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A blog comment indicated that I was leaving the impression that my lack of follow-up on a promised homeschool takeaway post was perhaps because I was in agony about it.

Yikes, no.

The delay is due more to the fact that it’s hard for me to write about the topic succinctly. I tend to plunge in and just go on and on. I’m going to give myself 30 minutes from start to finish on this one, starting….now. 

But inspired by that nudge, I’ll start. I’ll begin with the personal takeaway, and follow up at another time with my Big Thoughts on Philosophical Issues. I was initially going to write about this in terms of “what I learned,” but as I thought about it, I realized that wasn’t quite and accurate characterization of my takeaway. It wasn’t about learning, it was more about things I knew, but perhaps didn’t know I knew…or didn’t know that I believed so deeply.

When in doubt, bullet points:

  • I didn’t realize how much I had internalized the system. I thought I was all flexible and open, but I wasn’t. Homeschooling freed me in a deep way from assuming that once a certain path is begun, that’s the only way. That is – you start high school at this certain school..does that mean you have to finish there? Does that mean you are locked into the 4-year School Family Treadmill? No.
  • I learned that I’m not an unschooler. Sad. Just couldn’t let go of some things.
  • I learned that the reason we divide fractions is by multiplying the dividend by the reciprocal of the divisor is because that’s what division is . (8 divided by 5 is the same as 8 multiplied by 1/5.  8/5.)
  • Now, I say that, not just as a fun fact, but as a representation of a larger point: I learned a lot through homeschooling. 
  • With the math, as I have said before, I’m not mathy but nor am I terrible at math, img_20160819_110905.jpgand I’ve used it enough to still remember most of everything through Algebra. But using the Art of Problem Solving curricula with my kids taught me a great deal, introduced me to the architecture of mathematics in a way that I had never experienced and was sorry I hadn’t – understanding math the AOPS way would have helped everything make so much more sense to me in high school. So with the fractions and division thing – it was always presented as just a rule, with no reason. Sort of a random weird thing you do when dividing fractions. But it’s not random! There’s a reason! And that reason helps a lot of other things – division itself, fractions, decimals – fall together in a reasonable pattern.
  • But oh, so much more. Stuff I once knew, but had forgotten, and so much I didn’t know – about science, history, art…
  • One of the most wonderful things about homeschooling to me was that I think my kids understood that we were indeed learning together. Yes, I can go on and on about certain subjects, and sometimes they both irritate and amaze me with their questions to me and I say, “Well, I guess I should be flattered that you think I am some sort of encyclopedic genius,” but for the most part our homeschool environment was one of mutual learning and exploration, with me providing resources, guiding and explaining when needed, but me also saying regularly, “Wow, I didn’t know that!”
  • I think it became clear to them that the proper way to look at a teacher is as both an authority and expert of sorts, but also as a co-learner. Not all teachers present themselves that way, of course, but be honest. It’s what we are. I am endlessly curious about almost everything – which is not always a good thing, as it can lead to never being able to just calm down and stop researching – and I hope that they picked up that curiosity and open-mindedness, along with some degree of authoritative understanding – makes for a good learning experience.
  • We were also exposed, on a daily basis, to the fluidity of knowledge. Over and over again we encountered points of information that would be presented in a traditional school textbook as just FACT but are in FACT being called into question by current research and new information.
  • I came to appreciate the sciences and engineering and related fields so very much. I think this is a huge takeaway for me. It is not that I didn’t admire those fields – it’s that I come from a total humanities background – English/history/religion/political science/philosophy. Hardly anyone in my family (which is small, so I don’t have a large study cohort to go on) went into any other field but those. Through the reading that we did, the videos that we watched, the programs that we attended, I came to really appreciate the sciences and related fields as truly creative, exciting areas which contribute so much to human flourishing, even at the most technical levels, and this became a point I communicated to the boys over and over.
  • It may not make sense to some, but my goal as a home educator eventually evolved to: Help them become humble, skillful, wise skeptics. 
  • Humble: so we know how little we know and are never closed.
  • Skillful: so we can do what we need to do (write, compute, make)  well
  • Wise: so our minds are in communion with the Word
  • Skeptics: so we know that all human things, including knowledge, are contingent and temporary
  • I learned a lot about my kids. I am not keen on writing a lot about them in a public space, but I will say that my sense of my older son’s aptitude for planning, logic and making connections was confirmed and deepened by our two years of homeschooling and my appreciation of my younger son’s enthusiastic embrace of All Things Nature was as well.
  • Homeschooling them is going to be of great help to me in advocating for them and guiding them as we not homeschool.
  • On a very practical level, homeschooling revealed to me how many resources there are out there – explicitly educational resources, as well as others – both in real life in the community and online.  I wouldn’t have known about them if I hadn’t been up until 1 am following rabbit trails. There is no excuse for having a boring classroom these days. None.
  • I’m about to run out of time. So I suppose my final takeaway will bleed into the next episode about broader issues.  It was confirmed for me, although I had felt it and it was indeed a reason I decided to homeschool in the first place, how much of a time and energy suck school is. We did “school” in at most three hours a day – not counting days when they did classes or activities outside the home – and although we were busy, home was a pretty relaxed place.  Now they are gone 8 hours a day and re-entry into the home is marked by a flurry of papers, the dream2mental effort for everyone to sort out what needs to be done and when and fatigue and the general, already
    aggravated wistful look forward to May.
  • Don’t get me wrong. There are good teachers teaching interesting things in ways that they could not experience at home and systems that are having to build up ways to help everyone accomplish and learn and I get it. I get the challenges. I’ve been there. It’s just taking some effort to not allow the system and its many often picayune requirements pollute that culture of open-minded, relaxed learning that we enjoyed for four years, and in some small way, to keep it alive here in the amount of time The School Family permits.
  • Trade-off. Just keep saying it. Trade-offs. 

