Oh, the un-boxing (a school-year planning post)

It goes so slowly.

Of course it doesn't help to have school to plan for.  And with a start date only 1 weeks away....well, the boxes (those not homeschool-related, anyway) are languishing while I get all the books in order, pages copies, files prepared, and notebooks set up.

Want to take a peek?

The girls will be studying the Middle Ages and Renaissance in history and Ecology & Astronomy in science.
Most of these books I've read with one or several of the kids before, so it is really fun to cycle back through them.  (see my boxes peeking out back there...mocking me.)

Here's my new homeschool set up.  No homeschool room means we are juggling with where to store our daily needs.  This cabinet is in the laundry room just off the kitchen where the girls and I will mostly do their school work.  The boys may work here or in their rooms.  Age has its privileges!

Part of the set up is a set of files for storing their work.  In the past I haven't always been good about sorting this out and keeping up with it during the year.  Usually it just goes into a general file for each child to be sorted (or not) at the end of the year.  But this year I did this:

Each child has his or her own color: Red for Athos, Blue for Faramir, Yellow for Artemesia, and Green for Kalliope.  (Extra yellows in the back for general or group records)

And my Challenge Director supplies are looking good!  I've discovered Washi Tape - so much fun!  I'm using it to jazz up all those boring black and white binders.  It does make a remarkable difference...makes everything seem so coordinated and intentional.  All for $3 a roll.

Also, dolled up the girls' binders with their own design of Washi tape...

And then there are the boxes... and boxes.  I swear I'm never moving again.  Not until I've graduated the last child, anyway.

running down my perfectionism

ASICS GT 2170 Women's Running shoes in "Storm".  On my computer screen they look electric pink, but are really more of a purple/violet.  I just LOVE them!  It is strange that I'd be so excited about a pair of running shoes, because I have always disliked sweating in general, and running in particular.  However, that has changed significantly in the past few months.

It all began back in mid-June when the Arkan-Sass 5 came for a visit.  Arkan-Sass Auntie is VERY FIT.  She exercises regularly - and seriously.  Tennis, Zumba, Elliptical, etc.  So, why I thought I could ever keep up with her when my exercise routine has been basically limited to brisk walking for years, I have no idea.  I was determined that whatever she was doing for exercise, I'd try, too.

When she told me she wanted to start running, I almost cried.  But I decided to at least give it a try.

The first day was pathetic!  And the second.  And the third.  You get the idea.

That was 12 weeks ago, and I'm still running.  A Auntie was using the "Couch 2 5k" program, so I've continued that.  I'd love to run a 5k, but really my ultimate goal is to be able to go out and run a few miles several times a week.  (In the meantime, she has completed the program, and run her 5k...with a personal best time of 28 minutes and 7 seconds!  I had to slow down my training due to slight injury - nothing major, just what one would expect when you haven't seriously exercised in years.)

If someone had told me, even in May, that I'd be on my way to becoming a runner, I really would not have believed it possible!  I'm an unlikely candidate with back and knee aches - not to mention being extremely out of shape.  But the small victories provided by C25k have been a real encouragement!  I highly recommend the program.

You can get a cheap app for iPhone or Android to guide you through the program.  Very helpful!  We tried timing the interval ourselves the first day and it was tricky; whereas, the app keeps the time and uses voice cues to let you know when to run or walk.  It also will play music from your playlists.

Of course this much activity combined with closely watching what I eat, initially using Weight Watchers, has shed a lot of fat.  A Auntie suggested the MyFitnessPal app and website as a great tool for keeping track of food.  After using it for about 2 months, I agree.

The other thing that has made all the difference?  Having a running partner.  At first it was Arkan-Sass Auntie, but once they went home I had to run a few times by myself.  It was OK, but Erik decided to run with me and that is a great help!  We get to chat a little bit and he encourages me...and has good suggestions!  And he always has something positive to say - even on my most discouraging days.

For people who are long-time runners, I know this is not exciting news, but for me it is almost revolutionary.

But there is something more, only a little more, I want to say about this new routine: it has taught me a great lesson, the lesson of "small victories".  As a perfectionist, the small victories have more often seemed to expose the greater failures.  Or at least as a perfectionist, that is all I could see.

That first day we ran, I felt like a real failure.  I was purple-faced, felt like vomiting and my muscles were burning.  How would I ever be ready to run again in 2 days?  How would I ever make it 3 miles (3.1 miles = 5k)?  How?

At this point I could focus on what I couldn't do (run with ease, and look good while doing it) or I could focus on what I did do.  I had FINISHED the run!

Still, my muscles were so sore by our next run day, I just couldn't imagine running.  But A Auntie encouraged me to just give it a try.  She promised that once the muscles got warmed up and the endorphins started flowing, I'd feel fine.  And she was right.  Amazingly, it was even a *little* bit easier than the first day.  And the third day was a little bit easier than the second.

Each week I've looked at the length of time (it increases each week) and thought, "I just don't think I can make it."  Yet, somehow (almost) each week I have.  And on those weeks I didn't quite make the new goal, I celebrated the fact that I was STILL running.  My pace was improving.  My cardiovascular was stronger...and I was still getting up 3 days a week to hit the pavement.  That is one of the beauties of programs like C25K:  it helps you to see progress in little increments...and pushes you just enough to meet new goals.  It gives you small victories.

