Homeschoolers of Maine’s Annual Magazine
HOMEschooling in Maine Volume 27--2017
What If...? A Thought Experiment _____________ The Benefits of Slowing Down _____________ Why Teaching Chemistry is Important _____________ Fostering the Foundations of a Musical Child _____________ Teaching Grammar in a Relaxed Homeschool Setting _____________ Foundations of Preschool Math 1
HOMEschooling in Maine Volume 27 2017
Editor-in-Chief: Kimberly Miller Editorial Staff: Kathy Green, Proof Reader Photographic contributors: Kimberly Miller & stock photos Printer: Printing provided by Print Mail of Maine, Portland.
HOMEschooling in Maine is published by Homeschoolers of Maine PO Box 159 Camden, Me 04843-0159 (207)763-2880 (Fax 207-763-4352) HOME Board Members: Ed and Kathy Green homeschl@midcoast.com
Kathi Kearney
kkearney@midcoast.com
Chris and Jen Calnan back4tfarm@gmail.com
Chris and Tiffany Wilcoxson pastor@lifsource.org
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In This Issue
HOME’s 20/20 Vision 5 HOME’s Regional Representatives 6 Complying With Maine’s Homeschool Law--It’s Easy!
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What If...? A Thought Experiment 8 Dealing With Pressure? The Benefits of Slowing Down
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Why Teaching Chemistry is Important
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Fostering the Foundations of a Musical Child
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Teaching Grammar in a Relaxed Homeschool Setting
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Foundations of Preschool Math 24 Short Story Contest 27 Schedule of Events 2017-2018 32 Reasons to Support Your State Organization
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Bonus Section: Beginners’ Handbook 34 3
Homeschoolers of Maine is dedicated to furthering the interests of the education of children by their parents by all lawful means, including, but not limited to, support of and assistance to families who are educating their own children, dissemination of legislative and other information affecting the rights of parents to direct the education and upbringing of their children, participation in and sponsorship of conventions and educational seminars for teaching parents. Look at What’s New at HOME’s Website! Check out our website for the latest in news and events from Homeschoolers of Maine! It contains valuable information and encouragement to help you along, no matter where you may be in your homeschooling journey. On the website, you will find the HOME Blog, Upcoming Events, Discussion Forums, a Local Area Event Listing, and a very helpful Resources section. Find out the basics of how to get started, research homeschooling laws in our state, and even share a bit about your own homeschooling journey on our Share Your Story page! Visit www.homeschoolersofmaine.org today!
HOMEschooling in Maine Advertising Rates Inside Front Cover - $200 Inside Back Cover - $200 Outside Back Cover (color) - $250 Full Page Ad - $100 1/2 Page Ad - $75 1/4 Page Ad - $50 1/8 Page - Business Card - $30 Classified Page - $10
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For more information, contact Mary Collier at mary4homeadv@gmail.com.
Stay in Touch with HOME! There are so many ways to stay in touch and communicate with HOME: sign up for our Email news updates, follow our Facebook page, join the HOME Convention Facebook group, participate in our discussion forums, or just pick up the phone! Find out more on the Contact Us page of our website: www.homeschoolersofmaine.org/contact-us
HOME’s 20/20 Vision What lies ahead for HOME and homeschooling in Maine? Growth! HOME’s Regional Representatives While the school age population is declining, homeschooling in Maine continues to grow! Over the past decade, homeschooling has increased by more than 35%. As a result, the ministry of HOME continues to grow and expand its reach in an effort to meet the needs of homeschool families. Success! Over the course of a year, it now takes more than one hundred HOME volunteers to carry out the work of this vital ministry in our state. The success of HOME’s activities, field trips and annual events (i.e. convention, graduation ceremony, used curriculum sale, etc.) depend on the helping hands of many. Our HOME Digest, website, social networking tools, and other regular publications require quite a number of experienced and talented volunteers. Trained staff and volunteers help with annual assessments and curriculum planning. Experienced volunteers assist Maine homeschoolers every day with their many questions and concerns. Freedom! In addition to meeting needs, protecting homeschool freedoms is of paramount importance to HOME. Throughout the year, several volunteers spend many hours monitoring federal and state efforts to control or regulate homeschooling. During the legislative session each year, HOME’s President attends a number of public hearings and committee work sessions to determine any possible impact of proposed new laws on homeschooling. Security! As each new year passes, we can look back over past years with grateful hearts. Though we have faced many challenges, God has granted many blessings and protections to Maine homeschool families. Through much sacrifice and with great courage, the early pioneers cleared and paved the way toward greater homeschool freedom in Maine. As a result, many more families are able to travel the road safely and securely with the assurance of help, support and clear direction all along the way. Strong Leadership! Though it is difficult to see what lies ahead, we know that we must plan for and expect continued growth in homeschooling in Maine. HOME must be ready to serve even greater numbers as more and more families seek refuge from the world and from public schools. HOME is building a foundation of strong leaders in every corner of the state to help. However, in the years ahead we will need more than that. Future HOME leaders will need greater space to house and provide resources and services to homeschool families. Even at this juncture, our HOME Office is too small a space to serve others, comfortably. Storage and meeting space is extremely limited. Hope for the Future! We will move forward with hope, and trust that the Lord will continue to provide as He always has. However, each of us must do our part. Please prayerfully consider how you can join us to become a part of HOME’s 20/20 Vision for the future. By 2020, we truly hope to have passed the leadership baton to a new generation of committed and capable leaders who will continue to open HOME’s doors wide, and welcome many more families into the safe refuge that homeschooling provides. Thank you, and God bless you! HOME Board of Directors Please join in the work of HOME by supporting the ministry with your financial gift. Levels of support include many discounts and benefits! See the form on page 33 for more information on how to join.
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HOME’s Regional Representatives
HOME Regional Representatives are veteran homeschoolers who bring the ministry of HOME closer to homeschooling families in every area of the state. Regional Reps provide a HOME presence within their region that is informative and encouraging. They are often the first friendly voice for a new homeschooling family. Region 1: Aroostook & Piscataquis Counties Regional Reps - John & Sharon Bulley (207) 532-6734 - Houlton, ME jsbulley@pwless.net Region 2: Penobscot, Hancock & Washington Counties Regional Reps. - John & Sharon Bosley (207) 546-7766 - Millbridge, ME coastalwork@juno.com Region 3: Knox, Lincoln & Waldo Counties Regional Reps. - Zach & Kim Mazone (207) 751-8484 - Dresden, ME eaglecovefarm@gmail.com Region 4: Sagadahoc, Somerset & Kennebec Counties Regional Reps. - Robert & Amy Decker (207) 737-8885 - Bowdoinham, ME stampinamy@myfairpoint.net Region 5: Androscoggin, Oxford & Franklin Counties Regional Reps. - Daryl & Michelle Collomy (207) 423-6783 - Hiram, ME room4more29@gmail.com Region 6: Cumberland & York Counties Regional Reps. - Mark and Tracey Lopez (207) 647- 3515 - Bridgton, ME lightwalking207@gmail.com
Support HOME With a Portfolio Evaluation
methods of homeschooling. The purpose of evaluations is to verify that work was accomplished, progress was made, and records were kept according to the state’s requirements. Portfolio evaluations also provide an opportunity for experienced homeschoolers to help other homeschooling families who might be struggling in some way.
Visit the HOME Website for More Information!
Upon completion of the evaluation, families will receive a letter written and signed by a Maine certified teacher. A copy of this letter must then be sent to the Department of Education and the local superintendent.
Maine homeschoolers are required to submit annual assessment results to the Maine Department of Education and their local superintendents. Many homeschoolers (especially new homeschoolers) become concerned about the annual assessment required by the state. HOME has provided a convenient annual assessment option that is completely homeschool friendly and fulfills the state requirements. In addition, families who choose to participate will be financially supporting Homeschoolers of Maine.
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Portfolio Evaluation Cost: $39 per child (for members of Home School Legal Defense Association)
$49 for non-members HOME recommends a portfolio evaluation as a means of annual assessment for homeschooled children. Evaluations through HOME are a simple and easy solution for homeschooling families. There is no need to drive or pay To find out how to participate in HOME’s Portfolio Evaluation, please visit high prices! During the summer months, a review committee including the HOME Table during the convention or the HOME website. If you have Maine certified teachers conducts portfolio evaluations at the HOME Office. more questions concerning annual assessments, contact HOME at 207-763The committee does not critique or make judgments concerning choices or 2880 or homeschl@midcoast.com.
Complying With Maine’s Homeschool Statute...It’s Easy! By Ed Green, President and Founder of HOME In May 2003, Governor John Baldacci signed into law a complete overhaul of Maine’s homeschool law. Since then, the law has provided great relief to homeschooling families throughout Maine. The process has been so easy that many of you have been wondering if you were neglecting something! Here is an outline of what is required. Under the law, those wishing to begin homeschooling a child for the first time in Maine must file a written notice of intent within the period of 10 days before and 10 days after the beginning of the child’s home instruction program. This applies to a child removed from school at any point during the school year to be homeschooled, or to a child who moved into Maine at any point during the school year. If the child is currently enrolled in a public or private school, it is advisable (though not required) to file the notice of intent—or at least give the school informal notice—before the child is withdrawn. The notice of intent must be filed simultaneously with the local school administrative unit and with the commissioner of education. It must include: • • • •
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the full name, signature, and address of the parent or guardian, the full name and age of the student, the date home instruction will or did begin, a statement of assurance that instruction will be provided for at least 175 days annually and will cover the following subjects: English and language arts, math, science, social studies, physical education, health education, library skills, fine arts, Maine studies (in at least one grade between grades 6 and 12); and that the student(s) will demonstrate proficiency in the use of the computer (in one grade between grades 7 and 12). a statement of assurance that the parents will submit a year-end assessment.
