Posted in On Our Journey

One of the very things that makes homeschooling attractive to many people is the ability to instill in their children their family's religious and moral views.

And yet, it seems that the next "trap" in this project is to treat our faith as though it's another school subject.  In fact, in my tracking program, I have "Bible" listed, and it's the first "course" of the day. 

Now, I realize that making a place in our daily/school schedule for some sort of Bible study is a positive thing.  It instills good habits, it's a good way to start the school day, and with, young children, it's how any sort of regular devotions are going to get accomplished.

But, it's so easy to let it become another checkbox for the day, as opposed to a way of life that should be lived each and every minute. 

This all sort of fell together for us recently, as we went through the difficult decision to leave a church we'd been with for several years. 

In our area of the country, church attendance isn't ubiquitous, but it certainly is expected of folks at a certain social level.  In fact, we joked that when we moved back to Indiana from Texas, the top two questions we were asked were, "Are you originally from __________?" and "What church are you attending?" 

Church is a social event.  It's, as Rayford Steele (for you Left Behind fans) puts it, "Where we found our doctor, our dentist, and the pediatrician."  It can become a surrogate country club. 

But, as we matured in our faith, it became clear that we needed more from our church.  Not just for the adults, but also for our DD. 

Counter-intuitively, what we were NOT looking for were more "children's programs" or a "children's church."  In fact, we were hoping to find a church where we would be encouraged to worship as a family and where we would *all* be challenged to live out our faith.

I had considered that DD would miss seeing some of her friends from our old church.  And I'd assured her that we would still go there, on occasion, to touch base.  Plus, we'll see them anyway - it's a small community.

What I had not counted was how much our conversations about this change, which transpired over the course of about 18 months, would interest her.  Or how much she would understand and consider what we were discussing.

Nor had I counted on how important it was for her to witness the importance of this decision to us.  It made the whole "going to church" business real, not just something we do on Sunday.  Suddenly, what went on in church meant something to her beyond being part of our weekend ritual.

And, unsurprisingly, it also seems to have caused her to take our daily devotionals more personally.  Suddenly, this, too, wasn't just something to study, but something that adults discussed, questioned, prayed about, and took into consideration in their daily lives. There's a new focus in her study, new questions that she has, and a new awareness of the importance of faith in our daily lives.

We won't be giving up our morning devotionals or our Kay Arthur studies.  But, it is gratifying to know that, through God's grace, we've managed to disciple our daughter by living out our convictions. 

What an awesome gift to all of us.

Posted in Reading

(List updated 6-24-09)

 

I love books.  I think that's already been revealed, so there are no secrets here. 

 

But, there are books and there are living books. 

 

In history and literature, living books are original works that explore the age-old conditions, problems, and joys of humanity.  They inspire or chastise us, make or break us, illuminate and sometimes confound us.  They stir up righteous anger and bring us to tears.  Living books are those that define us as human beings. 

 

The term "living books" has taken on some new connotations lately, especially as it becomes applied to books in the fields of science or math.  In these areas, living books are books that explain the concepts of these fields within a literary framework. 

 

There are many, many lists of "great works" online.  Ambleside, A Book in Time, and Classical Christian Online all have lists that provide a good classical foundation in literature and history.  Most of these lists have overlap; some more than others, of course.

 

But, sometimes there are books out there that are just a bit outside the pale, or that are a bit more obscure, yet deserve mention.  Sometimes, folks just like to have others provide some feedback on books they've actually read, as opposed to just going by the title.  Sometimes, the classics are unfamiliar and the "hidden surprises" are unpleasant - it can help to know this if your child is sensitive to certain things. 

 

So, here are my lists.  I intend to update this as time, and serendipity, afford the opportunity.  Everthing herein may not be a "true" classic in the cannonical sense, but in our experience these books were worthwhile.  Enjoy!

 

Geography - Admittedly, geography is often studied alongside history.  But some books align themselves more with place, or mapping skills, than time.  Here are a few:

 Abbie Against the Storm, by Marcia Vaughan.  A young woman keeps the light at Matinicus Rock, Maine, going through the worst storm in 200 years.  Based upon a true story.  This book would also work well with a unit on weather. 

And the Dish Ran Away With the Spoon, by Janet Stevens.  What happens in the nursery rhyme when Dish and Spoon get lost and don't come back!  Cat, Cow, and Dog use a map - drawn by Fork - to find their way around fairytale land.  There are so many levels to this story.  It's a great introduction to the notion of puns, the use of a map, and the application of cultural literacy to a story.

 

Boxes for Katje, by Candace Fleming.  Based on a true story from WWII about an exchange of "care packages" between two post-war children.  Katje's generosity is exemplary.  (This one brings tears to my eyes each time we read it.)

