Teach Your Child To Be Kind Quotes

Dads. It’s time to show our sons how to properly treat a woman. It’s time to show our daughters how a girl should expect be treated. It’s time to show forgiveness and compassion. It’s time to show our children empathy. It’s time to break social norms and teach a healthier way of life! It’s time to teach good gender roles and to ditch the unnecessary ones. Does it really matter if your son likes the color pink? Is it going to hurt anybody? Do you not see the damage it inflicts to tell a boy that there is something wrong with him because he likes a certain color? Do we not see the damage we do in labeling our girls “tom boys” or our boys “feminine” just because they have their own likes and opinions on things? Things that really don’t matter?

I’m often asked by parents what advice can I give them to help get kids interested in science? And I have only one bit of advice. Get out of their way. Kids are born curious. Period. I don’t care about your economic background. I don’t care what town you’re born in, what city, what country. If you’re a child, you are curious about your environment. You’re overturning rocks. You’re plucking leaves off of trees and petals off of flowers, looking inside, and you’re doing things that create disorder in the lives of the adults around you. And so then so what do adults do? They say, “Don’t pluck the petals off the flowers. I just spent money on that. Don’t play with the egg. It might break. Don’t….” Everything is a don’t. We spend the first year teaching them to walk and talk and the rest of their lives telling them to shut up and sit down. So you get out of their way. And you know what you do? You put things in their midst that help them explore. Help ‘em explore. Why don’t you get a pair of binoculars, just leave it there one day? Watch ‘em pick it up. And watch ‘em look around. They’ll do all kinds of things with it.

The other mind entity is what we call the impartial observer. This mind of present-moment awareness stands outside the preprogrammed physiological determinants and is alive to the present. It works through the brain but is not limited to the brain. It may be dormant in many of us, but it is never completely absent. It transcends the automatic functioning of past-conditioned brain circuits. ‘In the end,...I conclude that there is no good evidence… that the brain alone can carry out the work that the mind does.” Knowing oneself comes from attending with compassionate curiosity to what is happening within. Methods for gaining self-knowledge and self-mastery through conscious awareness strengthen the mind’s capacity to act as its own impartial observer. Among the simplest and most skilful of the meditative techniques taught in many spiritual traditions is the disciplined practice of what Buddhists call ‘bare attention’. Nietzsche called Buddha ‘that profound physiologist’ and his teachings less a religion than a ‘kind of hygiene’...’ Many of our automatic brain processes have to do with either wanting something or not wanting something else – very much the way a small child’s mental life functions. We are forever desiring or longing, or judging and rejecting. Mental hygiene consists of noticing the ebb and flow of all those automatic grasping or rejecting impulses without being hooked by then. Bare attention is directed not only toward what’s happening on the outside, but also to what’s taking place on the inside. ‘Be at least interested in your reactions as in the person or situation that triggers them.’... In a mindful state one can choose to be aware of the ebb and flow of emotions and thought patterns instead of brooding on their content. Not ‘he did this to me therefore I’m suffering’ but ‘I notice that feelings of resentment and a desire for vengeance keep flooding my mind.’... ‘Bare Attention is the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception,’... ‘It is called ‘Bare’ because it attends just to the bare facts of a perception as presented either through the five physical senses of through the mind without reacting to them.

The Creator favors the man who loves over the man who hates. If you teach hatred to your children, one day your child will have that hatred reflected back onto them, or onto you.

Children naturally ask all kinds of questions and take a long time to tell their stories, and in millions of homes the parents are doing something else as they reply, “Yes, yes, I see.” And in millions of homes, the parents are surprised when their children don’t listen to them. Those little bright eyes know when your attention is wandering. When they are telling you the news from school, give your full attention. Everything else can be set aside for the moment. You are teaching your children to listen to you.

But, on the other hand, the study of music is one of the best ways to learn about human nature. This is why I am so sad about music education being practically nonexistent today in schools. Education means preparing children for adult life; teaching them how to behave and what kinds of human beings they want to be. Everything else is information and can be learned in a very simple way. To play music well you need to strike a balance between your head, your heart, and your stomach. And if one of the three is not there or is there in too strong a dose, you cannot use it. What better way than music to show a child how to be human?

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

You have to walk differently on roofs,” Alec told him. He took Rafael’s hands in his, showing him how. “Like this, because they slope. Do it like me.” It was oddly nice, to teach a child these things. He’d had all sorts of plans to teach his little brother, when he got older, but his baby brother hadn’t lived to be older. “When will you give your parents a real grandchild?” he’d heard Irina Cartwright ask Isabelle after a Clave meeting. “By the Angel,” said Isabelle. “Is Max imaginary?” Irina paused, then laughed. “A Shadowhunter child, to teach our ways. Nobody would give those people a Shadowhunter child. Imagine a warlock around one of our little ones! And that kind of behavior. Children are so impressionable. It wouldn’t be right.” Isabelle went for her whip. Alec dragged his sister back. “You Lightwood kids are out of control and out of your minds,” muttered Irina. Jace had appeared beside Alec and Isabelle, and given Irina a radiant smile. “Yes, we are.

Oak puts a hand on my arm. I startle. 'You all right?' he asks. 'When they first took me from the mortal world to the Court of Teeth, Lord Jarel and Lady Nore tried to be nice to me. They gave me good things to eat and dressed me in fancy dresses and told me that I was their princess and would be a beautiful and beloved queen,' I tell him, the words slipping from my lips before I can call them back. I occupy myself with searching deeper in the closet so I don't have to see his face as I speak. 'I cried constantly, ceaselessly. For a week, I wept and wept until they could bear it no more.' Oak is silent. Though he knew me as a child, he never knew me as that child, the one who still believed the world could be kind. But then, he had sisters who were stolen. Perhaps they had cried, too. 'Lord Jarel and Lady Nore told their servants to enchant me to sleep, and the servants did. But it never lasted. I kept weeping.' He nods, just a little, as though more movement might break the spell of my speaking. 'Lord Jarel came to me with a beautiful glass dish in which there was flavoured ice,' I tell him. 'When I took a bite, the flavour was indescribably delicious. It was as though I were eating dreams.' 'You will have this every day if you cease you're crying,' he said. 'But I couldn't stop. 'Then he came to me with a necklace of diamonds, as cold and beautiful as ice. When I put it on, my eyes shone, my hair sparkled, and my skin shimmered as though glitter had been poured over it. I looked wondrously beautiful. But when he told me to stop crying, I couldn't. 'Then he became angry, and he told me that if I didn't stop, he would turn my tears to glass that would cut my cheeks. And that's what he did. 'But I cried until it was hard to tell the difference between tears and blood. And after that, I began to teach myself how to break their curses. They didn't like that. 'And so they told me I would be able to see the humans again- that's what they called them, the humans- in a year, for a visit, but only if I was good. 'I tried. I choked back tears. And on the wall beside my bed, I scratched the number of days in the ice. 'One night I returned to my room to find the scratches weren't the way I remembered. I was sure it had been five months, but the scratches made it seem as though it had been only a little more than three. 'And that was when I realised I was never going home, but by then the tears wouldn't come, no matter how much I willed them. And I never cried again.' His eyes shone with horror.

