Issuu

I I !

u.s. $6

GG WITFIOI.]T

Sept./Oct. 1994

S Issue 101

Families Making Music See p. 6

Homeschooling in Australia

The Trouble with Rewards

Focus: Grown-Up Homeschoolers with Children

Getting out of the

Classroom

Dealing with School

Districts

â‚Źortarta

News & Reports p. 3-5

Homeschooling in Australia and in Ontario Families Making Music p. 6-8 Stories about a family recording singing tapes,

and a homeschool orchestra

HowJohn Taylor Gatto Got Students Out of the Classroom p. 9-10 Through apprenticeships, community sewice, and other opportunities, this teacher got students out of the classroom and into the wider world Challenges & Concerns p. l1-15

How Much to Tell District?, Accepting Child's Temperament, When Labels Help The Trouble with Rewards: Interview with Alfie Kohn

p. 16-19 Why the do-this-and-you'll-get-that approach doesn't work, and what we can do instead

Moving On: College and Work Choices p.20-21 FOCUS: Grown-Up Homeschoolers with Kids

of Their Ownp.22-25 Watching Children Learn p. 26-28

Math, Schedules, "The 207o Solution" Book Review p. Issur #101 Sr,pr.,/Ocr'. 1994

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Holr Assocrerr:s Boeno op Dttnt;tons: Dev FanrNr;e, Parnrcx FenrNce (Ctxrcxerr PnrsronNr), Manv MauEn, MeNol Peoxr, SuseNNau SsErnnn Aor,rsons ro rHr, Bo,qrur: Tou Mannn, MenvVen Don-uN, N,qNr;vWelLccn Crowing Withortr Schooling #101, Vol. I 7, No. 4. ISSN #0475-5305. Putrlishecl by Holt Associates, 2269 M6s. Ave., Carnbridge lr[A 02140. $25lyr. Date of issue: October l, I 994. Second<las posage paid at Boston, MA and ar additional nrailing ofliccs. POSTMASTER: Send acldress changes to GWS, 22ti9 M*s. i\ve, Cambridge, MA 02140 ADVERTISERS: Deadlines are the l5th ofodd-nunrbered months; space must bc resen'ed by the lst. Write for ratcs.

Childhood and adulthood are interconnected. When we are on the brink of certain kinds of choices, we are influenced by the way we spent our time as children and by the attitudes we developed. In this issue's Focus, grown-up homeschoolers who now have children of their own talk

about how their homeschooling background affects the way they behave as parents. fu they care for their children, as they consider whether they will send them to school or not and how they will behave in either case, naturally their own experiences as children enter in. There aren't yet many homeschoolers who are old enough to be parents, and the children of the ones we interviewed are still young. We'll have to check back in five or ten years to get full answers to some of our questions. But for now, the process is interesting: how are they thinking about the questions? \Arhat factors are involved? Often you can learn just as much about someone from the way they make decisions as you can from what decision they ultimately make. In our last issue we had a section called "Making Decisions About College and Work," and we have a similar section again this time. We may very well have such stories regularly, as more and more homeschoolers reach that threshhold and begin to decide how they will move out into the wider world. We purposely worded the title of the section to reflect this idea that the process of figuring out what to do is as important, as indicative of one's view of the world, as the final decision is. Here the connection between childhood and adulthood comes up again, but in a slightly different way. Parents' feelings about adulthood, and their experiences of it, influence the way they raise their children, even if only indirectly. Raising children is at least in part about helping them to be ready for something, and the question is, what? What kind of life do we think awaits them? \tVhat do we think adulthood is like, and what kinds of skills or attitudes do we think young people need in order to be ready for it? Adults communicate this to young people directly and (probably most especially) by their example. Then, when young people are making choices about how to move out into the world, or how to raise their own children, their attitudes about adult life, about their options, and about themselves come into play. John Holt wrote about the mother of one of his fifth grade students who said to him, "I think you are making a mistake in trying to make schoolwork so interesting for children. After all, they are going to have to spend most of their lives doing things they don't like, and they might as well get used to it now." What we think about how people spend "most of their lives" does indeed influence the kind of life we think children ought to have. Even when children are very young, they're getting a sense from the adults around them of what is (or isn't) possible and what kind of preparation they need. Thus, adults who want to be helpful to children ought not to think only of the children. We need to look closely at ourselves as well. Susannah Sheffer

GnowrNc

Wrrsour

St:uoor.rNc #101 o Snpr.,/Ocr. 1994

llr*t

E,frqortt

some states do not have a process

for

certirying that a student has completed high school, access tojobs has not traditionally been predicated on the school examination process, but rather on workplace examinations and interwiews.

