For the Children's Sake E-Book

Susan Schaeffer Macaulay

• Herausgeber: Crossway
• Kategorie: Religion und Spiritualität
• Sprache: Englisch

Seitenzahl: 279

Veröffentlichungsjahr: 2022

Beschreibung

An Effective, Holistic Guide for Teaching Children in Any Educational Setting Every parent and teacher wants to give his or her children the best education possible. They hope that the teaching they provide is a joyful adventure, a celebration of life, and preparation for living. But sadly, most education today falls short of this goal. For the Children's Sake imagines what education can be based on a Christian understanding of the meaning of life and what it means to be human—a child, a parent, a teacher. The central ideas have been proven over many years and in almost every kind of educational situation, including ideas that author Susan Schaeffer Macaulay and her husband, Ranald, have implemented in their own family and school experience. Includes a foreword by daughter and educator Fiona Fletcher. - Simple and Practical: This user-friendly guide helps educators build a stable, enriching, and intellectually stimulating environment for children and also includes a list of additional resources  - Immersive Teaching: Shows parents and teachers how children's learning experiences can be extended to every aspect of life - Proven Methodology: Used in school settings for 14 years, these easily applicable ideas will benefit parents and teachers in homeschooling, public school, or private school

Leseprobe

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For the Children’s Sake

For the Children’s Sake

Foundations of Education for Home and School

Susan Schaeffer Macaulay

Foreword by Fiona Macaulay-Fletcher

For the Children’s Sake

Copyright © 1984, 2022 by Susan Schaeffer Macaulay

Published by Crossway1300 Crescent StreetWheaton, Illinois 60187

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopy, recording, or otherwise, without the prior permission of the publisher, except as provided for by USA copyright law. Crossway® is a registered trademark in the United States of America.

Published in association with the Child Light Limited. For more information concerning the educational resources of Child Light, see page 199.

The publisher wishes to thank the World Education Service (WES) for giving permission to quote from Charlotte Mason’s books. WES continues the work Charlotte Mason founded in 1887. In fact, PNEU (Parents’ National Education Union) remains the official title of the organization as an educational charity and as a company limited by guarantee. It provides a range of services which are largely used by English-speaking expatriates living outside the United Kingdom. Its long established and widely respected Home School Service (endorsed by the Department of Education and Science, London) enables parents to educate their own children. WES also helps to set up and run British-style schools overseas, as well as providing related services. Its address is: World Education Service, Waverley House, Penton, Carlisle, Cumbria, England, CA6 5QU.

Cover design: Josh Dennis

Cover image: Laughing Elephant, The Stapleton Collection/Bridgeman Images

Reprinted with new cover 2009

Second edition printed 2022

Printed in the United States of America

Unless otherwise indicated, Scripture quotations are taken from the Holy Bible, New International Version®. NIV®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan. All rights reserved worldwide.

Scripture quotations marked KJV are from the King James Version of the Bible. Public domain.

All emphases in Scripture quotations have been added by the author.

Trade paperback ISBN: 978-1-4335-8000-0 ePub ISBN: 978-1-4335-8003-1 PDF ISBN: 978-1-4335-8001-7 Mobipocket ISBN: 978-1-4335-8002-4

Library of Congress Catalog Card Number 83-72043

Crossway is a publishing ministry of Good News Publishers.

2022-04-04 10:16:14 AM

This book is dedicated with love to

Ranald, Margaret, Kirsteen, Fiona, and Ranald John.

Each, a friend, a joy:

Together, one family.

With thanks to our Lord who makes abundant life possible.

Contents

Foreword

Acknowledgments

Introduction

1  What Is Education?

2  “Children Are Born Persons”

3  Authority and Freedom

4  A New Perspective

5  Education: A Science of Relationships

6  The Way of the Will, Reason, and the Unity of the Whole

Notes

Resource List

About Child Light Limited

Index

Foreword

What is it about For the Children’s Sake that has continued to make it such a firm favorite? It was written by my mother in 1983, when I was thirteen, and it has remained in print ever since. First and foremost, it has inspired its readers and helped them discover the depth and richness of Charlotte Mason’s philosophy of education. Many were disillusioned by utilitarian and reductionist approaches, and they were hungry for something more holistic. For the Children’s Sake provided the inspiration and direction they needed. They began to appreciate Charlotte Mason’s focus not so much on the acquisition of skills and facts but upon cultivating the “life of the mind.” In turn, my mother’s book prompted the republication of Charlotte Mason’s six volumes (including A Philosophy of Education); many were inspired to start homeschooling their children; some founded new schools; a vast array of educational resources was spawned; and Charlotte Mason conferences were held. Unwittingly, my mother initiated a new educational movement—the last thing she expected.

