When one looks at the quality and quantity of work in the PNEU, one’s mind immediately moves to present-day examples of preparatory schools, accelerated programs, and gifted education. Yet the schools that practiced Charlotte Mason’s philosophy did not fall into these categories. All students participated in the feast set before them—some generously, others less so. Grades were used on examinations alone; assessments and ranks were not calculated, comparing one student to another, making prominence over others the main goal. Instead, students reached full potential in many areas, motivated by
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