I suppose so. And I suppose that the links to her pics of strange "kefir grains," complete with scantily clad men on the sidebar of one and a cross-section of a... well, let's just say advice on how to end your erectile dysfunction on another, are also educational. :glare:

Um... why is someone with ZERO previous posts* asking about strange-looking kefir grains on the General Education forum? :mellow: * Six posts total, all on this thread, so no posts before this thread. Just sayin'.

Yes, WWS 1 is intense (IMO). Last year for 5th grade with my oldest, we only worked through one "week" per month, over ten months, and then did two more "weeks" over the summer -- so we finished a total of 12 "weeks" in a year. Believe me, along with all the other writing she had to do in other things, that was enough. This year for 6th grade, it's going at a different pace -- two or three "weeks" per month -- but she can manage this pace at this point. I wouldn't want to start with it. That is to say, I wouldn't take the "week" designation as meaning it has to be done in an actual week, KWIM? Now, yes, we can. But last year? No way. Next year for 5th grade with my twins, we're planning on going about it the same way, just moving through 10-12 "weeks" of WWS 1, finishing up the following year. HTH.

You are wise to consider this ahead of time. Every situation is different, but for us, three levels of FLL was enough. We did get well into FLL 4 with my oldest, and just tried to slog through, but in retrospect, it might have been better to make the switch before we started Level 4. In any case, we moved on to CLE LA (grammar only) this year (for all three girls), and are happy we did. We're only doing half a level (600s for the 6th grader and 500s for the 4th graders) this year, finishing up the second half next year. IMO, a whole level of CLE grammar would be a bit of overkill. We chose CLE LA over Rod & Staff English because (IMO) it allows the student to work more independently on the review portion of the lesson. For Composition, we never did any of WWE 4, though I have it in a box somewhere. ;) We put together our own thing for 4th grade, then did Weeks 1--12 of WWS 1 for 5th grade (with other writing assignments), and are having a great time working through the rest of WWS 1 this year for 6th (with my oldest). We'll start WWS 1 next year with our twins, probably doing the first 10 or 12 weeks. If that doesn't work, we'll revamp and may even occasionally pull out some WWE 4... but I doubt it. When the girls are done with WWE 3, they seem ready to move on. You may want to look at Treasured Conversations for composition for 4th grade. We never used it, but some here use it as a bridge between WWE and WWS. For Spelling, we also found it was time to more to more independent program around 4th grade. So we moved on from All About Spelling to Phonetic Zoo and are happy with that change, also. For Vocabulary, you may want to look at Wordly Wise 3000 and/or English from the Roots Up (cards). HTH.

If you wanted to see how this works in an inexpensive way, you might consider trying out CLE Math. You can download the diagnostic (placement) test, administer and score them, and have a feel for where to place your son. With CLE, you can try even just one Light Unit, to see how it goes, before shelling out hundreds of dollars on a new math program. We switched from Horizons Math to CLE Math a few years ago, and have been very happy with it. There is certainly enough repetition in CLE Math to "make things stick." It is easy to slow it down a bit, and easy to accelerate when the student "gets" it. HTH. https://www.clp.org/store/by_subject/4 Diagnostic Tests: https://www.clp.org/store/by_grade/21

:iagree: 100%. I was going to say most of this, but hey, this is so well-said! :) I would focus less on completing lessons and/or staying "on-track." Instead, focus more on reteaching and review. I agree with YsgolYgair, that you could aim at a certain amount of math time-on-task each day, even if you have to break it up into 15 minute chunks. You might find the sweet spot for your son to be about 30 minutes or 45 minutes or 20 minutes twice, or whatever. Have something else lined up to transition to, as if it's no big deal to drop math for a few minutes and come back to it. Then, while doing math, if you see him start to get overwhelmed, just push it aside, do the next thing, and come back to math again. Try to keep yourself from tensing up when it's time to teach him math, too. I know it can be hard, especially when we know that math is what stresses out the student. But he needs you to be the calm, confident voice of reassurance that, yes, it can be done, and it will be done, and you are going to give him the time he needs to master math for a lifetime.

