Home-made School Cabinets (part 2)

Picture One: The inside of DD#1's cabinet (it actually looks a lot messier up close - two of the plastic drawers are open - the design definitely helps to keep the mess down though). This picture is without having her do any straightening - and she is our most organizationally challenged child.



Picture Two: The door of DD #3's cabinet. She's not yet six, but we thought it most efficient to make a bunch of cabinets at once - and she REALLY likes it. Can you tell we were covering up a knot-hole with the big red flower? :)

I will try to post my husband's plans for the cabinet soon.

contributed by Alicia from Wisconsin

Home-made School Cabinets (some woodworking skills required)

Well, I think I promised pictures months ago of the school cabinets we built for the four oldest this fall. We didn't have them completely done until several weeks into school - they were plain bookshelves the first week, then they we added doors (when we finished decorating them), then we added the plastic drawers and built-in dividers then we added the caster wheels. I really love these cabinets.

Desks never worked for us - my kids actually liked them, but they take up too much floor space, are really ugly and are dangerous because the toddlers love to climb up on them and stand on the desk part.

Anyway, these cabinets help each child have their own space and keep it organized (to some degree at least) and makes them very portable on the main floor of the house. It has really helped keep books, timeline binders, science binders (we're using Mary Daly's materials - but not as much as I'd like so far), etc. neat and organized. By the way, these cabinets were inspired in part by the Learning Styles Quiz we took from Mercy Academy which indicated that a number of our children needed some extra help with keeping their work area organized.

I'm particularly proud of my first decoupage job ever! Can you tell which cabinet belongs to our geography buff? I found the black and white pictures at Target - 4 for 25 cents on the clearance rack! I'm having a lot of trouble with the blogger photo tool (not meant to handle so many photos, I suppose), so I'll put the rest of the pics in a separate post.

Our Geography "Museum"

The only Montessori "learning center" type thing that has worked for us long term so far is a Geography "Museum" we set up on our dining room hutch (we've never owned any china anyway!). The lower part of the hutch is enclosed cabinets (with three hidden drawers) where we keep our mish mash of National Geographic Magazines, Encyclopedias and postcards (buildings, art, etc.)

The main shelf - eye level to most of the kids - has more books and a children's Encyclopedia set discarded from our local library (with a really cool set of elephant book ends) and a set of tiny tile drawers (made in India). There are nine drawers and we keep set of coins from different continents, Saint medals, rocks and other goodies in various drawers. These are very popular with the little ones. They are allowed to take out one drawer at a time and can't take it to the basement or upstairs. It's easy to spot when one gets left out since a whole drawer is missing.

We also have a miniature trunk (with an old-fashioned map motif) with more post card sets, special books of interest displayed on the plate racks and a top shelf with breakable goodies from different parts of the world (mostly gifts from family members who went on trips - an Irish crystal mug, a tea set from Taiwan, etc.) The top of the hutch is a great place for coffee table books that we look at only on occasion. I found a lot of the key pieces to our museum (the elephant book ends, the miniature trunk and the little tile drawers) in Target's "Market Bazaar" section (in fact, the clearance part of it). They really helped the whole thing come together.

My dream is to set up a Science "Museum" some day too. I think it helps to have cabinets on the lower part so the toddlers aren't pulling things out constantly and not to over-clutter (I store some things in rubbermaid tubs in the basement and rotate). My three year old can reach the little drawers, but my 18 month old can't. Not necessarily ideal for Montessori - but more ideal for our house. :) There are always big siblings around to help anyway.

contributed by Alicia from Wisconsin (8/3/05)

Geography Ideas

Continent Boxes: (ala Maria Montessori) - Here is a neat Montessori idea that is easily adapted to a Catholic homeschool environment. Use a clear plastic Rubbermaid tub (approximately shoe box size) for each continent. Find artifacts, coins, Saint cards, and photos of art and architecture from the appropriate continent to fill each box. We started with just a box for Europe. We really enjoyed our little "Treasure Hunt" to see what things we could find from Europe that we already had in our house. We were pretty successful...we found a handful of coins from Portugal (my husband visited Fatima with Fr. Fox in high school), postcards of Churches and other buildings in Fatima and Rome, several holy cards of European Saints, a small pewter statue of St. Patrick, pictures of some famous European Cathedrals (from an old calendar), a bit of sod from Ireland (my husband had requested this when his parents visited Ireland a few years ago), a beautiful old pillbox made in Italy, postcards of several famous paintings and statues from the Louvre in Paris and the Vatican Museums and...you get the idea. My 6 year old daughter really took to this idea. She's very careful about how she treats the pieces and must keep them altogether and put them away when she's finished. We both decided that it would be fun to get a simple map of Europe so that she could sort the artifacts into their appropriate countries. I think we'll try Asia next. See "Montessori Cultural Lessons" from Michael Olaf for more details (Alicia from WI)

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How about painless geography lessons?! Stealing the idea from another homeschool mother, I put a huge world map on top of my kitchen table. Then, I bought a sheet of HEAVY GAUGE clear plastic (at your local hardware store), and covered up the map. Tuck the ends up under your table with thick tape (to avoid the spills dripping down the plastic sides). Voila! The kids, mom, dad, and visitors will soon be pouring over the table, looking at the world map. For several weeks, we had a daily list of places to mark on the map (use small amounts of playdough or sticky tack). It became a race, with my three oldest, to find the twenty locations in the quickest time. One week, they tried to stump mom. Great fun, and educational (but don't tell the kids!) (Kathie from Canada )

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Create a Little Museum in Your Home: We recently turned our dining room hutch into a mini "museum" by collecting all of our geography books, travel guides, atlases, coins from various parts of the world, postcards (and other interesting things that the children can touch) and organizing them in an appealing and accessible way. One thing I put together is a stack of images of Our Lady from various parts of the world. Since we've been doing a lot of geography study as a family this quarter, we also picked up some inexpensive travel videos (at Sam's Club) and made up lists of the countries of the world (organized by continent) and their capitals for the children to memorize (we offered each of them an extra credit "prize" for accomplishing this). Taking a page out of the 1950 Cheaper by the Dozen movie, we posted these lists near the children's beds and in the bathroom. The children are really enthusiastic about this project and we're really enjoying studying this as a family. (Alicia from WI)

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Making more room for home-made maps and charts - There never seems to be enough wallspace for all of our homeschool needs - particularly since bookshelves and bunkbeds take up a great deal of what wall space we have. We came up with an idea that has worked well for us. We took a number of pieces of poster board (card-stock thickness rather than foam board), punched three holes along the tops of them, and put binder rings into the holes on either side. The middle hole is good for hanging this poster book up on a wall. All of this poster space gave us lots of room for our favorite geography projects (like drawing a map of each continent and labeling it with pictures of people, places, bookcovers, etc. related to each country) and we can flip it to the appropriate page and hang it up from there whenever we like. (Alicia from WI)

Grammar Ideas

Nouns: I was introducing my first-grade daughter to the concept of nouns (she already understood the concept of verbs) and the following idea seemed to do the trick. I explained that a noun is a word for a person, place or thing. I had her draw ten pictures whose names would be nouns. She proceeded to start drawing a town (thinking primarily of places at first I think). We talked a little as she went along and she added a person and a car. Finally I asked her the zinger question, "Is there anything you can draw which would not be a noun?" The light of understanding came over her as she realized that everything she had drawn - trees, grass, sky, etc. all fit under the category of noun. Ah, success! (Now don't forget that there are some nouns that can't be drawn - abstract nouns like 'truth', 'justice' and 'virtue'). (Alicia from WI)

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Sentences: This idea helped my first grader better understand what a sentence is, as well as give her a little practice in capitalization and punctuation. I wrote several sets of two simple sentences (appropriate to her reading level) with no capitalization or punctuation. For example: "the girl walked to the store she saw an apple". My daughter circled the letters which should be capitalized and filled in the appropriate punctuation. This of course requires a certain amount of explanation and supervision, but I think the exercise was very helpful in understanding the concept since she already had a logical sense of the structure from her basic experiences of language. (Alicia from WI)

High School Options

We began homeschooling because my mother, a former public high school teacher, gave us a set of Sing, Spell, Read, and Write books when my oldest daughter was 5. We hadn’t thought much about school at that point. We visited friends who homeschooled, and were impressed with their 7 year old daughter’s ability to read the Bible, even pronouncing all the Old Testament Hebrew names correctly. My wife was certified by the state to teach first through third grade, and we agreed in the beginning we would take homeschooling one year at a time, always evaluating at the end of each year whether to continue. When my oldest daughter turned 14, and high school loomed ahead, we took serious stock of what to do, knowing that our choice would affect our daughter’s future, and the ability to go to college. We prayed, worried, and agonized. We looked into all the private Christian schools in the area, examining curriculum, cost, and weighing the inconvenience of having to transport a child to school daily – we live out in the country on a mini-farm, seven miles from the nearest town. The curriculum at most of the Christian schools was not that different from the public school, and in many cases, was inferior.

The Christian schools cost about $5k per year on average, with the good ones costing $7,000 to $12,000, and being up to an hour’s drive away.

My wife is an excellent elementary school teacher, and handles with aplomb and patience the foibles and needs of teaching four children through the elementary and middle school years, with only the usual difficulties. But she isn’t able to teach high school math, chemistry, physics, and foreign language. It would be impossible with her work with the other children to stay even one lesson ahead in that many subjects. And I just don’t usually have time to teach more than one or two subjects regularly, due to the demands of my job. So what could we possibly do? I decided my daughter deserved the opportunity to help make the decision herself. She couldn’t make an informed decision without data, and never having been in a public school classroom, wouldn’t have the faintest idea what that was about. We arranged with the local high school for her to “shadow” another girl through her school day, and find out what going to public school would be like.

My daughter experienced first-hand the peer group nonsense that many teens go through, as the girl she was supposed to shadow ignored her and talked to her friends. The school requires all ninth graders to take a health class. As my daughter sat through this class, the teacher began explaining how homosexuality was a valid alternative lifestyle, and not a disease or in any way “bad”. It was all my daughter could do to keep from raising her hand and presenting the Biblical view of homosexuality, together with AIDS statistics. Needless to say, after her day at the school, we felt renewed purpose in finding a homeschool solution. We had tried A Beka Academy* when our second child was born, but found that the video school was set up as a classroom, with the usual busy work and disadvantages of a classroom. However, we just couldn’t find much else at the time, and so enrolled our daughter in Abeka video school for 9th grade.

