When Children Love to Learn: A Practical Application of Charlotte Mason's Philosophy for Today

by Eve Anderson

As with all of the practices of the PNEU, there were principles to bear in mind through the instruction and implementation of this relationship of the work of the hands. First, the children would not be “employed in making futilities such as pea and stick work, paper mats and the like.” In other words, the work must not be accomplished in vain. It was not what we identify as macaroni-and-refrigerator art, but it involved hands touching varied mediums in expression of self. As always, it was “the book, the knowledge, the clay, the bird or blossom he thinks of, not his own place in the class or his own progress.”89 Handwork was to be appreciated and useful, following lines of form, order, and beauty. Second, the children were to be “taught slowly and carefully what to do.” They were to work in diverse mediums and gain familiarity with materials and tools. This goal was not accomplished in a single lesson but in single projects over the length of the twelve-week term. Third, slipshod work was not allowed. No work was given a child that she could not execute perfectly. Immediately, the word perfect conjures up many a memory of dissatisfaction for any or all work attempted. This “perfect work” was not in the sense of flawlessness, but that which was attempted with both heart and hand. Today it seems more often than not that any attempt on the child’s part is met with an exclamation of praise whether or not it meets the desired aim. It is not enough that the child has participat...