Beauty in the Math
As a homeschool mom, I’ve been teaching math every day since 2017 when my oldest officially started first grade. We did Math-U-See Alpha through Pre-Algebra with steady diligence. When we finished the curriculum for the school year, we often used another to review. For years we had colorful, used copies of Singapore (1A-6B) to ensure there were no gaps in our learning. It wasn’t necessary, we just liked it. My oldest also loved reading Life of Fred books for fun until about a year ago when she grew as impatient with them as I have always been. We feel they make great supplements if your kid is into them, but they aren’t really a complete curriculum. (My husband and I honestly don’t understand how anyone learns anything from them at all.) With all this math drilling, I have always passionately felt like I needed to have books that kept that spark–the love of the beauty of math–alive in our home. It’s easy to get lost in crunching numbers and forget that it’s fun to play with numbers, to entertain ideas, and to marvel at the patterns.
Books that have helped me maintain that in the younger years were things like Swirl by Swirl, Blockhead, the Sir Cumference series, The Lion’s Share, and many more. I collect math picture books and biographies of mathematicians for kids like Michael Phelps collects Olympic medals. I love them and I love reading them to my kids. We enjoy Penrose the Cat and Bedtime Math: A Fun Excuse to Stay Up Late. I have a more MathStart picture books than I can count. Not really, Anno taught us to count pretty high. But as my oldest got older, I realized I needed to have more than just picture books to keep that love for math alive.
We started in middle school with books on fractals. She had already read Mysterious Patterns: Finding Fractals in Nature by Sarah C. Campbell, but we needed more. A friend recommended Lisle’s Fractals: The Secret Code of Creation and we ate that up. It’s so beautiful. I even bought and read Mandelbrot’s The Fractal Geometry of Nature from the 70’s, for my own personal amusement.
Then I became even more devoted to being purposeful in adding math books to our history and science reading. Zero: the Biography of a Dangerous Idea by Charles Seife was a fun one, and I recommend it for 7th and 8th graders tackling Algebra I for the first time. Learning about the beginnings of things, when the world wasn’t quite sure what to make of a concept, is always exciting. Adding living books to a student’s math studies is what I think is greatly missing from the public school system’s approach to math education in the upper grades. As a society we’re helping elementary students get excited with great picture books like The Boy Who Loved Math and then we leave them hanging once they hit Algebra. Books like Derbyshire’s Unknown Quantity aren’t being touched until college, if at all.
Just this week we finished A History of Pi. Beckmann’s writing isn’t as thrilling as Siefe’s, and he often goes on tangents about governments he doesn’t like, showing some interesting biases that made my 9th grader roll her eyes, but I’ll still take his passionate sometimes wrong hot takes over a boring textbook that never mentions the history of 3.14 and how it came to be what it is today.
Once you dive into the world of living math books, it’s actually more difficult to find someone dispassionate about their topic. Francis Su in Mathematics for Human Flourishing also has several political asides while arguing for math bringing virtue to those who study it. While it wasn’t my favorite of the math books I’ve read and I won’t be assigning it, it helped me identify and articulate some of my goals as a math teacher.
What math or math history books have you read that have inspired you as a teacher or student? Books that made the beauty of math shine for you?
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Hard Roads to Cultural Literacy
In May of 2019, I read a book called Hard Road West: History and Geology Along the Gold Rush Trail by Keith Heyer Meldahl. I remember it being riveting. When I logged it on Goodreads all I wrote was, “Excellent and fascinating.” I was dating my now husband at the time and I remember sharing with him sections I thought he would enjoy, as we both like geology and one of our dates was to the HMNS gemstone exhibit. At one point I laughed out loud at something clever Meldahl wrote (I don’t recall what it was) and my husband commented that it is a rare geology book that causes one to laugh in pleasure.
Naturally, I thought this would make excellent assigned reading for my homeschooled highschooler. But one chapter into it she was struggling. It wasn’t the reading level, she has a collegiate reading level and has had one for a few years now. I was certain it couldn’t be the science as she had been perusing geology books since childhood and had done a whole geology curriculum with a friend as part of their own little science club they created. Nerds. I went over the science with her and she kept reading. It became less of a struggle, but she is not laughing out loud with pleasure from her geology book.
Then I started reading Cultural Literacy by E. D. Hirsch and things became clearer. In Cultural Literacy Hirsch talks about a study done on the results of seven year olds who took a reading assessment test. In the test the children were asked to read a story about a spider. The children who had more prior knowledge about spiders scored higher on the reading comprehension questions about the story (which did not require special knowledge about spiders) than those who did not know much about spiders.
I shared this with my oldest daughter, as we often study together while the younger kids are playing. We discussed it and determined that it makes sense to not get hung up on something being mentioned in passing because you already know a lot on a topic and can picture it in your mind with little effort, but to struggle to retain what something is about if it mentions a lot of things you’re trying to picture because you’re not as familiar with them. Perhaps it is easier to envision Charlotte in Charlotte’s Web if as a child you also have watched a real spider build its web, perhaps it is easier to remember the story if you’ve seen or read about how baby spiders hatch. Or, if you’ve had Charlotte’s Web read to you as a child, maybe a technical book on pig husbandry would be easier to retain as an adult. Hirsch includes an example of college students reading a paragraph about Ulysses S. Grant and Robert E. Lee and struggling because they had no prior knowledge of who they were and how they related to the Civil War (shocking because these were college students out of Virginia).
I was reminded about a public schooled girl I was working with who had failed her reading portion on her standardized tests. Her phonics were impeccable, but where she struggled was comprehension. When I worked with her, almost every time she struggled to read something it was because she had never heard the word. She didn’t have the vocabulary to support her phonics skills. I advised the family to listen to audiobooks, read stories together at night, talk to each other more, look words up in the dictionary. Children learn the meanings of words by hearing them, then when they see them on paper for the first time while sounding it out… they have a picture in their mind of what that word means, feels like, or how it can be used in different sentences. Kids should always have access to stories above their reading level, so that they can learn grammar structures and vocabulary words organically. Hirsch drives home the idea that you can know how to read and still be illiterate if you don’t know anything about what you’re reading.
