Ten Commandments for Mothers

 

Thou shalt know that God selected these children for you, and you for them, for a special reason.

 

Thou shalt remember how to be a child again--laugh, play, sing, dance, pretend. 

Thou shalt not worry about messy faces and places. 

Thou shalt pray daily for patience, energy and strength. 

Thou shalt affirm thy children's feelings, but be firm with their behavior. 

Thou shalt instill in them respect for you, themselves and others.

Thou shalt give thy children roots -- grounding them in faith and tradition. 

Thou shalt give thy children wings -- teaching them how to fly on their own. 

Thou shalt show and tell them you love them every day. 

Thou shalt entrust them into the Father's hands.

Birds Teach Many Lessons

This is a post written by my Aunt Evie in which she shares lessons that she has gleaned by observing birds.  Her article can be used as a mini unit study, encompassing the subjects of character development and science.  Character qualities are shown below in italics and are linked to a description of the character quality being discussed.  Each type of bird discussed is linked to a page that tells shares a picture, habitat, and qualities of the bird.  These can be shared with children and discussed while reading Aunt Evie's story.  To add language arts to this bird unit study, lists of spelling words can be created from this post and writing assignments given.  To include art, assign sketching or watercolor projects of the birds discussed.  An energetic bird watching hike fits into the subject of physical education.
~


Just as the Bible uses many chapters, all different so God's second book also has many chapters, and each one is full of character building lessons for those who look for them.  One of my favorite chapters deals with birds and I would like to share a few of the lessons they have taught me.


From the common robins I have learned diligence.  Early in the spring while other birds are just flitting about choosing nesting sites and going through their courting antics, the robins are busily building their nests.  They have no time for nonsense!  They are the first ones up in the morning and the last to retire at night.  Their sturdy mud and grass nest is quickly finished.  By the time most of the other birds have settled down to start making their nests, the robin's babies are almost ready to fly.


In the killdeer I have observed courage and perseverance.  One hot day in late spring I watched a brave little mother killdeer standing over her eggs which were laid among the rocks on the edge of a sunny parking lot.  There was no need to sit on her eggs to keep them warm.  Instead, she stood beside them to shade them from the burning sun  Cars came and went on the lot but she would not leave her eggs.  Even when I walked up to her nest to look at the eggs, she stayed at her post of duty, though she was obviously upset by my nearness.


The lovely cedar waxwings have taught me refinement and good taste.  They do not go in for flashy colors like some birds do, but in their quiet way they are as beautiful as any of the more showy birds.  Every feather is always sleek and perfectly groomed and their soft conservative colors look so neat and smart.  Their voices are as gentle and harmonious as their colors, and their family life seems to go on without any scrapping or fussing,  They will sometimes sit side by side on a branch and pass berries to one another.

From the beautiful yellow warbler, I learned something about the meaning of this text from God's first book.  "Be not overcome of evil, but overcome evil with good."  A pair of these sweet singing birds had just nicely finished building their nest when along came a mother cowbird and aid an egg in it.  She expected that her egg would hatch before the yellow warblers eggs did and then her larger baby would crowd the others out and get all the food.  Many little birds are thus forced to raise baby cowbirds which are bigger than themselves, instead of raising their own babies.  But the yellow warblers have found a way to overcome this problem.  I once found a very interesting nest that showed me how they do it.  It seemed to be a very deep nest but when I began to take it apart, I found that it was three stories high and the first and second stories each had a large speckled egg in them.  The cowbird had laid her egg in the first nest and the warblers had simply built another nest over top of the first one, covering the unwanted egg.  Then the persistent cowbird had returned and laid another egg in the second nest.  But the yellow warblers still did not give up.  They built a third nest over the second one and laid their eggs in it.  How often we try to do right only to find that something spoils all our plans  Can be learn from these little birds to keep on trying and "overcome evil with good"?  Next time someone spoils something you were trying to do, see if you can find a way to overcome evil with good.