It was an adjustment for her, with the work coming in higher volumes than she was used to. The highly structured approach was an adjustment for my wife as well – but it allowed my daughter to have daily instruction from a Christian perspective by qualified teachers, and to function more or less independently. We followed this with 10th grade, and then my daughter decided to attend community college for her last two years of high school. She just got her SAT scores back, and with these and two years at the community college, she’s quite likely to be accepted at a four year school, most likely Oregon State.

We’ve embarked on homeschooling our second daughter, Rebecca, through high school, this time using Bob Jones Homesat*, which affords some greater flexibility and a better math and science curriculum. There are so many choices available now for doing high school at home, secular and Christian. Many Universities, like University of Nebraska, University of Pennsylvania, Oregon State, and others are offering online classes for high schoolers, most fully accredited, and some offering full diploma programs. The number of Christian curriculums that go through high school has exploded.

In short, I offer encouragement to those whose children are about to enter high school – you CAN homeschool successfully, and it is not a barrier to entering college. (Michael from OR)

Note from the Webmaster: We welcome submissions from all homeschoolers and very much appreciate Michael's ideas and encouragement. I would like to caution, however, that A Beka and Bob Jones University Press both have some materials with bias against the Catholic Church. Bob Jones has an especially strong slant and has dozens of articles against Catholicism on its website. Further information on some of these issues can be found here: catholic.com)

Thoughts on College Transcripts for Homeschoolers

I have a daughter who is in college and majoring in Chemical Engineering and my other daughter is graduating next month from our homeschool. Both have been accepted into Honors programs at their colleges. In fact, my oldest was pursued aggressively by many colleges and was awarded an ROTC scholarship which she ended up turning down. I am not saying this to boast but, instead, am just qualifying myself before I put my '2-cents' in....LOL

The one thing that I discovered in the college application process is that universities no longer 'raise an eyebrow' to homeschoolers' transcripts. Homeschooled children have an excellent reputation in the college arena. We have sent both of our daughters to the local university (University of Colorado) their senior year of high school as a transition to college. Because we decided at the last minute to try and get our daughter into summer school (the summer before her senior year of high school) I threw together a transcript......taking courses from junior high.......putting down co-op courses..........satellite courses.........anything and everything on the transcript. I had put little numbers next to these courses with the intention of explaining the types of courses at the bottom of the transcript. In my haste, I hit enter one too many times and did not realize that the 'explanations' shifted down to the next page. The university accepted my daughter immediately but I received a telephone call from their Office of Admissions...........I was TERRIFIED to return the call. When I did so, I spoke to the Head of Admissions and he just wanted to find out what the footnote numbers were about. He JUST wanted to clarify that they were not transfer credits from the community college. We ended up having a long chat and he told me that they really are not concerned what a homeschooler puts on a transcript....they look only at the SAT/ACT scores and they also look to see if the student has taken college prep courses. He told me that the homeschoolers blow them away and he wished he knew what homeschoolers were teaching their kids! They did not care that my daughter was 16.

My oldest daughter has had so many similar conversations with professors who have told her that their top students are homeschooled. So......my two cents......don't sweat the transcript! A classical education will prepare them for college. We have found that the university courses (especially English) are EASY compared with what we, as homeschool parents, make them do at home.

contributed by Rebecca from Colorado

Homeschool Graduation Ceremony

After homeschooling for thirteen years, my daughter is the first homeschool graduate in our family. I wanted to recognize this great accomplishment, and decided to plan our own family graduation. We live in a small town in northern Ontario where Catholic homeschoolers are few and far between, so we knew we were on our own. I talked to my parish priest, and he was glad to let us use the church basement for the event. My daughter and I designed simple invitations, and printed them (on card stock) on our printer. I designed a grade 12 graduation diploma (on the computer), and matted and framed it. I also included some cute graduation accessories that I glued on the mat (easily available at the scrap-booking section at Walmart).

Our church has a regular Thursday night Mass, so we chose a Thursday evening, to fit in with Father's schedule. My daughter will be doing the readings, and my sons and their two homeschooled friends will be the altar servers. Father agreed to let us write the prayers of petition for the Mass. After the Mass, our friends and family will gather for desserts and refreshments. I have asked two friends to make a 'toast' to Kaitlin, and for her father to say a few words. My son, Noah, has been working on a power point presentation for the event, featuring his sister and her accomplishments. It also includes some homeschooling memories over the years.

I wanted a simple tribute to my daughter, but one that also recognized the role that God and the Church has played in our lives. It is also an opportunity for me to thank the people that have been so supportive to my family, and our homeschooling endeavours, over the years.

contributed by Kathie from Ontario, Canada

Using a Program in High School

I’m writing this in hopes of giving a “frazzled mom of teens” an option other than the local highschool. It is between the parents and God where their children attend school but when I felt called to Homeschool high school and it wasn’t going well, this option turned out to be such a blessing, I wanted to share.

I always love putting together my curriculum for the year. It is so much fun to pick and choose and BUY new books. Over the years I believe I did fairly well! Then, when my oldest entered high school age I began to feel overwhelmed. It wasn’t just highschool. It was many things, personal as well as normal family life with a large number of children. Many friends struggling with the same things put their teens in school, which was fine, but my son didn’t want to go to the local high school and I wanted to teach him.

So for the first time I considered using one of the schools Like St. Thomas Aquinas Academy, Mother of Divine Grace, Seton…thankfully the list grows year by year and I can’t mention them all…but ask around and you will find them on the internet!

At first I was nervous, so much money, paperwork, time and they would see my flaws in teaching! Not to mention, I would be truly accountable to someone…Yuck! But after prayer and talking with my son we decided to sign up with a school. I won’t tell you which one as the school needs to fit the family and my choice may not be a good fit for you!

This has turned out to be such a blessing! We did indeed find some holes in our learning and teaching but now we could fix them! It did cost more and there is more paperwork, but the savings in TIME and STRESS is significant. I don’t have to go looking for books, there is someone else who knows my children and can give suggestions, the “school” I am with allows me the final say in curriculum so I can always use what I feel is best. The paper work is the minimum of what needs to be done yet it is complete. I don’t have to read the prep for college after Homeschool books and wonder if I’m saving the right thing, calling the class the right thing, etc.

Not only that, my son is thrilled. He likes knowing someone else is helping me evaluate his work and that his thoughts and feelings count too!

So if you are feeling a little frazzled and wondering what to do able the high school years or your child is feeling a little wary of your abilities, prayerfully consider the Catholic schools offering to help you. They can be a help!

Keeping Those History Books Organized

Since we have so many books of historical fiction, biography and other living books, I write the year that the story took place (date of death for a biography or other appropriate date as I see fit - e.g. 1492 for a book about Columbus) on the book's spine. This allows us to easily identify where to fit the book into our curriculum, and offers a simple way to keep our bookshelves in order. (Anonymous)

Timeline Ideas

The following ideas are by no means uniquely mine, but bear repeating because they work! Creating a history timeline and Book of the Centuries have been two of our family's most valuable history activities. We've seen timelines of all sorts -- in binders and on poster, straight lines and curves -- ours currently runs like a wallpaper border around our kitchen. Likewise, the possibilities are endless for just what to attach. We use holy cards and pictures and are planning to add book covers (scanned and reduced, the idea coming from a wonderful friend) to help the children visualize where their reading fits into the broader picture of history. As a family project, such a timeline just can't be beat. It's very inexpensive, yet offers visual support to everything we do. It has also helped me and my husband to connect all the little pieces of history that we were taught in school.

Our Book of the Centuries is a binder with page divisions marking 50 year increments. Just how to divide your book will depend on the age of your child(ren) and how specific you want to be. We've chosen to make a separate binder for each of our children, though we know some families who've made one binder for all the children to share. Our pages include narrations about famous scientists, saints, explorers, etc. Pictures and maps can be inserted as well. Again, as with the timeline, each new addition forges more connections among what is being learned.

For us, these are both works in progress. They span many "school years" and don't get set aside for the summer. They give us, as home educators, a sense of continuity, and help make our study of history a continuing quest.

contributed by Mary from Wisconsin

No Wall Space for your Timeline, No Problem

Save your walls for book shelves and put your timeline on foam board. It works great! Get two large pieces of foam board from an art supply store (one 48 x 60 and 40 x 60). Cut the 40 x 60 into two pieces (20 x 60) and tape them with cloth tape to the edges of the larger center board. Thus it became a tri-fold display, much like the science project display boards, but much larger. The light weight foam board stands very well, moves easily by folding up the outer boards over the center board to be put out of the way when not in use. I discovered this wonderful use of foam board when I needed to display my Timeline for conventions. I had people wanting to buy the foam board display.

Contributed by Marcia Neill
author of Catholic World History Timeline and Guide

Fun with Latin

I belong to homeschool co-op with four other families in which I teach Latin to the older students. One fun project we did toward the end of the year was make a Latin calendar. I used the calendar templates from A Year With God: Volume One (Catholic Heritage Curricula) and blanked out the names of the months, and the days of the week. I printed these sheets out on cardstock and the students filled in the Latin names of the month and days of the week. They used Roman Numerals to fill in the dates. The fun (and tricky) part was when we started adding birthdays, feast days and holidays in Latin. The students enjoyed coloring in the beautiful decorations from the templates and making nice covers. You can have the calendars spiral bound at your local copy shop. (Alicia from WI)

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One assignment that proved to be challenging and interesting, particularly when we came across a chapter that didn't have a lot of translation, was to have the students write up sentences (English or Latin) for their fellow students to translate. This really made them think, review their vocabulary words carefully. The final results were usually both educational and entertaining as silly sentences were encouraged and the students were very attentive to their own (and their fellow students') mistakes. This would also work in families for older (or more advanced) students to write up sentences for their younger siblings. (Alicia from WI)

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We use Latin for Beginners by Angela Wilkes in 5th grade as our formal introduction to the language (after spending 2 yrs with "English from the Roots Up"). LfB is published by the Usborne folks -- lots of pictures, lots of captions, with a total Latin vocabulary of about 350 words and a brief look at the first few declensions and conjugations at the end.