I told my daughter how this was interesting to me because my husband had said he thought she didn’t know enough geology to read Hard Road West smoothly, even though I thought it was a very approachable book and that she had a strong foundation in geology. She and I laughed over the time a volunteer at the museum asked her what a specific rock smelled like and the big reveal fell flat when she answered, “Sulfur.” Poor guy deflated and said, “Yes, it’s Sulfur. You must be homeschooled.” Apparently the public school kids her age on field trips liked to shout “Farts!” She was about seven at the time and it is one of her favorite museum memories. (I’m not going to lie, even if I knew it was sulfur at seven, I’d probably have shouted “Farts!” too, but I went to public school.)
“So, why, if you’ve read all the same geology books we read as children, is this geology book difficult? Because I genuinely don’t think it would have been difficult for me at fifteen.” That is when she confessed that the geology books we owned and had spent hours reading… she hadn’t actually been reading them: “I was looking at the pretty rocks. I could tell you the page numbers where all my favorite rocks are, all the prettiest ones, I didn’t read all the stuff…” We genuinely laughed together, two wildly different personalities approaching children’s geology books in wildly different ways. As Charlotte Mason said, “Children are born persons.” But for every moment, like this geology one where she struggles because maybe she didn’t pay as much attention to what was put before her in the past, she has so many where she shines. She catches every Shakespeare reference. Every time. (Hirsch writes a bit about how Shakespeare allusions used to be quite common in all kinds of writing, including business memos, but as of the publication of his book in 1987, that was no longer the case.)
Hirsch’s argument for cultural literacy was never meant to be for homeschool parents to refine the presentation of their educational feasts, his goal is educational reform in the public sector. There is extensive discussion in his book about the struggle to properly regulate education in that if you mandate that schools teach at least two Shakespeare plays there will always be arguments about which two should be selected and that no two districts will choose the same two, therefore knowing who Shakespeare is might be universal, but catching Shakespeare references will vary. (I vote for all the Shakespeare. Every play! All the sonnets!) But I did feel like Hirsch’s essay very much affirmed the education I am providing. Maybe my oldest gets a little bogged down in this particular geology book, but to be fair, it could easily be assigned in a college course, most high school students wouldn’t be reading it between their Homer and Geometry lessons. The paragraph that boggled the minds of the Virginian community college students in the 1980s didn’t phase her, and for that I have hope.
Additional affirmation came when I realized I had owned other books by Hirsch in the past. He’s the one that wrote the series Everything Your ___Grader Needs to Know. My first two years of formal homeschooling (first and second grade), I had read those books out loud the last month of the traditional school year to see if we were covering everything. What I learned was reading those books out loud was a waste of time because a classical Charlotte Mason education is thorough and she not only knew what she needed, but she knew richer versions than the sad paragraphs presented. That was the final nail in the coffin on us ever relying on textbooks. Cultural literacy can be gained from textbooks, but it’s boring and far less effective. The better road to true literacy, in my opinion, is living books. I donated Hirsch’s other books, but I’m keeping Cultural Literacy.
One whole day after finishing Cultural Literacy, I went to our local library to donate a bag of books I was purging from my collection. There on the shelf next to the library bookstore register was E. D. Hirsch’s Dictionary of Cultural Literacy, a compilation of all the things the average American graduate should know, for $2. Of course I bought it.
“Also unrealistic is the pragmatist emphasis on individuality, at least as the idea has been institutionalized. The best teaching does accommodate itself to individual differences in temperament, but a child’s temperament does not come freighted with content. To learn a culture is natural to human beings. Children can express individuality only in relation to the traditions of their society, which they have to learn. The greatest human individuality is developed in response to a tradition, not in response to disorderly uncertain, and fragmented education. Americans in their teens and twenties who were brought up under individualistic theories are not less conventional than their predecessors, only less literate, less able to express their individuality.” – E. D. Hirsch, Cultural Literacy, pg. 126.
Getting to Know Charlotte
A Homeschool Life…
When I was first sold on homeschooling, I was smitten with the classical model. I learned later that most “classical” models being advertised in the United States are actually “neo-classical” in practice. They have taken an essay written by Dorothy L. Sayers on the Trivium and pigeon-holed it into something it wasn’t exactly meant to be. The neo-classical model sort of married the United States educational “ideal” and pushes intense academia early, limits the elementary school years to a lot of memorization (the grammar stage), and taken to the extreme (like anything taken to an extreme), steals joy from students and teachers alike.
If you have followed my blog for the last fifteen years, you might remember me “homeschooling” my toddler. (FYI, pre-school is just parenting, not homeschooling. It’s literally PRE school.) Pressured by a narcissistic ex who demanded that my then three year old be able to read already (it’s not developmentally appropriate to force formal reading lessons on children under six), be able to copy out poems (it’s not developmentally appropriate to force small children to write, look up x-rays of their hand bones), and wanted her to be trained as some government super spy assassin (I am a third degree black belt in Kung Fu, but some people have watched too many movies and have no sense of reality and I used to be married to “some people”). Homeschool regret #1: giving into the pressure of my ex to do formal reading lessons because she was bright and could do it and I was hyperlexic and was reading at age three despite knowing that educational studies have long stated that formal lessons shouldn’t begin until six. Homeschool regret #2: ever handing her a worksheet in kindergarten, which wasn’t often, but still…
The things I am proud of, however, is that despite all this pressure, we always focused on living books above all else and I encouraged verbal narrations for years. I do not regret the neo-classical homeschool co-ops we joined (and left), they held an important role in our lives at the time and I met some cherished and beloved friends there even if I was regularly told: you’re not very classical, you’re too Charlotte Mason. The first time I heard that, I started doing some research…
I learned that Charlotte Mason was very classical, and what calls itself classical these days just isn’t. Honestly, it doesn’t really matter, what matters is that I still very much subscribe to both tactics of education and as my oldest is now in highschool and I have three more children with one creeping up on kindergarten (FYI: kindergarten is also PRE- school), I’ve been doing even more reading and research and want to share my favorite resources… the ones I don’t regret.
First: if you’re new to homeschooling or not loving your current homeschool rhythm, this is my favorite link to send parents: The Five Flavors of Homeschooling. I like to share this link so much, I have gotten restricted on Facebook as a potential scammer, despite not having violated the group rules in any of the places I posted it. Knowing your “flavor” can save you a lot of money on homeschool pursuits, and I definitely feel like (having been a single homeschool mom who wasn’t receiving child support that was owed) Charlotte Mason and Unit Studies are the easiest to accomplish for FREE.
