Tag Archives: homeschool

Free 19th Century Readers by James Baldwin

James Baldwin was published during the turn of the century was a teacher, writer, and was a man of Christian faith. He wrote  over 50 books including readers, adapted stories for young children, history text, literary analysis, classic literature, and apologetics. Read more About James Baldwin.

The first set is the only complete set, which means the other books were not found or have a price tag. I will continue to search for them and add to the list. I have noted special characteristics of each set or book.

book-goggles-348090_640I have listed them in sets, in order of edition. This is somewhat misleading because many of the books were for 12-16 months use, so a book would be used for longer than our modern grade levels, in some cases.  Most times the level’s name was simply indicative of coming after the one preceding it.  Because of this I tried to find readers of the same publisher and author. Some series are not as complete as others, usually meaning that the missing book had a price tag on it. I will update as I find missing books from a series.

Find out where your child should begin reading by having them read, either silently or aloud, and asking some basic comprehension questions or asking your child to retell a story after reading a  short piece. Use the reader that is appropriate, moving forward in the series.

Some  readers will have phonics lessons for the little ones and oration lessons for older students. Others have spelling lists, language instruction, and exercises, or questions to check comprehension. I will make a note at the introduction to each set to indicate any special features.


The Baldwin Primer I just love this little book with color picture, beautiful cursive, music, and hands on activities. It’s a perfect beginning reader!

Baldwin School Reading by Grade: First Year

Baldwin School Reading by Grade: Second Year

Baldwin School Reading by Grades: Third Year

Baldwin School Reading by Grades: Fourth Year

Baldwin School Reading by Grade: Fifth Year

Baldwin School Reading by Grade: Sixth Year

Baldwin School Reading by Grades: Seventh Year

Baldwin School Reading by Grade Eighth Year


These have so much to offer. They include a variety of genres, along with exercises requiring response to the literature(expression), phonetic exercises(in the back of the book) and spelling exercises.

figures-54851_640The Bender Primer

Baldwin and Bender’s Fourth Reader

Baldwin and Bender’s Fifth Reader

Baldwin and Bender’s Sixth Reader

Baldwin and Bender’s Eighth Reader


These also include a variety of genres, along with exercises requiring response to the literature(expression), phonetic exercises(in the back of the book) and spelling exercises. The teacher’s manual imparts better understanding to the exercises in the readers. I do wish to find the complete set.

Reading with expression: a teacher’s manual to accompany …

Reading With Expression Sixth, Seventh, and Eighth Years


More Readers

Perhaps to use in place of the missing 2nd and 3rd readers to the sets above.

Fairy Stories and Fables: a Second Reader

Another Fairy Reader: Companion to Fairy Stories and Fables

 Old Greek Stories: a Third Reader

The Golden Fleece: More Old Greek Stories: Companion to Old Greek Stories


mill-208571_640Adapted Versions For Young Children

Stories of Don Quixote: Written Anew for Young People

Robinson Crusoe: Written Anew for Children

Gulliver’s Travels Into Some Remote Countries:Written Anew for Children


Fifty Famous Stories Retold

Thirty More Famous Stories

Fifty famous people, short stories


Old Stories of the East

An American Book of Golden Deeds

A Story of the Golden Age

Stories of the King

The Story of Siegfried

 More James Baldwin


Bonus: The Industrial Primary Arithmetic

Free 19th Century Readers

Here are some 19th Century Readers. I have listed them in sets, in order of edition. This is somewhat misleading because many of the books were for 12-16 months use, so a book would be used for longer than our modern grade levels, in some cases.  Most times the level’s name was simply indicative of coming after the one preceding it.  Because of this I tried to find readers of the same publisher and author. Some series are not as complete as others, usually meaning that the missing book had a price tag on it. I will update as I find missing books from a series.

Find out where your child should begin reading by having them read, either silently or aloud, and asking some basic comprehension questions or asking your child to retell a story after reading a  short piece. Use the reader that is appropriate, moving forward in the series.

Some  readers will have phonics lessons for the little ones and oration lessons for older students. Others have spelling lists, language instruction, and exercises, or questions to check comprehension. I will make a note at the introduction to each set to indicate any special features.


This set of Readers has no primer. Selections include fables, fairy tales, rhymes, myths, nature stories and stories about life. Each book is graduated  to ensure a comfortable transition from one year to the next. This is a typical characteristic of the Readers.

