It is important to think of Charlotte Mason’s practice of education not in an eclectic sense, as a selection of good practices from all systems of philosophy, but rather, as the outgrowth of a particular philosophy. The practice is significant because of its philosophical underpinnings, not because of trend, tradition, or tastefulness. Practices are manifestations of beliefs— beliefs the educator has concerning the nature of the learner, the role of the teacher, and the nature of knowledge.
