Magick Without Tears

EDUCATION 431 irritates children more than the arbitrary "because I say so." Nobody knows why the alphabet has the order which we know; it is quite senseless. One could construct a much more rational order: e.g. the Mother, the Single and the Double letters, all in the natural order of the elements, planets and signs. Again, we have the "Missionary" Alphabet, arranged "scientifically" as Gutturals, modified ditto, Dentals, Labials, vowels and so on ; a most repulsive concoction! But I would not accept any emendation from the God Thoth himself; it is infinitely simpler to stick to the familiar order. But explain to the child that this is only for convenience, like the rule of the road; indeed, like almost any rules! But when your teaching is of the disputable kind, explain that too; encourage him to question, to demand a reason and to disagree. Get him to fence with you; sharpen his wits by dialectic; lure him into thinking for himself. I want tricks which will show the the advantages of a given subject of study ; make him pester you to teach him. We did this most successfully at the Abbey of Thelema in Cefalu; let me give you an instance: reading. One of us would take the children shopping and bring up the subject of ice-cream. Where, oh where could we get some? Presently one would exclaim and point to a placard and say, "I really do believe there'll be some there"-and lo! it was so. Then they would wonder how one knew, and one would say: Why, there's "Helados" printed on that piece of card in the window. They would want to learn to read at once. We would discourage them, saying what hard work it was, and how much crying it cost, at the same time giving another demonstration of the advantages. They would insist, and we should yield-to active, eager children, not to dullards that hated the idea of "lessons." So with pretty well everything; we first excited the child's will in the desired direction. But (you ask) are there any special branches of learning which you regard as essential for all?