The vocabulary is everyday sort of stuff -- family members, days of the week, counting and colors, giving directions and placing an order for dinner. So part of how we use the book is to label rooms of the house, furniture, pictures of foods and pets, and so forth, to give the students a hands-on and visual approach to the language. Other lessons include scheduling their day in Latin, labeling the family pictures with name, age, and relationship to the student, and so forth. Three of our children have used this book so far, and they thoroughly enjoy doing their lessons on post-it notes and putting them up around the house! (Sue R.)

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Latin Treasure Hunt: Keep an eye and ear out for Latin words or phrases that are used regularly in 21st century America! For the co-op high school Latin class that I teach, I gave them a list of Latin words and phrases (like emeritus and bona fide) to keep track of over the summer. (You can find an extensive list with meanings and pronunciations in Amo, Amas, Amat and more by Eugene Ehrlich). I will be awarding a prize to the student who records the most entries (you have to very specific about the rules though!). I think this is an excellent way to make Latin more relevant to students. (Alicia from WI)

Learning to Read

When my son was four he wanted to learn to read and was beginning to slowly work his way through the Bob Books, but was reluctant to work on many pre-reading skills. He hardly every drew or colored. When I bought him some coloring books he kept them in a nice stack and liked to look through them, but didn't want to start coloring them. I think he might have been worried about messing up the books or not drawing very well. This went on for a year or a year and half and I was getting concerned about his small motor skills keeping up with his interest in reading. As I began to see his interest in writing grow (just simple things like his name) it became evident that writing was very difficult for him. I finally picked up an plastic sheet of alphabet stencils at the local teacher's store. The sheets were 8 1/2" x 11". One sheet had upper case letters and one lower case. Matthew fell in love with these stencils and was so proud of how nice his letters looked when he wrote things with the stencils. It really helped him gain confidence and fine-motor-skill practice. It wasn't long before he started drawing and coloring too! (Alicia from WI)

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It's amazing how different each child is. With my first two children, a lot of their beginning phonics was done by studying phonogram flash cards when they were first learning to read. My third child, however, had absolutely no interest in this. All she wanted to do was write words on the chalkboards. One of the beauties of homeschooling is its flexibility and I was able to turn this toward my goals by having her write out a set of words each day with a common phonogram and have her practice making the sound of that phonogram (this also provided her examples of where that particular phonogram could be found. (Anonymous)

Negotiating Read-Alouds

I think reading stories aloud is one of the very most important things you can do for your children, ever. That said, it's not always an easy thing, and I don't just mean "getting around to it," but simply negotiating between the different children (particularly the littles) to cooperate, listen and not make so much of an unearthly racket that you have to shout yourself hoarse just to be heard.

Now, I have to admit that Ria has always loved a read-aloud. When she was quite small, she would sit through chapter books such as the Little House books like no other child I've ever seen. (This doesn't by any means indicate that she was an angelic child - she was also the only one of my children that seemed to resent - at least for a while - the arrival of a younger sibling). But when Gus came along, things got a little trickier. When he got to be about 2 years old or so, there was nothing that would get him more noisy and upset than when I tried to sit down and read a story aloud to Ria. He would babble and complain like anything and it seemed there wasn't a whole lot I could do. I was pretty stubborn too and wouldn't let him win the day, I'd at least finish reading the chapter I was on, even if I had to be quite loud and deliberate about it. At that time he wasn't very interested even in picture books for some reason - probably had gotten fed up with all the chapter books I read to Ria.

One day, though, I found just the right book for him at the right time. It was Angus and the Ducks by Marjorie Flack. We had found a lovely old hardcover copy at our library book sale and he loved it immediately. The language is simple, but charming. He loved the dog and the duck noises were very funny. It's interesting how certain books have become major milestones for us in our child-raising. This one we will always appreciate because it's the book that helped Gus start to like books.

Anyway, negotiating read-alouds has been an often complex part of our lives. Usually we divide and conquer. The baby and/or the toddler hang(s) out with one parent while the other reads something interesting enough to engage the 3 or 4 year old on up. Our current four-year-old can get pretty tricky herself sometimes. It's been especially tricky this week since John was out of town. One night I read aloud to everyone in the master bedroom quite loudly while our toddler ran in circles around the room singing at the top of his lungs. Tonight he went to bed early, so "negotiations" looked very simple, until Kate declared that she didn't want Francie on the Run, and that it was her turn to pick (which was funny because the "turns" the kids have set up don't usually include the night-time read-aloud). Well, I just happened to have a stash of picture books I wanted to read still sitting on the mantle from the library. I ran downstairs and grabbed three of them, brought them back up and handed them to Kate. The biggest smile appeared on her face as she carefully lay the three choices side by side on her lap. It was as if she had received the greatest gift ever - to pick the story! She looked at me with a face filled with awe and asked, "Do they all have words?"

Negotiations continue as usual, but these little moments are such a joy - to see your children appreciate the gift of a story and to blessedly find just the right book at just the right time to help your children start to become the people you hope they will someday be.

cross-posted from Studeo

Introducing Children to Chesterton

"Introducing Children to G.K. Chesterton" by Nancy Carpentier Brown
Reprinted with Permission from the Catholic Home Educator, Winter 2003, Vol. 10, No. 1 pgs. 11-14

“Daybreak is a never-ending glory; getting out of bed is a never-ending nuisance.”

So said the great English writer, G.K. Chesterton. As soon as I read this, I knew I liked Chesterton, and after reading some of his work, I wished I could be his friend.

Chesterton was born in 1874 and died in 1936. He left behind 100 books, 200 short stories, five plays, the Father Brown mysteries, five novels, and over 4000 columns from the newspapers he wrote for. His writings are enjoying a revival today because of their importance to our current times. Chesterton stood for truth, family, virtues, home, chivalry, honesty and importantly, defended the Catholic Church.

Gilbert Keith Chesterton loved children, and the feeling was mutual. Chesterton retained a child-like quality all his life. He was interested in all subjects, saw each day as a new miracle, and kept a sense of wonder and awe for the world and its Creator. Children have the same sense of awe and wonder, because for them, the whole world is new. When a child sees his first butterfly, he is amazed. Chesterton identified with a child’s ability to look at life as ever new, he loved stories about triumph, valor, glorious battles where the victors were always on the side of right and good. He was witty and quickly gained the confidence of his young friends. He played with them, he listened to them, and he loved them.

So, what can you do if you’d like to introduce your younger children to Chesterton? I found that although Chesterton played with children, wrote stories, plays, poems and songs, and even put on puppet plays for children, most of his writing for children was private correspondence, remaining unpublished to this day. So what can we do?

I would suggest a few possibilities. First of all, we should be reading G.K. Chesterton ourselves, as home schooling parents. Chesterton’s defense of home, motherhood, education in the home and the value of children should be required reading for us. For helpful suggestions on a reading plan, see the American Chesterton Society’s web site, or request their catalog. The aim of the American Chesterton Society is to promote and encourage a revival of Chesterton’s work in the home, the school, and the university. The Chesterton Society has a tremendously helpful website, with many interesting articles. Next, begin to talk about Chesterton at home with your children. Tell them about the Chesterton book you are currently reading, and why you find it enjoyable. Read them quotes you find amusing, and see if they understand the joke. If your children have entered the age where they like mysteries, tell them about Chesterton’s Father Brown mysteries. For a child’s introduction to Father Brown, I would suggest the audiotape, by Jim Weiss, called Mystery! Mystery! There are three mystery stories on the tape, one of which is The Blue Cross, by Chesterton. It is done very well. (See below.)

A movie was made long ago of the same story about the valuable cross. The movie was called The Detective and is in glorious black and white. There is no violence, no morally objectionable scenes, and the bad guy ends up converting in the end! In the movie, Alec Guinness plays Father Brown. Many of you will have heard the now-famous story about Mr. Guinness’ conversion, due to his wearing the priestly costume when this story was filmed. My 6 and 10 year olds enjoyed this movie with me. The video of this film can be found at your libraries or video rental facilities, at your local Catholic bookstore, or through Ignatius Press.

Once, while visiting a major Catholic University’s bookstore, I looked in vain for any book written by G.K. Chesterton. The clerk, who searched the computer inventory for me, informed me that not one of Chesterton’s books was available at that bookstore. I found that sad. So I was glad to find Chesterton’s name in the Kolbe curriculum, the teens are introduced to Chesterton in the 12th grade, when they will read Orthodoxy.

The novels of Chesterton are, in my opinion, for the older teen and adults only. They are difficult to understand and need a more mature mind to appreciate the depth and mystery of the stories. However, I have introduced my children to A Man Called Thursday, by telling them about the funny names, and briefly outlining the story for them.

The essays of G.K. Chesterton are also for the older teen. His conversion to the Catholic Church and other Catholic defense essays, such as “Why I am Catholic,” “The Well and the Shallows,” etc., are excellent reading materials for the older teen/adult. For the younger child, you may just want to tell them that Chesterton became a Catholic when he was 48.

If your child is in that phase where he is enamored with the idea of having a club or group of some sort, it is the perfect time to tell him about Chesterton’s Junior Debate Club. Chesterton and about ten other friends formed the club to exercise their minds and try out new ideas. Their club branched out and they eventually had a library, a naturalists’ club, a chess club and a magazine to publish their own works. Children can relate to the desire to form a group and perhaps they will be inspired to form their own Junior Debate Club.

Children are also interested to know that Chesterton loved St. Francis of Assisi, and chose him as his Confirmation patron saint. Chesterton’s love of St. Francis began when he was very young, and his parents read him a book about the life of St. Francis. The love he had for the saint was life-long. It is encouraging as a parent, too, to hear a story like this. We never know what book we’ve read to our children that may have a long-lasting effect on their life. But we should keep in mind that it should be a good book that we do read to them!