When I first began teaching Religion 101, students would sometimes tell me they were scared to study other religions for fear of losing their own faith. It was an odd concern, on the face of it. Would studying Spanish make them lose their English? Would traveling to Turkey cost them their US passport? I had a stock response to their concern: engaging the faith of others is the best way to grow your own. Now, years down the road, I have greater respect for their unease. To discover that your faith is one among many - that there are hundreds of others that have sustained millions of people for thousands of years, and that some of them make a great deal of sense - that can rock your boat, especially if you thought yours was the only one on the sea. If your faith depends on being God's only child, then the discovery that there are others can lead you to decide that someone must be wrong - or that everybody belongs, which means that no religion, including yours, is the entire ocean. The next time I teach the course I will try to be more honest. 'Engaging the faith of others will almost certainly cause you to lose faith in the old box you kept God in,' I will say. 'The truths you glimpse in other religions are going to crowd up against some of your own. Holy envy may lead you to borrow some things, and you will need a place to put them. You may find spiritual guides outside your box whom you want to make room for, or some neighbors from other faith who have stopped by for a visit. However it happens, your old box will turn out to be too small for who you have become. You will need a bigger one with more windows in it - something more like a home than a box, perhaps - where you can open the door to all kinds of people without fearing their faith will cancel yours out if you let them in. If things go well, they may invite you to visit them in their homes as well, so that your children can make friends.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

Meditation is a state of mind which looks at everything with complete attention, totally, not just parts of it. And no one can teach you how to be attentive. If any system teaches you how to be attentive, then you are attentive to the system and that is not attention. Meditation is one of the greatest arts in life – perhaps the greatest, and one cannot possibly learn it from anybody, that is the beauty of it. It has no technique and therefore no authority. When you learn about yourself, watch yourself, watch the way you walk, how you eat, what you say, the gossip, the hate, the jealousy – if you are aware of all that in yourself, without any choice, that is part of meditation. So meditation can take place when you are sitting in a bus or walking in the woods full of light and shadows, or listening to the singing of birds or looking at the face of your wife or child. In the understanding of meditation there is love, and love is not the product of systems, of habits, of following a method. Love cannot be cultivated by thought. Love can perhaps come into being when there is complete silence, a silence in which the meditator is entirely absent; and the mind can be silent only when it understands its own movement as thought and feeling. To understand this movement of thought and feeling there can be no condemnation in observing it. To observe in such a way is the discipline, and that kind of discipline is fluid, free, not the discipline of conformity.

Oh, and you must not forget the Kris Kringle. The child must believe in him until she reaches the age of six." "Mother, I know there are no ghosts or fairies. I would be teaching the child foolish lies." Mary spoke sharply. "You do not know whether there are not ghosts on earth or angels in heaven." "I know there is no Santa Claus." "Yet you must teach the child that these things are so." "Why? When I, myself, do not believe?" "Because," explained Mary Rommely simply, "the child must have a valuable thing which is called imagination. The child must have a secret world in which live things that never were. It is necessary that she believe. She must start out by believing in things not of this world. Then when the world becomes too ugly for living in, the child can reach back and live in her imagination. I, myself, even in this day and age, have great need of recalling the miraculous lives of the Saints and the great miracles that have come to pass one arty. Only by having these things in my mind can I live beyond what I have to live for." "The child will grow up and find out things for herself. She will know that I lied. She will be disappointed." "This is what is called learning the truth. It is a good thing to learn the truth one's self. To first believe with all your heart, and then not to believe, is good too. It fattens the emotions and makes them stretch. When as a woman life and people disappoint her, she will have had practice in disappointment and it will not come so hard. In teaching your child, do not forget that suffering is good too. It makes a person rich in character." "If that is so," commented Katie bitterly, "then we Rommelys are rich." "We are poor yes. We suffer. Our way is very hard. But we are better people because we know of the things I have told you. I could not read but I told you of all of the things I learned from living. You must tell them to your child and add on to them such things as ou will learn as you grow older." "What more must I teach the child?" "The child must be made to believe in heaven. A heaven, not filled with flying angels with God on a throne...but a heaven which means a wondrous place that people may dream of--as of a place where desires come true. This is probably a different kind of religion. I do not know.

Grateful For You A gratitude poem from a Mother to her miracle child You are a wonderful treasure My love for you I cannot measure In you, God gave me an Angel Through you, I was blessed by the Heavens An answered prayer of way back Just when I thought it was over My precious gift from Above, you showed up! Filled with your bright smile and loads of fun You make me so fine Oh, what a privilege in life! To be given such a sense of pride As I call you my child While you chose to be mine You are so kind You bring me hope every time I could go through heavy tides With you by my side I always rise You help me to make many strides I cannot drown, not even once You give me a better chance To become a daring Mom I have peace, even in the storm Because you teach me to stay strong So glad you came along And never left me all alone What an honour to be your Mother! My perfect match Such a great catch! My very best friend Will you lend me a hand? To walk beside you on this land You are all I ever need And I am so grateful for you

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

Discipline As your baby becomes more mobile and inquisitive, she’ll naturally become more assertive, as well. This is wonderful for her self-esteem and should be encouraged as much as possible. When she wants to do something that’s dangerous or disrupts the rest of the family, however, you’ll need to take charge. For the first six months or so, the best way to deal with such conflicts is to distract her with an alternative toy or activity Standard discipline won’t work until her memory span increases around the end of her seventh month. Only then can you use a variety of techniques to discourage undesired behavior. When you finally begin to discipline your child, it should never be harsh. Remember that discipline means to teach or instruct, not necessarily to punish. Often the most successful approach is simply to reward desired behavior and withhold rewards when she does not behave as desired. For example, if she cries for no apparent reason, make sure there’s nothing wrong physically; then when she stops, reward her with extra attention, kind words, and hugs. If she starts up again, wait a little longer before turning your attention to her, and use a firm tone of voice as you talk to her. This time, don’t reward her with extra attention or hugs. The main goal of discipline is to teach limits to the child, so try to help her understand exactly what she’s doing wrong when she breaks a rule. If you notice her doing something that’s not allowed, such as pulling your hair, let her know that it’s wrong by calmly saying “no,” stopping her, and redirecting her attention to an acceptable activity. If your child is touching or trying to put something in her mouth that she shouldn’t, gently pull her hand away as you tell her this particular object is off-limits. But since you do want to encourage her to touch other things, avoid saying “Don’t touch.” More pointed phrases, such as “Don’t eat the flowers” or “No eating leaves” will convey the message without confusing her. Because it’s still relatively easy to modify her behavior at this age, this is a good time to establish your authority and a sense of consistency Be careful not to overreact, however. She’s still not old enough to misbehave intentionally and won’t understand if you punish her or raise your voice. She may be confused and even become startled when told that she shouldn’t be doing or touching something. Instead, remain calm, firm, consistent, and loving in your approach. If she learns now that you have the final word, it may make life much more comfortable for both of you later on, when she naturally becomes more headstrong.

