An Essay Towards a Philosophy of Education: A Liberal Education for AllMason, Charlotte M. (Charlotte Maria)
Philosophy
An Essay Towards a Philosophy of Education: A Liberal Education for All
Mason, Charlotte M. (Charlotte Maria)
Education; Education -- Great Britain; Education -- Philosophy; Parents National Educational Union (London, England)
and every bit, piece by piece, each bit a key to the rest. He reads
of the Bore of the Severn and is on speaking terms with a ‘Bore’
wherever it occurs. He need not see a mountain to know a mountain.
He sees all that is described to him with a vividness of which
we know nothing just as if there had been “no other way to those
places but in spirit only.” Who can take the measure of a child?
The Genie of the Arabian tale is nothing to him. He, too, may be
let out of his bottle and fill the world. But woe to us if we keep
him corked up.
Enough, that the children have minds, and every man’s mind is his
means of living; but it is a great deal more. Working men will have
leisure in the future and how this leisure is to be employed is a
question much discussed. Now, no one can employ leisure fitly whose
mind is not brought into active play every day; the small affairs
of a man’s own life supply no intellectual food and but small and
monotonous intellectual exercise. Science, history, philosophy,
literature, must no longer be the luxuries of the ‘educated’
classes; all classes must be educated and sit down to these things
of the mind as they do to their daily bread. History must afford
its pageants, science its wonders, literature its intimacies,
philosophy its speculations, religion its assurances to every man,
and his education must have prepared him for wanderings in these
realms of gold.
How do we prepare a child, again, to use the æsthetic sense with
which he appears to come provided? His education should furnish him
with whole galleries of mental pictures, pictures by great artists
old and new;--Israels’ _Pancake Woman_, his _Children by the Sea_;
Millet’s _Feeding the Birds_, _First Steps_, _Angelus_; Rembrandt’s
_Night Watch_, _The Supper at Emmaus_; Velasquez’s _Surrender of
Breda_,--in fact, every child should leave school with at least a
couple of hundred pictures by great masters hanging permanently in
the halls of his imagination, to say nothing of great buildings,
sculpture, beauty of form and colour in things he sees. Perhaps we
might secure at least a hundred lovely landscapes too,--sunsets,
cloudscapes, star-light nights. At any rate he should go forth
well furnished because imagination has the property of magical
expansion, the more it holds the more it will hold.
Public-domain text, read in full here on John Shaqi.
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