So even though G. K. Chesterton doesn’t have books specifically written for children, I would strongly recommend introducing your children to him now, while they are young. As they grow, add more of his work. If they do come to know and love Chesterton when they are young, they will certainly want to read his books as they mature. Reading Chesterton and his clear thinking, his love of truth and the Catholic faith is encouraging to adults as well as to older teens. Many people have never read Chesterton and to them, may I say, it’s time to begin! Chesterton’s writing is funny, encouraging, and truthful. You will find yourself saying, “Yes! That’s exactly what I was thinking!”

“The Christian ideal has not been tried and found wanting; it’s been found difficult, and left untried.”

“If there were no God, there would be no atheists.”

“The only defensible war is a war of defense.”

“Angels fly because they take themselves lightly.”

“The truth is the modern world has had a mental breakdown.”

“I actually prefer weddings to divorces, and babies to Birth Control.”

“They talk of free love, when they mean something quite different, better defined as free lust."

“They insist on talking about Birth Control when they mean less birth and no control.”

“To have a right to do a thing is not at all the same as to be right in doing it.”

“Break the conventions: keep the commandments.”

Resources:

American Chesterton Society
4117 Pebblebrook Cir.
inneapolis, MN 55437
952-831-3096
http://www.chesterton.org/

Excellent source for books, videos, audio tapes of Chesterton’s books, Chesterton gift items, etc.

Ignatius Press
P.O. Box 1339
Ft. Collins, CO 80522
1-800-651-1531
http://www.ignatius.com/

Ignatius publishes a number of books by and about Chesterton, including anthologies of his writing, audio and video tapes, and a new book by Dale Ahlquist, G.K. Chesterton: The Apostle of Common Sense.

Gilbert! magazine
3050 Gap Knob Road
New Hope, KY 40053
(800) 343-2425
http://www.gilbertmagazine.com/

Their web site also includes Chesterton T-shirts and other items.

Jim Weiss, Storyteller tapes
Greathall Productions, Inc.
P.O. Box 5061
Charlottesville, VA 22905
1-800-477-6234
http://www.greathall.com/

Dramatizations of Father Brown stories.

Nancy Brown writes from Antioch, Illinois. She has been homeschooling her two daughters for 8 years. She blogs at Flying Stars

Math Fun

Macaroni Math: My small children really enjoy playing with a few handfuls of dried macaroni noodles. We sit on the floor and each start with the same number of noodles. Then I create little "word problems" by having the children hand a certain amount to a different person and figure out how many are left. You can also have an extra pile in the middle from which the children can take a certain number to add to their pile, etc. (Anonymous)

______________________________

Hundreds Chart with Dice: You can make a simple hundreds chart on a 10x10 graph and number the boxes from one to one hundred. This is a good visual chart (especially around the kindergarten age) when children are beginning to connect the concept of numbers with written numbers. My children have all enjoyed rolling a dice and moving an object along the hundreds chart as a little counting game. (Anonymous)

_____________________________

Learning fractions and decimals with real money: Children often enjoy learning about simple fractions (1/2, 1/4 etc.) and decimals by playing with real coins. They can set up piles of different coins that are equal to each other, practice counting by 5s and 10s with nickels and dimes, and lots more. (Anonymous)

_____________________________

Math in the Morning: Try doing math while cuddling in bed in the morning - no paper, no blackboard, but just through images in your minds. (Lory from WI)

How to Make Geoboards

Geoboards are not really expensive to buy, but I've found that the children are more interested in things that they have had a hand in making.

1. We had some extra boards around that were a foot wide, so we used those, cutting them into squares that were also a foot tall.

2. With a little sanding, the boards were smoothed. We could have stained, sealed, or painted them, but we didn't.

3. We used a ruler and marked off the board with 10 little "x"-es. Begin in 1-1/2 inches from the side edge, then mark a spot every inch. It will cover 9 inches (beginning at 1-1/2 and ending at 10-1/2), but uses10 marks with a 1-1/2 inch border all around.

4. Repeat the above going down, and filling in across so that you have 100 "x"-es.

5. Pound a small nail in at each "x", having 100 nails total.

6. Use rubber bands of various lengths to make geometrical designs.

************** We did the same sort of thing as above, but used a circular shape instead of a square. You will need a compass with a protractor measure to draw the outer edge of the circle and to mark off increments around it that are evenly spaced. It is a little more difficult when making one with a circle, but it is fun to show how a triangle or a square can fit inside a circle.

contributed by Susan Kalis

Math Silliness and Smarts

Terri (2nd grade) was supposed to do 2 pages of Math the other day before - I forget what else - watching a movie or something. She brought me her Math book when she was through (simple addition problems of three or four one-digit numbers) and I saw a page filled with numbers that looked way too big. It almost looked like she had just scribbled some numbers down to make it look like it was done. My mind was all too ready to jump to this conclusion when I happened to notice an interesting pattern Here are a few examples. See if you see what I saw (G)...

2
3
+7
--
30

2
7
+3
--
30

7
3
+7
--
80

8
2
+8
--
90

5
1
2
+6
--
518

Once I figured out what she had done, I recognized that her addition was almost flawless (she got one of the big numbers - which she was obviously doing in her head - off by one), she simply didn't understand how the problems were set-up.

So for:

2
3
+7
--

she was adding 23 + 7

and for

5
1
2
+6
--

she was adding 512 + 6

I never cease to be amazed (and often inspired) by the way children think.

And she did get to watch the movie. :)

Mom learned an important lesson and is thinking of handling Math a little differently in the future.

contributed by Alicia from Wisconsin

Homemade Summer Reading Program

In our house we have a summer reading program like many libraries and bookstores. But unlike those programs, in our family Mommy (with some help from the kids) makes up the reading list. For us, this has not only been a great time to encourage reading, but also to introduce new authors and genres that the children wouldn't necessarily pick on their own (particularly when they get into a rut of reading one author or series over and over again). In addition, our prizes, which my children are very enthusiastic about, are generally audio books or other good books that I like them to have anyway. They have such a sense of accomplishment and pride of ownership from earning these prizes.

contributed by Alicia from Wisconsin

Motivation - Computers and Movies

For general motivation, we have found that it helps to hold computer time and movie-watching until they have performed a certain amount of work. I decide how much work must be done to earn these privileges according to the age and maturity of the child (and sometimes just what kind of day we're having!)

contributed by Alicia from Wisconsin

Motivation - What Students Say

I am motivated by a lot of things. I like to learn, and generally find what I am studying to be interesting. I might not use all the same books if I were investigating a topic on my own, but my parents and I plan my course work each year and try to use as few textbooks and as many primary sources as possible. I am interested in what I am studying.

I also know that I won't get to do anything else (outside activities) until my core school work is finished. If I'm finding the topic boring, I work hard to complete my work so that I can move on to the things I like more. If it's interesting, I work hard because I like what I'm studying. I am also motivated by contests and tests because I like to see how I do compared to other kids my age. I usually do well, but when I don't, it gives me something else to work on!

contributed by Lauren, age 15

Some Random Thoughts on Sparks and Poetry

It seems to me that one of the "jobs" of homeschool parents (and parents in general) is helping spark their children's interest in good and worthwhile things. I've noticed with my own children (and from working with others) that effective sparks are accomplished in different ways for different children. Often it is providing access to yourself and/or sharing your enthusiasm that spark the interest of children.

[note: you have to read down a bit on both of the above links to find the intended material]

On a related thought - learning is more enjoyable when we don't force mastery the first time we encounter something new. Progress and accomplishment is good, but sometimes I think we're in too much of a hurry to have children master something and wish to skip the in-between steps. It often helps me to break things up into smaller steps - like introducing children to a new thing. Then (even at a different time) let them get acquainted, explore that or enjoy it for awhile, etc. This is something that Montessori, in particular, helped me understand.

Anyway, one thing I'm thinking of is poetry. First a little background - although we played around with Haiku a little when I was in 7th grade (which didn't really develop any interest on my part - partly because the project was writing poetry - cold - they didn't share any with us first to help us enjoy or appreciate it), I was basically a poetry dunce all my life. I remember specifically having an entrance exam for Kolbe Academy when I transferred there from Our Lady of the Rosary School before my Sophomore year of high school. I aced the Algebra section, but was completely, utterly clueless about the poetry portion (even though I had fallen in love with Shakespeare my Freshman year).

In any case, it wasn't until recently, when sharing poetry with my children that I started to develop an appreciation - something which is giving my children an edge I never had. But the thing that struck me was that conventional wisdom seems to think that poetry is hard to understand and should be saved until we are mature enough to understand it. Also, it should always be studied carefully in order to be appreciated. Works like The Ballad of the White Horse, Lepanto and Evangeline, which I've read aloud to my children just this year, (I would even say that the poems "begged" to be read aloud - this wasn't something I carefully planned ahead of time) have helped me see that mastery isn't a prerequisite of appreciation. My children don't fully appreciate or understand these works, but they are fascinated by them, they enjoy them and (in some cases) even are learning to love them. It's okay to start with them simply enjoying the sound of the words such as:

When God put man in a garden He girt him with a sword, And sent him forth a free knight That might betray his lord; "He brake Him and betrayed Him, And fast and far he fell, Till you and I may stretch our necks And burn our beards in hell."(Ballad of the White Horse by G.K. Chesterton)

Stiff flags straining in the night-blasts cold In the gloom black-purple, in the glint old-gold, Torchlight crimson on the copper kettle-drums, Then the tuckets, then the trumpets, then the cannon, and he comes." (Lepanto by G.K. Chesterton)

Of course now I also see that one of the neat things about poetry is that it's the sort of thing you get more and more out of every time you go back to it. A lot of important things in life are kind of like that. It is good to help our children learn to love them. And sometimes that "spark" is all they need to start burning with enthusiasm for something good and true and beautiful.

Isn't their relationship with God a little bit like that too?

contributed by Alicia from Wisconsin

Links We Like:

Our Other Sites:

Love2learn.net
Love2learn Blog
Love2learn Moments
Unity of Truth

Reading Your Way Through History
Architecture for Kids

Homeschool Sites:

Ora et Labora Message Board

Other Idea Sites:

Works for Me Wednesdays

Handling Spring Fever

February and March can be tough months in our family (we live in Wisconsin). The weather's cold, but Christmas is long over and the snow has lost some of its early-winter excitement. This can be especially hard on homeschoolers who don't have the advantage of a school gym to get some of their energy out.

Here are a few things that have been helpful to us...


