10 Days of Gluten Free ~ Day #1

Gluten Free Play Dough Recipe

½ cup Brown rice flour

½ cup of Corn starch

½ cup of salt

1 cup of water ( or you can use herbal tea for scent and color)

1 tsp. oil

Mix all ingredients together on medium heat on stop top. Small lumps will start to form and then a ball of dough will form.

Remove from heat , let cool and knead into a soft ball.

Enjoy your dough

Preschool and Kindergarten ~ Where to begin

There is no curriculum for a child of that age. However there are many wonderful things you can do to give your child what is truly the "best start". 

What a child of this age needs is rhythm, repetition and an active home life where Mommy allows her to participate. Helping you with your daily work, cooking, sweeping, etc. is the best curriculum you can offer. Neurophysiological researchers are finally confirming what wise parents and teachers have always known, that the first seven years provide a foundation for all of life. 

Toddlers and Preschoolers love to model your behavior and their play consists of acting out everything they take in from their surroundings, therefore the surroundings you create must be worthy of this imitation. Are you doing your housework with a "whistle while you work" attitude, or are you setting her in front of the TV or telling her not to bother you while you are busy. Many parents do not realize that young helpers grow to be willing participants in life whereas children who are told to step aside grow to be lazy and unwilling to lift a finger when it's time to help. 

 

You must be conscious and awake to what your child is taking in. Is the TV off? Does she have her own tools to work alongside you in the kitchen, garden, etc.? At our house we realize the importance of little hands helping so we have small sized cutting boards, knives, gardening tools, rakes, brooms and so forth all around the house.

These items are an investment in the child's education because they ARE the curriculum for this age group. Children also love to cook and play with dough. Bake bread, make soup, go to market and discuss what you are buying, and why. (Not with scientific explanations, but rather to give the child some sensory experiences. Example: "Oh my, look at all of these lovely apples. Which should be choose for our lovely cake?" and then smell them point out the bruised ones and behave as though the bunch you chose were the best of the lot - and what a great eye for apple picking your little one has!)

A child this age imitates, so provide creative opportunities where she can imitate you. There isn't much need for any explaining or discussion... Just go about your work, humming a sweet tune and soon your child will be working happily alongside you. She is watching you and wants to do as you do, so be aware of HOW you go about your work. Your child is learning how to behave and how to react during this time. 

 

Children of this age also delight in simple movement games, nursery rhymes and finger plays. If you want to feel like you need to "do something" as far as "curriculum", Than an informal circle is a good addition to your day. 

 

Allow your child to play. provide silks, stones, clips and indulge her wanting to build castles and hiding spaces. Allow your child's imagination to take over and try not to "instruct" your child on things at this age. When I worked as a parent toddler leader, I was so saddened by the parents who had to tell their child everything. 

They never allowed their children to explore or discover anything for themselves. The child would pick up a simple wooden block and begin to play and the parent would rush over "Oh, I see you have a block, what are you going to do with that?" - Meanwhile, for all we know, the child imagined it to be a piece of fruit, a person, a friend... Parents and children often quickly became agitated and the children would react by behaving in anti social ways. So allow your child to wonder and to imagine, to dream. Step back from the feeling that you must explain everything... now is not the time.

Finally, rhythm, rhythm, rhythm. This is KEY in the life education of any child. The child needs to know what she can count on, and know her place in her world. She just blossoms when there is order and simplicity and she feels good following a routine. Do you have a daily rhythm? A weekly rhythm? A seasonal rhythm? Do you celebrate festivals and holidays with your child fully involved?

In closing, I wanted to add that you should feel good that your child is home with you and know that in itself is the best start. While children from deprived homes may benefit from a nursery program, the IDEAL for toddlers and preschoolers is a stable, secure and loving home life with a parent who provides and encourages satisfying and creative activities for the child. 

Winter Verses and Circle time!

Look Out! Look Out!
Jack Frost is about!
He's after our fingers and toes;
And, all through the night,
The gay little sprite
Is working where nobody knows.

He'll climb a tree,
So nimble is he,
His silvery powder he'll shake;
To windows he'll creep,
And while we're asleep,
Such wonderful pictures he'll make.

Across the grass,
He'll merrily pass,
And change all its greenness to white;
Then home he will go,
And laugh, "Ho, Ho, Ho!
What fun I have had in the night!"

* * * * * * * *

Come in the garden
And play in the snow,
A snowman we'll make,
See how quickly he'll grow!
Give him a hat, stick and pipe,
And make him look gay.
Such a fine game
For a cold winter day!

* * * * * * * *

Snowflakes falling soft and light,
Snowflakes falling in the night,
Soft and Light, pure and white.
When the sun shines out so bright,
All the earth is dressed in white.

* * * * * * * *

When the North Wind whistles and blows,
Cherry red is brother's nose,
Very cold are sister's toes,
When the North Wind's blowing,
When the North Wind's blowing.

Logs upon the fire we'll throw,
For, as everybody must know,
We will have a fall of snow,
When the North Wind's blowing,
When the North Wind's blowing.
(Written By: Alfred S. Gatty)

**********************

Furry bear
If I were a bear,
And a big bear too,
I shouldn't much care
If it froze or snew:
I shouldn't much mind
If it snowed or friz-
I'd be all fur-lined
With a coat like his!
A.A. Milne

**********************

See the little snowflakes
Falling from the sky,
On the hills and housetops,
Soft and thick they lie.
On the window ledges,
On the branches bare;
See how fast they gather,
Filling all the air!

