Keeping a Charlotte Mason-Inspired Common Place Book

More Than a Charlotte Mason Moment

Keeping a Charlotte Mason-Inspired “Common Place Book” in Heart of Dakota

Charlotte Mason kept a Common Place Book herself, and she encouraged her students to do so too. Notable literary figures such as Benjamin Franklin, Charles Dickens, Thomas Jefferson, and Shakespeare enjoyed keeping their own “Common Place Books” by carefully copying passages from classic literature. According to Ms. Mason, if accomplished literary figures such as this would keep “Common Place Books,” why wouldn’t we do so too? While “Common placing” is first and foremost considered a Charlotte Mason teaching method, it has its roots in simply being a personal habit that intelligent people have enjoyed for hundreds of years. At Heart of Dakota, we help children develop their own personal habit of creating a Charlotte Mason-inspired Common Place Book. In fact, we hope to inspire them to do so for life!

The Benefits of Keeping Common Place Book

A Common Place Book is unique because it is a special notebook for collecting and recording quotes, Scriptures, thoughts, and phrases that have deeper meaning and personally speak to you. Selecting inspirational quotes and thoughts from living books helps children slow down their reading pace to be more thoughtful and intentional. It encourages their minds to act upon the material, rather than to race through it thoughtlessly. When children choose and write inspirational quotes or thoughts in a Common Place Book, they connect more deeply with what has been read. They remember it better, and it becomes special to them because they have recorded it in their special book. Often times, children return to their Common Place Book just to enjoy reading past entries.

Charlotte Mason’s Thoughts on Keeping a Common Place Book

It is very helpful to read with a commonplace book or reading-diary, in which to put down any striking thought in your author, or your own impression of the work, or of any part of it; but not summaries of facts. Such a diary, carefully kept through life, should be exceedingly interesting as containing the intellectual history of the writer; besides, we never forget the book that we have made extracts from, and of which we have taken the trouble to write a short review. -Charlotte Mason (Volume 5, p. 260)

How Heart of Dakota Helps Children Learn to Keep a Common Place Book

Heart of Dakota helps children learn to keep a Common Place Book starting in Preparing Hearts. We begin by describing the Common Place Book in the “Introduction” of each of our guides. Students also need a Common Place Book for their copywork. A Common Place Book is often a bound composition book with lined pages. It provides a common place to copy anything that is timeless, memorable, or worthy of rereading. It is for copying text and not for original writing. Bible verses, classic poetry, and passages from excellent literature with beautiful or vivid wording are often included. Students will add to the Common Place Book throughout the year.

The Progression of Keeping a Common Place Book in Heart of Dakota

In Heart of Dakota, a Common Place Book is typically a bound composition book. Students use this book to keep (in a “common place”) quotes, excerpts from literature, Scripture verses, poetry, etc. that are worthy of being recorded and reread over time. While we do have in mind the traditional Charlotte Mason definition of a “Common Place Book,” to begin with in Preparing Hearts, we “help” children get an idea of things that are enduring and worthy of being copied in the book by assigning entries for them to make in their books throughout the year. Then, in the guides that follow Preparing, they  gain the task of selecting their own entries to make in their Common Place Book.

Keeping a Common Place Book in High School

In high school, students continue keeping a Common Place Book, selecting quotes or passages that are meaningful to them from their classic literature for inclusion in their book. Charlotte Mason advocated this practice throughout high school, and we agree it is an excellent use of students’ time as they watch for notable quotes or passages as they read, select from among them, and accurately copy them into their book for later reference. By the time students finish Heart of Dakota, they will have created their own special Common Place Books as keepsakes of what most inspired them, piqued their interest, or struck them as worthy enough to grace the pages of their own personal book. Heart of Dakota makes keeping a Common Place Book easy, as it is a part of our daily plans. We hope you enjoy it as much as we have!

