9 Ways to Rest and Restore

“If mothers could learn to do for themselves what they do for their children when these are overdone, we should have happier households. Let the mother go out to play! If she would have the courage to let everything go when life becomes too tense, and just take a day, or half a day, out in the fields, or with a favourite book, or in a picture gallery looking long and well at just two or three pictures, or in bed, without the children, life would go on far more happily for both children and parents…” Charlotte Mason, The Original Home Schooling Series by Charlotte Mason

 

Restoration is not just about us; we may be quite comfortable with ourselves and our methods of educating our children. Yet, we sometimes need restoration so that we can restore life and energy to what is around us. Think about it: attitude is a reflection of leadership. Are those “younger mirrors“ in your home reflecting what you want to see?   Your homeschool might be anything but restful right now, but read on and maybe store this one for later!  Blessings!!

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What’s New? From Our Point of View…

It is a beautifully sunny, 74-degree day here in coastal Texas, and with the oldest at college and our son at the dentist, the youngest decided to school outside.   Funny, this was my vision when we first began homeschooling—days outside on a picnic blanket, completing schoolwork and viewing exotic animals.   (You can stop laughing now).   The vision sounded wonderful, and the outdoor school day sounded delightful until it met with my own plans and realities.   I had a fairly simple morning plan to complete a few chores and write a blog entry while the youngest worked beside me at the table.   So, it shames me to say that when she initially approached me about going outside, I sent her out and continued with my plans.   I felt bad, so when she came back inside the first time, I said, “Let me just do ____ and I’ll come out with you.”     I got that pot of vegetarian chili to a point where it could just simmer, started that load of clothes, and then pulled up a chair alongside her in the backyard.   That’s when I realized that even 74 degrees—in full sun—is still just plain hot.    After reading for a spell, we both gave in to what became our heart’s deepest longing–air conditioning.

One of our struggles this year has been sustaining her with a deliberate diet of rich literature versus twaddle, in Charlotte Mason vernacular.   Our youngest, with all the extroversion that missed our older two, wanted to start a book club this past year.   She had almost completed all the planning, complete with convincing Mom that this was a good thing, when our local library announced its plans to have a book club.    I thought this was too much of a coincidence to be a coincidence, and we hurriedly signed up to be a part of their event.   Now I wish that I had stuck with the original plan to have our own club.   The selection of books that the librarians offer—yuck!!!      I would love to simply pull her from the club, but I’m torn by the fact that she likes being a part of the group, she enjoys the time and activities, and—here’s the kicker—she likes the books.  They are much easier reading, for sure, but based upon what I consider to be a “good” book, i.e., a story that engages the mind and pricks the heart, the book club’s selections are way past poor.   The longer I allow this, of course, the more difficult it is to interest the youngest in books that demand more of her.   Consequently, I’ve not pulled her yet from the club, but have been instead picking my teachable moments.   As an example, we are now reading The Whipping Boy, which is actually very easy to read—a short book with short chapters.   Upon reading chapter 1, she immediately stopped to whine empathetically when she realized what was the whipping boy’s  responsibility (to receive the punishment that should have been given to a spoiled brat excuse for a prince).    While she was sharing how badly she felt for the boy, I talked about the power of a good read and recalled that she’d never stopped to empathize with Vordak the Incomprehensible.   She still maintains that Vordak is the best book ever (heavy sigh).

While I ponder what to do about the book club, I am excited about the cursive handwriting curriculum from LightHome Publications I found on Currclick.  Can you say $6??!!   This looks awesome!!  A chance to share the Word of God, to practice cursive handwriting, and to create a lasting keepsake of the Word in Psalms!!  Can’t beat it with a stick!!

After years of, ahem, uncertainty, shall we say, about homeschooling my MIL blessed us with an entire high school biology curriculum—teacher’s guides, transparencies, DVDs, videos,… everything!   I have been thrilled with all the extra project ideas that have come with the text that really cater to how we like to learn.   The publisher of this not-so-dry text has actually partnered with Dinah Zike (foldables guru, author of The Big Book of Books) to include manipulatives to enhance the content!!  Given Dinah Zike’s popularity within the homeschool community, I couldn’t help but think this was pretty cool in an odd sort of way.

Our school this year is a gentle foreshadowing of the next 2-3 years to come as the oldest spends a significant amount of time away from us.   Her classes keep her away on Mondays and Wednesdays, but the extracurricular activities associated with the Honors Program, plus the time to complete her coursework actually occupy her throughout a good portion of her week.   My dh and I were just discussing today that even though she wasn’t the noisiest of our children, her presence, or lack thereof, is definitely felt if not heard.    Her high school courses this year include Algebra II, Physics, and World Geography.    Other than that, I’m the taxi cab driver!

