Friday Philosopher: Different Perspectives

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A few weeks ago, I spent over $40 on a book that is only used for one term in Ambleside Online Year 3: Squanto by Feenie Ziner. Granted, it comes highly recommended, but AO does list an alternative because the book is out of print and very pricey – mine was the cheapest copy I could find.  So why did I pay so much?

It’s because I want my kids to see US history, not only from the perspective of the European settlers, but also from the perspective of the Native Americans who were already living here. I want them to see both sides of European exploration and colonization: the slavery, disease, greed and racism that came along with the desire for political and religious freedom in a new land. Of course, we are only a couple of chapters in, so it remains to be seen whether Squanto will live up to my expectations! 😉

This is an area in which my priorities differ somewhat from Classical Education in general, which is understandably very Western-centric; and one of the reasons I am attracted to Charlotte Mason’s variety of CE. I value the study of Western history and culture – I love Churchill and Homer and British Literature. But I want my kids and myself to learn about people from all parts of the world, and understand that they are just as human as we are.

The other week, Mr. D and I read about Timbuktu in Richard Haliburton’s Complete Book of Marvels, which we have both really enjoyed. The chapter was entitled ‘The Slave City’, and at first I thought he was just going to talk about the history of the city as a center for the slave trade – I didn’t realize that back when he was writing (1930’s) you could still buy slaves there. So we were both shocked when Halliburton and his friend bought two child slaves to “help” them with their bat problem! It was an uncomfortable read, to say the least, and Mr. D was too upset to even narrate when we were done. He had been reading about Harriet Tubman and slavery in America, and was indignant that Halliburton would buy slaves. I was pretty disillusioned myself, but I reminded him that Halliburton’s racist attitudes were still common then, and that he was not a model of morality in general, much as we love his travel writing. I may decide to skip that chapter with the other boys when they get there, but it demonstrated to me the value of reading history from other perspectives. Mr. D had seen slavery from the viewpoint of the slave in Freedom Train, and the rejoicing that came when the slaves were freed. Reading about a man in the 1930’s, apparently indifferent to the humanity of Africans to the extent that he would temporarily enslave some, really touched a nerve.

I think we should have a great educational revolution once we ceased to regard ourselves as assortments of so-called faculties and realized ourselves as persons whose great business it is to get in touch with other persons of all sorts and conditions, of all countries and climes, of all times, past and present. History would become entrancing, literature, a magic mirror for the discovery of other minds, the study of sociology, a duty and a delight. We should tend to become responsive and wise, humble and reverent, recognising the duties and the joys of the full human life. We cannot, of course, overtake such a programme of work, but we can keep it in view; and, I suppose, every life is moulded upon its ideal. We talk of lost ideals, but perhaps they are not lost, only changed; when our ideal for ourselves and for our children becomes limited to prosperity and comfort, we get these, very likely, for ourselves and for them, but we get no more.  Charlotte Mason, School Education, pg. 83

One Response to Friday Philosopher: Different Perspectives

  1. Thanks, Anna. I agree that our education, while focused on Western Civilization, must be humane and reveal that all humans are human with their glories and foibles. And I appreciate the heads up about Marvels!

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