2016 Fall HOME Digest

Parents as Inspirers Choosing the Best Electives Making Household Finances a Family Affair How Does a Stay-atHome Mom Choose a Business?

Adoption: The Ultimate Unit Study

HOME Digest Volume 26 2016

Editor-in-Chief: Kimberly Miller Editorial Staff: Kathy Green, Proof Reader Melanie Chandler, Proof Reader Photographic contributors: Kimberly Miller & stock photos Printer:

Printing provided by Print Mail of Maine, Portland.

HOME Digest is published by Homeschoolers of Maine PO Box 159 Camden, Me 04843-0159 (207)763-2880 (Fax 207-763-4352)

HOME Digest is published biannually in the spring and fall. The spring issue is a printed version, and the fall issue is available online at the HOME website.

HOME Board Members: Ed and Kathy Green homeschl@midcoast.com

Kathi Kearney

kkearney@midcoast.com

Chris and Jen Calnan back4tfarm@gmail.com

Mark and Melanie Chandler revmchandler@gmail.com

Chris and Tiffany Wilcoxson pastor@lifesource.org

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In This Issue 5 HOME’s 20/20 Vision 6 Regional Representatives 7 Complying with Maine’s Homeschool Statute--It’s Easy!

8 Parents as Inspirers 11 Choosing the Best Electives 14 Making Household Finances a Family Affair 18 How Does a Stay-at-Home Mom Choose a Business?

22 Adoption: The Ultimate Unity Study 25 HOME’s Short Story Contest Winning Entries 30 Schedule of Events 2016 31 Top 12 Reasons to Support Your State Homeschool Organization

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Homeschoolers of Maine is dedicated to furthering the interests of the education of children by their parents by all lawful means, including, but not limited to, support of and assistance to families who are educating their own children, dissemination of legislative and other information affecting the rights of parents to direct the education and upbringing of their children, participation in and sponsorship of conventions and educational seminars for teaching parents.

Look at What’s New at HOME’s Website!

Check out our website for the latest in news and events from Homeschoolers of Maine! It contains valuable information and encouragement to help you along, no matter where you may be in your homeschooling journey. On the website, you will find the HOME Blog, Upcoming Events, Discussion Forums, a Local Area Event Listing, and a very helpful Resources section.

Find out the basics of how to get started, research homeschooling laws in our state, and even share a bit about your own homeschooling journey on our Share Your Story page!

Visit www.homeschoolersofmaine.org today!

HOME Digest Advertising Rates Inside Front Cover - $200 Inside Back Cover - $200 Outside Back Cover (color) - $250 Full Page Ad - $100 1/2 Page Ad - $75 1/4 Page Ad - $50 1/8 Page - Business Card - $30 Classified Page - $10 For more information, contact Raylene Hunt at raye4home@gmail.com.

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Stay in Touch with HOME! There are so many ways to stay in touch and communicate with HOME: sign up for our Email news updates, follow our Facebook page, join the HOME Convention Facebook group, participate in our discussion forums, or just pick up the phone! Find out more on the Contact Us page of our website: www.homeschoolersofmaine.org/contact-us

HOME’s 20/20 Vision What lies ahead for HOME and homeschooling in Maine?

Growth! HOME’s Regional Representatives While the school age population is declining, homeschooling in Maine continues to grow! Over the past decade, homeschooling has increased by more than 35%. As a result, the ministry of HOME continues to grow and expand its reach in an effort to meet the needs of homeschool families.

Success!

Over the course of a year, it now takes more than one hundred HOME volunteers to carry out the work of this vital ministry in our state. The success of HOME’s activities, field trips and annual events (i.e. convention, graduation ceremony, used curriculum sale, etc.) depend on the helping hands of many. Our HOME Digest, website, social networking tools, and other regular publications require quite a number of experienced and talented volunteers. Trained staff and volunteers help with annual assessments and curriculum planning. Experienced volunteers assist Maine homeschoolers every day with their many questions and concerns.

Freedom!

In addition to meeting needs, protecting homeschool freedoms is of paramount importance to HOME. Throughout the year, several volunteers spend many hours monitoring federal and state efforts to control or regulate homeschooling. During the legislative session each year, HOME’s President attends a number of public hearings and committee work sessions to determine any possible impact of proposed new laws on homeschooling.

Security!

As each new year passes, we can look back over past years with grateful hearts. Though we have faced many challenges, God has granted many blessings and protections to Maine homeschool families. Through much sacrifice and with great courage, the early pioneers cleared and paved the way toward greater homeschool freedom in Maine. As a result, many more families are able to travel the road safely and securely with the assurance of help, support and clear direction all along the way.

Strong Leadership!

Though it is difficult to see what lies ahead, we know that we must plan for and expect continued growth in homeschooling in Maine. HOME must be ready to serve even greater numbers as more and more families seek refuge from the world and from public schools.

HOME is building a foundation of strong leaders in every corner of the state to help. However, in the years ahead we will need more than that. Future HOME leaders will need greater space to house and provide resources and services to homeschool families. Even at this juncture, our HOME Office is too small a space to serve others, comfortably. Storage and meeting space is extremely limited.

Hope for the Future!

We will move forward with hope, and trust that the Lord will continue to provide as He always has. However, each of us must do our part. Please prayerfully consider how you can join us to become a part of HOME’s 20/20 Vision for the future. By 2020, we truly hope to have passed the leadership baton to a new generation of committed and capable leaders who will continue to open HOME’s doors wide, and welcome many more families into the safe refuge that homeschooling provides.

Thank you, and God bless you!

HOME Board of Directors Support HOME’s efforts with a HOME membership. Membership with HOME is available at several levels, with discounts and benefits available at each level.

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HOME’s Regional Representatives HOME Regional Representatives are veteran homeschoolers who bring the ministry of HOME closer to homeschooling families in every area of the state.

Regional Reps provide a HOME presence within their region that is informative and encouraging. They are often the first friendly voice for a new homeschooling family.

Region 1: Aroostook & Piscataquis Counties Regional Reps - John & Sharon Bulley (207) 532-6734 - Houlton, ME

jsbulley@pwless.net Region 2: Penobscot, Hancock & Washington Counties Regional Reps. - John & Sharon Bosley (207) 546-7766 - Millbridge, ME

coastalwork@juno.com Region 3: Knox, Lincoln & Waldo Counties Regional Reps. - Zach & Kim Mazone (207) 751-8484 - Dresden, ME

eaglecovefarm@gmail.com

Region 4: Sagadahoc, Somerset & Kennebec Counties Regional Reps. - Robert & Amy Decker (207) 737-8885 - Bowdoinham, ME

stampinamy@myfairpoint.net Region 5: Androscoggin, Oxford & Franklin Counties Regional Reps. - Daryl & Michelle Collomy (207) 423-6783 - Hiram, ME

room4more29@gmail.com Region 6: Cumberland & York Counties Regional Reps. - Frank & Lisa Siciliano (207) 809-8075 - Westbrook, ME

lisaann4j@gmail.com

Support HOME With a Portfolio Evaluation

was accomplished, progress was made, and records were kept according to the state’s requirements. Portfolio evaluations also provide an opportunity for experienced homeschoolers to help other homeschooling families who might be struggling in some way.

