Author: JenniferFitz

On being poor in America

Great post by Anthony Layne.  Go read.

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Something I think that is confusing to many of us today is the sheer amount of stuff floating around the US.  Things that you used to have to save up for — electronics, a roomful of toys, a pile of gadgets — these things are just there.  How can you be poor if you have a microwave or a TV?  Try selling either one, and see how much food you can buy for the difference.

Growing up (not poor – middle), we had one PC that was highly valued.  Not something a poor person could own.  I have in sight as I type 6 — six — working laptops that are hand-me-downs nobody wants.  Not ones we bought, ones other people gave us because they were of no value.  Even the kid I know who invents things with old electronics doesn’t want them.

Our brains are stuck in 1986 when we say things like, “How can you call yourself poor if you have six laptops?”  The answer is: Those things are knick-knacks.  Worthless.  I could sell my decorative sea shell (next shelf over) for more — at a garage sale I might get 25 cents for the sea shell.  (Dear thieves: Please do not take my sea shell.)

Poverty in America is weird.  Very weird.  But it’s real.  Living wage? Have I mentioned living wage lately?  I’ve been remiss.

Mater et Magistra – Renewal Time

Mater et Magistra magazine reminds you to renew (if now is your time to do so).  Click here, it’s easy.  And though the print edition is lovely, it will still be a great little publication even if it goes all-digital.  Support your small catholic homeschooling press today.

Theology of the Body For Teens: Middle School Edition

The Catholic Company very kindly sent me a review set of the Theology of the Body for Teens: Middle School Edition bundle. Okay, so I begged for it.  They sent an e-mail out to all the reviewers (they are still accepting new reviewers) asking who wanted it, and I gave it my best me-me-me-meeeeee! and made the cut!  Yay!  And then I told my DRE, who explained how she was busy trying to finagle a copy on loan from another parish.  Because yes, it is that good.

What’s in the packet:

  • A student book.  Eight chapters of substantial, readable lessons.  Upbeat format.  Rock solid teaching.  You will need one of these for each student.
  • A teacher’s guide.  It’s the student book page-by-page, with helpful teaching notes.  Includes some lesson-planning ideas, answer keys of course, additional information about the Theology of the Body, and supplemental material on difficult topics.  If you are teaching this as a class, you need this book.
  • The parent’s guide.  This is a small book (75 pages, pocket-size) that explains what students are learning.  It is more elevated, adult-level content, focused on how to parent middle-schoolers — it is not a re-hash of the student guide at all.
  • The DVD collection.  There is a set of videos for each chapter of lesson, plus additional material on difficult topics, and a show-this-to-the-parents chapter that explains what the course is about.  The videos are fun, held the interest of my small test-audience of adults (me) and kids (mine), and add significantly to the content of the course.  You would want these if you were teaching this as a class.

What does the course cover?

Well, the focus is John Paul II’s Theology of the Body, but it comes down to: How do I live?  What will make me happy?  And what do I do with this body I’m growing into?

Most of this is not about sex.  It’s mostly about virtue, identity, and love.  How do I love and respect myself and others?  How do I build good relationships?  How do I know what God wants me to do?  It’s a serious, useful, substantial set of lessons that really teach how to be the kind of person God wants you to be.

–>I read the student workbook first.  I found it helpful for me, personally.  To the point that in my opinion, parishes would do well to offer the course to both teens and their parents.  As in: I myself, a grown-up, NFP-using, CCD-teaching, cave-dwelling bona fide catholic dweeb lady, found this to be a course that pushed me to grow in my Christian life.

What Age Student?

The books are targeted towards middle-schoolers — grades 6th to 8th.  I may be under-estimating his maturity, but I felt that my own 6th grade boy, who lives a fairly sheltered catholic-homeschool life, and is not one bit interested in girls, he was not ready to fully benefit from the program.  I held onto a copy of the student book for us to use at home, and when my parish offers it next year (please God), I will send him then.  But for girls (who mature earlier), and for boys and girls who are more fully immersed in our sex-saturated culture, this is about on target for as young as 6th grade.

Sex-related topics are taught in a wider context.  First students learn how we use our bodies to communicate, how we must make an effort to grow in virtue and purity, and how we should not use others for our own gratification, within the wider context of regular life.  It is only after these essentials are thoroughly explored, many weeks into the course, that students are shown how they apply specifically to sex.

Sexual topics are dealt with directly but modestly.  If you don’t know what porn is, all you’ll find out is that it is “the display of images for the purpose of arousing lust”.  (Lust is “a vice that causes people to view others as objects for sexual use”).   So this is a step more mature than earlier-grades catechesis, where the details of “impurity” are left entirely to the reader’s imagination.  If your student is not yet ready to learn about the existence of pornography, sexting, and fornication, hold off on this course for now.