Making room in the basement for roller blading and "scootering" - When motivation is especially hard, I'll allow the children to put their roller blades on and trade off between a few problems of Math and a little bit of roller blading. Some of them even like to read a chapter book while slowly roller-blading back and forth. Not only does this help get some of their nervous energy out, but it's also a chance for them to prove their trust by being honest with the system.


Starting on a new special project (like a family study of geography or a particular era of history) or a reading list with an "extra credit" incentive - (This has helped us revive our lagging studies on a few occasions which tends to spread into other subjects as well.) Extra credit prizes we've used at various times include: purchasing a favorite movie, a meal or treat at a restaurant, a new book, a favorite board game, etc. Working toward an extra credit has often been a good opportunity for me to test what a particular child is capable of, thus giving me a better sense of what I can plan for in other areas of school as well.


Getting out of the house more often to break up the regular routine - These tough months of late winter and early spring also coincide with the season of Lent. Getting out of the house and attending daily Mass, visits to the Blessed Sacrament, etc. can be a very helpful break - of the very best sort - for everyone.


Adjusting the Curriculum for a fresh change - One thing has worked itself into the rhythm of our family and homeschool life is a pattern that takes place over the year. My ten year old, in particular, has worked her way ahead in some of the "textbook" subjects (like Math and Grammar) in the Fall when our momentum is strong. This has allowed me to shift directions slightly during the "doldrum" months and emphasize subjects that tend to be a little more fun and engaging for us - like History and Science.

contributed by Alicia from Wisconsin

Such a Mean Mommy

I required Terri (2nd grade) to spend 20 minutes reading a science book this afternoon before she could watch a movie. She was mournful and frowning about this infringement on her interests and desires...for about 2 minutes. The required book (which she chose from our "Kingfisher Young Knowledge" set) called Animal Disguises by Belinda Weber, had her "ooing and awing", showing me amazing pictures and reading off statistics in no time.

It doesn't always work out quite this nicely, but it sure is nice when it does (and beautiful, engaging books can be a huge help!).

contributed by Alicia from Wisconsin

The Blessings of Music

My husband and I play no musical instruments; we don't even read music well enough to sing in parts without a lot of support, yet we are raising children who are very musical. Naturally we are frequently questioned as to "how" and "why" this came about. The answer takes me in myriad directions since our early endeavors resulted solely from Divine Providence, and now include research into brain theory, Talent Education, and the motivation of children.

Our eldest child's lessons began at age 4 ½ after she saw Itzhak Perlman perform on Mr. Rogers and asked if she could play the violin. A friend introduced us to the Suzuki method, and more specifically, to the book Nurtured By Love, which outlines Shinichi Suzuki's belief that every child can learn to play a musical instrument. Ironically, it was this method, and this book that eventually led us to homeschool as well!

As we became immersed in a Suzuki "family", we met talented, well-adjusted teens and their parents. Conversations led us to the conclusions that music education would be a part of our curriculum that was as indisputable as religion, Mathematics and grammar. I was simultaneously teaching at a large, Catholic high school and observing my students there. Those who continued to study music were more focused, better able to meet deadlines, and generally exhibited the traits I hoped to see in my own growing children. My husband and I were convinced that the time and money we were investing in music lessons could have bigger rewards than we had ever imagined.

Not long after this, the "Mozart Effect" became popular. As one element of the Suzuki program is listening to high level recordings of the pieces the student is learning, our children were immersed daily in the works of classical composers. Brain theory was also showing how brain development was affected positively by such listening and by music lessons in general. These ideas were intriguing, but became secondary to the fact that our home was (generally!) quiet and peaceful, and the children were developing a skill that, with a lot of diligence and hard work, brought them great joy.

It became clear that the lessons being learned extended far beyond how to play the violin. As peers dropped out of other activities, or indicated no interest from the start in things they felt would be "too hard", our children often took up the challenge with extra effort and enthusiasm. It seemed they had learned that hard work makes anything possible! Suzuki's emphasis on each child reaching his own potential also developed within each of our children an internal desire to do his best, while not relying on whether or not that "best" was better than anyone else's. Instead of fearing not "measuring up" to some outside standard, our children tended to be satisfied doing their own personal best.

All this has transferred to academics as well. Though "ahead" in some subjects and "behind" in others according to general standards, our children move on from where they are, and know that hard work will take them to the next level. As in their music study, there are ups and downs, great strides followed by plateaus, but they do not exhibit a tendency to give up. Our teens also comment on being "too busy to get in trouble", having picked up piano as well over the years, and have developed wonderful friendships with others who share their love of music. Though we had no desire to encourage music majors in college, there may be a couple in the family, and, in the meantime, the children earn a decent bit of money performing for small parties and other gatherings, and great joy when their talents are needed at Mass. The blessings gained from our musical journey are something we desire to share with other parents who are considering music lessons for their children.

contributed by Mary from Wisconsin

Miscellaneous Preschool Ideas

Take your children (even the young ones) to "real" Art Museums

I have to admit that my inspiration for the following idea came largely from the book For the Children's Sake by Susan Schaeffer Macaulay. When my daughter was three and my son just a year old, we decided to take them to the Huntington Library, Museum & Gardens in Pasadena, CA. Several days ahead, we introduced my daughter to two paintings - Pinkie and Blue Boy - which are displayed at the museum. We knew these would be appealing to her and copies were readily available in an old museum brochure. Now the Huntington is particularly suited for children (at least as far as museums go) since there are extensive gardens and lawns where some running around and exploring can be done when your three year old starts thinking that all the pictures look the same. Anyway, we took our time and didn't rush or push her and after awhile she asked to go look for Pinkie and Blue Boy. It was with a great deal of satisfaction that, after searching through several rooms, she identified them herself. She wanted to know the full names of the children who posed for the pictures and we spent a great deal of time in that room - because she was so interested. We also played a really quiet game of "I Spy". I whispered in her ear a simple description of a painting and she'd point it out. Naturally we had to purchase postcards of her favorite paintings at the gift shop afterwards.

Art "I Spy" At Home

We've collected a rather generous supply of small reproductions of great paintings, architecture, statues, stained glass windows, etc. We find these on Christmas cards, calendars, magazines, etc. We have also purchased some nice postcards from Art Museum gift shops and Dover Publications. We've laminated them (for longer wear) and my children really enjoy playing "I Spy" with them. We spread them out on the floor (in a reasonable quantity) and take turns describing one of the pieces and having someone else guess which one we're talking about. For example, for a picture of Washington Crossing the Delaware I might say "I spy with my little eye a painting of some men crossing the river in a boat." Depending on the age and capabilities of your children, you can make the descriptions more complex. It's also fun to have the children take a turn describing the pictures.

Map Puzzles:

We found an old wooden U.S. map puzzle at a garage sale when my children were very young, glued the edges to a piece of Masonite, and have gotten lots and lots of mileage out of it. These puzzles are also available at Teacher Supply stores and warehouse or discount stores. I prefer ones that have each state as one puzzle piece, but usually they'll at least group Massachusetts, Rhode Island and Connecticut together. Many of my children have become interested in this puzzle when they were still toddlers. I would distribute a few puzzle pieces to the child (or children) and tell them the name. When there are only a few missing (and you start with really obvious shapes like Texas and Florida) the children can often find the right place by themselves. As they become more experienced, they can take more and more pieces each time and will start to learn the names of the states and perhaps even the capitals. When my son was 2 1/2 he really enjoyed playing with it, so we left it out on the coffee table. He'd bring me a few pieces at a time and ask me the name. One day I decided to keep track of how many he knew by asking him to bring me particular states and was amazed to discover that he knew the names and shapes of 37 of the states! We later bought a handmade World Map Puzzle from Michael Olaf. It was rather expensive, but I think it was worth every penny. You'd be amazed at how much geography an adult can learn from trying to put the world map puzzle back together after the kids have taken it all apart!

Fun Kiddie Math

Metal lids from frozen Orange Juice cans make great math "counters" for preschool and kindergarten. The large size is safe for younger siblings and they tend to stack nicely (great for skip-counting). The metal has a nice sound and feel to it.

contributed by Alicia from Wisconsin

Record Keeping with Library Receipts

Save your library receipts for future use with the younger kids, then you will know which books you used with the older kids for that time period in history!

contributed by Martina from Illinois

Lesson Planning and Scheduling

I plan my school year by cross-referencing what MODG recommends with what Seton reccomends and with what I know my children need to progress in a challenging way.

For our school day I use a modified verison of Managers of Their Homes; i.e. I use a grid with 1/2 hour blocks of time and fill in all the subjects, meals, chores, until a "daily schedule" arrives. I'm also an avid attachment parent, so even though I have a detailed schedule...I really only use it to create the "flow" to my day. Sometimes our day starts at 7 am, sometimes at 9 am--but it always follows the same flow...for e.g. we always have 30 minutes of quiet time after lunch--whether lunch finishes at Noon or 1pm.

Having a checklist of what we need to accomplish each day helps life run more smoothly. A well rested mom pulls rank on any other technique!

contributed by Mary F. from Wisconsin

School in a Box

Our homeschooling has grown closer to unschooling over the past two years since taking my daughter out of preschool. This partly has to do with the personalities involved, partly to do with budget, partly to do with the vast number of resources available to us (libraries, programs, field trips, homeschool groups, and cultural opportunities in a large metropolitan area). So homeschooling has not resembled school much at all.

Hence my daughter's comments when I told her school begins next week (she didn't know what I meant):

"I don't want to go to school!"

"We're doing homeschooling."

"I don't want to do homeschooling."
"I don't want to do school at all."

So I told her I have something for her. Then I whipped out my version of "school in a box" ;) . A box of index cards containing 5 brightly colored sets of "subjects". (We are beginning 1st Grade.)

First we read all the cards. Each has a large handwritten subject written on it (in u/l) with Sharpie markers in Montessori style: blue for consonants, red for vowels. Most of the cards have suggested activities to choose from listed on the back (ruled) side.

Then I had her go through and pick one card from each color group. I told her that is what we are going to do for school. She thought this was a fun concept and was quite enthusiastic about it. (We just happened to have these brightly colored cards at hand, but I think they were a big part of the appeal.)

