Plutarch is a commonly referenced subject among Charlotte Mason homeschoolers. We know that Charlotte Mason primarily incorporated Plutarch for lessons in citizenship. This was not, however, the whole of citizenship education in the P.N.E.U., and Charlotte Mason’s thoughts on citizenship are many and deep. In fact, if we realize the extent to which Charlotte Mason was herself a patriot it might make some of her writings about the State, which often leave us confused, more palatable to us.
Perhaps we will explore that idea in a future article. For now, though, let us develop a working definition of citizenship and see where Plutarch fits in the picture, shall we?
What is citizenship?
citizenship noun cit·i·zen·ship | \ ˈsi-tə-zən-,ship; also -sən-\ Definition of citizenship 1: the status of being a citizen He was granted U.S. citizenship. 2a: membership in a community (such as a college) b: the quality of an individual’s response to membership in a community The students are learning the value of good citizenship.
In the United States this second meaning of citizenship is particularly relevant to us due to the covenantal nature of our republic. I was nearly 40-years-old before I realized there is a difference between a democracy and a republic, in large part due to the absence of formal civics education during my public school years. I now understand that the nature of a republic involves great personal responsibility and is a partnership between the government and the people. This illuminates Benjamin Franklin’s reply to a woman who posed a question as Franklin was leaving Independence Hall during the Constitutional Convention. When asked whether we had “a monarchy or republic,” his response was “A republic, madam — if you can keep it.”
Every man is called upon to be a statesman seeing that every man and woman, too, has a share in the government of the country. (p. 184)
In other words, to Charlotte Mason citizenship meant that latter definition: “the quality of an individual’s response to membership in a community” — one’s national community.
For Charlotte Mason a study of citizenship involved reading of Plutarch’s Lives because it exposes students to a description of man’s actions, both right and wrong, and requires that critical judgments be made about those actions. Additionally, Plutarch is full of inspiring ideas that make a person a valuable citizen. And we know how Charlotte Mason feels about inspiring ideas, don’t we?
…an early education from the great books with the large ideas and the large virtues is the only true foundation of knowledge — the knowledge worth having. (Vol. 6, p. 308)
Our work, then, is to present to the child such vivifying ideas as shall colour all his thoughts, his judgments, and his actions, and enable him to fulfill the duties and responsibilities he inherits with his privileges as an English citizen.
The thoughtful study of History should give abundant ideas for the development of life in all its aspects; it should especially help in the formation of character, and it is character alone which determines a man’s degree of usefulness in society and his ability to further the vital interests of the great nation in which he has been born a citizen. The aim of history is reached by the teaching of Plutarch, for in all his lives the character of men is well drawn out, showing cause and effect in their life and work. (pp. 29-33)
So, who was Plutarch?
Born in 50 AD in Greece (specifically, Chaeronea of Booetia) at a time of great decadence in Greece and military despotism in Rome, he was a philosopher most famous for his Parallel Lives. Written in pairs of one Greek and one Roman life, these works include details “of the greatest men of two great nations.” (Smeeton, p. 30)
Most of us know him as the “prince of biographers,” but few realize that he was also an educationalist with many thoughts on the responsibilities of parents and the training of children — in particular, character formation and citizenship. He wrote to warn his contemporaries what would result if the culture continued to decline morally and that this “loss of moral sanity must sooner or later cause national decay.” This objective remains relevant in today’s cultural moment, does it not?
I’ll be writing more thoughts on citizenship here at Afterthoughts in 2019, and will also be contributing a Plutarch column for Common Place Quarterly with the specific intention of removing the intimidation factor when it comes to this rich area of study. I hope you’ll join me for the conversation!
Today, I’m interrupting our Charlotte Mason series to bring you this season’s special conversation. Brittany McGann is back with me today; I hope you recognize her from last season. Brittney has been studying Charlotte Mason for over seven years. Mason’s philosophy embodies all the things Brittany loved about her own upbringing and everything she would have wished for in her education, had she known it was possible. Brittney hosted the Grace to Build Retreat in Black Mountain, North Carolina for three years and has presented workshops at multiple Charlotte Mason conferences. These days she is teaching her three children, leading two Charlotte Mason groups and working with her husband to restore native plants to their 3.5 acres.