Patience was the lesson that an Oregon junco taught me one summer day.  He was just getting ready to take a nice refreshing dip in our bird bath when a b  old robin hopped in and started splashing around.  Since the pool was not big enough for two, the junco flew to a nearby rock and patiently waited his turn.  The robin took his time, splashing and splashing, then just when at least he seemed to be finished he started all over again.  he took so long that the patient junco finally fell asleep while he was waiting.  Still the robin continued to splash.  At least he flew to a branch to preen himself, but the junco did not notice  he was too sound asleep.  Suddenly, with a start, he woke up and seeing the pool empty at last he hopped in for his long delayed bath.


A western wood pewee once taught me a very striking lesson:  dare to be different.  I watched him taking a bath at the edge of a lovely wooded lake.  But he was not content to just wade into the water and splash around like other birds do.  He had a style all his own.  From the top of a post at the waters edge, he darted at the water, hitting it a glancing blow with his chest, just before he swooped upward again.  Water splashed in every direction as he struck it.  he repeated this several times until he was thoroughly wet, then he settled on the post to preen himself.  Sometimes we need to have the courage to be different, not just for the sake of being different, but because it is the right thing to do. 

Last but not least, I have learned from my pet chickadees.  They have taught me to trust.  Birds generally do not trust anyone.  Especially do they fear the human hand.  It could close on them and take away their freedom and to a wild bird, freedom means  more than any delicacy.  But chickadees can be taught to be more trusting.  As I held out to them my hand, filled with seeds, I thought of how our heavenly Father holds out his hands to us and calls us to come to Him.  But we are so afraid that He might take away our freedom to do what we want to do, that we refuse to trust Him.  But the chickadees learned one winter day that they could trust and eat from my hand and still be free.  In fact, they were more free than ever.  The rich food that I was offering them kept them warmer and better nourished than the meager food that they were finding for themselves and they did not have to work so hard to try to survive in the cold.  So it is with us.  If we will learn to trust our heavenly Father we will find more real freedom and satisfaction than we ever thought possible.  

In an Audubon's Nature Encyclopedia I found an interesting note about chickadees.  It said that if you want to find birds in the wintertime, listen for chickadees.  They have an air of confidence about them that leads other birds to follow them.  I have found this to be very true.  Wherever there is a band of chickadees, there will usually be other birds close by. 


Those who learn to trust also develop an unconscious air of confidence in God that leads others to follow them.  Would you like to lead others to your heavenly Father?  Then first learn to trust and eat fro His hand, and your life will attract others and you will be able to teach them to trust your God.  "And he saith unto them, Follow me, and I will make you fishers of men".  Matthew 4:19.


To continue this study, click here.


Copyright EvelynS@2011

Easter Story Cookies

The story of the resurrection of Jesus Christ represents hope for the world.  His life, death, and resurrection provide a means of salvation and eternal life for all who embrace Him.  When on earth, Jesus used object lessons to teach truths.  Object lessons are a teaching technique that teacher-parents can find helpful as they strive to inculcate the truth about Christ's sacrifice to their children and what it means to them personally.  This cooking activity is designed to teach the resurrection story by object lesson.  These cookies are meant to be prepared the night before Easter.  Scripture references that assist in providing spiritual preparation goes along with the physical preparation of the cookies. 


Easter Story Cookies


1 cup pecan halves
1 teaspoon distilled white vinegar
3 egg whites
1 pinch salt
1 cup white sugar
Preheat oven to 300° F (150° C).


Place pecans in zipper baggie and let children beat them with the wooden spoon to break into small pieces.  Explain that after Jesus was arrested, He was beaten by the Roman soldiers.


Read John 19:1-3


Let each child smell the vinegar.  Put 1 tsp. vinegar into mixing bowl.  Explain that when Jesus was thirsty on the cross, He was given vinegar to drink.


Read John 19:28-30


Add egg whites to vinegar. Eggs represent life. Explain that Jesus gave His life to give us life.


Read John 10:10-11


Sprinkle a little salt into each child's hand.  Let them taste it and brush the rest into the bowl.  Explain that this represents the salty tears shed by Jesus' followers, and the bitterness of our own sin.