The groups and subjects were not in any particular order. And when I asked her what her favorite subject was after going through them, she told me it was Math.

We will put finished work in binders divided by subject. The index card system is flexible, so it will be easy to add or subtract subjects/activities.

-------------------

NEON GREEN:

(We will pick 2 from this group.)

Latin:
Learn chants/responses from Mass
Use Mass programs to learn a few words
Review the spelling/pronunciation compared to English

Math:
Review quantities
Simple addition
Subtraction
Measuring
Sorting
Geometric shapes -- review, draw

Spanish:
Review from materials (books), short session

Handwriting:
Practice one or two letters properly formed [our 1st yr. for formal handwriting]

Poetry:
Read poems
Pick one to memorize
Copy it in notebook

Catechism:
Read aloud
Teach prayers
Discuss theology
Lives of the Saints
Pope, Bishops, Priests, Brothers, Sisters, Missionaries, Lay people

Spelling:
Use of dictionary

Phonics:
Vowel sounds
Vowel blends
Consonant blends
Identify number of syllables in a word (oral)

Grammar: [I had to explain what this one meant]
Parts of Speech
Capitalization
Punctuation
Complete sentence
Paragraphs

Reading:
Assisted reading (of anything)

Bible:
Read from children's or adult Bible
Discuss
Pick a verse to memorize
Write it in notebook

NEON ORANGE:

Read Aloud [ruled back blank for now -- for listing books to choose from]
Read Aloud
Read Aloud

PINK:

Music:
Listen to music
Learn/sing songs
Musical notation
Play instrument

Fine Art:
Books
Pictures
Internet
Museums

Crafts:

Cooking:

Sewing:

Geography:
Maps (including local -- to house, to neighborhood)
Map puzzles
Globe
Books
Map work -- relatives, friends, famous people, stories, Bible stories
Flag and Map sticker books

Community:
Family
Neighbors
Our city
Government
Politics
Our state
United States
World
Missions

History:
Read aloud
Work on History notebook (with timeline)
Talk about lengths of time
Dinosaurs
American History
History of our state
Bible history

Science Nature:
Study snails
Leaves
Nature walk/observe, draw, write
Birds
Rocks
Astronomy
Animals

Creative Writing:
Write a story, song, poem, book

NEON PINK:

Dust
Sort Toys
Vacuum
Dishes
Water Plants
Make Bed
Clear Desk
Call, Write, or Email:
Grandmas and Grandpas
Thank you notes/calls
Cousins

NEON YELLOW:

Tennis
Ballet
Swim
Soccer
Dance
Park

Contributed by "Loyola Mom" from California

Spider Babies

One time my five year old and I saved a jar full of spider egg cases, found in our basement, from fall to summer. Angelyn checked on them intermittently. I almost threw them out a few times but noticed that the jar was always in a different location. I assumed there was enough interest to save the project. Early in summer I was alarmed by a very loud cry from across the house, "I have babies! My baby spiders are here!" We could barely see the tiny moving dust spects. In an effort to care for them we called the nature center that we frequented and the naturalist shared Angelyn's excitement and held a 30 minute, three way phone conference with us. We learned all about spiders form an expert. We placed the egg cases on scrunched up, dark purple tissue paper to make them clearly visible. It helped us to spot and keep track of the babies too.

Contributed by Rose from Wisconsin

What was the most important thing you learned after your first year or so of homeschooling?

Well, we are not quite finished with our first year of homeschooling, but I feel I can answer this question with only two weeks of counting days to go.

I learned that I can chuck it all out the window and start over again. Always one to finish what I started, this was a hard lesson to learn. It is nice to know that if a certain math is not working, find another and try again. Or supplement. Or chuck it all for a week and do math in everyday life instead. If a book we are reading is just not working, we now go back to the library and chose another.

(Contributed by Dawn)

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To go at my child's pace and not the program's or anyone else's. This has meant that we really can't use Lesson plans as-is, but I do feel the children have learned more effectively this way. In some areas, they already knew what they were supposed to study, (e.g. learning letter sounds isn't something you need to do all over again) -- in others they needed some extra prep work. That's one of homeschooling's greatest strengths in my view. (Contributed by Suchi from Washington)

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I'm nearing the end of my second year of homeschooling and I have a bunch of things that come to mind. I've learned not to overwhelm our family by trying to do everything. We now try to focus on the basic skills and fit in extras as time allows. I've learned not to judge my own homeschool harshly in comparison to what I see someone else doing. No two families are alike and no two families will homeschool the same way. I would get anxious as I compared my homeschool to my friends and think I needed to add to our schedule what they were doing. But eventually I've realized that there are many "right" ways to homeschool. While there will always be pieces of what others are doing that makes sense for our family, I've learned not to go flying off trying every new thing I hear someone mention if what we're already doing is working. I'm learning to say no. I live in a area with several other Catholic homeschool families. I live near a big city with many field trip opportunities. Too often I find myself saying yes to some opportunity that the kids shouldn't miss, when I really know we just need to stay home. My kids will still thrive even if they don't go on every field trip or playdate offered. I'm discovering that homeschooling doesn't have to cost much money. When I started I bought all the books that were recommended and I bought all the supplies that I thought I might need. Too much of what I bought went unused. It is difficult to really assess what our family needs until we've spent some time with a subject. I'm learning to buy the minimum at first and add on as I need. I'm learning to take full advantage of the library. I've also found being part of an on-line community invaluable. There is so much wisdom out there and I've learned an incredible amount about homeschooling since I joined these groups. (Contributed by Richelle)

Things I would have done differently if I was starting over...

1) I would never have sent my oldest dd to school for K-2.

2) I would not have changed a curriculum that was working more or less just because a more experienced homeschooler with very firm opinions and educational philosophy told me I should. Moreover, I would give up on someone else's ideas a lot faster if they didn't work..

3) I would have immediately dropped the horrible math program that came with the purchased curriculum that first year. (I still consider it the *worst* math program I have ever seen.)

4) I wish I had done more delight-directed studying with my oldest dd.

5) I would have trusted myself more.

6) I would have learned more about homeschooling and sorted out my educational philosophy before I began .

7) I would have set out lifetime and yearly goals for my children from the beginning. I would have really focused not on doing "3rd grade", but on achieving the specific goals I decided each child needed.

Things I wish I had realized.....

1) Textbooks are not evil and have their place.

2) Survey courses also have their place.

3) Cultural literacy is important -- especially for disabled kids.

4) Even very nice veteran homeschoolers can be wrong about your kids and what will work for them. Even I can be wrong!

5) It is wise to listen to more than one person on educational philosophy and/or curriculum.

6) Some people will never like math no matter what you do.

7) Even relatively successful homeschoolers have difficult kids, bad years, and weak areas.

8) Veteran homeschoolers only have more experience and knowledge than newbies. Veteran homeschoolers are human too and struggle -- even if they sound as though they have it all worked out.

9) What works now may not work for you later on. It's not just a matter of dealing with different kids -- it's also that the needs of each kid change and family dynamics also change.

10) Everyone makes mistakes. If you homeschool, you will buy some curriculum that doesn't work out or try an approach that doesn't work or whatever. You too are learning. Perfection is not found this side of heaven.

11) Buy curriculum that appeals to you. The best curriculum in the world won't be used to best effect if you can't stand it.

contributed by Deborah from Maryland

Late-Night Catechism

It's almost 8 o'clock, and I really want to get these kids to bed. I've got a business to run, and work to do, and I need the time this evening.

"Mom!" Sarah calls from the open back door, "Rachel says there isn't any God. What can I say?"
The rest of the neighborhood is on our driveway making chalk creations.

"Come in here for a second, honey," I call.

She comes in the kitchen, and I search for something to say. Holy Spirit, help! I pray.

"Honey, you know you can tell Rachel that even if she doesn't believe in God, He still believes in her."

"But her parents told her, Mom! Her parents told her there is no God! How can they say that?" Sarah says, incredulous.

"I don't know, honey. I guess when parents don't believe in God, that's what they tell their children. Why don't you just go out there and be as nice to Rachel as you can," I say.

"Why?" she asks, just like a kid.

"Because I said so," I answer, just like a mom. Sometimes, I have to punt. I wasn't prepared for that question at that moment. But that is mothering on most days. It's a vocation of interruptions. I am thinking about mats and frames and glass, and suddenly, I have to wonder how parents can tell their children there is no God.

The streetlight goes on, signaling them to come in for the night.

"Pajamas!" I call as they troop in, "Teeth! Wash the chalk off! Wait-wash first! Then pajamas--then go to the bathroom! And then I'll read to you!" I try to be as efficient with my words as I want to be with my work tonight.

I am an artist's assistant. My husband is the artist. I take all of his photographs and mount, mat and frame them. I keep the records (entering every customer into a database that now holds close to two thousand names), tracking the zip codes so that I can mail our schedule of art fairs to them just prior to each show.

I also do the accounting, inventory, ordering and most phone calls.

And I homeschool.

Some days I wonder if it's really possible to do it all. Some days I think how easy it would be and how freeing to send them off to school. Then I could frame all day instead of waiting until night, when I'm tired and wish I were reading instead.

But then, I see my children watching me on the computer, and asking me how I get those numbers to add up, and I teach them how to balance a cash flow sheet. They know how much money in change we take to each show and they can tell me if we need a roll of quarters.

One daughter can help inventory our small pictures and give me the list of what needs to be printed before the next show.

And everyday, we're together, learning and growing, and most days, I am grateful for the job that keeps me home, close to my husband and children, and that has provided our family with a lifestyle that I wouldn't trade with anyone.

We travel during the school year, we work, eat and play together, and most days, I am glad I homeschool and work at home. I have always homeschooled, but not always for the good reasons I have now.

When my oldest was four, we decided to homeschool her because she was bright. They weren't going fast enough for her in preschool. So, I read all the Home Education back issues I could find in the library, and came up with my homeschooling philosophy.

I would home school for the sake for my child's inner freedom. I wouldn't test her; I would allow her to discover the world at her own pace and in her own way. This philosophy went along with my liberal thinking at the time. My child would be free of the constraints of the "system" and grow without schooling.

That worked for a couple of years. I was attracted to unschooling. It fed my lazy nature and my desire to do child-led learning. Then, two things happened by the grace of God.