During the summer, Knowledge Quest distributed what I assume was a preview of their Globalmania curriculum, but it was PERFECT (yes, I’m shouting) for what I wanted to do with World Geography.     There is enough of a guide-like feel to this .pdf file without it being too prescriptive.   I played the games that help with map memorization and, in completing them myself to get a feel on what the oldest would do, I determined that my geography needs serious work.  No wonder I almost failed this class in middle school ( LOL)!!  There is also a schedule that, again without being too prescriptive, suggests how to spend time learning a specific continental region.    What I have added (because without the additions the curriculum might be more elementary) is the idea of research of the continents to find out more about the history and culture, and the idea of understanding a major religion in that region and how you might evangelize with respect to what the people believe.    Finally, when I taught World Geography at our local homeschool store, that particular curriculum set a goal for a student to draw a world map from memory by the end of the course.   I so loved the students’ results that I incorporated this same goal for the oldest.   I’m enjoying watching her get started, and her illustrations of how much she is learning.

 

 

I am so glad, in spite of the fact that American Lit at the college level has her permanently attached to a Norton’s Anthology, that we made the decision to add in as many living books as we could to complement her studies.    She decided early on that audio books would best help her keep up with everything.    This was easily accomplished with Jules Verne’s Around the World in 80 Days, but we’ve been reading aloud Homer Hickam’s October Sky together.   The latter book has been a welcomed accompaniment to her Physics studies, and I’m so glad that I didn’t place too much stock into the warning that this coming-of-age story had potentially inappropriate subject matter.  Yes, he’s a love-struck teenage boy who is learning, unsuccessfully, how to be suave with the ladies (picture Jerry Lewis in “The Ladies’ Man”), but what far overshadows those moments is this book’s ability to take you through Coalwood, WV with such imagery until you feel as if you stepped back 40 years and are standing alongside one of the “rocket boys.”    We even resisted the urge to watch the movie.  (Was it just a coincidence that it came on television while we were reading?   Hmmm….)   After Jules Verne, I’m on the hunt for what might our next great geography-related find: Moby-Duck: The True Story of 28,800 Bath Toys Lost at Sea and of the Beachcombers, Oceanographers, Environmentalists, and Fools, Including the Author, Who Went in Search of Them.   If I could just find the audio book for something less than $27…

 

What’s new with your studies?   I’d love to “hear” about all those cool and creative homeschool  studies.

 

Senior Year: Rigorous or Relaxed?

There is an amusing wall photo traveling the Facebook circuit right now regarding homeschools.   

You’ve probably seen it, but the bottom line, so to speak, of the photo is that what actually happens in most homeschools is very different than the perception of outsiders–the neighbors, the government, public school friends, professional teachers, etc.    Indeed, I talked in an earlier post about that impending moment when your homeschool environment must somehow conform itself into what the outside world (read college admissions offices, in our case) wants to see.     If your child is college-bound, those final four years must somehow fit into the format that is friendly for those who’ll decide if your seemingly avant-garde methodologies measure up to their standards.   There is another side of this equation, however: what happens when the educational requirements in your home actually exceed what is  required by a college?

My husband and I were having this conversation on the way back from a recent family mini-vacation.   With hours in the car, I chose to catch up on some neglected reading materials, including the oldest’s college information packages from all of her recent tours.    As I began to read through the required courses at the high school level, that light bulb that you see in cartoons was suddenly waaaaaaaay bright: after this academic year, she’s finished with most of the requirements!

Before I could settle into that moment of elation mixed with relief, I began to seriously ponder what this revelation meant to us in the coming school year.   Should I continue in a more rigorous path, or should I just teach/ plan for someone else to teach those few remaining classes that must be taught, and then allow a whole lot of “masterly inactivity,” as Charlotte Mason calls it?

Our daughter has personal and professional interests that are almost polar opposites of the direction I chose at her age.   Yet, she also has “closet” interests that are more similar to mine, so I’ve stuck to a fairly rigorous academic plan for her: much focus on writing, reading Western classics and great literature from around the world, exploring various areas of science, and making sure she conceptually understood math as opposed to mastering drill sheets.    We’ve been very strategic about her college courses and why we chose this path, when to take what class, and making sure that her choices of class aligned well with her interests.   Our goal, in part, was for her to have a good introductory experience to the pace and the many possiblities of college.   But now, I sit in the midst of a dilemma.    Dependent upon where our daughter applies for college entrance, all she needs to take to complete her required courses is 1 year of English.   That’s it!  I also have planned a World Geography course.   Otherwise, she can spend her time completing some of the courses required for college, she can get more involved in volunteerism or dance assistance/ instruction, she could potentially work–the world is her oyster!

