A CM Lifestyle for All

Dear Reader,

A Charlotte Mason approach doesn’t have to be limited to education or to children. Her ideas can benefit us grown-ups in the real world too! I stumbled across this article — “Why Darwin was a Slacker ad You Should be Too” by Alex Soojung-Kim Pang (nautil.us, March 30, 2017). It has everything — short “lessons,” frequent breaks and changes in focus, nature walks, the habit of attention. I really, really want to grow up to be a 19th century English writer now. Definitely a must-read.

Nebby

Is it Biblical?: CM’s 2nd Principle (Part 3 of 3)

Dear Reader,

This is the third in a three-part series within a series. You can read the first two parts here and here.

My goal for the overarching series is to look at Charlotte Mason’s 20 Principles and to ask if they are biblical (I have already done the first and 20th principles). Because so many of us struggle with her second principle, it has evolved into this mini-series of posts. In the first part, I looked at how Charlotte herself explains this principle. In the second, I looked at the range of Christian belief on human nature post-Fall and our ability to do good.

Recapping where we are

Charlotte’s second principle says:

“[Children] are not born either good or bad, but with possibilities for good and for evil.”

In her own extended explanation of this principle in her sixth volume, Towards a Philosophy of Education, Charlotte makes clear that these tendencies, we might say predispositions, to good and evil are present in all people and in all facets of the individual, “body and mind, heart and soul.”

This is a big subject and I chose to narrow it down to those questions about which I think the Bible has the most to say and on which Christians have the most disagreement. I therefore looked in the second post at how the different major branches of Christianity view the human potential for moral good. We can think of these beliefs as ranging along a spectrum from the Eastern Orthodox at one end, with the highest view of the human potential for good, to Reformed Theology at the other end with its belief in “total depravity,” that all aspects of human nature were affected by Adam’s sin.

Charlotte herself was a member of the Church of England (COE) and it is reasonable to assume that she agreed with the teachings of her church. An COE writer of the time (1885) distinguishes between “real freedom” which has been lost and “formal freedom” without which we would have “no capacity for redemption” (Joseph Miller, The Thirty-Nine Articles of the Church of England: An Historical and Speculative Exposition, 1885, pp. 18-19). He goes on to say that while man is no longer able to execute “perfect obedience and conformity to God’s holy will,” he is still able to exhibit “those relative virtues or excellencies of character” which are seen even in non-Christians (Ibid., pp. 18-19).

I hope that if you have read that second post, that you have some idea now of where Charlotte stands and where you stand. If you are on one end of the spectrum, anywhere from the Eastern Orthodox position to that of Charlotte’s own COE, you can probably rest easy; her second principle likely does not upset you greatly. If you are a little further over, however, and particularly if you subscribe to the Reformed doctrine of total depravity (as I do) then you may still be uneasy.

Coming to Terms with the Second Principle

If you are still reading, you probably find yourself, as I do,  pulled in two directions. On one hand, you may identify as theologically evangelical or reformed and you are committed to the idea that God saves us completely; we cannot do it ourselves and have little, if any, capacity to contribute to the process. On the other hand, you like Charlotte Mason’s philosophy of education; it is attractive and you’d like to be able to subscribe to it without reservation, but that second principle has always made you uneasy. I am not going to have all the answers for you. What I am going to try to do is give some ways to think about the problem. (One option I am not considering here is that Charlotte’s second principle is not meant theologically. This is a common explanation, but I discussed how Charlotte herself explained this principle in part 1 and it seems to me distinctly theological.)

Option 1: Decide it’s not a problem

One of the easiest ways to deal with the problem is just to decide it’s not going to be a problem for you. You don’t need to agree with everything Charlotte says. No one but Jesus himself was ever right all the time and this could just be something Charlotte got wrong. She was reacting to forces in her own time which said some children (the illegitimate, the poor) were worth less than others and she was likewise a product of her own church’s theology. If she didn’t come as far as we would in our understanding of fallen human nature, then we can forgive her this one fault and move on to all the good she had to say about education itself.

If this is where you end up, I think that’s a fine place to be. But for the sake of playing devil’s advocate, I will point out the following: Charlotte’s philosophy is more than just a way to teach; it is a whole, comprehensive philosophy, not just of education, but of who children are. All its parts are designed to hang together. So we must ask ourselves, what do we lose if we jettison, or at least ignore, the second principle?

Here’s what I think — Charlotte Mason’s approach does not assume children are all good (as unschooling, for instance, does). If she had thought so, she would not have spent so much time discussing habit-training. But she does assume a basic predeliction to chosose the good when presented with good. She uses the analogy of food and I think it is a very apt one. We choose what to put before our kids — Cheetos, fiber and vitamin pellets, fermented veggies — and they choose what to eat. So with their intellectual diet, we can put before them twaddle or textbooks or real living books.

Unschooling (for a point of comparison) tells us that children will naturally gravitate to what they need. If they choose the intellectual equivalent of Cheetos and ignore the veggies, then we need to trust their innate judgement and know that when they need the veggies, they will find a way to get them.

On the opposite end of the spectrum, I think a lot of Christian parents (and non-Christian ones as well) assume that their kids will not like the veggies so they take to tricking (can you say black bean brownies?) and cajoling almost from the get-go. In intellectual terms, this can lead to one of two extremes — either it’s “well, it’s school and you don’t have to like it, you just have to do it; here are your worksheets and textbooks” with no thought when the children don’t like school that the problem might be the schoolwork and not the child, or, on the other side to an overemphasis on making schoolwork fun but hiding the knowledge in cute packages – lapbooks, unit studies, projects, anything that makes the work of learning seem like play or craft.

In between these two extremes, Charlotte acknowledges that kids, if fed on a diet of twaddle (the intellectual equivalent of those Cheetos), will like it. The evil tendency in them gives them a natural laziness that likes to soak up the easy yet unnourishing fare. It is the high fructose corn syrup of the mind and it is addicting. Textbooks are your dry fiber “cookies.” They are packed with vitamins and minerals, artificially extracted from real foods, and reprocessed into a nourishing but bland and ultimately fake bar. They may contain what kids need, or at least what we want to get in them, but they are unattractive and kids are naturally repelled by them. Charlotte tells us that, yes, there are evil tendencies in kids; they will get addicted to that corn syrup if that is what they are fed. But she also says that given a choice between the fiber bar and the fruits and veggies, that they have some natural tendency to like and take in what is truly healthy for them.

I have been speaking in the physical and intellectual realms, but as I hope I have shown in that precious post, Charlotte’s 2nd principle extends to the moral and spiritual realms as well. Charlotte acknowledges that there is a natural (evil) tendency toward a downward spiral, that a child whose conscience is not trained or who is not given good spiritual food will not stay where he is but will descend lower. But, on the other side, she also says that children have a natural affinity for their Creator. Just as a child presented with a healthy diet of veggies and living books will develop a taste for such things and learn to love them so a child given the right spiritual environment will naturally take to it.