(Other homeschooling posts here, here, here and here. At some point I’ll do a category for these.)

 

 

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It’s not a Holy Day of Obligation this year. I won’t even start on that one. Fr. Jeff Kirby of the Charleston diocese writes a bit about the issues here.

I’m sharing with you here the chapter on the Assumption from my book Mary and the Christian Life. You can click on each image for a larger, clearer version, or you can just make your life easier by downloading a pdf version of the book here. 

 

 

Interested in more free books? The following are all links to pdf versions of books of mine that our now out of print. Feel free to download and share and even use in the parish book groups.

De-Coding Mary Magdalene

Come Meet Jesus: An Invitation from Pope Benedict XVI

The Power of the Cross

 

 

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Today’s Gospel might startle us if our image of Jesus has been formed by selective catechesis and listening rather than attentiveness to the whole Gospel, which is far more complex and startling than soft textbook illustrations and gentle Tweets might let on.

Jesus said to his disciples: ‘I have come to bring fire to the earth, and how I wish it were blazing already! There is a baptism I must still receive, and how great is my distress till it is over!
  ‘Do you suppose that I am here to bring peace on earth? No, I tell you, but rather division. For from now on a household of five will be divided: three against two and two against three; the father divided against the son, son against father, mother against daughter, daughter against mother, mother-in-law against daughter-in-law, daughter-in-law against mother-in-law.’

Anyone who has even the slightest knowledge of Christ’s Gospel knows that it is a message of peace par excellence; as St Paul wrote, Jesus himself “is our peace” (Eph 2: 14), the One who died and rose in order to pull down the wall of enmity and inaugurate the Kingdom of God which is love, joy and peace.

So how can his words be explained? To what was the Lord referring when he said he had come – according to St Luke’s version – to bring “division” or – according to St Matthew’s – the “sword” (Mt 10: 34)?

Christ’s words mean that the peace he came to bring us is not synonymous with the mere absence of conflicts. On the contrary, Jesus’ peace is the result of a constant battle against evil. The fight that Jesus is determined to support is not against human beings or human powers, but against Satan, the enemy of God and man.

Anyone who desires to resist this enemy by remaining faithful to God and to good, must
necessarily confront misunderstandings and sometimes real persecutions.

All, therefore, who intend to follow Jesus and to commit themselves without compromise to the truth, must know that they will encounter opposition and that in spite of themselves they will become a sign of division between people, even in their own families. In fact, love for one’s parents is a holy commandment, but to be lived authentically it can never take precedence over love for God and love for Christ.

And yet Christ is our peace, according to the Scriptures. “He has broken down the middle wall: He has united the two people in one now man, so making peace: and has reconciled both in one body unto the Father.” He has united the things below to them that are above: how therefore did He not come to give peace upon earth? What then say we to these things? |439