Homeschooling in Australia We haae always been interested to know what homeschooling is like in countries other than the U.S.. \\hat issues are similar, and what are dilferent? Oxer the years we haue printed stories about homeschooling in Canada, England, Ireland, Australia, Nal Tzaland, France, Spain, and, most recentll, Russia. Often these are stories of

indiuidual families

rather than reflcctions frorn someone zn a position to urite about that country's homeschooling nxoilement in genrral, but the following story, fromJo-Anne Beime of Homeschoolers Australia Pty Ltd, giaes this sort of ouuviau about homeschooling in

Australia:

In 1788 Australia was settled by the British as a convict colony, where "criminals" - everyone from religious dissidents to beggars, petty thieves, forgerers, and murderers - were transported to solve the problems of overcrowded jails in Britain. Our "convict" origins have had a significant impact on our laws and ways of looking at things here, and that still affects homeschooling today. Someone once said that in Australia we don't define our freedoms and then frame our laws within those freedoms: rather. we tend to legislate our freedoms, anticipating that we are "bad" in the frrst place. The British heritage has had the effect of ensuring that many of our laws were in the spirit, if not the wording, of British laws until about fifty years ago. As far as homeschooling is concerned this has been very good, because British law has always stated that parents may educate their children as long as they provide regular and efficient instruction. In Britain it was traditional that many upper-class parents provided tutors for their children. Schools were set up for the masses, not for rich people. So it happened here that schools were basically set up to control the morality and education of convict children. GnowrNr;

notably by religious organizations. Historically, homeschooling in Australia is not so rare, as many mothers scattered throughout isolated regions of the country have always homeschooled their children out of necessity rather than by choice, sometimes using Distance Education materials and link-ups provided by the government. In fact, I believe Australia may be able to take the prize for the first homeschooling book of all time: A Mother's Olfning to Her Child, by Charlotte Barton, published in 1841. It detailed both educational philosophy and practical lessons for mothers who were educating their children at home. In 1901, the states and territories of Australia came together as one federation. However, we still elect both federal and state governments. In 1901 the federal government assumed responsibility for supplying money for the education of each child, while the states and territories were to have administrative and practical control in matters of curriculum. accreditation, registration, teacher-student ratios, resources, emphasis, textbooks, etc. Nowadays, the states and territories can use their federal money to maintain signifrcant control over how education is practiced, although equivalent amounts of money must be applied to each child's education no matter where they live. There are many people who believe that letting each state be autonomous when it came to education showed little foresight. There is still no national agreement on credentials or even curriculum guidelines, which is hard if children move from state to state, which many do. On the other hand, the lack of a national approach to education has been good for homeschooling. It's easier for us to lobby, to make comparisons between various approaches, and to capitalize on the differences in political philosophies that exist. Furthermore, because

Wlruour ScnoolrNc #101 r Sr,pr.,/Ocr. 1994

As a movement, homeschooling's worst enemies are, potentially, the powerful Teachers Federation who (despite our minute numbers) anticipate we could be a threat in some way, and Education Department bureaucrats who tend to be extremely conservative and concerned about losing any control over the children for whom they feel they are responsible. An increasing tendency in lawmaking in Australia is to make Acts of Parliament, and the regulations that go with them, ever more proscriptive and descriptive. The ultimate aim is to cover all angles and thus limit costly and embarrasing litigation whenever possible. Legal Aid exists for the very poor, or others in very special cases, and it has been said that the middle classes, due to the huge costs involved, are denied access to the court system to redress "righs issues." This affects homeschooling. Because it is difficult for us to get a hearing in court, support groups try hard to keep a close eye on what the politicians are up to. If there is a scent of something changing, we call or write, ask why, and insist on being involved in the process right from the

start. We might or might not use civil rights groups, academics, and the media in the process.