Not coincidentally (as least I think so) during that extended ride, I also thumbed through one of my favorite homeschool “how-tos” and found this jewel:

‘If you ask a secular educator about learning theory, he would likely describe learning as a mental process centered on the child’s material brain, and measured by the retention of discreet facts and information.    He would emphasize the role of the teacher and the acquisition of knowledge…As a Christian home educator with a biblical view of education, …you would describe learning as a personal process involving both your child’s heart…and mind, and measured by wisdom, understanding and knowledge of truth...You would be more concerned with your child’s understanting of important ideas and concepts, than with the accumulation of discreet knowledge.   Your child is not just a soulless brain that needs to be filled up with facts by a teacher, but a person in relationship with you and God, who has eternal value, dignity and purpose because he or she is made in the image and likeness of their Creator.’

Sally Clarkson, Educating the Whole-Hearted Child, pg. 43

As a brief digression, I think every homeschooling parent needs to periodically go back to the old landmark, so to speak, and remind himself/ herself why they began this journey in the first place.   The trip back didn’t disappoint.   I needed to remember that this journey wasn’t, and isn’t, about cramming every moment with books and notebooks.   It is about pouring into the children, and then sealing upon their hearts and minds a confidence in knowing as well as a thirst for growing.     On that same page, Ms. Clarkson continues:

‘A child is not educated just because he’s logged enough time in classrooms, or performed well on certain tests, or completed a formal curriculum.  In God’s economy, to be “educated” is not a matter of something you know or have achieved.   Rather, to be educated is something you become.   A truly educated child is one who has the desire and the ability to learn and to grow.   The desire to learn (will) is from the heart; the ability to learn (skill) is in the mind.’

It is possible to do both–rigor and relaxation.   The question is not rigorous or relaxed, but instead, how to combine the two to give her one final, memorable experience of being at home, learning and loving with those who will miss her dearly.   Blessings, dear friends.

5 Considerations when a Homeschool Schedule is Just Paper

Blessed are the flexible, for they’ll never be bent out of shape.  

At least, that’s what I’ve heard.

I pride myself on spending gargantuan amounts of time each summer planning our school days–selecting curriculum, thinking through a workable schedule, ordering my own workload in order to take advantage of peaks and valleys in each child’s day, etc.   Although we have a problem with consistent interruptions (hubby’s travel schedule, which sometimes means a midday trip to the car rental agency or the airport, forgetting that one household item needed for a science project, our days have flowed seamlessly for the last several years–until this year.

Though by a homeschooler’s definition, I don’t have a big family, I am at a point where the age split between siblings means that I have one who is slowly, in baby steps, leaving our home, and one who is just beginning to settle into a “big girl” routine.   Our son is somewhere in between, thankfully flourishing in his ability to work independently.   Add to that my single parent-like state while hubby’s often on the road, and you have what I consider to be a mess.

Here is our daily schedule as it has been for this semester:

~ 8-ish:  Wake up the oldest (the kids insist on using “their” bathroom, so oldest wakes up son once she leaves the bathroom at ~8:45-9–she really enjoys the bathroom)

~9-ish:   older kids are downstairs for breakfast while I finish tie-ing up loose ends (including computer time)

~9:30:    I wake up the youngest

~9:30-1 p.m., Tues., Thurs., and Fri.:   the kids are somewhere between breakfast and school work, with the youngest taking a break after a couple of subjects

~11:45-2 p.m., Mon. and Weds.:   taking the oldest to college, plus travel time.

~1 p.m. (or after returning home) – 4 p.m.: lunch and school

On paper, we look great.   The problem is, more often than I care to admit, we aren’t finished at four; we just have to quit in order for the kids to meet their evening commitments–mostly dance commitments.   This leaves us reading often at 9 p.m. or later, after the kids have returned home and debriefed about their class, who was in it, what they did, what everyone said, blah, blah, blah.   The funny part of this debrief is that, at least with my older two, they are in the same classes, with one exception!   To hear them, you’d think they went to two separate studios!

