A Full Life: The Works of Charlotte Mason

CHAPTER XXIV - WHENCE AND WHITHER

A Question for Parents: Whither?

1. How are children great?
2. What is wisdom?
3. Show that children grow in wisdom rather than in intelligence.
4. Show that all possibilities are present in a child.
5. Show that we all live for the advancement of the race.
6. Show that we find our ‘whence’ in the potency of the child.
7. Our ‘whither’ in the thought of the day.
8. How should the thought of the day affect education with regard to science?
9. With regard to art?
10. With regard to books?

11. How should the idea of the solidarity of the race affect education?
12. How may we teach children that to serve is promotion?
13. How shall we guard them from considerations of expediency?

No Considerations of Expediency––He should know that atrocities in Armenia, for instance, are the cause of real heart-trouble in English homes; that there are cases of abstract right and wrong for nations as for individuals, which admit of no considerations of expediency; that to succour our neighbour in mortal distress is such an occasion, and that he who has fallen among thieves is therefore our neighbour, whether as a nation or as an individual. Do not let us bring up our children in glass houses, for fear of the ravages of pity upon their tender hearts. Let them know of any distress which would naturally come before them, and let them ease their own pain by alleviating in some way the sufferings they sorrow for. Children were not given to us with infinite possibilities of love and pity that we might choke the springs of pity and train them into hardness of heart. It is our part, on the contrary, to prepare these little ministers of grace for the larger and fuller revelation of the kingdom of heaven that is coming upon us.

To Serve is Promotion––Again, children are open to vanity as to all other evil dispositions possible to human nature. They must be educated to give and to help without any notion that to do so is goodness on their part. It is very easy to keep them in the attitude of mind natural to a child, that to serve is promotion to the person who serves for indeed he has no absolute claim to be in a position to pour benefits upon another. The child’s range of sympathy must be widened, his love must go out to far and near, rich and poor; distress abroad and distress at home should appeal to him equally; and always he should give some manner of help at real cost to himself. When he is old enough, the object-lessons of the newspapers should be brought before him.

Children should not hear of ‘Impostors’––Whatever our own opinion of the world and of human nature, let us be careful how we breathe the word ‘impostor’ into the ear of a child, until he is old enough to understand that if the man is an impostor, that does but make him the object of a deeper pity and a wiser help––a help whose object is not to relieve but to reform.

Children should be Brought up to Live for All Men––Studying reverently these signs of the times, what indications do we find for our guidance in the bringing up of children? The tender sympathy of the child must be allowed to flow in ways of help and kindness towards all life that anyway touches his. I knew a little girl of five, who came in from her walk under an obvious cloud of distress. ‘What is the matter, H––?’ she was asked. A quick little ‘Nothing,’ with the reticence of her family, was all that could be got out of her for some minutes; but a caress broke her down, and, in a passion of pity, she sobbed out, ‘A poor man, no home, no food, no bed to lie upon!’ Young as she was, the revelation of the common life in humanity had come upon her; she was one with the beggar and suffered with him. Children must, of course, be shielded from intense suffering, but woe to mother or nurse who would shield, by systematically hardening, the child’s heart. This little girl had the relief of helping, and then the pain of sympathy ceased to be too much for her.

The Solidarity of the Race––To instance one more point––there is a reaching out in all directions after the conception expressed in the words ’solidarity of the race.’ We have probably never before felt as now in absolute relation with all men everywhere; everything human is precious to us, the past belongs to us as the present, and we linger tenderly over evidences of the personality of men and women who lived ages ago. An American poet expresses this feeling with Western intensity, but he does not exaggerate when he tells us that he is the soldier wounded in battle, he is the galley slave, and he is the hero come to the rescue, that every human pulse is his pulse, every fall his fall, and every moral victory his triumph. The present writer recollects the moment when the conviction of the common sisterhood of women was brought home to her in a way never to be forgotten. She was driving from station to station in London, and saw a drunken woman carried on a door. She knew by the shock of pain and the tears the sight brought that the woman was not outside of her, but was in some mysterious way part of her––her very self. This was a new perception to a girl, and one never again to be lost sight of. Such shocks of recognition probably come to most of us, and when they come to the Greathearts of the world we get our Elizabeth Frys, our Wilberforces, our Florence Nightingales. Deeds of pity have been done through all the Christian ages, and, indeed, wherever the human heart has had free play; but to feel pity for another and to be aware, however dimly, that that other is, part and lot, indissolubly bound up with ourselves––these are two things. We venture to believe that this is the stage which the education of mankind, as divinely conducted, has reached in our day. In other days, men did good for the love of God, or to save their own souls; they acted uprightly, because it behoved themselves to be just in all their dealings; but the motives which stir us in our relation to each other now are more intimate, tender, indefinable, soul-compelling. What the issues will be when we have learned to con understandingly this new page in the Book of Life we cannot foretell, but we may hope that the Kingdom of God is coming upon us.

Children must be Nurtured on the Best––For the children? They must grow up upon the best. There must never be a period in their lives when they are allowed to read or listen to twaddle or reading-made-easy. There is never a time when they are unequal to worthy thoughts, well put; inspiring tales, well told. Let Blake’s ‘Songs of Innocence’ represent their standard in poetry; De Foe and Stevenson, in prose; and we shall train a race of readers who will demand literature––that is, the fit and beautiful expression of inspiring ideas and pictures of life. Perhaps a printed form to the effect that gifts of books to the children will not be welcome in such and such a family, would greatly assist in this endeavour.

Children should Learn to Care for Books––In literature, we have definite ends in view, both for our own children and for the world through them. We wish the children to grow up to find joy and refreshment in the taste, the flavour of a book. We do not mean by a book any printed matter in a binding, but a work possessing certain literary qualities able to bring that sensible delight to the reader which belongs to a literary word fitly spoken. It is a sad fact that we are losing our joy in literary form. We are in such haste to be instructed by facts or titillated by theories, that we have no leisure to linger over the mere putting of a thought. But this is our error, for words are mighty both to delight and to inspire. If we were not as blind as bats, we should long ago have discovered a truth very fully indicated in the Bible––that that which is once said with perfect fitness can never be said again, and becomes ever thereafter a living power in the world. But in literature, as in art, we require more than mere form. Great ideas are brooding over the chaos of our thought; and it is he who shall say the thing we are all dumbly thinking, who shall be to us as a teacher sent from God.

A new Conception of Art; great Ideas demand great Art––Looking out on the realm of Art again, we think we discern the signs of the times. Some of us begin to learn the lesson which a prophet has been raised up to deliver to this, or the last, generation. We begin to understand that mere technique, however perfect––whether in the rendering of flesh tints, or marbles, or of a musical composition of extreme difficulty is not necessarily high Art. It is beginning to dawn upon us that Art is great only in proportion to the greatness of the idea that it expresses; while what we ask of the execution, the technique, is that it shall be adequate to the inspiring idea. But surely these high themes have nothing to do with the bringing up of children? Yes, they have; everything. In the first place, we shall permit no pseudo Art to be in the same house with our children; next, we shall bring our own facile tastes and opinions to some such searching test as we have indicated, knowing that the children imbibe the thoughts that are in us, whether we will or no; and lastly, we shall inspire our children with those great ideas which shall create a demand, anyway, for great Art.

Children Trained to Observe––And for science, he is in a position to do just the work which is most needed; he will be a close, loving observer of Nature at first hand, storing facts, and free from all impatient greed for inferences.