Should We Teach Sex Education in Schools?

Are four-year-old children developmentally ready to learn about sex? Are children of any age ready for this kind of education?

No, they are NOT!

Ironically, we teach children to believe in Santa Claus, but, in the same vein, we have sex education classes for preschoolers. Freud would have fun untangling this web of inconsistencies. 

One of the problems is that rather than deter children from an interest in sex, sex-education classes have the opposite effect.

A Not-So-Good Idea, Possibly?

According to Dr. Melvin Anchell, who wrote the book What's Wrong With Sex Education, teaching sex education in the classroom has led to significant increases in teenage pregnancy, sexually transmitted diseases, promiscuity, teenage abortions, and, not surprisingly, depression and suicide. 

While the reasons for this are more than we can tackle here, let's look at a few of them to get a sense of what is taking place in the classroom.

For starters, when we introduce children to the concept of sex at an early age and do it in mixed classrooms, we remove that natural barrier of modesty which children have, especially the modesty between girls and boys. 

We then reduce sex education to the mechanics of a physical act and ignore its purpose, which is procreation and a physical expression of an emotional state called love. 

The earlier children begin to think about the mechanics of sex; however, the more desensitized they become to a physical act that was once held sacred.

Having removed the barrier of modesty, the more curious young people become about sex and the less forbidden it begins to seem.

Dr. Anchell's findings make perfect sense in a world where elementary sex education has been normalized for the masses of children attending public schools.

The New “Lifestyle Choice”

If things weren't bad enough, in the 21st century, we have begun to teach children that sex between two women and two men is a "lifestyle" choice. 

A lifestyle choice according to whom?

The idea of teaching four-year-olds that two fathers make a family and two mothers make a family is bizarre. Children do not think in these constructs until they are older.

Children do not judge the various types of "families" in the world. Children take life as it comes without preconceived notions. Whatever world they grow up in will seem normal to them until they are old enough to evaluate it objectively.

Furthermore, what happened to schools teaching subjects such as grammar, Latin, poetry, and Ancient history? Why do we no longer teach these subjects, subjects that children do need to learn if we want them to acquire an education? 

After all, isn't that why they are in school?

Benefit vs. Harm?

And, if teaching sex education to children leads to significant increases in teenage pregnancy, sexually transmitted diseases, promiscuity, teenage abortions, depression, and suicide, as Dr. Anchell reports, then doesn't this tell us that sex education in the classroom is potentially harmful to our children?

If this is true, it would be prudent to understand what your children are being taught in the name of education.

“If no set of moral ideas were truer or better than any other, there would be no sense in preferring civilized morality to savage morality.”

— C.S. Lewis

Planned Parenthood has many videos on Youtube produced for children ranging from learning to name their genitalia to knowing about gender identity. As you watch the videos, pay close attention to the language that is being used and the assumptions being made.

This is the same language and the same assumptions your children are being exposed to in public school.

The videos would be laughable if they weren’t so disturbing.

The Sex Education Standards

You can easily check out the National Sexuality Education Standards to learn about the K-12 sexual education objectives as taught in public school today. The information is online and available to anyone who chooses to investigate the matter further.  

To give you an idea of what you'll find in the Standards, for example, kindergartners are now taught anatomy. There is nothing wrong with teaching anatomy, but, curiously, no other body parts are mentioned except for the proper names of the male and female genitalia.

A Novel Idea

Have you ever heard a child refer to their private parts by their proper names? On the contrary, as already stated, children have a natural modesty about these things. Why take that away from them?

Furthermore, most adults cannot identify the location of their liver or pancreas, but somehow, a kindergartner should know the proper names of their genitalia?

It would be more fitting to teach students where their organs were located, but maybe not when they are five-years-old.

Feeling Feelings

Consider this standard: "Identify healthy ways for friends to express feelings to each other." Take note that this need to "express feelings to each" is a part of sex-education courses, not a course in communication.

What do they mean by healthy ways that young children express their feelings to one another? Can you imagine an eight-year-old boy going up to his eight-year-old friend, also a boy, and saying, "I'd like to express my feelings to you by telling you that I really like you." 

This is not the kind of conversation boys and girls engage in. Maybe they will say something such as, "I like you" or "let's be best friends," as I remember saying to my childhood best friend, but that is the extent of it. 

Children are not thinking about their "feelings" for one another because they don't understand the abstract concept of "feelings."

Attempting to teach children about their feelings within the context of sex education, and then teaching them sexual practices, some of which have always been considered deviant, will naturally get them wondering, which may explain why another sexual practice is also on the rise…

Yes, these are things our schooled children are thinking about today whether we like it or not.

“How can one be well...when one suffers morally”

— Leo Tolstoy, War and Peace

Won’t Boys Be Boys?

Here's another of the Standard's objectives: "Provide examples of how friends, family, media, society and culture influence ways in which boys and girls think they should act."

Shouldn't a healthy society teach girls to behave like girls and boys to behave like boys? Evidently not. Instead, we teach them that they can choose their pronouns as easily as they can choose the color of their water bottle. 

Which begs only one question, have we gone totally insane?

In public school, children are expected to ponder the societal influences on their behavior, based on their gender type, yet, Western psychology understands that children are too young to ruminate over these concepts. So...who is fooling whom?

“The goal of a boy should be to become a man, and that of a girl to become a woman.”

— Dr. Melvin Anchell

Gender type, that's another good one.

Between the third and the fifth grade, a child should: "Define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender." 

No comment.

Between sixth and eighth grades, your child should be able to: "Differentiate between gender identity, gender expression, and sexual orientation."

No comment.

There are many reasons to keep your children out of public school, but protecting them from inappropriate exposure to sexual material and subsequent non-sensical value judgments should be at the top of any diligent parent's list.

The environment your children grow up in will help to shape who they become. Research shows that 75% of children will adopt the beliefs they are taught in school.

Childhoods for Children

Children cannot have a wholesome childhood without keeping their innocence intact. Part of their "coming of age" includes being introduced to matters reserved for the adult world when it is appropriate to be introduced to them. 

WHEN IT IS APPROPRIATE TO BE INTRODUCED TO THEM.

The Perpetrator

There are developmental stages in which this happens. But when the stages are interrupted and sped up to meet a perverse agenda largely pushed by taxpayer-funded Planned Parenthood, one has to wonder what is going on?

Did you know that between 2013 and 2015, taxpayers funded Planned Parenthood to the tune of 1.5 billion dollars? This is an organization that earns a lot of money itself, not only by performing abortions but by selling the aborted fetal cells and body parts to research companies including the vaccine industry which uses fetal cells to grow its viruses.

“Planned Parenthood lied to the public and to Congress, but now there is no longer any reasonable doubt that Planned Parenthood sold fetal body parts, commodifying living children in the womb and treating pregnant women like a cash crop. The U.S. Department of Justice must escalate the enforcement of laws against fetal trafficking to the highest level of priority.”

— David Daleiden, CMP

Thanks to Planned Parenthood, since the 1960s, we have children who are being deprived of a normal childhood in the name of "social change" and the sundry societal ramifications that come with it. 

Parents as Protectors

Therefore, each parent should do everything in their power to oppose Planned Parenthood’s influence on our children by providing a wholesome childhood for the precious being they brought into this world.

Protecting your children has to begin with keeping them out of any school, public or private, that does not protect their innocence. 

Sex education is something children should learn about in the home, from their parents (In modest cultures, it isn’t even a topic that’s discussed between parent and child). It is a parent's right to decide if and when to approach the subject; it should never be a decision for public or private schools to make.

As we raise our children, we must remember that we are our children's guardians, and we must guard our children well.

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

When you join the Smart Homeschooler Academy online course for parents, I train you to homeschool your kids with a focus on critical thinking, good character, and the classics. You can enroll using the link below and be confident knowing you can and will homeschool successfully.

For parents of children under age seven who would like to prepare their child for social and academic success, please begin with our online course, Raise Your Child Well to Thrive in Life and Excel in Learning.

Elizabeth Y. Hanson is an Educator, Homeschool Emerita, Writer, and a Love and Leadership Certified Parenting Coach with 20+ years of experience working in children’s education.

Utilizing her unusual skill set, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

4 Strategies to Raise Children of Good Character→

Societal influences can make it easier or more difficult to raise a decent child who is well-mannered, respectful, and obedient.

In today’s social and political climate it’s not always that easy, but there are some things you can do to ensure a better outcome for your family.

When our children are young, we want to train them to do the right thing, so they develop the right habits in childhood and learn to make the right choices.

“Always do what is right. It will gratify half of mankind and astound the other.”

— Mark Twain

It begins with little things such as learning to pick up after themselves, doing chores before they play, being considerate of other people's needs, and having good manners.

Role Models

Good role models in a child’s life are essential. If the parents treat each other courteously, if they are respectful to their family and friends, if they are honest and helpful with others, their children are more likely to follow suit.

Discipline

There is also a training through discipline that has to occur, too, as no child is born perfect no matter how good his or her role models may be.

Good parents can produce bad children; there are no guarantees that children turn out well.

You have a higher chance of having them grow up to be good people, however, if you understand how to train them in the ways of respect and obedience. 

Public School

Public school can undo your hard work, though, because rudeness and crudeness are now the norms, and the teachers have very little authority when it comes to correcting a child's behavior. 

Children sent to school for eight hours a day where the teachers are not allowed to discipline them are at a disadvantage.

On the contrary, children who spend their days in a homeschooled environment are with adults who are able to put the time and effort into guiding the kids in the right ways.

