;fitK Growing Without School ing UJ T^6
85
$4.50
f}oes homeschoollng deprive chlldren of access to gloup ecperlences? Of course not. Anyone who tnvestlgates homeschoollng ln even the most cursoryway wlll come acnoss mentlon of Scoutlng troops, 4-H clubs, sports teams, theater groups, urtttng clubs, and all sorts of other groups. Sometimes the groups are part of large organlzatlons fiike Scouts and 4-H) and have long been avallable to ldds ln school, too. Sometlmes (as wtth the wrltlng clubs) the groups are speclflcally homeschooltng groutrs, made up of homeschoolers and formed ln response to thelr needs or lnterests. But what lf the group a homeschoolerwants toJoln lsn't anallable? For thls l,ssue of GWS, we talked to hds who have gone one stepbeyondJolning pre-odsflng groups to form groups of thelr owrr. These ldds dtdn't gtve up because no one ln thelr communlt5r or ln the local homeschoollng group had yet organlzed a parflcular acflvtty. They declded to be the organlzrrs, to forrr the sorts of groups that they had orlginally wanted toJoln. A,s Chrtstlan Murphy sald about why he and hts 1
slster oqganlzed an envlronmental club for local homeschool;-'
Membcnr of thc homcschoolcrs' crrvlronmcntal club tacklc thck ffrst m NIdsWho Ha\rc Organtrcd Groups, pallca 1923.
proJect. Scc ourFocus
Inside this fssue News & Reports p.3-4 Report from Carnegle Hall, How Many Homeschoolers, Cooperattve Dlstrlct
John Eolt on Assesstnent and Sclf-Eeteen p. 5-6
ers, 'If we wanted to be ln one, we would have to start lt.'They dldn t walt for someone else to turn thelr wtshes tnto reality, -but lnstead got busy maldng the realtty themselves. Ttris ls a -,.sklll. and an attltude, that can sewe homeschoolers ln manyways. The organlzers found that lt lsn't hard to start a group, and that others tend to be grateful to the organlzrer for taktng the - lnitiattve. But helplng others doesn't even have to be an
o4anlzefs prlmary motlvatlon. Ernlly Ltnn wanted very much to meet other older homeschoolers, and she formed an older - - " homeschoolers' group as a wzry to address her ou:n deslre Luckll5r, others were feellng the same way, and Eml$s creatlve soluHon to her onm problem ended up helptng other ldds, too. ' Ifyou startyour oqrn group, you get to declde what the group wlll do and make the rules about how lt wlll be run. This ls very dlfferent fromJolning an already establlshed orgarfzatlon llke Scouts, and from these ldds'rcports lt seems to be both an advantage and a challenge. They llked belng able to make the group treto preclsely the ldnd of group that they and the other ldds wanted. flhe organlzers emphaslzed that they dldn t uant to let thelr status as organlzer or leader glve them the power to make all the declstons. All spoke of wanttng the members to be ftrlly lnvolved tn the runntng of the group, saylng thtngs llke, "For each meeflng, we would swltch leaders, because vre dtdn't want onlyone penron to be ln charge," and '\ile trled to compromlse a lot.') On the other hand, the ldds often stmggled wlth how best to run the group - should everythlrg be done by consensus? What lf the oqganlzer trled so hard not to be an authorltarlan leader that nothtng seemed to get done at meettngs? These aren't easy issues, but they are the lssues that adult groups struggle wlth, too, and when people say that group experlences are valuable they are often referrtng to oractly these sorts of efrorts to work thlngs out. Clearly the beneflts of organlzlng your own grouP outwelgh the dlfficultles; tn return for the efrortyou get an enJoyable group acttvtty and the feellng - whlch may even outlast the group Itself - that lfyou vrant somethlng tn your llfe you can take steps to make lt happen. Susannatr Shefrer .
How Mothers Flnd p.7-9
Tlne for Themselves
Challenges & Concerne p. lo Betng Judged, Meetlng People from
Different Backgrounds
Watchlng Chtldren l.earn p. I l-14 Reading, Electronlcs, Astronomy, Photognaphy, Stnglng, Muslc lessons, FYench
Book Revlcws p. 15-18 FOCUS: Ktds ltrho Eave
p. 19-23
Ortanlzed Grouln
Book Dlscusslon Groups p.24-25 Resources & Recommendatlons p.25
Volunteer Experlences p. 26-27
Elnsteln the Autodtilact p.27
-
we could make to reach llbrarlans through
rtafllngs. Usually, ehowlng t]rem a sample
tssue, explalning that the magadne fs useful to ne$r and long-ttme homeschmlers, as well as to lnqulrlng students, Journaltsts, and so on, does the trtck. We are \rcry, ve{y grateful for any elforts you can make along these hnes, Helptng to get, and to keep, cWS fn Itbrartes ts a good way to support our work and make homeschooling lnforrnadon avallable at no dlrect clst to yourself. The [brartes on the llst are arranged ln zlp code order, from zlps that start wlth "O1" to ztps that startwtth "99."
tlaving fun on avlstt to HoltAssocletcsl
Libraries with Cunent
Office News & Announcements
GWS Subscriptions
[SS:l Once agaln we want to thank our
customers for maldng thts holtday nrsh season a good one forJohn Holfs Book and Muslc Store. In these dllllcult economlc more. And
you'll see tn thls lssue's arc planntng another Holt falr because last yeat's uras such
/ i
a i
/success. The date ts set forApril 4th, and at
hasli@d
press tlme John catto to bei the main speaker. Pat Farenga wtll lead a /
workshop about homeschoollng young I children, I'll lead one on older home- / schoolers, and Gene Burkart wlll lead ole on Massachusetts law and on effectlvely wtth local educa Ues.
