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The CARDEN METHOD®: A Progressive Education


The CARDEN METHOD® offers a full liberal arts education that concerns itself with the development of the whole child. It is highly individualized in approach, meeting the needs of particular learning styles. Our academic program is a sound education method that gives children continuity from grade to grade as each succeeding grade level builds on the foundation placed during the previous year.

Teachers receive instruction in Carden educational philosophy and teaching techniques developed in the classroom by our founder, Mae Carden. Our teachers are required to attend regularly scheduled educational programs to maintain and advance the professional quality of the teaching of the CARDEN METHOD®.

How the Carden Curriculum Works

The Carden Curriculum emphasizes the interrelationship of the content of subjects presented to the students. Comprehension is assured through unification of the language arts, namely reading, spelling, speaking, listening, composition, and paragraph analysis. Comprehension develops rhythm in speech and reading. The mental image is awakened.

What to Expect from Carden’s Classroom Environment

The Carden classroom maintains a cheery, calm atmosphere in which the student develops powers of concentration and works in a relaxed manner. Students are spared the tension of competition. Competition is not a part of the learning experience. Pressure and rivalry are avoided as Carden appreciates every individual.

Children in a Carden academic program are taught with adequate individual help so that any difficulties in understanding a child may have acquired can be overcome. The teacher who properly applies Carden teaching techniques is equipped to analyze and correct difficulties as they arise. Thus each child can be assured a thorough knowledge of the elementary subjects. The child who learns quickly will proceed at his own rate of speed, but the child who develops more slowly will move forward with a complete understanding of basic knowledge instead of being forced to struggle along with only half of this required information. A child may learn slowly, but he or she need not know failure.