In Christ,


A Year by Year Look at Charlotte Mason’s Poetry Study in Heart of Dakota

More Than a Charlotte Mason Moment

A Year by Year Look at Charlotte Mason’s Poetry Study in HOD

Charlotte Mason loved to study poetry! She makes mention of poetry study in each of her six volume series of books. Each year, she would choose one poet to focus upon with her students. Students would read, illustrate, narrate/discuss, memorize, and recite poetry.  According to Charlotte Mason, Older (age 9) children should practice reading aloud every day, and their readings should include a good deal of poetry, to accustom him to the delicate rendering of shades of meaning, and especially to make him aware that words are beautiful in themselves, that they are a source of pleasure, and are worthy of our honour; and that a beautiful word deserves to be beautifully said, with a certain roundness of tone and precision of utterance…” (Volume 1, p. 227)

Charlotte Mason’s Quotes About Poetry Study

“Poetry is, perhaps, the most searching and intimate of our teachers… Poetry, too, supplies us with tools for the modelling of our lives, and the use of these we must get at for ourselves. The line that strikes us as we read, that recurs, that we murmur over at odd moments-this is the line that influences our living…” (Volume 4, p. 71)

“Many have a favourite poet for a year or two, to be discarded for another and another. Some are happy enough to find the poet of their lifetime in Spenser, Wordsworth, Browning, for example; but, whether it be for a year or a life, let us mark as we read, let us learn and inwardly digest. Note how good this last word is. What we digest we assimilate, take into ourselves, so that it is part and parcel of us, and no longer separable.” (Volume 4, p. 71)

Carrie’s Commentary on Charlotte Mason’s Poetry Study

It is interesting to note that I was never exposed to classic poetry that I can remember throughout my education or during my years as a classroom teacher. After ending my years in the classroom as a teacher, when I came home to teach my children, I had my first exposure to classic poetry. When I began reading Charlotte Mason’s philosophy of education and started trying to implement it in my home, I began my first uncertain steps into reading classic poetry with my sons.

My boys were young, just 9 and 6 at the time. We started with Robert Louis Stevenson and just read and discussed a poem a week. Then, we moved on to Robert Frost and Emily Dickinson, much as you see the progression in our guides. I did not have “expert” questions to guide me. However, we wandered our way through the poems talking about possible meanings as we went.

I became a believer of Charlotte Mason’s philosophy of lingering over poetry a little at a time.

Over the years, I began to see an amazing change in my boys’ ability to understand poetry (and along with that to comprehend and enjoy difficult literature too). They began to find the meaning in what they read and really be able to talk about it. I became a believer in Charlotte Mason’s philosophy of allowing a child to think on and linger over poetry a little at a time. I slowly became a lover of classic poetry too, and I enjoy it very much now… but it was a process.

Subjects such as literature, poetry, and Bible are meant to be discussed and lingered over.

I encourage you not to give up on poetry or literature study simply to seek a way to teach these subjects with an answer key. When there is a key, you can be sure there is often very little creativity being taught, as the goal to mirror the key becomes the focus of the assignment very quickly. Subjects such as grammar and math work well from a key. Subjects such as literature, poetry, and Bible are meant to be discussed and lingered over. The skill of thinking on a higher level and digging beneath the surface of what is read is a skill to be taught like any other. It comes naturally to some people and not to others. However, it is a skill that can be taught to almost anyone given the right method and enough time.

Charlotte Mason encouraged homeless, workhouse children to unerstand and appreciate poetry.

As an example of this, Charlotte Mason encouraged the skills of understanding and appreciating literature and poetry in homeless workhouse children who had no education, no home, and no prior schooling. Yet, they could learn to appreciate literature and poetry, and it opened a world of possibilities in their minds. Our guides strive to do the same.

Heart of Dakota makes Charlotte Mason-style poetry study easy!

Charlotte Mason’s poetry study can be a subject many homeschool families long to have be part of their day but struggle to actually do so. Heart of Dakota makes Charlotte Mason-style poetry study easy! Starting in Beyond Little Hearts, children are given a broad exposure to poetry to act as a backdrop for more in-depth study. Poems reinforce the history theme, and a different classic poem is introduced each unit. Many famous poets are represented. Poems were chosen for their enduring quality and their ability to withstand the test of time. Poems are read aloud each day and kept for one week. Daily copywork of the weekly poem offers yet another way to enjoy a Charlotte Mason inspired skill.

Bigger Hearts for His Glory’s Poetry Study

Bigger Hearts for His Glory continues to give exposure to history-linked classic poems. Each poem is also still read aloud each day. However, each unit includes the addition of poetry activities in a rotating way. Beginning with Day 1, children are introduced to the poem and any unfamiliar vocabulary. On Day 2, parents and children enjoy questions and a discussion related to the meaning of the poem. Day 3 includes instruction and practice on various ways to enjoy choral reading the poem. Next, Day 4 includes a lesson focusing on poetic devices. Finally, Day 5 rounds out with reading past poems for enjoyment. Copywork of the poem along with the option to illustrate it each week offers students yet another opportunity to benefit from a Charlotte Mason inspired skill.

