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Found 14 results

  1. Hi all, I am researching self-teaching books in electronics for my son, who loves to learn these types of things (computer programming) on his own. I came across the MAKE Electronics book, and found this thread that speaks favourably about it: http://forums.welltrainedmind.com/showthread.php?t=407732&highlight=electronics. I also found this book: http://www.amazon.ca/Complete-Electronics-Self-Teaching-Guide-Projects/dp/1118217322/ref=dp_ob_title_bk. Can anyone compare these? Has anyone used the second book? Opinions?
  2. Hi all, There have been a number of threads pertaining to math these days as parents plan for next year or regroup for this. One thing, though, that I have noticed is that while many of us promote discussion as a necessary part of our Great Books education, I do not see parents mention discussing mathematics. I know that many parents feel some insecurity regarding mathematics. But honestly many feel the same insecurity regarding the Great Books as well, yet they read these books with their kids and enjoy the resulting conversations. In recent months, my husband and I each read a book that we haven't read since high school, Inferno is his case, Canterbury Tales in mine. Talk about new perspectives coming to these great works of literature as an adult! It also seems that adoloscent minds are well connected some days and off in the hinterlands on others. At least my dear son's brain functions this way. Yesterday he began his Dolciani Algebra II chapter on Exponential Functions and Logarithms with a unit on rational exponents. These were not hard problems and given what he already knows about radicals, this should have been easy. But yesterday was one of those days when his synapses were not firing--he was equally klutzy physically on the ice when he played hockey last night. So I literally stood next to him as he did his math and walked him through things, answered his questions and gave him the necessary approvals (without popping him on the bean as I was tempted to do!) Let's see where his brain is today. Anyway, I wonder if some things like geometric proofs or chapter five or whatever it is in Lial's that bogs many kids down which just get a bit easier if the material were discussed. I'm not suggesting that parents lecture on the math, but ask the same kinds of questions that we ask regarding literature and history: why would you need to do that, does this always work, can you see a different way of setting this up, I don't understand the graph you drew, you didn't draw a picture??? You get my drift. Jane the Fearless Homeschooler (at least at the moment!)
  3. Hi, I have figured out the genres of most of the lit. books on the WTM rhetoric list, but I need help with a few. Can you please tell me what genres the following would fit into (we will be using TWEM to study ancient lit. next year - history, poetry, plays, novels, and autobiographies - I realize these last two categories don't seem to apply to ancient books.), or if there is another genre from perhaps HTRAB, can you please tell me: Bible: Genesis - Book of Job (feel free to separate these if needed into different genres) Rhetoric by Aristotle Bible: Book of Daniel On the Nature of Things by Lucretius De Republica by Cicero Bible: First and Second Corinthians On the Incarnation by Athanasius Side note: If anyone else can help me with my other current thread on particular translations of some of these books, I'd be grateful. http://www.welltrainedmind.com/forums/showthread.php?t=373471 Thank you.
  4. Have you ever organized a small, local homeschool conference (a day or two) whose purpose was to help parents learn how to teach different academic skills or topics? Esp. in a more classical manner? If you did, can you tell me about your experience? I am slightly entertaining the idea of doing such a thing, but the thought of it scares me. I *am* currently running a monthly classical education Moms' support group in my area, and trying to organize people to talk about teaching different topics. But I thought it would be great to have a day or two-day conference, where people can just come and spend the whole time instead of two hours once a month. Just to offer an alternative to the local Christian curriculum fair that happens here every year. But I have no idea where I'd begin or what I'd need to consider (besides securing a location and people to do talks). Any ideas?
  5. If you've ever started and run a homeschool parents' support group (esp. for WTM/academic teaching-minded families), can you tell me how you did it? What kinds of things did you do? How often did you meet? Where did you meet? How did it go? Did it ever get too much for you to handle? What did you do about that? Did you plan long-term (a year, two years) or short-term ("let's just see what other parents want to talk about")? The house conference thread prompted me to start poking around my area again, to find out if there were other teaching-minded families, and I am finding some connections now. (yay!) I've put out some feelers about starting a group, and have received positive feedback about that. So I'm formulating some ideas, and I'd like to hear yours, and your experiences. The more details, the better. Thank you! P.S. Just to be clear, I'm not looking to start a co-op for students - just strictly parental support, where we can meet, chat, talk about curriculum, and talk about how to teach different subjects. And maybe casually exchange teaching services if various families struck deals with each other on their own. Meaning, "Oh, hey, you were a math major? And you need spelling help with your kid? Why don't we meet once a week for an hour, for four months, and I'll teach your 10yo spelling while you teach my 13yo math?" But not a formalized co-op. Does that make sense? But mostly *parental* support and teacher training/encouragement.
