Okay. There are the 1- or 2-day schools where professional teachers teach a class. Your student could take one or all classes there. Some classes, like math or English are taught on one day while others are taught on a different day, so your children could attend one day or both. What do you call these in your area? Do the teachers teach all the concepts, grade papers, and cover all subjects? What do you like or dislike about it? What is it?

Julie, I suspect that she's asking to go to public school as a means to get out of math but also for other reasons (are her friends talking about how great it is?), but math will still be there! I understand your pain. We've had times like that but actually math is math and something they do in "fits and starts" with ease one day and confusion another. Lightbulbs do go on! Puberty plays a big part in all this--either way! Seems with my 3 girls they've had "puberty lags" where they "stall" in their studies, are too emotional, and don't have ethe brain will-power to apply themselves, for a while. It's like teaching jet piloting to a pregnant woman in two easy lessons! :) I guess I can't answer to give advice about other math programs because we ARE a Saxon family. :) One worked through Algebra 2 and one taught herself calculus with it! DS is doing Algebra 2 in eighth grade. DD is starting Algebra 1/2 for seventh grade. We LIKE Saxon! And I don't teach it; I'm no math person! But I do require study skills. #1 Did she do ALL the problems in all the problem sets for all the books so far???? I hear people have problems and often find that they only did the odd-numbered problems, or half of them, or skipped the beginning and ending of the books, or....in some way didn't do it all. Course, the last 15-20 lessons introduce "next year's" concepts and have a steep learning curve. Realize that traditional schools usually don't get to those chapters, but exposure to them, knowing you'll hit them again, can help reduce tension and alleviate the feeling that full understanding is required. The beginning of books is all review (in case they had summer off). But don't skip them; instead, do 2 lessons each day. I don't mean that 25-30 problems in a set guarantees mastery, but it sure helps! Sure, some kids CAN do only ten of them and have them mastered and whip through the rest of the books acing each one. Some kids DO need MORE for certain problems that stump them. BUT I think most kids will do well with the given number IF they learn to study. We do Saxon the way Dr. Robinson describes, to mastery. And some days it does take a long time. Sometimes they get stuck on a concept and have to "table it" for the day, but their brains are still working on it :) Sometimes they take a break and come back, reread the lesson(s) that pertain, and rework the examples or "practice problems" and then they have a better understanding and see what they were doing wrong. I"ve found that so far, they each have been able to figure it out. Realize Saxon Adv Math can take 1 1/2 years to finish, but it also grants geometry credit! We had some of the DIVE CDs but didn't use them. The kids learned to study the book and work the examples, checking their own processes. If they got stuck, they usually knew which lesson (about 3-5 back) that they got stuck on and restudy it. Sometimes they've used Table of Contents or index to find the description, definition, or meaning of a term to review it. For college math, science, and other subjects, this is what they'll have to do to learn the terms, understand the concepts or procedures, and know how to "teach yourself" to learn. Since there are only 130-140 lessons, they can take the time to work each day's lesson and if they have problems, they can do half lessons and still get done in a timely fashion in the long run. We treat the tests as review lessons (Dr. R skips them) since each day's work is a "test." If given as a test, understand that they are meant to be administered several days after all their concepts have been taught. For example, the first test, covering lessons 1-5, isn't given until day 8. This way the child has had a chance to work with all the concepts before being tested on them. Our rule is that they work each lesson correctly before moving on to the next one. This assures that they have a basic understanding for the new concept. Being incremental, Saxon assures that they have practice with it over time--frequency and duration are two important learning tools for math! Saxon 87, added to the set later, seems to be one of the hardest books. Algebra 1/2 seems to really help them "get it" and the combo is enough to help them through hormones doing it! Then the kids sail in calm seas much more smoothly and steadily through the high school series without "tacking" back and forth that puberty seems to require. So I'd say do Algebra 1/2 (don't skip it) for mastery. This will give her the skills needed to do the upper level books, and let her do all the problems correctly, and tests as a "review lesson." Work on study skills and being thoroughly familiar with they layout and content of the book--TC, index, glossary and terms. Some kids read the lesson pretty passively and "think" they know it, but when they DO the examples their hands help teach their brains the nuances of each example and why it does or does not work that way and what some exceptions might be or why the problem is worked that way. This is very important because there are several ways to work algebra and they have to see, recognize, or use more than one way! Cathy