I've learned to look for the small victories.  In fact, I set them up for myself.  When I'm running up a particularly hard hill instead of looking at the top I look for small "milestones" along the way (rocks, cracks, signs, mailboxes).  Literally, repeating in my mind, "Just get to the second mailbox, just get to the second mailbox."  And then, "Just get to that spot of sun, just get to that spot of sun."  You get the point.   

I can make it to the top of that hill, now!

Homeschooling is a lot like this.  I've got to look at the small victories of each day and praise those. While it is good to have a big goal in mind, it is the small victories that give me the encouragement to keep going.  The child who struggles in math has a successful day - Victory!  The slow reader who finally reads a whole story on her own - Victory!  The preschooler who finally remembers it is 3, 4, FIVE, 6 - Victory!  Rather than focusing on the three previous bad math days.  Or thinking that the slow reader will NEVER get past level 2 readers.  Or being frustrated that the preschooler is still forgetting that it is 7, EIGHT, 9, 10.

Recently I read a funny quote about running.  A man was in a running store comparing shoes to help improve his speed and performance.  The "pro" helping him said to him, "The best way to improve your running is just to move your feet."  Don't get hung up on finding the perfect pair of shoes (or curriculum), the perfect training plan (or teacher's planning pages), the perfect course (or co-op), just MOVE YOUR FEET.....

Victory!

Our Morning Session - the trial run month

As I mentioned in a previous post, we have begun doing a Cindy-inspired "Morning Session".  She gave a wonderful talk at CiRCE about how Morning Time, as she calls it, has impacted her homeschool.  If you are looking for suggestions on CiRCE talks to purchase, this is definitely one!  (Hers is called "The Long Haul" and is about 1/3 up from the bottom of the list. These are only $3 each for a download!)

Being one to always make huge complicated plans that are then too difficult to institute, I chose this time to start small and grow our Morning Session over the year.  It may not grow much beyond what we have currently scheduled, we'll see.

I expect, but don't force, everyone to join us. The girls are eager to listen and participate.  They bring something to do at the table (we do this part of school at our kitchen table).  The boys?  Not so much.  But they have obliged me.  I've even enticed them both to participate a little bit.  Since I am breaking them in to this, I let them look at their email while I read.  We read the "older" stuff first and then I release them to go get started on their other work (that is Cindy's suggestion).

So, we've begun and it has gone well...for the most part.  There have been a few days the boys slept in instead of getting up to join us.  They've balked a bit at having to join us (not seeing the 'point' in it).  The girls LOVE our Morning Session.

Most of the selections I've chosen are inspired by Ambleside Online  and Cindy's Morning Time blog, so I take no credit.  You can get wonderful ideas from both of those sources.

Here's a screen shot of our schedule.  We haven't completed a day with all of these accomplished, yet.  But we are getting to most of them each day.

Wednesday is our CC day, so no Morning Session then.  After having done this for about 3 weeks, I'm ready to tweak a few things.  And I've yet to find the Ancient Hymns I want to start using.

Any one out there doing any type of Morning Time?  I'd love to hear about your experiences!

School has begun and Morning Session

Oh, I've promised summer photos and I still haven't gotten them uploaded.  I'll try, I'll try!  These days I'm bouncing around on computers: the dinosaur, hubby's, the Mac, and my phone.  I'm finding it hard to get enough time to just check email , much less blog, or load photos.  But photos are so fun!!

I'll try, I'll try!

But school has started and I am miraculously keeping up with that!  August 13 was our first day.  We all began some school that day, some more than others.  Each week one more student moved from "part time" to "full time" school.

Faramir started first.  He and I returned to our CC program on the 15th.  (He's in Chal B; I'm tutoring Chal 3.)  The next week Athos began, Aug 22nd.  He's in Chal 3, but at a different campus.  (Long story...)  And finally, after forlornly watching her brothers head off to CC for two weeks without her, Artemisia began her CC program this past Wednesday, Aug 29th.

And now we are in full-swing.


And I'm exhausted.


But it's ok.


I only have 14 more years of this.


I'll be ... let's see, some quick math... .  Yes, I'll be 56.  FIFTY-SIX!   Moving on...


Over the summer I was blessed with a trip to the CiRCE Conference, which was wonderful not only because it is heaven to be immersed in that atmosphere for three days, but I also got to meet IN PERSON many ladies with whom I've emailed and chatted about Classical Education over the past several years.  One of those ladies is Cindy Rollins who blogs at Ordo Amoris.  If you are not regularly reading this blog, you absolutely should be.  In fact, stop reading here and follow that link.  Add her to your bookmarks, google reader, etc.  Just make sure you are getting her posts - she has great wisdom and humility....and a wealth of experience homeschooling.  (Diane - this is the blog I mentioned when we chatted last week!)

