What about the Princess Academies and the resources coming out of our Royal Academe? Have we changed our curriculum to align with the "Common Core Standards" (C.C.S.)? Will we change our curriculum and resources to align with C.C.S? To answer both questions-- Princess Academies' aims are as they always have been and will remain:

"... to provide the highest quality educational resources to better equip mothers in raising and educating their "royal" children; so they are prepared for all the roles and responsibilities that await them in their futures."

Our vision, curriculum and resources encompass so much more than C.C.S. offers. For many families, we provide curriculum and resources for a whole educational experience, to prepare for a whole life. We also offer mentoring and classes. For others, our resources have been used to fill in the gaps not provided in the common school classroom and in canned curriculum of the past decade, thus, enriching children's lives. Now for those who use C.C.S., families can fill in the gaps created by C.C.S and help their children prepare for a whole life. We believe that the family is still relevant in our society and that children must be prepared for a "whole life" of family, community, and career; and not just prepared for a narrow nine-to-five niche of a specialized career. So, here at Princess Academies our vision is much broader and deeper than C.S.S.offers. No, we are not C.C.S. aligned, nor will we change what we offer in order to align our curriculum and resources.

Our curriculum is Bible based, Classical Leadership Education driven, which is developmentally based, rather than grade based. We feel this model more closely fits how children learn and develop. The curriculum and resources are designed to develop heart, might, mind, and hand; and to prepare individuals for a whole life.  In the preschool and early elementary years, our curriculum and resources help parents lay a solid foundation of Biblical values; relationships with God, family, and community; the discipline of godly habitudes and habits; developing a strong work ethic; developing the atmosphere of the home environment; and laying the foundation for academic learning. In the elementary years we strive to help families build on that foundation by working to cultivate a love of learning, exposing children to a breadth of knowledge, and to help children gain both the development of, and facility with the tools of learning. This is a generous curriculum of: Bible studies; classic literature; language arts; living math and science; world and U.S. geography and history; foreign languages (intro to Hebrew, intro to Greek/ Greek Roots, Latin Roots, and intro to a modern language); fine arts; domestic arts; Georgics, and refinement. In the secondary years we focus on developing a breadth and depth of knowledge, as well as, a refinement character and skills for a whole life.

The big buzz lately is talking about the C.C.S. Too often the discussions are based on other authorities, on both sides of the issues. Here at Princess Academies we encourage looking to original sources. Earlier this month I was asked to research the C.C.S. for another homeschool curriculum provider. I did research C.C.S. from original sources. I went to the C.C.S. site and to the various sites of those involved the development committee created at the National Governors Association, to do my research. I am not going to lay out here what I found. I feel it would be worthwhile for the reader to invest the personal time and effort in researching this out for themselves, whether for common core or not. I would encourage you not just rely on the C.C.S. promotional materials, nor to rely on the interpretation of C.C.S. by others. Are the claims from C.C.S. about the standards they promote, true and verifiable, or are they advertising hype? Are the claims made by others who are for and those against C.C.S. valid?  Are the claims backed up? Why not find out for yourself from original sources? Don't be afraid to ask the hard questions! I think any reasonable person would say they believe in standards. However, who sets those standards, and what goes into those standards is a matter of debate and should be. We need to look into the hype and packaging of these "common core standards." We need to look at the C.C.S. seriously and understand where the standards are coming from, as well as, what they are and what they are not. We encourage you to learn for yourself about these issues, so you can make informed decisions and support good measures in you community.

Overwhelmed with trying to teach children in different ages?

Tired of spending time preparing, when you would rather spend the time with your children?

Need a curriculum that is easy to use?

Struggling with establishing consistency in structuring your learning time in home school?

Do you need something that is portable and hyperlinked that you can take with you on your kindle or ipad?

Have you considered the Power of an Hour? 

What can educationally be experienced in a single hour a day, added up week to week, for nine months a year, for four years? More than one might imagine!

Robert Schuller once said "Anyone can count the seeds in an apple, but only God can count the number of apples in a seed.”  Just as the seeds of an apple when planted can produce more apples than one can imagine, the Power of an Hour is bite sized learning that can really add up over time!

Power of an Hour (POAH) can be great for home educators who would like to increase the consistency of their homeschool and also boost their children's cultural literacy, also known as, the breadth and depth of learning. POAH works well to help parents create a portfolio of work at the end of the school year for their children. This is a simple system, it all adds up! This also saves the parent hundreds of hours compiling lists of people, art works, music, other resources and links for further study.