Today, Brittany and I discuss the “Mother’s Compass”. We talk about Charlotte Mason and working within limitations — for both ourselves and our children. It’s a great discussion you won’t want to miss!
The law is liberal, taking in whatsoever things are true, honest, and of good report, and offering no limitation or hindrance save where excess should injure. – Charlotte Mason
Not all gifted children are early readers; it’s true. However, comma, from my extremely small sample size, I have deduced that the earlier a child reads, the more tempted they are to excess in this area — to spend their time only on reading.
We call this Book Gluttony, which is amusing. So amusing, in fact, that we wonder if it should be taken seriously.
Early reading is a secret vanity in parents of the gifted. It’s remarkable, really, to see a three-year-old flying through a book with which some six-year-olds would struggle. When we see a three-year-old growing into an older preschooler or kindergarten who doesn’t want to do much other than read, we say, “Well, of course. All children would do the same if they had access to such things at this age.”
While reading is wonderful, is reading all the time really a virtue? Or is it a a vice?
Temperance is one of those virtues our modern world ignores; half the time we’re not even sure what it means. Let’s see what Charlotte Mason wrote about it:
Temperance avoids every Excess. — Of the three rules of life by which our bodies should be ordered, perhaps temperance is least understood by young people. We think of Burne-Jones’s stately figure of Temperantia pouring pure water out of her pitcher to quench the flames, of temperance societies, and so on; and thus we come to associate temperance with abstinence from drink. That certainly is one kind of temperance; but the boy who is greedy, the girl who is slothful, are also intemperate, as you may tell by watching them walk down the street. They have not the springing step, the alert look, which belong to Temperance. (Vol. 4, p. 192)
Book Gluttony is a giving in to the temptation to excess — it’s as excessive as the other examples Charlotte Mason gives:
One may even be intemperate in the matter of restlessness. We may carry games, cramming for an examination, novel-reading, bridge, any interest which absorbs us, to excess; and all excess is intemperance.
The peculiar thing about this case is the small size of the child. It’s easy to say to an older child, “Look — you really shouldn’t have had so many treats off the plate that there weren’t any left for other people in attendance. That was gluttony and intemperance and you must have more consideration for others and more self-control.” The older child may or may not fight you on this, but they will know where you’re coming from, what all the words mean, and be able to have a discussion about what to do in the future.
The early reader, however, may or may not understand what you mean. Just because the child is gifted doesn’t necessarily mean you can or should reason with him about this.
As an aside, I think I should mention here that not all book gluttons are gifted. This is part of my gifted series, yes, but that doesn’t mean that your wonderfully average twelve-year-old won’t be tempted to lounge around all day reading a novel. Book gluttony is vice whether you are 3 or 33, but the solution I’m recommending below works better, I think, for younger children. With older children, you might still use it, but you’re going to have to also do some counseling and coaching, and less direct controlling.
Cultivating Virtue without Over Controlling
With small children, a combination of habit training and scheduling should be sufficient to solve the immediate problem, and the occasional passing comment of, “Oh, we shouldn’t overdo that. That would be excessive, and excessive means ‘too much’” is probably enough counsel.
By “habit training” I mean, first and foremost, the habit of obedience. That’s going to come in handy during the first week when little Susie is upset with you for coming into direct conflict with her uncontrolled passion for reading.
More than this, you can use your amazing mommy scheduling skills to build a habit or rhythm for your child’s day that allows reading, but not reading to excess. Take out a sheet of paper and list all the things you’d like to see your child doing. I don’t just mean activities like play with watercolors and clay; I mean things like meals, hygiene, naps, reading aloud, and chores. Please don’t forget outside time! Charlotte Mason was clear that it was imperative for preschoolers to spend many hours outside on fine days.
Get a blank weekly calendar template and map out a day and week for your child that includes all these things. Don’t designate “time for reading.” Instead, designate free time and in that free time the child must be truly free — if he wants to spend all of it reading, he may. You will have to decide how long is long enough when it comes to the amount of free time (and, by the way, you might want to break it up rather than giving it all at once).
Prevention is Superior to Cure
I had one child become a Book Glutton because I was on bed rest during a pregnancy. It was easier to let him read than to figure out what else to do. During that time, he forgot how to go outside and play! It was extremely difficult to retrain him to a more balanced life, so my advice to you is to avoid this situation if at all possible!