In Victoria, this meant that a proposed change in the legislation was dropped altogether in 1992, after much effort by homeschoolers. In New South Wales it meant that in 1990 we had horrible legislation (which had passed in 1987) rewritten in greatly improved form. In West Australia it meant that homeschoolers did a lot of ongoing negotiation to make sure that proposed regulations will be continually assessed, for a five-year trial period, before they are made into law. While homeschool lobbyists pay a

high price in terms of family time and worry, I feel for my part that I really understand, better than any textbook could have explained, the realities of the saying, "The price of freedom is

* eternal vigilance." Still, I don't believe that politicians of any persuasion, nor any other organizations in Australia, are out to eliminate homeschooling. There isjust a great deal offear and misinformation that we must continually deal with. \Arhat are the differences between homeschooling in Australia and in the U,S.? Well, perhaps one of the main differences is size. Homeschoolers are perhaps .7% of the school-age population here, and an estimate in the U.S. would be I.57a of the school-age population. Our country is almost the size of the U.S. but the population of the U.S. is 17 times ours. All of this tends to mean that constituents have more access to politicians, and as in the U.S., a lot of lobbying goes on. In Australia, as in the U.S., we have many families homeschooling

Nnws & Rriponrs

reading of the court rulings in America, I often look with en\,y at the U.S. Constitution. Our Australian Constitution is short on guarantees of freedoms and rights, because until very recently we relied on "ultimate justice" rulings through Britain, when a final appeal to our own High Court failed. In America, thanks to your Constitutional rights, you have had court rulings defining homeschooling as a right and limiting the power of politicians to alter that right. No such

"right-defrning" court

cases have ever

homeschoolers agree about which

been fought in Australia, but on the other hand no one has ever been put in jail for homeschooling either. The differences between our countries are great in some ways and small in others, but in reading GWS I realize that in both places homeschoolers are becoming generally more aware, more political, more competent, and more acceptable to the community, and that homeschooling is growing in both our

state laws are best. I believe we have an

lands.

primarily for religious reasons. Another thing that is definitely the same in the two countries is that not all

excellent ongoing relationship with the Minister for Education here in New South Wales, for instance, but other states' homeschoolers do not share our enthusiasm for our level of regulation. An inspector comes into our homes once every two years for a relaxed and informal visit, viewing the

Questioning Ontariots Rules

program, paperwork, diary, or other records and interacting with the children, generally in a very relaxed manner. There is no testing requirement of any sort here in NSW, and of the 452 homeschoolers registered last year, not a single one has had their registration refused. I regard this as good, but others will argue with me on this. In Victoria and the Australian Capital Territories, homeschoolers don't have to register at all. Qrreensland, on the other hand, has the best weather but the most onerous homeschooling requirements. Homeschoolers must be teachers or be supervised by teachers; otherwise they can use a correspondence course or homeschool underground. Australian television provides good coverage of all of the major issues in America. Having been involved in changing the Education Law in one Australian state, which necessitated much background

gives homeschooling families a

Kelly Green (Ont.) urites:

Ontario's Education Act currently considerable amount of freedom. The only passage in the Act that refers specifically to home-based education states simply that "A child is excused from attendance at school if (a) he is receiving satisfactory instruction at home or elsewhere." Parents who wish to educate their children at home "can apply to their local board of education for approval of their program," or, if they choose not to work with the local board, they may run the risk of being charged with truancy by local or provincial school attendance counselors. This has occasionally proven to be a problem for people who live in a district with a school board that is hostile to homeschooling. One way Ontarians have been able to work around hostile school boards has been the establishment of umbrella private schools specifically for home-based educators. In Ontario, an independent school can be set up with GnowrNc

five students. Several families often get together and set up their own school in order to act as a support group for one another and to avoid harassment from the local board. Unfortunately, the Ontario Ministry of Education views these umbrella schools as a

loophole in the Education Act and, we hear, is considering policy changes that would eliminate them. Efforts to get the Provincial Chief Attendance Counselor, Mr. Gary Diamond, to clarify the Ministry's official position on this issue have thus far not met with success, although on March 12, 1994, at a meeting with representatives from

several homeschooling groups, Mr.