Frugalmamatx, I don't know what city in TX you live near, or I could do more searching for specific helps. BUT, if you get a chance to search under your city name for "volunteer match," you might find something like this: http://www.volunteermatch.org/search/org303754.jsp This is for San Antonio. I have no idea if something like this could be of service to you, but it might not hurt to ask? I used to be in Literacy Volunteers, and we did more than "just" teach people how to read (or read better). We also did ESL, adult ongoing education, tutoring out-of-school teens, tutoring those in Daylight/Twilight programs, career/financial counseling, and more. It's worth a shot, I guess? If you could find an alternate space for studying and finding books, that might be worth investigating? A literacy organization might know of a better location for you. They might also have ideas about how you can advocate for better use of the spaces you do have (e.g., no ISS in the school library, longer borrowing times at the main branch [educator level], etc.). At the school library, I would stand there and WATCH them check the books in, to make sure they are returning the books in the right manner. Then, check out a new batch and go home to study. I wonder if there are any colleges near you, within easy traveling distance, and if you could inquire about a regular study space there? Or perhaps there is a college that has a tutoring program for middle and high schoolers? They might admit your daughter and help her with her studies. If there is a college with an Education Department, I would start with that, because you might find that they have students wanting to gain experience with tutoring. You mentioned that you are online for work... so... I was wondering why, if you have access for your work, you would eliminate (or restrict) that access for your daughter's education? [And Hunter is right, you do not "owe" us an explanation. It is just a question, to either answer or ignore.] Is it a matter of a second computer? If so, maybe a Computer Department at a college or high school would have something that they are eliminating, that they could pass on to you? At times, Goodwill has used (donated) computers and laptops that they refurbish and put out for less than retail. This link is old, but it might give you some ideas: http://www.mysanantonio.com/community/southside/news/article/Goodwill-program-recycles-old-computers-printers-3506084.php Or you could put the biggest part of your annual school budget into getting her set up with her own computer. Just a thought, plus trying to eliminate the hassle of going here and there for resources. There is so much online, and so much of it is free -- so consider changing that parameter, if at all possible. You two could work side-by-side at home. :001_wub: :001_wub: Or set up a computer-sharing schedule, and share the same one? Honestly, instead of trying to figure out how to buy books frugally, I would try to (1) improve my library experience and access, and (2) get set up with internet access for my student. In the long run, that might save you more than searching for inexpensive books, with answer keys, that can be done independently, for every subject, at every level. HTH.

Another thought I had was that you could ask at the school library if there is a time of day when the ISS students are less likely to be there (perhaps in the mornings?) and do your library trips then. HTH. But of course, I would still make noise about the PUBLIC LIBRARY being the place where ISS happens. :glare:

This is what I would do in your shoes: Grammar, Vocabulary, Spelling, & Composition Christian Light Education Language Arts Student Set = $34.50 for the full set (but we're doing 1/2 a level per year, and it's enough), so $17.25 for Light Units 501-505 (or whatever level she'd need) Answer Key for 501-505 = $3.45 Teacher's Guide (completely unnecessary) CLE LA is strong on grammar, but a bit light on composition (not much to it, actually); however, this should not be a problem, as you could assign your student to write short, one- or two-page weekly papers on her independent readings in Science, History, and Literature. Math Christian Light Education Math Student Set = $31.05 (you don't need the first book [LightUnit] for Math, as it's all review) Answer Keys = $6.90 Elementary Math Reference Chart = $3.00 (or make your own) Intermediate Math Reference Chart = $3.00 (or make your own) For CLE Math and LA, if you are able to print out the placement tests and have your student take them, this really helps with proper placement. If you have any questions, the company's phone number is 1-800-776-0478. I don't think the "Christian content" is really all that much, at least it isn't that noticeable to us. You do get some math word problems about Central American missionaries passing out Bibles and toothbrushes, LOL, but that's about it. :D TOTAL COST = $58.65, plus whatever they charge for shipping. Science, History, Literature Read through the non-fiction History, Science, and Literature sections at the library, as you are able. I wouldn't pay attention to having specific books at specific times (since that is a pain in the neck), but rather working through sections of books -- for example, focus on Zoology (read as many books on animals as possible in X number of months), then move on to Botany, and so on. Use the glossaries of science books to make vocabulary cards (on index cards); review periodically. For History, make a portable timeline with file folders (or index cards) and a black marker; fill in dates and names as you read over the years. Review the timeline regularly. For Literature, find books that you like (used book store, online, library book sale, thrift store), read and discuss them. Commit poems and scriptures to memory. Incorporate as much as possible of the following: documentaries, songs, folktales, stories, places of worship, historical places and parks where you live, kitchen science, conversations, observing people, family budget, practical skills, self-care, self-defense, travel skills, exercise, cultural events, traditions & celebrations. HTH. I sincerely hope your path smooths out soon.