35 WPM is a "C" 40 WPM is a "B" 45 WPM is an "A" They get the grade whenever you two decide they have the speed and skills! (This is Barb Shelton's standard found in her book "High School-Form-U-La." Cathy

(Couldn't resist!):001_smile: What is our goals for this child? If we know he has merit and musical talent, then we should strive for him to be the best in that area and we'll provide the means to do so. Also, if we believe musical skill and knowledge is part of a well-rounded education (for everybody--at least in "my" family), then we'll give it that emphasis for ALL our kids. Others don't or can't afford piano lessons (like me. Wish I could! I had 6 weeks of it in junior high school and my parents let me quit; ugh!) Anyway, if we are confident that puzzle building is a valuable skill, then we'll provide that. It may be for just one of our kids, or we may believe it is important for all of them (within limits). One of ours STILL loves that stuff and does the "challenging" 3-D kind and the 2000 pc kind for FUN! I shudder to think of it, but for her, it's relaxing! So we can have confidence in our own educational and family choices If we have strong reasons and values for WHY we're doing what we're doing (and communicate that to our kids). Then THEY can have self-confidence from knowing they are good at something, or (maybe they're not even much good at it but) they know they improved immensely in an area. BUT if we don't think music, or sports, or perfect handwriting (or whatever) is essential, then we'll expose them to it but not require a ton of it. So, it depends on our personal values and goals for our kids. IF we are confident in our personal values, then we can spend time on them. If we know their handwriting stinks (okay, I"m talkin' to myself!:tongue_smilie:) then we'll beef up the efforts and get it going--the goal drives the "gaol" time! I knew a music pastor whose kids did violin at age 3. The two older boys were master violinists by age 12 and 14! Played in symphony, etc. They both got great scholarships but were encouraged in their home life and in their environs (and genes!) to be musical. They homeschooled primarily so they could provide 2-3 hour practices and still "have a life." They chose to limit sports, some of their coursework was "basic" stuff, so they could emphasize the music. Another family does sports and spends eons shuttling boys to every activity. That is their value. These same kids won't become master violinists! We can't do it all. We become a "family who does...." or are "known for" such-and-so. But that means we won't be doing half-a-dozen other things. And we have to believe that's okay. So we have to pick our choices and live by them. IF we overdo, then it is "gaol" for the kids, miserable. IF you know the child, his capabilities, and want to develop a skill like music, sports, or cooking, then let him! We "push" so he CAN have the skill later if and when he wants it, but we "pull back" and downplay it in lieu of other values that come up (like mission trip prep and planning). It is GOOD for us to praise our children to others (even in front of them) but more importantly, our kids should hear how kind, thoughtful, or helpful they are--rather than basing their merit on performance. And we moms get "fat heads" when our kids are bright. Then we have another kid, and oh my! Suddenly we find out how hard it is to even do the basics and any successes are not due to our "great teaching." So when moms say their kid can do such and so, say that's great and move on. If they always do it, then it gets to be a boring one-sided conversation! They're hard to be around. I've seen too many moms hit an "algebra" snag or some other snafu and suddenly lose their bearings; we're there for them then! Part of community is to help them find resources and a shoulder when they need it. And I know for myself we're trying to be "positive" and so we sometimes don't every tell that our kid leaves his clothes on the bathroom floor! Hearing that is a relief to some of us because we have a kid who does that, too! We don't identify with "perfect mom" or ask for help from her. Same with the mom whose kid (usually firstborn!) is "doing second grade work" at age 5. Okay, so? Is that "second grade work" by publisher "A" really all that valuable--or is it busywork? (I think a lot of material in the early grades is "fluff"!--Not too hard to get through the science or history book!) I don't tell them one of mine was 2-3 "grades" ahead, too, but it evened out in the teen years. By high school, grade levels are arbitrary; they're doing remedial or AP coursework and they all graduate! I WANT to "take 'em down a peg or two" but mostly I'm too nice?! I know kids start out quick but sometimes slow down (and some start slow but then zoom!) They may start out precocious but very very rarely are they certified geniuses! It is a journey and our kids ARE bright and adept in something, but of course, it's always NOT what THEIR child is good at! So I try to sit tight and be glad for them, refresh my memory about why we're not doing the same zillion things they're doing, and be confident. Those who compare themselves among themselves are not wise. Cathy