Each subsequent year by September 1, the family must file a letter with the commissioner and the school administrative unit. The letter must state whether the student’s home instruction program will continue. It
should be signed by the parent or guardian, and include the parent or guardian’s full name and address, and, of course, the child’s full name. The family must enclose a copy of the previous year’s annual assessment results for the child. (Options for the annual assessment can be found on page 6 and at our website, and include portfolio evaluations by a Maine certified teacher or standardized testing.) Both the one-time notice of intent and the letter each subsequent year should be clear and legible, or you may be inconvenienced by an official contacting you for clarification. The law requires you to keep copies of all items that must be submitted until the homeschool program concludes. (It is advisable to keep them longer). They must be made available to the commissioner upon request. When mailing documents to the school administrative unit or commissioner, we strongly recommend using certified mail, return receipt requested, so you can prove that you sent the required documents, if that ever becomes necessary. Carefully file the green postal receipts. The process is as simple as that! We thank God for the homeschool freedoms gained in 2003. Pray that He will continue to preserve homeschool freedoms in Maine for all those presently homeschooling and for all homeschoolers in the generations to come. Ed and Kathy Green are the parents of four grown daughters who were homeschooled through the 12th grade. After homeschooling their daughters for more than twenty years, Ed and Kathy are now helping with the homeschooling of their grandchildren! In 1990, Ed and Kathy co-founded Homeschoolers of Maine in an effort to provide information, support and encouragement to homeschoolers throughout the state. Ed currently serves as the President of Homeschoolers of Maine, and speaks throughout the state on topics and issues related to parental rights and homeschooling. Kathy manages the daily details at the HOME Office. They reside in the town of Hope.
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What If . . . ?
A Thought Experiment  Brian Ray
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“There are a number of negative critics of homeschooling who think parent-led education cannot be good for children.”
Findings Hypothetically, let us say that the home-schooled turn out to be basically average compared to the state educated. That is, the scores of the homeschooled are within five percentile points, or maybe one-eighth of a standard deviation, of those of the public schooled. This is for both achievement and social skills. And let us say it does not even matter whether the home educated scores were a touch higher or lower, but just basically average or not statistically different.
What is behind many scholars’ disapproval of homeschooling? There are a number of negative critics of homeschooling who think parent-led education cannot be good for children. There are also a number of research critics who say research on homeschooling basically tells us nothing. Both are pretty grumpy about the idea that homeschooling is good for students and society. Questions Context
Many research critics would say, “Aha, we told you so. We predicted that if representative samples were had and all the variables were controlled, then there would be no difference in outcomes, or maybe the home educated would perform worse.” Many critics of homeschooling itself would say, “See, we knew homeschooling couldn’t do any better. We thought it would do worse, but at least we were right that it shows up no better.”
At the same time, 30 years of research has found many positive things, and basically nothing negative, to be associated with homeschooling.1 Homeschool students consistently score 15 to 30 percentile points above the public school average on standardized tests. Homeschooled students from low-income and high-income homes and with both low-education and high-education parents are doing well. The home educated are doing as well or better than the classroom schooled on measures But this would all beg some questions. Let me pose of social development. And adults who were home edu- a few, if the findings of the hypothetical study mencated are doing well in college and on many other mea- tioned above were true. sures of success in adulthood. • Do the home educated need to do better than So what, if anything, would help those who are grumpy the public schooled? If yes, why? about homeschooling be at least neutral about it? Let us • Is it not interesting that parents who typically try a thought experiment. have no formal training in teaching, in pedagogy, or in child development can help their children Methods perform just as well academically as those taught in schools by university-graduate experts? Imagine that the “perfect study” were to be done. The Should we be impressed that State certification of researchers have a sizable budget of perhaps a half-milteachers seems to not be associated with academlion dollars or so. They are able to randomly select and ic achievement? get a very high participation rate from 200 graduates • Should we be impressed that State certification of twelve years of homeschooling, and compare them of teachers seems to not be associated with acato 200 randomly selected and comparable graduates of demic achievement? public schooling. • Is it not interesting that children who are not with same-age peers and adults outside their These 18-year-olds are given a standardized achievefamily all day, most days per week, and nine ment test that is valid and reliable for both the home months per year are doing well socially when so educated and the public schooled. Further, they are givmany psychological and other experts have said en a test of social skills that is valid and reliable for both they would not? groups. • Should the taxpayer be interested in the fact that $12,000 (plus capital expenditures, plus the cost We then see that the top-notch researchers carefully of research and development at all the state unicontrol all the typically relevant background variables versity schools of education) is not being spent on such as parents’ formal education level, family income, each of these 2.2 million homeschool children evparents’ marital status, ethnicity/race, special needs ery year in State/government schools?2 status, and urban/rural location. • Would the de facto negative critics of homes-
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chooling and the critics of past homeschool research change their tunes and start promoting homeschooling? Would they say, “Hey, shucks, since these young adults are doing just as well as the ones on whom we spend far more than $144,000 for their twelve-year State education, why not promote homeschooling?”
Caveats
Remember that the above was a thought experiment. The findings have not been found. The biases of many of the negative critics of homeschooling and of research on homeschooling, however, are fairly clear if one gives their writings a careful reading. Even “average” when it comes to comparing the homeschooled to the public schooled, should be lauded by the fair- minded and perConclusions fectly objective. Far too many homeschool antagonists, My take, based on reading almost all of the academ- however, are anything but perfectly objective. ic criticisms of home-based education and of research on homeschooling, is that no one should expect more than a miniscule number of these critics to start promoting homeschooling even if the findings of this hypothetical study were true. Brian D. Ray, Ph.D., is president of the National Home I have carefully reviewed in other articles their criti- Education Research Institute, a nonprofit research and cisms and it appears to me that something very philo- education organization. Dr. Ray often serves as an exsophical underlies their negativism toward parent-led pert witness in courts, testifies to legislatures, and is inhome-based education.3 For some of them, home- terviewed by the media. Brian is married to Betsy and schooling will not “. . . build momentum for the large they have eight children and four grandchildren. scale [critical theory or socialistic or neo-Marxist] Note: You can keep the think tank NHERI and Dr. Ray transformations that are necessary” for America.4 For doing this work by donating here: http://www.nheri. others, no private education is good, and it all must org/donate.html. NHERI is not publicly/tax funded. be banned, and all children must attend State/govern- Endnotes: 1. Ray, Brian D. (2013). Homeschooling associated with ment schools.5 beneficial learner and societal outcomes but educators I think it would be nearly impossible for many of these do not promote it. Peabody Journal of Education, 88(3), critics to promote or even be neutral toward homes- 324-341 and (2) Murphy, Joseph. (2012). Homeschoolchooling because parent-led education does not allow ing in America: Capturing and assessing the movement. them to affect the religious, philosophical, and polit- Thousand Oaks, CA: Corwin, a Sage Company. ical vision they have for the United States or any na- 2. Retrieved June 24, 2015 from http://www.nea.org/ tion. These critics want to control and have power over assets/docs/NEA_Rankings_And_Estimates-2015-03molding children’s minds and therefore the society in 11a.pdf. which they live. They claim that their control of ed- 3. For example, see: Ray, Brian D. (2013). Homeschoolucation is for the good of the children and for a just ing associated with beneficial learner and societal outsociety, but they are hard- pressed to admit that their comes but educators do not promote it. Peabody Jourclaims and visions are built upon their religious-phil- nal of Education, 88(3), 324-341. 4. Apple, Michael W. (2006, December 21). The comosophical faith. plexities of black home schooling. From www.TCReIn other words, even if “the perfect study” were done cord.org. and it showed that homeschooling causes higher aca- 5. Fineman, Martha Albertson. (2009). Taking childemic achievement and average social-skill develop- dren’s interests seriously. In Martha Albertson Finement, many of the scholarly negative critics of home- man and Karen Worthington (Eds.), What is right for based education would still not promote it. Many of children? The competing paradigms of religion and huthese detractors would not promote homeschooling man rights, 229-37. Burlington, VT: Ashgate Publishing because such education removes these children from Company. the influence of these scholars and the government/ public system of teaching, training, and indoctrination Article used with permission. This article first appeared in The Old Schoolhouse Magazine Fall 2015 Issue. To of which they are fond and from which they benefit. read more articles like this one, visit http://www. theoldschoolhouse.com/tos-back-issues/
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Dealing with Pressure? The Benefits of Slowing Down Diana Waring
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When it comes to education and child development, the path is more important than the destination.
You know the story of the frog in the kettle, right? The one where the frog remains in water that used to be a healthy temperature? As you remember from that story, not being aware of the rising heat in your circumstances has a very bad outcome!