Her first contact with Charlotte Mason’s writings came when I was just a toddler. My two older sisters had started at the PNEU School in Compton, Sussex. For them and for her, it was like coming home: the threads of her own childhood, nurtured in a rich home environment, came together in this coherent and satisfying philosophy. It echoed all that had been modeled for her by her parents: a love of the arts, a love of music and nature, a love of books; all involving the sharing of ideas and held together within a Christian framework and enriched by lots of discussion. It simply made sense to her from what she knew was rich about life and true of children.

Charlotte Mason’s first principle is that “the child is a person”—to which the response might be, “Well, of course: isn’t that obvious?” Actually, this seems far from obvious, and many educational practices and children’s toys and merchandise make this only too apparent. They speak down to the child. In the subject of history, for example, when five- or six-year-olds have the capacity and hunger for real history, they might be patronized in a typical school in the UK with topics such as “Toys Past and Present.” In a similar way, gimmicky “kids” programs and toys so often fail to satisfy. They lack the ingredients that are necessary for a child’s proper growth, that is, for the feeding of the mind and fostering of the imagination. Far from respecting children the gimmicks end up limiting them. As persons, they deserve more.

In practice though, does her methodology really work in the twenty-first century? Within a modern-day approach to teaching, do things like narration and living books, or her theory of education as the science of relations, still have relevance? Charlotte Mason saw that they worked. She saw, too, the central importance of cultivating intrinsic motivation: the joy of learning and doing one’s best is itself the reward. As an educator I have seen these simple but hugely powerful methodologies, along with their undergirding philosophy, work over the last fourteen years in a school we founded on Charlotte Mason’s principles. We have seen that pupils—whose foundations have been deeply laid on “books and things,” using narration to lock their knowledge in place, and who learn not for marks and prizes but because learning is its own reward—are set up to flourish as lifelong learners. Our modern distracted, driven, and anxious children need this inheritance more than ever.

Why has For the Children’s Sake resonated with so many people over so many years? To me the answer is straightforward: I can’t count how many people I have met, both parents and educators, who say it simply “makes sense” of what they know to be true of the child and education. It goes with the grain of who we are. This is why we can be confident that Charlotte Mason’s educational vision will stand the test of time.

Fiona Macaulay-Fletcher

2021

Acknowledgments

This is a book that was lived first, however poorly, and then written. It’s really Ranald’s book; he often urged me to get on with the job of writing the ideas down. So thank you, Ranald; without you there really wouldn’t have been a book to share! Thanks also to our children: Margaret, Kirsteen, Fiona, and Ranald John. You constantly teach me new lessons, open up new ideas. Thanks also to the other children who have inspired these pages, especially Jeremy, Stephen, and Peter Boddington; Christopher, Timmy, and Benjamin Keyes; Peter, Paul, and Philip Barrs; Johanna, Matthew, Rebecca, and Triana Winter; and Andrew, Joanne, and Fiona Seagren.

I also thank the many who discussed ideas about children, education, and life over the last years. Thanks to people who have already tried out aspects of this work in inner-city schools and camps. Thank you, Olive Norton, for introducing us to Charlotte Mason in the first place. Thank you, L’Abri workers, who allowed me time and gave support.

The advice, encouragement, and practical help of Jerry Nims, Franky Schaeffer, and Joan Molyneux are appreciated. Thank you.

Ideas aren’t any use without the practical backup! Thank you, Christine Purvis and Pam Hendry, for typing; David Porter for editing; Ray Cioni for a delightful cover design; and Lane Dennis for publishing!

A very special thank you to my parents, Francis and Edith Schaeffer. You gave me much of this child-life, and this book grew from the life you nurtured. Your work forms the basis of these considerations. Your combined books are surely the base of this philosophy and practice of education. Your great love and concern for children and young people encouraged us to try to be of some practical help to others. Thank you for your interest, love, suggestions, and prayers that supported us throughout.

Introduction

I’d like to explain a couple of things to you before you start this book.