 

Clever Ali by Nancy Farmer.  Told in the "Persian style" with wonderful aliteration and repetition, plus beautiful Arabian inspired illustrations, Ali has just turned seven and joins his father at work as a "keeper of the pigeons" for the cruel sultan.  The sultan is known for his "oubliette" - a hole into which he throws people he doesn't like.  Guess who ends up in the oubliette?  But all is not lost, because Ali is indeed quite clever.  [Parental warning - at the bottom of the oubliette may be a demon and the anticipation of the existence of this demon builds through the story.  We learn the demon is real and is ugly, but not unkind, and he proves very helpful.]

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Chin Yu Min and the Ginger Cat, by Jennifer Armstrong.  Set in China, the illustrations are engaging and depict interesting details about Chinese culture.  The story is wonderful, teaching that kindness and friendship can change the heart of a proud, rich, and vain individual. 

 

The Flame of Peace, by Deborah Nourse Lattimore.  A folktale from the ancient Aztecs.  The clever hero must return the "flame of peace" to his city after the death of his father.  The illustrations are heiroglyphic in nature and invite closer examination.

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The Legend of the Kite: A Story of China, by Chen Jiang Hong.  A Chinese Romeo and Juliet story, except no one dies!  Gives one cultural tale of the origin of the Chinese kite festival.  An unusual focus and one that children seem to enjoy.

 

My Painted House, My Friendly Chicken, and Me, by Maya Angelou.  This book was a visual delight - the painted houses of the Ndebele women of South Africa are amazing.  Told from the perspective of an eight year old Ndebele girl, it captures both the interesting differences of these people, as well as the similarities of children the world over.  A very "good" book.

 

Travelling to Tondo, by Verne Aardema.  Sometimes consideration for friends can go a bit too far...espeically when a civet-cat bride is waiting for her intended to return.   Aardema's tales, primarily set in Africa, are full of wonderful "sounds" that go with the characters.  For instance, in Travelling, the bird as he travels goes "Bwa-wha, bwa-wha" - it's a read-aloud for sure!  Aardema is better known for her Anansi tales - also great reads.  But this was our personal favorite! 

 

History - These are titles that we've discovered while doing our classical rotation in history.  I'm organizing them by major topics, in order to help others doing a similar history format.

 

Ancient Egypt

Tutankhamen's Gift, by Sabuda.  Sabuda is best known for his amazing "pop-up" books.  This book, however, is a typical picture book, focusing on one possible interpretation of the King Tut story.  The young Tutankhamen is small and often overlooked as his father and brother work to change the religious traditions of the Egyptians.  When Tut suddenly comes to power, it's with a gift that is all his own.  Looking for the cats throughout the tale is an added bonus to enjoying the rich illustrations of this text.

 

Egyptian Diary: the Journal of Nakht, by Richard Platt.  A contextual view of life in Ancient Egypt.  Surprisingly, it also contains a bit of a mystery...something we really enjoyed and kept us reading beyond the explanation of Ancient Egyptian culture.

 

Ancient Greece - The stories from this time period are priceless and endlessly referenced in Western Culture.  However, all too often libraries rely on anthologies of the stories, or older volumes that lack engaging illustrations.  Here are some newer versions.

 

Atalanta's Race, Shirley Climo.  This was a great find for two reasons.  I'd not really heard the story of Atalanta before this.  And, she was singled out in another book as being the only woman warrior who went to the Battle of Troy! 

 

Black Ships Before Troy, Rosemary Sutcliff.  An excellent re-telling of Homer's epic poem, The Illiad.  Not heavily illustrated, but very true to the original.  A reasonable, long, read-aloud for younger students.  Sutcliff handles the battles very well, even for younger children, and doesn't gloss over details that make this story so very rich.

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D'Aulaire's Greek Myths by Ingrid and Edgar D'Aulaire.  This was a real treat and a real surprise.  Just about any Greek story (not just myth) that you have ever heard, and maybe a few you haven't, are found in this compendium.  It includes the basics of the Odyssey and the Illiad as well as the stories of the Greek pantheon of gods, the sub-dieties, and primary mortals.  For those concerned about presenting the Greek gods "favorably" - the D'Aulaires do a spendid job of making these mythic beings more "human" than humans.  Occasionally, you laugh out loud at their foolishness, though it's not unduly silly.  Really, a great re-telling and very thorough.

 

King Midas, by John Warren Stewig.  The illustrations in this one are fabulous and offers a visual treasure-hunt for the reader.

 

Pegasus, by Jane Yolen.  Aside from beautiful illustrations, this is an excellent cautionary re-telling of the story of the winged horse and his mortal rider, Bellerophon. 

 

Wanderings of Odysseus, Rosemary Sutcliff.  The companion volume to the Black Ships listed above, this, too, holds true to the original epic poem on which it is based.  Sutcliff handles some of the quirks of Odysseus quite well, using parenthetical asides to explain his actions when his trickster nature might otherwise be confusing. 

 

Middle Ages - Most folks are familiar with the Arthurian legends, but there are many other books set in this time period that are worth a read, especially as they exemplify how people lived.  From here on, the books also become longer chapter books, reflecting my daughter's progression in listening skills and levels of detail.