There is value in nighttime reading.   Sally Clarkson of I Take Joy and my homeschooling “bible,”  Educating the Whole-Hearted Child, lists as a part of her schedule having a family time to read both during the day and in the evenings.   When I began homeschooling with a 3rd grader and a kindergartner, we read in the evenings as an integral part of our day.   It kept, and still keeps, the kids from running toward the television.   However, now the reading feels more like a chore, or a bullet to check off on a to-do list.   Not the content of the reading, mind you, but the act of getting everyone to put aside their other activities, momentarily stop all the discussions that seem so critical at the time, and focus in on a book seems like a Herculean effort on all parts.   Of course, the fact that I’m generally winding down at this hour (mentally, if not physically) doesn’t help, and I’m sure my attitude passes down through the kids when it’s time to gather together at night.

What to do?   The part of me that is inflexible in terms of school and requirements (laid down primarily by moi, of course) has to step aside and let a less structured sister take over.   Ugh.   

Here are some thoughts that have crossed my mind as I navigate these waters:

1) Pray.   Always pray, in this case about priorities (who says I need to do all of this “stuff,” and if not this stuff, what stuff am I supposed to do right now?).   Philippians 4:6 is one passage that shows us the appropriate attitude to have as we seek answers from the Father.   If the worst of my home education issues is that I cannot juggle well a daughter who is between home and college, a husband who’s working (albeit far away), and the other assignments God has given me, I am blessed. 

2) Re-evaluate my pockets of free time.  Free time looks very different now than it looked even last semester, and that’s a part of the frustration.   Just as I developed a flow, the semester line-up changed, and now the oldest doesn’t have to be in class until 12 noon–too late to forego school altogether, but early enough that it disrupts the flow of the day, especially for the youngest.   But when I looked at it, Mondays and Thursdays are great days for grading, and I will perhaps change the schedule of the youngest as well so that I don’t return home with that 2:30 p.m. feeling and still have half the day left with her, plus reading to/ with the older two.

 3) Re-frame my thinking about reading at night.   As I said, this isn’t so bad, especially right now while I have little or no class load.   In keeping with #1 listed above, who is to say that these adjustments aren’t happening so that I can get back to where we started several years ago?   As I stated earlier, reading with them is a time of coziness and family intimacy for us, and for the youngest, time away from plugged-in recreation, and away from some of the mischief that increasingly finds her idle hands.

4)  Get the kids informed and involved.   After sharing my concern with the family during our prayer time, the kids came up with a couple of good ideas.  Listening to them helped me realize how much I needed their understanding and buy-in to make the necessary adjustments.   As one example of the shape of things to come, I will speak/ be a vendor at 3 conferences in April.  Add travel time to that, and we are basically here two days of any given week.   I loved hearing them say that we should take off in April and then school in June.  

5) Seek the wisdom of those who’ve been there, done that,and now own the t-shirt.   My blog buddy Dawn is a very special mom to some very special kids.   From her posts, I gather she spends as much time schooling at the doctors’ offices as she perhaps does at home.   I was able to draw from that, and now we pack books and school while waiting for the oldest, either in the car or at the nearby city library.   It was the wisdom of a couple of friends who’ve learned to go with the flow of life rather than attempt to swim upstream (as I do) that made me think about taking an extended spring break to meet travel demands and use the summer to educate, when it’s too hot to be outdoors anyway.   I really stopped to take in the moment when the kids suggested it.   It wasn’t too long ago when I suggested such a schedule and the kids balked vehemently at the thought that they’d be “trapped” inside when their public school peers were free to roam.   I guess we’re all growing up.

Current Events:1st Crack

In my last post, I shared my youngest’s desire to add current events to her course work, and, to a larger extent, to emulate her brother and sister.   She’s completed her current events for 2 weeks now, and her results are well worth capturing.    Here is a sample of her summary.

“Stitches of Hope”

 

 

‘There is a 30-foot flag that represents the country of America.   When our American flag got badly torn with holes almost everywhere, but our flag survived.  Seven years later our flag was sent to Greenburg, Kansas.  After a terrible tornado, member[s] of Kansas used flags from around the world to repair a flag from 9/11.   Then, the flag took a vacation and had more Americans help the poor little flag.   Even the local navy sewed the flag.’  

 

Definitely some work to do, but I love a child’s way of figuring life out.   My personal favorite is the flag’s decision to take a vacation–too funny!!

The Do-Nothing Summer

This post could have just as easily have been entitled “Second Week of Summer,” but my heart is not to document how we spend each week of what I anticipate to be a 10-week break from our school routine.   But this was a week of “ah-has,” as we called them in my corporate days–the point at which I had to heed to the teachable moment.