Visit the HOME Website for More Information!

Upon completion of the evaluation, families will receive a letter written and signed by a Maine certified teacher. A copy of this letter must then be sent to the Department of Education and the local superintendent.

Maine homeschoolers are required to submit annual assessment results to the Maine Department of Education and their local superintendents. Many homeschoolers (especially new homeschoolers) become concerned about the annual assessment required by the state. HOME has provided a convenient annual assessment option that is completely homeschool friendly and fulfills the state requirements. In addition, families who choose to participate will be financially supporting Homeschoolers of Maine.

HOME recommends a portfolio evaluation as a means of annual assessment for homeschooled children. Evaluations through HOME are a simple and easy solution for homeschooling families. There is no need to drive or pay high prices! During the summer months, a review committee including Maine Certified teachers conducts portfolio evaluations at the HOME Office. The committee does not critique or make judgments concerning choices or methods of homeschooling. The purpose of evaluations is to verify that work

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Portfolio Evaluation Cost:

$39 per child (for members of Home School Legal Defense Association) $49 for non-members

To find out how to participate in HOME’s Portfolio Evaluation, please visit the HOME Table during the convention or the HOME website. If you have more questions concerning annual assessments, contact HOME at 207-763-2880 or homeschl@midcoast.com.

Complying With Maine’s Homeschool Statute…It’s Easy!

By Ed Green, President and Founder of HOME

In May 2003, Governor John Baldacci signed into law a complete overhaul of Maine’s homeschool law. Since then, the law has provided great relief to homeschooling families throughout Maine. The process has been so easy that many of you have been wondering if you were neglecting something! Here is an outline of what is required.

Under the law, those wishing to begin homeschooling a child for the first time in Maine (who has reached his or her 7th birthday or who has not yet reached his or her 17th birthday) must file a written notice of intent within the period of 10 days before and 10 days after the beginning of the child’s home instruction program.

This applies to a child removed from school at any point during the school year to be homeschooled, or to a child who moved into Maine at any point during the school year. If the child is currently enrolled in a public or private school, it is advisable (though not required) to file the notice of intent—or at least give the school informal notice—before the child is withdrawn.

The notice of intent must be filed, simultaneously, with the local school superintendent of your school administrative unit (you can find this address by contacting your town office) and with the Commissioner of Education at the Maine Department of Education in Augusta (find this address on the letter of intent forms).

It must include: the full name, signature, and address of the parent or guardian, the full name and age of the student, the date home instruction will or did begin, a statement of assurance that instruction will be provided for at least 175 days annually and will cover the following subjects: English and language arts, math, science, social studies, physical education, health education, library skills, fine arts, Maine studies (in at least one grade between grades 6 and 12); and that the student(s) will demonstrate proficiency in the use of the computer (in one grade between grades 7 and 12). a statement of assurance that the parents will submit a year-end assessment.

Each subsequent year by September 1, the family must file a “subsequent year” letter with the commissioner and the school administrative unit. The letter must state whether the student’s home instruction program will continue. It should be signed by the parent

or guardian, and include the parent or guardian’s full name and address, and, of course, the child’s full name.

The family must enclose a copy of the previous year’s annual assessment results for the child.

Both the one-time notice of intent and the letter each subsequent year should be clear and legible, or you may be inconvenienced by an official contacting you for clarification. The law requires you to keep copies of all items that must be submitted until the homeschool program concludes. (It is advisable to keep them longer). They must be made available to the commissioner upon request.

When mailing documents to the school administrative unit or commissioner, we strongly recommend using certified mail, return receipt requested, so you can prove that you sent the required documents, if that ever becomes necessary. Carefully file the green postal receipts. (Please note: The State Postal Center in Augusta is the mail service center for State agencies including the Department of Education. Your DOE mail receipt will come from this address, which is 88 State House Station, and will not be signed. This is not the DOE mailing address, however. Please use the DOE mailing address when sending your documents.)

The process is as simple as that! We thank God for the homeschool freedoms gained in 2003.

Pray that He will continue to preserve homeschool freedoms in Maine for all those presently homeschooling and for all homeschoolers in the generations to come.

Ed and Kathy Green are the parents of four grown daughters who were homeschooled through the 12th grade. After homeschooling their daughters for more than twenty years, Ed and Kathy are now helping with the homeschooling of their grandchildren!

In 1990, Ed and Kathy co-founded Homeschoolers of Maine in an effort to provide information, support and encouragement to homeschoolers throughout the state. Ed currently serves as the President of Homeschoolers of Maine, and speaks throughout the state on topics and issues related to parental rights and homeschooling. Kathy manages the daily details at the HOME Office. They reside in the town of Hope.

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Parents as Inspirerers by Karen Andreola

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From whence do you derive your inspiration?

unmarked hours that had gone into each entry. I marveled at what was home grown. Flowers more beautiful than in a florist shop. Whole rows of Ask anyone in Lancaster County, Pennsylvania, fruits, vegetables, herbs, baked goods, and preabout the annual end-of-summer agricultural fairs serves glowed more appealingly fresh and deliand you will be told that they are serious business. cious than what can be bought at the grocery store.

They’re fun, too. Our town’s fair begins with a pa- Indeed things are still made in the USA—as long rade. The streets are lined with enthusiastic faces. as there are pumpkins . . .

Three days of exhibits on the fairgrounds follow.

Ferris wheels and all other rides are barred from Never had I seen such fastidiously groomed and the fair, and so are prize stalls. Therefore no ticket healthy dairy cows and other farm animals. I couldn’t help notice their owners, the young peostubs litter the ground. ple, who handled their animals with pride and The fair is free. Many volunteer to run it. Many confidence. more enter. When we had recently moved to our town, the first time we visited the fair and stepped The aisles of amateur photographs, the tables of into an exhibit hall, I was astounded. I wasn’t ex- crafts, and a wall of paintings spoke to me that peopecting to see so many entries, so carefully crafted ple have found things to like about their world— by both children and adults (displayed safely un- enough to capture it in art. The dreary, murmurder plastic). Within moments a tear filled my eye. ing attitude of “why bother” was put to shame.

I couldn’t help it. But I wiped it away instantly, not wishing to appear emotional in public. I was The key word here is inspiration. Those who put impressed. The most wonderful thing is that I felt the work and care into making an entry in the agricultural fair had to have been inspired by someinspired. one. From whence do you derive your inspiration?