She thought she was getting out of the Water Rising clean, because she didn’t see her father anywhere around: there was only Ash and Lillian sitting at a table, and a few other patrons at as much of a distance from Ash and Lillian as they could get. She made for the door, at which point Lillian caught her arm. “Where are you going?” “Uh,” said Kami, eyeballing her wildly. “I’m going to buy some drugs.” Lillian stared. “I beg your pardon?” “This is a really stressful time for everyone,” said Kami. “So I thought maybe I could buy a little weed, take the edge off. I might be a while. This is a very clean-living town, apart from all the murders, so I don’t actually know any drug dealers. I realize Jared kind of looks like one, but he’s not, which is a shame because I think the drug dealer’s girlfriend gets her drugs free.” “I realize you are attempting to be humorous,” said Lillian, after a pause during which she stared some more. “I don’t understand it.” “Hey, you’re not the only family with a legacy. ‘Glass’ rhymes with ‘sass.’ Have you met my dad?” “I have had that dubious pleasure,” said Lillian. “He is, in fact, meant to be meeting me in order to, and I quote, ‘teach me to integrate better with society, display leadership skills, win over the populace, and stop acting like a robot princess from space.’ I admit that the humor in his humor escapes me as well.” She paused and suddenly looked determined. “I’m going to start without him.” She climbed off the stool and headed toward the group of people in the corner. Kami and Ash watched as they collectively shrank away. “Come on, quick,” said Kami, and as if summoned by some spirit warning him of his child’s intended reckless behavior, her dad appeared through the inn doors. He looked distracted. “Where’s Lillian?’ Kami checked over her shoulder. “Appears to be trying to wrest a screaming baby from the arms of her frightened mother in order to kiss it.” “Oh no no no,” murmured Jon, and raised his voice as he made his way over. “Libba, we’ve talked about this!” “The good news is the grown-ups are distracted by politics,” said Kami. You mean that your poor father is distracted by my awful mother, said Ash, who was far too polite to say such a thing out loud and looked vaguely embarrassed to be thinking it. Kami grinned. “Why quibble when we have the results we want!” I wish I could ask you what you’re planning, but I know what you’re planning, said Ash. Lucky me. I know this is important information, but going to Aurimere at all is a huge risk. “See, the thing is, if I ran a business it would probably be called Risky Business,

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

Children’s minds are cast in much the same mold as our own. Sternness and severity of manner chill them and set them back. It shuts up their hearts, and you will weary yourself to find the door. But let them see that you have an affectionate feeling towards them and that you really desire to make them happy and do them good, so that if you punish them, they know it is intended for their well-being. As they see that you, like the pelican, would give your heart’s blood to nourish their souls, they will soon be submitted and devoted to you.[2] But they must be wooed with kindness, if their attention is ever to be won. And surely, reason itself might teach us this lesson. Children are weak and tender creatures, and they need patient and considerate treatment. We must handle them delicately, like frail machines, for fear that by rough fingering we do more harm than good. They are like young plants and need gentle watering – often, and only a little at a time. We must not expect all things at once. We must remember what children are and teach them as they are able to bear. Their minds are like a lump of metal – not to be forged and made useful all at once but only by a succession of little blows. Their understanding is like narrow-necked vessels: we must pour in the wine of knowledge gradually, or much of it will be spilled and lost. Precept upon precept; line upon line, line upon line; here a little, and there a little must be our rule (Isaiah 28:10). The whetstone does its work slowly, but frequent rubbing will bring the scythe to a fine edge. Truly, patience is needed in training a child, but without it, nothing can be done. Nothing will compensate for the absence of this tenderness and love. A minister may speak the truth as it is in Jesus – clearly, forcibly, and unanswerably; but if he does not speak it in love, few souls will be won. Likewise, you must set before your children their duty – command, threaten, punish, and reason – but if affection is lacking in your treatment, your labor will be all in vain. Love is one grand secret of successful training. Anger and harshness may frighten, but they will not persuade the child that you are right. If he often sees you lose your temper, you will soon cease to have his respect. A father who speaks to his son as Saul did to Jonathan when his anger was kindled against him and he called him the son of the perverse rebellious woman (1 Samuel 20:30), can’t expect to retain his influence over that son’s mind. Try hard to maintain your child’s affections. It is a dangerous thing to make your children afraid of you. Anything is almost better than reserve and insecurity between your child and you, but hesitancy will result from fear. Fear puts an end to openness; fear leads to secrecy; fear sows the seed of much hypocrisy and leads to many lies. There is a mine of truth in the apostle’s words to the Colossians: Fathers, do not exasperate your children, so that they will not lose heart (Colossians 3:21). Be sure not to overlook the advice this verse contains.