Preparing Hearts for His Glory’s Poetry Study

Children using Preparing Hearts for His Glory are often around the age 9. This is the ‘older’ age Charlotte Mason refers to when suggesting beginning poetry study. In Preparing Hearts, a different classic poem written by Robert Louis Stevenson is introduced in each unit. Day 1 includes questions and a discussion related to the meaning of the poem. On Day 2, a creative writing lesson based upon the poem’s style, content, pattern, or poetic devices is planned. Day 3 includes guided questions for students to help students make personal connections. Next, Day 4 suggests ways for students to share the poem with others. Finally, each 12 week term includes the memorization and recitation of a previously studied Robert Louis Stevenson poem of the student’s choice.

Creation to Christ’s Poetry Study

Creation to Christ’s poetry study focuses on Robert Frost’s poetry. On day 1, students read and appreciate the poetry of Robert Frost. They also neatly copy a portion of the poem to be included in a watercolor painting project. On Day 2, students use planned painting techniques to illustrate poetry. Next, on Day 3 students further explore poetry moods with painting lessons. On Day 4, students share the poetry of Robert Frost and learn about his life. Finally, students memorize and recite a previously studied Robert Frost poem each 9 week term. Often times, students create a bound booklet of their watercolor poetry painting projects to enjoy for years to come.

Resurrection to Reformation’s Poetry Study

In Resurrection to Reformationstudents enjoy an Emily Dickinson focused poetry study. Each week students enjoy focusing on a new Emily Dickinson poem. Throughout the week, different activities are linked to the poem. Together, parents and students enjoy a rotation of activities. These activities include the following: the introduction of unfamiliar vocabulary, questions and discussion related to the meaning of the poem, lessons focusing on poetic devices, memorization and recitation of previously studied poems, and copywork of selected poems within the Common Place Book.

Revival to Revolution’s Poetry Study

The poetry study in Revival to Revolution makes a return to the study of a variety of famous poets. These poems match the history readings. They add a new dimension to the history study by delving more deeply into the emotions, events, and people of the time period. The poems in this guide differ from previous guides in the level of difficulty, length, and style of the poets. After years of forming a relationship with poetry that was first built on shorter poems, students are now capable of enjoying and comprehending longer and more abstract works. This deeper, more challenging poetry study is meant to provide an excellent stepping-stone to reading and understanding higher-level literature.

The following activities are linked to the poetry: thought-provoking questions related to the meaning of the poem, copywork of selected stanzas within the Student Notebook, links to the historical time period, connections between the poetry and historical events or people, and pertinent background information about some of the poets.

Missions to Modern Marvels’ Poetry Study

In Missions to Modern Marvels, poems are linked to nature journaling. Different classic nature-themed poems written by William Wordsworth, Walt Whitman, and Henry Wadsworth Longfellow are studied. Each poem was chosen for its enduring quality, its ability to withstand the test of time, and its capacity to describe nature in vivid ways. These poems complement assignments from Nature Drawing and Journaling once in each unit. As poems are read aloud and discussed with a parent, they add a new dimension to the nature study by helping students appreciate the world around them.

Poetry Study in High School

In high school, students continue to study poetry within the earning of their English credit. They also keep a Common Place Book. They select quotes or passages that are meaningful to them from their classic literature for inclusion in their book. Charlotte Mason advocated this practice throughout high school, and we feel it is an excellent use of students’ time as they watch for notable quotes or passages as they read, select from among them, and accurately copy them into their book for later reference. Continuing copywork of Scripture, of which much is poetry, is another area that is well worth time spent copying. Poetry is one more area that is worth copying, as the structure of the poems, the flow of the words, the sentiments evoked by the poetry, and the style of the poet are reflected.

Many families using Heart of Dakota have shared they were surprised how much their children love poetry!

One of the number one surprises to many families using HOD is how much their kiddos (both boys and girls) are learning to love and appreciate poetry. It is a skill that their kiddos are honing in which the parent often had no previous instruction. As they hone this skill with poetry, the world of literature opens up to them as well, and then their writing pours forth from them later too. It is progression of skills that takes time to come to fruition, but it is a joy to behold as it does!  Best of all, Heart of Dakota doesn’t require the purchase of anything but our guides to enjoy most poetry studies!

