Mum To Mom

Musings of an Aussie Mother Living in the USA

Month: July 2019

My Homeschool Vision Statement

July has been the month of planning our homeschool year (for all my Aussie peeps, the American school year usually begins around Aug/Sept). For the last week or two, I have been locked in our study surrounded by school books, spreadsheets, and checklists. I always begin the process hoping to get the majority of our year mapped out, checklists filled in, and lesson plans written for the entire year so that I have less to do from week to week. I am yet to achieve this hope, but I will have the first term completed, which is a good start. This year was different. I began the process with something that I have never done before: I wrote a homeschool vision statement. Pam Barnhill has encouraged moms for many years to begin planning with a vision statement. She even gave a webinar once about it, and I believe she teaches about it in her planning courses. This year, I finally did it.

So often, planning can become mechanical. Find the curriculum. Fill in the timeslots in your planner. Begin pre-reading the books. Make a list of materials needed. Get the materials. Familiarize yourself with the lessons. Make a note of any discussion questions, science LABS, note-booking etc. etc and put those in the lesson plans/checklists. Do all of these x4 students. The process of planning can overshadow the reason why you began to homeschool in the first place.

The planning we do at the beginning of the year can also leave us disappointed at the end of the year. The hopes we had at the beginning are barely recognizable as we limp over the finish line. The end of the last three school years have left me anxious and overwhelmed. My school year never finishes as perfectly as I want it to. My children struggled in certain areas so that they didn’t make as much progress as I had planned. There were areas where our homeschool did not reflect the ideal atmosphere and philosophy that I so often write about here. We didn’t check all of the boxes. I dropped the ball on dictation, memory work, and (fill-in-the-blank). My kids didn’t do all the extra-curricular activities that I see my friends’ kids doing. I must have failed them. Somewhere in the middle of the year I lose sight of my reasons and hopes for homeschool and become overwhelmed with all the things. Maybe this is just a reflection of my own personality and the tension I feel between the ideal and the real, but this is how it has gone for me every year.

I knew that to begin planning this coming school year in this state of mind was not a good place to start. I needed to remember why I chose to homeschool before I even thought about filling in checklists. This drove me to prayer. I have prayed for specific areas of my children’s education before, mostly the areas of struggle, as well as my own keenly felt limitations in teaching my kids, but I have never prayed for our homeschool generally, or planning, itself. I have never begun my planning with prayer. Let me tell you, prayer changes everything. It is an acknowledgment that you have limitations and that you need help from our omnipotent, ever-present God. It is an acknowledgment of God’s sovereignty over all things, including our well-laid plans. As I have come to realize, my well-laid plans do not always turn out the way I want them to. But our year has been exactly what God intended. “The heart of man plans his way, but the LORD establishes his steps.” (Proverbs 16:9) God’s plans always work out. And they are for our good and His glory. This month, I have prayed constantly for every child, every subject, every checklist. Not because prayer is a magic potion that will make our homeschool perfect, but because I need God. None of it is meaningful without acknowledging Him as being at the center of it all and that He is trustworthy and faithful to do His will in our homeschool.

After much prayer, I wrote my vision statement. I printed this out and put it in the front of my homeschool binder. I want to always have it right in front of me. Every time I open my binder to do the next lesson, my vision is before me. When difficulties come along, when a shiny new curriculum makes me doubt what we are currently doing and tempt me to throw it all away and start again, when my plans seem to fall apart at the seams, I can remember why we are doing what we are doing. I can hold fast to these principles that will withstand all the bends and curves of life, trust God, and press on. In addition to my vision statement, I also took the time to write specific goals for each of my kids that I keep in front of me as I make plans for their school year. These include specific subjects and skills, weaknesses and strengths that I want to focus on for each child this coming year. This meant taking a reality check on what was the priority for each child this year. Even though I wish I were, I am not Wonder Woman, and I cannot give focused attention on every area, for every child, all the time. Writing goals for each of my children helped me to see where my time is best spent with each child. I will not share my goals for my children with you since they are personal, but here is my homeschool vision statement for 2019/2020. I encourage you to think about writing one for yourself. If you already have one, what has been the benefit to you? What have you learned from it? Has it changed? I’d love to hear from you.

