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HOMESCHOOLIOWA.ORGO
nce upon a time, thirty-two years ago to be exact, a
young mother and father were searching for a kin-
dergarten for their darling first born, a son. This son
had just turned five years of age, and, as the culture of the day
declared, was to begin his formal education in three
months. Fruitless and frustrating was the search, and the
parents determined that their son was young enough
to stay home one more year. Happy was the child, for
he knew nothing of the need for school, and life continued as he
had always known it.
But the mother gave deep thought and prayer to the idea of
school and began to teach her little son, always in the form of
games and play, the skills he would need to build a strong foun-
dation for his academic career. They experienced such delightful
days, full of wonder and very active, that the parents began to
entertain the idea of continuing their son’s formal education at
home. A bit frightened at the awesomeness of the responsibility,
the mother began to search for the resources she would need to
accomplish such a task.
A small book was discovered at a local bookstore. The moth-
er quickly made her purchase and hurried home to absorb the
knowledge it contained. The book was
For the Children’s Sake
by
Susan Schaeffer Macaulay. The mother knew that Mrs. Macaulay
was the daughter of Dr. Francis and Edith Schaeffer. The Schaef-
fers had written many books, and through those writings had
mentored the young parents of whom I speak. So it seemed
natural to select a book written by their daughter.
As she read, the spirit of the mother was stirred with-
in her, and she knew this little book contained the
guidance they needed. But where could she find the knowledge
to help her apply the philosophy of education about which she
was learning? The works of Charlotte Mason, of whom the book
referred, were no longer in print.
“I’ll do the best I can with the knowledge I have learned,” the
mother determined. She and her son, as well as his little sister,
spent many happy days playing in the sun, discovering God’s
creation, and reading beautiful books together.
The time came, all too soon, for the mother to teach her young
son how to read. Having never taught a child to read, she timidly
chose a program highly recommended by a friend. This program
demanded much study and preparation by the mother, and the
golden hours of reading, playing, and discovering in nature were
shortened accordingly. But the child learned to read and a whole
new world was opened to him.
As the child grew and more academic work was required, the
mother, feeling unsure of her way, began to follow the advice of
her friends, straying from the philosophy that had so stirred her
heart those few years before. Years progressed, and the young
family was blessed with more babies. The mother, conscientious
about her work, became overwhelmed with the responsibilities
of home, family, and the education of her children. Her efforts
to provide curriculum adequate for her children’s needs became
insufficient in her eyes, but she had neither the time nor the en-
ergy to study and research as she desired. She purchased cur-
riculum that made important decisions for her. And all the family
struggled. The love of learning, the life in her children’s educa-
tion, faded, and she felt that she had failed. Sadly, she endeav-
ored to nurture any tiny flicker of life that might dimly appear
during her children’s lessons. Living books were her only source
of comfort in their school work, and her children still delighted
in listening as she read to them.
A LOVE OF
LEARNING
By Susan Chrisman