This is a long round-about way to come back to our question: what do we lose when we jettison the second principle? If we lose the part about evil tendencies, we become unschoolers who trust the child’s instinct completely since it is all good. If we lose the bit about good tendencies, then what we are saying is that even when presented with the good choices — the veggies, the living books, God Himself — that the child is unable to choose the good over the evil.

Option 2: Common Grace

On first glance, the doctrine of Common Grace seems to help us to reconcile these inconsistencies. God’s grace is His undeserved gift to us. By His special, or saving, grace He both saves us and enables us to do good. It is special because it is particular; it is not for everyone but only for God’s people.

But, the Bible tells us, God sends rain on the just and the unjust. Those who are not among God’s people still receive good from Him. This is Common Grace. It may be called restraining grace as well since if keeps fallen, unregenerate man from being as evil as he could be. Tim Challies, quoting Berkhof, tells us that Common Grace “‘curbs the destructive power of sin, maintains in a measure the moral order of the universe, thus making an orderly life possible, distributes in varying degrees gifts and talents among men, promotes the development of science and art, and showers untold blessings upon the children of men’” (Tim Challies, “The Essential Common Grace,” from Challies.com). Remember that even the doctrine of total depravity does not say that man is as bad as he could possibly be, only that all aspects of his nature are fallen (this was discussed in part 2).

The doctrine of Common Grace is often used to explain why non-believers seem to do good and so it may seem to answer the inconsistencies we see between our own reformed theology and Charlotte’s principles. But we must also remember that Common Grace does not make men good. The Westminster Confession, which we looked at last time, makes clear that though the unregenerate may do things we deem “good” that they are unable to please God without the saving faith that comes through Special Grace and thus their “good” is not really “good.” If we are relying on the idea of Common Grace to get us out of this bind, then we are fooling ourselves (or misunderstanding the doctrine). A person affected by Common but not Special Grace may seem to do good but they are just as incapable as they always were of truly being or doing good.

Option 3: Covenant Children

In my post on Charlotte Mason’s first principle, I spent some time looking at what the Bible has to say about children. One conclusion of that study was that “[Children] are counted among God’s people and at important points (such a covenant renewal ceremonies) are included in the assembly of God’s people.” In my denomination, we speak of covenant children. We baptize infants, not because we believe baptism removes Original Sin, but because it is a sign on inclusion in God’s covenant people. And we assume that our children are part of that people unless they prove otherwise (as we would for those baptized as adults).

If, as Reformed Christians, we seek to follow Charlotte’s philosophy but we do not have this view of covenant children, then we are left with a conundrum. Our educational philosophy is predicated on the idea that children can choose the good, both intellectually and morally, but our theology tells us that they cannot choose or do  good until they are saved. So we are left needing to wait on their salvation before we can truly educate them.

I would like to propose a different way of viewing education. If the children of believers are included in God’s covenant community, then they already, even before birth, have those tendencies to good which Charlotte speaks of. We assume their salvation and their education becomes part of their sanctification. I think this idea fits quite well with reformed theology. If, as the doctrine of total depravity teaches, all of our nature has been corrupted by Adam’s Fall, then it makes sense that our sanctification which reverses this corruption should also act on the whole person.

The Roman Catholic Church (for the sake of comparison) has quite a high view of human reason because it sees limited effects to the Fall. If human reason has not fallen, then, once Original Sin is removed, we can have a high degree of confidence in our own reason. But if our reason is fallen along with the rest of our nature, then we cannot inherently trust it. Our intellectual aspect as well as our moral aspect needs to be regenerated.

I want to be clear that I do not think this is how Charlotte Mason herself  would have put it. This is how I, as a reformed Christian, reconcile my beliefs with the truth that I see and experience in her philosophy. I think she and I would have had some theological disagreements about human nature. But I also think that she stumbles on to some real truths about how education works for covenant children. The upshot of this view is that while what Charlotte says about good and evil tendencies may not be true of all children (or adults) that we are saying it is true of our children.

There are still be some problems with this view. It does not give us much to work with if we are teaching other people’s kids (if their parents are not believers). It also contradicts  Charlotte’s assertion that her method is for all children. Charlotte is also very big on the idea that all truth is God’s truth and that truth can come through non-Christians. I agree with both these statements but I am still trying to reconcile in my mind how these ideas fit together nicely. The problems inherent in this view are not unique to Charlotte Mason’s philosophy but are basic issues which total depravity has to address — How do we account for the seeming good of unregenerate people? and, similarly, How are such people able to discover intellectual or moral Truth?

Option 4: Re-defining “Potential”

When it comes to other people, we never truly know. As reformed people, we believe that God, before Creation, made a plan and decided (elected) who would be saved and who wouldn’t. Nothing can thwart His plan one way or another. But we still preach the gospel to all because He commands us to and because we don’t know who it is within His plan to save.

In the same way, we may present the good (whether intellectual or moral) to children not knowing which ones God will enable to accept it. From God’s perspective these things are settled, but from ours any one of them has the potential to be saved and therefore to ultimately choose the good. This option may be combined with the previous one– the children of believers are assumed to be holy and to others the offer, both of the gospel and of the good intellectual food we are providing, is presented in the hope that they will be enabled to choose it. This seems to me to be an inherently optimistic view; it hopes the best for people and expects much of them.

I called this view “re-defining potential.” We  might instead say that it shifts the possibility of good from the individual to God Himself. It says not that each child, as he is naturally, can choose good but that each child might, by the power of the Holy Spirit, be regenerated and enabled to choose good. We present the good in the hopes that this is so, not knowing if it will be so in any given case.

Corollary: CM’s Method Can Benefit Non-believers

I am not classifying this as a separate option because I think it can be combined with any of the above options. One of the big problems for those who accept the doctrine of total depravity is how it explains the good that the unregenerate seem to do. Charlotte herself addressed this issue:

“As for this superior morality of some non-believers, supposing we grant it, what does it amount to? Just to this, that the universe of mind, as the universe of matter, is governed by unwritten laws of God; that the child cannot blow soap bubbles or think his flitting thoughts otherwise than in obedience to divine laws; that all safety, progress, and success in life come out of obedience to law, to the laws of mental, moral or physical science, or of that spiritual science which the Bible unfolds; that it is possible to ascertain laws and keep laws without recognising the Lawgiver, and that those who do ascertain and keep any divine law inherit the blessing due to obedience, whatever be their attitude towards the Lawgiver; just as the man who goes out into blazing sunshine is warmed, though he may shut his eyes and decline to see the sun. Conversely, that they who take no pains to study the principles which govern human action and human thought miss the blessings of obedience to certain laws, though they may inherit the better blessings which come of acknowledged relationship with the Lawgiver.” (Home Education, p. 39)

Charlotte here says that there is a blessing that comes with obeying the law of God even if one does not recognize that one is doing so. I think if we keep this in the realm of temporal blessings, this is likely true. If you are a good steward of your body, you will likely be rewarded with health. If you meditate on what is good and beautiful and true, you will have a mind that is more healthy than the one who dwells on evil and debased content. So the one who, following the Charlotte Mason method of education, is presented with a nourishing intellectual diet, though he be unregenerate, will still benefit more than one who is fed the intellectual equivalent of corn syrup or sawdust.

