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Charlotte Mason in Modern English
Charlotte Mason's ideas are too important not to be understood and implemented in the 21st century, but her Victorian style of writing sometimes prevents parents from attempting to read her books. This is an imperfect attempt to make Charlotte's words accessible to modern parents. You may read these, print them out, share them freely--but they are copyrighted to me, so please don't post or publish them without asking.
~L. N. Laurio
pg 257
Chapter 24 - Where Have We Come From? and
Where are we going?
2. Where are we going?
Physical
and Mental Evolutions
Biologists make the disordered chaos called evolution
sound very convincing to thinking people. It's almost impossible to
doubt that man is no more than a combination of chemical processes that
took long ages to develop, and what's even more bizarre, that each
individual
infant, from the moment of his conception until his birth, goes through
an incredible number of evolutionary stages in the process of his
development. This fact has made a great impression on people. We feel
like part of a grand process ourselves, and we also feel called on to
help the process, not so much for ourselves, but for the world within
our sphere of influence, and especially for any children we're
responsible for. But we've seen that there comes a point where we have
to stop and protest. Perhaps there's no scientific reason to doubt
evolution on the physical level, but that's not the case with the
spiritual/mental level. Evolution there is not only unproven, but the entire body of
evidence we have seems to prove the opposite.
pg 258
The
Greatness of Children
The age of materialism has gone as far as it can go. We know now that
matter is force, but it's force that's totally subject to something
else. The spirit of a person shapes and uses his own material matter
[his body] in his own ways for his own purposes. Who can tell the way
of the spirit? This may be the ultimate question for mankind, the one
that no amount of speculation can solve. When we consider the nearly
unlimited capacity for loving, trusting, discriminating, understanding,
perceiving and knowing that a child possesses in comparison to the
dulled sensitivities and slower understanding of grown-ups of similar
intelligence, we no longer think that spiritual life--the part of us
that loves, worships, reasons, thinks, learns, and applies
knowledge--always grows from less to more, or small to great. In fact,
it seems that God gives the Spirit in unmeasured amounts to every
child, according to his degree, like He did with the child Jesus.
Wisdom
Means Recognizing Relationships
It's interesting how the Bible is always way ahead of our most advanced
scientific thinking. The Bible says that Jesus 'grew in wisdom and
stature.' What kind of wisdom, or philosophy, does that refer to?
Doesn't it mean the ability to recognize relationships? The first thing
we have
to learn about is the relationships of time, space and matter. That was
the
kind of natural philosophy that made Solomon so wise. Then, slowly,
little by little, more and more, we learn the moral philosophy that
determines our proper relationships of love, justice and duty to
others. Later we might reflect on the profound and puzzling question of
the inter-relationship of our innermost being,
pg 259
which is mental philosophy. And in all of these and more, we begin to
understand, slowly and faintly, the highest relationship of all--our
relationship with God. This philosophy is called religion. What we call
wisdom includes this science of the relationships of things. Nobody is
born with wisdom, apparently not even Jesus Himself.
Wisdom
Increases, But Intelligence Doesn't
Jesus grew in wisdom--in the
sweet, gradual understanding of all the
relationships in life. But the ability to understand, and the strong,
subtle, discerning spirit that grasps and understands and puts all the
relationships that bind everything to each other to their proper
use--this wasn't rationed out to Him in a stingy amount. And we can
reverently believe that it's given to us just as generously.
Differences
in People
It's obvious that there are differences in people. How tall they are
varies, and even their intellectual and moral abilities are different.
It's good to recognize that these are differences in kind, not degree.
Because of the law of heredity, different people receive more of one
aspect and less of another so that mankind as a whole is balanced and
complete. This is a different concept than the idea that children have
only a small, feeble amount of heart and intellect until they reach the
strong, mature spiritual development that, according to scientific
evolutionist, distinguishes adult humans from young humans.
Ignorance
is not the Same as Impotence
These aren't just abstract principles that we can set aside as
irrelevant for any purpose except to give scholars something to debate.
These are practical and simple things that everyone who's trusted to
care for a child should consider.
pg 260
In fact, we're not fully realizing
children for what they are. We're under-estimating them. In the words
of Scripture, we're 'despising' them, even though we have the best
intentions in the world. The problem is, we confuse their
underdeveloped physical bodies and complete lack of knowledge about the
relationships of things with a lack of spiritual power. But it's more
likely that the intellect is never as sharp, the moral sensitivity is
never as strong, the spiritual perception is never as acute as it is in
those days of childhood--days that we regard with a patronizing, yet
kind smile.
All
Possibilities Are Present in a Child
A child is a complete person with all the possibilities within him,
present even at this very moment. They aren't educated into him after
years of effort by his teachers. But that doesn't mean that our method
of education minimizes the teacher's influence. In fact, it's an even
greater thing to direct and
use this wealth of spiritual power within the child than it is to
'develop the faculties.' I can't say urgently enough that, whether we
like it or not, our educational system will depend on the concept we
have of the nature of children. If we consider them like instruments
that are
suited and able to carry out God's divine purpose in the progress of
the world, then we'll try to discern the sign of the times, recognize
which direction we're being led in, and prepare children to carry
forward the world's work by giving them inspiring ideas that relate to
at least some aspect of that work.