Cindy spoke to an eager group of ladies (and some gentlemen, I believe) about her use of Morning Time in her homeschool.  Having known her for a few years and read her blog for even longer, I was already familiar with Morning Time.  I'd even implemented a version of it here and there over the years - always with great success.  But somehow with the boys getting older and more independent in their work, and two little ones coming along behind who needed lots of hands on attention, my use of Morning Time was abandoned.

Cindy's talk encouraged me to re-institute it.  We call it Morning Session at our home...and we aren't operating at full steam, yet, but slowly working up to it.  Go read some at Cindy's blog about Morning Time.  Then come back here and I'll share with you how we are implementing it in our home...especially with two balky, crusty teenager boys.  Probably tomorrow, maybe later today.

It will depend on how much those teenagers exhaust me.  

Struggling to figure out what happened this year and what to do next year

Oh, it is that time of the homeschool year, isn't it.  We look back and think, "What happened to my carefully crafted plans?",  and "Well, ok, it wasn't quite what I'd planned, but did something good come out of it?" (And if we believe in God's power to work in our weaknesses, of which we homeschoolers have many, we can be sure something did.)  Slowly, from those thoughts we begin to try determine, "What does all this mean for next year?"

And, sigh, that is where I am.

A very dear friend, and fellow homeschooler to three truly delightful daughters, gave me great encouragement when I was gently lamenting this year's disorganization and slack schooling, but trying mightily to see the positive (which I do see!).  She said, "Well, it sounds like you've been unschooling!"  (Really?!  OK!)  She went on to encourage me when I was talking about how this year was a bit of an exhale after 3 years of lots of change and high-level stress in our family (all good, but still stressful) with an international adoption and a new home by saying, "It seems that this year was exactly what you needed!"  The Lord provides!  Even when I didn't pray for a "year of relaxed learning", the Lord provided it.  I need only accept as a blessing. (And I'm reminded of another friend's story about two monks growing trees: one prayed for every need, and had those prayers answered exactly as requested.  Sadly this monk didn't know the trees real needs and it died.  The other monk prayed, "Lord provide for my tree," and it flourished.)

Of course, we do have some catching up to do.

And so I'm focusing my thoughts with articles like these:

 -- How to Teach an Idea

-- Martha, Martha

-- How to Destroy a Love of Literature


And the more nitty-gritty:

-- Organizing Mom's Homeschool Notebook (or re-organizing in my case.  I've kept a couple notebooks like these for years and they are a bit outdated and messy now.)


And reminding myself why we homeschool:

-- Changing Education Paradigms (Sir Ken Robinson) (ok, this has to be taken with a grain of salt...and recognizing that this is a persuasive piece not a strictly factual one, but it is good.)

School so far this morning...

After yesterday's post, I thought you might enjoy seeing just what school is like around here right now.

This morning I woke much too late after not sleeping well last night.  Hubby and I flopped out of bed and down the stairs around 8am just in time to get the youngest one off to school (and I stayed home to check email and get my day going).  Baby and a grouchy and tired middle son was up around 9.  His mood, brought on by sleeping most of the night on the couch before moving up to his bed at 4am, was Not Sunny.  His dad helped brighten the mood a bit and then I fixed breakfast while the coffee brewed.  While warming sausage, I drilled middle son on a few math facts.

Little girl was down by 9:30 and, while happy, was also very tired seeming.  Everyone ate and got chores done.

I'd had a thought that middle son could work on his math facts by using legos to "make" the math facts.  We hauled down the lego box from the third floor only to realize very quickly that my idea wasn't going to work.  So, we decided instead (or maybe middle son had the idea) to have him make a clay-mation video of his math facts. This is his current favorite past-time.  (Yes, I'll post it later if we can get it uploaded to YouTube.)

The girls decided the legos looked interesting, so I let them play and middle son work while I read the last two chapters of Adam and His Kin.  I'm not sure they caught every word of the story, but I think they got the "gist" of it.

I'm now finished reading, but the girls are still playing and middle son is still in the middle of making his video.  It may take another hour until he's done.  I need to do math with middle daughter, but I'm not entirely sure when that will happen.  She is hard to corral today it seems.

The girls have gone upstairs to dress and I'm going to try to get middle daughter to sit and do her math with me when she comes down.

Middle son: math video, history reading, some grammar practice (adverbs) and maybe writing (IEW)
Middle daughter: lego building, history reading, math lesson, and I'll have her read me a Dr Seuss book (to practice her reading) - then Ballet and Tap this afternoon.

That's school around here today.   Do I make you feel better?  :)

Where is the reset button?

Through tears I asked my middle son, "Well, what have we done right?  What is the most important thing for you in homeschooling?  What is the main reason you want to continue?"

He tearfully replied, "Because I like being with my family.  I don't want to go elsewhere because I like being with you all."  On a day when I was feeling very defeated about continuing to educate him in particular, but the whole family in general, this was a very welcome reply.  His response was like a reset button reminding me of the reason we set out on this home education journey in the first place.

Somewhere way back in my homeschool career, I remember someone saying that you should make sure you know why you are homeschooling - make sure it is a worthy reason, because it is what your children will remember and value.  I am so thankful that developing strong family bonds was one of our main reasons for home educating our children.  It has proven a very worthy cornerstone.  And I am thankful that despite their normal bickering, our children have learned to enjoy each other's company and value being together as a family.

