Surgical Schedule for Avid Bibliophile

I'm not quite sure who first said "I never met a book I didn't like," but the quote certainly speaks to my soul. Books have always been like treasured friends to me. But at some point I crossed from saving special books to rescuing anything with a binding. I was homeschooling, and somehow convinced myself that I needed to have as many tomes in my basement library that I could, if asked by the public system, become a neighborhood branch.

In the last year or so, all this book collecting has become cumbersome. There are other things we can do with the space that is much more family friendly than simply housing shelf upon shelf of seldom read books. I desparately wanted a roomy sewing/craft space and a place where my teens can entertain friends.

I was emotionally ready to purge last spring, or so I thought. I realized we were talking well over three thousand books when I stopped taking a tally. The first go round was simple, really, as I had so many books that I had never liked enough to read or continue reading in the first place. I readily gathered up around a thousand and hauled them in multiple trips to donation that summer.

Over the fall, I tried at various points to gather up at least a box load a month, but I had lost my steam. It was easy for me to procrastinate, as I couldn't begin setting up my sewing area until the boys moved out their dust covered weight set. As the months went by, I began to waver in my commitment to trim the shelves. I made great use of Paperback. swap, but realize this is only trading books-not purging.

But in the last month, the boys have gotten moving. The weights were out. My DH broke down his former office, and the desk went up to Scout's bedroom (much more suitable for a college student). Before I knew it I was able to set up a sewing table and parts of my craft storage. King Bee moved his drafting table out, and is working on the weekends to sort and purge the remaining belongings of his office so that I can move in my remaining items: curriculum and books to keep.

Accepting that this purging is more than an ethereal dream has given me a feeling similar to when I've faced surgery. I know that it is something that must be done, but I am dreading it. I spent ten minutes looking at the various shelves before heading upstairs to the least traumatic of literary categories: the cookbooks. (I purged 34 and can now fit my bread machine in their former shelf space, thank you very much)

This is more than just getting rid of a lot of tomes that collect dust with fervor. There are memories tied up in my connections with certain stories. There are certain authors whose entire collection line my shelves, even if I have only read half. I've got two shelves of beautiful, leather bound Harvard classics editions of titles you couldn't pay me to stomach again, but that I couldn't resist at a used book sale .

I realized that I need to step back and analyze my relationship with books as a whole, and in parts. There are many facets to my addiction, I think. I can readily admit to my admiration of a shelf lined with gilt-paged tomes. Libraries have always been one of my favorite places. We were quite poor and faced many struggles after my father left us. But when I spent time surrounded by books, I always felt better. And though I might not ever read many of those books again, being surrounded by them has given me comfort.

As a young family, books were one of the few luxuries we could afford, especially at yard-sale prices. I hoped to instill a love of reading in my children. Having overflowing shelves helped do that, for a time. I am thrilled that they grew to love our storytime, but my children have never developed an attachment to more than a select crate-full each.

I will always enjoy the literary trips books provide me. I cannot afford to travel through place as my mind fancies, nor can I travel through time. Yet with books, I can do both, and often. I will continue forever to be an avid reader, but I need to develop a new attitude about my need to keep every book, as if it were a photograph. I have begun keeping a book journal, which seems to help greatly with this issue.

I am scheduling my next biblio-surgical procedure then, going through the four eight-foot bookcases filled with children's books. The goal is to selective reduce the collection into one bookcase. There are some that hold too many memories, some that are antiques, and some classics that I will use again and again in my teaching. I will certainly keep those that I dream of sharing with grandchildren one day!

The second bibli-otomy will defintiely be the wall shelves filled with all those classics of mine. I will never read "Old Man and the Sea" or "Rime of the Ancient Mariner" or "Grapes of Wrath"again. I don't need to keep every translation of "The Iliad" ever produced. I can purge those, as well as a huge stack of Thackeray, Bronte, and Austen. I know that if I ever have the need for them again, I can easily hop in the car to a library anywhere.

I am hoping that by the time these two areas are complete, I will have gotten addicted to the process as a middle-aged Hollywood Starlet becomes addicted to plastic surgery. That is when I will face the biggest procedure, the curricu-lotomy. This is one huge cabinet and two other shelves of items related to homeschooling.