Difficult topics are not presented directly to teens.  There are some video segments the instructor can choose to present depending on the maturity of the group, as well as supplemental teaching material in the teacher’s manual.  One teaching technique I found very helpful was a script where a teacher reads a scenario (young people gathering in the alley behind a movie theater), but the actual misbehavior is not specified.  The teacher then asks: What do you think was happening there?  It’s an opening for students to share the kinds of things they know are going on in their community, which the instructor can then address as appropriate.

I’m cheap.  Or poor.  Do I need to buy the whole nine yards?

The materials are made to be used together.  For a knowledgeable parent wanting to teach at home for the minimal investment, purchasing just the student book would provide a substantial lesson for the least cash outlay.  Note however: The other items do add to the overall content of the course. This isn’t a case of the videos just repeating what the book says, or the parent book being a miniature version of the student book.  Each element contributes new and useful material.  If I were teaching this in the classroom, I would want the whole collection, no question about it.  As a parent, I would want my children to view the videos.

Is it Protestant-friendly?

It’s a very Catholic program.  (Don’t let the “Pope John Paul II” thing fool you.)  You’ll hear references to saints, to the sacraments, the Catholic faith.  BUT, keep in mind, this is all just normal healthy human life.  Love, virtue, modesty, chastity — these are for the whole human race.  The message is right on target with what any Christian youth program would want to teach.  So if you are comfortable with Catholic-trappings,  you could work with the whole course as-is, and just explain to your audience that it was made by Catholics.  If not, you may want to get the materials for yourself, and use them to train yourself how to teach these topics to your teens.

Summary:  I give it a ‘buy’ recommend, if you are responsible for teaching a young person how to act like a human being.  Thanks again to our sponsor The Catholic Company, who in no way requires that I like the review items they send, but would like me to remind you that they are a fine source for a Catechism of the Catholic Church or a Catholic Bible.

Emperor of North America – in my hand!

Yay!  My autographed copy of Emperor of North America has arrived.  I waved it in front of my eldest, who snatched wildly.  I told him he could have first dibs on it if he finished his homework.  Presto-chango, he turns into The Boy Who Cares About Fractions.  Would that Mr. McNichol could write a book a week.

 

Are we all middle class?

The Economist seems doubtful about the 91% of Americans who identify themselves as “middle class”.  Not strictly middle-middle-class.  The 91% number is the sum of people who consider themselves either lower-, plain old middle, or upper-middle class.  Can this be so?

I’ll argue yes.  Here’s why:

1. We really are that rich.  As a nation.  The trappings of wealth — quality electronics, barely-worn clothing, cute little decorative accents — can be had for little or no cost,  just for the luck of being nearby when some richer person decides to upgrade.  Thrift stores ship old clothing by the bale off to some other place to be dealt with, because no one in the US needs bother learn how to mend or make-over some outdated or worn garment. There comes a time when your nation is wealthy enough that bottom percentile brackets do not necessarily indicate poverty.

2. We really are that educated.  Class is in part about education.   I have to go back four generations to find an ancestor who has less than a high-school diploma.  Unless you are fresh off the boat, these days everyone goes to high school.  And if you don’t graduate your first go-through, you can go back and get a GED later.   The Economist says that a college degree was the mark of middle class cultural identity.  I disagree.  Both sets of my grandparents were high-school-only, WWII-era young adults.  A high school education alone, combined with job success, firmly launched them all from working-class to middle-class.

3.  Income is different from class.  I knew this when I was a kid: If you were a teacher, even though you didn’t make any money, you were definitely middle-class.  It was your education and your line of work that made you qualify.  I think teachers earn more now than they did then.  But now I know an awful lot of people with college and graduate degrees who live at the poverty line, income-wise.  If you choose a lousy-paying career-field, have a stay-at-home-parent, and enough kids, guess what?  You get to be poor.  Financially.  But you’re still educated, well-spoken, able to navigate the world of the middle-class (often: upper-middle class) comfortably.  In a survey about class (not income), you’d pick middle.

4.  Income isn’t nothing.  So say your formal education isn’t impressive, and  your line of work is not so white-collar.  If you make enough money to afford a comfortable home, put your kids through school, never have to worry about clothes or food, or medical care, and on top of all that you can buy yourself any number of little luxuries . . . how is that not middle?  You aren’t poor, for sure.  Maybe your origins and even your tastes run “working class” (though my experience is that once income is removed as a factor, tastes in food and drink vary independently of family of origin).  But sooner or later you get too rich not be middle class.