By training the young child to a habit of temperance — a daily or weekly schedule in which different activities have their place, and no one activity is allowed to, on a normal day, crowd out all the others — in which duty takes its place rather than self-indulgence — we actually provide the child with a virtuous norm to which we can appeal when she is older elementary or a teen and needs to be restrained and directed by her own Will rather than by Moms’ schedule.
In the case of my little Book Glutton, a definite schedule was precisely the tool I used to break his bad habit of intemperate reading. We gradually worked up to more outside time — it seemed compassionate to not throw him into the deep end of many hours per day. As he gained a wider variety of interests, I was able to back off and give him more free time. These days, I can trust him to give a wise consideration to his schedule, and guard himself the temptation to excess.
When my next early reader came along, I was prepared. I firmly believe we were able to avoid Book Gluttony with her by starting her off with a schedule that required more variety and less specialization. There were no battles over books, and that was quite a relief. This is why I say that prevention is superior to cure! It’s way easier.
Guarding Against Excess
This is a thing, and it’s not just a thing for our kids; it’s a thing for us. Our culture encourages excess in both good and bad things; I’ve even seen people be excessive in their minimalism, which is, perhaps, the height of irony.
Charlotte Mason has quite a bit to say about it, but I think most interesting is the principle she says underlies the virtue of Temperance:
Conscience is not, in fact, so much concerned with the manner of our intemperance as with the underlying principle which St. Paul sets forth when he condemns those who “worship and serve the creature more than the Creator.” (Vol. 2, p. 18)
That is, ultimately, what we need to guard ourselves and our children against: prioritizing our own passions and desires over all else. This is the heart of excess, and the real reason why all forms of gluttony are vice. At the end of the day, the call to the mother of a book glutton is the same call we mothers hear all the day long: let the little ones come to Me. Like law in the quote above, this mostly means we stay out of the way, but we can and must offer a hindrance in the places where excess would injure.
[L]et an hour’s reading aloud be a part of the winter evening at home — on one or two evenings a week, at any rate — and everybody will look forward to it as a hungry boy looks for his dinner. — Charlotte Mason, Formation of Character
I hates it,” says your child, sounding remarkably like Gollum. Or maybe he doesn’t say it, but you’re pretty sure he’s thinking it. Either way, it’s a frustrating situation. This can happen with a book assigned in the curriculum you’re using, yes. But if you’re as lucky as me, at least one of your children, upon hitting puberty, will swear off an entire subject area, and woe to those who try to change her mind.
Now, it’s not that I indulge temper tantrums, whether performed by toddlers or teens, but still: there are times when an indirect approach is strategically advantageous.
When he-who-shall-remain nameless perused the school books one summer and pointed to one title and announced, “I’ll never read that book,” I mentally filed this information away. I also took note of a certain young lady’s dislike of all things history. I fought both of these out on the most unlikely of battlefields: the family read aloud stack.
When Books Become Weapons
I want to briefly clarify that our children — no matter how frustrating they might be at times — are not the enemy. When I say a well-chosen book can be a weapon, I don’t mean a weapon we use on or against our children. We are on our child’s team, remember?
In this case, we stand side by side with our children when our children aren’t feeling much like fellow soldiers. This is when we step up and defend them from that dreadful enemy, Lack of Proper Affection, by which they are being assaulted.
While not all titles should be chosen as an act of warfare, a wise mother must know her weapons in order to use them well when the time comes. If your family already has a robust read aloud culture, even better. The joys of the past will sustain you in this dark hour. 😉
Charlotte Mason once wrote:
There is little opportunity to give intellectual culture to the boy taken up with his school and its interests; the more reason, therefore, to make the most of that little; for when the boy leaves school, he is in a measure set; his thoughts will not readily run in new channels. The business of the parent is to keep open right-of-way to the pleasant places provided for the jaded brain. Few things help more in this than a family habit of reading aloud. Even a dry book is readable when everybody listens, while a work of power and interest becomes delightful when eye meets eye at the telling bits. (Vol. 5, pp. 519-520)
Keep Open the Way
Miss Mason’s thoughts here agree with my real-life experience. I must have read this paragraph when I first read volume five eight years ago, but when I ran across this quote recently, I was shocked. I had completely forgotten it!