Conclusions?

In the first post in this three-part series, I tried to give you Charlotte Mason’s own interpretation of her second principle. The big take-away was that she applied the idea of good and evil tendencies to all aspects of the child and that as such she included both moral and spiritual dimensions, as well as the physical and intellectual. Her second principle is not solely theological but I think it is inaccurate to say that she did not mean it theologically.

In the second part, I tried to sketch out for you the range of Christian belief on the nature of man since the Fall with the goal of both showing where Charlotte herself likely fell and of prodding you to think about where along the spectrum your own beliefs would go.

This last post is for those of us who find ourselves further over to the reformed, total depravity side of things than Charlotte herself was. If you are closer to Charlotte’s own view or if you have a higher view of the human potential for good than Charlotte did, then I don’t expect you have much argument with her second principle. But for those of us who do wriggle in our seats when the goodness of children is discussed, I have tried to present some ways of reconciling the two — both my own ideas and some that have been expressed previously — along with their objections.

For myself, I find myself at this point (acknowledging that my views have changed in the past and may again) saying that while I do not think Charlotte and I are on the same page in terms of our view of human nature and while I am not comfortable using the language she does in her second principle, I can accept her philosophy and method of education because I think that she still ends up saying something true and valuable. My own beliefs are some combination of options 3 and 4 and the corollary I outlined above.

What I would like to know from you all is if any of this makes any sense. What is convincing and what isn’t? Are there other ways to think about all this that I have missed?

Nebby

Resources: I realize that I haven’t cited a lot of sources in these posts so here are just a few to get you going —

Bible verses on man’s sinful nature:

Genesis 6:5, 8:21;  2 Chronicles 6:36; Psalm 14:2-3, 51:5; 58:3; Proverbs 21:10, 15; Job 15:14; Isaiah 53:6; Jeremiah 10:14; 13:23; 17:9; Micah 7:2-4; Matthew 12:34-35; Mark 10:18= Luke 18:19; John 3:19; 8:44; Romans 3:9-12, 23; 5:7-8, 12, 19; 8:7;  1 Corinthians 2:14; Ephesians 2:3; Titus 3:3; Hebrews 11:6

Blog posts on CM’s 2nd principle; my inclusion of them here does not necessarily imply endorsement:

Charlotte Mason, Total Depravity and the Divine Image,” by Brandy Vencel at Afterthoughts Blog

Why Did She Have to Say That?” by Karen Glass at Karen Glass.net

Classically Charlotte: The nature of children,” from Simply Convivial.com

Fact Check: Did Charlotte Mason Reject Original Sin?” by Art Middlekauff at Charlotte Mason Poetry.org

“The Theological Significance of Charlotte Mason’s Second Principle,” by Art Middlekauff at Charlotte Mason Poetry.org

And some of my own posts on this principle:

“Charlotte Mason’s Second Principle: Goodness and Badness”

CM on the Goodness (and Badness) of Children”

 

Personhood and the Special Needs Child

Dear Reader,

I recently stumbled upon a chain of posts on Applied Behavior Analysis (ABA) therapy for children with autism. I do not have a child with autism (though I know a good handful) and I don’t really have any expertise at all in this area so I can’t really evaluate this therapy and don’t particularly want to wade into all the controversy around it. But I am struck by how Charlotte Mason’s principles do (or don’t) play out.  Whether it is true or not (I can’t judge), the article I read paints an extreme picture, but I think it points to some very real underlying issues, not just in dealing with special needs kids but in education today. [Disclaimer: I know some object to the term “special needs.” I don’t know what else to use — challenged? handicapped? — so if I am offending, I am sorry in advance.]

Charlotte Mason’s first principle is “Children are born persons.” I have written recently on what that means and won’t rehash it now, but I think we can see that a respect  personhood is not what is described here:

“To ABA, an autistic person is nothing more than the unruly embodiment of behaviors to be reinforced, shaped, or extinguished, a list of  ‘excesses’ and ‘deficits’ to be tallied and managed. A defiant child to be made compliant. Basically, I was a glorified dog trainer.” (Birdmadgrrl, “I Abused Children for a Living,” from Mad as Bird Blog, April 3, 2017)

If you are looking for a contrary understanding of what it means to have an atypical child, A Delectable Education, a Charlotte Mason method podcast, has a wonderful program on Special Needs which makes clear above all that the special needs child is a person just as any other and that for every deficit they may have, there is likely some other area in which they are advantaged or can excel. But even if a child is severely challenged, they are still a whole person and can benefit from what Miss Mason calls the feast — a broad curriculum that feeds the whole person.

ABA (according to its critics), in contrast, presents an ideal to which the child must conform and concentrates very intensely (up to 40 hours per week of therapy) on getting the child to meet those goals:

“The ultimate objective of ABA is to make the child “indistinguishable from peers.” This in itself is abuse because you are teaching the child that the only way that they will be tolerated is if they pretend to be like everyone else. They must sacrifice 40 hours a week instead of playing because there is something “wrong” with them which they have to spend all day everyday trying to fix.” (Ibid.)

Charlotte warns us against using the child’s natural desires — his need for acceptance, his desire for praise — against him. These are tools that are easily employed and produce a result but they are manipulative and again do not respect the child as person. Adults are apt to turn to these tools because they are easy to use and, in the short-term, they achieve a goal.  Our ABA critic again tells us:

“I don’t doubt that Timmy is having fun in the moment. The kids I worked with often seemed to be having fun. But the thing is, a lot of this abuse takes place on a subconscious level. The child might not even realize he’s being abused because he’s distracted by candy, or balloons. But there is a power imbalance. And little Timmy’s brain is picking up on all of this and filing it away.” (Ibid.)

ABA is the only scientifically backed treatment for autism and thus is the one that insurance is likely to pay for. It achieves its goals, though we may question whether those are the right goals. If the child also seems to be enjoying it, that seems like a win-win, right?

As I said at the start, ABA and autism are not my area of expertise by any means. I understand that there are probably deeper issues here and that I have really only looked at one side of the argument. But I think the argument itself raises some questions which all of us parents, whether our children are “normal” or not, should be asking ourselves.