In a home or private schools, adults have authority over the children and can discipline them as needed. The right training in childhood is essential to raising a well-mannered, happy child.

Spare the rod, spoil the child, was an old adage that adults used to repeat before the 60's cultural revolution when sound parenting principles were abandoned in favor of unproven, untested theories about how to raise a kid.

Modern Inconveniences

Today, we can add to the problem modern inconveniences such as vulgar films, ribald music, video games, social media, and inappropriate television programs.

Negative influences will unravel any good work you've done to raise your children well, which is why we need to be diligent with the environments we let influence our children.

The Ancient Greeks knew that negative influences in a child's life would help mold their character, and any educator since who has studied the classics or has an ounce of common sense will understand this too.

The rest of society has forgotten it, though, making us negligent in our duty to raise our children according to time-tested principles that work. 

A Dishonest Trend

Ninety-seven percent of schoolchildren are dishonest according to statistics gathered by Vickie Abeles, who produced the documentary, Race to Nowhere.

Even without the statistics, it doesn't take a brain surgeon to figure out that we are no longer an honest society. 

My son took a statistics exam online only to receive an email from the teacher the following day, announcing that some of the students had cheated on the exam.

My son said the exam was easy, too, making it an even more pathetic situation. College students cheating on an easy exam?

“I’m not upset that you lied to me, I’m upset that from now on I can’t believe you.”

— Friedrich Nietzsche

What happened to the concept of hard work and honesty?

Cheating is a habit for many children today.

When the lines between honesty and dishonesty become so blurred that cheating on exams becomes all too common, we have a serious problem. Cheaters are cheaters. Liars are liars. School doesn't end and real life begin to find these students suddenly turn honest again. 

They have become dishonest people. Their characters have formed this way because they are raised in a system that doesn't uphold the values of truth, goodness, and beauty; once so honored in the West.

In a Nutshell

Raise your children well, keep them out of public school, screen multi-media use when they are young (or eliminate it!), avoid inappropriate music, and surround them with natural beauty and good people.

If you do, you'll have accomplished something that is becoming more and more uncommon today; you’ll have raised a decent child.

A child who grows up with the ability to discern truth from falsehood, beauty from ugliness, and good from bad is a child you can be proud to call your own.

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler to raise smart, ethical, and critically-thinking children. Join the Smart Homeschooler Academy online course and feel secure knowing that you have what you need to homeschool successfully as well as live ongoing support from Elizabeth.

For parents of children under age seven who would like to prepare their child for social and academic success, please begin with our online course, Raise Your Child Well to Thrive in Life and Excel in Learning.

Elizabeth Y. Hanson is an Educator, Homeschool Emerita, Writer, and a Love and Leadership Certified Parenting Coach with 20 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with her unique combination of mentors, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

Why I never Reached My Potential and How to Spare Your Kids the Same Fate→

John Taylor Gatto, a renowned educator and best-selling author, said that "schools were dangerous places for children." 

Having been educated through the public school system, I can say with certainty, as I’m sure you can too, that my best years of learning were wasted.

Not only were they wasted, but as a public-school student, I was exposed to all sorts of immoral behaviors and mediocre influences in my life.

It wasn't a great beginning. 

My Twelve-Year Jail Sentence

In my "twelve-year jail sentence," as Gatto likes to call it, I certainly never learned that a "preposition is a word which governs a noun or pronoun and connects it to anything else in the sentence or clause" (definition according to Mr. Gwynne, author of Gwynne's Grammar).

I memorized not a single piece of poetry, nor did I ever learn my own country’s history with any coherency, let alone other histories of the world.

(I did read a lot of classic books, but not in school. My father supplied me with those, and they were my saving grace.)

It would have been helpful to have learned the above subjects during those 12 wasted years and learned other subjects too, which are essential to living a good life.

For example, learning Aristotelean logic when I was young would have given me the ability to see through the kind of propaganda that flies in our faces every day and deceives us to believe in and do things we would not otherwise believe in or do.

“Modern propaganda is a consistent, enduring effort to create or shape events to influence the relations of the public to an enterprise, idea or group.”

— Edward Bernays (founder of modern propaganda and nephew of Sigmund Freud)

Having a better understanding of world history would have taught me that history repeats itself. I would have known back then to look to the past to understand where we have been, where we were then, and where we were headed.

The Six Purposes of Schooling

Fast forward many years later to my discovery of the six purposes of government schooling that John Taylor Gatto uncovers for us and guess who was livid?

I wasn’t alone.

Like many of us, I realized that I had been cheated of a real education, and there is nothing more infuriating than discovering that you have lost the best years for training your mind to a dumbed-down, nefarious government school program. 

I should also tell you of something else that happened to me when I was in public school which has been an impediment throughout my life. As a young kindergarten enrollee, I had developed a false belief that I was not very smart!

This may sound strange, but it happens to be fairly common for children who are almost a year younger than the oldest child in the classroom but expected to do the same level of work.

Unfortunately, beliefs we form from childhood experiences become like deep grooves in our minds, and it can take a lifetime to polish them out, which is why we need to consider carefully the way we are raising our children.

“School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.”

— John Taylor Gatto

5 Reasons for Homeschooling

In this brief summary of my unfortunate government school years, did you notice that I just gave you five reasons why concerned parents elect to homeschool their children? If not, let me summarize them for you as it’s important to reflect on them:

1. Concerned parents want to give their children a real education where their children learn, at the very least, how to read well, write well, and speak well.

2. They want to give their children proper training in morality and what it means to be an ethical and civilized human being.

3. They want their children to understand that mediocrity is not good enough; they must learn to strive for excellence.

4. They don't want their children exposed to early sexual influences, drugs, and perverse ideologies.

5. They want their children to have self-confidence and as much self-knowledge as they can acquire during a well-spent youth.

These are the five most common reasons for homeschooling, but there are two more that are gaining momentum. Crime is a big problem in schools today, and many parents are not putting their kids into public school or are taking their children out of public school because of safety issues.

I mentioned this to a group of parents about 15 years ago, and one parent thought I was being extreme. But I wasn't. I was just on top of the statistics earlier than they were; now, I believe it is common knowledge that schools are not safe places for kids. 

We also have health concerns with the government schools now mandating a new drug for children that many parents feel is unsafe, despite the propaganda, because the ten or twelve years it takes to safely test a new drug is still in the future.

We have many new homeschoolers now because of the mandates which I find interesting.

Now I’ve given you seven reasons why concerned parents choose to homeschool. Here’s one more that seldom gets mentioned, but that I believe is the most important because it encompasses all the rest:

Your children were born with a God-given potential that they will realize throughout the course of their lives if, and only if, they’re given a fair chance.

If you want your children to reach their potentials, the best chance you have to help them is to intelligently homeschool your kids. Don’t let them waste their best years of learning in public school.

Educate your children well by doing it yourself or hiring competent tutors to teach your kids. One-on-one instruction is superior to class instruction which is why the aristocracy were always tutored.

What’s vital to remember is that an education tailored to one is the education of people who lead themselves, and may even lead others, as opposed to being led.

Let me conclude by saying this: living in a dumbed-down world is frightening. Dumbed-down people are easy to manipulate, and Americans may be the most manipulated people on this planet today.

Keep your kids out of public school and homeschool them so they can grow up to be leaders who are intelligent, ethical, critically thinking people.

Mediocrity will not do.

*****

To learn about John Taylor Gatto’s Six Purposes of Government Schooling, use this link.

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

For parents of children under age seven who would like to prepare their child for social and academic success, please begin with our online course, Raise Your Child Well to Live a Triumphant Life.

Become a Smart Homeschooler and give your child a first-rate, screen-free education at home using the Smart Homeschooler Academy Curriculum and teaching methods taught in the program. Join the Smart Homeschooler Academy online course and feel secure knowing that you have what you need to homeschool successfully as well as live ongoing support from Elizabeth.

Elizabeth Y. Hanson is an Educator, Homeschool Emerita, Writer, and a Love and Leadership Certified Parenting Coach with 20 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with her unique combination of mentors, Elizabeth has developed her own comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

Are You Raising Ethical Children?→

You may be, it can be difficult to tell. Sometimes it requires an honest look into our own behavior. How ethical of a person are we?

“Ethics, also called moral philosophy, the discipline concerned with what is morally good and bad and morally right and wrong.”

— Britannica Encyclopedia

And sometimes, it requires an honest look at how we are raising our children. Are we holding them accountable for their actions? 

Regardless, each of us has an innate moral nature. At very early ages, children will begin to make judgment calls about what is right and what is wrong. Consider how young a child is when he begins to say things like, "But that's not fair!"

As children mature, we want to teach them how to govern their emotions and act with the intention to do the right thing. Conducting ourselves with integrity is a choice.

“Integrity, from the Latin word: integritas meaning purity; morally, uprightness”

— Cassel's Latin Dictionary

Yet, given the state of affairs today, there appears to be a grave breakdown in our sense of right and wrong, making it challenging to model ethical behavior for our children. 

Learning how to determine ethical boundaries begins in the home, but learned behaviors in school also play a role. As Vicky Abeles points out in her iconic film, The Race to Nowhere, 97% of high school students lie and cheat on exams throughout their high school years to be able to graduate at the end of their four-year term.

Now, upon first hearing this, you might think this kind of behavior is restricted to high school, but this isn't the case. 

Children who learn to make exceptions for ethical behavior when the exceptions lead to acquiring something important, such as a high school diploma, are at risk of adopting habits contrary to good character.