I*'ve been a regular poster for about 8 years but can't seem to figure this new one out! I did the old "FS" boards--logged in etc and sold before. How come I can't now?

Windows to the World is a one-semester high school literary analysis and writing course. All the lit is short stories and short pieces--included. It can easily be stretched into a full year by adding longer novels. It presumes some literary analysis skills but is quite comprehensive. The answer key and teacher helps are included. Worldview supplement is the "next step" to Teaching the Classics. TTC is the basic "first course" for literary analysis for all ages. NO MORE buying a study guide to go with each and every book! Adam Andrews shows YOU how to study plot, character, setting, conflict, theme, imagery, literary devices, etc by using simple picture books and a story chart. The simple books make it easy to do the whole process in one session (with little kids, you'd do one component, like setting, in one session). It includes several sample assignments, Socratic list questions, and book lists as well as a sample high school lesson plan starting with basic books and then doing Huck Finn over several weeks. You can use any book and develop your own list of S questions for that book, depending on what you want to study (like plot). The nice thing is that you can do as little or as much as you want! Many people start Reading Clubs and have the kids read and come together to discuss the books. You have a slew of S questions to choose from--they are listed in progressive order. So for "setting," you've got 10 questions listed under "Where does this story happen?" The first ones are content/grammar stage questions while the last few are analytic ones for high schoolers. You don't have to do the process with each and every book. Just studying "character" with one simple book helps kids begin to think about character analysis with other works they're reading! Anyway, Worldview Supplement is a Christian worldview course studying what the writer intends or means and giving supporting evidence. It can be used for middle and high schoolers but presumes some skills. It is very new; no one I know has had a chance to use it yet! A good basic progression would be TTC, Worldview Supplement followed by Windows to the World (if you have no lit analysis experience). 10th or 11th graders could do Windows and get up to speed quickly but it would be a lot of work (quite thorough) for middlers. Cathy

He is a scientist and his text is NOT a text--it does NOT presume a teacher who is lecturing and teaching the subject, and then the student goes home to read a bit, answer questions, etc. Rather, Dr. Wile's program is a COURSE of study which is TAUGHT to the student IN the book--so that is why it is wordy, conversational, or "over the top" because it includes the "lecture" part in writing. (I suppose if you didn't want all that, you could get the book on CD and listen to the lectures, taking notes, and THEN read the thing!) So I think volume wise, there is no comparison between Apologia and BJU/ABeka etc. They are comin' at it from different starting points! MANY people choose Apologia and are satisfied with its scope and sequence. I suppose SOME content is IN later books so over time, it's "all good" as my girl says! For example, he doesn't cover anatomy while Abeka Biology does (which is huge!) We do Abeka's portion for 'health' class credit. Apologia's anatomy is in Gen Sci and later in Adv Biology. IF you do that course, you'd get it. There's a LOT to know about each subject so planning a course of study, with advanced electives, will let the student get the basics and still pursue interests. We DO use Apologia all the way through, and it is GREAT! (especially compared to the 'dark ages' when we began homeschooling 20 years ago and nothing like it was available!) Cathy