New Century Readers Book 1

New Century Readers Book 2

New Century Readers Book 3

New Century Readers Book 4

New Century Readers Book 5

These readers are also graduated in form, starting with phonics  and sight words in the primer and focusing more on vocabulary and comprehension in the latter years. The exercises in the books include enunciation, spelling, vocabulary, mechanics of writing, articulation and comprehension. The speller covers enunciation, phonics and the mechanics of writing. It includes over 500 exercises covering years of spelling instruction.

Sander’s Union Pictorial Primer

Sander’s Union Reader: Number One

Sander’s Union Reader: Number Two

Sander’s Union Reader: Number Three

Sander’s Union Reader:  Number Four

Sander’s Union Reader: Number Five

Sander’s Union Reader: Number Six

Bonus: Sander’s Union Speller

This set  includes oral exercises in articulation and inflection, new vocabulary defined, reading notes and blurbs about select authors. The Speller includes dictation exercises and enunciation marks. Words are grouped by pattern and language uses.

McGuffey’s Readers Online Tutor -an online tutorial for using the texts.

McGuffey’s Eclectic Primer 

McGuffey’s First Eclectic Reader 

McGuffey’s Second Eclectic Reader

McGuffey’s Third Eclectic Reader 

McGuffey’s Fourth Eclectic Reader

McGuffey’s Fifth Eclectic Reader

McGuffey’s Sixth Eclectic Reader

Bonus: McGuffey’s Eclectic Spelling Book

The New McGuffey First Reader

The New McGuffey Second Reader

The New McGuffey Third Reader 

The New McGuffey Fourth Reader

The New McGuffey Fifth Reader

I’ll be on the lookout for the rest of this set.  They include includes oral exercises in articulation and inflection, spelling and vocabulary words, and comprehension questions. The Speller includes dictation work and words in their various parts of speech.

McGuffey’s New First Eclectic Reader

McGuffey’s New Fourth Eclectic Reader 

McGuffey’s New Fifth Eclectic Reader

McGuffey’s New Sixth Eclectic Reader

Bonus: McGuffey’s New Eclectic Spelling Book

Other McGuffey Readers

The Eclectic Second Reader: Consisting of Progressive Lessons(McGuffey)

McGuffeys’ Alternate Fifth Reader

Mcguffeys’ Fifth Reader of the Eclectic Series

High School Reader

 McGuffey’s High School Reader

Bonus: A History of the McGuffey Readers You can find out more about the McGuffey series and the levels here and here

Reading Levels

103_0024Many mothers taking their children out of the public school are very concerned about the reading level in which their child is reading. When getting started with homeschooling, there is a good place for this concern. Finding the right placement to start your child’s curriculum is an honest endeavor.

When my children were taken out of public school to homeschool, my oldest was reading high above her grade level in reading, and while she glommed onto math quickly, her interest and confidence lacked in math, nevertheless, she was right on track with her grade level standards. She also had a solid understanding of patterns of speech and was a natural speller. Most of what she was doing in school bored her. In making curriculum decisions, I had to keep these things in mind.

There are many placement tests all over the web to use. The free ones are harder to find than others. At www.iamhomeschooling.com,  the author has compiled a list of free place placement test in both math and language arts.

However when we talk about reading level, there is an easy way to do this with access to leveled books. You can find out the level of books using your libraries database, and there are  other websites like www.scholastic.com where you can find the level of a book in your home. Keep in mind that interest level is not the same as reading level. Some websites only give the levels of interest, or what age group is reading books just like this. Often this number is inflated for those that read the book aloud to their students, but if you are looking for an independent read for your child, you want to focus on the reading level.

You are going to be looking at two things Independent Reading Level and  Instructional Reading Level. Independent  Reading Level is what your child can decode and comprehend on their own without any help whatsoever, Instructional Reading Level is what they can decode 90-95  percent (or thereabouts) and comprehend up to 80%. This should be at a comfortable and fluid rate of reading, not stumbling over every other word. Public School would use a timer to measure this, but I think observation by the parent is sufficient. If they are stumbling over the words, it is too hard and they will not comprehend the text enough to appreciate the story or gain new information.

Neither of these levels matter in the grand scheme of things, but it gives you an idea of what books are well suited for your child. Honestly, I don’t worry about this at all when letting them choose reading books, I let my children find out for themselves. As I have gotten to know them as readers, observation helps me choose books for other subjects like science. Remember not to dwell on where they are at, but instead where they are going.