The Door in the Wall, Margaret De Angeli.  Abandoned by those charged with his care, a young boy learns that he can still serve others despite his seeming inabilities, because there is always a "door in the wall." 

The Great and Horrible Quest, Margaret Lovett.  A fascinating story, in which the "secret" becomes clear to the reader long before the main character. 

American History - These books will probably sound familiar as you may have read them yourself when in school.  At least, I did. 

 

Calico Captive, Elizabeth George Speare.  By the same author as The Witch of Blackbird Pond, Calico Captive provides and extremely interesting narrative of an oft-overlooked time period in American history, the French and Indian War.  The heroine, captured by Indians, along with her family, learns not only to appreciate her Indian captors, but also the French with whom she eventually must make a home for herself.  Based upon a true story of the time.

 

Johnny Tremain, Esther Forbes.  Most of us remember Johnny Tremain for the horrendous accident that befalls him in the first quarter of the book.  What we've forgotten is the incredible setting of "occupied" Boston, prior to the beginning of the American Revolution.  You'll be pleasantly surprised at the depth of this book if you've not read it since fifth grade.

 

Mathematics - There are lots of new math books geared for primary-age children.  Some are better than others; some do a better job explaining concepts than others.  A fairly complete list can be found on the Living Math site.  Here are our finds:

 

The Man Who Counted,  by Malba Tahan.  A wonderful collection of "math adventures" set in ancient Persia.  The topics range in difficulty and math genres.  The one about more vs. less is actually a lovely virtue story.  The chapters are short, but the tale is delightfully told with just enough detail, in a storytelling style.  A great read-aloud with early primary students; an excellent reader for older students.  In the realm of books in general, this one hedges on a true living book. 

 

Sir Cumference series, by Cindy Neuschwander.  There are currently four "adventures" in this series, each covering an aspect of geometry.  What we enjoy about these is that they are not "stilted" at all.  The adventure aspects are realistic and engaging, the use of geometric terms seems natural, and overall they clearly explain concepts using images that are memorable.  If your child loves the age of knights and ladies, he or she should enjoy these.

 

The Warlord's Alarm, by Virginia Pilegard and Nicolas Debon.  Part of a series of math adventures set in Ancient China, this one focuses on the needs that must be met in order to accurately measure time.  A very do-able project is found at the conclusion.

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Zookeeper for a Day, by Wendy Clemson.  Part of the "Math Adventures" series.  There are activities relating to caring for zoo animals, comparing them, measuring them, etc.  Predominantly addition, subtraction, graphing, and measuring, some time, and a bit of money math.  Some very simple multiplication and maybe a couple of concepts that are on the "high" end of these.  Probably intended for 2nd-3rd grade math concepts.

 

Christian Fiction - I've been pleasantly surprised by the number of books written for young people featuring Christian historical characters or strong Christian themes.  Here are some of our finds.

Dangerous Journey: Pilgrim's Progress, John Bunyan and Oliver Hunkin.  A re-telling of Bunyan's classic, with lavish illustrations at a level entirely accessible to children.  And not too childish for adults who might find the original a bit daunting.  Definitely a great introduction to this literary work.

The Tinker's Daughter, Wendy Lawton.  The story of John Bunyan's daughter, Mary.  Blind from birth, Mary has convinced herself that she is capable of anything and needs no one's help.  That is, until her father is jailed and God makes it clear that she needs His help....

 

 

Picture Books - Most "great book" lists that include early elementary level books include picture books.  But, these are often very limited to things most of us have already covered by the time our children are of a schoolable age.  Occasionally, more material is needed.  Here are some choices:

 

Animal Friends by Dick King-Smith (author of Babe).  A collection of stories about a variety of unusual animals that the author has lived with, ranging from chameleons and golden pheasants to beloved dogs.  Fans of illustrator Anita Jeram (of Guess How Much I Love You? fame), will enjoy her delightful drawings.

 

The Bake Shop Ghost by Jacqueline K. Ogburn.  When pucker-faced spinster Cora Lee Merriweather dies, the town loses its best baker.  Others try to take over the shop, but all of them give up within days until Annie Washington comes along and meets Cora Lee and her challenge - bake her a cake that will "fill her up and make her cry."  But, which cake will do the trick and allow Annie to "keep" her kitchen?  Non-threatening ghost and a poignant story make this a delightful read.  The cake recipe at the end is wonderfully fudgy (we made it after reading the story, though we didn't care for the icing).  Oh, and watch for the cat in the illustrations.

 

The Moon Quilt, by Sunny Warner.  This was a wonderful find for us.  The illustrations, chock full of meaning and quilt patterns and calicos, are wonderful.  The story, a loving old lady and her cat both nearing the end of their lives, is beautiful and heartwarming.  We pored over this book, looking for illustrative details that enhance the story.  (Note: both the lady and the cat die at the end, peacefully.  There is no overtly Christian message to the tale.  But it is a gentle way to introduce the concept of death to a very young child.)

 

Toads and Diamonds, by Charlotte Huck.  This is a lavishly illustrated retelling of a lesser-known, but extremely likable, fairytale.  Kind behaviour and selfishness are both rewarded in kind when two sisters are sent to a well for water. 

