A few days ago, I was digging in the garden and removed a piece of dirt that popped out in a big chunk. Underneath I saw the skin of a Speckled King Snake sliding through an underground tunnel. It looks like this creature is a new resident in the garden bed. Yesterday it emerged from the dirt to sunbathe beneath the kale and let me snap this nice photo. I suppose the snake is living in an old mole tunnel.
Here’s a quick photo update of the happenings here at our homestead. I love Permaculture because it tends to be forgiving. Unlike traditional annual gardening, there’s always a little bit of work surplus from last year (and the years before) to give leverage to the new season. This year I’m slowing down. No more all-day-gardening binges in the heat, but instead I have to practice a little more patience and consistency. But I am optimistic.
Gifts from the seasons before:
Parsley and Amaranth that re-seeded themselves in the bed after last season. With a no-till method, it’s easy to let these little seedlings come to life on their own, then thin them out or transplant them to wherever you want them in the garden bed. Instant spring garden. For comparison, here are the “mother” plants from last year.
Lovely Red Russian Kale persisting from the fall planting. I scattered these seeds everywhere (including beds and aisles) just to see what would happen. When they got sizable enough (and after I crept out of my winter hibernation) I transplanted the strays back into the garden bed and they are doing well. Yesterday I littered some Comfrey leaves over them for compost and mulch.The blueberries are bursting with flowers this year. It will be my biggest crop yet! They also have plenty of runners that I plan to divide and transplant elsewhere to continue expanding the blueberry orchard. Perennials, especially trees and shrubs, are well worth the early effort. I love that permaculture encourages perennials planted amongst the annual garden, though some of us might need to practice a little better separation of the two (vs. layering or forest gardening) for weed management.
The Goumi Berry is flowering, too. This is the first year. These flowers are all over the Goumi that was out in the sun, and they have a faint but very pleasant sweet smell. I also planted one in the shade for comparison, and its flowers are not nearly as abundant. I’ve transplanted that one it out to the sunny side, too, and it seems to be taking well to the transplant.
These little chicory plants (Red Rib and Catalogna) are being smothered by the sorrell that grew up instead of my clover cover crop. They seem like good candidates for an emergency transplant before they bolt. Or maybe I’ll just let them stress and go to seed, and try again with new seed next year. They can be classified as a weed, after all, so I suspect they’ll have little trouble competing too much with low-growing sorrel.
Instead of building full beds this year from the virgin space, I’m just digging little holes and making what amounts to planters for each little pepper and tomato transplant that I plan to put out in the next day or two. This is my lazy-spring gardening style. My normal bed-building style is a cheap sheet mulch where I lay down hay with composted cow manure on top. I usually make the whole bed this way for seeds that can be broadcasted. Tomatoes and peppers need a little more space than I’ve traditionally given them, so I think the planter-style should work. No reason to put a whole bed out for them. This way I spend less than an hour total on each bed, including the mulching, then I’m good to go. Normally my 4′x20′ beds take about 2-3 hours each to build.
I’ve had variable results with my sheet-mulch method, but usually it tends to work (better for brassicas, parsley and leafy greens, not so good for strawberries and squash, in my experience). The hay and cow manure needs a little more agitation (not full-tilling, but not exactly no-till) for the first year or so, since the hay can get matted and grow a lot of fungus, and the manure gets dry and crumbly when it’s not well-mixed. After a year of the sheet mulch, plus a little bit of chopping after the first season, this method can make a beautiful garden soil as foundation for your beds. I use it because both the hay and the manure come to me absolutely free. There are definitely other options for sheet mulching, depending on what you have available.
The planters below are made with this quick technique:
1) Dig a hole
2)Fresh manure goes into the hole 3
) Hay on top of the fresh manure, enough to kill the weeds and help quick-compost the manure
4) Aged manure mixed with dirt, or compost on top. At least 8 inches so the roots aren’t exposed to the new manure as it heats up and composts below.
We’ve got heavy clay so we’ll get better root-penetration and healthier plants by digging at some point in the building of a bed, even though later I revert to no-till beds by simply adding new layers of compost and mulch. In the photo below, the left side is a completed and top-mulched version of my planter holes. On the right is halfway through the process– holes have been dug, fresh manure dumped in. Next goes the hay, compost, and thick hay over the remaining green (sorrel, or cover crop) as a kill-layer.
