Philosophy of Education Vol. 6 Chapter 4

Authority and Docility

This Chapter begins by defining types of authority. The first is “deputed authority” or the kind of authority someone holds after years of studying a particular passion and it becomes part of them. Another form of authority Charlotte speaks of is the “authority” a policeman has or that of “an elder sister” or a “Job Foreman”. Authority always exists in society, even in anarchy, which is really transference of authority. In truth, humans were created to function under authority that is not abused. This type of authority brings order. What makes us able to function under the authority of another is “Docility” or teachableness. Charlotte points out that both are necessary functions in everyone.
The schools in her day believed that children may be governed as long as they weren’t aware of it- the rule of thumb was “Go as you please” but all the while “Do as you’re bid” is the controlling force behind the children. However, the problem with this indirect way of training is when “Do as you please” is substituted for “Do as you’re bid”. Charlotte points out that it is pleasing to see children move about or sit still when they wish to but that they also must learn obedience to do what is asked of them. The person who is not obedient to authority is of little use to society.
Docility does not mean subservient but rather implies equality. Both teacher and student are on the same path- both pursuing the same end in regards to education. Children should develop a sense of “must” from the example of parents and or teachers. Adults should behave like they are under authority as well, setting the example. The authority they are under is the authority is the Lord.
Children should know that it is their responsibility to know and learn. Repetition should not be allowed because then responsibility of learning shifts from the student to the teacher, training the children to be in-attentive. With no effort of attention, lessons are repeated and children become bored from hearing the material over and over.
One reason why the teachers make the mistake of pre-digesting material for the students is they believe that they, as the teacher, are superior to the student. If they would only realize that the child’s mind is as great as or greater than their own they wouldn’t feel this way. Also, some are convinced that children can not understand “literary vocabulary” so we break it down or paraphrase it. Finally, teachers misunderstand how to gain “attention” altogether. They believe it is something that should be “cultivated, coddled, persuaded, or gained by dramatic presentation. As Charlotte has previously said, attention is not a “faculty” or a power of the mind but rather it is the ability to turn on the power to concentrate. Attention is present in full force in every child waiting to be “turned on in obedience to the child’s own authority”. Our job is to think of attention as an appetite and feed it the best we have in books and knowledge.
Unfortunately, without securing the power of perfect attention in our students they will spend eight to twelve years in school and will come out seriously “maimed” with little interest in intellectual things. All their life holds for them is what their job can provide. Things like poetry and history hold no charm for them and it is unfortunate that they don’t use their intellect daily.

52 weeks book challenge

The book I read this week was A Charlotte Mason Education by Catherine Levison. It is a wonderful introduction to the Charlotte Mason method of homeschooling. Each chapter covers a different principle of the methods outlined in Charlotte Mason's original writings and explains them in a way that makes this way of teaching very attainable. The book is full of practical tips on how to apply each facet with your children. Also, there is a section at the back of the book that includes examples of daily schedules, which was very helpful. I found this book to be a very quick read, only 86 pages, but full of wisdom and encouragement.