From C.

Masons Towards a Philosophy of Education, Volume 6: A Review

Peoria Area CM Study Group monthly meeting discussions

Book I: Chapter 6: Three Instruments of Education

March 2012

Book 1: Chapter 6, Three Instruments of Education

Therefore (as neither the direct use of fear or love, suggestion or influence, nor by undue play upon any one natural desire is available for our use ch. 5), we are limited (by the respect due to the personality of children ch. 5) to three educational instruments the atmosphere of environment, the discipline of habit, and the presentation of living ideas. The P.N.E.U. motto is: Education is an atmosphere, a discipline, and a life. (A Short Synopsis #5)

When we say that education is an atmosphere, we do not mean that a child should be isolated in what may be called a child environment especially adapted and prepared, but that we should take into account the educational value of his natural home atmosphere, both as regards persons and things, and should let him live freely among his proper conditions. It stultifies a child to bring down his world to the childs level. (A Short Synopsis #6)

By education is a discipline, we mean the discipline of habits, formed definitely and thoughtfully, whether habits of mind or body. Physiologists tell us of the adaptation of brain structures to habitual lines of thought, i.e., to our habits. (A Short Synopsis #7)

In saying that education is a life, the need of intellectual and moral as well as of physical sustenance is implied. The mind feeds on ideas, and therefore children should have a generous curriculum. (A Short Synopsis #8)

From C. Masons Towards a Philosophy of Education, Volume 6: A Review

Peoria Area CM Study Group monthly meeting discussions

Miss Mason begins with atmosphere and a discussion on the trend of the time to put great emphasis on the environment of the child an artificial/manipulated environment; this was seen as a greater part of education. One sentence here struck me. CM says that it is a third-part of the whole. As we continued through we speculated that each of these instruments was 1/3 part, not as a slice or wedge of cake, but more like layers. They do work in tandem though so it didnt seem the best analogy . We were able to see how one doesnt supersede any of the others, and they are all utilized simultaneously. More as we go

We spent much of our time on the first portion an Atmosphere. This seems more abstract than the other instruments. Atmosphere refers to NATURAL conditions as the proper condition for atmosphere of environment- not a carefully constructed set of artificial relations, but one that is thrown off from persons and things, stirred by events, sweetened by love, ventilated, kept in motion, by the regulated action of common sense. - regular life that brings a general intimacy with the normal things that are so valuable as part of learning. Of course this is all under the premise of care and due relations must be maintained (authority and obedience and watch-care of reasonable protection so that they are not unduly battered). This atmosphere is borne of respect for the child as a person with no condescension, especially not sweetened with rose water. Through truth and sincerity this atmosphere is breathed like fresh air. The other two instruments make up part of this atmosphere, for without habit there would be stressful effort over all actions; without living ideas the intellectual life would be enfeebled.

Discipline Refers to HABITS formed definitely and thoughtfully. Miss Mason emphases the need for effort in securing a habit and that the child must do the work for themselves. She links this with a students delight in lessons. If there is no delight, is it related to either 1) the fact that the curriculum is not being applied in the right way (i.e. more or less and the work is somehow predigested/watered down or teacher focused) or 2) the HABIT portion is lacking and the effort is much greater without the consistent application of 2

From C. Masons Towards a Philosophy of Education, Volume 6: A Review

Peoria Area CM Study Group monthly meeting discussions
effort toward establishing such? maybe that is the definitely part? Miss Mason moves into the intellectual application for a bit as she refers to narration being that work that they do for themselves and the habit of attention is what is cultivated for this to work well. She opines that other habits follow for selfeducation leading to so many others and those habits establish ways of thinking which is a chief function of education. Here CM clearly denotes that religious life is part of this as well. There is no compartmentalizing parts of life into education, home, spiritual, etc. we are whole persons; our lives should not have a disconnect between disciplines; no separating thought and actions; from our philosophy flow our methods Habits formed toward spiritual life also make our choices easier and our will stronger as we have practiced and developed habits. Religious habit gives the same sort of support for living godly lives. We discussed the idea of establishing habits - watched over (masterly inactivity), but not externally established only or even ones sown by improper motivations or undue play upon personality (see ch. 5). Habits cannot be formed if a child always waits for promptings from without and has no strength to stand alone. This is no habit at all as there is no effort on the part of the child. Internal government is applied and strenuousness in formation of good habits is required! We discussed the implications as children become older; with established habits - physical, intellectual, moral, spiritual the acceptance or rejection of ideas that is the ultimate responsibility will rely on their habit of thought and their worldview. What we believe about truth is reflected in what we do. It reminds us of the importance of habits of thought and mind! It is fitting to end this section with the Whichcote quote from ch. 1 & 2, The consequence of truth is great, there for the judgment of it must not be negligent.

Life requires sustenance, regular, ordered and fitting the mind works only as it is fed it lives, grows and is nourished upon ideas only. Miss Mason uses Coleridges Method as the basis and support for this philosophy. This is where captain idea is described as well as some mention of God as the author and giver of knowledge. (I hope we have more time to discuss this in the future). Miss Mason notes that this is curiously absent in the realm of education and briefly describe the meagerness of textbooks. There is also some discussion of two types of ideas: definite (clear, initiative thought that brings successive ideas) and an apptency (indefinite, a thought atmosphere). Miss Mason expounds that through Coleridge we have this doctrine explained but it is because we can see it displayed through common experience that is important profoundbut practical. She mentions here that the ideas we receive are only different because of some new application or twist there is nothing 3

From C. Masons Towards a Philosophy of Education, Volume 6: A Review

Peoria Area CM Study Group monthly meeting discussions
new under the sun we can look at the twist on ideas as our response to this conglomeration of thoughts/ideas maybe We see that ideas are what the scholars spirit (mind) thrives upon. Education is a life. That life is sustained on ideas. Ideas are of spiritual origin, and God has made us so that we get them chiefly as we convey them to one another, whether by word of mouth, written page, Scripture word, musical symphony; but we must sustain a childs inner life with ideas as we sustain his body with food. Probably he will reject ninetenths of the ideas we offer, as he makes use of only a small proportion of his bodily food, rejecting the rest. He is an eclectic; he may choose this or that; our business is to supply him with due abundance and variety and his to take what he needs The mind feeds on ideas and therefore children should have a generous curriculum.