“It is well said, then, that it is by doing just acts that the just man is produced, and by doing temperate acts the temperate man; without doing these no one would have even a prospect of becoming good.”

— Aristotle

We can all sympathize with their plight as the demands made on schoolchildren are impossible, but something is wrong when they are part of an educational system that they cannot succeed at unless they lie and cheat. And we have to ask ourselves, "Do we really want to enroll them in such a system?"

Regardless, once bad habits such as these are established, it is unlikely they will be limited to the classroom. On the contrary, a habit is a habit, and to correct a bad one requires an intention to break the habit. But first, a person needs to see that there is a problem. 

It's difficult, however, to see that you have a problem when your problem has become the norm. Between the school environment plus the unclear boundaries in the home, one can expect that the child's ability to accurately distinguish between right and wrong will be blurry, at best. 

And this is what we are dealing with today. Lying and cheating are the norms to such a degree that even people who think they are ethical are not. 

However, each individual is responsible for his own actions. We cannot shift the responsibility of our behavior to anyone or anything else. Science is good at blaming our behavior on mythical chemical imbalances or brain configurations that deviate from the norm.

We are very good at blaming our parents or anything we can reasonably point our fingers at, but the reality is that the only direction we can honestly point our fingers is at ourselves.

We all have the ability to choose and evading responsibility for our choices will get us nowhere. While the blame game may make us feel better momentarily, it will not make us a better person, and it will not help us raise better children. 

Before we can assume responsibility for our actions, we have first to understand what is right behavior and what is wrong behavior. Once we can make this distinction, we must choose to correct our less-than-admirable behavior, so we act in harmony with our values. 

It is of paramount importance that we teach this kind of mindfulness to our children. We must avoid putting them in situations that will undermine this teaching, and we must set a good example for them with our own behavior. 

The latter means that we have to be honest with ourselves about the state of our characters. We learn to understand our character by diligently questioning our intentions and actions and correcting them when we find them not aligning with our values.

We all have a conscience and know in our heart of hearts when we are doing something wrong. As my father once said, "The road to Hell is a long series of negotiations with the devil." In other words, it isn't one big thing we do that determines who we are, but the little things we do over and over again that will eventually decide the state of our characters. 

The majority of us often compromise our integrity in mindless ways. Sometimes we compromise it in simple acts like withholding information from a friend to produce an outcome that benefits us or maybe the grocery checker forgot to check something in our basket and we walked off without telling her.

But sometimes, we compromise our integrity in more significant ways. 

“Virtue lies in our power, and similarly so does vice; because where it is in our power to act, it is also in our power not to act...”

— Aristotle

We might do egregious things like damage someone's bumper and drive off without leaving a note. Maybe we plant the seeds of doubt about another person's character to mutual friends because we are envious of them? Maybe we charge for a high-quality service that we aren't competent to provide.

To correct these kind of behaviors, we have to stop and ask ourselves this question: for how much am I willing to compromise my integrity?

Will I compromise it for the 50 cents I didn't have to pay because the teller missed the apple in my cart? Will I compromise it for the 100 dollars I saved because I didn't fix the bumper that I damaged? Will I compromise it for the benefit I received for withholding information from my friend or lessening people's opinion of someone? Will I compromise my integrity for the extra money I earned for fraudulently advertising something I couldn't fully provide? 

When we reflect on especially the minor injustices we commit, we realize for how little we will compromise our own integrity.

If you can understand that the little things add up to the big things, and the big things make up your character, somehow saving the cost of an apple or a bumper repair hardly seem worth it.

“What a piece of work is a man! How Noble in reason! How infinite in faculty! In form and moving how express and admirable! In Action, how like an Angel in apprehension, how like a God!
The beauty of the world, the paragon of animals—”

— Shakespeare

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

For parents of children under age seven who would like to prepare their child for social and academic success, please begin with our online course, Raise Your Child Well to Live a Triumphant Life.

Become a Smart Homeschooler, literally, and give your child a first-rate, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course.

Elizabeth Y. Hanson is an Educator, Homeschool Emerita, Writer, and a Love and Leadership Certified Parenting Coach with 20 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with her unique combination of mentors, Elizabeth has developed her own comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

Why You Shouldn't Focus on Your Child's Happiness

I believe it was Isocrates who said that the healthy child wants to become an adult. In raising our children well, we must teach them how to act and think like mature people.

Yet, the phrase we hear most often repeated is this: 

"I just want him to be happy." 

But if you think about it, it isn't what you most want. What you most want is that he grows up to be a decent, hard-working, mature adult. If you raise him to become these things, then happiness will follow.

As the ancients understood and current research now proves, happiness is found in living a virtuous life. The modern pursuit of pleasure and good times, it turns out, is just a myth being thrust upon us by very sophisticated and manipulative marketing techniques.

Contrary to this empty rhetoric, a good life does not come from the pursuit and acquisition of pleasure, in whatever form you desire, but it comes from being a virtuous person. As the concept of "virtue" seems to be an idea that’s gone out of fashion, let me share with you some of the qualities that a virtuous person might possess:

Humility, courage, mercy, patience, tolerance, diligence, and generosity. These are some of the qualities a truly “happy” person might embody.

To inculcate these kind of qualities in your child, you must begin when he is very young.

You must train him in the way of good habits, and then, and only then, will you be able to raise a happy child who later becomes a happy adult. One state naturally follows the other. 

What is the key to raising a child with good habits?

Raise a child who is obedient and does the right thing, not from fear of you, but from a deep love and respect for you. 

We don't need behavioral studies to prove this; we need to pay attention. A child who is always complaining and throwing tantrums and always asking for this and that is not a happy child, is he? Nor is the child who is always doing what he is told not to do. 

However, the kind of training that protects from these unhappy states must start when your child is very young. You should begin training your child in the ways of good behavior as soon as he or she turns two years of age.

If you wait until much later to begin, the training process becomes increasingly more difficult. Waiting too long means you will need to correct bad habits first and then work on instilling the good habits in your child.

It’s a much more tedious and frustrating experience to correct bad habits than it is to avoid them from forming in the first place.

“Give me a child until he is seven and I will show you the man.”

— Aristotle

If you fail to raise your child well, then he will be destined to spend the rest of his life working to correct deeply ingrained negative traits (a lifetime pursuit and not for the easily discouraged). Even worse, he will perpetuate and suffer the ills in life (as will everyone he encounters) that arise from not being a good person.

You see, the opposite of the virtuous person would be the wretched one who will never know any real happiness. We've all known wretched people, especially as they get older and nature carves their wretched states into their faces. We certainly don't want this for our children!

In a nutshell, if you focus on the happiness factor when your child is young, you will fail to raise a happy child. Focus on raising a decent child first, and his happiness will follow. 

If you don't know where to begin, do this: throw out all of your parenting books and stop asking your friends for advice (the latter is the equivalent of the blind leading the blind).  Moving forward, begin to think about the consequences of your actions as a parent.

Start asking yourself questions such as, "If I do this, then what is the message I am giving my child?" If I let him do this, then what am I teaching him about his behavior and the journey of life?"

For example, this may surprise you to know that many parents look to their children's desires to decide how they should educate them. I know this for a fact (no studies done, yet) because the parents say things to me like, "I thought about homeschooling, but he wanted to go to school with his neighborhood friends," or "I thought about homeschooling, but he's so social, and I think he'd be happier in school."

How you educate your child is a huge decision that will alter the course of his life, but he is too young to make such a life-changing decision. You are the adult; this is your decision to make for your child. 

It doesn't matter if he prefers to go to school with friends or that you think he would be happier in school because he has friends to socialize with every day. What matters is whether or not a school is the best place for your child or whether another option might be such as homeschooling.

You have to weigh the pros and cons accurately and objectively before you make this kind of a decision.

Base your decision upon your values and what you want for your children. If you want to raise decent children, you have to consider the moral environment of the child.

If you're going to raise highly intelligent children, you have to evaluate the level of academic training a school offers. If you want both, then you have to look for an educational model that provides both,

If you only care about your child's immediate happiness, then you can let him make this decision. 

I used the example of educational decisions because I hear about them a lot, but the truth is that there are many decisions we let our children make every day, such as when they can finish playing; when they need to do their chores; when they need to get ready for bed. 

Instead of training them to understand that these are non-negotiable commands we make of our children, we go to the negotiating table with them and let them argue their case for an extension of time for whatever it is they want to do.

We also exhaust ourselves in the process, which is one reason parents find raising children so challenging today. It's always tiring to have to argue with someone and then give in to them when they should have done what you asked them to do in the first place.

Children need most, and what they don't have enough of are adults who guide them on their way to maturity by concerning themselves less with whether or not their children are happy and more with whether or not the parents are training their children well.

“We are what we repeatedly do. Excellence, then, is not an act, but a habit.”

— Aristotle

The point to childhood is to prepare for adulthood; you should be less concerned about making a child happy and more concerned about raising a child who grows up to be a responsible, honorable, and mature adult.

It's not uncommon today to see grown children well into their 30's, or 40's still living at home because they can't make it on their own. The other day, my 30-something chiropractor told me that half of his friends still live at home.

I know of many situations where the parents still have aging children at home. An offspring well into adulthood and living at home out of necessity was unheard of when I was young.

Literally.

Make your priority for your children less about their happiness and more about behaving well and doing the right thing.

If you do, the chances are strong that you'll be able to enjoy your golden years knowing your kids are doing well and on the way to acquiring the kind of happiness that comes from living a good life.

*****

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler, literally, and give your child a first-rate, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course.

