From C. Mason’s Towards a Philosophy of Education,Volume 6: A Review
Peoria Area CM Study Group monthly meeting discussions
This entire section points to the overwhelming proofs the excellence of thechild’s mind through thought, capabilities, accomplishments & natural actions.Underline the entire section “If we have not proved that a child is born aperson with a mind as complete and as beautiful as his beautiful little body, wecan at least show that he always has all the mind he requires for his occasions;that is, that his mind is the instrument of his education and that his educationdoes not produce his mind.”II.The Mind of a School-ChildIn this section, we take up the child who is ready for lessons. The idea that thebrain, as an organ, as the other parts of the body, requires proper care forhealth (food, rest, fresh air, wholesome exercise) but relies upon the mind forits proper activities. Much is also made of psychology – such that these thingsdistract and the mind is ignored. We need an educational theory with “duerecognition” of the mind. There are many desirable things, play, motion,environment – these are but “by-paths” that do not lead to the mind. Themind is spirit and must have ideas! Ideas must be “clothed upon with facts asthey occur, and [we] must leave the child to deal with these as he chooses.III.Motives for LearningWith this view of the child, as teachers, we should be humbled… what have weto offer. The old system and views of education have nothing to offer but dry,diluted ways but instead, utilize the methods that are proving out under theunderstanding of the high capabilities of the child.
Book 1: Chapter 3, The Good and Evil Nature of a Child
From the previous meeting -
notes:Good & bad nature…Be careful not to misinterpret the terms Miss Mason usesor the implications that might follow. C.S. Lewis, in chapter 4 of MereChristianity, delivers what might be a very close explanation of the same ideaMiss Mason is expressing here that might have some more familiar terms. Also,“And here we begin to see the reality of the child as both image-bearer andfallen creation – both exist at the same time in the life of the child frombeginning to end – Gen. 8:21; Prov. 4:23; Rom. 1:18-32 (When Children Love toLearn, pg. 59).