  6. Hi, What does one look for in a bookkeeping/recordkeeping/accounting course? Aren't bookkeeping and accounting are actually separate subjects? What suggestions do you have for me to consider? What do you think about this new course from Rod and Staff: http://www.rodandstaffbooks.com/item/1-139-1/ I've been favourably impressed with the thoroughness with which R&S teaches arithmetic and grammar, so I'm thinking this would be a pretty thorough basic course?? But I don't know how to evaluate it. I took an accounting course in high school back in the mid-80s, but I don't remember anything from it. My family bookkeeping is a very simple system I made up myself on a computer spreadsheet, just to keep track of the ins and outs. I know nothing about computerized bookkeeping/accounting programs (so embarrassed to admit that). But how do I evaluate a course for my kids? I would like them to learn some basic business skills in a more orderly fashion. But I don't know what to look for! (yes, they are learning typing, lol) Can anyone direct my thinking and give some suggestions for courses? Thanks.
  7. Hi, What does one look for in a bookkeeping/recordkeeping/accounting course? Aren't bookkeeping and accounting are actually separate subjects? What suggestions do you have for me to consider? What do you think about this new course from Rod and Staff: http://www.rodandstaffbooks.com/item/1-139-1/ I've been favourably impressed with the thoroughness with which R&S teaches arithmetic and grammar, so I'm thinking this would be a pretty thorough basic course?? But I don't know how to evaluate it. I took an accounting course in high school back in the mid-80s, but I don't remember anything from it. My family bookkeeping is a very simple system I made up myself on a computer spreadsheet, just to keep track of the ins and outs. I know nothing about computerized bookkeeping/accounting programs (so embarrassed to admit that). But how do I evaluate a course for my kids? I would like them to learn some basic business skills in a more orderly fashion. But I don't know what to look for! (yes, they are learning typing, lol) Can anyone direct my thinking and give some suggestions for courses? Thanks.
  8. I've been reading these boards for YEARS, and have seen the seasonal cycles of topics, but I've never seen threads on the topic I've seen a lot of over the past year or so: becoming drawn (back?) to a more traditional/liturgical/ritualistic church experience. I wonder why this is. You people are getting me to think! I grew up Catholic, but after my parents got divorced and my Mom went through a "born again" experience in the Catholic charismatic movement in the 70s, we slowly went through a transition from the Catholic church to non-denominational churches. So, I attended a non-denominational church in my late teens, then joined an interdenominational missions organization (Youth With A Mission) and spent almost 7 years working with that, then got married and attended a foursquare church for a couple of years, then a Vineyard (movement which started in the 70s, I think) church for the past 14 years or so. I am steeped in the lingo and concepts of non-traditional churches, lol. But I can't help but start questioning some things that I've been steeped in, and then when I read all these threads of late, I find myself thinking, "Hey, yeah, I know what you mean!" to many of the stories I've read. I didn't expect that. Not that I'm thinking about going back to the Catholic church, but at my Nana's funeral four years ago, I must say it was somewhat of a comfort to be in a ritual service, where I knew what to expect. Maybe it's my age (43 this Sunday), maybe it's my place in life (homeschooling a 13 and a 10 yo), maybe it's my desire for peace/comfort/stability/feeling of control over my mind and how I personally relate to God, but I'm a little tired of.....hype?.....the unexpected?......expectations to act in a way that I am not comfortable with and never have been and never will be, no matter how much I am told that this and this and this is the way to demonstrate your love for God and neighbour? What is this string of threads all about? Is there a bigger move back to tradition out there in N. America, that I am not aware of except for what I read here? Or am I just being influenced by what I've read here (I don't think so)? Who are you, who are moving from non-denom. back to tradition? What age range are you in? What is your religious background? What is your religious teaching/training? What has your past church experience been like? Would you consider yourselves to have been part of the mainstream American Christian culture, say, in the late 70s, 80s, and 90s? Why the change? And then I read things that made me think traditional church experience also encompasses, gasp, learning classically and learning to think! What do you think? My Catholic father is the ONLY IRL person I know who really GETS my strong desire to teach my kids Latin, logic, and rhetoric. I was shocked a few years ago to learn that he knew exactly what I was talking about when I mentioned it, because most people seem to think I'm overzealous with this homeschooling bit. And I was reading about a local Eastern Orthodox church, and the priest was described as being highly educated, and the website listed all the things he has studied: classical languages, piano, history, literature, sciences, theology, etc.. I was floored. I have never met a pastor who had that background. This guy has a piano in his house and plays classical pieces for people for fun. It just went against all my non-denominational experiences. And I was very impressed. So, why? Why this new wave? You see, my understanding was that non-denom. churches were started because traditional churches were too dull/restrictive/controlling/fake/etc. - but now that seems to be reversing, or am I nuts?