First, I was introduced to the Mary Fabyan Windeatt books, the children's stories of the saints. Prior to this, I didn't know anything about the saints. The first book I read was St. Martin De Porres and it was as if everything in me changed.

I can still recall the wonderment I felt at that period of my life. I had been a "Good Enough" Catholic. I had known that something was missing, but still thought I was doing better than most. After all, I still went to mass each and every Sunday. But try as I might, I couldn't seem to make any spiritual progress. When I went to confession, I confessed the same old sins over and over. I was stuck, and but I didn't know why.

Then I read about St. Martin, and I realized that good enough wasn't good enough. I was called to be a saint! And this book, this story answered some spiritual questions I had

. Suddenly, I knew that I couldn't just go along, not caring that much about my faith. I had to do more.

And this corresponded exactly with the second thing that happened. A friend invited me to her Bible Church's Women's Bible Study. I attended for about six months. At first, I thought I was being so ecumenical and open that I could attend this bible study.

After a while, I would tell them what the Catholic Church said about certain bible verses, and try to show them that there were deeper layers of meaning. They were spending hours each week just barely scratching the surface of the bible. The words were taken literally, or skimmed over. At first they seemed to listen to me, but they did not like it when I mentioned my particular religion.

I was told not to mention my church, and to just attend and get what I could out of it. I was a bit hurt, and after that, I began to notice the subtle anti-Catholic things I was hearing. Then I found out that a lot of these women were ex-Catholics, and then I wondered why. I wondered where the truth was. I wondered if their interpretation of the bible could be the right one.

Then one day at the bible study, it all came to a head. The leader of the bible study was explaining a certain passage in St. Paul in a way I'd never heard before. I went home confused and puzzled. I looked up that passage and I could see that there wasn't a "plain" or an obvious meaning.

Maybe it did mean what she said, but somehow, I didn't think so. It seemed like a "protestant" interpretation, and I wondered if there was a "Catholic" interpretation, and why they would be different.

And for the first time in my life, I wondered how, when the bible wasn't clear, you could come to know the true meaning?

And I really credit God with giving me the understanding at that point that there was "a" truth. I somehow knew through His grace, that there couldn't be two conflicting ways of interpreting the bible.

I connected to the Internet, and looked up Catholic Bible Study and Ecumenical Bible Study. I got one hit, a site called Catholic Convert. I started reading, and found out here was a guy (Steve Ray) who actually converted to the Catholic Church! A revelation to me. The Catholics I knew were all cradle Catholics or ex-Catholics. I had never heard of anyone converting to the church, I actually didn't know it still happened!

Steve and I e-mailed. He had an article on his web site about ecumenical bible study (which is why the search engine had found his site) and he went into all the reasons that Catholics should attend only Catholic Bible studies. I understood, and started on a fantastic journey into the world of people understanding the Catholic faith a lot better than I did-the world of Catholic converts. Over the next few years, Catholic converts would teach me my faith.

After learning all I could about the church, and where the bible is from, and who had the authority to say what books were in the bible, and how there is a way to know the right interpretation of the bible, I knew at this point that if I wasn't already Catholic, I would have had to join the Catholic Church.

I can't call myself a convert, like Scott Hahn or Steve Ray. I can't call myself a revert, like Jeff Cavins. I had always been Catholic, had always practiced my faith. Still, I had a conversion from a cafeteria-style, good enough Catholic, to a "trying to be perfect" (Matt. 5:48) Catholic. So, my decision to homeschool my children also went through a conversion, and now, I homeschool to pass on the faith, to raise saints and to get my family into heaven.

So, back to my day. How do I homeschool while running a business? Like everyone else, I use the opportunities that come my way as teaching moments. We use all Catholic materials because I think that's important. There are some days where we use a lot of the curriculum materials, and on other days, when we're preparing for an art show, we teach in a less formal way. Somehow, it all works out, and there is always time for everything, even when it didn't look like it at first.

Since my conversion, I strive to overcome my lazy nature, rather than giving in to it. I work hard at giving as much of myself as I can. I try to see the sacrifices I make as helping me get to heaven, so that I won't resent the time away from "what I want to do."

Homeschooling isn't always easy. It's a sacrifice we make for our children and families. The time we give now is important, if we use that time wisely. We all have opportunities every day, and if you're like me, at the end of the day, we examine our conscience and find that we left many opportunities behind.

So, we strive to wake up tomorrow, and try a little harder, try to sacrifice a little more, try to become more and more like Jesus, like the saints. One day, a national magazine writer interviewed Mother Teresa. This writer said to Mother Teresa, "Oh, it must be so easy to do what you do, since you're a living saint and all."

Mother Teresa just smiled, turned to the writer and said, "I struggle every day."

I struggle every day, too. It's a little easier knowing the saints struggled as well. I try to be the best parent, I stop reading to answer questions, do a little impromptu catechism instruction, give an unplanned bath to the child who fell in the mud, and a thousand other vocational interruptions.

And, I struggle to be the best Catholic I can be. I try to live the Catholic life in a way that shines forth through me, my children, our family and our way of life. I try to stay calm and peaceful in the midst of the struggle of the day.

"Mommy?" I hear someone calling from the bedroom long after bedtime.

I go to my daughter's room.

"Yes, love?" I whisper.

"Can I just talk to God tonight, instead of saying the Our Father and stuff?" she wonders, sleepily.

"Yes, love," I say with an inner smile, "you can just talk to God. He will love that. Goodnight, sweetie," I say.

"'Night, Mom," she answers.

And the catechism lesson is over for another day.

Nancy Brown writes from Antioch, IL.

Her husband's beautiful photographs can be seen at www.michaelbrown.com. Steve Ray's web site can be found at: www.catholic-convert.com
Nancy blogs at Flying Stars

Life Education

I would like to share a brief anecdote about the benefit of homeschooling for my family in passing on the faith, and to fight the struggle some of us feel about whether or not we should put our kids in school.

On Feb 1 our family welcomed our 4th baby. A very fat and contented little fellow, named Blaise. As you can imagine very little homeschooling got done those first 6 weeks of his life at home with us.

Just about a month after getting back on track with our lesson plans, my father suffered a massive stroke which rendered him speechless and virtually helpless. It put him in the hospital, where he stayed for about 3 weeks and on May 9, Mother's Day, he passed away.

Needless to say, there hasn't been much homeschooling going on at my house again for the past month or so. At first it led me to think that I would have been better off putting the kids in school this year, had I been able to see ahead to what was going to happen. We have lost a lot of book time and I worry about those things a lot. But, after some worry and lots of prayer, it came to me what a life education my children have had since the beginning of February.

They have been an integral part in welcoming a new life into our fold. They "do" for Blaise at every opportunity. I am sure that he must think he is the prince of the household, since it is apparent it all revolves around him. They have been experiencing in a very real and tangible way, that their cooperation is not only appreciated but needed and that God didn't just chose THIS mommy and THIS daddy for Blaise, but He chose this whole family. THIS particular oldest sister, THIS big brother, etc.

Fast on the heels of Blaise's arrival, my children ministered to my father, their beloved grandfather, each of his last days on this earth. They soothed him physically, prayed for his soul diligently (my father was not a Catholic), and had the patience to simply be with him and hold his hand. My 47 year old brother said that he learned how to be with a dying person by watching my children. What a testimony to the fact that my children organically, intrinsically, intuitively know that life is valuable from it's beginning to its end, simply because God loves us.

What a great privilege God has accorded me by letting me nurture my family in this way. He must love me greatly!

contributed by Kate from British Columbia

25 Ways to Inspire a Love of Learning in Your Children

1. Go outside and look at the stars together. Learn the names of a few of the constellations.

2. Play with your children – sports, legos, board games, hide-and-seek, etc.

3. Educational DVDs & videos can be a good way to get them interested in a new Science or History topic. (use the “pause” button to stop and chat)

4. Children love “real” things. Let them help you with real jobs and house projects.

5. Play “the stair game” – quiz your children on anything and let them take a step forward with each correct answer.

6. Go to the beach (forest, pond, desert) and draw pictures of what you find.

7. Attend a concert -- community orchestra or band types are especially family friendly!

8. Attend sports matches – especially community ones.

9. Plan ahead for an art museum trip by introducing each child to a beautiful painting they can search for once you arrive.

10. Spend time with other families who love learning.

11. Shoot a game of pool and discuss the geometry you are using.

12. Pop a batch of popcorn and sit down to a good family read aloud.

13. Go on an adventure walk in your own neighborhood. Bring water bottles and magnifying glasses!

14. Have Grandpa or Grandma teach you a new card game.

15. Set up a book club with a couple of friends and their moms or dads.

16. Choose a country and find recipes native to that place. Invite several friends to do the same, and get together for a day of ethnic cooking.