When I began writing it, I used the phrase “he or she” when talking about people in general. I did so because I wanted to make it clear that boys and girls and men and women are included when we talk about persons.

Unfortunately, it became very awkward when spelled out each time, and it might well have become a real hindrance to readers. So in later drafts I reluctantly went back to the old-fashioned “he,” intending it to mean “he or she” just as “man” conventionally means “man and woman.”

I do hope that this compromise doesn’t give offense to any reader. It’s a question of simplifying language, not of devaluing my own sex. I’m not giving male children a higher status than female, nor male adults a higher status than females. I believe that all are of equal value, and I believe that this is the Bible’s teaching.

Another point I would like to make is that this book takes the accuracy of the Christian worldview for granted, without first making out a case for it being true.

Now, my reason for believing that the Bible is true is not simply because I’ve been a Christian since childhood. Quite the contrary. It’s very important to me that there are reasons why the Judeo-Christian faith can be seen to be actually true. It’s just that this is not the book in which to explain those reasons.

I’m starting from the time when, as ordinary parents, my husband Ranald and I tried to find a practical educational philosophy. For us, this had to relate to the truth of Christianity. However, you’ll find lots of ideas that are often put into practice by many thoughtful non-Christians! Of course, if we stumble upon things that are really right, we’ll not be the only ones who will have noticed them. Good and true ideas keep cropping up in different contexts. If you aren’t a Christian, you’ll still be fascinated by this human, balanced, practical view of what education and life is all about.

One last consideration. This book devotes quite a lot of space to the work of Charlotte Mason, an educationalist who lived some time ago. Many of the books and materials she worked with will seem very old-fashioned today. It may be that, either from the extracts quoted herein or from an examination of the materials themselves in your local library or bookshop, you will decide that your twentieth-century children will never want to read them. That may be true (and it may be equally true that once they have been encouraged to really read, they will find many new friends on Charlotte Mason’s bookshelf). But please, don’t throw out the ideas along with the materials. This book can be applied to people’s lives anywhere, at any time. It is not a specific guide to one particular plan. There are many books in print today which Charlotte Mason would certainly have enjoyed using. Education is an adventure that has to do with central themes, not the particular packages a given generation puts them into. It’s about people, children, life, reality!

1

What Is Education?

Our first child was growing up in London, and as school age approached we began the search for education. As young parents we wanted the best for our curly-headed toddler. But what was the best?

We visited schools and imagined our daughter living out her child life in them. We reacted instinctively. It couldn’t be the school where the desks were so crowded that an adult couldn’t walk through the room. And would we be satisfied with the school where a teacher had told a friend that it was so noisy she didn’t try to teach reading? We were further discouraged when this same lady later said, “I can’t remember the children’s names. Who is Ruth?”

Could we imagine our creative, singing Margaret sitting in a desk memorizing facts from morn to night? Or would we be satisfied with the opposite, the noisy chaos of endless free play?

This is a problem many parents face. What should we aim for when thinking about education? We want the best, but when we look around at what’s available, we often have to settle for situations that we would not have chosen in the first place.

When we tried to figure out guidelines in education, we couldn’t find a practical overview of the subject. We invited experts to lecture to groups, but somehow it didn’t help.

Well, Margaret had the best we could find, and all went well until we moved. The school near our new home turned out to be a blight on our youngster’s life. Why? One reason was that the program of learning just didn’t fit this particular child. Although we hadn’t been able to organize an overall understanding of the subject, by now we were experienced enough parents to realize that something was badly wrong; drastic action had to be taken. We took Margaret out of school. Suddenly our child revived. She read books, played in the garden, worked alongside of us, enjoyed music. But an inspector didn’t feel this education was satisfactory. Margaret should be in school. At that time, we didn’t realize that he was wrong. The law in England allows for “education otherwise than at school.” Eleven years later, Margaret’s younger brother and sister were able to enjoy home-based education. But at that earlier time we sadly accepted that in the law’s eyes “education” equals a schoolroom. In this case it meant two frustrating years, with forty children to one teacher. Was this what a child’s life was meant to be? A drive to a closed-off cement area, a crowded room, a day so tiring that at the end Margaret and her younger sister came home taut with exhaustion?

We did the best we could in the hours spent away from school. But our prayers were becoming pretty desperate. And then, unexpectedly, the answer came.

