Friday, March 10, 2017

Children say it best

Well I was helping Carrie with her bath this after noon she made some comments that make me smile, so I thought I would share them with you.
  Carrie ''I like Fridays best, do you know why?''
Me '' No''
Carrie ''Because Friday evening starts Shabbat , and I like the start of Shabbat best. Do you know why?''
Me ''No, why?''
Carrie ''Because the start of Shabbat is the part with the longest time in Shabbat till the end of Shabbot.'' 
  I thought somebody sure knows how to put other peoples feelings into words- don't you agree?

  And on the subject of children and the things they say, there as been a lot of talk around here lately of the end times and The New Jerusalem causing some of my little sisters to make plans of what they would like to do there.  Some of the things that have been said by various sisters... 
 " I want to meet Adam and Joseph and talk to them, and maybe sit on Adam's lap''
" I  hope I can  ride a dinosaur!"
" Maybe I can play with a lion!"

 I thought this was too sweet not to share.

Shabbat Shalom, from our home to yours 
 Charisa.

Friday, February 10, 2017

Book The Set Apart Family Part 6 Education

here is the part of my book I am currently working on.  This is not the final version of the Education part nor is it complete as I am continuing to study and research.


EDUCATION 


     The first spoke which connects Yahweh, the Scriptures and Discipleship
 is that of education. Education is so much more than filling minds with 
endless facts and figures. Education begins at conception and continues 
until death. There are two models of education to consider, the Greek and 
the Hebrew. The Greek model of education separates learning from life 
experience and in the Hebrew model, education is an integral part of 
life which interacts with the rest of life experience. This is where 
educating at home becomes important. The truth of learning is taught 
in a personal, warm, loving family atmosphere which in turn strengthens 
family bonds. In this family setting our children see a faith which is 
real and a vibrant part of every area of our lives. Their own faith is 
then able to be developed and passed on to future generations. 
     So, does it make a difference which model we use? If we were to send 
our children to a school which was modeled after the Greeks our family 
relationships would be sacrificed for what some say is efficiency. We 
could expect age segregation and peer based classrooms. These types of 
classrooms are only able to teach to the lowest common denominator. In 
other words those who excel and catch on quicker than their peers would 
need to be held back and slowed down. Something else to consider would be, 
are we willing to allow those who have lower moral standards to affect 
our children? This would have the tendency to bring those with higher 
standards down to their level. Very seldom does it work out the other 
way around. Teaching done in this way sacrifices the needs of the 
individual in order to teach to the group. Concerning those who would 
be teachers of our children we must carefully consider that Scripture 
has this to say:




 Psa 1:1 Blessed is the man who shall not walk in the counsel of the 
wrong, And shall not stand in the path of sinners, And shall not sit 
in the seat of scoffers, 

     Or as I have translated it: 

To be envied with desire is the man who does not go after the 
plans or counsels of the wicked,nor remains in attendance with 
those who sin habitually, nor remains assembled with those who 
mock Elohim. But he takes joy in the Torah of Yahweh and 
nourishes his mind upon it day and night Ps. 1:1,2. 

     If we intend to raise up a set-apart generation which is capable of
 confronting a culture increasingly antagonistic to the core beliefs of 
Scripture we must embrace the methods which we find in the textbook of 
life, the Scriptures. By sending those which Yahweh has entrusted to our 
care to a state institution we give up being able to mold and shape the 
hearts and minds of our children upon the Word of Elohim. The state is 
then free to produce those who care more about the needs of the state 
than the needs of the believing community. They in essence are producing 
citizens whose loyalties lie with the state, most often without 
questioning things on a moral, principled level according to the 
Scriptures. 
     Martin Luther had this to say. “I am much afraid that schools will 
prove to be the gates of hell unless they diligently labor in explaining 
the Holy Scriptures, engraving them in the hearts of youth.  I advise no 
one to place their child where the Scriptures do not reign paramount.  
Every institution in which men are not increasingly occupied with the 
Word of God must become corrupt.”
     We do not desire to fill the minds of our children with what their 
teachers know. We want our children to become like the Master teacher. 
Our goal is to shape and mold the character and inclinations of their 
hearts. Knowledge then becomes a byproduct of discipleship. What kind 
of instructions or inspiration do the Scriptures give us for teaching 
our children? I fully believe it must begin here: 

Pro 1:7  The fear of יהוה is the beginning of knowledge1; Fools despise wisdom and 
discipline. Footnote: 1See 9:10, Ps. 111:10. 
Pro 9:10  The fear of יהוה is the beginning of wisdom, And the knowledge of the Set-apart
 One is understanding1. Footnote: See 1:7. 