The biggest question, and the one out of which all the others flow, is: Am I valuing the child as a person? Do I see and appreciate the good alongside the challenges? As that ADE podcast I referenced suggests, do I see that there can be value even in the challenges? Or am I trying to fit a person into a mold that maybe not all of us need to fit? I’m not trying to say that we need to just let every child be as they are. Charlotte Mason did advocate for habit-training, a practice which acknowledges that we all need some  guidance in how we develop. And certainly, it helps to be able to get along in society. If there are behaviors that others will view as inappropriate, we may need to address them. But there is at the least a balance here. Because the norm in our society is institutional schooling and because dealing with large groups of students doesn’t allow for a lot of flexibility, we tend to try to fit children into an ideal mold, whether it’s the very active child who is expected to sit still all day or the child who maybe needs to wait to learn to read bit is pushed to do so in kindergarten or first grade.

If we do acknowledge the personhood of the child, we also need to look at what tools we are using in education. Rewards in the form of prizes and grades and praise are easy solutions. Children seem to like them and many are motivated by them so we get what seems to be a good result. But Charlotte would say that we are taking a natural desire and feeding it out of proportion and thereby allowing it to take over. The child who gets rewards for learning stops learning for any other reason. We get immediate results but warp the personality in the long-term. The immediate effect and even the child’s own pleasure in the moment cannot be our guide if we are on the right track.

Which leads us to the big question: What is our goal and what should it be? If we begin with the personhood of the child, then our goals must also fit this vision. A goal that presents a model and fits the individual to it does not respect one’s personhood. If we aim for academic or career success but warp the personality along the way we are also not truly valuing that individual. We need to care more about who each child is, not what they become or how much they know or whether they get into college or whether they can hold a job or even whether they can function in society.

I will say once more that I cannot judge ABA or any other particular therapy. But I think the problems that its critics see are not isolated to this one approach; they are problems that arise from a much broader misconception in our society that views the child as something to be molded rather than a person to be guided.

Nebby

 

 

Living Books on the 1990s

Dear Reader,

This is part of my continuing series of posts on the books we have been using on our homeschool. Find all my booklists here.

As I mentioned in my post on the ’70s and ’80s, it is getting tougher as we get closer to present day to find good living books to use. I was caught off guard when I realized that our spine series ended at 1990 so I scrambled to order all the library books I could find for kids on the 1990s. I checked out as many as I could and began sorting through them to find something that I could read to my kids (grades 6-11) to give them an overview of the major events of the decade:

Looking at all these books makes me appreciate how much better our spine series (Our Century) really was, though it may not be considered living by some.

The two I ended up using are The one on the top left there — The 1990s: Decade in Photos: The Rise of Technology and A Cultural History of the United States through the Decades: the 1990s by Stuart A. Kallen (top row, third book over). Note that the first book has no author listed on the cover; this is not a good sign. It is the simpler of the two and is really elementary level. I used it because it gave a not-too-too- bad synopsis of some events tat the other book left out. Kallen’s book is fuller and goes more in depth but it is a cultural history if the US and touches less on international events.  My third choice from this lot would be History of the 1990s (top, right) but in the end I decided it was a bit worse than my other choices. I did keep out Fashions of a Decade: the 1990s but used it only to show pictures of the fashions and trends of the era. The three on the bottom row I did not like.

More and more of what we are studying has direct bearing on current events so I have begun to take a slightly different take in their individual reading. My goal is for my kids to begin to understand the issues behind the stories they might see in the news. When studying Watergate, I ran across a book that I really liked edited by a woman named Debra A. Miller. A library search revealed that she has a quite a number of volumes available. They are part of different series and so there is some variation in format. Many, like the one I used on Watergate, are compilations of primary sources with only brief, added introductions. These selections may be speeches or statements by politicians and various groups or articles for or against an issue. They seem to be intentionally well-balanced — for every opinion on one side of an issue, there are opinions on the other.

So I began by getting a number of books on various countries and having each child pick one.

1990s 1

We ended up with North Korea, Darfur, Pakistan, and Iran. There is some variation in how hard these books are. Certainly a high schooler could handle them. A middle schooler might have to stretch a bit more. I wouldn’t recommend them for elementary age. I did not require my children to read all of their book but selected the essays that I thought most relevant. I also gave them each some targeted narration questions; that is, rather than just “narrate this” I would say something like “on today’s readings I want you to tell me about nuclear weapons in Pakistan.” Because they are each reading about different countries, they also have to share what they’ve learned with their siblings.

After picking countries, we are moving on to issues. Debra Miller again has numerous books on the hot-button topics of the day:

Some topics are political, some cultural. Some are more appropriate for my younger kids; some are acceptable for high schoolers. As I write this, we are just beginning this process, but my intention is to do the same as we did with the books on countries — guided narrations and presentations to their siblings.

One last book on the ’90s:

1990s 2

I found this one on Hispanic America which I may have my 6th grader read in place of one of the issue books. It seems to give a good idea of the scope of what we mean wen we say “Hispanic” and the different cultures that encompasses.

Nebby

 

Living Books on the 1970s and 1980s

Dear Reader,

I have fallen a bit behind so I am going to give you the books we’ve have been using on both the ’70s and ’80s at once. We moved through both decades fairly quickly anyway. You can find all my lists of living books here.

This is a tough chunk of history to find good books for. IMO older books are more well-written, but you just can’t be that old if you are on recent history, now can you?

Our spine for the year, a series called Our Century by Gareth Steven Publishing, only seems to go through the 1980s; at least, I don’t own the volume for the 1990s and I couldn’t find it in my library system.  We did use the two volume son the ’70s and ’80s to finish up this section. As I am currently looking around for other books on the 1990s, I am more impressed with this series. The volumes are written as a series of separate articles, some written like news stories. They often take the perspective of putting you right in the time — i.e. they use the present tense. Though this is not one continuous narrative, for an overview of the time, I think they are fairly interesting and, as you get closer and closer to modern day, it is hard to find that. I like that they have few sidebars and the like which more recent books tend to overdo.

We covered the Vietnam War with the 1960s so I am not going to touch on that here. We had also dealt with the Cold War in our study of the ’50s and ’60s.

The big domestic topic for the 1970s is Watergate.

If you have a high schooler and a lot of time, there is no substitute for Bob Woodwards and Carl Bernstein’s classic account of their investigation, All the President’s Men. I remember reading his book in high school myself though I also remember that a lot of it went over my head. We didn’t want to take the time so we watched the movie version. I know given the length of the book and the length of the move that there must be a lot left out but this is a very well-done movie. The action keeps going, it was easy for even my middle schcoolers to understand, and they really appreciated the story. I’d watch it even if you are reading the book (afterwards, of course).

Bob Woodward has also written another book, Secret Man, that traces the identity of their famous secret source “Deep Throat.” If you have  a high schooler and want to really go in-depth, you might consider this one. I thought it would be too much for my kids who only came into this with the barest sense of what Watergate was at all. I believe Woodward and Bernstein also wrote other books covering  the later days of the scandal and its aftermath as well.

At the other end of the spectrum, younger children might enjoy The Story of Watergate from the Cornerstones of Freedom series. This series gives nice introductions to a variety of topics at an upper-elementary to middle school level. Just be sure to get the older version of the series whose titles begin with “The Story of . . . ” The newer ones are much worse.