Which brings me to my next two resources: Ambleside Online (not an online school) and Well Educated Heart, two curricula that are totally FREE. Ambleside Online is named “online” so as to not confuse it with the Christian private school based on Charlotte Mason’s philosophy still operating in the UK. It’s a full “scope and sequence” and any time you can’t find a title for free or a price you can afford, you can usually access it on Project Gutenberg or substitute it with something suitable. The focus is having the students read real books and source documents, narrating those books, and embracing the idea that Education is the Science of Relations by making connections to things they have studied and the world around them. Well Educated Heart is very similar, but clusters the material into something like unit studies, despite Charlotte Mason discouraging unit studies (because she wanted the children to make the connection, not have the teacher present the ideas already connected). Well Educated Heart offers their curricula for free and the feature I like most is that the audio files are also available on their site for… wait for it… FREE.
But wait, what is narration? That brings me to my third resource that I like to send people: Episode 7 of Cindy Rollins’s podcast The New Mason Jar. I had already read Karen Glass’s book Know and Tell (as well as Charlotte Mason’s original Home Education series) when I stumbled across the podcast episode and I think the podcast is a more approachable way for people to access the road to narration because (Gasp!) a lot of people don’t want to read the books (it actually drives me nuts, but I kind of get it: people are busy, especially mothers). The beauty of pursuing the art of narration isn’t just in the brain development aspect (which is phenomenal), it’s also the price tag… narration is… you guessed it… FREE. No fancy writing programs, no workbooks checking reading comprehension, no drama. A verbal narration costs nothing but the work of a brain muscle and a listening ear plus time. As the students get older a composition book and pen will do the trick. Charlotte Mason educations are truly thorough and affordable. I still teach essay writing, Charlotte Mason purists say they don’t, but a narration is basically an expository essay written beautifully. I still don’t use curricula to teach essay writing, we use narrations and read a lot of well written essays (and sermons) and writing memoirs. My oldest loved Zen in the Art of Writing by Bradbury (after reading Fahrenheit 451) and Zinsser’s On Writing Well. Her seventh grade year also included Annie Dillard’s Pilgrim at Tinker Creek and Writing Life. I think the inspiration of her favorite authors talking about their writing lives was the most effective writing tutor I could have ever received.
Other things I’m pleased I did, but will definitely do more of with the younger ones:
- Fairy Tales: read all the fairy tales
- Music: classical music, folk songs, sea shanties, hymns… studying music throughout history and enjoying it in passing has done nothing but enrich our lives and our studies. My oldest plays the tin whistle, piano, clarinet, violin, and pretty much any instrument she can get her hands on. She also enjoyed two years of choir.
- Scripture Memory Box
- Poetry: we added a memory box just for poetry and the kids are loving it. Instead of being set up the way it is for the scripture memory box as described in the YouTube video I linked, it only has month tabs and we read a poem every day that month. This is in addition to the poetry we study for language arts.
- Picture Study: I want to be more intentional about this in the future, but currently we just decorate our home with real art. Paintings we find at Goodwill or garage sales plus a few John William Waterhouse prints I have always loved.
- Classical Conversations songs: they’re neo-classical, they’re expensive, but my goodness if you can find the CDs used somewhere or splurge on their overpriced app, the kids love and remember their awful songs! The Timeline song has been an atrocious gift that keeps on giving and I’m so happy it was and is a part of our lives.
This semester (Fall 2025), the oldest and I have been reading Charlotte Mason’s Ourselves. One of the fun things about homeschooling in the teen years is that as they grow and reason and read for themselves they really start to see the light regarding the choices you have made as a parent and educator over the years. Ourselves isn’t her favorite book, she didn’t catch right off the bat that Mason was alluding to Prudentius–She hasn’t read Prudentius. I’m 41 and have only read some of his work and The Fight for Mansoul just happened to be one of them because I’m a ‘buy all the Latin texts I can afford’ junkie.–But she is having thoughtful conversations with me about it and understands the value of it having been assigned. She can describe the Trivium and how it is needed when learning something new… you always start with the grammar stage (memorizing new facts, acquiring basic knowledge on a subject), move to a logic and dialectic stage (when you can understand and reason through the ideas presented in the subject at hand), and finally rest in a state of rhetoric (being able to express the ideas persuasively), and that these stages will be repeated throughout your whole life as you pursue new things to learn because education is a lifetime pursuit. It’s exciting to be here, even though she’s only in 9th grade, only fifteen years old, even though she wanted to start college courses several years ago and won’t be actually starting one until next semester, it is so exciting to be here and the teen years are absolutely my favorite… and I think Charlotte Mason (and more importantly God) has had a lot to do with that.
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A Life With Anne
When I was a child I adored the Anne of Green Gables series. I still do. But the height of me reading through the series was between the ages of 7 and 10, when I knew I could read all eight books in the 19 hour drive from Houston to Denver. I was an avid and precocious reader back then. Now I’m just avid. So color me surprised when I tried to introduce my oldest daughter to Anne during her elementary school years and the book fell flat for her. What we discovered, now that she is totally smitten with the series, is that she didn’t understand the appeal in a character who just sounded exactly like herself. For real, people have commented on how much my kid reminds them of Anne her whole life, but this year is the first year my darling girl has truly delighted in it.
I, apparently, had introduced my dear girl to Anne too soon which was mistake number one regarding my favorite auburn haired heroine (and my life for that matter, despite her being called my mini-me all the time, she is not–in fact–very much like me at all). Mistake number two was assuming everyone else I knew was thoroughly acquainted with her. So when we decided to choose Anne of Avonlea as our first San Salvatore Book Club pick, we were shocked to learn that these women we love and admire had actually never read Anne of Green Gables (some, not all, had watched the Megan Fellows series).
Naturally, I began to approach it as I do teaching. Having been raised on Anne’s beloved Miss Stacy being presented as the ideal teacher (which grew into a love of most things Charlotte Mason as I researched homeschool options), my notes always either begin or end with these questions: What did you notice? What did you wonder? What did you discover? What, if anything, did you find good, true, or beautiful about this book? Are there any other stories you’ve heard or know or read that are echoed in this story?
