You already got some good feedback and thoughtful input. I just want to add that you do NOT have to find or drive to the best program in the early years. You can: But you don't have to ... not in K-4grade. Nope. DD did a once/week recreational pta sponsored school program all the way thru 5th grade. It was cheap, down the street, no competition, modest costumes and she had a blast. It was 1/2 ballet and 1/2 jazz. By the end of grade 5 it was apparent to us that 1-she was a talented kid, 2-she needed a good program. So we found that, but it came at great expense, so enjoying those early "low fee" years were a blessing to us. When she went to a preprofessional school in middle school the sticker shock about killed us - she took ballet mostly, with jazz, modern and character there. As a high schooler she attended a school affiliated with a ballet company - but a small regional one where talented students populated many of the "solo" roles in the major productions and professionals danced the principal parts. She gained much experience there with performing and repetoire. Between that experience and her high-end summer ballet intensives, I'd say she definitely caught up. She'll attend college in the fall on a hefty scholarship that in part is for "talent in the fine arts" (ballet) - Yes, ballet/dance PAYS OFF at college admissions time. Yes, it does. ;) Just be wary of the competition schools where technique/training is sacrificed in order to over-rehearse one piece per year. That's not a good investment of time or money. Hope you find the right place for your dancer.

BSF was the single best Bible study ("best" on many levels) that I ever attended. I attended for five years, and for two of those I was a discussion leader. My nature made me chafe at their "guidelines" (rules, really) even while understanding (in my head) why those "guidelines" are there ... and why they wer so vigorously enforced. The lack of grace in administrative issues brought me to tears more than once. That said, I still believe the BIBLE STUDY was the best I've ever been involved with. But for me, here locally, BSF was "more than" just the bible study aspect. In the end, I couldn't make it work while homeschooling at the same time. But that was the year DD was in Kindergarten. She graduates this Spring. So it's been awhile since I was a BSF kiddo - and now I understand they have written new "years" of curriculum - I had done ALL the available years (at the time) when I quit. What are they doing this year?

And the best thing any other neighborhood mom did for me when I was 9 and home alone for most/all afternoon, was invite me over and feed me dinner, and let me do my schoolwork on their kitchen table. They'd walk me home at bedtime if my single mother was *still* out (and sometimes she was) or they'd send me home when they saw her car pull into the driveway. I learned most of what I know about positive family relationships from this family. God really used them in my life. They were non-judgemental folks with servant hearts and can-do hands/feet/hearts for me. That's all.

Actually I help organize the local co-op here. Sometimes it's more trouble than it's worth (or seems so) but I will do it again next year. In the end I cannot do some of these courses myself and cannot afford to outsource all of them. This year my 9th grader took Spanish 1, and Java Programming at the co-op with other teachers and he took my Brit Lit and Research Paper courses. I like to try to get at least two of math, science or foreign language at the co-op. When they get to high school, for me, I don't feel like I'm compromising our "home" schooling one iota just because we "farm out" certain subjects. I still direct the education program, still choose the curriculum, still give the grade (the grades of the "tutors" or coop instructors are in no way binding on me - sometimes we do extra stuff at home and I average that in, sometimes the teachers are ridiculously hard or easy graders, so I decide the final course grade,) and I still sign the transcript. ;o) For me cautions about a co-op are who picks the curriculum. Who are the other kids participating. What is the plan if a teacher bails mid-year (happens). If those answers seem okay to me I'd do it.