Across our modern culture, there is a similar increase in the “temperature” of our daily tempo. We scurry here, we run there, and we have impossible to-do lists that never get done. Fast food, fast travel, movies on demand, and instant books on e-readers allow us to go through life at a dead run. The pressures of daily living have risen to red-hot, but—like the frog—we remain in this environment. To this “normal” pressure-driven life, hundreds of thousands of us have added homeschooling our children. And, because of the massive expectations placed upon homeschoolers to have perfect children with phenomenal academic success, we feel an incredible weight added onto our shoulders to do all of this and more. The highly pressured, 21st century pace of life applied to school becomes fast education. My definition of fast education: Know it all; do it all; finish it all—better and more quickly than ever before. The problem with fast education is not only that it does not work, but that it can actually harm the development of our children.1 As much as fast food negatively affects our physical health, so fast education negatively affects a child’s curiosity, creativity, and problem-solving ability. How, then, do we combat this educational pressure in our homeschooling? Begin by rethinking the learning goals for your children. Choose which of these is more important:
demonstrates not only memory but mastery of the material. Get 100 percent on a standardized test. OR Demonstrate an ability to take what is presented in a textbook to a deeper level, asking questions and pursuing answers beyond the book. Begin college at an unusually early age. OR
Show a vibrant approach to life; be interested in many topics; be able to learn independently, and be confident and mature. The purpose of these choices is to highlight the fact that, when it comes to education and child development, the path is more important than the destination. Taking the time to follow a passion (like art or science experiments or writing or sports) often provides a richer, more balanced, and stronger foundation for adulthood than rushing through academics at the speed of light. These pursuits develop endurance, patience, self-motivation, and a delight in learning—all of which are extraordinarily helpful in any endeavor. So, rather than the destination of graduation (with university or career afterwards), we focus first on the path of learning—loving to learn and knowing how to learn independently. With that path in mind, here are two practical suggestions (though you will discover many more) as you start down the path of s-l-o-w-i-n-g down.
Finish the textbook by the end of the year.
First Suggestion
OR
Make room in your daily or weekly schedule for letting your kids brainstorm something interesting to do or some creative project they would like to make. Sometimes this would connect to something they are study-
Have an engaged discussion with your students about something they learned in the textbook—one which
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ing, but sometimes it can be self-directed. When my high school-age daughter was studying the Roman Empire and the early Church, she decided to capture what she had learned by shooting a video of a television news broadcast from 155 A.D.! The breaking news of that show was the recent martyrdom of the 2nd century Church bishop Polycarp. As she and her brothers brainstormed how to pull this off, they decided to rearrange furniture to create a desk for the “news anchor” and they created theme music for the show and even two hilarious TV commercials. My daughter played the part of the on-the-spot reporter who had witnessed the last words of Polycarp and had observed the effect they had on the huge crowd who had come to see him killed. I can still remember the awe I felt as she presented the scene with a fresh, creative perspective. The Benefits Allowing your kids to have this kind of creative time can lead them to their passion. It can also help them become a problem solver, as they find their way through issues arising in the creative process. Second Suggestion Encourage your children’s curiosity. When they ask, “Why do leaves turn colors?” consider shutting the books and going outside. Of course, you can simply do an Internet search on “why leaves change color” but that pales in comparison to the experience of sliding your feet through piles of fallen leaves, looking for the most interesting leaves, pressing those leaves between paper for preservation, drawing a picture and writing a description of your favorite leaf, looking in a field guide to discover what kind of trees dropped these leaves, and looking in an encyclopedia or on the Internet for the explanation of why leaves change color. Which would your children prefer—a 30-second internet search or a 45-minute exploration of your yard? It takes 44.5 minutes longer, but having the time to investigate, ponder, draw pictures, ask questions, and discover answers will fuel their wonder and hunger to learn.
Encouraging your children’s curiosity will develop self-motivation, as they are allowed to find answers to what interests them, to learn about things beyond the curriculum, and to “think outside the box.” They will also remember more deeply what they have learned through their own exploration and discovery. The effects of slowing down educationally are the opposite of what you might expect. Rather than learning less, surprisingly, children will actually learn more, at a deeper and more interconnec- ted level. Their self-motivation, their ability to learn independently, their skill at problem-solving, and their joy in learning will develop over time and through many experiences. As a matter of fact, “over time and through many experiences” is the curriculum for these highly desired qualities. The takeaway? When it comes to your children’s education, turn down the heat. In other words, s-l-o-w down!
A pioneer in homeschooling, author of the Experience History Through Music series and History Revealed curriculum, and international speaker—four continents and counting!—Diana Waring cares about how people learn as well as what they learn. Follow her witty and practical blog at dianawaring.com/blog; check out her fast-paced, God-honoring, sit-on-theedge-of-your-seat-in-suspense world history products, and discover America’s history through folk music in the new Experience History Through Music series. Learning has never been this fun! Endnote: 1. http://www.early-childhood-education-degrees. com/the-pre-planned-childhood/
Not every question takes this sort of shut-the-book, go-outside response. Some are just for a forgotten fact. But when they turn to you with that look on their faces because they are pondering life’s inexplicable questions, then you can engage with all of the hands-on, interest-driven exploration. The Benefits
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Making One Lesson Count
A well-designed discussion of a single story can dramatically affect the way your student reads all other stories. Adam Andrews 14
Here’s a fundamental truth about the universe: the homeschool parent never has enough time. Adding the obligations of a classroom teacher to the obligations of a spouse, a parent, a friend, a neighbor and an employee is a crazy idea, and if your decision to attempt this feat in the coming year fills you with fear and trepidation, you are not alone.
show your students how to think for themselves about any book they read.
Here are a few examples of questions you can ask about any book in the world. In order to demonstrate their effectiveness, I’ll answer them for two books at opposite ends of the curriculum: Russell Hoban’s A Bargain for Frances (written for second graders) and Marjorie Rawlings’ Nobel Prize-winThere is a solution, however, that effective home- ning The Yearling (written for grownups.) school teachers rely on every year. In fact, I encourage everyone to try it. It involves being real- Who is the protagonist, or main character, and istic about the demands on your time and setting what is he like? reachable goals for yourself and your students. When it comes to reading and literature, for ex- In A Bargain for Frances, Frances the badger is inample, try calculating the hours you can actual- nocent and gullible. In The Yearling, Jody Baxter is ly devote to preparation, and figure out exactly an innocent, selfish, childish and lonely boy. how many books you can read, given those hours. Then, simply teach that many books. What does the protagonist want most in this story? Is this desire shared by all people, to some degree? Simple, right? In what way do you, the reader, share this desire? But what if you only have time to read one book with your student this year? Should you throw your hands up in despair and enroll him in the local government school?
In A Bargain for Frances, Frances wants a china tea set – but she also wants a friendship based on honesty and mutual respect. In The Yearling, Jody wants a friend to ease his loneliness. This desire for true friendship, evident in both stories, is universal Well it’s up to you, of course, but let me suggest and helps us relate to both protagonists. that you might be missing a great opportunity. You would be surprised at how powerful that one What is the central conflict in this story, and who lesson can be. In fact, a well-designed discussion or what are the main antagonists? (In other words, of a single story can dramatically affect the way why can’t the protagonist have what he wants?) your student reads all other stories for the rest of What other stories have you read that feature the his life. same type of conflict? This is because a good discussion focuses not only In A Bargain for Frances, Frances’ own immaturion the content of the book at hand, but also on ty makes it difficult to have the right kind of friendthe structural and stylistic elements that the book ships, and she must grow up a little before she can shares with every other book in the world. This find them. In The Yearling, too, Jody’s immaturity means that engaging in a good discussion of a sin- blinds him to the real nature of the world, and the gle great book can equip a student to grapple with cure for loneliness that it provides. In the end, both dozens of others unassisted. protagonists discover that the blessings of maturity are earned by those who embrace its responsibiliRemember the adage, “Give a man a fish and he ties. eats for a day; teach a man to fish and he’ll never go hungry?” In a way, a good literature discussion What changes does the protagonist undergo during teaches students to fish. this story? Is he humbled or exalted? What causes these changes? Based on your own experience, can By asking thought-provoking questions you identify with these changes? about the basic elements of fiction, you’ll
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Frances learns to take care of herself; through her negotiation with her friend Thelma, she becomes less gullible and wiser to the frailties of human nature. For his part, Jody must eventually leave his childhood behind and become the man of the house, taking on the daily responsibilities of adulthood. Both of these transformations reflect rites of passage that all readers can identify with. If you had to summarize the main idea of this story in a single word or phrase, what would you choose? What other stories have you read that could be summarized with the same word or phrase? Both of these stories can be summarized with the phrase Coming of Age, a term that also applies to countless other works of literature at every reading level, including The Odyssey, Great Expectations, The Bronze Bow and To Kill a Mockingbird.
As you can see, the questions listed here are as appropriate for the bedtime story as for the Nobel Prize-winner. Teach your student to ask them of the bedtime story, and later on he will be able to ask them of the classics himself. The best part is, you can introduce them with the bedtime story in a single lesson! Even if you are pressed for time, there’s no need to send your kids away to school. While we’re on the subject, though, take another look at the list above. Can you imagine any of those questions leading naturally into a discussion of world-view assumptions, life-changing decisions, or questions of identity, purpose and meaning? If so, do you really want a stranger helping your student answer them? Wouldn’t you rather teach him how to fish yourself? Once he learns, he’ll never go hungry again—even if you only taught him one lesson!