I read a portion of Art Buchwald’s “I am Not a Crook” and read selections aloud to my kids. It is amazing what you can learn about a time but reading political satire of it 😉 I don’t remember Watergate and my kids certainly knew little of the time but I found many of the short articles in this book entertaining and the ones I chose to read to my kids they also enjoyed. It’s definitely middle school and up and probably better for high schoolers.

Moving on to the Carter presidency, my 10th grader read What the Heck are you up to, Mr. President? by Kevin Mattson. This book tells the story of a speech Carter gave which should have been pivotal but wasn’t. From her narrations it does a really good job of telling about the issues of the day and she seemed to enjoy the book and understand it well. High school level again.

One of the big controversies of the time was the Iranian hostage crisis. I wanted to give my kids a sense of this not just for the historical value but also because Iran is still so much in the news. My 6th grader read America Held Hostage by Don Lawson which covers the Iran-Contra scandal as well. Amazon lists it as 7th-12th grade and I would say it was a bit of a stretch for her but it seemed like a decent book.

My 7th grader read Taken Hostage by David Farber. This too seemed like a solid book that gives a good intro to the issues.

My 11th grader read Shah of Shahs by Ryzard Kapuscinski. This book introduces the political situation in Iran rather than focusing solely on the hostage crisis.  It too seemed good. It could probably be done at a slightly earlier age, like early high school.

In fiction that gives a sense of the time, I had my 7th grader read When Zachary Beaver Comes to Town by Kimberley Willis Holt, the story of the fattest boy in the world who comes to a small Texas town and makes life more interesting for its residents. My 10th grader was upset when she saw him reading this for school and exclaimed, “Hey, I read that! I didn’t know it was a school book!”  When pressed, she admitted she had liked the book but she still felt tricked. I’d call it middle school level though honestly I’m not sure how much my kids learned about the 1970s from it.

My 6th grader read When You Reach Me by Rebecca Stead. This one is set in 1970s New York City and the protagonist’s mother is slated to appear on the game show $20,000 Pyramid. There are other plots about her friends and there is some mystery involved. It turns out you can still get old episodes of the $25,000 Pyramid on TV (the amount of the big prize changed over time) so my daughter got into those as she read the book, for better or worse. Se seemed to enjoy the story and I think it gave a better sense of the time than Zachary Beaver but I found her narrations hard to follow and I suspect it is not that well-written. Definitely middle school level or maybe upper elementary for a good reader.

I read Revolution is not a Dinner Party by Ying Chang Compestine aloud to my middle schoolers. It is the story of a Chinese girl during Mao’s Cultural Revolution. I didn’t think it was the best-written book I’ve ever read but it did give a pretty good sense of what things were like then. I’d call it middle school level.

For myself I read Kite Runner by Khaled Hosseini. This is the story of a boy growing up in Afghanistan through all the political changes there. I did learn a lot about the history of this very important place in today’s news. I began reading the book to see if it would be appropriate for one of my high schoolers. I decided not to let either of them read it yet. There are some very adult situations which are quite integral to the plot so read with care.

The big story for the 1980s is the end of the Soviet Union as such. My 6th grader read the Cornerstones of Freedom series again, The Story of the Fall of the Soviet Union. I also had her read Cause & Effect: the Fall of the Soviet Union by Don Nardo. It was in her words “okay.” I am not sure I would say it was spectacular but it seemed decent.

My 7th grader read The Rise and Fall of the Soviet Union by John R. Matthews. It seemed again like a decent book.

My 10th grader read The Rise and Fall of the Soviet Union (a popular title apparently) by Michael Kort. Her words : “It was okay for a school book.” She is very hard to get praise from so count this as a recommendation.

Nobody read The Age of Delirium but I did check it out. It looked long 😉 Amazon gives it good reviews but it definitely seems like high school level or above.

I am going to leave off here for now. Moving from the 1980s to the ’90s and beyond, I am having my children focus more on issues than events, but I will discuss the books we are using for that in my next post — stay tuned!

Nebby

 

 

 

Is it Biblical?: CM’s 2nd Principle (Part 2 of 3)

Dear Reader,

This is part 2 of a 3 part series within a series. Read part 1 here.

A Bit of Review: CM’s own words and Defining the issues

In my previous post, I asked how Charlotte Mason herself explained her oft-discussed second principle. Here again is that principle:

“They are not born either good or bad, but with possibilities for good and for evil.” (“Charlotte Mason’s 20 Principles” from Ambleside Online)

Based on a section from her sixth volume, I concluded that:

  • “The possibilities for good and the corresponding possibilities for evil” are “present in all children.” These possibilities or tendencies are what we might call predispositions. Some people are more prone to certain errors than others but we all have areas of particular temptation or weakness, just as one person might be more prone to infection, allergies, or alcoholism.
  • The whole child is in view, “body and mind, heart and soul.”
  • Evil tendencies of the body include physical weakness or susceptibility to disease.
  • Tendencies of the mind include, on the positive side, an affinity for or facility at certain academic subjects and, on the negative, a tendency to laziness, for example, or even an over-attachment to certain subjects to the exclusion of others.
  • When Charlotte speaks of the “heart” or “feelings” she is really speaking of what we would call the virtues.  Foremost among these are love and justice but many others flow out of them such as generosity, kindness, and even gladness.
  • When Charlotte speaks of the soul, she addresses our ability and desire to have a relationship with our Creator.

It is these last two — the heart and soul — which we most need to address. Because most Christians recognize that human beings, since the Fall, have a propensity for evil, the real question is to what degree we still have a tendency to good.

My Object

My goal for this series has been to take each principle and ask “is it biblical?” and to confine myself to what the Bible says. But I find myself hard-pressed on this particular topic to say what the Bible says. The fact is that there is a range of belief in Christendom on the topic and all would claim that their view is biblical. We look at the same texts and come to different conclusions. I’d like to begin by looking at this range of views. My goal is for you, the reader, to come away with two things:

  • to see where Charlotte Mason herself fits in the range of beliefs
  • to find where you fit

Because there is such a range, we may not all come to the same conclusions, but if you can see where Charlotte fits and where you fit, then I think you can begin to decide for yourself whether you think her second principle is theologically sound or not.

