Donna’s Journey

We had a wonderful business meeting for Princess Academies today. Jennifer is moving to Madison, Wisconsin at the end of April and we needed to have a business meeting to lay out our plans. Jennifer, Julia, Mary, baby Elizabeth, and I met at Julia’s. We met for several hours discussing the next 14 months of content. We planned a Princess Principle, Book of the Month, and Woman of Virtue for each month. Mary even got to contribute ideas! The stories of these women were powerful and moving. I am so excited for the next year. I had already selected people to spotlight for Sowing Seeds of Greatness until February 2011. So, I only have a few months worth to catch up with the plan. Of, course these are just plans, they are not cast in concrete. If the spirit draws our attention to something we have not planned, we are flexible enough to include it.

We will probably have at least one more meeting before Jennifer moves. So, we are trying to set up things for working together at a distance. A web cam sounds nice. Then we can communicate over the internet and I can watch my grand baby grow. Maybe I can talk my son in California to do so too. Then I can watch my grand kids grow!

We still have so much to get done over the next 6.5 weeks. Oh, Wisconsin is so far away! I am grateful for electronics!

In April 1963, we moved to a new home in Halawa Heights, in the town of Aiea. I went to google maps the other day and looked at the photo of the street I grew up on. All of the lush landscape was dead. There were times in my youth the land was so dry you could stick your hand in the cracks of the soil. There were other time the rains were torrential and the dirt road behind my home would become a river of red mud. My sister and I would stand in the flood of water coming down the hill and it would almost sweep us away. It would shoot up over our heads. We were coated in red mud.

I remember one rainy season when I was in 6th grade, the 1966-67 school year. Back then girls wore dresses to school. Our classrooms were not heated. On a particular day it was very cold. The teacher read the thermometer to the class. It read 45 degrees. Yet, the lowest temperature reported on the internet was not even close! There is a reason I do not trust climate change data. Sometimes for political reasons data is not accurate.

Dear Tracy,

You posted about commonplace books:
I am teaching a class to TJED moms this Saturday on commonplace books and am hoping you can share your methods of keeping one. How do you organize it? What do you write about in it? What is your system to help you keep writing in it?
Thank you for any thoughts you can share.
I have my own system, but would like to know how others approach their commonplace books.

Tracy-you know me. You have been on MentoringOurOwn for years, and so, you have probably seen my reply on this years ago. I will answer a current answer. I use a variety of notebooks, commonplace books, and binders. In my family and in my school, Moor House Academy, I encourage the use of:
* Nature Notebooks – Charlotte Mason Style.

* A Book of Centuries. A Book of Centuries is a time line in a binder, spanning Centuries and Continents. Compiled by the individual, the Book of Centuries becomes like an encyclopaedia. I have customized this idea for our use; inspired by the timelines in the scriptures that show what is going on concurrently in different civilizations, and also inspired by Charlotte Mason. This way, as we read about people and events from history, we can see the trends that we can add them to our book. Can be updated as you read, once a week, or when inspired to do so. I am changing the way I do this. Instead of a two page spread with content in between, I am moving to an index page that has the grid on it to track people and events on, with the content behind them. I also like the idea of color-coding the cycles of history across the dates.

* Book of Nations- When I study nations I can include a map showing the location and a larger map of the country. I can add useful information, and perhaps even a bird’s eye view of their history with a time line. Who were their renown people? Their Artists? Musician? Scientists? Statesmen? Great events?Kind of Government? etc…

* Commonplace Books my 6th great grandmother Margaret Lynne Lewis, kept one! Yes, DeMille refers to them in his book. My 6th Great grandmother lived in the Shenandoah Valley of Virginia and was contemporary to Jefferson. In other words, this was a scholar tool of that day that I have found useful in ours. I first learned of commonplace books in 1975 while doing family history research. I loved the idea! Jefferson was always asking questions and recording the answer. It is even in Noah Webster’s 1828 dictionary:)

COMMONPLACE, n. A memorandum; a common topic.
COMMONPLACE, v.t. To enter in a commonplace-book, or to reduce to general heads.
Commonplace-book, a book in which are registered such facts, opinions or observations as are deemed worthy of notice or remembrance, so disposed that any one may be easily found. Hence common-place as used as an epithet to denote what is common or often repeated, or trite; as a commonplace observation.