I examined the knitting, sewn garments, quilts, and embroidery and knew from experience the Our Educational Responsibilities

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To educate is to inspire. It is to sustain the inner life of a child with ideas. Ideas come by inspiration. We find them in books and experiences. As home teachers we are tempted (when exhausted) to tackle our educational responsibilities with the burdensome view of getting through a stack of educational materials: so much needs to be covered before the week is out, before the semester is out, before the year is out.

A Yoke That Is Easy I once mentioned in A Charlotte Mason Companion: It isn’t how much a child covers that matters most but how much he cares. When we understand that education is much, much more than the three R’s or more than covering all the material, we are refitted with a yoke that is easy. We are more willingly harnessed to the task and work faithfully, carefully, and lovingly. Why does the yoke seem easier? We recognize the importance of our call and have taken on a special role. Parents are to be inspirers.

A Child’s First Copybook By the very lives we live, we are sowing seeds of ideas in our children. A sobering old proverb states: “Parents are a child’s first copybook.” Because we love our children, we seek God to help us demonstrate understanding, kindness, patience, cheerfulness, hard work, and reverence in our homes. How else can children learn how to show these to others? Through books, written by people inspired by ideas, we give children what is pure, lovely, noble, and just to think about. Books alive with ideas do the teaching.

“Right thought flows upon the stimulus of an idea, and ideas are stored . . . in books and pictures and the lives of men and nations; these instruct the conscience and stimulate the will.”1

rely on other sorts of books to inspire us. This fallen world is not all sweetness. Therefore we reach for books that accompany life’s hard truths with hope.

In literature, we meet sorrow, but we ought also to meet large-hearted characters that comfort. In history and biography we meet those who destroy, so we look for those brave souls who build, defend, or minister the gospel. Science rises to meet the challenge of hardship and sickness, and so we read about the inventors and the healers. Inspiration comes by way of those who uncover truth and pass on the flaming torch of ideas (especially needed in dark places). Some day our children may be one of the torchbearers.

Charlotte Mason borrows language from Ecclesiastics when she tells us: “The duty of parents is to sustain a child’s inner life with ideas as they sustain his body with food. The child is an eclectic; he may choose this or that; therefore, in the morning sow thy seed, and in the evening withhold not thy hand, for thou knowest not which shall prosper . . .”2 Inspiration comes by way of those who uncover truth and pass on the flaming torch of ideas . . . . Some day our children may be one of the torchbearers.

Home educators know Karen Andreola by her groundbreaking book A Charlotte Mason Companion. Karen taught her three children through high school—studying with them all the many wonderful things her own education was missing. The entire Andreola family writes product reviews for Christian Book Distributors. Knitting mittens and sweaters and cross-stitching historic samplers are activities enjoyed in Karen’s leisure. For encouraging ideas, visit her blog: www.momentswith motherculture.blogspot.com.

Endnotes: 1. Charlotte Mason, Philosophy of Education, Charlotte Mason Research & Supply, page 130.

2. Ibid., page 39.

Passing on the Torch A good schoolbook shows us what virtue looks like. Textbooks do the job of offering us facts, but seldom do they go into the interesting detail of discovery, invention, or spiritual awakening. So we 10

Copyright 2012, used with permission. All rights reserved by author.

Originally appeared in the October 2012 issue of The Old Schoolhouse® Magazine, the family education magazine. Read the magazine free at www.TOSMagazine.com or read it on the go and download the free apps at www.TOSApps.com to read the magazine on your mobile devices.

Choosing the Best Electives by Jan Burt

My son earned an A+ in his Auto Shop elective by rebuilding this engine for his 1979 Camaro.

The word electives strikes panic in the hearts of many homeschoolers, but with careful planning and intentionality, every mom can teach electives with success.

For homeschoolers, when it comes to choosing electives, the problem is not a lack of options—in fact, we probably have too many options! Rather, the problem is determining which electives best fit into the framework of your family’s homeschool. . . . With careful planning and intentionality, every mom can teach electives with success.

I have found that asking a series of probing questions helps to determine which electives a homeschool student should pursue. Here are some examples: Do you plan to send your child to college?

If the answer is yes, then college prep courses and electives that stand out on a transcript are good choices (i.e., AP History classes, an SAT prep course, 2–3 years of foreign language). Are you more delight-directed, or do you prefer textbooks?

How much time and how much money do you have available for electives? Do you, as the parent, feel

competent to teach electives, or would you prefer to have someone else do the teaching? Using these questions might lead to this train of thought: “College? Well, no . . . we’re more delight-directed. I have a little extra time and a fair amount of money available. Yes, I think I can handle teaching most coursework. I don’t think we need college prep work, so I’ll look for elective options that are more hands-on. Maybe a book on building 2 x 4 furniture, Dad’s table saw, and a trip to the lumber store? And my daughter could spend nine weeks learning how to bake from scratch. I’ll put her in charge of making lunch each weekday! Wow, planning electives really isn’t that difficult after all.”

If that seems a little too easy for you, let me assure you, it is exactly how I began the process of choosing electives for my children. Proverbs 22:6 says, “Train up a child in the way he should go: and when he is old, he will not depart from it.” A quick word study using Strong’s Exhaustive Concordance of the Bible reveals that this verse tells us as parents to train our children according to their natural bent or abilities, carefully narrowing the path before them with the intent of aiding them to fulfill God’s plans for them. Asking questions 11

about who your child is and what his natural abilities are will help you lead him along the path to God’s best.

For our family, I chose to either teach or facilitate most electives at home. Some of the things my children have studied as electives include these: small engine repair, wood shop, home economics (sewing, candle making, child care, baking, etc.), music appreciation, advanced auto shop and large engine repair, Latin, Spanish, and Greek, just to name a few. If you are willing to spend some extra time on planning and preparation and will stay on top of your children’s assignments to ensure projects are completed in a timely manner, then you will likely see great rewards.

One of my daughters expressed an interest in photography several years ago, so we invested in Photoshop, online classes, books about photography, and so on. We began with the basics and added materials as her interest grew. She now has a

thriving photography business and takes fabulous pictures! I’d say it was well worth the investment!

My son expressed a desire to replace the engine in his 1979 Camaro. He did so well that he also replaced the standard automatic transmission with a five-speed Muncie manual transmission! I have yet to hear about another person who has cut a hole in the floor of his car and changed it from an automatic to a manual transmission with absolutely no formal training whatsoever. Both the engine and the transmission run beautifully, and my son earned a solid A+for that elective!

Another daughter is very artistic and found she enjoyed working with polymer clay. Her skills are maturing, she has had nearly 27,000 views of her You-Tube tutorials on working with clay, and she earns about $1,000 per year selling custom-made clay charms in her Etsy shop. I share these examples to encourage you to let God use elective courses to grow the gifts He has placed in each of your children.

