“The mind feeds on ideas and therefore children should have a generous curriculum”- Charlotte Mason
By offering a generous academic curriculum and specifically addressing the need for cultural and moral literacy, we are preparing students to participate in great conversations and civic duties by learning to do the work of dealing with ideas and knowledge.
What is a “generous” academic curriculum? A generous academic curriculum is simply an approach that supplies a feast of ideas and knowledge to students. A gentle and thoughtful presentation of the subjects include:
Classic Canon of Literature
Science: Stem Scopes
Our curriculum, which emphasizes the cultivation of virtue and civic responsibilities, is presented in such a way as to stir each child’s natural appetite for knowledge. A virtue based literature program that builds reading fluency and comprehension skills, journal writing, poetry recitations, music and fine arts appreciation, Latin, chronological connections and timelines in history, class discussions, hands-on science observations, and a rigorous mathematics program are just a few of the unique characteristics of our program.
Portions of our generous curriculum are rooted in the philosophies of E.D. Hirsch and Charlotte Mason. E.D. Hirsch is the creator of The Core Knowledge curriculum, which supplies rich classical humanities that align with TEKS. Charlotte Mason was a teacher and educational philosopher in England during the reign of Queen Victoria. Miss Mason developed and refined applications for teaching classical ideas. She had a very high view of children and devoted special consideration for the education of their individualities.
A core value within the scope and sequence of The Core Knowledge program is that “knowledge builds on knowledge”. This reflects the classical pedagogy regarding the “unity of subjects” within the study of the liberal arts and sciences, and Charlotte Mason’s philosophy that “Mind appeals to mind and thought begets thought and that is how we become educated.” — Introduction Towards a Philosophy of Education, pg.12