{"id":933,"date":"2022-03-01T15:23:50","date_gmt":"2022-03-01T22:23:50","guid":{"rendered":"https:\/\/amblesideschools.org\/?p=933"},"modified":"2025-12-05T15:44:38","modified_gmt":"2025-12-05T20:44:38","slug":"for-the-love-of-knowing","status":"publish","type":"post","link":"https:\/\/amblesideschools.org\/for-the-love-of-knowing\/","title":{"rendered":"For the Love of Knowing"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_row full_width=&#8221;stretch_row_content&#8221; custom_padding=&#8221;true&#8221; custom_padding_t=&#8221;30&#8243; custom_padding_b=&#8221;30&#8243; row_hide_sm=&#8221;yes&#8221; row_hide_md=&#8221;yes&#8221; row_hide_xs=&#8221;yes&#8221; css=&#8221;.vc_custom_1630864580219{background-color: #faf5eb !important;}&#8221;][vc_column]<div class=\"templatera_shortcode\"><div class=\"container-fluid row_section vc_row_cp_lr_15 vc_row_cp_t_0 vc_row_cp_b_0\"><div  class=\"vc_row wpb_row vc_row-fluid vc_column-gap-15 rdy_vc_row-o-equal-height 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Mason<\/a><\/span><\/h5><\/div><div class=\"vc_empty_space  vc_empty_space_3\"   style=\"height: 10px\" ><span class=\"vc_empty_space_inner\"><\/span><\/div>\r\n<div class=\"vc_custom_heading vc_custom_heading_6953b2a052c67896069048\" ><h5 style=\"font-size: 17px;color: #000000;text-align: left\"><span class=\"hilight\"  ><a href=\"https:\/\/amblesideschools.org\/blog\/\">Articles<\/a><\/span><\/h5><\/div><div class=\"vc_empty_space  vc_empty_space_4\"   style=\"height: 10px\" ><span class=\"vc_empty_space_inner\"><\/span><\/div>\r\n<div class=\"vc_custom_heading vc_custom_heading_6953b2a052d86904989572\" ><h5 style=\"font-size: 17px;color: #000000;text-align: left\"><span class=\"hilight\"  ><a href=\"https:\/\/www.amblesideschools.com\/main\/educator-support\" target=\"_blank\">Members<\/a><\/span><\/h5><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>[\/vc_column_inner][\/vc_row_inner][\/vc_column][vc_column width=&#8221;3\/4&#8243;][vc_column_text]<\/p>\n<h4><a href=\"https:\/\/amblesideschools.org\/blog\/\"><span style=\"color: #003865;\">&gt; Return to Blog Posts<\/span><\/a><\/h4>\n<p>[\/vc_column_text][vc_empty_space height=&#8221;30&#8243;][vc_custom_heading text=&#8221;For the Love of Knowing&#8221; use_theme_fonts=&#8221;yes&#8221; font_container=&#8221;tag:h1|font_size:30|text_align:left|color:%23020202&#8243;][vc_empty_space height=&#8221;15&#8243;][vc_separator width_in_percentages=&#8221;yes&#8221;][vc_empty_space height=&#8221;30&#8243;][vc_column_text css=&#8221;.vc_custom_1646158871022{padding-right: 30px !important;padding-left: 30px !important;}&#8221;]<\/p>\n<h1 style=\"text-align: center;\"><i><span data-contrast=\"none\">I have to tell of the awakening of a \u2018general soul\u2019 at the touch of knowledge. Eight years ago, the \u201csoul\u201d of a class of children in a mining village school awoke simultaneously at this magic touch and has remained awake <\/span><\/i><sup>[1]<\/sup><\/h1>\n<p>[\/vc_column_text][vc_empty_space height=&#8221;30&#8243;][vc_column_text]<span data-contrast=\"none\">Here is an astounding possibility, if we would believe it, the awakening not just of one soul but of an entire class, not a class of the gifted (socially, financially, intellectually) but rather a class of those who lacked the usual \u201cadvantages.\u201d Unfortunately, we find it difficult to believe. Too many of our students are asleep, and we do not know how to awaken them. Perhaps we do not even recognize that their minds are but asleep. We have come to see slumber as the normal state of things. So, we endeavor to prod or cajole, all in a well-intentioned effort to get the students to perform as they ought.\u202fYet too many students resist. They are like the boy who, not wanting to get out of bed, rolls over hoping his parent\u2019s nagging voice will simply go away and let him sleep. \u201cKnowing\u201d has been separated from \u201cloving,\u201d much to the child\u2019s impoverishment.