Growing Without Schooling 123

Page 9

This should have been the end of the story. Yet now I was the one waking up in the middle of the night with scary thoughts. The practice test had revealed gaps in my daughter's education! Leila didn't know phonics! She didn't know her punctuation or capitalization rules! She would not get a perfect score on the test! She might be behind her schooled friends! Something must be done! I went out and bought her some phonics software (which she enjoyed for a time) and i made up some sentences for her to punctuate and capitalize (which she

found boring). Fortunately, at this point destiny intervened. A friend returned my copy

15

Maybe not, if we cJ-ioose wisely. Sometimes you need help with the kids. TV mav be the dnswer. Considering you are very protective of your child'ren, conteni is priority.

Mommy Songs is perfect. It features a real,_loving & caring homeschooling mom.

No time for couch potatoes,

will have them'singing and plavins alone. ProfessionllhT shot ' in'a n"atural-setting, this vid'eo is as she

exactly the kincf of program you ian feel good'abdut.

Best of all, children love this video & ask to watch it over and over.

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ofJohn Holt's Learning All the Time, which I had lent her three years earlier. The book could not have reentered my life at a better time. As I reread Holt's insightful comments on reading and mathematics, suddenly the absurdity of the standardized test became apparent. The test designers had assumed that my daughter spent her days in school, studying "language arts and math" most of the week with only a couple ofhours spent on extra subjects like "science, social studies, art, and physical education." They had assumed that children could not read well until they had mastered "reading skills." that children could not write well until they had mastered spelling and punctuation. In math, they had assumed that you must master adding onedigit numbers before you can add two- or three-digit numbers, that you must learn to add before you subtract, multiply, or divide, that you must know the names of the coins before you can count with them. None of these assumptions fit my child. Leila couldn't answer questions about phonics, but she could read almost an)'thing in sight. She couldn't spell, punctuate, or capitalize, but she could dictate incredible stories and lengthy, eloquent letters. She hadn't memorized all her addition facts and she could never remember which coin had which name. Yet she could do most of the math in the game Monopoly, keep track of her allowance money, and count out change for the bus. Furthermore, none of the test had anything to do with the untold

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