Fitting in Science Biographies

I still remember the first science biography I ever read: Mendeleyev and His Periodic Table by Robin McKown. It was excellent—so good that I wanted to tell everyone about it. I couldn’t believe how fascinating a book about the periodic table could be. Chemistry? Fascinating? It caught me by surprise.

If an author could make chemistry this interesting, I wondered, what could they do with biology or physics—subjects I found far more appealing?

(Later, I learned that this was a Messner biography. Those of you familiar with great living books know that Messner biographies are practically guaranteed to be superb.)

Little by little, I read more science biographies and discovered that there are so many truly excellent ones. But that realization came with a problem: How would I fit all these incredible books into my kids’ science education?

When my oldest homeschoolers reached high school, I decided to use Crucibles: The Story of Chemistry by Bernard Jaffe as our spine. I even wrote experiments to accompany the text. We had a great time—but I ran into two major issues:

First, Charlotte Mason didn’t actually assign biographies as the core science text. Maybe it was because such books weren’t available to her at the time, but I suspect there’s a more important reason: biographies are often just too long for the time set aside for science in the schedule.

Second, while we often equate a “living book” with a story, science books don’t always need a full narrative to be living. In fact, Charlotte Mason praised The Sciences by E.S. Holden as an excellent living science book for Form 2—and it is not story based. (I don’t use it these days, because we have many excellent options with more modern science.)

So, where do these excellent science biographies fit? I certainly didn’t want to skip them. But it was clear they weren’t suited for the morning schedule.

Eventually, I realized there is a perfect place for them: the afternoon free reading time.

Of course, that time is limited too. Kids need space to play, take nature walks, and pursue their own occupations. Plus, afternoons are also when they read historical fiction, light literature, and books of fun and adventure.

Still, I believe it’s entirely reasonable to assign one science biography per year. One carefully chosen book that inspires curiosity and invites conversation. Because in the end—

The goal isn’t to read all the books. It’s to raise readers who will keep reading long after they leave your homeschool

Even in a lifetime, no one can read all the really good books. But a few excellent books—ones that inspire curiosity, spark conversations, and leave them wanting more—will do far more than a long list ever could. 

You just need a thoughtful approach that balances core science readings with inspiring stories—all without burning out your student.

A. Prioritize Core Science Reading

Charlotte Mason prioritized science in her morning schedule. For Forms 3 and up, the morning includes four science lessons per week, each 30–40 minutes long. That’s significant—no other subject outside of language arts gets that much time. It’s tempting to try to squeeze in more, but we need to stick to the core science readings during these lessons. 

Examples include:

• Magnets by Rocco V. Feravolo (Form 2)
• Rocks, Rivers, and the Changing Earth by Herman and Nina Schneider (Form 3)
• Wonders of Chemistry by A. Frederick Collins (High School)

These are the books meant to build essential understanding. Let them be the focus of your morning science work.

B. Intentional Afternoon Reading

Students should have 30 minutes to an hour of reading in the afternoon. While this is often called “free” reading, Charlotte Mason included exam questions from some of these books. In other words, students are free to decide when they read them, but these books still carry a sense of responsibility.

I recommend assigning one science biography per year—a manageable way to include excellent books without overwhelming the schedule. You can approach this in different ways:

• Tie it to your history studies: Choose a biography that matches the historical period you are studying and let it take the place of historical fiction for the term.
• Rotate subjects: Cycle through topics like biology, chemistry, physics, and earth science year by year.
• Let your child choose: Allow your student to pick a biography based on their interests.

One well-chosen biography each year can inspire curiosity and spark meaningful conversations—without overloading your child.

C. The Long View

Let’s pause for a moment:

How many great science biographies did you read in school?
Likely, not many.

By assigning one carefully chosen science biography per year starting in Form 2, your child will finish high school having read nine rich, inspiring biographies. Nine stories that can shape how they think about science and the world.

That’s enough.

We don’t need to rush through a checklist of all the best books. By offering a carefully chosen selection, paired with time to wonder and explore, we are cultivating a love for science—and for learning—that will last a lifetime.

I’ve seen this play out with my own children. After graduation, they all took a bit of a break from reading. It’s understandable—after years of structured learning, they needed time to rest and find their own path. But here’s the encouraging part: in a very short time, without any prompting, they each returned to reading on their own. And not just light reading—they read a wide variety of subjects, diving into books that make them think and explore new ideas.

So choose wisely. Trust the process. And know that a love for learning will carry them further than any checklist ever could.