Find a starting point, a level you think they might be close too. You can do this by having them read a couple of books on different reading levels and go up or down as your observation tells you to do. There are many reading levels within one grade level. Grade Level Equivalent is probably the easiest level to understand and also the level that you will find most readily available. The number consists of a whole number for grade level, a decimal, followed by a number for month in the school year. So, a book with a 5.4 grade level equivalent is understood to be for a fifth grader in the fourth month of school.

Once you have found a starting point, have them read the book, silently or aloud, depending on preference, for a minute or two. Have them stop and tell you what they have read. If your child can tell you most of the main points with a couple of details perhaps even comments that show they can apply what they read to other situations or relate them to similar circumstances, chances are this is their independent level. Instructional level is found when the child reads and needs help comprehending some new information or vocabulary but most of the decoding is accurate. If you didn’t have your child read aloud at the beginning and you question why your child did not comprehend the text, you can have your child read aloud to see if there are decoding issues.

boy-160174_640I’m less concerned about reading level than I am getting him interested in reading. I just let my child’s interest lead his reading and rarely do we do book reports.  I rely mostly on discussion. I rarely have to ask questions. They are usually so excited about what they are reading that they are eager to share. One of my children is a relatively new reader and is reading above grade level, but sometimes  he wanted to read books above his own level because of interest. When he fell in love with Oz, the books were not on his independent or instructional reading level. To accommodate his interest we used the audio version on LibriVox along with the book. Regardless of whether he comprehended everything or not, he understood more with the audio than he would have without. He love it so, he continued with the entire series.

Some are very adamant that a child should not have a book in his hand that is above his grade level. In my opinion it limits a child’s reading. My daughter was told once, that she couldn’t check out a book at the library that was above first grade level. Every child is differs in development and some find an interest early on that they choose to go after. When they do, growth follows. I know reading level was not a consideration when I was in school Library books were checked out on an interest basis only. I couldn’t have been happier.

Whether a child is on the grade level they are assigned to, is a lot less important than fostering a love for reading. Most veterans homeschooling moms will tell you that their children have all developed reading skills at different ages and in different methods, that standards do not always match individuals. I think that the change in philosophy was what allowed my son to go from reading on 1st grade level (in kinder) to reading 3rd grade level in a matter of months after beginning homeschool. The big difference was that he is allowed to follow his interest, and when he is interested, he is motivated to gain comprehension, through audio, videos, and through discussion after he reads.

Let interest be chosen over a designated reading level. Your child will likely put back a book that is too hard in exchange for one that he can read well enough to gain insight and be entertained. As long as he has an interest in reading on some topic, he will continue to develop his reading skills.

Want to know more about Teaching Them to Read?

Teaching Them to Read

100_1027How do I teach my child to read? This is a question lots of new moms ask. I think that many think there is a secret formula. Special materials. A formal program. You do not have to have teaching experience. None of these things are needed and you really don’t need to start with a “lesson”. You  start doing what it is you are trying to teach. You need to start with reading. When I was a child my Granny sat with me and read.  When I asked her to read again, she read again. She loved to read and spend time with me. I loved her, and in the time we spent together, I learned to love the story. Although many of us read to escape and we do so in solitude, blocking out the rest of the world. Reading can also be something that you can do together, with a child, a spouse, a friend. My husband and I are currently reading through the Old Testament together. If we get busy, I miss it. I also remember a time when we traveled a long distance and read a Gothic Renaissance novel to me as I drove. I was actually surprised at how much I enjoyed someone reading to me as an adult. My children love to read with both of us and though my youngest two can read on their own now, they still very much enjoy being read aloud to.

So, start with reading books to your child, often. During reading you can point out characteristics of print, tracking from left to right, and from top to bottom. Point out periods, commas, exclamation points, and question marks. Talk about why theses marks are there and how your voice changes when you see them. Ask your child to notice how you take a break to breath, shorter for commas, and longer for end marks. Notice aloud, the high frequency words you see repeated in text. “This word is ‘me’. Can you help me find out how many we can find on this page?”

Explain a couple of new vocabulary words. Sometimes a detailed explanation is needed, but many times all that is needed is a synonym for the new word. This allows for the flow of the story to continue with minimal interruption.  At the beginning stages of reading aloud you will notice that your child may not want to discuss a lot with you. Children to know what happens next,  and what happens on the next page. They are learning to love the story. They are learning to visualize.