A Commonplace Book, as I use it, is a place to write down things a scholar learns each day. This may include passages to remember, ideas that the scholar wants to work on later. A simple composition book can suffice as a commonplace book. As you can see, under the above definition Nature Notebooks, a Book of Centuries, Book of Nations, and Scholar Notebooks are all kinds of commonplace books.

For the books I call my commonplace books I use simple cheap, composition books. I like them because they are sturdy, sewn, and Have a harder cover which makes writing anywhere, much easier. I buy a case every year when they are .25-.50 each during back to school sales. My children use them. My husband does, as well. Sometimes we decorate them with scrapbook paper. Sometimes we give them as gifts.

I have a commonplace book that I keep with my scriptures, in which I journal, record notes from talks (sermons, etc), and impressions I get when reading the scriptures, and at other times. By keeping it in my scripture bag, I am never without pen and paper, when studying the scriptures or attending church; making it easier, later, to refer back to those impressions that I need to follow.

I keep other Commonplace Books, as well, that I keep for annotating classics I read. I admire men like Thomas Monson. He spoke at our Regional Conference last year. One of the things he spoke on, was the classic works, outside of the scriptures, that were dear to him. He listed Dickens; especially the Christmas Carol; he reads it to his family every Christmas. He also enjoyed plays and musicals; he said that he always took a pencil with him so he could jot down that one line that made the ticket worth it. There are times too, that I say, “boy was that profound! I want to remember that one.” So, I have a place to write it down and an easy way to retrieve it.

How do I use my commonplace books for easy retrieval of information? I write the page number of the quote from the classic, within the inner margin of the composition book, and put a symbol that I designed, on the left margin, for easy reference: A stick person for Human Nature, a flag for government, a house for family, a dollar sign for finance, etc. I learned from my friend Leena to choose a color of felt tip for each classic included in my composition book, Commonplace Book. Then I color a stripe down the outside edge of the page, with the color I have chosen for that classic. This really helps, when we are discussing multiple classics! Thanks, Leena. The color makes locating the notes for a classic easy. The page numbers help me find the quote in context. The symbols make it really easy to follow threads.

I developed my methods while studying my central classic and attending lectures. After all, DeMille did say on page 75 in his book A Thomas Jefferson Education (1st edition): “The place to start is with yourself: Establish a clear canon, and spend time in it everyday. Become an expert on it, ponder it, put your life in line with it…And then broaden your knowledge to other classics which support that central classic.”

There are times I only want to carry the book. Then I add my tri-fold bookmark. The bookmark has places for:
* Title, Author, Number of Pages, Loc. Code ( which Commonplace Book and which page, and accompanying essay), start Date, and end date
* Vocabulary expansion- looking up words I do not know and writing a brief definition
* Keeper Quotes- the page number and category of (I pencil a light dot in the margin in the classic to mark the quote)
* Evaluation box with is this book:
– bent broken, whole, or healing wit a place to record why.
– how does this classic support your central classic?
* Annotation Code- a place to record the symbols used for annotations
* References: Books, People, Places, or Events mentioned in the classic along with page number in classic
* Insights- With page number
* What Eternal Principles are found in this classic?
* Enrichment Activities Inspired by this Book or Stepping Into The Story…
* Quote: “…and study and learn, and become acquainted with all good books…” Doctrine and Covenants 90:15
* Quote: ” ‘ know of no other practice which will make one more attractive in conversation then to be well read in a variety of subjects. There is great potential in each of us to go on learning. Regardless of our age, unless there be serious illness, we can read, study, drink in the writings of wonderful men and women.’ Gordon B. Hinckley Stand A Little Taller p. 280 ”

Sometimes reading is so very intense, I do not want to stop; I am helpless and sucked in. This usually happens when deadlines are approaching and life happens:), leaving me little time to read. So, I put a dot by the quote and a sticky post to mark the page. However, when I go back, sometimes I no longer remember what I was thinking when I put the dot there. Age, I think, lol. Then I try to take more time, so I can record those impressions and not lose them forever.