5. The top is so very high.  There’s this point on the salary scale where you just aren’t middle, income-wise.  I’d hazard it’s somewhere around the $200k/year, thereabouts, less or more depending on your perspective and your life situation — though if you want to put the figure higher or lower, go ahead.  It doesn’t matter.  It’s this point, whatever it might be, where people (both writers at The Economist, and also the people who really are in the financial middle of the income distribution), start to laugh at you when you say you are merely “upper middle class”.  And you are wondering why they are laughing.  Because here’s what: You who are now rich know that a) you really aren’t that rich compared to the super-rich people, b) at any time your paycheck could dry up and you’d go back to being a normal person, c) you don’t have any of the trappings of upbringing and connection that rich people have, because you are, um, middle class.  Your cultural identity sticks.  You’re a son of the middle class who happens to have a lot of money right now.  It is the exact same thing as the PhD living below the poverty line, only at the other end of the income spread.  (He’s probably your brother.  Literally.)

Anyway that’s my take.   The Economist says you can’t talk about about class in America.  I think it’s more like, there’s not a lot to say.  We’re a vast middle.  I would assume that 91% of us feel that way anyhow — that we belong to this giant cultural lump, bonded by the real hope of three-bedroom homes, shoe clutter, and free public high school education.

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And in light of my perfect contentment living here deep amongst the middling-types, has anyone read Fr. Thomas Dubay’s Happy are the Poor?  If yes, I’m keen to hear your thoughts.

Other People’s School Photos.

Catching up on my goofing off this morning.  Thought these photos of an MK mini-school in Haiti were pretty interesting.  For people who like to look at pictures of school stuff, anyway.   Sort of in between homeschooling and regular school — I guess maybe falls closest to the more formal homeschool co-ops and homeschool academies here in the US?  Or a very small charter school or private school?

Anyway, I like it.

Health Insurance Regulations – Go Comment

The Impractical Catholic has a very practical link to how to submit your comments on the new health insurance regulations.  Click on his link, it is very easy from there.   You can scroll through the regulations to make sure you know what you are talking about, and then submit the comment of your choice.

Naturally I forgot to copy mine for posterity before it submitted, by my talking points were this:

  • I quoted the bit about how the goal of the religious exemption was to protect houses of worship.
  • I observed this was too narrow a view of “religious institution”, that did not represent the reality of religious institutions such as hospitals, schools, and other benevolent works.
  • I proposed a compromise, in which employees of such institutions could choose either to accept the employer-provided plan, or use a cash allowance of the same value to purchase the plan of their choice from another source.
  • In that way, the religious employer is not required to directly fund a health care plan that includes treatments contrary to its religious tenets, but employees remain free to choose some other plan as they see fit.

I didn’t say it, but it’s a bit like the difference between saying, “every employee shall be given a per-diem allowance to pay for travel expenses at a hotel or brothel”, versus specifying a per diem amount per day, and leaving it to the employee to decide where he wishes to lodge.

So that’s what I wrote.  Go write something yourself.  It is so easy and fast.  Really, it is.

 

Okay, here’s the link directly to regulations.gov that I followed from Impractical Catholic’s post.  Go.  Now.  Seriously.

 

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Also: Reconsider giving your nine-year-old a blog on the same blogging program you yourself use.  I almost posted this on a hot-pink ProudKittyCat blog.  That woulda made the grandparents raise an eyebrow.

Kolbe update, week 5

We just started week 5, thought I’d give a little report on how things are going.  Re-cap: This is our first year using Kolbe.  6th and 4th grader are enrolled, and mostly following the plan with a couple substitutions.  2nd grader and kindergartener continue to do the home-grown, relaxed-schooling thing.

Overall Impression: Very happy with the decision.  On a day like today (evil dictator felled by an evil-er cold), wow it is SO MUCH BETTER having the plans ready-to-go.  Oh I know, it is so easy to make your own course plans.  Oh, I know, it only takes a few minutes to type them up each week.  But wow, being able to growl at a child and say, “Where are you in your homework?” is even easier.

–> Without ready-made, day-by-day plans, two big kids would definitely still be on the relaxed-schooling plan, which I really love for the little guys, but is not the ideal choice for our older kids.  Way too many disruptions in the school year so far (exhibit A: evil dictator with evil cold), no way I could have held together a formal curriculum if it relied 100% on my willpower alone.

Some comments on specific subjects:

Latin: Mr. Boy is doing the first year of New Missal Latin.  I like it pretty well.  Like the kolbe-published supplemental resources.  Will say this: In my opinion, the teaching parent needs to either have a smattering of Latin under the belt, or be ready to learn-along.  Having already done the intro to classical Latin in previous years, these first few weeks have been largely review for Boy & myself, and yes that is very nice.  Now is not my time to be learning a new language.  No really.  Sometimes it is not that time.

