I have also read all of Karen Andreola’s book, A Charlotte Mason Companion. Though I appreciate and respect her involvement in the CM movement, the book is her interpretation of how she implemented the CM method in her home. Frankly, I find the book to be very fluffy. She often states that the methods she is using at times are not Charlotte Mason’s ideas.

Many of those who have been studying the methods by Charlotte Mason are finding that her ideas are very close to a traditional classical education. You did make a brief note when you stated that it was shaping classical education today.

Living books are only one, though very important, aspect of a Charlotte Mason education. I would encourage you to look for booklists that are used by CM educators and you will that they are outstanding literary works that are very challenging. Narration, habit training, and short lessons, copywork, dictation, art study, composer study, and nature study play just as an important a role in a CM education (none of these seem to be methods that would point to a comparison to unschooling). Additionally, all of these methods give a child a mind full of beautiful ideas to feed upon. Please also note that the parent/teacher plans a child’s education and books and other lessons are put together for that child. This is very much unlike a delight-directed education where the child’s choices play the primary role in their education. In fact, just reading about Miss Mason’s expectations in habit training will inform you of how a CM education is nothing like unschooling. Please be careful when comparing a Charlotte Mason education to what you have read in A Charlotte Mason Companion. They may have similarities, but your missing the mark if your belief about the CM method stops there. I think a better definition of a CM education is a generous education, though it is gentle in that it allows children to learn when they are ready.