Vision Statement

I want my children to love and worship the one true God, pursue holiness, dwell on what is true, seek what is good, love what is lovely, and do what is right with all diligence and perseverance in order that they may glorify God and enjoy Him forever.

I want my children to desire wisdom and knowledge and develop the skills to pursue knowledge and wisdom for themselves.

The knowledge that I desire my children to know, delight in, and pursue is the knowledge of God, the knowledge of man, and the knowledge of the universe. The delight for this knowledge is most readily cultivated through living books. The supreme living book being the Bible.

I want my children to learn to think for themselves and be able to articulate their thoughts and ideas clearly in both oral and written forms.

I want them to learn the reading, writing, math, and thinking skills necessary to participate and contribute in society as godly, patriotic, and useful citizens.

The Discipline of Habit – Part 2

square_white_habits2

A Journey Through Charlotte Mason’s 20 Principles: Principle 5b & 7 – Part 2

Therefore, we are limited to three educational instruments – [the second being] the discipline of habit…
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.

You do not have to search far on the internet or in bookstores to find helpful advice in ways to develop habits. In fact, I highly recommend Atomic Habits by James Clear as a very practical and research-based method of developing habits. In my last post, I discussed Mason’s “why” and “what” of habit training. If you haven’t read it, I highly recommend that you do before you read on. Today I am discussing “how.” Since this is part of my study of Charlotte Mason’s 20 principles, I am choosing to limit this discussion to what stood out to me from what she said. It is by no means comprehensive but a very good starting place for a mother to think about how to train her children in the habits discussed in my previous post.

Begin with the person

Habit training begins with Mason’s first principle, “Children are born persons.” They have desires and affections, conscience and a sense of duty, just as we do. They have both physical and intellectual characteristics and skills that are inherited or learned through family culture. They are particular ages with strengths and weaknesses. We take who they are as a person into account first. Then…

Teach them to do what is right

“…[it is] as much the parent’s duty to educate his child into moral strength and purpose and intellectual activity as it is to feed him and clothe him; and that in spite of his nature, if it must be so.” Vol 1, p103

Considering a child’s age, abilities, and dispositions, children are often not capable or naturally inclined to compel themselves at first to do and think the right thing. They need us to show them the way first, require them to do what is right, and lead them toward right thinking and doing for themselves as they grow in maturity.

“He depends upon his parents; it rests with them to initiate the thoughts he shall think, the desires he shall cherish, the feelings he shall allow. Only to initiate; no more is permitted to them; but from this initiation will result the habits of thought and feeling which govern the man––his character, that is to say.”

As mothers, there are many ways that we already naturally do this. We see the sins, flaws, and vices of our children and we take pains to correct and educate them in right behavior to replace the wrong. For example, it is often automatic for a mother to tell a child, “say please” before giving them something that they have asked for, and “say thank you” when they have received it. Then, when they have learned the required responses (habits of manners), we no longer prompt them with “say please.” Instead, we ask, “what do you say?” requiring them to think and remember for themselves what the required way of asking for something is. Once we have proceeded with this for a short while, we then do not need to prompt with words at all. We simply withhold that which the child has asked for until they have remembered to ask with the required “please” and responded equally to the receiving of the thing with the required “thank you.” This is very natural for a mother to do. The training of manners becomes a habit and part of the atmosphere of the home.

Reduce the strain of decision

“The effort of decision, we have seen, is the greatest effort of life; not the doing of the thing, but the making up of one’s mind as to which thing to do first.”p119

When we show the children that we expect a certain behavior every time, we take the decision making out of the equation. For example, if we want them to develop a habit of making their bed in the morning, we must take the decision away from the children whether or not they will choose to make their bed in the morning. There is no choice. They must. It is required. That is it. No more discussion. I find checklists especially invaluable for this kind of training in habits of cleanliness, neatness, and order around the home. This dovetails nicely with James Clear’s third principle of behavior change: Make it easy. “You just need to get your reps in.” (Atomic Habits, p143) By removing the effort of decision and requiring a certain behavior everyday, you are helping the children practice a behavior which becomes an automatic habit.