Dr. Sherman VanMeter has made a career of unpacking the densest areas of scientific endeavor in accessible—if not polite—terms. You’ve written books on everything from astrophysics to zoology. How are you able to achieve expertise in so many disparate fields? There’s a perception that scientific disciplines are separate countries, when in fact science is a universal passport. It’s about exploring and thinking critically, not memorization. A question mark, not a period. Can you give me an example? Sure. Kids learn about the solar system by memorizing the names of planets. That’s a period. It’s also scientifically useless, because names have no value. The question mark would be to say instead, “There are hundreds of thousands of sizable bodies orbiting the sun. Which ones are exceptional? What makes them so? Are there similarities? What do they reveal?” But how do you teach a child to grasp that complexity? You teach them to grasp the style of thinking. There are no answers, only questions that shape your understanding, and which in turn reveal more questions. Sounds more like mysticism than science. How do you draw the line? That’s where the critical thinking comes in. I can see how that applies to the categorization of solar objects. But what about more abstract questions? It works there too. Take love, for example. Artists would tell you that love is a mysterious force. Priests claim it’s a manifestation of the divine. Biochemists, on the other hand, will tell you that love is a feedback loop of dopamine, testosterone, phenylethylamine, norepinephrine, and feel-my-pee-pee. The difference is, we can show our work. So you’re not a romantic, then? We’re who we are as a species because of evolution. And at the essence, evolution is the steady production of increasingly efficient killing machines. Isn’t it more accurate to say “surviving machines”? The two go hand in hand. But the killing is the prime mover; without that, the surviving doesn’t come into play. Kind of a cold way to look at the world, isn’t it? No, it’s actually an optimistic one. There’s a quote I love from the anthropologist Robert Ardrey: “We were born of risen apes, not fallen angels, and the apes were armed killers besides. And so what shall we wonder at? Our murders and massacres and missiles, and our irreconcilable regiments? Or our treaties whatever they may be worth; our symphonies however seldom they may be played; our peaceful acres, however frequently they may be converted to battlefields; our dreams however rarely they may be accomplished. The miracle of man is not how far he has sunk but how magnificently he has risen.” You used that as the epigraph to your new book, God Is an Abnorm. But I noticed you left out the last line, “We are known among the stars by our poems, not our corpses.” Why? That’s where Ardrey’s poetic license gets the better of his science, which is a perilous mistake. We aren’t “known among the stars” at all. The sun isn’t pondering human nature, the galaxy isn’t sitting in judgment. The universe doesn’t care about us. We’ve evolved into what we are because humanity’s current model survived and previous iterations didn’t. Simple as that. Why is a little artistic enthusiasm a perilous mistake? Because artists are more dangerous than murderers. The most prolific serial killer might have dozens of victims, but poets can lay low entire generations.

Imprecatory psalms. Imprecatory psalms (Ps 12; 35; 52; 57—59; 69; 70; 83; 109; 137; 140) are usually lament psalms where the writer’s bitterness and desire for vindication are especially predominant. This leads to such statements as Psalm 137:8- 9, “[Happy is] he who seizes your infants / and dashes them against the rocks.” Such statements are shocking to modern sensitivities and cause many to wonder at the ethical standards of the biblical writers. However, several points must be made. The writer is actually pouring out his complaint to God regarding the exile, as in Psalm 137. He is also heeding the divine command of Deuteronomy 32:35 (Rom 12:19), “It is mine to avenge; I will repay.” Finally, as Gordon Fee and Douglas Stuart note, the author is calling for judgment on the basis of the covenant curses (Deut 28:53-57; 32:25), which make provision for the complete annihilation of the transgressors, even family members (2003:221). The hyperbolic language is common in such emotional passages. In short, these do not really contradict the New Testament teaching to love our enemies. When we can pour out our animosity to God, that very act opens the door to acts of kindness akin to Romans 12:20 (Prov 25:21-22). In fact, meditation on and application of these psalms could be therapeutic to those who have suffered traumatic hurt (such as child abuse). By pouring out one’s natural bitterness to God, the victim could be freed to “love the unlovely.” We must remember that the same David who penned all the above except for Psalm 83 and Psalm 137 showed great mercy and love to Saul. When you have called out for justice after being deeply wounded (like the martyred saints in Rev 6:9-11), Romans 12:19 is actually being fulfilled because the vengeance is truly left with God, freeing you to forgive your enemy.

Next, comparing children to arrows in the hands of a warrior, Psalm 127:4-5 talks about how parents are to handle their offspring. Wise and skillful parents are to know their children, understand them, and carefully point them in the right direction before shooting them into the world. And, as you may have learned in an archery class, shooting an arrow straight and hitting a target is a lot harder in real life than it looks like in the movies or on TV. Likewise, godly and skillful parenting isn’t easy. The last section of today’s selection teaches the importance of the Lord’s presence in the home. • The Lord blesses a home that follows His ways (Psalm 128:1-2). • A wife who knows the Lord will be a source of beauty and life in the home (Psalm 128:3a). • With the Lord’s blessing, children will flourish like olive trees, which generously provide food, oil, and shelter (Psalm 128:3b). Ask yourself, What can I do to make the Lord’s presence more recognizable in our home? Or a more pointed question, What kind of steward am I being in my home? God has entrusted to you some very special people—your children. You will be held accountable for how you take care of them. But you’re not in it alone. God offers to walk with you today and always. He provides you with guidelines like those we looked at today, plus His wisdom and His love, to help you do the job and do it well.9 Prayer: Father God, forgive me for the ways I shortchange my children. Help me know how to slow down the pace of life. Help me stay very aware that my children will be with me for just a short time, and that how I treat them will affect them and their children’s lives too. Continue to teach me how to be the parent You want me to be. Amen.   Action: Give your child/children the gift of time—today and every day.   Today’s Wisdom: The Christian home is the Master’s workshop where the processes of character-molding are silently, lovingly, faithfully, and successfully carried on. —RICHARD M. MILNES

It’s easy to lose perspective when you have little kids. One of the hardest things about this season in your life is that you don’t see many results of your training. Even though you try to teach kindness, your kids still fight. Although you pray for patience, you lose yours. You sing “Jesus loves me” until you are blue in the face, yet you wonder if it’s really sinking in. This is a season of input and training, and you are not likely to see the results of this training for years. That’s hard because we really need to see tangible fruit of our labor. We live in an instant society. We expect instant results in so many other areas of our lives and then we don’t experience it in raising our kids. We need to recognize that looking for immediate results is an unrealistic expectation. We have to remember that God is patient. He is not in a hurry. He is not surprised by our mistakes. He knows and loves each one of our children even more than we do. And he has chosen the exact children in the exact birth order with the exact personalities for our family. He has given us our kids not merely so that we can raise them but also in order that they might be used by him to grow us up into the men and women he has created us to be. He will use our children in our lives. He is at work in our family even if we can’t see it right now, even when we feel like a bad parent, even when we fear we have messed up our child forever! We have to remember that there is no mess that God cannot redeem. He is not condemning us. Instead he is delighting in us! He is patiently working through us and in us. And as he does he will gently lead us.

Finding Favor in God’s Eyes Noah found favor in the eyes of the LORD…. Noah did everything just as God commanded him. —GENESIS 6:8,22     One way to find favor with God is to love His little children. In the New Testament we read where Jesus loved the young children and warned us as adults to be careful not to harm the little children. As a grandparent, I can gain favor with God by being kind and gentle with the little ones in our family. What an honor to be a part of the spiritual development of any child. In government, sports, business, medicine, education, theater, and music—there are those who rise to the top of their professions and are honored because they find favor through their actions, personalities, efforts, or sometimes just because of their social connections. They might be known for very amazing and noble accomplishments like running a nonprofit, discovering a new cancer drug, teaching those thought unteachable, or singing the most beautiful aria the world has ever heard. These are all remarkable reasons to have favor among men. But have you ever thought how much richer life would be to have God find favor with you as a parent, a grandparent? I stand in awe when I think of God finding favor with me, but He does. Noah lived in a world much like today’s, a world full of sin. Humanity hasn’t changed much over the centuries—we just give sin a different name. Yet through all this wickedness, Noah was a person who lived a godly life. His life was pleasing to God even during those evil days. Noah didn’t find favor because of his individual goodness but through his obedience to God. We are also judged according to the same standard—that of our personal faith and obedience. Even though Noah was upright and blameless before God, he wasn’t perfect. God recognized that Noah’s life reflected a genuine faith, but not always a perfect faith. Do you sometimes feel all alone in your walk with God? I know I do. Noah found that it wasn’t the surroundings of his life that kept him in close fellowship with God, but it was the heart of Noah that qualified him to find friendship with God. It isn’t important to find favor from our fellow humans. God’s favor is so much more rewarding. Somehow God’s favor with me is passed down through the favor from my grandchildren. As we live in this very difficult time of history, I might ask, “Do I find favor in God’s sight?” God gives us grace to live victoriously: “He gives us more grace” (James 4:6).