asks that readers who
havbr:lyet lllled out hls suwey about
library use, wtrich was prtnted tn GWS #83, tal<e the time to flll tt out before April 30. The more he knows about homeschmlers and libraries. the more he'll be able to tell librarians at the Amertcan Ltbrary Associaflon cpnference in June. Speaklng of libraries, below are llsts of librartes that current\r subscribe to GWS and libraries that u-sed to subscribe but have let thetr subscripHons explre. We are printing these llsts for seneral reasons: l. Ifyou know thatyour local library subscribes to GWS, you can di.nect new homeschoolers, lnterested frlends, Journaltsts, or students there. 2. Many of the current library subscrlpdons will explre soon, and urc wtll be very grateful to you ifyou would keep watch and remtnd the library to renew when the tlme comes. 3. Marry of the explred library subscriptions oqplred only recently, and lf you inqulre about lt or ask the library to renew, they may very well do lt, wtrlch would be a btg help to us and to the interested people we llsted above. 4. If you don't see your local ltbrary listed here, condlder asldng the librartan to subscrlbe, Experience has shown us that librarians are much more reccptive to requests from thelr own patrons than to mailings they recclve from ttre perlodtcals themselves. Ltbrarlans are often espec-tally interested in makfng sure that homeschoolers te the area have the lnformadon they need. A request from you wtll therefore go much farther than any ellort
Haston Free Library, N Brookfleld MA Marlborough Pub Ub, Marlborough MA Gutman Ltbrary, Hanrard Unlversl$r, Cambrtdge MA Nashua Publtc Ltbrary, Nashua NH AnUoch/NE, crad Schl Ubrary, Keene NH Mantor Llbrary, Farmlngton ME Woodstock Llbrary, Woodstock NY State U College, James Mttne Ubrary, OneontaNY Olean Fublic Ubrary, Olean NY Monroe Clty Pub Ubrary, Stroudsburg PA Free Library, Ptrtladelphta PA Clattenbery Meml Llbrary, LutheMlle MD Greensboro Public Llbrary, Greensboro NC Mack Llbrary, Greenvllle SC Seby Jones Ltbrary, Tocrcoa GA I-eon Cty Publtc Ltbrary, Tallahassee Fl, GeaugaWest L;lbrary, Chesterland OH Stark Co Dtst Libraqr, Canton OH Pub Ubrary of Clnc'lrmad, Clnclnnafl OH Portsmouth Pub Ubrary, Portsmouth OH Lebanon Public Library, lebanon IN Broad Rtpple Pub Ubrary, lndlanapolrs IN DeMotte Publtc Ltbrary, DeMotte IN Valpar:afso Fublic Ltbrary, Valparatso IN Plymouth Public Library, Ptymouth IN Muncle Publtc Ubrary, Muncte IN Monroe Co Public Ltbrary, Bloomlng;ton IN Evansvtlle Public Ubrary, Evansvtlle IN Brown Cty Ubrary, Green Bay WI Iola Village Ltbrary, Iola WI Henneptn Cty Ltbrary, Mtnnetonka MN Duluth Publtc Ubrary, Dtrluth MN Arlington Hts Mem Ltb, Arllngton Hts IL Rolflng Mem Llbrary, Deerfleld IL
Joltet Public Llbrary, Joltet IL Ctricago Public Ltbrary, Sulzer Branch, Ctricago IL U of Chicago Ltbrary, Clrtcago IL Normal Publtc Ltbrary, Normal IL O'Fallon Public Library, O'Fallon IL St Louis Co Llbrary, St Louts MO Lee's Summtt Br Llbrary, ke's Summtt MO Mid Contlnent Pub Lfb, Ibnsas Cfty MO Wichtta Public Ubnary, Wictrita KS Hutchlnson Publtc Library, Hutctrlnson KS Ltncoln Ctty Ubrary, Ltncoln IYE NE
Dallas Pulllq lJbrary, Dallec fi Dallas Theological Theologfcal Semfnary, Ttrrpln Llbrary, Dallasfi Ubrary, Dallas T Waco Mcknnlan Co Ltbrary, WacoTX Llncoln Park Br Ubrary, Greeley CO Phoenlx Publlc Llbrary, Phoenlx AZ Tempe Publtc Libraryr,Tempe AZ Yuma Cty Ubrary Dlstrlct, Yurlra IV Fatrfleld-Sutsun Llbrary, Falrfleld CA Felton Br Library, Felton CA Branclforte Br Ltbrary, Santa Cruz CA Marun Luther Klng Mem Llbrary, Sacra-
rnento CA
HawaII State lJbrar5r, Honolulu HI Forcst Grorre Clty Ubrary, Forest Grove OR
Multnomah Cty Ubrary, Fortland OR Tlgard Publtc Ubrary, Tlgard OR Salem Rrbllc Ubrary, Salem OR Coreallts Publtc Ltbrary, Corvallts OR Eugene Publlc Ltbrary, Eugene OR Douglas Cty Ubrar5r, Rosenberg OR
Sprlngfteld Publlc Ubrary, Sprlngfleld OR Jackson Cty Lfbrary, Medford OR Deschutes Cty Ubrary, Bend OR Regfl Federal Way Ubrary, Federal Way WA Black Diamond Ub, Black Dtamond WA
Carnadon Ubrary, Carnatlon WA Lynnwood Ubrary, L5rnnwood WA Mountlake Terr Llb, Mountlake Terr WA Flenton Publtc Ubrary, Renton WA Green Lake Br Llbrary, Seattle WA Lahe Ctty Br Llbrary, Seattle WA Shoreltne Llbrary, Seattle WA Everett Rrbltc Ubrary, Everett WA Coupevllle Ltbrary, Coupevllle lVA
lake Sterrens Lfbrary, lake Stevens WA Lan$ey Ubrary, Lan$ey WA Snolsle Regl Llbrary, Marysville WA Monroe Ubrary, Monroe WA Oak Harbor Library, Oak Harbor WA Sultan Ltbnary, Sultan WA Port Townsend Ltbrary, Port Townsend WA Tacoma Publtc Ltbrary, Tacoma WA Camas Public Llbrary, Camas WA Rtdgelleld Br Ltbmry, Rtdgeffeld WA Ft Vancouver Re$l Ltbrary, Vancouver WA Netll Publlc Ltbrary, Pullman WA Spokane Publtc Ltbrary, Spokane WA loussac Llbrary, Anchorage AK Tanana Comm Ubrary, Tanana AK Halnes Brgh Publtc Ltbrary, Hatnes AK
Libraries with Expired GWS Subscriptions The Jones Llbrary, Amherst MA Cambrtdge Public Ltbrary, Cambridge MA Mtddleborough Pub Ltb, Middleboro MA New Bedford Pub Ltbrary, New Bedford MA Portland Public Library, Portland ME Peaks Island Fub Ubrary, Peaks Island ME Varnum Mem LlbrarJr, Jefferson VT Wlndham Free Ltbrary, Wirndham CT Yale Untverstty Library, New Haven CT Mtd Count5r Pub Llbrary, Center Reach NY Gre+;nbrtar Library, kwlsburg WV Way Public Library, Perrysburg OH Addison l\rp Lfbrary, konard MI Preston Public Ubrary, keston MN Del(alb Publtc Ubrary, DeKalb IL Ltberty Br Llbrary, Liberty MO wtchtta state u, Ablah Lrbrary, wichtta KS Neumann Ltbrary, Houston fi Greely Public Ubrary, Greely CO Yolo Cty Ltbrary, Davls Br, Davls CA
Arltngton Llbrary, Arltngton WA Darrlngton Ltbrary, Darrlngton WA Lynden Lfbrary, Lynden WA
Muldlteo Ubrary, Muldlteo WA Snohomlsh R-rb Lfbrary, Snohomish WA Starrwood Ubrary, Stanwood WA
Talkeetna Publlc Ltbrary, Talkeetna AK Omak Publtc Llbrary, Tenakee Springs AK
Groc/tng
Wthout Schooling #85
News
&
Reports
Report from Carnegie Hall Ftom Pat Fatenga: Everyone knows how to get to Carne-
gie
Hdl - you pracflce. I nerrer thought of
my years of work at Holt Assoclates,/GWS as pracucc for an engagernent at Carnegle Hall, yet tr a way tlrey were. When.John Gatto llrst approached me tn August about
the posslblltty of me, hlm, and Dan Greenberg, founder of Sudbury Valley
School, speaking about -The Extrausted School' at Carnegfle Hall, I tmmedtately said yes, though I had lots ofquestlons. 'Where ts the fundtng gotrg to come
from?'
