But this form of error arises from a defect of our qualities. Where many of us err is in leaning too much to our own understanding and our own efforts, and not trusting sufficiently to the dutiful impulse which will carry children through the work they are expected to do. The bearing-rein may not be used. In all matters physical exercise it is obvious to us that——do a thing a hundred times and it becomes easy, do a thing a thousand times and it becomes mechanical, as easy to do as not. But the child who grows up with no strong sense of authority behind what he does, who hears over and over again to 'be good,' is aware that he can choose good or evil, he can decide to obey or not, he can tell the truth or he can lie. Now, this pride of intellect also comes of the arrogance of man; not only in our age, which, I venture to think, is the very best age the world has ever seen, but in all time, it is our nature to lift up our heads and say, 'We are the people; before us there were none like unto us, neither shall there be any more after us. The sense of authority is the foundation of the parental relationship.
Meditation is also a habit to be acquired, or rather preserved, for we believe that children are born to meditate, as they are to reflect; indeed, the two are closely allied. One thesis, which is, perhaps, new, that Education is the Science of Relations, appears to me to solve the question of curricula, as showing that the object of education is to put a child in living touch as much as may be of the life of Nature and of thought. Herbert Spencer proclaims, as they did in France, the apotheosis of Reason. At the same time, that there should be at least half a dozen systems in the field, no one of them entirely satisfactory even to the persons who adopt it, shows that we, who practise education, should at any rate attempt to know what are the requirements of a sound system of psychology. The principles of authority on the one hand and obedience on the other, are natural, necessary and fundamental; but 4. This is its proper diet, with which it is prepared to deal, and which it can digest and assimilate as the body does foodstuffs. Is the distinction between being free to choose the right at one's own option, and not free to do the wrong, too subtle to be grasped, too elusive to be practical? It effaces that personality which the age tends to exalt and magnify, and to regard with tender interest, under even sordid conditions.
Let us next consider a few of the various phases of children's lives in which parents and teachers would do well to preserve an attitude of 'masterly inactivity. We are not responsible for the content or privacy practices of such other sites. All the same, it is questionable whether we are making heroes; and this was the object of physical culture among the early Greeks, anyway. Then the mother isn't constantly chasing them down with a barrage of commands and reminders. We set an enormous and, I think, an increasing value upon persons, simply, per se; and any system of psychology which is to appeal to us must bring the person to the fore.
Well, whoever was wrong would be the one corrected. His Capacities——That he is capable of many relations and consequently of many modes of action; that, given the due relations, his power of expansion in these relations appears to be, not illimitable, but, so far as we know, as yet unlimited. . Laurio The Charlotte Mason Series in Modern English Arranged Topically Masterly Inactivity Volume 1, Home Education, pg 4-5 Parents naturally stop doing every little thing for their child as they see that he can feed and dress himself, and they encourage him to do more for himself as he is able. How necessary then that a child should be instructed to understand the limitations of his own reason, so that he will not confound logical demonstration with eternal truth, and will know that the important thing to him is the ideas he permits himself to entertain, and not by any means the conclusions he draws from these ideas, because these latter are self-evolved. To secure that adaptation and the expansion and activity of the person, along the lines of the relations most proper to him, is the work of education; to be accomplished by the two factors of ideas and habits. It's one of those busy, fussy days that women tend to love.
Who gave thee this Authority? I posted a Charlotte Mason quote about climbing on that explains this! We all know how much personal initiative is valued and how much children love doing anything that they're allowed to do their own way. So far we are entirely with Herbart; we do not believe in the 'faculties'; therefore we do not believe in the 'development of the faculties therefore we do not regard lessons as instruments for this 'development': in fact, our whole method of procedure is altered. Our whole system of school policy is largely a system of prods. This conception is the working hypothesis which underlies all the physiological-psychology of recent years. But talks like these should have no obvious and immediate bearing on the weekly pocket-money; that should be spent as the children like, they having been instructed as to how they should like to spend it.
In reflecting we ruminate on what we have received. After this process, he was so changed that his family couldn't help noticing it. Let not the nervous, anxious, worried mother think this easy, happy relation with her children is for her. Our endeavours become fussy and restless. These students at School Field produced much of their own school magazine, too.
After six or seven weeks the townspeople decided to adopt him as the 'child of Nuremberg. Still, I said nothing, but just held her tight. But 'thou shalt' and 'thou shalt not' are to be eliminated from the vocabulary of parents. Description Download our free e-book, Masterly Inactivity with Charlotte Mason. Is Nature too sedulously assisted? The family principle is the point at which both the religious and educational life of a people centres, and about which it revolves. Her adroitness in getting over many a dangerous crisis has been much praised by historians; but, possibly, this saving grace was not adroitness so much as the tact born of qualities proper to all who are set in authority——the meekness of one who has been given an appointed work, the readiness to take counsel with herself and with others, the perception that she herself was not the be-all and the end-all of her functions as a queen, but that she existed for her people, and the quick and tender open-minded sympathy which enabled her to see their side of every question as well as her own——indeed, in preference to her own.
They had convictions, and they had the courage of their convictions. We desire an education that shall be assimilated; shall become part and parcel of the person; and the psychology which shall show us how to educate our children in this vital way will meet our demands. Adams There remain two possibilities for the soul: an effective vis inertiae and what Herbart describes as the power of reacting on an idea; that is to say, the soul itself is no longer quite as it was after it has thus reacted. No doubt the bodily fatigue which follows our more active exercises has something to say in the matter, but it is a grave question whether bodily exercises of any kind should be so frequent and so excessive as to leave us without mental and moral vigour in the intervals. This is why Charlotte Mason urges that the best books and resources be presented to the child, so that the authors can speak for themselves and so that children can make their own connections. We labour to produce a human being at his best physically, mentally, morally, and spiritually, with the enthusiasms of religion, of the good life, of nature, knowledge, art, and manual work; and we do not labour in the dark.
Meditation——I can mention only one more invaluable habit. But the mind is not a receptacle into which ideas must be dropped, each idea adding to an 'apperception mass' of its like, the theory upon which the Herbartian doctrine of interest rests. It isn't just that we're restraining ourselves from direct involvement, there's also a sense of our authority that our children need to be aware of whether we're giving them a command or not. But these are minor issues and should be left to chance. His Limitations——But that, deprived of any or all of the relations proper to him, a human being has no power of self-development in these directions; though he would appear not to lose any of his capacity for these relations. Parents knew that they must govern. Possibly he can obtain information and help from Pestalozzi, whose nature evinced such ideal tendencies.