That peace is an honourable and truly excellent thing when given by God. For the prophets also say; “Lord, grant us peace: for You have given us all things.” But not every peace necessarily is free from blame: there is sometimes, so to speak, an unsafe peace, and which separates from the love of God those who, without discretion or examination, set too high a value upon it. As for instance: the determination to avoid evil men. and refuse to be at peace with them;—-by which I mean the not submitting to entertain the same sentiments as they do;—-is a thing profitable and useful to us. And in like manner the opposite course is injurious

to those who have believed in Christ, and attained to the knowledge of His mystery: to such it is unprofitable to be willing to follow the same sentiments as those who wander away from the right path, and have fallen into the net of heathen error, or been caught in the snares of wicked heresies. With these it is honourable to contend, and to set the battle constantly in array against them, and to glory in holding opposite sentiments; so that even though it be a father that believes not, the son is free from blame who contradicts him, and resists his opinions. And in like manner also the father, if he be a believer, and true unto God, but his son disobedient and evilly disposed, and that opposes the glory of Christ, is also free from blame, if he disregard natural affection, and disowns him as his child. And the same reasoning holds with respect to mother and daughter: and daughter-in-law and mother-in-law. For it is right that those who are in error should follow those who are sound in mind: and not, on the contrary, that those should give way whose choice is to |440 entertain correct sentiments, and who have a sound knowledge of the glory of God.

And this Christ has also declared to us in another manner; “He that loves father or mother more than Me, is not worthy of Me: and he that loves son or daughter more than Me, is not worthy of Me.” When therefore you deny an earthly father for your piety’s sake towards Christ, then shall you gain as Father Him “Who is in heaven. And if you give up a brother because he dishonours God, by refusing to serve Him, Christ will accept you as His brother: for with His other bounties He has given us this also, saying; “I will declare Your Name unto My brethren.” Leave your mother after the flesh, and take her who is above, the heavenly Jerusalem, “which is our mother:” so will you find a glorious and mighty lineage in the family of the saints. With them you will be heir of God’s gifts, which neither the mind can comprehend, nor language tell. Of which may we too be counted worthy by the grace and loving-kindness of Christ, the Saviour of us all; by Whom and with Whom, to God the Father be praise and dominion, with the Holy Spirit, for ever and ever, Amen.

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No, not kidding…I mean…it’s August already!

Well, if you are involved in parish ministry, you just might be thinking a bit about Advent and Christmas, and I just went and saw that the devotional I wrote for Liguori is up on their website.

Go here to see:

"amy welborn"

 

It won’t be available until October, but as I said, if you are a part of a parish or school that usually provides Advent devotionals for individuals and families..file this away for future reference, and pass it along. It will also be available in Spanish as order time gets closer.

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Almost done, now.

One more practical post, and then next week, Big Thoughts.

Oh, and how is it going? Seems to be going well. It is very interesting to hear the experiences of a child experiencing school for the first time in four years, and with only the faintest memory of the last time, which was first grade. He’s been in classes in other settings, but of course, two hours once a month at the science museum or every other week at the zoo is a little different from…school. He’s pretty intrigued by the process. Aspects of classroom life that other students probably either take for granted or are tired of he finds interesting. It’s hard to explain. 

All right, I need to finish this part up. Let’s go. Yesterday, I outlined how we approached religious instruction. I probably should add that year before last was Confirmation year for the then-8th grader, and that was handled through an excellent school program.

As I have indicated so far, I didn’t homeschool so I could sit my kids down with books and worksheets. I was wanting to provide them with something different than what school was giving them, because I had come to see that school – as it was constructed, as they were experiencing it and as the Forces That Be are determined to make it – is not learning about the world in its complexity and depth, but about being rewarded for making the educational system’s priorities your priorities. Or at last pretending that they are.

What a way to spend almost every day of your life for twelve years.

So in terms of daily life – you can get a taste of it in the Daily Homeschool Report posts, which are all over the place – we did certain things almost every day, used a few textbooks in a few areas, did some drilling in things like cursive and math facts, but other than that tried to prioritize reading, discussing what we were reading and then experiencing life outside the home.

One or both of themselves participated in a lot of outside classes and activities.

McWane Science Center homechool classes

Birmingham Zoo homeschool classes

A Lego robotics group up in Madison, which is close to Huntsville. There was probably one in Birmingham, but for the life of me, I couldn’t find it, so I’m thinking there probably wasn’t one after all at the time. Both of them did it at first, but then the younger one lost interest, so we would go up there, J would do Lego robotics and M and I would go explore – we went to the Rocket Center a lot that fall.

Art classes at the Red Dot Gallery

An art class at Samford Academy of the Arts

Piano instruction through Samford

Boxing at Juarez Boxing

St. Thomas Aquinas Academy – drama and history of science

Weekly homeschool gym and social time on Friday afternoons

Those (except for the Red Dot classes and Piano) were for homeschoolers, particularly. During the time, they both did basketball every year, the older one did scouts, the younger one did children’s schola at the Cathedral for a year, they served Mass in the parish and the convent, and this past year, the younger one has become involved in Fraternus, a new Catholic boys’ and mens’ group.