In Christ,








Composition in the Form of Written Narration Begins by Age 10

More Than a Charlotte Mason Moment

According to Charlotte Mason, composition in the form of written narration should begin by age 10.

When children narrate, they tell back in their own words what they have just read or heard. Charlotte Mason considered oral narration as the earliest form of composition. She used the words “narration” and “composition” interchangeably. Charlotte Mason had children under age 9 take care of their composition instruction by orally narrating. She had them intertwine these narrations with history, science, reading, and the like. By age 10, children were ready to begin composition in the form of written narration. At Heart of Dakota, we agree!

According to Charlotte Mason, in written narrations, the child and the author should be trusted to be left alone together.

According to Charlotte Mason, composition in the form of written narration is “as natural as running and jumping to children who have been allowed to read lots of books.” If they orally narrate first of all, they will compose sooner or later, but they should not be taught “composition” as a separate body of information to be learned. Instead, it is important that the child and the author be trusted to be left alone together. There should be no middle-man such as a teacher telling the child what the book said, or about what to think. According to Charlotte Mason, our business as teachers is to “provide children the material for their lessons, while leaving the handling of that material to themselves.” In short, we are not to hamper them by too many instructions. At Heart of Dakota, we agree!

According to Charlotte Mason, reading living books and narrating from them helps children develop their own individual style.

Children who have gotten into the habit of reading good literature absorb what they will from it themselves, in their own way, whether it’s a lot or a little. Reading living books and narrating from them helps children to begin to form their own literary style. Because they have been in the company of great minds, their style will not be an exact copy of any one in particular, but will instead be shaped as an individual style from the wealth of materials they possess to create a natural style of their own. At Heart of Dakota, we agree!

According to Charlotte Mason, written narration done properly develops self-expression and individual literary style.

Narration done properly develops the power of self-expression and invites a child’s personality to become part of the learning process. A child should choose vocabulary he finds appealing, make it his own, and then give it forth again with that own unique touch that comes from his own mind. This is why no two narrations should be exactly alike. It is also why teachers should not expect their children to give the same narration they would have given. At Heart of Dakota, we agree!

Written narration requires higher level thinking than fill-in-the-blank and multiple choice questions.

Narrating requires a higher level of thinking. Consider the skill it takes to fill in blanks or choose from multiple-choice answers. Now, consider the skills it takes to retell a story you have just heard or read! Clearly the latter proves to require higher-level thinking. In order to demonstrate the complex skill of narrating, try your hand at it yourself. Now that you’ve read much of this blog post, try this! Walk away and get a sheet of paper to write down all that you can remember. Or, would you find it easier if you were now given multiple-choice, fill-in-the-blank, or true/false questions instead?

Oral and written narrations improve children’s composing abilities and public speaking skills.

Narration provides far more information about children’s comprehension because they must answer without the support clues provided by questions. Charlotte Mason replaced the quiz, test, chapter review, and book report by something far more effective. Why? She found what children take time to put into their own words is retained because it has become their own. With narration, you’ve just found the key to really knowing what your children know! This is why, even after children have become skilled at writing narrations, oral narrations are continued. Maintaining oral narrations keeps improving both a child’s composing ability and his public speaking skills. There is simply not a better way to “test” a child’s comprehension and retention than oral and written narration!

Heart of Dakota’s guides include step-by-step tips on how to teach, practice, and edit written narrations.

Once written narrations are assigned, each Heart of Dakota guide includes clear, step-by-step tips on how to teach and practice the skill of written narration. We provide both teacher and student tips for written narrations before, during, and after the narration process. Furthermore, we provide a Written Narration Skills List to guide students through the process of incrementally working toward editing their written narrations, which is different than revising, mastering one small step at a time.

We begin formal written narration instruction in Preparing Hearts for His Glory once weekly. We continue composition in the form of written narration through 12th grade, incrementally progressing this Charlotte Mason inspired skill in length, complexity, and depth. Our final U.S. History II high school guide includes eight types of written narration: detailed, recorded, summary, key word, highlighted, topic, opinion, and persuasive. We based these types of written narrations upon the composition assignments Charlotte Mason assigned herself, according to her own detailed descriptions.