Boys as well as girls become consumed with their interests and their school work and their jobs. There are many distractions these days. Some are good, some are bad, but all families have them. (Can I get an amen?)
It’s tempting to feel powerless, but those days haven’t actually arrived yet. These children still live in our homes and, especially if reading aloud is a set habit, we can leverage it to our benefit.
Is Teen J missing out on a certain subject? Find an interesting book on it and put it into read aloud time. You just know Teen M going to hate reading that book next year? Read it aloud instead.
The read aloud stack can be many things: what you want to read and what you think they’ll like, yes. But also, it’s what you think they need. As long as you’re choosing good books, it’s likely it’ll work out okay.
Here’s how it’s happened here on many occasions. I introduce a new book. “We’re going to be reading Book X, which is on Subject Y.” At this point, at least one child groans. I ignore said child and proceed to read the first chapter (or half a chapter if they’re long). Everyone except the grumpy person likes it fine.
Next day, I pick up the Book X at the designated time. Grumpy Person groans again. I still ignore this child, and we read chapter two. Everyone except the grumpy person now likes the book enough to look forward to the next reading.
It’s usually at reading three that Grumpy Person begins to change her tune. She doesn’t groan this time, and things improve from there. On many occasions, by the time we were near the end, Grumpy Person likes the book enough that she’s forgotten she didn’t approve of it at first.
(Please note: Grumpy Person is not always a female at my house. This is just an example.)
Let’s review part of Miss Mason’s quote again:
The business of the parent is to keep open right-of-way to the pleasant places provided for the jaded brain. Few things help more in this than a family habit of reading aloud.
Over and over again, this has been proven true to me. Reading aloud has a hidden power to provide gentle, nonconfrontational correction to the mind. In a word, it has the power to develop taste.
Oh, they think they don’t like Subject Y just like they used to think they didn’t like broccoli. But a mother’s subtlety and cunning can often win out, hm? And just like you eventually wooed Junior to broccoli by discovering his favorite was dipping it in ranch dressing, reading aloud just might be the secret sauce you’ve been searching for.
Reading aloud. It’s a weapon of our motherhood warfare, helping us fight for our children’s hearts and minds. Simple and unassuming, yes. But, my the power!
Most AfterCast episodes are read blog posts, but in this case, I used a conglomeration of bits of different posts, so today I’ve provided a transcript of the episode. Enjoy!
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Back in 2014, I was reading The Story of Charlotte Mason by Essex Cholmondeley. It’s an extremely expensive biography right now. It was published in 1960. The author, Essex Cholmondeley, was herself trained as a teacher by Charlotte Mason at Ambleside. It is a wonderful biography, but with that said I don’t think I would recommend you spending the $200 or $300 that it’s often going for. I certainly didn’t spend that. It might be worthwhile, though, to keep your eyes open if you ever have a chance to snag a copy that is on the cheaper side, say $50, I think it’s worth about $50.
Alright, in the biography, Cholmondeley, the author, told a story early on about being interviewed by Charlotte Mason. Miss Mason asked her why she had come to the college. “I have to come to learn to teach,” Cholmondeley replied. And, then Miss Mason said the phrase that changed my life, as it changed Essex Cholmondeley’s life:
My dear, you have come here to learn to live.
Something about this phrase captivated me. Learning how to live — it sounds like a great adventure, doesn’t it? But, some people don’t see education as an adventure at all.
I once heard a complaint about Charlotte Mason education. The person liked the idea of it but didn’t like that there was so much study that seemed to be required. Can’t we just buy some books and read them? What’s the big deal?
Well, in a sense, yes, we can just buy some books and read them with our students, but one of the things that sets Charlotte Mason apart is that she seemed to think that the best teachers, her teachers, teach from overflow.
What do I mean? It’s probably best to let Charlotte Mason herself explain this. So, my sweet friend, Naomi, she was kind enough to type up a letter from Charlotte Mason written to L’Umile Pianta — that’s the magazine for the alumni of her teacher’s college. So, Charlotte Mason wrote a letter to it in 1896 and in it she gave two pieces of advice to her alumni: read and study.
