Easter Report: Five Good Things

#1 Fr. Gonzo finishes strong. I probably shouldn’t call him that, it might encourage him.  The man who gave me this thing forty-something days ago decided to launch, his words, the “Mother of All Easter Vigils.”  If that man left out even a single speck or jot of an option, as found or legitimately inferred in ye olde Roman Missal, please, not a word.  Also next year, I’m having a nap and a cup of coffee before the vigil.  Or else just doing like last year and going to the Sunday evening Easter Mass, which was quite nice and ought to be offered more widely.

#2 There was a bacon accident.  Sometimes people are like, “Oh you’re a homeschooler? Could you make me a craft and a casserole?” These are the very same people who would squirm if I said, “Oh you work in an office?  Could you make me a 1040x and a manuscript proposal?”  So anyway, I tried making bacon in the oven Sunday morning, and I did it by following the directions on the package.  More or less.

The difficulty is that it came out perfect.

Perfect bacon is cooked to the point of extreme crispiness, just short — but nearly to the point — of crumbing at an untoward glance.

Sadly, the man I married and many of our offspring are under the impression that bacon is meant to be sort of chewy and moist.  I’m okay with that.  All bacon is good to me.  I will totally put on my inner St. Therese and eat wet bacon.  No problem.  Canonize me now.

But I accidentally cooked the bacon too long, and it was extremely, very, astonishingly good.  The difficulty is that there wasn’t any spare bacon to undercook for the other people, and that was kind of sad.  I’m open to continuing practice on this art until I nail it.  Eight weeks of Easter calling my name.

#3 First child trained in the ways of the IRS! It’s pleasant having Easter after the taxes go in.  I literally dropped off four envelopes at the post office on the way over to the Vigil.  Mr. Boy got A Real Job last summer, which means he had a real tax return (two – one federal, one state) this spring.  I had him do the process step by step on his own, and then I’d check it and show him what he did wrong (if anything — a 1040EZ isn’t that hard, even if it’s more complicated than it used to be), and he’d fix it, and we’d move on to the next thing.

It is well worthwhile to start doing your taxes on your own right from the beginning, and to keep with it year after year as things slowly get more complicated.  Pays off in the long run.

#4 Fedex is a wondrous thing.  It’ll be three kids and I on the big trip this summer, and I ordered those three some useful books to prep for the trip and work on their French.

FYI of all the suppliers I found, Decitre.Fr had the best deal on international shipping if you’re looking at many low-budget books rather than one expensive book.  Each kid received a book on the Mass. The boy received two history books and an atlas.  The girls each received a coloring book on Alsace (primary destination), a second coloring book on a relevant topic (history for one, all-things-Christian-faith for the other — between the two, they’ll have encountered most museum, historical site, and art-related vocab), and a book of personal interest for motivating the reading practice (cats or rabbits).

I went with cheap books because I wanted them physically light and compact, and intellectually not too intimidating.  That also allowed for a slight overflow on the order, so duds could be culled and everyone still get good books.  –> Not true duds, but a couple of the books that looked nice on the internet turned out to be either too little-kid or else too difficult for a beginning student of the language; I set those aside for me.

Anyhow, on international orders there’s not an option (with Decitre) to have books sent in sub-packages, and I knew a few of the books would take a couple weeks to be ready to ship.  So when I got the shipping notice Spy Wednesday, I figured it would be a late Easter?  Nope.  Packaged Wednesday morning, queued at CDG by Wednesday evening, onto a plane and into my local Fedex office Thursday morning.  I went out for a walk Thursday morning, and as I was coming back to my yard at 9AM the Fedex mini-van showed up with a package for me to sign.

You didn’t used to be able to get foreign books this easily.  I like the modern world.

#5 Journaling Bibles.  So that left one child with no books in her basket, because: Poor planning.  The Easter Bunny was pretty pleased she’d gotten to Aldi to pick up Not-Slave-Labor chocolate, thanks.  So then the bunny remembered this argument from a month earlier.  The girl is in the FCA at school, and apparently all her friends have “journaling” or “notetaking” Bibles.  These are Bibles with wide margins or other white space where you can essentially illuminate your own manuscript.

Could she have one for Confirmation please?  And how about right now, so the Holy Spirit can get to work ASAP?

The difficulty is this: Apparently Catholics have given up on illuminating, or else we just don’t publish trend-Bibles — I’m sure our publishers are full of good excuses for the lapse.  The situation is bad enough that Catholic Icing has a great tutorial about how to convert your Catholic Bible into a journaling Bible by covering up the footnotes with bits of paper.

A girl I know does not want to cover up footnotes with bits of paper

Thus in the spirit of Easter is For Heretics, Too, I caved.  On the way home from Costco with all the Easter food, I did check my local Catholic bookstore to see if there was something, anything, that I could pass off as a journaling Bible, but no dice.  (There are lots of great Catholic Bibles out there, by the way.  Just not ones for coloring in.)  But after that, into the breach: Walmart for Bible-shopping it would be.

[Sheesh, guys, I’m buying some unapproved-translation, books-missing Bible for coloring in, I’m not shelling out a lot of money on this, really??]

Walmart is smarter than a Catholic publisher.  They carry a mass-market, paperback version the HCSB Illustrator’s Notetaking Bible, and it’s easy to find if you go to the book section — shelved both with Bibles and with adult coloring books, since it’s both a Bible and a coloring book.  The inside looks like this:

My child wasn’t looking for one that was pre-illustrated, but we both secretly like it.  Some of the illustrations are very apropos, such as the image of Christ Crucified in the margins next to Isaiah’s Suffering Servant prophecy.  I could do without Mary With Rosy Cheeks, but Catholics have done far worse to the Blessed Mother and somehow the Church still stands.

