Author Archives: Christy

Tapestry is with Sue in Singapore

Tapestry in Singapore

     This interview is part of a series called “Tapestry is Everywhere!”, in which we learn from Tapestry users who are applying the curriculum in surprising ways or places. In this article we’ll meet Sue, a parent-teacher who will be homeschooling her two young children with Tapestry’s Primer this year in Singapore!

Sue, I understand that you are a homeschooling native of Singapore?

Yes, I am.  My husband is a trainer and consultant and we have two children (ages 6 and 4) whom we homeschool in Singapore.

Tell me about your homeschooled children? 

My older son is six, so he’s primarily the one whom I am homeschooling. He has been responding very well to the approach of drilling memory work at the Grammar stage. However, I have also realized that I sometimes also need to give him the context of the facts that he memorizes to help him understand them better. Stories help with this because my children take to them easily.

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Why did you decide to use Primer as a complimentary supplement to Classical Conversations? 

My son has been challenged to learn how to do his memory work in the Classical Conversations community, which is wonderful! The Classical Conversations model then encourages parents like myself to model what is done at community day and finds ways to teach our children at home. This also includes finding materials that will extend our students’ understanding of the facts that they memorize through our community and help them to remember the grammar better. I thought that Primer’s story-driven and multi-sensory materials would give excellent context and help my students lock information into their long-term memory.

I know you’ve been using our Primer sample for a few weeks now. Has it helped your students with their memory work, the way you hoped it would?

I really think so, yes! The activities and the geography, as well as read aloud time and coloring sheets—in fact the whole multi-sensory approach—brings to life the information my student is memorizing, and connects the pieces together for him as well. It’s all here, and my children are able to grasp it. For instance, my oldest son had memorized the fact that the Tigris and the Euphrates rivers exist before in our community group, but now I think he understands Mesopotamia as the land between the rivers, and about its culture and history.

What are some of the highlights of Primer for you as a Christian educator?

We have greatly enjoyed starting back at the beginning with the Bible.  Even though we’ve done it so many times, I feel that it came alive much more this time because it is so much more in-depth.  We see so much more how these are real historical people, and also seeing how God weaves together the strands of history.  We also loved the activities, doing Noah’s ark and building a ziggurat.  Those helped my students to visualize and interact with biblical history.

Has the Guidebook been helpful?

The Guidebook has really helped me to prepare, but more than that it has been a spiritual exercise for me and personally enriching.  Starting with geography has really helped as well—I know where things are happening in history. Also, instead of going through so many sources to look for what I need, I have everything and know that my materials are accurate and reliable.

What are some of the things that you’ve learned spiritually?

I think that going back over these early weeks on Egypt and early Mesopotamia and the Exodus reminds me of the whole idea that we as sinful men tend to worship the created rather than the Creator, and that our hearts are so prone to wander.  I am newly aware of the irony that we were created in God’s image and yet we choose to worship the things that we create.  Also the magnified view of self—the human idea that we can reach God.  That was brought to light when we were trying to build a tower of Babel and trying to make it as tall as possible.  We did that activity and I just realized that we can never reach God.

What does your husband think of Primer?

My husband is a former history teacher and he has been really happy with Primer.  He does the Bible story at night with our children and is involved in some of the activities.  I think he is looking forward to what we will learn as our children get further into history.

It is wonderful to see how Tapestry products are being used as a supplement to various other classical programs, and how it has benefited Sue and her children in Singapore!

 

Tapestry is with Jillane and Joelle in Canada

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This interview is part of a series called Tapestry is Everywhere!”, in which we learn from Tapestry users who are applying the curriculum in surprising ways or places. In this article we’ll meet Jillane and Joelle, who are parent-teachers homeschooling with Tapestry in Canada!

Where in Canada do you live, ladies, and what is your background?

Joelle: I’m an immigrant to Canada from Martinique, which is a small French island in the Caribbean. I live towards the eastern coast of Canada, right at the border of Toronto and Mississauga.

Jillane: I live in west-central Canada, and I’m a native Canadian. I am also a former public school teacher.

What’s one quirky thing about Canadian culture that you really enjoy and would love to share with your American neighbors?

Joelle: Beaver tail! We eat beaver tails in eastern Canada. It’s not actually a beaver’s tail; it’s a pastry shaped like a beaver’s tail. You might eat it with apple cinnamon topping or with a Nutella topping–that’s very popular right now. We even have beaver tail stands in town.

Jillane: I’ve definitely heard of beaver tails here in western Canada. I was thinking of maple syrup because it is of course a very Canadian thing. Our flag has a maple leaf on it, obviously. David’s Tea is a newer Canadian thing: it’s a specialty tea place based in Toronto and is the largest in the country. I hear they’ve even opened one in the United States! We’re also a nation of immigrants and have a very multicultural culture.

What is the strangest cultural or historical thing you’ve ever heard about America—something that just made you go “huh…”

Joelle: Most states in America seem to have higher speed limits: they go faster than we do here on the Canadian highways.

Jillane: All the southern traditions and dishes seem strange to me… much as an igloo might be strange to southerners! Though I’m always surprised at how many Americans seem to think we Canadians live in igloos, and most of us wouldn’t even know how to build one.