"I'll pay for lt out of my savlngs and my own fundnlstng efforts,' satd Jobn. "You'll go brokel You won't get mor,e IOO people to pay to llsten to us.' 'Don't worry about the money; that's my department. If I had even mor€ money than I do I'd spend tt all on thls. Thls ls something IVe dectded ls worth dotng. I
than
think you're underesurnadng people's
need to hear our ldeas, Pat. People will listen to me talk for hours, and I'm a lousy speakerl See, lt's what I'm sayfueg that grabs them. People are yearnlng to know how we got tnto this schooltng mess and that there are better school choic€s than government schooling that they can use. I have llttle doubt that tlre elIect of Just people' rentlng Carnegle Hall and havtng their say - dtsplaylng worlidng opflons - ls, Iike the shot heard round the world, gotng to build with time.' As tlre wenlng took shape and more speakers were added to the program I began
to marvel at how the absolute convlcilon of one miul can pracdcally wlll such a maJor event lnto eldstence ln less than ti/elve weeks, ThIs was not accompllshed wlthout difllculty: several colleges, unlons, and other groups who didn't llke the ldeas to be espoused that evenlng acdve$ opposed people attendlng or supportlng the errent for several weeks leadtng up to lt. kofessional fundralsers wouldn't work for the event because they consldered lt'too radical." John didn't let these setbacks stop hlm. He told me after the errent that in spite of these factors and 'tn spite of havlng virtually no money - even belng $7OOO short of stmply payhg for the hall a week before the shonr - in sptte of the fact that there were no rehearsals - that some of the parttcipants dtdn't even know one another, and some of them cordtally disliked one another's ldeas - ln splte of the fact that we had two l4-year-old boys as masters of ceremonles lnstead of Bill Moyers (who wrote that he was very interested ln the event but would be ln China at the time) - we drew lO24 people, a fact I learned by sfmply counflng the tlcket stubsl" What an wentngl John hlred a planlst to play Mozart before the show started and during lntermisslon. The men wore tatls, the women black gowns. The l4-year-olds wore top hats and looked very natty. My
Growtng
Wthout Schooling #85
lmpresslon of the audlence was that they were largely school people - teachers, admtnisfators, and professons - wlth a number of lnterested pa.rents, homeschoolers and dtematlve schoolers also tn attendance. Before the errcnt John told rne several ttmes that homeschoolers seemed to be the ones who supported the errent most; lndeed, I met horneschoolers Dan and Andy Endsley who traveled from Ohto to be there: Seth Roclcnuller and lktharlne Houk fmm upstate NY, and I heard of, though I dldn't meet, a group of homeschoolers who had traveled from FlortdaThe evenlng nras stmctured so Vlctor
Gonzals,, a l -year-old student of John's, was tlre flrst one to face the crowd. He provlded me wlth one of two tmages of the
nlght I can never forget: We got the cue to start. I saw the large crowd stlently uralHng ln darkness, a single shaft ofspotltght walUng for Vlctor to walk towards tL I patted Vlctor on hls shoulder, wtshed htm luck, and saw him take a deep breath. Then I saw hls ltttle frame, sllhouetted ln talls and top hat bravelywalk to the podtum and open the errentng. He soon got the audlence to lauglr exactl5l where he wanted a laugh, and he lntroduced each speaker flawless$, as dtd trts counte4rart for the second half of the eventng, Jamaal Watson. Both performed after onlJr a fenr runthrougfrs about two hours before curtaln ttme. Agaln, I was shovm how capable youngsteF can be when they ar,e trusted and treated wtth respecl When Vlctor llntshed trts 'sptel' he lntroduced John Gatto, whose role lior the evenlng was to crlUclze schools; the other speakers wer€ to avold crlticlztng schools and tnstead pres€nt as forcefully as we cpuld the unlque logtcs behtnd our rrarious educatlonal approaches. I spoke next, then came Dan Greenberg (SudburyValley School), Kathleen Young (from the
Waldorf-tnsptred Hawthome Valley Farm School), and a former student of John's, Roland Legtardt-Laura, who spoke about his adventures ln self-educatlon as fllmmaker, poet, and general cuntactor, The sec-ond half of the ntght conststed of Dave Lehman fthaca Alternatlve Communtty School) and another former student of John's, BarbaraJtll Cummlngs, who spoke about her self-educatlon ln the Ileld of ecologr, teachlng herself Portuguese and lMng ln the Arnazon to examtne the tmpact of dam-butldlng on the local natlve cultures. Mary Leue then spoke of her Albany Free School, wtdch owns ten buildings and operates slx bustnesses as part of lts 'communlty' currtculum. John followed her with hls closlng remarks for the evenlng and we all retted to the Maestro's dresstng room for a recepflon. Before the errent John urrote to us all that our prtrnary purpose was to furform and be useful to the people who would come to hear us. Our long range purpose was to establish that choices are avallable and to suggest that no one can malre a sane declslon without knowlng what those cholces are. Thatwe succeeded ln these goals has become apparent to me. John ls nowbelng asked to use the Carnegte Hall errent as a
model for presenttng local educatlon opHons tn other parts of the countql. He wlll speak tn Olympfa, Washftegton on February lOth, and stmllar events ar€ belng scheduled throughout the country thfs sprlng. John recently wrote to me, 'We have establLshed a model - whlch can and wlll be lmproved upon, of course - and lt ts a model whose edstence wtll be slowly heard of, mark my word, because tt stlently asks the quesdon - why wasn't thts [etttrg People know about all thelr educaflonal optlonsl done before? And done by those who have the steurardsbtp of our schools?'