This post, specifically, is on the first two books and the things I noticed reading the Anne books as a woman in my forties instead of as a girl with a wild imagination.
I love how L. M. Montgomery begins both books with an exotic character. In the first, Anne is the exotic, and in the second Mr. Harrison is our foreign, otherworldly character. He is from elsewhere, new to the neighborhood, and comes with an unruly parrot named Ginger, who reminded me of my Uncle’s macaw, Chicken. Just as Anne asked to called Marilla her aunt in the first book, the opening sequences of Anne of Avonlea includes Mr. Harrison mistakenly calling Marilla Anne’s aunt. In Green Gables, Marilla shuts it down as a falsehood, and in Avonlea, Anne does the same. Harrison and Anne’s exchange regarding the cow invasion mirrors Anne’s first meeting with Rachel Lynde. In the first book, Anne is the outsider throwing a temper tantrum, in the second Anne is established as a true citizen of Avonlea as she suffers a newcomer’s temper tantrum. Montgomery’s alluding to her previous work is beautifully done.
As an adult, I also delighted in Harrison’s stab at Anne’s reading “yellow-jacket” novels. As a child I could visualize the novels perfectly because I grew up haunting antique stores and their book corners. Often, as a child, books were not worth my notice unless they were old, dusty, and had a faint smell of vanilla and moth balls (bonus points if there was a lingering odor of pipe tobacco). As a retired bookseller, this portion hit a bit differently and I laughed out loud. Yellow-jacket (“yellowback”) novels were “railway novels.” They were the equivalent of NY Times Bestselling thrillers or romances perched in a kiosk at an airport terminal (I’d say “today” but I really don’t fly much and I don’t know if people buy airport books these days). They were sensational fiction, much like dime novels, brightly colored (usually yellow) with ads on the back to cover the costs of the printing. Often they were simply cheaper reprints of already popular books. They were in direct competition with the “penny dreadfuls” G. K. Chesterton discusses in his essay A Defense of Penny Dreadfuls. Dracula was one such publication.
I also noticed, diving into the series as an adult, how much the Anne series had saturated the corners of my brain. In my late twenties I wrote two books in what is called The Bookshop Hotel series (book three was written just after I turned thirty, books four and five are still sitting unpublished on my computer). I wrote them under duress and my brain was completely fried, grasping at straws. One of my character’s names is Maud Montgomery. A few years ago I was asked by a reader if I had done that on purpose. I can firmly say, no, I did not. But reading now, I see how my mind had pulled something from a dark corner, something it had known and forgotten, and ran with it. L. M. Montgomery (Lucy Maud), called Maud by her friends, was a deeply religious person who functioned as a caretaker for her mentally ill husband. I can see in hindsight why my mind pulled this name out of the abyss during that time, as I thought I was the caretaker to a mentally unstable alcoholic husband myself. (Turns out, I was wrong, I was actually just a narcissist’s favorite toy. Thank God, that part of my life has passed.) The thread that holds so many of these episodic adventures in Avonlea is often the nuggets of wisdom and religious belief that seep through the pages, the empathy and compassion, the search for the divine, the delight in creation and whimsy.
Another strange moment for me was when I read in Anne of Avonlea:
“I think an old, deserted house is such a sad sight,” said Anne dreamily. “It always seems to me to be thinking about its past and mourning for its old-time joys.”
Leave it to my exhausted brain to also personify a house in my Bookshop series. What we read in childhood truly shapes the way we think.
I was amused to discover how much my parenting seemed to mimic Marilla’s and startled to get to know Miss Stacy as an adult reader. I have been homeschooling my children from the beginning. Public school was never going to be an option for us for many reasons, but as I was reading about Anne’s favorite teacher, whom I had read about hundreds of times in second and third grades, I realized that she embodies all my favorite elements of classical British educators during the turn of the century. More specifically, she has so many qualities Charlotte Mason hailed as correct.
Charlotte Mason lived from 1842-1923 and was known as a turn of the century educational reformer. She established the House of Education in Ambleside in the late 1800’s, which focused on teaching classically but with the added emphasis that “children are born persons.” She wrote a Home Education series I have read several times. When I was using Classical Conversations as a co-op opportunity for my oldest, people often told me I was too “Charlotte Mason.” (Classical Conversations is a nationwide neo-classical homeschool organization based out of North Carolina. There are things I love about their curriculum and things I could do without.) When we tried to connect with Charlotte Mason homeschoolers, die-hard AmblesideOnline families, we were often told we were “too neo-classical.” I now see the truth: we were never Classical Conversations people, nor were we Charlotte Mason followers… my aim has always been Miss Stacy. We are Miss Stacy homeschoolers! We do nature studies, literature based learning, Euclidean geometry. I still use McGuffey’s Readers and Susan Wise Bauer material, while adhering to a lot of AmblesideOnline’s schedules. We have always narrated, as advised by Cindy Rollins and Karen Glass. But in all these details, what I chose to use and what I have discarded, I have shaped my entire homeschool culture off a picture in my mind of the perfect educator–Miss Stacy!– and I wasn’t even aware I was doing it.
My daughter and I read Anne of the Island together, and we will resume the rest of the series soon, but took a break to focus on Homer’s Iliad. I am looking forward to seeing how Anne of Windy Poplars measures up to my memories of it being the best in the whole series, and what other things I notice and wonder, as someone who has been noticing and wondering for a much longer time than when I read it last. I’m excited to see what my real life Anne-girl thinks of her literary counterpart as she reads each book hereafter for the first time as well.
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A Year of Homeschooling Peacefully in the Ancient Times
The school year began, for me, in a bit of chaos. My son was born over the summer. My mother had died. In addition to my newborn son, I had two extra children in my household. I was overwhelmed by the impending doom of our co-op. I could sense it coming, but I honestly thought it was a year or two off and I was committed to giving it my kiddo’s fifth grade year before bailing, believing that the proverbial poop would hit the fan a few months after my departure. (It hit sooner.)
Still, after the children went back to their own home. The co-op dissolved and something new began… we found ourselves homeschooling through the ancients in our own little Pax Romana. We declared this our year of homeschooling in peace and it has been phenomenal.