Joelle, I know you love to read theology. Who would be your biggest theological hero?

I do read a lot of theology and love theology. Somebody like Luther would be a hero of mine. His strength and personality and willingness to fight for what he thought needed to be said are inspiring to me.

Jillane, who would be your biggest Canadian historical hero?

Jillane: I’m having trouble picking one because of all the ones we’ve read about! For instance, today I was reading about Joe Boyle and how he was involved in the dredging up in the Klondike, and I didn’t even know about him! I don’t think many Canadians would. So I’m always discovering new Canadian heroes hidden between the leaves of our history.

 What is your biggest reason for using Tapestry?

Joelle: The main reason for me is the Christian worldview. The history is very full and it’s clear that the lead author (Marcia Somerville) has a strong background in history, as well as a strong Christian worldview. I also love that it’s not just American history, but world history and geography.

Jillane: My main reason is the worldview too, and also the classical approach where we can all talk around the table about the same material.

 How much Canadian history do you include as you go through Tapestry?

Joelle: I haven’t tried to add to add in a lot of Canadian history. My oldest student is in the dialectic level. Next year I will begin to try to add in Canadian history for my students.

Jillane: I really didn’t want to let go of any of American or World history. Fortunately, Canadian history doesn’t really pick up much until the middle of Year 2 or in Year 3. I began by including books on Canadian history where appropriate. For instance, the Klondike Gold Rush was a big thing in Canada as well. So I might include a Canadian book and then have my students work along at a project related to Canadian history that would tie in to what they were studying in Tapestry. Then, my third step has been to try to include the occasional tie-in question when we are doing discussion scripts at the dialectic and rhetoric levels.

Jillane, you’ve shared with me before that actually the American Civil War had a big effect on Canada. What was that effect?

The Civil War had a big effect on Canadian history because it was one of the primary reasons that pushed independent colonies (under Britain) to unite. This is what birthed Canada under the British North American Act. When we consider how different each of the colonies were, it is nothing short of God’s hand and perhaps the push of the Civil War that brought unity to Canada in such a short time frame. In fact, 2017 is Canada’s 150th year Celebration of Confederation (the union of the colonies into what is now Canada)! As such, our country will be hosting events to celebrate and I was hoping to inspire home schoolers to teach/learn about that time period prior to July 1, 2017.

If there were one or two things that you would love to see happen in the community of Canadian Tapestry users, what would they be?

Joelle: I’d love to find a way for the printed versions of curricula (not just Tapestry but any American curriculum) to be a little less expensive in Canada. The shipping costs are hard for us, so it’s a good thing there are digital versions available. I’d also love to see Canadian Tapestry users get connected to each other, maybe to know about things like Virtual co-ops. I’d want them to know that those are available as a way for people who live far apart to get connected.

Jillane: I agree with Joelle: books are really expensive to ship to Canada. Besides that, I would love for Canadians to get to learn about how American and Canadian histories are tied together. I didn’t learn that as a child, but it’s been so exciting for me to see that and make the connections with Tapestry. It makes me want other Canadians to see how our history ties in with world history and American history. Tapestry explains so well that God is sovereign and has control over all history, but I want us to see how we are part of that.

Do you have any specific dreams about how you’d like to serve other homeschoolers?

Joelle: I would love to be available for people to give ideas on how to adapt the curriculum to fit their particular needs or limitations, whether budget wise, or homeschooling style or whatever. I have started a Facebook group for Canadian Tapestry users and I would love to see more of us get connected. If you are in Canada and interested, I hope you will consider joining my group!

Jillane: I have developed some specifically “Canadian” threads for my children because I want them to know our history just as well as American and world history. We have a lot of Canadian books and I spend a lot of time trying to figure out how that fits in. It’s been a lot of work for me to develop and I don’t necessarily just want to throw that out there, but I would love to find a way to share it that makes sense.

It was exciting to interview Jillane and Joelle about their experiences with Tapestry in Canada, because as we talked it became clear that Tapestry of Grace is not just a curriculum about American history, but is actually a curriculum that brings a biblical perspective to the complex tapestry of world history. We will see this idea unfold further as the series continues: stay tuned!

Tapestry is with Alesha in West Africa

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This interview is part of a series called Tapestry is Everywhere!”, in which we learn from Tapestry users who are applying the curriculum in surprising ways or places. In this article we’ll meet Alesha, a homeschooling mother and Tapestry user who lives in West Africa!

Why are you in West Africa, Alesha? 

We are missionaries with Pioneer Bible Translators.  We work with a people group called the Kono who don’t yet have a Bible in their own language, or indeed anything written in their language until recently.

Is there any one interesting thing about the Kono culture that you’d like to share with us?

One thing that’s interesting is how everybody eats very communally.  They mostly eat rice with some kind of sauce on top.  It’s much more communal than we have in the West.  For big events they will cook a huge amount of rice, like a laundry basket of rice, and bring it out and everybody eats from the same dish.  I love food, so that’s a big thing for me.  It’s a rule that you have to eat with your right hand.  It reminds me of the Last Supper with everybody eating out of one dish, literally sharing the same meal.  Of course it’s easy for us to worry about germs, etc., but it’s a big honor for them when we join them.  They just did a meal like that recently at our church.