In a recent email discussion with a group of like-minded home educators we were discussing the late-winter blahs.  Our bright summer-inspired plans are now gathering dust, literally, and we've all seen way too much of the inside of the house.  This is the time of year that I often find myself feeling discouraged and enervated.  I am so thankful to be reminded of the simple reason that we began homeschooling:  being a family.   Thank you, Lord, for that reset!

Are you feeling the need to hit the "reset" button?  It is so tempting to ditch all those plans and start over.  At least for me it is - if something isn't working, start over.  But sometimes it isn't the plans that need resetting, it is the heart.   I think Sandy really hit on something important in her post, "Unthinkable Luxury" (please read her whole post and the one she's linked to).

In that word "reset" is a word we are so quick to miss: REST.  We need to stop being so busy planning and just REST in Him.  Before you begin to re-organize, re-plan, re-work your homeschool, take a moment and rest.  Spend some time contemplating why you began this journey.

My plans don't need to change, I just need to change.  I needed to be reminded of the cornerstone of our homeschool.  And I needed the true deep encouragement that can only come from Him (in this case it came through a little him).

How are you doing in this late-winter season?

Latin for Preschoolers

How can I exlpain to my husband about why 4year olds need to learn latin? He wonders why they can't learn a more practical language like Spanish. AND he doesn't even see that Chinese IS the new spanish...HELP!

This question was posed to me recently in email by a reader. I gave her my answer, which I'll share below, but I would love to ask you all how you would answer her. Leave a comment and let's give this sweet mom some support!

Here's my answer to her . . .

Oh, my, I don't think you are going to like my answer. 

I honestly don't know why your 4 year olds need to learn Latin either. They have plenty of time for that later. However, if your question is why Latin over Spanish, that is a different question. Spanish is a great language for anyone to learn, as is Chinese. Highly valuable and worthwhile. Latin is a worthy language to master, too. It gives you a better grasp of the English language, helps with anyone going into medicine or science or classics, and does help develop the mind in logic and thinking skills. But I don't think it needs to be started so young for it to be valuable.

My eldest started some basic Latin memory at 11 (in CC Foundations) and took Latin in Challenge A and B. Hated it, but did very well. He's taken Spanish this year and loves it. If he does return to CC next year, I'll require him to do well at Latin for one year and then I'll let him do Spanish in addition to Latin. 

I don't see anything wrong with a young child learning a fun language like Spanish or Chinese. Nor do I see anything wrong with your young children learning Latin, but I don't think it is required. Of course all this is just one homeschool mom's opinion! (And I would add here that I think there are far more important things to be learning at 4, like Winnie-the-Pooh and what frogs do in the winter and how to make the color orange and how to make their bed.)

Here is a video you might share with your husband about the value of learning Latin. But I would keep in mind that he has a good point, knowing a practical language is valuable and worthwhile. 

A YouTube Video - personally, the 5th reason is really the most important, but they are all good.

So, do you agree? Can Latin wait until later? Should Latin wait until later?

A Year Without Classical

The subject of Classical Conversations has been quite absent from this blog in the past year...and even then it was a mere mention.  I think a number of my subscribers were originally brought here by a CC post back early 2008 and I am amazed they've stuck around for so long when I have lately offered them so little of what they originally sought.

I haven't talked about it much on the blog, but we have had a "year without classical conversations".  Well, not exactly a year, but a long season.

Our eldest has been attending a small, private Charlotte Mason-based school for his first year of high school.  In order for us to afford the tuition, it made sense to have the other kids at home and save the CC tuition.  They seemed to need a break from CC...or perhaps just a season at home after so many changes in their lives (adoption, best friends moving away, a pending move, divorce in the extended family).  And they have enjoyed this "season at home".   We all have.  It was definitely necessary as we adjusted to a new schedule with one out of the house each day.

A couple of weeks ago those two at-home kids asked, "When could we go back to CC, Mama?"  So, we are considering a return next year.

As I said earlier, our eldest has been attending a private school.  We'd thought he would be there for his whole high school program.  We were all very excited about that, but it isn't looking likely.  He's had a good year and it has been a positive experience for him.  However, for a number of reasons, he'll be returning home next year.  Thus, he will most likely return to the Challenge program next year.

Around the time we began considering all these issues, I received a comment on that original post ("5 Questions about Classical Answered").  The commenter had some great questions and I hope my answer was helpful.  As I finished writing my response I thought it pretty well summed up my thoughts on CC.   Perhaps you are one of those readers who has wondered when I'd post about CC again.  Maybe this will give some food for thought about CC.

She asked:
I currently homeschool through an online charter school.  I really like the curriculum. Though it isn't Christian, I can interject my thoughts on the topics. We go to a co-op once a week with about 30 other families, most of which are Christian, and the kids do art science and history there. I am hesitant to completely change what we're doing because my daughters have made great friends and are doing well.


