Quote for the day: We fail to notice

"The range of what we think and do is limited by what we fail to notice, and because we fail to notice that we fail to notice, there is little we can do to change, until we notice how failing to notice shapes our thoughts and deeds." ~~ R.D. Laing

Quote for the day: Stories tell us that we are

"Stories can feed our consciousness, which can lead to the faculty of knowing if not who we are at least that we are, an essential awareness that develops through confrontation with another's voice...to know that we are requires knowledge of the others whom we perceive and who perceive us. Few methods are better suited for this task of mutual perception than storytelling." ~~ Alberto Manguel, The City of Words

Quote for the day: Gazing is hard work

Mary Cassatt, Children at the Seashore

"A child of two will gaze at a butterfly or an engine, become absorbed with pebbles on the shore, picking them up in handfuls and putting them into a bucket, then slowly taking them out in handfuls and dropping them pensively on to the beach...The mind should have the time and the opportunity to gaze. This involves hard work. the powers of the mind are dependent on repeated action for proper use No intimacy can be formed without effort. There must be vision and action, the two parts of knowing."

~~ "It All Comes Down to Education," by Mary Hardcastle (Charlotte Mason College). Parents' Review, Vol. 53, no. 7, July/August 1942, pp. 209-218

Quote for the day: In the company of the tree

"When we call a tree a tree, we are not isolated among words and facts but are at once in the company of the tree itself and surrounded by ancestral voices calling out to us all that trees have been and meant. This is simply the condition of being human in this world, and there is nothing that art and science can do about it, except get used to it." ~~ Wendell Berry, "The Loss of the University," in Home Economics

Quote for the day: For every fact is also a revelation

"Two things must be done by the modern nature writer who would first understand the animal world and then share his discovery with others. He must collect his facts, at first hand if possible, and then he must interpret the facts as they appeal to his own head and heart in the light of all the circumstances that surround them. The child will be content with his animal story, but the man will surely ask the why and the how of every fact of animal life that particularly appeals to him. For every fact is also a revelation, and is chiefly interesting, not for itself, but for the law or the life which lies behind it and which it in some way expresses. An apple falling to the ground was a common enough fact,—so common that it had no interest until some one thought about it and found the great law that grips alike the falling apple and the falling star." ~~ William J. Long, A Little Brother to the Bear

CM Quote for the Day: A Full Reservoir

 "Now the thought that we choose is commonly the thought that we ought to think and the part of the teacher is to afford to each child a full reservoir of the right thought of the world to draw from. For right thinking is by no means a matter of self-expression. Right thought flows upon the stimulus of an idea, and ideas are stored as we have seen in books and pictures and the lives of men and nations; these instruct the conscience and stimulate the will, and man or child 'chooses.'" ~~ Charlotte Mason, Philosophy of Education, page 130

Quote for the day: whose psyche?

"....modern criticism is obliged to distinguish between the universal myth (or archetype) of almost all art and literature created before the nineteenth century and the personal symbolism of most modern creativity.  Curiously, this signal fact is assumed by the modern teacher to render three thousand years of art and literature inaccessible to the student.  Instead, students are encouraged to kick around in the private symbolic universes of Yeats, Joyce, and D.H. Lawrence.  Can anyone wonder why psychological survival seems so much more difficult in the modern era?"--David V. Hicks, Norms and Nobility

A Month with Charlotte Mason, #24

Last night I found myself deep in Charlotte Mason's School Education (the third volume in the Home Education series), because I was thinking hard about how what we do for school here does or doesn't match up with CM goals. (Sometimes it doesn't!) I did take some time out to watch the last part of Mr. Holland's Opus with Mr. Fixit and Ponytails, including the part where Mr. Holland's school cuts out all the music and drama courses because of lack of funds and because the administration does not value those things.

Vice Principal Wolters: I care about these kids just as much as you do. And if I'm forced to choose between Mozart and reading and writing and long division, I choose long division.
Glenn Holland: Well, I guess you can cut the arts as much as you want, Gene. Sooner or later, these kids aren't going to have anything to read or write about.

It's hard to get away from the discussion and thinking over educational questions that have come up in Ontario over the past couple of weeks, questions about political correctness, about the school vs. the family's role in teaching anything beyond the "basic" subjects. The Toronto weekend papers were full of comments from people who would seemingly like nothing better to get their hands squeezed tightly around the minds of my children. We've also been talking about spiritual warfare as part of a study at church. It all leads me to a sense not so much of despair but of urgency, a sense that if our children are to have a chance to stand against not only systematic reprogramming of personal values but against the Vice Principal Wolters of the world, we need to give them some very strong tools to do it with and we need to do that now.

Ray Bradbury and Aldous Huxley, though not necessarily kindred spirits to CM, agreed on one point: that books, real books, are the strongest of those tools. Take books away from people, either physically or by taking away their ability to read them (or their belief that books are valuable, or their understanding that some books are just paper with covers while others are more than that), and you can reprogram your subjects to think any way you want. Find them again, and the winter of frozen minds starts to thaw and bud into spring. It even happened in the Bible.

That's why slaves were forbidden to read. That's why printing presses and newspapers are often damaged or closed down during times of political turmoil. Knowledge (not just information, as Charlotte Mason repeatedly said) is power. Thinking is power. Reading is power. We have the natural world, we have Mozart, we have paintings, we have so much more there to discover...but beyond that, we have books. They are still there. We can still read them. They disappear from the library shelves and from publishers' lists, but they often show up (as if in retaliation) as e-books and on used booksellers' sites. Nobody's taken away the Harvard Classics online. Nobody's yet taken away your right to buy books by David Hicks and Richard Mitchell. Or Bibles, at least for the time being and at least in this country. Or Shakespeare. Or the books that inspired Frankenstein's monster. If they humanized him, can they do less for us?

The definition proposed here for "a leisurely education" was having the freedom (time, space, opportunity) to discover what makes you fully human. Without a doubt, that freedom is being pulled away. Pull back as hard as you can, as long as you can.