The guy definitely had relations with the girl. She consented then her parents found out and removed/disciplined her and filed charges against him. I did not attend the trial so can't say for sure, but he was "acquitted" whatever that legal terms means - it's the term bandied about in the news here. I don't really know more specifics than that. I just know he's back at open fencing, and while I don't see him as a risk to my 14yo son, there ARE OTHER teen girls who are "regulars" and THEIR parents aren't happy at all. I tend to agree with those of you who menitoned that he forefeited his rights to open fencing when he committed a crime onsite. DH thinks that it is not our job to monitor who or how people use the center, it's only our job to make sure our kids are safe and never at risk. We do that by sitting in the stinking parent's lounge during EVERY private lesson opportunity our kids have EVER had at ballet, art class, piano lesson, fencing coaching, etc etc etc. THAT is what DH expects of me and how he sees us upholding our responsibility to keep our kids safe. DH insists we cannot infringe upon the rights of a man who was ACQUITTED. I just think it's pretty cheeky of this stupid young man to expect people to accept his presence back at the club. And I think it's foolish of the owner to entertain this at all as I fear it will affect his business, etc. Anyway, thanks for your insights and input on this issue. The owner seems to respect my opinion and seeks out my counsel - but up to now I have NOT lobbied heavily for a total ban - only because, since I STAY for every waking moment DS is in the facilitiy, I know that MY kid is not at risk due to this man's behavior. But I am sypathetic to the parents of other girls. Truly, I do not believe this man is a bona fide predator - he just has poorly developed social skills, found a young lady willing to make him feel like a BMOC and let things get out of hand. He's stupid but not dangerous, I don't think. I will add that all the parents of BOYS are NOT threatened by this ... and yet all the parents of GIRLS are mad. I really do not believe the girls are at risk - all of them are savvy enough to never entertain this man in the first place, nor give him any quarter to make advances on them ... but FUTURE GIRLS could be at risk. But wait: If we totally ban him, he will have to drive to another club in another adjacent city. They won't know his history there. It could be WORSE for girls who fence in the next town. Is THIS enough to "keep him here where we can keep an eye on him.?" Do we have an obligation to tell other clubs about his history - remember he was "acquitted." We can't slander him at every fencing club on the east coast, surely! AAAACCKK.

DS is a fencer at a large and thriving fencing center that caters to all ages - children to "veteran fencers." In the office was a young man, college grad with great office/web skills, pretty good fencing skills and questionable social skills. He also taught some beginner classes. In one of his classes was a mature looking 16yo with whom this man initiated a sexual relationship. They rendezvoused inside the fencing club afterhours. Their relationship was discoverd, he was arrested, tried and recently acquitted. At the time of the arrest, the center owner wisely cut-off all relationship with the young man, fired him, barred him from the center. Now that the man is "free" he wants to come to "open fencing hours" to bout with other fencers. He would pay a floor-fee and come on an ad hoc basis. The center owner is inclined to allow it, since the man was, after all acquitted. I waver between "What the ... Are you NUTS???" and "Sure, I guess, 2nd chances and all that ..." The center owner will not hire him back, the young man would not have authority over any groups of children or teens, but he COULD be in close proximity with other kids (male AND female) who regularly come to open-bouting-hours at the center. What say you?

When my kids were this age, I discovered it was going to be hugely benefitial to me to incorporate the younger child into the older child's day - this means, the younger one stays inside and at the table "doing school" while & whenever the older one is still "doing school." This was the era when I intitiated the famous zip-lock activity bags. They contained self-directed edu-tainment activities for the younger kid. You can read about them here: http://www.redshift.com/~bonajo/preschool_activities.htm#Dolly We also use books on tape with a toddler tape player (ewww dating myself: you young gals today will use an iPod or some such new fangled thang... :-) ) Get age appropriate PICTURE books on tape from the library - the kind with a BELL TONE that signals when to turn the page - and use HEADPHONES or earbuds. And we made very good use of plenty of slick paper and markers (slick paper and slide on-color is much more captivating than newsprint and crayons). I printed more line-art of Power Rangers than any sane mother should admit to - but the content of the coloring pages made for a much longer attention span. Maybe your DD would like fairies or ponies or back-hoes - whatever captivates her. We helped our "younger sibling" feel like he was part of the whole program by beginning the day with memory work and having special verses or recitation work just for him. We had a very rigid timed schedule for the morning hours and I was vigilant in adhereing to it. (Until they both learned the expectations involved with sticking the schedule - after that I didn't ahve to be so hard nosed - they stuck to the schedule on their own Oh Happy Day). We had a scheduled "recess" during the morning where they were required to get fresh air - even in winter - yeah the whole boots & mitten thing slowed us down, but it was still good for them (and me) and we were pretty faithful with it. After recess we had a quick snack - then back to the rigid schedule. All this effort keeps the younger kid involved in the program, learning/then knowing what the day will look like, being willing and even eager to comply and stay with the program. I know it seems like a lot of effort - it was/is! - but so worth it. It's important to help them learn stick-to-it-iveness. And the bonus benefit is that your oldest won't feel like he's being punished for sticking to school work. School work will not be the thing they do while wishing you'd let them do something else - school will be the thing they love to do because it involves family, security, stability, curiosity satisfied, interest satiated, and so on.