An Overview of Christian Thought

Pelagianism

On one end of the spectrum of belief is Pelagianism. Pelagius, who lived in the 4th and 5th centuries AD, is considered a heretic by all the big branches of Christianity — the Eastern Orthodox, Roman Catholicism, and historic Protestantism. Nonetheless, his position is worth considering as a foil against which to view others. Pelagius said that man is basically good and can choose to do good and to follow God without divine intervention:

“[He] taught that people had the ability to fulfill the commands of God by exercising the freedom of human will apart from the grace of God. In other words, a person’s free will is totally capable of choosing God and/or to do good or bad without the aid of Divine intervention. ” (“Pelagianism,” by Matt Slick from CARM.org)

Eastern Orthodox

The Eastern Orthodox have been accused of but deny being semi-Pelagian.  I think it is fair to put them towards this end of the spectrum, however. Their position rests on an alternate translation of Romans 5:12, translating “because all men sinned” instead of “in [Adam] all men sinned.” The significance of this difference is explained:

“If we accept the first translation, this means that each person is responsible for his own sins, and not for Adam’s transgression. Here, Adam is merely the prototype of all future sinners, each of whom, in repeating Adam’s sin, bears responsibility only for his own sins. Adam’s sin is not the cause of our sinfulness; we do not participate in his sin and his guilt cannot be passed onto us.” (“Orthodoxy’s ‘ancestral sin’ versus Calvinism’s total depravity,” from Christianity.stackexchange.com)

Instead of the term “original sin,” the Orthodox prefer “ancestral sin.” Though people are born with the consequences of sin, they are not born sinful, that is, they do not bear Adam’s sin or its guilt. These consequences are both physical (pain and death) and moral. Though they reject the idea of total depravity (see “Reformed Theology” below), Orthodox Bishop Kallistos Ware is able to say that man is often “morally paralysed: we sincerely desire to choose the good, but we find ourselves caught in a situation where all our choices result in evil” yet “[e]ven in a fallen world man is still capable of generous self-sacrifice and loving compassion. Even in a fallen world man still retains some knowledge of God and can enter by grace into communion with him” (“The Consequences of the Fall,” Bishop Kallistos Ware).

The Roman Catholic Church

Moving along the continuum, we find Roman Catholicism. Everybody besides the Orthodox understands Romans 5:12 as “in [Adam] all men sinned” (Catechism of the Catholic Church [CCC], 402).  Since we all fell in Adam, we are all born bearing his sin (CCC, 403). This is what the Catholic Church refers by “original sin.” For Catholics, this sin is removed through baptism (CCC, 405). Adam, who had original holiness, then transmitted to his descendants not just this one sin but a fallen nature which the Catechism defines as “a human nature deprived of original holiness and justice” (CCC, 404). Human nature has been deprived of something and men are thenceforth “inclined to sin” but “human nature has not been totally corrupted” (CCC, 405). The result is a conflict within man:

“By our first parents’ sin, the devil has acquired a certain domination over man, even though man remains free.” (CCC, 407)

The two key points here seem to be: a) that man remains free, that is free to choose good or evil and b) that human nature in the Fall has lost something, namely holiness, but has not been totally corrupted. A side note, since our initial subject is education, the Catechism goes on to say that we must understand this truth — of man’s evil inclination — in order form a right philosophy of education (CCC, 407).

The Church of England

Protestant belief varies from something pretty close to the Catholic view at one end to the Reformed (Calvinistic) view at the other. I will not touch on all the variations one might find but moving on, I do want to spend some time on the historic Anglican position. Charlotte Mason, you will remember, was a member of the Church of England (COE).

The foundational document for the COE is The Thirty-Nine Articles (1801) and the relevant sections are articled 9 and 10:

IX. Of Original or Birth-Sin.
Original sin standeth not in the following of Adam, (as the Pelagians do vainly talk;) but it is the fault and corruption of the Nature of every man, that naturally is engendered of the offspring of Adam; whereby man is very far gone from original righteousness, and is of his own nature inclined to evil, so that the flesh lusteth always contrary to the Spirit . . .
X. Of Free-Will.
The condition of Man after the fall of Adam is such, that he cannot turn and prepare himself, by his own natural strength and good works, to faith; and calling upon God. Wherefore we have no power to do good works pleasant and acceptable to God, without the grace of God by Christ preventing us, that we may have a good will, and working with us, when we have that good will.” (The Thirty-Nine Articles, IX-X)

I found a wonderful, long article by Joseph Miller which goes to some length to explain not just the COE view but its place relative to other Christian positions. Miller was writing in 1885 (remember that Charlotte Mason lived from 1842-1923). Miller rejects the Catholic view, calling it semi-pelagian, saying that it allows for “the pura naturalia in fallen man after baptism, though weakened and deteriorated” (Joseph Miller, The Thirty-nine articles of the Church of England, a historical and speculative exposition, 1885, p. 22). In other words, the Catholic Church, according to Miller, does not view man as fallen enough. He does bear the guilt of Adam’s sin, but when that is removed by baptism, his moral capacity is not much diminished, relatively speaking. On the other side, Miller also rejects the Reformed view found in the Westminster Confession which speak of the “utter inability and opposition to all good in the natural man” (p. 24).

What then is the COE view which Miller propounds? He maintains that man retains a “formal freedom” though he has lost “real freedom.” Man is no longer able to execute “perfect obedience and conformity to God’s holy will” but he is still able to exhibit “those relative virtues or excellencies of character” which are seen even in non-Christians (pp. 18-19). Miller believes that such “formal freedom” is a prerequisite for redemption for without it man would have “no recuperative energy whatever, no capacity for redemption” (p. 19).

In his own salvation, Miller believes, man must cooperate with God’s grace. He sees this view as being firmly founded in Scripture:

“Does not Holy Scripture throughout in its commands and admonitions proceed on the supposition that it is in the power of each to choose to hear the word of God and to yield oneself to its holy guidance, or on the contrary, to turn aside and resist the impulses of grace ? At least it is apparent, that man must refrain from wilful and obstinate resistance, if divine love is to work savingly. Take conversion, for example. Whilst it may be admitted to be mainly God’s act, a fruit of regeneration, must there not be in it a certain yieiding or movement on the part of the man himself ? Otherwise how is the necessity of irresistible grace in order to salvation and eternal life to be evaded ? Are not faith and repentance necessary conditions of regeneration in those of riper years ? And have the will and other natural powers no part in these acts ? Observe that the Article says, that ” man is very far gone from original righteousness,” not ” altogether.”” (pp. 25-26)

Reformed Theology

As the Eastern Orthodox view of original sin is better called ancestral sin, the Reformed take on it is more aptly described by the phrase “total depravity.” I have learned recently that the acronym TULIP as a mnemonic for remembering the main tenets of reformed theology (oft called the 5 points of Calvinism) is a uniquely American invention. But if you are familiar with the acronym, you will know that the “T” of TULIP stands for total depravity. It is the foundation from which the other points flow.