POAH has a yearly theme based on a cycle or era of time:

• Ancient (4000 BC- 1 AD)
• Medieval (1 AD- 1500 AD)
• Renaissance (1500 AD- 1800 AD)
• Modern (1800 AD - the present).

This makes it easy to select Bible episodes, literature, artists, musicians, mathematicians/ scientists, statesmen, and poets throughout history to learn about.

Power of an hour has three elements:

• A Bible episode.
• A read aloud from a classic literature.
• A daily enrichment.

This is simple and flexible enough to use from child to adult age, but can be expanded and taken as deep as one wants to go. This can be a supplement to what you are already doing or it can become a whole curriculum map. So, what is included and how is it used?  What can one explore in one hour, in a single day? A week? A month? Nine Months? Four Years? Let's take a look...

For Young Children in Core Phase (about 4-6) and those wanting something simple to expand what they are already doing. We call these Family Scholars because much of their learning takes place as a family.

If children are mid-core phase this can be really simple. Read the Bible story from the Bible, let them become use to the beautiful language. Then read a few pages to a chapter from a classic. The enrichment can be as simple as sharing at the dinner table, "Guess what I learned today..." Children this age can also learn by what they hear taught to the older children. Think of how well "Little Sister" in  Laddie: A True Blue Story by Gene Stratton Porter, gained most of her knowledge before going off to school. She listened as her older brothers and sisters learned. Mrs. Stanton, the mother in the story was not formally educated and learned right along with her children!

We created a portfolio for core phase called the Family Scholar Portfolio. This is designed to track where these young family learners have been on their educational journey of discovery and the development of the discipline of the learning habit. This is not a planner, though it can may have a few planning pages, this is more a portfolio. The Family Scholar Portfolio leads into the Aspiring Scholar Portfolio and helps prepare them for the Personal Scholar Portfolio when the become a young scholar.

Older Children in Transition to Love of Learning (about 6-8) If children are approaching transition into love of learning you can actually just share the ideas and do the activities suggested. This would include reading the scriptures and a classic aloud each day. For a fuller curriculum begin keeping a Family Scholar Notebook, Book of Centuries, Book of Nations, Nature Notebook and:

Sunday- Read and discuss an excerpt from the classics and learn about a Noble Person of Faith. A great day for family councils and personal interviews too!

Monday- Learn about an artist (the first week) Study one of his works each week. Miniature biography, links and art work provided. Do a Charlotte Mason style picture study where you show your children the picture for a few minutes. Turn the picture towards you and have them describe the picture they remember. This helps build memory, descriptive capability, and is a pre-composition activity. Then teach them the spelling rule; they are short and take only a minute or two!

Tuesday-- learn of a famous musician the first week. Study one of his works each week. Miniature biography, picture, links to musical work provided. Listen to a musical piece by this composer (links provided). Let the children dance or move to the music. Teach them the grammar rule, it only takes a few minutes.

Wednesday- Learn about a famous mathematician or scientist each week. Do a living math or living science activity each week. Miniature biography, pictures, and links to activities provided.

Thursday- Learn about a statesman each week. Learn about a nation of the world each week. Learn a Hebrew letter, word or phrase each week (second year is Greek, third year is Latin Roots, fourth year is a modern language). Miniature biography, links to statesman, nation info, and Hebrew letter (including audio link) provided to pronounce the letter.

Friday- Learn about a poet the first week. Study one of his poems each week. Learn about a state each week. Miniature biography, links for poet, state and poem provided.

Saturday- Scripture episode and classic.

Children in Love of Learning Phase (about 8-12) Power of an Hour Plus... Families can do all of the above and more, using the Power of an Hour as a springboard for broader and deeper study. A child should have the three reads each day: be read to, read aloud, and read to ones self. Bible study can usually satisfy this. Add in a daily walk. We created an Aspiring Scholar Portfolio for children in the love of learning phase. As children are ready, they can begin to develop their writing through: year one- keep their own personal journal/ correspondence; year two is Biography through personal history; year three is research through family history; year four is digital publishing and blogging.  Also, Aspiring Scholars and Scholar keeping their own Book of Centuries, keeping their own Book of Nations, keeping their own Commonplace book (for copywork) of quotes from what they and their families are reading; and Aspiring Scholar Portfolio for themselves. The parent can share the extra links provided, or go to the library on Friday to pick up books on the subjects covered the next week. In addition the child can:

Sunday- work on writing letters, memorizing Bible verses and more. Also, this is a good night for family counsel, personal interviews, and a family recital of poems memorized, music learned, or anything else they want to share.