With extreme winter and summer weather, why not split the summer break and take half of it during spring and half of it during fall? That way you can plant the garden and harvest it both without interrupting school! Truly, spring and fall are the best times for bug catching, meteor watching, gardening, hiking, picnics....so on the hot swealtering summer days, swim, read, and do "summer school" stuff (leftovers from winter and previews for fall!). Schooling "year round" really helps go with the rhythm of real life! Cathy

I must have learned it slamming through "sustained silent reading" time, or those zillion college books years ago, but I read The Od----y names all kinds of ways :thumbup: but the most egregious one was "tele-MOCK-us"! :tongue_smilie: Maybe it was all that Greek root study???:confused: Course, I read aloud "that book" to the kids now like crazy--very expressive, great voices, rolling right along until--Telemachus comes up! :tongue_smilie: Halt! Mom has to erase her brain :smash: and say... Tell-LEM-a-chus!:hurray: Cathy

who will come home and crash out for a few weeks at least!:tongue_smilie: But now she needs the job so she can finish paying for school!:glare: It's all the buzz around here--what to do when sister comes home!:grouphug: Cathy

Just to clarify: Yes, NCFCA is for full-time homeschoolers. Now that so many areas have students in co-op classes, one or two day a week "cottage schools" and community colleges, the "rule of thumb" is that the student must be taking 51% of his education from home (not college) which can include online or co-op instruction received from others but still under the responsibility of the parent. Cathy

www.ncfca.org Kids learn ten types of speeches, learn to prepare oral arguments, present a case, support it with logic and evidence, how to cross examine, and how to 'think on their feet' for any debate. The first year is hard 'cause kids are learning the format...and how to talk for more than 3 minutes ! :) The second year, they begin to really get a handle on the theory, winsome presentation skills, and thinking processes. Local groups can easily be formed; if you don't have one in your area, talk to the director for your area, get some training (Communicators for Christ) or have some former debaters come do some classes for you, then begin some practice tournaments to hone skills. It really really is worth it! Cathy

Both Dr. Jay Wile and Dr. Arthur Robinson say that math "drives" the science. While Wile :)organizes his program for traditional bio, chem, physics, it presumes a student has completed only algebra II ideas. Dr. Robinson, however, believes kids should do all math, through calculus (while their brains are prime), then do physics, chemistry, and biology. He's a strong proponent of science and Feinman, is a research chemist with his two sons (PhDs) and includes Cal Tech books and keys in his curriculum: http://www.robinsoncurriculum.com/view/rc/s31p655.htm Cathy

book list weekly schdule lessons plans text plus questions and answers several midterms finals and some game cards/gameboards for a few activities I am trying to learn this board myself! I found the red (duh) "search" button on the upper right corner and did a search for "Omnibus" and it came up with a lot of leads....scroll down on one post and you'll find similar ones. We use Omnibus; great for a 12yo. Cathy

I'd like to know what you did in co-op, particularly if it's only 12 or 14 weeks a semester, 50 min. classes? Any advice would be helpful, please!

You can do any Omnibus; they're not dependent upon each other. Each book has study guide questions. A few have games or essays. The tests and quizzes within each volume will compare/contrast different books or writers but each volume is independent.

