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Charlotte Mason in Modern English
Charlotte Mason's ideas are too important not to be understood and implemented in the 21st century, but her Victorian style of writing sometimes prevents parents from attempting to read her books. This is an imperfect attempt to make Charlotte's words accessible to modern parents. You may read these, print them out, share them freely--but they are copyrighted to me, so please don't post or publish them without asking.
~L. N. Laurio
pg 268
Chapter 25 - The Great Truth That Parents Need to Recognize
Ruskin
Writes About the 'Vaulted Book'
John Ruskin did modern thought a great service when he interpreted for
us the harmonious and inspiring presentation of education and
philosophy that's
recorded on one
of the four walls of the Spanish
Chapel attached to the Church of St. Maria Novella, in Florence. He
calls it the 'Vaulted Book.'
Many of those reading this book have probably studied, with Ruskin's
help, the enlightening lessons of the frescoes that cover the roofs and
walls. But I don't think any will mind being reminded of the message
they reflected on with reverence and awe. 'The descent of the Holy
Spirit is on the left (of the roof) as you enter. The Madonna and the
Disciples are gathered in an upper room. Underneath them are foreigners
such as Parthians, Medes, Elamites, etc., all hearing the Disciples as
if they're speaking their own language. There are three dogs in the
foreground. They symbolize the lower animals made gentle as a result of
the outpouring of the Holy Spirit . . . On this side and the opposite
side of the Chapel, the artist has represented the Spirit of God's
power to teach, and the saving power of the Son of God working in the
world,
pg 269
shown according to the understanding of Florence at the time of the
fresco.
'Let's look at the intellectual side of the fresco first. In the point
of the arch, underneath the outpouring Holy Spirit, are the three
Evangelical Virtues [love, faith, hope].
Florence believed that without these, you couldn't have science.
Without Love, Hope and Faith, there could be no intelligence. Under
these are the four Cardinal Virtues--Moderation, Caution, Fairness and
Resoluteness. Underneath these are the great Prophets and Apostles.
Under the group of Prophets are the mythic figures of the seven
religious sciences and the seven natural sciences, as if they're powers
that were summoned by the Prophets' voices. Under the feet of the
sciences are the Captain/teachers of those sciences who presented those
subjects to the world.'
The
Seven Natural Sciences
I hope you will continue to study Ruskin's teaching about 'the Vaulted
Book,' which is part of his book, 'Mornings
in Florence.' It's full of wonderful teachings and suggestions. But
our immediate concern is with the seven mythic figures who represent
the natural sciences, and the Captain/teacher of each one. First is
Grammar, pictured as a gracious figure teaching three children of
Florence. Its Captain/teacher is Priscian. Next is Rhetoric, who is
strong, calm and composed. Its Captain/teacher is Cicero, who has a
beautiful face. Then comes Logic, with perfect poise and a lovely
expression. Her Captain/teacher is Aristotle, who has keen, searching
intensity in his half-closed eyes. Next is Music, with her head
inclined to one side as she listens intently to the sweet, solemn notes
she's playing on her antique instrument. Her Captain/teacher pictures
Tubal Cain (not Jubal) as the inventor of harmony. That might be the
most marvelous statement that Art has ever created about the impact of
a great idea on
pg 270
the soul of a man [Tubal Cain]
who was only semi-civilized. Astronomy is next. She has a majestic brow
and her hand is upraised. Her Captain/teacher is Zoroaster, pictured as
exceedingly beautiful, a 'delicate Persian head made even softer with
its elaborate crown of silky hair.' Next, Geometry looks down,
contemplating some practical geometry problem, with a carpenter's
square in her hand. Her Captain/teacher is Euclid. And last is
Arithmetic, holding up two fingers as an aid in calculating a sum. Her
Captain/teacher is Pythagoras, and he's wrapped up in solving some math
problem.
'The thoughts of God are broader than the whole span of man's mind.'
Yet in this fresco, we have minds that are so broad and wide in the
sweep of their intelligence, and so profound in their insight, that
we're almost startled to realize that, here, pictured on these walls,
we see a true measure of the thoughts of God. Now let's take a look at
the concept of education in our own time.
Education
Isn't Both Religious and Secular
First of all, we divide education into religious and secular. Those of
us who are more devout insist that religious education be covered as
well as secular ['academic'] education. Many people don't mind
completely foregoing religious education, and prefer what we label as a
'secular' education, but they limit secular to only this tangible,
visible world.