Monday- add the artist and the art work studied to their Book of Centuries. They might also want to work on learning to draw or keep a nature notebook. Look for the spelling rule expressed in the scripture or classic.

Tuesday- add the musician and thoughts about his music to their Book of Centuries. They may want to choose to learn to read music or learn to sing or play an instrument. Also, they can look for an example of the grammar rule in the readings of the day or write their own example of a sentence using the rule.

Wednesday- add the mathematician or scientist to their Book of Centuries. They may also want to experiment further with the living math or living science activity.

Thursday- add the statesman to their Book of Centuries. They may also want to practice writing the Hebrew, create a map of the country studied, learn more about the nation, and add the nation to the Book of Nations.

Friday- add the poet to their Book of Centuries. They may also want to memorize the poem, create a map of the state studied, learn more about the state, and add the state to the Book of Nations.

Saturday- Family activity or service project. One can just keep it simple or one can move this to a full curriculum.

Notice, this is not about the parent taking hours to prepare, the preparation has already been done. This is based on the leadership education principles of exposure, experiment, and embrace. What the child researches and records for their self, they are more likely to recall than when the parent doing all the preparation and the child just receiving it.

The Power of an Hour is $2.99 a week or save by purchasing it by the month at $9.99. The next post will be on using the Power of an Hour as a blended approach, along side going to a public or private school.

Power of an Hour  

Portfolios and Binder Packets 

• Family Scholar Portfolio- $9.99 
• Aspiring Scholar Portfolio- $9.99
• Personal Scholar Portfolio- $9.99
• Book of Centuries- $6.99 
• Book of Nations- $6.99

What can one explore in one hour, in a single day? A week? A month? Nine Months? Four Years? Let's take a look...

What can a child be exposed to in a single day?

* A Bible story.
* A read aloud from a classic.
* Enrichment through the Power of an Hour, thus adding cultural breadth to ones educational experience.

* Cycle I– Old Testament/ Ancient Times: Creation to 1 AD/ Introduction to Beginning Hebrew. Available Now!  

* Cycle II– New Testament/ Birth of Christianity, Dark Ages, and Medieval Times: 1 AD to 1500 AD/ Introduction to Beginning Greek and Greek Roots.  Coming Summer 2013!  

* Cycle III– Old Testament/ Age of Exploration , Discovery, Migrations, the Foundations of Liberty, and the Reformation: 1500 to 1820/ Introduction to Latin Roots.   Coming Summer 2013!

* Cycle IV– New Testament/ Modern Times: 1820 to the present/ Melting Pot Approach to Foreign Language. Coming Summer 2013!

Professional Education

Professional education of today grew out of the medieval guilds, associations, and the cathedral schools that Charlemagne proposed. Charlemagne saw the need for educated clergy and local government officials.  He wanted to make the education available to any boy who was smart enough and wanted to.  He asked that priests running cathedrals and monasteries create schools.  Priests and nuns taught in these schools. Only a few cathedrals and monasteries created schools before Charlemagne died. 

There were also ancient influences on the development of professional training and universities, such as Greek academies, museums, and ancient libraries. However, the predominant shaping force of university professional training was developed in medieval Europe. Small cathedral schools provided the higher education mostly for clergy through the ensuing two centuries. Under Pope Gregory VII there was a renewed push for the cathedral schools to train priests.

As Europe moved from the Dark Ages into the Renaissance schools began offering training in other fields, such as law, mathematics, and medicine. The universities that emerged from the educational incubator became their own kind of conveyor belt.  Courses became systematized and degrees awarded. The quality of many of these schools waned as they lowered standards to attract more students. Bachelors, Masters, and Doctoral Degrees were awarded and this was like a stamp of approval showing that the person had received the training and that no further inquiry into their abilities was needed.  This tended to lead to mediocrity and people placing more value on the degree than on mastery. As universities emerged, training for fields other than clergy developed. The education these schools provided, created a professional class, or an expanded middle class, between the common man and the ruling elite.