“Here, no doubt, come in the functions of parents and teachers; they should be able to make the child do that which he lacks the power to compel himself to. But it were poor training that should keep the child dependent upon personal influence. It is the business of education to find some way of supplementing that weakness of will which is the bane of most of us as well as of the children.” Vol 1, p99-100

Expect them to do it for themselves

Mason touches on this idea over and over and over again. We train our children with the expectation that they can and should do it for themselves. This is true in math as much as it is true in learning to make themselves a nutritious lunch. Our family motto has become “never do for a child what they can do for themselves.” If Mason herself didn’t say it, the idea is firmly rooted in this principle of training children to do the work of learning for themselves.

Once a habit is established, don’t allow it to slide.

The critical moment is after a habit is established -— you might be tempted to let him off “this once. He is tired.” But this undoes everything. It teaches them to think that it’s not important.

I had a friend tell me a few weeks ago that her daughter’s track coach cautioned the team not to ease up on running over the summer break. They were to keep it up because the coach was aware of research that showed that when a physical habit, such as running, is relaxed to the point where they miss more than a week, their physical ability reverts back further than where they were when they first started. This is especially true for girls and running. To allow the relaxing of a habit will undo all the hard work of establishing the habit in the first place and may set you back even further.

It is important to remember that it doesn’t take the same amount of work to maintain a habit once established as it does to form it in the first place. It requires diligence to stay on top of it but nowhere near the same effort to maintain it. Think about your habit of brushing your teeth. When you were a 3-year-old learning to brush your teeth every day, it required all your will power plus the insistence of Mom, to brush your teeth well every day. But now that you are an adult and this habit is firmly entrenched, you no longer exert any of the energy you first did. It is now so automatic you barely think about it at all. This is true for our children as well.

Here are the steps again.

General steps to form a habit

1. Teach it.
2. Look with expectancy that they can do it. Say little and allow the child to do their own work of thinking through the steps.
3. After 2-3 weeks the habit should be formed.
4. Do not allow dawdling to come back in at this point. New brain pathways have been forged and to go back on them at this point would undo the habit forming.

When is a habit successful?

“The education of habit is successful in so far as it enables the mother to let her children alone, not teasing them with perpetual commands and directions––a running fire of Do and Don’t; but letting them go their own way and grow, having first secured that they will go the right way, and grow to fruitful purpose.” Vol 1, p134

We train them in habits first by instructing them in the way of the habit, then let them think of it and do it for themselves. Once they know how, they need to think through the steps themselves and then do them. Resist the urge to prod them for each step. Otherwise, you are training them to rely on your memory, rather than their own. If they really can’t remember then, of course, help them. But always toward the purpose of having them learn and do it for themselves.

Developing specific habits pertaining to their education

Habit of thinking

  • Give them the right sort of lessons — Give them books!

“We need not labour to get children to learn their lessons; that, if we would believe it, is a matter which nature takes care of. Let the lessons be of the right sort and children will learn them with delight.” Vol 6, p99

James Clear says that the second law of behavior change is “make it attractive.” Mason is essentially saying the same thing. Make the lessons delightful. Mason believed that rich meaty ideas through well-written living books of a narrative nature are the feast that is naturally engaging and delightful to the minds of children. Ideas are stimulating food for the mind and will grow their thinking muscle.

  • Sow the idea lightly and casually — Give them books!

“It is possible to sow a great idea lightly and casually and perhaps this sort of sowing should be rare and casual because if a child detect a definite purpose in his mentor he is apt to stiffen himself against it.”p102

Mason says the best way is to give the children great books with heroes of good character from which to train habits of right thinking that, over time, give rise in the children’s minds to gain the same opinion.

In Atomic Habits, James Clear talks about identity as the deepest aspect of behavior change. How you identify yourself, what you believe about yourself, has a deep impact on what you do. It is the difference between thinking, “I try to run” compared with, “I am a runner.” The person who identifies as being a runner will be more motivated to run every day than someone who just tries to run. How we identify ourselves matters. As we give living books to our children that contain ideas of honor, nobleness, compassion, faithfulness, etc. the hope is that our children will take these ideas as their own—that these ideas will become part of their identity. In other words, that virtuous ideas become part of their habit of thinking which, Lord willing, will result in good doing.