* Personal Scholar Portfolio for me, the adult and young scholars in Moor House Academy. The Personal Scholar Portfolio is a unique tool created to help the scholar gain scholar skills. It is a place to set and track scholar goals. The Portfolio is also useful in keeping track of essays, reading, lectures, experiments (spiritual, social, and scientific), learning projects, humanitarian service, class notes, cultural enrichment, et cetera. We have included quotes from the scriptures and words of the prophets to inspire scholars. Also included, is a specially designed bookmark (mentioned above) for recording keeper quotes, vocabulary to look up, recording life application ideas, tracking threads, and much more.

* Junior Scholar Notebook. This is for youth in the later love of learning phase. The Junior Scholar Notebook is different from the Personal Scholar Portfolio. It is designed to help the Junior Scholar make the transition to Young Scholar. This book helps the youth keep track of weekly parent interviews. Here is a place to keep transcription (copy work), narrations, art prints studied, and a weather log, as well as other things studied.

Questions?

Mahalo, Donna
moorhouseacademy.org

This is my response to a question asked by a friend on the yahoo group TJEDMUSE…

Dear, you are not alone. I read your letter and this is a struggle for many modern urbanites. Bear in mind, I am speaking generally about what I see and hear from mothers, and this may or may not apply to you.

> Time Management was a skill I did not learn as a youth due to a dysfunctional home (no one there really to teach me how to do it). I still struggle with it a lot. But I know that I am what I am because of my parents and it is my fault if I stay that way, so I am trying to improve in this area. But because I struggle with it, so do my kids.

Once upon a time, the demands of agrarian life imposed rhythms on us. People had to arise early to feed animals and care for them. Simple tasks such as bathing took time to draw the water from the well and heat. Laundry was taken to a stream and beat clean. Wood had to be cut and stacked or it would not be there when we needed it. In order to have a clean home and necessities provided on the Sabbath, the week got systematized. Monday wash day, Tuesday ironing day, Wednesday mending day…

Now we:

* Have hot and cold running water at the twist of a knob. We do not even need to wait to fill a tub, we can be showered, dried and dressed, before a tub can be filled
* Few of us have animals to care for, outside of house pets
* We can throw in a laundry load, pop dinner into the oven, and while those electronic slaves work, we can spend time with our family even head to the store if we need to, or perhaps read to a child
* Many fabrics are wash and wear, not needing ironing
* Many of us have gas or electric heat, it is run by a slave called a thermostat. For many of us there is no need to chop wood, except for ambiance.

What is the result? If there are no compelling reasons to structure one’s life, we tend to default and live by mood. Our great grand parents, more likely than not lived by rhythm rather than mood.

I see this lack of structure as a result of our society devaluing the core phase. Children from dysfunctional homes (what is normal? My daughter jokingly says, “I’ve seeeeen neeermal and it ain’t pretty!”) and children raised by caregivers in daycare, as well as, children whose parents were raised that way, are more likely to have these time structuring issues. Why? Simply because those situations are places where children are cared for, protected, and entertained, and less likely where they are engaged in a routine.

I see moms struggle to maintain a home and to home educate. When they are working on their home, they feel guilty because their children are being neglected. When they are focusing on school and the house is a mess, they feel guilty. I often see this with public schooled families, as well. Trying to make family and career work is a juggling act for many. Throw in a home business and you have an earthquake! There are solutions.

One thing to remember is that you can do it all, just not all at the same time. I believe that it is the structure of day in and day out family rhythms that provide the structuring of the time, that later academic success is built on. I call it the Ecclesiastes Approach, “1 To every thing there is a season, and a time to every purpose under the heaven…” Yes, I feel you need flexibility to follow epiphanies, yet, after all is said and done, structure prepares the scholar! We often refer to different areas of study as disciplines.

I feel that if a child is engaged in life rhythms in their core phase (pre and early school years) that they will have the habitudes of mind to engage in the love of learning, and sky rocket into a diligent young scholar. Nowhere do I see this more than in family work, done by rhythm. A parent working with a child is likely to finish the task, and do so diligently. Day in and day out, week after week, month after month, year after year- an example of diligence and finishing being a goal, rings loud and clear. The child learns from example and that adults finish. The same goes for quality. I do not think of adults doing a slipshod job when working with children. I really feel that doing family work by rhythm helps discipline the mind.