Those were just the various regular activities. They also participated in various single events – like a rock climbing class, a class at the Birmingham Museum of Art, a field trip the Jones Valley Teaching Farm.

So…books. Interspersed in the post of photos of some of our bookshelves. To save me time.

Handwriting

This is important and awful to teach, unless you have a kid who gets into it. (I once was making conversation with a teen-aged homeschooled girl and I asked her what her favorite subject to study was. “Handwriting,” she said. So there’s one for you.)

But we forged on.

Writing our Catholic Faith

Wacky Sentences Handwriting Workbook

The older a kid got, the more work was done in cursive.

Copywork

I became a huge fan of copywork while homeschooling. If you want to read about the rationale behind it, go here. I think it is a very effective way of practicing the mechanics of handwriting and internalizing good writing. There are a lot of ways to use copywork. img_20160812_102749.jpgSometimes I took passages from books they were reading, interspersed into a more general schedule of that rotated Scripture passages, poetry, passages from literature and sayings/aphorisms. Fridays we did not do copywork – we either did “Friday Freewrite” – from the Brave Writer method – or they illustrated one of the previous week’s copywork passages.

Copywork is so much better than the stupid and invasive trend of beginning-of-class journaling writing prompts that you see in so many classrooms. Here’s a sample I pulled off of a website just now:

10. Persuade a friend to give up drugs.

11. Five years from now, I will be… 

12. Write about a day you’d like to forget. 

13. Invent and describe a new food. 
journal writing prompts
14. Describe an event that changed your life forever, or make up and describe an event that would change your life forever.

15.  Describe someone who is a hero to you and explain why. 

16.  Write about a time in your life when you struggled with a choice and made the right one. 

First of all, answering these prompts teach nothing. I suppose the purpose is to unleash the right brain or get juices flowing, but you have 50 minutes to teach – I don’t know if this is the best use of time.

But that’s not even my most serious problem with this type of activity. Look at those questions – and they are not atypical.

We have become accustomed to schools and educational systems getting personal with our kids. After all…we’re a school family. They’re given surveys on their family lives to fill out, they’re told to put personal information on tests, and they’re tested for drugs. Their reflections about and reactions to material they’ve learned rather than simply learning it and moving on. They’re asked “how do you feel” or “how would you feel” or “have you ever felt.”

Do you know what?

My kids’ memories of a day they would like to forget or an event that changed their lives forever or when they struggled with a choice….is none of their teachers’ business.

What a great day it would be, the day that a class began with kids copying out a passage from, say, To Kill a Mockingbird, noting the specifics of grammar, punctuation and appreciating the mode of expression – instead of being required to share their feelings about some aspect of their personal life with a 27 (or 45 or 60) -year old adult stranger who has a certain degree of power over them.

How about this? How about we tell our kids that if they are asked to “journal” in class in away that violates their privacy that it’s okay for them to just…. make stuff up? I have no problem with that.

People, I taught religion and I never crossed that line. I constantly made connections between what I was teaching – Scripture, history, theology – and the rest of life, and I invited and challenged my students to think about those connections and told them that faith was indeed, all about making those connections and living them, but I never asked them to write personal reflections on anything for me to read. I consider that kind of stuff inappropriate and even an abuse of authority in a classroom setting where students are required to attend and are giving you work on which you will give them a grade that will go on their transcripts.

Also, lazy.

Grammar

I did a bit of grammar with them the first year or so, then tapered off. I think grammar is very interesting and think that sentence diagramming is a powerful tool, but at some point, everyone understood what adverbs were and I decided they were better served by img_20160812_102739.jpgreading more literature rather than parsing grammar – we were also doing more Latin, and doing grammar in that context. I didn’t use one single curriculum for this, but various workbooks. Sometimes I just pulled things of the Internet, but I did make use of these:

We started off with Seton’s English for Young Catholics – grades 2 and 6. I thought they were pretty good. We did those in Europe.

Then we went to the Critical Thinking Company’s Language Mechanic and Editor-in-Chief. Both were fine. I did a lot of skipping around, because some exercises were just too simple.

The Grammar Minutes workbooks are good review.

I would not recommend the English grammar materials put out by Singapore Math.

Now, we never used Singapore Math. Yes, it’s the gold standard that all the Intense Homeschoolers use, but I was told early on that it was too challenging and too different to plunge into midstream and, in short..stay away from the Singapore Math unless you are a img_20160812_102622.jpgTrained Professional!