Years ago I joined a local women's group and sort-of-simultaneously joined an UNRELATED online group. There was a gal I "got to know" over the online forum - she seemed quite rational and wise in her written posts. Mentally I began to put more stock in her posts as I "discerned" her to be a wise, helpful ,reasonable, personable gal. She would post and chime in on the online forum and everything she typed in was just stellar. She was thoughtful, helpful. A1. Truly. Meanwhile in my real-life group, I was getting know this really flaky young mom whose kids were wacko and who was clearly lacking in social skills and passing it on to her kids. Clearly having a hard time fitting into the rest of our "real-life group" - even going so far as to embarrass herself in group situation by asking truly stupid questions, etc. She was sweet but clueless and - sorry if this sounds harsh - but just NOT someone I would go out of my way to make friends with. Well, maybe you can see where this is going, but one day in conversation it came to my attention that these TWO gals were .... you guessed it ... ONE and the SAME person. I was flabbergasted. Floored. Couldn't hardly believe it. The next funny thing was: AFTER I discovered the truth ("they" really were the SAME woman) her online posts started sounding "off" to me - I'm sure my reception of her online posts was totally colored by my perception of her in real life - but when I didn't KNOW the poster was my flaky acquaintance, my perception of her as an online-friend was just totally different. Wierd but true. So there ya go. So, no: I don't think this is real life. Not at all. I find it fun and interesting to read all your posts, but it's no substitution in my life for relationships with people with skin. :D On the other hand, the experience and wisdom on this board in this one very narrow slice of life (homeschooling with a classical bent) cannot be beat and I find the discussions here very reliable and helpful.

Thanks, Rhesa for responding - but now we're still confused. The melody is on a staff with regular notes of music. But then OVER that are these letters ... A or G or A/D, etc. - DS thought they were chords - but they don't seem to "go with" the melody. And he doesn't understand how to play two of them. Obviously "we're" missing something basic here - Is my question clear as mud LOL? He has a piano teacher locally, but she's not home tonight. Apparently this is very important to DS :glare::001_smile::D Ack. I just realized how late it is ... hopefully you are already sleeping like a good girl. I'm off to kick him into bed, too! And, me, too!

When you have a piece of sheet music that shows the melody on the right hand, but shows only letters for the chords ... what does A/D mean? How about D/F# ? What would that translate to on the piano? DS is trying to pick out the LEFT hand for a hymn we sang for the first time at a church we visited on Easter. (Resurrection Hymnn byt Stuart Townend and Keith Getty - we just love this...) Anyway, DS knows how to pick out a D chord and play something on the piano - but what the heck is A/D or D/F# or A7/G ?? Anybody? I'm not musical and I'm just typign this question out for him. THanks.