  9. I just read the other two threads on limiting college majors and asking what are considered "hobby" majors. My question is: How does one find out what can be done self-supporting-wise with degrees in particular majors? I have no clue. Some things are obvious to me, like science or nursing or accounting or computer science or graphic design....but theatre? Archeology? Dance? I was interested to read Jane's response about her archeology-interested son - I would never have dreamed up the term "contract archeology" and hear it termed as "lucrative." But that's because I really have no clue. (and yes, Jane, I did hear you about "education for the sake of education and not necessarily job-training") So how do people find out this information? Are there books out there that people typically have their high schoolers look through to get ideas?
  10. OK, that is a weird question, so hopefully this will explain it. I feel like I have an alright handle on teaching writing skills to my kids, with some knowledge gained from various sources such as WTM/SWB's writing lectures/R&S writing lessons. I feel like I have an alright handle on teaching Latin skills, even though I don't know Latin any more than my oldest child - but I've figured out a few things about the language and was able to set up a study pattern to follow. I know how to teach spelling and reading; I'm doing alright with teaching English grammar (using R&S and applying that knowledge to writing and reading/analysis); I even have a sort of handle on teaching art skills here and there, with the help of some books, when we can get to it. But I've been reading those threads about conceptual vs. rote math, and am nervous. Not really, but just slightly. We have been using R&S and I intend to stick with it til we switch to the old Dolcianis for high school. I *have* found that, like 8FilltheHeart said somewhere in one of those threads, that this traditional program *does* teach concepts - and I know this because I have read explanations in it that helped ME understand elementary things that I never understood before. The TM would tell me to make some little chart or manipulative or something, to illustrate what it was talking about, or it would tell me what to say to the child to help him understand the concept. Sometimes, if my dd10 didn't understand, I was able to figure out a way to explain, that she would understand. Or I was able to figure out how to use something to illustrate it. Even now, when she's going through division flashcards, sometimes I will still say to her: 24 divided by 6? (dd hesitates for too long) OK, 24 cookies divided among 6 people? Oh, 4. BUT. Even before reading those threads, I still usually have this uneasy feeling that *I* don't understand concepts really well, and so I wonder if she does. (ds "gets" math very easily - he is one of those who figures out different ways to solve problems, like I read on another thread) So today I asked her some questions to get her to articulate what she understands so far about numbers, addition, subtraction, mult, and div. - so far so good. (she's in R&S 5) But I find that math is the one subject where I can follow the book to teach my kids, but I never feel like *I* have absorbed and understood the concept well enough. Yet because R&S has so many lessons in it, I always feel this pressure to make sure we get our lesson-a-day in, so we can finish in June. I wish I could take the book, take a step back from it, look at it with a bigger picture, and KNOW which lessons are important, which parts of the lesson are important for them to do, and leave out other parts. I've already dropped doing the tests because the review lessons are way longer than the tests and the tests just repeat what they reviewed the day before. Does anyone else do this? Actually take control of the book and pick out from it what is important? I already do stuff like odds or evens, letting my kids answer many things orally, etc. to make it shorter, but I still feel driven by the book, and I somehow feel like I should be driving the book but I don't know how because math is not my strength and yet I WANT to "see the beauty of math" that Jane in NC is always talking about. I also get math activity books from the library, but even with these I feel like I'm skipping through them in random order. I guess I don't see yet the bigger picture of how to build arithmetic skills - this first, this next, etc.. The only thing I'm sure of is memorizing math facts - yes, that is important to me and I'm glad we did it. I'm not really looking for advice on "how to cut down time in R&S" - more in general, how do I teach math while using R&S and assorted library books? I've looked into buying LoF books, but I don't really want to use another program alongside R&S, but I don't mind creating my own "supplementary games/activities/list of skills" type of thing, as long as I see a pattern and purpose and progression in it, and know what to include and why. So, any thoughts? Who's able to do this, and how do you do it?