My teenager spent her afternoon working on her Bible.  Her younger sister said, “We should have brought these to that retreat last month!”  I think I can work with this trend.

Easter Egg Wreath by #3.  Leaving a child alone with a hot glue gun has its advantages.  For more on the cost of becoming a Pinterest Parent, see here. Okay, I see the photos aren’t loading anymore.  I’ll fix that and update. [Update: Okay – all fixed now, I hope!]  The text explains the less-pretty parts of the crafting life. 

 

Inside My Apologetics 101 – Faith, Evidence, and Objective vs. Subjective Truth

Today I was subbing for my daughter’s apologetics class, and thought I’d share the letter I sent home to parents, since it covers topics that come up online a bunch.  You blog readers don’t get to see the whiteboard photo referenced below because it has students’ names on it from a chart we made at the top of the hour, and I’m not smart enough to figure out how to blur them out of the image.  For your viewing pleasure, I’ve posted completely different photos at the bottom.  Close your eyes and imagine a whiteboard of illegible black scrawl instead, and you’ll know everything you need to know.

Dear Parents,

Attached is the photo of the whiteboard from apologetics at the end of class. Parents, the kids were starting to get the general concepts we went over, but were still having a hard time articulating the key ideas and applying them. It might be helpful for you to have them go through the picture with you and tell you, as best they can, what it is everything refers to. For your convenience I’ve written all the text in slightly illegible lettering so that students have to rely on their memory to fill in the indecipherable bits — you’re welcome.

None of this is in the book, since I was subbing for our regular teacher (Mrs. K) and just working off notes from a different apologetics class I taught a few years ago. But it’s all important stuff and well worth mastering if you enjoy life as a sane person.

Key ideas to draw out of your child:

1) Objective vs. Subjective truth. In apologetics, we need to be able to listen and identify when the person we’re talking with doesn’t understand the difference between unchangeable truths and those facts that are genuinely a matter of opinion, experience, etc. We need to be able to *explain* the difference between subjective and objective facts to friends who don’t realize there is a difference, or don’t realize when they are treating an objective matter as a subjective one. We need to know whether a given statement is a matter of subjective opinion or objective truth.

2) Types of evidence. There are different types of evidence for different types of things. Scientific laws, or laws of nature, are discovered and proven using the assorted tools of science to verify repeatable tests and observations. The facts about historic events and persons are established using the types of evidence that apply to persons and facts. You can’t, for example, do a series of scientific tests to know that Christopher Columbus existed — but you can collect historical evidence for that fact. We need to be able to know, therefore, what *kind* of evidence is suited to proving which kinds of facts. Because God is a Person, and because God acts in history, the types of evidence we are looking for are the sorts of evidence we use for determining historical events and the existence of persons.

In apologetics we need to be able to identify when someone we are listening to has the notion that God is a force of nature that should be subject to scientific evidence, and clarify and explain that God is a person and therefore a different type of evidence is valid. We want to be able to walk our friend through the rational, evidence-based types of proof that one would use in determining whether or not a person exists or an event took place. A useful tool is to walk the person through the types of evidence for or against their own existence.

Not on the board, but an important idea which we discussed in class: Faith is the action of taking the evidence we’ve gathered and using it to come to a conclusion. I can gather all kinds of evidence about the existence of gravity or the existence of Christopher Columbus, but ultimately if I believe in either of those, it is an act of faith. My faith isn’t separate from and certainly not opposing evidence and reason; rather it is the follow-on to gathering evidence and using my reason. Think of it as the third step: Evidence + Reason (logic) + Faith = Belief.

I might be a person who comes to faith easily, requiring very little evidence and logical analysis before I take the leap of faith. For example: I believe in asteroids even though I’ve never had any personal experience with one, and know almost nothing about them. I have an even stronger faith in the existence and power of tornadoes, which I’ve also never seen, because I’ve got even more evidence and experience and knowledge about them — even though all my knowledge is second- or third- hand. Ultimately, though, if I wanted to disbelieve in their existence, I could. Faith is the leap I make to assert that I do in fact believe in these things.

I might, in contrast, be a very skeptical person. Imagine if I decided I would only accept a belief in tornadoes after extensive study and firsthand experience. All the same, even if I were very skeptical, if I’m a rational person there will be some level of evidence that is eventually sufficient to allow me to make the leap of faith and affirm that yes, tornadoes do exist. I can be very skeptical — that is, be a person who requires large amounts of evidence and long periods of logical analysis (reasoning) prior to coming to faith, but still make a decision to affirm or deny a fact. Faith is the act of affirming or denying facts.

[I didn’t use tornadoes or asteroids as examples in class, so that’s new fodder for you in chatting with your child.]

We acknowledged as well, in class, that there are people who simply refuse to accept any level evidence. In class we imagined someone who might, for example, dismiss my (Mrs. Fitz’s) existence, even if they met me in person, on account of how perhaps it was a hallucination, or an actor was paid to pretend to be me, or some other thing. Likewise you could imagine someone explaining away the existence of tornadoes by offering some alternate theory of why they thought they saw a dark whirlwind and heard loud noise right before their possessions were blown away. In apologetics it’s important that we distinguish between someone who is simply looking for more evidence to work through rationally prior to coming to a conclusion, versus those who would never be satisfied with any level of evidence, because they have made a decision in advance about the truth of this or that assertion.

(We didn’t practice this, but a good method for finding out where someone stands on this is just to ask them. Listening is the #1 skill in apologetics.)

Finally, a point that came up in class a couple times is that in apologetics we must be very precise. Please assure your students that in class it’s good to be brave in discussing ideas even if you aren’t sure of the right terms or facts; we will simply pause and clarify definitions as necessary. We learned the word omniscient, and affirmed that none of us humans are omniscient, so it’s okay if you have to acknowledge you don’t know something, and it’s okay if your friends help you clear up any misunderstandings you have.

