Next Reading and Schedule: As A Man Thinketh

Well, we have read one book and now it is time to put up the schedule for the next book. We are going to have a few weeks break because in that time frame I have two weddings in Anchorage, husbands family visiting, a wood stove chimney install which entails rearranging of the house, and our 10 year wedding anniversary! So hope you enjoy the break and will be refreshed and renewed to tackle this next read which is AMAZING! :) While this book is small and the chapters are small it packs a lot of great pondering bites so we will only do one chapter at a time.

As A Man Thinketh by James Allen

June 16: Forward and Thought and Character

June 23: Effect of Thought on Circumstances

June 30: Effect of Thought on Health and the Body

July 7: Thought and Purpose

July 14: The Thought-Factor in Achievement

July 21: Visions and Ideals

July 28: Serenity and schedule for the next reading

The Headgate: Require Work and Inspire Daily

I think, for this post, I will do it bullet point style: Require Work

1. I want to refocus on REAL work and not create a bunch of busy work for my family. To me real work includes:

• daily, weekly, monthly, seasonal chores




• Skill training such as: sewing, making needed items from scratch, knitting, wood gathering, fire starting, etc.




• Busy work is much of the type of "school" work children get in the public school system. I don't want to focus on this.

2. I knew this from the first reading but still need to work on it: My 2 oldest (8 and 9) should be able to do more work independently.

Which brings me to referencing another book: There is a free ebook on http://simplycharlottemason.com/ called Smooth and Easy Days. In it is a quote by Charlotte Mason, "What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort." This is from Vol. 3, p. 39, I need to read that section as I know part of my problem with my two eldest is we have fallen into that very danger. If I am not by their side every second making sure they are doing what they should be they go off on tangents. I'll have to do a bit more studying, pondering, and praying about this issue! Suggestions welcome.

Inspire Daily

1. Tibbets says, "It is essential in this system that I choose the story, and they choose whether or not to attend." I think I need to refocus and start with this. We do not have a daily time where I read aloud to them. Our read aloud time is sporadic and I have not been choosing the best books. Honestly, the oldest are still in core (based on Tibbet's assessment chart) as they always want to play outside, then they then want me to read at inoportune times (like bedtime at 10pm). So, and this just hit me as I was writing this, I'm going to set a consistant time (during the day), announce it, and if they are playing they can decide to come in or not. We'll see how that goes!




2. Tibbets mentioned reading aloud from journals. We do this, not daily mind you but when they request it. Some years ago I got little notebooks to write in for each child things they say or do that I wanted to remember. They just love it when we read from them, I keep them handy so I can jot quick things down. If I find I must write something for one of them I try to search my recent memory to see if there is something to write in the others as well. I should try to write in them on a more frequent basis though.




3. "All of the core values can be easily learned simply by hearing great stories." Once again, I have to throw in some ideas from the book Poetic Knowledge I talked about last post.
   
   
   

   ...an example of poetic learning...the child...left alone,undistracted by methods and systems, so that the senses and emotions come naturally into play when being read to, where wonder and delight gradually lead the child's imagination and memory toward the imitative act of reading...the same approach can be used for the child learning to write, that is, by first simply listening to stories. Poetic experience and knowledge is essentially passive, and listening is above all the gateway, along with looking, to the poetic mode...we don't just learn about something...we simultaneously learn how we feel as we learn."





4. In relation to the types of stories we share with our children. Sunday, in Stake Conference a speaker related a story in which he shared the restoration story with a friend. When he asked his friend what he thought about that story the friend responded by saying, "that's the wildest story!" The speaker then stated that the world wants us to think it (the story of the restoration of the gospel) a wild story. I think by wild meaning: crazy and unbelieavable. Here are my notes on that:
   
   
   

   "If we, as a society as a whole, were more familiar with classic stories we would be more apt to believe in such stories/miracles and not think them "wild". All the modern stories of such a nature are recognized fiction. If our children grew up on scripture stories and Plutarch's Lives miracles and visions would be more accepted."

And...that's all for now folks!