Read Luke 23:27


So far, the ingredients are not very appetizing.  Add 1 cup sugar.  Explain that the sweetest part of the story is that Jesus died because He loves us.  He wants us to know and belong to Him.


Psalms 34:8 and John 3:16


Beat with a mixer on high speed for 12 to 15 minutes until stiff peaks are formed.  Explain that the color white represents the purity in God's eyes of those whose sins have been cleansed by Jesus.


Read Isaiah 1:18 and John 3:1-3


Fold in broken nuts.  Drop by teaspoons onto wax paper covered cookie sheet.  Explain that each mound represents the rocky tomb where Jesus' body was laid.


Read Matthew 27:57-60


Put the cookie sheet in the oven, close the door and turn the oven OFF. Give each child a piece of tape and seal the oven door.  Explain that Jesus' tomb was sealed.


Read Matthew 27:65-66


Go to bed.  Explain that they may feel sad to leave the cookies in the oven overnight.  Jesus' followers were in despair when the tomb was sealed.


Read John 16:20 and 22


On Easter morning, open the oven and give everyone a cookie. Notice the cracked surface and take a bite.  The cookies are hollow!  Explain that on the first Easter,  Jesus' followers were amazed to find the tomb open and empty.


Read Matthew 28:1-9


The complete story from Scripture:  Matthew 28:1-20; Mark 16:1-20; Luke 24:1-49; John 20:1-21:25


*Although this recipe and story is popular during the Easter season, it can be used to illustrate the story of Jesus life, death, and resurrection at any time of the year.

Wildflowers of God's Creation

Spring has arrived in North America. In the cooler areas, spring wildflowers are just starting to show their beautiful faces. On trips to the mountains and forests, hillsides of yellow lupine, lavender phlox, and yellow dog-tooth violets can be seen. It won’t be long until shooting stars and Calypso lady slipper orchids appear in secluded spots. Finding them is like a treasure hunt that a person never tires from. Each year it is exciting to find the first bloom from these special plants. Wandering hillsides and meadows in search for wildflowers is fun without any tools, but if one has a zip-lock bag or field guide, samples of wildflowers can be gathered or identified for more fun and interesting activities. Adding some water to a zip-lock bag of flowers keeps them fresh until home again where they can be put into a vase to enjoy for a few days. Pressing wildflowers between the pages of a catalog and using them to decorate rolled beeswax candles or to glue to a card is a creative way to display wildflowers for months to come. Identifying flowers is an art that can take some time and research. If a regional field guide of wildflowers is used the task can be completed in the field, but sometimes using the Internet is easier. The flowers kept fresh in a zip-lock bag can be used to compare with images found online and descriptions compared with the wildflower in hand. 

As the art of flower identification is explored, interesting discoveries can be made. Sometimes plants are not named with common sense! When discoveries are made that appear inconsistent, time spent in study of how plants are classified can result in families spending time together in the rewarding task of being “plant detectives”. Clues from nature lead the observer through the steps of identification and tell stories of why things are named as they are. For example, right now the dog-tooth violets and the yellow violets can be found growing near one another in forest meadows and woods. Both have the name ‘violet’, yet the differ vastly from one another. One is an actual violet, and the other belongs to a different family altogether! The real name of the dog-tooth violet is Erythronium and it received its name because it grows from a bulb that looks like a dog tooth. On the other hand, the yellow violet really does belong to the Viola family, and is therefore accurately described as a violet. Starting with one picked flower like a dog-tooth violet can direct the the explorer to another flower like the violet, and that can lead to other interesting discoveries about plant families and other facts of nature as the thread of learning continues. Learning about wildflowers by observation and discovery is fun and an interesting way to observe God’s creation!