The OP asked us to... ... and under the specific parameters listed (none of which originally stated "school is not an option"), what I would possibly do is consider public school, at least temporarily, especially if I was already burned out, stressed, passionless about academics, and limited on time, money, energy, and teaching strength. When a parent asks me, "What would you do in this situation, given these parameters?" then my honest answer is my honest answer.

That's nice, that people did that in the 80s, but how would that be possible to do now (2016--2017), for $100 to $250 per year per student? Are we talking about "covering the basics," or completing a standard college prep high school track -- four years of upper level Math, four years of Science (at least some with labs), four years of History/Government, four years of English Composition & Literature, four years of a World Language? That would be $20 to $50 per course per year? Assuming the parent isn't an expert in all these things, there has to be a "teacher" somewhere in there, either in the form of a text, a tutor, a DVD, an online resource, or something. The content won't materialize out of thin air. Eliminating the library and the internet as possibilities means a person has to purchase books, I suppose? How, within that budget framework? I must be looking that the wrong materials, because everything seems so much more expensive than that to me!

I know you said you're tired, so please don't take this as one more thing to do, but... is there anyone you could complain to about the public library branch being used for ISS? I mean, like, seriously? :cursing: Is that really what they do? Is that the only place the school has for those students? IN THE PUBLIC LIBRARY? The library ought to be used for tax-paying citizens who want to read and learn, not as a warehouse for ISS kids, and I would complain and complain and complain about it to the powers-that-be until something changed. :rant:

IMO, under these parameters, for the high school level, it can't be done. If you could at least have daily access to a public library OR daily internet access OR a higher budget, then it might be possible to homeschool high school frugally. But without any of these components, plus no co-op or online classes, plus items needed to be non-teacher intensive... I just don't see it. In that situation, I would seriously consider enrolling my child in public school. At least there, depending on the school, she would most likely have access to books, teachers, and the internet.

These may help.

Honestly, in thinking about this, the best things we've purchased have been things the girls enjoy outside of school time: Rabbits (each girl has her own sweet & well-loved rabbit, kept indoors) Small electronic keyboards (each girl has her own keyboard for "piano" practice, with headphones; periodic lessons with my mother) Costumes, toys, dolls, and time to pretend & create with all of these (they haven't outgrown their delight in playing; when they have free time, they make good use of it!) Craft supplies (copious, I have three girls) Art supplies (ditto) Stationery, stamps, and addresses for pen pals Audiobooks (so many, I could not name them all) Music CDs (for dancing in the play room) ;) Their own books (chapter books, picture books, joke books, Mad Libs, Sudoku books, diaries, journals) Their own bookshelves Their own desks (not in the school room) Fuzzy blankets (for wrapping up in, either with rabbits or books or both) Bikes & helmets Yard work tools & gloves, for Working Hard in the Yard (aka "Yard Work 101") -- There is something truly hopeful about girls who competently wield power tools and hand tools. You should see my kids do yard work. Someday I might post "before" and "after" photos.... Subscription to Birds & Blooms (I'd like a subscription to NG and/or NGKids; also World and/or WorldTeen and/or WorldKids) Children's choir (all three girls sing in a choir for 10 months of the year) Family trips, traditions, celebrations Christian discipleship (e.g., church midweek, hymns & worship at home, Sunday service as a family, Vacation Bible School, Advent, our Bible study at home, community service, tithing to our local church, missions giving, etc.) Free time, which is, as it turns out, free!