Too often, I see homes run by mood, where the child does not feel like doing this or that, as it is too much effort compared to the alternative of being entertained. Or the parent only cleans when it becomes too overwhelming. I have also watched as parents in exasperation throw up their hands and send their kids to school to “get structure,” so they will actually get something done academically. What they do not realize is that the same things that lead to school success are the very same things that can lead to success in the home. Charlotte Mason spoke of education being “an atmosphere, a discipline, a life.” I really feel if the atmosphere of the home is chaotic and by mood, it does not usually yield diligent and disciplined minds. I am not talking about a rigid mind. I feel that somehow the atmosphere of a disciplined life somehow disciplines the mind for thinking.

Many bright students, who qualified for college got there, only to waste their time, distracted by the endless array of distraction and activities, and end up either quitting or failing. A youth who has lived a disciplined life is more likely to rely on rhythms that have served them. I see the lack of self discipline, and the lack of study skills, shows. I find it hard to believe that a youth that has never studied more than an hour, our even four, would somehow be transformed into a diligent scholar the moment the parents leave him at the university door step.

> I’d love to get some input from those of you who feel you have a handle on structuring both your time and your kid’s time and how you teach them to manage their time.

I have fought through some of these issues myself. I have watched these tendencies in myself and among my own. I have also seen what family work and rhythms can produce in my home and family. I feel this is why it is so valuable to revisit and reevaluate all engagements that impede the structure and rhythms of a home. I know the toll that running a family business can take on home life. These few things can go a long way:
* Check the Pulse by self evaluating and counseling with the Lord- helps us see what needs to go, what needs to stay
* Counsel with spouse and family
* Adjusting and working towards rhythms that are ideal for your family is important.
This is dynamic and needs to be revisited often. Running a home is huge. Home education is huge. To combine them it helps to develop a discipline of personal and family rhythms. Throw in a home business or other demanding activities (or distractions) and you can get by for a while, but sooner or later you will need to consider the orchestration.

A simple structure is best. I do not believe in over structure or planning every minute. We all need margins in our life for epiphanies to be more abundant.

Life no longer gives us rhythms. We get to choose them. They are not prison bars, but rather like a default setting that we do unless something important causes us to do something else. Then when the important passes, we pick up our rhythm where we left off. If our present default is not working, perhaps it is time to revisit it. If our children lack structure in their studies, ask ourselves how we have prepared them to have a well disciplined mind. I believe that helping our children have structure in their lives, is part of sowing seeds of greatness in them.

It is time to check the pulse here! A great activity for Sunday.

Has it been that long already? Elizabeth, my oldest granddaughter is 1 today!

“My biggest concern is having my 2 1/2 year old just hang around me all day till she’s 8…I just worry about the things she should be learning but isn’t. Are there any ideas of things to do with her?”

I am not surprised that you are concerned. The current trend of pre-schools and kindergarten academics were not always the case.

I was born in 1955. When I was a child, most children stayed home with mom, like families have done since time began. Pre-schools were called nursery schools. Kindergartens were non-academic. Preschools have been sold to Americans and quite frankly our educational performance has been declining, not improving.

Once upon a time children learned and internalized a work ethic, quality, finishing, rhythms, and more, working with their parents, instead of for them. Children working along side of parents gain far more, than those who are merely assigned and nagged to work. I feel we rush independence before these values are formed.

What can you do? Plenty! These are things I suggest…

First, consider your family rhythms. Are they done by mood or by design? If by mood, might I suggest that you consider systematizing those tasks that are done more than once? Establish those rhythms. Have your sweet daughter learn and develop capacities working by your side.

Second, take time to lap read with her everyday from the scriptures. This is leadership and discipleship. This helps children learn to read, without detracting and pulling away from the vital lessons of the core phase. They learn to read without reading stealing the focus. Then lap read aloud from other books.

Three, help your daughter write a journal. At first you write for her, but soon she wil want to on her own.

Four, work with your child so they learn every aspect of running a home. Not just until they “know how.” Keep it up until it becomes their basic fiber. Working side by side, share memories, look for object lessons and teaching moments.

Five, have your child help you do service, whether visiting the Elderly, weeding a shut in’s yard, baking bread.

Six, live in a quantitatively rich home. Count towels as you fold together, help her understand weights and measures as you cook together. Count place settings, as you set the table. Get a face clock and help her learn to read it when you check it. Take her shopping with you and explain why you buy a particular product and why it is a great buy.Lap read the page numbers when looking up hymns.