Taking Time for Make-Believe

This morning I read a most interesting comment about women and stress. So often we feel that we need to be diligent, busy, productive, and with it! We do, but we also need to take time to feed our soul's: to relax in God's word and to spend time in just 'being'. In the book "Women and Stress", Jean Lush makes this statment that is worth contemplating:

"Take time for make-believe. Abandon yourself in play. I think God gives us an imagination for a reason. Christ knows the pressures we endure. Perhaps this is one reason He encourages us to become "as little children."


As a homeschool parent, it is sometimes very difficult to allow ourself time to step away from the many duties and responsibilities of being a keeper of the home, a home educator, and one who ministers to her community as well.  Although these are important duties, this quote encourages us to encompass more than just our responsibilities.  Yes, life is serious.  But we must also model joy, vibrancy, and play.  

So, what can you to today to create some "play" in your life? Is it time for a dress up tea party with your son or daughter? Or how about an hour at your sewing machine, creating something from your fabric stash that defies sensibility  Is it time to take a break from serious schoolwork and produce a skit or play with your children?  How about taking the week off from regular school to write a book with your child?  Use your imaginations together and write as they dictate.  Whatever it is you find to do, enjoy it with all your heart!  I think you'll be glad you did.

Puzzles and Games

Do you remember puzzles like this one? I used to enjoy them as a child. Simple and wholesome, they were very interesting to a six year old! This one came from a children's weekly church paper. Similar puzzles and games were also common in Highlights Magazine. Do you remember it? We never received it at home, but it was a staple of the doctor's office waiting room. It helped to keep your mind off the dread of having to go in for a shot!


What similar resources do you use in your home school?  

Kids are Copycats

When a family decides to home educate, one of the first questions other people ask is, "what about socialization"?  Our culture assumes that children must spend daily time with peers in order to develop social aptitudes and skills.  Although a homeschool family instinctively knows that daily peer interaction isn't a necessity in developing social skills, it is sometimes difficult to know how to respond to this question.  Dr. Raymond Moore, the grandfather of homeschooling in America, authored many books and gave many seminars on home education.  He spoke confidently about the positive socialization of homeschooled children.  His premise was that children are more properly socialized by responsible adults who model mature behavior than by immature peers who are still developing their responses to the individuals around them.  Having a well-thought out response can help the homeschool parent deal with questions of socialization confidently and easily.  Sometimes all it helps to remind extended family and other curious adults that your children have appropriate peer interaction at church, music lessons, 4H, by participation in community service projects, and  involvement youth group like Pathfinders, Awana, and Scouts.  These are situations that can be guided by adults who can be alert to bullying, immature behavior, and thoughtlessness.  It is also helpful to have facts and figures from research on the tip of your tongue, so you can reassure others that your children really will turn out to be socially balanced young people and adults, even though they are homeschooled.  In fact, research shows that homeschooled children can have superior socialization because of it!  According to one study, children taught at home by their parents do not lag in social development when compared with those of the same age who attend conventional schools.  The behavior and social development test scores of children traditionally schooled and homeschooled showed that children taught at home by their parents have consistently fewer behavioral problems.  The findings also revealed that a child's social development depends more upon adult contact and less on contact with other children.  This conclusions affirms what Dr. Moore taught about socialization.  The study also suggested that children taught at home behaved better because they tended to imitate their parents [Kids Stuff, 93].  Isn't it reassuring to have research facts to back up what most parents instinctively realize about socialization of their children?        

An Old-Fashioned Story

Presently they came to the quiet little place on the beach to which they both always loved to come. They had been here many times with their mammas, but this time it was all quite different. They both felt so important.

Somehow they managed to get their tent put up. It was quite a big job for such little people, but they felt they must do it all properly.

The tent fixed, they both thought it must be time to have something to eat. So they opened the all-important lunch basket and began to take out all the little packages they had put in it so carefully just an hour or so before.

How good everything tasted! so much better than a dinner at home! Really they had never had such a lovely meal before. If their mothers could have seen them eating the plain bread and butter as if it were sugar cookies, they would have been quite surprised. Perhaps they would have decided to have that for dinner every day!