I have to ask, why do you use Tapestry in Africa?

We started using it when we still lived in the States (we’ve only been in Africa for two years), and we decided to keep it because it was working well; we liked the curriculum.P1010656

Why did you picked Tapestry in the first place?

 

I’ve been using it for six years.  One year we didn’t homeschool because we were doing language training in France, and one year we used another program, but mostly we’ve used Tapestry.  Two other families and ourselves had students in second and third grade, and we decided we wanted to do Tapestry. We wanted something that combined chronological history with activities, and we really liked how the writing program fit into the history studies. My oldest is now a freshman in high school and we’re all still using Tapestry.

What have been some of the challenges of homeschooling with Tapestry in Africa?

I think the biggest challenge has been not having a library nearby, which means it’s hard to do any homeschooling program (not just Tapestry).  But the internet really helps and I really love how thorough Tapestry’s booklists are.  That means that if I follow the booklists and plan in advance to buy all the books on the list, we will have a good variety of options and everything we might need to complete the assignments.

I can easily see how the internet would be important.  Do you have good internet?

Yes we do, and we are even joining a virtual co-op this year (the Shema co-op).  I’m going to put my three oldest daughters (one rhetoric student and two dialectic students) into it, and I’m really grateful that we have the option to do that so that my daughters can have peer discussions!

Have you had any interesting culture clash experiences, being homeschoolers in Africa?

Well, we have kind of a French education system here, and my rhetoric level daughter’s peers in the church choir can’t really wrap their minds around how she does school on her own.  They are used to doing rote memorization based on what their teacher tells them, so they can’t understand it.  In one conversation that my daughter Kaelyn was having with the girls from choir, one of them said they figured that Kaelyn could do her school by herself because she must only do one subject, not lots of subjects like they do here at the national schools. I thought that was funny.  And they were surprised that she doesn’t get “spanked” at school by her teacher.  Apparently they do!

Are you glad, as you enter the high school years, that you’ve been using Tapestry for six years?  Do you feel that your older daughters are enjoying their education and learning to be thinking people?

Yes, I do.  We just finished up speech writing as an exercise and I asked them to do their best even though there wouldn’t necessarily be an audience.  I was impressed with how willing they were to work hard, and I see them being more independent, meeting deadlines, etc., as they get older.  I would attribute that in part to being a missionary—having to be flexible because we travel a lot and have to do school at strange times… but also I think they work hard and are independent because of being homeschooled from the beginning.

Has TOG been a source of encouragement and continuing education for you as you are sort of “on your own” in another country?

Yes, definitely.  I keep learning and it’s been a way for me to be challenged, and to keep on learning more about home even when I’m far away. We’ve never actually done Year 1 but we are going to do it this year and I’m really looking forward to it because of the opportunity to focus on building a biblical worldview.  The village here has actually shown me a lot about what it must have been like to live in biblical times.

Do you have any prayer requests for us?

An ongoing prayer request that we have for our kids is finding the balance between helping them to stay connected with people and things back home, and yet learning about the culture and people here. Because of my children’s ages and the way the culture is here, we don’t feel comfortable just letting them go off on their own, and homeschooling does take a lot of time, so you do have to find time to help them get together with others.  Also, pray for them to continue to develop good relationships with each other in their sibling group.

For myself, I would ask you to pray for much the same things as I ask for my children.  Homeschooling takes a lot of time and preparation, and I want to do that, but I also want to be sensitive to the Spirit’s leading to consistently be willing to reach out to new people as He brings them into my life.

We are grateful to Alesha for taking a few minutes to talk with us about how Tapestry supports a missionary family while they are serving Christ. We invite you to join us in praying for her!

Introducing the “Tapestry is Everywhere!” Series

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Every so often we hear stories from Tapestry users in exotic places like Africa or New Zealand. Sometimes we also learn of users here in America who combine Tapestry with other programs, such as a Schole group that uses Tapestry’s history and literature. Sometimes we speak with families who are both far away and using Tapestry with another program–like Sue, a Classical Conversations Director on the other side of the world who plans to use Tapestry Primer this fall as an aid to her children’s memory work!

These stories tickle our fancy because they show us again how Tapestry can be applied in places or ways that we wouldn’t have thought to try, both at home and abroad. Therefore, this series of interviews is dedicated to our friends who use Tapestry… well, everywhere!

Tapestry Graduates: A Journey to Value the Classics

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Seventeen-year-old Gian Garfias is about to become a graduate of Tapestry, which his family has used for the last five years. He has already been accepted to the college of his choice.

Gian gave me some of his time so that I could ask questions about his experiences as a Tapestry high school student. Although he assured me that he isn’t deeply interested in any subject except math (and maybe a little science), it was remarkable to hear how much he has learned from the humanities! This is his interview.

Will you tell me a little bit about yourself, Gian?

I’m seventeen and I live in Texas, a little way from Dallas. I want to do mathematics. I’m going to Liberty University and then eventually I want to get a doctorate and become a math professor.

