Charlotte Mason is extraordinary in the arts and humanities, but does her method really work for science, especially in an age when science is king? This podcast will address all the aspects of teaching science that put most average parents in a panic at the high school level and you will find yourself eager to get on with it.

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"Our aim in Education is to give a Full Life.––We begin to see what we want. Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?" (Vol. 3, pp. 170-71)

“Where science does not teach a child to wonder and admire it has perhaps no educative value.” (Vol. 6, p. 224)

"Geology, mineralogy, physical geography, botany, natural history, biology, astronomy––the whole circle of the sciences is, as it were, set with gates ajar in order that a child may go forth furnished, not with scientific knowledge, but with, what Huxley calls, common information, so that he may feel for objects on the earth and in the heavens the sort of proprietary interest which the son of an old house has in its heirlooms." (Vol. 3, p. 79)

“The essential mission of school science was to prepare pupils for civilised citizenship by revealing to them something of the beauty and the power of the world in which they lived, as well as introducing them to the methods by which the boundaries of natural knowledge had been extended. School science, therefore, was not intended to prepare for vocations, but to equip pupils for life. It should be part of a general education, unspecialised, in no direct connexion with possible university courses to follow.” (Sir Richard Gregory, quoted by Charlotte Mason in Vol. 6, p. 222)

"So much attention is now given to the practical and systematic study of science in schools that the valuable influence of descriptive scientific literature is apt to be overlooked. An intimate knowledge of the simplest fact in nature can be obtained only through personal observation or experiment in the open air or in the laboratory, but broad views of scientific thought and progress are secured best from books in which the methods and results of investigation is stated in language that is simple without being childish.
"Books intended to promote interest in science must differ completely from laboratory guides, textbooks, or works of reference. They should aim at exalting the scientific spirit which leads men to devote their lives to the advancement of natural knowledge, and at showing how the human race eventually reaps the benefit of such research. Inspiration rather than information should be the keynote; and the execution should awaken in the reader not only appreciation of the scientific method of study and spirit of self sacrifice, but also a desire to emulate the desires of men whose labors have brought the knowledge of nature to its present position." (From The Wonders of Physical Science by Edward Fourlier, used in PNEU)



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