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Posts Tagged ‘education’

Of course she was for kids!

Anyway, she’s in The Loyola Kids’ Book of Saints under “Saints are people who love children.”

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A sample page here:

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The Loyola Kids’ Book of Saints

Over 40 saints’ lives,written at a middle-school reading level.

I. Saints are People Who Love Children
St. Nicholas,St. John Bosco, St. Elizabeth Ann Seton, Blessed Gianna Beretta Molla

amy welbornSaints Are People Who Love Their Families
St. Monica,St. Cyril and St. Methodius, St. Therese of Lisieux,Blessed Frederic Ozanam,

Saints Are People Who Surprise OthersSt. Simeon Stylites,St. Celestine V,St. Joan of Arc,St. Catherine of Siena

Saints Are People Who Create
St. Hildegard of Bingen,Blessed Fra Angelico,St. John of the Cross,Blessed Miguel Pro

Saints Are People Who Teach Us New Ways to Pray
St. Benedict,St. Dominic de Guzman,St. Teresa of Avila,St. Louis de Monfort

Saints Are People Who See Beyond the Everyday
St. Juan Diego, St. Frances of Rome, St. Bernadette Soubirous, Blessed Padre Pio

Saints Are People Who Travel From Home
St. Boniface, St. Peter Claver, St. Francis Xavier, St. Francis Solano, St. Francis Xavier Cabrini

Saints Are People Who Are Strong Leaders
St. Helena, St. Leo the Great, St. Wenceslaus, St. John Neumann

Saints Are People Who Tell The Truth
St. Polycarp, St. Thomas Becket, St. Thomas More, Blessed Titus Brandsma

Saints Are People Who Help Us Understand God
St. Augustine of Hippo, St. Jerome, St. Patrick, St. Thomas Aquinas, St. Edith Stein

Saints Are People Who Change Their Lives for God
St. Ambrose, St. Gregory the Great, St. Francis of Assisi, St. Ignatius of Loyola, St. Camillus de Lellis, St. Katharine Drexel

Saints Are People Who Are Brave
St. Perpetua and St. Felicity, St. George, St. Margaret Clitherow, St. Isaac Jogues, The Carmelite Nuns of Compiegne, St. Maximilian Kolbe

Saints Are People Who Help the Poor and Sick
St. Elizabeth of Hungary, St. Vincent de Paul, St. Martin de Porres, Blessed Joseph de Veuster

Saints Are People Who Help In Ordinary Ways
St. Christopher, St. Blaise, St. Anthony of Padua, St. Bernard of Montjoux

Saints Are People Who Come From All Over the World
Blessed Kateri Tekakwitha, St. Paul Miki, Blessed Peter To Rot, Blessed Maria Clementine Anuarite Nengapeta

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— 1 —

Today is the feast of St. Bruno – here’s last year’s post on him, and an image you may feel free to use:

 

…and a sentiment I hope you will take to heart….

 — 2 —

This evening (Thursday), the teen was working at the grocery store, so the 12-year old and I headed over to Samford University and listened to a simply marvelous concert played by Vadym Kholodenko. 

M’s piano teacher had been encouraging us to go, but I hadn’t really considered it until this afternoon, when it finally registered in my brain who the performer was – I went to his website and saw that was the 2013 Van Cliburn Competition winner, but then I noted elsewhere a tragic event in his recent past – a tragedy I realized I’d read about at the time: his two young daughters were murdered, in 2016 by their mother, Kholodenko’s estranged wife. 

Well, it was a marvelous concert – three pieces: Mozart’s Sonata No.8, Beethoven’s Sonata No. 2 and then – after an intermission that was almost as long as the Mozart, he returned to play Tchaikovsky’s Piano Sonata in G Major, Op. 37. 

The first two were lovely, with our vote going for the Beethoven, naturally, but the Tchaikovsky was at a completely different level. Vigorous, lush, strong, clear –  a little quirky – even the 12 year old was completely engrossed.

Engrossed, I must say, by the music, and a little bemused by the fact that this marvelous pianist was playing the instrument that he plays himself at recitals. I’m hoping he’s a little inspired by that.