Look into the garden
Where the grass was green,
Covered by the snowflakes,
Not a blade is seen.
Look outside the window,
All looks still and white;
Under snowy blankets,
What a pretty sight!
(J.D. Macey)

* * * * * * * *

Finger Plays

A chubby little snowman had a carrot nose.
(show long nose with a closed fist like a trumpet in front of face)
Along a came a bunny, and what do you suppose?
(Hands show the bunny hopping)
That hungry little bunny, looking for his lunch,
(wiggle nose like a bunny)
Ate the snowman's carrot nose,
Nibble, nibble, crunch
(pretend to eat the carrot)
(Oak meadow fingerplays)

* * * * * * * *

Five little eskimos by the igloo door
one went out to feed the dogs, then there were four.
Four little eskimos rowing out to sea,
one jumped on an iceberg, then there were three.
Three little eskimos making fish stew,
one burned his finger, then there were two.
Two little eskimos hunting just for fun,
one chased a baby seal, then there was one.
One little eskimo all his work was done,
went home to supper, then there were none.
(Winter, p.51)

* * * * * * * *

Chickadee, chickadee,
Flitting through the holly tree-
With your cap and scarf of black,
Sweater gray upon your back
You're warm and happy in the snow
And when I hear you call,
I know My little friend has come to say
That wintertime's just fine for play.
(From Ladybug magazine)

* * * * * * * *

Verse for Lighting the Advent Wreath

The first light of Advent is the light of stones.
Stones that live in crystals, seashells, and bones.

The second light of Advent is the light of plants.
Roots, stem, leaf, flower and fruit by whom we live and grow.

The third light of Advent is the light of beasts.
Animals of farm, field, forest, air and sea.
All await the birth in greatest and in least.

The fourth light of Advent is the light of humankind.
The light of love, the light of thought, to give and to understand.
(Rudolf Steiner)

* * * * * * * *

We light one candle shining bright
Upon this Holy Advent night
Fill Our Hearts with loving might
Lead us to Christmas Day's brilliant light!

Second Week: We light two candles...

Third Week: We light three candles...

Fourth Week: We light four candles...

M.T. Shunemann, from The Christmas Star (available below)

* * * * * * * *

A candle's but a simple thing,
it starts with just a bit of string,
But dipped or rolled with patient hand,
it gathers wax upon the strand.
Until complete and snowy white,
it gives at last a lovely light.
Life seems so like that bit of string,
each deed we do a simple thing.
Yet day by day on life's strand,
we work with patient heart and hand.
It gathers joy, makes dark days bright,
and gives at last a lovely light.

* * * * * * * *

Riddle

I begin tall and thin, I end in a muddle, sad in a puddle (candle)

* * * * * * * *

Christmas Verses

Softly, softly, through the darkness
Snow is falling.

Meekly, meekly in the meadows
Lambs are calling.

Coldly, coldly all around me
Winds are blowing.

Brightly, brightly up above me
Stars are glowing.

* * * * * * * *

Christmas Wish

To every hearth a little fire,
To every board a little feast,
To every heart a joy,
To every child a toy,
Shelter for bird and beast.

* * * * * * * *

Mary rocks her baby,
Joseph holds a light,
Ox and ass are standing
In the stable bright.

Shepherds in the doorway
Come to greet the child,
Now they kneel before Him
And his mother mild.

One holds out a lambskin
Soft and white as snow,
All shall give their presents
Ere they homeward go.

* * * * * * * *

Story & Activity

There was a giant big and bold
Whose feet were getting very cold.
He came along to our town
And walked the stairs all up and down
Calling "Is no one hearing me?
My toes are freezing bitterly!
No single shop that I could tell
Has stocking giant-size to sell."

A little gnome both old and wise.
He gave him very good advice.
He brought two pretty bits of stuff.
The giant thought them good enough.
He wrapped his feet, his pain was eased.
And home he walked content and pleased.

Materials: Knotted cloth dolls [this could be a play silk or gauze square the you knot to show head and other body parts] with 2 extra pieces of fabric to wrap the giant's feet. Children can watch you knotting the characters.

VERSE: King Winter now is in the land,
he reigns with cold and freezing hand.
He makes Jack Frost touch nose and toes,
and gives our cheeks a shining glow.

FINGER PLAY: A chubby little snowman had a carrot nose.
(show long nose with a closed fist like a trumpet in front of face)
Along a came a bunny, and what do you suppose?
(Hands show the bunny hopping)
That hungry little bunny, looking for his lunch,
(wiggle nose like a bunny)
Ate the snowman's carrot nose,
Nibble, nibble, crunch
(pretend to eat the carrot)

The Snow

This is the way the snow comes down,
Upon a winter day,
But soon the golden sun comes out,
And melts it all away.
Lines 1 & 2: flutter fingers down from arms raised position until arms are lowered.
Lines 3 & 4: make large circle with fingers for sun.
— Author Unknown




Making a Snowman
Roll a snowball round and round,
Round and round upon the ground.
Make one, make two, here's what you do,
You can build a snowman too.
As the sun shines down some day,
Poor snowman, he will melt away.
Lines 1 & 2: roll hands around each other.
Line 3: make two fists, then put one on top of the other.
Lines 4 & 5: hold fists in snowman position.
Line 6: open hands flat out on top of each other.
— Gloria T. Delamar, Author

Clap for Santa Claus
O, clap, clap the hands,
And sing with glee!
For Christmas is coming
And merry are we.
How swift o'er the snow
The tiny reindeer
Are trotting and bringing
Good Santa Claus near.
Our Stockings we'll hang,
And while we're asleep,
Then down through the chimney
Will Santa Claus creep.
He'll empty his pack,
Then up he will come
And calling his reindeer,
Will haste away home.
Then clap, clap the hands!
And sing out with glee,
For Christmas is coming
And merry are we!
Verse 1 - All lines: clap hands.


Verse 2 - All lines: lock thumbs together and make walking motions with other fingers to indicate reindeer and sleigh.


Verse 3 - Lines 1 & 2: point down with four fingers of one hand.
Lines 3 & 4: put one fist on top of the other to represent chimney andd put upper thumb inside of upper fist to represent Santa Claus going down chimney.
Verse 4 - Lines 1 & 2: raise thumb from upper fist as Santa Claus comes up chimney.
Lines 3 & 4: lock thumbs and walk with fingers.

