Charlotte Masons Original Homeschooling Series Volume 6 - Towards A Philosophy of Education

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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 thinkers——Kant, Herbart, Lotze, Froebel——are 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.

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By one more character shall we be able to recognise this 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.

Not having received the tables of our law, 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.

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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. 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 of life as birth or growth, marriage or work; and it must leave the pupil attached to the world at many points of contact.

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.

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This book is not yet featured on Listopia. There are no discussion topics on this book yet. Charlotte Mason, a renowned British educator, lived during the turn of the 20th century. She turned the idea of education being something of utilitarian necessity into an approach based upon living ideas. She believed that education is "an atmosphere, a discipline, a life" and a "science of relations. Other books in the series.

Original Homeschooling 6 books. Books by Charlotte M.