I have admited before that I have suffered from the "Field of Dreams" philosophy toward curriculum---"If I buy it, they will learn." I don't recommend it. I've gained little more than full shelves, empty coffers, and frustrated kids! I sold off a lot of elementary items at a local curriculum sale two years ago and made a nice penny. This June, I shall do that same with what remains. By this point, I am fairly certain on what will and won't work with Honey, and what items I might use for any classes I teach. I certainly won't mind turning those items into cash again this June.

At the end, I hope to have a lovely sewing area, pared down shelves, and an awesome media room for Honey to enjoy throughout high school. And quite possibly, a whole lot of real memories created with the folks who come to craft and share movies with us!

Classical Mythology

I love mythology. From the time I heard my very first myth, I was hooked. I read every book on myths that our little neighborhood library had. I asked for others as gifts when all my friends were begging for Candie's shoes and Bonne Bell lip smackers. My very first elective in college was "Classical Mythology", taught by a professor from Athens!

Of course I knew as soon as I agreed to teach a high school class in Ancient World Studies, I was going to do my very best to ignite a passion in my students for the myths I hold so dearly. I designed the class as an English driven history study. I abhor textbooks, on the whole, but realize that the students needs some point of reference. I wanted to allow them to opportunity to research and write a great deal about topics that interest them within the historical context, and then teach each other.

That self-driven framework, loosely based around the book "A Short History of the World" by Alex Woolf, was an ideal fit to focus much of my instruction on writing skills and projects. I allowed the students to use the timeline as their guide, and let them run with their interests. It's been need to see the diversity of essay topics as we progress through ancient time.

It has also given me a great opportunity to share mythology of many ancient cultures. The kids were ripe for it! We explored the myths of ancient Egypt and Babylon. We did a great exercise to compare/contract the flood story in the Epic of Gilgamesh to the biblical story of the Great Flood found in Genesis. As we progressed through time, we focused not only on the historical event, but the common themes of the mythology of the culture we were studying.

I was thrilled that by the time we reached ancient greece, the class was as excited to learn about the classical myths as I was to teach them. They voted early on to take on extra reading at home to prepare for the National Mythology Exam at the end of this month. Sponsored by the American Classical League, we started with their recommended books "DAulaire's book of Greek Myths," and "Myths of Greece and Rome" by Guerber, but moved quickly to the more age appropriate offerings by Edith Hamilton and some online sources.

THe kids passion has been exciting as a teacher. Each week, they have not only done their additional work, but they clamour through the class so that we can have some time to play "Myth-ardy" (based on Jeopardy). We had a day of myth telling, where the students took the role of story teller to share a myth with the class. They've written and researched essays on various gods. They jumped into the Percy Jackson and the Olympians series, and are sharing books constantly.

***I read them all myself, and highly recommend them. They are quite entertaining, at an easy reading level, but give the reader a wonderful introduction to the myths, their major and minor players. These are not brain twinkies--all fluff and no substance. It liken them to chocolate zucchini cupcakes...the kids are still getting some veggies they can't even taste mixed in with the sweetness!

This week was the kicker, though. We were beginning the Iliad by Homer. There are so many translations of this masterful work. I know many opt for one of the narrative choices, but I am a purest. Homer wrote an epic poem, and the best way to experience the Iliad is by reading the poetic version. I chose Lombardo's translation, but worried when many of the kids came in groaning (A four hundred page poem!!!!) . This is a class of 13-15 year olds, and I worried that they may balk under the challenge.

I introduced the book, the historical context leading up to the story, and then asked them to listen. I read Chapter One aloud in class, dramatically. After twenty minutes, they were hooked!

For the next month, we will be analyzing and discussing it each week as they read through, culminating in the end with a few written essay response questions. Their enthusiasm has certainly made this my favorite class to teach!

A Horrible Confession....

I had one of those days yesterday. It started at 10pm the night before, when Honey suddenly came down with the flu. I held her hair while she hugged the porcelain god all through the night.
When her torment ceased and she snuggled into bed, it was already 4:30am. Not worth lying down for a half hour nap, I jumped in the shower hoping to revive myself.

For co-op is on Tuesdays, and this week had the additional stress of a staff meeting with teachers who have signed on for next year. I did the best I could to address the way in the which the co-op functions, their responsibilities and the benefits. There were many questions and concerns about hte new site choice that I couldn't confidently answer yet.

I tried to explain that I created the schedule with great care and consideration to a myriad of factors, but it seems that sixteen folks all want to teach from 10-11,m and there are only 10 classrooms at that time. Dandy.