How did you learn to ballroom dance? That’s quite an accomplishment for a boy your age.” “My mom taught me.” He glanced at her. The anger had faded from his eyes. “I’m pretty good.” “I’m not surprised.” She liked the way he’d perked up. It was good to see his confidence emerging. Too bad he couldn’t showcase his talent for tomorrow’s audience. She was certain it would be beneficial. “Is there anything else you could do for the show? What other talents do you have?” Max shrugged. “Nothing, really.” His feet shuffled under the table. “’Cept being a goalie and building boat models, but I can’t do those for a talent show.” “Is there some other kind of dance you could do?” “It’s too late to come up with a new dance. The show’s tomorrow. Besides, it’s for a parent and their child.” His eyes pulled down at the corners, and he ducked his head. “I wish I could help, but I don’t know how to ballroom dance. I guess it wouldn’t be the same without your mom anyway.” His head lifted. Hope sparkled in his eyes. “You could learn.” “Oh, I—I think it would take longer than a day, Max.” Meridith laughed uneasily. “Especially for me.” His head and shoulders seemed to sink. “I guess you’re right. I only know how to lead, and I don’t know how to teach it.” “I know how.” Jake appeared in the doorway, filling it with his broad shoulders and tall frame. “Didn’t mean to eavesdrop.” “He could teach you!” Max’s eyes widened. He looked back and forth between Jake and Meridith. “Oh,” Meridith said, “We couldn’t ask—” “I’m offering,” Jake said. “I can be here bright and early tomorrow morning.” Max’s dimple hollowed his cheek. “No, I—you don’t understand, the show’s tomorrow night, and I’m a bad dancer.” Jake leaned against the doorframe, crossed his arms. “You said you wanted to help.” “Well, I do, but I don’t see how—you know how to ballroom dance?” The notion suddenly struck her as unlikely. “I can do more than swing a hammer.” “I didn’t mean—” “So you’ll do it?” Max bounced on the chair. She hadn’t seen him this excited since she’d arrived. She looked at Jake. At his wide shoulders, thick arms, sturdy calloused hands. She remembered the look in his eyes just minutes ago and imagined herself trapped in the confines of his embrace for as long as it took her to learn the dance. Which would be about, oh, a few years. “And why would you do this?” It wasn’t as if he owed her anything. Unless he was punching the time clock on the lessons. “Let’s just say I was picked on a time or two myself.” Max rubbed his hands together. “Toby and Travis, eat your heart out!” “Now, hold on. We already missed dress rehearsals. I don’t know if Mrs. Wilcox will let us slip in last minute.” “Call her,” Jake said. He had all the answers, didn’t he? She spared him a scowl as she slid past on her way to the phone. “Hi, Mrs. Wilcox? This is Meridith Ward again.” She looked over her shoulder. Max waited, Jake standing behind him, thumbs hooked in his jeans pockets, looking all smug. “I was wondering. If Max can get a replacement for the dance, could he still participate?” Please say no. “I know he’s missing dress rehearsals and—” “That would be no problem whatsoever.” Mrs. Wilcox sounded delighted. “We’d fit him in and be glad to have him. Have you found him another partner?” “Uh, looks like we have.” She thanked Mrs. Wilcox and hung up, then turned to face a hopeful Max. “What did she say?” he asked. Meridith swallowed hard. “She said they could work you back into the schedule.” She cast Jake a plea. “But I don’t know if I can do this. I wasn’t kidding, I have no rhythm whatsoever.” “Look at the kid. You can’t say no to that.” Max was grinning from ear to ear. It was Meridith’s shoulders that slunk now. Heaven help her. She winced and forced the words. “All right. I’ll do it.” Max let out a whoop and threw his arms around her.

1. After dark, stars glisten like ice, and the distance they span Hides something elemental. Not God, exactly. More like Some thin-hipped glittering Bowie-being—a Starman Or cosmic ace hovering, swaying, aching to make us see. And what would we do, you and I, if we could know for sure That someone was there squinting through the dust, Saying nothing is lost, that everything lives on waiting only To be wanted back badly enough? Would you go then, Even for a few nights, into that other life where you And that first she loved, blind to the future once, and happy? Would I put on my coat and return to the kitchen where my Mother and father sit waiting, dinner keeping warm on the stove? Bowie will never die. Nothing will come for him in his sleep Or charging through his veins. And he’ll never grow old, Just like the woman you lost, who will always be dark-haired And flush-faced, running toward an electronic screen That clocks the minutes, the miles left to go. Just like the life In which I’m forever a child looking out my window at the night sky Thinking one day I’ll touch the world with bare hands Even if it burns. 2. He leaves no tracks. Slips past, quick as a cat. That’s Bowie For you: the Pope of Pop, coy as Christ. Like a play Within a play, he’s trademarked twice. The hours Plink past like water from a window A/C. We sweat it out, Teach ourselves to wait. Silently, lazily, collapse happens. But not for Bowie. He cocks his head, grins that wicked grin. Time never stops, but does it end? And how many lives Before take-off, before we find ourselves Beyond ourselves, all glam-glow, all twinkle and gold? The future isn’t what it used to be. Even Bowie thirsts For something good and cold. Jets blink across the sky Like migratory souls. 3. Bowie is among us. Right here In New York City. In a baseball cap And expensive jeans. Ducking into A deli. Flashing all those teeth At the doorman on his way back up. Or he’s hailing a taxi on Lafayette As the sky clouds over at dusk. He’s in no rush. Doesn’t feel The way you’d think he feels. Doesn’t strut or gloat. Tells jokes. I’ve lived here all these years And never seen him. Like not knowing A comet from a shooting star. But I’ll bet he burns bright, Dragging a tail of white-hot matter The way some of us track tissue Back from the toilet stall. He’s got The whole world under his foot, And we are small alongside, Though there are occasions When a man his size can meet Your eyes for just a blip of time And send a thought like SHINE SHINE SHINE SHINE SHINE Straight to your mind. Bowie, I want to believe you. Want to feel Your will like the wind before rain. The kind everything simply obeys, Swept up in that hypnotic dance As if something with the power to do so Had looked its way and said: Go ahead.

