March 2015 Book Reports

The Sinner's Guide to Natural Family Planning by Simcha Fisher is a book of essays on NFP that won't tell you anything about how to practice it. Instead, it's a humorous but real look at what life is like for those who try to follow the Catholic church's teachings on contraception but find themselves more frustrated than enlightened. It's so easy to find lots of people spouting the fabulous benefits of NFP on their marriage and relationship with their spouses, but the truth is that NFP can be hard. I appreciated reading Simcha's essays because they revealed the struggles that others have had as well as insight into how the benefits might simply be delayed. (borrowed from a friend, but also purchased for the Kindle)

The Story of a Bad Boy by Thomas B. Aldrich is one I pre-read, wondering whether we should listen to it together on LibriVox or if I should put it on a Kindle and let First Son read it. I think he'll enjoy it because he loved Tom Sawyer so much and this book is similar. It does include some tragedy (the death of a friend and the death of the boy's father), but much of it is pure fun. There are a few missing "diagrams" from the text, so now I'm also considering purchasing a copy of it so we can see those. Either way, I think I'll give it to First Son (11) to read rather than listening to it with the girls. On a side note, I never knew what to say when someone asked what I was reading with this book. Given the recent press on an extremely popular movie, I was a little afraid the questioner would get the wrong idea. (purchased for free for the Kindle)

The Best of Sherlock Holmes by Arthur Conan Doyle includes The Adventure of the Speckled Band, Silver Blaze, A Scandal in Bohemia, The Adventure of the Dancing Men, The Final Problem, and The Adventure of the Empty House. I picked this up at a library sale because the children had listened to Sherlock Holmes for Children by Jim Weiss and wanted more. I wasn't sure about the content of the stories, having never read them myself, so I pre-read the book before sharing it with them. For those that are interested, these stories include a reference to a mistress (though no explanation to what one is), a mention of "drug-created dreams" though no actual drug use, and a number of murders. I intend to put the book out where the children (11 and 8) can read it if they want, but the vocabulary might be a little daunting for them. (purchased used at a library sale)

Ben and Me by Robert Lawson is listed as a possible family read aloud for American History in volume 4 of RC History. It's the supposed autobiographical story written by a mouse named Amos who lived with Benjamin Franklin. Amos, it turns out, was the source of some of Franklin's best ideas. It was a little silly for my taste, but the children loved it (especially the great battle scene). (library copy, read aloud with the kids)

Who Was Daniel Boone? by Sydelle Kramer is an early reader chapter book recommended by RC History for volume 4. I read it this month anticipating giving it to First Daughter (8) to read, but then decided to finish a unit early. It'll be one of the first books she reads next year. I don't know much about Daniel Boone, but it seemed interesting and well-written. (library copy)

I Saw Three Ships by Elizabeth Goudge is a sweet tale of Christmas. A small girl spends her first Christmas after her parents die with her spinster aunts. There's a friendly but distraught French man, a wandering uncle, and an open window for the angels. Of course, three ships arrive on Christmas morning amidst great rejoicing. I hope to read this to the children in Advent. (inter-library loan)

Rush Revere and the Brave Pilgrims: Time-Travel Adventures with Exceptional Americans by Rush Limbaugh was a gift from my parents to the whole family a few years ago. First Son (who was, I think, nine at the time) read through it speedily and loved it. He laughed out loud often and has since read it many times. He asked me often if I would read it and I finally agreed, mainly because it seemed right and proper that he should share his favorite books with me just as I love to share my favorite books with him. I'm sad to say, it's twaddle. It's not particularly well-written and it devotes much space to indoctrinating the reader to the astounding benefits of a free enterprise economic system. I don't necessarily disagree, but it certainly wasn't like he describes in the book. It also irked me a little as he so often proclaimed the righteousness of the Pilgrims who established this country for the freedom of all when the Puritans had no desire at all for freedom for other religious groups (Catholics among them). I don't actually think this book did my children any harm and, because I love my children and they have asked, I will read the other two books. I'm afraid I won't enjoy them very much, though. (received as a gift)

The Boy Who Harnessed the Wind: Young Readers Edition by William Kamkwamba and Bryan Mealer - my review. (library copy)