My daughter visited when we had out of town guests. The mom was pregnant and exhausted. So my daughter took the 15 and 28 month olds in to the kitchen. She got out a recipe and had them look at the ingredient and then they matched it with something in the spice drawer. She explained the fraction as she measured.

Yes, it takes time to mother like this. However, it educates in a very incidental way. What’s more, they internalize it better.

Seven, make daily walks a priority, Great for your health. Great to dissipate extra energy! Walk to the park or drive to one so she can climb, swing, crawl, and slide.

Eight, get a large map of the US and one of the world. Place on the dinning table you eat most meals at. Lay them out and use a blow dryer to relax the maps flat. Cover with medium weight clear vinyl. Share where you and different family and ancestors were born. Use the map when discussing news and the scriptures.

Nine, get art supplies and keep them high in a closet until she is old enough to understand what surfaces she should write in and which she should not. Draw, finger pain, paint, work with clay.

Ten, sing to and with your child. Play classical music in the home.

Eleven, memorize poems, quotes, and scriptures with her.

Twelve, play games with her.

Thirteen, invite others into your home. While you visit with the mothers, let the children be in a supervised play.

Fourteen, make sure there are regular meal and bedtime rhythms.

Fifteen, take her to museums, concerts, plays, craft fairs, etc.

There you have it. Core phase with no academics. Yet, through lifestyle like this, most children learn to read, write, do arithmetic, become aware of geography, develop the ability to draw and sing.

All this with no stress of nagging, no unnatural curriculum juggling, and it is practical. I dare say, I have listed so much that can be done! By the time love of learning phase comes along, she will probably be reading, writing, understanding arithmetic, know the world she lives in, and be cultured beyond her peers. Eight will come and go.

“All meaningful and lasting change starts first in your imagination and then works its way out” Albert Einstein

These classes are designed for children 8-12+ and those who are young at heart. Picasso said, “all children are born artists, the problem is to remain and artist when we grow up.” Most children develop drawing fear by the time they are eight or nine. This class is designed to help children and adults to overcome that fear and begin using more of their right brain. Art is a gateway to love learning. You do not need to be an artist to take this class.

Artist:
Donna Goff

Foundations Level I – classes will include:
* Study of great artists and their contributions, as well as, art and literature, math, and science.
* The Hand and Eye- Visual Forms, Artist Tools and Artist Tao- each class building on the last
* Calligraphy- Italics
* Hands On! Explorations in: paper making, printmaking, garden mosaics, sandblasting and more…

Dates:
Foundations Level I is an eight week course. Classes meet Thursdays.
February- 4, 11, 18, 25
March- 4, 11, 18, 25

Time:
We offer the choice of morning classes or afternoon classes.
Morning classes meet from 9-11:30 am
OR
Afternoon classes meet from 12:30- 3:00pm

Tuition:
Classes are $12.50 each week.
Save 10% by paying $45 per month, in advance.
Family discount- each additional family member enrolled is $10 per class.

Exhibit:
We are planning an outdoor exhibit to be held in June.

Contact:
donna@moorhouseacademy.org

Blog:
Art:Gateway to Love Learning I invite you to join me and keep up to date on offerings by “following” the blog!

Foundations Level II classes Begin 8 April. This class will include taking our skills out doors through nature studies!

> Our home has gone back to the Daily Dozen and Simple Things lists. They have helped us get on track…Now that my son is nearing High school, my question is this: I let him chose his topics of study, and the books we use, how much direction or assistance do you give?

What are his hopes and aspirations for his future? If he is not ready for that yet, talk to him about what interests him now. Take strides to expose him to possibilities. Do you do family reading? Read about interesting people. Look for inspiring current events and articles. They do exist!

If he is interested in an area: What kind of preparations are needed? Where is he now? Let him create a plan to get there. Ask him what he needs from you to assist in that journey. He gets to plan, commit, do and return and report.

> How do you record the progress for transcripts for college?

I created a Personal Scholar portfolio for my young scholars and adult scholars in my cyber cottage school- Moor House Academy. It is a way to set learning goal-getters, make scholar contracts, and track progress. It also includes a process for experiments whether they be natural science, social, or spiritual and this is tied to discovering eternal principles.