I am curious though, to understand a bit more. Is the "memory work" the "tools" used in later years (challenge?) in the dialectic stage? Is memory work the main focus in the elementary years and do they truly memorize the information? I'm trying to understand how the kids are "taught to learn" and "taught to think."


Finally, if I wanted to incorporate CC into my current homeschool and not completely change curriculum, what would you suggest? Any certain activities or CC products?


Thank you for your time and insight.


I answered:
It sounds like you have a positive learning experience your are involved in. I'm not sure I would change it if it is working well for your family. Unless there is something *you* aren't happy about...or if you are feeling the need to do something different for your children (ie just because they like something doesn't mean it is the best). So, I wouldn't be quick to change unless you really feel a need to do so.


The tools that are learned in the grammar stage, which for CC are probably most importantly fact memorization and presenting one's thoughts and ideas, are the very things that undergird the upper levels of learning.


It is often described as learning "pegs". You place the "pegs" in your child's mind through memory and then later when they learn something that relates to that "peg" they have a place to hang it.


For example, my son had been working on learning all the countries and capitals. One day he was listening to the news with me and he exclaimed, "Hey, I know where that is!" I wish I could remember what country it was, but I remember thinking it was a fairly obscure country. Certainly one that many people would have to look up to fully understand the story being reported. My son had a "peg" on which to hang that information and thus his learning was enhanced. Because he had that fact, he was then FREE to think about what he was hearing.


That is the basic idea.


And it is how we learn. We learn the basics, then we begin trying them out, then we become masters at it. I want to learn crochet. First I learn the basic stitches and their names. I memorize them. (Grammar) Then I begin putting them together, trying them out. I make a scarf. Mostly, I still need a pattern. (Dialectic) Eventually, I become a master and can create my own patterns. I share them with others. (Rhetoric) So, that is how we learn to learn and learn to think. Through the process of learning to crochet...I've learned a good pattern for learning ANYTHING else in life. But I've also learned to think up my own patters - to think. I am FREE from patterns of others, I can make anything!


But this idea is NOT exclusive to CC. It is part of the classical model of education and you could use that ancient wisdom to enrich any educational models you are currently using.


CC helps by doing a great deal of the leg work for you - gathering facts and showing you ways to present those facts in a way that is engaging to your students.


I'd suggest perusing the CiRCE Institute and Christine Miller's Classical Education websites for more information on the classical model. Both are excellent resources!


Oh, and you asked how Christ is incorporated? Well, Christ is The Word and The Truth. So, if you are studying Truth, you are studying Him.  (In retrospect that was a bit of a flippant answer.  But I do stand by it.  I think I was just running out of steam.)


There is a specific scripture memory component to CC.


What are your thoughts on Classical Conversations?

Contemplating Liberty on Memorial Day Weekend

This weekend I've seen many political cartoons and emails about the price of liberty - lest we forget on this Memorial Day weekend.  All important things to remember...memorial and all that.  But these have brought to mind the question...what is the price of lost liberty?  Are we willing to pay that price to gain certain "perks" in our daily lives? 

When we buy and buy and buy and max out our credit cards, we've lost liberty...and we pay a price.   When we fill our days with busy-ness leaving no time for relaxation and true rejeuvenation, we've lost liberty and we will pay a price.  When we rely on the government to do what the Church should be doing (taking care of the poor, for example), we've lost liberty and we will pay a price.

Just some thoughts running through my head this Memorial Day weekend.  Another thought is how much I'd love to be attending this year's CiRCE conference:   A Contemplation of Liberty.  Many people said last year's (Contemplation of Nature) was one of the best, but I suspect this year's just might top that one.   Are you attending?   I'll just have to settle for some conference CDs this year - but the good thing is I can listen to them over and over!

The reading list for the conference has been posted!  I can't wait to start reading!

And subscribe to the blog - Andrew always has some great posts.  Here is a small sampling:

The Art of Freedom
Freedom and Planning
Freedom begins at Home
Freedom: Aesthetic and Ethical

Have a wonderful weekend...I'm off to shop for a new refrigerator.

How to be a radical home educator

When you started home educating, I bet you thought you were doing something really radical didn’t you?

What if I told you that most home school and Christian educators are not educating in a way discernibly different from their secular counterparts?  That doesn't sound very radical does it?

I’d like to share with you something I’ve recently learned (and therefore can take NO credit) that will make your home education efforts truly radical. It is a simple and yet, complex subject: Nature.

What is Nature? No, I don’t mean trees and grass and bugs and clouds (that is "little-n" nature)…I mean Nature. For example, what is the nature of Man, of children, or of education? This is a pivotal concept for the Christian. You must understand the Nature of the thing (children, men, education) before you can know God’s purposes, and thus, determine what is appropriate for each.

Have you considered the Nature of your children? Not just their “bent”, although that is important, but the God-given, universal Nature of a child?

This past summer, in Andrew Kern’s first talk at the CiRCE Institute Conference, A Contemplation of Nature, he challenged educators (home and private) to judge if we have truly considered the Nature of children, of the subjects they are learning, and of education in general, or if we have unknowingly bought into the world’s faith in Utility. In fact, he exhorts us that we, as Christians, are even guiltier than secular educators!  (One expects the secular world to act like the secular world, but why have Christians lowered their standards to the world's?)

