Obligatory Homeschool Post

The school year doth approach. Here's some of what we're looking at for this school year (scheduled to start 8/31):

Learning Language Arts Through Literature: The newer editions have workbooks and reading packages and what-have-you, but I like the older series because all you need is the book, paper and pencil. I dictate a passage or set it up as copywork, then we talk about the grammar and spelling rules found in our passage.

Journaling: This year I want my second-grader to start writing a journal entry once a week.

Miquon Math and MCP Workbooks: Last year I had both the girls working on the same level, which is convenient because they're so close together, but I think that this year we may need to break out a bit.

Spelling Power: One book for spelling from start to finish, and you can use it for all the kids! My kind of program. We took the placement test and the second-grader begged for more. (The first-grader won't do formal spelling this year.) We're using the third edition -- I don't know if there's a huge difference between the third and the fourth.

Saint Joseph Baltimore Catechism, and The New Saint Joseph First Communion Catechism: The gold standard. We have a first communicant this year, and though I'll be teaching her first communion class at the parish, I've seen the featherweight workbooks they use.

Faith and Life: Again, a gold standard for religion textbooks, and perfect for youngsters to read aloud.

Famous Americans: Left over from my brother's third-grade Calvert books. Just right for
independent reading and just short enough to narrate back in depth. We might make a timeline to go with this and other reading.

French: I've realized that although I think Latin is swell, at the moment the only language I'm set to teach is French. I might work with a friend who passed some of her youth in France to put together a once-a-week language session for our kids.

Italics: I just like the look of the Italics handwriting script. We have the alphabet chart taking up most of the "dining room" wall. (The quotation marks mean that the dining room is really just a corner of the kitchen.)

Drawing with Children: Art, once a week.

Science: We're going to learn about weather and geography, courtesy of the library's great bounty.

Various read-alouds: Right now we're working through By the Shores of Silver Lake, The Princess and the Goblin, The Phantom Tollbooth, and The Witch Family (thanks to OH). I haven't planned out what to read next -- inspiration usually strikes before we're done with any particular book (hence the four at a time).

Spiritual Armor and Social Justice

Fr. Fox, the best blogging priest on the 'nets, posted his recent talks for a homeschooling conference. Go and read; perusing Fr. Fox's homilies and speeches is like taking a mini-retreat.

From his talk on equipping your children with spiritual armor:

Paul tells us our Faith is a shield.

There are a lot of things to say about Faith, but let me highlight three aspects.

Faith is about knowledge—it matters that we know our Faith;
Faith is about obedience to what Christ teaches—it matters that we live our Faith;

And above all…

Faith is a choice of the will—which is why the habits of faith matter, because they’ll help us stand our ground and keep our choice strong when it’s not easy.

Notice Faith is a shield—not the sword. Our Faith is not mainly an offensive weapon, but a means of defense—against the attacks of the enemy.

"Flaming arrows" sound pretty scary, but St. Paul assures us our shield of Faith will do the job.

Remember, our Faith is not just ours—when we speak of our Faith, we mean our personal, individual choice of faith, but we also speak of the Faith of the Church. Remember that from the Ritual of Baptism?

Right before the child or the adult is baptized, the deacon or priest asks that person—or others to speak for her—to renounce the devil, and profess faith in the Father, Son, and Holy Spirit. Everyone joins in, and then the priest says, "This is our Faith. This is the Faith of the Church. We are proud to profess it in Christ Jesus our Lord. Amen!"

When we recall that people die for that profession, even at this hour, those words take on new meaning, don’t they?

My point is, we have as our shield not only our personal faith, but the Faith of the Church, the whole Church. But it has to be personal, too; we have to be used to holding it, with a familiar grip—or we’ll fumble and drop it at the first sign of trouble.

And from his talk to teenagers on social justice:

Now, that example raises a couple of issues associate with the Church’s social teaching, did you notice?

Unions…

What do you think the Church says about unions?

Ø People have a right to form or associate with unions—Rerum Novarum, Pope Leo XIII.
Ø Unions should be about advancing the good of working people but not at the expense of others’ legitimate rights and the common good
Ø Catholics should not affiliate with unions if they aren’t compatible with Catholic teaching in general.

What the Church does not say about unions:
Ø That working people must belong to them.
Ø That unions are always right or should always prevail.
Ø That unions should be about employee versus employer: Pope Leo suggested the possibility of unions including employers—what idea was he trying to cultivate there?

Solidarity: i.e., yes, I am my brother’s keeper.
Related to this is the "common good." The idea is that sometimes I have to ask, not just what’s good for me, but what’s good for…us.

Let’s go back to that example: you go buy food in the store. You pay for it. You eat it. But you decided to buy some extra food and drop it off at the food pantry on the way home: you remembered the poor man, Lazarus.