Cool! Do you have a favorite area of mathematics, or a favorite mathematician who inspires you?

My favorite area of math is algebra, and my favorite historical figure is Isaac Newton because he helped to invent calculus, and also because his ideas were foundational to physics.

I know you’re really into math, but do you like geography or history?

Geography isn’t something I’ve noticed much, but I do think it’s interesting to see how often Europe changes, and it also helps me to understand why throughout history people are warring over various parts of Europe. Usually it’s because the person is invading used to own that land awhile ago, and it helps to explain some of the wars.

I like history okay. I think this year (Year 2) may have been my favorite, because we go from the fall of the Roman Empire all the way up to the French Revolution, and it’s so interesting to see how so many ideas developed in these short, controlled bursts. For the last few weeks we’ve been comparing and contrasting the American and French Revolutions, and it’s crazy to see how those two wound up so very differently, even though they started out with the same principles. America was working from biblical principles, but France abandoned God and then got more and more bloody and wound up as a military dictatorship.

What do you mean by ideas developing in “these short, controlled bursts”?

“It seems like knowledge is like a rock skimming across a lake. Whenever it touches down, you get a new burst.  There’s a burst of discoveries in the 1600’s, and then in the 1800’s your machines get way more complex… you get to airplanes in a century!

That’s a neat observation, and so is your thought about the two Revolutions. I know that you are thinking about going into the field of mathematics, where traditionally there is a lot of atheism. Have you learned much about God by studying history?

Yes, as a matter of fact I have developed some convictions about God through studying history.

At the end of the Reformation, Deism started coming about, with the idea that God created everything but then stepped back and let things run on. So that caused me to wonder whether Deism was a reasonable theory and worth considering.

But when I look back through the rest of history that I’ve learned, I just don’t see how you could come to the conclusion that God wasn’t involved. Take the American Revolution for instance: they almost failed to fight the British like five different times.  Besides that, when they did go to fight, the American colonies were taking on what was the most powerful nation in the world at the time. I can’t prove it mathematically or scientifically, because you can’t prove anything about stuff like that, but I became convinced that we are affected by God’s grace and the way He leads us through history. Otherwise we human beings would have killed ourselves several times, and I’m not even talking about the Cold War.

For a guy who says he’s only into math, you have a lot of great observations about history! What do you think about worldviews?

I don’t really think about worldviews that much, but it is interesting to see how fixated everybody was on God when the church had national power, but then during the Reformation people starting asking, “Hey, what if this isn’t real?” And then there were two branches of the Renaissance and one was more humanist and the other was more focused on God. It’s crazy to see how, no matter what you’re studying in Tapestry, people keep winding up saying, “hey, everybody, we need to get back to God and to what we’re supposed to be doing.”

Yes, it is funny how people keep winding up having to deal with God sooner or later. How about literature? Do you like it?

I don’t consider myself very good at literature, and I don’t like it. But there was one book that I really loved. When I was in a class at the Lampstand Learning Center, I did a PowerPoint presentation in Year 4 on The Chosen, and I think it’s my favorite book that I’ve read. It’s about this friendship between these two guys, and you get a taste of the Jewish culture at the time and I found it really intriguing and making the presentation for it.

I took three years of literature online with the Lampstand Learning Center, and then this year started doing it with my family. Now that I’m doing it at home, I’m realizing how much I learned not only about how literature works, but also about what the authors are saying. My sister is in her freshman year and she knows a lot more about literature than I do and likes it a lot better, but I’m able to spot literary devices and what the author is trying to portray in each of his works, and it’s easier for me to get the homework done, and then she’s like “how did you figure that out!?”

Whenever I talk to other Tapestry graduates, we reminisce about how much we enjoyed doing integrated studies: looking at once time period from the perspective of four or five different subjects. Any thoughts about that?

Integrated studies have definitely been great for me. I especially noticed that during my freshman through junior years. I can see things from both “government” and “civilian” perspectives in a way, because I’m reading history (which is written sort of from the government’s perspective) and literature (which is written more from the ordinary person’s perspective) for that time. So it really gives me more of a feel for what everybody is thinking.

So, even though you wouldn’t have chosen it, are you glad you studied the humanities?

Yes, I am. Studying the humanities has been unexpectedly good for me. It has helped me appreciate the arts more, even though I’m not an artistic person. It has developed the non-math side of me, and it has helped me to see some things about God that I might not have noticed otherwise. I think the humanities have also sharpened mind in ways that will help me notice worldviews.

For example now I use my literature skills to analyze songs and other books and stuff, and I find that most amazing. My mom always says that I should be careful what I listen to because people express worldviews through music. I always kind of pushed that aside, but last summer I was listening to something and I suddenly realized, “Wait! Meaning through form!”—and then I saw how those song lyrics were actually being used to show the songwriter’s beliefs. So maybe I am learning to think about worldviews more.

Is there anything you’d like to say about your mother and her involvement in your education?

As a teenager, of course you always think your parents are unfair or don’t understand what’s going on. But as I’ve gotten older, I’ve realized that everything wrong with me is my fault, and everything that’s gone right for me has to do with my parents’ influence.