  11. (I posted this on the K-8 board, but maybe some of you more experienced people can help me think about this, too. ) OK, that is a weird question, so hopefully this will explain it. I feel like I have an alright handle on teaching writing skills to my kids, with some knowledge gained from various sources such as WTM/SWB's writing lectures/R&S writing lessons. I feel like I have an alright handle on teaching Latin skills, even though I don't know Latin any more than my oldest child - but I've figured out a few things about the language and was able to set up a study pattern to follow. I know how to teach spelling and reading; I'm doing alright with teaching English grammar (using R&S and applying that knowledge to writing and reading/analysis); I even have a sort of handle on teaching art skills here and there, with the help of some books, when we can get to it. But I've been reading those threads about conceptual vs. rote math, and am nervous. Not really, but just slightly. We have been using R&S and I intend to stick with it til we switch to the old Dolcianis for high school. I *have* found that, like 8FilltheHeart said somewhere in one of those threads, that this traditional program *does* teach concepts - and I know this because I have read explanations in it that helped ME understand elementary things that I never understood before. The TM would tell me to make some little chart or manipulative or something, to illustrate what it was talking about, or it would tell me what to say to the child to help him understand the concept. Sometimes, if my dd10 didn't understand, I was able to figure out a way to explain, that she would understand. Or I was able to figure out how to use something to illustrate it. Even now, when she's going through division flashcards, sometimes I will still say to her: 24 divided by 6? (dd hesitates for too long) OK, 24 cookies divided among 6 people? Oh, 4. BUT. Even before reading those threads, I still usually have this uneasy feeling that *I* don't understand concepts really well, and so I wonder if she does. (ds "gets" math very easily - he is one of those who figures out different ways to solve problems, like I read on another thread) So today I asked her some questions to get her to articulate what she understands so far about numbers, addition, subtraction, mult, and div. - so far so good. (she's in R&S 5) But I find that math is the one subject where I can follow the book to teach my kids, but I never feel like *I* have absorbed and understood the concept well enough. Yet because R&S has so many lessons in it, I always feel this pressure to make sure we get our lesson-a-day in, so we can finish in June. I wish I could take the book, take a step back from it, look at it with a bigger picture, and KNOW which lessons are important, which parts of the lesson are important for them to do, and leave out other parts. I've already dropped doing the tests because the review lessons are way longer than the tests and the tests just repeat what they reviewed the day before. Does anyone else do this? Actually take control of the book and pick out from it what is important? I already do stuff like odds or evens, letting my kids answer many things orally, etc. to make it shorter, but I still feel driven by the book, and I somehow feel like I should be driving the book but I don't know how because math is not my strength and yet I WANT to "see the beauty of math" that Jane in NC is always talking about. I also get math activity books from the library, but even with these I feel like I'm skipping through them in random order. I guess I don't see yet the bigger picture of how to build arithmetic skills - this first, this next, etc.. The only thing I'm sure of is memorizing math facts - yes, that is important to me and I'm glad we did it. I'm not really looking for advice on "how to cut down time in R&S" - more in general, how do I teach math while using R&S and assorted library books? I've looked into buying LoF books, but I don't really want to use another program alongside R&S, but I don't mind creating my own "supplementary games/activities/list of skills" type of thing, as long as I see a pattern and purpose and progression in it, and know what to include and why. So, any thoughts? Who's able to do this, and how do you do it?
