School educationMason, Charlotte M. (Charlotte Maria)
Philosophy
School education
Mason, Charlotte M. (Charlotte Maria)
Education -- Curricula; Education -- Philosophy
To those of us who believe we are all at school and have our lessons set
as we are fit to take them in, this general sense of responsibility for
others is an encouraging sign that we are being taught from above, and
are, on the whole, getting on.
=Parental Responsibility.=—If we all feel ourselves responsible for the
distressed, the suffering, the sick, the feeble in body or mind, the
deficient, the ignorant, and—would that we all felt this particular
burden more—for the heathen, there is one kind of responsibility which
is felt by thoughtful people with almost undue acuteness. Parental
responsibility is, no doubt, the educational note of the day. People
feel that they _can_ bring up their children to be something more than
themselves, that they _ought_ to do so, and that they _must_; and it is
to this keen sense of higher parental duty that the Parents’ Union owes
its successful activity.
=Anxiety the Note of a Transition Stage.=—Every new power, whether
mechanical or spiritual, requires adjustment before it can be used to
the full. In the scientific world there is always a long pause between
the first dawn of a great discovery—as the Röntgen rays, for example—and
the moment when it is applied to the affairs of everyday life with full
effect and without the displacement of other powers whose functions are
just as important and as necessary. We should regard with suspicion
any attempt to make the Röntgen rays supply the place of stethoscope,
thermometer, and all other clinical apparatus. Just so is it in the moral
sphere. Our keener sense of responsibility arises from a new development
of altruistic feeling—we have greater power of loving and wider scope for
our love; we are more leavened by the Spirit of Christ, even when we do
not recognise the source of our fuller life. But to perceive that there
is much which we ought to do and not to know exactly what it is, nor how
to do it, does not add to the pleasure of life or to ease in living. We
become worried, restless, anxious; and in the transition stage between
the development of this new power and the adjustment which comes with
time and experience, the fuller life, which is certainly ours, fails to
make us either happier or more useful.
Public-domain text, read in full here on John Shaqi.
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