The
Great Thing We Need to Recognize
Some Christians expect a little more and have a bit of a higher
standard. They recognize that even grammar and arithmetic can be used
for God in some vague way. But the truly great thing we need to
recognize is that God the Holy Spirit is personally the One who imparts
pg 271
knowledge. He is the One who instructs our youth, He inspires genius.
This concept is so far lost to us that we think it's irreverent to
imagine the Holy Spirit cooperating with us when we teach our child
something secular, such as his arithmetic lesson. But the Florentines
in the Middle Ages went even beyond this. They believed that, not only
the seven Liberal Arts were under the direct influence of the Holy
Spirit, but every productive
idea, every original concept,
be it Euclid, grammar, or music, was a direct inspiration of the Holy
Spirit, with no concern about whether the person chosen to disseminate
the idea to the world claimed to be a Christian, or even recognized
where his inspiration came from. All seven of the captain/teachers are
people we'd consider to be pagans, and who would be considered outside
the arena of divine inspiration. It's difficult for our minds to wrap
themselves around this bold concept about the education of the world,
although the people of ancient Florence accepted it in simple faith.
Knowledge,
like Virtue, is Divine
But we shouldn't accept any idea blindly, even an inspiring one. Were
these people in the Middle Ages correct in their plan and concept?
Plato hints at similar thoughts when he insists that knowledge and
virtue are fundamentally the same. Therefore, if virtue has a divine
origin, then knowledge must, too. Ancient Egypt was also aware of this
concept. 'Pharaoh said to his servants, can we find someone like this,
a man who has the Spirit of God within him?' [Gen 41:38] This Egyptian king
didn't consider practical discernment, knowledge of everyday matters,
and dealing with emergencies, as teachings that were beneath God's
Spirit. 'The Spirit
pg 272
of God came upon him and he prophesied among them,' the Bible says
about Saul, and we can safely believe that this is how it worked with
every great invention and every great discovery of Nature's secrets.
'Then David gave his son Solomon the details of everything that he had
received from the Holy Spirit pertaining to the courts of the Temple.'
This suggests where every concept of beauty that's expressed in the
various art forms comes from.
Science,
Art and Poetry Come 'By the Spirit'
But the Holy Spirit doesn't only concern Himself with exalted matters
of science, art and poetry. Sometimes we wonder who first invented the
most basic necessities for living. Who first discovered how to produce
fire, or nail two pieces of wood together, or shape iron, or plant
seeds, or grind corn?
Concepts
of Common, Routine Things
We can't even imagine that we ever lived without knowing these things,
yet each of them must have been a great idea when it first came to the
person who discovered it. Where did he get the idea from? Fortunately,
we're given the answer in an example that's so typical, we can apply it
to the others.
'Doesn't the plowman plow all day to prepare for sowing? Doesn't he
open and break up the clods of dirt on his land? When he's prepared the
ground, he tosses the spelt, scatters the cummin, and plants the wheat,
barley and rye in their appropriate places. For his God instructs him
wisely and teaches him. Spelt isn't threshed with a threshing machine,
and cummin isn't ground with a wheel. No, spelt has to be beaten out
with a staff,
pg 273
and cummin has to be beat with a rod. Corn meal has to be ground,
otherwise you'd be threshing it forever. A wheel would crush it and his
horses would ruin it. This knowledge also comes from the Lord of Hosts.
It's beautifully wise, and practically effective.' (Isa. 28: 24)
'God
Instructs Him'
In matters related to science, art and practical living, 'God instructs
him and teaches him (or her!) This should be the mother's key to all of
education for each boy or girl. I don't mean her children collectively,
because the Holy Spirit doesn't work with plural nouns. He works with
each individual child. He is infinite, so even the entire world isn't
too big a school for this inexhaustible Teacher. And since He's
infinite, He's able to give all of His infinite attention for the
entire time to each of His many students. We don't rejoice nearly
enough in the abundant wealth that God's infinite nature provides for
us.
Subjects
That are Divinely Taught
So, what subjects are taught under the direction of this Divine
Teacher? Faith, hope, love--we already knew that. Moderation, fairness,
discretion, perseverance--we probably could have guessed that. Grammar,
rhetoric, logic, music, astronomy, geometry, arithmetic--we might have
forgotten these if the fresco in Florence hadn't reminded us. Practical
skills in the use of tools and instruments from silverware to
microscopes, and the sensible managing of the affairs of life--these
also come from the Lord, and they're beautifully wise and practically
effective. For his God instructs him wisely and teaches him. The mother
pg 274
should visualize this thought as if it's an illuminated scroll on her
infant's T-shirt. She should never contemplate any kind of deliberate
instruction for her child, unless it's under the guidance of the Holy
Spirit's co-operation. But we need to remember that, in this matter,
just like everything else, the infinite and almighty Spirit of God
works under certain limitations.