Now, are you finished thinking about "justice" in this case?

Ø What about the workers who produced the food or brought it to you?
Ø What about the way the food was produced—care for the natural environment?

The workers involved in bringing this food to you are entitled to a fair wage and just working conditions—did they have the ability to negotiate and bargain collectively if they wanted to?

Novena for Order, Day 1

I've been feeling lately the lack of order in my life, from the stresses of homeschooling to the stresses of a messy house. How unordered am I? I'd meant to start this novena on Friday, but couldn't find time to get around to it.

I'm praying St. Thomas Aquinas' Prayer for Ordering a Life Wisely, found in The Aquinas Prayer Book from Sophia Institute Press. It's well worth having; the Prayer for the Forgiveness of Sins is perfect while waiting in line for confession.

For Ordering a Life Wisely
St. Thomas Aquinas

O merciful God, grant that I may
desire ardently,
search prudently,
recognize truly,
and bring to perfect completion
whatever is pleasing to You
for the praise and glory of Your name.

Put my life in good order, O my God

Grant that I may know
what You require me to do.

Bestow upon me
the power to accomplish your will,
as is necessary and fitting
for the salvation of my soul.

Grant to me, O Lord my God,
that I may not falter in times
of prosperity or adversity,
so that I may not be exalted in the former,
nor dejected in the latter.

May I not rejoice in anything
unless it leads me to You;
may I not be saddened by anything
unless it turns me from You.

May I desire to please no one,
nor fear to displease anyone,
but You.

May all transitory things, O Lord,
be worthless to me
and may all things eternal
be ever cherished by me.

May any joy without You
be burdensome for me
and may I not desire anything else
besides You.

May all work, O Lord
delight me when done for Your sake.
and may all repose not centered in You
be ever wearisome for me.

Grant unto me, my God,
that I may direct my heart to You
and that in my failures
I may ever feel remorse for my sins
and never lose the resolve to change.

O Lord my God, make me
submissive without protest,
poor without discouragement,
chaste without regret,
patient without complaint,
humble without posturing,
cheerful without frivolity,
mature without gloom,
and quick-witted without flippancy.

O Lord my God, let me
fear You without losing hope,
be truthful without guile,
do good works without presumption,
rebuke my neighbor without haughtiness,
and -- without hypocrisy --
strengthen him by word and example.

Give to me, O Lord God,
a watchful heart,
which no capricious thought
can lure away from You.

Give to me,
a noble heart,
which no unworthy desire can debase.

Give to me
a resolute heart,
which no evil intention can divert.

Give to me
a stalwart heart,
which no tribulation can overcome.

Give to me
a temperate heart,
which no violent passion can enslave.

Give to me, O Lord my God,
understanding of You,
diligence in seeking You,
wisdom in finding You,
discourse ever pleasing to You,
perseverance in waiting for You,
and confidence in finally embracing You.

Grant
that with Your hardships
I may be burdened in reparation here,
that Your benefits
I may use in gratitude upon the way,
that in Your joys
I may delight by glorifying You
in the Kingdom of Heaven.

You Who live and reign,
God, world without end.

Amen.

translation by Robert Anderson and Johann Moser

Some photos, and a liturgical music post

Music first.

This past weekend was our parish's ministry fair, in which all the ministries set up tables in the parish hall and try to convince the post-Mass-going hordes to sign up for their ministry. My job as hawker-in-chief for the Schola is to "build awareness" so that those interested in listening will know we exist, and those interested in singing (the few, the very few) can be winnowed down to those with the requisite ability. To that end, I utilized my mad calligraphy skillz and made a nice display board, of which I display a poorly-photographed selection here.


My table was in the music ghetto with the tables of the five weekend Mass choirs. I had a CD player set up to waft chant and polyphony to draw in the music lovers. As I stood at my station on my third go-'round, two guys with guitars hustled over to the table next to mine, dedicated to the choir whose Mass had just ended. They started playing some vaguely familiar yet distinctly non-liturgical instrumental. In another moment, another choir member sauntered over and started singing along with the guys in what she must have thought was a soulful, down-wit'-dat sort of style. Although I couldn't understand a word she mumbled, I finally recognized the tune: The House of the Rising Sun. After a while, they switched to Good Riddance by Green Day.

On the other hand, I had more people show interest in the Schola's music after that Mass than after any other.

And some photos:




These are our Greek charts, for the edification of the young ladies here. (Do you know that with a few small adjustments, you can sing the Greek alphabet to the tune of the Alphabet Song? Try it.) We keep them behind the computer so that when the girls sit down to play games, they're really picking up the Greek alphabet by osmosis!