Verse 5 - All lines: clap hands.— Emilie Poulsson, Author, 1893

Some cool Homeschool links!

So I happen to be stumbling online and find all these great educations sites and wanted to share them with you all!

Enjoy!

Miscellaneous:

Fun Holiday Worksheets!
Handwriting Worksheets
Craft Ideas
How far is it?
How much is inside?
Fun First Grade worksheets
Fun Second grade worksheets
Fun Third Grade worksheets
Fun Fourth grade worksheets
Fun Fifth Grade worksheets
Multi Grade worksheets
Spelling worksheets
Free Lapbooks!
Free Unit Studies



Measurement:

U.S. Weights and Measures
Metric Weights and Measures
The International System (Metric)
Metric Conversions
Conversion of Miles to Kilometers and Kilometers to Miles
Measuring Motion
Measuring Power
Nautical Measurement
How Early Measures Made Their Mark
Miscellaneous Units of Measure
Origins of Measurements
Cooking Measurement Equivalents
Standard Measurements in Sports
Polygons: How Many Sides?

Geometry:

The Geometry of the Sphere
Projective Geometry ala Steiner
Circles and Spheres
Coloring
Compass and Straightedge
Combinatorial Geometry
Covering and Packing
Dissection
Doubling the Cube
Fractals
Geometric Models
Geometric Topology
Geometry Lesson Plans
School-Bus Geometry
Spirals

Lammas: Celebration of the First Harvest

Traditionally, Lammas marked the closing of one growing season and the safeguarding of another through the winter. Lammas is recognized as a Christian holy day, and is celebrated by the Church on the 1st of August. The celebrations often took place the last day of July or the first day of August, with the harvesting of grain. The sacredness of grain has been noted as far back as humanity itself. It is also a cross-quarter day, one of the four High Holidays or Greater Sabbats of Paganism. 'Lammas' was the medieval Christian name for the holiday and it means 'loaf-mass', for this was the day on which loaves of bread were baked from the first grain harvest and laid on the church altars as offerings. Strong associations of grains to the Gods or Goddesses of death and resurrection were also present.

Grains make up the main sacred meal in many different cultures. For example, the barley meal, called Tsampa, is part of the Tibetan daily diet. In North America, the corn meal staple, eaten daily by Native Americans of the Northeast is called Samp. It has been discovered that in many of the homes of Eastern European countries, such as the Czech Republic, the Ukraine, Hungary and Yugoslavia, there are small clay temple models which date back to the Neolithic period (6000-5000 BC). Many of these have human figures shaping and baking the loaves in bread ovens. In these countries, the Goddess of Life, Siva or Ziva, is shown holding a sheath of wheat.

Lammas has to do with consecrating the first loaf of bread made from the first harvest of that year. In the same spirit, corn dollies are made from the straw of the first harvest at this time as well. "Corn" in British means "grain" in American. Most of the famous "corn circles" that have occurred in Southern England in the last decade occurred in wheat fields, though other crops are involved as well. Modern corn dollies are many times made of wheat. In the case of the Iron Age Celts, their corn dollies were probably made from made from two early grains called emmer or spelt. Once again, in Celtic climes, this first harvest of the corn/grain crops occurs around the beginning of August.

Lammastide was also the traditional time of year for craft festivals. The medieval guilds would create elaborate displays of their wares, decorating their shops and themselves in bright colors and ribbons, marching in parades, and performing strange, ceremonial plays and dances for the entranced onlookers. The atmosphere must have been quite similar to our modern-day Renaissance Festivals.

A ceremonial highlight of such festivals was the 'Catherine wheel'. Although the Roman Church moved St. Catherine's feast day all around the calendar with bewildering frequency, it's most popular date was Lammas. A large wagon wheel was taken to the top of a near-by hill, covered with tar, set aflame, and ceremoniously rolled down the hill. Some mythologists see in this ritual the remnants of a Pagan rite symbolizing the end of summer, the flaming disk representing the sun-god in his decline. Just as the sun king has now reached the autumn of his years, his rival or dark self has just reached puberty. Traditional Gardnerian and Alexandrian Books of Shadows say very little about the holiday of Lammas, stating only that poles should be ridden and a circle dance performed. This seems strange, for Lammas is a holiday of rich mythic and cultural associations, providing endless resources for liturgical celebration.

The most popular of all stories of this time is that of the Celtic God Lugh, the Solar God of the Celts. Lughnasad marks that moment at the beginning of August just before the harvest of the seed that had been planted in Samhain (sow-an) in early November, first moved on its own at Imbolc in early February, and had sprouted and was growing at Beltane in early May. The Celtic harvest season began when the first crops were gathered at Lughnasad and lasted until the last sheep and cattle were brought down from the highland pastures in time for Samhain around the first of November.

Some myths say that Bel (of Beltane fame) was his father. Others say that both London (Lugh-dunum - Lugh's town) and Lyons in France were named after him (though the linguistic link is not particularly clear in either case). In any event, this Solar deity was honored throughout the Celtic world from Ireland to southern France. The Sun is critical to a successful harvest. Just as Lugh Long Arm offered himself to the Tuatha De Danann, the crops offer themselves to us at the peak of their power and ripeness. It's no wonder that Celts offer the first of their harvest to him.

In most cultures there is a story of the grain god and his dying and resurrection. The oldest possibility is the story of Tammuz, the Sumerian God, beloved of Ishtar. In Greece the grain God was a female, Demeter. In Rome, the Goddess was Ceres, from whose name the word "cereal" is derived. The Babylonians, Assyrians and Phoenicians called their grain God Adonis. To the Anglo-Saxons and Norse people, the Goddess Freja is, among other things, a grain Goddess. Her name means The Lady, Giver of the Loaf.

