From today's reading in Farrar's Life of Christ--consider this in light of the education of your children:
"If they would see the star which should at once direct their feet and influence their destiny, they must look for it not in the changing skies of outward circumstances, but each in the depth of his own heart."
I was talking with a daughter about today's Take 5 - singing. And I made a comment in it that if a teenager is unwilling to sing, it may be a sign of a heart hardening.
My daughter said that sounded pretty harsh. And as she explained her reasons, I agree with her. I don't want to give the impression that if a child isn't singing, I think he or she has a hard heart!!
I think a better word I might have used is protected--to me, singing is an outward expression of emotion. And when a heart is hurting or confused, it may be unwilling to express itself in that way. It can be a symptom of something else.
But there can be other reasons. Maybe embarrassment or awkwardness or if they're not used to singing, maybe it doesn't feel natural. Whatever reason, helping a child use his or her voice is a very important part of heart education.
What are your thoughts on why some people are unwilling to sing?
"A man with an experience is never at the mercy of a man with an opinion."
A person can study WEH principles for a long, long time and still waver. But once you actually experience the power of a story or music or art or poetry in your own lives, or experience the freedom of learning outside a curriculum, what other people say about what you are doing matters less and less, don't you think?
I am in Utah with a new grandbaby, but my husband can't come until later. I got a text from him on Sunday:
"I don't understand it. The more sugar I put in the potatoes the saltier it gets.Yikes!"
By the time I got the text, the damage was done and he had to throw out the potatoes that were supposed to go with the roast beef.
What he didn't know was that just before I left, I had filled an empty canister on the counter with a box of salt I had just bought. He assumed because of the size of the container, it was sugar. Sometimes if the potatoes had gotten too salty, adding a little sugar helped. So he kept adding 'sugar' and it kept getting worse!
I thought how that applies to learning. Sometimes we accept false assumptions about how children learn and we think if we just keep doing more of what we are doing, things will improve.
But really ,the problem is we are operating under a false assumption.
That is why it is so important to keep an open heart and to keep learning about how children learn. When you find the right way for your child, the experience should be sweet--just like the potatoes were supposed to be.
Art credit: Girl Peeling Potatoes by Albert Anker
"Beauty is everywhere--in white clouds against the blue, in the gray bole of the beech, the play of a kitten, the lovely flight and beautiful colouring of birds, in the hills and the valleys and the streams, in the wind-flower and the blossom of the broom. What we call Nature is all Beauty and delight, and the person who watches Nature closely and knows her well, like the poet Wordsworth, for example, has his Beauty Sense always active, always bringing him joy."
If you can smile when things go wrong
And say, "It doesn't matter,"
If you can laugh off care and woe
And trouble makes you fatter;
If you can keep a happy face
When all around are blue--
Then have your head examined, Bud,
There's something wrong with you!
For one thing I've arrived at:
There are no "ands" and "buts";
The guy that's grinning all the time
Must be completely nuts.