 

Posted in On Our Journey

Too bad I'm not into customizing my blog with music.  I'd find something really bluesy to go with this post because, like all good blues tunes, we saw it comin' and we couldn't stop the train wreck. 

We survived a week of DD attending summer day camp.  Sigh.

Without a doubt it was a great experience for her.  It was a drama camp, held daily for one week, from 9am to 5pm.  Monday morning they auditioned parts and Friday evening they put on the performance.  It was intense, but the participants - all 45 of them - did an amazing job!

However, and it's probably just me, but I don't quite see how families survive this, especially if one extrapolates it from one week to nine MONTHS of the year.

And, in fact, I'm quite sure it was *much* better than a typical school year.  Except for the exhaustion (more on that later), DD was quite happy to get up and go again the next morning.  It was all fun and she was enjoying it with two friends while she was there.  I didn't have to beg her to get up at least.

But, oy vey!  The evenings were terrible! 

I finally figured out that we were all suffering from "re-entry" issues.  At first, I only applied my thinking to DD, but later I realized it was all of us.

Of course, on a daily basis, DH has to adjust from being at work, where he's the "boss" and pretty much able to control all the details and issues, to being at home, where *I* have been the "boss" for the majority of the day.  Handing over control to him, yet retaining some consistency, has always been a bit of a challenge for all three of us.  However, it comes down to having DH come home to DD and myself.  So, it's one person re-entering the family unit.

However, for this week, we had DD off doing her thing as well.  And for the day, she was, essentially, one of "many."  Yes, she was assigned specific tasks, a group to work with, etc.  But, for the most part, she was autonomous and one of a group.  Even the ride home, with two friends and another parent, she was still in a different, though transitional, dynamic. 

But, then, as soon as she hits the door, she's our daughter, with all the usual, normal, routine expectations.  And, being an only child, the focus of many questions, hugs, and general, pointed, interest.  As she later pointed out, "It's a shock to the system." 

And, let's not forget.  For the week, she was keeping the hours of a full-time job - 9-5.  While I tried to get her into bed early enough, there was the conflict with finding time to do things with us in the few hours we had.  Many of our usual family bonding activites, like a trip to the pool, were out.  There simply wasn't time and, as the week wore on, DD was simply too tired to add that extra exercise into the day. 

And, there's Mom. Here I am, suddenly, with time.  Time that DH insists that I view as, predominantly, "free time."  And, I tried.  I really did.  I read books - in the daylight, with no booklight!  I watched two (2) movies.  I caught up on some paperwork, did some research on various household matters, and held conversations with myself, and God - without interruption.  I drank a whole Starbucks Mocha without having to share.

It was an eerie preview of the "empty nest" as well as a welcome break from the routine.  I commented to DH later that it was a bit scary how easy it was to get used to having DD gone for the entire day.   

However, the circumstances also created for me a time of transition as well.  I found that having my "peace and quiet" suddenly shattered by folks coming home, bringing mail to deal with, questions to answer, and with demands to fulfill, was jarring.  It's not that I didn't welcome my family home; I just needed time to adjust to their presences after nine hours of being alone.  I never quite figured out how to make that adjustment easily.

So, it was rough.  We squabbled a bit, I'm sorry to say.  DD was *extremely* defensive about anything that suggested she wasn't "autonomous" and able to do things for herself.  Surprise.  She'd spent all day "doing for herself" and suddenly it seemed she was no longer capable.  DH expected "normal" and got anything but, which is always upsetting.  And I seemed unable to shift gears, finding the continual distractions and disruptions of my lines of thought just so "rude."  :)

However, it's over.  [Insert happy dance here.] 

The performance was wonderful.  DD had a great time and learned quite a lot.  Hopefully, her parents did, too.

And, if time helps us to forget some things (though I distinctly remember loads of details regarding labor and giving birth to DD, so I'm dubious), perhaps we'll let DD do another week-long camp next year.

Perhaps....

Posted in On Our Journey

Before anyone runs screaming from the room, do realize that cooking is a form of chemistry.    

Not too long ago, we made chocolate from roasted cacao beans and we've "done" the yeast-makes-carbon dioxide experiments (making rolls) - so this isn't really new.

But, it is going to be a first when the idea for the food item came AFTER the science experiment!

It started when we needed red-cabbage juice to use as an indicator for our acid/base chemistry experiments. 

Easy enough.  Buy a red cabbage (easily available during Thanksgiving season), chop it fairly fine, boil it in water, strain. 

The only difference is that you must boil it in distilled water, to ensure the indicator is pure and not tainted with minerals or acids from tap water.

After straining the cabbage from the water, I had this lovely pile of not-so-red cabbage that was cooked.  Now what?

We don't particularly care for boiled cabbage.  But, I hated to see it go to waste, so I bagged it and froze it thinking it might see a stir-fry some day, when the pantry was low.