In Closing…

In closing, here are a few inspiring quotes from Charlotte Mason in regard to composition in the form of written narrations…

Children in this Form (Ages 9-12) have a wider range of reading, a more fertile field of thought, and more delightful subjects for composition. They write their little essays themselves (referring to written narration), and for the accuracy of their knowledge and justice of their expression, why ‘still the wonder grows’. They’ll describe their favorite scene from “The Tempest” or “Woodstock”. They write to ‘tell’ stories from work set in Plutarch or Shakespeare or tell of the events of the day. They narrate from English, French, and General History, from the Old and New Testament, from “Stories from the History of Rome”, from Bullfinch’s “Age of Fable”, from, for example, Goldsmith’s or Wordsworth’s poems, from “The Heroe’s of Asgard”: in fact, Composition is not an adjunct but an integral part of their education in every subject. (Vol. 6, p. 192)

Having been brought up so far upon stylists the pupils are almost certain to have formed a good style: because they have been thrown into the society of many great minds, they will not make a servile copy of any one but will shape an individual style out of the wealth of material they possess; and because they have matter in abundance and of the best they will not write mere verbiage. (Vol 6, p. 194)

At Heart of Dakota, we agree!

In Christ,


A Breakthrough in Spelling: Charlotte Mason’s Method of Studied Dictation

A Breakthrough in Spelling: Charlotte Mason’s Method of Studied Dictation

Charlotte Mason’s method of studied dictation was truly a breakthrough in teaching spelling! The good news is, we can still do it today, and it only takes 5 minutes. So, just what is Charlotte Mason’s method of studied dictation? Well, to put it simply, she had children study a passage first. Then, she had the parent dictate the passage phrase by phrase, had the children repeat the phrase, and had the children write it. This was all done from a single reading, without repetition. She then had children immediately fix any errors, using the passage that was studied for help. Pretty easy, right? Well, at Heart of Dakota, we love Charlotte Mason’s method of studied dictation, and here’s why!

In studied dictation, children learn the skill of seeing correctly spelled words within the context of writing.

In studied dictation, children have to capture the whole image of a sentence or a passage in their minds. They need to look at the sentences as a whole, as well as capture the individual words and their parts. This really trains children in the habit of seeing correctly spelled words within the context of writing. After all, this is the ultimate goal of learning to spell! We want kiddos to carryover their spelling to their writing. So, practicing spelling words within the context of writing sentences just makes sense.

In studied dictation, children learn to listen carefully, which helps them strengthen auditory skills.

Studied dictation also forces kiddos to strengthen auditory skills, as they listen to the parent read the passage only once. Children learn to listen for the purpose of repeating perfectly from a single reading. Prior to writing, they then repeat back what the parent said. This strengthens the skill of holding a phrase or sentence in the mind long enough to be able to repeat it back without error and then write it.

In studied dictation, children learn to proofread their work carefully and check it with a model.

After writing the phrase or sentence, children then proofread their work before checking it against the model. This is a terrific way for children to form the habit of proofreading their written work! It truly makes good proofreaders out of kiddos over time. Last, they check their own work, which trains children in checking their work against a correctly written model. They become precise checkers with continual practice.

In studied dictation, children learn to practice immediate correction.

When children miss a passage, they mark any mistakes on the passage. They then immediately correct the mistakes on their own copy. In doing so, children practice yet another skill, which is immediate correction. Moreover, the following day when the child must repeat a passage, he/she pays much closer attention to whatever was missed the day before. This, in essence, finally causes the incorrect mental picture of a word in the mind to be rewritten or mentally corrected. The old, incorrect image is now replaced with the new, correct image. This is the very mental work that must be done in order for the poor speller to fix his/her poor spelling habits. It is also something the good speller does naturally.

Charlotte Mason had a continual focus on children NOT seeing words written incorrectly.

Charlotte Mason had a continual focus on children NOT seeing words written incorrectly. She believed the incorrect image of the word became imprinted on the mind (causing the “wrong” spelling to now “look” right)! This is why kiddos who struggle with poor spelling often have no idea whether a word is spelled correctly or not. It is because they have seen the word written incorrectly so many times that their mind can’t recognize the correct spelling – even when they try!

Charlotte Mason would not have been an advocate of spelling programs that require children to find misspelled words within passages.

Many spelling programs have a section that requires a child to find the misspelled word within a provided passage. In light of Charlotte Mason’s method of studied dictation, this type of exercise is definitely not a good idea! It actually gives the mind yet another opportunity to take a mental picture of an incorrectly spelled word! The theory for including this within a spelling program is that it is good practice for standardized tests,where kiddos will be asked to find the incorrectly spelled word. But in truth, it is training the child to focus on the misspelled word rather than on the correctly spelled words! Children who have been trained in the studied dictation method often have no trouble finding incorrectly spelled words on tests. They are too used to seeing the words spelled correctly! Incorrect words truly jump off the page… no practice needed!