My mom isn’t a very math or science oriented person, but even though that’s the case, she’s gone out of her way to make sure I had the best she could offer in terms of learning those things because I love them. Then she made sure that I had help with writing and literature and history.

I haven’t ever really liked school, except math and science. But my mother did a lot of things to try to make it enjoyable, and as I took the SAT’s and other tests, it became clear to me that she prepared me really well. It never really dawned on me how much time she invested in my education until now. I’m grateful.

Tapestry Graduates: The Journey of an Aspiring Policewoman

 

journey-of-aspiring-policewomanUnlike many young people who are graduating this spring, Caty Payne isn’t going to a four-year college. She plans to finish the associates degree that she has already begun at her local community college, then go on to Police Academy.

Since Caty is also the daughter of Sheri Payne, a Tapestry Advisor and long-time teacher for Lampstand Learning Center, I was deeply interested to learn what sort of impact the last nine years of Tapestry education might have had on an aspiring policewoman. Caty kindly answered my questions and gave me a window into her world.

12745784_10153977444583140_7262335587357133101_n First of all, Caty, why law enforcement?

I think it was something that God has been pushing me to do; I have a high sense of justice and always wanting to protect everyone around me, whether I know them or not.  I also feel like a lot of people are ministering to the homeless, or people in other countries, but in terms of the criminals in our own country no one is paying much attention to them, and I think God wants me to use my gifts in that area, not only to do justice but also to show His kindness to them.

 Did you have a favorite subject or a favorite time period in Tapestry?

It would probably be between Literature and History.  One of my favorite periods was the beginning of America and also the 1900’s.  I was really intrigued by the Colonial Era and the 1900’s.

Did you have a favorite historical figure or anybody who was particularly inspiring?

I really loved Abraham Lincoln, because I felt like he and I have the same sense of justice, like he couldn’t stand slavery and did his best.  He thought of other people, but not just a certain group of people.  He didn’t think of himself, and he was very eloquent (which I am not) and he got a lot done.

Do you feel like your literature studies and practice in thinking about personalities in stories might help you when you’re dealing with other people in the world of law and criminals?  For instance, did reading Les Miserables help you think about being in law enforcement like Javert, and about dealing with criminals like Valjean or like Thenardier?

Growing up, I was very reserved and it was difficult because I kept all my thoughts and feelings to myself, so when I was alone I would either listen to music or read books.  That was my release and my comfort zone.  I loved it.  I got lost in those worlds and those personalities.  I’m a thinker, but I’m not very eloquent because I don’t talk a lot.  But I think about every possible little thing.  I imagine how future conversations might go in my head.  So yes, I’ve imagined talking to criminals like the Thenardiers and definitely thinking that I don’t want to be like Javert.  So I try to think about how to correct people in a good way, and thinking that through.  It’s hard for me to tell people what to do.

What was hardest for you in your Tapestry studies, or what did you feel like you didn’t do as well?

Probably Government, actually, because it was really hard for me to understand (and I didn’t enjoy it as much because of that).  There were too many big words when I was younger, and it was hard to really get it until the teacher explained it in class.

How would you respond to somebody who asked you whether your classical education is going to be useful in your chosen field of law enforcement?
Some things you grow up learning that are good to learn even if you’re not going into a field where those things are necessary.  These things shape your mind and who you are.  You learn from the thoughts and actions of others, and I think God uses that.  There’s a reason why God made history books and I think we learn from history, either to be like the people we see in it, or not to imitate them.  I think these things help you as a person, whether you ever use them vocationally.
     When you’re a kid, you’re just told to read a book, so you read it.  There are all these things running through your mind and it’s like you’re trying to get prepared for adulthood whether or not you know it. I found I could relate to a lot of the people in my history and literature readings—those characters were doing things I could imagine myself doing in the future.  It really helped me to work through what I might do or not do, and why, especially in areas of right and wrong.  I think those experiments helped shape who I am, because in a way these characters could make decisions for me and I could see how those decisions turned out.  So, I think it helps children to study these things even if they aren’t obviously or directly related.
     I remember reading some cases (in the Government track) where I just realized “Oh, I’ve never thought about it that way,” or I gained more knowledge.  I think that some of that helped me want to become a police officer, because when you see all these cases for different laws, in reacting to them and seeing how strongly I felt about them, I realized how much I really care about justice. It’s funny that government studies were hardest for me, but in a way they did the most to help me understand what I want to be.
Is there anything you’d like to say about your mother?

My mom is superwoman. I know a lot of people say that about their mom, but my mom is truly inspirational. She juggled homeschooling three kids with my dad being gone all of the time due to being in the military. She taught us with every intention of bringing us up for God’s glory. She is an amazing woman.

Talking to Caty reminded me of something I had forgotten: sometimes the hardest parts of our education are the ones that teach us most. She also demonstrated for me all over again that we need more in our lives than just the things that directly apply to our chosen vocations. We need the stories of history and literature that teach us who God is, and how to be human.

It was a pleasure to talk to a young woman who is eager to see God’s justice enacted here on Earth, but at the same time wants to spend her working days reaching out to those who are in danger of prison.