I’m going to read a big quote:
Read, not only in the Book, which one cannot read without many life-giving thoughts, but almost any good book, poetry, biography, history, essays, good novels, — all will supply our need. You will find that if we read thoughtfully and steadily and only that which is worth reading, daily nourishment of stimulating thought will come to us; and, however foreign the subject may be, what we read, if it is worth reading, will help us to do our work better and will give us fresh thoughts to impart to the children.
I fear I am exceeding the space allowed to me so will offer just one other little word of counsel — study. I know that all good teachers have some study each day in preparing for the next day’s work, but, besides this, study some two or three subjects, definitely on your own account. Do not think this a selfish thing to do, because the advantage does not end with yourself. Every hour of definite study enriches your mind and increases your power, so that, the more you study in your spare time, the more there is in you to bestow upon your pupils.
Charlotte Mason’s teachers were students. By this I don’t mean that they were learning alongside the students in their classes, though I’m sure they were. What I mean is that Miss Mason was not much concerned with classroom management and technique; she was concerned that her teachers have the heart of a scholar — that they themselves came to embody the philosophy.
When I say they were students I mean this in the sense of identity or as a description of the sort of persons they were. This means that the Charlotte Mason teacher (the Charlotte Mason homeschool teacher, too) was characterized by a love and increasing possession of knowledge and wonder and delight and therefore by humility.
I looked at how Charlotte Mason continued her own education, how her teachers continued theirs, and how parents within Charlotte Mason’s organization also continued theirs. Everyone around Charlotte Mason was learning and growing and I think the sheer multitude of examples as well as the amazing variety can offer us inspiration for when we’ve gotten dry in our own lives.
Now, this is the first time I’ve devoted a whole season of AfterCast to a single blog series, but these posts go so well together that I didn’t want to split them up. I think they are much more enjoyable in a flow. So, for this season, we’re just going to take a romp through all the amazing ways for adults to learn and get some ideas for ourselves.
I often write about learning in community but have limited my scope to the Charlotte Mason homeschool framework. The greater community is much larger than this yet is often neglected by homeschooling moms as they seek opportunities for learning for their students. Wendell Berry describes community as,
… the mental and spiritual condition of knowing that the place is shared, and that the people who share the place define and limit the possibilities of each other’s lives. It is the knowledge that people have of each other, their concern for each other, their trust in each other, the freedom with which they come and go among themselves.
Acknowledging that our community consists of more than our fellow Charlotte Mason homeschoolers, our immediate family and neighbors, or our church family opens an entire world of possibilities for fostering a generational connection that seems to be disappearing from our modern world.
Cindy Rollins frequently reminds us that if we want to keep our kids safe in this modern age they must be tethered to the past: via the books they read, the works they recite, and the relationships they have with family and others. In Mere Motherhood she writes,
Every single time I do something that anchors our family to the past and our heritage, I am helping preserve the hearts of my children. I am giving them a lifeline to the good life.
G.K. Chesterton captured the same sentiment when he wrote,
What is education? Properly speaking, there is no such thing as education. Education is simply the soul of a society as it passes from one generation to another. What we need is to have a culture before we hand it down. In other words, it is a truth, however sad and strange, that we cannot give what we have not got, and cannot teach to other people what we do not know ourselves.
Opportunities abound in your local community for tapping into the wisdom of others. Consider the docents at your local museum, or the naturalists at your favorite parks: they invest their time in that position due to their passion about a topic. They are thrilled when a young person demonstrates interest in that subject and love sharing their knowledge and experience with the younger
generation. What a blessing this could be if only we recognize their gift! This became very evident to me in a recent opportunity in which our local community, Charlotte Mason Maryland, participated and I’d like to tell you about it.
Thanks to the Folger Shakespeare Library in Washington, D.C. we experienced Shakespeare cross-culturally and cross-generationally in a manner that none of us will soon forget. Every year the Folger hosts a Children’s Shakespeare Festival, which is open to schools in MD, VA, and D.C. The Festival was advertised as a workshop in which our students would create a “play in a day.” We were told to select from one of the available dates to participate if our group was selected. Little did I know that this would pair us up with only one other school group so that the experience created was very intimate. This fostered maximal engagement for each child — and chaperone!
Our group was the first to arrive, and while we were waiting the docents eagerly approached our students to engage them and ask questions about their knowledge of, and previous experience with, Shakespeare. They were pleasantly surprised to learn how familiar our children were with the Bard and their enthusiasm and engagement with the children mounted as they discussed their
favorite plays and characters.