When E-age-10 (at the time) and I read about the life of Teddy Roosevelt, we were astounded at the boundless energy, the zest for life, and the sheer amount of activity he fit into any given day. Whatever you think about his politics, the ideas of working hard and using your time wisely that came out through this book have not been lost on my daughter. They continue to work, albeit under the surface, to form her habits of thinking virtuously which, Lord willing, will produce good doing.

“We have seen the value of habit in mind and morals, religion and physical development. It is as we have seen disastrous when child or man learns to think in a groove, and shivers like an unaccustomed bather on the steps of a new notion. This danger is perhaps averted by giving children as their daily diet the wise thoughts of great minds, and of many great minds; so that they may gradually and unconsciously get the courage of their opinions. If we fail in this duty, so soon as the young people get their ‘liberty’ they will run after the first fad that presents itself; try it for a while and then take up another to be discarded in its turn, and remain uncertain and ill-guided for the rest of their days.”p104

Habit of attention

The habit of attention is giving complete attention of our minds to what it should be on at a given time so that we can know it and recollect it later. If you have ever experienced your mind wondering off when it should be listening to a sermon (or to your husband!), or giving it’s full attention to the book that you are reading, or writing a paper, you know that it requires rigorous effort of will to stay focused and give full attention to what it is you are doing. To train the habit of attention in our children now will be of great value to them, not just during their education, but in all of life.

“‘habit is ten natures,’ and we can all imagine how our work would be eased if our subordinates listened to instructions with the full attention which implies recollection” Vol 6, p 100

Steps to training habit of attention (from Vol 1, p137-148)

  •  Definite work in a definite time. – (Mason says 20 minutes for a child under 8) One time is not ‘as good as another.’ When it is time for math, that is what must be given complete attention for the full amount of time. Do not allow daydreaming or a wondering mind. This works in combination with…
  • Short lessons – Don’t let the time for the lesson go longer than a child can keep their full attention. Mason says 20 minutes for a child under 8. Sometimes, when my children first began formal lessons, or when a new concept is particularly hard, they have needed a shorter lesson time than even this. I gradually built up the time over a few weeks as they were able to give full attention for longer. “When a child grows stupid over a lesson, it is time to put it away” vol 1, p141. This helps to strengthen the habit of attention rather than give them the opportunity to develop the habit of inattention by daydreaming. (Full disclosure – I have one child that is a daydreamer by nature. This is an area we are STILL working on. Studying this principle has shown me that I need to be extra diligent in addressing the habit of attention for this child. Educating is for the long haul, mamas. Don’t grow weary of doing good.)
  • Alternating lessons. sums first, say, while the brain is quite fresh; then writing, or reading––some more or less mechanical exercise, by way of a rest; and so on, the program varying a little from day to day, but the same principle throughout––a ‘thinking’ lesson first, and a ‘painstaking’ lesson to follow,––the child gets through his morning lessons without any sign of weariness.”(Vol 1, p142)
    This is also the antidote to weariness in a lesson. If your child grows “stupid” over a lesson before you have finished the allotted time, put it away and do something completely different. Then go back to it when “wits are refreshened.”
  • Use Natural Rewards.––”What is the natural consequence of work well and quickly done? Is it not the enjoyment of ampler leisure?”p143 Assign an amount of work in a given time. If they get it done early, the rest of the lesson time is theirs. My children usually choose to go onto the next lesson and accumulate their free time for the end of the school day, while others will choose to use the spare minutes straight away to do something they enjoy at the time.
  • Natural Reward for the older child. — When an older child is taught to bring “ his own will to bear; to make himself attend in spite of the most inviting suggestions from without,” he should be taught to feel satisfaction and triumph in fixing his thoughts on what he ought.
  • Use Natural Consequences — If a child does not give full attention to his work and does not complete definite work in a reasonably given amount of time, a natural consequence could be that he loses his free time at the end of the school day to complete the work he should have already completed due to lack of attention. This may mean that the extracurricular activity scheduled for the end of the day will have to be missed because the child did not give the attention he ought to have during class time. It would not take very long for a child to see the wisdom of definite work in a definite time :).

