Chapter by Chapter - Educating the Wholehearted Child Ch. 3

Education. . .Strengthening Your Child's Mind

"Your child is not just a soulless brain that needs to be filled up with facts by a teacher, but a person in relationship with you and God, who has eternal value, dignity, and purpose because he or she is made in the image of God." pg. 43

When I started homeschooling and began to use materials that included God's hand in creation, science, history, etc. It really opened my eyes to how dry, void and empty my own education had been without these concepts at the core of all that I learned. I am learning so much along with my kids and feel all the richer
for it.

It often seems that the world lacks value for heart of the child. Everything is rush, rush, rush, do more, be better, success is material, popularity is a milestone, money is the key. It saddens me. I can't figure out if I'm just getting older and thus my perspective has changed or if it was this way even when I was young. Does it seem like more and more people live vicariously through the successes/stature of their children and feel like more or less of a parent accordingly?

I thought this chapter reiterated the importance of a child knowing "how" to learn. The Clarkson's focus on developing this ability via these seven mental muscles: habits, appetites, language, creativity, curiosity, reason, wisdom.

habits - of attention, excellence, orderliness, truthfulness, self-control, diligence

appetites - for literature, living books, art, music

language - print rich environment, limited TV

creativity - provide tools, free time, imagination, guidance, model

curiosity - a thirst for knowledge

reason - dialogue, problem solving, opinion formation, thinking

wisdom - discernment, understanding, prayer, stewardship

I find myself weak in the training of habits. In fact I probably unwittingly nurture to the contrary by giving in, not expecting obedience the first time, failing to follow through and I could go on, but why self-deprecate? lol! It takes unwavering diligence and perseverance to "train" your children in the manner the Clarkson describe and I'll admit I sometimes (okay often) feel I fall short here.

As I was reading last night, I contained my irritation that arose from my husbands constant channel surfing. He didn't watch anything for more than a minute or two. I wondered to myself, if this was a good example of how we actual train ourselves to be inattentive and unfocused? These days we have video games, 50-60 channels, internet, ipods, cell phones, etc. It's a constant busyness - a world infracted by an epidemic of multitasking :-) What ever happened to good ole down time? or as my father would have called it - peace and quiet!

Anywho, this quote was certainly food for thought:

"A love of reading is an acquired taste, not an instinctive preference. The habit of reading is formed in childhood; and a child's taste in reading is formed in the right direction or wrong one while he is under the influence of his parents; and they are directly responsible for the shaping and cultivating of that taste."
H. Clay Trumbull, Hints on Child Training, 1890

Well how's that for laying a burden at your feet? I remember my older sister was an avid reader and my parents would literally nag her for reading - saying she "always had her nose in a book", like it was a bad thing. Lucky me, I wasn't an avid reader then :-) but as an adult when I think back to the message that sent
- their attitudes and behavior fostered a disdain for books, not a love. Don't worry though - she kept reading! I think it was her escape by then. I wish my parents would have know and been able to pass on what a blessing and adventure reading could be - I might have journeyed to Orchard Valley with Jenny Wren or to the barn with Wilbur and Charlotte long before I was "this many" years old. lol!

I have to agree with Trumbull's quote and propose further - that not only in literature, but in many other aspects of life, we either cultivate a love and interest for something - OR we, by lack thereof, leave it dormant in the imagination where it may never be ignited.

"We have never been so rich in books. But there has never been a generation when there is so much twaddle in print for children." Charlotte Mason, Home Education, 1935

Oh, don't you think Ms. Mason would just fall out of her chair at what's available today? Hmmm. . .enough said.

"Don't be stingy on your library - have as many books at home as you possibly can. Leave them at strategic reading spots throughout the house." pg. 48

Noble idea and one I encourage, but honestly some kids need something a little less subtle - don't they?

"There is definitely a link between vocabulary and intelligence.The best ways to increase your child's vocabulary is to read good books aloud. " sidebar pg. 49

I concur! Between reading good literature to my children and taking in the wisdom-filled posts I encounter , my own vocabulary has expanded.

Well in the closing remarks the lesson was brought home - our children are apt to do as we 'do", rather than do as we "say". Likewise we set the pace for learning. . .

Do your children see you reading for pleasure? Do they see you choosing television programs that are beyond mediocre? Do they see you using your creativity? Do they see you seeking God's wisdom?

"One of the extra benefits of home educating is that it restores to the whole family the excitement and pleasure of learning - fathers, mothers, daughters, and sons all learning and growing together. . .God never meant for learning to become a burden, either for children or for parents. He meant it to be a natural, enjoyable part of family life." pg. 55

Are you finding joy in the journey?

And finally, (yes, I'm almost done!)

"The child must think, get at the reason-why of things for himself, every day of his life, and more each day than the day before. Children and parents both are given to invert this educational process. The child asks 'Why?' and the parents answers, rather proud of this evidence of thought in his child. There is some slight show of speculation even in the wondering of 'Why?' but it is the slightest and most superficial effort the thinking brain produces. Let the parent ask "Why?" and the child produce the answer, if he can. After he has turned the matter over and over in his mind, there is no harm in telling him - and he will remember it - the reason why. Every walk should offer some knotty problem for the children to think out - "Why does that leaf float on the water, and this pebble sink?" and so on.  Charlotte Mason, Home Education, 1935

A gentle reminder that we should not be too quick to provide what our kids can or should seek, think about and learn on their own accord.