Have a great weekend!

Jen.

File:Líneas de Nazca, Nazca, Perú, 2015-07-29, DD 46.JPG
 Eerily apropos photo by: Diego Delso [CC BY-SA 4.0], via Wikimedia Commons

And here’s a tornado, because: I’m a believer.  No tornado-deniers at my house.
File:F5 tornado Elie Manitoba 2007.jpg

Photo by: Justin1569 at English Wikipedia [GFDL, CC-BY-SA-3.0 or CC BY-SA 2.5-2.0-1.0], via Wikimedia Commons

Chastity in a Box? (with a Glimpse at YOU from Ascension Press)

Continuing with Book Week.  Box #2 raises a question that doesn’t get asked often enough: What part do chastity-education programs play in teaching teens (and grown-ups) about the right use of their bodies?

My thoughts follow, but first you should show know what was in the box:

YOU from Ascension Press.  I reviewed AP’s Theology of the Body for Teens: Middle School Edition some years ago, and liked it immensely.  A first glance at YOU is similarly positive.  It’s a much bigger and deeper program, and from everything I’m seeing among teens in the circles I run in (church-school-sports), YOU looks like a solid answer to a very serious need.

As I flipped through the books the other night, several things caught my eye:

  • The advice for how to teach teens is dead-on.
  • The parent booklet gets right to first things first.  It’s like they know they only have a paragraph to win us parents over.
  • The curriculum, as will the best Theology of the Body presentations, starts with the bigger picture, lays the essential groundwork on the dignity of the human person, and leads from there into a positive message about the goodness and appeal of chastity.
  • YOU is working off ideas that have been tested with teens over and again and found to work.  (Not surprising, given who the authors are.)

It’ll be a while before I get a chance to read the leader’s guide and parent guide (leader’s guide contains the full text of the student book) cover to cover, as well as watch the whole DVD series.  Thus I wanted to flag this series now, because I’ve got a very positive impression at first glance, and if you’re planning programs for your parish you might want to request your own review set rather than waiting on someone else’s opinion.

Where do ready-made chastity programs fit into the big picture?

If you phoned me this afternoon (please don’t) and asked me what I recommended for taking your generic typical-American-parish from zero to full-steam-ahead on teaching teens chastity, here’s what I’d recommend:

1. Start with a good parent-centered introduction to chastity, such as Family Honor’s Leading and Loving program.  There are lots of options for meeting formats, but (using L&L as an example) I strongly recommend investing the time and energy into spreading the program out over six weekly sessions rather than doing a single big-weekend event.  This gives you time for parents to get to know each other, to have time to talk with the leaders in detail, and to begin to form a small group atmosphere.  It lets parish leadership begin to identify the parents who are in the best position to help other parents.  It also gives lots of time for listening, and thus for learning where parents in your parish are coming from and what questions or difficulties they are having.

–> Make sure you’ve got the depth of back-up resources to assist parents with their concerns.  At a minimum: NFP instruction, good pastoral help with thorny marital irregularities, some resources for dealing with pornography, and access to support for parishioners grappling with same-sex attraction (personally or via a friend or family member’s situation) such as Courage. It’s no fair telling people they need to radically change their lives, then wishing them good luck and washing your hands.

2. When parents are ready to start sharing the message of chastity with their teens, do a parent-teen joint program.  There are any number of options, and many of them (Family Honor is an exception) assume parents won’t be present. Don’t go there.  You need the parents totally involved and on board.  Your six hours in front of an eighth grader are nothing compared to the influence of the parents.  Even if the program you select doesn’t call for parental presence, adapt it to make it a parent-teen program.

3. Keep working discipleship on all the parts of the Catholic faith.  Salvation isn’t about sex-ed alone.

Hint: Check out the Jesus is Lord program, which works for college students too.  Just sayin’.

4. Programs like YOU will have the most impact if you roll them out after you have a critical mass of parents who are actively seeking to foster chastity in the home, and a critical mass of parishioners and parish leaders who are disciples.

I’m not saying there is no fruit that comes from grabbing a random teenager who’s fully immersed in the wider culture and subjecting the child to a few weeks of Catholic teaching.  Good things can happen.  But the reality is that an hour of your life in alien country rarely makes you want to join the aliens, if you were heretofore perfectly happy back home in Depravityville.  More likely, you’ll go home thinking you met a bunch of crazy people and thank goodness you’ve escaped.

Making disciples is work.  YOU looks like it’s got loads of potential as a help in that work, which is why I mention it now.  But making disciples is long, slow, constant work.  There are no short cuts.

Related:  Registration for the Theology of the Body Congress (9/23-25/2016) is still open.

YOU by Ascension Press - Catholic Teen Chastity
Image courtesy of Ascension Press.

Pinterest Parenting: Behind the Scenes of Raising a DIY Pro

I want to show you my daughter’s handiwork and explain how it got this way, because it’s a story about what parenting really is.  When you are comparing your crazy life to some glossy home magazine spread, but it’s a real home inhabited by real people, I want you to understand that it didn’t come from nowhere.

So this is my backyard:

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Isn’t it gorgeous!  That’s the little grilling area off the kitchen.  My daughter (age 14) completely overhauled this space a few weeks ago, with the help of her sisters.  It was her response to the three of them being kicked outside until they’d cleaned the place up, on account of their not being able to be quiet inside for even one hour while I took a nap.

No really, that’s the story.

Here’s a before picture. Just kidding, but yes, the place was pretty much trashed.

To the left, behind the grape vines growing up around the mailbox, is the famous green castle.  When it was first built the castle looked like this:

That’s the top two stories, and in the photo above you’re looking at a portion of the bottom floor.  It’s a bit worn down now, and we’ve replaced boards and added shade over the years.  We built it because we only had this teeny-tiny strip of private, fenced backyard area when our kids were little, so we had to build up-not-out for the play structure.