Heart of Dakota and Studied Dictation

At Heart of Dakota, we love studied dictation! Starting with Bigger Hearts for His Glory, we include multiple levels of dictation passages. Though Charlotte Mason advocated dictation be taken directly from a literature passage being studied, we use the Charlotte Mason method of studied dictation while still progressing systematically through passages that gradually increase in difficulty. The dictation passages we use come from an old dictation book that was the standard for teaching spelling in bygone years!

In Closing…

In closing, through studied dictation, we teach children the skills of capturing a correct mental image of a string of words, auditorily hearing the sentence and repeating it back correctly, writing the words in the correct sequence (including all punctuation and capitalization), and proofreading and correcting their work to make sure the right mental image remains (rather than the wrong one). Over time, these skills transfer to students carefully proofreading their own written work in other subjects, which is exactly what we want!  Heart of Dakota’s guides include plans to help you implement Charlotte Mason’s studied dictation methods successfully in your homeschooling, and that’s “More Than a Charlotte Mason Moment” to enjoy!!!

In Christ,



Oral Narrations: An Integral Part of a Charlotte Mason Education

More Than a Charlotte Mason Moment

Oral narrations are an integral part of a Charlotte Mason education!

A Charlotte Mason education is literature-based and full of living books that you just can’t put down!  Think about the best book you’ve ever read. As you were reading it, if you were asked to respond to it each day, would you have delightedly chosen to take a pop quiz about it with fill-in-the-blank, true/false, or multiple choice questions? Or, would you have much rather just told a friend about it, sharing all you remembered in a narrative way? Chances are, you’d prefer to tell someone about it over taking a quiz.  Even if you happen to be a rare quiz-loving person, which response would you be more likely to remember? Good books are meant to be shared, and Charlotte Mason knew that when they are shared, they are remembered – long after any quickly forgotten quiz. That is why oral narrations are an integral part of a Charlotte Mason education.

A Charlotte Mason education is based on using narration as the primary method of comprehension.

When children orally narrate, they tell back in their own words what they have just read or heard. Oral narration allows children to share their own version of the passage with accuracy, individual personality, spirit, and originality. In Charlotte Mason-style narration, children borrow words from the author to retell the story.  Narrations are often lengthy and detailed, and there is no “one right” answer or certain key points that “should be” in the narration. This is the way the child connects to and makes sense of the reading. Children can often give a candid heartfelt oral narration on a book they read years earlier, simply because they remember it so well due to having narrated upon it. A Charlotte Mason education is based on using narration as the primary method of comprehension because it is so effective.

Heart of Dakota’s guides include helpful tips for both the teacher and the student before, during, and after orally narrating.

Chances are, you didn’t grow up orally narrating in school, and more than likely, you’d love a little guidance in this area. Well, Heart of Dakota provides that! Each year Carrie wrote a new Heart of Dakota guide, she pulled out Charlotte Mason’s original volumes and reread all that pertained to the upcoming stages of learning students were entering. The result? Decades of Charlotte Mason research at your disposal right within your Heart of Dakota guides. Beginning with modeling oral narrations and moving to helpful tips for both teacher and student before, during, and after orally narrating – HOD has you covered. Likewise beginning with simple narrations and moving to detailed, summary, key word, highlighted, topic, opinion, persuasive, recorded, and typed narrations – HOD makes sure oral narrations grow and mature as your children do!

Narrating is an essential skill life.

Narrating is an essential skill in life.  To be able to give an opinion of a book, relay a telephone message, summarize a letter, give driving directions, write an article, or share a doctor’s instructions – are all examples of practical applications of narration skills.  Narrating is an important skill to learn.  You can begin to teach your children to narrate by following the steps in Heart of Dakota’s guides.  Just be patient, and have fun with it!  Narration is a way of life you will surely learn to love!

In Closing

In closing, here are a few Charlotte Mason quotes about narration for you to take inspiration from…

A narration should be original as it comes from the child- that is, his own mind should have acted on the matter it has received. – Charlotte Mason

Narrating is an art, like poetry-making or painting, because it is there, in every child’s mind, waiting to be discovered, and is not the result of any process of disciplinary education. – Charlotte Mason

In Christ,