However, it's appearing tonight, in Brunswick Stew - a crock-pot meal that can be a great way to use up leftovers.

My only surprise?  The cabbage is now PURPLE!  Yes, this shade of purple.

I wonder what my husband is going to say....

Posted in On Our Journey

Except for the ribbons, which haven't been awarded yet, we've successfully finished our first year of 4-H.  

When I was growing up, I don't think there was anything to do with 4-H until you'd completed 3rd grade.  Sometime, in the intervening 30 years since I started, they added two "pre-4-H" levels - Cloverbuds (ages 3-6), and Mini (completed 1st and 2nd grades).   For these levels, everyone gets a participation ribbon and that's about it.

Regular 4-H starts the year you are in 3rd grade - with the fair as a culminating event happening the summer *after* your 3rd grade year.  This is when there are blue/red/white ribbons, with Champions, etc. and State Fair entries.

The activities and requirements for any given subject are set by each individual county's extension office.  They often borrow information, or even whole manuals, from other counties, but it's very locally run.

I was a "10 year" 4Her - meaning I participated in 4H for all of the years one could participate.  So my perspective, though changed, is based upon ample experience.

Now, I realize it's quite easy to talk about the "good old days" when one was younger.  So there may need to be a grain of salt taken with this.

What I enjoyed about it was that I was given enough information to begin learning about a topic *on my own* at whatever level I could achileve.  I loved this.  Being a product of the public school system, it was liberating and I really did learn a lot. 

My most memorable, and overall most useful, project was a Veterinary Science poster on genetics. 

Don't ask me where, in the mid-80s, I found anything written about genetics that was even remotely written at a lay-person's level.  But, I must have, because when I got to college-level biology, I ended up tutoring a portion of my class on the same topics I'd researched two years previously. 

However, I'm guessing that my impressions will change with dd's experience.   My first clue is when we found it difficult to tear ourselves away from our regular studies and activities to complete the 4H projects. 

Obviously, in Mini-4H, the level can't be too difficult.  The topics are geared toward 1st and 2nd graders. 

But, as any observant homeschool parent can tell you, there's a big difference between a student who is in 1st grade and one who is going into 3rd grade.

Making a model rocket from recycled materials seems a bit "slow" as a space project to a student who has created a "working" rocket - even if the "fuel" was only seltzer tablets! 

I guess being a homeschooling parent, I'm less likely to be impressed by "fluff" masquerading as "learning."  But when the child complains...you know it's a problem!

Honestly, I expected more because I kept hearing (from non-homeschoolers) how "great" 4H is for "supplementing homeschooling." 

I think "supplementing homeschooling" is an oxymoron, isn't it?

All I can hope is that the next level of 4H has more to offer than these pre-levels. 

But I fear that the requirements might be lower for the projects than they were when I was involved and doing them 25-ish years ago, in an overall sense.  I will definitely take that into consideration as we move forward into the more complete 4H program.

When I think about what I most enjoyed about 4H - the self-directed learning - I realize that dd is going to get that anyway through homeschooling.

Which isn't to say that 4H, even our local program, has nothing to offer.  But it's a reminder that even something positive that still exists from our own childhood may not require the attention, or level of participation, from our homeschooled children that we once would have given it ourselves.

Activities, like books, need to be chosen wisely, no matter how nostalgic we might feel otherwise.

Posted in Teaching Thoughts

A dear friend who is a former librarian BHS (before homeschooling)suggested that something I posted recently on a group list might make good blog material.

I'm assuming she knows what makes for a "good read," so I'll follow her advice. 

There are SO MANY good homeschool programs and curriculum out there.  It's often very hard to choose, and there are so many different aspects to consider within that choice.  Do I need scripted lessons, or am I fine "winging it" on my own?  Do I need a list prepared for me, or will I prepare my own?  How much can I spend?  What suits my child/ren's learning style best? 

With all of these facets, it's not surprising that some folks get a bit muddled between "programs" and "philosophy of education." 

Programs are compelling.  A very popular program, Sonlight, seems to garner some strong adherents.  This literature-based program appeals to so many people because it seems entirely *unlike* anything they have encountered as "history" in their own educational experiences.  So much so that some seem to find it difficult to switch to another program, despite very good reasons to do so, because they feel a loyalty to the program or its method. 

More than once, I've seen people list programs that they like, followed with the query, "What do I do?  I can't do it all!" 

Acknowledging that one "can't do it all" is the first step in a recovery program. 

Most programs are based around a central educational philosophy (see the sidebar for a site-link to teaching method descriptions).  If your likes about various programs seem to cluster around one of these methods, then you've revealed your teaching method or philosophy.

Let me provide a realistic conundrum (drawn from my own experiences, so as not to offend or embarrass anyone else!). 

I've always like a literature-based approach to education.  It seems to work well for my daughter, too (which is optimal, of course).  I've tried Sonlight, used books recommended from Ambleside, and I love the concept of multa non multum (less, but more) from The Latin-Centered Curriculum.

From these sources, I've pulled various materials and cobbled together my own history.

