Charlotte Mason Principles –The Science of Relations
We, believing that the normal child has powers of mind which fit him to deal with all knowledge proper to him, give him a full and generous curriculum, taking care only that all knowledge offered to him is vital, that is, that facts are not presented without their informing ideas. Out of this conception comes our principle that:––
“Education is the Science of Relations’; that is, a child has natural relations with a vast number of things and thoughts: so we train him upon physical exercises, nature lore, handicrafts, science and art, and upon many living books, for we know that our business is not to teach him all about anything, but to help him to make valid as many as may be of––
“Those first-born affinities
That fit our new existence to existing things.”
I suppose another way of putting this principle would be to say give children a holistic education. Help them to see how it is all connected. Teach them more than they need in practice. She says do not teach from a utilitarian point of view. One where children only learn the skills they need for useful employment but give them a rich and generous curriculum. Do not neglect the study of God Almighty, poetry, art , literature and science. Teach their mind and hands with excellent ideas.
Our part it seems to me is to give a child a vital hold upon as many as possible of those wide relationships proper to him. Shelley offers us the key to education when he speaks of “understanding that grows bright gazing on many truths.”
This is the last of my Charlotte Mason’s principles series. I have come to end of the philosophical chapters and the last part of the book is more about curriculum. I have found that the more I read Charlotte Mason’s book, the more my respect and admiration has grown for her.
I am becoming a better teacher of my children, for I understand better the power of my role, and disciplining myself to wield it better. I also trust my children more in their learning and helping them understand that it is their responsibility to learn, not my responsibility to force it in. When they say that they don’t know their times table for example, I say well it’s your responsibility to learn it. You have to commit it to memory. You must try to memorize it. I am no longer accepting, it’s my fault , as they would like to lay the blame. I facilitate the opportunity for them to learn but they need to care about learning it.
Whilst some of Charlotte Mason’s thoughts are specific for her time, many of her ideas have enduring truths that have given me much food for thought. I have only read her other five volumes in patches and for the moment I am content with that but I have been greatly enriched in my thinking whilst doing this series. I encourage you if you are looking for some chunks of wisdom on how to teach do not pass Charlotte Mason’s Volume six by.
Hi Michelle,
I still have not read very much at all, but glad that you suggested Vol 6. Charlotte had such insight for her time, and I have gleaned a little insight when I was going through phonics and realized this wasn't how Carter was learning to read or write and that's ok (according to CM).I think helping them understand it's their responsibilty to learn something is great and ultimately effective.Thanks for your thoughts on CM Principles. Even though this is the end of your series I look forward to reading about your journey homeschooling. See you at the end of July, can't wait!
Michelle,
thanks for your thoughts and insites. It has been enjoyable, leanne