We're still homeschooling, and our routine is quite similar to what Ellie's was with her girls. Also, same here, we don't do "play dates." To me, that seems so artificial and random, and it feels like moms (with perhaps very little in common) trying to "match up" their children and saying, "Go play. Go like each other. Go be friends." Awkward. And, I don't think that's how it actually works most of the time. We go to church as a family every Sunday. The girls are either with us in the adult service, or they are in their class with agemates. They have Bible study (with fun activities) on Wednesdays at church. We are home every Monday and Tuesday, no exceptions. I have learned that when we are home on those two days, it establishes our mindset for the rest of the week. We get so much done on Mondays and Tuesdays! It really helps (at least it helps me, LOL) to have these two days devoted to being home, doing school work, catching up on laundry, making a pot of soup, being together (and happy with that) at home. On Wednesdays, we do have school work to accomplish, but it is a bit more relaxed and slower. We have church that night, so we pace ourselves. Thursdays are similar -- school work, chores, exercise, and so on. The girls have choir practice or concerts in the afternoons. We are generally home on Fridays, but Fridays are flexible. If something comes up, we are there. If we find something that takes us out of the house, we go. If the girls seem to be too cooped up, there's always yard work. ;) If it's pouring down rain, there's always books and math. ;) Fridays are for wrapping things up, thinking about and planning for the weekend, reading, playing games, practicing instruments, talking, cooking, whatever. Whether we are at home or out, by Friday we are definitely out of "school-at-home" mode. Saturdays are for chores, yard work, errands, family trips, family time, holiday and birthday celebrations, and rest (not necessarily in that order). We never do fit it all in on one Saturday, KWIM? It sort of rotates.

:iagree: I totally agree -- most "labs" for this age range are not worth the time it takes to do them. Sometimes we'll read the lab instructions and get the gist of it, without actually doing it. Other times, I find a YouTube video showing how it's done, without taking the time to get all the things, LOL. Every now and then, there is something worth doing (my girls are 4th, 4th, and 6th, though, so they get more out of it -- and they clean up!). I also send my kids on a scavenger hunt for the stuff, and if they can find it all, we can do the "experiment." Very motiving. I drink tea, they find the stuff. :laugh: I agree with Garga, though. It's a good idea at this age to get out books and let the student READ. I do believe they learn so much this way, along with the notebooking. My girls do something similar to this, and have for a few years now. They read from our "Science Center" (collection of science books) and make notebook pages (one every two weeks). This could be writing only, a diagram (labelled), a drawing (labelled), a chart (labelled), or any combination of the above. They also have a section of their Science binders for Nature Study, and that gets done whenever it gets done. I love Garga's idea of reading through Science topics with library books. Put the books in their own special place (shelf, basket, empty dresser drawer), and let her read her choice whenever "Science" is assigned. Notebooking pages. :hurray: Done. We also did get a collection of things, though. Magnets -- on the shelf, just left there. A rock collection, again just left out for exploration. Magnifying glasses, with things to look at. Tree bark, acorns, leaves, feathers, a flower press, seashells, a snake skin, fox fur, owl pellets, and so on. No "labs" with these, just "out there." Plants, a spider in a critter keeper, beans in cups. That's better any day than "labs." HTH.

:iagree: I used to work in a library and we had this free service available. It was staffed by caring volunteers, who delivered books (and also sometimes helped patrons place books on hold via computer). Please be sure to check this out. As to your science-related frustration, I totally get it. I had an epiphany the other day. I realized why there are two subjects that stress me out more than others do. Those subjects are Science and Art, and I suppose the "ideal" that I have in mind is that they are always "hands-on" and highly experiential. This makes them different from the way we do other things. For example, for our Bible lessons, we just open up CLE Bible and our Bibles, read, answer the questions, discuss, and that's it. For History, we read SOTW, do the mapwork, discussion questions, and complete the quiz. On another day, we read a book from the History Book Basket, practice our timeline cards (Veritas Press), and work on our wall timeline. Done. For Literature, we read aloud from chapter books, discuss what we're reading, and talk about literary elements. Done. With Science, it's different. For the Science lesson, we're going to read a little snippet of an abstract concept (about, say, diatomic molecules). Then, to "demonstrate" this, we need epsom salt, tincture of iodine, cornstarch, a small Ziploc bag, a 2-liter plastic bottle (we never drink soda pop!), gravel, sand, cotton balls, white distilled vinegar, baking soda, a small cork, an eye dropper or pipette, steel wool, a match, a 12-inch piece of string, duct tape, a Swiss army knife... (only kidding, but you get the idea). And you are right, half the time the "experiments" don't really turn out they way they are supposed to, so that's a bit frustrating. Art seems to be much the same way, but we're working on getting into our groove with that one, so I'm not complaining too much. It does help when the kids are old enough to do most or all of their own clean up! I think it is not only possible, but perhaps preferable, to take yourself and your daughter off the hook for doing "labs" at this age. She's not in junior high school. It's 3rd grade. For us, at this point, we do some Science lessons with "just books" and some Science lessons with labs, but for 3rd grade, if the labs are frustrating you, it's okay to let them go for now. If I were in your shoes, I wouldn't purchase another Science "curriculum." Instead, I'd make up my own agenda and happily read. You could read through sections of Science books from the library, or purchase Science books to start building up your home library. Let's Read and Find Out science books are a good place to start. HTH. https://www.rainbowresource.com/prodlist.php?subject=Science/11&category=Let%92s+Read+and+Find+Out+Science/2871

