Outlining Skills?

Depending on how it is approached, outlining the main points of what is heard or read can be a form of narration. Here are Charlotte’s thoughts from Volume 3, page 180.

A Single Careful Reading.—There is much difference between intelligent reading, which the pupil should do in silence, and a mere parrot-like cramming up of contents; and it is not a bad test of education to be able to give the points of a description, the sequence of a series of incidents, the links in a chain of argument, correctly, after a single careful reading. This is a power which a barrister, a publisher, a scholar, labours to acquire; and it is a power which children can acquire with great ease, and once acquired, the gulf is bridged which divides the reading from the non-reading community.

Other Ways of using Books.—But this is only one way to use books: others are to enumerate the statements in a given paragraph or chapter; to analyse a chapter, to divide it into paragraphs under proper headings, to tabulate and classify series; to trace cause to consequence and consequence to cause; to discern character and perceive how character and circumstance interact; to get lessons of life and conduct, or the living knowledge which makes for science, out of books; all this is possible for school boys and girls, and until they have begun to use books for themselves in such ways, they can hardly be said to have begun their education.

Here is a post from Linda Fay Johnson re. to this that came out today –

http://higherupandfurtherin.blogspot.com/2012/09/how-to-teach-your-child-to-outline.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+blogspot%2FHUFI+%28Higher+Up+and+Further+In%29