Roller Skating!

Once a month, the Nampa Roller Drome hosts a "home-school" roller-skating day, with many families taking part. Last week, the kids attended their first one, and had a blast! Dad couldn't pay mom enough money, though, to put on a pair of skates-but she still went out in her shoes so that she could give Bed-bug a hand. Thankfully, big brother was able to give her a hand so that mom could get this photo.As far as getting "Farm-girl" on skates, it's probably for the best; the last thing we need is for mom to be out of commission for a while!

If We Ever Get Lost....

We do not camp very often, but the next time we go we'll have to bring a needle and some paper with us. "Bed-bug", in a recent geography lesson, learned about compasses and had the opportunity to make one (see photo). Good thing too, because dad isn't very good about which direction he's heading (unless it's morning or dusk)!

Ancient Egypt

This week, we are beginning a three-week study of Ancient Egypt. This study, Lord willing, will help the kids understand the culture in which Moses was raised, as well as the significance of the plagues which Yahweh brought upon Pharaoh and the Egyptians in the book of Exodus . We are beginning by learning of the importance of the Nile River- how it was considered the "lifeblood of Egypt". During this time, we are creating a salt-relief map of the country,


as well as building a model shaduf, which was used for irrigation. Future studies of Egypt will include pyramids, mummies, hieroglyphs, and Pharaohs.

Tonight, we finished the salt-relief map and built the model shaduf- which didn't turn out as well as the one "Gecko"(Oldest son), "Hider-man", and I made a few years ago.

The Great Experiment

Well, the "great experiment" has ended. I have come to the conclusion that the Omnibus program that we were trying to implement in Hider-man's" studies this year is not going to work. As I looked at some of the upcoming things we would be studying, I realized the reading was going to be way above level for him. For a while I have had my eye on a program called Tapestry of Grace. I was close to choosing it for our classroom this year, but decided on the Omnibus program. One advantage with the TOG program is that it is multi-level, so we are beginning to use it with "Bed-bug" as well. This way, the kids will be taught together- with L having more difficult reading assignments, etc...Geography is included, as is Bible, Literature, and Art. This will take us through a four-year cycle in the study of history.

Writing

One of the most difficult roles I have as the "headmaster" of our home-school is deciding on which books and materials we are going to use. Over the last few years I have decided that we're going to use "Curriculum A", only to find out that it isn't a good fit, is just the latest "flavor of the month"and not all that it's cracked up to be, or is just way above level. For this reason, I have made some poor choices in which good money was wasted. However, I do believe that two of our most recent purchases could very well be the best money we've spent on educational materials. The IEW program IS all it's cracked up to be. I cannot believe the difference in "Hider-man's" writing lately. We have always had a difficult time getting much out of him-writing wise- but this past week we've seen an amazing transformation. I am completely sold on their techniques on key-word outlines, dressing up the sentences, etc...Plus, the suggestion of purchasing an electronic Thesaurus/Dictionary was a work of genius (remember, we have a twelve-year old son who: a) hasn't enjoyed writing b) enjoys electronics). So, it is my pleasure to introduce "Hider-man's" first published work, based upon the Epic of Gilgamesh...

Eternal Life Lost Forever

Gilgamesh was on his last quest, to find out how to live forever. He was searching the tops of broad, towering mountains, and through scorching, barren deserts for a plant that would give him eternal life. When he came across a roaring river, he tied rocks to his ankles and, after taking his longest breath, leapt in. Immediately, the raging current carried him around until he finally saw the radiant gleam of a plant. He knew this was his one chance to seize this plant of life. When he got near the plant, he reached out, caught it, and pulled with all his strength. Covered with thorns, the nearly immobile plant didn't move. When Gilgamesh finally loosened the plant, he swam to the surface of the sea, gasping for breath. Gilgamesh had succeeded!