It happened quickly, as teachable moments often do, and I was left to marinate what the moment meant to me for days afterward.    After picking up the oldest from her volunteer work, I had to run inside a grocery store.   I had all three children with me when we ran into a friend from church.   She immediately recognized the oldest’s volunteer jacket, and they had a brief dialogue about how much the oldest was enjoying her opportunity.    Then our friend asked our son, “And what are you doing this summer?”    With all the honesty and candor of a child, he replied, “Nothing.”    She played it off well, saying that “nothing can be good sometimes, too,” and I smiled in agreement, but inside I was crushed.   (Gasp!!)   My child saying that he was doing nothing this summer?!!

 Of course, he is not actually doing nothing.    We’re completing a minimal amount of school.   He and his dad are set for a record to see every superhero movie out this summer, and he’ll attend a dance workshop later in the summer.   However, given that I normally have camps planned and at least one trip in the works, hearing him tell someone that he’s doing nothing was awkward.   It’s like when someone asked your homeschooled kid, who might have a 7th grade science book, a 6th grade math text, a 5th grade English workbook, and read on a 10th grade level, what grade he/ she is in.    When the kid replies, “I don’t know,” it’s just not a good look.

While this short scene marinated in my mind, it occurred to me that I’d been so psychologically preoccupied with getting the oldest’s plans and activities in order until I let everything else go.   Moreover, her daily activities are taking over our summer such that I have a hard time sitting to think  and accomplish other tasks.   To begin with, during our more formalized school time, I normally wake up when my husband awakens, but I don’t get up until around 7:30.   This gives me–in theory–at least an hour by myself before I awaken the kids to meditate on the Lord, have my own worship time, get a headstart on breakfast, or catch up on some last-minute project from the night before.   Summer was supposed to be more-laid back and relaxed.  Instead, I now have to get up every morning by 7 a.m. at the latest so that the oldest can get to school on time.    Even on Fridays when she has no class, she’s taken on extra volunteer opportunities, and so I’m still up early to have her in place.   And almost all the flexibility that homeschooling allows into our schedule is gone as we adjust ourselves to having to meet others’ time and deadlines.   

 

So our younger two are left to their own devices this summer–at least, so far, and I’m having to learn re-learn a few things, too.   1st lesson: it’s okay at times to have nothing to do, aka Miss Mason’s “masterly inactivity.”    I love seeing the kids turn off the television on their own.   Our son, a huge fan of author Rick Riordan (of “Percy Jackson and the Olympians” fame), has taken on the task of an avid reader–to read what his favorite authors read, and thereby to gain more insight into their perspective.   So, there are long periods of the day when we don’t see him, but I pass by to be sure that he’s still breathing.    I often find him on his futon with his head in a book.

 

The youngest could come up with a brand new project, complete with its brand new mess, about once per hour, if I let her.   But, with her time, she created a family restaurant out of all the chairs and tv trays in the house (and she accidentally deleted my picture of it), where we decided to eat and have dinner once per month.   She’s learned basic sewing stitches well enough to make purses for her and her dolls.     Today, she made a tent of quilts and chairs where she and the dogs could nap, in case she actually takes a nap, which would be enough reason to take a picture.

 

 

 

I can be taught, too.   I can learn that I don’t have full control of my schedule as I accustomed to having, and that’s okay.   I can sew.  I can read.   I can plan.    I can work.    I can even take a mid-day nap.   Wow, this do-nothing summer might just work out after all.

 

What We’re Reading–March 2011

 

Why would I sit and read individually with kids who already read?

There are numerous reasons, from helping with interpretation and larger vocabulary, to increasing comprehension through the right emphasis and inflection of voice, to monitoring pace and making sure the books are read, not skimmed through.   However, the real reason that, after 7 years of homeschooling, I still spend time reading with each child in addition to reading to them as a group is simple: it is the one academic time period spent one-on-one with each child doing something very non-academic—curling up with a good book and giving each one undivided attention.   

 

After lunch, everyone gathers together for Bible study and a group read-aloud.   My preference would be that this happened first thing in the morning, but the afternoon accommodates for everyone’s internal clock and associated time it takes to get to the table awake and alert.    We’ve wrapped up the book of Proverbs, and the kids are developing their own books of wisdom, based upon an idea in our youngest daughter’s Bible.    I can’t wait to see what they’ll come up with by next week.