In Christian mythology, there was a grove of trees sacred to Tammuz (the Sumerian grain God) in Bethlehem, where Jesus was born. (Bethlehem, by the way, means "house of bread".) Many cultures look at the harvesting, winnowing and grinding of the grain as the death of God, and then the sprouting of grain as his resurrection. Churches to this day look at the bread as the body of the dying God, and often loaves are baked in the human form. Eating this bread is the partaking of eating the flesh of the God.

This Sabbat/festival is also known as the "Celebration of Bread". As bread was one of the main staples of our ancestors, the ripening of the grain was the cause for great celebration. The reaping, threshing and preparation of these breads spawned great ritual, feasting and ceremony to ensure a healthy bounty for the following year.

Lammas is a time of robust health and erotic energy. Ancient tribes met during this time of the year to gather news, to settle any disputed arguments, arrange marriages, and show off strength and skill. As might be expected, celebrations were held outside, under the bright blue sky. In addition to sporting events and traditional horse races, there was mighty feasting by the people. The celebration and honoring of these themes was fundamental to the fabric of our ancestors' lives and we should celebrate this festival with the same inspiration and energy. Whether your ceremony is the harvest of a vegetable garden, baking bread, or taking this time to make changes to your nature table, Lammas and Autumn have arrived and another season has turned.

Early people cut down the wheat with scythes and tied them into bundles. Then using flails, they pounded their grain to separate the kernels from the plants. By pounding, the husks were also loosened so they would come easily away from the grain. Beating the wheat was referred to as threshing. The kernels were then thrown high up into the air. The wind would catch the husks and carry them away, leaving only the grain behind. This was called winnowing.

They performed grinding of the grain by pounding two stones together. Native people used a mortar and pestle. Many times the pestle was carved from a piece of hardwood. It was used to literally pound the grain into flour. The quern was then developed, which was a hand-operated pair of grind stones. It was made of two round and flat stones placed on top of one another. The lower one did not move. The grain was then poured into a hole in the center of the top stone. As the top stone turned, the grain was crushed and the flour pushed out the sides. The quern sat on a barrel and the flour would spill over the edges and into the barrel. This led almost directly to the gristmills, which were so apparent near villages and town throughout the world.

Then, the baking of the bread began. The process was originally a four-step process. Grinding the grain, which was accomplished with the pounding between two stones. Followed by moistening it with water. Then shaping it into a loaf, usually a circular or round loaf. Finally baking the loaf. The first breads ever recorded were made by the Essene people. Essene bread was most likely baked on hot rocks under scorching sun light as they had no ovens.

The use of yeast came later, most likely in Egypt, where they used it for brewing beer and wine. Bread baking should be a sacred ritual. At Lammas, it is suggested that sprouted wheat be added to the loaf to express the idea of the dying and then resurrecting of the God of the Grain. (If you plan to do this, sprout the wheat a few days before baking. Directions for sprouting wheat are included in the Essene Bread recipe). Harvest & Essene bread (recipes follow) should be baked in rounds and torn apart, and eaten with the hands.

Some more ideas for celebration include the following: If you have a spring or well in your area, bless it and decorate it with flowers or float flowers at a local creek or pond. Take unwanted things (such as bad habits) from your life by throwing symbols of them into a fire. Bake a loaf of bread in the shape of a man and make him a part of your feast. Actually harvest the fruits from your garden with your family. If you don't have a garden, visit one of the pick-your-own farms in your area or support your local farmers market, and thank the farmers who have brought you these wonderful fruits and vegetables. Share your harvest with others who are less fortunate or cannot make the bread themselves. Finally, at the nature table: take a walk and collect goodies from the outside. Decorate with sickles, fresh vegetables & fruits, grains, berries, corn dollies, bread. The traditional Lammas colors are orange, gold, yellow, red and bronze.

REFERENCES:
Hope, Murry. 1987. Practical Celtic Magic. Thorsons Publishing Group, Wellingborough, Northamptonshire, England: Aquarian Press.
Ross, Anne, Dr. 1986. Druids,Gods & Heroes from Celtic Mythology Peter Lowe Publishers.

Celtic Warrior by Theodor de Bry, 1590. It was just before that mighty confrontation, known as the Second Battle of Moytura, where the Tuatha De Danann met the Fomorians face to face that Lugh, the deity after whom Lughnasad is named, first comes to Irish Celtic consciousness. He showed up at the walls of Tara during the celebration of King Nuada's reinstatement. "Who are you and what is your purpose?" was the challenge from the doorkeeper. "Tell King Nuada that Lugh Long Arm is here. Take me to the King for I can help him." "And what skill do you have, for no one enters Tara without qualifications," replied the man at the gate. "Question me doorkeeper, I am a carpenter." "We have one already." "Question me, I am a smith." "Sorry, we have one of them as well. "I am a champion warrior." "We've got our own." At this point, it appeared that anything that Lugh might offer, the gateman would reject, but Lugh persisted with a list of his qualifications - harpist, poet, sorcerer, one skilled in the strategies and tactics of war, cupbearer, metalworker and physician. In each case, the gateman replied that they already had one. Finally Lugh said, "Then ask the good King if he has anyone who has all of these skills. If he does, I will not enter Tara." When King Nuada heard these words, he sent his best chess player to the main gate of Tara to challenge Lugh to a game of chess. Lugh firmly trounced him. At this, Lugh was finally welcomed to Tara, and went on to lead the warriors as Battle Chief of the Tuatha De Danann to victory over Eochaid and the Fomorians.

First Harvest Bread
You can use Vegan versions if you wish !

2 cups milk (slightly warmed)
2 packages dry baking yeast
1 teaspoon salt
1 cup honey
1/2 cup dark brown sugar
Mix these ingredients together and then cover the bowl and set in a warm place until mixture has doubled in size (approx. 45 minutes). Then add to this mixture the following:

3 Tablespoons softened butter
2 cups unbleached white flour

Stir until bubbly. Now comes our favorite part: adding the sprouted wheat:

1 cup sprouted wheat
1 cup rye flour
2 cups stone ground whole wheat flour

With flour on the board and your hands, turn out the dough. Gradually begin to knead the dough, adding more unbleached white flour until the dough becomes elastic and smooth and no longer sticks to your fingers. Place into a lightly greased bowl, turning once to cover all of the dough, and cover with a cloth. Keep it in a warm place until it has doubled in size (this time about one hour). Punch dough down and separate into two loaves or slightly flattened rounds. Place on greased cookie sheet and cover again with cloth. Let dough double in size once again (another hour). Beat a whole egg and a Tablespoon of water together and brush over both loaves. Bake in a 300 degree oven for approx. 1 hour or until they sound hollow when they are tapped.

