Children are Born Persons

A Philosophy of Education ~ Chapter 2

Children are Born Persons

“His mind is the instrument of his education and his education does not produce his mind.”  Pg 36

From birth and through the ages counted in months, a child devotes himself to learning by touching, pulling, tearing, throwing, and tasting. He will explore until he knows and then he will go on to something new. He reasons with his unending questions of “Why?”  He has imagination and the knowledge of the difference between right and wrong.

At school-age, “A child comes into their hands with a mind of amazing potentialities.”  Play, environment and motion are all good in education, but ideas are what connect the minds.

“Education, like faith, is the evidence of things not seen.” Pg 39

An idea is born of the spirit and desires to be explored and confirmed. The mind, like the body, begins with the business to grow. The body grows on food and the mind grows on ideas, appearing in stages of life. An idea is presented; we take it in, accept it, and for days after the idea will present itself in various ways, through what we read, people we talk to, and things we will see. This is how adults process ideas and children are no less. Therefore, as educators, it is our business to present the great ideas of life, clothed with facts but released to the child to do with as he chooses, for he knows what to do.

“History must afford it’s pageants, science it’s wonders, literature it’s intimacies, philosophy it’s speculations, religion it’s assurances to every man, and his education must have prepared him for wanderings in these realms of gold.” Pg 43

Every one of these subjects has a purpose, a value to the student.  A good education is broad to touch on many subjects and also equips a child for their exploration of them.

But what of motivation? Can we trust children to seek knowledge on their own accord?  Children hunger for knowledge, not information. The constant barrage of questioning only interrupts a child’s train of thought as they process ideas. It is not the requirement of a teacher to manipulate and control stimulation and attention from the student. If we understand the capacity and requirements of a child’s mind, these things come quite naturally.  They are due the dignity we give ourselves and those around us; children are born persons.

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Self Education

Philosophy of Education ~ Chapter 1

Self Education

“A person is not built up from without but from within, that is, he is living, and all external education appliances and activities which are intended to mold his character are decorative and not vital.” Pg 23

 Charlotte Mason had a respect for people that is unprecedented in most educational methods I’m aware of. She insisted that children were not gardens and we, the educators, not the gardeners. How brazen we are to assume we have that level of power and influence over another human being that we can manipulate and form them to our liking.  Education comes from within.

“Life is sustained on that which is taken in by the organism, not by that which is applied from without.”   Pg 24.

We cannot impose our will on another to any level of success more than their willingness to submit to it. Let us consider individuality, personality and independence; hallmarks of our Creator’s fingerprints; To disregard these, is a dishonor.

 Education comes from within. As the body is sustained by food, care and exercise, the mind is sustained upon ideas. Many are out there to be conceived and pondered but let us consider the ideas that influence character and conduct. Charlotte Mason believed these passed from mind to mind and outside educational efforts could not influence them.

 “We feed upon the thoughts of the mind; and thought applied to thought generates thought and we become more thoughtful.” Pg 26.

Just as no one teaches us how to digest food, but that we are born with the ability and desire, so our minds are born with the ability to reason, compare, and imagine and the drive to do it comes from within.

Education comes from within. It is a matter of the spirit; it is and can only be self-education. Our business then becomes to provide these ideas in quality and quantity through books and many of them. The information (facts) from these books hang on a principal, inspired by an idea, and remembered because of the created relationship.

Education comes from within. What are the advantages to this theory? Self-education fits all ages and all levels of aptitude. It secures interest and attention without effort from the teacher. Children learn to express themselves well and develop excellent vocabulary. Parents remain invested in the education. Children delight in books and grow a love for knowledge.  This desire to know is to be differentiated from a student motivated by good marks but failed to consider self-application to the information.

 “I am. I can. I ought. I will.”  Pg 29.

This communicates the power that belongs to the person. We would do right to remember this and respect it if we should hope to encourage a desire to learn for a lifetime in others. That desire is already there but needs to be protected from being extinguished by our own poorly directed intentions.  Education comes from within. 

“The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer their instrument of forcible intellectual feeding.”  Pg 32