Of course, it wasn't just the teachers with requests. All day long, every time I turned around another person wanted to ask a question or make a request. " Please make sure this class isn't opposite that class, becuase my little Susie wants to take both" is not feasible when we are talking about forty odd classes over six periods and over 100 kids. But that didn't stop the lines from forming any time I stood still. I even had people follow me into the bathroom to press their case.

Of course, I was still trying to focus on teaching my three classes and help my students, while worrying about my sick child left at home. (She obviously had the better part of the deal, as she slept peacefully all day. )

It seemed like every person there NEEDED me yesterday. Wanted my advice on student's who wouldn't work, on curriculum at home, or scout troops. I had to hear the complaint of the woman who got a parking ticket in the clearly marked 2-hour zone, and those about the less-than-stellar vacuum cleaners. I was cornered into having to tell someone that he was not going to be able to teach again as they assumed because the children are afraid of him, and every parent pulled their child from class. My head was exploding...

I got home to more drama in my email, from those who I supposed got tired waiting in the lines earlier. More parents with issues as teachers have begun addressing students who are not doing the work. Seriously? As if I bide with lazy students excuses? Not the time to talk to that mom.

I made a cup of tea and snuggled with my girl, dreaming of how it was all those years ago. When we would wake and just decide what we would do, with no obligations or homework or lesson plans to be done. No phone calls , no emails, that focus only on someone else's problems. What of those days when there was no drama but our own. I wanted to pack it up and head to Maine, and live out the rest of our days in a small house near the ocean, spending our afternoons collecting sea glass and photographing sunsets. Sigh!

Of course I know that this was just one of those days. I love the co-op with my heart, and love the people there. I even enjoy the administrative work, most of the time. But good Lord, I am getting so crabby when the phone rings right now.

My daughter thinks that I am too warm and friendly and capable, and that unfortunately means that anyone with a problem thinks I just want to solve it for them. Maybe she is right. I normally love encouraging others. I think I need to get a shirt made..."Do not approach with problems until I am properly rested."

Maybe I can hide from the phone today....and get back to sleep!

Julie/Julia and Authenticity....

HoneyGirl spent another afternoon trudging away at her "damned" paper (yes, I am letting her refer to it in jus that way, poor dear!), but with an attitude of anticipation. The boys were heading off to Philadelphia to see a hockey game, and we knew we had the house to ourselves. And we had exactly the same plan: chick flicks!

We have been saving Julie/Julia for such an occasion. Reagan has recently begun to identify to actual actors/actresses in films that are over the age of 20. Meryl Streep is one of her new favs, although I am not certain Streep would be thrilled to know that she is referred to as "that clever , older lady who can play any part." Actually, she might just get a kick out of that!

We have both fallen in love with Julia Child. What a dynamic and fun woman she was! Her story was quite amazing, really, when one realizes that she only learned to cook at 37-years young. How encouraging to all of us who have yet to find/ embrace our true passions in careers?

Honey was however, quite annoyed with Julie Powell's character. Her self-centeredness and whiny weakness seemed in such stark contrast to Julia's overflowing confidence. Her obsession was just at the borderline between sane and looney. And her husband was, much to his disagreement, a saint to go along with the project. I can't even get mine to eat orange vegetables, let alone a year of french cuisine!

Of course, I saw this as a perfect teachable moment. Wasn't that contrast the crux of the story? Julie's weakness was exactly why Julia became such a focus for her, and a catalyst for change and self-evaluation. Her frustration and tantrums didn't negate the amazing commitment and perserverence she showed by actually meeting the year-long challenge.

I also reminded Honey that this was Hollywood. We went online and found some of the actual blog posts from the Julie/Julia project, and I came away with a much different feel. Powell was witty, and honest, and swore unabashedly. And I know that I would have , had I known it at the time, been a devoted reader.

Honey did as Honey does, took it all in to ponder. I am sure she will be sharing some wonderful insight in the coming days. We both decided that we need to add "Mastering the Art of French Cooking" to our shelf and try a few of the recipes ourselves when we do cooking next year. I can imagine us having a blast deboning a duck.

I received a lot more from the movie than a few hours of entertainments and a craving for french onion soup. What I got most from both women was a true reminder of the importance of authenticity.

I have been recently overwhelmed with issues surrounding this in attempting to write this book about homeschooling. I will let myself tell a story of our lives that illustrates a key concept, yet I hesitate and second guess when I proof read. HOw will I be pereceived by my reader?