For parents of children under age seven, Raise Your Child Well to Live a Triumphant Life, course will be open again sometime in March, 2021.

Elizabeth Y. Hanson is an educator, veteran homeschooler, a lover of the classics, and a Love and Leadership certified parenting coach with 19 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with the unique mentors she was fortunate to have, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

5 Ways to Stimulate Your Child's Love of Learning

The other night a friend showed me a clip of her nine-month-old baby trying to imitate her mother's expressions. I looked into the baby's eyes as I watched the video and the intense alertness that I witnessed, the acute observation of each facial move in her mother's face, was fascinating.

The baby wanted to know how to make the same faces her mother was making, and she was trying to understand how to do this by conducting a scientific investigation.

It's the intense desire to know that all healthy children possess, yet what happens to their curiosity as they grow older? Why do so many children forsake that infinite sense of wonder that is so innate to each of us? 

“No thief, however skillful, can rob one of knowledge, and that is why knowledge is the best and safest treasure to acquire.”

— L. Frank Baum

One of the reasons this happens today is because too many children start school at young ages, and by the time they reach kindergarten, first grade, if they are lucky, the light within them begins to dim.

Consider this: if your child’s desire to explore and understand the world around him is constantly thwarted by a teacher’s dictates, he will begin to give up his investigative work, and his sense of curiosity will eventually wilt.

For example, if a child has a small shovel in his hand, but every time he tries to shovel something a teacher tells him to stop, he will eventually stop picking the shovel up.

When a child cannot follow the lead of his curiosity, or is not in an environment where he can exercise his desire to know, as children who are in daycare and preschools from early ages are, they begin to put their curiosity down. 

If you have a child whose curiosity is waning, or whose curiosity you want to stimulate, here are five things you can do:

1. If you have to put your child into an outside program, look for a daycare or preschool that is play-based and ideally held in the outdoors, such as a Forest School. Make sure they are operated by people who understand what children need at these tender ages. If you aren't sure what the philosophy for the school is, ask them. Please do not be shy about these matters; after all, this is your child, and you want to make sure he is under the best care.

2. Immediately remove all screens from your child's life both inside and outside the home. Under no circumstances should you hand him your cell phone to quiet him because you are busy. Screens are a cause of a dimming curiosity; not only that but they will thwart your child's brain development. 

3. Do not entertain your child! Let him entertain himself. It is not that you don't ever play with your child, but only that you do not become his full-time playmate. Allow him to follow the dictates of his curiosity and figure things out for himself. Children are little scientists; let him conduct his own experiments. 

4. Be curious yourself. Take your child into the outdoors and explore with him. Let him walk barefoot on fallen leaves and dip his feet into spring water to awaken his senses. Bring his attention to the songs of birds and the rustling of the trees as the wind blows through them. Collect a bug or two and read about them when you get home. Notice a particular bird sound (my favorite is the red-winged blackbird!) and look the bird up in a reference book or on the internet when you get home. Try to imitate the bird's song with your child. Ask him questions to stimulate a conversation and discover the answers together, such as how birds fly and what foods they eat. 

5. Lastly, if you can, don't put your child into any school programs until he is at least ten years old. Until then, teach him yourself because so many learning problems take root during those early years. The first few grades of elementary school are easy to teach when you know what you are doing. 

Remember that the desire to know is our natural state, but we have this yearning socialized out of us in various ways, the least not being school. Our innate desire to know, however, is still there within us.

“An investment in knowledge always pays the best interest.”

— Benjamin Franklin

If your child's desire for knowledge has dimmed for any of the above reasons, understand that you can help him awaken it. It is something you must make the intention to do too because reaching his full potential in life begins with the desire to know.

Why should he become less than he could be when he can be so much more?

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler, literally, and give your child a first-rate, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course.

For parents of children under age seven, Raise Your Child Well to Live a Triumphant Life, course will be open again sometime in March, 2021.

Elizabeth Y. Hanson is an educator, veteran homeschooler, a lover of the classics, and a Love and Leadership certified parenting coach with 19 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with the unique mentors she was fortunate to have, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

The Six Purposes of Schooling by John Taylor Gatto

When people have asked me why I homeschooled, I tell them I had no choice. I tell them that if they understood what I understand about public education, they would homeschool too. John Taylor Gatto was the man who opened my eyes to the nefarious agenda behind public school.

What follows is a transcription of the key section from John’s classic speech and opus, The Underground History of American Education. John was a brilliant and well-researched man. I have read what is below in Ingles’ book myself; it is all true.   

Transcription of John’s Talk

“I have something here.  I have the six purposes of schooling [from the book Principles of Secondary Education by Alexander James Inglis] as laid down in 1917 by the man whom Harvard named their Honor Lecture in Education for. 

So far from being a fringe individual, this guy is the reason the Harvard Honor Lecture in Education is named as it is:  The Inglis Lecture.  I would like to read you the six purposes of schooling.  I moved heaven and earth as it took years to find this book [Principles of Secondary Education]--just like trying to find in past years a copy of the Carol Quigley [book] Tragedy and Hope.  

I learned about Inglis from a twenty year President of Harvard [1933-1953], James Bryant Conant, who was a poison gas specialist in World War I--and was in the very inner circle of the Atomic Bomb Project in World War II--was High Commissioner of Occupied Germany after the War. 

So he [James Bryant Conant] wrote--there must be 20 books about the institution of schooling--of which he was completely a proponent.  And he is a very, very bad writer.  I forced myself to read most of these books, and one of them he says that if you really want to know what school is about, you need to pick up the book that I’m referring to Principles of Secondary Education. 

Two years it took me to find a copy of the book [Principles of Secondary Education by Alexander James Inglis]--750 pages, tiny print and as dull as your imagination can be.  And furthermore, it is not till you get to the very middle of the book--in an unlabelled section--that he spills the beans.  Let me spill them for you.  

 There are six purposes, or functions, as he calls them.  The first he [Alexander Inglis] calls the Adjustive Function: Schools are to establish fixed habits of reaction to authority.  That’s their main purpose--habits and reactions to authority. 

That is why school authorities don’t tear their hair out when somebody exposes that the Atomic Bomb wasn’t dropped on Korea, as a history book in the 1990s printed by Scott Foresman [did], and why each of these books has hundreds of substantive errors.  Learning isn’t the reason the texts are distributed.  

The Adjustive Function

So, first is the Adjustive Function--fixed habits.  Now here comes the wonderful insight that being able to analyze the detail will give you.  How can you establish whether someone has successfully developed this Automatic Reaction because people have a proclivity when they are given sensible orders to follow. 

That is not what they want to teach.  The only way you can measure this is to give stupid orders and people automatically follow those.  Now you have achieved Function #1.  

The Integrating Function

Have you ever ever wondered why some of the foolish things that schools do or allow to continue?  [Function] #2, he [Inglis] calls it the Integrating Function, but it is easier to understand if you call it the Conformity Function. 

It’s to make children alike as possible--the gifted children and the stupid--alike as possible because market research uses statistical sampling, and it only works if people react generally the same way.  

The Directive Function

The Third Function he calls the Directive Function: School is to diagnose your proper social role and then log the evidence that here is where you are on the Great Pyramid, so that future people won’t allow you to escape that compartment.  

The Differentiating Function

 The Fourth Function is the Differentiating Function.  Because once you have diagnosed the kids in this layer, you do not want them to learn anything that the higher layers are learning.  So you teach just as far as the requirement of that layer.  

The Selective Function

 Number five and six are the creepiest of all!  Number 5 is the Selective Function.  What that means is what Darwin meant by natural selection: You are assessing the breeding quality of each individual kid.  You’re doing it structurally because school teachers don’t know this is happening. 

And you’re trying to use ways to prevent the poor stuff from breeding.  And those ways are hanging labels--humiliating labels--around their neck, encouraging the shallowness of thinking.

 I often wondered, because I came from a very very strict Scotish-Irish culture that never allowed you to leer at a girl.  But when I got to NYC, the boys were pawing the girls openly and there was no redress for the girls at all, except not showing up in the classroom--high absentee rates. 

Well, you are supposed to teach structurally that sexual pleasure is what you withdraw from a relationship and everything else is a waste of time and expensive.  

 So, the Selective Function is what Darwin meant by the favored races.  The idea is to consciously improve the breeding stock.  Schools are meant to tag the unfit with their inferiority by poor grades, remedial placement, and humiliation, so that their peers will accept them as inferior.  And the good breeding stock among the females will reject them as possible partners.  

The Propaedeutic Function

 And the Sixth is the creepiest of all! And I think it is partly what Tragedy and Hope is about--a fancy Roman name, the Propaedeutic Function.  Because as early as Roman bigtime thinkers, it was understood that to continue a social form required that some people be trained that they were the custodians of this.  So, some small fraction of the kids are being ready to take over the project. 

That’s the guy--the honor lecturer [Inglis], and it will not surprise you that his ancestors include the major-general of the siege of the Luknow of India--famous for tying the mutineers’ on the muzzle of the cannons and blowing them apart, or somebody who was forced to flee NYC, a churchman at the beginning of the American Revolution, because he wrote a refutation of Thomas Paine’s Common Sense. 

They were going to tar and feather him.  He fled and was rewarded by the British by making him the Bishop of Nova Scotia.  Those are Inglis’ ancestors!  

 So, Al Inglis is certainly--when I learned of this and wrote to Harvard, asking for access to the Inglis Lecture.  Strike me dead, Lord, if I’m exaggerating at all.  I was told “We have no Inglis Lecture--hasn’t been for years, and we have no records. 