Two observations. It had been a while since I had attended a professional solo piano performance, and I was intrigued by the atmosphere of the moments in between movements. As the performer finishes, the notes of the just-completed section fade away and he sits on the bench, hands at rest, head bowed, readying himself for the next movement. In those seconds, I was at once drawn to observe, curious at what could be discerned of his inner preparation for what was ahead, but at the same time, a little uncomfortable, as if I were privy to something quite private, that was really none of my business.

And then, of course, the context of the performer’s life, which is not the defining context, but is still there, and you can’t but let it be a part of your listening, to consider loss and sadness and finding the strength, not to just go on, but to go on bringing beauty into a wrecked world out of a wrecked heart.

This week, especially, I could not help but think of that as I listened. I could not help but be grateful for strength like his and so many others and pray, in the midst of such mystery and pain, for the kind of healing that music points to, but is even more.

 

 

— 3 —

 

This week I read Men at Arms, the first in Evelyn Waugh’s Sword of Honour trilogy. I have read so much Waugh, but never this, partly because I don’t have a huge interest in war-themed fiction and secondly because I’ve always read mixed takes on it – it’s his masterpiece, no, it’s boring…who knows?

But I was digging around in some boxes downstairs and discovered that someone, at some point in time, had acquired a copy, so why not?

Well…I really enjoyed it. For some reason, I had been under the impression that the books were quite serious and solemn, but no, they are…Waugh.  Which means that the satire factor is high, as is the autobiographical aspect – the novels are based on his journals of his own military experience during the war.

Some choice quotes:

Lately he had fallen into a habit of dry and negative chastity which even the priests felt to be unedifying. 

A Catholic character jokes mildly about Confession, and a listener reacts.

Box-Bender looked self-conscious, as he still did, always, when religious practices were spoken of. He did not get used it – this ease with the Awful. 

The main character’s military group has been living in what had been a boarding school.

And yet on this dark evening, his spirit sank. The occupation of this husk of a house, perhaps, was a microcosm of that new world he had enlisted to defeat. Something quite worthless, a poor parody of civilization, had been driven out; he and his fellows had moved in, bringing the new world with them; the world that was taking firm shape everywhere all about him, bounded by barbed wire and reeking of carbolic.

Near the end of the book there’s a particularly horrific event. When it first occurs, I had to read through it twice because the first time through, I’d thought Waugh was being…metaphorical in the scene, but then I realized…no….it really is a *******. Yikes. Since so much of the book is based on Waugh’s experiences, I wondered if this was too, but a cursory search hasn’t turned up anything. If you’ve read the book you know what I’m talking about, so if you have any insight, let me know.

There are actually many of Waugh’s books available at the Internet Archive now, including this one. 

 

— 4

 

Looking for books by a lesser writer? You know I have many out there – and some of them for sale via my bookstore here. Check it out. 

Are you shopping around for St. Nicholas things for your school or parish? Remember that Creative Communications has republished my St. Nicholas booklet. It’s available here, and also through the St. Nicholas Center – a great resource – the best resource for all things St. Nicholas whom, of course, we celebrate two months from today – but if it’s your job to plan, you know that two months isn’t too soon.

 

 

— 5 —

 

For every thing there is a season…and now’s the season for In Our Time to begin again. If you haven’t yet obeyed my hectoring on this program…as I said…now’s the season. The first program was on Kant’s Categorial Imperative, and after listening I can say that I actually do understand it a bit more than I did before. The second was on Wuthering Heights, which I’ve never read, a fact about which I’ve felt guilty, but no longer. I enjoyed the program a great deal and learned a lot, but it absolutely wiped out my curiosity about or interest in reading the book, although I am more curious about Emily Bronte and what was in her head and heart. Today’s program was on Constantine – I’ll listen to it tomorrow, I’m thinking.

A related program I listened to this week was a recent episode of Start the Week – the BBC4 program that airs (of course) on Mondays during which a few guests with various books to sell or other cultural achievements to tell us about deal with each other’s work in the context of a greater theme. I don’t listen to it every week because of the reliably smug political views on display, but this particular episode centered on Les  Miserables, so I listened, and was glad I did. The participants were the author of a book about the book, then the actor Simon Callow, who’s written a book on Wagner, then a literature scholar and finally an opera singer and director. The conversation centered on Hugo, Wagner and the contemporary opera Written on Skin. The big questions were the role of fiction in culture and social change and  the writer as public intellectual as well. Good, meaty stuff.