How quickly the lunch basket was emptied! There didn't seem to be half enough in it. Doris and Kathleen were so hungry that they ate up everything they had brought; there wasn't even a crumb left.

Then they played games and told stories to each other. Soon the afternoon passed and the time came to pack up. Down came the tent, the blanket was folded up, and the empty lunch basket slung over Doris' shoulder. Then they started for home.

"Haven't we had a lovely time?" said Kathleen.

"Haven't we!" said Doris. "And only yesterday we said we wouldn't speak to each other any more."

"I'm so glad we made up," said Kathleen.

"So am I," said Doris.

Just then they turned the corner of the road, and there, right in front of them, were two mammas standing at the gate of Kathleen's house.

"We're so glad you've come back safely," they said. "We were just coming to look for you.


Then there were hugs and kisses, a welcome supper, a bedtime story, and a trip upstairs to dreamland.

*This was one of my favorite childhood stories.  It came from an original "Bedtime Stories" book by Arthur Maxwell.  I had a modern set of the "Bedtime Stories" of my own, but I enjoyed my mother's childhood set because of the old-fashioned pictures and un-edited stories.  

Discovering Answers for Themselves

In the role of teacher-parent, it is normal to become enthused and engaged in the process of educating your children.  If you are like me, you want to be helpful and quick to assist.  But, when helping a child develop individual thought and thinking skills, it is important to resist the impulse to become someone who supplies answers to questions instantly.  Instead, we should guide children toward discovering the answers for themselves.  We should as them what they think and encourage them to explore the reasoning behind what they say they think.  Active discussion between parent and child is important in this case.  Asking them questions and guiding them through the discovery process is a growth producing experience for them.  After a time, they may realize that they have been reflecting the thoughts of someone else rather than thinking on their own.  Answering questions too quickly when they could think for themselves is one cause of this.  They may also discover that they have few thoughts of their own because they have avoided mental exercise in the past.  Probing questions on your part work as a tool in guiding them along in the through process.  

* Encourage them to begin thinking their own thoughts now.

* Reward their mental efforts with words of praise ad encouragement.

* Acknowledge that thinking is hard work.

* Help them discover that it is also very satisfying.

Remember to let them do their thinking as much as possible.  Encouraging the exercise of thought is important in the role as teacher-parent.

The Inquiry Process

Teaching children to think for themselves is a process that the teacher-parent can encourage in a variety of ways.  Fostering individual thought is important in the educational process.  A child's learning begins during the process of formulating their own questions.  There are several techniques that can be used to help a child develop an inquiry process to problem solving:


* Encourage the child to raise questions.


* Create a safe environment so they feel comfortable asking any question.


* Be patient while they figure out what words to use to express their thoughts and concerns.


* Remind the child that there are no stupid questions.  Any question is valid and should be treated with serious respect.


* If you don't know the answer to a question the child asks you, openly admit that you don't know.  


* Set an example by modeling the process of searching for satisfying answers.


* Resist the impulse to become an instant supplier of answers to their questions.  Be supportive in helping them find the answer by other means.

Encouraging Individual Thought

Observing children make their own discoveries is rewarding to watch.  That light bulb moment, when a child says "Ahaaaaaaa!" as they experience discovery can be satisfying to both teacher-parent and child.  A child who has learned to think for himself or herself can derive a great sense of accomplishment, as can their parent who has guided them through the steps to learning to think on their own.  Encouraging individual thought is an important part of teaching a child to think and reason.  Although reflection and rote learning has its place,  the ability to evaluate is a more complex intellectual ability and should be encouraged as a goal in the process of educating the whole child.


Here are some suggestions which encourage individual thought:

* Show genuine interest in the child, encouraging their contribution to a topic.  It's important not only for bright children, but those who are slower than their peers as well.

* Be patient.  In our busy world, it's not often that people take time to really listen.  In your role as teacher-parent, you have the opportunity to offer them the opportunity to think their own thoughts.  Encourage them to share those thoughts and discuss with them.