The group we were paired with was from an inner city D.C. charter school. The physical differences between the students were immediately apparent in that our group consisted of children and parents primarily with light skin while the students and chaperones from the school were all African-American. This was truly a difference in skin color only: at the end of the day we were intermingled as one group rather than two separate entities. It was clear that the focus of the day was not on the differences between us but on the shared experience of enjoying Shakespeare. And it was wonderful.
The program officially began with a brief introduction to Shakespeare and Elizabethan England by “Lady Kate,” the Education Coordinator for the Folger. Next the entire group was split into four Acting Companies. Each company was composed of an equal number of students from Charlotte Mason Maryland and the charter school. We remained with our Acting Company for the rest of the day as we rotated between spaces and activities within the Folger. Each Company was led by 4 docents and at least 2 chaperones who were quickly recruited to be active participants as well.
The first thing we experienced was a tour of the Reading Room, a space usually open only to scholars. You can imagine how the parents swooned as our guides told us that the Room was home to books hundreds of years old as we passed by stunning paintings of Shakespearean scenes as well as gorgeous stained glass reflecting the Seven Ages of Man as described by Jacques in the play As You Like It.
After this incredible tour we returned to the Theater, modeled after the Globe, and were introduced to the play that we would be performing at the end of the workshop: A Midsummer Night’s Dream. The docents then helped the students become familiar with the stage and feel comfortable giving lines to an audience until it was time for the next company to have their turn onstage. We moved to another location within the Folger where we continued to read aloud from the script, and the docents cast the children in roles they thought were appropriate for them based on their reading skill, level of enthusiasm, personality, etc. Next we began to block the scenes that our company would perform and, together with the other companies, an abridged version of the play would be performed from start to finish at the end of the workshop.
We took a quick lunch break in the open air, and it was really fun to see the children — and moms! — from both groups intermingle and laugh together during this time. It was brief, however, as we still had to try on costumes and hold a dress rehearsal with our individual companies before we joined together for the final performance.
Once all four companies were seated in the Theater, a Jester took the stage and introduced … Queen Elizabeth! She walked down the center aisle and joined the Jester, then sat onstage to watch the performance and give commentary with the Jester between each scene.
A docent read a brief introduction of the scene that was going to be performed, and the acting companies took turns taking the stage. Our parents really hammed up their roles and the kids enjoyed seeing the adults in on the fun. As a surprise to the children a group of parents and chaperones took the stage to recite Puck’s soliloquy to end the play.
Queen Elizabeth applauded our performance and as the workshop came to a close “Lady Kate” presented each group with a large box. Inside we found thirty T-shirts and thirty copies of the Folger edition of A Midsummer Night’s Dream. What an incredible surprise! Frankly, the experience up to that point had already been so amazing that we parents kept looking at each other and mouthing, “This is fantastic!” To be so generously given these items above and beyond the gift of time and energy the docents had already blessed us with was remarkable.
The Festival was a means of tethering our children to the past while entering into a shared culture via the common ground of exploring Shakespeare together. I am grateful that the inner city D.C. school that shared the experience with us did not buy into the notion that a dead white guy doesn’t have anything to offer its students.
Why am I telling you all of this? Is it because I want to make you jealous of the experience we were able to have and you didn’t? On the contrary, I want to encourage you to seek out a similar experience in your own community!
While the Folger Shakespeare Library and its incredible programs are unique to the area in which I live I can guarantee that the spirit of the employees and volunteer docents at the Folger are representative of like-minded Bard lovers in your area. But this isn’t limited to Shakespearean enthusiasts: I encourage you to seek out local naturalists, museum docents, amateur birders, etc. to serve as mentors for your children. They will be thrilled to share their passion with a younger generation of eager learners and your children will gain the gift of a worthy mentor.
It may take longer for you to locate such individuals in your own community, but I am confident that they are there. I urge you to seek them out and connect your children to these enthusiasts as often as you can so that you can forge the kind of community Wendell Berry describes in In the Presence of Fear: Three Essays for a Changed World when he writes:
A viable neighborhood is a community: and a viable community is made up of neighbors who cherish and protect what they have in common.