Episode #4 | Self-Education

What makes Charlotte Mason’s philosophy and methods different from others?

How do we nurture a love of learning in our children?

What should parents look for in a curriculum or school?

Over 100 years ago, Charlotte Mason said,

“Teaching, talk, and tale, however lucid or fascinating, affect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child’s nature.”

Charlotte Mason, Philosophy of Education

In this episode I’ll answer those questions as we explore perhaps one of Mason’s most profound ideas: self-education. The secret to curious, motivated, intelligent children. 

Episode Links

The Decline of Play and Rise in Mental Disorders | Psychology Today

Antidepressant Use in Persons Age 12 and Older | CDC

The Importance of Being Little by Erika Chrystakis

A More Beautiful Question by Warren Berger

The Smartest Kids in the World by Amanda Ripley

Punished by Rewards by Alfie Kohn

The Knowledge Gap by Natalie Wexler

Quotes

“it occurred to me that a series of curricula might be devised embodying sound principles and securing that children should be in a position of less dependence on their teacher than they then were; in other words that their education should be largely self-education.” (Charlotte Mason, A Philosophy of Education)

“ hard things are said of children, that they have “no brains,” “a low order of intelligence,” and so on; but many of us are able to vouch for the fine intelligence shewn by children who are fed with the proper mind-stuff; people generally do not take the trouble to find out what this is nor how it must be served-up;” (Charlotte Mason, A Philosophy of Education)

“Knowledge is not sensation, nor is it to be derived through sensation; we feed upon the thoughts of other minds; and thought applied to thought generates thought and we become more thoughtful.” (Charlotte Mason, A Philosophy of Education)

“Let me try to indicate some of the advantages of the theory I venture to press upon your notice. It fits all ages, even the seven ages of man! It satisfies brilliant children and discovers intelligence in the dull. It secures attention, interest, concentration, without effort on the part of the teacher or taught.” (Charlotte Mason, A Philosophy of Education)

“Here on the very surface is the key to that attention, interest, literary style, wide vocabulary, love of books and readiness in speaking, which we all feel should belong to an education that is only begun at school and continued throughout life; these are the things that we all desire, and how to obtain them is some part of the open secret which we are labouring to disclose “for public use.” (Charlotte Mason, A Philosophy of Education)

“The children, not the teachers, are the responsible persons; they do the work by self-effort. The teachers give sympathy and occasionally elucidate, sum up or enlarge, but the actual work is done by the scholars.” (Charlotte Mason, A Philosophy of Education)

“The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend, and is no longer the mere instrument of forcible intellectual feeding.” (Charlotte Mason, A Philosophy of Education)

“Therefore, teaching, talk, and tale, however lucid or fascinating, affect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child’s nature.” (Charlotte Mason, A Philosophy of Education)

“[grades], prizes, places, rewards, punishments, praise, blame, or other inducements are not necessary to secure attention, which is voluntary, immediate and surprisingly perfect” without them. (Charlotte Mason, A Philosophy of Education)

“In the grand division of all of God’s creations, there are things to act and things to be acted upon (see 2 Nephi 2:13–14). As sons and daughters of our Heavenly Father, we have been blessed with the gift of agency—the capacity and power of independent action. Endowed with agency, we are agents, and we primarily are to act and not only to be acted upon—especially as we seek to obtain and apply spiritual knowledge.” (David A. Bednar, Seek Learning by Faith)

Further Learning