There is no difference between the Jew and the Greek: for the same Lord over all is rich unto all that call upon him. – Romans 10:12
I’m coming to this topic reluctantly. I don’t like making generalizations without all of the facts, yet that’s exactly where this conversation comes from. We’re talking about the respective influences of two ancient societies on the western education model. That’s a huge topic. I realize I can spend many more hours studying Greek and Hebrew educational models on my own to try to make a fair comparison (I do want to study both in more depth, but not to write a blog post), or I can just respond to the assumptions that initially bothered me in Robin Sampson’s book What Your Child Needs to Know When. I’ll stick to the latter.
Robin Sampson has written several homeschooling books. One is the book that I have, and another is the Heart of Wisdom, which presumably goes into more detail. The Heart of Wisdom website has the same chart (almost) that’s found in What Your Child Needs to Know… and that summarizes the author’s argument. Make sure you check out the chart if you want to follow this post.
My first objection comes from the titles of the columns. One column is “Ancient Greek Education (as taught in Public Schools today)” and the other is “Hebrew Education.” That doesn’t really sound like a fair comparison, because on one hand we’re looking at an ancient system as adapted in modern (US) schools. On the other side, we’re not really sure what time period of Hebrew education we’re looking at, but I can say with reasonable confidence that whatever time period it is, the second column probably represents the favorite concepts of that culture and leaves out the rest. I mean, it’s clear that the chart is supposed to show Hebrew education in a favorable light by comparison.
It turns out we’re probably not looking at “Ancient Greek Education (as taught in Public Schools today)” in the first column either. For one thing, Sparta and Athens were very different societies, but they are indistinguishably combined in this table. Next, this isn’t an ancient system adapted for modern schools. The row “How Accomplished” talks about things that really don’t go on in public schools, especially these:
1) Memorize the laws of Lycurgus, the Spartan lawgiver.
2) Memorize selections from Homer.
3) Develop physical excellence through games, exercises, and the pentathlon (running, jumping, throwing the discus, casting the javelin, and wrestling)”
Now, these might be ideals that our public school systems wish they could follow, but we haven’t gotten anywhere near reproducing these accomplishments on a large scale. Why not? Well… because our culture is not as close to Greek society as the author proposes. Most parents don’t expect their children to perform like this. Some parents do, some school administrators might want to see it happen (maybe not casting the javelin), but our society is fundamentally different from Sparta and most of the methods of accomplishing the Spartan ideal demand very strict discipline and break our society’s ethical code (taking young boys away at 12 or 13 for rigorous military training). We don’t have that discipline, and we don’t pretend to. It also stands to reason that if homeschoolers don’t want to teach this part of the Greek method but still want to teach the Trivium, then this chart doesn’t really help homeschoolers, the intended audience, make a reasoned judgment about why to avoid all Greek influence in their curriculum.
Okay, so the Ancient Greek column repeats that this method prepares children to serve the state, but in the very next row, “Result,” the Greek system is regarded as “self-centered” with the motto “my will be done.” If it’s all about the state, then I don’t see how self-centeredness is the logical conclusion of state-focused training. The last row, “Philosophy” also equates the Greek system to lawlessness. We know that’s not true in Athens, but it does have some semblance to Sparta. Yet I don’t understand the logical jump from “prepare… to serve the state” to “lawlessness: to each his own, look out for Number One, there are no absolutes.” If service to the state is the goal, then that’s a type of specific servitude. The goal of servitude to the state is not met with a philosophy of self-centered lawlessness.
(In Romans 6:18, Paul writes that all men are in servitude, either servants to sin or “servants of righteousness” – KJV. Yet this does not explain confounding servitude to the state with servitude to self, unless its simply that all things that do not serve God serve self.)
Something’s missing here. I think I know what it is. It goes back to that original problem of an “Ancient Greek Education” being merged with “(as taught in Public Schools today).” The self-centeredness of kids today is visible, and widely discussed. It’s not as much a result of Ancient Greek education or modern US education as it is a result of human nature unrestrained. A lack of moral grounding rather than a specific type of training. I think John Taylor Gatto makes a stronger case about public education being designed for the benefit of the state when he describes the much more recently developed industrialized model of education based on the Prussian system. The story behind this is fascinating. Common schools in the US began with a very strong religious motivation, but the goals were also humanistic, meaning to rid society of evil and corruption.