As usual, we began our dive into Ancient history with the Epic of Gilgamesh. After years of reading the picture book trilogy by Ludmila Zeman, it was time to upgrade to a a more “grown up” version of the story. Gilgamesh the Hero by Geraldine McCaughrean was a perfect bridge for the dialectic stage, from elementary to the full translations of high school. Kiddo was struck by the subtle differences, the pieces that make it suitable for older readers, but not for younger ones. As a child who doesn’t like change, learning that different adaptations have a different flow and feel to them has been a challenge. As a ten/eleven year old, she has now been exposed to several adaptations of the Gilgamesh myth and also has a much broader view of near eastern cultures and history. I’m happy to say, my homeschooler as an elementary graduate has a more thorough understanding of history and other people groups than I did as a public school high school graduate. These are the goals, and we’re winning.
I read The Golden Bull by Marjorie Cowley out loud to two ten year olds and an eight year old. This is right about the time we started making our timeline (using Amy Pak’s Home School in the Woods History Through the Ages Record of Time), and having the kids perform narrative plays of what I had just read to them while I nursed my infant. Our house is fairly full of music, so naturally we ended up making a lyre (and some ukuleles) as a hands on craft which in turn became props in our living room productions of The Golden Bull.
Meanwhile, we were also re-reading Susan Wise Bauer’s Story of the Wold Volume One for the third time, reading Story of Civilization for the first time, plucking our way through the Usborne Encyclopedia of the Ancient World, reading the Old Testament, and for good measure added a plethora of picture books I had on hand from the last time we studied the ancients.
Ox, House, Stick by Robb was discovered while we studied the Phoenicians and the alphabet. This one came highly recommended, and the kids liked it ok, but it wasn’t my favorite. We also re-read The Riddle of the Rosetta Stone by Giblin, that one is always fun and fascinating.
We had some extensive discussions regarding laws and lawmakers. The kids each read a biography on Hammurabi, the one by Mitchell Lane Publishers was the best, we thought. A few rabbit trails later and we spent an afternoon on You Wouldn’t Want to Be an Assyrian Soldier.
As we moved into the time of the Egyptians, we tackled Green’s Tales of Ancient Egypt, The Landmark Book of Pharaohs by Payne, Mara: Daughter of the Nile by McGraw, The Golden Goblet also by McGraw, and The Cat of Bubastes by G. A. Henty. Kiddo hated Mara, I thought it was great. I found the Golden Goblet on the boring side, Kiddo loved it. The fun thing about reading so many books together are the discussions. Homeschooling is basically book club every day. I love book club!
One of my pet topics of study as an adult is the Pharaoh Hatshepsut. I find her to be the most intriguing and have some theories as to where her place in history overlaps with our knowledge of biblical history. The kids each grabbed a biography and I re-read a few of my own. Although I usually love National Geographic stuff, our favorite is the one put out by Compass Point Books. Compass Point Books, for the most part, is a huge go-to in our house. If I see one, I grab it, often accidentally purchasing duplicates. They are more thorough than the Who Was series, but less daunting than the DK series, although we own a good amount of both of those as well. At this point, Kiddo tried her hand at her first full length essay, complete with me dragging out my typewriter for her to type the finished product.
I also love David MacCauley books and we read Pyramid. Kiddo does *not* love David MacCauley books, which is unfortunate because I think I own them all. She preferred diving into Mummies, Tombs, and Treasure and the Magic Tree House Research Guide: Mummies & Pyramids. Side note to the Magic Tree House books: Although the fiction books are overly simplistic and quickly outgrown, we have found that the research guides last all of the elementary school years and are revisited often. We will keep the research guides long after the fiction series is purged, I believe. As homeschool eccentrics this study coincided with our anatomy studies in science. The kids got the chance to observe a profession necropsy of a rat and later Kiddo tried her hand at mummifying the spare dead rat. AmenRAThep still lies in our garage buried in salt in his intricately decorated plastic tomb. An expository essay on the mummification process ensued. More tapping away at my now “vintage” typewriter… More revisiting all our favorite picture books (Mummy Cat by Ewert just never gets old and Tutankhamen’s Gift is lovely) as well as the HMNS for the Ramses exhibit.
When we wrapped up our anatomy studies, the mummification process became a nice bridge into our archaeology unit. We used the Wonders of Creation series from MasterBooks.com. The Archaeology Book by David Down and The Geology Book by Dr. John D. Morris led beautifully into The Fossil Book by Gary Parker. We’re definitely going to continue through this series into Caves, Minerals, Oceans, Weather, and Astronomy as we move through the timeline to the middle ages.
I love multi-sensory learning whenever possible, so during all this we also tried our hands bringing our history studies to our taste buds. One of my favorite cookbooks to pull out during the ancient years is The Philosopher’s Kitchen. It’s full of ancient flavors that make use of modern kitchen routines so you can enjoy the taste of the times without slaving away. We have recipes we’ve attempted to make the way they would, but I’m content with learning to use the kitchen I have instead of trying to time travel. Kiddo found some easy kid recipes in various places and we also enjoyed some Mesopotamian sweet breads she made herself that were rather tasty. Cardimon and honey is a lovely flavor combination.
Another aspect to unit studies/ studying all disciplines through the timeline, is that we tried Spelling You See for the first time and used the Ancient (level F) package. Spelling You See was developed by a reading specialist who encourages identifying word patterns and color coding them. Married with dictation of an entire topical paragraph, this curriculum abandons the by rote memorization of a list of spelling words. I find this method useful, but we will also continue with our Spelling Workout books after we’ve completed all the lessons in this book, as spelling is a subject we’re going to have to continue to work on long after some of our peers have abandoned it as a subject. I’m ok with this, Kiddo tests gifted in most subjects but spelling is a struggle. We remind ourselves daily that we can do hard things (through Christ) and that it is ok to not be perfect at everything as long as we’re trying our best.