The Ordinary Princess by M. M. Kaye is a delightful fairy tale about a princess given a fairy's gift to be ordinary. She steals away from her castle and ends up working in another where she (of course) meets a man of all trades and falls in love. Princess Amy is diligent, joyful, and lovely. This book will be on First Daughter's summer reading list (between second and third grade). (library copy)

The Religious Potential of the Child: Experiencing Scripture and Liturgy with Young Children by Sofia Cavaletti - my review (purchased copy, I think from the National Association of the Catechesis of the Good Shepherd)

The Reptile Room (A Series of Unfortunate Events, Book 2) by Lemony Snickett, performed by Tim Curry. The children experience more sorrow, but are courageous and loving throughout it all and there are moments of humor along the way. (audio CD from the library)

Books in Progress (and date started)

• Open Mind, Faithful Heart by Pope Francis (January 2014) 
• The Education Of Catholic Girls by Janet Erskine Stuart (February 2014)
• Norton Anthology of English Literature Vol 2 (sixth edition) (August 2014)
• Good Poems ed by Garrison Keillor (October 2014) 
• Evangelizing Catholics: A Mission Manual for the New Evangelization by Scott Hahn (January 2015, with our adult education class at our parish)
• For the Children's Sake: Foundations of Education for Home and School by Susan Schaeffer Macaulay (January 2015, with my Start Here book club)
• The Story of the Amulet by E. Nesbit (February 2015, listening with the children on LibriVox)
• Humility of Heart by Fr. Cajetan Mary da Bergamo (February 2015)
• Mysteries of Life in Children's Literature by Mitchell Kalpakgian (February 2015)
• Jayber Crow by Wendell Berry (February 2015)
• My Brother Sam Is Dead by James Lincoln Collier and Christopher Collier (February 2015)

Links to Amazon are affiliate links. As an affiliate with Amazon, I receive a small commission if you follow one of my links, add something to your cart, and complete the purchase (in that order). My homeschooling budget is always grateful for any purchases. 

Links to RC History are affiliate links.

Links to Sacred Heart Books and Gifts are not affiliate links.

These reports are my honest opinions.

Book Review: The Religious Potential of the Child

The Religious Potential of the Child: Experiencing Scripture and Liturgy with Young Children by Sofia Cavalletti

I owned this book for two or three years before reading it, and only then because the coordinator of our Catechesis of the Good Shepherd program suggested all the catechists read it together as a kind of book club this year. She invited anyone interested from the parish as well, though there ended up being only a few who attended every meeting. I wish I had not waited so long.

In the foreward, Rebekah Rojcewicz writes:

The most important thing that happens in the atrium (or in our lives, for that matter) is that together with the children, we grow in our knowledge of Jesus, the Christ, the Good Shepherd, and in his love for us, and that we grow always more capable of responding to that love. As catechists of the Good Shepherd, we understand that the kind of knowledge Jesus speaks of in John 10:14 is not a limited, academic kind of knowledge but a total kind of knowledge that is rooted in the heart and that encompasses all of our being (including, of course, our heads).

It's good to remind myself of this every time I go into the Atrium with students. My goal is not to teach the children anything. It is to reveal to them anew each week his limitless love for us and to therefore enable them to respond to him. In the process, I should myself experience that love anew each week and endeavor to respond in my own way.

It is difficult sometimes to refrain from seeking the child's response myself. As catechists, we want to see progress. In math or handwriting or reading, progress is usually obvious, something that can be measured over time. In a Catechesis class, however, the development of the relationship between the child and God can be hidden deep within the child's heart. According to Cavalletti, we should not even attempt to delve into that relationship.

The incandescent moment of the meeting with God occurs in secret between the Lord and His creatures, and into this secret the adult may not and should not enter.

As much as we might want to question the child, to determine if he or she has internalized any of the presentations, we must not. Perhaps, we will be gifted with a glimpse of the work of the Spirit.

The catechist who looks for security precludes, we think, the possibility of the greatest joy, the joy of feeling sometimes, in the work that unfolds, the passing of a force we clearly perceive is not our own, an imperceptible breath that lets us know that it is not us but the Spirit who works within hearts.

