I have seen the supplies at Target and craft stores like AC Moore.

I'm an INFJ married to an ENTP, too.

I think you are doing awesome. I do many of the same things with mine that are that age. It is so hard with toddlers running around so give yourself a pat on the back! One suggestion: Instead of starting Grammarland with your older one, I highly recommend The Sentence Family. I think it is a fabulous and fun introduction to grammar. I do it as a group with my 4, 6, and 7 year old once a week. Everyone loves it and has learned a tremendous amount. Grammarland seems more appropriate for a child who already has a basic knowledge of grammar. Otherwise they probably won't get the humor.

I kinda loved this line from the INFJ description: "They are usually right, and they usually know it." If only everyone else knew it, too. :-p

INFJ here. My J is super strong. Like 100%. (And married a 100% P. Oy!) My N is strong, too. My I and F are more borderline.

I'm planning a field trip for our co-op to the Smithsonian Natural History Museum. It is a group of about 20 kids ranging in age from 5 to 12 and all of them have visited the museum before, most several times. We've been studying taxonomy this year; we just recently went through anthropods and are just ready to move onto vertebrates. The museum is not able to offer a docent to our group, unless we want to join one of the guided tours for the general public, which I would rather not do. The museum does have some pre-made lessons for the different halls, but they are pretty boring worksheet-style stuff. We may be able to use some of the homeschool kits in their Discovery Room that seem more interesting, but I haven't heard back about that yet. So I'm hoping to plan some kind of meaningful, interesting activity to go along with our visit. We did a scavenger hunt style activity at the zoo already this year so I don't want to repeat that. I was thinking maybe of making up mini-field guides with spaces for different anthropods and vertebrates that the kids can choose to fill in with their favorite examples - sketching the animal and adding essential info. Any other ideas??

My 7 year old liked Ian Serrailler's Beowulf and his Sir Gawain and the Green Knight as well.

Hugs and prayers.

I think it is very normal. Last year, several members of our RCIA class got pretty nervous as Easter approached. (Everyone was joyous afterward!) It is a big decision to make, and one that is not always well-received by loved ones. I agree with the previous advice to get involved at your parish and begin to get to know some parishioners. A support system can really help before and after entering the Church. Also, I would definitely try to get some extra prayer time in front of the Blessed Sacrament. Praying in front of the Blessed Sacrament always brings a sense of peace that I don't find anywhere else. And it doesn't hurt to say some extra prayers to your patron saint, if you are choosing one, and your guardian angel to help provide extra grace and protection from any spiritual attack.

I have gone the past few years. I plan on going this year as long as it doesn't conflict with a vist from my parents.

To all that took the quiz, not just Faith, but I am not very good at multi quoting on my iPad... I found this summary of Dulles' models of the Church. http://youngadultclc.org/wp-core/wp-content/uploads/caminos-handouts/3.09-Handout-1_Models-of-Church.pdf It is interesting to see where I lay emphasis on the Church and what the pros and cons of that emphasis could be. I was intrigued with it because it helps me better understand fellow Catholics who emphasize different aspects of the Church than I do.

We cross-posted the same example. Great minds think alike! You did such a good job of explaining this succinctly.

Well, it sounds like you are doing GREAT! We have been using the St. Joseph's First Communion Catechism this year. (I have a First Communicant to prepare this year.) It is similar to the Baltimore Catechism in that it is old-fashion question and answer. We do it as a group once or twice a week. I start a chapter by asking the questions and seeing what the kids know already. Then we talk about the answers, and I do some explaining/illustrating the concept. Then I have all the kids repeat the answer a few times. Repeat process with next question. At the end of the chapter, I quickly just go over the straight questions and answers to review. Then next time we do catechism together, I will review the questions from the previous chapter, going over the answers a few times to help memorize. Now that we've gone through several chapters, I always review the chapter we did last time in full and pull few questions from early chapters. My kids love the question and answer format. They love competing to see who remembers the most answers during review time. They also love discussing the questions as a group, thinking of examples or stories that relate, etc. I have been really happy with it this year.