In addition to selfishness, Greek training is said to produce the results of “Violence, corruption, pornography, racial tension, promiscuity, abortion, infanticide, etc.”The Hebrew method is said to produce “Authority with responsibility. Literacy, strong family ties, love of learning, security, independent thinking, high morals and values.” Yet looking back at the common schools, public education in the US was designed for exactly the same reason, to rid society of the former and revive the latter. These goals are man’s– they are humanistic. Did this approach work in public schools?
The evils of society mentioned above are just as applicable to Hebrew society at various times in history as they are to today’s society, and to Ancient Greek society. From the Bible, we know that the Hebrews weren’t always in line with God’s plan. After all, the well-educated (by Hebrew standards!) Pharisees of the New Testament put the Son of God to death for blasphemy. If the Pharisees are not a perfect example of violence and corruption in Hebrew society, then I think the author has a different definition of violence and corruption than I do. Ultimately, it doesn’t matter whether we’re Ancient Greeks, Ancient Hebrews or modern Americans. If you study the Bible it is clear that sin nature is what corrupts and leads to these vile results.
Then there’s the bizarre “curriculum subjects” section. On the Hebrew side it is asserted that Hebrew education teaches “Creation science.” Yes the Bible includes the story of Creation but that does not automatically make this story a “science.” “Creation science” never really became a subject until well after the theory of evolution appeared to threaten the story of Creation. Creation science, which, unless I’ve misunderstood it, typically seeks physical evidence to support the Creation story, isn’t exactly obedience to God’s authority. Science doesn’t demand reverence, God does.
I must briefly digress. Collecting evidence to support a claim either carries the risk of rejecting the claim (hypothesis), or it’s not science. You don’t collect evidence only to prove a hypothesis. Approaching God’s revealed creation as a scientific hypothesis is a dangerous place to go because you’re admitting a willingness to reject it. With that said, I don’t study Creation science and I would not consider approaching God’s story as a science to be the same as Creation apologetics, which might be supported by scripture (1 Peter 3:15). If you want to reject evolution, you either do it by science or by faith, or even by argument. But you can’t turn science into faith, or faith into science.
The Greeks are said to have taught humanism, evolution and social studies. Of these three, I know the theory of evolution absolutely did not exist in Ancient Greece. When it emerged at the end of the 19th century, atheism played a major role in its development. Unbelief in the one, true sovereign God predates Greek society by just about as long as humans predate Greek society, but the Greeks did give atheism the benefit of its own precise definition. Therefore, I wouldn’t consider atheism a product of Greek society as much as a beneficiary of it. Evolution is a product of atheism plus centuries of thought piled on top of ancient Greek philosophy. You simply couldn’t say the Greeks created or studied Darwin’s theory of evolution.
Finally, there’s the Trivium. The three stages of learning were enunciated in the middle ages, but grammar, logic and rhetoric were all components of Greek education. Grammar is the basics of language, logic is reasoning (like mathematics), and rhetoric is the art of argument. Robin Sampson considers these three simple stages to go hand-in-hand with the legacy of horrors that have come from the Ancient Greeks.
Although it’s not actually in the chart on the website, in What Your Child Needs to Know.., the Hebrew education system is credited with the “three learning stages” of “knowledge, understanding, and wisdom.” While you can read the Bible and see that these three things are valued at times (and at other times considered “a chasing after the wind” (Ecclesiastes 1:17)) I don’t think that they were ever considered “three learning stages” until Robin Sampson began developing a curriculum meant to compete with the Trivium, which has dominated for centuries. My biggest complaint about this is that, unlike grammar, logic and rhetoric, “knowledge, understanding and wisdom” are not easily distinguished. Unless preserving the vague, immeasurable characteristics of knowledge, understanding and wisdom is beneficial for children, then I have to say that the Trivium still seems to be the best traditional approach.
This is where I get really cynical about the whole comparison. Sampson claims that the Hebrew education model has the ultimate outcome of children who “learn to learn.” This parrots the statement made by Dorothy Sayers in 1947 about the classical method and the Trivium. Dorothy Sayers is regarded as a Christian humanist, so maybe that’s what makes Sampson uncomfortable with the system that Sayers championed. I don’t know. But after reading Sampson’s method (Heart of Wisdom or HOW) closely, she does advocate “reasoning” and “higher-level thinking” despite the fact that these very things have been so aggressively attacked by her where they appear in Greek culture or public schools.