Despite the statement to let the child and God speak to each other without interference, it was sometimes discouraging to see examples of student work (most of which was for 6-9 year olds, rather than the 3-6 year olds typically found in a Level I class). In the (short) two years I have been teaching Catechesis of the Good Shepherd, there have been only two or three times a child has said something or drawn something that revealed a deep or profound connection to the materials or presentation. Most of the time, I am content merely to be there with them. When I expressed the discouragement while reading the book, Kansas Dad reminded me they had sixty years worth of materials from which to draw for their examples. It's likely not every child responded in easily reportable ways. As catechists, we must be content to be with the children experiencing his love together.

Another goal in the Catechesis classes is to present the mysteries of God's love to children in such a way that each one feels a desire to learn more. This "wonder" will hopefully kindle a lifetime of seeking God and his kingdom.

The nature of wonder is not a force that pushes us passively from behind; it is situated ahead of us and attracts us with irresistible force towards the object of our astonishment; it makes us advance toward it, filled with enchantment.

This book is a wonderful guide to those of us wishing to point our children to Christ without pushing them or overwhelming them with commandments. The idea is to reveal to them the most wondrous truths of the Good Shepherd and the Kingdom of God and invite them to delve deeper and deeper into His Word and His Love throughout their lives, partly by modeling as a parent or catechist that our search is never complete, our desire for knowledge of God cannot be satisfied until we are in Heaven.

All that being said, there were a few instances where I though Sofia overreached in her arguments. For example, she says:

I believe that an event learned only as a story (or legend) will stay a story even when the child is grown, and it will be extremely difficult to recover its theological content later on.

In context, Sofia is explaining the choice to focus on the infancy narratives of the Gospels rather than  Old Testament stories for meditation. (There are also presentations on the Last Supper, the Passion, and the Resurrection.) I have no desire to alter the presentations at all, but I think it's possible a child who hears the story of David or Goliath, for example, is capable of uncovering a deeper theological content as an older child, teenager, or adult.

One point I found particularly troublesome is in the chapter on signs when Sofia is addressing the parables. In the Level I class, we read quite a few parables with the children, many focused on the Kingdom of God. One of the important points in the training (and in the book) is that the catechist is never to explain the parable. We can ask questions and wonder with the children, but we don't give an answer. I am even careful never to indicate to the children that they have arrived at "the correct answer." The most important reason for this vagueness is to cultivate the idea that we have never reached the center or final answer in a parable. There is always more to contemplate, more to learn and love about God and his world.

So far, so good. Then Sofia writes:

Jeremias has demonstrated that the two Gospel passages explaining the parables (Matthew 13:18-23, 36-42) do not date back to the original stratum of the text and therefore they are not the words of Jesus.

My problem with her assertion is not that the passages were added later (they very well might have been), but the implication that because they were added later, they were not the words of Jesus, that he, in fact, would never have explained a parable because that would have destroyed its value. I believe the presence of these verses indicates that Jesus probably explained at least some of the parables some of the time to his disciples. Furthermore, I think it's problematic to dismiss any part of Scripture, even if it seems to have been added a little later. It's not like it was added a few hundred years ago; those verses were there when the cannon was established. Sofia declares that "to explain the parable would mean killing it, destroying its most profound didactic wisdom." She must therefore dismiss the verses of Scripture in which Jesus appears to be explaining a parable. I think it might have been sufficient to exhort catechists to refrain from explaining parables to children, especially in Level 1, without arguing no one should ever explain any parable ever.

The reference for Jeremias is The Parables of Jesus by J. Jeremias, published in 1962 which I think is Parables of Jesus (2nd Edition). Much of the same material seems to be available in a version without the original Greek, Rediscovering the Parables. I checked a copy of the latter out of the library and skimmed the parts that seemed applicable to these verses. It seems like Jeremias claims these verses were added later, at a time when the early church was facing persecution in order to exhort Christians to stand firm in their faith. Ironically, given Sofia's use of his statement, the entire book is an attempt to explain what the parables would have meant in the historical and cultural context of Israel in Jesus' time.

From what I can tell online, I'm the only one to be uncomfortable with Sofia's statement, so perhaps I'm overreacting.