Senior picture taken by my daughter, who now has her own photography business (A&B Photography). Her love of photography grew from an elective course into a successful business.

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Introducing electives during the elementary years is best, provided it suits your family’s needs. If Mom and Dad have been incorporating electives since grade school, it can make the process a lot less intimidating when the high school years roll around, but you can add electives as late as twelfth grade, of course! After all, homeschoolers are among the most adaptable people around, and throwing in an elective or two during the final year of high school is certainly no more difficult than teaching a child his times tables. Simply start where you are, and remember that when it comes to teaching electives, the first step is usually the hardest.

If you are wondering what that first step to teaching electives entails, it is actually quite simple: Choose and complete your student’s first elective course. You may think that’s easier said than done, but in reality you have probably already taken that step. In fact, I would be willing to guess that you have already provided electives that you weren’t aware of.

Keep in mind that electives aren’t limited to courses involving instruction in a foreign language or cello lessons, although both of those are excellent options. Sports are electives, too, and if your student has taken private lessons for several years, then each year of lessons from middle school through high school can legitimately be assigned corresponding credits on your child’s high school transcript. Does your son take PE with a homeschool group? That’s an elective. Does your daughter take swim lessons at the YMCA? Also an elective! I’ve found that once Mom begins to view the things her children are already doing through the lens of “electives,” a whole new world opens up and most of the fear of teaching electives dissipates.

Asking questions about who your child is and what his natural abilities are will help you lead him along the path to God’s best.

Clearly identifying the end goal will help ensure that you actually reach that goal. Any time spent planning your child’s electives can pay off in big ways down the road. Obviously, we can’t see the

end of the road from where we are currently, but we can take the next step forward toward the goals that we believe the Lord has placed before us. The best way to keep from turning down the wrong path is to daily ask the Lord for His wisdom and then simply and obediently follow in the direction that He leads.

Let me share a few more questions and hints to help you pick and choose which electives to teach in your homeschool: • Consider your children’s ages carefully—some courses (such as Spanish) can be taught at a very early age. Others, such as small engine repair, need to wait until the teen years.

• Calculate driving time and additional fees and expenses right from the start. Photography is an expensive elective, and we “built up” the course slowly as we could afford it.

• Don’t be afraid to seek help when teaching electives. From online classes to co-ops, DVD-driven curriculum to Grandma’s kitchen, and even the newer trend of open courseware, there are plenty of options!

Lastly, but of the utmost importance, ask the Lord to lead, guide, and bless your choices. No one— not even you, Mom—knows your children like the Lord does. He knows exactly what they need to learn, when they need to learn it, and how to provide for it. Ask Him daily to provide for all aspects of your homeschool!

Jan L. Burt is a seventeen-year homeschool mom to five kids (ages 20, 18, 17, 15, 13), wife of Tony (retired U.S. Army officer and youth pastor), author of The Homeschooling Mother’s Bible Study, and former TOS Crew product reviewer. Jan’s second book, All Things Homeschool ~ Hints, Tips & Encouragement for the Homeschooling Mother, will be released as an E-Book in the fall of 2013. Follow Jan at www.MomsWhoHomeschool.blogspot.com and buy her books at www.AllThingsHomeschool.weebly.com.

Copyright 2012, used with permission. All rights reserved by author.

Originally appeared in the September/October 2013 issue of The Old Schoolhouse® Magazine, the family education magazine. Read the magazine free at www.TOSMagazine.com or read it on the go and download the free apps at www.TOSApps.com to read the magazine on your mobile devices.

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Making Household Finances a Family Affair

By Christy Acre 14

Showing your children that you use your resources wisely and carefully lays the foundation for wise future money habits.

Do any of the following questions sound familiar to you? “Why can’t you just get money from the machine?” “What do banks do?” “Why can’t I have that game that my friend just got?” “What is a bill?” “Why do we give money to the church?”

These questions and many more are familiar to parents everywhere. Because decisions are made on a daily basis regarding how money is earned, spent, given away, or saved, most children are at least somewhat aware of their family’s financial situation. So, instead of putting off their questions until later, invite your children to become aware of how your family manages money. Their participation will go a long way toward teaching them responsibility in this very important life skill as they mature and make financial decisions of their own.

Most homeschoolers have the advantage (and yes, sometimes the challenge) of having our children accompany us on errands around town. As children grow older, they gradually become more aware of what is happening as these stops are made, and these stops can provide mini lessons in finance. Experiencing firsthand what is happening goes a long way toward shaping your children’s outlook on earning, giving, spending, and saving.

Online banking is a wonderful convenience, but when a paycheck is direct-deposited and the children never see the money going into the bank, but only see it coming out, it’s as though a piece of the puzzle is missing. Be sure to explain to your children how your money gets into the bank (so that you have money to take out later). Income is received in various forms, and it is important for children to know that without this first step of

earning money, the next steps of giving, spending, and saving wouldn’t be possible.

Each family makes unique choices about giving part of their income back to God in the form of tithes or offerings at church or giving to charities. Be sure that your children are aware of how your family designates any giving, thus encouraging them to become givers when they earn their own money. If children see that giving is as much a part of earning money as spending and saving, then hopefully they will become generous adults.

Explaining to our children how we spend our money and where it all goes could be a daunting task, depending on how detailed you would want to be, so these discussions should be age-appropriate. The older the children get, the more they should be aware of how the money that is earned is distributed.

Again, paying bills through online banking is great, but to a child it is almost like you can type in any number you want and the bill will be paid. It can be helpful to use play money and physically count out what is earned and what is owed, if you want to get more in depth with the concept of earning and spending, so that children can see what the family has to work with each week or month. That will give them exposure to reality, as opposed to simply seeing some numbers on a screen.

Showing our children how we save money can be done in a variety of ways; some are so simple that we may not even think about them. Every time we 15

make a decision not to buy something, we are saving. When we cut out coupons and look for the best deals at the grocery store, we are saving. When we tell our children they cannot have that toy at the checkout, we are saving.

Hopefully, your family can designate a portion of your income to be deposited in a savings account.

Take the kids with you when you make a deposit, and let them see how the money adds up with interest. . . . Giving and sharing with others is both a responsibility and a privilege.

As children mature, they can be taught lessons that mirror what your family is doing in the area of finance management. Whether you give your child an allowance or allow him to earn money for doing tasks around the house, providing him with a small income is a great way to start your child down the road to financial independence. Have the child keep a journal that shows income received and money spent. In a separate container, he can set aside any money that will be donated to church or a charity, thus demonstrating that those funds are already designated.

What if your family is experiencing a rather challenging time when it comes to being able to pay the bills each month? How much should children be made aware of a stressful financial situation?

It really depends on the age and maturity level of each child. You don’t want to worry the younger kids, but you can still share with them that perhaps you need to cut back on some extras or you won’t be able to eat out this month. Showing your children that you use your resources wisely and carefully lays the foundation for wise future money habits.