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><i><span data-contrast=\"none\">What does it mean for the mind to be awake? A mind is awake when it is doing that which it is made to do, when it is pursuing knowledge. Having legs, toddlers desire to run. Possessing sight, they desire to see. Possessing hearing, they desire to hear. Possessing speech, they desire to speak. Possessing touch, they desire to touch and be touched. Possessing mind, they desire to know. Each capacity seeks its own satisfaction, and the satisfaction of mind is to know. It is the desire for knowledge of persons and things that is the one all sufficient motivator of children to engage in the work\/pleasure of learning. The student who hungers to know the ways of past peoples and cultures will learn her history. The student who longs for an author\u2019s insight into the human condition will learn his literature. The student who craves understanding of the dynamics of number will learn her math. The student who eagerly awaits the revelation of some new mystery of creation will learn his science. As Charlotte Mason puts it, \u201cThe desire for knowledge is the chief instrument of education<\/span><\/i><span data-contrast=\"none\">.\u201d <sup>[2]<\/sup><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span data-contrast=\"none\">If Charlotte Mason is correct, then the most important variable in education is the desire of the student to know. The <\/span><i><span data-contrast=\"none\">desire <\/span><\/i><span data-contrast=\"none\">to know is far more critical than the aptitude to know. Many students have a greater aptitude than we give them credit for. The dangers we face are twofold:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Lora\" data-listid=\"3\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">If we neglect to feed the mind, malnourished its desire to know will become anemic.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"%1.\" data-font=\"Lora\" data-listid=\"3\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">It is possible to paralyze the desire to know by exciting competing desires.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\"><br \/>\n<\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"none\">First, all too often, children\u2019s minds are underfed. Malnourished, they become indifferent.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><i><span data-contrast=\"none\">We neglect mind. We need not consider the brain. A duly nourished and duly exercised mind takes care of its physical organ if the organ also receives its proper material nourishment. But our fault, our exceeding great fault, is that we keep our own minds and the minds of our children shamefully underfed. The mind is a spiritual octopus, reaching out limbs in every direction to draw in enormous rations of that which under the action of the mind itself becomes knowledge. Nothing can stale its infinite variety; the heavens and the earth, the past, the present, and future, things great and things minute, nations and men, the universe, all are within the scope of the human intelligence. But there would appear to be, as we have seen, an unsuspected unwritten law concerning the nature of the &#8220;material&#8221; which is converted into knowledge during the act of apprehension. The idea of the Logos did not come by chance to the later Greeks; &#8220;The Word&#8221; is not a meaningless title applied to the second Person of the Trinity; it is not without significance that every utterance which fell from Him is marked by exquisite literary fitness. \u202fOnly as he has been and is nourished upon books is a man able to &#8220;live his life.<\/span><\/i><span data-contrast=\"none\">&#8220;<\/span> <sup>[3]<\/sup><\/p>\n<p>&nbsp;<\/p>\n<p><span data-contrast=\"none\">Cannot people get on with little knowledge? Is it really necessary after all? My child-friends supplied the answer: their insatiable curiosity showed me that the wide world and its history were barely enough to satisfy a child who had not been made apathetic by spiritual malnutrition. What, then, is knowledge? was the next question that occurred; a question which the intellectual labor of ages has not settled. But perhaps this is enough to go on with; \u201cthe material\u201d only becomes knowledge to a person when he has assimilated it, which his mind has acted upon.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><i><span data-contrast=\"none\">Children&#8217;s aptitude for knowledge and their eagerness for it made for the conclusion that the field of a child&#8217;s knowledge may not be artificially restricted, that he has a right to and necessity for as much and as varied knowledge as he is able to receive; and that the limitations in his curriculum should depend only upon the age at which he must leave school; in a word, a common curriculum appears to be due to all children<\/span><\/i><span data-contrast=\"none\">.