Things We Love: Homegrown Preschooler

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Review by Casey Somerville

The second my daughter Violet turned two, suddenly it seemed like the word “preschool” was on everyone’s lips. The wisdom of many homeschooling moms convinced me that I was doing fine as long as Vi was being read to, learning her colors & shapes, and being instructed on how to sit cross cross applesauce (okay I added that last part). So I wasn’t stressed about preschool (at least not out loud) and as Violet got older and started on the road to official schooling, I was content to incorporate daily common sense learning in my now 4-year-old’s life.

Violet (age 4)

Violet (age 4)

When my sister-in-laws started raving about Homegrown Preschooler, I was skeptical. How necessary was an actual preschool curriculum? What if it just proves that I actually haven’t been teaching Violet all she needs to know before she hits Kindergarten? What if my way of sitting cross-cross-applesauce was all wrong? So it was with gritted teeth and slight heart palpitations that I began leafing through Homegrown Preschooler’s teaching manual.

But. As I flipped the pages and read through their philosophy and activity suggestions, I breathed a sigh of relief. And then I started to glow with encouragement. And then I was inspired. Not only did Homegrown Preschooler complement what I’d already been working on (albeit unscheduled and unofficially) with Vi, but they creatively expanded on topics and ideas I wanted to incorporate anyway.

I appreciated how the plans are monthly, giving you free reign as to how you want to divvy up the projects you choose to do. Note, I said choose! It’s a no-guilt curriculum. You choose what works for your time, budget, and children.

The monthly topics and activities provide light structure to your preschool, and I was blessed to see how many things we were already doing–Homegrown Preschooler’s suggestions simply sharpened and rounded out our focus.

Beatrice (age 2)

Beatrice (age 2)

The topics are well chosen and matched up beautifully with my 4-year-old and my 2-year-old, meeting them where they are developmentally, socially, and in terms of their interests. The fact that it spans several ages is wonderful–Beatrice (age 2) was thrilled to be included in “school.”

It took about an hour to read through the month plan (we started in January) and decide which activities I would include. While they do provide a printed space to plan your month, honestly I just used my laptop. The folks at Homegrown Preschooler also include a helpful, comprehensive list of supplies you’ll need and most of the printables for each month. (However, I did have to spend a little time looking for a weather wheel template.)

As I read through the suggestions, it was easy to latch on to the ones my daughters would love and discard the ones I knew wouldn’t work for us this month. Again, I didn’t feel guilty about it. Score!

 

I also found that the activities are open-ended just enough that it was intuitive to change them here and there to better fit our life and resources. Plus, for some of the more nuanced activities, Homegrown Preschooler includes specific resources in their curriculum package (i.e. water beads, fake snow, Arctic animals…) which made it easy to say yes to those particular ideas!

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Overall, we really enjoyed our month of Homegrown Preschooler. As an “unofficial preschool” type of mom, I was impressed at how well it worked for us and I’m looking forward to February!

 

 

 

(Disclosure: I received this curriculum in exchange for an honest review.)

Returning Thanks: Kim and Kate, Part I

???????????????????????????????Kim and Kate belong to an online co-op called Vestis Madres (which roughly translates to “Moms in Pajamas”). They explained to me that when you have an online co-op where none of your students see you, teaching in pajamas is an option!

Thanks to the magic of the internet, Vestis Madres consists of nine families who live in just about every corner of America: Washington, New Hampshire, Tennessee, Wisconsin, Texas, New Mexico, Massachusetts, and Arkansas. How amazing that people from so many different states can love the journey together!

It seems that being in different states has not kept members of this group from becoming close friends. Kate told me, “Kim is uView More: http://carlyfullerphotography.pass.us/anne-john-weddingp in New Hampshire and I’m in Massachusetts, so we aren’t neighbors.  But we have been able to get together a couple of times.  We like to stretch our cyber arms to try to hug each other.  It’s always wonderful to get together and pray.  I’ve always appreciated Kim’s willingness and encouragement to do that, to bear one another’s burdens.”

Kim (pictured above with her family) has an unusual story which Kate urged her to share with me. Kim said, ”This is my first year teaching online, but my fourth round with Tapestry.  We just joined the Vestis Madres group and I have Multiple Sclerosis.”

“Near the time when I needed to start preparing for my first class,” she continued, “I had a relapse and lost the use of my dominant left hand.  I couldn’t write.  And that had a big impact on my quiet times, because I always journal and I just felt like I couldn’t connect with God.”

Kim went on. “I got voice-activated software so that I could still prepare my slides.  I happened to have been assigned Weeks 4, 6, and 7 of Year 1, which are all the Bible as Literature.  God really used the experience of going through the Teacher’s Notes and preparing my slides as my quiet times.  I was able to slow down my mind and focus with preparing slides in the way I previously had with note-taking.”

“It was God reaching out to me.” Kim told me, “He was saying, ‘I know you’re losing physical ability, but I still want to spend time with you.’”

By this point in our conversation, I was blinded by tears. I blurted out, “I think I’m going to cry.”

“Me too!” said Kate.