  12. I've read tons of threads on high school science order, and the types of science within each area. Now my questions (my head is spinning from all that reading). - Why is there a split between studying physics or chemistry conceptually vs. mathematically? - Why does it seem that studying them mathematically is "better" for high school? - Is there anything wrong with just studying them conceptually and calling that a high school course? - Would doing a mostly conceptual course in physics or chemistry be detrimental to even a science/math oriented child? As in, for later university entrance? (yes, I'll have a look at some admissions requirements, but just wondering about recent experiences out there) - Why, exactly, do some recommend going physics->chemistry->biology? - Could a mostly conceptual/optional mathematical physics course (the STG, to be specific, along with the WTM rec'd. lab manual and WTM rec'd. source reading, library reading, and writing/sketching/timelining, if you are familiar) be studied alongside Dolciani Algebra II/Trig without problems? - Are there different levels of high school mathematical physics courses? As in, some only require algebra, some require algebra and trig, some absolutely could not be done without pre-cal, etc.? - How are these mathematical physics course levels important in the consideration of future science/math study in university? I tried to find in-depth threads on the bio/chem/phys vs. phys/chem/bio debate, but couldn't find them - I know I read some good ones here within the last few years - if you could point me to some, I'd appreciate it. The reason I'm asking all this is because here in NS, high school is only grades 10-12, so I will probably do earth/space science in grade 9, and the other three after that, but am trying to work out the best order. We do WTM recs for grades 5-8 science, so I'm not sure we'll need to do this "physical science" that I see talked about here a lot (why do people do this, anyway? Is it because they haven't done chem or phys in middle grades?). My goal is to do another four-year round of those four areas, not to do a bit of something in 9th, and then repeat it more deeply in 12th. A possible plan would be: grade 8: 60s Dolciani algebra I, middle grade physics or chemistry grade 9: 60s Dolciani geometry, high school level earth/science (WTM rec'd.) high school: grade 10: 60s Dolciani algebra II/trigonometry, WTM rec'd high school physics plan (STG, lab manual, extra reading, writing) grade 11: 60s Dolciani Modern Intro. Analysis (which I'm told is pre-cal), WTM rec'd high school chemistry plan (STG, lab manual, extra reading, writing) grade 12: Calculus?, WTM rec'd. high school biology plan (STG, lab manual, extra reading, writing) What sparked all this searching and thinking is that I am trying to figure out what to do for chemistry for ds for grade 7 next year. The lab set rec'd. in my 2004 WTM is not sold anymore, and I believe the new WTM recs several labs-in-boxes, but I can't afford to buy a bunch of those. So.....I've been researching what to do - I've seen that some people use Conceptual Chemistry and Conceptual Physics in 7th and 8th grades, but I'm not crazy about doing what seems to be an in-depth textbook for middle grades - I really, really like the WTM idea of using a basic overview spine (and I'm starting to get an idea of what an overview would include - any input there would be appreciated), and supplementing with experiments, more reading, and writing. Also, I think CC and CP are too expensive for us. So, anyway, I'm researching about that (if you have any middle grade area-encompassing "spine" and lab book ideas for me - not RS4Kids - expensive, again, and I don't think chemistry is done? I would really appreciate help there, too!), and then started thinking, "If I can't come up with a chemistry plan for this year, why not do the WTM middle grade physics plan, which I already have (Reader's Digest books, create experiments from that)?" which led me down the road of researching the high school science order. Thanks for any input you can give!
  13. I just read through a whole bunch of past Latin threads to try and think through what I want our Latin goals to be. There seem to be two main reasons people talk about: 1. to read Latin books fluently, or 2. for the grammar/logical reasoning/English-shaping aspects of Latin study. I haven't decided which way I want to go yet, but came up with some questions. To those who want their kids to be able to read Latin books fluently, why do you want this? Is it just so they can enjoy the reading/viewing life and history through another language, or do the NLE and AP tests for verification/possible college credit factor into this? To anyone doing Henle, if a person does ALL of First Year Latin (Henle I), can Second Year Latin be done in just a year (say, in grade 9 or 10), since some of it will be review of Henle I? Or do you find that Henle II could take a couple of years? (I know that you can do just some of Henle 1 and then go into Henle 2 to save time, but I am doing Henle 1 with a middle grader, and don't have the concern about "losing" a year of study in high school, if we want to have time to go into reading Latin books - I feel better about completing the entire Henle 1 and getting a solid footing with grammar) And the thing I'm really wondering about is, does anyone actually use Henle III and Henle IV?? Meaning, Third Year and Fourth Year Latin? I've searched and searched and found ONE poster who said she planned to do that. If you have either of these books, or have used them, can you tell me more about them? Are they mostly reading? Or is there more grammar study in them (either new or review)? I read on one thread that there is some grammar in Third Year. If you use/have used them, how did you go about it with your child or yourself? Can you use each of these in one year? Are there online classes that use Henle III and IV? Are they one-year classes? The reason I ask about III and IV is because most of the posts I found said that people go through Henle II then switch to online classes for Latin reading courses after intensive grammar study. I wonder why? Why not use Henle III and IV? (I always wonder why, when I don't see people using what I see recommended in WTM:D, since I've used and trusted AND been happy with most of the recs so far) Finally, if you mostly doing Latin for the grammar/logical reasoning/English-shaping reasons, AND you are using Henle for this, how far did you/do you plan to go in Henle? Is Henle II good enough, or would you do Henle III or IV for some reason within these goals? Thank you.