The end of that story must wait to be told later in this book. Suffice it to say that the answers came when we found a little school run in a cottage. After our children went there, we realized that here was something really different. What was it? It seemed that the school still practiced the gentle art of an education based on a certain Charlotte Mason’s ideas. We were, quite frankly, impressed. Could we find out more about these educational ideas? Was this what we were looking for?

We sent off for books (now out of print) by this lady who lived nearly a hundred years ago. I can remember how we sat in bed reading, often stopping to share some newly discovered concept. Our enthusiasm grew. The ideas made such good sense! We found that they are relevant to today’s child and today’s society. They are of such universal nature that one can apply them equally well at home, in different kinds of schools, in an orphanage in Africa, in an Indian village, in an inner-city school or day care center.

The ideas are so true that many of them are instinctively used by those with different educational or religious systems. They give us a satisfying view of education, or a child’s life, from a Christian viewpoint. They provide a framework.

Before we continue with a consideration of these ideas I ought to introduce you to Charlotte Mason.

Charlotte Mason

Charlotte Mason (1842–1923) was no armchair philosopher. Her views were shaped by her teaching experiences, not the other way around. She first decided that teaching was to be her life’s work when she was still a child and saw a young teacher with a class of poor children. Neither did she ever consider that she had arrived at a final, authoritative “last word” in the field of education. There is a striking lack of pride in the title of her final book: An Essay Towards a Philosophy of Education.

A modest view of her own achievements, however, was not accompanied by any timidity when it came to putting her ideas into practice. Charlotte Mason believed passionately that children are persons who should be treated as individuals as they are introduced to the variety and richness of the world in which they live. She believed that biblical Christianity is truth. She had a pivot, a foundation.

Her determination was tested to the full at the age of sixteen by the sudden death of her parents. In the face of personal grief, she persisted in her ambition and was successful in securing a place in the only teacher training college in England at that time. It was the beginning of an impressive, pioneering achievement which has a place in the history of women’s contributions to society. But she was not able to remain a student for long. Probably because of the pressures of her financial situation, she obtained, after only a year at the college, a job as the teacher of a small school in Worthing. She managed to continue her studies in her spare time, as well as recording her experiences and thoughts. The year 1863 brought her the welcome award of a First Class certificate based on her work.

She really loved the children she taught. They were not just interesting specimens or an intriguing challenge. From the very start, they were valued friends, persons whom she respected. And this in a generation when children were normally meant to be “seen and not heard.”

When the Bishop Otter College in Chichester appointed her as vice principal in 1874, Charlotte Mason had the chance to prepare lectures on the subject of education. Four years later ill health forced her to give up the post, and it seemed that her contribution to educational thought was destined to die an early death.

The enforced leisure was useful, however, as it gave time for further study and observation. Her thoughts crystallized into broad, helpful outlines. These she expressed in a series of lectures to parents. They found them so helpful that a National Society of Parents devoted to these ideas was started. Publications, journals, and finally specific curriculum guides gained wide and eager acceptance. Some parents were already teaching their children at home, but soon some families banded together to form schools. These were the famous Parents’ National Education Union schools (after this referred to as PNEU schools). One thing led to another. Charlotte Mason opened a House of Education at Ambleside in the English Lake District. This was a college for young women training to be teachers. Many found their first taste of true education for themselves as they prepared to teach others.

To begin with, the children whose parents followed Charlotte Mason’s teaching were those of the educated classes themselves. But Charlotte Mason never forgot her first vision. She asked all parents who had been helped to organize meetings and so pass on the ideas to the mothers who would never be reached through her books. Perhaps her greatest joy was when numbers of underprivileged children had the richness of her school curriculum and practices applied in their overcrowded and underfunded schools. She delighted in the awakening of these previously dimmed minds. Children became fluent speakers and lovers of literature and art. Her vision was that these good wholesome aspects of life would bring joy, stability, and richness to every child.

By the time of her death in 1923, she had written several excellent books. She was the founder of an important educational movement and of a family of schools that touched countless young lives. She had started and led a “house of education” that had trained many students, not only for teaching, but also for living an abundant life. Through her work, families had been strengthened and guided in their life and purpose.

What happened? Why have so few heard of her today? Why do so few remember that she was one of the great educationalists, one who changed the whole idea of what education is and how we can go about it? I believe one reason is that the strong Christian base upon which she built became unpopular. The view of what life is all about, changed. In fact, our generation cannot grasp the key that explains exactly what human life is. Children have often been the chattels of the adults. Their worth is constantly expressed in terms of dollars and cents, their education in terms of their being a cog in a machine, to be made fit for the highest paid job possible.