Part of parenting is using the talents you have (my husband did the carpentry) and the resources you have to give your kids some space to grow. This is what we had to give.

Even after this month’s clean-up, there’s still some trashy-looking stuff behind those red doors, but at least it’s down to all purposeful trash.  An example is an upside-down plastic flower pot that serves as a table during “City,” the kids’ economics game that is the successor to the even trashier (literally) “Medieval Game.”  They make up all kinds of sociological experiments when I kick them outside.

More history . . . See this cute wooden bridge leading to the seating area?

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We went to Las Vegas to visit my parents some years ago, and in the early morning while it was still cool out, we’d walk around the neighborhood.  The front yard landscaping in suburban Las Vegas is incredible – just gorgeous.  The kids took photos of yard ideas, because they wanted a pretty yard.  One thing they all liked was a wooden bridge over a rock riverbed formation.  Superhusband built them this bridge for the play yard, and it connects to a second patio where we have a laundry sink.  That area is not very pretty, though it’s now 90% less trashy than it was a month ago.

Lesson in parenting: We’ve had all these moments where the kids recognize and appreciate beauty, and we build on that . . . and our yard is still mostly trashed.  They’re still kids.  Their aspirations exceed their self-discipline.  We’re still tired parents who don’t make them clean up enough.   But slowly the beauty-to-trash ratio improves, year by year.

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Here’s some lemon balm my daughter totally stole out of my part of the yard, and put into a terra cotta pot she also stole.  I’m good with that, she didn’t mess anything up.

I love to garden, but I basically stink at it.  My kids have variable amounts of love of gardening, but it’s not like we’re this amazing family out singing hymns while we hoe all afternoon in the pumpkin patch or something.  We buy plants or seeds, stick them in the ground, and most of what we plant dies of drought or flood or some horrible fungus you don’t want me to describe.  But a few things survive, and we learn more about what will grow in our actual yard (the garden books are wrong and the internet is wronger), and slowly it fills with things that aren’t entirely dead or pestilent.

Every living plant you see in these photos was a gamble.  Life is a gamble.  You just keep trying things.

 

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Aren’t these hanging cacti adorable?  They are a little freaky if you look closely, because they are leftovers from a life science lab on grafting plants.  She has to have franken-cacti because non-school plants are expensive.  She took kimchi jars (I know! We buy it! We don’t make our own!) and sawed off the tops, then made the hanging knotwork out of string that came from who-knows-where.

If you want a kid who does DIY’s, you have to let that kid just raid the supplies and try stuff.  This is how my home gets trashed. Yes, my home is mostly-trashed in the pursuit of either beauty or laziness, one or the other.

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We fought bitterly over where she was allowed to hang her hanging candles.  All supplies totally stolen from other parts of the house or yard.  Hobby Lobby made zero money on this one.

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Look at this pretty sitting area!  I got those curtains cheap when the girls were little, and they get used when you want to hang pretty curtains someplace — like if you’re having a princess-themed birthday party or something.  They are hanging over the clothes rods and clothes lines that were our attempt to make a place to store all our whitewater gear, but it didn’t work out and was a fetid mess.  Blech.

I still don’t know what to do with the whitewater gear.  It’s piled in my laundry room waiting for a new home.

All furnishings and accessories in this photo were raided from another part of the house or yard.  In some cases there was a weak attempt at either covering up the gaping hole or putting an almost-as-good item in place (like: a bathmat set down by the front door where that rug used to be).

Also, I got yelled at because that rustic wooden box had yucky insects in it.  It was super disgusting, I agree with her there — but she totally wanted me to drop everything and decontaminate just so she could have her coffee table.  Darling, part of growing up is learning to battle insects all on your own, thanks.

 

Final thing: The monogrammed pillow.  That was made by the 14-year-old express for this project.

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Let me explain to you about this.

My kids have had virtually unfettered access to sewing supplies, including a varying number of rescued sewing machines, over the years.  Prior to the massive clean-out, this porch was heaped with a crazy-mountain of every kind of craft thing.  I don’t even have any sewing things, at all, any more, because my children have stolen them so diligently that now it’s easier to just make them do the sewing, done.  (I was never any good at it anyway).

If you want kids who craft — who really get good at developing their own style (I never, ever, monogram anything, no child picked up that habit from me), and thinking up a project and giving it a try, and eventually get to where they’re producing good adult-quality work — you have to let them make a mess.

Maybe you’re good at having them clean up after, maybe you’re not.  (I’m not.)  But you have to give them space, and let them experiment, and not be horrible about insisting every project be perfect all the time.  As I write this, my nine-year-old is baking cupcakes.  I just stay out of the room, and she can come ask me questions, and I’ll help her with putting things in and out of the oven when the time comes.  If they don’t turn out — whatever.  It was only cupcakes.

I let my kids play with paint, and now when I needed a patio table re-painted, I could trust a child to paint it as well as anybody.  I let my kids play with food, and now my son cooks dinner as his primary household chore.  My kids aren’t perfect.  Everything they do doesn’t turn out golden every time.  When my daughter took these photos, she carefully framed them to not show the less-pretty parts of our life.

That’s real life: Part beauty, part mess.  Sometimes you really need to pay attention to the mess, and sometimes you need to sit back and enjoy the beautiful.

Photos by E. Fitz, used with permission, copyright 2016 all rights reserved.

Small Success Thursday

Small Success Thursday

Before I fall off the internet again, a list:

1. That homeschool co-op thing is going pretty well. Over at CatholicMom.com, I wrote about why I think we’re doing as well as we are, and what you should be doing now so that you can be as cool as us, this time next year.