Anybody can study literature from an AP course of study and even complete the course of study, but it doesn't actually necessarily mean you can put "AP" next to the course title on your homeschool transcript. The College Board determines what courses "qualify" as AP. On the other hand, any kid can sit for the English AP exam, and if he gets a score of 4 or 5 you certainly cOULD put THAT on the transcript, but in a separate section for 'test scores' (NOT next to the name of the course.) A homeschool transcript CAN have "Honors" without getting the 'approval' of anybody. :glare: :001_smile: I listed "English 9 Honors" for DD - because she did: 1-more work (completed AG grammar, AND a vocab program, AND a study of Adler's HTRB, AND a separated writing program, AND 2- read more pieces of literature than was necessary, and meatier pieces of literature, AND 3 - I had her read at least one piece of LITERARY CRITICISM for each piece of literature - reading what OTHERs thought about the work, AND 4 - I had her write analytical essays on each major work, sometimes comparing two major works, and always insisted upon a "somewhat controversial" thesis statement (instead of a "ho hum" thesis statement.) For all THAT work, I had no issue calling it "Honors."

DS did an intensive fire-arms safety camp one year and we coupled that experience with some bookwork at home and counted it for his health & safety credit for 7th grade. DD did ballet summer intensives every summer for 5 weeks each, and I counted those hours into her "fitness" credit for ballet.

You said, "why put loans together with scholarships" - what do you mean? Why did the college put it all together on one page? So you would have an idea what kind of help you can expect - you can certainly decline the loans and just accept the scholarship. Sometimes, when the scholarship is only partial the school is STILL out of financial reach - so they tell you what kinds of loans and other (work study) your student qualifies for. This is generally based on the FAFSA responses - so they sort of know what you can "afford" on your own ... This seems too obvious to me so I fear I'm not really understanding your question. :tongue_smilie: :D come back and clarify and I'll try again. :D

Marie - I totally get what you are saying as this was my problem as well. I went to a junior college, then tranfered to UCLA as a junior. I didn't start making friends and feeling like I belonged at UCLA until my SENIOR year. In the mean time, I was mostly miserable. I generally considered that some of my misery was related to the SIZE of the school - I have counseled both of my kids about the importance of choosing a school suited to them on many levels (size being one). DS thinks a large university with a plethora of opportunities would be invigorating and wonderful. DD seemed to think it would be too overwhelming for her - she choose the small LAC. Nobody counseled me on ANY of these things LOL - I just did the same track as most of my friends (yeah, my friends were at UCLA, too, but it was so large and they in different majors - I never saw them.. sigh.) Now, off to read that linked article above - thx.

I'm going to use "Basic Economics A Citizen's Guide to the Economy". Found a syllabus online. Comes with DH's hearty recommendation. But never used it before and have no actual experience. ISBN 0465081452

Stacy - I heartily concur that an overnight visit is a must when getting down to that final decision. DD traveled to each of her last two choices and stayed the night TWICE. (apparently overkill is my middle name LOl) In fact, it was the welcome and "feel" on campus (determined from those visits) that weighed her more heavily on the final choice. I guess, my original musings were about how the issues we THOUGHT would be important turned out to be NOT so relevant, and how surprised I was at the nature and variety of final "issues" we faced vis a vis the whole college search thing - and YET - how clear it was to us (in the end) how the Lord was in control over all ... all along. Gwen: I know RIGHT where you are this week ;) I hope your mailbox IS FULL today!! Let us know what he decides ...