What a tragedy.

Christians can’t develop a Christian view of education by accepting the usual aims and views of our society and then adding a “Christian message” or interpretation.

No, we start from a different basis. We have another worldview, another people view!

When a baby is picked up, spoken to, and loved, he is starting his education as God planned it. For all our lives we are human beings, in an active state of learning, responding, understanding. Education extends to all of life. In fact, an educational system that says, one bright summer’s day in the dawn of my youth, “There. Now you are educated. This piece of paper says so,” is doing me a gross disfavor. The truly educated person has only had many doors of interest opened. He knows that life will not be long enough to follow everything through fully.

This broad view of true education as the sum of all of life meant that Charlotte Mason first turned her attention to the parents. She believed that they had the most interesting and valuable vocation that exists amongst mankind. Into their love, care, and responsibility this person was placed. Charlotte Mason never spoke of education as merely taking place behind the walls of the schoolroom. She saw the home as the basic educational environment.

There will be different applications of these ideas for different families. Families have to consider the educational system they are actually up against. More than that, different children within one family may need different decisions as to what educational system is best for them. And it is important to apply Jesus’s teaching that we must not judge other peoples’ choices. Just because I decide to send my little Tom to the local public school or a private Christian school, or because I decide to give him a home education, does not mean that everyone else has to do the same. It is a complicated situation. Consider this: the average American child (and the British child doesn’t lag too far behind) spends more time in front of the TV than he ever spends at school. Many teenagers cull most cultural norms from their peers and all forms of media. I am not saying that school is not tremendously important. However, school is only one of the influences in children’s lives. It can often be that a strong, rich home life with Christian teaching and understanding more than offsets the “center of gravity” at a secular school.

Involvement by parents and teachers working in the secular institutions, private and public, is right. Voice and action are often the needed salt a situation requires to make it better rather than worse. Some schools are like cesspools spiritually, mentally, and/or physically. Jesus said we were not to place a stumbling block in front of the child. Some schools are nothing but stumbling blocks. The end product is neither an educated person, nor one who has had a chance as a moral and free human being.

This is why many feel that something urgent has to be done. It may be simple: a family with their own children delighting in learning and living right at home without “going to school.” It may be a group of families who get together to share a very simple structure of community school living. It may be known as a Christian school. It may be someone who has a vocation to help the abandoned children of our urban ghettos, or those emotionally disturbed due to unsettled backgrounds. Surely caring for such children should be seen as a moral issue of the utmost urgency by the Christian citizens of our countries.

Any choice and/or arrangement should be done for the children’s sake. We are told in Galatians 6:9–10, “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up. Therefore, as we have opportunity, let us do good to all people [children are people], especially to those who belong to the family of believers.”

Also, consider the Gospel of Matthew. First of all we must humbly ask for answers, we must seek, and then, “Knock and the door will be opened to you. For everyone who asks receives; he who seeks finds; and to him who knocks, the door will be opened” (Matt. 7:7–8).

Surely this basic principle includes that broad lifelong seeking in all areas. Thank God that there is a definite answer! We are not only seekers but finders.

The passage continues, “Which of you, if his son asks for bread, will give him a stone? Or if he asks for a fish, will give him a snake? If you, then, though you are evil, know how to give good gifts to your children, how much more will your Father . . .” (Matt. 7:9–11).

Children ask for bread. Do we give them white gummy glue covered with saturated fat? Do we feed their bodies on any careless prepacked junk that comes into view? Or do we provide them with honest good food?

And what about their minds, their spirits? Do we make those bright eager eyes focus on any old, canned, mental junk food? Do we brush off the eager questions, and then expect the children to listen to some “spiritual lecture” another time?

Where to start? How? Parents need to evaluate their priorities. They need to consider why they respond, “We wouldn’t have time to read a book together every day. We don’t have time to hike/camp/paint/talk with our children.” What is really important? The sacred career? Educational institutions make poor substitute mothers, fathers, and homes. There has never been a generation when children have so desperately needed their parents’ time, thoughtful creativity, and friendship. The surrounding culture is deeply out of step with the word of God. Other pressures threaten to take away sanity, stability, and simple humanity.