2.  I read a good book.  That made me think about hats.  Hint: PG Wodehouse + Free Book = Happy Jennifer.  Also, as always, I ended up with bacon.

3. Without giving the game away, since I’m not actually a mantilla-blogger, the hat thing comes back to this.  (Yes, that link is not to my success, it’s to a good post by Dan Burke.  You should read it.)

4. I have a post in the queue for tomorrow.  It has seven parts.  See how organized I am?

5. I dropped the boy off in Bethune today for Boy’s Weekend.  On the way home, I had a BLT in Camden.  I am thinking that if someone wanted me to undertake a special project in which I drive US 1 testing all the BLT’s . . . that would be okay with me.  I would totally get Marian on that one.  Fiat, all that.

6.  Last night Christina Knauss (say: Kuh-Now-ss) from the Catholic Miscellany and I talked on the phone about bullying, special needs students, and classroom management.  I did not sound completely lost and confused, because we talked for a couple minutes 45 minutes *before* the interview, and she gave me a head’s up on the topic.  And then I got to think about it while I cleaned my house and she made dinner.  And then we talked.  All intereviews should be conducted this way.

7.  It was very helpful preparation for my author panel coming up on Saturday.  I don’t really know what people are going to ask me, but maybe something about those topics.

8.  You’re wondering what I suggest.  See page 91, highlighted in boldface:

There should be no tolerance of mockery, teasing, bullying, or rudeness from any quarter.

I’m looking at you, grown-ups.

9.  Why yes, I will be saying that on Saturday.  Grown-ups, prepare to squirm.

Updated: 10: Writing posts without typos is not one of my successes this week.

2013 Homeschooling / Kolbe Review Update

I’ve gotten a few requests for updates, so it’s about time. One mega-post to cover four kids, all subjects.  Here’s what we’ve got going for 2013-2014, and how we like it so far.  Quick version: Two bigs are in 8th and 6th, enrolled with Kolbe but doing varying amounts of the program.  Littles (4th & 2nd) are freelancing with a variety  of stuff, increasingly workbook-y, because that’s my life.

Long Version

Grammar: Mr. Boy is doing 8th grade per Kolbe, Voyages in English (now called “Lepanto English” I believe.)  Grammar nerd that I am, I still like it.

6th Grader is sitting through a year of Classical Conversation’s “Essentials” course, which is an exacting (some would say: exasperating) tour of grammar and heavy-handed editing.  It suits her fine, in an anything-that-doesn’t-kill-you way, but we’ll be back to Voyages next year.  NB: Classical Conversations has a strongly, strongly protestant world view.  Just sayin’.  FYI, I’m happy we are doing the class, it serves our purposes.

4th and 2nd Grader are doing the Language of God workbooks from Catholic Heritage Curriculum.  They don’t like them, because they don’t like anything in the genre, but I do.  Heavy on the Catholic-ness, makes Voyages/Lepanto look like secular city.  I’m good with that.

Vocabulary / Spelling: 8th & 6th grader continue with Kolbe’s recommended vocabulary book.  I remain very happy with it, and they seem to do pretty well and not mind it.  Littles are using CHC’s Speller, same comment as per above.  The CHC 4th grade program is a much lighter program than the Sadlier-Oxford Vocabulary.

For phonics / word study, all three girls are going with the Kolbe-default, MCP plaid.  I continue to like it very much.  We skip some of the exercises that aren’t my favorite though, usually the “write a letter to your friend . . . ” ones. We’re in it for the phonics.

Geography: Kolbe changed their geography book, and I haven’t seen the new one.  I like the old one so much I bought the levels I didn’t have on clearance from the friendly Kolbe bookstore lady.  But we’re in an off-year for geography, too much going on elsewhere.  We’ll be back at it next year.

History: I’m sticking with my program of keeping all kids on the same general history topic.  They are anchored to Mr. Boy, who is in 8th grade and finishing out with American this year, and then he’ll be back to Greek next year.  Doing the four year cycle of Greek-Roman-Middle-Modern works pretty well for us.  We aren’t the kind of people who would fail to study Africa and Asia just because no one made us.  So, what it looks like textbook-wise:

8th Grader is doing Christ in the Americas, per the Kolbe plans.  He complains it’s all pro-Catholic agitiprop, but I like that.  (It is a survey of American History, but with a strongly Catholic orientation.)  He did Christ the King Lord of History last year, same complaints / parental approval.  Tip: Kolbe publishes two sets of course plans for these — one for middle school, one for high school.  If you aren’t sure what to choose, you can request both (if you’re enrolled), then take a look and see which is a better fit.

6th Grader is doing CHC’s From Sea to Shining Sea. Alert: There are other US History books with the same general title.  Make sure you pick the correct one.  We like it very much — colorful, informative, readable, happily Catholic. She likes this better than last year’s Founders of Freedom, which was a little too vintage black-n-white for her tastes.  Since she has a lot of work in other subjects, I’m just having her read the text (we did not purchase the workbook, teacher’s manual, etc.) and do one project a quarter for tangible work for the portfolio.

I was stymied on where to find suitable US History texts for the littles until I got to look through Seton’s table at the IHM Conference this summer.  My 4th grader is reading through both books 4 & 5 this year (Seton divides US history over two years), and the 2nd grader is reading book 1.  They are doing personal-choice reading to go with, heavy on American Girls novels and the like.

Religion.  I love Faith and Life.  Very happy with what Kolbe does there.  All four kids are on the program.  And I don’t care what anyone says, the Baltimore Catechism is one handy book.  I approve.  We fill out those two with lives of saints in literature or normal life.