How does the setting of this story underscore the author’s theme? How is the setting uniquely suited to the author’s purpose? (In other words, could this story stress the same theme if the setting were different?) Adam Andrews is the Director of the Center for While the message of A Bargain for Frances is Literary Education and a homeschooling father not dependent on a particular time and place, The of six. Adam earned his B.A. from Hillsdale ColYearling draws much of its power from its setting lege and is a Ph.D. candidate at the University of in the Florida scrub during the late 19th century. Washington. He and his wife Missy are the authors The harsh conditions and constant battle with pri- of Teaching the Classics, the popular reading and vation and hardship that characterized that time literature curriculum. They teach their children at and place are the catalysts that force Jody through home in Rice, Washington. For more information, the changes that will make him a man. visit www.centerforlit.com. Does the author use literary devices such as symbolism, metaphor, imagery, allusion or juxtaposition to emphasize the story’s themes? How effective are these devices?
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Russell Hoban uses rhyme, rhythm and dramatic irony to emphasize Frances’s gullibility in A Bargain for Frances, while Marjorie Rawlings creates one of American literature’s greatest symbols in The Yearling. Flag, the young fawn that Jody takes to his heart, dramatically symbolizes youth and innocence. As Jody puts Flag away, forsaking his own childhood forever, readers feel the pain that loss of innocence always brings.
Why Teaching Chemistry is Important Joey Hajda
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When the subject of chemistry comes up, many folks envision white-coated researchers in sophisticated laboratories working with dangerous chemicals. The purpose of this article is to show you that chemistry is much, much closer to all of us than we might think so that you might give serious consideration to investing effort in exposing your child to chemistry in his or her high school years. Let’s take a brief look at four elements on the periodic table with which all of us are familiar: hydrogen, sodium, potassium and calcium. Let’s begin with hydrogen. Hydrogen Think back in history. Perhaps you’ve heard of the hydrogen bomb, also known as the Hbomb. Experts say it has the potential to be one thousand times more powerful than the atomic bomb, which killed more than 200 thousand people in Japan during World War II. Hydrogen was, and still is, an extremely reactive element. But, hydrogen is readily found in our environment and is absolutely vital to our survival—in the form of water. These crazy-reactive hydrogen atoms can be “tamed” by linking them to oxygen atoms to form H2O—which is water! Water doesn’t blow up people. How can this be? Well, theories developed by chemists tell us that it all has to do with electrons found in the atoms of these elements. Getting these electrons “settled” can result in reactive substances becoming very stable, like water. Sodium Let’s turn our attention now to our second element on the list (another “rowdy” element): sodium. Like hydrogen, sodium, by itself, is an extremely reactive element. In fact, sodium reacts with water so violently that it must be stored in a petroleum product to keep it from contacting water vapor in the air. But, if we allow sodium atoms to satisfy their desire of losing one electron by donating it to an atom of, say, chlorine, we end up with a very stable compound, sodium chloride, commonly known as table salt. And 18
again, table salt is obviously not going to result in any big explosions when mixed with water. This is amazing chemistry happening here, right? In the media we hear a lot about limiting the sodium in our diets, and we’re told to reduce our intake of foods containing high levels of salt. The basic problem here lies in the idea that where salt goes, so goes water. If we eat lots of salty food, the sodium chloride goes into our blood stream and takes along lots of water. Our blood volume increases which makes it harder for our hearts to pump. Because our hearts are working harder and pushing the blood harder, our blood pressure readings go up. This results in damage to blood vessels and, consequently, organs everywhere in the body. So, understanding the chemistry of salt intake is very important. But, sodium is not an element we can live without. In fact, sodium is required for all nerve function in our bodies! The conduction of nerve impulses depends upon sodium atoms moving into and out of neurons. Your ability to read this article depends upon sodium! So, having sodium in our diets is essential to survival; not overdoing it is the key to good health. And, this brings us to the third element we’re going to discuss in this article: potassium. Potassium Recall from the paragraphs above that sodium is required for nerve impulses to travel throughout our brain and body. Sodium’s essential partner in this process is potassium. Between the two of them, neurons are enabled to transmit signals all over our bodies. Plus, potassium plays an even larger role when one considers our hearts. In exact, tiny amounts, potassium is required for the muscles of our hearts, myocardia, to contract. In other words, potassium must be present in order for our hearts to beat. And even more important than that is the fact that potassium must be present in order for our hearts to beat again and again and again! If levels of potassium are too low or too high, it can lead to heart malfunction. Knowing about the chemistry of potassium is vital! Calcium
And finally, now, let’s look at our fourth element of this article: calcium. I think we all know that calcium plays a major role in the strength of our bones. We hear a lot about maintaining our calcium intake to ensure adequate bone strength, especially in later years of life. But did you know that calcium also plays another extremely important role in our bodies? We’ve talked about the necessity of sodium and potassium in our bodies when it comes to nerve function. Regulating this sodium and potassium action is the job of calcium. You might think of calcium as being like the traffic cop of the neuron highways of our bodies. Incorrect calcium levels can lead to chaos in our nervous system. So, is knowing about chemistry important? You bet it is. Chemistry is not just about labs and glassware. It’s about you understanding your body and making good decisions about your health, too! Do your son or daughter a big favor, and expose him or her to a good foundation course in chemistry. Being informed about why things are the way they are helps them to make good decisions. Invest some time now while your kids are developing habits regarding what they eat and the activities in which they participate. Chemistry is important, and it’s certainly closer to home than one might think.
Joey Hajda has loved science since he was a boy. His initial career choice was veterinary medicine, but after receiving his veterinary degree, he discovered that he loved teaching as much as he loved science. Consequently, he earned a master’s degree in education. His teaching career has now spanned almost 25 years and has included public school, community college, and homeschooled students— including his own ten children. He and his wife, Lisa, wrote Friendly Chemistry: A Guide to Learning Basic Chemistry (www.friendlychemistry.com), Friendly Anatomy: The Bovine Skeletal System (friendlyanatomy.com) and soon-to-be released, Friendly Biology (www.friendlybiology.com).
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Fostering the Foundations of a Musical Child Laying the foundations for a musical child is no different than any other subject.
Michelle Martin 20
You have taught your child at home since birth. From encouraging their first syllables to helping them learn how to feed and express themselves, you were there to provide a safe and secure environment in which to learn. The language of music does not have to be a foreign one, but a language that your child can learn and use for his or her entire life. Establishing the basic skills and knowledge of music theory is no different than teaching your child to read and write. Music theory provides the framework for the appreciation and application of music. The following information is to encourage and empower you to foster the foundations of a musical child by teaching him music theory skills. Start with the classics as early as possible: think J.S. Bach, Beethoven, Mozart, and Brahms. Exposure to a variety of music early on helps your child learn the way different genres sound and is essential for his ability to hear tones and match pitch. Some favorite classics are Bach’s Toccata and Fugue in D Minor, Mozart’s 12 Variations in C Major on “Ah, vous dirai-je, Maman” (“Twinkle, Twinkle, Little Star”), Beethoven’s Fur Elise, and Brahms’ Lullaby. Once your child is familiar with some of the classics, slowly introduce other composers or music genres that encourage her to express herself. One way to introduce music is to read about composers and instruments. Some favorite books for young children are Anne Gatti’s The Magic Flute, Barrie C. Turner’s Carnival of the Animals by Camille Saint- Saens, Janet Schulman’s Sergei, Prokofiev’s Peter and the Wolf, and Lloyd Moss’s Zin! Zin! Zin! A Violin. Another way to introduce music is to create a classical music collection. Public libraries have many classical CDs you can borrow, and YouTube®, Google Music®, and iTunes® offer electronic options for your collection as well. A third way to introduce music is to have a musical movie night at your home. Some family friendly musical movies are Disney’s Fantasia, Walter Briggs’ The Snowman, and Albert Lamorisse’s The Red Balloon. There are also many wonderful movies about composers to watch as your child grows in music. Taking your child to a symphony orchestra concert or child-friendly musical are two more great ways to expose them to music. Check with your local orchestra or theater troupe, as many times they have concerts or shows appropriate for young children. Young children love repetition and songs that encourage participation, which is why nursery rhyme songs (i.e., “Old MacDonald,” “Wheels on the Bus,” and many more) are used in preschool classrooms. Singing along with your child will encourage him to experiment with words and music tones. Even if you don’t like your own voice,
you can inspire creative singing with your child. There can be loads of laughter while singing songs and incorporating finger play (think “Itsy Bitsy Spider” and “Where is Thumbkin?”). Children enjoy experimenting with different sounds, and none of the instruments you use have to be expensive or of professional quality. Pots and pans, wooden spoons, small recycled containers filled with cereal, and wooden sticks can be used to make a variety of rhythmic patterns. The most basic rhythms can be taught by shaking or tapping these household items. You can encourage your child to tap rhythmically to the beat of the music. Start off with music that has a prominent and steady beat, such as marches. Finding a steady beat is also wonderful practice for gross motor and fine motor skills. Some favorite marches are Sousa’s “The Stars and Stripes Forever” and his “Radetzky March” (medium speed), Mozart’s “Turkish March” (fast speed), and Brahms’ “Hungarian Dance No. 5” (fast and slow). Once you are ready to groove to the music, create a playlist of fun dance music and watch your child come alive. You can also take this opportunity to have your child learn new verbs by suggesting different ways to dance (stomp, tip-toe, fly, shake, and more). You and your child can move and learn music theory terms at the same time: fast (allegro) and slow (largo), high and low, smooth (legato) and bumpy (staccato), loud (forte) and soft (piano), and every tempo and volume in between. Eventually, your child will create her own ways of moving and grooving all on her own. Add scarves, ribbons, shakers, or drums for extra fun. Laying the foundations for a musical child is no different than any other subject. With a bit of practice, disguising music theory as playtime will become second nature. Many parents look forward to music time with their children and learn alongside their students as they continue their journey with private music lessons. Music theory can be a wonderful opportunity for the entire family to participate in something together. Make music part of your family’s everyday routine and create musicians for life.
