The way of the will. Children should be taught (a) to distinguish between 'i want' and 'i will.' (b) That the way to will effectively is to turn our thoughts vol 1 pg 8 from that which we desire but do not will. (c) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. (d) That, after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as diversion, whose office is to ease us for a time from will effort, that we may 'will' again with added power. The use of suggestioneven self suggestionas an aid to the will, is to be deprecated, as tending to stultify and stereotype character.
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But the mind is not a receptacle into which ideas must student be dropped, each idea adding to an 'apperception mass' of its like, the theory upon which the herbartian doctrine of interest rests. On the contrary, a child's mind is no mere sac to hold ideas; but is rather, if the figure may be allowed, a spiritual organism, with an appetite for all knowledge. This is its proper diet, with which it is prepared to deal, and which it can digest and assimilate as the body does foodstuffs. This difference is not a verbal quibble. The herbartian doctrine lays the stress of educationthe preparation of knowledge in enticing morsels, presented in due orderupon the teacher. Children vol 1 pg 7 taught upon this principle are in danger of receiving much teaching with little knowledge; and the teacher's axiom is, 'what a child learns matters less than how he learns.'. But, believing that the normal child has powers of mind that fit him to deal with all knowledge proper to him, we must give him a full and generous curriculum; taking care, only, that the knowledge offered to him is vitalthat is, the facts are. Out of this conception comes the principle that,. Education is the Science of Relations; that is, that a child has natural relations with a vast number of things and thoughts: so we must train him upon physical exercises, nature, handicrafts, science and art, and upon many living books ; for we know that. There are also two secrets of moral and intellectual self management which should be offered to children; these we may call the way of the will and the way of the reason.
These principles are limited by the respect due to letter the personality of children, which must not be encroached upon, whether by fear or love, suggestion or influence, or undue play upon any one natural desire. Therefore we are limited to three educational instrumentsthe atmosphere of environment, the discipline of habit, and the presentation of living ideas. By the saying, Education is an atmosphere, it is not meant that a child should be isolated in what may be called a 'child environment vol 1 pg 6 especially adapted and prepared; but that we should take into account the educational value of his. It stultifies a child to bring down his world to a 'child's' level. By education is a discipline, is meant the discipline of habits formed definitely and thoughtfully, whether habits of mind or body. Physiologists tell us of the adaptation of brain structure to habitual lines of thought. In the saying that Education is a life, the need of intellectual and moral as well as of physical sustenance is implied. The mind feeds on ideas, and therefore children should have a generous curriculum.
It is, however, with sincere diffidence that i venture to offer the table results of this long labour; because i know that in this field there are many labourers far more able and expert than Ithe angels who fear to tread, so precarious is the footing! But, dom if only pour encourager les autres, i append a short synopsis of education theory advanced vol 1 pg 5 in the volumes of the home Education Series. The treatment is not methodic, but incidental; here a little, there a little, as seemed to me most likely to meet the occasions of parents and teachers. I should add that in the course of a number of years the various essays have been prepared for the use of the parents National Education Union in the hope that that Society might witness for a more or less coherent body of educational thought. "The consequence of truth is great; therefore the judgment of it must not be negligent."Whichcote. Children are born persons. They are not born either good or bad, but with possibilities for either good or evil. The principles of authority on the one hand and obedience on the other, are natural, necessary and fundamental; but.
Such a theory of education, which need not be careful to call itself a system of psychology, must be in harmony with the thought movements of the age; must regard education, not as a shut off compartment, but as being as much a part. It is true that educationalists are already eager to establish such contact in several directions, but their efforts rest upon an axiom here and an idea there, and there is no broad unifying basis of thought to support the whole. Fools rush in where angels fear to tread; and the hope that there may be tentative efforts towards a philosophy of education, and that all of them will bring us nearer to the magnum opus, encourages me to launch one such attempt. The central thought, or rather body of thought, upon vol 1 pg 4 which I found, is the somewhat obvious fact that the child is a person with all the possibilities and powers included in personality. Some of the members which develop from this nucleus have been exploited from time to time by educational thinkers, and exist vaguely in the general common sense, a notion here, another there. 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. Add to this one or two keys to self knowledge, and the educated youth goes forth with some idea of self management, with some pursuits, and many vital interests. My excuse for venturing to offer a solution, however tentative and passing, to the problem of education is twofold. For between thirty and forty years I have laboured without pause to establish a working and philosophic theory of education; and in the next place, each article of the educational faith i offer has been arrived at by inductive processes; and has, i think, been.
