“In Science, or rather, nature study, we attach great importance to recognition, believing that the power to recognise and name a plant or stone or constellation involves classification and includes a good deal of knowledge. To know a plant by its gesture and habitat, its time and its way of flowering and fruiting; a bird by its flight and song and its times of coming and going; to know when, year after year, you may come upon the redstart and the pied fly-catcher, means a good deal of interested observation, and of; at any rate, the material for science.” (3/236)

The primary means of science instruction in the early years of a Charlotte Mason education is through direct observation of the natural world. However, this wouldn’t be a Charlotte Mason-style curriculum if we didn’t have our books!  Therefore, children beginning school in Form 1 (grades 1-3) were assigned two “Nature Lore” books each term. The purpose of nature lore is to open the children’s eyes, help them know what to look for, and increase their interest and curiosity. Charlotte Mason said:  

“our main dependence is on books as an adjunct to out-of-door work … In these books … children are put in the position of the original observer of biological and other phenomena. They learn what to observe, and make discoveries for themselves, original so far as they are concerned. They are put in the right attitude of mind for scientific observations and deductions, and their keen interest is awakened.” (3/238)

Nature Lore I

For example, I had never heard of Shepherd’s Purse, a plant mentioned in the first chapter of Plant Life in Field and Garden, and I assumed it didn’t live in my region. That is, until a little child who lives near me found it in his driveway! After that I noticed it growing at my own home in Tennessee and again in California a couple years later. The teachers’ lack in this area can be easily remedied with a quick check on this internet as one prepares for a lesson. 

Still, even if no time can be made for that, note that the specific plants and animals are mainly used to get the child’s attention, after which they are taught about a broad range of common features. For example, once the Shepherd’s Purse is mentioned, we read the following:

“Take hold of this plant, and I will tell you about its different parts. First look at the root. That always grows downwards into the ground. It has small rootlets growing out of it. The root and the rootlets all have tender tips, and they drink in the food of the plant out of the ground. 

You know that your father puts manure into the earth before he sows his seeds, or plants his fruit trees. Then the rain sinks into the earth and takes the juice out of the manure. This makes a rich drink for the roots to suck in, and so the plants grow strong.

Next look at the stem. You can tell where it begins, for a tuft of leaves grows close to the ground. A root never has any leaves on it, so where the leaves grow must be the stem. The place where the stem joins the root is often called the stock.” (p. 2-3)

While many excellent nature books are available, I haven’t found anything to replace Miss Buckley’s series. In each book, she approaches the category of plants or animals with a scientific eye that is very appropriate for the science lessons of these young students. 

Based on Charlotte Mason’s assignments, I recommend students read (or are read to) the following books: 

• Plant Life in Field & Garden by Arabella Buckley (skipping chapters 8, 10-13 as the programs specified)
• Wild Life in Woods & Fields by Arabella Buckley (skipping chapters 3 & 6 as the programs specified)
• By Pond & River by Arabella Buckley
• Birds of the Air by Arabella Buckley (over 2 terms)
• Trees and Shrubs by Arabella Buckley (over 2 terms)
• Insect Life by Arabella Buckley (over 2 terms)

Nature Lore II 

In addition, a second nature lore book was assigned to be read each week, such as Tommy Smith’s Animals, Golden Book of Animal Stories, Animal Life in Africa, Animal Life in the New World, or My Animal Friendships. Those are still good options today, and Tommy Smith’s Animals has even been beautifully reprinted by Charlotte Mason Beehive. 

Still, I recommend the Christian Liberty Nature Reader, Book 1, or Dallas Lore Sharp’s seasonal books (Fall of the Year, Winter, Spring of the Year, and Summer.) Studying nature on a seasonal basis was very important to Charlotte Mason, and these two books go a long way toward opening the student’s eyes season by season. The following is an excerpt from The Spring of the Year by Sharp:

“Something very much like this all the other fish are doing, as are the birds also. The spell of home is over land and sea, and has been laid upon them all. The bird companies of the fall went South at the inexorable command of Hunger; but something greater than Hunger is in command of the forces of spring. Now our vast bird army of North America, five billion strong, is moving northward at the call of Home. And the hosts of the sea, whose shining billions we cannot number, —they, two, are coming up, some of them, far up through the shallows streams to the wood-walled ponds, for a drink of the sweet waters of home.” (p. 10)

Alternatively, Charlotte Mason sometimes assigned a book highlighting animals the children couldn’t observe in nature locally, such as Tommy Smith at the Zoo, Animal Life in Africa, Animal Life in the East, or Animal Life in the New World.

