03307cam a22003733u 4500 77188 UtSlPG 20260610134804.0 m cr n 260607r20251907utu|||||o|||||||||||||| d 86892623 UtSlPG en iso639-1 LB Mason, Charlotte M. (Charlotte Maria), 1842-1923 School education Second edition. Salt Lake City, UT : Project Gutenberg, 2025 1 online resource : multiple file formats text txt rdacontent computer c rdamedia online resource cr rdacarrier Home Education Series, vol. 3 (of 6) Release date is 2025-11-06 Tim Lindell, Turgut Dincer and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) "School education" by Charlotte M. Mason is an educational treatise written in the early 20th century. It sets out a unifying philosophy for raising and teaching children under twelve, arguing that children are persons, that education is “a life” sustained by living ideas, and that “education is the science of relations.” The work champions authority rightly understood (as deputed, not autocratic), the disciplined formation of habits, and a broad curriculum rich in books, nature, and the arts, aiming to guide parents and teachers toward humane, intellectually generous schooling. The opening of this volume surveys the muddled educational outlook and proposes a coherent law-like approach grounded in key principles: children are born persons; education rests on atmosphere, discipline, and living ideas; the mind is a living organism; and knowledge should form many vital relations. A lengthy series preface distills these into maxims (including the Way of the Will and the Way of the Reason) and asserts that intellectual and spiritual life must not be split. The author then frames the book’s aim—a curriculum for under-twelves—stressing respect for personality and “masterly inactivity.” Early chapters contrast older autocratic parenting with modern rationalist excess, defend true authority paired with children’s docility, and show how authority behaves—neither harsh nor indulgent, fostering prompt but intelligent obedience. “Masterly inactivity” is unpacked as calm, confident restraint supported by good humor, leisure, and faith, followed by practical counsel: leave children free in play, allow initiative in work, avoid constant prodding, let them choose friends and spend pocket money responsibly, and help them form their own opinions. The section closes by situating these ideas within contemporary doubts about schooling and a call for a better-aligned philosophy. (This is an automatically generated summary.) Originally published: London: Kegan Paul, Trench, Trübner, & Co., Ltd., 1907 Education -- Philosophy Education -- Curricula Home Education Series, vol. 3 (of 6) https://archive.org/details/homeeducationser03masouoft https://www.gutenberg.org/ebooks/77188 117909 117909