Okay, that’s fine. I wasn’t really tempted anyway. It looked complicated, with all those bars and such. But then I saw that they had grammar materials, and I thought…well, they must be pretty good! So ordered a few of the books. Received them, looked them over..and filed them away to sell or give away.

I don’t have them anymore, and it’s been three years since I looked at them, so I can’t recall the specifics, but the problem was essentially that the materials were written to teach aspects of the language to non-nativeEnglish speakers. The issues highlighted were not those that a native speaker would be dealing with. I’m sorry I can’t piece the specifics together, but really, if you go to a ESL website and look at the exercises, you’ll probably see what I mean.

Upshot? I think we “did grammar” for a year and half, then I stopped and focused on just writing.

Math

Speaking of math…

As I mentioned in a previous post, we began with what their old school used: Pearson’s EnVision Math. There is a lot of hate for this program on the Internet, even from teachers, but I confess that I, a non-math person, did not hate it. It was deeply flawed, but I actually could see the rationale behind it.

Yes, the program sometimes breaks down problems in what seem to be strange, counter-intuitive ways. But what was interesting to me about it was the presentation of different problem-solving strategies for a single problem or area of study. Given that there are, img_20160812_102633.jpgindeed, different ways to look at mathematics problems, and different ways that make sense to different people, I saw this as helpful.

But where the program collapsed, I felt was in expecting the student to demonstrate mastery of all of the techniques and strategies. That seemed to me to contradict the first premise: that different approaches are all valid and more helpful to some than others.

By the time we had finished those books, I had discovered The Art of Problem Solving programs, and I was all in. I had Joseph (6th-7th) grade do the Pre-Algebra program which was very challenging, but excellent. Michael was a bit young for Beast Academy at first, so we transitioned by using Math Mammoth – which is good, and the Life of Fred which is certainly popular among homeschoolers, quirky and interesting reading for a child, but not a comprehensive math program by any means. It’s good because it gives a narrative understanding of mathematics, but it is really not sufficient.

Wait, you’re saying. You’re a humanities person. What are you doing, talking and teaching math?

Well, I managed, and believe it or not, I was so convincing in the charade that last year, my son would come to me with questions about his high school honors Geometry class expecting me to have the answers! Ha!

But do you know what? I could help him, most of the time. I’ve never considered myself math-y at all, and I never took anything higher than what we called “Advanced Math” back in the day, but I suppose was some sort of basic pre-Calculus and Trig, but I don’t find math impenetrable. And the Art of Problem Solving stuff is so good, you really don’t img_20160812_102644.jpgneed “help” in understanding it, and it’s very well-presented that even I found it interesting. The program digs so deeply, yet effortlessly into the foundations of math, what had been taught to me in a way that seemed just random, actually made sense.

Oh, and I have a theory about education that pertains here.

People become educators for various reasons, but specialists get involved because they love their specialty. Which is great!

The problem, however, can be, that if you are a specialist, and if you are really good at something, if you have a gift for understanding or processing a certain subject…you might not be the best person to teach others, others who don’t look at the subject with a flash of intuitive understanding, but have to slog through the fog of confusion to reach the point that you just “get.”

So no, I’m not a mathematician. But I have had to think through the processes in a way – not only when I was in school, but in helping my older kids – that makes me, at the very least, not useless in accompanying my sons on their Math Journey. As we say.

So..yes to Art of Problem Solving. Even if your kids are in school…consider looking at img_20160812_102902.jpgBeast Academy for younger kids as a supplement and the high school classes and other resources on the website for kids who like math and are not being challenged in school. I consider it one of the best, most valuable discoveries of our homeschooling.

Oh, and since the younger one was learning his multiplication tables during part of our time together, I’ll mention that the best drilling app I found was this one: Quick Math.

Latin:

I started them both with …Getting Started with Latin – one in 6th and then the younger one in 5th grade. It’s a super casual, easy introduction. You are probably not going to remember what you learn in this way for the rest of your life or maybe even longer than a year, but as I said, it’s painless and somewhat entertaining. If an authorial sense of humor can shine through in workbook translation exercises, it does here.

We then moved to Visual Latin with the older one, and while the videos were entertaining at first, we both found the course wearisome after about ten lessons. The instructor’s schtick gets old and there was just something about the mode of watching videos and doing printed off worksheets that made retention a challenge. I don’t recommend it, but if you are determined to use it, I can sell you the DVD’s of the first course for cheap!