— 6 —

Only a bit of Lost has been watched since last week. The older son’s work schedule and then school have taken precedence, as they should. We’re up to the beginning of season 3 – another spectacular season-opening scene – and might be able to squeeze in an episode this weekend. But football of all types is also happening, so maybe not.

 

— 7 —

Well, the Bearing Blog family is about to head back to the US after several weeks in Europe – if you haven’t been keeping up with Mom’s very thorough travel blogging that puts anything I’ve ever attempted to shame – go over there and catch up. For sure if London is in your future, her blog will be a very handy guide. It looks like it has been a wonderful trip and perhaps it will inspire readers to save up vacation time and money – no matter how long it takes – and plunge into that Big Trip – where ever the destination might be – the lake over in the next county, the region across the country, the mountains halfway across the world. There will be bumps along the way and when you look back, you might think that you’d do some things differently if you could, but chances are slim to none that you’ll look back and say, “Yeah, that was a mistake. We shouldn’t have done that trip at all – ” 

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Ferrara, June 2016

 

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

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— 1 —

Guys, this is not a page from my  book of Bible stories.

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In case you are confused the narrator is Adam, and the “thing I love most” that “God made just for me” is the Bratz doll  Eve.

 

  — 2 —

For some reason mentioning Bratz dolls reminded me of an old post I had on an old blog about a Bratz Advent calendar, which in turn reminded me of something I saw recently about a Trader Joe’s Wine Advent Calendar that’s apparently only available in the UK. I am usually very, very, very scrupulous and unbearably purist about Advent, but this one gave me pause. It’s pretty.

Now back to your regularly scheduled links.

(I have been blogging this week – mostly on homeschooling, but it’s something, folks. Just scroll back and you’ll see the posts.)

— 3 —

Here’s a great interview with Daniel Mitsui, the marvelous religious artist:

As a religious artist, Mitsui sees his efforts firmly planted within the tradition. 

“I want to make things that have this liturgical, traditional, patristic order,” he says. “I want to be able to say that this work of art would be approved of by the council fathers who laid down these principles in the Council of Nicea.”  

Taking the Second Council of Nicea as his north star, Mitsui refers to himself as “a Spirit of Nicea II Catholic.”  

“That is a joke,” he says. “Its point being that I keep that ecumenical council at the forefront of my mind, living as I do in a time similar to the iconoclastic crises. I do not seek to interpret its doctrine regarding art and tradition beyond what its words actually say; indeed, what they actually say is bold enough.” 

I recently received a copy of Daniel’s most recent coloring book for adults: Christian Labyrinths. You can read the introduction and see samples here – and I’d encourage you to do so. It’s really beautiful, as is all of Daniel’s work.

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Daniel Mitsui’s website.

 

— 4

Speaking of art, and speaking of the Reformation, which we will be doing a lot of (unfortunately) over the next few weeks, Elizabeth Lev has an excellent article here about women, art and the Catholic Reformation:

In the Counter Reformation, women were not only exalted after their death as saints, but there was also room for women to lead in society. Beyond the stateswomen such as Mary Tudor of England and Mary of Scots, Catherine de’ Medici and Jeanne d’Albret, St. Angela Merici founded the Ursulines to offer solid Christian education for girls and young women, Victoria Colonna composed renowned poetry and debated theology, and art produced its first celebrated female painters.

On one hand, technological advances had opened the door for women painters. Oil painting permitted women to work alone (not with a team of male fresco artists) in an inexpensive and slow-drying medium. The Catholic Church, however, was looking for new ways to evangelize through art and was unafraid to give women a chance. Sofonisba AnguissolaElisabetta Sirani and Artemisia Gentileschi all had very successful careers working for both private and ecclesiastical patrons, but it was Lavinia Fontana who would burst the canvas ceiling when she was commissioned to produce the first Italian altarpiece to be painted by a woman.

(Here’s a link to my earlier CWR article on women and the Reformation.)

— 5 —

Speaking of history…and hurricanes, which we’ve been doing a lot of lately, here’s an interesting article about a hurricane that struck North America almost five hundred years ago this week, with a profound impact.