Ultimately, it feels like the “Hebrew education” or “biblical” model proposed by Robin Sampson is actually Robin Sampson’s “biblical” model and not an unadulterated model practiced by Ancient Hebrews, nor commanded by God. In fact, it is Sampson’s curriculum. It’s the HOW method, an eclectic method that borrows from all kinds of philosophies, including classical Greek, medieval and, perhaps, Hebraic. But it is absolutely not THE Hebraic education method (study the Talmud with a Rabbi if you want that), nor is it THE biblical method that all Christian homeschoolers must follow to preserve the Christian worldview.
Yet this belief seems to be recited by plenty of homeschoolers, including Kelly Crawford at Generation Cedar (where there’s lots of *ahem* rhetoric if anyone hasn’t had enough of it.)
Most importantly, I feel I should point out again that the New Testament is written in Greek. I was reading some of the comments on the HOW page, and people are suggesting that we somehow get all of the Greek out of the Bible. If we purify the New Testament of all of the words and thoughts that came from Greek, we will end up with a handful of verses in Aramaic that are repeated from the Old Testament. The New Testament was written in Greek! If this was pleasing to God, then we must accept that. Speculating that He made an error, and that it was all meant to be in Hebrew? Yikes!
My previous posts on the subject are:
And Understand our language, a pondering on Christian worldview and (specifically American) cultural diversity.
I want to briefly digress from the homeschooling discussion, but this actually serves as an illustration of some of the points I want to make later on the Christian Homeschooling topic.
Last night we caught a documentary on Louisiana Public Broadcasting called Native Waters: A Chitimacha Recollection. This program explored the rich history of the Chitimacha people whose traditional lands are in south Louisiana, in the Atchafalaya Basin. It’s a beautiful documentary that shows how the native people of Louisiana interpreted their environment, formed a culture closely tied to the bayous where they lived, and how they’ve been affected by the progress of history: namely, the immigration of a new people and a new culture that has largely displaced their own. A particularly painful part of this story is the loss of the language and the land that held so much of their heritage.
I remember when I took my first Spanish language classes in middle school, I finally started to grasp the basic concepts of English grammar. I had been taught grammar since 2nd or 3rd grade. I knew the difference between a noun and an adjective and the basics of punctuation, but I had no idea what verb conjugation was, or subject-verb agreement, or any of these other things that I had learned without understanding the underlying technique. Learning Spanish became a way for me to understand the structure of my own language.
Language is like the thread that weaves it all together. Just as studying another language can help us understand ours, studying another culture can bring us to a deeper understanding of our own. I took a course in college that introduced me to Native American history and science. We went into topics that approach taboo in our culture, like genocide, cannibalism, witchcraft, eugenics, and disease-infested boarding schools. Gut-wrenching topics.
But first, before our instructor shared any of these things with us, she demanded that we write about our own culture’s influence on us with confidence. Who were we? Where did we come from? She wanted an honest examination. Before this exercise, I had been through so many sociology and human studies courses that bashed dominant culture without remorse. All members of the dominant group were complicit in its crimes, guilty by privilege, and the others were uniquely oppressed and above reproach. This approach seems to demand guilt while at the same time scoffing at the guilt it produces.
In those classes, we were supposed to step away from our own culture and see it as evil before we proceeded. Professor Woodside’s class was totally different. She approached very challenging topics from a position of mutual respect. It was transformative for me! I should add that this was quite awhile before I accepted Christ after straying for years, a rebirth which was much more profound.
In the Old Testament, the Hebrews faced pressure to adopt the ways of their captors in Babylon and Egypt, and their Roman oppressors in the New Testament. The influence of Greek and Eastern philosophy threatened Paul’s work to establish early Christian churches. In each of these examples, a keen awareness of the cultures around them helped God to reinforce the godly identity he sought to preserve in His people, while also drawing out precise commands that He meant for us to observe. God used cultural differentiation to reinforce His message, as well to point out the underlying similarities between peoples that make the gospel of Christ available to all. I think this is awesome.
The Creation story emphasizes that the world’s people have a common heritage. God’s promise to Abram (Abraham) “… in you all the families of the earth shall be blessed (Gen. 12:10- NKJV)” is fulfilled in Christ. The Bible speaks of both differentiation and unity. What a challenge for us to resolve these two, seemingly contradictory, ideas. Yet this can be done by beginning at the point of mutual respect. Love, respect and honor are Christian virtues that glorify God.
With this said, perhaps I’ll be ready to tackle Part 2 in an upcoming post.