Am I comfortable sharing those moments when I was a raging three-headed dragon and swore at my lolly-gagging kids? Will anyone believe those truly amazing moments of affirmation that came from my then 13-year old's mouth? Will my perceptions in applying psychological models to homeschooling types be embraced and pondered, or just fodder for criticism from my peers?

Will anyone at all get anything of value out of this endeavor, or will I just be pereceived as another homeschooling blow hard, albeit one who is more likely to swear like a sailor when frustrated than pray a rosary?

Authenticity reminds me that I just can't be worried about all of that. I need to remember that I have morphed into a fire-breathing dragon at times. I've been vulnerable, fun-loving, strong, tender, inspired, and demanding in turn. And lest I forget opinionated.

But that is authentic. That is the real me. And authentic is the only way I can even consider facing this project. I'm in my forties, and I just have to be comfortable with the fact that even if those who take a look into the inside of my home and disagree with my thoughts or methods, I cannot let them ever question my truth.

Thank you Julie and Julia!

Rising to Challenges

We are at the beginning of what we like to call a "challenge week" in our homeschool hive. HoneyGirl has two major assignments due at co-op next Tuesday: a 15 pg research report and an instructional speech for her public speaking class. Both fall into the challenging department as dyslexia makes the first process more time consuming, and a nervous personality makes the second daunting.

She's been working on her paper, "Art in Ancient China" for three weeks, doing research, outline, and a progressive bibliography. Last week, she began writing using her note cards and a timeline of the Chinese dynasties. Unfortunately, neither of us thought how her tracking issues would later affect her ability to find the points in which to insert additional data. She's been labouring in three hour stints, until her dyslexia headaches become so bad that she needs to lie down.

My mothering instincts are conflicting with her need to create her own success. It would be very easy for me to sit down and just let her narrate ideas, and we could be finished in an hour. I could tell her she didn't need to worry about a single other thing. But she is deeply committed to academic independence. She will work as long as she can until the headaches begin, and will allow me to find the spot she lists in the paper online, then she will sit to insert more data. In and out of the chair I go, keenly aware of her struggle and pride.

She will be putting in extra hours for the next five days, for once the paper is done she will begin preparing the speech. She did agree to the sense of doing the speech on the same topic, as it lessons her time researching. She still has algebra, German to do daily as well, though she wisely worked ahead in science and journalism to have a break this week. We have already planned a vacation day on Wednesday, to spend as she pleases!

My heart aches at the seeming unfairness of it. She is so focused and works so much harder than many of her peers. Yet the product, while solid, does not show such extra-ordinary effort. It is frustrating for her to listen to classmates discuss doing projects the night before, when she has had to budget and allot hours to the same task. While she understands that dyslexia causes her to learn/process differently, the knowing does not remove the frustration.

We have decided, finally, to begin the process to seek out a dyslexia specialist. When she was younger, our district mandates were strict and time consuming and would have inhibited our homeschooling lifestyle greatly. It was much simpler for me to learn the techniques and tutor her at home. We have had amazing success, but now that we have reached the secondary level we know there are areas where she can't compensate enough.

She needs untimed tests. She cannot take lecture notes quickly enough. She has tracking issues that make reading online a challenge. She needs the option to type essay tests, as her handwriting, while much neater, is laboriously slow. She is reading and comprehending at the high school level, but again, more slowly than her peers.

A formal diagnosis, however, will open her up for additional services to address her dyslexia in all these areas. I've spoken to a few college professors who have shared that her needs are really minimal accomodations these days, and they would love to have more students with her tenacity and willingness to learn. She is already ahead of the game as her disability has forced her to develop great time-management and planning skills.

Does anyone else have any experience with this? I have learned enough to go OUTside what the school offers and seek a private analysis. Any advice would be helpful....

Why do I Homeschool? Freedom !

I've been spending a great deal of my early morning free time working on my book about homeschooling. I received an "intested, show us more" letter from a publisher in early January after reading some of my samples. I'm trying to keep things in perspective, knowing that tons of authors probably receive similar letters that produce little other than the few more chapters they write. Even still, it is serving as the swift kick in the butt that I need to finish it!

