School educationMason, Charlotte M. (Charlotte Maria)
Philosophy
School education
Mason, Charlotte M. (Charlotte Maria)
Education -- Curricula; Education -- Philosophy
=The Effort of Decision.=—But it has been well said by a celebrated
preacher that the effort of decision is the greatest effort of life. We
find it so ourselves; shall we take this line of action or the other,
shall we choose this or the other quality of carpet, send our boy to
this or the other school? We all know that such questions are difficult
to settle, and the wear and tear of nervous tissue the decision costs
is evidenced often enough by the nervous headache it leaves behind. For
this reason it is, we may reverently believe, that we are so marvellously
and mercifully made that most of our decisions arrive, so to speak, of
themselves: that is, ninety-nine out of a hundred things we do, are done,
well or ill, as mere matters of habit. With this wonderful provision in
our tissues for recording repeated actions and reproducing them upon
given stimuli—a means provided for easing the burden of life, and for
helping us to realise the gay happiness which appears to be the divine
intention for us so far as we become like little children—it is startling
and shocking that there are many children of thoughtful parents whose
lives are spent in day-long efforts of decision upon matters which it is
their parents’ business to settle for them. Maud is nervous, excitable,
has an over-active brain, is too highly organised, grows pale, acquires
nervous tricks. The doctor is consulted, and, not knowing much about the
economy of the home, decides that it is a case of over-pressure. Maud
must do no lessons for six months; change of air is advised, and milk
diet. Somehow the prescription does not answer, the child’s condition
does not improve; but the parents are slow to perceive that it is not the
soothing routine of lessons which is exhausting the little girl, but the
fact that she goes through the labour of decision twenty times a day, and
not only that, but the added fatigue of a contest to get her own way.
Every point in the day’s routine is discussed, nothing comes with the
comforting ease of a matter of course; the child always prefers to do
something else, and commonly does it. No wonder the poor little girl is
worn out.
=Authority avoids Cause of Offence.=—On the other hand, children are
before all things reasonable beings, and to some children of acute
and powerful intelligence, an arbitrary and apparently unreasonable
command is cruelly irritating. It is not advisable to answer children
categorically when they want to know the why for every command, but wise
parents steer a middle course. They are careful to form habits upon which
the routine of life runs easily, and, when the exceptional event requires
a new regulation, they may make casual mention of their reasons for
having so and so done; or, if this is not convenient and the case is a
trying one, they give the children the reason for all obedience—“for this
is right.” In a word, authority avoids, so far as may be, giving cause of
offence.
Public-domain text, read in full here on John Shaqi.
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