Diamond did indicate that the Ministry of Education's current position on umbrella schools is that such schools are not, in fact, true legal institutions. Mr. Diamond said that he believes all homeschooling families should be reporting to their local school boards rather than to the Ministry through a private school. He has indicated that he believes homeschoolers who join private schools are merely trying to avoid their local school boards. As a parent who has recently signed up with an independent umbrella school. I sent a letter and documents explaining our homeschooling to Mr. Diamond in May, to register my support of private schools for homeschooling families. As of midJune, I had received no response. I called Mr. Diamond's office and spoke to him personally. He said that he had received my letter and that it was in his frle of things to respond to. He thanked me for the documents I had sent and promised I would be hearing

from him. What Mr. Diamond did not tell me was that he had circulated my

letter within the Ministry. This I gathered the day after our conversation. As it happens, the private school that our family hasjoined was targeted by the Ministry for a surprise spot inspection. The principal of the school had asked me to be on hand for this inspection, which was quite rigorous. in my opinion, considering that the school had not been contacted by the Ministry in its eleven previous years of existence. The two Ministry officials with whom we met indicated that there were those in the Ministry who Wrrsour

S<;nooLrN<;

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* did not believe that our t)?e of private school is a school at all and that many believed we were in collusion with those families who simply wanted to avoid their local school boards. "If we ever go to a site-based definition [of a schooll , you're finished," one of them remarked. At this point I stated that in fact this was one of the motivations for families tojoin umbrella schools, and that we did not believe it was a crime not to wish to be accountable to a system with which we have grave philosophical differences. I brought out my letter to Mr. Diamond to show the Ministry representatives that I had stated this position in writing. One of the officials said, "I've seen your letter, and I think I can respond to a couple of points in it," which he proceeded to do. I was somewhat dumbfounded, as I had not indicated in my letter which private school I had chosen to enroll my son in, and at this point I realized that the letter had been circulated. It is now over one month since my talk with Mr. Diamond and his promise of a response to my inquiry. I have received no response. Our school is now planning to

incorporate, possibly

as a

parent

cooperative corporation, under the Co-operatives Act of Ontario, which falls under the jurisdiction of the Ministry of Finance. Such a parent cooperative will require a democratic organizational structure, with a minimum of five parent directors on a board. We believe that it may be more difficult for the Ministry to maintain that our school is "not an institution"

News & Rnponrs.i.

job of showing what homeschooling can be like when parents follow their kids' interests. The article also has a sidebar that focuses on a teenager who discovered the homeschooling option herself. Finally, the

homeschoolers IMr. Diamond] is referring to the private schools for home-based educators that have filed regular Notices of Intention to Operate over the past l5 or so years, then the Ministry has indeed changed its position. As I understand it, these

good

schools were originally suggested as a viable alternative fbr home-based educators by Ministry of Education

Quarterly fu searc het is devoted entirely

officials. To suddenly declare that they are no longer schools is a very important shift, which could affect hundreds of Ontario families." Kelly asked for further clarification from the Ministry and is waiting for a response.

Office News [SS:] Pat Farenga will speak to

homeschoolers in Clarendon, Vermont on October 29th, and will sell books there too. For information, call Cindy Wacle at 802-7 7 5-7 807 . Late summer (when I'm writing this) is typically a time when there are many stories about homeschooling in the media and many requests for information from us. The August issue

short piece, "Teaching Children at Home," brought several hundred requests for our catalog and several hundred more orders for our Homeschooling List Packet. A piece bv Micki Colfax in the June 20th issue of Fzrsl For Women Good Housekeeping magazine's

magazine listed us as a resource, and that also brought many information requests. The August lst issue of the Boston Globehad an article that did a

9/9/94

issue

of the Congressional

to homeschooling. If you want to see that issue, it's $7 (call202-887-8621). We'd like to hear about homeschoolers doing science in interesting ways. Have any

ofyou sought out

working scientists, either for answers to your questions or for volunteer opportunities? Are any of you getting together with other homeschoolers to do science experiments or to study some aspect of science? Is anybody visiting observatories or labs or nature centers or hospitals or something else I haven't mentioned here? Don't forget to send us good, clear photos with your writing whenever possible. This issue of GWS is a short issue 32 pages as opposed to 40, rvhich is now our usual number - because our next issue. #102. will have our com-

plete 1995 Directory in it, and we need to make that a 48-page issue to accommodate the Directory. In order to keep our printing costs constant over the course of the year, we needed to make the issue before the Directory issue shorter than usual. I'm glad we've managed to fit so much in, nevertheless, including several pieces that have been waiting for a while.

Thanks to the writers for their patience!

if we take these steps.