We say we “homeschool” and that somehow inoculates us against the affects of a secular, God-ignoring world. We feel unfoundedly superior because we use “God” freely in our lessons. And, yet, we neglect considering the Nature of our children. How can we as educators nurture eternal souls if we neglect the nature of those souls?

We may be Christians striving to bring our children up to know and love God, but we cannot be blind to the affect our culture has had and continues to have on us. We must be humble enough to recognize that we may not be so different from our counterparts in other schools.

But, you ask, why Nature?

Why? “Because the understanding of Nature is the lever by which the world has been moved,” explains Andrew. How we understand Nature affects, literally, everything. Education can only be done well if we understand its nature, the nature of the thing we are talking about, and the nature of the student in front of us.

So, what is the Nature of children? By that I mean, the pre-Fall Nature? What God had intended for them from the beginning of creation?

They are curious. They have great absorbent minds. They are imitators. They ask good questions (when not made to feel that questions indicate some lack on their part). They want to know about their world. God intends them to learn about their world by exploration, experimentation, examination, and excogitation. A desire to learning is their Nature.

I don’t think many secular educators would disagree with that, do you? So, where is the disconnect? It is in our emphasis on utility.

How often do you hear (or say), “But when will they use this?” The implication being if they aren’t going to use the lesson, then there is little value and time would be better spent on something they can use. Thus music class gets replaced with something more “useful”. (Unless the child shows aptitude in music – something useful, they might make a career out of music, after all – then music lessons will be continued.) Poetry is neglected in favor of more “useful” subjects, except for a brief unit in English class each year and even then the lessons are directed only toward dissecting, understanding and producing rather than appreciation and delight.

But what is wrong with utility? It is good to learn something useful, right?

Prior to the modern age, Andrew tells us, education was for the formation of Virtue. All philosophies agreed upon this. But this is not so today. Now education’s main (and only goal, often) is preparation for the economy. This modern emphasis on Production has infiltrated every aspect of life and thought. If an object or action has no measurable value (it cannot produce), it is useless. That is UTILITY and, when applied to education or a child, it is destructive. Utility will ignore Nature. It does not matter to the Utilitarian mind what a child IS (curious, etc), it matters only that the objectives (of the parent, teacher, school, state) are fulfilled.

Makes me wince a little, and you? How often have I pushed my kids in order to achieve my objectives? Of course I meant only good for them, but I’ve allowed Utility to ignore Nature.

Objectives have results that can be measured. It is a radical thought to realize measuring or assessing has negative implications for the educational process. But consider “teaching to the test”. Consider how often you learned the information for a test, made an “A” and promptly forgot that information. Measurement has implications on education that have to be weighed.

As home and Christian educators, we should strive for nurtured souls (how do you measure that?) and transformed minds (how do you measure that?). And yet, in our schools, Contemplation has been replaced by Production.

The question for me as a home educator is: How do I free myself and my kids from production and to contemplation?

That is all for today. Next time, I'd like to talk about the key thoughts Andrew presents: Nature, Purpose and Propriety.

Want to see who this Andrew person is? Curious what the heck the CiRCE Institute is? Or how about hearing this talk for yourself (where the these ideas are much more elegantly presented). Then run, do not walk (or at least click the links really fast), to the CiRCE website. Donate any amount and receive a free download of this talk plus 7 more!

7 Books for Prospective Homeschoolers

Decided to homeschool, but don't know where to start?

Or been homeschooling and need some re-inspiration or redirection?

Read on for some not-to-be-missed books!


My blogger friend, Jessica at Homemaking Through the Church Year, has just made the decision to homeschool, at least for next year. (Her posts on making the homeschool decision are admirable in their prayerful, reasonable decision-making.) She asked for reading suggestions as she prepares for her homeschool year.

When we decided to begin homeschooling our then 7 year old almost 6 years ago, I spent the spring and summer before we began devouring all the books I could find on the subject. I continute to read on the subject here and there, too. Here are some that I've found particularly helpful over the past 6 years:


1. Should I Home School?: How to Decide What's Right for You & Your Childby Elizabeth and Dan Hamilton - I took copious notes from this book. I found it to be a really well-balanced guide to making the decision about homeschool.


2. The Moore's The Successful Homeschool Family Handbook - a really great place to start. Actually, anything by them (Better Late Than Early: A New Approach to Your Child's Education is another good one)! The Moores are pioneers in the homeschool movement. To miss this book is to miss what many consider to be the "soul" of home education!


3. Cathy Duffy's 100 Top Picks For Homeschool Curriculum
- This book is more than just product reviews (which are excellent, by the way). It begins with an excellent section on the various methods of education, personality and learning types, and a fantastic chart detailing what curricula matches which method of education and personality type. That portion is invaluable...and then come the thorough product reviews!


4. How to Homeschool: A Practical Approach- by Gayle Graham is a fantastic resource as you begin to figure out how you'll get it all done. She covers everything from tacking the laundry to tackling spelling! This book may be hard to find, but if you need help juggling home and education, this is a gem worth digging for.