If you’d like to join me in studying Charlotte Mason’s 20 Principles, get your copy of Start Here and see this post for details

A Journey Through Charlotte Mason 20 Principles Directory

The Discipline of Habit – Part 1

Habits photo

A Journey Through Charlotte Mason’s 20 Principles: Principle 5b & 7 – Part 1

Therefore, we are limited to three educational instruments – [the second being] the discipline of habit…
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.

There is so much to be said in the area of habits. In fact, Charlotte Mason herself said a lot. There was a LOT of reading for this principle, y’all! In order to unpack it in a way that was helpful to me, I organized the ideas into three different questions. Why is the idea of the discipline of habit important in education? What did Mason consider were the habits of the mind and the body? How do we initiate the formation of these habits in our homes? For the sake of length, this post will be concerned with the first two questions. The ‘how’ will be addressed in a separate post.

Why is the idea of the discipline of habit important in education?

1. It makes life easier

“But the most comfortable thing in this view of habit is, that it falls in with our natural love of an easy life. We are not unwilling to make efforts in the beginning with the assurance that by-and-by things will go smoothly; and this is just what habit is, in an extraordinary degree, pledged to effect.” Vol 1, p136

This is the most obvious and well-known reason for the establishment of habits. A plethora of self-help and productivity books have been written about habits with this purpose in mind. As Mason points out, our natural desire is to make life easier. Decision fatigue is a real thing which Mason discusses at length. She describes the strain that making a lot of decisions can have on a person. It is a burden which can easily become too much to bear. Imagine needing to make the decision every morning to get out of bed, to brush your teeth, to eat your meals, to brush your hair. For most of us, we don’t have to make the decision to do these things every day. We just do them out of habit. No mental energy has been expended to complete our morning routine and get ready for the day. We just do it. Habits take the decision out of what is to be done next. As Mystie Winkler often says, just do the right next thing.

Mason explains that we want the children to do the work of learning for themselves. Developing habits of mind and body is the best way to help them take ownership of their work, know the right next thing to do, and avoid the strain of making decisions about what the right thing to do is.

2. Habits are inevitable
Mason points out that our very natures prove that habits will form whether we purposely instill them or not. The question is, will they be good habits or bad? More often than not, left to ourselves, without any purposeful action toward establishing right habits, we will tend to establish unhelpful bad habits, naturally seeking the ease of life rather than the work of a good life. Therefore, establishing right habits is all the more important in the education of our children.

“We have lost sight of the fact that habit is to life what rails are to transport cars. It follows that lines of habit must be laid down towards given ends and after careful survey, or the joltings and delays of life become insupportable. More, habit is inevitable. If we fail to ease life by laying down habits of right thinking and right acting, habits of wrong thinking and wrong acting fix themselves of their own accord.” Vol 6, P101

3. Brain science tells us that habits restructure the brain.
Mason was greatly impressed with new brain research showing that pathways in the brain are rewired through habitual activity. The latest habit book I have read, Atomic Habits, also refers to current studies on the power of habits to the brain.

“We all know something of the genesis of a habit, and most of us recognise its physical basis, i.e. that frequently-repeated thoughts or acts leave some sort of register in the brain tissue which tends to make the repetition of such thoughts, at first easy, and at last automatic.”vol 3, p105

4. Establishes tools for good living in adulthood.
“training in habit becomes a habit.” (Vol 1, p126)

By initiating habits in the home, you not only equip your children with good, intentional, and thorough habits for the time they live in your home, you also give them the tools to continue to develop their own good habits of mind and body into the rest of their lives.

“habit is like fire, a bad master but an indispensable servant;” Vol 6, p101

5. Reinforces the idea of authority.
This idea is developed by Mason in Volume 3, when she talks about the training of physical habits. She says that through physical training, the idea of “living under authority, training under authority, serving under authority” (Vol 3, p103) can be brought to bear. Through habit a person is taught to bring their body into subjection first to his parents, then to his own will, and always under the authority of God. (I discussed the idea of authority in this post and this post.)