It was the same that happened when I discovered that Elwood B. Cubberly, the most influential schoolman of the 20th century and the bionomics genius had been the elementary school editor of Houghton Mifflin, and I wrote Houghton Mifflin--Is there any record? And they said, “We have no record of anyone named Elwood P. Cubberly. 

Now Harvard is telling me, “There is no Inglis Lecture.  A week passed and I got a call from Harvard, from some obscure office at Harvard, saying “What is your interest in the Ingles Lecture?”  I knew that I was on thin ice. 

And I said, “Well, James Conant referred me in his books to the man the Inglis Lecture is named after, and I was just wondering if I could get some background on this fellow, and a list of the lectures.  

 And in due time, I got a list of the lectures and instructions [on] how to access the texts, but not easily. Enough hoops that someone who has to mow the lawn and burp the baby wouldn’t jump through those hoops.  I was able to prove Harper’s [magazine] wouldn’t publish [it in] the cover essay I wrote, which Lew Laflin [?] named Against School, but I had called The Artificial Extension of Childhood because I think that is the key mechanism at work here.  

 So, they wouldn’t print the information about Cubberley because Houghton Mifflin denied it.  It was only months after that I looked through my extensive library of incredibly dull books about schooling, and I opened [one]--and on the facing page said Elwood B. Cubberly, Editor and Chief of Elementary School, publishing arm of Houghton Mifflin. 

By the way, the secondary Editor and Chief was Alexander Ingles.  So you see how this cousinage works.” 

*****

Download your free copy of 10 Surprising Facts About Homeschooled Kids.

*Video transcribed by Roger Copple. To watch the full 12-minute video: The Six Purposes of Schooling [Video]

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler, literally, and give your child a first-rate, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course.

For parents of children under age seven, Raise Your Child Well to Live a Triumphant Life, course will be open again sometime in March, 2021.

Elizabeth Y. Hanson is an educator, veteran homeschooler, a lover of the classics, and a Love and Leadership certified parenting coach with 19 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with the unique mentors she was fortunate to have, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

☞ Disclaimer: This is not a politically-correct blog.

Goodbye, Mr. Potato Head

Mr. Potato Head is losing his gender, at least on the box he comes in. Moving forward, he will be known only as Potato Head.

It's a little confusing, so let me explain: he's still a Mister in the box but not on the box.

Apparently there were a lot of articles that emerged Friday morning spreading fast the news that the toy company, Hasbro, who created the character of Mr. Potato Head in the 1950s, was going gender-neutral.

But then, the news article I was reading, by CNN, was updated later when Hasbro tweeted that the brand name had changed but not the characters.

I was relieved to learn that. 

When I was young, we had a funny sitcom about a talking horse called Mister Ed. After reading the Potato Head article, I was trying to imagine what would happen if Mister Ed became just Ed, but then that's a man's name.

And that got me thinking, exactly how would the TV producers handle Mister Ed today? Would they have to change his name? And what would they change it to since names from the beginning of time have always been based on gender? 

And what about adults? When I was young, children still addressed grown-ups with titles such as, Mr. Jones or Mrs. Smith. Since we were not allowed to call an adult by their first name, what would we have done if the gender issue had existed then?

Would we have had to drop the Mr. and Mrs. when we spoke to an adult? As calling an adult by their last name was rude, dropping the titles would have put us in another bind.

My daughter told me at gender-neutral Berkeley, on the first day of her classes, the professors ask each student to state their pronoun preference. Some classes have as many as 300-400 students.

This perplexed me because I wondered how the teacher would then keep all of that straight? If the professor has to know what the pronoun preference for each student is, does that mean that every time they need to use someone's pronoun they have to look at their roster, find the person's name, see their pronoun preference, and then speak? 

As I considered this, I couldn't help but think about the cost of tuition and how much class time this must take up?

Anyhow, I continued reading the article and found that Mattel, the maker of Barbie dolls, also wanted to introduce "a multi-dimensional view of beauty and fashion." To accomplish this, they introduced new dolls with disabilities, hair loss, and “vitigilio.”

I'm not sure what vitigilio is but I know that vitiligo is related to a disease affecting the skin pigmentation. 

Either way, it reminded me of a time when I was waiting to get my primary health care license in Chinese medicine. I worked for a company that sold a product for treating hair loss based on Chinese herbs. One day I was in a salon talking about the product to the owner when one of her customers came in. 

The customer, an attractive young woman, was invited into the back room by the owner.  While I didn't understand why she had been invited to join our conversation, she understood. She asked me if she could show me something. I said that she could.

She pulled her hair off and was completely bald. To clarify, her hair was a wig; she had no hair. She suffered from a disease called alopecia which causes all of a person's hair to fall out.

It was a shock to witness this, and I'm sorry, Mattel, but it was not at all beautiful. So when Mattel says they want to promote “beauty and fashion” by making a doll with thinning hair, again, I'm confused. Women and men spend billions of dollars each year to not have thinning and balding hair. 

Does Mattel not know this?

Potato Head aside, what all this confusion indicates to me is that we are beginning to lose a grip on a reality that we have agreed upon since the beginning of time. 

We are not thinking rationally and logically because we have been dumbed down by an educational system being manipulated by the corporate world since the mid-1800's and which now includes tycoons like Bill Gates. 

Gates has far more global power today than any one man should ever have. Where are the checks and balances for such unrestrained greed and lust for power?

And is it a coincidence that he largely funded the development of a national curriculum, and that most schoolchildren are now at home learning online?

It's pretty amazing if it is. 

If I were a young parent today, I would reflect on your child's exposure to the gender conversation very seriously, and I would do several things to protect them from it and anything related to it. 

Understand that this nefarious social conditioning taking place in school and the media is inevitably destined to alter their understanding of what is beautiful, good, and true.  

I want to share my 8 Steps to Protect Your Child's Heart and Mind with you, but before I do I need to make a request. Please resist the inclination to ignore them because you think they are too extreme.

It is precisely extreme measures we must take to win this battle because we are too far out in left field now. 

Personally, I don't care what people do behind closed doors, and I believe that each human being possesses an inherent dignity that is worthy of respect, but I have to draw a line when aggressive marketing campaigns are launched to literally alter our perception of reality in order to satisfy a very small group of people.

If you want to protect your children and are ready to be proactive, here is a downloadable list of 8 things you can do to make sure what's beautiful, good, and true in life remains beautiful, good, and true in your children's eyes too.

Beauty. Goodness. Truth. Now those are ideals worth pondering; those are ideals worth striving for.

On a final note, you can save your money because Potato Head is a toy not worth buying. He occupies your children's time for about five minutes and then they get bored. My kids played far longer with two sticks that cost me nothing than they ever did with Mr. Potato Head.

Still, I don't like to see the Mr. of Potato Head removed from the box.

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler, literally, and give your child a first-rate, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course.

For parents of children under age seven, Raise Your Child Well to Live a Triumphant Life, is where you want to start.

Elizabeth Y. Hanson is an educator, veteran homeschooler, a lover of the classics, and a Love and Leadership certified parenting coach with 19 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with the unique mentors she was fortunate to have, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

Disclaimer: This is not a politically-correct blog.

One Method to Raise Courageous Children and Catapult Their Careers

Courage is a great virtue and one every successful person embodies. But it’s an often misunderstood virtue.

Many people think courage is a lack of fear, but courageous people experience fear. The difference is that courageous people will act despite their fear whereas cowards will succumb to their fear and be unable to act. 

“Courage is resistance to fear, mastery of fear - not absence of fear.”

— Mark Twain

Life, to be lived to its fullest, has challenges and obstacles that we must all face and learn to overcome. If we let our fear conquer our minds, we will struggle to live purposeful lives because cowardice is paralyzing.

It will stop us from making decisions or acting in ways that will propel us forward in our life's true purpose.

If you want your child to embrace his life, to live life to its fullest, to realize his life's work and purpose, then you have to allow him to take risks in childhood and learn to overcome the obstacles and challenges that he'll face. There are physical challenges he must overcome as well as challenges of the mind. 

The mental challenges are the more difficult to overcome because man is a master at self-delusion. But we can help our children learn to face them with courage when they are young, to overcome them when they are older.

“You cannot swim for new horizons until you have courage to lose sight of the shore.”

— William Faulkner

The greatest fear of the mind is the fear of performance, otherwise known as the fear of looking stupid. There are ways your child can confront this fear in youth so it does not immobilize him when he is older.

Give your child a head start developing the confidence to perform by having him perform for audiences during his childhood. There are various situations you can put your child into to give him the practice he needs to overcome this fear. If you can do this for him, he'll be at a great advantage in his life.

“It takes courage to grow up and become who you really are.”

— E.E. Cummings

Here are three situations to consider for your child to help him discover the stuff he is made of, his "mettle," as Homer would say.

Music

The first is by having him learn a musical instrument and performing in music recitals. Find a music teacher who provides recitals for the children at least twice a year. If you find a teacher you like, but the teacher does not provide recitals, suggest he or she does and offer to help organize the recitals. If this fails, then continue looking until you find a competent teacher who does provide recitals. 

Music recitals are extremely important for children because they develop the confidence they need to walk out onto a stage and perform under pressure. In the beginning, it will be difficult for them but, when they are very young, they have the advantage of being less self-conscious.

Children also tend to have less of an opinion about things when they are younger, so they'll be more willing to perform when they understand that it's expected of them. 

 As they grow older, with enough practice, they'll get used to performing for others and be able to bring joy to people through their music. While they may feel nervous before they start to play, they will understand that their fear is not a reason to cower down; they will learn to act despite it. 