Total depravity says that the effects of the Fall are profound. More than a mere loss of holiness, man in Adam had his entire nature corrupted so that no part of it is free from the effects of the Fall. In the words of the Westminster Confession, man became “wholly defiled in all the parts and faculties of soul and body” (Westminster Confession of Faith [WCF], VI, 2). R.C. Sproul explains the use of “total” in this context:

“So the idea of total in total depravity doesn’t mean that all human beings are as wicked as they can possibly be. It means that the fall was so serious that it affects the whole person. The fallenness that captures and grips our human nature affects our bodies; that’s why we become ill and die. It affects our minds and our thinking; we still have the capacity to think, but the Bible says the mind has become darkened and weakened. The will of man is no longer in its pristine state of moral power. The will, according to the New Testament, is now in bondage. We are enslaved to the evil impulses and desires of our hearts. The body, the mind, the will, the spirit—indeed, the whole person—have been infected by the power of sin.” (R.C. Sproul, “TULIP and Reformed Theology: Total Depravity,” from Ligonier Ministries)

The Confession goes on:

“From this original corruption, whereby we are utterly indisposed, disabled, and made opposite to all good, and wholly inclined to all evil . . .” (WCF, VI, 4)

This is not, as it is often supposed, a rejection of man’s freedom to choose, but a statement about what he, by nature, is able to choose:

“Man is a free agent but he cannot originate the love of God in his heart. His will is free in the sense that it is not controlled by any force outside of himself.” (Loraine Boettner, Total Depravity, 2, from the-highway.com)

Boettner further explains:

“He possesses a fixed bias of the will against God, and instinctively and willingly turns to evil. He is an alien by birth, and a sinner by choice. The inability under which he labors is not an inability to exercise volitions, but an inability to be willing to exercise holy volitions. And it is this phase of it which led Luther to declare that “Free-will is an empty term, whose reality is lost. And a lost liberty, according to my grammar, is no liberty at all.” In matters pertaining to his salvation, the unregenerate man is not at liberty to choose between good and evil, but only to choose between greater and lesser evil, which is not properly free will. The fact that fallen man still has ability to do certain acts morally good in themselves does not prove that he can do acts meriting salvation, for his motives may be wholly wrong.” (Ibid., 2)

Thus, “fallen man is so morally blind that he uniformly prefers and chooses evil instead of good” (Ibid., 2).

Regarding apparent good done by the unregenerate, the Confession says:

“This corruption of nature, during this life, doth remain in those that are regenerated; and although it be, through Christ, pardoned, and mortified; yet both itself, and all the motions thereof, are truly and properly sin.” (WCF, VI, 5)

Such seemingly good acts are not truly good because a deed is good not in and of itself but is justified by its motives:

“The unregenerate man can, through common grace, love his family and he may be a good citizen. He may give a million dollars to build a hospital, but he cannot give even a cup of cold water to a disciple in the name of Jesus. If a drunkard, he may abstain from drink for utilitarian purposes, but he cannot do it out of love for God. All of his common virtues or good works have a fatal defect in that his motives which prompt them are not to glorify God,  . . .” (Boettner, 3)

Boettner, quoting Augustine, goes on to distinguish between those qualities which even the worldly may call virtues and true Christian virtues:

“Augustine did not deny the existence of natural virtues, such as moderation, honesty, generosity, which constitute a certain merit among men; but he drew a broad line of distinction between these and the specific Christian graces (faith, love and gratitude to God, etc.), which alone are good in the strict sense of the word, and which alone have value before God.” (Ibid., 3)

Conclusions

As you consider your own position, if you do not already know where you stand in this spectrum, some questions to ask yourself (and possibly your pastor) are:

  • What was the effect of the Fall on human nature? Do we bear Adam’s sin or only the consequences of his sin? What was lost in the Fall? How much of human nature was corrupted and how deeply has it been corrupted?
  • What is man able to do apart from God? Any good works? Is he able to evince any faith or virtues?
  • Is man free to choose to do good?

Here again are the major positions:

Pelagianism

  • Man is basically good.
  • “[A] person’s free will is totally capable of choosing God  . . .”

Eastern Orthodoxy

  • Ancestral sin: Men, since Adam, bear the consequences of Adam’s sin but not his sin or guilt.
  • Though man may often find himself “morally paralysed,” “man is still capable of generous self-sacrifice and loving compassion. Even in a fallen world man still retains some knowledge of God . . . “

Roman Catholicism

  • In the Fall, man lost his original holiness.
  • Man is born bearing Adam’s sin (original sin) but this is removed through baptism.
  • Men are thenceforth “inclined to sin” but “human nature has not been totally corrupted.”
  • Men have freedom to choose good or evil.

Church of England (place CM here)

  • Though he has lost “real freedom,” man retains “formal freedom” without which he would have “no recuperative energy whatever, no capacity for redemption.”
  • “Man is very far gone from original righteousness” but not “altogether” gone [emphasis added].

Reformed Theology

  • Total Depravity: The Fall affects all aspects of man’s nature — body, will, spirit, and mind. The “whole person” has “been infected by the power of sin.”
  • “[T]he unregenerate man is not at liberty to choose between good and evil.” Though he is a “free agent,” he is in his nature unable to choose good.
  • By common grace, unregenerate men may appear to do good, but they are incapable of pleasing God or of the “specific Christian graces.”

My goal with this post has been to give the lay of the land so that you can see where Charlotte Mason probably stood and think about where you stand. I have done my best to present each position accurately but there is necessarily going to be some over-simplification when trying to treat such a thorny subject briefly. If you have been reading here at all, you will no doubt know that I adhere to a Reformed position.  It is this view whose adherents suffer the most pains when it comes to reconciling Charlotte’s ideas with one’s own theology. So in my final post in this series, I will talk about how we can either reconcile these two views or whether we need to reject some of what Charlotte says.

Nebby

 

Is it Biblical?: CM’s 2nd Principle (Part 1 of 3)

Dear Reader,

I’ll admit it– I’ve been putting off tackling this post. Charlotte Mason’s second principle is a stumbling block for many who are new to her philosophy. Over time, if we are attracted enough to the rest of what she has to say, I think we end up coming up with explanations of why she didn’t really mean what she seems to say. I have my own ideas about what Charlotte meant which are a little unorthodox. But my goal today is to see how Charlotte herself explained her ideas and to see how they line up with the Word of God. To get up to speed on what I am doing in this series and why see this post on “pure CM,” and this one on her first principle and this one on her last principle.

Last note before we begin: as I am writing this post, I am realizing it could be very long so I am going to divide it into 3 parts. Today we will discuss Charlotte’s own words on her second principle, next time will be Christian views of human nature, and lastly I will give you my own thoughts on the topic.

The Second Principle as Charlotte Explains It

Charlotte Mason’s second principle is as follows:

“They are not born either good or bad, but with possibilities for good and for evil.” (“Charlotte Mason’s 20 Principles” from Ambleside Online)

When I looked at Charlotte’s first principle, I found that she addressed it in a number of places in her six-volume series. While it mat occasionally be alluded to in other places, Charlotte’s most thorough explanation of her second principle comes in an extended section in her sixth volume entitled “The Good and Evil Nature of a Child.” My discussion will mainly be a working through of this section, with only a few added notes from her other writings.