Michelle Martin has been teaching music for more than 20 years. Besides teaching piano and voice, Michelle is a performer, choir director, writer, composer, and homeschool mom. She has published three music curricula through SchoolhouseTeachers.com. Reading is also a passion for Michelle, which is why she is an Usborne Books & More Consultant. Michelle lives with her husband, Jim, two daughters, Zoe and Eva, and a myriad of furry and aquatic friends. She encourages conversation at her email address: mmartin3275@gmail.com.
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Tackling Grammar in a Relaxed Homeschool Setting
Mary Hood, Ph.D 22
Anyone who is an avid reader will eventually learn proper grammar without a whole lot of fuss. One of the hallmarks of an educated person is the ability to communicate effectively using proper grammar. Unfortunately, an emphasis on developing proper grammar can also lead to drudgery and boredom. It doesn’t have to be that way! Anyone who is an avid reader will eventually learn proper grammar without a whole lot of fuss. The first step in helping a child eventually develop excellent speaking and writing skills is simply to read to them a lot when they are young. Make sure the books are well written and interesting, and limit the amount of time the children need to sit still, so that a love of reading develops over time. The second step, which can be the most difficult, is to ensure that proper grammar is spoken in the home. My husband was an English major; his mom was a third grade teacher who was very picky about matters concerning grammar. Nevertheless, when I first started homeschooling, my husband was working in the rural south and going into some homes where proper grammar was virtually non-existent. As people often do, he picked up some bad habits! At one point, I had to corner him. I told him that either he had to stop saying things like, “It ain’t,” or he was going to have to take over grammar instruction! Luckily, he grasped my point and tried harder to speak correctly.
the way you described the little one clinging onto his mother’s back!” After a little judicious praise, I would usually make one or two very minor corrections. One time I might mention that paragraphs are supposed to be indented at the start. Another time I would point out that sentences shouldn’t really begin with a conjunction, such as “and” or “but” although many writers do break that rule when they want to emphasize a word. The key is to suggest corrections a little at a time. Very few people like to get their writing back with red marks all over it and then be expected to rewrite it every single time! It is so easy to turn people off to writing! A little praise and a tiny bit of correction go a long way towards creating kids who love to write as well as read.
About the time kids enter the seventh grade or so, I usually start with some foreign language instruction. This is often a great time to get a little more serious about English grammar. For example, when teaching conjugation charts in other languages, it is always interesting to note that the English language is missing a part. We do not have a second person plural like most languages do. That’s why regions add their While we never used grammar workbooks, there were a cou- own, such as: “Ya’ll,” “Yous guys,” or, “You’ns.” ple of ways that I incorporated the study of grammar. First, since knowledge of the parts of speech is important for work- When I was about that age, I wrote a short story about a soling with editors, I wanted my children to be able to identify dier who ran away from battle to the home of a young girl. them. One way we did this was to use MAD LIBS® which I knew it was a very good piece and was extremely proud of are available at many bookstores. If you aren’t familiar with it. In the last sentence I wrote, “He came to me a frightened them, these are little stories with some of the words removed. little boy. He left a grown man . . . He never returned.” The person reading the story goes through the story and asks for a list of the parts of speech for the words that are missing. My English teacher didn’t say much about the quality of the For example, “The (noun) was going to the (adjective) (noun) story. Instead, she fixated on the fact that I used the three as (adverb) as he could.” Once the list is completed, the story dots in between sentences and asked me to rewrite it. I was is read using the words that the students provided. It is a already enough of a writer to choose to ignore her request. much more interesting way to learn the parts of speech than After all, I used those dots for a reason . . . and I was the studying them in a workbook. author! We also had some little magnetic words that went on the refrigerator. They were color coded for grammar. For example, green words might be adjectives; black ones could be articles. These would be easy to construct on your own, although they are still available commercially.
Be sure to recognize this in your kids. If they love to write, treat them like authors. Don’t turn them off by focusing on minor points of grammar. That doesn’t mean you should stop helping them. After all, real life authors use editors, too!
During the elementary years, most of our writing was done a little at a time. For example, if we went to the zoo, I might ask the kids to write a paragraph about their favorite animal. We often made use of pen pals, and sometimes the kids would write their own little “family newspaper.”
Mary Hood, Ph.D., and her husband, Roy, homeschooled their five children since the early 1980s. All have successfully made the transition to adulthood. Mary has a Ph.D. in education and is the director of ARCHERS for the Lord, Inc. (The Association of Relaxed Christian Home Educators). She is the author of The Relaxed Home School, The Joyful Home Schooler, and other books, and is I always tried to say something positive and motivational available for speaking engagements. Contact her via her website, first: “Grandma will love your letter telling her about the bal- www.archersforthelord.org.
let recital!” “Oh, the monkeys were my favorite, too. I loved
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Foundations of Preschool Math Skills
Tina Rice Be intentional in bringing up math throughout the day and your child will have a fabulous mathematical foundation.
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Math and number sense are important. They are important to adults, and they’re important to children. They’re also important to preschoolers. In this article we’ll focus on fun and engaging activities to build a preschooler’s math skills. Math should be fun!
• Count fingers and toes, and as your child progresses, cover up one or two and ask how many are missing and how many are left.
It’s important for a preschooler to have a good grasp of number sense, measuring, and basic geometry. There are many activities that can be done at home to help your preschooler excel in math concepts without filling your day with tiring deskwork. The mathematical foundation you provide your preschooler is the foundation for their continued math learning and is essential for making your child comfortable with learning advanced math concepts as they get older.
• Cook together! Cooking gives you the opportunity to count, measure, and halve, double, and triple a recipe. It also allows you to sort and follow directions.
The following are some activities you can do at home to teach and strengthen math skills in your preschooler. Don’t wait until your child is three or four to begin using mathematical words. Starting with when your child is a baby, count items, name shapes, cook together, and play number games.
• Play card games. These games familiarize your child with numbers and types. You can play matching games: match the number or suit. Go Fish is a favorite with many children, and it helps them learn to match number names with numbers.
• Read counting and number books that show both the number and correct item count. This establishes a correlation between a written Math is a broad subject covering counting, addi- number and its value. tion, subtraction, multiplication, and division. It • After doing laundry, sort clothing also covers shapes (geometry and trigonometry), sorting, classifying, and more! So what is math? into types—tops and bottoms, similar colors, sizLivescience.com defines math as the science that es (big and little), a similar-type pile and a differdeals with the logic of shape, quantity, and ar- ent-type pile, clothes with polka dots and clothes rangement. Mathforum.org says: mathematics is without, clothes with patterns and clothes without patterns. the derivation of theorems from axioms.
In an email interview I conducted with author DJ Schneider Jensen1 after we spoke earlier in person, Jensen1 wrote: “Children use math all day long. The key is to find opportunities to identify and label their learning. When you match children’s interests with the domains you are teaching, you Don’t let math and numbers scare you! There are create a relevant opportunity to learn. many daily activities you can do at home and while out and about that will strengthen your child’s “For example, when a child is looking for the perknowledge of the subject of math. The internet is fect block to finish his castle, consider asking him, full of math activities and games for preschoolers. ‘What shape are you looking for?’ When they noUsing Pinterest and looking up ‘Preschool Number tice that a friend has an extra cracker at snack, you Sense’ resulted in thousands of activities available can take a moment to ‘investigate and discover’ for the homeschool family. A parent could spend how many each child has. hundreds of hours researching curricula and programs for teaching preschool math, or they could ‘Let’s see . . . Sara has one, two, three, and you have incorporate numbers and concepts into daily ac- one, two.’ These teachable moments can make tivities. Your goal, as a parent of a preschooler, is math ‘happen’ in everyday activities.” to help your child establish a great relationship with numbers which will help them to develop a Consider the following games and activities: solid base for math in later life.
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• Play with dominoes. This oldie but goodie gives your child an opportunity to count dots and sort blocks into types. • Play number games. My son learned to add by playing Rummikub when he was in preschool. It also taught him to recognize numbers and colors. • Play with LEGOs® and blocks. Ask your child to sort LEGOs® into colors or shapes. As they build, you can talk about how many of each color they’ve used and how many more they need to finish their project. Playing with blocks is not only good for their math sense, it’s good for their creativity. • Let your child have real money to sort and count. A coin jar is great to help them identify types of coins and values. Let them pay for items. Show them twenty-five pennies, five nickels, two dimes and a nickel, and a quarter and explain that they are all twenty-five cents. As they progress, do the same with different combinations to make fifty cents and one dollar. More Games and Ideas • Read counting books to your child. This is a great and easy way to teach and learn! Many can be found at your local library. • Starting when your child is very young, count out loud by ones at every opportunity. For example, say “You have five cookies: one, two, three, four, five” as you place the cookies, one at a time, on his plate. Have your child join you when he is able by counting aloud and/or pointing to the items as you count together. • You can also create basic counting games by counting aloud how long it takes to set the table, put away toys, or put on pajamas. These games can be played in short spans of time, and in any place, since no materials are needed. • Number sense—count items, play board games.
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• Geometry – name shapes and patterns found at home and when out.