When it came time for the younger one to hit Latin more seriously, I moved to Latin for Children I had briefly reviewed a friends’ copy and it looked good. I was generally pleased with it, and the lessons stuck. The only thing I would say is to not bother with the activities book. It almost seemed as if some of the puzzles had been computer-generated rather than pulled together by hand, and they were in general either too simple or needlessly tedious.

Okay, that’s it. There’s more, but I’m getting tired of writing about this. I may pick up a few more areas on Monday, but if I don’t, check out the Homeschool Daily Reports. Most of the rest of it – the history, science and literature – involved non-textbook books and activities, anyway.

Are you a homeschooler? How many quarter-filled out activity books do you own?!

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Seven Quick Takes

— 1 —

As you might be able to discern from my blog output this week…I’m not homeschooling anymore.

And not just because of the content in which I say, outright, I’m not homeschooling anymore. No, it’s the…sheer bulk of the posting that might clue you in. It is very weird for me to not have a head full of homeschooling notions in the evening and not have a day full of kid(s).

That’s a lot of creative energy….

Now if you’ve been following, you know that the my high schooler has been in school for two years, and for the past two years, it’s just been the now-11 year old and me. The decision for him to go to school was not sudden – it was sort of assumed it would probably be this way all along if the school in question continued to be maintain the quality it mostly has in the past. It seems as if it has, and even improved with new facilities, particularly a fantastic science lab. But for more that – go back over the posts this week. You will get an earful. Or eyeful.

— 2 —

Update on the Snapchat v. Instagram Stories journey. I am still Snapchatting (amywelborn2)– to some extent, although I’ve not done anything terribly interesting this week, so I have, I admit been scarce. But I do like Instagram Stories – I did a story yesterday on St. Clare, mixing up photos from our own trip to Assisi with some art – and I liked doing that sort of thing more there than I do on Snapchat. We’ll see.

— 3 —

Speaking of far more interesting pictures. The adult coloring book trend has another few months in it, and I am so happy to see Daniel Mitsui enter the fray. I am longtime fan of Daniel – I purchased a print of his wonderful Japanese-themed St. Michael – and was happy to see him make some pages available online a few months ago, and even more delighted to see that Ave Maria Press is publishing two sets of his pages:

Congratulations Daniel – and readers, do spread the word to all of your coloring friends!

 — 4 —

An odd bump in my stats this week. For some reason, my 2010 post on Saltillo , Mexico was getting a lot of hits, seemingly out of the blue. If you were reading back then, you might remember than in the summer of 2010, we did a parish-sponsored mission trip with Family Missions Company to General Cepeda, Mexico. It was a great experience. General Cepeda is in the diocese of Saltillo and I wrote a post on our visit there.

Well, a quick search showed that there was a claim of a miracle there – a  pretty lame one – someone just happened to be video recording the crucifix when the eyes of the corpus just happened to open.   Imagine that. Well, here’s the replica of that crucifix I purchased and brought back. I do love it, even with eyes closed.

"Saltillo Crucifix"

— 5 

Today is the feast of St. Jane de Chantal, great friend of St. Francis de Sales and foundress of the Visitation Sisters. Here’s a link to my post from last year on her, and I do invite you to go check it out and then follow the links to read some more of her letters – she writes in such a down-to-earth way and so practically about the spiritual life. I just love the way she so gently encourages her sisters to…maybe not take yourself so seriously?

6–

You have portrayed your interior state with much simplicity, and believe me, little one, I tenderly love that heart of yours and would willingly undergo much for its perfection. May God hear my prayer, and give you the grace to cut short these perpetual reflections on everything that you do. They dissipate your spirit. May He enable you instead to use all your powers and thoughts in the practice of such virtues as come in your way.

More of her letters  – so helpful and real. 

— 7 —

I wrote about St. Jane de Chantal in The Loyola KIds’ Book of Heroes.  The entry isn’t online, but here’s the first page….

amy-welborn

"amy welborn"

For more Quick Takes, visit This Ain’t the Lyceum!

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Fourth in a series. The others are here: My family background in education; the decision to homeschool; the basics of homeschooling for us.

This entry was going to be one entry on resources, followed by a “what I learned” post tomorrow. But I think I’m going to split the resources post in two, post the other half tomorrow, and save “what I learned” for Monday. Or maybe Monday and Tuesday. Every time I start thinking about it, I get all rant-y about education and can’t think in less that 5000 words, and that’s not fun for anyone.

So…what did we use for homeschooling?

As I mentioned before, there really was no way I was going to do a boxed curriculum. I couldn’t see the sense of it. There are so many great resources out there, I saw no reason to confine the boys to a certain way of learning, and while I wasn’t going to tie us to a specific style either, I did lean towards Charlotte Mason, which emphasizes “living books” (as opposed to textbooks) and experiencing nature/life/journaling – anyway.