It’s so easy to get pre-occupied with spinning all the wheels and completing all the assignments. But I never want to sacrifice relationships on the altar of homeschooling. The world doesn’t need another smart person. It has more than its share of those. What it desperately craves are people who can show kindness, compassion, honesty, and integrity. I don’t just want God’s plans for my homeschool to inform my kids, I want His plans to transform them. My children need Jesus more than they need a perfect education.

What Is True Prayer? Spiritual exercises are the way to become more aware of this life. Spiritual exercises, contemplation, and prayer of the right kind are all the same. Basically, it’s opening your heart to God or the Holy Spirit and listening. Correct prayer is listening to God. If a person is going to err in prayer, it’s through too much telling or talking to God. There’s nothing wrong with telling or asking; there’s nothing wrong with talking to God. But after you’ve asked your question, listen. Be quiet and listen. Listening is true prayer, prayer of the highest sort. Even prayer where you’re asking God something is of a high sort, or it can be. But sometimes people carry it to extremes. When I was a child, my parents had us say our childhood prayers at bedtime. As I grew up and went to divinity school, I would still say my prayers at night. Not that those of us at divinity school were very righteous. A very small percentage were truly pious, and the rest of us were about average. We got along. We knew God was there. We did our lessons; we did our Bible study and science and math. There were also those in divinity school who were quite nonpious. I used to say my prayers nightly, but away from home I could try out my wings a little bit. Some nights I’d just lie there and ask God for all kinds of things. I’d ask God for riches. I’d ask God to get rid of my toothaches. They came from all the sugar I ate; I hadn’t made the connection between sugar and tooth decay. Every Sunday I’d go to the bakery and buy all this wonderful chocolate, all these jelly-filled rolls—I’d just stuff myself. I’d buy enough for my friends too. It took me years to figure out what I was doing, and I think the toothaches helped. Life has a way of teaching us better. This is what I learned about prayer, that sometimes there is a wrong sort of prayer: you ask God to take away a toothache when basically you should stop eating the things that give you the toothache. But that’s how we learn. People ask God to make them rich, and at the same time they squander their money. They have done this their whole lives. What kind of a prayer is that? It’s a prayer of irresponsibility. You’re not taking responsibility for your own welfare. I’m not talking about people who through the circumstances of life find themselves in a bad situation or after being retired for twenty years find that inflation has eaten into their savings and it’s very difficult for them to take care of themselves. These are very real problems. If these people ask God for help, you would expect that. But mostly, true prayer is listening to God.

In any event, it was not many months later that my wife conceived, unexpectedly. After careful discussion we decided it was not something that should continue. I’m in my fifties. I didn’t want to go through any more child-raising experiences. I’d seen enough. So we came to our conclusion and made the necessary medical appointment. "Then something very strange happened. I’ll never forget it. As we went over the whole decision in detail one last time, there was a kind of dissociation, as though my wife started to recede while we sat there talking. We were looking at each other, talking normally, but it was like those photographs of a rocket just after launching where you see two stages start to separate from each other in space. You think you’re together and then suddenly you see that you’re not together anymore. "I said, 'Wait. Stop. Something’s wrong.' What it was, was unknown, but it was intense and I didn’t want it to continue. It was a really frightening thing, which has since become clearer. It was the larger pattern of Chris, making itself known at last. We reversed our decision, and now realize what a catastrophe it would have been for us if we hadn’t. "So I guess you could say, in this primitive way of looking at things, that Chris got his airplane ticket after all. This time he’s little girl named Nell and our life is back in perspective again. The hole in the pattern is being mended. A thousand memories of Chris will always be at hand, of course, but not a destructive clinging to some material entity that can never be here again. We’re in Sweden now, the home of my mother’s ancestors, and I’m working on a second book which is a sequel to this one. "Nell teaches aspects of parenthood never understood before. If she cries or makes a mess or decides to be contrary (and these are relatively rare), it doesn’t bother. There is always Chris’s silence to compare it to. What is seen now so much more clearly is that although the names keep changing and the bodies keep changing, the larger pattern that holds us all together goes on and on. In terms of this larger pattern the lines at the end of this book still stand. We have won it. Things are better now. You can sort of tell these things. "ooolo99ikl;i.,pyknulmmmmmmmmmm 111 "(This last line is by Nell. She reached around the corner of the machine and banged on the keys and then watched with the same gleam Chris used to have. If the editors preserve it, it will be her first published work.) " ...Robert M. Pirsig Gothenburg, Sweden 1984

Ten Basics for Implementing Positive Discipline 1. Create a connection before a correction. 2. Get children involved: a. Offer acceptable choices. b. Provide opportunities to help. 3. Create routines. 4. Teach respect by being respectful. 5. Use your sense of humor. 6. Get into your child’s world. 7. Follow through with kind and firm action: if you say it, mean it, and if you mean it, follow through.

From his earliest moments in your family, your young child has four basic needs: 1. A sense of belonging (connection) 2. A sense of personal power and autonomy (capability) 3. Social and life skills (contribution) 4. Kind and firm discipline that teaches (with dignity and respect)

Grateful For You A gratitude poem from a Mother to her miracle child You are a wonderful treasure My love for you, I cannot measure In you, God gave me an Angel Through you, I was blessed by the Heavens An answered prayer of way back Just when I thought it was over My precious gift from Above, you showed up Filled with your bright smile and loads of fun You make me so fine Oh, what a privilege in life To be given such a sense of pride As I call you my child While you chose to be mine You are so kind You bring me hope every time I could go through heavy tides With you by my side I always rise You help me make long strides I cannot drown, not even once You give me a better chance To become a daring Mom I have peace, even in the storm Because you teach me to stay strong So glad you came along Never let me all alone What an honour to be your Mother! My perfect match Such a great catch! My very best friend Will you lend me a hand To walk beside you on this land? You are all I ever need And I am so grateful for you

Most parenting books don’t tell you that all their good advice goes out the window when your stress response kicks in—as in, you literally can’t access the areas of the brain where your good new skills are stored. That’s why this book will show you how to quiet your stress response (the reactive, raging banshee inside) and teach you how to communicate with your child effectively (so you stop triggering so much resistance).

With Plan A, you’re trying to solve the problem through the use of power. Power causes conflict. If you teach power, you’ll get power back. In other words, being unilateral is a good way to get your kid to respond in kind.