<\/span> <sup>[4]<\/sup><\/p>\n<p>&nbsp;<\/p>\n<p><span data-contrast=\"none\">When minds are not engaged in the life-giving endeavor of a shared feeding upon ideas, it becomes malnourished and lethargic, at times bordering on the comatose. Students must be given the free opportunity to engage the best ideas of the best minds, gained chiefly through \u201cliving books.\u201d Teachers must provide not only a suitable diet, but also a suitable atmosphere.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><i><span data-contrast=\"none\">This desire might be paralyzed or made powerless like an unused limb by encouraging other desires to intervene between a child and the knowledge proper for him; the desire for place,\u2013\u2013emulation; for prizes,\u2013\u2013avarice; for power,\u2013\u2013ambition; for praise,\u2013\u2013vanity, might each be a stumbling block to him. It seemed to me that we teachers had unconsciously elaborated a system which should secure the discipline of the schools and the eagerness of the scholars,\u2013\u2013by means of marks, prizes, and the like,\u2013\u2013and yet eliminate that knowledge-hunger, itself the quite sufficient incentive to education.<\/span><\/i> <sup>[5]<\/sup><\/p>\n<p>&nbsp;<\/p>\n<p><span data-contrast=\"none\">It is a worthwhile endeavor for all teachers to consider the well-intended activities which squelch the \u201cdesire to know.\u201d\u202f Most are brought on by the false belief that the teacher\/parent must do something to get the students to learn. In fact, this way of thinking at the least interferes with the students\u2019 coming to know and at worst shuts down their minds completely. We must cultivate a practice where \u201cTeachers shall teach less, and scholars shall learn more.\u201d<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">It is not easy to sum up in a few short sentences those principles upon which the mind naturally acts and which I have tried to bring to bear upon a school curriculum. The fundamental idea is that children are persons and are therefore moved by the same springs of conduct as their elders. Among these is the Desire of Knowledge, knowledge-hunger being natural to everyone.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">History, Geography, the thoughts of other people, roughly, the humanities, are proper for us all, and are the objects of the natural desire of knowledge. So too, are Science, for we all live in the world; and Art, for we all require beauty, and are eager to know how to discriminate; social science, Ethics, for we are aware of the need to learn about the conduct of life; and Religion, for, like those men we heard of at the Front, we all &#8216;want God.&#8217;<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">In the nature of things, then, the unspoken demand of children is for a wide and varied curriculum. It is necessary that they should have some knowledge of the wide range of interests proper to them as human beings, and for no reasons of convenience or time limitations may we curtail their proper curriculum.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Perceiving the range of knowledge to which children as persons are entitled, the questions are, how shall they be induced to take that knowledge, and what can the children of the people learn in the short time they are at school? We have discovered a working answer to these two conundrums. I say discovered, and not invented, for there is only one way of learning, and the intelligent persons who can talk well on many subjects and the expert in one learn in the one way, that is, they read to know. What I have found out is that this method is available for every child, whether in the dilatory and desultory home schoolroom or in the large classes of Elementary Schools.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><i><span data-contrast=\"none\">Children no more come into the world without provision for dealing with knowledge than without provision for dealing with food. They bring with them not only that intellectual appetite, the desire of knowledge, but also an enormous, an unlimited power of attention to which the power of retention (memory) seems to be attached, as one digestive process succeeds another, until the final assimilation. &#8220;Yes,&#8221; it will be said, &#8220;they are capable of much curiosity and consequent attention but they can only occasionally be beguiled into attending to their lessons.