Charlotte’s philosophy on the nature of children is a rejection of two antithetical views:

“A well-known educationalist has brought heavy charges against us all on the score that we bring up children as ‘children of wrath.’ He probably exaggerates the effect of any such teaching, and the ‘little angel’ theory is fully as mischievous.” (Towards a Philosophy of Education, p. 46)

This is the first half of her principle — we must think of children neither as all evil nor as perfect angels. She goes on:

“The fact seems to be that children are like ourselves, not because they have become so, but because they are born so; that is, with tendencies, dispositions, towards good and towards evil, and also with intuitive knowledge as to which is good and which is evil. There are good and evil tendencies in body and mind, heart and soul; and the hope set before us is that we can foster the good so as to attenuate the evil; that is, on condition that we put Education in her true place as the handmaid of Religion.” (p. 46)

Many argue that Charlotte Mason did not mean her second principle theologically, that she was not talking about the moral state of children. I think the above quotes make clear that she is indeed in the spiritual realm. This is not to deny that she applied her educational ideas with great success to all classes of society and to those her culture called uneducable, undoubtedly she did (see, for instance, Towards a Philosophy of Education, p. xxv), but her remarks were not limited to such areas; she clearly spoke also of the moral nature of children.

The phrase “body and mind, heart and soul” in the above quote is key. This is not a mere rhetorical flourish; Charlotte means each of these four areas literally and goes on to devote a section to each of them and to how our “good and evil tendencies” play out in them.

First she offers some explanation of what she means by a “tendency.” She does not use the phrase “genetic predisposition” but might as well have:

“Physicians and physiologists tell us that new-born children start fair. A child is not born with tuberculosis, for example, if with a tendency which it is our business to counteract. In the same way all possibilities for good are contained in his moral and intellectual outfit, hindered it may be by a corresponding tendency to evil for every such potentiality. We begin to see our way. It is our business to know of what parts and passions a child is made up, to discern the dangers that present themselves, and still more the possibilities of free-going in delightful paths. However disappointing, even forbidding, the failings of a child, we may be quite sure that in every case the opposite tendency is there and we must bring the wit to give it play.” (p. 47)

Note again that she is speaking here of both “moral and intellectual” tendencies. Just as one child may be born more prone to infection than another, so one may be more prone to fits of temper or laziness or any other malady. Though some failings may affect one more than another, we are all subject to them:

” . . . in every child there are tendencies to greediness, restlessness, sloth, impurity, any one of which by allowance may ruin the child and the man that he will be.” (p. 48)

Charlotte spends a brief time only on the body and her main emphasis is on developing “nervous over-pressure” (pp. 48-49). I am not going to dwell on the body because Charlotte herself spends little time on it and because I think it causes the least dispute.

Moving on to the mind Charlotte says:

“We do not perceive that the mind, too, has its tendencies both good and evil and that every inclination towards good is hindered and may be thwarted by a corresponding inclination towards evil; I am not speaking of moral evil but of those intellectual evils which we are slow to define and are careless in dealing with.” (pp. 49-50)

The intellectual tendencies to good are in every child: “even backward children, have extraordinary ‘possibilities for good'” (p. 52). Among the evil intellectual tendencies, Charlotte lists “slumbering minds,”  a desire for marks (grades), and “lethargy.” She also speaks in this section of the need to engage in a broad curriculum so as to not become eccentric and to develop the imagination, reason, and sense of beauty.

In dealing with the heart, Charlotte speaks of “‘feelings'” but perhaps not in the sense in which we use the word today. Her concern is really for what we would call the virtues.  Again, “every child, even the rudest, is endowed” with these including “Love and . . .  all its manifestations, kindness, benevolence, generosity, gratitude, pity, sympathy, loyalty, humility, gladness” (p. 59). So too “everyone has Justice in his heart” (p. 60). It is under this heading that she might also include conscience as she says elsewhere that:

“[The child] is born a law abiding being, with a sense of may, and must not, of right and wrong . . . But how has it been brought about that the babe, with an acute sense of right and wrong even when it can understand little of human speech, should grow into the boy or girl already proving ‘the curse of lawless heart’? By slow degrees, here a little and there a little, as all that is good or bad in character comes to pass.” (Home Education, p. 14).

Lastly, Charlotte turns to “the well-being of the soul” (Towards a Philosophy of Education, p. 63). Here her concern is our relationship with our Creator. She says that “we have in us an infinite capacity for love, loyalty and service which we cannot expend upon any other [than God]” (p. 64). She speaks elsewhere of “[the child’s] natural relationship with Almighty God” (Home Education, p. 19).

In concluding this section, Charlotte says:

“I have endeavoured to sketch some of the possibilities for good and the corresponding possibilities for evil present in all children; they are waiting for direction and control, certainly, but still more for the formative influence of knowledge. I have avoided philosophical terms, using only names in common use,––body and soul, body and mind, body, soul and spirit,––because these represent ideas that we cannot elude and that convey certain definite notions; and these ideas must needs form the basis of our educational thought.” (Towards a Philosophy of Education, p. 65)

The key points we have seen in all this are:

  • “the possibilities for good and the corresponding possibilities for evil” are “present in all children”
  • the whole child is in view, “body and soul, body and mind, body, soul and spirit”

Though it is beyond the scope of this principle, Miss Mason makes clear that the answer for her, the way to build the good and avoid the evil, is education — albeit perhaps an education more broadly defined than we tend to use the term these days. Though she sees both good and evil latent in the child, Mason does admit that “it is unchangeably true that the child who is not being constantly raised to a higher and a higher platform will sink to a lower and a lower” (Home Education, p. 103).

Identifying the Issues

In this principle, Charlotte makes two interrelated statements: children have the potential for good and children have the potential for evil. Among Christians of various stripes, it is the first of these which is up for debate. No one denies that children are to some extent sinful or at least have the potential to sin. It is how good they are or can be which causes disputes.

I hope I have shown that Charlotte has the whole person in mind when she makes this statement. She does not exclude the religious or moral aspects of the person, nor does she confine herself to them. It is truly a “whole child” approach. Having said which, it is beyond the scope of what I am doing here to go very deeply into the body and mind and the Scriptures have little to say on these. What Charlotte calls the heart and soul are what I would like to focus on. When she speaks of the heart, she is talking about virtues — above all love and justice but also the other virtues which flow out of these such as kindness, generosity and gladness, among many others. When she speaks of the soul, she is talking about our ability to have a relationship with our Creator. These then are the two questions we must ask: Are children capable of virtue, that is of good moral acts? and Are they able to have a relationship with their Creator?

One final note: Charlotte’s focus is on children because her subject is education. Children of course come in all shapes and sizes. It is not long before outside forces act on an individual and whatever latent tendencies there are are pushed one way or another. But I think what Charlotte has in mind, and what theologians debate is really what capacity for good is there in the unaffected individual, the person as he is born, before the world, for good or evil, has its effect.

Next time in part 2: Christian views of human nature

Nebby

 

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