We all took a deep breath.  Then Kim continued, ”And I was still able to teach, which I didn’t think I could do.”

“And she did a fantastic job!” Kate added.

Kim also shared with me about how it’s a struggle to be dependent, and how her children are learning to be servants because all of a sudden she can’t do anything, even putting on all her own clothes. “It’s humbling to have to rely on your children and having people from your church cleaning your toilet,” Kim remarked, quietly.

“But you’ve been able to minister to the people who are ministering to you,” encouraged Kate.

“Yes,” affirmed Kim. “For each person who has come to my home, God has been faithful to show me some way to pray with them or to share with them something from my quiet time methods.  He’s showing me ‘Yes, you can still be useful’ even when I felt useless and like everything had been taken away from me that I would normally do.”

Kim excused herself from our interview for a few minutes to answer her doorbell. When she came back, she said, ”For example, a friend just dropped off a meal for me. I’ve watched her grow in the Lord, and when I can say, ‘Look, watch me walk across the floor without a cane today,’ that encourages her and helps her to remember that if God is moving in my life, He’s going to move in her life too.’”

Kim told me about some of her other struggles. “I’m tempted to feel worthless.  Part of how we think of ourselves, our identity as homeschooling moms, is in what we do all day, and I can’t do what I had done. But God has shown me that I’m not worthless, and my identity isn’t in what I do all day.”

I said, quietly, “I’ve noticed that homeschooling parents often struggle with being self-reliant. I want you to know that you are setting your kids such a beautiful example by showing them what it looks like to be dependent on God and on the people whom God has given you.”

“Thank you,” said Kim. “I hadn’t thought about it from that perspective. That is encouraging.”

Then Kate said, ”When I look at Kim’s situation and see her sharing the story of what God is doing in her life, then He gets the greater glory.  In my own life I call these kinds of stories little treasures that I keep in my treasure box, and every so often I take them out.  These stories are so sweet, and so much better when shared, and they encourage others.”

This whole interview filled me with sadness, wonder, and then joy.  I made me long to return thanks to God. Who else but God would love KView More: http://carlyfullerphotography.pass.us/anne-john-weddingView More: http://carlyfullerphotography.pass.us/anne-john-weddingim in such an intimate and detailed way, even timing her study of Scripture through Tapestry so that she could use it as a way to spend time with Him? Who else would give our sufferings such purpose by using them to encourage other people? Who else would stay by us, tenderly and strongly present as we walk the hard path of humility and dependence? He is so good to us!

I couldn’t wait to share Kim’s story with you, because it illustrates so well what God is doing for families on this wonderful journey of homeschooling.  But wait, there’s more!  In Part II of this interview, Kim and Kate will share some of what they have been learning about God and worldviews as they joint-taught Rhetoric Literature for their group this autumn. Stay tuned!

Returning Thanks: Kim and Kate, Part II

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This is the second part of my interview with Kim and Kate, as part of our series on returning thanks for the journey of homeschooling.  You can read the first part of the interview here, and you can read the introduction to the whole series here.

Kim (pictured to the left with her family) and Kate are part of the same online co-op, even though they live in separate states. In the second part of my interview with them, they wanted to return thanks to God for what they are learning as they share the load of teaching rhetoric Literature.

Kate immediately pointed out how God has been kind to them: “When we first got together, because this is our first year doing this together online, we just sort of split up the weeks.  But every time I sit down to work, I’m amazed at how the Master Weaver folded all the weeks I am doing together, even though they aren’t sequential.”

Kim agreed. Although they didn’t plan it this way, she finds that “It’s like every time I sit down to work on a new week, I’m hitting the literary analysis tools again that I already taught.”

Kim and Kate have used the Teaching Rhetoric Literature document extensively this year, especially to help them decide which tests to administer. Things haven’t always gone according to plan, but God has consistently given them joy in the journey. Kate said, “We started off with six rhetoric students: four boys and two girls.  Then a family had to drop out, so we have two boys and two girls now.  In fact, last week only two students came to class and then one had to leave early, so I wondered if all my class preparation was for naught. But then I remember how Kate Woods once said to me ‘nothing is wasted in God’s economy,’ and I believe that there was something God wanted to say to this one student.”

I loved her attitude! I also love the fact that, regardless of how many students they are teaching in a given week, Kim and Kate themselves are being bowled over by the study of Scripture as Literature. Kate shared with me that “I was working on Psalm 119 and was personally amazed by the class plan’s point about God’s law being beautiful.  I had always thought of law as something that condemns you, and how can you like that?  But I was amazed by the idea of beauty as something that makes us want to stare at it and copy it, and it was a paradigm shift for me to apply that to God’s law.  Studying the Old Testament through that lens has been a revelation.”

Nutcracker 2

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Kate (pictured to the right with her family) also said, “I was struggling with meaning through form, but then when we did Psalm 119 as an acrostic poem, I saw how that particular form of each section corresponding to a letter of the alphabet was being used to celebrate a particular meaning about how God uses language and His law!”