Bible History. Kolbe makes this a  separate junior high class from either religion or history, it does a survey of the Bible spanning two years.  I’m happy with it, as far as it goes. There are workbooks for both this and Anne Carroll’s American history books mentioned above, and they are good for drilling memorization of key facts.  The boy is also reading through the Bible with the SuperHusband: I wouldn’t do *only* a survey book at this age, anyone reading on grade level should at least be doing the Mass readings, if not going through the Bible directly.

For the girls, 6th grader has split the The Catholic Bible Story Workbook from Fireside over two years, and she really enjoys it.  There’s no reason you’d need to stretch it that much, it could be easily completed in one year.  She gets to stretch it because I’m doing that coordinated-topics thing.  Littles are getting a read-aloud from a children’s Bible.

Latin. The outcome of my Latin Drama is reported here and here, and elsewhere as well, I’m sure.  Short version: We don’t attend Latin Mass.  So although I admire Kolbe’s go-to textbook, it wasn’t working for us.  What does work:

  • Visual Latin (8th grader)
  • Latin’s Not so Tough (6th grader’s in book 3 this year)
  • Song School Latin (all girls like it – the Monkey!)
  • Mr. Dunphy.  Everyone likes that one.

Mr. Boy is also rounding out his work with an assortment of reading from Familia Romana and the odd exercise from the Oxford Latin Course, which I still think is cool.

Head’s up on foreign languages: Next year we resume French.  We won’t be dropping Latin altogether, but I’m not going to push the boy through three consecutive years of More Rigorous Latin for high school credit purposes.  He’ll do a modest amount of Latin for an elective, and French for his official college-admission-worthy language study.  I have no idea what books I’ll use.  Something inexpensive, I think.  Normal people should not get ideas from me.

Math.  Still happy with Math-U-See.  We’re like that.

Science. Mr. Boy is doing Physical Science per Kolbe, and it seems to be going pretty well.  Not a lot to report.  It’s a science book.  You read it, you do the work.  We haven’t had our giant Festival of Laboratory Activities yet.  It’s coming.  Probably over Christmas break.  NB: Some of the labs are definitely of the type you might want a scientist around to help you with.

Meanwhile, the girls are doing Classically Catholic Memory, because that’s what happened to us, happy accident.  My friend is teaching a 30-minute science activities class once a week at our new co-op, and it follows that program.  So for the girls’ science, I dug through my textbook collection (a combination of Kolbe’s go-to and ancient freebie copies of Abeka books, mostly), and picked out reading assignments that correspond with their work each week.

–> CCM is also providing quite a bit of supplemental work in everything — Literature, history, math, religion, Latin, geography etc etc.

Composition.  The boy is excused from the Kolbe composition book (Sadlier-Oxford – no complaints) because he has to endure my homegrown editing class once a week.  We’ll go back to stock plans on that next year.  6th grader is excused since she’s doing IEW with Classical Conversations.  We’ll go back to default for her as well.  Littles are just writing stuff.  They’re still little.

About IEW, what you need to know:

1. The instruction videos are so painfully mind-numbingly boring that strong language is probably appropriate.  All the CC moms have to watch them.  I write other things (rough drafts for CatholicMom.com columns, usually) during all the minutes that the video guy is belaboring his points.  There *is* useful stuff, but it’s a ratio of 5 minutes of useful for 30 minutes of pre-purgatory.  I jot down the useful bits and then go back to thinking about something other than elephant essays.  Yes.  Elephants.  I never, ever, want to see another elephant essay again in my life.  NB: If you were not a professional writer, you might find the hand-holding helpful.

1A.  Why yes, I realize the internet it littered with poorly-edited work of mine.  Knowing what to do is different from doing it.  I seem to recall a line in The Merchant of Venice to that end, pronounced just before splashdown.

2. The course calls for certain writing techniques that would make many an editor cry.  Mandatory use of “ly” words, changing out “said” for assorted exclamations and whispers and murmurs and so forth .  . . let us say: stylistically heavy-handed.  If you treat IEW as the last course you ever take before you submit your manuscript, people will laugh at you.  BUT it is fantabulous for teaching you to control your words and ideas.  If you don’t learn to develop the word control that IEW teaches, editors won’t just laugh at you, they’ll stick your stuff in the garbage while they do it.

3. So it’s basically like barre exercises, or push-ups, or C-warm-ups.  You train certain skills into mastery, so that you can call on them easily when you need them.  I like IEW for that.  That’s why were doing it.  Also, if you never ever plan to become a professional writer, you can learn IEW and you work will be organized, coherent, and suitably edited for everyday use.

4. The people who make the student book we’re using don’t know much about the Catholic faith.  Sometimes we laugh at them.  And then I have to go to confession for uncharitable thoughts.  So I won’t name that book here.

5. But hey, one of our parish co-op moms is an IEW instructor, and she’s going to maybe I hope offer the class next year, Catholic version. So then we can have our writing drills without the weird historical errors.  I like that.  I think for most kids, IEW is a class you could take once, or take once every few years.  Or you could do something else that’s just as good.

Literature.  So.  Literature.  Lots of stuff going on there.  8th and 6th grader are doing one book a quarter off the Kolbe course plans for their respective grades.  To fill that out:

-Both are reading selections from assorted historical works, as found in Classical Conversations’ handy Prescripts book, American History edition.

-Mr. Boy is reading a selection from CC’s Documents book as well.  It’s a high school book, for sure.  Most kids would not be reading this at his age, he is not normal.  He also has a mom-assigned book each quarter.  Q1 was The Fallacy Detective, Q2 is Frank Sheed’s A Map of Life.  He just reads those, no extra writing work.

-6th grader is reading mom-chosen selections from Book Six of the National Catholic Reader for her extra history-related literature reading.

They both read this and that for their own enjoyment as well.  Not necessarily high art, but I can work with it. Underhanded Mom Trick: If you read a book your kids would like if only they didn’t fear it was educational, don’t let them read it.  Lend it to their friends.  Then when it comes back, they’ll be curious.