The next time you go into town to run errands, think about all of the stops you need to make, and after each stop, ask your kids how you made a financial choice, whether it was big or small. Here are a few examples: • You take your children to the library for Story Time. Making the decision to put money in the parking meter is the smart decision—instead of 16

taking the chance of getting a much larger fine later. Returning books on time is another way of saving money, to avoid overdue book fees.

• At the grocery store you can show your children how to shop for the best deals and use coupons.

It is so gratifying when your child can pick out a special deal or see a sale item before you do!

• How about shopping for clothes, shoes, or any basic necessities? Teach your children the difference between a wanted item and a needed item. Are the shoes that light up really necessary, or could you get shoes and a pair of boots for the same price, which would be more practical? Teaching your children about comparison-shopping is a great lesson in responsible spending.

Teach your children the difference between a wanted item and a needed item.

• Have your children put money in a donation bucket or in the basket at church. Explain to them that when God blesses us, we can bless others. It doesn’t matter if it is a little or a lot, but children can be shown that giving and sharing with others is both a responsibility and a privilege.

When we invite our children to be involved in our family’s finances, we are instilling in them habits and behaviors that will carry through to their adult lives. Like any other skill we teach our children, a lot of time is involved, but the time spent is well worth the effort, because we know that our children are being equipped to handle their own finances responsibly.

Christy and her husband, Darin, live in Pennsylvania with their children, Garrett and Hannah. Christy and Darin feel that it is an amazing privilege to be able to teach their children at home. The Acre family has a home business, Virtues and Verses, with the purpose of encouraging families through faith and fun, at www.virtuesandverses.com.

Copyright 2012, used with permission. All rights reserved by author.

Originally appeared in the September/October 2013 issue of The Old Schoolhouse® Magazine, the family education magazine. Read the magazine free at www.TOSMagazine.com or read it on the go and download the free apps at www.TOSApps.com to read the magazine on your mobile devices.

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18

How Does a Stay-at-Home Mom Choose a Business?

By Hope Ludeke

. . . There’s much to consider when one is going to brave the world of entrepreneurial ventures.

How does a stay-at-home-mom choose a business? In this article we’ll present questions that fall into three categories: questions about you, questions about the marketplace, and questions about the company (if you want to partner with one).

The task of choosing a business to start can be overwhelming, with many things to ponder: products versus services or both, online versus off, a market based on gender versus age versus interests, hightech versus low-tech, large versus small monthly overhead, tremendous initial working capital versus starting on a shoestring budget, and lastly, partnership versus flying solo. Yes, there’s much to consider when one is going to brave the world of entrepreneurial ventures.

A word of encouragement is in order here. Since we are talking about the stay-at-home mom, in this case, one huge advantage to operating a business from home is the fact that this is where you’ll find one of the last places on earth to have a safe tax shelter without getting into any gray areas with the IRS. Be sure to consult with your professional income tax preparer for the details and a list of legitimate tax deductions for a home-based business.

Let me just say, because you’re conducting business from your home, there are many things you would be buying anyway, and when used for business, a percentage (sometimes all) of the purchase is tax-deductible. Again, since I’m not offering 19

specific tax advice here (not my area of expertise), talk to a certified public accountant or tax consultant who can educate and encourage you along the way.

You’ve heard the phrase “Follow your passion and the money will follow.” I like to take a more objective approach in choosing a business: Do some research beforehand. Now, I’m not saying to kick your passion to the curb. In other words, it’s an art but also a science—do something you enjoy and do something that will pay off at the end of the day.

Now it’s time to dive right into our three categories of questions. I encourage you to find a quiet, private place to think seriously about each question. Make lists if you need to. You may even want to draw a line down the center of a fresh piece of paper and list pros and cons related to some of the questions. Investing serious effort in the decision-making stage can save you time, money, and grief later.

• Is there a demand or need for the products or services?

• Is it “repeat business” and, if so, how often?

• How much competition is there?

• What are the various business models within the industry?

• How much capital is required to start and maintain the business?

• Is there a need for lenders or investors?

• Who is the target market for the product or service?

• What will be the best marketing methods?

Ask these questions about the company:

Ask these questions about yourself:

• How long has the company been in business?

• What things do you enjoy doing?

• Who founded it?

• What are the skills you possess?

• Is it a public or private company?

• Which of your skills are marketable?

• If it’s publicly traded on the stock market, what’s the Dunn & Bradstreet rating?

• How much time per week do you have to commit to a business?

• What kind of business are you interested in doing?

• Will your loved ones be supportive?

• What kind of business would you enjoy and not get bored with?

• Do you have the ability to create leads for your business?

• Are you disciplined enough to be your own boss and stay productive even when you don’t feel like it?

Ask these questions about the marketplace: 20

• Is the company solvent?

• What is the company’s mission statement?

• Does the company offer more than one product or service to the consumer?

• What products and/or services does it offer?

• Are the products/services priced competitively?

• What’s the quality of the products/services?

Make sure you like them first.

• Is there a required monthly purchase in order for you to stay in business?

• What start-up costs and/or monthly fees are re-

quired?

your own websites?

• Does it require full-time effort, or can it be done on a part-time basis?

• What marketing limitation does the company put on you?

• Are you disciplined enough to be your own boss and stay productive even when you don’t feel like it?

• What’s required to market the products/services effectively?

• Is the company international or domestic in nature?

• Does the company have a traditional business model, or is it network marketing?

• What training/mentoring does the company provide?

• What training is included?

• Is the training thorough and does it equip you to be successful?

• Have other representatives of the company found the training to be good?

• Are there extra fees for the training and if so, how much?

• What is the compensation plan like—what percentage commission is paid?

• How often does the company pay out the commissions?

• How do those commissions get paid to you?

• Are there unethical or dishonest practices within the leadership?

• Do they make illegal statements such as saying the products will “cure” a disease?

• Are there good testimonials to assure repeat purchases from customers?

• What are the restrictions the company puts on you in the contract?

• Are you allowed to sell the products /services on

• Is there a niche (specific demand and not too much competition)?

• Does the company use hype or facts to recruit new people?

• Does the company promise huge amounts of income for very little effort?

• Does the company compensate reps for sales and for training leaders?

• Does the company allow positions in the matrix to be bought rather than earned by being a good leader?

• What percentage of the profit is allocated for the compensation plan?

These three lists are not exhaustive, but they can help you make a wise decision as you venture down the self-employment road to work from home. I wish you much success!

Hope is a mother of three wonderful kids (grown and “home grown” K–12). Online marketing is her cup of tea, specializing in business coaching. With a strong desire, tremendous energy, and many years of experience as a self-employed leader in business, she embraces each opportunity to train and develop successful business owners. She is surrounded by a team of people who have traveled the road to success, and Hope would love to help you learn to make money from home. Give her a call at 916-410-9000.