Life, however, is never neat and tidy. While I am diligently trying to add to the page count, it is the time again for my asst. director and I to secure our teachers for next year's classes. Those classes, are the reflection of parent polling and a developing three-year rotation of classes (to ensure variety for our families). Every year, a few folks need to step back due to lifestyle changes, etc. , so the process to replace them with someone who specializes in whatever field and who is willing to volunteer their teaching requires sending out lots of feelers through the homeschooling community. It's the only time of the year where I've been approaching my monthly usage on my cell phone.

As if that wasn't enough, I have been forced to search out a new site for our co-op. The current site is trying to dole out its' third rate increase, which is equivalent to 17% hike. Obviously they don't realize that dozens of churches have realized what a benefit a group like ours would be, filling an empty building one day a week and writing them hefty checks to fill their coffers. It is a bummer to move, but I see a never-ending pattern of greed here that doesn't respect the concept of a co-op in the least. While finding a new home won't be a problem, it still takes lots of time for visits and negotiations. I have then make decisions with the board, and notify teachers and families of our final decision. Meetings, meetings, and more meetings.

That, however, is only the adminstrative end. I am still teaching three classes, with all the lesson planning and grading that entails. We are preparing for the National Mythology Exam, which has been great fun, but also additional work. Each class is working on research reports, and most of my students have opted to create coordinating displays for our Educational Fairs on February, 19th. (Oh...I chair that as well...:)

All the while, I still need to be a present and available homeschooling mom for HoneyGirl.

I come back then, to the freedom homeschooling offers us. I truly do not have the time to develop or even search out quality lessons in sociology, english or journalism at this time. And her education will not be any worse if we take a month off from those subjects.

Honey has definitely become self-directed in a few subjects, just taking the lead in math and science, as she has curriculums that work well for her via computer. She, too ,is prepping for the myth exam and working on a research report, which requires little from me at this stage. We are still getting together daily for German, as we both know that a month off is not an option with a foreign language.

Surely, I am type-A enough that I could force myself to plan for those three paused subjects. We could spend a spare two hours a day plodding through lessons with little energy or enjoyment. We could get them done, but there would be little quality in the learning.

Instead, we are able to spend that time together snuggling under blankets and watching movies, or reading by the fire, or playing card games. Honey and King Bee have been helping out around the house, and we've all been laughing more than usual, given my added work.

Homeschooling gives me the freedom to remain happy and human.

I'll post when there is time, which might not be for a while! Miss you all!

There Will Be Holes....

A huge concern for many considering homeschooling is that they will leave "holes" in their children's education. It surprises many when I heartily agree. Advice seekers often panic when I do so, and start to rethink their ability to meet the task. I always ask them to think back on their own education, and remind them how little they can recall. That's when every one takes a deep breath and smiles.

The truth is there will always be holes, whether your schooling be the most expensive private academy or the public school around the corner. Homeschoolers might miss concepts more easily, depending on their style, surely. But even the most diligent and organized planners (me) will be humbled when the next hole appears in the front lawn of their child's education .

Take, for instance, a recent conversation with Honey Girl. She was discussing her future, stating when she is older, she has a strong desire to have only one natural child. She wants to adopt any other children, "from a third world country, like Toledo."
"Toledo, Ohio?" I queried.
"No, Toledo, Mexico," she answered in a questioning voice.

Time to pull out the map.

As this conversation comes after a few others showing similar confusion, the sink hole has surfaced in our homeschool. It is quite apparent that she has maintained nothing from the United States geography we did in 4th grade. For whatever reason, she didn't connect to the material at that time. She loves world geography and has a fairly good working knowledge through self-designed course she did last year after an introductory course she took at co-op the year before. But still, there is this hole about her own country.

This hole doesn't concern me, because we've faced lots of them before. Holes are opportunities in our home. After some good-natured ribbing, Honey asked me to get her some materials or even a workbook so she can teach herself. I had a few things on hand, and she picked an elementary level workbook and a notebooking source, and wishes to combine them.

I am sure a few wondered why I would let my freshmen use an elementary source. I find that when letting my kids fill their own holes, the best option is to let them choose the material. Her level of knowledge on the subject is at that level. Her goal is to use the workbook for a jump start to help her organize her study (it divides the regions nicely) and then use the notebooking materials to expand the topic as far as she wishes.

What matters more than the materials she uses is the level of self-motivation. She doesn't like having this hole, now that it is recognized. She is eager to filled herself with information because geography interests her. She requested a large wall map. She mentioned books and travel videos, and hinted at road trips. There is no timetable other than her own desire.

Sometimes, holes are the blessings in disguise!