During the evening of Tuesday, September 19, 1559, some 458 years ago, strong winds from the north heralded the arrival of a great hurricane in Pensacola Bay.  The storm was not the first to assail the bay, nor would it be the last, but the 1559 hurricane did manage to change the course of human history by destroying a fleet of Spanish colonial ships riding at anchor off the newly-founded settlement called Santa María de Ochuse.

More links about the Spanish in the Southeast:

A website devoted to the missions of La Florida – with a comprehensive list. 

A recent article about a mission on a Georgia barrier island:

The Santa Catalina de Guale mission on St. Catherine’s Island was one of the oldest Catholic church sites in North America, founded more than 150 years before St. Junipero Serra arrived in California and just a few years after the founding of the mission at St. Augustine, Florida. In spite of this distinction, its history is not well known because, for centuries, the mission site on Catherine’s Island was considered “lost.”

The story is a tragic one – in 1597 all five friars living at the mission were brutally murdered by the Guale Indians. After the friars learned the Guale language, preached the Gospel, and lived peacefully with the native population, a rebellion was sparked when Friar Pedro de Corpa refused to allow a baptized Guale man to take a second wife.

Friar Pedro was slain on September 14, 1597, and his head was displayed on a pike at the mission landing. The four other Franciscans were killed in similar fashion. They have been proposed for sainthood, and cause for their canonization is underway.

By the mid-18th century, all traces of the mission’s existence had disappeared. Some 300 years later, a team of archaeologists began to excavate the area. In addition to Indian pots and arrowheads, researchers found rosary beads and Christian medals. Excavations revealed a rectangular plaza surrounded by the mission church and friary. By 2000, when excavations ceased, archaeologists had found over 2 million artifacts at the site.

— 6 —

An excellent article about the excellent Cristo Rey school network from City Journal – of which we have one in Birmingham.

When assigning internships, the school takes students’ long-term career goals into account, especially in their junior and senior years. Unlike traditional career and technical education programs, Cristo Rey’s is more about opening students’ eyes to the world of work than providing training in specific fields: the goal is not to produce, say, a technician or skilled tradesperson but to inspire poor kids to expand their horizons.

The schools’ board members make the work-study partnerships possible. Robert Catell is chairman of the board of Cristo Rey Brooklyn. He is a Brooklyn native raised by a single mother and attended public schools, including the City College of New York. Catell took a job at Brooklyn Union Gas in the meter-repair shop and rose to become CEO of National Grid. He sees parallels between his story and those of today’s students, and he cherishes the annual graduation ceremony. “You want to cry,” he says. “You see the families and their joy over their children going to the best schools in the country. . . . It’s a labor of love for me.”

— 7 —

Please take a look at Emily Stimpson Chapman’s searing, heartbreaking and prayer-inspiring blog post on infertility:

And, for a little while, I live in that hope. I start to relax. For a week or two, the sight of pregnancy announcements in my newsfeed and random babies and pregnant women on the street don’t make me burst into tears. Because maybe this month, God heard those prayers.

Then, on Day 28, the bleeding starts again. And hope dies. On that day, barren isn’t just the state of my womb. It’s the state of my soul.

The days that follow are my worst days. Those are the days all my years of waiting and longing for a baby really never prepared me for. They didn’t prepare me for the cruel 28-day cycle of trying, hoping, and failing. Simply desiring a baby and not being able to have one didn’t prepare me for monthly mourning. And it definitely didn’t prepare me for throwing all our efforts, all our prayers, and all our hopes, into the garbage can every few hours.

The initial cold shock of grief, of course, doesn’t last much longer than the false hope. At some point, it too passes and becomes something else. I’m not sure what it becomes for others, but for this redhead, it increasingly turns into a hot mess of flaming rage.

 

 

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

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Remember when I used to do those? Well, maybe I’ll sort of start again. Sometimes.

This week is going to be pretty busy, and Monday and Friday would be the only two days in which there would be much uninterrupted actually-at-home time. Because:

  • Tuesday is a two-hour science center class (squid dissection! Mom gets two hours to work on her next book at the trendy food court across the street!) and boxing class in the afternoon.
  • Wednesday morning, a repair guy is coming to start the process of fixing the various broken things and places that have started piling up around here. Then Wednesday afternoon is Zookeeper-for –  (half) – a – day.
  • Thursday morning is the two-hour photography class (2 more hours for mom to work!) and then piano.