* Persist gently.  Sometimes children may hesitate to share their thoughts because they are fearful of appearing ignorant or foolish.  By asking probing questions and inquiring about how they think, their fear can be overcome and they can be encouraged to verbalize their thoughts.

* Set an example.  Be willing to risk and show your own vulnerability in the learning process.  Be real in sharing your thoughts. 

* Avoid humor at the expense of the student.  Instead encourage and affirm.  

* Keep an open mind.  It's possible that you might learn something from your child.  Cautious skepticism is alright if it is coupled with respect of the rights who may choose to disagree with you.

*  Remember that we have the right to search for answers that satisfy us.  God gives children this same right.  A parent's role isn't to indoctrinate and brainwash, but rather to teach and inculcate principles by example and thoughtful guidance.  

To read more on this subject, visit here.

Individuality and Power to Think

"Every human being, created in the image of God, is endowed with a power akin to that of the Creator --- individuality, power to think and do. . . It is the work of true education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men's thought."

Education, page 17

The Value of Teaching a Child How to Think

Teaching children how to think can be difficult.  In contrast, teaching children to merely reflect the thoughts of others is simple in comparison.  Think about it for a minute.  Requiring children to memorize and repeat correct answers can be done by practice and repetition.  Sometimes it is necessary to learn this way, like in the case of memorizing times tables or equations.  But the way a child learns best and retains knowledge is when he or she can reason and comprehend why things happen.  Knowing how and why helps him or her understand and apply it to his or her field of knowledge and usefulness.  When a child learns to think for themselves, they achieve a level of growth and autonomy that surpasses students who simply memorize facts and figures.  Even the subject of spelling requires more than mere memorization.  Critiquing words and how they are spelled based upon phonics and rules of the English language requires reasoning abilities.  Teaching thinking necessitates several things.  Using an inquiry method of instruction, where problems are directed to the student and where the student is given time to think and solve is one of them.  Comparison and contrast, evaluation, and questioning are all necessary components in creating thinkers.  Giving the student the ability to evaluate and make judgments teaches them to think for themselves.  If you are asking your child to list, label, match, name, or recall information, you are teaching them to be reflectors of the thinking of others.  But, if your instructional technique leads them to interpret, discriminate, defend, critique, appraise, or explain something, you can be sure you are on the pathway to teaching your child how to think.  This is the challenge of educating the student, but one that reaps great rewards!

The Quiet of Wood and Field

"In the early ages, with the people who were under God's direction, life was simple.  They lived close to the heart of nature.  Their children shared in the labor of the parents and studied the beauties and mysteries of nature's treasure house.  And in the quiet of field and wood they pondered those mighty truths handed down as a sacred trust from generation to generation."  

  

This quote creates a beautiful word picture in my mind.  After reading it, I started thinking about the children of the Bible who had a strong relationship with nature.  The first  child to come to  my mind was baby Moses.  Even as an infant, he was placed for days in a reed basket and placed in the Nile River while his older sister kept watch.  He was rocked by the gentle action of the waves and among the fragrance of plants and the sounds of waterfowl.  David  also spent much time learning lessons from nature.  He was a skilled shepherd, even at a young age.  He wrote beautiful songs and poetry, and by studying them we can observe that he had a close relationship with the natural world.  He took lessons from everything around him.  The boy Jesus also spent much time in nature.  He was homeschooled at his mother's knee, by work with his father, and by observations  of nature in wood and field.  He learned about God's care and of life's lessons by observing God's creation.

What other children of the Bible can you think of spent quality time outdoors?  How did their experience influence them in adulthood?  Please share!

Source quote:  Education 221
Photo:  Baby robins in our flowering crab apple tree

Experiencing Nature with a Journal/Notebook

Most homeschool teacher-parents realize the importance of nature as they study with their children.  It teaches so many things --- of science, art, ecology, physical education, observation skills, and of God's care.  With thoughtful attention, even math, history, language arts can be taught in nature.  Treasure and scavenger hunts in the back yard support observation skills and mathematics if designed properly.  And there's no better way for a primary age child to learn how to write the alphabet than with a stick in the sand.  Following famous footsteps, like hiking along the Oregon Trail, combine nature with history.  A well-prepared parent will be full of stories to share as the hike progresses.  Nature provides many opportunities for a teacher-parent to create mini unit studies that enhance learning.  It doesn't need to be difficult or complicated.  Try putting together a one-day unit study that uses nature as the classroom and teaches across the curriculum.  You will be sure to have the interest of all ages!  And after a long winter of dreary days, spring is the perfect time to implement this.