6. Prepares for a life of service
The training in habits prepares the children to be fit for whatever plans God has for them. Mason explains that the Greeks disciplined their bodies so that they were prepared for any heroic feats that the ‘gods’ would ask of them. How much more should our children, who we raise to serve the living true God, develop habits of mind and body in order that they would be prepared to serve Him in whatever capacity He places them. It prepares them to love their neighbor.

“we are empirically certain that a chief function of education is the establishment of such ways of thinking in children as shall issue in good and useful living, clear thinking, aesthetic enjoyment, and, above all, in the religious life.” – Vol 6, p100

What are the Habits of the Mind?

1. Habit of Attention
“You want them to remember? Then secure his whole attention.” (Vol 1, p157)

The development of the habit of attention is a significant aspect of Mason’s philosophy of education. She believed it was so important to develop the habit of fixing a child’s thoughts completely on what it should be on at that moment.

“no intellectual habit is so valuable as that of attention; it is a mere habit but it is also the hall-mark of an educated person.” Vol 6, p99

“A vigorous effort of will should enable us at any time to fix our thoughts.” (Vol 1, p137) A person’s capacity for mental effort is reduced when allowed to wonder off or day dream. Mason believed that overpressure or burn out was a result of a failure of the habit of attention. The children are so overly distracted that the lesson becomes overburdensome for lack of attention. She had much to say about how this habit should be developed which I hope to discuss in the next post.

2. Religious Life
Mason discusses the benefit of requiring participation in liturgy and religious habits. It encourages the religious life to be “fixed and delightful and give us due support in the effort to live a godly, righteous and sober life.” (Vol 6, p103) I do not remember reading Mason outlining religious habits specifically in the readings for this principle, but we can assume she means prayer, Scripture reading, and worship.

3. Thinking
This is the development of right thinking that results in right living. It can be seen as synonymous with ‘wisdom and knowledge’ so often referred to in the Bible. It is clear thinking that asks and attempts to answer their own questions. “Every walk should offer some knotty problem for the children to think out.” (Vol 1, p194) It is the development of tracing effect from cause, or cause from effect, comparing alike and different, and drawing conclusions as to causes or consequences from certain premises.

4. Morals
Although this is not a comprehensive list, Mason draws specific attention to obedience, “obedience the whole duty of a child” (Vol 1, p161) as well as sense of honor, gentleness, kindness, candor, respect, truthfulness, temper (keeping his temper).

Other habits of the mind briefly mentioned to work on in the education of children were concentration, thoroughness, intellectual volition, accuracy, reflection, remembering, and meditation.

As we consider these habits of the mind, Mason warns parents to be careful to not look to:

“‘What will people say? what will people think? how will it look?’ [so that] the children grow up with habits of seeming, and not of being; they are content to appear well-dressed, well-mannered, and well-intentioned to outsiders, with very little effort after beauty, order, and goodness at home, and in each other’s eyes.” Vol 1, p106

What are the habits of the body?

1. Cleanliness, Neatness, and Order
After the children have been allowed to enjoy all the messy play that is foundational to childhood, Mason impresses the importance of training them to be anxious to clean themselves of any dirt from play, bathe themselves daily, and tidy and restore order to any messes they have made. All things to be put away in their place. She stresses the importance of having the children clean up for themselves. “The pleasure grown-up people take in waiting on children is really a fruitful source of mischief.” (Vol 1, p127)

2. Manners, elocution, music, singing, health, and physical fitness
These physical skills that Mason also identified should not require much explanation. These skills are improved and made easier through repetition. That is, through habit. The benefits of developing habits in these areas for the individual are discussed in books and blog posts all over the internet. But the highest benefit, as has already been discussed earlier in this post, is to glorify God and to love and serve others with our bodies.