We
Live for the Advancement of the Race
Now that we've settled once and for all that both adults and children
live to advance the race, that our work is directly involved with them,
and, through them, our work touches everyone, and that children are
perfectly suited to receive the ideas and concepts that are the
inspiration
pg 261
of life, then our next step needs to be considering in which direction
we should try to set up spiritual/mental activity in the children.
'From
Where?' Concerns the Child's Ability; 'To Where?' Concerns Current
Thought
In the last chapter, we tried to establish our question of 'Where have
we come from?' in the ability of the child. Now we'll try to look for
our new question, 'Where are we going?' in current living thought,
which probably indicates which direction the human race is heading.
When we examine current thought, what do we find? We find that people
everywhere are fascinated by science. The whole world is watching and
waiting for great new discoveries. We're watching and waiting, too, and
we believe what Coleridge said so long ago, that great concepts of
Nature are delivered to minds that were prepared for them by a power
even greater than Nature herself.
Everyone
is Interested in Science
At one of the previous meetings of the British Association, the
President of the Association lamented that scientific progress is
hindered because we no longer have field naturalists closely observing
Nature as she is. A literary magazine printed an unfortunate comment in
response. The writer said that everything is written in books, so we
don't need to go to Nature herself anymore! But the knowledge we get
about Nature from books isn't real knowledge. Let's make a passion for
Nature our first priority. Intimate familiarity with every natural
object he can reach is the first part of every child's education, and
very possibly the best part.
He benefits personally because, all his life, he'll be soothed by
'The living balm,
The silence and calm
Of quiet, non-living things.'
pg 262
Children
Should Be Trained to Observe
And, when it comes to science, he'll be in a position to do the very
thing that's needed most. He'll be a close, loving, first-hand observer
of Nature. He'll be storing up knowledge, and free from greedily
hoarding lists of facts.
A New
Concept of Art, Because Great Ideas Demand Great Art
We think we can discern the sign of the times when we look out at the
world of Art. Some of us are beginning to understand the lesson that a
great prophet tried to teach us in this or the last generation. We're
beginning to realize that highly crafted technical skill, no matter how
perfect, whether it's getting the right shade of skin tone in a
painting, the correct proportions in a statue, or a complicated and
difficult musical arrangement, isn't necessarily High Art. We're
beginning to realize that Art is only as great as the idea it
expresses. The technical skill in rendering should be adequate enough
to express the
idea. But what do these lofty themes have to do with
raising children? Everything. First of all, we shouldn't allow any psuedo art in the same house as our
child. Then, we should analyze our own simple tastes and opinions,
keeping in mind that our children absorb our thoughts whether we're
conscious of it or not. And last, we need to inspire our children with
the great ideas that will create a demand for great Art.
Children
Should Learn to Care About Books
In literature, we have definite goals in mind, both for our children,
and, through them, for the whole world. We want children to grow up and
find joy and refreshment in the taste and flavor of a book. When
pg 263
we say book, we don't mean
any printed text with a binding. We mean a work that possesses certain
literary qualities that can bring the kind of sensible joy to a reader
that comes from a literary word fitly spoken. It's a sad fact that
we're losing our sense of joy in the written word. We're in such a
hurry to collect facts or hear the latest theory that we don't stop to
linger over the way a thought is put into words. But this is a mistake,
because words have power to delight and inspire us. If we weren't so
blind, we would have discovered a truth a long time ago that the Bible
clearly indicates: once something is said in the most perfectly
appropriate way, it can never be said again. It becomes a living power
in the world forever after. But in literature, the same as art,
it takes more than mere form and technique. Great ideas are brooding
over the chaos in our minds, and the one who can put the vague idea
we're all thinking into words, will seem like a teacher sent to us from
God.
Children
Must be Nurtured On the Best
What about children? They should grow up with the best. There should
never be a time in their lives when they're allowed to read or listen
to twaddle or reading-made-easy. There's no time when they aren't equal
to worthy thoughts put into well-said words, or well-told inspiring
stories. If William Blake's Songs of
Innocence sets the standard for their poetry, and Daniel DeFoe
and Robert Louis Stevenson set the standard in prose, then we'll
train a generation of readers who will demand true literature--meaning inspiring ideas
and pictures of life expressed suitably and beautifully. Maybe a form
letter requesting that children not be given books as gifts in a
particular family would help [in
maintaining control of book selections for the children's library.]
pg 264
The
Solidarity of the Race
One more point. In all directions, there's an effort to reach out after
the concept that's called 'solidarity of the race.' We've probably
never felt as much of a bond with all people everywhere as we do now.