Psa 111:7 The works of His hands are truth and right-ruling, All His orders are 
trustworthy, 
Psa 111:8 They are upheld forever and ever, Performed in truth and straightness. 
Psa 111:9 He sent redemption to His people, He has commanded His covenant forever. 
Set-apart and awesome is His Name. 
Psa 111:10  The fear of יהוה is the beginning of wisdom, All those doing them have a
 good understanding. His praise is standing forever
 
H3374 FEAR 

Strongs #3374: AHLB#: 1227-E (N1) 
E) Ari%(Ari% YRA) ac: ? co: ? ab: F (vf: Paal, Niphal, Piel) |kjv: 
fear, afraid, terrible, dreadful, reverence, fearful| {str: 3372} 
Nm) Ari%(Ari% Y-RA) - F |kjv: fear, afraid, fearful| {str: 3373} 

Nf1) Eari%(Eari% YR-AH) -F |kjv: fear, dreadful, fearfulness| {str: 3374}
 km) Arfm 
%(Arfm% MW-RA) - F [df: hrm] [freq. 13] |kjv: fear, terror, dread, 
terribleness| {str: 4172} 
H) Eri% 
(Eri% YRH) ac: Throw co: Rain ab: ?: A throwing of the finger to show 
a direction to walk or live. The throwing of an arrow. The throwing down 
of water in rain. 

V) Eri% 
(Eri% Y-RH) -I. Throw: [df: ary] II. Rain: III. Teach: To point the way 
one is to walk in life. [freq. 84] (vf: Paal, Niphal, Hiphil) |kjv: teach,
 shoot, archer, cast, teacher, rain, laid, direct, inform, instruct, show,
 shooter, through watered| {str: 3384} gm) Erfi% 
(Erf%i YW-RH) -First rain: [freq. 2] |kjv: first rain, 
former| {str: 3138} 
if1) Erft% (Erft% TW-RH) - Teaching: The direction one is to take in life.
 [freq. 219] |kjv: law| {str: 8451} 

     Paul told Timothy  
2Ti 3:14 But you, stay in what you have learned and trusted, having known from 
whom you have learned,
2Ti 3:15 and that from a babe you have known the Set-apart Scriptures, which are able
 to make you wise for deliverance through belief in Messiah יהושע.
2Ti 3:16 All Scripture is breathed by Elohim and profitable for teaching, for reproof, 
for setting straight, for instruction in righteousness,
2Ti 3:17 that the man of Elohim might be fitted, equipped for every good work. 
  When we compare the two types of educational systems we see deep differences in the 
  person who imparts knowledge to the student. One depends upon their own    
  personal knowledge and texts. The other stands upon a solid base which is formed out            of love for the student. It is based upon a relationship which desires to impart so much 
  more than worldly knowledge.
    The Greeks focused on areas of content while the Hebrews focused upon the context. 
   Rather than seeing minds as being empty jars to fill the Hebrews see the mind as clay 
   to be molded. The educational process is personalized by spending time, talking     
   with, working with and playing with the students. Deuteronomy 6 makes this clear.

6                and these Words which I am commanding you today shall be in your heart,
Deu 6:7 and you shall impress them upon your children, and shall speak of them 
when you sit in your house, and when you walk by the way, and when you lie down,
 and when you rise up,
Deu 6:8 and shall bind them as a sign on your hand, and they shall be as 
frontlets between your eyes.
Deu 6:9 “And you shall write them on the doorposts of your house and on your gates.

And again in chapter 11

Deu 11:18 ‘And you shall lay up these Words1 of Mine in your heart and in your 
being, and shall bind them as a sign on your hand, and they shall be as frontlets 
between your eyes. Footnote: 1See footnote at 5:22.
Deu 11:19 ‘And you shall teach them to your children, speaking of them when you 
sit in your house, and when you walk by the way, and when you lie down, and when
 you rise up,
Deu 11:20 and shall write them on the doorposts of your house and on your gates,
Deu 11:21 so that your days and the days of your children are increased on the 
soil of which יהוה swore to your fathers to give them, as the days of the heavens on the earth.

We as parents cannot simply change the content or just make sure the curriculum is 
Bible based. The needs are much deeper and more significant. The educational needs of 
our children must be solidified by discipleship. This, friends, should be our chief desire
 in life. The desire for our children to become what we are. Did you catch that? It's kinda 
of scary isn't it? Let me say it one more time. The chief desire we should have for 
our children is for them to become what we are.

Luk 6:40 “A taught one is not above his teacher, but everyone perfected (or fully trained) shall be like his teacher.

So, we need to take a very close look at our own lives. That is
where


Scriptural reasons that are foundational for home schooling our children.

Pro 4:23 Watch over your heart with all diligence, For out of it are the sources of life.

Pro 13:20 He who walks with the wise, shall be wise, But the companion of fools suffers evil.

Pro 22:6 Train up a child in the way he should go, Even when he is old he turns not away from it.

1Ti 3:4 one who rules his own house well, having his children in subjection with all reverence,

Tit 1:6 if anyone is unreprovable, the husband of one wife, having believing children not accused of loose behaviour, or unruly.

Mat 18:5 “And whoever receives one little child like this in My Name receives Me.  
Mat 18:6 “But whoever causes one of these little ones who believe in Me to stumble, it is better for him that a millstone be hung around his neck, and that he be drowned in the depth of the sea


1Co 15:33 Do not be led astray, “Evil company corrupts good habits.”

2Co 6:14 Do not become unevenly yoked with unbelievers. For what partnership have righteousness and lawlessness? And what fellowship has light with darkness?