Retell difficult parts in simpler words. Make comparisons that help with the understanding of the text. “Have you ever felt that way? I felt that way when…” A similar situation is given in order to make a connection or to relate to the text, something the character does, says, sees, or feels. The connections can be made with other books you have read together, tv shows, Bible stories, news stories, stories you have heard in others lives, or your child’s own experiences. These are stories we remember when reading another similar situation. Connections help a reader understand new information with greater ease. Connections are the reason that we can cry about something that has happened in a movie, even thought we have never been in that exact situation. We relate to it because of another similar situations. The similarity does not have to be huge. A small likeness can help you compare to events. There is no need to make a list of questions before you read every book to your child. Use the connections that you make while reading. Share them or turn them into a question to get your child thinking. Start small start with one at the end of the telling. “When the character said that, it reminded me of Dad and how he always says…”, or “Does that remind you of someone who always says….?”

Ask open ended questions. “What do you think the character was feeling when that happened?” or, “What do you think the character will do now?” or, “What do you think…?”  Scaffold this (start small). Hold of on asking  your child to retell the events for you. They are still learning to love the story.  Before long  your child will be more and more curious about reading the words for his/herself. You child will be pointing out words before you ask. You child might start asking questions for you answer. You have shared your connection sin the past and now your child is seeking your help when a connection is hard to make or may just need confirmation they are on the right track. Often your child will simply mimic the questions and behaviors you have had when reading together. When your child is interested you can read along side her pointing out phonics rules little by little. ” the “ow” says /ow/ in this word. When your child shows interested in trying to read on his/her own, allow it, but be there for support. Your child will not have full mastery and will need you there to help decode some word still. “What’s this word, Mommy?” It’s okay to give the word to your child. At this point find some simple readers that your child can spend small amounts of time on reading aloud to you or silently. (I’ll be posting some this week in the public domain.) Don’t stop your read alouds with your child. You are still needed. You will continue to model inflection and speech patterns when you are reading aloud. You will still be entertaining and spending the close time your child loves.

Once your child is reading on their own. Continue the discussion. After your child reads, ask, “What happened in the chapter today.” Continue to ask your child to make connections with the book. Laugh over the characters. Empathize with them. Judge them. Befriend them. My children really like this time to discuss what they have read. It is a time to get their opinions out without risk of failure (It is not a multiple choice quiz). Their connections belong to them, and their judgement belong to them. The discussion will help you see whether they are understanding the text. If your child has little to say, consider that it is not the right book, whether it is because it is too difficult or not of interest. It does little good to have a child read something they are not interested in, and if it is too hard, it will lead to frustration. You can still continue your read alouds. You could also take turns reading or sit beside each other and enjoy seperate books, but  continue reading.

You can do this. You are all your child needs. Just read.

Narrative Style Science Readers

digital-art-94403_640I’ve chosen these for our early readers or those that are not reading yet, but enjoy mommy or daddy reading aloud to them. The books are full of  natural science focusing mostly on life science. They are written in a friendly narrative style your child is sure to enjoy. These are also a great alternative for those that are reluctant, not ready for textbook layout, or for those using the Thomas Jefferson Education methods. They are categorized by a broad range below.  Most of these have an option to print. There are many more on Google Books. You can use some of the words in these titles as key words in your search. You can read more about searching for free ebooks on Finding Free Textbooks on Google Books or Searching the Internet Archive.

We like these books because they are so charming and they are full of wonderful vocabulary. My oldest has been working on  writing her own book about butterflies for weeks now. She studies in science units and on other websites about various topics of interest for her book and then adds detail to her butterfly narrative. I have been patiently awaiting my turn to edit and revise.


Nature Stories for Young Readers: Animal Life

Nature Stories for Young Readers: Plant life

Leaves and Flowers, Or, Plant Studies for Young Readers

Chambers’s Elementary Science Readers by Various 

Nature Study in Elementary Schools: First Reader


Animals at Home

Young folks’ pictures and stories of animals: for home and school, Volume 5

The Wild Animal Play for Children: With Alternate Reading …

Fables for Children ; Stories for Children ; Natural Science …

The Story-book of Science

Stories of Animal Life

Short Stories of Our Shy Neighbors

Our Decision to Homeschool

We decided to homeschool for several different reasons that I will elaborate on in other posts. Each has its own set of influences.  The first is the public school lack of individualized 100_1016curriculum. It doesn’t matter whether your state is under Common Core or not, any state with a standardized test is practice a cookie cutter philosophy. Each stage of development had an age range. Children gain mastery in these stages at different times, some faster, some slower than others. How or to what speed a person learns is as diverse  as their interest are. None of these were being addressed in the public school classroom.