We serve ours with Earth Balance butter sweetened with honey, or spiced up with some garlic or parsley.

Blessings on your harvest bread!

Verses for the Miller

The Miller

The windmill stands out
On top of the hill,
And when the wind blows
The great sails never stand still.
We'll go up and talk
To the miller so gay,
And then to grind corn
He will show us the way.
chorus:
The long arms go round,
The wheels go click-clack,
The white flour slips down
And is caught in a sack.
The miller's man carries it
Off to make bread,
For little boys, little girls,
All must be fed.

The miller is dusty,
His clothes are all white,
He's working amongst flour
From morning till night.
The sacks are so heavy,
They make him quite hot,
But he laughs at hard work
And he cares not a jot.
chorus
The long arms go round...

Blow, Wind, Blow

Go, mill, go!
That the miller may grind his corn,
That the baker may take it
And into rolls bake it,
And bring us some hot in the morn.

Winding and Grinding
Round goes the mill,
Winding and grinding,
Can never stand still.

Ask not your neighbor
Grinds great or small,
Spare not your labor,
Grind the wheat all.

Winding and grinding,
Round goes the mill,
Winding and grinding,
Can never stand still.

The Mill Wheel

Round, round it goes! As fast as the water flows
The dripping, dropping, rolling wheel
That turns the noisy, dusty mill;
Round, round it goes! As fast as the water flows.

Turning all the day, it never stops to play;
The dripping, dropping, rolling wheel,
But keeps on grinding golden meal.
Turning all the day, it never stops to play.

Sparkling in the sun, the merry waters run.
Upon the foaming, flashing wheel
That laughs aloud, but worketh still,
Sparkling in the sun, the merry waters run.

The Miller

When a mill went up, many people moved to the region to be able to get flour for their bread. A good miller was very important in these communities. A good miller needed to know how to operate and maintain the gristmill. He needed to know about the different grains, and grinding them without spoiling the flour. He needed to be strong, to carry bags of grain and flour back and forth from the mill. He worked very hard, because everyone needed their grains ground into flour for their bread. The miller was most likely paid in flour. he would then trade his flour for the items he needed. Often times these included food, goods, services and land. The miller quickly became one of the richest men in the community. For many Waldorf teachers, the miller symbolizes the activity of how to work the fruits of the earth, and the joy, which comes from that experience. He strongly symbolizes spirit cognition.

Goals of the Waldorf Approach

The main goal for any Waldorf Inspired parent teacher is to develop the capacities (physical, mental, emotional and spiritual) which will serve your child throughout his or her life. Before you can truly achieve this, you need to: Have a real understanding of how a child develops at each stage and what the child needs while passing through each stage. Offer creative methods which stimulate your child and engage him/her in an integrated approach. Have the skills and practice to model and lead the children, yourself. If you are teaching a movement exercise, you need to practice it until you have down the correct movement because the child imitates... If you are reading a story or reciting a poem, you need to be so familiar with it that they are a part of your speech and not just word being read aloud... you need to master the art of beeswax, wet on wet, etc... the key is to learn these skills alone before introducing them to your child. You must also be familiar with INTEGRATED form of study. This means simply, that subjects which are "normally" presented separately be presented in the same lesson so that they are integrated to one another. The more related they are, the more meaning they will have for the child. The ultimate reward is a child who is fully involved in each lesson: Their THINKING is stimulated, their FEELINGS really connect to the subject matter and they become ACTIVE in the lesson. This is the key to the Waldorf Approach. When a child is fully integrated, s/he has a deepened sense of understanding and a better grasp of the material presented. This goes way beyond traditional methods of memorizing or learning. A WONDERFUL book and absolute MUST HAVE tool for each and every home schooling parent is Putting the Heart Back into Teaching : A Manual for Junior Primary Teachers. This book is NOT a manual of lesson plans or theories... this excellent treasure trove of information is "the Bible" for Waldorf home schooling parent teachers. Lessons and curriculum ideas aside, this book offers so much information on the child's psychology in the different stages based on Waldorf beliefs and ideas, great detail and an simple way to observe and understand the temperaments, and so much more. It offers stories, songs, verses and games to make your job so much easier. The best part is most likely the fact that this is really like having 10 books in one: Waldorf Ideals & Principles, Curriculum for grades K-4, Child Psychology based on Waldorf principles, Understanding the Temperaments, A Collection of Waldorf Stories, Verses, Poems, Songs, Understanding the Four Fold Nature of Human Beings, The TRUE inspirations behind rhythm, Child's Consciousness, Using the Story as a Central Learning Resource, Learning and Using the Seven Lively Arts, Presenting true "Waldorf" alphabet, form drawing and math lessons, and a great section on Handwork! This wonderful book has it all and I have worked with teachers who use this book as a starting point to each and every lesson.

Lessons from a 4 year old

Our daughter is 4 ½ years old. Just take an example of our typical day together. I am awakened each morning with the touch of her small, soft hand gently stroking my hair and face. "Mama... Mama" she says until I moan an answer. "I want to snuggle in bed with you ," she says. I lazily roll over and let her come snuggle in bed, which at this age she seems to enjoy best. So there we are all snuggled up in bed it is wonderful. Sometimes our youngest Azeda Peace does not like this and will protest stating that she wants to nurse so she get her "own" snuggle time.