I'm sorry about all the crazy vocab! I always want to be careful to state exactly what the Church teaches, as best as I understand, and find it safer to use the language of the Church. I'll try to better define some things. Ordinary vs. Extraordinary Basically, the Church teaches that God's revelation to mankind comes through two sources: Scripture and Tradition (what has been aphanded down to us from the Apostles). In order to interpret and protect these sources of revelation, Christ also gave His Church the gift of the Magisterium. The Magisterium is the ability to interpret and teach the truths of revelation. It is a gift to all of the Church because it helps us all to be confident in the truth given to us by God, but it can only be excised by the Pope and bishops. The Pope and bishops can exercise this teaching authority using the Extraordinary Magisterium, which is infallible, or the Ordinary Magisterium, which is non-infallible. The extraordinary magisterium can be exercised: 1). By the Pope when he teaches explicitly calling upon his teaching authority to define a doctrine (called teaching ex cathedra). This has only happened twice with the doctrine of the Immaculate Conception and the Assumption. 2) By the Pope and college of bishops at an ecumenical council. Now not everything written at an ecumenical council are taught under the extraordinary magisterium. They need to be clearly defined, explicit doctrines on faith and morals. Often they are set in the Canons of a council. 3) By the ordinary, universal magisterium (different than just than ordinary magisterium - I know so complicated! Couldn't someone have picked a different term!), which is when the Pope and the Bishops throughout the world have taught the same doctrine of faith and morals, definitively to be held by the faithful, over the course of some length of time. It is then, when that ordinary teaching has been taught universally by the Pope and the Bishops, that it no longer falls under the non-infallible ordinary magisterium, but now falls under the infallible extraordinary magisterium, At that point, it is called a teaching of the ordinary universal magisterium. All of the above are uses of the extraordinary magisterium so the teaching is considered infallible. Now the ordinary magisterium is just the general authority that allows the Pope and bishops to teach the faithful. It is non-infallible, though it is still guided by the Holy Spirit as it assures the faithful that they will remain on a sure path to salvation. However, sometimes you can have a document that is overall non-infallible, but specific sections could be infallible. For example, a papal encyclical (a letter written by the Pope to his bishops) that the Pope writes under the ordinary magisterium (so generally non-infallible) may have sections in it which the Pope will state that what he is teaching has being considered defined doctrine under the ordinary, universal magisterium (which is infallible). I am sure this is all clear as mud. One other thing: Catholics must give "assent of mind and will" to the ordinary magisterium (non-infallible), but they only have to give an "assent of faith" to that taugh infallibly. Here are some websites that lay out things pretty well, I think. There is a lot of Catholic terminology, but they do a good job defining it. Here is one: www.catholicplanet.com/TSM/ordinary-magisterium.htm Here is another: http://www.agapebiblestudy.com/documents/What%20Does%20It%20Mean%20When%20the%20Church%20Gives%20an%20Infallible%20Teaching.htm I thought this was a good illustration from that site: Extraordinary" and "ordinary" refer to the manner in which a truth is stated by the Church whether that truth is infallible or whether it is not. Using the parent-child relationship as a model--when you correct or remind your children about good manners, say for example, that they should remember to say "thank you" when a waiter in a restaurant brings them their meal, that is an "ordinary" exercise of your authority as a parent. But, if you were to write up a set of rules for proper behavior when going out to eat and you were to announce these rules officially at a special family meeting that would be an "extraordinary" exercise of your parental authority. I hope this helps a little...

I use the ClearBlueEasy monitor along with the Marquette University's NFP protocol. Without the protocols, I don't think the monitors on their own are as effective to prevent pregnancy. Using the Marquette method has been such a blessing for my husband and I. Here is a link to their website: http://nfp.marquette.edu/ . They have forums, online charting, and are very good at replying to questions quickly. Feel free to pm me if you have any questions. Also, just for you know, you can use flex saving account funds to purchase a ClearBlueEasy monitor and the sticks. I would assume this would include other fertility monitors as well.

Models and paper crafts are good. My husband still talks about these 3-D trading cards he made as a boy using several copies of the same card, cutting out different sections of the cards, and then layering them on the bottom card to make a 3-D effect. My son has started out with some *very* basic woodworking skills. Basically, a huge branch fell off our neighbor's tree into our backyard. I bought him a small handsaw and instructed him saw it all up into foot long pieces. It was the joy of his life for quite some time!

I am using both Level 1 and 2 right now. It is working well for us. It is easy for me to teach and my kids really enjoy it. The games are a huge hit here. We also use AAS so they get lots of reinforcement of concepts between the two programs. Just an FYI, but since I am using one level for two kids right now and plan to re-use all levels with younger siblings, I laminated all the game/craft sheets and pre-cut everything. Each lesson's games and fluency sheets get put in a page protector sheet, which I keep in a binder for each level. This allows the program to be completely reusable for me while also cutting down time spent of cutting/pasting during the lesson. Plus the games are my kids' favorite part of the program so we can re-do the games again and again for review.

