

So what does recitation as reading look like? In his article, Arthur Burrell gave these guidelines:

(1). Be very careful about pronunciation.
(2). Let pieces be learnt bit by bit, after a careful explanation has been given.
(3). The child must stand to read. Other positive rules come in here.
(4). A piece once learnt must be occasionally repeated.

He recommended keeping a commonplace book and writing down beautiful passages, poems, and verses.

Recitation as Remembering

In continuing her thoughts about storing the memory with Bible passages, Charlotte Mason said-

“….but the learning of the parable of the Prodigal son, for example, should not be laid on the children as a burden. The whole parable should be read to them in a way to bring out its beauty and tenderness; and then, day by day, the teacher should recite a short passage, perhaps two or three verses, saying it over some three or four times until the children think they know it. Then, but not before, let them recite the passage. Next day the children will recite what they have already learned, and so on, until they are able to say the whole parable.” Home Education, page 253

I described the process I used for recitation as remembering with my young daughter in this post– (I chose not to delay scripture memorization until the age of six because my daughter was ready and interested!)

Either way, recitation is worthy and helpful for children to train the powers of the mind, and also the physical function of speech. I don’t want to get caught up on the technicalities of Charlotte Mason’s vision and instead focus on the good, the true, and the beautiful.

Charlotte Mason Math From Home Education

Math

Home Education Curriculum: Math

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