In Mason's day, the subject of history was covered differently from our common approaches to that subject today. How do the records show she managed the study of ancient through modern history in all the age levels? More important, how can we follow her principles and keep history study relevant to our day? Emily, Nicole, and Liz attempt to distill these truths in an orderly conversation that will reveal a rich feast of history for a child.
If you are seeing this message, please make sure you are using the most current version of your web browser: Internet Explorer 9
"The early history of a nation is far better fitted than its later records for the study of children, because the story moves on a few broad, simple lines.” (Vol. 1, pg. 281)
“We are not content that they should learn the history of their own country alone; some living idea of contemporaneous [meaning existing or occurring in the same period of time] European history, anyway, we try to get in; that the history we teach may be the more living, we work in, pari passu [meaning side by side; at the same pace], 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.” (Vol. 3, pg. 67) History Rotation Diagrams
we at A Delectable Education have put together to clarify the rotations and "streams" of history study through the school forms Charlotte Mason Digital Collection Sample "Forms" Schedule from the P.N.E.U.