So we tried to pack it in today – and we did – and still had time for an outing.

  • Prayer: Saint of the day (John Cupertino), Mass readings, prayer, practice Pater Noster.  First reading was from 1 Timothy, so I spent a couple of minutes reviewing the Pauline epistles with him and the difference between the Pastoral Epistles and the others.
  • Religion-related. Someone he knows a bit from the Catholic group Fraternus entered the Benedictine monastery up the road as a postulant this past weekend. We read about that on the monastery’s Facebook page and then watched the excellent video that was produced last year about St. Bernard’s with the added bonus that the (familial) brother of one of his friends who is a (religious) brother in formation there is in the video here and there.
  • That was followed by a discussion of the stages in the monastic vocation, using the page from St. Bernard’s website. 
  • Animal Farm. He has his leisure reading always going on, but he also will have “school” reading, assigned by me. Over the past couple of weeks it’s been this. I selected it because it’s short, interesting, accessible and a good way into discussions of history (which he wanted to emphasize this year)  and literature (allegory). He finished it over the weekend, so we went over the Sparknotes analyses of those chapters and reviewed some of the charts I’d printed out about the allegorical associations. Talked a bit about post World War-II Soviet expansion and watched a short video about the Berlin Wall.
  • One of his own goals that he has set for himself this month is memorizing all the US presidents in order as a beginning framework for studying for the History Bee (exam coming in January – so this is just beginning). He recited what he knew and we had some random discussions about some of the presidents.
  • Spanish: this was his desire – to start more serious work on Spanish. I’d purchased a curriculum (which I will be writing about soon – it has given me Food For Thought in a couple of areas). We’d been dipping in and out of the introductory chapter over the past couple of weeks and got serious today with the first actual chapter  – going over the vocabulary, watching the videos and doing the activities.
  • Math: He’s on Chapter 3 of the Art of Problem Solving PreAlgebra book. Today he watched the video associated with the first section and then went over the material and did the set of problems – the topic is number theory and, more specifically, multiples.
  • I showed him a form I’d printed out for him to log all the books he reads this year. I just think it will be good for him to have, and he’ll enjoy looking at it at the end of the year. And yes, we’ve been very good about my plan of recording learning instead of planning it. It works very well for us. We note every topic discussed/dealt with over the course of the week in a planner, and then at the end of very week, he fills out a log summarizing the week’s learning and activities.
  • He got up around 9:30 and when we finished all this it was about 11:45. Yah. So there was time for a requested jaunt for him to finish his photography homework – made all the better now because his brother drives himself to school so we don’t have that upper boundary of a necessary return time. We do have the limitation of a car I’m still afraid to drive too far away, but maybe sometime soon I’ll actually take in the used car I bought for $2k to get checked out and get an assessment of whether it’s safe to drive. (It feels fine – I’m just a little skittish about taking it too far….)
  • So the jaunt was to a “nature park” that’s about ten minutes from my house, but I had no idea existed until about two weeks ago when I was driving on the road and saw the sign for it. It’s on the side of a substantial hill in between a residential area and a commercial area of Irondale (where EWTN is located), and it doesn’t have amazing rock or water features, but it was a decent walk, with good trails, bright orange lichen and many spiders. Good subjects. (Photos below were taken by me with the phone – he had control of the camera, and I don’t know what he ended up taking photos of and keeping.)

 

And back home, we discovered that the moon had apparently fallen to earth:

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The return?

Well, it won’t be daily, because I’m sure it won’t be that interesting, but since I made such a big stinking deal about returning to homeschooling, here you go – the first day:

Brother rose at 6:30 am, got himself ready, drove to school. I didn’t ask him to text me when he arrived – I figured that if something bad happened…I’d hear about it.

(I’m typing this at 7:23 on Day 2, and it’s pouring outside. Still didn’t ask for him to let me know when he got there. Go me.)

Homeschooler rose…later.

I’m hoping to use that time between the two of them starting their days as some work time. I actually did it yesterday. A good start.