Everything that's human is valuable to us. We feel that the past
belongs to us in our own times, and we linger tenderly over evidences
that give us insight into the personalities of people who lived long
ago. An American poet expresses this sentiment with the intensity
that's typical of westerners, yet he isn't exaggerating when he writes
that he's the soldier who was
wounded in battle, he's the
galley slave, he's the hero
who has come to the rescue, every pulse of a human heart is his pulse, every fall is his fall, and every moral victory
is his triumph. I remember
when the concept of the common sisterhood of women came to life for me
in a way that I've never forgotten. I was driving from station to
station in London as a girl when I saw a drunken woman being carried on
a door. The shock of pain that I felt and the very real tears from just
seeing the woman told me that the woman wasn't just a detached person
outside of me. In some mysterious way, she was a part of me, part of my
very self. This was a new perception for me, and one I never lost sight
of. These kinds of shocks of realization probably happen to most of us,
and when they come to the great-hearted people of the world, that's
when we end up with Elizabeth Fryes, William Wilberforces, and Florence
Nightingales. Compassionate deeds have been done throughout the
Christian era, and, in fact, throughout all times and places where
humans have been allowed the freedom to listen to their hearts. But
having pity on someone else isn't the same as having an awareness, even
it's only a dim awareness, that our fellow man is completely bound up
with ourselves. Feeling compassion for someone else and feeling that
connection of one-ness with the human race are two different things.
We're bold
enough to believe that this feeling of connectedness is where
pg 265
the education of mankind, under God's direction, has come in our day.
In previous times, people did good because they loved God or wanted to
save their own souls. They did the right thing because it was in their
best interest to be fair and just in their dealings. But nowadays, the
motives that inspire us in our relationships with one another are more
intimate, more tender, more vague and compel us more strongly. We have
no way of knowing what the issues will be when we figure out how to get
around this new awareness to avoid our responsibilities to others, but
we hope it's a sign that the Kingdom of God is coming upon us.
Children
Should be Raised to Live for All People
If we reverently consider these
signs of the times, how should we bring up children accordingly? A
child's tender sympathy should be allowed to flow in kind, helpful ways
towards all life that touches his own life in any way. One
five-year-old girl I knew came home from a walk obviously upset.
'What's the matter, H--?' she was asked. She said quickly, 'Nothing' in
a non-communicative way, and her family couldn't get anything else out
of her for quite a few minutes. Finally, a hug reduced her to tears,
and in a flood of compassion, she burst out amidst sobs, 'A poor man,
no home, no food, no bed to sleep in!' Even as young as she was, the
common life of humanity had come upon her as a revelation. She felt
like she was one with the beggar, and she suffered with him. Of course,
children need to be shielded from intense suffering, but it's wrong of
a parent or caregiver to shield a child by systematically hardening the
child's heart. This little girl was able to find some relief by
helping, and therefore the pain of her sympathy was softened.
pg 266
Children
Shouldn't Hear About Impostors
No matter what our opinion is of the world and of human nature, we need
to be careful not to let children hear about impostors [those who pretend to be needy to get a
free ride] until they're old
enough to understand that if a person is an impostor, that only makes
him someone to pity all the more. It takes more wisdom to help such a
person because the goal isn't to bring him relief by providing
resources, but to reform him.
Serving
is a Promotion
Children are as vulnerable to vanity as they are to any other evil
disposition that humans fall to. They need to learn to give and help
without any smug concept that giving and helping makes them good. It's
very easy to keep them in the right attitude, since that frame of mind
comes naturally to children--the attitude that serving is like a
promotion since we don't have any personal claim to be in a position to
bestow benefits on others. The child's range of sympathy needs to be
broadened. He needs to have love for people far away, near, rich, and
poor. He should be equally touched whether the problem is overseas, or
at home, and he should always provide some kind of help at real cost to himself. When he's
old enough, he should read about real needs from the newspaper.
No
Considerations of Expediency
Children should learn, for instance, that atrocities in Armenia are the
real reason that British people are having trouble in their families [because England didn't step in to stop the
Armenian Genocide of 1915-17]. There are cases of abstract right
and wrong for nations as well as individuals, and they don't make
allowances for what's most practical or convenient. Helping our
neighbor when he's in mortal distress is one of those cases. Anyone who
is suffering at the hands of a cruel oppressor is our neighbor, whether
it's a person or a nation. Let's not bring up our children in
pg 267
glass houses because we fear that the ravages of pity will be too much
strain on their tender hearts. Let them know about any distress that
they would naturally know about, and let them ease their sympathy by
doing something helpful to relieve some of the suffering that they're
upset about. Children weren't given to us with unlimited potential for
love and compassion so that we could choke up their wellsprings of pity
and train them to harden their hearts. No, it's our mission to prepare
these little ministers of grace for the wider, fuller revelation of
God's Kingdom that is coming upon us.
Paraphrased by L. N. Laurio
Please direct any comments or questions to me by emailing me at cmseries-owner at yahoogroups dot com.
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