Adara by Gormley, God King by Williamson (we had already read Hittite Warrior years ago), and Days of Elijah by Noble were read as we continued our studies of the Old Testament as well as Herodotus. (Kiddo loved Days of Elijah, I tried to read it with her but I found the writing style very off putting, I honestly cannot remember if I finished it or not.) Kiddo re-read Bendick’s Herodotus & The Road to History, we both love all things Bendick. I wanted to re-read Herodotus’s book as the last time I had read it Kiddo was two or three, but time got away with me. We were knee deep in fractions because math may never be abandoned, no matter how many people die (we had four significant deaths this season), or how tired you may be. What kept our mind clear enough to finish our Singapore 4a&4B curriculum and get through Math-U-See Epsilon, was the fact that we were taking time to study God’s word daily. We weren’t just trying to incorporate theology in our homeschool, my husband was actually leading bible study every evening (and had been since the start of our marriage in 2020); and in addition to that, upon moving into our new house in 2021 we began using the Simply Charlotte Mason Scripture Memory System. I found a reasonably priced recipe box on Amazon and started adding index cards as per the instructions of the method (follow the link). Focusing on hiding God’s Word in your heart, opens the mind up for so much more, and in all the crazy we prayed for God to help us be good stewards of our brains and our time and the results have been delightful.
With all this Bible study, Kiddo requested to eventually study Aramaic and Hebrew and Koine Greek, but we decided to wait as we continue on our Latin studies. One thing at a time, and we still have some Latin books to complete.
Now, for the Greeks… The D’Aulaires have a lovely Greek Myths book. In addition to that, Kiddo read more books on Homer’s work than I can count. The highlight reel were repeat romps through the Mary Pope Osborn adaptation, Sutcliff’s Black Ships Before Troy and The Wanderings of Odysseus, and Lively’s In Search of a Homeland. She also read for the first time Aleta and the Queen, Flaxman’s The Iliad of Homer, and Colum’s Children’s Homer. By the time she reads Homer’s unabridged work, she’ll know the stories so thoroughly I’m hoping the poetry of it will shine through and delight her in ways that evaded me when I blindly trudged through it for the first time because I had no previous knowledge of context to work from. I had planned for us to read Edith Hamilton’s Mythology, but when you’re done, you’re done. So we’re saving Hamilton for the next time around, in four years.
Bendick’s Archimedes and the Door of Science as well as The Librarian Who Measured the Earth by Lasky are must haves. We have read them every time we’ve studied the Ancients and sometimes we pluck Lasky’s picture book up to read just for kicks.
Rome Antics by MacCauley was beautiful. It takes about ten minutes to read, but days to absorb if you want to go back and study all the architecture as well. I didn’t dwell on it too much as she’s already read Where Were the Seven Wonders of the Ancient World? and Where Is the Parthenon? (we did a hands on project with friends building the Parthenon out of marshmallows which was fun). While on the Who/What/Where series kick, she also read Where Is the Great Wall? We’ve studied ziggurats and pyramids and a number of other structures this year, and now that we are currently studying Rome, I’m going to have to collect my thoughts and make proper plans to lay the groundwork for a strong introduction to architecture. In the meantime, now that summer is here, we’re listening to the Rise of Rome on Wondrium, and plucking through our never ending reading list.
I’ll continue to update as we make our way through the last hundred years or so before Christ, through the New Testament, and onto the invasion of Britain. We already studied Pompeii and went to the museum exhibit with our co-op, and volcanoes were studied in passing while we raised money for the Pacific Rim Awana programs and made a homemade volcano during a friend-date at our house. (I think we may start a science club…)
(We got a taste of Asian mythology and folklore with some read alouds and picture books, but I think we will revisit them in a more heavy handed way when we study Marco Polo again. If you’re looking for titles, I recommend perusing everything by Demi as well as 101 Read-Aloud Asian Myths.)
This school year has been our most relaxing yet, despite the chaos of life, and we hope to continue this pattern in the years to come.
Instilling Financial Wisdom
Title: Stock Market Investing For Teens
Author: Myles West
ISBN: 9798416564322
Pages: 149
Theme Music: The FatRat Warrior Songs: Reminiscence
Ok, maybe the Theme Music was a little much, but I mainly listened to this while I read Myles West’s investment guide for teens and planned kiddo’s future. According to West, only 35% of kids 12-19 (as of 2021) had ever had a savings account, and though I agreed to read this book and leave an honest review in exchange for a free copy, I definitely sat and patted my back for having savings accounts for both my kids and choosing this particular title to review. I have always assumed helping children plan for their financial future was the norm, I did not realize how in the minority I was until this book.
While married to my oldest’s father, we suffered a lot of hardships, many that began and ended with financial irresponsibility and abuse. It was during those years that I realized how important it was to not just “agree” about money, but to understand when you are and are not speaking the same language when discussing money topics. It’s not enough to agree that it is “good to save,” questions like “how do you plan to save?” must also be answered accurately. Newsflash: “Win the Lottery” is not a good answer. Spending is a touchy subject too. Agreeing that bills should be paid on time is not the same thing as someone actually paying their bills on time, or even prioritizing those bills over their vices. And although I am grateful for the skills I learned while foraging for food in the woods when he kept grocery money from us so he could buy beer, that’s obviously not the place I want my kids to be in life. Ironically, I was reviewing financial books even then. I knew the “right” answers, but I didn’t know how to help my then spouse make the right choices. The new goal is to simply help my kids learn to make the right choices before they are married so they don’t find themselves acting like or married to someone who tackles money like my ex.
It’s not just enough to start a savings account, though, although that’s a great start. We talk a lot of about being a good steward of our finances in our house. As a homeschool mom, I have the opportunity to teach my kids all the inner workings of household management throughout the day while we tackle math, reading, history, and science. My oldest can now budget out and cook dinner once a week as part of her home economics, she’s eleven. She has been taught to save money for pets and their care and upkeep. We have a two year old puppy, a seven year old hermit crab, one year old Australian tree frogs, and she has set up a freshwater aquarium for a betta fish whose extra plant features she has to earn by doing the dinner dishes every night.
Even this is not enough.
Around 8th-9th grade I plan to add the Math-U-See Stewardship curriculum to our school days. When that happens, I’m also going to add West’s investing book to the required reading list.
As an adult, I’m familiar with most of what was discussed for Americans (West’s book also tackles actions available for Canadian citizens), so I read through the 149 page book in one sitting as soon as I took it out of its package. A teenager being exposed with the terminology and ideas for the first time will have to peruse it more thoroughly. Although West does an excellent job defining terms and laying out a thorough getting started guide, I would consider it just that––a guide to get started. A teen would (and should) take a great deal longer than a nine month old’s nap time to digest this book. It’s good stuff.