Today, professional training is available at both state run and private universities. Competition for some of the elite schools begins in preschool, where parents are putting their children on waiting list while the mother is yet pregnant.  Promoters tell parents that if their child gets into a certain preschool, they will be able to get into a certain grade school, then junior high, high school, and finally into a certain university.  University students take on enormous debt to get degrees from elite schools.  The tuition at some of the elite preschools (http://www.forbes.com/2007/09/18/education-preschool-kindergarden-biz-cx_lm_0919preschool.html) can exceed the cost of a good college education at a non -Ivy League school. Private primary and secondary education at schools such as Punahou in Hawaii where President Obama attended can be pricy. Currently Punahou charges $19,500 per year, K- 12. Even back in the 1970s tuition at Punahou could purchase a new car. It is not uncommon for students to graduate from elite and big name universities with a degree and a several hundred thousand dollar debt.  Those choosing this path for their professional degrees feel it is worth it to have a branded school on their degree. 

The aim of professional training is to teach people what to thing at a very specialized and higher level. We want well trained doctors, dentists, and lawyers helping our loved ones!  As degree training is becoming more narrowly focused, is this really education or is this high level conveyor belt training? Consider pre-1930s Germany. They were a very highly trained society.  They had been taught what to think instead of how to think. Their specialties had grown narrow. The preparation for professional careers, do not have to be this way. Children can be taught not only what to think, but how to think. That is the aim of leadership education—to teach children how to think. Next week we will begin our exploration of Leadership Education, specifically Thomas Jefferson Education and the principles it is built upon. 

To learn more on the Three Models of Education and specifically about Thomas Jefferson Education: http://www.tjed.org/resources/

My husband just showed me a interesting video on TED tv. It talked about advertising and why some companies were successful and others not. It wasn’t about the quality of products. It wasn’t about the funding. It wasn’t even the quality and creativity of the ads. It was about the why. Where some companies focus on the what (what is the product they are selling) other's focus on the why. Those who sell people on their shared vision, dream, values were successful. Whereas, those who focused on what they were selling and how superior it is to others in the same market failed.

Maybe Princess Academies has not reached as many people as we would like (as of yet) because we have not yet been clear enough in our why’s. Why Princess Academies? Maybe if we can better share our WHY others will see that we share the same vision, and belief.

I know that what my mother, sisters and I have spent hundreds upon hundreds of hours compiling and creating can help so many families. I know that if more mothers (and even fathers) would look into what we have to offer they would be amazed to realize that what we offer is what they have been looking for. I guess I need to take some time to articulate our Why’s. Why we created what we have, and why people should use our resources. 

So, I have had a lot of epiphanies lately in regards to thing I want to create content wise for our site. Unfortunately, my plate is already extra full right now. So, each time the little light bulb that hovers above my head turns on, I stop and write down my bright idea for later. Then, later I go back review my bright idea and see if it can wait or if things need to be rearranged to make it possible to start right in on my new project.

This system has worked great up until today. Earlier today while filming youtube podcast videos Mom and I had an epiphany to do something that is beyond anything we have ever done before. I really feel we need to do this new project. The kicker is that we couldn’t do this project on our own. We would need a ton of outside help. We would probably have to set up another website and fb page totally dedicated to this project, we would need help spreading the word in massive proportions, loads of donations and sponsors to make it work. If we could get all the above this project we envisioned this afternoon would be POWERFUL.

The sheer amount of work involved in pulling this off is a little overwhelming, so I am not sure if I want to announce what it is just yet. Add to all of that the things that are filling my plate are too important to shift this time. So, either I need to work extra hard to finish up some of my current projects or just spread myself thinner. I think I’ll just try to see if I can work a little harder to finish up my current projects (like filming and editing the many webinars we want to present this year, film and edit the many youtube podcasts we want to post this year, finish creating and uploading all the quotes we want to post, finish creating our “On This Day” curriculum, finish transcribing and rerecording the rest of the Women of Virtue audio downloads from our old site, and create the various children’s materials (like work pages etc). Oh, and I’ll need to keep up with our “Operation: Look For the Good” Posts, and these blog posts in addition to my role as a mother and homemaker. And if you think I am busy you should see moms plate. My mother amazes me with all she does. 

Public School: A Conveyor Belt

This may surprise many, but when our Founding Fathers created this nation, they made no provision for public schools. Publicly funded compulsory attendance schools began in the mid-1800s, long after the founding period. This was the case, though government funded and government administered compulsory education had been around since before Babylon. Public schools were created in some countries for the purpose of educating new slaves (captives of conquered peoples) into a new culture and lifestyle. In other countries since, public school was created to educate the working poor, the employees. How is that sitting with you? The silver lining is that in societies where public education was offered the poor were blessed and their quality of life improved.