If you are interested, I can also recommend Way of Holy Joy (perhaps my favorite of Cavalletti's books that I've read so far) and The Good Shepherd and the Child, which has recently been revised and updated.

The links to Amazon above are affiliate links. If you click on them, add something to your cart, then make a purchase, I receive a small commission. I believe my copy was purchased directly from the national Catechesis of the Good Shepherd organization. (not an affiliate link)

7 Quick Takes Vol 8: 6 Random Thoughts and a Picture

--- 1 ---

Earlier this week, I received a big box from Sacred Heart Books and Gifts. Nestled inside, surrounded by homeschooling books for next year, was my birthday book (the book I selected this year to buy with my birthday money), The Little Oratory. I've flipped through it a little and it looks just wonderful! I've promised myself I'm going to finish The Idea of A University first, though.

Speaking of Sophia Institute Press (publisher of The Little Oratory), they are having a nice sale with lots of $10 books,  $5 books, and a $5 flat rate shipping. It includes a few of my favorite books like A Life of Our Lord for Children, The Year and Our Children, and The Young People's Book of Saints. First Daughter will be reading that last book next year in second grade for her saints study. (I don't receive anything if you make any purchases.)

--- 2 ---

The two older kids have been at Totus Tuus all week, our parish's version of vacation Bible school. It's a wonderful time of fellowship with our community, but oh my! It is exhausting! There has been much wailing at the slightest provocation (from the kids, of course, never me; I'm not exhausted at all...oh wait). I'll be happy when the week is over, though we're following up with a week of swimming lessons so perhaps we're only jumping from the fire into the frying pan (slightly less painful but still not what you'd call relaxing).

--- 3 ---

I spent the first three days this week working with some of the other catechists in our Atrium. We pulled everything out, washed all the cabinets, shelves, and materials, and reorganized the Level 2 and Level 3 materials to make room for the new ones. The room looks beautiful and (almost) ready for next year. We were so productive we were able to focus on finishing up some of the materials on the third day. I feel so blessed my children will have a Level 3 Atrium, but also very glad to be happily teaching Level 1 myself.

--- 4 ---

Summer is such a good time for nature study. Without any real effort on my part, we've been noticing things. At a small suggestion, the children are eager to pull out their nature notebooks for some drawing. This week I found a brown recluse spider in the cabinet, trapped in an apparently slippery bowl. The kids were fascinated and loved showing it off to the Totus Tuus team members. They all sketched it in their notebooks, too.

--- 5 ---

We have a lot of birds right now. Kansas Dad butchered three earlier this week, but we still have a batch of laying hens (though still too young to lay any eggs), a young batch of meat birds, a second batch of meat birds, and ten keets (baby guineas). Eventually we will have eggs and meat to show for them, but for the moment the meat birds offer a nice greeting to anyone who comes to our door.

--- 6 ---

Second Son recently had his eyes checked under the See to Learn program. An optomotrist will examine your three-year-old's eyes for free. There are quite a few conditions they can treat more easily if they are detected early. (You can find a list of participating providers online.) He did really well, though he kept calling the duck picture a giraffe.

In other health-related news, First Son recently learned his braces will come off in August. Hooray all around! He's already coming up with a list of all the foods he wants to eat that have been taboo for the past year.

--- 7 ---

I think I'm out of takes, so you'll have to make do with a picture I found on First Son's camera recently.

For more Quick Takes, visit Conversion Diary!

February 2014 Book Reports

The Mysterious Benedict Society and the Prisoner's Dilemma by Trenton Lee Stewart is the third book which wraps up the story line. I didn't like this book quite as much as the first two because of the introduction of ESP. I don't have a problem with ESP in a book in and of itself. At our house, it'll just be put into the same category as magic, unicorns, and other imaginary aspects of fairy tales and legends. I was disappointed because, up until that point in the story, as unlikely as the plot was, the children were using their own intelligence and skills to maneuver out of sticky situations. A particularly intelligent child who identified with the outcasts who bonded together in friendship through adversity would suddenly feel a lack of similarity to the main characters. So as I find again and again, the third book in a trilogy disappoints a little, but it was still enjoyable and still had wonderful moments of sacrifice, courage, and friendship. First Son will find it on his reading list for the summer after fourth grade. (library copy)