Copyright 2012, used with permission. All rights reserved by author.

Originally appeared in the September/October 2013 issue of The Old Schoolhouse® Magazine, the family education magazine. Read the magazine free at www.TOSMagazine.com or read it on the go and download the free apps at www.TOSApps.com to read the magazine on your mobile devices.

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Adoption: The Ultimate Unit Study I had never thought much about international adoption, yet on this day I knew that the boy I saw was my son.

By Mary Beth Osowski June 13, 2011, dawned clear but smoggy in Shanghai. My husband and I sat in a stuffy government building filling out yet another piece of official paper, when out of the corner of my eye I caught the movement of a little boy at the door and glanced up to see the frightened look of my new son. This was our “Gotcha Day,� the day we met our sixth child, a 7-year-old who lived in China.

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As a homeschooling family, we had learned about many countries and cultures, yet nothing we had studied previously had been quite as complete as our study of China was that year. I was on my computer one day when I first saw the face of my son: a special needs child living in Shanghai. I had never thought much about international adoption, yet

on this day I knew that the boy I saw was my son.

I shared the picture with my youngest boy, then 7 years old, telling him, “No, the package delivery truck could not bring his new brother,” and thus began our family’s first lesson in the unit study I called “Adoption.”

Adopting a child from a foreign country is a long and complex process. Our adoption took exactly a year, beginning in June of 2010, and during those twelve months, the lessons on Chinese culture came frequently and included geography, Mandarin, and the plight of orphans in the world.

One of the first things I did when we took that initial step into the world of international adoption was to hang a large world map on the wall.

I had previously stashed mine away in a closet because of space, but it now became the focal point of my dining room, and all the countries we studied during our homeschooling day were now discussed in relation to China. For example, if our math book mentioned Mongolia, I could say, “Mongolia is on China’s northern border.” My older kids, who knew where China was, learned the names of some of China’s major cities and their populations, including Shanghai, which has a population of 23 million.

In addition to the land, we learned about time zones. Since Shanghai is exactly twelve hours ahead of where we live in Indiana, every morning at eight o’ clock, when we ate breakfast, I would remind our children that their Asian brother was going to bed. Twelve hours later, at bedtime when we prayed, we included a prayer for their brother to have a good day.

We learned that the latitudes of Shanghai and Southeastern Indiana are similar and therefore these two cities have comparable weather patterns and temperatures. My husband added “weather in Shanghai” to his phone so that every day we could find out what kinds of conditions our son was experiencing. Finally, we absorbed some of the most beautiful sites and landmarks of China via the Internet and numerous videos that we checked out from our local library.

After the preliminary study of China’s geography,

we followed up by learning the official language.

When we made the decision to adopt a child from another country, especially an older child (ours was 7), it was imperative that we learned his native tongue. China has many dialects; however, the official language is Mandarin, and this is the one we tackled.

I borrowed and bought every book or program I could get my hands on, and as is typical of homeschoolers, each of my children used different methods to pick up the components of the new language. My 12-year-old used the immersion computer program I checked out numerous times; she and I would help each other with pronunciations. My 14-year-old, who enjoys art, was drawn to the written Chinese characters and drew many, using them as decorations for her notebooks. My 7-year-old son liked the Chinese nursery rhyme songs that we bought and the videos of interactive Chinese for kids. I encouraged the children to use Chinese phrases we had learned in our everyday life, such as telling me that dinner was good (zhen hao chi) or saying good-night (hao hao shui jiao).

Wo ai ni (I love you) was repeated many times in our house. All of these tools gave us a broad base of a foreign language and made the Chinese culture come alive.

Whenever one child would ask why we needed another child (we had five) . . . , we could turn to Scripture and look at the mandates that God gave us.

In addition to learning about the country’s land and language, my children also learned the Godly principle of caring for the orphans of the world.

Estimates from UNICEF on the number of orphans in the world vary somewhat; however, even with a conservative estimate, there are more than 13 million orphans in the world.

Our family has sponsored children through an international organization and written them letters for many years, but the journey we were now on required a greater level of sacrifice and commitment. My husband and I discussed with the older kids the reasons for children being abandoned and the bleakness of their futures if not adopted.

My youngest son, who was adopted domestically, 23

already had a good understanding of what adoption was and some of the reasons for it.

Whenever one child would ask why we needed another child (we had five) or why he or she couldn’t have something because of the cost of adoption, we could turn to Scripture and look at the mandates that God gave us. It would hit home personally when they thought about our son going to bed without a mommy to sing to him or the fact that he probably didn’t get to run and play outside as they did. There were no tests to take in this study of compassion, yet on the night before we left, when I found hidden in my bag money that my daughters had saved for our trip, I knew that they had grown spiritually, and instead of me earning an A, God was saying, “Well done.”

The process of adoption is a wonderful analogy for what God did for us. For the homeschooling family who embarks on this journey, it also enlarges their view of the world and the plight of those God

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sees as especially dear to Him. Learning about a different culture, language, and socioeconomic structure gives children an understanding of more than academics and the world; it gives them a view into eternity.

Mary Beth lives on a farm in rural Indiana with her husband of twenty-six years and four of her six children. She has homeschooled for sixteen years. Having adopted both domestically and internationally, she recently started a nonprofit organization called Be The One in order to financially help families who are adopting internationally.

Copyright 2012, used with permission. All rights reserved by author. Originally appeared in the September/October 2013 issue of The Old Schoolhouse® Magazine, the family education magazine. Read the magazine free at www.TOSMagazine.com or read it on the go and download the free apps at www.TOSApps.com to read the magazine on your mobile devices.

HOME’s Short Story Contest Winning Entries In this section, you will find the winning entries in our 2nd Annual Short Story Contest. We enjoyed reading each entry we received and were impressed with the talented young authors. What a tremendous job they did!

We are so pleased to share these wonderful winning entries with you. Congratulations to these young writers.

And to our readers, we hope you will enjoy these delightful short stories as much as we did!

And Liber-tea forAll

By Inara Barker, Age 10

My Ancestor Phillip Babb

By Matthew J Dyer, Age 7 Phillip Babb was a pirate and is a part of my heritage because he is my super great grandfather. He was born in 1619 and died in 1672. In his lifetime a lot of U.S. colonies were started and the Mayflower landed on Plymouth. When he grew up, he became a pirate. There was a baby born on a ship at sea. Pirates boarded that ship and pirate Phillip Babb stopped them from killing people on the ship and gave a silky cloth to the baby and asked her parents to name her Mary. After that he changed his mind about being a pirate and became a butcher, fisherman, and policeman on Appledore Island in Maine. He might have gone from Appledore Island to Smuttynose Island and buried some silver there. And after that he had a good rest of his life I think. People still say his ghost haunts Appledore Island. I like a pirate for an ancestor. I think it is cool. I hope he was a good pirate and was good for the rest of his life too.