Our
Co-operation is Required
Our cooperation seems to be the one requirement for every work of the
Spirit. We recognize that this is true in what we think of as
spiritual matters, which means things that relate to how we approach
God. But the concept that's new is that subjects like grammar can be
taught in such a way that we invite and get the cooperation of the
Divine Teacher, or taught in such a way that God's enlightening
presence is excluded from the schoolroom. I don't mean that the teacher
manifests spiritual virtues and encourages them in her students during
the grammar lesson. This is undoubtedly true and worth keeping in mind.
But the point I'm talking about is that, by its guiding ideas and
simple principles, without an elaborate presentation and long-winded
lecture, we believe that the true, direct and simple teaching of even a
grammar lesson can be accompanied by the enlightening power of the Holy
Spirit, Who is all knowledge.
What
Kind of Teaching Invites or Repels Divine Co-operation?
The opposite is just as true. Elaborate, long-winded lessons wrap the
child's mind in so many words that his own thought can't penetrate it.
He gets rules, definitions and tables instead of living ideas. This is
the kind of teaching that excludes the Spirit and makes Divine
cooperation impossible.
This
Concept Resolves Discord
in our Lives
Recognizing this great truth resolves that disjointedness in our lives
that
pg 275
most of us are aware of. We're willing to subordinate the tangible
things of the senses to the things of the spirit. At least, we're
willing to make an effort in that direction. We lament our failures and
try again, certain that this is like the Armageddon of every person's
soul. But that's debatable. Isn't it true that our spiritual life is a
real fact, and demands our single-minded interest and focused effort?
Yet we have a brain, too, and the demands of the intellectual mind and
the aesthetic sense of taste press on us persistently. We need to think, we have to know, we're compelled to appreciate and create
beauty. If all the passionate, burning thoughts that stir in the minds
of men, and all the beautiful creations they give rise to are things
that are separated from God, then we must have a separate life, too--a
life separated from God. That would mean that we ourselves are divided
into secular and religious, or discord, which implies discord and
unrest. I believe that this is the source of the doubt and lack of
faith we see today, especially in young, passionate minds. The demands
of the intellect are urgent. Our mental life is a necessity that won't
let us neglect it. It's impossible for these intense young thinkers to
conceive of themselves as having a dual nature. How can they have a
dual spirituality? If there's another claim that opposes their
intellect, then they reject that claim. Thus, the young person, so full
of promise and ability, becomes an agnostic free-thinker, or whatever
you want to call him. But once the intimate relationship of Teacher to
student in all things of the mind and body is recognized, then our feet
are set in a large, spacious room. There's room to develop freely in
every direction, and this free, natural joyous growth, whether it's
growth of the heart or mind, is recognized as being a step that brings
us closer to God.
pg 276
This
Concept Protects Us from Intellectual Sin as Well as Moral Sin
Various activities that share a united aim help to bring peace and
harmony into our lives. Even more, this perception of how God's Spirit
deals intimately with our spirits in intellectual matters as well as
moral matters keeps us aware and alert in both areas for any sign of
temptation or evil. We become aware that sin is possible in our
intellectual lives, not just our moral lives. We see that, even in the
area of pure reason, we need to be careful not to enter into
temptation. We can rejoice as much in the expanding and evolving of our
intellect as we can in the broadening and enlarging of our heart, and
the easy freedom we have because we're always in direct contact with
the inspiring Teacher who graciously provides infinite stores of
learning, wisdom, and virtue for our use.
This
Concept Brings Harmony to Our Efforts
When we recognize the Holy Spirit's work as mankind's Teacher of
intellectual things as well as moral and spiritual things, we have 'new
thoughts of God, and new hopes of heaven.' It gives us a sense of
harmony in our efforts, and helps us to accept all that we are. So,
what is it that prevents us from this realization that could make our
lives more blessed? We don't fully see ourselves as spiritual beings
who live inside a living, emotional physical body. These bodies, which
are sometimes a snare to us, and sometimes a joy, are nothing more than
tools and instruments of our spiritual intention. When we realize that,
every time we're with a friend, our spirit is dealing with his spirit,
and the people who serve us are beings whose spirits connect with our
spirits, then we'll understand how constant the communication is
between our spirit and the Divine Spirit. That realization will be like
when a person stops talking and stops thinking in the
pg 277
springtime, only to realize that the world is full of birds singing
that he
hadn't heard before. In the same way, we'll learn to pause our
thoughts, and then we'll hear the clear, sweet, encouraging and
inspiring tones of our spiritual Guide in our intellectual and moral
beings. I'm not specifically talking about the religious life, or
deliberate approaches to God in the form of prayer and praise. Almost
all Christians understand these things fairly well. I'm talking about
our intellectual mind. Developing children's intellectual minds is the
whole aim of our subjects and educational methods.