Kim added something that she was learning: “It’s also just so interesting to see God as a literary author.  That’s pretty silly, because obviously He wrote the Bible, but just to see Him using all these amazing literary devices and thinking ‘He’s the first one!’  I did Abraham, Isaac, and Jacob, and I loved the way God uses artistic repetition of promises, sins, and rescues, and how that whole pattern that we studied repeats several times and then is broken in a particular way.”

Kate agreed, and added her own example: “Yes, or the way we looked at Genesis, and how it’s easy to look at Creation from a dry and dusty point of view, and then when we looked at the artistic symmetry and the patterns in how God ordered Creation, and suddenly stepping back and saying ‘Wow!'”

Kim laughed. “Yes, suddenly it was like, ‘Wow, God, you’re amazing in yet another way that I’ve never seen!”

Kate also reflected on the worldviews analysis that she and her students have been doing. “Studying these worldviews is remarkable.  I was an English major, but we never talked about these things.  I’ve loved talking to the students about how to sharpen their minds so that they can detect truth.  Just today we were looking an Ancient Indian poetry.  We talked about how Indian culture is like an explosion of sights and sounds and colors, and how we can be dazzled by artistry, but needing to look past the dazzle a little bit and find meaning.  That’s part of my own learning that was left a little void.”

Kate added that “I was also touched by ‘Jennifer’s argument’ in Poetics, about how Literature gives us vicarious experience, and I think that’s true for other people as well.  We may not know experientially what a friend is going through, but we may know someone intimately who has gone through it, and what they have concluded, and we are able to share with them.'”

Kim and Kate are certainly enjoying themselves! They are also eager to give their students room to stretch their wings in literary analysis. “This is my third year with the co-op,” said Kate, “and every year we let the students pick one book to do for themselves that is outside the booklist, to use the literary analysis tools on a new book.  That has always been such a highlight.  This year, Kim had the great idea of doing the Iliad ‘as written’ in the class plans, and then letting our students analyze the Odyssey on their own.”

After a moment, Kate added, “Of course we don’t give it absolutely ‘on their own’; we meet with them every week and give a blank analysis chart, and then they have to do a presentation and a paper. It’s been so interesting, because when you let students do this, sometimes they go off and come back and say, ‘Look, I found an example of irony!’  Then sometimes I would have to say, ‘that’s not actually irony; that’s a metaphor.’  But it’s still so exciting to see them struggling to use the tools themselves!”

My conversation with Kim and Kate was like being in a refreshing little restaurant that has a great view of a famous, exotic location which you have just finished touring. Sitting with them, drinking deeply of their delight and gratitude, and watching them point out their favorite parts of the amazing place they just visited, I felt like returning thanks to God simply because He has been so good to them, and because it gave me such pleasure to hear about their trip!

Our Primer Families

12019956_1189907721024753_8906291092086819008_nSome parent-teachers who are using Tapestry Primer this year have given us permission to post a few of the “first fruits” moments that they are having with their students and in their own continuing education as adults.

Suzanne wrote, “This morning, my 4 year old was reviewing her timeline cards. She got to Ruth and Boaz and said that they were picking ‘weed’ so they could make bread. We’re on Week 4-1, and she made it all the way to Alexander the Great. She is definitely learning a lot!” (Suzanne’s daughter is pictured right, with her cards from the Big Story Game.)

Carly, with a wink, informed her Primer Facebook group that “You might be using Primer if… your five year old says to his dad, ‘tuck me in like a sarcophagus…'”

Ana told us, “My six-year-old asked me with a worried expression, ‘Mommy, are you going to send me to school next year when I’m seven to train for war???’ Lol, we read about the [Greek] hoplites leaving to train at seven years old, weeks ago! That made an impression!”

12140715_834045309495_5608710371688698314_nAlissa’s kids (pictured left) aren’t too worried about being shipped off to the Greek army. She wrote, “We had lots of fun with Ancient Greece this week. We had a sunny morning outside playing Olympics. We had competitions in hopscotch (my six-year-old is getting pretty good at it), bike racing and chalk art. Everyone got to wear the laurel crown for victory!”

Meanwhile, in another part of the Ancient World… Cat wrote, “The kids and I acted out Persia’s Royal Road this week. It took a few tries for them to grasp the concept of a relay but they loved running as fast as they could to deliver my messages to ‘the general’ (a stuffed animal)!”

 

While all this was going on in the ancient world, some of our families who decided to do Primer in two parts began in the Middle Ages and progressed up to Colonial America!

Here are the medieval family shields that two of Jessica’s sons designed for themselves after learning about the meaning of shields on Pinterest. You can also see that the whole family had a great time at Jamestown (below)!   12200931_10208379348951787_1997323302_n-2

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Speaking of whole families, it’s been so special and fun to hear about how Mom and Dad are learning right along with their Primer students!

“I am realizing all that I myself did not know while preparing to teach my son,” marveled one teacher, who was reading in the Guidebook about Israel’s neighboring nations in Canaan.  

This teacher also told about how, even though she was an honor student, she didn’t remember anything she learned in history especially. “I am new to this,” she wrote, “and never thought I’d be able to do it. I love that Primer is designed for moms like me! I love the story-based approach to learning about what God has done in history.”

We love these little story-driven learners and are delighted to celebrate with their parents!