:iagree: No offense, but SOTW by itself is a bit dry and flat. It's a good spine, but rather lifeless on its own. We use SOTW here as a group read aloud, do the mapwork (before the reading, so they can follow along), do the discussion questions, do the quiz orally together (immediately after the reading), review our Veritas Press memory cards (and make up silly motions), and occasionally work on our wall timeline (Homeschool in the Woods). We almost never do the coloring pages or activities with SOTW, because I'm just not going to take that kind of time for History activities (we'd rather do hands-on for Science). On their own, my girls read and/or listen to Mystery of History (same volume). I don't try to coordinate the MOH readings with the SOTW chapters (at all), the girls just follow along on the MOH chart and do the chapters that have been assigned for that month. They also read each week from our History Book Basket. Twice each month, they complete a notebook page -- written summary, a hand-drawn and labelled map, a labelled drawing, or a combination of writing and drawing. They list the resources they used on the back of the notebook page. Easy-peasy. They like looking back at their notebook pages, and it's a good form of review. Story of the World needs a History Book Basket to flesh it out, IMO. In fact, it was intended to be used that way, which is why there are booklists with every lesson. The You Wouldn't Want to... series has been a hit here with a similar age range. Also look for: David Adler's A Picture Book of... series Maestros' American Story series Jean Fritz books Cheryl Harness books If You... series (various authors) You Choose Interactive History Adventures series True Books (some of these are worth having, but check for accuracy) We used to get our books from the public library, but since we moved here (three years) we just buy all the books. It works out better, in a way, because the girls read and re-read and re-read the books, which they could not do if the books were returned to the library. So far, we have a huge collection of American History books, a nice-sized collection of Ancient History, a moderate collection for Geography and Civics, and a small-but-growing collection of Middle Ages books. ;) Now for more bookshelves... :leaving:

We actually stopped using our public library for a while, and their system for sorting books was one of many reasons. It was a pain in the neck to find books in that library. They had a children's section with some of the books; some of the fiction here, some there; all of the juvenile non-fiction filed with the adult non-fiction (on three separate levels!), and some authors or collections or series or "themes" pulled out here and there. The computer catalog didn't say WHERE any of these books were physically located, and the librarians didn't seem to want to help, to put it mildly. In truth, I simply got tired of taking three young children up and down and up and down the levels of the library, all around and around, hunting down a few children's books. Also, there were times when the appropriateness of filing juvenile non-fiction with the adult non-fiction was questionable, IMO. There wasn't any way for my children to browse through a separately organized JNF section, looking for books on their level. Oddly enough, the public library that is also in our system (and turns out to be three miles closer to us!) has the wonderful old system. Everything is in one place for kids. Love it! They can browse! :)

Do you have a decent public library or a decent home History library? You might take him to the library once or twice a month and have him choose several resources on Topic X (which he chooses). Within the 900s (History & Geography), there are ten subcategories: 900—History 910—Geography & Travel 920—Biography & Geneaology 930—History of the Ancient World (to c. 400) 940—History of Europe 950—History of Asia 960—History of Africa 970—History of North America 980—History of South America 990—History of Other Areas You might require him, over the course of a school year, to choose his study topics from each of these ten subcategories, or you might want to focus on particular subcategories. Perhaps he will find something of personal interest along the way. As for output, have him produce a one-page summary of his readings every two weeks. He could write a report, draw and label a map, draw and label a picture (if this relates to his readings), draw and label a chart (if that is relevant), and so on. He should list his resources on the back of the notebook page. If he writes two one-page summaries per month, in a school year he will have completed 20 study topics of his own choosing, and will have 20 notebook pages to show for it. These should be filed in chronological order, which will help him begin to grasp a timeline. ********************** One other thought is that, for some people, history-as-narrative is painfully boring. My husband is one of these people. “Who cares about the story?†he says. “They’re all dead.†Yes, he is a STEM guy, and for him, History has “no point.†It is over and done with. What can you do with it? From his perspective, History does not go forward, and people cannot actually go back, so.... If my husband were suddenly turned back into a ten year old boy, and I had to teach him History.... :svengo: I’m not sure I would, certainly not history-as-story. He would consider that a waste of his time, even at ten. Instead, we would focus on MAPS and FACTS and TIMELINES. Maps are concrete—“Trace this map.†Facts are memorizable—“Memorize this pack of history cards.†Timelines are linear, and he’s a linear thinker. So, maps, facts, and timelines. HTH.