Poetry

As part of your child's education, have him memorize poetry. Once a month, get together with other families whose children are also engaged in memory work and do a joint recital. Let each child have a turn coming to the stage and reciting by heart the poem he learned.

Afterward, have tea and cookies and let the children enjoy their accomplishments together. The goal is to let it be an event they can look back on with fondness while they are developing confidence in learning to perform. 

Projects

Have a quarterly or bi-annual project night where children speak on some aspect of history or science through a project they made. This is not only a good opportunity for them to learn to ignore their fear and learn to perform well, but it is a great academic learning and teaching opportunity too. 

There are other things you can do to help your child gain confidence in performing when he is young; still, these suggestions are a place for you to begin thinking about the kind of opportunities that will help your child gain confidence in his ability to perform well. 

“Success is not final, failure is not fatal: it is the courage to continue that counts.”

— Winston S. Churchill

If you can do this for him, you will have helped him learn that fear is not a reason for inaction; we act despite our fear when there is something worth doing. The more we act, the more courageous we become.

When your child is young, let me offer you a word of caution: do not let him get into the habit of always being the center of attention. Teaching your child to perform and indulging a child in excessive attention are two very different things.

One leads to courage, and the other leads to self-centeredness. 

Your goal is to raise him to be courageous and to be able to rise to the occasion when life demands it of him. This is the beginning of the journey to living a life of purpose.

The great sage Rumi said that every person was born with a desire for some work in his heart. Raise your child to be courageous so he can discover that work. 

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler, literally, and give your child a first-rate, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course.

Free Download: How to Raise a More Intelligent Child and an Excellent Reader—a reading guide and book list with 80+ carefully chosen titles.

Elizabeth Y. Hanson is an educator, veteran homeschooler, and a Love and Leadership certified parenting coach with 19 years of experience working in children’s education.

Utilizing her unusual skill set, coupled with the unique mentors she was fortunate to have, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

Disclaimer: This is not a politically-correct blog.

Your Children Must Learn to Write Verse!*

According to Mr. Gwynne (of GwynneTeaching.com and the author of Gwynne’s Grammar), all schoolchildren in England, century after century, used to be taught how to write verse. Back then, writing verse was considered an elemental component of an elementary education

How many adults do you know today who can write verse? Allow me to answer that question for you. Most likely, none.  At least, not classical verse, which is the topic under discussion in what follows.

Fundamental opening question: what exactly is real verse, classical verse?

Let us begin by looking at what of modern verse, more commonly known as "free verse," consists of, and, after that, do the same for traditional verse. 

Free verse is when someone takes a thought and writes it in a style that may or may not offer a vague hint of traditional poetry, but pays no attention to the rules of traditional poetry, and in consequence is not, technically speaking, poetry at all.

Let's look at an example of free verse: this, from T. S. Eliot’s “The Hollow Men”:

 We are the hollow men

 We are the stuffed men

 Leaning together

 Headpiece filled with straw. Alas!

 Our dried voices, when

 We whisper together

 Are quiet and meaningless

 As wind in dry grass

 Or rats' feet over broken glass

 In our dry cellar

“Free verse proliferated in the twentieth century because it was “modernistic”, secular and easier to write; but it moved poetry closer and closer to prose until it reached the point when it was no longer possible to tell the difference when read aloud.”

— Geoff Ward, Academic

Now, let me give you an example of traditional verse, in the first stanza of Robert Frost’s poem “Stopping by Woods on a Snowy Evening”:

Whose woods these are, 

I think I know,

His house is in 

The village though

He will not see 

Me sitting here, 

To watch his woods

Fill up with snow.

Please read it two or three times out loud to get a sense of the feel of the poem. That done, now read a later "stanza" of T. S. Eliot’s “The Hollow Men”:

Let me be no nearer

In death's dream kingdom

Let me also wear

Such deliberate disguises

Rat's coat, crowskin, crossed staves

In a field

Behaving as the wind behaves

No nearer-

Please read that "poem" out loud two or three times too. 

Notice that, in the genuine poem by Frost, there is an exactness in the number of units that each line is divided into. In consequence, the poem has a rhythm. By contrast, in Eliot's "poem" nothing is measured at all; there is no rhythm of any kind. It could perhaps be not unfairly described as a free-flowing regurgitation of thought. 

 In Eliot's "poem" each line simply has as many feet (units) as Eliot happened to feel like giving it. Far from there being any coherent structure to the “poem”, each "stanza" has an indeterminate number of lines broken up into lines at random – which, by any traditional definition or practice, simply is not poetry.

“Led mainly by Ezra Pound in the United States, and quickly followed by T. S. Eliot in England with “The Waste Land,” both meter and and rhyming were abandoned, first by very few and then by more and more until where we are today, when they are scarcely to be seen today in published poetry.”

— Mr. N. M. Gwynne

In summary of the essential difference between classical poetry and modern poetry-so-called that we have arrived at: what is referred to as free verse is -- by contrast with traditional, true poetry -- in reality no different from prose. In no way, shape or form does modern so-called poetry bear any real resemblance to poetry as traditionally recognized over the past several thousand years dating back to Homer and before. 

Please think about this, good readers. For centuries—no, for millennia—the term “poetry” was given to a particular type of writing that met certain exacting criteria; whereas, by contrast, as with so many things in our “brave new world,” we have kept the name, but completely lost its meaning. 

Might you perhaps be wondering if I am exaggerating? Well, consider the modern Orwellian tendency of so many people in today’s world to adjust the meaning of terms to suit our version of reality.  

Homeschooling no longer means schooling at home outside schooling institutions. Now included as constituents of homeschooling are charter schools and online virtual public schools. Parents who want to be called "homeschoolers" no longer need to do their own teaching of their children, and to do it at home, as traditional homeschoolers have always done in the past, but can now enroll their children in a school and still call themselves "homeschoolers."

A mother is now called a "primary care giver." Anyone who cares for the same child while the mother works is also called a primary care giver, even though he or she is not the mother. (The implication here is that anyone can fulfill a child's need for his mother, which is not true.) 

Homosexuality, originally called “one of the four sins crying out to Heaven for vengeance” in traditional catechisms, more recently rated as “a carnal sin,” and then, more recently still, defined as a mental illness, is now considered to be nothing more than a lifestyle choice. Fundamentally  it is not a choice of lifestyle, however. At root, it is a choice of sexual activity, full stop.

Words frame our realities, something it would behove us not to forget. We need to work diligently to preserve our language and thereby, ultimately, to preserve our reality, and poetry is one of the means by which we can do this. The words that make up a poem, however, must be more than free-flowing. They must be used with precision, in accordance with the rules governing poetry.

While it is true that words can change their meanings over time, nevertheless, if we are to preserve our perennial understanding of reality, a tree  should always remain a tree and a rose should always remain a rose. When we state that a tree is no longer a tree and a rose no longer a rose, we have, whether intentionally or otherwise, altered our reality.

And when reality is altered in a way that decreases our intellectual powers and our heart-felt sensibilities, as the meaning of the word “poetry” has been altered in recent times, should we not oppose, even fight, the change?

Mr. Gwynne thinks that we should. According to Mr. Gwynne (in the U.S. edition of his book Gwynne’s Grammar):

In order to be categorized as verse,

(1) the verse has to be made up of lines, and each line has to have a fixed number of accents or stresses, and each accent has to have a fixed number of unstressed syllables, one or two, attached to it, and

(2) each line has to be divided into feet and each foot has to have a specific combination of accented – stressed -- syllables and unaccented syllables.

If it has a regular meter and regularly rhymes at various intervals, it is called "rhyming verse." If it has a regular meter but does not rhyme, it is called "blank verse." Verse of either kind is what verse has always been in the past and what it must always remain in future in order to be justifiably referred to as “verse.”

To determine if a piece of writing is truly a poem, rather than prose posing as a poem, the reader must be able to "scan" the poem. That is to say, the reader must be able to determine how many feet (see above) per line the poem has and where the accents/stresses in each foot are placed. There are various forms of meter, but, to write poetry, you must use with precision whatever meters you decide to use. 

Composing a true poem demands that you choose words for each line (1) that fit your meter and (2) the stresses of which (in each word) fall on the correct syllable of whatever word is used in any particular place, and never on the wrong syllable. To do this successfully is genuinely demanding for the brain. 

Robert Frost had to think hard and carefully about each line in the poem that he was composing; T. S. Eliot minimally so by comparison. 

Adequately skilled poets know that they cannot just pick any word and put it anywhere in the sentence that seems fitting at first sight. Such poets know that each word must have a precise position in the sentence that “works” if the sentence is to succeed with its readers. They need to give careful thought to finding the exact word for in the line of the poem that it is needed for, and then to fit it in exactly the right place there.

Let us now have another look at that opening of the first stanza of Robert Frost’s “Stopping by Woods…”: 

Whose woods these are, 

I think I know,

His house is in 

The village though…

Can you “hear” that each line has four units, and that the accent is on the second and the fourth syllable in each line, creating a rhythm and natural flow to the line; so that it rolls comfortably off your tongue as you read it?

That of course is not mere accident, but exactly what Frost intended. The poem is regarded as a classic and has stood the test of time partly because it is a poem that follows traditional rules for verse. Following traditional rules of verse is an essential part of poetry that is genuinely glorious, as well as of poetry that is “merely” good poetry! 

Now let us return to that first stanza of Eliot’s:

 We are the hollow men

 We are the stuffed men

 Leaning together

 Headpiece filled with straw. Alas!