&#8221; Is not that the fault of the lessons, and must not these be regulated as carefully with regard to the behavior of mind as the children&#8217;s meals are with regard to physical considerations? Let us consider this behavior in a few aspects. The mind concerns itself only with thoughts, imaginations, reasoned arguments; it declines to assimilate the facts unless in combination with its proper pabulum; it, being active, is wearied in the passive attitude of a listener, it is as much bored in the case of a child by the discursive twaddle of the talking teacher as in that of a grown-up by conversational twaddle; it has a natural preference for literary form; given a more or less literary presentation, the curiosity of the mind is enormous and embraces a vast variety of subjects<\/span><\/i><span data-contrast=\"none\">. <\/span><sup>[6]<\/sup><\/p>\n<p>&nbsp;<\/p>\n<p><span data-contrast=\"none\">Spend a few minutes considering those teacher behaviors which support student desire to know and those behaviors which hinder it.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span>[\/vc_column_text][vc_empty_space height=&#8221;30&#8243;][vc_separator width_in_percentages=&#8221;yes&#8221;][vc_empty_space height=&#8221;30&#8243;][vc_column_text]<\/p>\n<div id=\"ftn1\">\n<div>[1] <span class=\"TextRun BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\">Mason, Charlotte, <\/span><\/span><em><span class=\"TextRun Underlined BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\">A Philosophy of Education<\/span><\/span><\/em><span class=\"TextRun BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\">, <\/span><\/span><a class=\"Hyperlink BCX2 SCXW28152816\" href=\"http:\/\/www.amblesideschools.com\/manual\/Charlotte-Mason\/authors-preface\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\" data-ccp-charstyle=\"Hyperlink\">\u202fxxv<\/span><\/span><\/a><span class=\"TextRun BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\">.<\/span><\/span><\/div>\n<\/div>\n<div id=\"ftn2\">\n<div>[2] Mason, <em><span class=\"TextRun Underlined BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\">A Philosophy of Education,\u00a0<\/span><\/span><\/em><span class=\"TextRun Underlined BCX2 SCXW28152816\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW28152816\">11<\/span><\/span><\/div>\n<\/div>\n<div id=\"ftn3\">\n<div>[3] <span class=\"TextRun BCX2 SCXW140518124\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW140518124\">Ibid. 330.<\/span><\/span><\/div>\n<div>[4] <span class=\"TextRun BCX2 SCXW198321630\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW198321630\">Ibid. 11-12.<\/span><\/span><\/div>\n<div>[5] <span class=\"TextRun BCX2 SCXW109939805\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW109939805\">Ibid.<\/span><\/span><\/div>\n<div>[6] <span class=\"TextRun BCX2 SCXW71784623\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"none\"><span class=\"NormalTextRun BCX2 SCXW71784623\">Ibid. 13-15<\/span><\/span><\/div>\n<\/div>\n<div>\n<p><span data-contrast=\"none\">Image: Winslow Homer,<\/span><i><span data-contrast=\"none\"> Boys in a Dory,\u202f<\/span><\/i><span data-contrast=\"none\">Watercolor and gouache over graphite on paper<\/span><i><span data-contrast=\"none\">,\u202f<\/span><\/i><a href=\"https:\/\/www.metmuseum.org\/art\/collection\/search\/17053\"><span data-contrast=\"none\">The Met Museum<\/span><\/a><span data-contrast=\"none\">, Public Domain<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;335559739&quot;:120,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<\/div>\n<p>[\/vc_column_text][vc_raw_html]JTVCeWFycHAlNUQ=[\/vc_raw_html][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Here is an astounding possibility, if we would believe it, the awakening not just of one soul but of an entire class, not a class of the gifted (socially, financially, intellectually) but rather a class of those who lacked the usual \u201cadvantages.\u201d<\/p>\n","protected":false},"author":1,"featured_media":934,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[6,12],"tags":[231,82,230,232],"class_list":["post-933","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bill-st-cyr","category-philosophy","tag-knowing","tag-knowledge","tag-love","tag-love-of-learning"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>For the Love of Knowing - Ambleside International<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/amblesideschools.org\/for-the-love-of-knowing\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" 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