One of the greatest powers for good is a family whose members respect each other and who have learned to function, however poorly, with the rich concepts the word of God gives us as human beings. It is almost incredible to think of the stabilizing effect ordinary families can have: not only for themselves, but as a light in a troubled generation.

Another application of Charlotte Mason’s ideas would be for the person who is working with children in any setup at all. Children can come to their public school teachers as to a stable adult friend in a personally insecure world. You need never speak a specific Christian word to them (although this is a sad limitation), and yet can help them as persons. Even a glimmer of light can transform a dark world. The ideas will be applicable in a church or Christian community where the basic principles may play their part. How about a babysitter using them? I know of someone who did, with quite astonishing results. Then there is day care and after-school care. Or how about being a friendly neighbor who gives the gift of helping that child who has nobody with time for him? How about your nieces, nephews, grandchildren?

I would appeal also to the single person. Please don’t walk by on the other side. Christian single persons are in the position of having extra flexibility. Children in need are in every church, school, and community. They are often emotionally adrift, without that sweet and natural security of their parents’ marriage to give a base to their family life. Parents become tense and stressed, trying to fit fast-moving careers into ordinary human life. Schools become mechanical, where the child all too often doesn’t really count. TV becomes a sedative, stilling active play, reading, talking, sharing. Planned activities crowd out personal growth and creativity. And the god of money, status, and personal ease and pleasure seeps in everywhere, like a noxious gas.

If Christianity is indeed true, then every last little child matters. Bright to dull, privileged or from any variety of troubled background, each is valuable. Persons matter.

Let us really and truly be courageous. Much of what follows goes against the daily pattern of most lives. It’s interesting to read about, but it will remain as so many words on a page if we cannot do what we know is right. One day we will stand before the Creator. Were we willing to give, serve, and sacrifice “for the children’s sake”?1

2

“Children Are Born Persons”

This first proposition of Charlotte Mason’s educational philosophy may seem merely a statement of the obvious. But I want to emphasize that it is not some minor element of a greater truth. It is a central truth in its own right, and if we ignore it, great sorrow and malpractice can result.

Try a simple experiment. Take a small child on your knee. Respect him. Do not see him as something to prune, form, or mold. This is an individual who thinks, acts, and feels. He is a separate human being whose strength lies in who he is, not in who he will become. If his choices made now and in the future are to be good ones, this person must understand reality and see the framework of truth. In the shorthand of language we call this “knowing.” The child is a person who needs to grow in knowledge.

You have some of that knowledge. Not because you are an adult and adults are supposed to be wonderfully clever; the Bible is very clear in its teaching that there is a sense in which we must ourselves become like this little child on our knee if we are to inherit the kingdom of God. But we have knowledge because we have lived in God’s world as persons, and that knowledge can be shared. Christians have the added perspective of God’s word from which to explain their experience and understanding of life.

We are told by many in our generation that this small child is a cog in a machine, or even that he is a possession, like a pet animal. Many adults now “have” a child, in the same way that they “have” a washing machine or a collie dog.

We must answer: No. You are holding a person on your knee. And that is wonderful.

What sort of person is it whom we are holding? To know him we must consider the various aspects integrated into the unity which we call “this person” (Johnny, Sally).

Physically, his little body may be vigorous and healthy or malnourished and dejected. His mind may be alert and responsive, or it may be dulled and neglected. His emotions may be warm, trusting, affectionate or fearful, wary and suspicious because of past hurt. His spirit may be awake to that great Lover of children, or it may be ignorant and withdrawn. Worse, he may already be bored by sawdust-like religious slogans. Has he been warmed at the flame of the Shepherd who has cared for him?

Look well at the child on your knee. In whatever condition you find him, look with reverence. We can only love and serve him and be his friend. We cannot own him. He is not ours.

Neither would it be right to use the fact that he is dependent on us to brainwash him into thinking any arbitrary thought or perform any arbitrary act that we may deem useful. We should not plan his life for him, so that he is being prepared for some great purpose—even if the purpose we intend is a worthy one in our eyes (such as becoming an ever-loyal and patriotic supporter of our own denomination or brand of politics, or acting out our own ego, pride, or ambition). This was an important issue for Charlotte Mason.

We must know something about the material we are to work upon if the education we offer is not to be scrappy and superficial. We must have some measure of a child’s requirements, not based on his uses to society, nor upon the standard of the world he lives in, but upon his own capacity and needs.1