2Ti 2:16 But keep away from profane, empty babblings, for they go on to more wickedness,
2Ti 2:17 and their word shall eat its way like gangrene. Humenaios and Philetos are of this sort,
2Ti 2:18 who have missed the goal concerning the truth, saying that the resurrection has already taken place, and overthrow the belief of some.
2Ti 2:19 However, the solid foundation of Elohim stands firm, having this seal, “יהוה knows those who are His,” Bem. 16:5 and, “Let everyone who names the Name of Messiah turn away from unrighteous-ness.”

Rom 12:1 I call upon you, therefore, brothers, through the compassion of Elohim, to present your bodies a living offering – set-apart, well-pleasing to Elohim – your reasonable worship.
Rom 12:2 And do not be conformed to this world, but be transformed by the renewing of your mind, so that you prove what is that good and well-pleasing and perfect desire of Elohim.

1Jn 2:15 Do not love the world nor that which is in the world. If anyone loves the world, the love of the Father is not in him.1 Footnote: 1Jm. 4:4.
1Jn 2:16 Because all that is in the world – the lust of the flesh, the lust of the eyes, and the pride of life – is not of the Father but is of the world.
1Jn 2:17 And the world passes away, and the lust of it, but the one doing the desire of Elohim remains forever.

Eph 5:15 See then that you walk exactly, not as unwise, but as wise,
Eph 5:16 redeeming the time, because the days are wicked.
Eph 5:17 So then do not be foolish, but understand what the desire of יהוה is.

Eph 5:11 And have no fellowship with the fruitless works of darkness, but rather reprove1 them. Footnote: 1Or confute, or expose.
Eph 5:12 For it is a shame even to speak of what is done by them in secret.


Php 4:8 For the rest, brothers, whatever is true, whatever is noble, whatever is righteous, whatever is clean, whatever is lovely, whatever is of good report, if there is any uprightness and if there is any praise – think on these.
Php 4:9 And what you have learned and received and heard and saw in me, practise these, and the Elohim of peace shall be with you.



POSTED BY FR. GORDON J. MACRAE ON JUNE 20, 2012 26 COMMENTS

In the Absence of Fathers: A Story of Elephants and Men

committed fathers an endangered species in our culture? Fr. Gordon MacRae draws a troubling corollary between absent fathers and burgeoning prisons.
Wade Horn, Ph.D., President of the National Fatherhood Initiative, had an intriguing article entitled “Of Elephants and Men” in a recent issue of  Fatherhood Today magazine. I found Dr. Horn’s story about young elephants to be simply fascinating, and you will too. It was sent to me by a TSW reader who wanted to know if there is any connection between the absence of fathers and the shocking growth of the American prison population.
Some years ago, officials at the Kruger National Park and game reserve in South Africa were faced with a growing elephant problem. The population of African elephants, once  endangered, had grown larger than the park could sustain. So measures had to be taken to thin the ranks. A plan was devised to relocate some of the elephants to other African game reserves. Being enormous creatures, elephants are not easily transported.  So a special harness was created to air-lift the elephants and fly them out of the park using helicopters.
The helicopters were up to the task, but, as it turned out, the harness wasn’t. It could handle the juvenile and adult female elephants, but not the huge African bull elephants. A quick solution had to be found, so a decision was made to leave the much larger bulls at Kruger and relocate only some of the female elephants and juvenile males.
The problem was solved. The herd was thinned out, and all was well at Kruger National Park. Sometime later, however, a strange problem surfaced at South Africa’s other game reserve, Pilanesburg National Park, the younger elephants’ new home.
Rangers at Pilanesburg began finding the dead bodies of endangered white rhinoceros. At  first, poachers were suspected, but the huge rhinos had not died of gunshot wounds, and their precious horns were left intact. The rhinos appeared to be killed violently, with deep puncture wounds. Not much in the wild can kill a rhino, so rangers set up hidden cameras throughout the park.
The result was shocking. The culprits turned out to be marauding bands of aggressive juvenile male elephants, the very elephants relocated from Kruger National Park a few years earlier. The young males were caught on camera chasing down the rhinos, knocking them over, and stomping and goring them to death with their tusks. The juvenile elephants were terrorizing other animals in the park as well. Such behavior was very rare among elephants. Something had gone terribly wrong.
Some of the park rangers settled on a theory. What had been missing from the relocated herd was the presence of the large dominant bulls that remained at Kruger. In natural circumstances, the adult bulls provide modeling behaviors for younger elephants, keeping them in line.
Juvenile male elephants, Dr. Horn pointed out, experience “musth,” a state of frenzy triggered by mating season and increases in testosterone. Normally, dominant bulls manage and contain the testosterone-induced frenzy in the younger males. Left without elephant modeling, the rangers theorized, the younger elephants were missing the civilizing influence of their elders as nature and pachyderm protocol intended.

To test the theory, the rangers constructed a bigger and stronger harness, then flew in some of the older bulls left behind at Kruger. Within weeks, the bizarre and violent behavior of the juvenile elephants stopped completely. The older bulls let them know that their behaviors were not elephant-like at all. In a short time, the younger elephants were following the older and more dominant bulls around while learning how to be elephants.