M. rose and got breakfast. I then I had a phone meeting with Loyola. After that we got going, very slowly.

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Math warm-up.

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Math. Did sections 1.1-2, including the famous Richard Videos. 

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We talked about what he’d study this year and he brought up something I’d forgotten about – the History Bee. He participated in it last year through school and went to Nationals, and enjoyed it. As he competed in the nationals, he also discovered that with a little more study and aggressiveness, he could probably get to the finals…and he wants to.

Academic competitions have varied rules governing the participation of homeschoolers. I don’t know what the spelling bee rules are because I have Zero Interest in spelling competitions, but I do know that the Geography Bee requires that homeschoolers form a group that holds a qualifying competition. The History Bee at this point is a lot looser. The potential competitor just has to take the online test during the allotted timeframe, and then if he or she qualifies, they can go to the regionals and so on. I talked to one of the organizers at the National competition in Atlanta in June and he was very open and accommodating.

So…although it had slipped my mind, M had not forgotten, and was already planning his course of study. He’d noted his weaknesses in the competitions, and is geared up for filling those gaps.

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Okay!

Went to the store and he picked out an accordion file for his work.

Lunch at his favorite place.

Library:

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Home. His neighborhood buddy doesn’t start school for two more weeks, and the word came that guys were down there, so they spent the rest of the afternoon wandering the neighborhood a bit.

Piano practice. Piano non-practice. Reading (The Far Side and The Fellowship of the Ring)

Day 1…in the books.

And now, it’s my turn to work for a bit….

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  • Are you getting ready for school? Catechists, homeschoolers and Catholic school teachers are.  Pastors and principals, too. If you are a mind to, please take a look at all the resources I have available for catechesis.
  • Do you work in youth ministry? Please check out my books for teens and young adults here.

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  • Are you planning adult education? Consider these resources.

Or this:

  • Are you teaching First Communion children this year? Take a look at Friendship with Jesus and Be Saints. 
  • Are you teaching religion to elementary age students? Friendship with Jesus, Be Saints, Bambinelli Sunday, Adventures in Assisi, The Loyola Kids’ Book of Saints, The Loyola Kids’ Book of Heroes. 
  • And…the new book:

 

Note: the Amazon listing indicates it will be released tomorrow. This isn’t correct. It will be 9/1, according to Loyola. 

  • Can you help catechists, Catholic schools and parish programs?  Consider gifting your parish, school or favorite catechist with copies of these books.  Click on the covers for more information.

I have copies of some of these – the Prove it books, the Catholic Woman’s Book of Days and the Book of Heroes as well as the Prove It Bible available in my bookstore. 

Again – even if catechesis isn’t something you are personally involved in, any catechist, parish school, library or program would welcome a donation as a beginning-of-the-year (no matter when it begins…) gift.

Also: Did you know that public libraries accept suggestions for books to purchase? Usually you have to have a library card in their system to be able to recommend a book – but do look into that – you could give a boost to a lot of Catholic authors in this way.

And don’t forget that I do have some ebooks – in pdf form – available at no cost.

Mary and the Christian Life

De-Coding Mary Magdalene

Come Meet Jesus

The Power of the Cross

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Hey, it’s the beginning of August, so I guess that means it’s time for Amy to write yet another post on Our Schooling Decisions and Why We Made Them. Sheesh.

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For yes, as I have mentioned a couple of times, we are back to some homeschooling around these parts. Here’s the deal:

Older son is staying where he is, in high school. My experience with my kids and my own experience teaching is that the quality of instruction in high school improves in the higher grades, and this looks to be so in this case. A junior, he’ll be taking challenging classes in the areas in which he’s interested and it should be good. Seems to be from what I have seen so far of the course materials (school starts tomorrow) at least. He started working in a grocery store in the spring and should be able to continue through the school year, saving up for…what I’m not sure.  But he’ll have full, busy days and will be learning and will be spending his days with good friends. Worth it.

Brief recap of the younger one: in school PK-1st, homeschooled 2nd-5th, then in school last year for 6th. Very smart, self-directed kid. No learning or behavior issues. Just curious, mostly mature, and (this is important) the youngest kid of a 57-year old mom who is…over your weekly folders and gift-wrap. 