ByJohn's example, we seeJustwhat can be acrompltshed, on a grand scale, by Just one perslon. I doubt Camegfe Hatl wlll
6rer see such an assorhnent ofnonprofesslonals taHng over lts stage, which brtngs me to the second tndellble irnage of that nfghe the shoes that came urith John's talls were too flght for hfrn, so he took them oll He then spoke all evening in his stoclidng feetl
For tnformadon about upcoming 'Exhausted School' events write: John
Gatto, 235 E 76th St, l{Yl{Y lOO23.
For lnformaflon about avatlability of tapes or transcrtpts of the event at Carnegle Hallwrtte: The Odysseus Group,
295E 8thst. Sutte3W, NYI{Y
1OOO9.
How Many Homeschoolers? PaHcIa L{nes sent us a copy oJ her
paper, 'Estlnlufiltg the Home *hnled fupulatjor'' r.uhtch ls availoble al rp cost
iom tIE U.S. Ibparhtert
oJ Mrtcolton" search Washington DC 2O2 O 8' 5&6. Anercerpt:
Qlfre
oJ Re
Ttds paper provldes an estlmate of the
number of school-aged children who were educated at home ln the school year 199O91 and explalns how to derlve such an esflmate. The estimate ls between 248,5OO353,5OO
chlldren. Although rougftly done,
the esttmate gatns credtbtltty because it rests on lnformatlon from two lndependent sources, and from a tl:lrd partially lndependent source. The three sources are: l) currtcular suppllers and their data on 'enrollments,' 2) state departments of educadon and thelr data on children in famllies who flle papers wtth state or local offIclals, and 3) home school leaders. (By home school leaders. I mean olllcers in home school assoclations and support groups of varylng slzes.) AdJustments were GROWINC WITHOUT SCHooUNG #85. Vol. I 5. No, l. ISSN #0475-5305. Publlshed bt-monthly by Holt Assoc'latcs, 2269 Massachusetts Ave, Canbrldge MA O2laO. $25 /yr. Date of Issue: Fcbruary I, 19S2. Sccond-class postage Paid at Boeton. MAPOSTMASTER: Scnd addrcss dranges to GWS, 2269 Magsachusctts Ave, Cambridge lrllA O214O, ADVERTISERS: Dcadltnes are the lSth ofodd-
numbered months.
4 rnade to the lnformaflon from each source, to account for chtldren who were llkely to be mtsslng, glven the ltmltauons of that souroe.
The paper does not account for ctrlldren whose parents harrc totally avotded any connecflon to horcschoollng organfzatlons, crrrrlcul,ar suppllers, or state or loeal educaflon agencles. This could include chlldren of rntgrants and chlldren of parents who deslre complete anonymlty. If there arre very many ctdldren who are homeschooled ln these categorles, ttren the estknate wlll be understated. ... These three esflmates and the authoCs estlmates over serrcral years lndicate steady growth tn the homeschool movement. In the pa.st, the flrst method [data from currlcular suppllersl was the only one used. It ytelded a rough estlrnate of at least 6O,0OO and perhaps as m€rny as I2S,OOO chlldren for the fell of 1983: ln the fall of 1985, of 122,@O tD 2&,@O ctrlldren: and tn the fall of 1988, between 15O,OOO to 3OO,OOO school-aged ctrlldren ln home schools. Applfed retnoacttuely, this method suggests an estlnrate of roughly lO,Ooo tolS,OOO ctrlldren recetved thelr educatlon at home ln the late 197Os and early l98os - a nurnber that comes close to the esflmate made byJohn Holt at that
time, [SS:] The paper lncludes an appendlx
that llsts esflmates ln each state. The chart indicates how the estlmated number was obtained - ln some cases lt ls the number of children reglstercd wtth the state (ln states that requlre famtlies to reglster at a central locadon); Ln other cases the estlmate ls adJusted because farnllfes can enloll tn a prlvate school but actually be homeschooling, and so on. In states such as Massachusetts, where the local educatlon authorlfles (i.e. local school dtstrlcts) harrc the sole responstblllt5r for homeschoolers, flgures
are often unavallable or only loosel5l estlmated.
Cooperative School District I 99
Cdette Clark wrote ht tle Nowm}er lssue o/The Grapevlne, tlte neusletter
t
oJ the Mlmesota Honcschmlers Nllonrrl. In the fall of 1988, after a year of strugglfng wtth confuslon generated by the le$slatlon of the 'gutdellnes' for home educatlon, the homeschoollng famtltes of Wayzata #284 Independent School Dtstrlct asked to meet wlth the schml admlntstration. It was our hope to clearly establish what the school distrlct wanted from us and whatwe could expect from the school
dlstrlct. At that lnlttal meetlng, Dr. Landswerk
superlntendent), Dr. Brodle (currtculum), and Dr. Anderson (testln$ represented the school dtstrlcL and all but one home' schoollng famlly was represented. It became apparent that both stdes had misgivtngs and some mlsconceptlons that needed to be addressed. The results ofthat meeting formed the foundaUon of what has become one of the best cooperatlrrc relationshlps between school dlstrlct and home educators. Among the many quesHons resolved
that day was the quesflon of 'ttnresharlng,' or allowlng homeschooled students to make use of arallable classroom lnstnrcflon ln areas that the famlly felt [thelr own resx>urctsl {rcr€ tnadequate (such as forergn language, sclence lab, etc.). The admlntstradon felt that such an arranggment rpould be feaslble and ltheyl would work wtth the farntlles tndMdually tf rcquested. Several months later, I contacted Dr. Brodle to lnqulrre lf the school dtstrlct was sull wllllng to allow my tcto chtldren to take a course orrcr at WestJunlor Htglr on an clectrrc basls. We had come to the concluslon that they really needed a tradltlonal classroom envlronment for the study of a foretgn language where they would be wlth otlrerg ln order to dtalogue. He qutcldy agreed and paved the way by offerlng to contact the prlnclpal, Mr, Watght, who ln turn got back to me. I was gtrrcn the opportunfty to choose the tlme best sutted for ourschedule and he contlnued to send out class lnformatlon as wan
neded. Just before the start of classes, we met wlth thelr teacher and Peter and Bethany were $ven a tour of the school. Ttrts was done quletly and wlthout fuss, but went a long way ln reassurlng them that they vrcre welcome and not regarded as an oddlty. Slnce thts was the flrst flrrre homeschoolers were to be taldng class€s lndependently tn the school, the teacher nas a little cpncerned orter how the class would accept thetr pres€nce. But from the very
Ilrst day they tntegrated smoothly, and by Ilrst quarter conferences, thelr teacherwas dellghted wtth thelr lnfluencc on the class
and wtth the fact that they were compettng for the tnro top grades. After establlshfng the precedent, we branched out ftrto other areas. They took otherclasses, parttctpated ln sports, and acted Ln theJunlor hfgh sprlng play. Nothlng was prohlblted, nor were they ever rnade to feel unurclcome. Ttre stall always went the extra mtle to make us feel accepted as partners tn educatlng our
chtldren.