Understandably, history is my strong suit.  But it is possible to combine aspects of various, compatible, programs to create your own mix, based upon a single learning style - or even multiple styles if needed. 

Another thing to consider is that a teaching style is just that, a style.  And, as our wardrobes know, styles do change.  In this case, it might not be a style change that is needed as much as it is a break.

There's no reason why you can't have a general learning style for most of the year, but take breaks to do things differently. 

We intersperse lapbooking, which is more crafty and hands-on than our usual studies, during the year.  Sometimes it's related to our regularly scheduled work, but sometimes it's entirely learning-for-fun. 

One last thing to consider, however, comes to me from the book Climbing Parnassus by by Tracey Lee Simmons.  While addressing the need for a return to the classical methodology, Simmons does point out that teaching our children values, thinking skills, and the classics (for their cultural relevance if nothing else) are the primary goals of education.  A student trained in this manner will be able to learn anything else with little trouble.

When you think it through, it makes a lot of sense.  Most of the materials we spend time imparting to our child/ren could be classified as "information."  If you can google it, it's information.

The real meat of our teaching comes from our discussions with our child/ren.  It comes from passing on our values and beliefs and applying those to the information we read. That's the stuff you can't learn or teach once the opportunity is past.

Therein lies the soul of all educational philosophies.

Posted in Beginning the homeschool journey

You know homeschool convention season is upon us when all of the following begin to converge:

1. The sheer volume of posts on any given forum goes up about three-fold, at least, as folks start to think about the next school year or what they intend to look for at their convention.  Posts starting, "Has anyone ever used....?" become the norm.

2. It seems like everyone has something to sell on every forum, list, and board.  (That's because they are cleaning off their shelves in preparation for their upcoming convention.)

3. Nearly every homeschool vendor sends you an e-mail reminding you to "visit their booth" at a convention.

4. You start trying to track down the lists of recommended resources that you've been compiling over the past few months - and are shocked at just how long that list is!

I love conventions, though I've only had the pleasure of attending a few. Our large state and area conventions seem to find important family birthdays are their preferred dates!  (Hmmm...only niece's first birthday or convention - that was a toughie!  OK, not really.)

We are blessed to have a very fine convention in Indianapolis, which is relatively easy for me to attend.  But it's shockingly easy for me to become overwhelmed by the event, even though it's a positive type of overwhelm (assuming that isn't an oxymoron).

There's so much to see, so many great speakers, and so much to accomplish in the vendor hall.  And *all* those people! 

For a highly visual individual, I find it almost too much.  Which is why I make  a point of leaving the building to go somewhere else for lunch - just to change the scenery.

The vendor hall is a big draw for me - and probably for many folks living in the mid-west where we don't have much in the way of brick-and-mortar stores to touch and feel products.

I find that vendor halls require a battle plan.  I usually make a list of specific vendors I want to see, being sure to check out vendors with products I might not need this year, but in the near future. 

I also combat the "cereal aisle syndrome" (you know, too many choices) by coming prepared.

In the weeks preceding a convention, I do indeed pull out those lists I've made of things other folks have recommended.  Hopefully, I've already looked into them some and have a gut feeling as to whether or not these might be useful for us.  If not, I start pruning the lists.

Since we don't follow a set curriculum for history (and we add-in a lot of alternative things to our math and science), I try to generate some sort of topic list of what we might cover in the coming year. 

Then, to this topic list, I note what materials we already own or that I can borrow from the library.  Let's face it, if I know I've got two or three really good options already for, say, the Boston Tea Party, then I'm less likely to get sucked into purchasing another great-but-unneeded book.

Maybe.

Then, I make a list of those creme-de-la-creme recommendations.  The books or products that others have suggested and that are still on my list after researching them on Amazon or another website.  Most of the time, if I can view these in real life at convention, I'll know whether I want them or not. 

Finally, if I'm looking for a program - as I usually do use something specific for science as a spine - I list what I *think* I want to use AND I list another reasonable alternative.

Both times I've gone to a convention looking for a science program, I've come home with something other than what I had initially thought I would use.  In each case, the program I thought I wanted just didn't look like a good fit for my daughter at this age. 

Most recently, I'd intended to use the chemistry portion of a science program that we're currently doing for biology.  But, when I looked at the chemistry books in total, as opposed to just samples online, I realized that it just seemed too heavy for an introductory program in science.

In looking at my alternative choice (and, admittedly, "getting over" its title, which includes both a number and the word "kids") I realized that this was the thorough, yet fun and unintimidating introduction to chemistry that I wanted to use.

Flexibility is key.  And that applies not only to programs, but, if possible, to your convention budget as well.

Even though you might have a shopping list, convention isn't like going to the grocery.  It pays to have a bit extra for those surprise discoveries.  I've seen fun games at convention that we've loved, but never knew existed.  I've picked up great stickers that made an activity "pop" when we did it.  Math manipulatives and science extras are fun to explore and often seem better "in real life" than static images online.