“Train a child up in the way he should go,
And when he is old he will not depart from it.” -Proverbs 22:6 (NKJV)
Perhaps the most pertinent question for Christian parents to answer is whether their plan to approach homeschooling emphasizes discipleship, versus an approach solely based on knowledge-building. Discipleship is the only education priority that God establishes for parents. In the Old Testament, this command was made through Deuteronomy 6:7, 31:19. The NKJV translates these passages:
“And these words which I command you today shall be in your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up.” -Deut. 6:7
“Now therefore write down this song for yourselves, and teach it to the children of Israel; put it in their mouths, that this song may be a witness for me against the children of Israel.” – Deut. 31:19
Deuteronomy 31:19 does not speak specifically to young children, but to the nation. However, it is relevant to the training of young children. As Christ taught his disciples and the masses who gathered to hear him, so we should teach our children. In Christian tradition, this is fulfilled through the singing of hymns, catechisms and the oral reading of the Bible. Children should be instructed in the Word every day. Daily Bible study should be a part of the family’s lives together. Christian discipleship requires the parents to introduce the gospel of Christ to their children, to instruct them in recognizing a sinful life (understanding the law), and teaching them how submission to God’s authority comes by faith in Christ, through Him.
Discipling our children is a joyful activity! Discipleship is not without troubles. Jesus had to rebuke his reluctant, unfaithful disciples at times. Yet there is such joy in learning alongside a child. It is a challenge for a parent that is worth every effort.
There are no commands in the Bible to teach most of what modern school curricula include. Indeed, there is no biblical requirement that a child learn writing skills at all, much less the skills of argument. Yet teaching in practical areas of life is important, and most parents will want to do this. As I mentioned yesterday, some homeschoolers are resistant to teaching history that includes references to pagan gods. Some don’t believe in teaching Greek or Latin: “pagan languages.” I’ve also talked to homeschooling parents who see no use for teaching chemistry, algebra or physics, presumably because they’ve read that these things are useless to teach to young people and/or they haven’t found application in their own lives. On a personal note, chemistry was one of my favorite subjects in college and I think chemistry on a daily basis. Chemistry comes up in issues of health, cleaning, cooking and gardening. It is absolutely practical and useful even for younger children. Algebra helps a child solve problems, and physics is essential for building, understanding why objects float on water, and creating all sorts of entertaining toys/games (some admittedly useless). I wouldn’t dream of withholding this type of knowledge from my children because the origin of these discoveries might have come from an ancient, pagan culture.
There is certainly no formula for educational training that will lead to salvation. We are admonished “do not be conformed to this world” (Romans 12:2, NKJV) and to avoid things which are sinful. When such things do not contradict the supremacy of God, the gospel is not undermined by the social traditions and culture of any one society. To the contrary, Paul advises that all men are in Christ (Colossians 3:11), regardless of ethnicity, culture, or circumstance. Culture and tradition tend to establish which subjects we learn in school. Some are very practical. Others can be insidious. This is where the tendency to run from all of the ways of modern education can emerge.
If we view it that way, then the system of organizing our curriculum is a matter to be prayerfully discerned by parents. Within our responsibility to disciple, we must study the Word diligently and be cautious to share with our children the truth of scripture. It is clearly written in 1 Timothy 1:4-7, that we should not be led astray by questions outside of the “purpose of the commandment” to “love from a pure heart, from a good conscience, and from sincere faith.” We must reject all things that lead us away from God.
To become sidetracked by questions about proper homeschooling methods is not biblical when it distracts from the gospel of Christ and our responsibility of discipleship. This applies to all sorts of legalistic attitudes that can be cultivated by sincere followers of unsound advice. Recently, some major issues have come to light over precisely these questions, when legalism gets taken too far (and now I’m tempted to start a whole new post about that, but I’ll resist).
Avoid the temptation in homeschooling to worship another “master” (Matthew 6:24)– strictly devoting yourself to a homeschooling philosophy– as Paul warns: “your minds may be corrupted from the simplicity that is Christ” (2 Corinthians 11:3).
Bible study is laborious and necessary, yet the gospel itself is simple. Start first with the gospel. Keep this as your focus in all that you study. Refer to the rest of the scriptures for a deeper understanding. Then turn to prayer and, finally, preference.
In Part 2 I will discuss some of the controversy of the Greek vs. Hebrew question, and a closer look at whether a classical system based on the Trivium necessarily undermines a biblical worldview.
