Natural Structure: A Montessori Approach to Classical Education at Home

by Edward and Nancy Walsh

Catholic Heritage Curricula

Natural structure is the name given to this form of education that combines Montessori and classical education. At first, these seem to be two very different approaches. However, Edward and Nancy Walsh have brought them together by adopting the framework of the trivium and quadrivium as outlined by Dorothy Sayers, then using Montessori’s detailed teaching methodology to present the content. They make a credible case, but in the process they unwittingly demonstrate that a wide variety of teaching methods can be used while labeling the process classical education—something many homeschoolers have already encountered. The flexibility of the term “classical education” in no way demeans the synthesis the Walsh’s have developed.

The Walshes eschew corruptions of Montessori’s ideas (evident widely in the U.S.), relying instead on her original ideas, including her foundational Catholic perspective. While Natural Structure can be adapted by those with other religious beliefs, it does not readily fit non-religious situations. Fundamental ideas about the nature of the child, the purpose of education, discipline, order, and respect were essential to Montessori, and they remain so in Natural Structure. In fact, the program as presented in this book is Montessori-style education, but with resources selected to ensure content coverage reflective of the various stages of classical education. As children move past the preparatory and grammar stages of the trivium, Montessori materials are used less frequently and methodology becomes more similar to other forms of classical education.

While “real” Montessori materials can be quite expensive, the Walshes describe practical and less-expensive substitutes whenever possible (e.g., how to make your own textured letters by gluing letters from alphabet puzzles onto heavy cardboard).

This book outlines the program designed by the Walshes, providing great detail as far as which resources to use at which grade level. In addition, throughout the book as well as in appendices, the Walshes describe resources and how they are to be used. However, if you are unfamiliar with Montessori methodology, you might need to read more background on it to fully understand how and when to use the resources.

The presentation and use of materials is quite different from the way most homeschool families operate. Especially in the early years, you need to create a number of learning “trays” that function sort of like learning centers. These trays are very narrowly focused on a particular learning task. Sometimes there is only one resource or material to be used, but often there might be a selection of resources. Materials are to be used as prescribed rather than any way that a child might choose. For example, Cuisenaire Rods are not to be used to build houses but only for the purpose assigned in conjunction with that particular tray—perhaps working through pages from one of the Cuisenaire activity books.

Montessori materials are used along with more traditional texts, and real books as children move beyond the preparatory level. You will notice the influence of Ruth Beechick (her Three R’s series and You Can Teach Your Child Successfully are in the lists of resources) and Charlotte Mason (e.g., inclusion of programs like Simply Grammar and the use of nature guides for science study). Latin study begins in fourth grade with use of English from the Roots Up. Music, art, and P.E. are also included. Older children are introduced to a variety of good and “great books” but not the traditional Great Books list that begins with the Greek writers. C.S. Lewis, Tolkien, Shakespeare, and Dickens are representative authors. Writings of Karol Wojtyla (Pope John Paul II) are also included. Many recommended resources are Catholic—books like Our Pioneers and Patriots for history, American Cardinal Readers, and the Baltimore Catechism. Non-Catholics can substitute others as they wish.

High school level recommendations seem very sketchy compared to those for the earlier grades, particularly those for grades 11-12. For example, for chemistry, parents are directed to work through the outline of topics presented in Design-A-Study’s Science Scope—essentially creating their own course.

While I like the synthesis the Walshes have accomplished with Natural Structure, I am concerned that the amount of work preparing materials and presenting lessons will overwhelm parents with more than one or two children, especially if the age spread if significant. Perhaps a few families could work together preparing and sharing materials to make this more practical.