I haven't mentioned speakers or workshops.  Those, of course, are what the "meat" of a convention ought to be and, as such, deserve a seperate post.

Unfortunately, I won't get to our state convention this year.  Another birthday interference - I mean, celebration!  But I'm anxiously awaiting the dates for 2009!

Posted in On Our Journey

In fact, homeschooling has been a large part of why I haven't blogged in months! 

As most people know, homeschooling parents tend to be an involved lot.  They don't just drop their children off at an activity and come back in an hour or at the end of class. 

They tend to stick around.  They ask questions.  They participate.  They observe.

Which also means, in my case, they volunteer.

My daughter has been in dance classes for several years now.  This past holiday season (I'm referring to Christmas, though we're now past Easter I know!), her studio produced The Nutcracker - a biannual event.

I produced a LOT of costumes.    Not just hems and some alterations, but complete pieces in some cases.

Oh, and for the record, one does use algebra after high school.  Especially if one is constructing a hoop skirt with a 25 foot circumference, intended to hide nine adolescents beneath its frame.   Fortunately, I only made the skirt foundation; the costume was a rental.

However, being a homeschooling family, that meant my daughter was pressed into service - I mean, asked to help with the costumes as well.

She learned to thread elastic through waistbands.  She pinned pattern pieces in place.  She painted bands on straw hats to match costume trim.  She served as as an unflinching model for costume parts and pieces. 

And, of course, she learned a few dance steps and a lot of choreography as well.

After surviving the aptly-named Nutcracker, we entered the Christmas holidays.  Then flu season.  After that, we seemed to hunker down and really focus on learning and having some fun together. 

We probably didn't advance too far in our history studies.  I seem to remember being perpetually stuck at the fall of Rome for a while there.  Science consisted mostly of experiments with just how far one can bend various forms of pipe to construct a 25 foot circle.  Math was mostly about estimating - fabric usage, trim length, time.  Art was the obvious.  Somewhere in all the rehearsal schedule chaos, dd did manage to read a six book series called Warriors, a fantasy series about cats and started writing a book herself.

I think our first foray into unschooling was successful! 

After the this experience, we headed into convention season.  But, that's a story for a seperate post.

...me?  For an award?  So unexpected!

I've been awarded the "Blogger Reflection Award" by Kris at CM Living Science.  Wow!  Thanks, Kris! 

The award was started by Jocelyn Dixon, a fellow Hoosier and blogger. 

The intent is to "pay it forward."  Therefore, here are my nominees for the Blogger Reflection Award:

Donna Conner's Homeschooling Only One - Donna's blog, book, and especially her forum are a huge inspiration to many people.  Her life experiences, and the wisdom and courage she has to share these with so many people, are truly an inspiration.  

Honeybee - Lots of practical insight and reflective thoughts on parenting, homeschooling, and life in general.  Somehow, I feel more relaxed after visiting the "hive." 

SheilaG - Sheila's perspective on life is a lot like mine - quirky, satirical, but usually downright honest.  She writes a lot better than I do, though!

These last two awards go in the "true spirit" in which the creator of it intended - to not give it to "just anyone" but someone whose blog has made a difference for you in some way.

Stephanie at Throwing Marshmallows - This blog wins hands-down as the most thought-provoking blog I've encountered in a while - at least from a personal standpoint.  Her observations regarding learning styles gave me a huge leap of understanding, for which I am eternally grateful. 

Finally, a new blog - PreK Human Rights Education by Jessica - This is a new blog, but one with a heart.  While the concept may not apply to everyone in their homeschool journey, the resources are a terrific springboard to further discussion on this important topic.  It truly made me think about my own beliefs and why I hold them, even if I ultimately come to a different conclusion. 

Another meme come and gone....

Posted in Reading

... in Harry Potter? 

[Warning - Out of sensitivity to my friends who disapprove of the Harry Potter books, this entry will be discussing what I feel are the positive aspects of the characters and themes found therein based upon the book Looking for God in Harry Potter by John Granger.  No spoilers for the series' conclusion, either.]

I've always been a fan of the Harry Potter books.  Mostly because I enjoy a thoroughly crafted story, full of details, that is capable of transporting me to another place with a different world. 

If that very aspect of reading isn't a form of magic, then magic doesn't exist. 

I started reading the books before I had a child old enough to listen to them.  And I've listened in, at times, to the debate about the Harry Potter books, their influence, and their relationship to the Bible's injunction about "suffering witches" and tolerating magic.  I've considered the intent of these words and their relationship to literature.

Yet, I undeniably found the books to be full of positive, indeed Christian, role models. 

Harry, and his friends, while occasionally making a bad decision, ultimately choose good over evil (clearly presented); choose to do the "right" thing over the easy thing; stand against cultural, social, and even authoritarial pressure in order to either obey or support those to whom they give their allegience. 

Pretty heady stuff, actually.  The books also provide a "short hand" way of exploring these topics.  Now that my daughter has had the series read to her, we sometimes use the characters and situtations from the books to discuss issues we see in day-to-day life. 