OH..I should mention this. I probably should have mentioned it a couple of entries ago, because this played a huge role in my decision to homechool and how to go about it. Yes, this post will definitely get split into two sections now. Geez. How could I forget this.

What did the state of Alabama require us to do as homeschoolers?

Not much.

Alabama has very, very loose homeschooling rules. It even veers to..”almost none.”

Here’s how it works.

You make a decision to homeschool. The next thing is that you have to find what they call a “cover school” with which to associate. A cover school is the entity that mediates between the homeschooling family and the state – you register with the cover school, and the cover school tells the school system that you are enrolled.

At the end of the school year, you tell the cover school, “Yes, we had school for 180 days.”

AND THAT’S IT.

"amy welborn"

That is all you have to do. INFP dream life. You don’t have to report curriculum. You don’t have to test. You don’t have to inspected or certified or provide any more detailed documentation. All you have to do is report attendance.

It’s great. And honestly, I don’t know if I would have homeschooled if we had to provide a lot of detail to the government about what we were doing. One, having to do so really would tick me off. Secondly, I’m so disorganized lazy such an INFP it would be a lot of hassle, and I suspect it would have tilted that equation back in the direction of school.

Not kidding. As I considered this, I was all about the “sacrifice” and yes I was willing to sacrifice my time alone and creative energy that could go for work projects, but when you start talking “student portfolios” and “year-end evaluation” – I’m out. Jesus, take the wheel, because that cross is too heavy, and if I could think of one more metaphor, I’d use it.

When I was first learning about this, I also found it odd that the cover schools have to be church-associated. That got my dander up, and I was all about diversity and down on backwards Alabama, but then I realized that there’s a purpose for that.

First, the “church” can be any religious association you can dream up, so there are cover schools that are run by, oh, I don’t know, the Sisterhood of Transcendentally Aware Unicorn Seekers as well as First Church of the Blood of the King and Lord Jesus Holiness Tabernacle In the Piggly-Wiggly Parking Lot.

The purpose of it is to keep the state’s hands off of homeschooling activities, since in Alabama, chuch-related schools don’t have to operate by state standards. They can if they want to, and most do, but there’s no requirement.

So it actually makes sense – if you value your homeschooling independence. But I guess you could be against that.

If you’re a fascist.

Cover schools in Alabama provide more than just that letter to the school board, of course. Many sponsor activities and all provide transcripts when requested and the information is supplied by the parent. There is a diocesan cover school here, but I was a part of Everest Academy, which has a great, helpful website and sponsors good activities – last year, for example, M did a rock-climbing course and we went to a very nice program on Japanese art at the Birmingham Museum of Art.

So now…back to the specifics.

I didn’t want to use a boxed curriculum. There are no hybrid schools in the area and I was not aware of any co-ops that I might want to join. I had heard about a couple in outlying communities, but that would not be worth the drive. Last year, a fabulous local Catholic homeschooling mom began a homeschooling “academy” working out of the Cathedral. It did very well, and is expanding this year. M really enjoyed it, taking classes on drama and the history of science. Here’s the website.Here’s the website.

I also did not want to do online classes. I considered it, and looked into it, and if we had continued to homeschool in high school (or if we do in the future), I’ll look into it again – although as I considered homeschooling high school, my thoughts were leaning more towards hiring tutors for science, math and language rather than doing online classes.

Why not? I know many find them very useful, and I’m sure they are. But I really am not enthusiastic about kids in front of screens, even at home, and I don’t know what I think about my kids establishing even casual friendships with others online. We just don’t do that – don’t do online gaming, etc.

I did think about my older son doing an Art of Problem Solving math class, but when I looked into it more closely, I decided the pace was just too fast. He’s sort of math-y, but not that math-y, and there was really no reason to put him under that kind of pressure.

So. No online classes. No preset curricula. So…where does that leave us?