During this time, our seven year old jumps up, greets us all with a hug and is off to open all of the windows and curtains in the house and into the backyard to greet the day . My husband and I look at each other and smile, knowing too well that this morning ritual will end soon as she will be off with him to start the day... and so we allow ourselves to savor in each and every moment.

After getting her morning snuggles, she is ready to go. "Come on Kelly, Come on Ben" as she stands at the foot of the beds handing us our clothes... I am hungry and I need my hot cocoa" I am pleased that she knows this routine and her day flows with such a familiar rhythm. We get up, and by now, Gabrial has prepared a surprise breakfast (or at least set the table). "Wow Gabe, Thank you!" says Brook as she looks over each item with awe and wonder. (Yes, with awe, wonder and complete surprise, each and every day!)

After breakfast we set about our day's work. Each day the work is different, but we try to follow our weekly rhythm. Almost every day involves some sort of errand in the car and this is her favorite because Gabe knows the car isn't too much fun, so he opts to stay at home. This makes it all the more special for Brook as I believe she thinks that this too is "women's work". She kisses the men goodbye and we are off.

I used to feel guilty taking such a young child in the car to do the errands. I believed that it wasn't really the natural way, and that children didn't need to be exposed to vehicles, traffic, lines at the grocery store, etc. But I've changed my views as well as where and how I go about the errands. For example, we no longer shop at the mega-super stores and markets. It is a completely different experience for children to visit a small produce stand instead. We visit the local Co-op where we see the same familiar faces each week as we shop. We believe this show of support for smaller businesses is beneficial to our community as well as to our children.

Brook loves these errands. When she is offered a sample of cheese, or a cookie, she beams with joy and expresses a heartfelt "Thank you!" The post office is where she gathers her "business" and is always sure to take a few extra colorful sheets (of hold mail forms, certified mail and registered mail forms) home for her brother. After each stop she talks about it all the way to the next stop or until we get home. She is also so excited about money and has her "own" special purse for her coins and loves to collect any receipts she gets. She is also always thinking of her older Brother. While at the store she will say "I want to get a cheese for me and one For Gabe".

When we get home, we allow the natural rhythms of our moods, the day's events, the menu, the weather, etc. shape our day. The great advantage of choosing to work at home (very simply and frugally) allows us this luxury. We made the decision when we decided to have children that "careers" would be placed on hold, and more creative endeavors would have to take shape. This is a great asset to home schooling as well, because the children learn very much from having to "make something from nothing" so to speak.

But the magic of spending so much time with a four and a half year old is still one of the greatest gifts and benefits of choosing our lifestyle. Sometimes I see frustrated mothers at the store with their children. The children look so tired and stressed out, as does mom. I have gotten the comment " Today is just one of those days" from these mothers... as if they are seeking compassion and a comrade in their suffering. I politely smile and yet feel so hurt inside, thinking how society's expectations and "norms" have clouded their own experiences.

I think of how much pure joy is stolen from children in today's world. How many children get the wonderful gift of their parent's attentions? Most of our children grow up cynical and without any magic at all in their lives. This is why we have chosen this path. This is why we seek to build community with others who share the same ideals. This is why we study, we read and we get informed. This is the reason why we parent the way we do. It's not just the children's birthright. It's not a gift for the children. It is the way it should be.

My wonderful and brilliant Four and a half-year-old taught me that lesson. And I am forever thankful.

No Thank You, We Don't Believe in Socialization!

I can't believe I am writing an article about socialization, The word makes my skin crawl. As homeschoolers, we are often accosted by people who assume that since we're homeschooling, our kids won't be "socialized." The word has become such a catch phrase that it has entirely lost any meaning. 


The first time I heard the word, I was attending a Catholic day school as a first grader.
Having been a "reader" for almost 2 years, I found the phonics and reading lessons to be incredibly boring. Luckily the girl behind me felt the same way, and when we were done with our silly little worksheets, we would chat back and forth. I've never known two 6 yr. olds who could maintain a quiet conversation, so naturally a ruler-carrying nun interrupted us with a few strong raps on our desk. We were both asked to stay in at recess, and sit quietly in our desks for the entire 25 minutes, because "We are not here to socialize, young ladies." 


Those words were repeated over and over throughout my education, by just about every teacher I've ever had. If we're not there to socialize, then why were we there? I learned to read at home. If I finished my work early (which I always did,) could I have gone home? If I were already familiar with the subject matter, would I have been excused from class that day? If schools weren't made for socializing, then why on earth would anyone assume that homeschoolers were missing out? 


As a society full of people whose childhood’s were spent waiting anxiously for recess time, and trying desperately to "socialize" with the kids in class; It is often difficult for people to have an image of a child whose social life is NOT based on school buddies. Do you ever remember sitting in class, and wanting desperately to speak to your friend? It's kind of hard to concentrate on the lessons when you're bouncing around trying not to talk. Have you ever had a teacher who rearranged the seats every now and then, to prevent talking, splitting up friends and "talking corners." Were you ever caught passing notes in class? 


Now- flash forward to "real life." Imagine the following scenes:
Your Employer is auditing the Inter-Office Email system and comes across a personal note between you and a coworker. You are required to stand at the podium in the next sales meeting to read it aloud to your coworkers. The Police knock on your door, and announce that because you and your neighbor have gotten so close, they're separating you. You must move your home and your belongings to the other side of town, and you may only meet at public places on weekends. 


You're sitting at a booth waiting for a coworker to arrive for a scheduled lunch date. Suddenly a member of upper management sits down across from you and demands your credit cards. When your friend arrives, you just order water and claim you're not hungry, since he stole your lunch money. 

You're applying for a job and in an unconventional hiring practice, you are made to line up with other applicants, and wait patiently while representatives from two competing companies take their pick from the lineup. 


You're taking your parents out for an anniversary dinner. After you find a table, a waiter tells you that seniors have a separate dining room, lest they "corrupt" the younger members of society.
You go to the grocery store only to find that since you are 32 years old you must shop at the store for 32 year olds. It's 8 miles away and they don't sell meat because the manager is a vegetarian, but your birthday is coming up and soon you'll be able to shop at the store for 33 yr. olds. 