The courier galloped through the busy streets of Boston, waving a copy of The Boston Yankee.

“Read the latest news! The Townshend Acts, folks!

Don’t miss it!” He stopped his horse, dismounting in the middle of the crowded square. Several men hurried towards him as he pulled out a handful of the papers from his bag. The courier distributed them, slipping the money into his bag. Mounting again, he rode off down another street. “Read the latest news! The Townshend Acts, folks! Don’t miss it…” His voice trailed off into the distance.

A small boy watched from the shadows of an alley as the men stared at the papers, their expressions getting more outraged every minute. His brown jacket was tattered, his shoes were scuffed, and his thick brown hair was messy and slightly long, giving the impression that he did not have money to buy his own copy, but someone was bound to leave their paper lying around somewhere.

Ah! One man had tossed his paper into the alley next to the one he was in. No need to wait. He entered the street and ducked into the alley, picking up the paper. The headline blared out at him.

“Townshend Acts Are Passed!”

The boy’s eyes scanned the page. “Last week, King George III approved the Townshend Acts…this includes taxing paper, glass, lead, paint, and tea… many colonists see this as an outrage and will not 25

buy anything from England…the English merchants are demanding that the Townshend Acts be repealed…King George will not comply…”

The boy looked up from the paper. He had not noticed that the sun was setting. He quickly put the paper down on the cobblestones of the alley and and went out. As he hurried down the street, away from the still-busy square, he thought about what might happen. The colonists were already angry about the British troops that had arrived in Boston, but this might start a riot. King George was trying to exercise his power over America, and that would almost certainly end badly.

He turned the corner onto a small dirt road and walked up to the door of his house. It was a small one-story house, with white peeling paint and green shutters. As he walked past the yard, a small blond-haired girl ran up to him. “Hello, Thomas!”

He smiled. “Hi, Annabeth.” She was his little sister, five years old, and already quite mischievous.

He opened the door and stepped into the kitchen.

It was warm and cozy, and smelled like bread baking. His mother looked up as he entered. “Thomas! Where have you been? I’ve been worried to death! But come,” She led him to sit in front of the fire. “What have you been up to now? Your jacket has another rip. How many times I’ve had to mend it, I don’t know.”

“I’m sorry, Mother. I was in the market.” He apologized.

“Well of all the things--” She broke off as Thomas’ father entered the room. He was a heavily-built man, with the same messy brown hair that Thomas had. He was tall, so tall that he had to duck his head so as not to knock it on the door frame. His face wore a stormy scowl.

“These acts that King George keeps passing!

There’s a new one- a tax on paper, tea, paint, glass, and lead! Why, I say, do they feel that our every import needs to be taxed? This is going too far!”

He sat down, dropping his head into his hands.

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6 Years Later A lithe and strong teenaged boy strode down the streets of Boston, toward the square. He walked with a confident stride, his hands thrust into his pockets. His brown hair was messy, and he wore a green jacket. The bright sun beat down on him. In spite of it being December, it was as warm as if it were May. The snow was scarce, and the boy could only see one small patch of dirty snow hiding underneath the shade of a thorn bush.

Presently he came to the square, and as he had expected, the courier was in the middle, waving his papers. “The Tea Acts! Read all about the latest Acts!” The boy smiled. That courier just didn’t stop. As he stepped forward, the courier turned and saw him. A smile broke across his face. “Ah, young Thomas, is it not? Are you here for the newspaper?”

“Yes.” Thomas rummaged in his pocket, pulling out two small copper coins. He took the newspaper, retreating to a bench at the edge of the square.

A picture of King George III was on the front page, followed by the article that the courier had been talking about. He read out loud to himself: “December 3, 1773. The Tea Act, an outrageous act of England that was passed in April, has stirred up feelings of anger among the many Patriots in Boston…being required to only buy tea from the East India Company, many have given up tea…”

As he skimmed the rest of the article, two men passed by. He heard a small bit of their conversation. “Did you hear about that strike that the Sons of Liberty are planning?”

“No, what about it?”

The other leaned in close, his voice barely audible. “They’re planning to dump tea into the Boston Harbor!”

The Sons of Liberty! His father was a member! He might tell Thomas about the strike. He jumped up, leaving his paper on the bench.

His father was at home, in his study. He put down

his quill pen when Thomas entered. “Hello, Thomas. I haven’t seen you for a while. What is it you want?” The boy sat down in one of the straightbacked chairs.

“I was reading the newspapers and...“ He hesitated.

“Yes? Go on.”

“Well I’d like to ask you-“ His face turned red. His father did not usually talk of the work he did as a Son of Liberty. “I was wondering if you could tell me about the strike the Sons of Liberty are having!” He blurted.

“Ahh.” His father tilted back in his chair. “Well, I would not normally tell anyone who is not a member, but you are a wise boy--quiet too.” Thomas leaned forward. “Yes, please tell me.”

“Well, thirteen days from now, we are all going to Maurabel Wharf. There, some ships will be waiting, carrying large loads of tea. We will throw it into the harbor!” He looked delighted. But then his face took on a serious expression. “Promise you will not tell anyone of this. There are some people in Boston, people who support King George, who would use it to the British’s advantage.”

Thomas nodded solemnly. “Not a word.” “Good!

That’s m’boy. Go along now. I need to finish this paper.” His father gave him a playful shove.

Thomas sat in the garden to the back of the house.

So they were planning to dump tea into the harbor! He would like to help, but his father would say he was too young. Thomas was still a boy, only fifteen. He watched a robin on the ground hop along, pecking for bugs, as a plan began to form in his mind.

A few days later…

Thomas sat with his mother and father in the kitchen. Annabeth had long since gone to bed, and his father was getting ready to leave. He would wear his normal clothes, but his face was painted.

“Well, I suppose I should go,” he said. The sun had sunk into the ground hours ago, and the only light

came from their candles. They both watched as he walked out the door and turned onto the road. In a few moments he disappeared from sight. Thomas pretended to stifle a yawn. “Ahhh… Excuse me, I think I will go to bed early.”

His mother agreed. “So shall I. ’Tis been a long day.”

Thomas put the finishing touches to his Indian war paint. His whole face was a maze of stripes, dots, and dabs of colorful paint. He hoped that, if his father saw him, he would not recognize him underneath all the face paint. He extinguished his candle, and, closing his paintbox, stowed it underneath his bed. He opened the door to his room slowly. It was old, and let out a high-pitched squeak as it opened. Thomas froze. No one seemed to be awake, though. He tiptoed down the stairs, carrying his shoes. At the door he slipped them on, lacing the sides together. He pulled the door open and stepped out into the cold night time air.