Is there a place

Kelly later sent us the reply that

children can grow up naturally?

she received from Mr. Diamond in early August, in which he said that it is

the school board's responsibility to deterrnine whether the home instruction the child is receiving is satisfactory. Mr. Diamond maintained that home schools are different from private schools and that a homeschooling network is not the same as a private school. Kelly then wrote to Ontario's Minister of Education and Training, taking issue with Mr. Diamond's interpretation of the Education Act and saying, "If by networks of

Kingdom of Childhood tells of such a place, Sudbury Valley School, in the words of thirty-one students who experienced

it over the past twenty-six

years.

SudburyValley's Press provides a rich literature documenting the development of children free to lead their lives, to learn, and to grow in a natural village-like settint. Among the titles are Free at Last, Worlds in Creation, A New Look at Schools and The Sudbury Vnlley School Expeience. For a complete list of offerings, write: Sudbury Valley School Press, 2 Winch Street, Framingham, MA 01701; or FAX: (508) 788-0574. Mention that vou saw this notice f.or a10o/o discount on vour first order! Or, to order Kingilom of Chililhooil, send $15 to the above address. We will waive the $2 Dostase and handlins cost.

Gnomrc Wrrrrour S<;nooLrxc #101 o Sr.pr./Or;r. 1994

excellent memorizers and that notereading shifts the focus from careful listening to looking and not listening

Famikes Making Mustc

well.

The boys seemed to love to hear

Recording Tapes Together Darlene Lester of Califomia writes:

My husband, Steve, is a musician, and I love singing in ensembles. So (25 years ago) we started singing and harmonizing together. When we had children, they often heard Steve playing guitar or us singing together. I sang to the kids when they were little, and they sang with me as they got older. We didn't own a TV, but we often had recorded music playing in the background, ranging from folk to jazz to classical to rock to country. Steve often made up silly songs to sing with our little ones, encouraging them to supply words as they went along. One Christmas we made a "show off' tape for our friends and family that featured the kids reciting poetry and playing the recorder, kazoos, drums, and shakers, while Steve sang sillv songs and generally goofed off. We called the tape "The Incredible, Luminous, Universal, Musical Family." We sent a copy to our new friend and mentorJohn Holt, and he wrote back saying he loved it and wanted to carry it in his bookstore. This was in 1981, and it was the beginning of our home business, New Moon Records. We've

Damian and Gabe during a recording session

added seven tapes to our list of offerings since then. We found that Damian, our third child, could sing and harmonize at a very young age. Whenever we'd sing as a family, little "Damie-Doo" could be heard piping in very loudly and right on pitch. His exuberance was really amusing and precious to the older boys, and the only way we could keep him from being on a recording is if we did it secretly, late at night, after he'd gone to bed. Damian was the backbone of our first educational tape, beginning when he was 9. His pitch and tone quality were excellent on our "Rounds" tape,

with his little brother Gabe, age 7, taking his lead. By the time we recorded "Homestyle Harmony," they were harmonizing well together. To prepare for recording these tapes, I searched through old song books looking for songs that moved me both musically and lyrically and that I thought the boys would enjoy also. I'd begin by learning and memorizing the part that I would sing; then I'd learn each of the boys' parts. Then we'd sit together at the piano going over each of their parts until they had them memorized. By the time we were done, they usually knew each other's parts too and could interchange parts easily. They were always anxious to try the parts together, so as soon as they felt confident, we'd try to harmonize. Sometimes we'd linger on an especially beautiful chordjust to experience the thrill of it (or to tune it up!). After the songs were memorized, we'd record them. There was never any note-reading involved on the kids' parts. I've found kids to be GnowrNc

their voices blended with other parts, and we'd sing when we were driving somewhere in the carjust to pass the time more pleasantly. Sometimes I'd suggest a song when the kids were beginning to bicker, just to restore

harmony among them. It usually worked well. During the making of "Homestyle Harmony," we welcomed a new family member, baby Benjamin. So we took a break from making educational tapes and began to focus on original songs about babies. We created the tapes "Only My Mama/Songs for Families with Nursing Babies" and "One More Person to Love." La Leche League picked up on them and began distributing them for us in 1987. These tapes were very popular, resulting in our

doing concerts

as a

family atLLL

conferences. As Damian moved into the teen years, his voice began changing and

cracking. He found that he had about a three-note range. This discouraged him, and he became unwilling to sing on any other tapes. So his brother Gabe has carried the ball (quite capably) for the last couple ofyears. Gabe's voice is about to change, however, so we may be finished with recording for now. But wait! Baby Benjamin is now 8 years old, and I've noticed that he has a beautiful voice and good pitch. There may be another tape or two yet to emerge from the Lester family music studio. There is something so special and precious about the energy and innocence of young life, and aside from the satisfaction of knowing that we are helping other families to learn to sing in harmony together, we feel so lucky to have these tapes that capture that energy and innocence in our family. The tapes will be treasured by our immediate and extended family for generations to come. The boys all took up musical instruments, too, when they were younger, and during their teen years they became quite proficient players.

