“Children’s aptitude for knowledge and their eagerness for it made for the conclusion that the field of a child’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 (up to the age of say, fourteen or fifteen) appears to be due to all children.
We have left behind the feudal notion that intellect is a class prerogative, that intelligence is a matter of inheritance and environment; inheritance, no doubt, means much but everyone has a very mixed inheritance; environment makes for satisfaction or uneasiness, but education is of the spirit and is not to be taken in by the eye or effected by the hand; mind appeals to mind and thought begets thought and that is how we become educated.”
~ (Charlotte Mason, Philosophy of Education, p. 12)
Mu’adh ibn Jabal said:
“Knowledge is a comforting friend in times of loneliness, it is the best companion during travels, and it is the inner friend who speaks to you in your privacy. Knowledge is the discerning proof of what is right and what is wrong, and it is the positive force that will help you surmount the trials of comfort, as well as those of hardships. Knowledge is your most powerful sword against your enemy, and finally, it is your most dignifying raiment in the company of your close companions.
“Through knowledge, Allah, blessed be His Name, raises some people in rank, and He makes them leaders in righteousness and models in morality. The vestige of their faith is avidly sought, their deeds are emulated perceptively, and people will seek and sanction their opinions solicitously and unequivocally. The heavenly angels seek their company and anoint them with their wings, every fresh or withered life they pass by implore Almighty Allah to forgive them their sins, even the fish in the oceans, the beasts of the lands and every bird of prey and migratory bird pray and solicit the mercy of Almighty Allah on their behalf. This is because knowledge revives the dead hearts and drives them out of darkness into light, and because knowledge is the light of the inner eyes that cures one’s blindness and restores his inner sight.”
Donovan Livingston, Ed.M.’16, student speaker at HGSE’s 2016 Convocation exercises.
Education then, beyond all other devices of human origin,
Is a great equalizer of the conditions of men.” – Horace Mann, 1848.
At the time of his remarks I couldn’t read — couldn’t write.
Any attempt to do so, punishable by death.
For generations we have known of knowledge’s infinite power.
Yet somehow, we’ve never questioned the keeper of the keys —
The guardians of information.
Unfortunately, I’ve seen more dividing and conquering
In this order of operations — a heinous miscalculation of reality.
For some, the only difference between a classroom and a plantation is time.
How many times must we be made to feel like quotas —
Like tokens in coined phrases? —
“Diversity. Inclusion”
There are days I feel like one, like only —
A lonely blossom in a briar patch of broken promises.
But I’ve always been a thorn in the side of injustice.
Disruptive. Talkative. A distraction.
With a passion that transcends the confines of my consciousness —
Beyond your curriculum, beyond your standards.
I stand here, a manifestation of love and pain,
With veins pumping revolution.
I am the strange fruit that grew too ripe for the poplar tree.
I am a DREAM Act, Dream Deferred incarnate.
I am a movement – an amalgam of memories America would care to forget
My past, alone won’t allow me to sit still.
So my body, like the mind
Cannot be contained.
As educators, rather than raising your voices
Over the rustling of our chains,
Take them off. Un-cuff us.
Unencumbered by the lumbering weight
Of poverty and privilege,
Policy and ignorance.
I was in the 7th grade, when Ms. Parker told me,
“Donovan, we can put your excess energy to good use!”
And she introduced me to the sound of my own voice.
She gave me a stage. A platform.
She told me that our stories are ladders
That make it easier for us to touch the stars.
So climb and grab them.
Keep climbing. Grab them.
Spill your emotions in the big dipper and pour out your soul.
Light up the world with your luminous allure.
To educate requires Galileo-like patience.
Today, when I look my students in the eyes, all I see are constellations.
If you take the time to connect the dots,
You can plot the true shape of their genius —
Shining in their darkest hour.
I look each of my students in the eyes,
And see the same light that aligned Orion’s Belt
And the pyramids of Giza.
I see the same twinkle
That guided Harriet to freedom.
I see them. Beneath their masks and mischief,
Exists an authentic frustration;
An enslavement to your standardized assessments.
At the core, none of us were meant to be common.
We were born to be comets,
Darting across space and time —
Leaving our mark as we crash into everything.
A crater is a reminder that something amazing happened here —
An indelible impact that shook up the world.
Are we not astronomers — looking for the next shooting star?
I teach in hopes of turning content, into rocket ships —
Tribulations into telescopes,
So a child can see their potential from right where they stand.
An injustice is telling them they are stars
Without acknowledging night that surrounds them.
Injustice is telling them education is the key
While you continue to change the locks.
Education is no equalizer —
Rather, it is the sleep that precedes the American Dream.
So wake up — wake up! Lift your voices
Until you’ve patched every hole in a child’s broken sky.
Wake up every child so they know of their celestial potential.
I’ve been a Black hole in the classroom for far too long;
Absorbing everything, without allowing my light escape.
But those days are done. I belong among the stars.
And so do you. And so do they.
Together, we can inspire galaxies of greatness
For generations to come.
No, sky is not the limit. It is only the beginning.
Lift off.
The peculiar value of geography lies in its fitness to nourish the mind with ideas, and to furnish the imagination with pictures… The child gets his rudimentary notions of geography.. in those long hours out of door… He gets his first notions of a map from a rude sketch.. or with a stick in the sand or gravel.
…Let him be at home in any single region; let him see, with the mind’s eye, the people at their work and at their play, the flowers and fruits in their seasons, the beasts, each in its habitat; and let him see all sympathetically, that is, let him follow the adventures of a traveler; and he knows more, is better furnished with ideas, than if he had learnt all the names on all the maps. The ‘way’ of this kind of teaching is very simple and obvious; read to him… bit by bit… any interesting, well-written book of travel.
…Here as elsewhere, the question is, not how many things does he know, but how much does he know about each thing.
– Charlotte Mason, Home Education