The Way of Holy Joy by Sofia Cavaletti (received as a gift)

How to Talk so Kids Will Listen and Listen so Kids Will Talk by Adele Faber and Elaine Mazlish (purchased copy)

As You Like It (Shakespeare Made Easy) by William Shakespeare is the third play we're studying this year in fourth grade. The modern text in this book was quite explicit at times, so I would share it only with mature high schoolers, but it was fine for my purposes. This is certainly not my favorite Shakespearean play but I anticipate it'll be a fun one with which to end our year. (purchased copy)

Tomorrow, When the War Began (The Tomorrow Series #1) by John Marsden had great reviews online and I thought would be a good one to listen to while I exercised, when I couldn't quite give it my full attention and when I wanted a good story that would give me something to eagerly anticipate to encourage me. An invasion of Australia is completely unbelievable, but the idea of a group of rural Australian teenagers surviving and hindering the effort was not so much. Unfortunately, the book started out slowly and was bogged down by the main character's philosophizing. Frankly, I didn't think it was that well written and am a little surprised it remains as popular as it is. I've agreed to read the second in the series for a review site, but I'm not sure I can make it through all seven. (Playaway from the library)

Chinese Cinderella by Adeline Yen Mah is listed as an adaptation of the author's biography for young adults, but I feel like it might be better described as an abridgement. I kept feeling like I'd read it before because I had read Falling Leaves: The Memoir of an Unwanted Chinese Daughter. The main theme of the book is the overcoming of child abuse and neglect so there are some hard scenes. There is also a often an overlay of fear during World War II and the advanced of armed Communists. I think this could be a good choice for more mature readers in middle grades or struggling readers in high school, those who are ready for more difficult topics and themes but not yet ready to tackle the adult biography. (I can't remember if there was any more violent or graphic descriptions of abuse in Falling Leaves, but I'm also of the opinion that high school students, especially those in later years, should be able to tackle difficult topics, especially when reading along with an adult. (library copy)

Hippos in the Night: Autobiographical Adventures in Africa by Christina M. Allen is the autobiographical account of a young biologist who travels with a group by van and bike through parts of Africa as part of an educational experience for school groups connecting with them regularly online. It's written at an easily readable level for children (perhaps third grade level) and has lots of interesting notes at the end of the book on the animals encountered. There were some nice parts on interactions with the people of the area, too, contrasting the modern world of the large cities there with the more nomadic and poorer peoples. It didn't seem too preachy, which was good, but it was sometimes simplistic. Overall, a fine book and one First Son will probably read next year, as recommended for the second year of Level 2 African studies at Mater Amabilis. (library copy)

The Extraordinary Education of Nicholas Benedict by Trenton Lee Stewart (library copy)

Kensuke's Kingdom by Michael Morpurgo is the story of a young boy swept overboard on a trip sailing around the world with his parents. He awakes to find himself on an island, but he's not alone. The tale of the friendship that develops between the boy and the island's resident is poignantly written but still exciting. I'm looking forward to sharing this book with First Son who will either read it this summer (after fourth grade) or as one of his independent reading books next year. It should be pretty easy for him to read, but the themes of war (all in the past) and loss might be better for him now that he's older. (library copy)

Divergent, Insurgent, and Allegiant by Veronica Roth (library copies of Divergent and Insurgent, Allegiant purchased for the Kindle)


Books in Progress (and date started)

• Captains Courageous by Rudyard Kipling (September 2013)
• Open Mind, Faithful Heart by Pope Francis (January 2014) 
• The Education Of Catholic Girls by Janet Erskine Stuart (February 2014)
• Gulliver's Travels by Jonathan Swift (February 2014)
• The Idea of a University by John Henry Cardinal Newman (February 2014)
• Victory on the Walls: A Story of Nehemiah by Frieda Clark Hyman (February 2014)
• The Black Stallion by Walter Farley (February 2014) 
• The Thieves of Ostia (The Roman Mysteries) by Caroline Lawrence (February 2014)
• The Gecko and Sticky: Villain's Lair by Wendelin Van Draanen (February 2014)

