Mason's 1st Principle (18 min.)
Children are born persons.
Mason's 2nd Principle (25 min.)
They (children) are not born either good or bad, but with possibilities for good and for evil.
Mason's 3rd Principle (22 min.)
The principles of authority on the one hand, and of obedience on the other, are natural, necessary and fundamental; but--
Mason's 4th Principle (8 min.)
These principles are limited by the respect due to the personality of children, which must not be encroached upon whether by the direct use of fear or love, suggestion or influence, or by undue play upon any one natural desire.
Mason's 5th and 6th Principles (18 min.)
Therefore, we are limited to three educational instruments--the atmosphere of environment, the discipline of habit, and the presentation of living ideas. The P.N.E.U. Motto is: "Education is an atmosphere, a discipline, and a life."
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When we say that "education is an atmosphere," we do not mean that a child should be isolated in what may be called a 'child-environment' especially adapted and prepared, but that we should take into account the educational value of his natural home atmosphere, both as regards persons and things, and should let him live freely among his proper conditions. It stultifies a child to bring down his world to the child's level.
Mason's 7th Principle (30 min.)
By "education is a discipline," we mean the discipline of habits, formed definitely and thoughtfully, whether habits of mind or body. Physiologists tell us of the adaptation of brain structures to habitual lines of thought, i.e., to our habits.
Mason's 8th Principle (18 min.)
In saying that "education is a life," the need of intellectual and moral as well as of physical sustenance is implied. The mind feeds on ideas, and therefore children should have a generous curriculum.