Our group read-aloud is The Fellowship of the Rings, the last of the Lord of the Rings trilogy.   We are almost finished with this series, and I am very glad we read the books rather than relying solely on the movies to educate us.   In fact, our kids stated very plainly that they much preferred the books over the movie.    Our son has taken a real interest in author Rick Riordan (of Percy Jackson and the Olympians fame), even reading the books that Riordan listed as his boyhood favorites.     So it’s been a real treat to introduce him to the origins of many of the modern fantastical writers that he enjoys.    I have to say, though, that unless there’s going to be an unexpected surprise at the end of this tale, Tolkien could have stopped at the destruction of the ring for me (although the marriages were romantic).   I can’t figure out what purpose will be served by all of the restoration to be done to the Shire, but with 20 pages left, I guess we’ll know by next week’s end.   “Learning through History” magazine has a nice tie-in to Tolkien’s work and medieval history that I look forward to sharing with the oldest once we’ve finished.    From here, we’ll make a somewhat stark transition to Don Quixote and Sancho Panza.

 

The oldest finished Emma recently (a bit out of time sync with medieval history, I know), and we had fun watching “Clueless” and drawing the connection from a 15th century classic to the quirky Alicia Silverstone version we enjoyed.     Sir Gawain and the Green Knight was a great story, and a quick read for both of us.   As it was my first time reading this one, I stayed curious regarding the end all the way through, but I’m thinking I’ll go with The Once and Future King (or maybe use both titles) when our son covers this same period of history.    My plan was to spend our next time together reading novels about Japan and China, but our daughter lost two books!!    Once I could breathe again, we had to make adjustments, and since she and our son had a project associated with Dr. Jekyll and Mr. Hyde, they’ll head there instead.

Again, our son is doing a lot of reading on his own, following the path of one of his favorite authors.   The Flames of Rome moved past the heathenish nature of ancient Rome and into the persecution of Christians—still graphic, but a different eye-gate.     We’re using a “No Fear Shakespeare” version of   Twelfth Night, and will wrap up with a project similar to the oldest’s classic vs. modern themes.     Amanda Bynes’ “She’s the Man” is based upon Twelfth Night, including the names of the main stars and the setting.   The advantage of this is that it is easy for him to do most of the comparison and contrast; the disadvantage of this is that it is easy for him to do most of the comparison and contrast.   He tried to argue his way out of writing his own one-act play—the harder, more creative side of the assignment.   What is this noise about shying away from hard work?   Does he not know that dog won’t hunt in this house?

The youngest and I are falling in love with Old Yeller.    Yeah, I know that for a kid who barely survived parts of Bambi, this probably wasn’t a good move.   Yet, I wanted her– and the others—to hear this moving tale, and as I often say to them, there are so many references to this classic in the stories they watch every day until they needed to be acquainted with the original sources.   In fact, when our son began to argue that he couldn’t possibly come up with an alternate setting for Illyria, we talked about how many renditions of The Prince and the Pauper, or A Christmas Carol, or Cinderella he’s seen on all of those silly sitcoms he likes to watch.  It was a nice try, though.   Because she didn’t get to read through the Chronicles of Narnia with the older two, I had a great idea to begin reading through them with her.   I have not done justice to these great books, skipping days between reading.   I sometimes wonder if she has been able to follow along with the plot of The Horse and His Boy at all.   I’d almost abandon this project until she’s older, but I keep recommitting to daily reading, thinking that she’ll pick it up if I just stay consistent.    Of course, I say that, and I missed reading it today as we quickly approached the time to head to dance practices.    Ugh.

Our time with books isn’t all fun and games.   I’m constantly after the older two to express themselves more fully through the characters.   I’ll stop them in the middle of their reading with an obnoxiously loud yawn and say, “I’m sooooooo boooooorrrrrrred!   Read it again, and this time, entertain me.”    They’re no actors—this I know for sure.    The youngest, a very expressive reader who is a joy to listen to, jumps up from the table quickly.   She knows that once she completes math and reads with me, then there’s a break.    I worry that she’s way too young to have such a negative attitude about school.   But, as I was reading some old notes from a homeschool conference, I came across some notes I took from a Sally Clarkson conference.   She talked about family ways, and how, as mothers, we can show our kids how to respond to life by our own responses.   I later reflected on an older post by Linda Fay, when she talked about why her children read Plutarch, and giving their minds something noble and courageous to feast upon.    This is what I hope the kids will realize in time, and while I wait, I enjoy a smile, a laugh, and even an occasional cry while we uncover increasingly more stories.