Friends

One of "Hider-man's" required readings this year is the re-telling of the Epic of Gilgamesh called Gilgamesh the Hero. Two of the themes which we are covering in our discussions are those of "Friends" and “Immortality.” In the story, Gilgamesh, king of Uruk, meets a half-man, half-beast named Enkidu. This "beast-man" is sent by the gods (at the citizens' request) in order to turn Gilgamesh's attention away from all the women of the city. After a fierce struggle, in which neither man wins, the two become friends. After the duo’s victory against the Bull of Heaven and Enkidu’s obedience to one of the gods’ request of him cutting down a cedar, it is determined by these capricious gods’ that one of them must die. That someone is Enkidu. His judgment is unjust. After this death, Gilgamesh faces his own mortality and the reality of no longer finding comfort from his friend. Which leads me to this...Our family has dealt with many changes over the past three years. We have had to make a heart-wrenching decision of sending one of our children to live with family out of state. We have seen the death of loved ones. Many of our closest friends have either moved or have left our church body. Yet in the midst of it, we can take comfort that we do not worship and serve gods who are capricious, or who quarrel with one another. The Triune God-Father, Son, and Holy Spirit- does not deal unjustly in these circumstances, for His ways are perfect. Even though we cannot understand why He ordains the events in our lives that takes place, we can take comfort in knowing that “all things work together for those who love God, to those who are the called according to His purpose.” (Romans 8:28) Gilgamesh did not have this hope; his chief end was to bring glory to himself-not, as the Westminster Confession of Faith states it, “to glorify God and enjoy Him forever.” Gilgamesh’s comfort was lost in Enkidu’s death; how sad that he never knew the beautiful words of the Heidelberg Catechism, no.1, “What is your only comfort in life and in death?” “That I am not my own, but belong-body and soul, in life and in death- to my faithful Savior Jesus Christ. He has fully paid for all my sins with his precious blood, and has set me free from the tyranny of the devil…” He did not have the physical resurrection to look forward to, only that his body was subjected to decay (just as his friend Enkidu’s body was)-as was so richly pictured in the worm falling out of Enkidu’s nose. His hope of immortality fails when he could not stay awake for a week; nor when given a second chance by finding the flower-only to lose it to a serpent.

The beauty of home-educating our children is the opportunity for discussion in things like this which we read. Sure, we can, and did, discuss friendships: what makes a good friend, how should we choose our friends, the friendship of David and Jonathan, etc…but more importantly, we have the opportunity to really disciple our children.

Finally, I was reminded this week that “Friends are friends forever, if the Lord is Lord of them.” That brought a smile to my face, because we really miss you Corey and Rachel, Bob and Georgie, Scott and Allison, & John and Adrian, Tom and Cheryl. It brings a smile to my face, because I know that we will once again have to say good-bye to other loved ones-perhaps in the not so distant future. Oh, Father, forgive me of being so focused on the here and now-for not having eternity in my heart and on my mind.

Balloons

"Hider-man" is becoming quite the science enthusiast. We have previously studied life science and astronomy, and he showed some interest-particularly with animals (it's hard for the kids to escape "Farm-girl's" (their Mom) love for animals!). However, now that we're moving into the study of "general science", he's getting more exposure to some of the other branches of science which we have not yet covered, and he seems to really like it. The first week of school included three experiments, in which we used common household goods. In experiment one, he learned about density in nature by pouring vegetable oil, water, maple syrup, a rock, grape, ice cube, and a piece of cork in a glass. Experiment two taught him about atomic motion, and how atoms in hot water move fast than they do in cold water. Finally, in the third experiment, we saw how the chemical reaction of vinegar, baking soda, water, and a few cabbage leaves can blow up a balloon. How exciting!
The Omnibus lessons have been the most difficult, as I suspected they would be (well, let's not forget composition!). In week 1, he read through Genesis (from Catherine Vos' The Children's Story Bible-an excellent story Bible for children!) and now is reading through Exodus (from that same title). Each session usually contains a reading assignment, a Text Analysis section, Cultural Analysis section, and Biblical Analysis section. The purpose for this, and one of the reasons I chose this Omnibus program, is to have the student see the world through the lens of Scripture. This will become very important as we begin to read pagan works such as the Epic of Gilgamesh, Homer, etc...in which the authors were not writing from a Trinitarian worldview. Speaking of Gilgamesh, we will begin that next week as we continue in our Mesopotamian section. I found a great children's book called Gilgamesh the Hero. It is age appropriate for 9-12 year olds-which will work well for us, as the Epic is a little bit more than I want to cover with him. At least he will receive a good introduction to it, and see how the flood story changed after the dispersion at Babel.
"Bed-bug"is becoming quite the little organizer. She has spent time in her first grammar lessons learning how to categorize as she is preparing for her parsing. I'm sure "Farm-girl" will appreciate the end of the first few weeks-she seems to be constantly cutting pictures for these lessons. "Bed-bug" also spent the first week reading Curious George (with mom's help) in her literature lessons. After finishing the book, she spent some time drawing the balloons (I see a theme here) that carried George away, as well as doing some copywork (handwriting) telling us that "Curious George was a good little monkey who lived in Africa." This week, it's "Caps For Sale" for her literature class, as well as learning/reviewing "ing/ang/ong" in her phonics lessons. By the time she is done with this section of phonics, she will be ready to read "Ella Sings Jazz", a reader in the Phonics Museum about jazz legend Ella Fitzgerald. There are other aspects of her "education" that we need to continue working on: tying her shoe laces, and riding her bike without the training wheels. Hopefully, she will learn how to balance herself as she rides, so she isn't leaning too far to one side!