For youth about junior high school age, there are scholar projects, as well. These are where one goes in depth and breadth within an area of learning. I have three available:
The Joseph Smith Independent Scholar- This is an where the student designs his own project an an area of interest.
Ezra Taft Benson Constitutional Scholar- Studies in American Government
Gordon B. Hinckley Gospel Scholar- In depth advanced religious studies scholar project.
(Brigham Young Cultured Scholar, Bezaleel Fine Arts Scholar, Eliza R. Snow Literature Scholar, Spencer W. Kimball Shakespearean Scholar, John A. Widtsoe Math-Science Scholar– Coming Soon!)
Each project requires:
* 3- 5 Classic readings or study of classic works related to the topic of study
* Memory work and recitations
* Technical vocabulary related to the area of study
* Attendance at events related to the Young Scholar’s chosen area of study
* Annotated Notes
* A written paper summarizing the project
* A 15-minute live presentation to other youths or families. Which for some would include a recital, one-man show, demonstration, or a lecture sharing what was learned
* Oral Board. For those using my cottage school the oral board is through Moor House Academy

Projects are a great way to go into depth in an area. Projects are great for youth junior high age. However, once they get older they will need a more broad and deep approach.
I would also suggest that they read the following books that demonstrate how youth sought and obtained a broad education for life and how that education served them.
1. Read
- Diary of an a Wandering Man by Louis L’amour
- Carry On Mr. Bowditch by Jean Lee Latham
- The Real Thomas Jefferson by Andrew Allison
2. Write down 3-10 questions a chapter
3. Lead a colloquia with those questions

Then learn a way to study a subject:
1. Spend an hour or two doing a broad search on a topic of choice, on the internet or at the library
2. Make a time line of the subject
3. List of resources they plan to use
4. Study and annotate at least three resources
5. Prepare a presentation of the subject, create a notebook, or write and article on the subject.

Of course, some people would say just pick a text book on that subject. Textbooks are a survey of a subject but are no substitute for real study. Remember, textbooks are usually created by a committee, those committees usually have agendas and are from a limited, unified perspective. The above method will jump-start you into any subject. This will give the scholar ideas about micro studies, as well. Lets say the macro study was on the US Civil War. In creating the resource list and time line, the student became intrigued by Lincoln, Stonewall Jackson, Robert E. Lee, Andersonville, or Gettysburg. The micro study could be on any of those. The macro gives breadth, micro brings depth. Sometimes a scholar will be inspired into doing several micro studies, based off the original macro study.

One last thought. No matter what field of interest, I feel that each child that graduates to adult life needs to have certain skills and knowledge for a whole life. Besides having developed character and values, I feel they should have developed the ability to:
* Convey their thoughts through clear writing
* Read, comprehend, question, and discuss ideas and current events
* Use and apply math for daily living, including understanding how statistics can be manipulated
* Act as a citizen- they should know the founding documents of American Government, the history behind them, and have the skills to participate in local to national government- caucuses, city council, school board. They need to understand how to use parliamentary procedure/ Robert’s Rules of Order. I feel that it is pathetic that most youth graduate from American Schools without an understanding of our form of government and how to participate effectively. They are left to feel that all they can do is vote, write letters, and go to protest rallies. Our power as citizens is magnified in the caucuses, city council, and school board meetings.
* Study any subject from macro to micro level
There are other important skills, but I feel these are foundational to them. Whether they decide to go on to a professional degree, go on to be an entrepreneur, work in skilled labor, and/or raise a family, I feel the above skills will serve them well.

— In LDS-CMers@yahoogroups.com, Michele
I’m wondering what everyone is using for history. I’ve tried Story of the World, & “Shores of the Great Sea”. But I’m frustrated with both. I don’t feel like the stories are coming alive for my son.

That is the challenge with surveys of history. They are more useful as road maps suggesting time periods, people, and events.