 Our dried voices, when

 We whisper together

 Are quiet and meaningless

 As wind in dry grass

 Or rats' feet over broken glass

 In our dry cellar

Line one has three feet; line two has three feet with a different rhythm; line three has two feet; line four has four feet; line five has three feet; line six has two and a half feet; line seven has three feet; line eight has three feet of a different form from those of line seven; line nine has four feet;  line ten has two and a half feet.

If you were to look, stanza by stanza, through the whole "poem" (most of which I have not quoted), you would also find that each "stanza" has a different number of lines.  

There is no flow or rhythm to Eliot’s words. There are some clever phrases, such as "We are the hollow men, We are the stuffed men,” but a clever phrase here and there is not sufficient to make genuine poetry. 

Also, the stresses are out of joint and, as one reads through the “poem,” the sounds feel jerky to the ear. It may be considered good writing, though even that is arguable, but it is not poetry.

Poetry is a science as much as it is an art. There is both a mathematical and a grammatical element to it,  and if either of those two elements is neglected, let alone if both of them are, a poem cannot be competent, let alone great. Meaningful, it might possibly be, but it cannot belong to the category of poem!

Let us look at two more stanza's, each by a different poet. Make your judgement as to which of them needed the greater intelligence and skill and intellectual prowess for its composition, and then move on to where I tell you who wrote them:

There is a change—and I am poor;

Your love hath been, nor long ago,

A fountain at my fond heart's door,

Whose only business was to flow;

And flow it did; not taking heed

Of its own bounty, or my need.

*     *     *

“I have a lover with hair that falls

like autumn leaves on my skin.

Water that rolls in smooth and cool

as anesthesia. Birds that carry

all my bullets into the barrel of the sun.”

If you said the last poem, well, perhaps. It  was written by the upcoming, contemporary "poet," Brian Turner. Turner actually won some literary recognition for his poetry. 

Now, may the real poet, out of the two of them, stand up. William Wordsworth: the first of the two verses above is from his poem “The Complaint.”

I rest my case. 

Your children should learn to write verse for several reasons.

1. Learning to write good verse produces good writers.

2. It expands your vocabulary and your understanding of the precise meaning of words.

3. It helps to preserve the English language, the language of great writers such as George Gascoigne, William Shakespeare  and John Milton. 

4. Learning to write good verse compels the writer to learn how to turn a phrase well; a skill without which, if you do not master it, you can never be a great writer, and with which, if you do master it, could bring you into the catalogue of the most remembered writers of all time. 

To turn a clever phrase -- to say things with an eloquence, a profundity and a beauty in a way no one has ever achieved with them before -- will improve even your prose one-hundred fold.  Examples of such achievements:

"They were the best of times, they were the worse of times." -- Charles Dickens

“We are such stuff as dreams are made on, and our little life is rounded with a sleep.” – William Shakespeare

“Solitude sometimes is best society.”  -- John Milton

*This blog post is a combined effort of both myself (Elizabeth) and Mr. Gwynne. While I wrote the article, Mr. Gwynne kindly edited it and thereby improved upon it significantly, to which I owe him many thanks.

What Has Sex Education Got to Do with It?

A Fact

Did you know that sex education has been taught in the classroom since the 1960s? Prior to this period, it was a subject left for parents to tackle when they thought the time was right.

But that was then. Now we have sex-education classes for children starting as early as preschool. 

Are four-year-old children developmentally ready to learn about sex? Are children of any age ready for this kind of education?

Of course not! 

Teaching children about sex forces them to think about adult behaviors that they would prefer not to think about. After all, they are children, for God’s sake.

Ironically, we teach children to believe in Santa Claus, but, in the same vein, we have sex education classes for preschoolers. Freud would have fun untangling this web of inconsistencies. 

A Not-So-Good Idea, Possibly?

According to Dr. Melvin Anchell, who wrote the book What's Wrong With Sex Education, teaching sex education in the classroom has led to significant increases in teenage pregnancy, sexually transmitted diseases, promiscuity, teenage abortions, and, not surprisingly, depression and suicide. 

While the reasons for this are more than we can tackle here, let's look at a few of them to get a sense of what is taking place in the classroom.

For starters, when we introduce children to the concept of sex at an early age and do it in mixed classrooms, we remove that natural barrier of modesty which children have, especially the modesty between girls and boys. 

We then reduce sex education to the mechanics of a physical act and ignore its purpose, which is procreation and the physical expression of romantic love. 

The earlier children begin to think about the mechanics of sex; however, the more desensitized they become to a physical act that was once held sacred.

When we shove the subject of mechanical sex into their young faces, having removed the barrier of modesty, the more curious they become about experiencing sex and the less forbidden it seems to them.

Dr. Anchell's findings make perfect sense in a world where elementary sex education has been normalized for the masses of schoolchildren who attend classes five days a week.

The New “Lifestyle Choice”

If things weren't bad enough, in the 21st century, we have begun to teach children that sex between two women and two men is a "lifestyle" choice. 

A lifestyle choice according to whom?

The idea of teaching four-year-olds that two fathers make a family and two mothers make a family is bizarre. Children do not think in these constructs until they are older.

Children do not objectively weigh the various types of "families" in the world. Children take life as it comes without judgment. Whatever world they grow up in will seem normal to them until they are old enough to recognize it for what it is.

Furthermore, what happened to schools teaching subjects such as grammar, Latin, poetry, and Ancient history? Why do we no longer teach these subjects, subjects that children do need to learn if we want them to become educated people? 

After all, isn't that why they are in school?

Benefit vs. Harm?

And, if teaching sex education to children leads to significant increases in teenage pregnancy, sexually transmitted diseases, promiscuity, teenage abortions, depression, and suicide, as Dr. Anchell reports, then doesn't this tell us that sex education in the classroom is potentially harmful to our children?

If this is true, it would be prudent to understand what your children are being taught in the name of education.

“If no set of moral ideas were truer or better than any other, there would be no sense in preferring civilized morality to savage morality.”

— C.S. Lewis

Planned Parenthood has many videos on Youtube produced for children ranging from learning to name their genitalia to knowing about gender identity. As you watch the videos, pay close attention to the language that is being used and the assumptions being made.

This is the same language and the same assumptions your children are being exposed to in public school.

The videos would be laughable if they weren’t so disturbing.

The Sex Education Standards

You can easily check out the National Sexuality Education Standards to learn about the K-12 sexual education objectives as taught in public school today. The information is online and available to anyone who chooses to investigate the matter further.  

To give you an idea of what you'll find in the Standards, for example, kindergartners are now taught anatomy. There is nothing wrong with teaching anatomy, but, curiously, no other body parts are mentioned except for the proper names of the male and female genitalia.

A Novel Idea

Have you ever heard a child refer to their private parts by their proper names? On the contrary, as already stated, children have a natural modesty about these things. Why take that away from them?

Furthermore, most adults cannot identify the location of their liver or pancreas, but somehow, a kindergartner should know the proper names of their genitalia?

It would be more fitting to teach students where their organs were located, but maybe not when they are five-years-old.

Feeling Feelings

How about this one: "Identify healthy ways for friends to express feelings to each other." Take note that this need to "express feelings to each" is a part of sex-education courses, not a course in communication.

Healthy ways that young children express their feelings to one another? Can you imagine an eight-year-old boy going up to his eight-year-old friend, also a boy, and saying, "I'd like to express my feelings to you by telling you that I really like you." 

This is not the kind of conversation boys and girls engage in. Maybe they will say something such as, "I like you" or "let's be best friends," as I remember saying to my childhood best friend, but that is the extent of it. 

Children are not thinking about their "feelings" for one another because they don't understand the abstract concept of "feelings."

Attempting to teach children about their feelings within the context of sex education, and then teaching them sexual practices, some of which have always been considered deviant, will naturally get them wondering, which may explain why another sexual practice is also on the rise…

Yes, these are things our children are thinking about today whether we like it or not.

“How can one be well...when one suffers morally”

— Leo Tolstoy, War and Peace

Won’t Boys Be Boys?

Here's another of the Standard's objectives: "Provide examples of how friends, family, media, society and culture influence ways in which boys and girls think they should act."

Shouldn't a healthy society teach girls to behave like girls and boys to behave like boys? Evidently not. Instead, we teach them that they can choose their pronouns as easily as they can choose the color of their water bottle. 

Which begs only one question, have we gone totally insane?

In public school, children are expected to ponder the societal influences on their behavior, based on their gender type, yet, Western psychology understands that children are too young to ruminate over these concepts. So...who is fooling whom?

“The goal of a boy should be to become a man, and that of a girl to become a woman.”

— Dr. Melvin Anchell

Gender type, that's another good one.

Between the third and the fifth grade, a child should: "Define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender." 

No comment.

Between sixth and eighth grades, your child should be able to: "Differentiate between gender identity, gender expression, and sexual orientation."

No comment.

There are many reasons to keep your children out of public school, but protecting them from inappropriate exposure to sexual material and subsequent non-sensical value judgments should be at the top of any diligent parent's list.

The environment your children grow up in will help to shape who they become. Research shows that 75% of children will adopt the beliefs they are taught in school.

Childhoods for Children

Children cannot have a wholesome childhood without keeping their innocence intact. Part of their "coming of age" includes being introduced to matters reserved for the adult world when it is appropriate to be introduced to them. 

WHEN IT IS APPROPRIATE TO BE INTRODUCED TO THEM.