I’ve been reading through a few books that give the basics on several methods of homeschooling education. One of my favorites on comprehensive curriculum methods is The Well-Trained Mind: A Guide to Classical Education at Home by Susan Bauer and Jessie Wise (a mother and daughter pair.) The approach is educationally sound, and the book is written without much bias toward either a Christian or a secular approach. The classical method can be used either way, although Dorothy Sayers whose essay “Lost Tools of Learning” advocates a return to classical education, refers specifically to the Medieval education that included a combined biblical and classical approach. The Well-Trained Mind is written with this essay by Sayers as inspiration.
Having this understanding of classical teaching, which is based on the Trivium of grammar, logic and rhetoric as its basic learning stages or “tools” of learning, I was shocked when I received another book in the mail What Your Child Needs to Know When: According to the Bible, According to the State by Robin Sampson. This book tears apart the idea of classical education, based on Greek and Roman principle,s because of the lack of biblical focus as the foundation of these principles. It goes on to call Medieval classical education anti-Semitic and holds that returning to a Hebraic tradition in education is the only appropriate approach for Christian homeschooling families. Not only did I find this book to be extremely biased without logical support for its claims, but I thought that the author’s interpretation of scripture was questionable. The numerous references provided by controversial leaders like the Vision Forum’s Doug Phillips, David Noebel and a homeschooling pair Earl and Dianne Rodd (who claimed Christian children should not be taught Greek or Latin– the New Testament is originally written in Koine Greek!– and that classical education was the weakness of the education of the US Founding Fathers) makes me hesitate to take any of the other arguments at face value.
I quickly wrote up a critical review of the book, but then thought I need to look into it a bit more. It turns out that this same Greek vs. Hebrew education argument has been picked up by some homeschooling bloggers that I’m very familiar with, including Sherry Hayes from Large Family Mothering who has been extremely influential in encouraging me not only in homeschooling, but in my faith. This also seems to be part of the argument of Voddie Baucham, a pastor whom I respect a great deal, in his assertion that homeschooling is a duty of Christian parents.
Instead of moving forward and posting my highly critical review of the book, I’ve realized I need to spend some more time studying the subject because there are many others with a lot more knowledge on the issue than I have at the moment.
That’s what I plan to write about over the next few posts. Coming soon…
Some of the things I meant to say in my last post, before I got distracted by algae (I was up later than usual and my mind goes rambling.)
I am going to stop hosting my blog on my own website, and go back to the old wordpress account for hosting. For at least a year, though, my domain name will stay the same, still wildhomestead.org, and I might continue to keep it after that. The old wordpress account runs ads occasionally, and sometimes they are annoying video ads, so that’s part of the reason I feel like I should announce it ahead of time. Switching will save me some money, and it will also lighten the load on the technical side of web hosting so I can spend more time just coming here to write. With my somewhat passive interest in blogging, this seems like the best plan for the time being. That means the blog will still be here and I can update it as inspiration comes.
Topic changes might be coming. I started this as a permaculture/gardening blog, and in the past I feel like I had a lot more to write on that subject while I was in the process of learning so much myself. Now that most of my gardening is a long-running perennial experiment, it seems redundant to repeat things over and over as I monitor the same projects year after year. Seasonal updates are nice, but daily and weekly updates just aren’t going to happen.
Instead, my son and I are starting our first year of homeschooling and I’m feeling drawn more and more to write about that. Raising animals and gardening will be a major feature of our homeschooling, but not enough to fill this blog I’m afraid. We’re going to do a lot of Bible study and a lot of classical reading and arithmetic work. I’m hoping to learn alongside him, because I feel like my writing needs a little cleaning up and so do my logic skills. Not that he’ll be learning logic this early in school, but that’s one reason I’m drawn to teaching the Trivium as a foundation.
The thing I’m not sure of is whether this blog will be the space to write about homeschooling. I think it would be nice to have some record of our studies, since a lot of family members seem to have questions about what exactly we’ll be doing. After my last post, my dear husband and others have stepped in to try to help me with some of the issues that have kept me from blogging much lately (including the camera!) My family and readers have been so supportive even as I’ve withdrawn, that I do feel like I should keep trying to find a way to make this work.
Only time will tell. Anyway, expect these other changes soon, and I apologize in advance for the ads that might pop up when I switch back to wordpress hosting.