He has strong interests in history and science, and is a fairly talented musician.

So…what happened between then (my post on the first day of school last year) and now?

Actually, not “now” but…about three or four months into the experience?

Nothing huge, and I really don’t want to discuss the particulars in a public forum. There’s no point to it. We’ve shared our experiences with the people to whom it might matter, and that’s all that’s important.

It all really comes down to what Sally Thomas said in a comments section in a post of mine, words I quote in this post:

And largely what motivated us to stop going to school was the feeling that school was largely an annoying middleman that wanted to dictate our schedules for us.

It’s a deal, it’s a contract, it’s an agreement that you, as student and family, make with educational institutions. It’s an agreement in which, for it to be worth it to you, elements must stay balanced.

As in: Not everything the school is going to ask of me is going to great or even valuable. There are going to be irritating aspects of school. But all of that is balanced by what the school experience gives.

Just like the rest of life, right?

So just as in the rest of life, we make constant cost-benefit analyses. Is the good I’m deriving worth the cost I’m paying? 

I’ve written about this many times before. As I put it almost exactly a year ago in a post describing my educational background as it related to my original decision to homeschool back in 2012:

In terms of my own life with my two remaining kids at home in 2011, I was not ecstatic with institutional education, but was fairly comfortable with the agreement I thought we had reached. After all, I only had a decade or so left, but who’s counting. I’d send cooperative kids in every day and support what they were doing in school. School was then going to do its part: teach the basics, enrich, inspire a little. School was going to do no harm. School, because it was called “Catholic,” was going to be holistically, counter-culturally Catholic.  I wasn’t asking school to transform our lives, but I was expecting that school wasn’t going to waste my kids’ time or my money. School would do its thing, and then school would step back and school would get  out of the way.

Deal?

Flash forward to 2016.  Older kid was doing fine in high school. The younger one really wanted to go to school. He was curious, a little concerned that what he was doing at home wasn’t keep him up to where his peers were…

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….and he wanted a more consistent posse of friends. The school his older brother had attended for 8th grade seemed to fit the bill.

And….here we are a year later, with him getting ready for school…at home. No regrets, no bad feelings, and yes, lots of new friends made  – friendships that will be sustained through sports and other activities – but just a sort of been there, done that kind of feeling.

(No predictions for 8th grade being made at this point)

There were some specific issues, but the broad issue that I think might be relevant and helpful to others is this:

The dissatisfaction he experienced was not with any specific school, but with the whole concept of curriculum as it plays out in elementary/middle school, period. Anyone who teaches struggles with this, as well.

Let’s put it this way:

There’s this much stuff to learn about:

billions-and-billions

During the course of  a school class, period or even a lifetime, you have time to learn this much of that:

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So…

Why learn about – or teach – one fragment rather than another? What governs those choices?

This of course, is the core educational question. What shall we learn and how shall we learn it? It’s not an easy question, especially in a huge, diverse society. It’s why we don’t need a single educational system, but countless schools teaching All The Things in any of the myriad ways or for any of the purposes students want to learn them.

Now, we can and should learn about subjects that we don’t think we need or want to learn about. That’s certainly true. This isn’t an argument for pure interest-driven learning. That produces a whole other type of narrowness and is not, in the end, actually educational.

I’m not a science or math person, academically speaking, but when I think about high school and in which classes I learned the most, I don’t think about English or history. I think about the physics class I took when I was a senior, a class I was required to take, but never would have chosen for myself. It was agony, especially for the first semester, but then, as I was studying for the mid-term, something clicked, and I ended up making an A. That experience of working through something that didn’t come naturally to me was very valuable, but I also learned something about myself – I learned that the more abstract a subject is, the more difficulty I have with it, and I experienced physics as very abstract – it wasn’t as concrete as say, biology had been. I learned this in relation to physics, but then it helped me make sense of a lot of other areas of my life, even at the point in which I was moving towards more advanced studies in religion. I knew that history was where I needed to be, not theology.

So no, I’m not saying that we all should just follow our bliss.