Teaching the Classics is Adam Andrews' lit appreciation and analysis seminar. It includes DVD seminar and book. The seminar is fun--very energizing and do-able with explanations and practicums. Adam is a mini-Andrew--full of enthusiasm for his topic! He walks you through HOW to do literary analysis with short stories and classics, and how to guide discussions. The book includes the selections used in the seminar, long book lists with summaries, sample lesson plan, story chart form and samples already worked out, glossary of literary terms, and huge Socratic list. The basic idea is you teach ALL your kids literary analysis using short selections and picture books. Children learn to analyze plot, exposition, characters, setting, theme etc using a "story chart." Of course the little kids will use (and stay with) picture books (so they can do one in one session) and learn about just one of the concepts--like setting. Another time, they'll focus on characters (for example). High schoolers, of course, will learn the basics quickly with picture books (so it is obvious and it can be completed in one session) featuring all the lit analysis components. Once they work through the basics, they can do ANY novel. It includes sample story chart "answer key" for Macbeth and other great works. A benefit is the thinking skills kids learn. They don't HAVE to do this process with everything they read, but they will begin to think this way! The Socratic list is huge! It features several sections for each component of literary analysis--setting, character, plot, conflict, theme, style. And each part, like setting, has several questions. Each list of questions, perhaps a dozen, is listed in classical order, from "grammar" type content questions, through dialectic, to analytical rhetoric questions. You can use the same story and section to ask your kidlet a simple grammar-level question and your firstborn a toughy rhetoric level one! It is useful for any book--so you don't have to buy guides for each novel! It's the Lit part of IEW's writing program--a nice pair. Windows to the World is Lesha Meyer's high school literary analysis course. Written as a semester, you can add a few more selections to carry it into a full credit if you like (but definitely not necessary). All selections are short and easy to work with so kids aren't overwhelmed with reading long works and can actually work through lit analysis. It includes writing assignments. I understand it is meaty and thorough (though I haven't used it yet--it's too new!) Cathy

For primary Bible books, children read Genesis, Exodus, 1/2 Kings, 1/2 Samuel--all in just one week each! The second semester they read Luke/Acts plus Revelation. Secondary books--first semester--include Chosen by God (2 weeks), Til We have Faces (3 weeks), and Isaiah, Jeremiah, and all the Minor prophets--one week each. Secondary second semester includes Galatians, Romans, James (1 week each), the Holiness of God and Screwtape Letters (two weeks each). So there is a lot of Bible! You only need Vol 1 of LIVES (for some reason I bought both volumes). History and Lit is mixed since it deals with primary sources. Adding the Spielvogel book gives chron history. Otherwise, you're reading Bible and lit/history simultaneously. the Narnia books are for fun! Cathy

Do we need to have the Quine's version of Frankenstein and Dr. Jekyll/Hyde? Or can we use any version? If we have group discussions, like a co-op or reading group, will it matter which version? Is the Know What You Believe 2008 edition by Paul Little needed? Or can an older 2003 or 1999 edition work just as well? How much updating does the newer book(s) have? Anyone know? Is Never Before in History a useful book? Does it cover history or assume basic factual knowledge of history? How did you use the podcasts? How did you organize your class? What did you include? Discussions? Audios? Lectures? :confused: Thanks Cathy

I checked the yahoo group called "worldviews" but it is apparently not moderated and full of awful spam.