State News For addresses oJ state ond leol oryanl".rrllot1s, see GWS *84 or our Honrrschcroltrtg Resource Llst, avallaWe
Jor $2.5O.
ucctlng wlth collcgc Admlrrlonr Dlrccton
I{ew Eampehlrc: Slrtrley Mlnster
wrote tn ttre Homeschool Assoctates of New En$and newsletter that she recently
tourcd New Hampshlr,e colleges to leam about the campuses and oller lnformatlon about homeschooltng. She wrltes, 'Sponsored by the New Hampshlre College and Unfuerstty Councll, [the tourl was destgned
for trfgh school gutdance counselors. Slnc€ I am certifted ln gutdance, I serve tn that capaclty at the North Atlanflc Regtonal Schools. ... Wtrlle at each college, I spoke with faculty, staff, and students. But ltwas rr{f opportuntty to talk personally wlth each admlsslons dlrector (and rnany of the college prestdents) whlch prorrcd most enlfghtenlng to me and, I think. to thenr Asking them lf they had enrolled any homeschooled students, gMng them
arttdes about home-taught students, and provtdlng lnstght lnto a how a homeschooler's appltcadon mfght be reirlewed scemed to help them see the posslbtlity of enrolllng these students tn the fuhrre. More than one admtsslons dlrector told me that he had heard of horneschoollng, but didn't really know what tt meant. ... TWo admisslons dtectors told me that facul$r mem-
bers wer€ homeschoollng their own ctrildrenl I was pleased to learn tlnt one of these colleges has already admttted a homeschooled student."
Proporcd Chaagcr to Rclulatioae North Delot* The Department of Publlc Inskuctlon ls proposlng changes to the homeschooltng reguladons, according to a rnatltng from the North Dakota Home School .dssoclation. The changes concern how much ttme certfiIed teachers are requlred to spcnd supervtslng a home school prograrn, and rules for homeschooled ituilents who want to recelve a hlgh school dtploma. NDHSA wants the language tn the ILit proposed change clartlled so that there wtll be no confuslon about how many hours ofsupervlslon are required (an average of one hour a week for one child, wtth a half hour added for each additlonal ctrtld ln the farnlly.) NDHSA ls also conccmed that the rcqulrements for a hlgh school dtploma may not be falr to homeschoolers.
Blll tb8t Would ErPand Conpulrory School Requlrcments Opporlng
Pcnneylvanl* In GWS #83, we wrote that HB 1695. whlch would lower the compulsory school age from 8 to 6 and ralse lt from l7 to 18, had passed out ofthe House Educadon Commlttee. The fall l99l lssue of Pernsylvanla flomesclpolrers now r€ports that about 3OO homeschoolers ftUtea agalnst the btll at the Capitol on October l6th. Howard Fttchman writes that after the lobbying day, several ofthe Representattues who had sponsored the btll wlthdrcw thelr names from sponsorstrip, and tt looks as though the btll won't be brought up for a vote tn the House untll June 1992, so horneschoolers can condnue to oppose lt undl then. .-t4**
Calendar Aprtl 4. 1992: Holt Assoclates Fair at Green Street Bapdst Church, Melrose, For lnfo: 617-8At-3 lOO.
ApdLL!-4: Northern
CA
conference tn
707-
Aprll 24-25; Wlsconstn Parents Assoclaflon 9th annual conGrence on home educaflon tn Stevens Polnt. For lnfo: WPA" PO Box25O2, MadtsonW 53701, or Mellssa Fllce, 7 15-34 l-6378.
Aortl 29-Mav 3: Nadonal Coalition of Altemaflve Communlt5r Schools confer-
ence at the Indlanapolts Boys & Glrls Camp outslde Noblesvllle, IN. For lnfo: Faye
Jenklns, 4069 Westover Dr, Indianapolis
317-a7*U72 or NCACS, 58 Schoolhouse Rd, Summertown TN 38483. We are happy to prlnt notlc€s of major homeschoollng and alternatlve education errents, butwe need plenty of notice. Deadllne for GWS #86 (events tn May or later) is 3/ lO. Deadline for GWS #87 (events in July or later) ts 5/ lO. IN,16268;
cro\plng Wtthout Schooling #85
5
John Holt on Assessment and Self-Esteem 'flle Jdlon bg Is an ewrptJrom a qtea'h thrrt,brvr Hdt gatn at Reed dlege In Orqorv Jarunry 16, 1969:
I thfnk the only way ln whlch ctrtldren, or lndeed anybody, get a sense of dlgyrlty, crmpetence, nrorth, and self-esteern" ts by succeedlngby thelr standards to thetr onm satlsfactlon, not anybody else's, at tasks of thetr own choosteg. They don't feel tlds way by learntng toJump thmugh hoops wblch we hold up htgher and hlgher. They don't feel ttris uray by betng ghrcn a httle puppy biscult each tlme theyJump thmugh the hoop, whether tfs a gold star or a paper marked IOO tacked on the urall, or the Ptrl Beta Ibppa key dangltng from thetr key chatn. I say, lt's on} when they choose a task and complete lt to thelr own satlsfacflon that they get this sense of gpowth, of derrelopment. Now, thls touches on the matter of what we do when they plunge lnto thtngs that are too much for them. I thlnk of serreral things here. ... Ttrere's an enorrnous dlfference between dtsappointment and fallure. The lnfant, the one year old, two year old, three year old, loeows pracdcally conUnual dlsappolntment Nothtng that he does works out the way he hopes or erqrects lt wt[. He can't do anSrthlr4;as well as anybody else, and he knows tt. He is not fooled. He may play fantasy gzunes - the texts talk about the infant omnlpotent, but t}is ls escape, ttrls Is a sop to trts vanlty. He
really knows. I have to tellyou the story I told at lunch about my slster and her then-4-year-old boy. She was watctrlng hlm playtng or dolng somethlng ln her room one day, and she looked at hlrn fond\r and ln a voice Just full of love and probably a llttle envy, she sald to hlm, 'How does tt feel to be 4?' He stopped what he was dotng and looked up at her qulte serlous\r and said, 'Ferfectly ghastly.' Now, you mlss somethtng awfully fmportant tf you don't know that about chlldren. lhey don't ltke betng ltttle; they urant to be big. They don't ltke belng ptcked up, put down, told to go here, there, they don't llke thelr lncompetence, weakness, powerlessness, subservlence. ...