Book Review: Way of Holy Joy

Way of Holy Joy: Selected Writings of Sofia Cavalletti

selected, translated, and introduced by Patricia Coulter

I had every intention of reading The Religious Potential of the Child: Experiencing Scripture and Liturgy with Young Children this school year, but I lent my copy to a friend who is going through the Level 1 Catechesis training right now.  I received this slim book for Christmas and decided to read it first. It's a book of essays by Sofia Cavalletti, one of the co-creators of Catechesis of the Good Shepherd. In it, she discusses many of the themes important to Catechesis, its philosophy and its history. Also included is a letter to her niece of the readings that most shaped her philosophy and a CV Sofia wrote for another publication.

In "The Child as Parable," she contemplates the Biblical passage where Jesus says we must become like children to enter the kingdom of God.

Between Christ and children there exists a profound affinity, which does not depend upon the possession or practice of this or that moral virtue, but rather on the existential situation of the child: the child is the privileged bearer of that reality which Christ has come to reveal and to realize in its complete fullness in his person.

One of the things I love about Catechesis of the Good Shepherd is the idea that children and God already have a special relationship, this affinity for each other. All we do is provide a quiet atmosphere for that relationship to develop, one that will, by the grace of God, nurture the child of God his or her entire life.

In, "The Child and Peace," she considers why children are so drawn to the Atrium.

The joy that children experience in the relationship with God puts them at peace, a deep peace, which lingers within and which they do not wish to leave. It is a peace that makes one think that a deep chord has been touched within them and that they want to continue to listen to its lingering vibrations. It is a recollected joy and it spreads. It leads one to think that the child has found in the relationship with God the satisfaction of a vital, existential need.

Sofia's thoughts on these ideas are developed based on her studies and her reading, but more than anything on her experience in the Atrium with hundreds or thousands of children over fifty years. Most fascinating of all are the stories of the children of atheists who spend time in the Atrium and seem to find words and understanding of a relationship that already existed. (Also fascinating are the atheist parents who allow their children to visit an Atrium regularly.) Later in the same essay, she says:

Adults need to fulfill their adult tasks without presenting themselves as the measure of everything and bring this to realization in the conviction that they are not the model of what the child must become.

The child is not a being that must be forged in the image of the adult; an image is imprinted in the child, but it is the image of God.

I'm still contemplating how the Montessori method in general compliments or contrasts with Charlotte Mason's methods. We don't use many Montessori methods in our homeschool, but the Atrium seems to be a wonderful place for young children, and these thoughts on the teacher's place in the Atrium seem right and natural to me. The adult is not there to teach the child, to shape the child to become something we have in mind. We are there as guides, to share the delight of the Lord, to show them the love of Christ, to wonder together about the mysteries of the faith. More than anything, I hope to provide an atmosphere in which the children can hear the voice of God, something that often seems impossible in the tumult and hurry of the outside world.

My favorite essay is "An Adventure: The Catechesis of the Good Shepherd," in which I think is the most concise description of the philosophy and life in the Atrium. Sofia emphasizes that the children led every decision about materials and presentations.

The golden thread that interconnects the entire of the Catechesis of the Good Shepherd, that propelling force, as we said, which has carried forward almost a half-century of catechesis, is the joy of the child.

If she and Gianna Gobbi presented Scripture passages or materials the children ignored, they eliminated them. The program itself began with one small boy enthralled with the love of God as shared by Sofia as he was preparing for his First Communion.

The joy of which we are speaking is a particular joy, a joy very different than the kind the child manifests in other positive experiences. We are speaking of an intense and recollected joy, which seems to touch the deepest chord in the child's spirit; the child appears to want to continue listening to its lingering vibrations. We are speaking of a joy in which the child manifests a total involvement, with the whole of his or her person, in an experience much like the joy of a one who has found one's own life-giving element. The child manifests a complete sense of satisfaction; the child is held in an enchanted silence, as though safeguarding an inner fermentation that is occurring within.