You'd like to learn about Aviation History. You go to the library and check out a book on the subject only to be given a list of "other subjects" that you must read about before you are permitted to check out the aviation book. 

You're having a hard time finding what you need in the local department store. The saleslady explains that each item is arranged alphabetically in the store, so instead of having a section for shoes, you will find the men's shoes in between the maternity clothes and the mirrors.
Your Cable Company announces that anyone wishing to watch the Superbowl this year must log on a certain number of hours watching the Discovery Channel before they can be permitted to watch the game. 

You apply for a job only to be told that this job is for 29 year olds. Since you're 32, you'll have to stay with your level. 

In a group project, your boss decides to pair you up with the person you don't "click" with. His hope is that you'll get learn to get along with each other, regardless of how the project turns out.
These absurd examples were created to point out how absolutely ridiculous the idea of "socializing" in schools is. Many people had a friend who they stayed friends with all through grammar school- WHY? Because their names were alphabetically similar, and they always ended up in line with each other. As an adult, have you ever made friends with someone simply because your names were similar? How long would such a friendship last and how meaningful would it be, providing you had nothing else in common? 


People often use the bully as an example of why it's so important to let kids "socialize" at school. If that's so important, then the bully needs to go to JAIL after a few months, because self-respecting society simply doesn't put up with that, nor should my 6 yr. old. Sure, there are crappy people in the world, but the world does a much better job of taking care of these things. A bullying brat in the first grade will still be a bullying brat in the 6th grade. He will still be picking on the same kids year after year after year, unless he moves to a new town. How long would the average adult put up with a bully?

Personally, as an adult, I have only come across one grown up bully. I choose not to be around this miserable woman. So do many other people. THAT is real life. If she were a coworker, I would find a different job. If she worked at a business I patronized- not only would I refrain from doing business with that company, I would write a letter to the bully, her manager, the owner and the main office. A kid in a classroom has no way to emotionally protect themselves against such a person. I would never expect my kids to put up with bad treatment from a bully in the name of "toughening them up." For what? So they can be submissive wimps when they grow up too? 

So they can "ignore" their miserable bosses and abusive spouses? In real life, if an employer discovered that an employee was harassing the other staff members, that employee could be fired (pending the 90 day evaluation) or relocated. In real life, if you are so dreadfully harassed by a coworker you can seek legal recourse independently. In a classroom, the teacher and other children are often powerless. 


The idea of learning acceptable social skills in a school is as absurd to me as learning nutrition from a grocery store. 


As Homeschoolers, the world is our classroom. We interact with people of all ages, sexes and backgrounds. We talk to and learn from everyone who strikes our interest. We use good manners in our home and I'm always pleased when others comment on the manners my children have picked up. I believe good manners to be an important social skill. 


Respecting common areas is also of value to us. We often carry a grocery bag with us on walks, in case we find trash that needs to be discarded. When we're waiting at a bus stop, if there is trash on the ground, we make a point to carry it onto the bus and discard of it properly.

Once, while waiting at a bus stop- we saw a grown man drop his popsicle wrapper on the ground. He was 2 feet from a trash can- My daughter looked up at me with eyes as big as saucers. I told her (out loud) "It must have blown out of his hand from that little wind, because no-one would throw trash on the ground on purpose. I'm sure when he's done with his popsicle, he will pick it up and throw it away correctly- otherwise, we can take care of it so we don't have an ugly world." He did pick it up, rather sheepishly. I can't imagine expecting my children to have a respect for the cleanliness of common areas in an environment where bathroom walls are covered in graffiti and trees are scratched with symbols of "love" of all things. 


Another social skill we strive to teach our children is that all people are created equal. I can't imagine doing that in an environment where physically disadvantaged children are segregated into a "special" classroom. Or even children who speak a different language at home. They are segregated and forced to learn English, while never acknowledging the unique culture they were raised in, and not enabling the other students to learn FROM them. Learning, in school, comes from the books and teachers. We will learn Spanish from a BOOK, not from a Spanish-speaking student; and not until 7th grade. 


I have never felt it would be beneficial to stick my 6-yr. old in a room full of other 6-yr. olds. I believe God created a world full of people of all ages and sexes to insure that the younger ones and older ones learn from each other. A few years ago, we were living thousands of miles from any older family members, so I brought my kids (then 5 and 2) to an assisted living facility, so they could interact with the elderly. Staff members told us that many of the older people would wake up every day and ask if we would be visiting soon. We always went on Wednesdays.

My daughters learned some old show tunes while one of the men played piano, and the others would sing along. If I didn't have to chase my 2-yr. old around, I would have had plenty of women ready to share the art of crocheting with me (something I've always wanted to learn.) If a friend was too sick to come out of their room during our visit, we would often spend a few minutes in their room. I always let them give the kids whatever cookies they had baked for them, and I ended up cleaning a few of the apartments while we visited, simply because I would have done the same for my own Grandmother. Every room had pictures from my kids posted on their refrigerators. We called this "Visiting the Grandmas and Grandpas" and my daughters both (almost 2 years later) have fond memories of our visits. I'm sure that if we were still visiting there, my unborn child would have a thousand handmade blankets and booties to keep him warm all winter. 


I don't remember any such experiences in my entire School life, although I do remember being a bit afraid of old people if they were too wrinkly or weak looking. I never really knew anyone over 60. I never sped down the hall on someone's wheelchair lap, squealing as we popped wheelies and screeched around corners. I never got to hear stories about what life was like before indoor plumbing and electricity, from the point of view of a woman with Alzheimer’s, who might believe she was still 5 years old, talking with my daughter as if she were a friend. I never got to help a 90 yr. old woman keep her arm steady while she painted a picture. And I never watched a room full of "grandma's" waiting for me by the window, because we were 15 minutes late. 


