Education is the science of relations.
"'Education is the Science of Relations'; that is, that a child has natural relations with a vast number of things and thoughts: so we train him upon physical exercises, nature lore, handicrafts, science and art, and upon many living books, for we know that our business is not to teach him all about anything, but to help him to make valid as many as may be of - 'Those first-born affinities That fit our new existence to existing things.'" (Vol. 6, page XXX)
This is the 12th of Charlotte Mason's 20 principles as put forth in the preface of Volume 6, Towards a Philosophy of Education. She also wrote much about this principle in Volume 3, School Education.
"EDUCATION THE SCIENCE OF RELATIONS. - We consider that education is the science of relations, or, more fully, that education considers what relations are proper to a human being, and in what ways these several relations can best be established; that a human being comes into the world with capacity for many relations; and that we, for our part, have two chief concerns - first, to put him in the way of forming these relations by presenting the right idea at the right time, and by forming the right habit upon the right idea; and, secondly, by not getting in the way and so preventing the establishment of the very relations we seek to form." (Vol. 3, pages 65-66)
"for wisdom is the science of relations, and the thing we have to do for a young human being is to put him in touch, so far as we can, with all the relations proper to him. . . Fulness of living, joy in life, depend, far more than we know, upon the establishment of these relations." (Vol. 3, page 75)
"Perhaps the main part of a child's education should be concerned with the great human relationships, relationships of love and service, of authority and obedience, of reverence and pity and neighborly kindness; relationships to kin and friend and neighbor, to 'cause' and country and kind, to the past and the present. History, literature, archaeology, art, languages, whether ancient or modern, rtavel and tales of travel; all of these are in one way or other the record or the expression of persons;" (Vol. 3, pages 80-81)
"education should have for its aim, not the mastery of certain 'subjects,' but the establishment of these relations in as many directions as circumstances will allow." (Vol. 3, page 88)
This is the 12th of Charlotte Mason's 20 principles as put forth in the preface of Volume 6, Towards a Philosophy of Education. She also wrote much about this principle in Volume 3, School Education.
"EDUCATION THE SCIENCE OF RELATIONS. - We consider that education is the science of relations, or, more fully, that education considers what relations are proper to a human being, and in what ways these several relations can best be established; that a human being comes into the world with capacity for many relations; and that we, for our part, have two chief concerns - first, to put him in the way of forming these relations by presenting the right idea at the right time, and by forming the right habit upon the right idea; and, secondly, by not getting in the way and so preventing the establishment of the very relations we seek to form." (Vol. 3, pages 65-66)
"for wisdom is the science of relations, and the thing we have to do for a young human being is to put him in touch, so far as we can, with all the relations proper to him. . . Fulness of living, joy in life, depend, far more than we know, upon the establishment of these relations." (Vol. 3, page 75)
"Perhaps the main part of a child's education should be concerned with the great human relationships, relationships of love and service, of authority and obedience, of reverence and pity and neighborly kindness; relationships to kin and friend and neighbor, to 'cause' and country and kind, to the past and the present. History, literature, archaeology, art, languages, whether ancient or modern, rtavel and tales of travel; all of these are in one way or other the record or the expression of persons;" (Vol. 3, pages 80-81)
"education should have for its aim, not the mastery of certain 'subjects,' but the establishment of these relations in as many directions as circumstances will allow." (Vol. 3, page 88)