Mason also identifies that physical activity such as playing on the field also helps to develop habits that she calls half physical and half moral. That is, habits of good character that develop through both habits of mind and body. These are:

1. Self-restraint – no overindulgence of food or activities. Also, the habit of restraining discontentedness as well as idleness.
2. Self-control – being “impervious to small annoyances.” That is, practicing the habit of self-control of emotional outbursts, “cheerful under small inconveniences” and ready for action with “presence of mind.” Self-control results in having mind and emotions in submission to your will so that you can act and respond reasonably in a given situation.
3. Self-discipline – In behavior, address, courtesy, deportment (conduct), tones of voice, tidying own messes.
4. Alertness – that is, developing the habit of alertness to seize opportunities of getting knowledge.
5. Quick perception.
6. Fortitude – to bear pain and inconvenience without making a sign.
7. Others – stimulating ideas, service, prudence, courage, and chastity.

This is a formidable list of habits that may seem overwhelming. You might, as I do, see a vast array of habits that you, yourself, need to work on, let alone train your children in. Mason herself acknowledges that forming habits requires certain “strenuousness.” As a mom of four, if I were to try to work on all of these at one time, this list would be unattainable. There are practical things we can do to help develop these habits for ourselves as well as our children which I will discuss in the next post, but as Cindy Rollins often says, we are in this for the “long haul.” We need to keep in mind that we will not always see results in the immediate future. These habits develop little by little over the many years that the children are with us, as part of the atmosphere of our homes. We need to allow ourselves grace to work on what is possible with much prayer and supplication, and leave the rest. We need to remember to lean not on our own strength but on the Lord’s. We can rest in the knowledge that God is faithful. He never slumbers nor sleeps and is working in us and in our children even when we are exhausted and do no more. We can trust in the knowledge that “we do not labor in the dark.” (Vol 3, p99) We do not labor in vain.

My help comes from the Lord,
who made heaven and earth.
He will not let your foot be moved;
he who keeps you will not slumber.
Behold, he who keeps Israel
will neither slumber nor sleep.
* Psalm 121:2-4

If you’d like to join me in studying Charlotte Mason’s 20 Principles, get your copy of Start Here and see this post for details

A Journey Through Charlotte Mason 20 Principles Directory

Four Truths to Highlight When Reading Leviticus in Morning Time

For the last seven years, we have read the Bible in Morning Time. We alternate between reading the New Testament on one day and reading the Old Testament the next. In the New Testament, we have made our way through the Gospels, Acts, and cycled back again to complete Matthew for a second time. In the Old Testament we have read Genesis and Exodus twice, and Joshua through 2 Kings once. I have chosen to stay with narratives for the time being since my youngest is only 5.

Earlier this year, when we finished Exodus for the second time, I had a choice. I either skip the rest of the Law again (Leviticus, Numbers, Deuteronomy) or continue on and read the very next book in the Bible, Leviticus. Leviticus isn’t known for its captivating narrative. There was a real possibility that my kids, aged 5, 9, 10, and 12, would become exasperated with all of the ceremonial laws, sacrifices, blood, and acacia wood. Believing that “ALL Scripture is living and active” (Heb. 4:12) and “breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness,” (2 Tim. 3:16) I continued on, praying that God’s Word would work in our hearts and “not return to [us] void.” (Isa 55:11)

God is so faithful. Even though my kids will probably tell you that Leviticus was boring and confusing, God’s Word did not return void. We learned and grew in our faith together. We were encouraged in the gospel. At the end of this post, I have included a narration of one of my children answering a question about our Bible reading in her end-of-year exam. I found it so encouraging to hear, in her own words, what she took away from reading Leviticus.

But first, here are some big picture ideas that I kept in mind and drew to my children’s attention as we made our way through Leviticus. I hope that it encourages you to read some of the lesser read books of the Bible with your kids. Just keep in mind their ages. I never attempted to read this book when all my kids were little. It is also worth noting that given their ages, I skipped the descriptive passages about sexual sin.

1. It shows us who God is: God is holy

The book of Leviticus outlines to the Israelites a multitude of specific sins that must be atoned for. It also outlines what must be done when the Israelites didn’t sin but became unclean through a skin blemish or some other means. The fact that God is so specific about sins and how they were to be atoned for demonstrates how holy God is. Even a blemish on the skin needed to be dealt with appropriately before the Israelites could come into the presence of God. That is how pure and righteous and holy God is.