Keeping a nature journal or notebook is an easy way to tie everything together.  I like the idea of using both to implement nature studies.  A small journal with both lined and unlined pages works to write sentences and paragraphs about things observed.  The blank pages work great for sketching, watercolor, or chalk drawings.  And a notebook works great for quick notes and for collections.  Gallon size zip-lock bags, punched with a three-hole punch, make pages.  Using twelve gives students one for each month of the year.  Page dividers, marked January through December, give the child a place to put notebook paper, their zip-lock bag for that month, and handouts from their teacher-parent that might be helpful in their nature study.  Mini field guides, diagrams of the parts of trees or flowers, or scanned photos of birds, animals, or bugs give them guidelines as they search and identify in the outdoors.  Plants and leaves gathered can be brought home to press and dry, and later can be glued or taped to notebook pages and marked according to identifying parts. A story could even be written about the objects in the notebook or about the events leading up to gathering what is shown.  Scripture can be quoted and copied as it pertains to things seen or gathered.  Handwriting practiced.  A camera that takes photos that can be downloaded into a computer and then printed and put in a notebook is a great way for a child to document and learn.  There are no age limits!  From preschool through adulthood, this is a learning adventure that encompasses all ages!  Creative, active, and enriching, a nature notebook is a fun way to enjoy God's creation and apply it to everyday learning and lifestyle.

Blender Moss

When nature is combined with a kitchen activity, it's a winning situation as far as children are concerned.  They generally enjoy playing in the dirt, gathering things, mixing, blending, and creating.  If there is an area in your yard that is shady and can be kept moist, propagating moss can be something fun to do!  Here's how:

1)  Go for a hike in the woods or take a trip to your local plant nursery.  Gather several varieties of mosses.  Some types may be better suited to growing conditions in your yard, so having more than one variety improves your chance of success.

2)  In the kitchen, crumble a handful of the moss into a blender bowl.  Add two cups of yogurt or buttermilk.  Blend, adding enough water to make the mixture spreadable.  Remove from blender and place in a bowl.  If compost is available, stir a bit in to fuel growth.

3)  Outside, find a place where you would like moss to grow.  Large rocks, an area of soil that is cleared of twigs, leaves, and weeds, or any other surface work well.  It's best if this area is in a shady place.  Using a broad paintbrush, spread the blended moss over the surface of the rocks, soil, or other desired areas.

4)  To establish the moss, mist it daily so that the area stays moist.  Keep the area clear of leaves and debris so that the moss isn't smothered.  Wait patiently.  This would be a good time to discuss patience as a character trait, because moss can take a long time to grow.  But, it is fun to observe over the weeks as progress is checked. 

A Gift to Treasure

Happy are the parents whose lives are a true reflection of the divine, so that the promises and commands of God awaken in the child gratitude and reverence; the parents whose tenderness and justice and long-suffering of God; and who, by teaching the child to love and trust and obey them, are teaching him to love and trust and obey his father in heaven.  Parents who impart to a child such a gift have endowed him with a treasure more precious than the wealth of all the ages --- a treasure as enduring as eternity.

Ministry of Healing, page 375

Encouraging Words

Give the young and struggling a word of encouragement when you can.  You would not leave those plants in your window boxes without water, nor refuse to open the shutters that the sunlight might fall upon them; but you would leave some human flower to suffer from want of appreciation or the sunlight of encouragement.  There are a few hardy souls that can struggle along on stony soil --- shrubs that can wait for the dews and sunbeams --- vines that climb without kindly training; but only a few.  Utter the kind word when you can see that it is deserved. The thought that "no one cares and no one knows" blights many a bud of promise.  Be it the young artist at his easel, the young preacher at his pulpit, the workman at his bench, the boy at his mathematical problems, or your little girl at the piano, give what praise you can.