Susan, I have a background in humanities--studied it for two years in secular college instead of the general ed stuff. Our older girl did a Great Books tutorial so I've kept up a bit with ancients but it will be a new perspective to do WVWW! We will begin WVWW this fall with our 14.5 yob, hopefully with a group discussion time. We are currently doing Omnibus I with our 12.5 yog and 14.5 yob. Omnibus just covers Bible, lit, and history and isn't as comprehensive. I chose it now because my kids were too young for WVWW and it had the Narnia books and game. Since both kids already read the Narnia series, though, they aren't interested in doing the Omnibus questions and game! We don't do Spielvogel's book for the chronological history; too much $$ and modernized. Instead, I found a fascinating GINN book called "Man's Great Adventure" by Pahlow (1933 edition) which includes maps, charts, manners and customs, chapter terms to know, and is written in a conversational tone with an organization which is illuminating! It has a Judeo-Christian "Western Civ" perspective so we read through sections of it as we go along. Omnibus 1 is "heavy" on Bible--which is fine with us--but it is way too much all at once! The children are to read the whole book of Isaiah in just one week! Same with Genesis, Exodus, and Isaiah. This is great if you want to slam through it all for an overview (and they are proud that they read a whole Bible book!) but lousy if you want to have deeper discussions of key passages. For the Bible parts, we wanted to go slower, so we're doing the Bible portions at a pace of about 3-6 chapters each day. We'll get it done when we get it done! I have Omnibus 2 and the Bible portion is much slimmer. Not sure about Omnibus 3. Herodotus is good but tedious; we're reading some of it aloud. It is fascinating, though, to see how the book of Daniel plays in with Herodotus' "hollywood gossip" style of history! The Omnibus book does have a chart comparing Bible with Herodotus so you can read just his accounts of true history and not the whole 500+ pages (without chasing all those rabbits!) We will continue the Omnibus series with our 12yog. It does do a smidgeon of art. It is written for dialectic thinkers. While we've enjoyed some of the connections the writers have made, I've come up with much of my own, too. It doesn't cover music at all, nor much art appreciation, economics, government (except Code of Hammurabi) at a thorough level which WVWW does do. (For modern gov't, we did Land of Fair Play.) Omnibus has a CD with multiple cummulative tests and quizzes. Frankly, they aren't much help except as "open book" because there is too much information for the children to process. The whole program goes at a fast pace. What THEY got out of a selection is not necessarily what they remember from the Omnibus book section--intro, setting, worldview--which is often the parts featured on the tests. So I am using the quizzes as extra written assignments. We may not do the tests except as an elective to see how much they remember. If you don't do the whole program as written, you'll have to skip several questions because they include compare/contrast between books or writers which you may not have covered. You'd have to skip questions about books the kids didn't do. You have to print about 400+ pages of "answer key"--I wish it was separate. In fact, many of the answer pages have full-color artwork so printing them takes a lot of ink! So I didn't print those few questions and answers from those pages. I just put them all in a binder with labeled separations so we can turn to the books we're currently studying. It is huge! It is tedious to boot up the system, wait for the disk to upload, and get to the correct page of answers that I'd need right when we're ready for discussion time (and they can see the answers over my shoulder!) If you have a laptop, that'd be better. The CD has different pagination than the student Omnibus book so you have to translate which part of the questions in the student book you'd want to find answers for on the CD. Overall, I like Omnibus but do believe it is too much. I'm currently trying to find a way to get through Plutarch Lives Vol. 1 (they sell Vol. 2 but it is not required) without having to read every word. Cornerstone Curriculum's Worldviews of the Western World, however, and covers art, music, history, literature, writing, theology, philosophy, American gov't and economics, and science history, so it is more comprehensive than the Omnibus series. It presupposes that a student knows a basic history chronology and other factual basics and teaches at a rhetoric / thinking level. This is what my son needs but is premature for our daughter (so she'll stay with Omnibus) I think that is why there isn't an "answer key." You are supposed to keep up with the student readings and have your own Biblical perspective. I think if you have a broad Bible background already, and use cliff notes, you can get the gist of most things, but the student will have the best results from interactive discussion with a knowledgeable mentor (which is you!) We're planning to do the readings individually. I'm also considering assigning a "book" for another parent to prepare for so I'm not having to read and prepare for all the discussions. Not sure if this is workable, though (I'd still have to play back-up in case the parent didn't prepare). WVWW isn't heavily marketed and likely doesn't appeal to most homeschoolers due to to its Biblical perspective, and comprehensive overview. I have known a few people who have done it and ALL have said it's a lot of work but well worth doing! I do think it's a "step of faith" to do it, and that we'll get out of it what we put in. Isn't that how any curriculum goes, though? My own philosophy is that I need to be equipped, for my children and my grandchildren, and for baic interactions with society--so this is good for me, too. I don't want a packaged program that has all the suggested answers, covers all the bases, and spits out a non-thinking person. Since so many Christian kids are leaving their faith in college, and since ours will likely have to go to a secular school (and will be in the workforce), and since so much of our culture's values and ideology needs to be addressed corporately and individually, having the Quines and Schaeffers hold my hand while we learn how to affect our culture is a blessing! Cathy