  14. Hi, Ds and dd started Latin studies in 3rd grade, with Prima Latina (dd is doing this now). Ds has completed LCI and II, and is doing Henle's First Year Latin now in 6th grade. I've never studied Latin, and I have just planned so far to follow the recs in WTM. For Henle 1, I planned that we would take 6th-8th grade to do it, simply because it's mentioned in WTM as a possibility. I just wonder how realistic this is, considering that Latin is not our only subject - see my sig. So far I've been able to keep up with either figuring the next exercise/lesson out on the spot or the night before, but I am slipping in my ability to keep grammar forms/vocab memorized. Ds does a lot better at it, and we do drill 3-4 days a week. I tried to keep up with studying a week ahead of time last year, but I just periodically panic about SO many new skills for me to learn and know about (grammar, math, science skills, logic, etc.), that I don't ever feel I can dive deeply enough into one skill area to teach it REALLY well - not and have time to do my life's other duties and sleep. I guess I'm now questioning what I expect to get out of Latin study for my kids - do I want them to be able to read books in Latin? Do I want them to just have the mind exercise that studying Latin provides? The vocab background? Will they be disappointed if we don't get all the way through Henle 4? Does anyone even do that?? What is in books 3 and 4 anyway? What is book 2 all about - it seems to me like it's a lot more reading, but with review of grammar/new grammar, and exercises based on reading - is it considered a grammar course or a reading course or both? How stupid would it be to just learn the grammar/vocab and then not get to reading after book 2? What other questions should I be asking myself? I'm wondering whether I should slow Henle 1 down to 4 years, because I *thought* I had plotted out a good pace, but we are a bit "behind" - we started off well because it was review of LC, but now we seem to be slowing down to absorb new concepts/prepare new flashcards/get notes into the notebook/work through the exercises. Or maybe I need to tackle it differently? I let ds translate phrases and words orally, but for sentences I have him write down the Latin sentence when going from English to Latin. And, I admit, I have him write the Latin *and* English when going from Latin to English - I had in mind that it would be good for him to do "copywork" of Latin to get the feel of the words/spelling/sentence construction as already written in the book. Sounds good, but it does take up time....Part of this is that it saves *me* time - I do SO much of his other work orally with him (some math, grammar, etc.) as I tutor him through his first 1.5 or so hours of the day in various skills before giving him his independent work and assignment list. But he hates having to write Latin and English, and I'm unsure about making him do it - so I default for now to making him do it. I wonder if continuing in Latin will get easier for him to take over in the future - right now I'm still the driver for this. And we cannot afford online classes or tutors right now, and can't foresee that we will be able to in a few more years. And anyway, it just seems overall easier to do this at home, as long as I know how to teach my kids to study. If Latin is going to be the ancient language of our high school studies, is it pointless to just get through book 2 (if I decide to slow it all down)? (High school here is only grades 10-12, BTW) Oh wait, I just realized something - book 2 says that it covers things from book 1, and that if you just get through unit 7 (I think) in book 1, units 8-14 will also be covered in book 2. But I'm the kind of girl who wants to finish one book before doing the next. Will book 2 be easier/faster if we complete book 1? Also, since high school here is just three years, universities list requirements in 2-3 year increments, not four, so there isn't possibility (that I've seen yet, anyway) of uni requiring things like "four years of the same foreign language." Thanks for reading - I basically just want to know what I should be considering as my end-of-high-school goal/s for Latin, and how pacing of Henle 1 and 2/fitting in 3 and 4 should figure into this. I'm not a LCC person - I couldn't drop English grammar to accommodate Latin. Also I'm wondering how realistic it is that a high schooler, trained in study skills (new vocab/grammar forms? make flashcards and drill every day, and write them out a few times in your notebook to rivet them in your mind. new concept/derivatives? take notes in your notebook. new exercises? write out the Latin, either in translation or as copywork.), could continue in Latin without me having *more* knowledge of the language than him/her (I know that later on a tutor would come in really handy - I'd probably rather find and pay for a knowledgeable tutor for help when snags happen, than to conform to an online class). I hope this makes sense. I always just kind of "pour" my thoughts out when starting new threads about things I am wondering about.
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