“Our aim in education is to give a full life.”
Charlotte Mason

Who was Charlotte Mason?

Read a brief introduction about Charlotte Mason and her educational methods.

Charlotte Mason series

Where can I read her writing?

Charlotte Mason's six volume Original Homeschooling Series has been transcribed and made available at AmblesideOnline along with Parents' Review articles, her school programmes and exams as well as many other resources.

Where can I find community?

You can search for a Charlotte Mason community in your area.

Where can I find a proven curriculum?

AmblesideOnline is the definitive Charlotte Mason curriculum used by thousands of families and educators around the world.

About Charlotte Mason Education

Charlotte Mason threw a door wide open to the public over one hundred years ago conveying her magnanimous ideas on education in ways that have had a profound effect on the way children learn. Those ideas have gained fresh interest in our modern lives as parents continue seeking a better way to educate their children, a way that treats them as a person created in the image of God. 

This site is an attempt to honor Charlotte Mason’s heartfelt passion to “throw open for public use” her ideas and methods for all who care to seek it. 

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The distinction between knowledge and information is, I think, fundamental. Information is the record of facts, experiences, appearances, etc., whether in books or in the verbal memory of the individual; knowledge, it seems to me, implies the result of the voluntary and delightful action of the mind upon the material presented to it. Great minds, a Darwin or a Plato, are able to deal at first hand with appearances or experiences; the ordinary mind gets a little of its knowledge by such direct dealing, but for the most part it is set in action by the vivifying knowledge of others, which is at the same time a stimulus and a point of departure. The information acquired in the course of education is only by chance, and here and there, of practical value. Knowledge, on the other hand, that is, the product of the vital action of the mind on the material presented to it, is power; as it implies an increase of intellectual aptitude in new directions, and an always new point of departure. Perhaps the chief function of a teacher is to distinguish information from knowledge in the acquisitions of his pupils. Because knowledge is power, the child who has got knowledge will certainly show power in dealing with it. He will recast, condense, illustrate, or narrate with vividness and with freedom the arrangement of his words. The child who has got only information will write and speak in the stereotyped phrases of his text-book, or will mangle in his notes the words of his teacher.
Charlotte Mason
School Education, p. 225

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