In addition to the well rounded and systematic way West approaches investing for the first time, I love how he also touches on volatile markets. Many adults pushing kids to invest don’t properly address the risk factor, but I think West handles it well. The risk is real, but these are things you look for…
The best part, West doesn’t act like his book is the end all be all of everything. In a household where our mantra continues to be “Education is a lifetime pursuit” you bet your britches I was delighted to read West write,” The more you know, the less likely you are to make mistakes. Your reading and thinking may also lead to improved investing techniques and performance.” He then continues to encourage his readers to learn about successful investors and firms as well as those who have failed. “[…]there is always more to learn…”
The Whirlwind in the Thorn Tree
“Why are the virgins trimming their wicks?”
We were listening to Johnny Cash’s When the Man Comes Around. Not but a month or two ago we discussed how it was a song about Revelation, because her mind was blown that I had put Johnny Cash on my Spotify playlist of gospel music. She is also taking a poetry class and is significantly more interested in lyrics and their meanings than ever before. This time, the song came on because I had been sent a meme of a cat riding a dog that said, “And I looked, and behold, a pale horse. And the rider’s name was death.” It was pretty funny. I had a good laugh. I posted it on social media with a link to Cash’s song and started playing the song, because how can anyone resist? The song itself is a thing of beauty.
“Well, do you remember Matthew 25?” I pulled out my bible and started reading her the Parable of the Ten Virgins. She, with her impeccable memory, started reciting it.
Matthew 25:1-13, New International Version
At that time the kingdom of heaven will be like ten virgins who took their lamps and went out to meet the bridegroom. Five of them were foolish and five were wise. The foolish ones took their lamps but did not take any oil with them. The wise ones, however, took oil in jars along with their lamps. The bridegroom was a long time in coming, and they all became drowsy and fell asleep.
At midnight the cry rang out: ‘Here’s the bridegroom! Come out to meet him!’
Then all the virgins woke up and trimmed their lamps. The foolish ones said to the wise, ‘Give us some of your oil; our lamps are going out.’
‘No,’ they replied, ‘there may not be enough for both us and you. Instead, go to those who sell oil and buy some for yourselves.’
But while they were on their way to buy the oil, the bridegroom arrived. The virgins who were ready went in with him to the wedding banquet. And the door was shut.
Later the others also came. ‘Lord, Lord,’ they said, ‘open the door for us!’
But he replied, ‘Truly I tell you, I don’t know you.’
Therefore keep watch, because you do not know the day or the hour.
“I remember that one,” she said, “But I don’t know what it means.”
And we talked about Jesus coming again. Because of a Johnny Cash song, we talked about how it is important for Christians to ever be ready for Christ to come again, because we don’t know when that will be.
Don’t just talk about being a Christian, live your life as one. Study the Word daily, pray without ceasing, don’t be the one the Lord says, “I never knew you,” to. Our relationship with Jesus is more than just a religion, more than just showing up on Sunday, more than a series of rituals. Saying we are a Christian means we are followers of Christ and the words should not be slung around lightly. Because, as Cash says (referencing a story in Luke), one day, “the father hen will call his chickens home.” We definitely want to be one of the chickens.
WHEN THE MAN COMES AROUND – JOHNNY CASH
“And I heard, as it were, the noise of thunder
One of the four beasts saying,
‘Come and see.’ and I saw, and behold a white horse”
There’s a man goin’ ’round takin’ names
And he decides who to free and who to blame
Everybody won’t be treated all the same
There’ll be a golden ladder reachin’ down
When the man comes around
The hairs on your arm will stand up
At the terror in each sip and in each sup
Will you partake of that last offered cup
Or disappear into the potter’s ground?
When the man comes around
Hear the trumpets hear the pipers
One hundred million angels singin’
Multitudes are marchin’ to the big kettledrum
Voices callin’, voices cryin’
Some are born and some are dyin’
It’s alpha and omega’s kingdom come
And the whirlwind is in the thorn tree
The virgins are all trimming their wicks
The whirlwind is in the thorn tree
It’s hard for thee to kick against the pricks
Till armageddon no shalam, no shalom
Then the father hen will call his chickens home
The wise man will bow down before the throne
And at his feet they’ll cast their golden crowns
When the man comes around
Whoever is unjust let him be unjust still
Whoever is righteous let him be righteous still
Whoever is filthy let him be filthy still
Listen to the words long written down
When the man comes around
Hear the trumpets hear the pipers
One hundred million angels singin’
Multitudes are marchin’ to the big kettledrum
Voices callin’, voices cryin’
Some are born and some are dyin’
It’s alpha and omega’s kingdom come
And the whirlwind is in the thorn tree
The virgins are all trimming their wicks
The whirlwind is in the thorn trees
It’s hard for thee to kick against the prick
In measured hundredweight and penny pound
When the man comes around
“And I heard a voice in the midst of the four beasts
And I looked, and behold a pale horse
And his name that sat on him was death, and hell followed with him”
Thanksgiving 2020
Thanksgiving is my favorite holiday. Pretty much always has been, because, well… FOOD. I love the food. I love the deep fried turkey, I love the dressing (which I call stuffing even though it’s never stuffed in anything because you don’t stuff that which you deep fry), my cranberry sauce (which is apparently somewhat unique and more of a salsa or relish, a blend of: wholeberry cranberry, cranberry sauce, orange marmalade, apple cider vinegar, chopped onion, chopped cilantro, chopped jalapeño, and a sprinkle of orange peel). For dessert, I prefer my marble pumpkin cheesecake over pumpkin pie, some years I’ve made Pumpkin Rolls — another bite of perfection. And I’ve always loved that above all, Thanksgiving is about being thankful to God for what we already have and the burden of gifts are not involved.
This year, our history studies coincided perfectly with the holiday: We studied William Bradford, the Mayflower, and the Pilgrims.
William Bradford: Pilgrim Boy by Bradford Smith is a gentle middle grade chapter book that tells the story of the Puritan governor William Bradford. From his childhood with his grandfather, through his schooling, to Holland, and across the sea to lead a new colony to religious freedom. Understanding his story helps flesh out understanding for King James, the King James Bible, British politics, and early America. Without knowing William Bradford, do you really know what the Pilgrims were thankful for?