The reference to an "inner fermentation" is a reminder that the results of time spent in the Atrium are not always visible to the catechist. Often, children will contemplate a Scripture verse or parable for weeks or months. Their thoughts will resurface later in connection with another presentation or perhaps at a time or place removed from the Atrium. One of the other catechists in my Atrium speaks ofter of "planting the seeds" though we may never see the plants when they've grown.

This essay contained a section on the Atrium itself, the orientation of the Atirum and its purpose.

The atrium is a place where a community of children lives a religious experience together with some adults (the catechists) that prepares them to participate in the larger family community, ecclesial and social. In the atrium, the children are initiated into the realities of the Christian life, but also, and above all, they begin to live this life in meditation and prayer.

The atrium is different from a classroom in a school. In the atrium, there is no teacher's desk or chair, because there is only one Teacher, to whose voice the adult and children together are listening.

The catechist is not a professor of religion. The atrium is not a place of religious instruction, but of religious life. It resembles a classroom in that it is a place of work and study; in the atrium, however, work and study become colloquy with God, and therefore it is already a place of worship in some sense. In the atrium, children can live according to their own rhythm, something not possible in church, when the whole community is gathered.

There are so many important thoughts in these three paragraphs. First, we do not provide the Atrium as an alternative to worship in the liturgy with the entire Church. Instead, it provides the children with the opportunity to immerse themselves in the liturgy, to learn the most essential meanings within it, so that they can participate more fully in the Mass.

Building on that knowledge, we pray and wonder with them so they can learn how to pray. In some ways, the children pray with startling ease, but they are not always given the opportunity to do so with an adult who recognizes their ability and the value of what they wish to say to Jesus. (Often, it's as simple and profound as, "Jesus, I love you.") In addition, the Atrium provides an environment of peace and quiet in which prayer is not only possible, but encouraged.

Most important, the catechists are not Teachers. Our goal is not to instruct the children, but to guide them so they can hear the voice of God in Scripture, in the Mass, and in times of prayer and meditation. As I mentioned before, one of the most profound ways to do this is to wonder with the children as we read Scripture together. Sofia reminds us repeatedly that Scripture is so deep and full that we can never understand it. Therefore, when we wonder with the children we are honestly opening ourselves to learning more about God and our relationship with him.

According to this website, the translator, Patricia Coulter, studied with Sofia Cavaletti and was instrumental in bringing Catechesis of the Good Shepherd to North America.  It's clear from the brief notes introducing each chapter that the translator knew the author well.

This is an excellent little book for anyone interested in what Catechesis of the Good Shepherd is and the philosophy that shapes an Atrium.

Book Review: Poetic Knowledge

Poetic Knowledge: The Recovery of Education by James S. Taylor

I think I first learned about this book on Brandy's blog about five years ago, but Kansas Dad has been encouraging me to read it for at least a year. Until recently, I knew I didn't have the mental energy to tackle a book like this. During the day there were too many kids and crises and after they went to bed I couldn't think coherently about anything. Then, when I finally did begin to read it, I got horribly bogged down in the second chapter, which is a lot of philosophy. A lot of philosophy. I married a philosopher turned theologian, but I am a microbiologist by training, so I was a bit overwhelmed.

I am every so thankful I persevered through that second chapter, because it was all fascinating after that!

If you haven't read the book, you're probably wondering, "What is poetic knowledge?" (If not, you might want to skip this whole post.)

First of all, poetic knowledge is not necessarily a knowledge of poetry but rather a poetic (a sensory-emotional) experience of reality…Poetic experience indicates an encounter with reality that is nonanalytical, something that is perceived as beautiful, awful (awefull), spontaneous, mysterious. It is true that poetic experience has that same surprise of metaphor found in poetry, but also found in common experience, when the mind, through the senses and emotions, sees in delight, or even in terror, the significance of what is really there. (pp. 5-6)

Poetic knowledge, then, is not something that can be experienced through a book or through a lecture. It is an experience in which a person sees, hears, touches or feels something. I was still thinking about Poetic Knowledge as I was reading Schoolhouse in the Parlor aloud to the children and was struck by this passage in which Bonnie and Debby have been awakened in the middle of the night by their father who takes them outside to see the aurora borealis:

Time and again, over and over, over and over, the vast sky was filled with the rolling and folding of the yellow-green curtains of light, tipped with fieriest red fire, as if a mighty wind were blowing. And below, on the still, snowbound earth stood the Fairchilds, wrapped in blankets, watching, watching. (p. 61)

No one was telling the children what the phenomenon was called, what caused it, how long it had been studied, what the technical terms would be...They were all simply experiencing it, together. For the expert, or the person studying to become a specialist, there's plenty of time to learn all the technicalities, but this first moment is one in which to wonder, to cultivate the curiosity and desire to learn more.