• Incorporate math concepts into all daily activities, not just as a standalone subject. • Cook with your preschooler. Cooking teaches measuring, estimating, counting, sorting, addition, subtraction, multiplication, and division. • Sorting provides opportunities to organize things into like groups. • Also, consider playing the “What comes next?” game to help your child accelerate his understanding of numbers. For example, say “4, 5, 6, 7. What comes next?” This type of game encourages your child to isolate each number and think about the number’s specific place in the order from 1 to 10. If your child has a strong understanding of the numbers 1 through 10, you can make this game more advanced by including numbers up to 20, 50, and even 100. (From: http://www.schoolsparks.com/early-childhood-development/math-number-awareness) Above all, your goal is to make math and learning fun because this sets the stage for school and textbook math. Be intentional in bringing up math throughout the day and your child will have a fabulous mathematical foundation.
Tina Rice is a veteran homeschooler of 22 years. Three of her four children graduated homeschool, and her baby is a sophomore. Tina is the owner of Tina’s Tie Dye (www. TinasTieDye.com) and the author of Exploring Color and Science with Tie Dye—a fun tie-dye-based science unit study. She and her husband Tim run a small publishing company. Tina and Tim use an eclectic mix of Classical and relaxed educational materials. You can reach her at Web Address www.facebook.com/tinastiedye. Endnote: 1. Monday Memo: Creating Change in Early Childhood Education, One Message at a Time by DJ Schneider Jensen (Rocking R Ventures, 2013).
HOME’s Short Story Contest Winning Entries In this section, you will find the winning entries in our 3rd Annual Short Story Contest. We enjoyed reading each entry we received and were impressed with the talented young authors. What a tremendous job they did! We are so pleased to share these wonderful winning entries with you. Congratulations to these young writers. And to our readers, we hope you will enjoy these delightful short stories as much as we did!
Soldier Bo
A Touch of Magic
By Boaz Mullin, age 7
By Inara Barker, age 11
One morning I dreamed about war; fighting, gun shooting, cannon balls, and blood. I woke up ready to fight. I asked my mom if I could fight for the United States military. She said I was too young because I am only 7. I said “I’ll work very hard for the United States”. I decided to prove to her that I could be a soldier.
A long and thin shadow fell across the wide, houselined road as a short girl with shoulder-length blond hair and a blue sweater hurried across the street. “Oh, I’m going to be late--Mother’ll kill me--” Bluebird muttered anxiously as she adjusted the green headband holding her hair back from her face. The sky was quickly growing dark and she had to be off the streets before curfew--besides, it was a Friday and her father run one of the busiest inns in her village, Ethíell. Bluebird was expected to help out after her schoolwork was finished.
I started target shooting with my BB gun. I practiced and practiced and practiced until I got the bullet in the middle of the target every time. Every day after school I worked out. I did 25 dead lift squats, 25 pullups, 80 jumping jacks, and 20 pushups. I ran two miles away, and two miles She started to ran, her shoes pounding the cobback to my house. Then I was finally ready. blestone street. And she kept running until she was standing, panting, beneath a gently swinging When my mom saw how hard I worked she said I wooden sign with a carved picture of a roaring fire could try out for the military. I got on line to find on it--her father’s inn, The Hearthstone. a local recruiting station. There was one in North Steep Falls, right up the road. We drove three Bluebird paused to smooth down her hair, then miles there. I said to the general that I wanted pushed the door open with a creak and stepped into to be a soldier, and that I would work very hard the building just as the last glow of the sun vanished for our country. I showed him how good I was by behind the houses and the curfew bell rang out. lifting 25lbs in dead lift squats, doing 80 jumping jacks, 25 pullups, and 20 pushups. And I showed A blast of noise and light greeted her instantly. him how I could shoot a bullet right into the mid- Bluebird hung her sweater up on one of the hooks dle of the target very time. He thought that was in the little entrance hall, blinking as her eyes advery good! justed from the barely existent light of the street to the bright lantern-and-candle-light of the inn. She He said he would be happy to have me….in 11 peered into the busy main room of the inn and was years! almost immediately jerked in by her mother, Reinna. 27
“Bluebird! You took long enough delivering those letters.” Reinna’s pretty face was flushed; she raised a hand to brush some wisps of brown hair back from her forehead. “Here!” She thrust a white apron at Bluebird and nodded toward the middle of the room, where a ring of men with tankards were sitting in a circle around the large fire. “There’s food for them waiting at the bar,” she said briskly. Then she turned away to attend to some customers.
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which was now unoccupied, the inhabitants having left to join the growing crowd by the fire. Bluebird thanked the fates that she was small as she wormed her way through the tightly packed bodies until she was standing right in front of the person that was causing all the ruckus.
Bluebird tied the apron around her waist, fumbling with the strings. Then she raced off to the bar at the back of the room, weaving her way between tables and groups of people--and twice, nearly tripping over someone’s foot.
He was a stick-thin man with a bony nose and shoulder-length grey hair that looked like it had been hacked off with a knife at the ends. He was wearing long, dark blue robes that were full of wrinkles and creases. It was the outfit that the traveling magicians wore--the kind that pretended they could do “real” magic but were really just performing complicated tricks.
Her father was standing at the bar, polishing a round glass with a rag. Several men were seated on stools at the bar, but they scooted aside when she came up and leaned on the stone bar-top.
But what really caught Bluebird’s attention were his eyes. Bright, electric-blue eyes. They looked desperate, but calm at the same time. Calm and calculating.
He looked at her, his fluffy blond beard moving as he said, “Elíevé Seveña, Bluebird.” Good evening, Bluebird. It was a phrase from the old language, the one everyone spoke hundreds of years ago before the foreigners took over their country and the magic left their world. It was the language the people spoke in the stories her father used to tell her when she was little--stories of times when there were dragons and real magic, enchantments that floated around everywhere like small leaves in the fall, enchantments that would catch you in their claws and wrap their binding magic around you until you were captive to them forever. That kind of magic was dangerous, but Bluebird couldn’t help being fascinated by it all the same.
The man was on his knees before the fire, and what captivated the crowd of people was what he was doing with his hands. The long, thin fingers were flying around a ball of blue fire that was sparking and sizzling. He seemed to be keeping it suspended in the air by spinning his hands around it as if he was rolling a ball of clay, yet he never touched it. Bluebird stood there, staring at the blue fire. But then she heard a voice behind her, gruff and slightly worried. Her father’s.
“What’s he doing? Get him out of my inn!” Her father was pushing through the crowd to the fire, Now, as she balanced a tray of drinks in one raising his voice. “Get him out, I said!” hand and a tray of soup in the other, making her-steady, if slow--way to the center of the room The blue-robed man slowly rose from his knees to where the fire burned, Bluebird felt that maybe a stand up, all the while continuing to spin his hands touch of magic would make her life more exciting. around the ball of fire, which, to Bluebird’s concern, seemed to be growing. It seemed she would get her wish. He looked at Bluebird’s father. Just looked at him. A large, noisy group of people had massed around Then he swept his gaze around the room, at the the fire, all standing up and craning their necks to people who shrunk back when he met their eyes. see over or around the heads of their neighbors. Then he shouted one word. Curious, she set her trays down on a nearby table
“Sfertha!” And hurled the fire from his hands into the one in the fireplace. Blue fire met orange fire with a deafening bang. Then there was a crack, and Bluebird was barely aware of the ceiling caving in on them before her vision clouded and she tipped over, falling into blackness. ~~ The first thing Bluebird was aware of was the burning pain in her lungs, followed by the feeling of something heavy pinning her left leg to the floor. Then the rest of her senses returned to her and she opened her eyes. She was surrounded by a floating grey cloud of dust. All around her, on the floor, were large pieces of what she guessed must be the ceiling. People were lying on the ground like she was, coughing or attempting to move heavy pieces of ceiling off of them. And some were lying still. A figure loomed up out of the dusty clouds--a figure with a blond beard, now coated with a fine layer of grey dust. “Papa!” Bluebird said, trying to smile. She was sure it looked more like a grimace.
leg, picking her up, brushing her off--then half-carrying, half-dragging her outside into the dark. Bluebird slumped down on the street, against the wall of the inn. She alternated between gulping in large breaths of the cold, clear night air and coughing. After a moment, she felt her mother come around the corner of the building and sit down on the cobblestones next to her. People were slowly starting to limp out of the inn. She saw groups of men run past on the opposite side of the street, hefting pitchforks and hoes and old, rusty swords. She followed them with her eyes, wondering what it was about. Bluebird looked up at the sky, at all the stars. Nobody spoke. And then she saw something streak across the dark sky. Something red with a tail and wings. And a moment afterward, she heard a distant roar. She looked at her father. He looked at her. “Yes, Bluebird.” He said quietly. “I don’t know what that--that wizard meant to do, but whatever it was he brought the magic back. The villagers are rising up to fight back against the foreigners that have ruled us, and from what I can tell, the future will be very different.”
He worked quickly--heaving the wood off of her
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You’re Invited to Participate in Homeschoolers of Maine’s 2018
Short story contest! HOME’s 2018 short story contest kicks off once again at the 2018 Annual Convention! Entries must be received on or before July 1, 2018. To qualify, each student’s entry must be submitted in a Word document and emailed to kcbmiller@gmail.com. This email must include the student’s name, age, home address, and parent’s name. There is a 1,500 word limit. This year’s theme is God’s Wonderful Creation. Prizes will be awarded in each of three age categories: ages 7 to 9, ages 10 to 13, and ages 14 to 18. Winning entries will be featured in the fall online issue of the HOME Digest. To find out more, visit the HOME website at:
www. homeschoolersofmaine.org Come to socialize, exercise and have some fun!