Doesn't Test Well

Last week I hovered anxiously behind my six-year-old as she sat at the computer taking a short reading-assessment test. As she clicked menus and selected answers, it took a Herculanean effort on my part not to "teach" the whole test. ("Are you sure that's the answer? Here, let's look at these words. Do you know what this word means? Now, let's read the whole sentence." Ad nauseam.) She thought she was simply playing a game on the computer; I had to leave the room so she could finish the test in peace.

There's always a danger that parents will get so caught up in their children's lives that they refuse to let them make a wrong choice. I don't think it qualifies as parental smothering to want to use every teachable moment -- after all, that's how I roll most days. When we're reading a story, I explain the new words. When we're working on math problems, I make sure the girls are paying attention to the problem and that their process is correct. So it's an almost irresistable temptation to treat a test just like a regular lesson, and try to "teach" it. *

The problem with that approach, however, is that without letting my daughter work on her own I don't know whether she can do the work on her own. A few months ago, I held myself back and allowed her to completely flame out on a math test. Until then, I hadn't realized that she wasn't grasping some basic concepts. The disastrous results led me to change programs and try a new method that's been very successful.

My father pointed out to me that if it's that hard for me to watch the girls fail at something I could easily have them correct, how hard must it be for God the Father to watch His children make the wrong choices over and over again?

*In fact, I'm at the computer writing this post because my girls are doing a five-minute math drill and I don't want to drive myself nuts by watching them work.

Guided story writing

Seems like when Darwin and I were in grade school, there was a craze to teach poetry by having youngsters jump write in and write a poem, regardless of the fact that the youngsters had been taught nothing about what a poem is or how to write one. ("It rhymes!") To my mind, the first step in learning to write is to listen to poems and stories in order to develop a taste for the mental flavor of prose and poetry. The next step is guided writing.

A child develops a skill first by watching someone perform a task, then by doing the task with help (while imitating what they've observed). Once the child has practiced the task with help and correction, he's ready to try it on his own. We're at the helping stage here. I have the girls narrate a story and provide plot elements, and then I write it down as a narrative, explaining how I'm crafting the ideas and dialogue into structured sentences, and developing the flow. For example, here is this morning's project, with our work in parentheses.

Rose Beauty

("What's the name of your character? Where does she live? What did her parents do?")

Once upon a time, there was a girl named Rose Beauty, because she was a beautiful as a rose. She lived in a house painted with blue and red and orange squigglezags. Her father died when she was eleven ("When did her father die," I asked. "When she was born?" "When she was eleven, " said Eleanor firmly.), and her mother was a scrubwoman.

One day she met an old witch woman. (We debated on how to describe this character -- a sorceress? An old hag? "Witch woman" was the preferred descriptor.)

"Good day, old granny," Rose greeted the woman. (At first Rose just said hello, but I suggested some alternate greetings, and Julia wanted the witch called "Granny" rather than "old mother". And instead of just writing "said Rose", I added the greeting.)

"Please give me a drink of water, my dear. If you don't, I will cast a spell on you."

"Here you are, granny," said Rose, fetching a cup of water.

"Now my must wash my dishes, or else I will cast a spell on you." (Julia liked the spell formulation.)

"Yes, granny," said Rose, and scrubbed the dishes clean.

"Now you must sweep the floor," said the witch, "or else I will eat you." (Eleanor got tired of the spells.)

"I'll make it shine, granny," said Rose, and she swept the floor clean. (I suggested this as a way of pepping up the usual "Yes, granny".)

"You're a good girl, Rose, and you deserve a reward," Granny told the girl. "If you go to the stable, you'll find a surprise."

In the stable, Rose found a red horse with wings.

"You're so beautiful!" exclaimed Rose. "I'll call you Scarlet." The horse nuzzled her hand. (Julia wanted to name the horse Black Beauty at first, but I pointed out that it was an odd name for a red horse, and suggested Scarlet.)

They flew off to seek their fortune. On a beach ("Where did they go?") they discovered a chest that was fastened with huge brass locks. (Description of the chest built up through discussion.) Next to the chest there was a hill of sand with a shovel stuck in it. Rose began to dig. Two feet down she found a rind of heavy golden keys. (The girls were all for the keys being buried, so I asked them how Rose would know the keys were buried. Eleanor liked the shovel, and Julia wanted two feet down.) The keys fit perfectly in the locks. Inside the chest were heaps of coins, precious jewels, and beautiful dresses. On top of everything sat a note on yellowing paper that read:

My dear, I give these riches to you because you have a kind heart. Be sure to use these riches to help the poor.

(Julia came up with the idea that the old witch had left the chest for Rose.)

Rose married a prince and they were always kind to the poor. They lived happily ever after.