There was a high level of literacy in the American colonies during the founding period, despite the lack of public schools! For example, in Boston, 90% of all children attended either privately funded schools or common schools. Common schools were funded by churches, philanthropy, or communities. The other 10% of Boston’s children were either privately tutored, home schooled, or learned a practical education in the context of working on farm or in the shops. Those schools built character as well as academics. At the time, we were a nation of farmers and shopkeepers.

Thomas Jefferson and some of the founders did make a case for public education. However, it is not what you think. Jefferson was not promoting a system through adulthood for all. He felt America would be served by making sure everyone had access to three years of school. What did he want taught? He wanted the children to learn the basics of reading, writing, common arithmetic, and general geography. He felt that he cream of the class, no matter what social class they were from would then be supported in getting a higher education.

The government run public schools that came to America were fashioned after the school system in Prussia, which was designed like the conveyor- belt factory, of the Industrial revolution. Children are moved from grade to grade and special workers are assigned to help them catch up when behind. All the while, the system is heedless of the developmental needs and level of each child. This system was created by Otto Von Bismarck to create compliant citizens and good soldiers. Thus, teaching children what to think, not how to think. This education system would leave Germany vulnerable. They became a highly schooled but poorly educated. This resulted in the people being easily led astray by the NAZIs.

By the time public schools became compulsory in the United States, the industrial revolutions was in full swing. Many of this nation’s shop keepers and farmers moved to town and were working in the factories. However, many farmers’ families stayed on working their farms. When we think about those on the farm many think that farmers were ignorant and unlearned. Not so! Perhaps in dress or social graces they were awkward… but not in the business of farming, the math, science, and engineering principles.

A side note: Remember that the greatest technology we have today, jets and cell phones had their humble beginnings not in the common schools, nor the private schools, but often on the farm! Edison gave us the light bulb and the Wright Brothers built the first plane. Both were farm boys who were home schooled.

Our public schools today have now become a conveyor belt of propaganda for special interests. Our schools not only test for knowledge of facts, but also test for the right attitudes. Today, public schools are taking on many forms. There are traditional brick and mortar schools. There are online versions of classes. Many states have locally controlled charter schools. These models are all forms of the conveyor belt, teaching and testing what to think, instead of how to think.

Next week I will talk about the origins of private schools and professional training. If you would like to know more about A Thomas Jefferson Education click here. http://www.tjed.org/purchase/books/tjed/

"Public Education: The Good, The Bad, and The Ugly"

Many of America’s public schools appear to have a lot of good going on in them. There are dedicated inspiring teachers. Many students have access to state of the art technology.  From coast to coast creative teachers offer innovative and inspiring programs. “Education” is an American tradition complete with school lunches, yellow school buses, sports, tests and grades. Our classroom sizes are some of the smallest in the world. We love education and spend 800 billion+ on education annually.

The United States government provides at least 13 years of education for every child.  All children have access to the basic tools of knowledge acquisition, the opportunity to learn to read, write, and do basic arithmetic.  All children can attend school and the public picks of the costs of transportation, teachers, and classrooms.  Children are not denied school for racial, economic, religious, political beliefs, ability, or even citizenship. Schools provide special classes for children with special needs.  Schools across the country offer Head Start preschool to help prepare disadvantaged children for school.  We have a growing population of children who speak Spanish as their primary language.  English as a second language is offered to these students to help them succeed. Some students live in poverty and lack good nutrition and medical care. Lack of which can impede school progress. So, America’s schools also provide meals, many providing two meals a day and also provide in-school medical clinics, as well.  
Yet, internationally our students do not rank well on standardized tests. With all the positives why are America’s schools, as a whole, failing our children? 

In the past few months, the state of American “education” has been prominent in the press and the picture is not pretty.  Recently, teachers in many states have picketed for higher pay and benefits. They protested while many American families they serve were without jobs or suffering in this economy, cutting back and making do with less.   Other teachers cheated and paid someone to take their teacher certification exams for them.  Schools wanting to get more money teach to the test. Several schools around the country sport high narrow windows, barbed wire fences, and armed guards. These are schools, not prisons, or are they?  Some schools have been convinced to use tracking chips to prevent truancy.  None of this is good for America’s children.

Most of America’s children attend public school 13 or more years (k-12, many pre K - college).  Public school was sold to the American public with the idea that it would help prepare citizens to be contributing members of society.  Yet, most public schools in America do not teach children to think logically. This leaves most young adults unprepared and in many cases unable to make wise financial decisions. Why do we settle for them teaching our children what to think rather than how to think?  