Monthly Sports & Fitness Activities Join other homeschoolers throughout the school year for HOME’s monthly skating, bowling, hikes, rock climbing, gym and swim sessions! These activities are exclusively for homeshoolers, and have been an overwhelming success. Homeschool kids have fun and stay fit. Homeschool moms spend some time encouraging and supporting one another, too! HOME HIKES - Join us to hike various preserve trails around the mid-coast region on the second and fourth Thursdays from April - September. We will meet at the trail head at 10am. Hikes will last 60 - 90 minutes. Bringing a picnic lunch is optional for those who would like to gather afterwards for lunch. SKATING at Happy Wheels, Portland - Every first Friday of each month, October through May from 1pm - 3pm at Happy Wheels Skate Center - 331 Warren Ave. in Portland. Cost is $4.50 per skater including traditional roller skates (inline rentals are an additional $2 fee). BOWLING at ALLPLaY Family Entertainment Center, Belfast - Every month (November - May) from 1pm - 3pm at ALLPLaY Family Entertainment Center - 49 Searsport Ave., Belfast. Cost is $5.00 per bowler (includes shoes). GYM & SWIM at Penobscot Bay YMCA, Rockport - Every fourth Monday of each month (October - May, but excluding December) from 11am - 12:30pm at Penobscot Bay YMCA, 116 Union St., Rockport. Cost is $5.00 per student.
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For all details, dates, directions, more information or to pre-register for any of these events, visit our website at https://www.homeschoolersofmaine.org/events/monthly-sports-fitness-activities/
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Shop AmazonSmile! AmazonSmile is a simple and automatic way for you to support your favorite charitable organization every time you shop, at no cost to you. When you shop at smile.amazon.com, you’ll find the exact same low prices, vast selection and convenient shopping experience as Amazon.com, with the added bonus that Amazon will donate a portion of the purchase price to your favorite charitable organization.
HOME Benefits when you shop on Amazon! Go to smile.amazon.com and search for Association of Homeschoolers of Maine in the pop-up search bar. Click “select” and shop away! 31
Homeschoolers of Maine’s
Schedule of Events 2017-2018 New & veteran homeschoolers alike… Stay informed and encouraged through HOME sponsored workshops, field trips, annual events, book sales and more!
HOME’s Upcoming Events: Annual HOME Convention
March 15--17, 2018
Inventory Clearance Sale
March 15--17, 2018
Used Curriculum Sale & Expo
May 19, 2018
HOME Graduation Ceremony
June 2, 2018
Barnes & Noble and Homeschool Mini Conference
August, 2018
HOME FamilyFest New England Heritage Days
September 18, 2018 Fall 2018
Please visit the HOME website for all details and information regarding the upcoming events listed above at www.homeschoolersofmaine.org. More events will be added throughout the year! Check our website for the latest.
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Top 12 Reasons
to Support Your State Homeschool Organization 1. Helps families get started in homeschooling year round 2. Provides telephone counseling to help homeschoolers year round 3. Is a non-profit, 501C-3 ministry-based organization 4. Provides up-to-the minute news and articles of interest via newsletter, mailings, email updates, website, facebook and twitter 5. Maintains a liaison with state elected officials, and constantly works to preserve and protect homeschooling in Maine 6. Maintains a network of HOME Representatives throughout the state to provide help and guidance to new and veteran homeschoolers 7. Conducts many events throughout the year to encourage and equip homeschoolers 8. Conducts portfolio reviews 9. Holds and annual convention 10. Holds an annual used curriculum sale 11. Reinvests all monies earned back into homeschooling in Maine 12. Has fought the good fight for homeschooling rights for over two decades
Join HOME Today! HOME is Families Helping Families. Please join us to help with our mission. You will receive great benefits, too! These benefits are our way of saying “thank you” for your support. Name:__________________________________________ Address:_________________________________________ City:____________________________State:____________ Zip:_____________________ Phone:(____)______________Email___________________ Membership Level:__________________________________ Amount enclosed: __________________________________ Send to: HOME, PO Box 159, Camden, ME 04843-0159 Find out more at our website at https://www.homeschoolersofmaine.org/join/
You can become a Family Helping Families in one of five ways: □ HOME Affiliate Families—Free! Receive HSLDA Membership Discount □ HOME Subscriber Families—$10+ Donation You receive: A current printed HOME Digest HSLDA Membership Discount □ HOME Friends of Families—$25 to $99/year You receive: A current printed HOME Digest 1 Free Curriculum Planning Session 1 Free Unit Study ebook 5% discount on qualifying HOME services and events HSLDA Membership □ HOME Founding Families—$100+/year You receive: A current HOME Digest 1 Free Curriculum Planning Session Choice of 2 free Unit Study ebooks 15% discount on qualifying HOME services and events 1 Free HOME Email Update classified ad HSLDA Membership Discount □ HOME VIP Families - $500+/year You receive: A current, printed HOME Annual Digest 1 FREE Curriculum Planning Session Choice of three free HOME Unit Study eBooks 15% discount on all advertising opportunities with HOME - For more information, look at our Advertising Opportunities page. 20% discount on qualifying HOME services & events through the year 1 FREE HOME Email Update classified ad, per year HSLDA Membership Discount Convention Pass for the entire family FREE breakfast buffet for two one morning at Convention 1 FREE portfolio review Membership in HOME’s Unit Study of the Month Club 10 FREE raffle tickets for auction raffles at Convention
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HOME Beginners’ Handbook 2017 - 2018
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Homeschooling: The BIG Questions Is it legal?
How much time does it take?
“Because the United States Constitution is the highest law of the land, homeschooling has always been legal in all 50 states,” says Michael Farris of Home School Legal Defense Association (HSLDA). “It has been a bit of a fight to get the various members of the education and social services establishment to accept that fact, but great progress has been made. Currently about two-thirds of the states have specific laws authorizing and regulating homeschooling. In the balance of the states, homeschoolers may legally operate as a small private school or provide ‘equivalent instruction.’ The details vary considerably from state to state and opinions about the law vary from district to district. What does not vary is HSLDA’s commitment to the constitutional right to teach one’s children at home.”  I don’t have a teaching degree. Can I really teach my child?
A lot less than you think. Homeschooled students don’t have to take time to change classes or travel to and from a school, so they can proceed at their own pace. In elementary years especially, parents and children often find that they may only need a few hours to accomplish their work for the day.  You’ll be surprised at the subjects that can span grade levels. Certain curricula lend themselves to multi-level teaching. You can design your program so that older children work independently in the morning while you work individually with younger children, and then while younger children take naps in the afternoon, you can have one-on-one time with older students.
Yes, research and practical experience show that it is dedication and hard work, not special training, that produce outstanding educational results in a homeschool setting. (See Figure 1.) How do I do it? Where do I find curriculum and materials? There’s an ever-increasing variety of curriculum—from traditional textbooks to homeschool-specific curriculum and correspondence courses. Thankfully, experienced homeschool moms have put together review guides, saving newcomers time and frustration. Just two such guides are Mary Pride’s Complete Guide to Getting Started Homeschooling series and Cathy Duffy’s two volume 100 Top Picks for Homeschool Curriculum: Choosing the Right Curriculum for Your Child.
What about my child’s special needs? Thousands of families are homeschooling children whose special needs range from Attention Deficit Disorder to severe multiple handicaps. Parents often find that when they bring these children home to be educated, they come out of the “deep freeze” that has kept them from making significant progress. Gone are the comparisons, labels, social pressures, and distractions that a regular classroom may bring. Parents can offer their children individualized education, flexibility, encouragement, and support, which may be ideal for children who are learning-disabled, medically sensitive, or attention-deficit.
What about socialization & special interests/enrichment activities? Research has found that most homeschooled students are involved in a wide variety of outside activities, interact with a broad spectrum of people, and make positive contributions to their communities. Experience Start by contacting homeschooling veterans in your local and/or state has shown that homeschoolers are well socialized and able to make lastsupport group—ask what they have tried, what has or has not worked ing friendships across age and cultural divides. for them, and why. You need to get to know your child’s learning style. Attend a couple of homeschool seminars and curriculum fairs where you Article used with permission. can look at your options firsthand.
Homeschooling: Getting Started As long as there have been parents and children, “homeschooling” has Teachers considered themselves experts. What made these parents think been happening. It was only with the emergence of widespread compul- they could teach their own children? sory public education that this age-old method of instruction was virtually forgotten, but not eradicated.1 While few states specifically prohibited homeschooling, legislators and school officials acted as if they had. Homeschooling parents faced threats Foreign service workers or missionaries who by choice or necessity did of jail time and having their children removed from their home. Some not send their children to boarding schools continued the tradition of were arrested. Many were taken to court. home education. Children who had illnesses that kept them from attending school were frequently taught at home. And families who lived in Parents were confronted by concerned neighbors, worried friends, and the remote areas of Alaska or other isolated regions answered their chil- aghast relatives—all of whom were sure that the homeschooling mom dren’s educational needs with homeschooling. and dad were ruining their children’s lives and dooming them to an un productive future of illiteracy and isolation. In the 1970s and ’80s, homeschooling experienced a renaissance as a few parents began to question whether the public education system or exist- But those early homeschoolers hung tough. They fought the court battles. ing private schools were right for their individual child. They wondered if They went to the library and crafted their own curricula. And they quithey might be able to do a better job. etly continued teaching, letting their children’s achievement answer the charges of their fiercest critics. And what do you know? Parents discovered they could do a great job. They told two friends who told two friends and so on. The modern home- Notes schooling movement was born. 1 Massachusetts passed the first compulsory school attendance law in 1852; by 1918 all states had enacted similar legislation. It wasn’t entirely that simple, of course. The early days were rocky. There were few curriculum suppliers who would sell to homeschoolers.