I was vtsittnt the Llttle School ofSeattle, a ffrst or second gyade class, and got tnto a conversaflon wlth a bunch of 6 or 7 year olds. Somehow the matter of age came up, and I asked, 'Ifyou had a maglc rlng and could be any age, what age would you ltke to be?' One llttle ldd satd she would ltke to be a ltttle baby agah, because she d love to have another chance to suck on that bottle (there's
probably a domesdc tragedy there that I dtdn't pry tnto). Everybody else tn the class rrnnted to be older, much older. The youngest age I can remember belng named uras 12. One glrl satd, 'I urant to be 12 'cause ttren I could have a horse.'Most of themwanted to be 16, 18, 2l - theheckwtthberng6. ... The litfle kid ts dtsappolnted because he can't do what he wants to do. But he doesn't thtnk of htmself as falllng. Fatllng ts a concept which heJust doesn't have. We lntroduce tt lnto hls world, and we don't mean to, but we do lt usually when urc brlng tn the
noflon of a tlme ltrntt. If you say to somebody, 'Do somethlr4;,' and he says, 'Well, how long do I have to get tt done?' and you say, "I dont ca!e, as long as tt takes,' there's no problem of fallure here. But tfyou say to sornebody, Do somethlrlgby 6:O0 tomorrow," or "By ten seconds from now," when ten seconds, or tomorrow, or next week, or the end ofthe school year comes around and he hasn't done lt he's fatled and somebody else wrltes lt down tn a little boolc lt's the ttme ltmlt that lntroduces the noflon of fallure. When there's no tlme ltmtt, the ltttle ldd Just thlnks, 'Well, not
yet.'
... The defense ls often made ofconnenflonal school pracflces that they are reallsflc, To me, thls ts almost the most preposterous
thing you can s€ry about conrrcnflonal schools. lWhat goes on ln theml doesn't bear any reladonstrip to any other part of ltfe. It hasn't anyttring to do wtth real worh or real learntng ... the whole pattem ofreqrards, penalfles, and punlshments doesn't bear any
Growtng
Wthout Schoollng #85
resemblance to the nray the real world works. People love to say that the clagsroom ls prepar:adon for the real urcrld. Thafs utter nonserure. The management consultant, Peter Drucker, had an arHcle ln a rnagaztne called Careers lbdaglra whlch he quoted a whole lot of bust ressrnen as saylng ttrat one of the problems we have wtth thes€ ktds Settlng out of college ls that they're used to Hng told that errcry tlme they do somethlr4S someone glves them an A, B, or C, and says that that was very good, or not so good. They don t know how to assess thelr own work, they can't become tndependent of thls authorlty support. [SS:l Ttrfs speech seemsnery tlmely to me, because educators
talk a lot these days about the lssue of assessment and the tmportance of self-esteern- When I read John's thoughts ltocrurred to me, as lt has before, that when adults debate how to assess ctrlldren, lt ls assumed that the task ts to detenrrlne how well a ctrtld has measurcd up to the teacher's or the etate's standards. Someone else sets the standards, and someone else does the
I fhlnl the only way ln whlcb
chlldren get
a sente of thelr dlgnttlr, competence, worth, and self-esteem, fs by ssssssdlng by thelr gtandards to thelr own satlsfactlon, not anybody elBe's, at tatts of thelr own chooslng.
assesslng. No one talks about the value of leamtng to set standards for oneself or of derrcloptng the abilrty to assess one's own work and actrlerrcment. I thlnk - and John's Ibeal comment suggests - that these skllls are lmportant, and homeschoolers who thlnk so too mlght conslder maldng sorrrc ldnd of statement to that elfect ln negotladons wtth school olllctals about how horneschoollng chtldren wlll be assessed. I'm not suggesttrg that subsdhrtlng a ctrlld's self-assessment for a parent's or school ofilclal's ass€ssment would be an easy way to sattsff the evalua' tlon requlnernent of some state lants. But nerrertheless I thtnk lt could be a good tdea to remlnd educators of an aslrct of the assessrnent quesflon that they often orrerlook. Someflrnes schools gtrrc passfng attenflon to the nodon that self-assessment ts an lmportant sldll by, for ercample, asldng students to gfve themselrrcs thetr own grades. Ghts ts usualbr done as an exerclse and not as a way of gMng students true porver over what goes down on thetr report cards.) For most students, thls ends up betng a guesstng exerctse rrnre than anlrthtng else. TheJob ls to guess howwellyou'rrc measured up to the teacher's standards, done what the teacher wanted you to do. Tfuly assesslng how well they have done accordlng to thelr own standards ls somethlng very few students have a chance to do, or ever trust themselves enough to dowell. I was exclted by the letters that homeschoolers wrote for the Foctrs ln GWS #84, about worHng tourard a goal, because they shourcd howwell ldds can set thetr own goalg and standards, and Judge thelr ourn work, lf glven the chance. And tfs not as lf klds who are allowed to set thet oqm standards eet low ones, elther (wtrtch ts what adults who don't much trust ctrlldren probably belleve). Emtly Fal$anks wrote about taHn41 up dance alter belng tnsplred by the Veselka Uknnfan Dancc Tloupe of Vlctorla- She satd she works hard at lt because 'I want to dance like the Veselka-' No low standards herel There's a wonderful passage ln Neuer Too Iate ln which John