Although I was teaching my own class of students with learning obstacles and already had to meet my students at whatever stage they were when they came to me, I was restricted by what the district said to teach because their goal was different than mine. While I wanted them to learn to read and then through reading learn whatever they wanted to learn, whatever their soul desired, the district was interested in scores.

At the same time, my daughter was GT (gifted and talented) tested in kindergarten in the 99th percentile. She was reading on a fourth grade level. Though she was labeled and had a GT, I saw teachers limit these students that were ready to move ahead. They were academically neglected and by the time she was in third grade, the gap in her reading level started closing in. She also dealt with bullying by a teacher. He was a painfully slow talker. And, even though we sometimes wait painstakingly for her to finish her thoughts, her and other quick-minded students would finish his sentences for him. Instead of teaching them manners and empathy, he targeted them. I was already a hands-on-mom and thought I knew what was going on in the class, years later I was still getting stories and tears.

When my son entered kinder, he was dealing with  the left-over of some minor autistic markers. We had already denied further immunizations and began recovery in speech, behavior, and allergies caused by the immunizations. We had overwhelming success. The behaviors he was left with where what you might see in others labeled with ADHD. He had still not made any friends his own age. He still lacked empathy and had difficulty not smiling when being corrected,  and he definitely had issues being still, but he was on the mend. I was thrilled with the progress, but knew that his teachers did not have the background to understand where we were coming from, what we left behind. I explained the situation to his teacher (also a friend) she said she understood and would do what was necessary to help him be successful. Very early on, he began missing out on class for things like pushing someone that cut in front of him in line, a very typical behavior for an egocentric age. It continued and he spent a lot of time being shuffled from classroom to classroom, instead of correcting and teaching inside the classroom. I just kept thinking to myself, “Where do I get to send him at home when he repeats the behavior. I can’t shuffle him around from house to house. Don’t give me the excuse that teaching has to continue, because at home, I still have other things to do, cleaning, parenting other children, serving my husband. At that age, a teacher is still attending to character development, so tend to it already!”

Sometimes, I found that it was because the teacher couldn’t handle him and her head-ache at the same time. I bit my tongue not telling how many times I suffered from migraines and not one of my wannabe gang bangers ever went to the office unless my hand was force. I kept my kids in my class, because I could not teach them the love of reading from any other place. I had students with problems too, but many times that is what cause the lack of attention to learning.

Meanwhile, my son struggled with the writing part of his homework (Really?). I modified it and spent most of our time reading with him. By the end of kinder he was reading on 2nd grade level. Within a couple of months of homeschool he is  reading on 3rd. My strong belief is that wherever your kids are there they are. If they advance, don’t hold them back. If they struggle, don’t push them forward. To be honest, individualized teaching is the philosophy we heard in every college class and every workshop we teachers ever attended, but we were not being asked to teach that way when we got into the classroom. I was disillusioned, but wanted to be there for my students, so I stuck it out for 15 years. I loved my students and didn’t see many others that did. My students were targeted because of their race, their culture, and their socio-economic level. Year after year, I was asked by close colleagues to stay and continue my work with them, but once I saw my own children being affected by the broken system, and my health was beginning to suffer from the stress I was taking on, I had to leave. It was bitterseet. It was the right step and now my children can be on whatever level they’re at. My son still struggles with writing, and we move gradually with it. With reading, the sky is the limit. I will guide, he will lead.

You can read more about why we homeschool on Homeschool Forgiveness.

Our Favorite 19th Century Ebooks for Sciences-More Albert Blaisdell

Here is a list of our favorite 19th century ebooks for Science.  I think it will come as no surprise the Albert Blaisdell’s books will be on this list. He is just so much fun. I will shareorange-14735_640 science books by other authors in another post.

Physiology, By Albert Blaisdell

Written For 3rd grade, Interest Level  8-10 years of age

Physiology for Little Folks A revised version of The Child’s Book of Health

The Child’s Book of Health

Written For 4th and 5th grade, Interest Level  10-12 years of age

How to Keep Well

Physiology For Boys and Girls Revised version of How to Keep Well

Written For 6th and 7th grade, Interest Level  12-15 years of age

Our Bodies and How We Live

Young Folk’s Physiology– revised version of Our Bodies and How We Live

Our Bodies or How We live: Physiology for theYoung

High School

Life and Health

A Practical Physiology

For Teachers

How to Teach Physiology-Not Found


Our Favorite 19th Century Ebooks for History

This is a  list  of our favorites 19th century ebooks for US History. I will update as we find more.book-112117_640

Albert Blaisdell is so much fun. My daughter is learning a lot, and frequently laughs and shares Blaisdell’s witty anecdote. They are written narrative style which makes the reading fun and appealing to human interests.