During the weeks I read this aloud, Kiddo was reading a book called Pilgrim Stories by Margaret Pumphrey, published by Beautiful Feet. We caught one error in the book, at the beginning the writers seem to be confused about Mary Tudor and Mary Stuart. We revisited our Rhyming History of Britain and memorized a few stanzas to ensure Kiddo didn’t remember the wrong information. It helped to clarify how James VI of Scotland became James I of England. Memorizing rhymes is one of our favorite activities (so much so that we spent November 5th celebrating Guy Fawkes Day memorizing the infamous poem… Remember, remember the fifth of November, the Gunpowder Treason and Plot…).
I read The Landing of the Pilgrims as a child, I really love the old Landmark Books and make a point of collecting them, and this was another one I made Kiddo read on her own this time. I find at this age when I can assign independent reading, instead of me reading out loud less, we just cover twice as many books per topic.
My husband read The Adventures of Myles Standish out loud and we both marveled over the beauty of the timeline across the bottom of Harness’s lovely biography (so much so, we started stocking up on other biographies in the same series for the future).
P.J. Lynch’s The Boy Who Fell Off the Mayflower might be one of my all time favorite Thanksgiving books. The illustrations are simply beyond gorgeous and take my breath away. Lewis Buzbee talks about children’s picture books in The Yellow-Lighted Bookshop and how they’re meant to be read over and over again, by children and adults alike… this is one of those books, a perfect work of art I am pleased to own and revisit. I paid full price for it (something I rarely do, as the majority of my books are bought used), and have no regrets.
Thanksgiving Day, Kiddo insisted on dressing like a Wampanoag child. She was very disappointed that not a single article of clothing her dress up basket included authentic Wampanoag attire. Instead she’s wrapped in a touristy Navajo blanket sent to us for our donations to some reservation school or another. (My mother spent much of her childhood near the Navajo and they are the one tribe we feel a familial attachment to despite a lack of native blood. I grew up singing bible school songs in Navajo, as she was taught.) I know some in the world would consider this cultural appropriation at the worst or at best possibly roll their eyes at us, but we study these things and she dresses up out of the highest level of respect, empathy, and intrigue. This is childhood, children learn through stories and play.
By afternoon, she’d shed half her costume and settled into the life of Squanto while I read the Mayflower Papers over dessert.
Education is a lifetime pursuit and I’m thankful for the opportunity to share my love of learning through the discipleship of homeschooling.
Jamestown
We spent the month of October studying Jamestown, Pocahontas, and John Smith. We also read a few things on Galileo, since he was making discoveries and writing books around the same time and we enjoy getting a whole big picture of the world perspective when we study any place or time period.
So, for a big, big, big picture perspective, I read Her Majesty’s Spymaster by Stephen Budiansky first, to take me from all the mysteries surrounding Roanoke through British and Spanish politics, espionage, and intrigue, and into the reign of King James.
From there, I tackled Love and Hate in Jamestown by David A. Price. I loved this book. I think Price thinks very highly of John Smith and it shows, but I also think the author tackled the subject like a true historian: with a lot of source documents and an appreciation for the fact that all human beings typically have virtues as well as character flaws. Too many tend to portray people as all good or all bad, depending on their political leanings, personal preferences, and limited knowledge/ understanding of humanity.
I couldn’t put Price’s book down and I’m honestly astounded there are less than five star reviews on Goodreads because I just adored this account so much. It is well-balanced, thoroughly researched, and presented in a riveting manner. I think Price treated each historical figure with respect and honesty.
After this, naturally, we binge read everything we could get our hands on about Pocahontas. From D’Aulaire’s beautiful (though, apparently now controversial?) picture book, to Linwood Custalow’s “True Story” of Pocahontas, which to me reads like a propaganda piece about how all natives are saints and all white men were terrible… Obviously, these sorts of narratives (especially when poorly written) don’t sit well with me. I would love to read a Native American who is also a historian tackling this subject. I was disappointed in Custalow’s ranting, but am sure (because history is always documented by the “winners”) that some part of the truth lies in the middle and I’m dying to know which parts are the truths.
That desire for truth and clarity led me to Helen C. Rountree‘s The Powhatan Indians of Virginia, which is brilliant! I highly recommend her work for anyone looking for an authoritative voice on the natives of Virginia. Her research is so thorough and respectful she was made an honorary member of the Nansemond and Upper Mattaponi tribes. I appreciate that she is well-educated, articulate, and has the stamp of approval to share cultural context that allows us to understand what was going on between the lines of the source documents we’re accustomed to reading, like John Smith’s own book.
And like a flash, we moved onto William Bradford in time for Thanksgiving…
Fly, Fly Again
Title: Fly, Fly Again
Authors: Katie Jaffe & Jennifer Lawson
Illustrator: Tammie Lyon
Genre: Children’s Storybook/ Picture Book
First and foremost, kiddo and I were blown away that Buzz Aldrin–THE BUZZ ALDRIN–wrote the foreword for this picture book. How cool is that? (My father, an engineer alum of the same university as Aldrin, was pretty impressed as well. Frequently, he reads my kiddo picture books and comments about how children’s publishing has “come a long way.”)
Reminiscent of The Questioneers series (of which we have every title!) by Andrea Beaty and David Roberts, Jaffe and Lawson’s new book encourages critical thinking skills, creative wonder, and diligence to pursue dreams.
Kiddo loved the story, she’s nine, and still enjoys the magic of a children’s storybook even though she’s also reading chapter books now. She’s heard me quote “Try, Try Again” her whole life and learned to read on McGuffey’s which includes the poem in its reading exercises, so there was a genuine snicker when Hawk raised his feather and included the play on words, “If at first you don’t succeed, fly, fly again!”
“It is a great book, no one can doubt that. The airplane design [in the illustrations] is amazing. But you still can’t put that many people and pets into a wagon WITH a motor,” Kiddo told me. She is now monologuing design flaws, propellor safety, and superior ways to attempt this project. I think the book has done exactly its job: spiked STEM thinking.
Fly, Fly Again is a new favorite we plan to read often.
Anakalian Whims 