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BUT:

Is it absolutely necessary that a “quality” educational system be one in which elementary school students are required to learn, not just how to read and calculate, but the minutiae of all sorts of specific subjects? That they spend an hour a day learning a particular aspect of science or the humanities, are expected to keep learning about it with half an hour of homework almost every day, and are judged, in some sense, on their mastery of this particular way of learning about this particular subject?

When they are 12 years old?

Once you’ve lived and learned in Homeschool Land, particularly if that learning has been facilitated by a loosey-goosey, INFP mother whose favorite thing is rabbit trails of inquiry….you might be able to live with that bargain  for a while (I’ll put up with this if the other parts of school balance it out)…but then you might start wondering about it.

You might start wondering if rising at 6:45 and doing all the other School Things and being super tired at the end of the day because of it – too tired to practice your music in the way you want, too tired to spend much time outside, even too tired to read at night….you might start wondering if it’s worth it.

You’ve had some good teachers – even a great one. You’re glad of it. You’re grateful. You’ve made good friends. But….there’s that photography class through the homeschool co-op. And the classes at the science museum. And that writing program at the art museum – that sounds interesting. And the iron-pouring session at the historic furnace site. And you might even be able to start volunteering at the zoo.

The thing is….you like science and history and literature and even math is okay.  You read and study about all of that on your own. You learned that you’re not “behind” your peers. At all. You will study scientific and historic topics. It might not be what the curriculum committee of your state has determined all 13-year olds should know…but who cares? Is that really important?

You can be trusted to learn.

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And this, I’ve promised.

I’ll trust him to learn.

I wrote before that when I began this homeschool journey…I was convinced I was definitely Hip Unschooling Mom.

Er..no.

First, I had an older son who was very amenable to being taught. As in: “Teach me something. Thanks. Are we done? Can I go now?” He was not an unschooler at that point in his life.

Secondly…well…I’m a teacher. Life is just amazing and fascinating, and I just want to….

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BUT. THIS TIME GUYS I MEAN IT.

I told my son that except for math, this would be unschooling time. It would all be up to him. We are going to have conversations about what the typical 7th and 8th grade curricula are all about and how that feeds into the traditional high school model. He may not – and probably will not – do traditional high school – but he needs to know how that is structured and what is generally required for graduation.

It will be my job to facilitate. To find resources, to take him to the library, and so on.

Of course, much of this is determined by his sense of what he wants to do or be. There are people around him who think that music is in his future, but while he wants to keep studying piano, and enjoys it, he is pretty firm that he’s not interested in music as a profession in any way. His vision of himself in the future involves some combination of archaeology, photography and reptiles.  We’ll see.

So this is my sense of what “school” will be like for the next year for him:

Prayer/saint of the day/Mass readings or Mass

Math: Art of Problem Solving Pre-Algebra

Aside from his music lessons, homeschool co-op, science center classes, boxing and other activities…what he studies will be up to him, and I’ll help in whatever way I can. The only rule is that he must be engaged in something during the “school day.”  It can be outdoors, it can be reading, writing, drawing, studying, talking to me, whatever. But no screens (unless we are watching an educational video together), and if he can’t use his time….I’ll take over.

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Today he mentioned Spanish, for example. So I’ll get a Spanish I program of some sort – either middle school Spanish or a high school Spanish I program – and he’ll start on that with the wealth of supplementary materials out there and if he wants to, at some point, involve a tutor or an online class.

This will be very interesting. It will require discipline and self-control on both ends – he’ll need it to stay focused, and I’ll need it in order to keep that Sort Of Unschooling Promise.

Paperwork: As I have mentioned, Alabama is a fabulous homeschooling state. The only requirement is attendance records. No testing, no need to submit curriculum.  So our process will be, not planning, but recording.

I have a daily planner, and at the end of every day – or in the course of the day – he will note what he did: what he read, wrote, saw, did. At the end of the week, he’ll write up a summary, and that will be our record-keeping, which I know will be important for future reference, to prove that he actually did things.

So that’s it.

I’ll let you know how it goes.

 

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For more homeschool posts with many more Thoughts:

Balancing Equations: The decision-making that led to homeschooling back in 2011/2012

The first stage of our homeschooling…in Europe.

School at Home and Other Places….my family’s background in education. 

An INFP Homeschools

The main resources I used in homeschooling that first go round.

Homeschool Takeaways: What I Learned. 

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