They've had no formal lessons except brief stints in school bands when each WIrHour Scsoot.tNc #101 . Snpr.,/Ocr. 1994

* of them tried school. They all practice regularly on their own steam. We have never forced them. There is hardly an hour in the day when there isn't someone playing an instrument or listening to music in our household. This is how we like it. It is one of the many ways that the Lesters experience "family" - how we're bound together.

I{omeschoolers' Orchestra From Nanq Schmoyer of Pennsylua-

nia: We have four children, ages 9 tol4, and I'm expecting another one. We have a piano at home, and I had had a couple of years of piano and six months of organ lessons when I was growing up. Several years ago, I began plapng piano at our church, and we started piano lessons with our oldest son. A man in the church graciously offered violin lessons to our second son, and then our oldest took up viola with this teacher. too. Because I was sitting through lessons and practices anry{ay, the teacher lent me a violin, and I began learning how to play it also. The children and I took group lessons together for three years. Then we got involved in a community orchestra at another church. This was a group made up of people from a variety ofchurches in the area. I knew that several homeschoolers in the area wanted to get together for some kind of music ensemble. We're in touch with many homeschoolers in our county because my husband is the founder of the Bucks County Homeschoolers' Association. He started it about thirteen years ago, and as it has gotten bigger he has encouraged people to split off and form smaller, more local groups. Now there are about ten or twelve groups within the county, and my husband acts as the central clearinghouse for general information about homeschooling in the county. I invited the homeschoolers who were interested in a music ensemble to come to the church one day and hear about the community orchestra. But that day, the man in charge of it announced that they were changing GnowrNc

WnHour Scuoor-rNr;

#l0l . SErr./Or;r.

Faurlns MeruNc Musrc.S

the goal of the group. It was now going to be much more professional, with auditions and so on. I knew that this was not what most of the other homeschoolers were looking for. They wanted some kind of group musical experience, but not something that professional. Before this, I had been asked about starting up such a group, but I was resistant to the idea. I felt I could handle it administratively, but I didn't feel qualified musically. But at this point, as the man spoke about making the community orchestra more professional, I decided it was time to start an orchestra with the homeschoolers, where all the kids would have an opportunity to play, regardless of their level.

The other homeschoolers and I got together in the parking lot right after this meeting, and I said, "Let's start our own group." This was in February of 1993, and that May we had our first concert. We had about 24 kids, and a beautiful variety of instruments. My one rule was that they had to read music fluently, but they didn't have to be highly skilled at playing. Then, for the little children who didn't read music or play an instrument, we created a resonator bell choir. I had bought these bells for our church, and I color coded them, so if the kids could hit the bell with the mallet, they could participate. That brought some of the younger kids in, which was nice. I kept my expectations really low. I kept the music in the key of C or G, and I didn't overload the kids with a lot of practices. We had about a twohour practice, once a month. What we didn't accomplish in that time, we scrapped from the program. We didn't try to fit more in than we could handle. It's surprising what high quality music you can get, even in the simplified versions. We tried to pick tunes that were familiar, if not to the children then to the parents. I had some help from our violin teacher. He is an experienced musician who also has a great tolerance for children and for beginners, so he was able to help us with the technical aspects of the music. He would sit with the kids and help them with the timing and so on. This past year, our second year, we 1994

Calvert School invites you to join in a har:rronious trip down Melody Lane. .Children leam music appreciation and elementarv music theorv. .Course includls six one.hour vidmtapes accompanied by a thorough 1 10-page guideboor.

oThirty-two lively, entertainin& individual lessons cover a wide range of musical subjects. of follow-up activities are included.

.A multihrde

oldeal for small groups and families. rRecommended for kindergarten through third grade-also enioyed by younger and older audiences.

.Write, call, or fax for free information.

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Itu

(410)24+6030

s."oo, 4163ffi4674

Dept. GWSML, 105 Tuscany Road Baltimore, Maryland 21210

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