The thread about "are we doing enough" and the fact that I wrote a letter to one of DD's college options (declining their offer of admission and generous scholarship) got me to musing. DD completed her high school REQUIREMENTs at the end of summer after her Junior Year, so we enrolled her at the CC for one term (Dean's LIst 4.0 YESSSS!) , and allowed her to work at the Barnes & Noble for Spring term while continuing with her ballet. When we began the college search process I thought our main issues would be 1-Will the college accept a homeschooler, 2-Will we find a good fit for DD, 3-Will we be able to afford it. It became clear pretty early on that YES they love hs-ers, YES there were many potentially good fits, and YES their scholarship offers made it very affordable. So, our issues during the deliberations of WHICH COLLEGE to choose became much more esoteric: If you are the department's first pick (after auditions) do you really want to go there - does it mean they will love you and look out for you or does it mean you will suffer more of a burden not to disappoint them? Should you take a full ride at a lesser institution or go into modest debt for a truly worldclass education? DD wrestled with these issues and more. What about the issued related to PLAYING FAVORITES. Mom's favorite was not DD's favorite. DH looked only at the money. DD and I had our hearts tugged in different directions by different schools. (FYI in the end, DD's heart prevailed.) Another issue of musing: DD is really looking forward to going away. She is NOT unhappy here at home. She is NOT straining at the apron strings - but she IS looking forward to the new challenge of college - academics, dance, friends, a change of scenery of church/worship/bible study and so on. She is ready and prepared. I think back on all the ways homeschool benefitted out family and her development and I praise him for his faithfulness to sustain us through the adventure and to use that time to prepare a lovely young woman to go out and do His will. God is good. Anyway, I'm rambling. Have a great day!

That was the year DD used the lit analysis program by Smarr (which we didn't really like) . She read: Pride & Prejudice by J. Austen; Jane Eyre by C. Bronte; The Man in the Iron Mask & The Count of Monte Cristo by A. Dumas; Frankenstein by M. Shelley; Robinson Crusoe by Dafoe; Pilgrim’s Progess by Bunyan; A Modest Proposal by J. Swift. She liked them all, but REALLY liked the Dumas novels. Outside of Smarr, she also read Dracula that year and would tell you that was her most favorite (but is it in the write time period? maybe not...) And she read The Autobio of Ben Franklin (pretty much hated it) and Scarlet Letter, Huck Finn (LOVED this) and Red Badge of Courage (considered it punishment LOL.) (We used the Glencoe Study Guides for these last ones.) Then there was the Shakespeare - several read, several attended. A well loved category unto itself. Made fascinating by combining it with a Hillsdale Summer Study Abroad trip to England.

I love the look of bookcases filled with attractively bound volumes. Who doesn't. BUT most of our homeschool books and binders and spiral bounds and textbooks just are NOT that attractive. So I don't like the look of most of THESE books when shelved on open bookcases. It tends to look messy to me and that messiness translates to a sense of ill-ease when that's what's all around me. In our little room we solved this by actually storing the ugly books in drawers - but this would NOT be my first choice (just what we had to do for space issues.) IF I had a big ol' room like you're talking about, here's what I would do ... On a short wall in the room I would line up several bookcases (3-4). Then IN FRONT OF THOSE cases, I would position 3-4 ADDITIONAL cases that FACE TOWARD the ones on the wall - with a little hallway in between like in the public library. This 2nd set of cases would be in the room (free-standing) facing the first set, presenting the BACK of the cases to the room. Like a hallway of bookshelves. When I first proposed this to DH he said the 2nd set would be too wobbly and dangerous and his solution would be to just build a fake wall in place of the 2nd set of shelves, creating a BOOK STACKS ROOM at the end of the large open room - but the "Stacks Room" would not have a door, would be open on the end, and would consist of two walls of stacks facing each other. This would work for me, too: I like the VISUAL peace of "hiding" those messy binders and textbooks, and it yields yet another big wall empty for wall charts, maps, display of work, etc. Then in the remaining larger/open part of the room I'd put smallish desks for each kid that come with a 3-drawer rolling cart (two pencil drawers and one hanging file drawer) and a personal bulletin board - these along the wall. Then a larger flat workspace in the middle. Rolling chairs at each personal desk that can turn around and roll up to use the larger flat workspace. Computer desk(s) nearby but NOT assigned to individual kids. while I'm still dreaming - I'd have a sink/counter area for science and arts use behind a half wall like a kitchenette. And a couple of barcaloungers under good lighting for comfy reading. That woudl do it for me. In reality we have the desks as described above and some storage in our room with adjacent large windows. The books are scattered all thru the house on shelves as space permits. We have comfy seating in other areas of the house for reading - we have what I want but not all in the same room.