The Perpetrator

There are developmental stages in which this happens. But when the stages are interrupted and sped up to meet a perverse agenda largely pushed by taxpayer-funded Planned Parenthood, one has to wonder what is going on?

Did you know that between 2013 and 2015, taxpayers funded Planned Parenthood to the tune of 1.5 billion dollars? This is an organization that earns a lot of money itself, not only by performing abortions but by selling the aborted fetal cells and body parts to research companies including the vaccine industry which uses fetal cells to grow its viruses.

“Planned Parenthood lied to the public and to Congress, but now there is no longer any reasonable doubt that Planned Parenthood sold fetal body parts, commodifying living children in the womb and treating pregnant women like a cash crop. The U.S. Department of Justice must escalate the enforcement of laws against fetal trafficking to the highest level of priority.”

— David Daleiden, CMP

Thanks to Planned Parenthood, since the 1960s, we have children who are being deprived of a normal childhood in the name of "social change" and the sundry societal ramifications that come with it. 

Parents as Protectors

Therefore, each parent should do everything in their power to oppose Planned Parenthood’s influence on our children by providing a wholesome childhood for the precious being they brought into this world.

Protecting your children has to begin with keeping them out of any school, public or private, that does not protect their innocence. 

Sex education is something children should learn about in the home, from their parents (In modest cultures, it isn’t even a topic that’s discussed between parent and child). It is a parent's right to decide if and when to approach the subject; it should never be a decision for public or private schools to make.

As we raise our children, we must remember that we are our children's guardians, and we must guard our children well.

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Become a Smart Homeschooler, literally, and give your child a stellar, screen-free education at home and enjoy doing it. Join the Smart Homeschooler Academy online course. Special Covid pricing will end on December 10, 2020.

Free Download: How to Raise a More Intelligent Child and an Excellent Reader—a reading guide and book list with 80+ carefully chosen titles.

Elizabeth Y. Hanson is an educator, veteran homeschooler, and a Love and Leadership certified parenting coach with 19 years of experience working in children’s education. Using her unusual skill set, coupled with the unique mentors she was fortunate to have, Elizabeth has developed a comprehensive understanding of how to raise and educate a child. She devotes her time to helping parents get it right.

Disclaimer: This is not a politically-correct blog.

Cultivating an Independent Mind Begins with a Glass of Water

There is nothing worse than a child clinging to your side while whining for this or that, right? We've all been there. 

We forget that children are capable little beings, and if they want something, they'll get it. When did your three-year-old need help getting the chocolate bar off the kitchen counter or getting a cookie out of the cookie jar?! 

Curiously, children never ask us to help them get things they know we don't want them to have; instead, they get it for themselves because they know that we will not. 

Yet when it comes to something as simple as a glass of water, suddenly, they are helpless as a newborn babe in a mother's arms. 

Being busy and preoccupied, we seldom stop to think about whether or not our child is capable of getting his own glass of water; we automatically get it for him. 

And herein lies the problem: the more we do for our children, the less they do for themselves. Isn't this true in life for adults too?

If someone offers to cook us dinner, we aren't going to refuse, are we? But if they didn't offer, we'd get up and cook it ourselves.

If someone suggested we go out for the day while they come over and clean our entire house, we aren't going to complain, are we?

But if no one cleans our house, unless we have a housecleaner, we will clean it ourselves, won't we? 

Why do we think children will act differently when we offer to assist them or comply to their demands just because they asked?

“A person’s a person, no matter how small.”

— Dr. Seuss

Children are people in little bodies, as Dr. Seuss liked to remind us.  Do more for them, and they'll do less for themselves, that's why you want to teach them as early as possible to get their own glass of water.

And while you're at it, teach them to make their bed, put their clothes away, and get their own snacks too! 

They are perfectly capable of doing these things as long as things are within their reach, and then you show them exactly how to do it.

Raise them to understand that you expect them to attend to their own needs as much as they are able.

Don't entertain the idea that they are not capable or that you are a bad parent by not excessively catering to your children’s whims.

Here's a novel idea for you instead: you don't meet their demands all day long, but you have them meet yours. Teach your children to get you a glass of water and a snack when you are busy! 

It might sound like child labor to some, but the truth is, it's the best thing for the child's character. The more they learn to serve and take care of others, the more polished their characters will become. 

“Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved.”

— Helen Keller

This isn't to suggest that you treat your child like a servant, not at all. But if you're lying down reading a book, and your child is playing quietly beside you, you could say something like, "Sweetie, please get me a glass of water." 

When he or she brings you the glass of water, look them in the eyes, smile, and with a real sense of appreciation, say "thank you. How sweet of you to get a glass of water for Mommy (or Daddy)."

And watch your child's face light up. 

You aren't a brute, you are letting your child help relieve your thirst, and we all feel better when we help others. Children love to help, and they take pride in being able to do grown-up things "all by myself." 

Your child just learned that it feels good to do a kind thing for another person, and children who do kind things for other people grow up to be kind adults. That's how character development works.

So why not let them? Why coddle children when it only leads to a sense of entitlement and bad character? 

“He that cockers his child provides for his enemy.”

— English Proverb, c. 1640

Join Elizabeth’s signature parenting course: Raise Your Child Well to Live A Triumphant Life. Enrollment is open through midnight, October 9, 2020.

Get your free copy of How to Raise a More Intelligent Child and an Excellent Reader? It comes with an 80+ book list of carefully chosen books to support your child’s intellectual development.

Elizabeth Y. Hanson is a Love and Leadership certified parenting coach, with 17 years experience working in children’s education, and a complimentary background in holistic medicine.

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5 Toys that Will Stimulate Your Preschooler's Imagination

A strong imagination is something to be treasured.

Without one, would Franklin have discovered electricity, Gutenberg the printing press, or the Wright brothers how to fly?

Rather than focus on the ABC's of learning during the preschool years, if you want to maximize your child's intellectual potential, focus on creating an environment where his or her imagination can grow, and the ABC's of learning will naturally follow.

There is a window in childhood when the brain is ripe for sprouting the seeds to imaginative growth, and that window is wide open during the first seven years of the child's life.

It is a window you don’t want your child to miss. Choosing useful toys for your child is one way you can help him or her to develop a strong imagination. With the deluge of unnatural toys produced to bring in larger and larger earnings, it's not always easy to know what to buy.

The truth is that children need very few toys. Two to three toys would be plenty, ten would be more than enough. 

Either way, here are 5 toys that will encourage a preschool child to use his or her imagination. No batteries needed.

NB Make sure to take note of the age recommendations for each toy before purchasing.

1. Wooden Blocks

An all-time favorite, a childhood isn't a childhood without building blocks. Playing with blocks leads a child into using his imagination in various ways. As he begins to play he wonders what will happen if he puts two blocks together to make a big block, or one block on top of another block, and he begins to build.

Maybe he piles his blocks too high, and they all tumble down. Now he's now got to figure out how to build them up without the blocks falling down again. Maybe he lays too many blocks horizontally and now he's run out of blocks to build up with. His mind is constantly working and growing, and the blocks will also keep him occupied for a good amount of time.

NB: Wooden blocks are preferred over plastic blocks.

Contemporary Style Blocks

This set includes 100 durable wooden blocks in 4 different colors and 9 shapes

Classic Style Blocks

This set is comprised of 60 natural-finished, smooth-sanded, solid hardwood blocks

Use the link to find other versions that you might prefer.

4. Matchbox Cars

I might not have thought to include Matchbox cars except that my son played with them for hours, and he has a great imagination. I would watch him from the kitchen window, as I was doing dishes, completely engrossed in these great car races and adventures.

2. A Doll

My apologies, but I was so horrified by the choice of dolls today that I decided it was better to suggest you make your own. Even the “American Girl” doll company, which I considered as a last desperate attempt to find you something (I love the originals, but they’re pricey), had sold out to commercialism.

I don’t care for the faceless dolls (they seem a bit creepy to me), but there is the Waldorf doll (also pricey) though, personally, I still prefer the handmade version below.

This pattern looked more like what I had in mind. I had one doll as a very young child, and except for her wooden face, she was very much like one of the dolls in the pattern.

Waldorf Doll

5. A Doll House

Every girls dream. Little brothers have fun playing with them too. This Fold & Go Mini Dollhouse is a portable wooden dollhouse that features working doors and includes 11 pieces of wooden furniture and two flexible wooden play figures.

A high-end version which is probably overkill but I thought I’d include it anyway. It’s a spacious, sturdy and versatile wooden three-level, five-room dollhouse with 19 pieces of wooden doll furniture.

6. Tinker Toys 

There is a tidbit of history behind the Tinker Toys. I included the Wikipedia link, so you can read about it. Note what inspired Charles H. Pajeau to design the Tinker Toys! Back then, the majority of children’s toys were what they could find around the house or yard to play with, and that included just about anything!

NB: There are diagrams in the box for building things. You can save these until the children are old enough to read the instructions themselves, and make the creations without driving you crazy!

What children did in the olden days is preferred for stimulating the imagination, but a few good toys are a lot of fun, too.

Don’t miss our free download, Ten Books Every Well-Educated Child Should Read.

Join Elizabeth’s signature parenting course: Raise Your Child Well to Live A Triumphant Life. Enrollment is open through midnight, October 9, 2020.

Get your free copy of How to Raise a More Intelligent Child and an Excellent Reader? It comes with an 80+ book list of carefully chosen books to support your child’s intellectual development.

Elizabeth Y. Hanson is a Love and Leadership certified parenting coach, with 17 years experience working in children’s education, and a complimentary background in holistic medicine.

*All links used are Amazon affiliate links.