Grateful For You A gratitude poem from a Mother to her miracle child You are a wonderful treasure My love for you I cannot measure In you, God gave me an Angel Through you, I was blessed by the Heavens An answered prayer of way back Just when I thought it was over My precious gift from Above, you showed up! Filled with your bright smile and loads of fun You make me so fine Oh, what a privilege in life! Of being given such a sense of pride As I call you my child While you chose to be mine You are so kind You bring me hope every time I could go through heavy tides With you by my side I always rise You help me to make many strides I cannot drown, not even once You give me a better chance To become a daring Mom I have peace, even in the storm Because you teach me to stay strong So glad you came along And never left me all alone What an honour to be your Mother! My perfect match Such a great catch! My very best friend Will you lend me a hand To walk beside you on this land? You are all I ever need And I am so grateful for you

Unfortunately, empaths of all ages are favorite targets for energy vampires and abusers of all kinds. Teach your young empath how to build boundaries, to set their own standards for relationships, and to walk away from people who wish them harm. Make a point of telling them that they can always come to you if they want or need advice on how to handle a toxic friend or bully. Practice saying “No,” and use role-playing to rehearse how your child can extricate themselves from difficult situations.

Somewhere, he thought, there was this boy’s mother, who had trembled with protective concern over his groping steps, while teaching him to walk, who had measured his baby formulas with a jeweler’s caution, who had obeyed with a zealot’s fervor the latest words of science on his diet and hygiene, protecting his unhardened body from germs—then had sent him to be turned into a tortured neurotic by the men who taught him that he had no mind and must never attempt to think. Had she fed him tainted refuse, he thought, had she mixed poison into his food, it would have been more kind and less fatal. He thought of all the living species that train their young in the art of survival, the cats who teach their kittens to hunt, the birds who spend such strident effort on teaching their fledglings to fly—yet man, whose tool of survival is the mind, does not merely fail to teach a child to think, but devotes the child’s education to the purpose of destroying his brain, of convincing him that thought is futile and evil, before he has started to think. From the first catch-phrases flung at a child to the last, it is like a series of shocks to freeze his motor, to undercut the power of his consciousness. “Don’t ask so many questions, children should be seen and not heard!”—“Who are you to think? It’s so, because I say so!”—“Don’t argue, obey!”—“Don’t try to understand, believe!”—“Don’t rebel, adjust!”—“Don’t stand out, belong!”—“Don’t struggle, compromise!”—“Your heart is more important than your mind!”—“Who are you to know? Your parents know best!”—“Who are you to know? Society knows best!” “Who are you to know? The bureaucrats know best!”—“Who are you to object? All values are relative!”—“Who are you to want to escape a thug’s bullet? That’s only a personal prejudice!

Somewhere, he thought, there was this boy’s mother, who had trembled with protective concern over his groping steps, while teaching him to walk, who had measured his baby formulas with a jeweler’s caution, who had obeyed with a zealot’s fervor the latest words of science on his diet and hygiene, protecting his unhardened body from germs—then had sent him to be turned into a tortured neurotic by the men who taught him that he had no mind and must never attempt to think. Had she fed him tainted refuse, he thought, had she mixed poison into his food, it would have been more kind and less fatal. He thought of all the living species that train their young in the art of survival, the cats who teach their kittens to hunt, the birds who spend such strident effort on teaching their fledglings to fly—yet man, whose tool of survival is the mind, does not merely fail to teach a child to think, but devotes the child’s education to the purpose of destroying his brain, of convincing him that thought is futile and evil, before he has started to think. From the first catch-phrases flung at a child to the last, it is like a series of shocks to freeze his motor, to undercut the power of his consciousness. “Don’t ask so many questions, children should be seen and not heard!”—“Who are you to think? It’s so, because I say so!”—“Don’t argue, obey!”—“Don’t try to understand, believe!”—“Don’t rebel, adjust!”—“Don’t stand out, belong!”—“Don’t struggle, compromise!”—“Your heart is more important than your mind!”—“Who are you to know? Your parents know best!”—“Who are you to know? Society knows best!” “Who are you to know? The bureaucrats know best!”—“Who are you to object? All values are relative!”—“Who are you to want to escape a thug’s bullet? That’s only a personal prejudice!” Men would shudder, he thought, if they saw a mother bird plucking the feathers from the wings of her young, then pushing him out of the nest to struggle for survival—yet that was what they did to their children. Armed with nothing but meaningless phrases, this boy had been thrown to fight for existence, he had hobbled and groped through a brief, doomed effort, he had screamed his indignant, bewildered protest—and had perished in his first attempt to soar on his mangled wings.

So what is human nature? What are the needs of any human child? It doesn't matter what human child. Whether you are looking at human living close to the North Pole or the South Pole, in the East or the West, in Europe or in Africa or Asia or North America, wherever, what are the needs of the human child? The essential needs of the human child is for attachment. Attachment is a biological drive for connection with another human being. And it is an essential drive because without it we can't survive. The human child is the most immature, most dependent and most vulnerable creature in the universe. So without somebody looking after her or him, they just don't survive. So that attachment drive, you can say that is part of our human nature. In other words, we are born for love because another word for attachment is love. Not only the love of the child or the attachment of the child to the parent, but also the love and attachment of the parent to the child. So attachment is this drive that pulls two human beings together for the purpose of being taken care of or for the purpose of taking care of. And, of course, attachment also pulls human beings together for reasons throughout the lifespan. Human beings did not live the way we live through most of human existence. For most of our existence we live in small-band hunter-gatherer groupings, 60 to 80 to 100 human beings living together. And that meant that children were always around their parents, always. There was no separation. Not only around their parents, but around a whole group of adults, all of whom acted as parental figures in the child's life. So a child grew up and ensconced in a network of very safe attachments. Safe in the sense that everybody cared for the child. Number two.. when you study hunter-gatherer groups, they always carried their kids everywhere. The North American natives had the papoose where they carried their children everywhere. It is not infrequent these days to see a parent pushing a buggy and playing with their cellphones at the same time. Do we think that the kid in the buggy whose parents are on their cellphone is getting the same kind of information about the world as the baby who is being carried on the parents' chest, back or belly? Number three.. they didn't let their kids cry. I don't mean that they forbade crying.. you can't forbid a 2-month-old from crying, but if they cried they were immediately cuddled. Here in North America we actually tell or teach parents not to pick up their kids when they are crying. That's called "sleep training." We are actually telling parents "don't pick up your kids when they are crying because we want them to sleep through the night and if you pick them up, they will learn that they can just wake you up in the middle of night and then you can't go to work in the morning." And the fourth thing is, generally, hunter-gatherer groups don't hit their kids. If they do, it is only in an acute situation when the kid is about to crawl into an anthill and pick them up and quickly slap them in the bottom, teach them not to do that. But it is not a question of spanking as punishment.