Conditions
of Divine Co-operation
What if we're willing to recognize this great truth, and to make it our
business to accept and invite the Spirit's participation in our
children's school lessons every day, and every hour? How should we
adjust our own actions to make this Divine cooperation happen, or to
even make it possible? We're told that the Spirit is life. So, it
follows that anything that's dead, dry as dust, nothing but bare bones
devoid of any life, can have no part with Him. All it can do is smother
and deaden His life-giving influences. Therefore, the first condition
of this Spirit-filled, life-giving teaching is that all the thoughts
that we offer to children need to be living thoughts. Mere dry
summaries of facts won't do. If children are given the vitalizing
ideas, they'll be quite capable of hanging dry facts on those living
ideas, which will be like pegs strong enough to hold everything that's
needed. We begin by having faith in children as spiritual beings who
have unlimited intellectual, moral, and spiritual abilities that can
receive and constantly enjoy intuition from intimate communication with
the Holy Spirit.
pg 278
Our
Teaching Must be Fresh and Living
If we begin with this concept of a child, then we'll realize that
whatever seems dull and pointless to us is going to seem dull and
pointless to him. Every subject can be taught with a fresh, living
approach. Is it time for geography? The child can make discoveries
right along with the explorer, go on journeys with the traveler, and
receive new, vivid impressions from someone else's mind as his pen
records his first impressions. Why should the child receive impressions
that have been rendered flat and stale after intermediate editors have
filtered through it and put what's left into a textbook? Is he learning
history? He has no interest in strings of dates and lists of names, or
pleasant little stories that have been dumbed down to their supposed
comprehension level. We know better. We realize that his
comprehension level is at least as great as our own, although we need
to fill in surrounding circumstances and background information as best
we can because he doesn't know about them yet.
Books
Must be Living
We recognize that, for the child, history is all about living in the
lives of those strong personalities that distinguish themselves in
almost every age and every country. But you can't get that from
pleasant little history books that have been written specifically for
children, whether it's Maria Callcott's Little Arthur's History of England,or
someone else's 'Outlines.' [perhaps
'Outlines of English History' by Ince, Ince and Gilbert ?]
Instead, we take the child to living
sources of history. Even a seven year old can fully understand Plutarch
in his own words (translated into English) without any diluting and
with very little explanation. If you give the child this kind of living
thought, then you make it possible for the Divine Teacher to cooperate
in
history lessons. The child will progress by leaps and bounds, and you
won't be able to pinpoint why. In the same way, when teaching music, if
you let him
pg 279
understand the beautiful laws of harmony just once, and let him see the
personality of the Music from the page of strange little black notes,
then his piano lesson won't be a chore to him anymore.
No
Methodical, Tidy System is of Any Use
We don't need to go into more details. Every subject has its own living
way that it can be approached from. Coleridge says that every subject
has 'a guiding idea' at its head. A lesson will only really educate a
child when we discover the living way to teach it. No methodical, tidy
system will be of any use--the very nature of a system is that it gets
stale as it's used. Every subject, every section of each subject, in
fact, every lesson needs to
be analyzed before it's ever presented to the child to see whether it's
living and vital enough to invite the cooperation of the living
Intellect of the universe
Children
Must Have the Best Books
There's one more thing that's of vital importance. Children must have
books--living books. Even the
best books aren't too good for them. Anything less than the best isn't
good enough for them. If there's a need to economize, then let all the
extra luxuries that contribute to soft, comfortable living be
sacrificed first before giving up the obligation of supplying the
books, and the frequent changes of fresh books, that are needed to
constantly stimulate the child's intellectual life. We don't need to
say that the teacher needs to have living thought herself. After all,
it's only when a teacher is intellectually alive that he can be
effective in the wonderful process that we flippantly call 'education.'
Paraphrased by L. N. Laurio
Please direct any comments or questions to me by emailing me at cmseries-owner at yahoogroups dot com.
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