2. It shows us who we are: We are sinners

The book of Leviticus was written for God’s chosen people, the Israelites, to set them apart as God’s people and to show them how to live rightly as the people of God. Because God is holy, He set out very specific laws for right living. When those laws are broken, it is sin. Those who sin are guilty. The fact that this book explains so many kinds of sins and the very specific way they must be atoned for shows that God knew that the Israelites would sin. And sin regularly. Like the Israelites, we are sinners. We are guilty.

3. It shows us that our sin and guilt must be punished or atoned for

God is so Holy that no sin can be in His presence. Therefore sin must be punished or atoned for — all sin. Only the blood of a sacrifice will satisfy justice and the breaking of God’s law. The Israelites needed to be made right with God and their sins atoned for in order for God to dwell in their midst. We too must have our sins atoned for and made right with God.

4. It points us to Christ: Christ fulfilled the law

Since God is holy and we are sinners who have broken God’s law, we need our sins forgiven, just as the Israelites did. The sacrificial system of the Old Testament was a shadow pointing to the complete fulfillment of the law in Christ. Christ is our sacrifice. Not only did He shed His blood on the cross just as the animal’s blood was shed on the altar of the tabernacle, He also became the scapegoat for our guilt. The guilt of our sin was placed on Him. Christ’s sacrifice was perfect because He was perfect. He was without blemish. He had no sin. His sacrifice was once and for all. No longer do sacrifices need to be made year in and year out. Christ finished the work of atonement on the cross for all who believe in Him. He rose from the dead, defeating the consequence of sin—death. Through Him, we can now have our sins forgiven and dwell in the presence of God forever. We need only repent of our sins and believe that Jesus Christ is the Son of God and our Savior.

Narration from Bible Exam (Age 10)

1. Describe the sin offering or the guilt offering in Leviticus. How does this relate to the gospel?

The guilt offering is where you get an animal – I can’t quite remember what it is. It’s either a goat or a bird – But you get the goat or a bird, I think it’s a goat, where you put your hands on the goat, the high priests would do that, and he would be putting all of the peoples’ sins onto that goat and they would take the goat and pull out its fat and roast it. And it was for, like, a smell. Because in one of the metaphors sin is like a stinky, horrible smell that we just put in God’s nose. So when we put that nice smell, (hmmm it reminds me of bacon and steak, it’s really good), it’s like covering, not covering, it’s taking away the bad smell.

And how the sacrifice relates to Jesus and the gospel is that He was the final sacrifice—when He died on the cross He was the final sacrifice. We do not have to do sacrifices anymore because Jesus took all the sins, even the sins we haven’t done, and even the sins we’re going to do in a year from now, He has forgiven us and taken all the sins on Him, all the punishments. He was slain, stricken, and smitten and afflicted, and God turned His back on Jesus. He turns His face to us instead of His son because He took all the sin and now we are holy and Jesus died. But God’s plan was that on the third day He would rise again from the dead and would sitteth at the right hand of God the Father Almighty and from thenceforth we will be judged as the quick and the dead. And if we don’t repent from our sins you will be put in hell which is the most baddest place ever. It’s a place where it’s dark and it’s fire. You can hear people screaming and it’s like the worst nightmare you’ve ever had and because it’s a nightmare you know it will never come to the end. And that’s the punishment from God. Even Satan does not rule over hell. He will be there. He will be the prince of darkness living in this horrible place for everlasting to everlasting and it will never end. But if you repent of your sins then you shall go in heaven where all your, if you have like a broken arm or a knee, they will be healed. There will be no sicknesses, no sins, and you will be living a perfect life worshipping God—the God of all gods and the King of all kings.

Even though the goats didn’t rise again from the dead because they had to keep making it over and over, Jesus was the last sacrifice so to beat death He had to rise again from the dead.

Note: These thoughts are a layman’s understanding of Scripture. Also, the narration is an unedited transcript of a ten-year-old’s answer.

© 2019 Mum To Mom

Theme by Anders NorenUp ↑