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We know that it is pervasive; there is no part of a child's home life or school work which the plan law does not penetrate. It is illuminating, too, showing the value, or lack of value, of a thousand systems and expedients. It is not only a light, but a measure, providing a standard whereby all things, small and great, belonging to educational work must be tested. The law is liberal, taking in whatsoever things are true, honest, and of good report, and offering no limitation or hindrance save where excess should injure. And the path indicated by the law is continuous and progressive, with no transition stage from the cradle to the grave, except that maturity takes up the regular self direction to which immaturity has been trained. We shall doubtless find, when we apprehend the law, that certain German thinkersKant, herbart, lotze, froebelare justified; that, as they say, it is necessary to believe in God; that, therefore, the knowledge of God is the principal knowledge, and the chief end of education. By one more character shall we be able to recognise this writing perfect law of educational liberty when it shall be made evident.
It has been said that 'The best idea which we can form of absolute truth is that it is viable to meet every condition by which it can be tested.' This we shall expect of our lawthat it shall meet every test of experiment and. Not having received the tables of our law, vol 1 pg 3 we fall back upon Froebel or upon Herbart; or, if we belong to another School, upon Locke or Spencer; but we are not satisfied. A discontent, is it a divine discontent? Is upon us; and assuredly we should hail a workable, effectual philosophy of education as a deliverance from much perplexity. Before this great deliverance comes to us it is probable that many tentative efforts will be put forth, having more or less of the characters of a philosophy; notably, having a central idea, a body of thought with various members working in vital harmony.
The first reading Lesson. Reading by sight And sound vii. Reading For Older Children. The Art Of Narrating. Spelling And Dictation xiii. Pictorial Art Part vi the willThe conscienceThe divine life In The Child.
The divine life In The Child Appendix This annotated version of the Charlotte mason Series is copyrighted to blesideonline. Org vol 1 pg 1 Preface to the home Education Series The educational outlook is rather misty and depressing both at home and abroad. That science should be a staple of education, that the teaching of Latin, of modern languages, of mathematics, must be reformed, that nature and handicrafts should be pressed into service for the training of the eye and hand, that boys and girls must learn. But we have no unifying principle, no definite aim; in fact, no philosophy of education. As a stream can rise no higher than its source, so it is probable that no educational effort can rise above the whole scheme of thought which gives it birth; and perhaps this is the reason of all the fallings from us, vanishings, failures, and. Those of us, who have spent many years in pursuing the benign and elusive vision of Education, perceive vol 1 pg 2 her approaches are regulated by a law, and that this law has yet to be evoked. We can discern its outlines, but no more.
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The habit Of Thinking. The habit Of Imagining. The habit Of Remembering. The habit Of Perfect Execution vii. Some moral HabitsObedience viii. Part v lessons As Instruments Of Education. The matter And Method Of Lessons. The kindergarten As a place Of Education iii. Further Consideration Of The kindergarten.
Habit may supplant 'nature. The growing laying Down Of Lines Of Habit. The Physiology Of Habit, vii. The forming Of a habit'Shut The door After you'. Physical Exercises, part iv some habits Of Mind - some moral Habits. The habit Of Attention. The habits Of Application, Etc.
iii 'habit Is Ten Natures'. Education Based Upon Natural Law. The Children have no self-Compelling Power.
Offending The Children,. Hindering The Children,. Conditions Of healthy Brain-Activity, vii. 'The thesis reign Of Law' In Education. Part ii out-Of-door Life for The Children. A growing Time,. Flowers And Trees,.
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Org" Charlotte mason Homeschool Series, paper amblesideonline, cm series home, concise summaries. Modern, english paraphrase, this edition of the Charlotte mason Series, typed by AmblesideOnline volunteers, is copyrighted to AmblesideOnline, and may not be published or re-posted elsewhere. Please refer to our. License for more information. Home Education, volume 1 of the Charlotte mason Series. Preface, part 1 Some Preliminary considerations,. A method Of Education. The Child's Estate, iii.