My entire curriculum is based on a four year cycle, tied to the scriptures. I created a Book of Centuries that I use to chart where we have been. I did not create the idea, but my format was my design. I was inspired by Charlotte Mason.
Cycles of History provide a systematic integration of spiritual and secular learning activities covering the following:
* Cycle I– Old Testament, Book of Moses, and Book of Abraham/ Ancient Times:
Pre-Mortal Existence to 1 AD/ Introduction to Beginning Hebrew.
* Cycle II– New Testament/ Birth of Christianity, the Apostasy, and Medieval Times: 1 AD to 1500 AD/ Introduction to Beginning Greek and Greek Roots.
* Cycle III– Book of Mormon/ Age of Exploration , Migrations, the Foundations of Liberty, and the Restoration: 1500 to 1820/ Introduction to Latin Roots.
* Cycle IV– Doctrine and Covenants and Joseph Smith History/ The Fullness of Times: 1820 to the present/ Melting Pot Approach to Foreign Language.
I call it Stepping Into Character: I came up with lists of notable people to study in every time period. One can check out children’s books, search an encyclopedia, are search the web to learn about the individual. This can be done as a group thing with several children in the family. As children grow older they keep their own book. They can also do a presentation to other children by dressing up as the individual and pretending by sharing from first person. If the person they studied was evil, they can come as a reporter and report on the evil person. “This is Jared James reporting from Moscow on Ivan the Terrible, and boy was he terrible!…” Here are the areas covered:
* Artists Whose Works Depict this Period, or Artists Born During the time Period – Four Art pieces for each artist. I do Refrigerator Culture.
* Musicians Whose Works Depict this Period, and Other Musicians
* Mathematicians / Explorers / Inventors / Scientists / Philosophers
* Statesmen / Rulers / Writers / Dramatists / Prophets
* Book lists for family reading for each period of History. Some are biographical books or historical fiction. Fiction written during or placed in a time period can give insight into how people lived.

I wrote this article

I also created a book of Nations to study physical and political geography. There are 198 countries in the world. I designed these for my children. We also do Dinning Table Geography.

Interesting history like Troy is being just summed up. He’s not getting immersed in the story, or excited by it, & not remembering it a few days later. History is so interesting if you really get into the stories. Does anyone have some other suggestions?

We use all kinds of things to study history including: visiting museums, visiting historical sites (and living history sites), reading autobiography, biographies, even videos. We have read pioneer stories and then we traveled to Church History sites. We have camped across the US and visited family history and American History sites.

We moved to Utah when my children were young. We go to the Beehive House every year. My children love Cove Fort and Jacob Hamblin’s home. We go to the BYU MOA and the Bean Museum. When we lived in Denver we went to the Denver Mint, the Denver Art Museum, the zoo, State Capitol, etc. In Detroit we loved Cranbrook and going to Dearborn the Henry Ford/Greenfield Village…

There are excellent stories in different areas of history. I bought a booklet “History and Geography… the Natural Way” by Tina Crowder and the booklet is 47 pages of resources. She has been homeschooling since 1987. The book had booklist for different time periods. She calls them “Books that Bring History to Life!”

Here are some my children loved:
Childhood Biographies of Famous Americas
Benjamin West and Grimalkin His Cat by Marguarite Henry
Carry On Mr. Bowditch by Jean Lee Latham
The Children’s Shakespeare by Mary and Charles Lamb
The Children’s Homer: The Adventures of Odysseus and the Tale of Troy by Padraic Colum and Willy Pogany (This one is a classic-1918)
The Story of Liberty by Charles Coffin – He was a Civil War Corespondent and this is a survey of history but fascinating.
There are lots of engaging books from history

I saw this post on TJEdMUSE@yahoogroups.com and decided to answer it here–
Carrie P. wrote:
>
> Hi All,
> I am hoping to get some input on inspiring my daughter. Maybe I just need someone to tell me what I am doing with her is > OK.

Carrie, some times we need reassurance, other times we may need clarity.

> It has been difficult to get her inspired to learn about anything lately. I do not require anything of her except that she be > doing something that uses her brain during study hours – usually 2 to 4 hours a day.

These two sentences conflict. Inspiring and requiring are two different things. I feel that solo is for when youth get into projects and more seriously when they get into self directed scholar phase. She is eight and is probably still more core than love of learning. There is more exposure, exploration, and experimentation with many different experiences in the early part of love of learning. As children develop breadth and depth they begin to embrace more and delve deeper and dance into projects and out of them. Again, how can they be interested in lots of things otherwise. It can take a long period of various exposures and opportunities before a child may initiate independent investigations.

Your daughter is eight. She may not be ready to transition into love of learning yet. You may have to do more preparation of yourself for transition.

> Reading and crafts are about all the interest her. I do read aloud to her about one hour a day. Her independent reading is > all fiction – things like Judy Moody & Clarice Bean books. I am glad she is reading but she balks at reading anything > informational.