Few schools teach children the basic skills needed to run a business. This leaves most graduating seniors unable to choose between free enterprise and being an employee. Why?  Lacking the skills the choice is made for them.  I find it remarkable that despite this lack, so many people try to do a business anyway.

 Most schools do not teach children Robert’s Rules of order or Parliamentary Procedure, an understanding vital to participation in government from the local to the national levels.  Students graduate without a basic understanding of how our government was designed to work.  Many have never studied from original sources. With all the funding we put into education why are we not teaching our students logical thinking, entrepreneurship, parliamentary procedure and how our government works, using original sources?

One challenge Americans face is in defining what education is.  Part of the problem is that schooling and education are different things though they are used interchangeably. Universal access to school attendance does not guaranty a good education. To be schooled is to have attended a school and received instruction. Most schools school children rather than educate them. What is education anyway?   Education is to rear up, to elevate, to bring forth or to lead out.  Education begins at home. Every home is a school.  The question is, “What are you teaching?”

Today’s column was an overview of the general state of our public schools. There are many facets to education, in the weeks to come we will be exploring them in more depth.

"Simply Christmas"

I have always loved the Christmas season. It was not all about getting presents for me. I grew up in Hawaii thousands of miles away from extended family. Family and the traditions that drew us together became important to me. The first Christmas ever (Mary, Joseph, and baby Jesus), began with a family! My husband and I married the week between Christmas and New Year’s. We created our family during my favorite time of the year. As our children came, we wanted to establish family traditions.

The world has grown over commercialized and many people have become greedy. We wanted to establish family traditions and build fond memories. And we wanted these traditions to focus on the reason for the season— Jesus. I recently saw a sign on a wall that said “Are you part of the Inn crowd or part of the stable few?” We wanted to become the stable few!

We did not want to be over-scheduled, especially during the Christmas season! We wanted to choose traditions that would also build family unity. There are many, many wonderful things to choose from at this time of the year. And there is a tendency to want to say to all of them, “Yes! Yes! Yes!” So, we choose just a few simple traditions beyond the Christmas decorations.

Christmas Devotional—

Each evening we gather together as a family for a Jesus centered devotional.We wanted to put the Christ back in Christmas! Sometimes friends or extended family may be here and they join us too.

We enjoy Christ centered:

1. Bible Verse

2. Quote

3. Poem

4. Hymn

5. Story

This simple evening ritual has become a vital part of our Christmas traditions. We may sing secular Christmas or winter songs at other times. However, during our devotional we focus on those that turn our minds and hearts to Christ. The stories have opened our minds and heats to the thoughtful and good things in this world. The first story we read each Christmas is “The Last Straw,” by Paula McDonald. It turns our hearts towards looking for ways to daily serve each other, and neighbors, as well. This simple tradition reminds us of preparing for His return and making room for Him in our life. We read stories like Christmas Day in the Morning by Pearl S. Buck or Christmas Carol by Charles Dickens. Each of the classic Christmas stories remind us of the need to spread love and joy. On Christmas Eve, we read prophesies about Jesus and then we read Luke 2.

Car Caroling—

We take at least one night in December we go car caroling. We sing the carols as we drive through the neighborhoods looking at the pretty lights and displays. We are fairly good at most first lines. Then we gradually fall apart, get lost, and begin to hmm, always vowing to learn the lyrics for next time. To be sure, each year we do better. The lights seem to send a message of hope and the messages of the displays lift us. Who can be bogged down by the cares of the world when lifting the voice and heart in song?

Christmas Gifts—

We like to make gifts for each other, as much as we can. We have tried to be creative over the years. It teaches children many lessons. This focuses all of us more on what we give, rather than what we want to get. When children are so focused on making things they understand what others went through to make their gifts. Gratitude is built as children engage more in purposeful gift giving that engages them. This has also been a time of learning new skills and learning to become resourceful.

Birthday Party for Jesus—

On Christmas Eve, we hold a birthday party for Jesus. This has been a family tradition for three decades. Now, our adult children bring their children. We prepare a lovely meal of celebration and I make a Red Velvet Cake as my grandmother used to do. We eat the dinner and then gather in the living room to give our gifts to Jesus for the coming year. We read prophesies of Jesus and Luke 2. Then we return to the kitchen to sing happy birthday to the Savior. Then the youngest child present gets to blow out the candle.

Less is more. You do not have to do it all. I invite you to enjoy the increased peace that comes in simple rewarding Christmas traditions.

Merry Christmas!