So, being acutely aware of these things, and seeing some symbolism and other bits in the books that reassured me I was on the right track, I then stumbled across the book by John Granger titled Looking for God in Harry Potter.   Of course, I had to read this and see if I my thinking was on the right track and, hopefully, why this was so.

I was not disappointed.

The book is doubly interesting because Granger shares with his readers that he used to belong to the "banned Harry Potter from his house" world.  However, after some trusted friends encouraged him to read the first book, he instantly saw the inherent positive aspects of the books and recommended them to his daughters.

The biggest credit to give Granger regarding his analysis of the HP series is that he brings to the work a pretty thorough understanding of classical literature and how Rowling uses this to craft the HP stories.  This is crucial because, without this understanding of the classics, it's all too easy to dismiss the series as another foray into fantasy literature.

The mythical creatures that populate the HP books are predominantly chosen because of their Christian symbolism.  The griffin, the phoenix, the centaur, the hippogriff, the red lion - all are ancient symbols representing either Christ or the Christian journey, or both. 

Unlike the Narnia books, these creatures are not just part of the common populace of Potter's world, but typically are symbols or beings that encourage, rescue, or restore primary characters in the books.  Thus, they are Christ-like in both symbolism and action within the story.

The most fascinating parallel Rowling creates, and Granger elucidates, is the dichotomy between the Muggle world (the non-magic world) and the Wizarding world.  One of the arguments against accepting the Harry Potter story is this very division.  

Most of the Muggles encountered in the stories refuse to believe in what they can not see or explain, so they are, literally, unable to see members of the wizarding world.  And, if they do see wizards, they invent ways to explain-away what they have seen. 

Out of a need to keep the wizarding world safe from persecution, if some sort of "obvious" magical incident occurs in the Muggle world, wizards modify the memories of Muggle witnesses. 

It's this "hidden" nature of the wizarding world that bothers some people regarding the HP series.  They argue that in works like Lord of the Rings or Narnia the witchcraft isn't "hidden."  Everyone in the magical world *knows* that the characters practice magic.  The concealment of witchcraft in HP bothers folks. 

This tension between the worlds is readily apparent in Harry's own Muggle relations (as an orphan, he lives with his aunt and uncle).  At every opportunity, they try to deny Harry's wizard-ness, calling him a "freak" and refusing to even say the word "magic."  Harry, being a minor, has no choice but to live in this world for part of each year. 

Granger, however, makes the excellent parallel between the Muggle/Wizarding world and The World/Christian life.  As Christians, we are exhorted to live "in" the world, not "of the world" (John 17:13-16).  The Muggles are "of the world" - living in denial of anything that cannot be seen, touched, or proven.  Most Muggles are presented as heartless, nearly soulless, individuals, interested mostly in personal advancement and gain.  You learn to dislike them intensely.  

The wizarding world, while not perfect and definitely hosting some truly evil characters, is inhabited by people believing in and seeking something beyond themselves.  There are flawed characters even among the "good guys" - but all have sinned and fall short (both in Potterdome and our world.)  Overall, however, the wizarding world is a place where bravery, honesty, intelligence, and loyalty trump every time.  

And, in the final novel, the "final battle" is played out on the cosmic scale.  True to the reality of our world when the End Days approach, the Muggle world, in denial as much as possible, becomes inextricably (and inexplicably for them) involved in what is a symbol of the grand battle of good vs. evil. 

There is much, much more to Granger's book, and the Harry Potter series, than I would care to write about here.  But let me close with a final thought about highly prominant cultural entertainment and it's place in our psyche.

A great story is like a language all of its own.  It gives us images, words, and situations that explain, parallel, or mirror our lives.  Life is less threatening to talk about if we can do so in the context of characters whose stories we have shared.  Complex ideas are easier to understand, if we can give them life and make them more concrete through an anecdote or story.

We have a name for these works, though the name has taken a beating over the past many years.  We used to call these "classics." 

However, in order to "save" the term classic, we've taken to relegating it to old tomes that most folks have never read, either out of lack of exposure or simple fear of their difficulty. 

But, a classic work is a work that speaks to us across time, variations in society, and possibly even culture.  A classic presents ideas and themes that most of humanity can relate to on some level.  Oddyseus' need to get home after the Trojan War or Macbeth's avarice and self-seeking agressiveness are ideas that we understand and share, even if our experience of them is different.

And so it is with works like Harry Potter or the Star Wars series.  In them we find important parallels to human history, human thought, and individual experience.  In Star Wars, we can keenly identify with Anakin's fear of loss within the parallel context of the rise of the Empire (which seems modeled on the rise of Roman influence).  Harry Potter teaches us how to value friendship, even when self-preservation seems a more pressing matter. 

Children, given the chance, will gravitate to stories that "speak" to them.  We need to provide them with complex, strong stories with characters who face life's problems and choose the right way over the easy way.  

In this way, we equip them, and ourselves, with the language to discuss the difficult choices in life.  It is through such discussions that we then prepare them to face their own unique challenges.