(Remind me also I have some other comments on this particular Latin program and the pro’s and con’s.  For a post another day.)

Grammar:  No shock here, I’m one of ten people in the known universe who actually likes Voyages in English.  So far, no difficulties.  Definitely if you haven’t diagrammed sentences before, you want the intro to diagramming booklet as a supplement.

Composition: I failed to observe that there is a separate composition book for 6th grade in addition to the vocabulary and grammar books.  Kolbe plans call for one assignment a week from that book.  I’d already maxed out the book budget.  So I typed up 36 composition assignments for the Boy, and stuck those in his plan book.  Conveniently, 6th graders do not use the composition portion of VOE, so I borrowed from there.

Spelling / Vocabulary:  The kids hate this.  Lot of work.  I keep reminding them that a good PSAT / SAT score is worth cold hard cash.    They get that.  We’ve used Spelling Power in the past, and have good results with using that study method for studying the words missed on the pre-test.   The whole amount of Kolbe-assigned words is a lot, though.  And we’ve had a couple weeks with enough disruptions that I couldn’t keep up my end on this one through the whole week.  We just move on to the next week, rather than piling up.

Word Study:  Oh, yeah, and word study.  Gee these children get a LOT of language arts.  They tell me this one is easy (MCP Plaid).  It is also good for them.  Happy there.  Decided this was one workbook the kids could write their answers in, would be a royal pain to have to do the assignments on a separate page.

Geography:  Lovin’ the geography books.  Short, easy assignments, genuinely useful map skills.  Makes me happy.

Religion: Of course I like it (Faith & Life), I was already using it anyway.  This is the other activity book I let the kids write in.  Pretty happy with the addition of the St. J’s Balt. Catechisms as well, serious retro power going on there.  My DRE also likes the program.    She’s experimenting with one section of F&L for 8th grade CCD this year.  (Rest of us are using our same Loyola Press books from previous years.  Which are fine.  But I’d still make my kids do F&L at home.)

Science:  Not a demanding program, which works for me.  We skip the Monday “investigation” every week, so far there hasn’t been one worth the hassle.  Also, I have the workbooks but the course plans don’t call for them, and both kids have decided we are happier not doing them.  I’m good with having them do just the textbook reading and review questions, and they can unschool any other science they desire. I like that balance.  [Recall: Two real microscopes in my living room.  Engineer at the dinner table every night.  Unschooling science is a viable option.]

Literature:  Um, where are the study questions? Apparently they are in some other place than the course plans.  I guess a Kolbe booklet I was supposed to buy?   For the uninitiated: You acquire the book you are studying — White Fang and Misty of Chincoteague to start, for us — and then the course plans give you chapter reading assignments and a weekly short essay to write, book report at the end.  And those plans also mention these “study questions” and “vocabulary” and stuff.  But they aren’t in the plans.    And no, I can’t be bothered to go look back at the Kolbe catalog, nor to post a question on the Kolbe forums.  Because, um, my magic pen of you-don’t-have-to-do-this works great!  I just cross out assignments!  We love it!

–> As a result: I let the girl take her final exam open-book and open-dictionary (Misty only takes 5 weeks), since it would be requiring her to have memorized study questions she’d never seen.  Flipped around the final week course plans to have her do the exam first and write the book report second.

Math: Not using Saxon.  Nothing against it.  We’re just still happy with Math-U-See, didn’t see a reason to switch when that was already working. 

History: Recall everyone’s doing Rome this year, which would ordinarily be the 5th grade course.  Very happy both with using the program as written for Mr. Boy, and subbing in History Pockets for the first two quarters for the girl.  Not much else to say.  The Kolbe-recommended course is very good.  And one of my children really needed to meet Ancient Rome in a perkier manner.

[But yes, I had to pick up a library book on the Aztecs, because HP fails to mention the, er, human sacrifice, those amazing wonderful ancient Aztecs were practicing during the European renaissance.  Yeah, I’m a western culture snob.  Facts are facts.  I vote for the no-live-beating-human-hearts-in-the-hands-of-the-priest every time.  Give me self-flagellating, slightly sore-backed penitents over flayed-alive sacrificial victims any day.]

Funny story though: We’re planning to go see our local Roman legion when they gather not so far from us in November.  Except the girls only want to go if they get to dress up.  So a certain growing 4th grader is going to be let loose with some discount linen between now and then.  Luckily the rest of us already own passable garb that still fits.