That was my line of demarkation. If I couldn't see the car, I didn't leave them. Regardless of the age until early teens. ONCE I've left a SLEEPING infant, strapped in a car seat to check a post office box where I could SEE THE CAR at all time. I remember counting how many seconds it took me: 35 seconds. I was frantic but it was "necessary" and I realized I've waited longer at a traffic signal. It was a judgement call, and I thought it was prudent at the time. But it stressed me out. I didn't ROUTINELY leave them unattended until they were much older, probably 8-9 years for my oldest DD, and her younger brother was 5-6. This would be in situtations where STILL I could SEE the car at all times. Somewhere in their early teens I started giving them the option in situations where I would NOT BE able to see the car: "We need milk - do you want anything while I run in this store? Do you want to come in with me? No? Well, keep the doors locked, I'll be right back."

I don't remember how we answered the ranking question. Can't you just say 1/1 (first out of a class of one) ? About the essay - yeah, if the school WANTS more than the one essay they will ask for it. DD only needed essays beyond that first one when she went after institutional scholarships - those have their OWN applications (hard copy) that are IN ADDITION TO the "Standard Common App." Also, the CA has subsequent forms to report Spring quarter grades and seems like other stuff.

DD took a computer literacy course at the local CC and they covered word processing, powerpoint, excel, and database. They used the Shelley Cashman series text for Office. It's a self-directed text that could easily be used independently at home (at the CC, DD got 3 credits for it.) The book is pricey but easily available cheaper used.

Liberal Arts Colleges that DD applied to all had a published scholarship that directly related to her GPA and SAT/ACT scores. So you apply for admission, send them your SAT/ACT scores and voila ... here come the letters in the mail. Homeschooling never even seemed to enter into the equation. In addition, whe was invited to "compete" for additional scholarships (I'm talking "institutional money" that comes directly from the SCHOOL itself) in academics and in dance. BTW, if you are driving little suzy to weekly ballet classes - don't give up LOL - Talent in the Arts scholarships were very generous in DANCE. At ALL the schools DD applied to (well: she only applied to LACs that ALSO had a decent dance/ballet program, to start with.) So, in the end, good SATs and some "talent in dance" yielded everything from full-ride down (!) to about 1/2 off tuition, depending on the school.

TLCMom, you said you don't know what he'll do. The Lord has a plan and purpose in this. I'm so sorry for your loss, and grieving for you, the DH, the kids. I've known families in this situation, and because I don't want to minimize your situation, I'm not going to report on THEIR situations - just an encouragement and a praise that the Lord is faithful even when we can't see how he possibly could be. He is. He will be. I've seen it. You will, too.

Do you have access to an overhead projector? Can you borrow one from church or a private school? Use the overhead to project lifesize images onto butcher paper and then use poster paint or watercolor paints to colorize your images. They make mural type wall decorations with large wow factor. I got this idea from the way we decorated for Vacation Bible School - I just used images I took from a Cinderella coloring book, traced them onto acetate, hung butcher paper on the wall, and projected the tracings onto the paper, outlined with a wide-tip sharpie, then painted. You know what: this sounds very complicated and over the top. I guess I tried harder when I was younger. LOL. (DD is 18 this year, we did this "Cinderella Princess Party" the year she was 6.) Okay, here's a more realistic idea: Buy a blister pack of rings and a multi-pack of lip glosses - hide these inside a close-able container of some kind - because of our Cinderella theme we used a lidded basket shaped like a pumpkin but a jewelry box or a velvet drawstring bag would also work - whatever you have on hand. Then we played music on the CD player and played a variant of "hot potato." We passed the pumpkin (filled with rings and lip glosses) around the circle of girls while the music played. When the music stopped whoever had the pumpkin was "out" but she also got to choose a prize from inside the box as a consolation. We kept the contents of the box a secret and had the girls conceal what they chose - to make it more fun, but this would be optional. Sigh - princess parties are so much fun. I remember DD's very fondly.