2nd & 4th graders have mandatory self-selected reading from either National Catholic Reader or McGuffy, per their grade levels, one day a week.  They do other student’s-choice reading the other days, and CCM includes some poetry in its memory work.

Art: I’m not unschooling art this year!  My friend is teaching an art class at the co-op, using Catholic Schoolhouse’s art book (year 2).  We like it.  Very amateur-friendly.  Underhanded Mom Trick: I picked up some beautiful beautiful beautiful art-appreciation books from Seton this summer.  Then I lent them to the art teacher.  Because it’s much more interesting if it’s a book that Mrs. A uses, and not one that nutso mom-person says is so good.

Handwriting: I am not a successful handwriting teacher. If you have ever seen my handwriting, you understand why.  Pay no attention to me.  But my naturally-talented, crafty and feminine handwriting girl learned cursive using Cheerful Cursive and she liked it fine.

Whew.  That’s enough for now. Did I miss any subjects? See the whole series here.

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Something Funny: WordPress has started putting ads in the free blogs (like this one).  Which appear to this blogger as ads for WordPress’s paid services.  Sometimes I wonder what you see.  If you see something objectionable, do tell me.  I don’t pick the ads.  I am good at complaining on your behalf (and mine) as needed.

Quick Kolbe note: Online Classes for High School

For those who missed it, Kolbe Academy is offering a slate of online classes for high school this fall.  Looks promising.

Other items of note:

I have no direct experience with any of these, but I’d wager they’re all good.  Credible sources.  Worth a look if you need some other adult to keep your student moving forward.  Or if you need to make the switch to homeschooling, but really you can’t homeschool, it’s just that there isn’t something else.

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Have another good tip? This is your explicit invitation to share worthwhile homeschooling links in the combox. For your own program or anyone else’s.  Have at it.

Bleg – Starting High School Homeschooling Mid-Year

From a reader in the comboxes:

Hi Jennifer,
We have decided to start homeschooling mid year for our son who is in 10th grade. He previously attended a private high school.
I am a newby and i am looking for structure without stress.
Any ideas?
peace~anne

Any suggestions?  Post in the combox or at your place and leave Anne a link so she can find you, please! 

Rebecca Frech I am talking to you.  Bearing, you’ve got a mind from these things, speak up. 

Everyone, Who else should we tag? Darwins?  Brandon? Anna? Christian? Anyone?  Bueller?

***

My thought would be to take his course load from school, and do a subject-by-subject picking of a decent text book?  Something like this:

Math:  Pick an appealing program, ideally something that uses DVD or computer instruction so you aren’t doing it yourself.  Figure out where to start mid-year by doing sampling of the end-of-chapter questions until it gets to new stuff.  (You may need to back-up and review select topics from early chapters that the school was going to introduce later in the year.)  If money is tight, math books is where I’d risk the biggest investment, if you come across something that is good but expensive.

Science:  Do part 2 of his current-year subject (biology probably?), using a text book that meets his general aptitude.  As you read reviews, you’ll hear about some that are more rigorous, some that are “too easy”, etc.  Try to aim for a ‘just right’ for his science abilities, challenging enough to be interesting, but not overwhelming.   If he’s already in chemistry, either continue with it if he’s strong in the subject and knew what was going on, but if he was flailing, abort that mission and proceed with a different subject for the second semester — either morphing in “physical sciences” or going with something like astronomy (just do the first semester of a year-long program.).  I would not try to remediate Chemistry mid-year.  This is the second subject I’d invest in, in terms of quality of materials.

History: Pick up where he left off, time-wise, and just keep on moving.  This is low-stress.  Pick a book or books he likes, and have him write a paper a week (the infamous 5 paragraphs) on what he studied that week.  If there’s no final exam (for example if you just do library method, where grab books on topic and read ’em), have him do a term paper or oral presentation for his final.  If he was doing the government/economics two-semester combo, do the other subject this semester.

English:  If he was doing a particular study (“British Literature” “English Literature”, etc), you can keep going with that, or morph into a generic “English 2”.  You’re looking for a combination of literature study (reading good stuff and thinking intelligently about it), plus vocabulary practice from a vocab book in preparation for the SAT, and a grammar book and/or composition book to work the writing/editing skills.  You may be able to just continue at home with whatever vocab book he was using at school.  I’d look around at the various curriculum providers (Kolbe, MODG, etc etc.) and see what appeals to you and fits the budget.

Cheap alternative:  Go to your library and check out Grammar Girl or an equivalent; one good beginner’s writing book written for aspiring writers (watch for foul language, there are some excellent writing books that have a touch of potty mouth); and a pile o’ classics that are of interest, and work through those for 2nd semester.  There are also some curriculum out there such as the Literacy through The Lord of the Rings and so forth, that build a one-year or one-semester literature curriculum around a single work or genre. (I have not reviewed the curriculum, FYI.)  If you find one that strikes his fancy, this could be a good way to finish out English 2 and cultivate an appreciation of literature that doesn’t involve too much penance.

Foreign Language: Your #1 concern is meeting the college-entrance foreign-language requirements.  So take into account what he’s already studied, how much time he has left, and figure out whether you need to continue with current language, or if you can start a new one, or if this is a subject you don’t need to worry about this semester.  Pick a program that appeals to you and roughly matches up to his current level.  It’s okay to do, say, “Latin 1” or “Italian 3” spread out over odd-semesters, as long as he completes the necessary units of study.  So don’t panic over this one.