Beginning Anew: A Tool for Bringing Closeness out of Conflict No matter how skillful and grounded we are, there will still be conflicts and problems in our families. The tools of mindfulness meditation, loving-kindness, reflective listening, I-messages, and more will greatly reduce the number and severity of those conflicts, but we will still have them. Conflicts can, however, bring us even closer together if we use these moments as opportunities to be real and vulnerable, and to come together to repair the damage done. On a retreat with Thich Nhat Hanh, I learned the Beginning Anew framework for repairing a relationship—including a relationship with a child. It teaches us to look deeply and honestly at ourselves and our past actions, speech, and thoughts. We take this moment as a fresh beginning for ourselves and in our relationships with others. Beginning Anew has three parts: offering appreciation, sharing regrets, and expressing hurts and difficulties. You can do this in person, or write a letter of Beginning Anew if your child reads. Part 1: Offering appreciation. This is an opportunity to shine light on the other’s strengths and contributions, and to encourage the growth of his or her positive qualities. You may mention specific instances when the other person said or did something that you appreciated. This first step shows that you see the wonderful things about this person. Part 2: Sharing regrets. This is your chance to mention any unskillful actions, speech, or thoughts that you feel bad about and haven’t yet had an opportunity to apologize for. For example, you might say, “I’m sorry that I said you were selfish. I was wrong to do that. I realize how my comment hurt you, and I shouldn’t have spoken in that way.” Part 3: Expressing hurts and difficulties. Now you share how you felt hurt by something the other person did or said. Use your I-messages here. Don’t attack or blame. Speak or write about your hurts in a calm way, never in an exaggerated, reproachful, accusatory, or desperate manner

Recognizing that parental responsibility is insufficient for successful child-rearing, but still not conscious of the role of attachment, many experts assume the problem must be in the parenting know-how. If parenting is not going well, it is because parents are not doing things right. According to this way of thinking, it is not enough to don the role; a parent needs some skill to be effective. The parental role has to be supplemented with all kinds of parenting techniques — or so many experts seem to believe. Many parents, too, reason something like this: if others can get their children to do what they want them to do but I can't, it must be because I lack the requisite skills. Their questions all presume a simple lack of knowledge, to be corrected by “how to” types of advice for every conceivable problem situation: How do I get my child to listen? How can I get my child to do his homework? What do I need to do to get my child to clean his room? What is the secret to getting a child to do her chores? How do I get my child to sit at the table? Our predecessors would probably have been embarrassed to ask such questions or, for that matter, to show their face in a parenting course. It seems much easier for parents today to confess incompetence rather than impotence, especially when our lack of skill can be conveniently blamed on a lack of training or a lack of appropriate models in our own childhood. The result has been a multibillion-dollar industry of parental advice-giving, from experts advocating timeouts or reward points on the fridge to all the how-to books on effective parenting. Child-rearing experts and the publishing industry give parents what they ask for instead of the insight they so desperately need. The sheer volume of the advice offered tends to reinforce the feelings of inadequacy and the sense of being unprepared for the job. The fact that these methodologies fail to work has not slowed the torrent of skill teaching. Once we perceive parenting as a set of skills to be learned, it is difficult for us to see the process any other way. Whenever trouble is encountered the assumption is that there must be another book to be read, another course to be taken, another skill to be mastered. Meanwhile, our supporting cast continues to assume that we have the power to do the job. Teachers act as if we can still get our children to do homework. Neighbors expect us to keep our children in line. Our own parents chide us to take a firmer stand. The experts assume that compliance is just another skill away. The courts hold us responsible for our child's behavior. Nobody seems to get the fact that our hold on our children is slipping. The reasoning behind parenting as a set of skills seemed logical enough, but in hindsight has been a dreadful mistake. It has led to an artificial reliance on experts, robbed parents of their natural confidence, and often leaves them feeling dumb and inadequate. We are quick to assume that our children don't listen because we don't know how to make them listen, that our children are not compliant because we have not yet learned the right tricks, that children are not respectful enough of authority because we, the parents, have not taught them to be respectful. We miss the essential point that what matters is not the skill of the parents but the relationship of the child to the adult who is assuming responsibility.

A miracle.' How many times had I heard Grandma use that word? That you even exist is a miracle; a miracle that you're here; a miracle we're alive; a miracle that we survived. As a child, I'd thought miracles were good. But Jewish tradition teaches that miracles are ambiguous. After all, if the universe really was created in the image of the Divine Spirit, there should be no need for miracles. A miracle happens when we humans rip holes in the universe's perfection, and the Divine Spirit bleeds through the holes. Thus a miracle cannot prevent or undo the damage humans inflict; it can only alleviate some of the suffering caused by that damage. The question that follows a miracle is the same as the question provoked by tragedy: Why me? In those days, the only answer I could summon was, To remember. And I would look around the bleak living room in La Roche and feel afraid, as if I had faded entirely out of the present and transmogrified into some kind of remembering hermit crab, holed up in a bunker for unbearable memories.

MARCH 13 YOU WILL DESTROY THE SPIRIT OF BEWITCHMENT DO NOT FEAR when witches and sorcerers attempt to oppose you and hinder you from doing the work that I have given to you to do. Instead of being filled with fear, I have given you the power to destroy the spirit of bewitchment just as Paul did. Do what Paul did—look straight at the witch and say: “You are a child of the devil and an enemy of everything that is right! You are full of all kinds of deceit and trickery. Will you never stop perverting the right ways of the Lord? Now the hand of the Lord is against you. You are going to be blind, and for a time you will be unable to see the light of the sun.” As you stand boldly before the witch, you will destroy the spirit within it, and those who hear your words will be amazed at what happens and will heed your teachings about My Word. DEUTERONOMY 18:10–12; ACTS 13:8–11, NIV; MICAH 5:11–15 Prayer Declaration Lord, do not let me operate in the wrong spirit or become bound by the spirit of witchcraft. I bind the evil powers of bewitchment and destroy those spirits from working among my loved ones. Because of Your power at work within me, witches and sorcerers will confess their evil deeds and will burn their tools of witchcraft publicly and turn to You.

A school is not an accurate cross-section of society. Forced association is not socialization. When else in life will someone only associate with other people born the same year he was? Never, once he reaches adulthood. Real-life relationships are diverse. They include lots of different kinds of people from all different ages and stages of life. Homeschooling, because it’s not based on an institutional model, better mimics the real world.

When we give our kids screen time so we can get stuff done around the house, we not only teach them not to help, but we reduce their ability to do this kind of deep, creative play in the real, nonscreen world. I encourage you to limit screen time so that your child can instead build their inner resources—their energy, creativity, interests, resiliency—as well as become a more helpful member of the home.