An owl hooted in the distance, making him jump. It was just a bird, he reassured himself. He straightened his shirt and strode off down the walkway, toward the street. He felt a twinge of guilt as he looked back. The house stood, tall and lonely. He hadn’t even left a note telling where he was going.

If his mother found out where he was, she would be worried sick. Annabeth, too. She was eleven now and turning into quite the little lady. He pushed the thoughts from his mind and turned onto the street. No one was awake. The street was nearly pitch black, with only a small lamp here and there along the sides, glowing dimly through the glass.

Thomas hurried down the twisting streets and lanes, toward the waterfront. A fresh watery smell greeted him as he came out next to Linen’s Wharf.

Maurabel Wharf was just down the street now. As he drew closer, he could see the outlines of three ships. Muffled shapes were huddling in a group next to the docking ramp. He inched uncertainly closer. One of the shapes turned and came over to him. “State your name and business.”

Thomas kept a straight face as he lied, “Jeff Paradase. I’m here to help with the rebellion.”

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“Good. Follow me.” The man led him over to the group. Thomas gave a start as he saw a familiar face. His father! He did not notice Thomas, however. Then Thomas’ attention was transferred to a man standing in the middle of the group. He was separating the men into three groups.

Thomas found himself being swept into one group, the same on his father was in. They were boarding a third ship, the Maryanne. A man moved among them, handing out hatchets. “Strike for liberty, friends,” he whispered. Then they struck. They swarmed up the gangplank, onto the ships.

The captain and crew obligingly went below decks while they performed the strike; they were not unhappy about it. They were also Americans, who had been “employed” by the British to carry the tea.

Thomas found a stack of crates and went to it with a will, hacking into them with his hatchet and then tossing them overboard.

All too soon it was over. The deck was completely clear of tea crates, but a layer of tea covered the floor. A man passing by shoved a broom at him.

“Here. Make yourself useful. Sweep the deck.” He took the broom and swished it back and forth, ridding the deck of any tea that remained.

The crew came out of the hold, followed by the captain, and the ‘Indians’ decided they had better leave. Thomas followed his group down onto the solid ground. It was quite late; the large clocktower on top of the wharf’s warehouse showed that it was around three-thirty in the morning. He turned onto Tondal Street, taking a shortcut that he had been using for years.

He was nearly halfway down when a firm hand grasped his arm. Thomas jumped with fright and tried to wrench it away, but the hand gripped tighter. He turned around and found himself staring into the faces of three British soldiers. “He’s the one,” one grunted. “That’s the one I saw stealing bullets yesterday!”

“Huh, and you were too slow to catch him,” the second said. The third one said nothing, but stood 28

by, looking a little worried.

Thomas tried to wriggle out of the grasp of the soldier. “Let me go! What are you talking about?”

The first soldier tightened his grip. “Listen. Don’t try to make excuses. I saw you yesterday, stealing bullets from our camp!”

Thomas knew nothing about it. “You must have the wrong person.”

The soldier yanked him toward a wagon. “Shut up. I know who I saw, so don’t pretend you didn’t do it.” Thomas was frightened, but he was able to manage an exasperated sigh. It was impossible to argue with him.

Then the worried-looking one butted in. “Say, Nath, are you sure? We could get in trouble if it’s the wrong one.”

The second turned to him. “Travis, stop worrying. ’Tis he. The hair, those eyes…” They reached the wagon. The first soldier shoved Thomas in, clucking to the horse. The other two jumped in, and the horse started off at a brisk trot.

Thomas’ mind raced. They were heading toward the square - he could jump out and hide in an alley! He slowly shifted himself until he was at the edge of the wagon. The soldiers did not seem to notice. So far, so good. The wagon turned into the square. Thomas tensed himself, waiting for the right moment.

Now! He jumped over the side, tumbling for a moment in the dust, but recovering himself quickly.

He sprinted off toward the valley. In the darkness he nearly ran into the wall of the alley. The sounds of the soldiers were close behind him, but they were blundering in the night time darkness.

He suppressed a laugh. It sounded like there was going to be a lot of bruises! He took off into the pitch-black night.

Five o’clock in the morning found Thomas walking up the path to his house. The lights were all on as he opened the door. It was not locked; his father must have not locked it when he came home.

A burst of noise and light greeted him. His mother sighed with relief when he walked in. “Thomas!

Thank goodness! Is something wrong? You were out all night! Are you hurt? You must be tired!”

“I’m fine, Mother. And I’m sorry if you have been worried. I just felt I had to do it.”

“Do what, Thomas?” His father entered the room.

Thomas took a deep breath.

“Participate in the rebellion. I’m sorry.”

He was amazed when his father did not explode with anger. He was merely amused. “Headstrong and rebellious, just like I was at your age. I thought that boy in my group looked familiar. Well, there’s no use crying over spilled milk - or tea! What’s done is done. Come and tell us about it.” Thomas allowed himself to be led to the kitchen table.

How they would be astonished when he told them about the soldiers!

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Homeschoolers of Maine’s

Schedule of Events 2016 New & veteran homeschoolers alike…

Stay informed and encouraged through HOME sponsored workshops, field trips, annual events, book sales and more!

HOME’s Upcoming Events: Fall Bucket List Challenge

Sept. 22-Dec. 20, 2016

New England Heritage Days

October 5-6, 2016

Monthly Homeschool Skate in Portland

October 7, 2016

Monthly Homeschool Bowling in Brewer

October 7, 2016

Barnes & Noble Mini Conference/Bookfair

October 15, 2016

Getting Started in Homeschooling Workshop

October 15, 2016

UMO Peer Relations Lab

October 20, 2016

Getting Started in Homeschooling Workshop

October 21, 2016

HOME Gives Thanks Potluck

November 5, 2016

Abbe Museum November 16, 2016 Giving Tuesday November 29, 2016 Annual HOME Convention March 16--18, 2016 Used Curriculum Sale & Expo

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Spring 2016

Please visit the HOME website for all details and information regarding the upcoming events listed above at www.homeschoolersofmaine.org.

More events will be added throughout the year! Check our website for the latest.

Top 12 Reasons to Support Your State Homeschool Organization 1. Helps families get started in homeschooling year round 2. Provides telephone counseling to help homeschoolers year round 3. Is a non-profit, 501C-3 ministry-based organization 4. Provides up-to-the minute news and articles of interest via newsletter, mailings, email updates, website, facebook and twitter 5. Maintains a liaison with state elected officials, and constantly works to preserve and protect homeschooling in Maine 6. Maintains a network of HOME Representatives throughout the state to provide help and guidance to new and veteran homeschoolers 7. Conducts many events throughput the year to encourage and equip homeschoolers 8. Conducts portfolio reviews 9. Holds and annual convention 10. Holds an annual used curriculum sale 11. Reinvests all monies earned back into homeschooling in Maine 12. Has fought the good fight for homeschooling rights for over two decades

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