17. Take a class yourself -- community college? online? -- and share what you are learning with your children.

18. Join another family for an afternoon of crafts or board games.

19. Learn to count to ten in a foreign language.

20. Plant a garden. Have a contest to see who can grow the tallest sunflower.

21. Visit museums, zoos and libraries together.

22. Have some special outings with one child at a time.

23. Talk about their studies around the dinner table.

24. Hang maps on your walls.

25. Let your children see that you love learning too.

Quotes to Ponder on Children and Education

Through the grace of the sacrament of marriage, parents receive the responsibility and privilege of evangelizing their children. Parents should initiate their children at an early age into the mysteries of the faith of which they are the "first heralds" for their children. ... Education in the faith by the parents should begin in the child's earliest years. This already happens when family members help one another to grow in faith by the witness of a Christian life in keeping with the Gospel.
(The Catechism of the Catholic Church 2225-2226)

It should be the objective and is definitely the responsibility of every rational Catholic mother and father to see that the child is educated, so that he can be truly Catholic with the consent of all his faculties.
(Francis Crotty, Implementation of Ignatian Education in the Home)

Jesus…said to them, "Let the children come to me, do not hinder them; for to such belongs the kingdom of God. Truly, I say to you, whoever does not receive the kingdom of God like a child shall not enter it." And he took them in his arms and blessed them, laying his hands upon them.
(Mark 10:14-16)

So often people say that we should look to the elderly, learn from their wisdom, their many years. I disagree, I say we should look to the young: untarnished, without stereotypes implanted in their minds, no poison, no hatred in their hearts. When we learn to see life through the eyes of a child, that is when we become truly wise.
(Blessed Mother Teresa of Calcutta )

When married couples and their children show their human and supernatural affection for one another, they personally encounter Jesus Christ, who has said, "Believe me, when you did it to one of the least of my brethren here, you did it to me."
(Javier Abad, Eugenio Fenoy Marriage: A Path to Sanctity)

…in the Divine solicitude for children was the affirmation that there are certain elements in childhood which ought to be preserved in the highest manhood; that no man is truly great unless he can recapture something of the simplicity and humility of the child.
(Archbishop Fulton Sheen)

Who does not know that to teach a child to feed himself, to wash and dress himself, is a much more tedious and difficult work, calling for infinitely greater patience, than feeding, washing and dressing the child one's self? But the former is the work of an educator, the latter is the easy and inferior work of a servant. Not only is it easier for the mother, but it is very dangerous for the child, since it closes the way and puts obstacles in the path of the life which is developing.
(Maria Montessori The Montessori Method)

Patience is faith in action. Patience is emotional diligence. It's the willingness to suffer inside so that others can grow. It reveals love. It gives birth to understanding. Even as we become aware of our suffering in love, we learn about ourselves and our own weaknesses and motives.
(Stephen Covey The 7 Habits of Highly Effective Families)

What use is it to pile task on task and prolong the days of labor, if at the close the chief object is left unattained? It is not the fault of the teachers--they work only too hard already. The combined folly of a civilization that has forgotten its own roots is forcing them to shore up the tottering weight of an educational structure that is built upon sand. They are doing for their pupils the work which the pupils themselves ought to do. For the sole true end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.
(Dorothy Sayers "the Lost Tools of Learning")

If I were to have to label much educational material today, I'm afraid a large percentage would definitely be twaddle. How colorfully and scientifically our generation talks down to the little child! What insipid, stupid, dull stories are trotted out! And we don't stop there. We don't respect the children's thinking or let them come to any conclusions themselves! We ply them with endless questions, the ones we've thought up, instead of being silent and letting the child's questions bubble up with interest.
(Susan Schaeffer Macaulay For the Children's Sake)

The most basic element … is parental love, which finds fulfillment in the task of education as it completes and perfects its service of life.
(Pope John Paul II Familiaris Consortio)

To educate means to help someone understand the elements of reality in their fruitful multiplying, up to a totality which is always the true horizon of our actions.
(Msgr. Luigi Giussani The Risk of Education)

Our Lord wants us all to be the leaven in the dough of society. But He wants us to do this when we are properly prepared. Our job as parents is to prepare our children to be ready for the service to which God will call them. We need to furnish the children's minds and hearts with the true, the good and the beautiful, so that they may speak "in season and out of season" of the faith they have been given.
(Laura Berquist "Character Formation" Sursum Corda Fall 1998)

Kindness has converted more sinners than zeal, eloquence or learning.
(Fr. Frederick W. Faber )

Catholic education is the comprehensive system of interior formation which is ordered throughout by the concept and confidence in the Incarnation. The mystery of the Incarnation itself rests on an orderly sense of Creation and the confidence it gives is sustained in the face of sin by faith in the mystery of the Cross of Jesus.
(Mary Daly, Essay on a Curriculum for the Culture of Life)

Talk to your children about their academic work. Conversation with you is the most formative part of their intellectual life.
(Laura Berquist Designing Your Own Classical Curriculum)

It has always therefore been one of my main endeavours as a teacher to persuade the young that first-hand knowledge is not only more worth acquiring than second-hand knowledge, but is usually much easier and more delightful to acquire.
(C.S. Lewis, Introduction to On the Incarnation by St. Athanasius)

It is necessary not only that religious instruction be given to the young at certain fixed times, but also that every other subject taught, be permeated with Christian piety. If this is wanting, if this sacred atmosphere does not pervade and warm the hearts of masters and scholars alike, little good can be expected from any kind of learning, and considerable harm will often be the consequence.
(Pius XI, On Christian Education)

Unless a man's will has a purpose and it is a good one, education will do nothing for him except to fortify his own egotism.
(Archbishop Fulton Sheen)

"Diligence must be cultivated as daily habit so that it is a joy."
(Shinichi Suzuki, Young Children's Talent Education and Its Method)

God wouldn't have given us an intellect, if he didn't want us to think straight.
(Msgr. Ronald Knox)

"It is a great thing to be brought into the presence of a law, of a whole system of laws, that exist without our concurrence--that two straight lines cannot enclose a space is a fact that we can perceive, state and act upon but cannot in any wise alter, should give to children the sense of limitation which is wholesome for all of us, and inspire that sursum corda which we should hear in all natural law."
(Charlotte Mason, A Philosophy of Education)

Let us be faithful teachers. No matter what the pace, children need to know they can accomplish the tasks set before them. Meeting grade-level requirements in the early years is not as important as steadfast effort.
(K. Andreola A Charlotte Mason Companion)

No amount of pious training or pious culture will protect the faithful, or preserve them from the contamination of the age, if they are left inferior to non-Catholics in secular learning and intellectual development. The faithful must be guarded and protected by being trained and disciplined to grapple with the false systems of the age…. They must be better armed than their opponents - surpass them in the strength and vigor of their minds, and in the extent and variety of their knowledge. They must, on all occasions and against all adversaries, be ready to give a reason for the hope that is in them.
(Orestes Brownson Catholic Polemics)

You [should] think effectiveness with people and efficiency with things… I see many parents, particularly mothers with small children, often frustrated in their desire to accomplish a lot because all they seem to do is meet the needs of little children all day. Remember, frustration is a function of our expectations, and our expectations are often a reflection of the social mirror rather than our own values and priorities.
(Stephen Covey The 7 Habits of Highly Effective People)

The answer is a balance between structure and non-structure. But this balance must be reached after a consideration of various factors. These factors include the age of the student, the learning ability, the best learning style for the student, the teacher-mother's ability, and the subject matter itself.
(Mary Kay Clark Catholic Home Schooling)

Hence every form of pedagogic naturalism …Every method of education founded, wholly or in part, on the denial or forgetfulness of original sin and of grace, and relying on the sole powers of human nature, is unsound. …If any of these terms are used, less properly, to denote the necessity of a gradually more active cooperation on the part of the pupil in his own education… this would be correct, but in no way new. It would mean only what has been taught and reduced to practice by the Church … in imitation of the method employed by God Himself towards His creatures, of whom He demands active cooperation according to the nature of each.
(Pope Pius XI, On Christian Education)

It has been said that some of the great geniuses of the past never read half as much as the mediocre geniuses today, but what they read they understood and incorporated into a deeper dimension of knowledge.
(Archbishop Fulton Sheen)

True followers of Christ were meant to be at odds with the world: The pure of heart will be laughed at by the Freudians; the meek will be scorned by the Marxists; the humble will be walked on by the go-getters; the liberal Sadducees will call them reactionaries; the reactionary Pharisees will call them liberals.
(Archbishop Fulton Sheen)

Parents have the first responsibility for the education of their children. They bear witness to this responsibility by creating a home where tenderness, forgiveness, respect, fidelity, and disinterested service are the rule. The home is well suited for education in the virtues. This requires an apprenticeship in self-denial, sound judgment, and self-mastery-- the preconditions of all true freedom. Parents should teach their children to subordinate the "material and instinctual dimensions to interior and spiritual ones." Parents have a grave responsibility to give good example to their children. By knowing how to acknowledge their own failings to their children, parents will be better able to guide and correct them.
(The Catechism of the Catholic Church #2223)

If it be true that the world has lost its respect for authority, it is only because it lost it first in the home.
(Archbishop Fulton Sheen)

We teach our children more effectively when we develop our interior life with God, learn the Faith better through ongoing scriptural and catechetical instruction, and grow in virtue.
(Hahn & Hasson Catholic Education: Homeward Bound)

The key to successful Catholic homeschooling is living the sacramental life.
(Mary Kay Clark Catholic Home Schooling)

Besides giving an example of personal holiness, we can encourage maturity and spiritual growth in our children by providing ample opportunity for them to grow steadily in unselfish ways. Virtue and vice are both habits, learned through repetition. Help your child to learn early in life the good habits of virtue, first through service to his family then in going out of himself to love and serve his neighbor.
(Catholic Heritage Curricula, 3rd Grade Lesson Plans)

You are the light of the world. A city set on a hill cannot be hid. Nor do men light a lamp and put it under a bushel, but on a stand, and it gives light to all in the house. Let your light so shine before men, that they may see your good works and give glory to your Father who is in heaven.
(Matthew 5:14-16)

Any book which inspires us to lead a better life is a good book.
(Archbishop Fulton Sheen)

All knowledge is sterile which does not lead to action and end in charity.
(Cardinal Desire Joseph Mercier)

There is little point in keeping children out of Hell if you don't afford them the means of getting into Heaven. So give them solid catechetics, strong preaching, good example, healthy exercise, supervision in a general and determinant way but not in each particular and by all means permitting them the freedom of the good, dangerous books as well as the dangerous games such as football, or mountain climbing. Given the state of man, some will break their necks and sin; but in good Catholic families with common sense, the falls should be few and the bodies and souls recoverable.
(John Senior, The Restoration of Christian Culture)

... the rights of the family and of the State, even the rights of individuals regarding a just liberty in the pursuit of science, of methods of science and all sorts of profane culture, not only are not opposed to this pre-eminence of the Church, but are in complete harmony with it. The fundamental reason for this harmony is that the supernatural order, to which the Church owes her rights, not only does not in the least destroy the natural order, to which pertain the other rights mentioned, but elevates the natural and perfects it, each affording mutual aid to the other, and completing it in a manner proportioned to its respective nature and dignity. The reason is because both come from God, who cannot contradict Himself.
(Pope Pius XI, On Christian Education)

The Christian ideal has not been tried and found wanting. It has been found difficult and left untried.
(G.K. Chesterton What's Wrong with the World)

Do not be anxious about tomorrow, for tomorrow will be anxious for itself. Let the day's own trouble be sufficient for the day.
( Matthew 6:34)