She may not be developmentally ready for that yet.

> Math holds no interest for her so it is rarely done and is usually a game – no worksheets.

Math is a language and is highly symbolic. Some kids play the game and memorize the facts and work through the books. However, because of its symbolic nature, she may not be ready for math. A math rich living math environment keeps them learning math as she cooks, sews, gardens, shops and lives from day to day. In the 1800s many country schools did not teach math until children were 10 or older. Then they got all the operations of math we take eight years to teach and they did it on one school year. Children in the country had tons of life experience living math. That made it easier to then learn the notation.

> She also has a way of starting projects and not finishing them.
Most people are great starters and terrible finishers. Finishing is taught in the core phase. We teach it as we train them and work with them to get the work done in the home and in the daily rhythms. She is probably still more core phase. So, now would be a good time to learn in all aspects to be a finisher or completer of tasks by working with her and guiding the way. Your example while engaged in a relationship and working together will go a long way. This was not supposed to be a quick lesson, but a drip by drip over time. It takes time to really do a core phase and we really never leave a phase we just add more dimensions as we develop.

> Her writing is mainly done in her many blank books – journal type writing with atrocious spelling which she says frustrates > her yet she is not willing to do the work it takes to become a better speller.

Journaling is great! I had the Eagle’s wings phonics book. In it was a list of the 600 most commonly used words. I copied it and placed it on the outside cover of the binder for each of my children. They could then look up the word and did not have to stop and ask for help. At some point they usually grew into the idea of maybe it would be easier to memorize the word sections. A great book is Any Child Can Write by Harvey S. Wiener, Ph.D. Oxford University Press.

> Is this what Love of Learning looks like? Where is the learning?

I do not feel like this is love of learning, yet. She may be starting the dance, but she may still be core phase. Love of learning is not independent learning, though it may spark independent learning. When I think of inspire, I think of actions I need to take. When I think of require, I think of demands I make. Then I think, “which would engage me and take me further?

> I run a history club for girls based on the American Girl time periods. She likes the club but has no desire to further explore > these ideas – unless it is cooking or craft related and she has a hard time finishing what she starts.

I created Princess Academies when my youngest of three daughters just turned eight. She did not want to study about American Girls, though both older sisters had American Girl stuff. She wanted to study real people. I created a new group with that in mind. Our group is not a drop off group and the girls are not expected to read the books alone. We have the mothers and daughters share the journey, both in coming to the monthly meetings, in reading the book, and taking the Hope Chest Journey together. Moms seldom finished the books on their own when they handed the books to their daughters to read independently. I feel this is a great loss to both of them. Moments for discussion and mentoring arise while reading together that would not happen otherwise.

> Should I leave her alone?

I would say no. No, if she is in core phase. No, if she is transitioning into Love of learning. No, if she is in love of learning. I am not saying that she need no alone time. However, I would not expect her to be an autodidact at age eight. I had a child passionate about flags at eight and that is all he wanted to study. I gave him time for that, but I felt the need to inspire more.

> Require more?

A parent inspiring a child does not happen when a child is left to himself. The child alone may stumble on something of interest, or not. Mom has a broader and deeper life experience than the child and this is why I think that lead me, guide, me walk beside me, is the way to go.

> Any insight into LOL and what it really looks like would be helpful.

I had a mom who mentored me and that made it so much easier to do so with my children. Sometimes we have a picture of what we think a child needs to be doing that we forget to find out what they want to learn and what we have to offer. We also can have such a narrow view of what essentials are that we fret over the essentials and miss an opportunity to expand horizons.

My daughter is 11 now and as we take our Hope Chest Journey together she is developing those basic areas of reading, writing, and arithmetic and becoming more independent. Ah, but she is beginning to move toward puberty and that cognitive development is beginning to unfold. On Sunday evening she came to me and said it was about time she took more responsibility for her own education. A new dance is beginning. I do not expect her to go solo yet. She will have days where the Hokie Pokie will cause her to put her right foot in, other days when her right foot will be pulled out, other days when she shakes it all about it, then one day she will put her foot in and she will be a young scholar. It won’t look like a classroom model of scope and sequence. However, experience with her six older siblings tells me that she is about to learn some new steps .