5. Ruth Beechick has a series of books: Home Start in Reading, Strong Start in Language, and Easy Start in Arithmetic. These are for teaching early elementary. She also has another book: You Can Teach Your Child Successfully: Grades 4-8. These are classics from another homeschool pioneer. If you need to educate on a shoe string or keep homeschool simply and effective, these are not to be missed!


6. For the Children's Sake: Foundations of Education for Home and Schoolis particularly good for those interested in following the Charlotte Mason method. But I'd recommend it for anyone contemplating home education! Susan Schaeffer MacCauley (yes, that is Schaeffer as in Francis and Edith Schaeffer) presents a winsome vision for home education.


7. Climbing Parnassus by Tracy Lee Simmons is an highly recommended book for those interested in Classical Education: "...defense and vindication of the formative power of Greek and Latin. His persuasive witness to the unique, now all-but-forgotten advantages of study in and of the classical languages constitutes a bracing reminder of the genuine aims of a truly liberal education."



Learn more about each of these titles, and see other recommended books, at the Ten O'Clock Scholar aStore.

This post is part of the Carnival of Homeschooling.

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How to Teach History Classically

Who says Classical Education is complicated? Certainly not Andrew Kern!

"In the grammar years, students should learn the stories of 'Famous Men of History.'

In the Logic years, they should relate those heroes to each other by studying the ages in which they lived.

In the rhetoric years, they should engage the argument directly. “Why is the world like it is today, because of heroes and their actions, because of sociological forces, or for some other reason?”

From Circe Institute's blog, Quiddity




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Classical Conversations - Science Lessons - Cycle 3

Finally, I'm getting the promised science lessons online today! I'm sorry I didn't get this posted prior to so many CC groups starting up. And thank you to the commentor who gave me the gentle reminder recently!

This is only the first semester. I was planning on posting the second semester history and science plans by the end of the month, but with the adoption picking up some speed, I've got to focus on that for the next month. I will have those plans posted as soon as we've completed the next batch of paperwork, which we expect to be late October or early November. Be sure to subscribe to my RSS feed and you won't miss those posts!

So, without further ado....

Classical Conversations - Cycle 3 - Semester 1 - Science Lessons (That is a link to the file on Google Documents.)

The books I'm using are:

• The Usborne Complete Book of the Human Body: Internet Linked (Complete Books)
• Science Encyclopedia (Usborne Internet-Linked Discovery Program)
• Brown Paper School book: Blood and Guts (Brown Paper School Book)

If you have any problems downloading it, please email me. Please leave a comment letting me know you've downloaded this file, thanks. This just helps me know my work is useful to others.

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A Shunning

A few years ago I read some of the books by Beverly Lewis (like: The Shunning (Heritage of Lancaster County)) set among the Amish people of the middle 20th century. I was familiar with the Amish and had a vague understanding of their customs and beliefs, but I learned quite a bit more reading a few of these. Not great literature, but interesting stories.

One thing I learned about that I knew nothing was the pracitice of "Shunning". From what I remember, if a baptized (baptism happens as adults) member of the Amish community makes a decision that is counter to Amish customs or belief, they can be "shunned". The shunning means the rest of the community (including all family) are not to have ANY communication with the shun-ee. I'm sure the fear of shunning helps keep most of the Amish on the straight and quite narrow way they've chosen (as does a desire to please God).

Do you think this sounds a bit harsh? A bit manipulative? Lacking in Christian Grace and freedom in Christ?

What if I told you there were other groups of Christians who did pretty much the same thing not based on their religious beliefs or practices, but on their educational choices? Would you believe me?

What if I told you that homeschoolers sometimes do this to others who have been committed homeschoolers but have chosen to send their children to public or private school?

Well, can I say that I was suprised, and yet not surprised, when I heard that this had happened to a friend of mine? She was a VERY committed homeschooler, but her family (led by her husband) decided to send their children to public school a year ago. I don't know all the reasons why, but they are their children and it is their choice to make. Apparently, she noticed pretty quickly that she was "dropped" as a friend by a few of her close homeschool friends (or is that "friends"?).

At the end of the year, this friend and her husband decided that homeschooling was best for their family after all (or at least for now) and they are planning on homeschooling again this year. Oddly, and much unlike the Amish, these "friends" have continued to shun her!

I don't know which makes me angrier - that they shunned her in the first place or that they continue to shun her. It all sounds quite graceless, loveless and legalistic to me.

Seems to me that as homeschoolers we should be all about supporting FREEDOM of CHOICE in schooling - unless we aren't actually interested in freedom, but more interested in being homeschooling purists/perfectionists. Good Gravy - save us from ourselves!

Have you seen or experienced this within your local or online homeschool community?

Last fall, I ran across an excellent series of articles that certainly speaks to this issue called "The Curse of the Standard-Bearer". I've seen this curse running through the homeschool community and was swayed a bit by it - more than a bit, sadly. It can affect they way we parent, the way we educate, the way we behave, and the way we love others - all negatively. I encourage you to read at least the first article (I doubt you'll be able to stop there).

