We used to home school our children in the classical method, and we couldn’t find a closer extension of the home and what we were trying to accomplish at home than at Clapham.
Our classical model is distinct from other classical models because we engage many of the educational ideas of Charlotte Mason. Her pedagogy enriches a more traditional classical approach with her emphasis on the formation of good habits, her insistence upon living ideas, her ability to enliven children's natural curiosities, and her view of children as "whole persons." Moreover, her methods such as narration, picture study, and nature study emphasize a delight in discovery.
We believe that a classical curriculum infused with this philosophy provides an atmosphere which is joyful. Children feel valued as unique persons created in the image of God. Competition is diffused, collaboration encouraged, and growth is celebrated in each child. The emphasis on good habits clarifies the expectations placed upon students, helping them thrive with clear and fair expectations. The invitation to the discovery of living ideas in the pages of a book or the blossoms on a tree teaches children a rich awareness of beauty.
Charlotte Mason's Principles
We describe our model as "classical education in an atmosphere of joyful discovery." Clapham School's pedagogy, or the method of putting this into practice in the classroom, is unique. Much of our pedagogy is based on the educational principles of British educator Charlotte Mason.
It might be helpful to answer a few questions about Charlotte Mason, the educator who coined the phrase "joyful discovery."
Who was Charlotte Mason?
Charlotte Mason lived from 1842 to 1923 in Britain. She was trained as a teacher, taught, wrote curriculum, was a home education supervisor, and, in 1891, founded a teacher training school in Ambleside, England. Her works have been embraced by homeschoolers, which is natural considering that many children of her day, especially the wealthy, were educated at home. Her influence in England led to the formation of the Parent's National Educational Union (PNEU) which founded many schools there; a few are still in existence today.
She was a Christian woman with a strong commitment to serving God.
Her educational philosophy springs from her faith, especially her continued reminders that children are "persons" created in God's image and are to be seen as such. Remember that in her day, children were often relegated to a governess, to be "seen and not heard," sent off to work in factories or mistreated at school.
But was she "Classical"?
Yes. Charlotte Mason was teaching at a time when the entire educational framework in Britain was classical. In fact, in her volume titled School Education, she lays out a program for 12 year olds that includes Euclid's Geometry; English, French and Roman histories; English grammar, dictation and composition; French, German and Italian languages; Geography; Recitation from the Bible and Poetry; Bible Study; Singing, Drawing and Natural History.
The distinctiveness of Charlotte Mason's approach was that it was not just an accumulation of facts for facts' sake, but an exposure to "living" books and ideas, rich material to nourish and challenge the mind and encourage a love not as much for knowledge as for learning.
What was the impact of her reformation of British education?
She had a significant influence in the lives of countless students in Britain who took part in her reformation of the classical model of education.
Not only did students move on to higher education at Oxford, Cambridge, and other universities, but Charlotte Mason also ensured that children from all walks of life were able to take advantage of an excellent education. In her day, women were only beginning to be able to take part in the mainstream educational system (thanks in large part to the efforts of the Clapham Saints and the likes of Hannah More less than a half century earlier). Numerous schools were created that embraced her philosophy.
What ideas does Clapham take from Charlotte Mason?
We embrace her idea of "children as persons," created in God's image and her Platonist view of knowledge as a reflection of God's truth. More practically, we see her encouragement of habits as important to an atmosphere of joyful and productive learning. We employ her methods of narration and recitation, and borrow from her ideas about Picture Study and Nature Study.
Our Model 