:grouphug: :grouphug: :grouphug:

I had one who would play in the sink for HOURS. She is nearly 12 and still loves to play in water (and mud). LOL. Ahhh... the toddler days. :001_wub:

Okay, I am going to point out something that may be a bit painful, but it is meant gently and sincerely, with the hope that it will truly help. If we look at all the bolded words and phrases in your post, it is clear that the emotional climate of your home is one that is not conducive to learning and joy. Instead, it seems to be a climate of nagging, whining, demanding, grumbling, interruption, frustration, chaos, mayhem, disrespect, and defiance ("refusing"). In the midst of this, you try to be calm, while underneath the surface, the tension between you and your children is real. Even though you asked for advice on schedules and routines, I don't think that is really what you need. At some point, those could serve you usefully, but for now, I think you need something more essential. You need to recreate the emotional climate of your home. You are the Mom. The school work is so much less important than how you relate to your children, how they relate to you, how you all work together as a team to create a joyful and productive home environment, and how the children relate to each other. Are you truly a team? Are you all pulling together to achieve great things? If the only person who cares about living and homeschooling in joy and peace is you, that burden will become too much to bear. I am telling you this from my own experience. While I never had whiners (or five kids, or that span of ages), I do know what it feels like to have to create the climate that we need to thrive. My children (and my husband, too, a few times) have heard my heartfelt "speeches." We laugh about that now, but at the time, it was vital to share my heart with my children, so they could know that THEY do have a part to play in making this thing work. So the speeches were something like, "This is what is happening, this is why it's not working, this is what we need to happen, and these are my expectations and requirements for you. Also, this is what will happen if the situation doesn't turn around." Followed by discussion of consequences, LOL. At some point, I realized that this ingredient -- the mutual commitment to teamwork for the sake of a peaceful, productive, joyful home -- was one of the most important things to successfully homeschooling. What is it like from day to day in our home? Chaotic or orderly? Productive or fruitless? Frustrating or fulfilling? Selfish or compassionate? By intentionally focusing on these things, we were able to create the orderly, productive, fulfilling, and compassionate environment that we still enjoy today. It does take ongoing diligence to keep that running, but the work of putting it in place originally was WELL WORTH the effort. We needed to connect to each other, just "be" together, not always focused on school. We needed to prioritize what it means to function well as a family, be a team, run a home, achieve our school goals, be compassionate to each other, be considerate and polite, be respectful in all things, and put away being selfish and demanding. I'm not saying this to beat you up (at all!), but to encourage you to NOT let this situation overwhelm you. It's not a classroom full of ten year olds you are in charge of now. It's your own home, your own family, your own life, your precious children. Decide what you want that to look like, then diligently shape your environment towards these goals. The MOM sets the emotional thermostat of the home. First and foremost, in your home and homeschool, there must be teamwork. This is essential, whether you have one child or two or ten or twenty. Chores done together. Laundry folded together. Kitchen and tables cleaned together. Floors cleaned together. Babies loved and nurtured together. Meals prepped together. No access to anything school-related until you are satisfied with things. If necessary, lock it up or put it on a high shelf. No access to anything until you say so. No whining. No nagging. No demanding. No refusal to do work that is assigned. No tantrums. No defiance. If a child nags or demands or interrupts, stop and practice proper procedures (whatever you decide you want them to do). Practice it over and over and over, until it is more of a pain for them to not cooperate than it is for them to work with you. The school lesson is less important (for now) than the life lesson. A child who continues to cross that line of your rightful authority needs negative consequences for doing so. If you want to be successful, over the long haul, with homeschooling, it is more important how you parent than how (or even if) you teach. HTH.

I've never seen them in digital format, only as CDs. It's true, about the scratched library CDs, LOL, what a pain in the neck! We gave up on library copies a few years back, and ended up purchasing all the audiobooks on CDs. :blushing: Yeah, all of them. I think of audiobooks as a great investment, since my girls listen to them again and again and again. Also, diehard Little House fans here.