Teaching methods
Living Books -Probably the most well known of Charlotte's methods is her use of living books instead of dry, factual textbooks. Living books are usually written by one person who has a passion for the subject and writes in conversational or narrative style. The size of the book does not matter nearly as much as whether it is "alive" and engaging. Textbooks are allowed if they meet that criteria. "Twaddle" refers to books or information that is dumbed down and insults the child's intelligence. Living books should be used with as many subjects as possible.
Narration - Children are expected to tell about what they have read. The narration can be oral or written or drawn and should be performed after only one reading of the material. This method requires the child to synthesize all he has read, organize it in his mind, and determine how best to communicate all that he recalls in his own words, sprinkled with his own opinion and personality.
Habit training
Children need to learn how to govern themselves. Charlotte encouraged a child's learning the habits of attention, perfect execution, obedience, truthfulness, an even temper, neatness, kindness, order, respect, remembering, punctuality, gentleness, and cleanliness, among others. Usually, a child would work on a specific habit over a four to six week period.
Short lessons
Charlotte advocated short lessons for younger children, growing progressively longer as the child matures. Elementary-age children's lessons should be no longer than fifteen or twenty minutes on one particular subject before moving on to something else. In this way, the habit of full attention is encouraged and children receive a broad education filled with many varied subjects.
Dictation
Charlotte used prepared dictation to teach spelling and reinforce grammar and composition skills. In prepared dictation, the child is given a sentence or passage to study until he is sure he knows all the spelling, capitalization, and punctuation. The teacher then dictates the passage to him, one phrase at a time, watching carefully as he writes to catch any misspelled word and correct it immediately. In this way, spelling is taught within the context of great thoughts and rich language instead of static lists.
Copywork
Handwriting was also taught within the context of ideas, not isolated letters repeated over an entire line or page. For copywork, children are given a phrase, sentence, or paragraph to copy in their best handwriting. The exercise should take only a few minutes each day so as to encourage the habits of attention and perfect execution without becoming tiring.
Art appreciation
Art is another place where living ideas are found. The great ideas of men and women of history are revealed in their works, whether paintings or writings or music. Art appreciation is taught through Picture Study, which introduces the child to the works of a great artist one at a time, allows her to look at it undisturbed, then asks for a narration of what she has observed. Music Appreciation is taught in much the same way, listening to the works of great composers.
Nature study
In Charlotte's schools one afternoon each week was devoted to spending time outdoors. For nature study, children take along a sketchpad to draw and label the different aspects of nature they observe. Regular nature study paves the way for meaningful science lessons.
Math
Charlotte emphasized the importance of children's understanding math concepts before ever doing paper and pencil equations. They should be encouraged to use manipulatives and to think through the whys and wherefores of solving word problems -- in other words, how math applies to life situations.
Poetry
Poetry was an integral part of daily life in Charlotte's schools. However, poetry is not presented in order to be analyzed, criticized, and told what to think about it. Poetry, as in other subjects that introduce the child to great ideas of the past, is shared together and allowed to stand on its own, encouraging the child to develop his own relationship with that poet and his thoughts. Students in Charlotte's schools studied Shakespeare regularly, as well.
Grammar
Since grammar is the study of words, not of things, Charlotte thought it is a difficult concept for young children to grasp. She recommended postponing the formal study of grammar until the child reached the age of ten. Consistent practice in narration, dictation, and copywork lays the foundation for grammar study.
Bible
Charlotte's method of studying the Bible was simple: read it every day. She gave children credit for being able to understand passages directly from Scripture, and she assigned several large portions to be memorized and recited each school year.
History
History is considered most relevant to children through the use of living books, biographies, autobiographies, and narration. In addition, Charlotte's students kept a Book of Centuries that was similar to a personal time line in a notebook. They added people and events to the pages as they studied about them.
Geography
Just as history is the story of what happened to a person, geography is the story of where he was and how his surroundings affected what happened. Geography is best taught through living books, also. Short map drills can supplement.
Foreign language
Since Charlotte lived in England, her students learned French as a second language. Consistent with her philosophy, a foreign language is best taught in a living setting.