After recognizing this in myself (through reading this and a few other situations that contributed to this awareness), I feel like I am much freer to be myself IN CHRIST. And freer to love others as they are IN CHRIST.

While I don't agree, necessarily, with all the reasons the Amish might choose to shun a member, I do know that as Christians there is a time to seperate ourselves from those who have chosen not to repent from a habitual and grave sin. However, I do not think you can make an honestly biblical case that sending your child to school is a sin and certainly not one over which to seperate ourselves.

Not wanting to leave you with the impression that I have a beef with the Amish, here is a simple explanation of the practice. Notice the reason they give for shunning is to encourage a quick repentance in the straying member:

Do the Amish practice shunning fellow church members?

The term "church members" means those who are baptized as adults and voluntarily commit themselves to a life of obedience to God and the church. Yes, those who break their baptismal vows are shunned by the Old Order Amish. Belonging is important and shunning is meant to be redemptive. It is not an attempt to harm or ruin the individual and in most cases it does bring that member back into the fellowship again. Actually, the number of members excommunicated and shunned by the Amish is small.

The Biblical basis for shunning is found in these two verses:
But now I have written unto you not to keep company, if any man that is called a brother be a fornicator, or covetous, or an idolater, or a railer, or a drunkard, or an extortioner -- not even to eat with such a one (I Corinthians 5:11)

Now I beseech you, brethren, mark them which cause divisions and of fences contrary to the doctrine which ye have learned; and avoid them. (Romans 16:17)

The families of a shunned member are expected to also shun them. Families shun the person by not eating at the same table with them. The practice of shunning makes family gatherings especially awkward.


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What we are using this year...

The Heart of the Matter Meme for today is "What are you using this year?" Boy, is this a common question among homeschoolers! We love to share ideas, gather impressions, and swap information.



So, here is what we are using this year. My kids are in 1st, 3rd/4th and 7th:





Basics



Math:

(1) Singapore 1A,B - slowly

(3/4) Singapore 2A, B - a bit more quickly in the hopes of moving on to 3A,B

(7) Saxon 8/7



Language Arts:

(1) Explode the Code 1 and 2 (with the supplemental "1/2" books as needed); Bob Books; Copy Work; Narration

(3/4) Explode the Code 3 (with supplemental "1/2" book) - possibly ETC 4 if needed; Scholastic and DK Readers; Handwriting Without Tears Cursive; Copy Work; Narration

(7) IEW's Bible-Based Writing; Editor in Chief; Papers on Newberry Literature



Bible, Saints, and Seasons:

(All) Childrens Story Bible; Rings, Kings and Butterflies

(7) The Case for Christ for Kids







Grammar Level



Literature:

1st Grader: The Jungle Books(and selections from an Ambleside-based "Free Reading" list)

3rd/4th Grader: Tanglewood Tales, A Wonder Book (and readings from my "Free Reading list);

Both: Daily poetry from The Oxford Book of Children's Verse in America, The Story Of Dr. Doolittle, The Wind in the Willows and some other selections from my "Free Reading" list



Memory:

(for both 1st and 3rd/4th graders) Classical Conversations - Cycle 3; selected poems and scripture from The Harp and Laurel Wreath



Modern Studies:

CC Cycle 3 (US History and Geography); God's World News (Taking Off and Early Times); National Geographic Picture Atlas of Our Fifty States'>



Science:

CC - Cycle 3: 1st Semester (Anatomy) - Blood and Guts; The Usborne Internet-Linked Complete Book of the Human Body / 2nd Semester (Chemistry) - Adventures With Atoms and Molecules , The Periodic Table: Elements with Style



Classical Studies:

D'Aulaires Book of Greek Myths, Famous Men of Greece



Foreign Language:

Tutor taught (so no curriculum, yet)







Dialectic



Literature:

Newberry Literature (Magician's Nephew, Bronze Bow, Number the Stars, Amos Fortune, Door in the Wall, Secret Garden, Carry On Mr Bowditch )



Modern:

Classical Conversations - Challenge A (World Geography); Compact Atlas of the World



Science:

Challenge A (Natural Science): Nature Sketchbook, Biology Lab Sheets



Clear Reasoning:

It Couldn't Just Happen: Fascinating Facts About God's World, Don't Check Your Brains at the Door: A Book of Christian Evidences



Classical:

Black Ships Before Troy, The Wanderings of Odysseus



Latin:

Latin's Not So Tough 3 & 4



Electives:

Plants Grown Up; Drama classes (in community)







Fine Arts (All)



Art Appreciation:

CC Cycle 3 (American Artists) - Discovering Great Artists: Hands-On Art for Children in the Styles of the Great Masters (Bright Ideas for Learning); National Gallery of Art Educational packages/videos: American Painting pkg, "American Art 1785-1946" video, "American Art" video, Early Modernism 1900-1940 pkg, Art Since 1950 pkg, "20th C Am. Art" video



Studio Art:

The Young Artist's Handbook, Drawing Textbook



Music:

CC Cycle 3 (Great Composers); Minute Sketches of the Great Composersor History's 100 Greatest Composers, Story of the Orchestra; Charlotte Symphony "Children's Concert Series"





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