You could also wait a few months and do your 2nd-semester foreign language in ‘summer school’.  Language-learning can be brain-intensive, and some students benefit from focusing 100% on the language for a time, and essentially completing a semester or year’s worth of classes in a shorter more concentrated period.  Picking the exact right book/program is not important in 10th grade second semester.  Language-learning is cumulative in a networked, whole-brain way.  Whatever he uses will benefit him, and you can refine your choice next year.  If you aren’t sure what to do, beg a free loaner book off someone to start with, and invest after you are confident of your choice.

Religion:  If you’re looking for suggestions, give us some more details on what he’s done already?  Kids are all over the map in terms of background knowledge, interests and abilities, and you want to strike a good balance in difficulty-level and topics, in order to keep it interesting and appropriate.

Other electives:  What can you knock out this spring that you’ve got to do in order to graduate / get into college, without making anyone cry?  My thought would be to pursue a hobby that he loves and would consider rewarding, ie if he loves to draw than take an art class, or if he plays sports, join a team and give him credit for PE. But I wouldn’t pursue the extras this semester when you are transitioning if it’s going to stress you out or make him miserable.  A man should be made miserable in moderate doses.

If there’s a pre-packaged curriculum that just seems like the perfect thing, go with it.  If not, compile your course of study a piece at a time.  My advice would be, when you read about the curriculum, does it make sense to you?  Can you get your head around it?  You’ve got so much suddenly on your plate, this is probably not the time to slog through an academic approach that is going to stretch your brain to snapping point.  Look for stuff that makes you go, “Oh yes, that! Perfect!”

***

Okay, that’s my guess.   Other people, correct me, hmmn?   Any personal experiences to share?  Cautionary tales?  Bits of encouragement?

Homeschool Bleg: Our Lady of the Rosary School?

Anyone have any experience with Our Lady of the Rosary School?  A friend asked for my opinion, and I know nothing.  Please share!  Thanks.

[FYI: I’m not considering them for myself.  Quite happy with our current method.  Just in case someone felt the need to talk me off the ledge . . . my friend has a very different personality and set of needs, and it looks like it might be a fit for her, if they are indeed a reputable group and all that.]

What to Consider in Choosing a Homeschooling Curriculum

I’ve gotten a reader request to write up my thoughts on choosing a curriculum, so I’m jumping ahead to the end of the series, and then I’ll come back and revisit Math and Religion.

Can you afford it?  With a very few exceptions, I don’t ever recommend pursuing education you can’t afford.  End of story.  Kolbe and the like are not cheap (though Kolbe is less expensive than some of the other alternatives), and as with many good or convenient things, when you are short on cash, you have to find another way.  Sometimes the other way is in fact a better way, so don’t panic.

–> Don’t spend your whole book budget at the beginning of the year. Save some money for mid-year changes, because you aren’t omniscient, so there’s a decent chance you’ll pick one or two flops.  It’s okay.  Set aside the cash so you have it when you need it.

Does is fit with your real life?  That’s how we ended up with Kolbe, FYI.  I’m perfectly capable of writing and teaching from my own curriculum, and enjoyed doing it. But I’m not at all above outsourcing cleaning help, buying prepared foods, paying some other mom to drive the carpool to dance class . . . whatever it takes to make real life work. [I once started to ask my daughter to pray my rosary for me, then remembered, “No, that’s not something you’re supposed to delegate.”]  When I was at a point where something (else) had to give, on the long list of things I do, writing up weekly course plans was one I learned I could outsource.  So we did.  It’s been good.

–> My point here is to encourage parents to look closely at the time and energy and involvement different curricula require.  Don’t pick Math Made Easy By 60 Minutes of Absolute Silence if you just gave birth to quadruplets. It’s okay to pick the cheesy, low-intensity, lowest-common-denominator program, if that’s the one you’ll actually do.  Doing all (or most) of the work from a cushy program is better than doing little or none of the work from that majestic High Standards Because We Are Achievers program.

Do you like it?  You.  The parent.  When you read about the curriculum, or thumb through the book, does it make you smile?  If it makes you groan, or you think, “I guess I have to do this because these smart people say you have to, but how on earth . . .” that’s your warning.  Back away.  If you hate it, it’s not going to work.

Do you believe it matters?  If the student finds it fun, the student will do it.  Unfortunately, there’s a 95% chance you are going to try to teach your child something the child doesn’t think is fun.  Which means your willpower is the only thing that will make the learning happen.  Don’t spend a lot of money and space and guilt on a product you don’t actually think matters.

–> I am increasingly convinced that the reason Living Books or Nature Study or Memorization Of Everything or Latin First English Second or Name That Approach, Written About With Fervor And You’re Ruining Your Child If You Neglect This One Thing . . . I’m convinced they work, and work well, because of the teacher’s enthusiasm.  There are bad teaching methods, don’t mistake me.  And I have methods I love and firmly believe in, and that I think make for sound teaching and real education.  But ultimately some part of my success as a teacher isn’t about having found The One True Way, it’s about having found a way that I can run with, that matches who I am and how I teach and the way my brain works and helps me connect to my students.*

As you learn about curricula, look for choices that just seem so right.  They just seem to fit.  They make you smile and go, “Yes!”.  That’s your ideal.

Do you scruple?  Kolbe is very intent on subsidiarity, and I love that.  As the parent-teacher, I blackline some assignments, I add to others, some things I trade out wholesale.  I have a friend who nearly died of heart failure using Seton, not because Seton is a money-maker for cardiologists, but because she wasn’t comfortable with paring down the curriculum as she needed to do (and as her advisers at Seton said she should).  She does everything 100%.   Seton proposes a tremendous curriculum, and she didn’t know how to say No to the parts that were too much.  She needed a lighter program that she could plow through from start to finish, and rest knowing she had Done The Whole Thing.

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Those are my main thoughts.  I know we have a number of other homeschoolers reading here. What else would you add?

 

 

*This, I believe, is why Math books are like a religion unto themselves.