6 Holt says thatwhen people leamed that hewas shrdylng the cello without a teacher, they would ask 'Where do you get your standards from?' He erplafned that he got hts standards from the great celltsts whose playlng he lorrcd and admtred and llstened to tn recordlngs and at conccrts. It ts absurd and unfalr to say tlrat urc cannot asptre to anythlng, cannot hare any sense ofthe goal for wtdch we are worldng, unless someone else tells us oractly what that goal ts and lets us lmow at all tlmes how close we are to lL Havlng hfgh standards can lead to frustraHon someflmes, but not lf we don't have to aclderre our goal by any parflcular tlme, as John potnts ouL Who determlnes the flme bywhlch Emlly has to be able to dance ltke the Veselka? Arrd along the way she wtll harrc many opportuntdes toJudge her progpess, and to be sadsfled (or perhaps frustrated) by how far she has come. I do recogntze thatJudglng one's own work tsnt alurays easy. Someilmes we are too close to our own work to erraluate tL I tltfnk It's posstble to help people ttrtnk about howwell they have met thelr own standards, maybe by gMng them some PersPectlve on thet work (tape rccordfng thelr muslc Playlng so they can listen to tt later, savlng drafts of thelr wrtting so that they can see how theyVe tmprcved over dme, and so on). Also, lf you understand what someone fs trJrlng to do, you may be able to offer an oplnlon about how close they'ne come, what sflll needs u/orlc But tttfs fs aU very dlfferent fromJudglng howwell someone has measured up to outslde standards. Agaln, I thlnk lt would be \rcry tnterestlng for homeschoolers to say that they nalue self-assessment as a sldll and are gotng to work to help thetr ldds develop that abtltty. Perhaps tt would errcn be posslble to talk to people tn vartous ldnds of adult work and eliclt statements slmtliar to the one John heard, about how tmportant lt ls to be able to Judge one's own work wlthout ahrrays dependlng on outslde approval or crldclsm. Flnally, one thoug;ht about self-esteem. Recently, a reader
'I feel ltke I'm lacHng sonrcthlrry soctally - my self-esteem ls sflll not that great. So I worry that our son wlll have the same problern But echool dtd not help me soctally - ln fact, maybe I rpouldVe done better lf I hadn't had to go to school at age 5. Also, I belleve that self-esteem cornes from successful accompllshments from trylr4 thlngs and dolr4 thfngs. Also frtom encouragement. But I sflll x,onder about the soctallzadon and self-esteem quesUon.' I ftlnk Urfs reader wlll be reassured by John's comments about what fosters self-esteerru succeedtng to one's ounr standards at tasks of one's own chooslng; notJumPtng through hoops that others hold out. Thts thouglrt rtngs true to me for two Feasons: flrst, because so many pâ‚Źople who are good atJumPing thrcugh hoops - who succeed to others' safisfacflon - don't have parttcular$ htgh self<steem, and sâ‚Źcond, because I think ctdldren belterre what ogerlence shous them about themselves more than they belterrc what adults sagr about thelr abtlttles' That ts, suPPose you have a chlld who feels shrptd (because of abad school experlence, because she ts a late reader tn a soclety that doesn't understand late readers, or forwhaterrer reason). Parents wrlte to us about such children all the tlme, and they say, 'I keep telling her that she is smart and capable, but she doesn t belleve me.' Klds often thlnk, 'Oh, she's my mother, she has to say that.' But what seems to vrork ls for the ctrlld to be tn a slhradon that allows her to see for herself that she ls srnart, capable. whaterrer. A chlld who felt bad about her readlng abtllty comes home from a day at a theater class and says, 'Hey, you know, I could read those scrlpts as well as the otlrer ldds.'A chlld who felt clumsy and tn ereryone's uray llnds herself suddenly needed when the nelghbors are trylng to Mt heavy boxes and comes home tltnt<tng, 'I really helped wfth that.' In some cases tt maybe up to the pa.rcnt to do some creatlne ttrtntOng about how to rrake such experiences avatlable to the chtld. I welcome arry oramples of thls, or further thougfits on the lssue. wrote,
Clonlara School Home Based Education Program is one of a kind. It provides home education families with a comprehensive, innovative program. With Clonlara School, home educating parents have CHOICES galore.
Clonlara School Home Based Education
Program
Enrollment in Clonlara School gives families the peace of mind that assocation with a fully-functioning, innovative, private school provides. Parents receive help in designing and operating an individualized home based education program. Counseling and guidance on every aspect of educating are as near at hand as parents need for them to be and ask for them to be. All dealings with outside officials are handled with and for a family by Clonlara staff (if necessary/desked by parena). Clonlara School Home Based Education Program serves all age ranges - early education tfuough secondary. In short, ALL of the benefits of private school enrollment are available to home educating enro[ees.
For more information send this ad along with your name and address to: Clonlara School 1289 Jewett St. Ann Arbor, MI 48104
Pat Montgomery, Ph.D.
Director (313) 76945rs
Growlng Wlthout Schoolng #85
How Mothers Find Time For Themselves rnessages, do errands or oofDrlng. Dependtng;on the stage of my current
These wrlters are respondlng to Ratn Makors letter ln GWS #89, 'Mother Wants Tlme Alone."