U.S. History-First 50 years of our nation

Written for 3rd grade, Interest Level 8-12 years of age

American History For Little Folks -Introduction to the series of companions below

Log Cabin Days: American History for Beginners -Introduction to the series of companions below

Written for 4th and 5th grades, Interest Level 10-15 years of age

American History Story Book-Companion in the series

The Child’s Book of American History-Companion in the series

Pioneers of America -Companion in the series

The Story of American History for Elementary Schools

Written for 6th and 7th grades, Interest level 12-15 years of age 

Heroic Deeds of American Sailors -Companion in the series

Hero Stories from American History for Elementary Schools

Stories of the Civil War



Homeschool Forgiveness

We decided to homeschool for various reasons, most of all, because we felt what the children learned in public school conflicted with the biblical worldview that we talked of at home. You might assume that I am talking about the secular curriculum, but it was actually what the children were learning about themselves as human beings and what they were learning about their own behaviors.

sad-219721_150Many typical childish behaviors (1 Corinthians 13:11)  were handled by shaming and unforgiveness. Labels were being placed on the children and they could not get out from under those labels. I was a teacher at the school and often ask to sit quietly by the behavior specialist while she talked with my son. I listened to her ask the same questions over and over. While he answered her questions correctly each time and had answers that were biblically sound and responsible.  Confused by the repeated questions, he would look at me questioningly  (Psalm 119:8, Colossians 3:21). I encouraged him to answer the questions again, not sure what more she was looking for. Forgiveness was superficially given (Romans 12:9) after a substantial amount of shame and confusion was place on him. I learned later that the once loving teacher that was previously my daughter’s teacher, was sending him out of the room for typical, but repeated behaviors, because she was suffering from headaches. He was out of the class more than I was aware, going from teacher to teacher, feeling abandoned and unforgiven. He was making no friends, and hated the work he saw no point to. The only thing he loved was story time, yet he continued to speak out of turn, excited about the book, annoying the teacher further. He was ready to learn, but not ready for school, not for what they were teaching him (Psalm 34:11, 2 Timothy 2:15, Acts 5:29). I do feel the need to state for the record that we do believe in active parenting. Correcting, teaching, and consequences belong in our discipline, but forgiveness is not to be withheld from our children (Proverbs 29:15, Proverbs 29:17).

My oldest daughter, who was one of the top in her class, acing the standardized test, was bored to tears and spent much of her time listening to teachers nagging about her reading  or doodling when she was supposed to be listening to a  new lesson. She would often come home with marker doodles all over her body as evidence of her times of boredom. Scoldings were followed by straight A report cards with marks for  behavior. The marks were a blight in her eyes. I could see the handwriting on the wall. My children were doomed to hate learning and what fire they had developed would lose their flame if continuing on that path. They were also learning lies about themselves. They were learning that they should be perfect (Romans 3:23). That they were unforgivable (Mark 3:28). That they were different from the other seemingly obedient children and a lost cause and could be discarded easily. My heart was breaking.

love-of-books.jpgForgiveness is needed in our house. The lot of us are awful sinners  in Israelite fashion, grumpy getter-uppers, egocentric and lacking faith that our daily needs would be met. Truthfully wants and needs are sometimes really difficult to discern from another. On a daily basis we apologize to each other and dole out forgiveness left and right. It is important to me to apologize as soon as convicted. I want my children to see that I am not perfect, that everybody needs forgiveness. I want them to see they were not different but the same as those around them, flawed by original sin. I want them to be able to apologize with ease when it was there turn. I want to forgive them freely without hesitation,and have them learn the love of Christ through me so they could in turn, show the love of Christ to others (Micah 7:18-19). Forgiveness feels good (Acts 3:19) I also need to admit my own inadequacies as a parent in order to be a better one, to hold myself accountable verbally admitting my own sin to myself. In doing so, I allow God to continue to transform me through my confessions (1 John 1:9) . I have much to learn and I slide back often (Ephesians 2:10).