Science Lessons

It’s important to remember that these books are the material for the Form 1 students’ science lessons and are not lightweight. Consider the following excerpt from Insect Life by Buckley:

“It destroys the hedges terribly, for it is very hungry and wants to store up food so that it may grow into a moth. Though its body is soft, its head is hard and horny, and as its mouth has nothing to do in breathing, or making any noise, it can be used all the time for eating. It is made of a great many pieces, but the parts you can see well are the large upper lip (u l) and the two broad strong outer jaws (j) which move to and fro sideways as it gnaws the leaf. As soon as a piece is cut off, the caterpillar tucks it into his inner jaws (i j), where it is chewed and swallowed. Under the jaws is the flat lower lip (l l), through which passes a little tube. Look well at this tube (s). It is the place from which comes the silk, which he uses to spin his cocoon, in which he sleeps while his butterfly body is growing. (pp. 8-9, diagram not included)

There is much science for students to learn at this level. Still, the appropriate subject matter is the natural world, and these excellent books are the means to do so. Each one is read only once a week during a 10-minute lesson, but the weekly assignment can often be completed in only 4-5 minutes, so plenty of time is left for a narration and transitioning to the next lesson.

Narration

As with any Charlotte Mason subject, students must narrate what they have learned, and at this level, an oral narration is appropriate. Remember that while these books are living books, where the facts and details are clothed in living ideas, they contain many details, so they will not be as easy to narrate as a history tale or an episode of the Bible. Do not expect your child to duplicate the reading from beginning to end. Instead, expect them to highlight the few details that stood out to them most. That doesn’t mean the rest won’t be stored in their memory. In fact, on your next nature walk, you might find them bringing up details not mentioned in their narration. In time and with practice, their science narrations will improve. 

Take it outside

Sometimes the chapters in these books end with something to look for on your next nature walk. Remember, Charlotte Mason said the purpose of these books is to teach the child “what to observe, [so they can] make discoveries for themselves.” (3/238) There is nothing that will make science come alive more than them seeing it in action for themselves — such as recognizing for the first time how the plant’s roots grow down and the stem grows up, finding Shepherd’s Purse in their own driveway, or observing the movement of a caterpillar’s jaws as it eats! Here is an example from The Spring of the Year by Sharp:

“VII. You should see a “spring peeper,” the tiny Pickering’s frog—if you can. The marsh and the meadows will be vocal with them, but one of the hardest things that you will try to do this spring will be to see the shrill little piper, as he plays his bagpipe in the rushes at your very feet. But hunt until you do see him. It will sharpen your eyes and steady your patience for finding other things.” (p. 29-30)

Form 2

In Form 2 (grades 4-6,) Charlotte Mason alternated the use of ​​Life and Her Children by Arabella Buckley (about invertebrates) and Madam How and Lady Why by Charles Kingsley (geology.) Both are good options, though I’ve noticed that the latter is often loved or hated. However, Charlotte Mason’s students were never assigned more than one of the above books, as they didn’t spend enough time in this form to complete the full rotation of both.  

I prefer to assign The Story Book of Science by Jean Henri Fabre instead. It includes a good mix of the material in both books, including animal tales, such as the suspension bridge built by spiders, natural phenomena, such as the fundamentals of thunder and lightning, and geology, including volcanoes and earthquakes. In addition, it’s written as only Fabre can write:

“Gluttons! no,” Uncle Paul corrected him; for they have a worthy motive for gorging themselves. There is above, on the elder, an immense number of the cows. The descending ants have just milked them, and it is in their paunch that they carry the milk for the common nourishment of the ant-hill colony. Let us look at the cows and the way of milking them. Don’t expect, I warn you, herds like ours. One leaf serves them for pasturage.”

Uncle Paul drew down to the children’s level the top of a branch, and all looked at it attentively. Innumerable black velvety lice, immobile and so close together as to touch one another, cover the underside of the leaves and the still tender wood.” (p. 17)

What an enjoyable way to learn! Depending on the student’s ability, 8-10 pages are read each week during one 20-minute lesson, again allowing plenty of time to narrate after the lesson.

The Beginning of a Science Education 

Nature lore continues into the upper Forms, but we will discuss that later. For now, I hope you have noticed the vitality in each of these texts. They are living books! And, of course, students continue taking nature walks and doing special studies throughout their entire education. The two together provide an incredibly robust understanding of the plant and animal world and are a great start to a child’s science education.

Related:
Does Nature Seem Like a Foreign Language to You?

Return to An Overview of School Science

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