THE END

Some of the story was direct transcription, but much of the final form was me crafting suggestions aloud as I wrote them down. The girls get a sense of the different ways a basic formula can be developed and structured. When they get older I'll let them write stories on their own and then edit them for grammar and flow. Hopefully by then they'll have had enough exposure to the way a writer can use the tools of the craft that any flaws in their writing will stem from exuberance, not ignorance.

Some Thoughts on Homeschooling Young Children

In the week after young Jack's birth, I was doing the full time Daddy thing and had the opportunity to start the homeschooling year out with our two oldest (ages 5 and 6). Knowing that we had a baby due in early September, we hadn't really got going prior to this, and being tied up with baby things, we hadn't done a great deal of thinking about it either. So this represented a simultaneous launch of the new school year and planning session of what we're going to do differently from last year.

First off, here's the new schedule that we worked up:

Morning Read Alouds:

Religion - a short saint's life, story from the bible, or lesson from Faith & Life Book 1 (from Ignatius Press)

Written Work:

Math: Julie (5) is pretty good at math, while Eleanor (6) struggle a bit more, so they're effectively at the same point. Both spend 15-30min on a workbook page. After this week's experience I decided to ditch last year's Modern Curriculum Press workbooks and ordered the first book of Miquon Math from Key Curriculum Press. (Recommended by Opinionated Homeschooler, whose family knows a bit about math.)

Handwriting/Spelling/Grammar: The three are currently all rolled into one. Current format is each girl gets a sheet of lined paper. (We picked up some K and 1 size handwriting paper at a teachers' supply store.) I ask each girl for a topic and then write out a sentence to be copied. We discuss what makes the sentence a complete sentence, any any tricky spelling rules which the sentence illustrates. Then each one copies out her sentence carefully for handwriting practice, and illustrates it with a picture. Picture drawing goes on for a while, so this is a 30-60min block.

Reading Practice:
One or both girls take a turn at practicing reading while the other is still coloring and writing. (It's especially important to keep the elder away while the younger is reading, because otherwise miss first grade wants to butt in and do all the reading herself.)

Julia (K) is finishing Teach Your Child To Read in 100 Easy Lessons and Eleanor (1) is working through selected short stories and Beverly Cleary's The Mouse And The Motorcycle. (more on that in a minute)

Closing Read Alouds:
Selections from 2-3 different books so that each of History, Literature and Science are covered at least 3 times a week.

Last week we were covering the first couple chapters of E. H. Gombrich's A Little History of the World and stories from Tales From Near And Far for history.

We read from After The Dinosaurs (about pre-historic mammals -- it's a Golden Book from the early 90s, but I can't seem to find it online) for science.

And we read a few Grimms fairy tales and the first couple chapters of Stuart Little for literature.


One of the big issues I found myself bumping up against in both reading and real alouds is age. The two "in school" are 5 and 6.5, and we've got little miss 2.5 running around and wanting to be involved too. (She works on her alphabet coloring book during writing practice.) This gets tricky because while the eldest had hit an age where she really enjoys things like detailed science picture books and Gombrich's Little History, but the younger two are left pretty cold by these. Being energetic little girls, when the younger two are bored, crazy things tend to happen. And the eldest is still young enough that when crazy things happen, she wants to go join in. (Sending the younger two off to play doesn't work well either, as then the eldest wants to go going them.) So balancing the interests of all three girls without things exploding into chaos is very tricky -- and sometimes frustrating.

The other tricky thing about age is finding good stuff for Eleanor (age 6.5) to read. Over the last year her reading has become quite good -- probably something like a 4th grade level so far as I can tell from what she can read. However, her interests and experiences are still very much those of a six year old. So much of the things available to read at a level that stretches her simply aren't that interesting to her. After a couple of false starts, we're currently trying The Mouse And The Motorcycle, which has the benefit of being about an animal and a piece of machinery, two things generally dear to Eleanor's heart.

It does, however, underline for me that there's a limited virtue (other than bragging rights at gatherings with other parents) to a child that young reading far beyond his or her age level. By age eight or nine, there are a wide variety of books written for a general audience that will be interesting, but at age six there's a lot that just doesn't hold her attention (and that she wouldn't understand at all even if she did spent the time to read it) even if she could theoretically read it. So while we're trying to make sure that she keeps reading stuff that's at the outer edge of her abilities for practice, she's mostly reading much easier picture books which are more at her interest level. If you can't get your child to take off on reading level until a year or two later, it seems to me like it's nothing much to stress about. Sure, if you could somehow get your seven year old to read War and Peace you could annoy numerous other parents at social gatherings by talking endlessly about it, but the seven year old would get basically nothing from the experience.