Miquon math lab sheets for kidlets--so they learn how to "go figure." :) 100's sheets for skip counting and pre-multiplication. Triangle Flashcards. Saxon 54, 65, 76, 87, 1/2, Algebra 1, 2, and Advanced Math--as per Dr. Arthur Robinson's method--self-taught. There truly IS enough in the books to help kids learn the concepts! :D Our 22 yo taught herself through calculus. I bought the DIVE CDs "just in case" she needed it. She looked at 1-2 lessons of Adv. Math. The calculus DIVE is still sealed. She basically figured it out--she learned how to use Table of Contents, index, previous lessons--how to study. DS, 14, is doing Algebra 2. DD isn't too far behind. Cathy

A son needs to understand work--have a work ethic plus also understand the workforce, office politics, and the basic types of environs--as well as social and historical backgrounds--of the people he'll be ministering to. He can better minister to them if he knows the kinds of ehtical decisions these guys face. Frankly, THEY will better respect him and respond to him as their pastor if he has work or career experience, or a trade. Getting a trade to put oneself through school, through seminary, is indespendisible financially and for respect! They will appreciate that he has an accredited (and therefore reputable) degree, or that he has had an apprenticeship under a pastor. This shows church committees and congregations that he is endorsed for the position, that he's been in and around church work for a while. He can apprentice with a pastor or elder. He can be doing children's ministry, nursery work, building maintenance, planning mission trips and helping train workers. He can help with record keeping, web design, video recording, arts and music--whatever areas he wants to pursue (he'll be doing weddings, funerals, and knowning sound and lighting really can help!) He needs practical church experience and education essentially in all fields--preaching, hospital visitation, counseling, parenting philosophies, Roberts Rules of Order and politics, how to manage committees and task forces. How to relate to women (who do the bulk of ministry). Getting "on the inside' can help him understand the kind of church he wants to lead. And he will need to have a serious, intentional "calling" into ministry in spite of set backs, opposition, or hard times. THIS calling will help him stay his course. Many churches run their ministry as a business, with a business paradigm. Some are "seeker sensitive" and follow Willowcreek/Saddleback ministry models while others are "dyed true" denominationalists. If he has a sense of what 'church is" that will help--mostly understanding the denominations' tenants, Lord's Supper, baptism, etc. He obviously doesn't have all that worked out yet, but he needs to assess what he does know. Youth work is hard to handle when you're a young man. Parents are older than you and you don't have kids yet, and often aren't married! (I never understood why churches would hire young men to manage youth?) Many times, the guys use "youth ministry" as a "launching place" into senior ministry, but it is quite different in nature and scope. Bottom line--get a well-rounded education, develop a trade he can do now, and KNOW your scripture. "Ten Peas in a Pod" is a challenging book in that regard! Require him to read through his Bible each six months, or to do chronological readings simultaneously with his history--help him to think! Let him copy and memorize scriptures, outline Bible books, and read "Manners and Customs" of Bible times so he understands it better EVEN before he goes to Bible college or seminary--so he won't get derailed with wild theological arguments or interpretations of "long lost manuscripts." Help him develop an apologetic for various topics. Get him into speech and debate where he can learn to reason through arguments and present his case in a winsome and dynamic way. Get him on several different types of service projects and international mission opportunities--these will help him understand HIS culture as he works with another one. Cathy (pastor's wife for 30 years)

Sure! We found IEW about ten years ago and my graduate watched the seminar and began using it to write her college papers--and immediately started getting A's! My high schooler watched the seminar, too, (that's all we had back then), and instantly expanded her cryptic writing, adding style, and suddenly understanding HOW to write essays and longer papers! She had a plan! Now she's writing her 80-page senior thesis to graduate from PHC! :)

The student learns to reason, think "on his feet" and relate arguments in a winsome way. A big benefit is research skills! Cathy in KY