qrtflng proJect, havlng chlldren around may or may not be OK I recent! ffnfshed
Sharing Responsibilities
stnrckwtth an tdea, I rnayJustJot down
F}om Jane Dwlnell MD:
I would llke to respond to Raln Mako's request for ldeas about pa.rents gettlng privacy and flme for tJremselves, Slnce my hlds are appro:dmatel5r the same age Dana, 4 l,/2, and Sayer, 14 months - and we llve somewhat the same klnd of Me (isolated ln the countqr, self-employed at home, famtly bed), I hope my suggesdons are useful. We are able to have tlme alone (indivldually, that ts) because we share parentlng (and all household urcrk) equally, and we tnclude our chlldren ln as much of our work as posslble. The chlldren pardctpate ln all our homesteading work gardentng, woodspltttlng and stacHng, animal care, cannlng, cooktng, ctrfmney cleantng, laundry, repalrs, housecleantng, etc. Sayer mayJust be toddltng around or ridtng tn the backpack (although today h, he tried stacldng wood), buttt Dana ls very busy helpirq and has been for a lon4l helpirg lono tlme. She stacks wood, harvests vegetables and cuts them up ror themup urem for processlng, srre forprocesslng. she leeds feâ‚Źds anlrnals anlmal and gathers eggs, etc. By partlclpatlng tn the necessary work for survMal, they understand that tt ts lmportant and t}at lt is just part of Me. We often start the day by discussing theJobs that need to be done as well as the fun stulf we wlll do. Dana understands that tfvrc get the wood spllt and stacked, then we can go to the ltbrary or play a game. She also understands that after the game then Jane and Sly (Mom get some tlme to do what they
ill|*,
She doesn't always hke lt when we 'do
our own thfng,' but she wlll flnd any
number ofthings to occup5r herself. Sayer, differcnt story, and \il,e try to schedule certaln actlvltles around hls naptlmes. But he wlll often play wtth Dana or otherwlse amuse blmself near a parent, (He ts playlng wlth some shells on the floor as I write thls.) A.s parents, we declde whose personal work can tolerate Sayer's presence, and then that parent ls 'on' childcare for a certaln amount of tlme, HaIf our lncome ls from homestead proJects - maple syrup, salsa, eggs, and vegetables - and the enttre farntly parttctpates tn thoseventures. Dana and Sayer are happy to dellner to restauxants and stores, to help harvest and chop vegetables, to attend out-of-town fatrs, to play ln the sugarhouse. The other half comes from our personal careers - I am a freelance wrlter and Sky is a famtly medlator. While Sky clearly cannot have chlldren wlth hJm durlng medlaUon sesslons, he wlll us"ally take Danawhen he has to attend meetlngs or go to hls olllc.e to do papenvork. Both ldds wtll often go wtth him tf he has to check trts matl and of course, ls a
Growlng Wthout Schmltng #85
wrtdng a book, and could not hanrc them around for the actual urrlflng. But for edfHng and prlndng the manuscrtpt, lt uras flne. If I harrc to be dotng ctrtldcare and am some notes and vratt for another dme to wrlte. I amalso fortunate because I can
wrtte wtth lots of nolse and actMty around me; I do notneed peacc and quiet.
Sky and I both do yarlous types of nolunteer worh and usualbf at least one chtld accompa.nles us. When one parent has one ctrild wtth hfm or her, lt eases the burden on the other parent I ffnd that tf Dana ls gone wtth Slgr, for tnstance, and Sayer ts taktng a nap, tn a good mood, or ln the backpa.ck, I can get an extraordinaqr
amount of work done. At one potnt, when Sayer nras smaller and needier, we tnsfituted'three hours.' That meant that Slry and I each got three hours a day, at least four days a week, to do whaterrer we wanted wltlrout chlldcare
responsibllides. Someflmes I wrote and sorredmes I napped or read for pleasure; Slry read, made phone calls, and dld other
rnedlaflon-related work The tlme dtd not necessarllJr have to be used for lncomeproducfurgwork - ltwas up to us, We dtscovered after dolng thts for a couple of months thatwe were then able to ask each other for the tlme we needed without betng so formal. Dana understood that when we were on our'three hours,' erren lf we were ln tlre same room (the computer ls ln the Itvtng roorn), you ould not talk to us or bother us ln any way. Our maln stmggle nowls to ffnd ttme to be alone together as a couple. Slnce we have a farnll5r bed and e\rcryone goes to sleep andwakes upatthe same flme, we don't have the flme tn the eventng that rnany parents have. We harrc trted staytng up later but we are usuall5r much too dred. A few tlmes ayear an aunt or g;randmother wtll take the ldds for a day, but urc would llke something on a negular basts. flhe relatlves all ltve far away.) We have talked about tradtng ctrtldcare wlth another farnily but harrc not found a compadble one. It wlll be e:sier when Sayer has weaned and sleeps through tlie ntght - urc mtght not get as tlr,ed and wtll be able to stay up later. And we know that, all too soon, theywlll grow up and be ollln thelr own world, and nre'll have all the tlme we need. For now we are learnfng paflence and fledbtlttSr.
long hours and hasn't been able to help
wtth the cooHng or ctrlld care. One of the problems wlth thfs was that I found I was begtnnlng to scruUnlze how he spent hts uprk tlme. If I happened to go downstalrs and found hlm talklng on the telephone wlth a cllent and laughturg, I would uronder whether thls conversafion was buslness or pleasure. Heaven forbid he should have a phone conversaflon wtth tris brotherl My tnstdes would churn and I would mutter, 'He has all thls free tlme.
Wherc ls mlne?'The curse of compeflflon strlkes agaln. In rrSr saner rnoments I would realize tlntu/e all need space to work, and Judglreg each other can lead to Jealousy and resentment. After a conrrcrsatlon wlth a frtend I began to look at thls lssue oftkne tx a dlfferent uray. My frlend's chlld had been home slck ftom school for two weeks. She uras frantlc and lamenflng the fact that she dtdn't have a moment to herself. Granted, a stck chtld can take almost constant care and make anyone feel trapped tnslde the house, but I was taHng thls same notlon that I needed my tlme and was resentful tf I dtdn't get n dally. As I began to errarnlne my feeltngs more closel5r I found that I was seelng our ctrlldren as robbtng me of my tlme. They were prerrcntlng me from accompllshlng my'creatfirc'work I took ttrts prernlse and turned lt on lts head and began to look at my children not as lnternrpdons but as enhancers. Stnce I arrr comnltted to homeschoollng, we will be together most of the ttme. I am not gohg to have several hours or any sâ‚Źt anount of tlme to myself dal!. One of the reasons I homeschool ls to be together as a farntly. And yet here I was t5dng to get rld of the ctrlldren. The message was that they urcre tn the way of my tmportant work. Ttre need to alter my percepHon of the chtldren, Kate and Jacob, seemed lmperative, Oncre I was able to share my life more fu$ wlth them my resentment dtsappeared. For oample, when I am ansurerlng a breastfeedtng quesdon on the phone I wlll pause to explatn to Ibte the lmportance of the lnformatlon to the wornan. S|rrcc thls ls routtne to Kate and Jacob tt no longer rcqulres a lengthy
Pinewood School Brinqs Home Educotion fo Yo-u (303) 838-4418
Olivio C,
Learning Not to Resent Children
Lorio
Director
F}om Karen Mendr.hldlds (NI:
Tm frequently I have felt resentful at Iwasn'tgettln!
the end of the daybecause
enough tlme for myself. ltfy husband and I have a home business. At thts potnt I spend most of my day wtth our chlldren and he nrns our buslness. He has been putttng tn
SCHOOL 112 Rood D Pine
Colorodo 80470
Seryrng Home Educolors Since i98l