Well, the doctrine of infallibility itself wasn't clearly defined by the Church until recently by Vatican Council I. Like most Catholic doctrines, the Church does not generally define them until there is a controversy around it. So don't feel too bad if it is confusing! A few further clarifications that may be helpful: - Infallibility only maintains that a definied Church teaching is free from error. It does not claim that it is the doctrine cannot be more fully developed. Only that what being currently stated is not erroneous. - Catholic teachings tend to be divided into two categories: 1) Ordinary and 2) Extraordinary. The charism of infallibility can be used for both ordinary and extraordinary teaching, but it is fully engaged only in definitive Magisterial teachings on faith and morals. The Magisterium is the teaching office of the Catholic Church. It is exercised by the Pope alone when he teaches officially, or by the whole "college" of bishops together with the Pope. Most Magisterial teachings are ordinary. The Pope's ordinary teachings are issued in the course his normal activity: his encyclicals and other documents, various addresses, etc. The college of bishops also has an "ordinary and universal" Magisterium. This is seen whenever the individual bishops teach the same faith — that is, in union with the Pope and each other, even if they're dispersed in their separate dioceses. It's also seen when an ecumenical council teaches definitively but without issuing a solemn definition. Occasionally, the Magisterium issues extraordinary definitions of doctrine. This occurs when the Pope teaches ex cathedra, officially and solemnly defining some truth of the faith. The official and solemn definitions of ecumenical councils (such as the Council of Trent, the First Vatican Council, etc.) are also extraordinary pronouncements. These type of teachings are much rarer. Remember, it is the definitive teachings of the Magisterium that are considered to be infallible. This usually means that they explicitly state they're defining some matter of the faith, or put forth a position as to be definitively held. But some things that are taught repeatedly by the Magisterium can also be considered definitive, even if they're not explicitly named to be such. This is because the basic pattern of the Church is to have a widely held and taught beliefs that are generally only explicity defined once there is confusion surrounding the issue. Therefore, very foundational Catholic beliefs concerning faith and morals (like the Trinity) can go hundreds of years without being declared by the Pope or a council because there is no need. That doesn't mean a Catholic is free to ignore these teachings. So basically, the use of the charism of infallibility in extraordinary teachings is relatively rare, but it can also attach to the ordinary teaching of the Church, which is much less rare. - The pope can issue teachings ex cathedra using the charism of infallibity on his own. If bishops disagree with the teaching of the Pope, they must work towards giving an assent of faith, just like all the faithful. So yes, the pope can act as a "lone gun," though we wouldn't see the invididual person of the pope as a lone gun man since the charism of infallibility is a gift of the Holy Spirit given to the successor of Peter. So while the pope can act alone in declaring a doctrine, the man, the individual, is not acting alone, but under the guidance of the Holy Spirit. Also, the body of bishops cannot speak definitively without the pope, though they can in union with the pope through a council. - Vatican II was a council of the Church and as such, Catholics have a duty to accept its teachings. - The Council of Trent and Vatican II, while having very different language regarding ecumenism (or interaction between differing Christian faiths.) Vatican II, like the Council of Trent, still teaches that only She has the fullness of Truth and that other Christian faiths teach heresy or are in schism with the Church, but Vatican II prefers the language of estranged brothers in Christ to heretics. The underlying teaching is the same, but the Church continues to work at approaching others with greater and greater love. (And as an aside, despite all of Trent's "anathemas!", the Council of Trent both invited and offered safe passage to Protestants who wished to come and participate at this ecumenical council.Trent also invited Protestants of all social and ecclesiastical rank to share their theological views, propose topics for debate, and generally participate in the daily affairs of this ecumenical council. Further, Trent allowed Protestants to withdraw at any time. Finally, Trent invited Protestants to be more than simply observers. Clearly, at Trent the Church issued an invitation to ecumenical dialogue between Catholics and Protestants. And since Lutheranism enveloped most of the German nation around the time of the council, this invitation was much broader than the invitation extended to a handful of Protestant theologians at Vatican II. Trent even permitted the Protestants attending the Council a greater level of participation than was allowed to the Protestant theologians observing Vatican II.) - The Church does not have any official teaching on evolution. Plus infallibility wouldn't really apply to that since it isn't related to faith or morals. The Church does teach that we must believe that God directly and immediately created a soul into man and also the reality of an original man, "Adam," from whom all the rest of humanity has descended. The rest is up for study and discussion. HTH!

I really like your first two paragraphs here. It is good to take a nice, long view! :-) Also, I don't think it is impossible for a homeschooling parent, with no prior knowledge of Latin or Greek, to help their child reach the kind of fluency traditionally expected in classical schools by the end of high school. (I really love reading C.S. Lewis' autobiography, Surprised by Joy, to get an idea of what a modern classical education was like to some degree. Made me so ashamed of my high school education the first time I read it.) I just don't see it happen very often. Hardly ever, in fact. On the high school boards, while there are some whose kids have made impressive progress in their Latin or Greek studies (I rarely see both being pursued to a high degree), I don't think I have ever read about a boardie having their child read the majority of the classics (Homer, Herodotus, Cicero, Virgil, etc.) in Latin and Greek. Only one comes to mind, and she was fluent in both languages already. Even with online programs and outside tutors, I really think it is very difficult for a non-classically educated parent to guide their child through that kind of education without hiring an almost full-time tutor. And that kind of tutor - one who would not just teach Latin and Greek but read through the serious works with them in these languages - is hard to find in most places. Add on top the fact that this parent is already probably guiding them through a modern language, higher level math and science, which they also do not know or have to refresh from their past....it is a very difficult undertaking. I thought Hunter's thread, linked to above and which I remember reading with interest, pointed to some important ideas about needing a certain kind of culture to be able to create a certain kind of education. To try to re-create an education that is far removed from ourselves as teachers and our wider cultural experience is very, very difficult. I'm not saying don't try, just that it important to have our eyes open to the obstacles. Plus I am absolutely horrid at languages and the idea of teaching all these kids three foreign languages makes me want to break out in hives! :-) Okay, serendipitous journey, I'll stop derailing this thread now. I promise!

