I really really like the way Charlotte Mason describes method in this first paragraph. Especially the part about method implying a mental image of the end of the matter, and using the circumstances of the child’s life easily and spontaneously to reach that end.
I love the words she uses: Natural. Easy. Yielding. Unobtrusive. Simple. Watchful. Careful. All prevading. All compelling. 🙂
There’s plenty of food for thought in the following excerpt from her book, Home Education, the first volume in her popular six-book series on education.
Today’s “tip” is to read this and think on it as you go about your day (or week, or year).
Vol 1 – Page 8 – from Charlotte Mason
Method a Way to an End.––Method implies two things––a way to an end, and a step by step progress in that way. Further, the following of a method implies an idea, a mental image, of the end of object to be arrived at. What do you propose that education shall effect in and for your child? Again, method is natural; easy, yielding, unobtrusive, simple as the ways of Nature herself; yet, watchful, careful, all pervading, all compelling. Method, with the end of education in view, presses the most unlikely matters into service to bring about that end; but with no more tiresome mechanism than the sun employs when it makes the winds to blow and the waters to flow only by shining. The parent who sees his way––that is, the exact force of method––to educate his child, will make use of every circumstance of the child’s life almost without intention on his own part, so easy and spontaneous is a method of education based upon Natural Law. Does the child eat or drink, does he come, or go, or play––all the time he is being educated, though he is as little aware of it as he is of the act of breathing. There is always the danger that a method, a bona fide method, should degenerate into a mere system. The Kindergarten
vol 1 pg 9
Method, for instance, deserves the name, as having been conceived and perfected by large hearted educators to aid the many sided evolution of the living, growing, most complex human being; but what a miserable wooden system does it become in the hands of ignorant practitioners!
A System easier than a Method.––A ‘system of education‘ is an alluring fancy; more so, on some counts, than a method, because it is pledged to more definite calculable results. By means of a system certain developments may be brought about through the observance of given rules. Shorthand, dancing, how to pass examinations, how to become a good accountant, or a woman of society, may all be learned upon systems.
System––the observing of rules until the habit of doing certain things, of behaving in certain ways, is confirmed, and, therefore, the art is acquired––is so successful in achieving precise results, that it is no wonder there should be endless attempts to straiten the whole field of education to the limits of a system.
If a human being were a machine, education could do no more for him than to set him in action in prescribed ways, and the work of the educator would be simply to adopt a good working system or set of systems.
But the educator has to deal with a self-acting, self-developing being, and his business is to guide, and assist in, the production of the latent good in that being, the dissipation of the latent evil, the preparation of the child to take his place in the world at his best, with every capacity for good that is in him developed into a power.
Though system is a highly useful as an instrument of
vol 1 pg 10
education, a ‘system of education’ is mischievous, as producing only mechanical action instead of the vital growth and movement of a living being.
It is worth while to point out the differing characters of a system and a method, because parents let themselves be run away with often enough by some plausible ‘system,’ the object of which is to produce development in one direction––of the muscles, of the memory, of the reasoning faculty––were a complete all-round education. This easy satisfaction arises from the sluggishness of human nature, to which any definite scheme is more agreeable than the constant watchfulness, the unforeseen action, called for when the whole of a child’s existence is to be used as the means of his education. But who is sufficient for an education so comprehensive, so incessant? A parent may be willing to undergo any definite labours for his child’s sake; but to be always catering to his behoof, always contriving that circumstances shall play upon him for his good, is the part of a god and not of a man! A reasonable objection enough, if one looks upon education as an endless series of independent efforts, each to be thought out and acted out on the spur of the moment; but the fact is, that a few broad essential principles cover the whole field, and these once fully laid hold of, it is as easy and natural to act upon them as it is to act upon our knowledge of such facts as that fire burns and water flows.