Charlotte Marie Mason

“ How must habit work to be a lever? 3. Show that a mother forms her children's habits involuntarily. [Vol 1 pg 362] 4. Illustrate the fact that habit may force nature into new channels. 5. To what end must parents and teachers lay down the lines of habit?
V. THE LAYING DOWN OF LINES OF HABIT
1. Show that parents initiate their children's habits of thought and feeling by their own behaviour. 2. Does education in habit interfere with free-will? 3. Show how good it is that habit should rule our thoughts. 4. Show that habit is powerful even when the will decides. ”

“ PART III 'HABIT IS TEN NATURES'
I. EDUCATION BASED UPON NATURAL LAW
1. Show that a healthy brain and outdoor life are conditions of education. 2. Show that habit is the instrument by which parents work.
[Vol 1 pg 361]
II. THE CHILDREN HAVE NO SELF-COMPELLING POWER
1. Show that education is commonly a cul-de-sac. 2. Name three great educational forces. 3. Why are not these forces sufficient? 4. Why are children incapable of steady effort? 5. Why should young children be, to some extent, saved the effort of decision? ”

“ Should young children be taught the elements of natural science? 2. Show the value of rough classifications. 3. Contrast with classifications learnt from books. 4. What are the uses of Naturalists' books? 5. Name a few. 6. Why should mothers and teachers have some knowledge of nature?
VII. THE CHILD GETS KNOWLEDGE BY MEANS OF HIS SENSES
1. Show, from the behaviour of a baby, that a child gets knowledge by means of his senses. 2. Characterise Nature's teaching. 3. Wherein lies the danger of over-pressure? 4. Why are object lessons inefficient? 5. Why does a child learn most from things? ”

“ Show that any doctoring of the material of knowledge is unnecessary for a healthy child. 8. What is an idea? 9. Show that an idea feeds, grows, and produces. 10. What did Sir Walter Scott and George Stephenson each do with an idea? 11. Show the value of dominant ideas. 12. Why must lessons furnish ideas? 13. What quality of knowledge should children get? ”

“ Upon what two lines should the art training of children proceed? 2. How should picture-talks be regulated? 3. What gains may we hope for from this kind of teaching? 4. Discuss the use of blobs in early drawing lessons. 5. What should be our aim in these lessons? 6. Children have 'art' in them. How should this fact affect our teaching? 7. What should we bear in mind in teaching clay-modelling to children? 8. Name methods of teaching singing and the piano which are to be commended. 9. What physical exercises would you recommend? 10. Name some handicrafts suitable for young children. ”

“ Discuss the ABC Arithmetic. 29. What is to be said against accustoming young children to the sight of geometrical forms and figures?
XVI. NATURAL PHILOSOPHY
1. Show that childhood is the time for gathering materials for classification. 2. What does Mr Herbert Spencer say as to the value of scientific pursuits? 3. Show that children are able to comprehend principles. [Vol 1 pg 376] 4. Mention some of the phenomena they might readily understand. 5. From the subjects taught successfully in a village school, write a list of questions which intelligent children should be able to answer. ”

“ Why is night air wholesome? 25. Upon what physical facts does the need of sunshine depend? 26. Show that the skin does much scavenger's work. 27. Why do persons die of external scalds or burns? 28. Why is a daily bath necessary? ”