In this minibook version of her latest release, Barbara gives readers exactly what they need--humorous and insightful answers to questions readers have written in to her.

    Instead, this booklet describes the liberal arts as a central part of a larger and more robust paradigm of classical education that should consist of piety, gymnastic, music, liberal arts, philosophy, and theology. The booklet also recovers the means by which classical educators developed more than just intellectual virtue (by means of the seven liberal arts) but holistically cultivated the mind, body, will, and affections. A must-read for educators wanting to take a second big step toward recovering the tradition of classical education.

    Few of us really think about the power, the blessing, the gift, the effect, and the danger of our words. This book will make you think before you speak. Best of all, it will make you think of him before you speak.

    These blessings have the power to resurrect your dead marriage, bring supernatural joy, and provide you peace of mind.”For God’s people, prophecy is a word of hope, deliverance, bounty, and richness for their life and family. When God blesses man, it is to bestow good health, abundant success, and prosperity, both materially and spiritually. Hagee shows how this powerful prophetic message of blessing flows throughout the Bible and can be used today to create an abundant and prosperous life. The Power of the Prophetic Blessing demonstrates your God-given power to prosper in challenging times. You were born to be blessed!

    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    The truth is, moms don't have to accept the chaos or resign themselves to the attitude of -this is just the way it is.- By God's grace, every mother can purpose not to settle for anything less than His pattern for motherhood, and His pattern is victorious, triumphant, and glorious.Now, women who first met Leslie Ludy in When God Writes Your Love Story and Authentic Beauty can continue journeying with her through the realities of motherhood. Leslie will encourage, inspire, and equip moms to be successful in raising their kids, managing their homes, and keeping Christ at the center of their mothering. Written from the perspective of a mom who is currently -in the trenches- with several young children at home, Leslie will help guide readers to become mothers who are set apart for God's purposes.

    Bishop Ryle shows parents their duty to go forward and obey God's commands. Pamphlet

    In each case she describes a child's transformation from destructive troublemaker to responsible citizen of the classroom community. Readers will learn how to apply Montessori methods to virtually any early elementary environment.

    Parents also face a disturbing trend of young people leaving home and leaving the Church - and want to insure their children have a strong foundation of biblical faith and understanding. Discover how to create an incredible faith legacy in your family! Raising Godly Children in an Ungodly World presents empowering insight for: surviving the culture wars as a family, educating children-the Bible offers guidance, practical tips for raising spiritually-healthy children, solutions to the root cause of dysfunctional families, discovering biblical authority as a parent, and discipline-necessary and lovingly administered. Ken Ham is joined by his brother, Steve Ham, in presenting this powerful look at how the principles and truth of Genesis are vital to the strong and lasting foundation of a family. Sharing their own stories of growing up in a Genesis family and sharing this legacy within their own families, it is an intensely personal and practical guide for parents.

    In this child-rearing classic, Gary Smalley cuts to the relational heart of parenting to show readers proven methods that can spell the difference between an angry, rebellious, distant child and a happy, cooperative one.

    Large margins make this edition a pleasure read or study.

    Never before in history have children been so plugged in—and so out of touch with the natural world. In this groundbreaking new work, child advocacy expert Richard Louv directly links the lack of nature in the lives of today's wired generation—he calls it nature deficit—to some of the most disturbing childhood trends, such as rises in obesity, Attention Deficit Disorder (ADD), and depression. Some startling facts: By the 1990s the radius around the home where children were allowed to roam on their own had shrunk to a ninth of what it had been in 1970. Today, average eight-year-olds are better able to identify cartoon characters than native species, such as beetles and oak trees, in their own community. The rate at which doctors prescribe antidepressants to children has doubled in the last five years, and recent studies show that too much computer use spells trouble for the developing mind. Nature-deficit disorder is not a medical condition; it is a description of the human costs of alienation from nature. This alienation damages children and shapes adults, families, and communities. There are solutions, though, and they're right in our own backyards. Last child in the Woods is the first book to bring together cutting-edge research showing that direct exposure to nature is essential for healthy childhood development—physical, emotional, and spiritual. What's more, nature is a potent therapy for depression, obesity, and ADD. Environment-based education dramatically improves standardized test scores and grade point averages and develops skills in problem solving, critical thinking, and decision making. Even creativity is stimulated by childhood experiences in nature. Yet sending kids outside to play is increasingly difficult. Computers, television, and video games compete for their time, of course, but it's also our fears of traffic, strangers, even virus-carrying mosquitoes—fears the media exploit—that keep children indoors. Meanwhile, schools assign more and more homework, and there is less and less access to natural areas. Parents have the power to ensure that their daughter or son will not be the "last child in the woods," and this book is the first step toward that nature-child reunion.

    Now this new edition of The Read-Aloud Handbook imparts the benefits, rewards, and importance of reading aloud to children of a new generation. Supported by delightful anecdotes as well as the latest research, The Read-Aloud Handbook offers proven techniques and strategies—and the reasoning behind them—for helping children discover the pleasures of reading and setting them on the road to becoming lifelong readers.

    Christian education, according to Westerhoff, has modeled itself on the schooling-instructional paradigm of our secular schools. Instead of expecting faith formation to happen within a variety of contexts -- the family, church, school, and the church school -- religious education has been relegated entirely to Sunday morning classes. There children learn the facts about religion, but will they learn or experience faith? How can we be communities that nourish and nurture the faith of children, instead of only teaching them facts?This revised edition includes a new foreword that summarizes Westerhoff's own faith journey that led him to write this book, and even to rethink portions of it today. Each of the original chapters concludes with notes that reveal some of Westerhoff's rethinking of the material since 1976. A new Afterword explores the context in which we live currently, and its implications for catechetical ministry.

    Unfortunately, our worldly culture offers moms little in the way of real help. Mamas only connect to celebrate surviving another day and to share in their misery rather than rejoice in what God has done and to build each other up in hard times. There has a be a better way, a biblical way, for mamas to grow and thrive.                   As a daughter of Christ, you have been called to be more than an average mama. Attaining excellence doesn’t have to be unsettling but it will take committed focus and a desire to parent well according to God’s grace and for His glory. M is for Mama offers advice, encouragement, and scripturally sound strategies seasoned with a little bit of humor to help you embrace the challenge of biblical motherhood and raise your children with love and wisdom.  Mama, you are worthy of the awesome responsibility God has given you. Now it’s time to start believing you can live up to it.