From C.

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

Peoria Area CM Study Group monthly meeting discussions

Book I: Chapter 8: The Way of the Will

May 2012

Book 1: Chapter 8, The Way of the Will

There are two guides to moral and intellectual self-management to offer to children, which we may call the way of the will and the way of reason. (A Short Synopsis #16)

The way of the will: Children should be taught, a) to distinguish between I want and I will. b) That the way to will effectively is to turn our thoughts from that which we desire but do not will. c) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. d) That after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as diversion, whose office it is to ease us for a time from will effort, that we may will again with added power. The use of suggestion as an aid to the will is to be deprecated, as tending to stultify and stereotype character. It would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.) (A Short Synopsis #17)

[Wills] function is to choose, to decide.

But the one achievement possible and necessary for every man is character; and character is as finely wrought metal beaten into shape and beauty by the repeated and accustomed action of will.

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

Peoria Area CM Study Group monthly meeting discussions
Conduct is much less important and can be achieved through behaviorism and other external means that do not last. Behavior must reflect the inner character to be of value.

Most of this chapter refers to the rightful and ultimate authority of God over all of us, children and adults. However, we do have deputed authority given us as proper to our office. Authority, if exercised without abuse, provides liberty and order. Docility is subjection under authority. As one in the position of authority we must gain obedience as one also under authority. Miss Mason submits that yes, children should have the freedom to do as they please on the one hand, and yet do as you are bid for the needs of the matter at hand. So rather than one OR the other, authority and obedience are working in tandem. A willing obedience develops self-authority & proud subjection. She also suggests that the way to secure willing obedience or proud subjection is to avoid standing between children and those laws of life and conduct by which we are all ultimately ruled. Children see the difference between arbitrary rules based on the convenience of the teacher and the corrective authority acting under the same higher authority. Docility implies equality that doesnt mean be their friend only it is the pursuit of the same ends which gives liberty beyond superficial freedom and an inward ordered freedom. With respect to education, this means the child has a due share in his education he is not a sack to be filled and the great responsibility of doing the work for himself. With this approach, education is not a benefit for us to confer, but rather a provision for them to take. Go through the progressive list here: mind needs ideas, teacher supplies abundantly, child does his own thinking no pre digestion, mind is nourished. This requires much Masterly Inactivity on the part of the overeager teacher . This next section is where we discussed our tendency to allow our pet areas to dominate. Team sports, and yes even music. Here I shared my hypocritical condescension toward sports that suck up time and push out that Liberal education. But music, well that is under the arts right? Maybe it is the all important higher sciences or maths that rule our day. In CMs words, any one of the hundred specifics that are passed off as education in its entirety. Okay, we are all guilty of not seeing our pet area as a problem and we all need to recheck that occasionally. But let us remember, that a liberal education is a broad education with much exposure we cant either leave out what we dont like ourselves. It seems that there must be thoughtful ordering and deliberate careful choosing on our part; then, comes the watchful masterly inactivity over both the scholastic subjects and free time. Masterly inactivity IS watchful if there was no direction, there would be no watching . Talents and gifts should be encouraged and interests must have time to be pursued.

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

Peoria Area CM Study Group monthly meeting discussions
The musician might make a brilliant mathematician one day or vice versa if he gets the exposure to BOTH. We jump back into the authority & docility discussion with the idea that children should understand must and by posing as one in authority instead of one under it we take away the foundation from it. These principles are understood by children and the tact & judgment of the teacher make for the opportunity for its free play that they are prepared for the duties of life. More about this under Education is a Discipline (habits). (Here CM inserts a disclaimer of sorts - I am assuming that everyone entrusted with the bringing up of children recognizes the supreme Authority to Whom we are subject; without this recognition, I do not see how it is possible to establish the nice relation which should exist between the teacher and the taught.) The next section talks about how children should know their responsibility of learning by applying their power of attention since there are to be no repetitions. Teachers hinder the process of education in cherishing a few fallacies: 1. & 2. Fallacy: Regarding children as inferior and themselves as superior Truth: child as a person with vast capabilities. No spoon feeding or explanations needed. 3. Fallacy: Regarding attention as to be cultivated by coddling Truth: full power of attention is an appetite to feed. 3. Fallacy: Idea of utilitarian education, all that is needed to earn a living Truth: a liberal education for all The education of a prince We also discussed the delight & interest that seems to be missing in some scholars. Evaluation is the first action check my methods against my philosophy. Revisit expectations both mine & the students. Then, what can we do to pin point the problem? For me it is watching over narrations; are we doing them really doing them? Is more discussion needed? Should I lighten the load? Do they need more free time to pursue those interests they do have (the profitable ones, not the waste time ones ). Maybe that could be a contributor watch more diligently over that free time to ensure productive & beneficial growth vs. all entertainment.