Well, the first place it leaves us is trying to figure out where we have been left. There are a zillion books and websites on homeschooling. What your homeschool is going to look like is completely up to you and your children. But getting ideas from others helps. Here’s where I looked:

  • Homeschooling blogs and other websites. This can be overwhelming, because there are so many of them and people going about them in different ways. It’s very easy to feel intimidated, but don’t. That said, after the initial decision was made, I didn’t spend a lot of time on homeschooling blogs unless a search on a specific question took me there. Everyone is just so different, there was no reason for me to use another person’s experience as a permanent reference point.
  • Discussion boards – now these are useful – and not just in terms of homeschooling. I tend to find discussion boards one of the most useful information sources on the internet. Even if I don’t enter the fray with my own question, what I find is that someone out there probably has the same question as I do and someone else has an answer that applies, no matter what the topic: Why won’t the stupid snake eat the stupid thawed out rat? Why won’t the Ipod turn on? How can I unclog my dishwasher? Bologna or Ferrara for a base? How can I help the hummingbirds stop dive-bombing each other and all get along?
  • So with homeschooling, my go to resource has been the discussion board at the Well-Trained Mind website. The Well-Trained Mind is the homeschooling community and resource center that has as its core the work of Susan Wise Bauer, known for her texts on history and writing and advocacy of classical education. If you are considering homeschooling – or even if you are not and are simply looking for ideas for enrichment as a parent or teacher – use this website. I got so many ideas on books and curriculum, I can’t tell you – the give and take between board participants, sharing their opinions of various books and curricula was so very helpful.
  • REAL PEOPLE. IN REAL LIFE.

That last point requires emphasis.

When I got started, I didn’t know many homeschoolers. I think I might have known one homeschooling family here in Birmingham. But just about the time I started, a Catholic unschoolers group started meeting on a monthly basis – and I attended only a couple of times because the meeting place was a good distance from my home. But through that, I made some initial connections, got on some email lists and started getting to know people. Then what happens is that folks start organizing activities, and you go to the activities and you get to know people and make friends. When we returned from Europe, the boys also started doing classes at the science center and the zoo, and I made connections hanging out and talking to other parents in those settings, talking curriculum, home dynamics, activities, and the question every conversation would end with….

So…what are you going to do about…high school?

And we would all just sigh.

I think what I’ll do is just go through a few subjects today, talk about what worked and what didn’t, finished up tomorrow with more of the same and a list of some of my other favorite resources.

Well, I typed that sentence thirty minutes ago, at which point I interspersed a few other paragraphs, and now I’m running out of time – I have a book proposal to work on that I promised “this week because I won’t have the kids at home anymore” – and THIS WEEK is almost over, so I guess I had better get on that.

So I’ll start with one subject: religion.

This really isn’t fair or representative, since I have an MA in religion and have taught it and written books about it, but that also means it’s a good one to get out of the way.

Religion

Didn’t use any texts consistently. Religion instruction (for 2nd-5th grader and a 6th/7th grader) was centered on the following:

  • Daily prayer which was a mash-up of Morning Prayer and the daily Mass readings.
  • Saint of the Day.
  • After prayer proper, I would spin out interesting themes from the prayer, readings and saints. We’d talk more about the saint. We’d look at geography or history. We’d talk more about the liturgical season. We’d look at art related to the saint/feast, etc.
  • I used the Universalis site for prayer and readings.
  • For saints, I used this book and this one as a start.
  • That’s mostly it, in terms of our school-day religious instruction.
  • For specific seasons, I would pull out some old vintage Catholic textbooks and have them read chapters like this one.

 

  • I did get a couple of Faith and Life volume and had the younger one read here and there, but nothing consistent.
  • They serve Mass regularly at the Casa Maria Convent and Retreat HouseCasa Maria Convent and Retreat House and I confess that one of the reasons I have them do it is that since the priests saying Mass and preaching are either experienced retreat masters – and well-known, like Fr. Paul Check, Fr.Andrew Apostoli and Fr. Brian Mullady – or Franciscan Missionaries of the Eternal Word – they always hear good preaching with solid instruction. And since they are sitting right up there six feet from the preacher, facing a couple of dozens sisters and a bunch of retreatants and their mother, chances are good that they will listen to at least some of it.
  • Of course, our travels include churches, monasteries and shrines. Daily.
  • Every once in a while I would lift my head up from this Rich Holistic Teachable Moment Catechetical Tapestry and think of the younger one, “Wait..he does know that there are seven sacraments, right?” And I would quiz him, and he might forget Anointing of the Sick, but other than that, he was good.
  • And our conversations about Scripture were always peppered with me quizzing them on how to do Scriptural citations properly and little things like, “Okay…this reading is from Isaiah. Old or New Testament?” or “Name the Gospels. What comes after the Gospels? What are most of the other books in the New Testament about?” “List the first five books of the Old Testament. What are they called all together?”
  • I don’t see any need to do a lot of theology with kids. Teach them the faith via the Scriptures, the lives of the saints and the liturgical life of the Church, be involved in that life of the Church and the Works of Mercy and make sure they understand the basics. I think that’s a good, solid start. Because all you really need to know  is:

"amy welborn"

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