I've read that blog before, but not that particular post. Great, concise summary of what I consider to be Circe's general concept of classical education. Thanks for sharing.

I always have my mil give me a yearly subscription for a Christmas present. She always knows what to get me, and I am always pleased. Win-win!

I love my Magnificat. It has shortened morning and evening prayer from the Liturgy of Hours in it for each day of the month. Also, it includes the Mass readings for each day and a a reflection on some portion of the readings, usually from a saint. I find it an easy way to be able to get some structured daily prayer done each day.

Here is a very complete look at the doctrine of infallibility: http://www.newadvent.org/cathen/03712a.htm It is a bit of a slog, but covers quite a bit of ground. As for some of your specific questions/ideas: - The doctrine of infallibility at its most basic level is simply the assertion that the Church's defined teachings on faith and morals cannot be in err. - Yes, the Pope is often referred to as the "first among equals" in Catholic theology. He is the bishop of Rome, so a member of the body of bishops, but he is also their Shepherd. Basically, Catholic teaching on this point all comes from the idea of apostolic succession: the bishops are the successors of the original Apostles and the Pope the successor of Peter. Everything flows from that reality. - The bishops, acting as a body, also have infallible teaching authority. Of course, because the Pope is a member of this body and its Shepherd, their teaching cannot in anyway contradict that of the Pope's. - I believe a pope must call a council or at least give his de facto approval to the gathering of a council. Also, the pope must close and give his approval to a council to give it true teaching authority. From the Catholic Encyclopedia: "The right to summon an ecumenical council belongs properly to the pope alone, though by his express or presumed consent given ante or post factum, the summons may be issued, as in the case of most of the early councils, in the name of the civil authority. For ecumenicity in the adequate sense all the bishops of the world in communion with the Holy See should be summoned, but it is not required that all or even a majority should be present. As regards the conduct of the deliberations, the right of presidency, of course, belongs to the pope or his representative; while as regards the decisions arrived at unanimity is not required. Finally, papal approbation is required to give ecumenical value and authority to conciliar decrees, and this must be subsequent to conciliar action, unless the pope, by his personal presence and conscience, has already given his official ratification." - Decision-making at the councils is done by the bishops in conference together, but again, papal abbrobation is required to give the council's teachings their authority. Basically, the bishops - often working with theologians - work in committees to help write the documents. The Pope must give his approval in the end. - Documents and papers coming out of the Vatican's Curia, the contemporary articles I think you were referencing, would be not be considered rising to the level of "infallible teaching" in and of themselves. Of course, they should given due respect and deference by the faithful. The Curia is a collection of congregations and council on different subjects, headed by cardinals and bishops, to help the faithful address the living out of their faith in their time. If one compared the Pope to a president or prime minster, the Curia is like his cabinet. (The Church really isn't like these governmental structures, but I wanted to give some kind of practical comparison.) - Also, there are what we call papal encyclicals, which are basically letters written by the pope to some or all of the bishops. These encyclicals have become more important, more wide-reaching tools of teaching on modern times, sometimes addressing some difficult issues. They may or may not be viewed as being taught with infallible authority depending on the circumstances of the letter (if it deals with faith or morals, if the Pope explicitly calls upon the teaching authority of his office, etc.) I hope this is helpful.

I think I will likely teach Latin. (No Greek unless someone decides to self-educated!) But I have real doubts that even with outside tutors or classes, we reach a fluency levels that allows my kids to read Cicero or Virgil in Latin during their high school years, which is what I would expect from a classical education. I am just not an adequate guide for that type of education.

I decided pretty early on there was no way I could provide a classical education to my kids if I homeschooled them. I do not know Latin or Greek. While I don't have a settled view of exactly what a classical education entails, it does seem to at least entail being able to fluently read Latin and Greek at some point. I don't see this as a feasible goal for my children if I am their primary teacher since I don't think I can adequately help them master two very difficult subjects of which I have almost zero knowledge. I made my peace with it. I would rather them get the other benefits I can provide them as their teacher than pursue a classical education.