‘Sight-Seeing’ [HE/2.2]
After the children first come back from their shouting and play, the mother sends them on an “exploring expedition” to find out all they can about a particular place—a nearby hill, brook, or garden. This is a pleasant game and also an educational tool to increase the children’s powers of observation and expression. They will also have the benefit of clear and complete memories of the places they knew and loved as children.
Study Questions
These answers express my personal beliefs, opinions, and interpretations.
1.Give an example of ‘sight-seeing.’
In a ‘sight-seeing’ game, the mother sends her children to find all they can about a place (i.e., a hill, a brook, a garden). When they return, they take turns sharing as many observations as they were able to make. The mother supplies the unknown names and uses for objects that the children can describe thoroughly.
2.What five or six educational uses may be made of ‘sight-seeing’?
1) The child’s power of observation are increased. 2) His power of expression is increased. 3) His vocabulary is increased as the mother supplies the unknown names of objects. 4) His range of ideas is increased as mother explains uses of those objects. 5) Truthful habits are encouraged by complete and accurate description. 6) I would venture to add that his habit of attention is increased by the effort involved. Also (per Mason’s example of the ‘little bungler’), the child learns that acquisition of knowledge requires effort on his part. (Read more under “Personal Notes.”)
3.Show the value of discriminating observation.
Discriminating observation (or, observation that distinguishes each part) is rewarded by clear and complete memories. The practice of ‘sight-seeing’ not only preserves satisfying memories of places visited, but it translates to habits of attention and recall in ‘academic subjects.’
Personal Notes
Charlotte Mason described a ‘little bungler,’ who through laziness, carelessness, or haste was unable to give his mother a distinguishable description of a tree. The child wanted to know the name of the tree, but the mother would not get up to see it for herself. I notice that the mother did not require the child to return with a better description; the child wanted the question answered, so he went of his own accord to make a more thorough observation. His effort was rewarded when the mother was able to give the name of the tree, and then she got up and went with him to see it.
The main points I gathered from this story were:—
1.A child should make efforts towards acquiring knowledge.
2.A mother needs to help her child to make good efforts.
Personal Application
•Help children to acquire the knowledge they want by their own efforts. (Don’t answer every question right away, but when possible direct their way to the answer. I can’t find the quote of Mason that better expresses this...)
Resources
Other Home Education Commentaries
Becoming Three: Charlotte Mason Volume I Part II.1-VI A growing time
Sparrow Tree Square: Charlotte Mason Monday Part 21
Next Time...
In the next section Mason describes a more advanced variation on ‘sight seeing’ which she calls ‘Picture-Painting.’
Tuesday, July 17, 2012
I am rereading Home Education, the first in Charlotte Mason’s six-volume series on her theory and method of education. This time I will expand my reading by narration and personal notes—guided by the study questions provided in the appendix.
You are welcome to join me! Mason’s complete series is available for free online reading at Ambleside Online. I’d love to read your thoughts in a comment or email.