Article used with permission.
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Pre-Trip Planning Checklist Or: (I feel overwhelmed! Where do I begin?)
Good planning is the key to any successful road trip; organizations that exist to help you. Some suggesthis checklist will give you a basic overview as you tions include: prepare for this homeschool journey! Home School Legal Defense Association (540-338Research Homeschooling 5600, www.hslda.org) Read all you can about home education. State organizations (www.homeschoolersofmaine. Consider subscribing to homeschooling publica- org) tions. Local support groups (check with your state orgaAttend a state convention (or obtain tapes from the nization for local groups) workshops, if this is a mid-year decision). Specialized support groups, such as those for famRead, read, read. ilies of special needs children (www.NATHHAN. com, for example, or those based on particular inAttend a how-to-get-started seminar in your area, if terests such as sports, 4-H, etc). available. Set Goals Check out home education web sites on the Internet (see resource list for a starting point). Why are you homeschooling? What is your idea of an education? What would you be doing if nobody Attend a local support group meeting and ask lots told you that your 5-year-old had to leave home? of questions-other parents often love to talk about Determine where your child is academically, spirhome schooling! Most importantly, talk to other ho- itually, physically, emotionally and socially; this is meschoolers to find out what they do, how and why. your starting point. And read, read, read! Set measurable, attainable goals for each child. DisResearch Your State’s Homeschool Law cuss with your spouse (and your child, if appropriate) how these objectives fit into the “big picture” It is legal to homeschool! Basically, you should: of his future. Familiarize yourself with the statutes of your state code which regulate home education, if applicable. Set personal and family goals. Be aware of any deadlines you must meet. Evaluate activities and curriculum against goals. Keep copies of any paperwork you send, and it’s a good idea to mail everything certified, return-receipt Choose Curriculum requested. Be sure that any paperwork you submit is free of spelling or grammatical errors (and cof- By definition, your curriculum is your “course of fee stains!). If you hand deliver, take a receipt to be study”—your road map on this journey! signed (“I have received Mrs. ___’s homeschool paLook through catalogs, magazines, curriculum perwork.”) guides, and books. Join Support Organizations Talk to other homeschoolers about what worked You don’t have to make this trip alone! Consider for them and why, as well as what didn’t work and membership in any of the national, state, and local why. 36
Attend state convention workshops and exhibit Write out daily/weekly plans so you know that halls, as well as local curriculum fairs. your expectations are realistic! Go to used book sales and used curriculum shops. Evaluate your child’s learning styles.
Consider starting each day with a short family devotional time.
Decide which methods seem to fit your family best at this point in time (you may overlap—methods are not mutually exclusive!). Keep evaluating all your choices against those goals “ED’ U CATE, v.t. [L. educo, educare; e and duco, you have set for your family and for each child. to lead; It. Educare: Sp. Educar] To bring up, as a child; to instruct; to inform and enlighten the Purchase Supplies understanding; to instill into the mind principles of arts, science, morals, religion and behavior. To Homeschool resource books educate children well is one of the most important duties of parents and guardians. Basic home reference materials Filing or organizational supplies to keep your pa- ED U CA’ TION, n. [[L. educatio] The bringing perwork in order up, as of a child; instruction; formation of manners. Education comprehends all that series of Bookshelves and/or storage cabinets—designate “a instruction and discipline which is intended to place for everything” enlighten the understanding, correct the temper, and form the manners and habits of youth and fit Other necessary items as specified in your curricu- them for usefulness in their future stations. To lum give children a good education in manners, arts, and science is important; to give them a religious School supplies such as paper, pencils, pencil sharp- education is indispensable; and an immense reener, rulers, pens, notebooks of some sort, and the sponsibility rests on parents and guardians who proverbial red pen! neglect these duties.” Establish a Schedule Decide on your school year, keeping in mind any legal requirements in your state. For example, we homeschool for eight weeks on, one week off, August through June, taking a four-week break in December and again in July. My reasoning is that I can do anything for eight weeks at a time, and then I have a week to regroup for the next session! Taking only one month off in summer keeps the girls on their toes academically.
(Noah Webster in First Edition of an American Dictionary of the English Language, 1828) “And these words which I am commanding you today shall be on your heart; and you shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up.” (Deuteronomy 6:6-7, NASB)
Have at least a framework for academic and character progress during the year. Have a family chore schedule in place, or a plan to keep the house manageable.
Article used with permission. 37
What Curriculum Should You Use? When you hear the word curriculum, you probably 5. Research the various approaches. This is your “mode think of books. of transportation” in the home education journey. BeWhile your curriculum will most likely include quite a low is a basic listing of the most common approachfew books, curriculum is simply a course of study (from es. One particular approach may be a great fit for your the French courir: to run). There is no such thing as family or you may find that an eclectic approach—mixThe One, Perfect Curriculum, but some approaches and ing and matching or combining from several different materials will be a better fit for your child than others. approaches—may help you incorporate the ideal mate(This can even vary from child to child within one fam- rials for your student’s learning style. There is not one “right” way to homeschool! ily!) “What curriculum should I use?” is the same as asking, Common Learning Approaches “How do I get there?” on this homeschooling journey. What you are really asking for is a road map to success- Traditional Classical (includes Principle Approach) ful home education. Living Books If I asked you for directions, what’s the first thing you’d Unit Studies probably want to know? Right—you’d want to know Relaxed/Unschooling where I was trying to go, and from where I was starting. To get somewhere, I need to know my starting point 6. Alternative routes and detours can be helpful. Have and my destination, so I can determine the best course you ever gotten behind the “Follow Me” truck in a to get me there. Let’s walk through those same steps to construction zone? Wouldn’t it be nice to have a lead help you make an informed decision about your course vehicle when you’re homeschooling? Some of us need to start the drive with some assistance or a “lead car” and your materials. like the Follow-Me truck in the construction zone. This 1. Where is my child now (figuratively speaking) and is especially true if you are beginning homeschooling where do I want him to be next year? Five years from mid-year or “all of a sudden” and you wish you’d had more time to plan a course, but you didn’t. You might now? choose a simple course to get you “on the road” while 2. Why am I homeschooling? Once you determined researching your options for adjustments for later in the where you are going, will you take the “shortcut” or the year or next year. “scenic route”? Are you catching up or are you leisurely learning? This will influence your curriculum choices. For example, you could just select a language program and a math program (for example, Learning Language 3. Set goals: For what am I preparing my child? What Arts through Literature combined with Saxon math) relationships, skills, or content knowledge do I need to and add living books from the library for science, hiscultivate in him? Goals should be measurable and at- tory, etc. tainable. Or you could select from the many prepackaged curric4. Understand differences in worldviews. You have a ula available, especially helpful for the first year, such as: worldview, and the publisher and author of the materials you use have a worldview. Are they similar, or will Christian Liberty Academy you spend a lot of time “correcting” the values present- BJU Press Homeschool ed? This is especially important when training our little Alpha Omega has paper-based LifePacs or their CDones; for older students, this can be a timely opportuni- ROM-based Switched-On Schoolhouse that can be done independently or as correspondence courses. ty to discuss differing views. 38
ABeka correspondence or prepackaged Sonlight prepackaged Calvert Christian Light School of Tomorrow (Formerly ACE) My Father’s World Other various pre-packaged materials, or correspondence or online academies Use such a program exclusively or select subjects to use. The next year, you may choose to branch out from there, or continue the program for the entire homeschool journey. Be prepared for detours and alternative routes. Once, I was coming home from Pittsburgh for at least the sixth time in a few months and suddenly found myself in unfamiliar surroundings. I called my husband at work (collect!) and asked, “If I’m on Skyline Drive, have I missed a turn?” He sighed knowingly and got a map to help me figure an alternative route to get back on track. You may make adjustments along the way to get back on your homeschooling track—or you may simply decide to revise your destination. Changing course to reach your desired goal is not failure! 7. How much will all this cost? Homeschooling costs more than public school, but less than private school. That may sound pretty non-committal, but the average of $500 a year can sound like a burden or a relief, depending on your previous education experience! Some expenses you’ll want to consider include:
Curriculum (most likely your greatest expense) Testing fees Home library School supplies Extracurricular activities/lessons Professional memberships State convention 8. Where do I find materials? Curriculum fairs State homeschool conventions Book stores Catalogs Internet (search for the subject + homeschool curriculum) Used curriculum shops Support group swaps/other homeschoolers Before you buy, ask yourself: How much time do I have? How much money do I have? Are there good books on this subject that I could buy with the money? How much structure do I want/need? Does this material convey my values? Does it encourage my children in the goals we’ve set? Is the material a good “fit” for my child? Not only does homeschooling give you greater opportunity to encourage your child to achieve his academic potential, but it can give you time and growth in character development and life skills. Article used with permission.
Home education has constantly grown over the last two decades. The growth rate is 7% - 15% per year, according to Dr. Brian Ray, president of the National Home Education Research Institute. Worldwide Guide to Homeschooling 39
Homeschoolers of Maine P.O. Box 159 Camden, Maine 04843-0159 homeschl@midcoast.com (207)763-2880 www.homeschoolersofmaine.org 40
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