On a recent visit to an Art Gallery, we noticed a man walking back and forth, carrying framed artwork from his old pickup truck. I asked my 6 yr. old if she thought he might be the artist. We both agreed that was a possibility, and after a little pep-talk to overcome her stage fright, she approached him and asked. He was the artist, and he was bringing in his work to be evaluated by the curator. We all sat down and he explained some of his techniques and listened to her opinions about which piece she liked best. He told about how he enjoyed art when he was 6 and would "sell" pictures to family and friends. He recounted how he felt while creating a few of the pieces, and how each one has special meaning to him. He even let her know how nervous he was to show them to the curator and how he hoped she found them as interesting as we did. As he was called into the office, a group of thirty-four 3rd graders filed past, ever so quietly, while their teacher explained each piece on the walls. The children were so quiet and well behaved. They didn't seem to mind moving on from one picture to the next (The problem with homeschoolers is they tend to linger on things they enjoy).

They didn't seem to have any questions or comments (Maybe they'll discuss that later in class). And they never got a chance to meet the gentleman in the pickup truck.
I hope my kids aren't missing out on any "socialization."

©2000 Lisa Russell ~~ Lisa Russell; A Gen X homeschooling mom, writer, wife, daydreamer, U.S. traveler, hiker, poet, artist, web designer, and whatever else suits the moment.

Backyard Discoveries

I have always kept my eye out for anything that may look like a little fairy house at craft stores, yard sales, etc...

Not too long ago, Michael's was having a sale and my husband had the afternoon off, so I got to go alone. In their floral section I found little "nests" and birdhouses, which didn't really look like functioning bird houses, but were made of wood and covered with moss, etc..

I purchased several items and kept the bag hidden in the car until they went to their grandmother's and I again had some free time. I carefully placed all of the items I had found all over the backyard, into hiding places within the bushes, on branches, etc...

Some they discovered right away, some are still awaiting discovery. It was interesting to watch from my window and see how they reacted when they suddenly made a discovery - precious!

It was also interesting to see what had happened to the ones who sat in the elements for weeks - how they became a part of the landscape and truly came to look like fairies had moved into them! It was an idea which has brought many hours of joy to my children...

All back yards have the potential for great discovery and activities. You should try to keep the area as natural as possible, and yet have a variety of "tools" on hand. These would include any of the following: a place for digging, a vegetable or flower garden, some wild growing plants (vines, wildflowers) wind chimes, windsocks, wind wands, pinwheels, prisms to catch the sun, gazing balls, a bonfire pit (obviously with supervision), planting sunflower houses or bean tents so children can experiment with light and dark, a water table, watering cans, seeds, potting soil and pots, scraps of wood (no nails!) for building, a long log for a balance beam, a hammock or comfortable chair, tree stumps which could be used for chairs & tables, cotton gauze cloths which could dirty, clothes pins or play clips, ropes, etc...

Simple Garden Magic:

Additionally, keeping a garden is a large part of the Waldorf curriculum. Even if you have an apartment in the city - try to keep a window box of herbs for your children. they will love it. It's also fun to take a drive out to local farms and farmer's markets.

Steiner said:

"Although it may seem absurd, it must be stated that a person who has not learned to distinguish an ear or rye from an ear of wheat is no complete human being. It can even be said that a person who has learned to distinguish between rye and without having observed them growing in the fields, has not attained the ideal. As teachers we should avoid going on botanical expeditions to collect specimens to be shown in the classroom. The children themselves should be taken out and wherever possible, be brought to understand the plant world in its actual connection with the earth, with the rays of the sun, with life itself. Through this we can find the transition in a quite naive way to something else which is very important."

Verses for Autumn

Here are a few of our favorite verses and even an Autumn story! Enjoy!
Autumn wind came stealing
Through the woods one day,
And creeping round the tree, he stole
Their beauty all away.
He tore their russet dresses,
Combed off their golden hair.
He blew away the tattered bits,
And left them brown and bare.

* * * * * * * *

Autumn winds are sighing,
Stealing through the forest brown,
As they softly pass the tree trunks
Little leaves come falling down.
But a stronger gale is blowing
And then the leaves themselves
Rise and dance about the forest
Just like little elves.
Faster, faster see them whirling
Till the gale has passed.
One by one the tired leaflets
Sink to rest at last.

* * * * * * * *

The north wind came along one day,
So strong and full of fun;
He called the leaves down from the trees
And said, "Run children run".
They came in read and yellow dress,
In shaded green and brown,
And all the short November day
He chased them round the town.
They ran in crowds, they ran alone,
They hid behind the trees,
The north winds laughing found them there
And called "No stopping please"
But when he saw them tired out
And huddled in a heap,
He softly said, "Goodnight my dears,
Now let us go to sleep."

* * * * * * * *

My nice red rosy apple has a secret midst unseen;
You'd see if you could slip inside,
five rooms so neat and clean.
In each room there are hiding
two seeds so shining bright;
Asleep they are and dreaming
of a lovely warm sunlight.
And sometimes they are dreaming
of many things to be
How some day they'll be hanging
upon a Christmas tree

* * * * * * * *

The world is full of color
'Tis Autumn once again
And leaves of gold and crimson
Are lying in the lane
There are brown and yellow acorns
Berries and scarlet haws
Amber gorse and heather
Purple across the moors
Green apples in the orchard
Flushed by a glowing sun
Mellow pears and brambles
Where colored pheasants run

* * * * * * * *

October is a piper,
Piping down the dell
Sad sweet songs of sunshine
Summer's last farewell,
He pipes till grey November
Comes in the mist and rain,
And then he puts his pipe away
Till Autumn comes again

* * * * * * * *

Jack O Lantern, Jack O lantern
Your light it doth shine,
Sitting up upon the window
And your light it is mine.

Once you were a yellow pumpkin
Sitting on a sturdy vine
Now you are a Jack O lantern,
And in the night you will shine.

* * * * * * * *