Signs magazine
September 14, 1882

Stories & Imagination

Experiences can come alive when told in a story.  Words tell the story and a child's imagination creates pictures in their mind, making the story vibrant and real.  Advocates of some methods of reading instruction suggest that children learn to read from books that don't have pictures for this very reason.  They believe that giving only the words aids the child in developing an imagination and creativity.  In a day when television, videos, and movies are the norm, and where children start watching them from infancy, it's wise to take a break at times and allow the imagination to work.  This can be accomplished not only by reading books without words, but by listening to stories.  Parents, grandparents, and older siblings enjoy reading to children.  But sometimes a child's eager mind works faster and for a longer period of time than a loved ones voice can last!  Quality stories on CD and online podcasts are a good resource when this happens.  

Here's an example from history that can help you and your child create word pictures in your mind as you listen to the words.  Purposely try this listening experiment and see what pictures and scenes your minds creates.  When the story is over, spend time talking together, comparing what scenes your imaginations have developed.  Share using all your senses:  sight, taste, smell, touch, and hearing.  The story we are using for this experience comes from Your Story Hour.  It takes place during the Civil War in America and is about the night riders and George Washington Carver.  You can listen to the story here.  Don't forget to turn on your imagination!

Moore on Home Education

One of my favorite books on the subject of home education is Home Grown Kids, written by the grandfather of homeschooling in America, Dr. Raymond Moore.  In it he shares a way of thinking that was radical when he wrote the book thirty-some years ago!  Homeschooling, now considered a "right", was a "privilege" that was hard earned in its early stages.  He encouraged parents to embrace the right and responsibility of homeschooling.  Here's a quote from his book that reinforces this concept.

"No schoolroom can match the simplicity and power of the home in providing three-dimensional, firsthand education. The school, not the home, is the substitute, and its highest function is to complement the family. The family is still the social base, and must be, if our society is to survive. Let's leave no stone unturned to guarantee the fullest freedom of the home and the rights of parents to determine the education of their children."

Dr. Raymond Moore
Home Grown Kids page 26

Service: From Shoeboxes to DVD's

Service to others is a vital part of a child's education when striving to help them develop into an individual who is compassionate and cares for others.  Thoughtfulness and concern are principles that must be taught.  Work, study, and service are three key components in educating the whole child.


Finding service projects for children can be challenging.  Sometimes it isn't possible to go into the community on a frequent basis or to take a mission trip to a foreign land.  But, simple, small projects can be accomplished routinely from home.  By scheduling time into each day to work on simple service projects helps keep the principles of service foremost.  


Ideas for service projects have been shared here before.  Ideas range from making shoeboxes filled with toiletry, craft, and healthy snacks to send to children in need; making tray favors for food trays in a hospital or nursing home; or making scripture books out of photo albums, filling them with nature pictures and copies of favorite Bible verses.  Older students enjoy using technical skills to serve others.  In the photo (above) Matthew and Rylan are creating a multi-media presentation to be used in churches to raise funds for new schools for children in India. In light of current events, children trained in service might want to do something to help others who have been involved in a natural disaster like the earthquake and tsunami in Japan.  Humanitarian agencies, like ADRA, provide disaster relief and are first responders when an event occurs.  They do an excellent job of reaching out to children as well, assisting in giving ideas and opportunity to help others.  They have a free ADRA "Do Something Kit" which is an opportunity to put kids into action.  It's filled with fun activities that kids can do with their parents to get into the action of service.  It's free to download and includes instructions for becoming an ADRA Ambassador.  Also available is an ADRA for Kids website.  It's filled with stories, games, coloring sheets, and more.  


Enjoy the opportunity of assisting your child to learn the JOY of SERVICE!  You won't be disappointed.