I thought it was interesting when Mr. Taylor spoke of wonder and fear because the first response of both Bonnie and Debby is one of profound fear. One of them even wonders if the world is ending. (She is quickly soothed by her parents.)

Aristotle...recognizes that there is a poetic impulse to know in all men, an experience he calls “wonder,” that initiates all learning…First of all, wonder is an emotion of fear, a fear produced by the consciousness of ignorance, which, because it is man’s natural desire (good) to know, such ignorance is perceived as a kind of abrupt intrusion on the normal state of things, that is, as a kind of evil. Something is seen, heard, felt, and we do not know what it is, or why it is now present to us….the traditional idea of wonder expressed by Aristotle operates within the ordinary, simply “things as they are.” (pp. 24-25; from the infamous second chapter)

I haven't read much philosophy, but I have heard quite a lot about wonder in my course for Catechesis of the Good Shepherd. In The Religious Potential of the Child, of which I have only read bits and pieces, Sofia Cavalletti said:

The nature of wonder is not a force that pushes us passively from behind; it is situated ahead of us and attracts us with irresistible force toward the object of our astonishment; it makes us advance toward it, filled with enchantment. (p. 138)

If I understand any of this correctly, Mr. Taylor and Ms. Cavalletti are both speaking of those moments in our life when we feel our hearts rise within us, when our stomachs drop, when we are startled out of our complacency by amazement and awe. For Bonnie and Debby, it was while shivering in the cold, watching ripples of light in the sky. It could just as easily be stroking the cheek of a newborn child, painting with finger paints, watching a summer thunderstorm, gazing at sunlight reflected on water, seeing a sublime work of art, digging in the dirt, building bridges with sticks and stones across a stream, or stomping in rain puddles.

Poetic experience leading to poetic knowledge is concerned “with bringing men into engagement with what is true. What is important is engagement with reality, not simply the discerning of reality." (p. 73, Mr. Taylor is quoting Andrew Louth from Discerning the Mystery.)

For me as a homeschooling mother, this quote means that we must allow our children to interact with real things. We cannot merely sit inside and read about everything (as much as I might prefer that, and certainly even though it would be easier). We must go outside to learn about nature. We must gaze at the sky to learn about astronomy. We must build with sticks and stones and dirt and sand to learn about engineering. Even more, we must begin with the real things. We must begin with looking at a real tree before children can possibly begin to learn what the parts of a tree are, what the purpose of a tree is, how a tree interacts with its environment, and how a tree is important to our environment. This is not because they could not learn the words to explain those other things, but because they would not be able to place that knowledge in a context with the real world.

Applying this to more traditional education (all those age-segregated classrooms), children should begin studying ecology and biology by going outside and experiencing nature. I think most teachers would welcome that sort of education, but it gets complicated when there are principals and consent forms and bells ringing for the next class and (yes, I'm going to say it) end-of-the-year standardized tests that will be asking only for the vocabulary and not whether children really know what a tree is.

I don't think Mr. Taylor is right about everything. For example, he seems to encourage teaching a child to read merely by reading to him or her. Eventually, the child will learn simply by imitating. I am obviously supportive of reading aloud to children from a variety of books in nearly every kind of situation (skimming through the blog for about five minutes will tell you that much), and I believe choosing the right kind of books is essential to encouraging a love of reading, but I think it's naive to think every child could learn to read with nothing else, let alone learn to read well.

Overall, though, I loved this book. When visiting Boston earlier this year, I discussed home education and public education with two dear friends. I remember talking about the non-profit organization for which I worked, a non-profit that supports career academies in public high schools. This is a good organization working to make the lives of students better, to guide them toward good jobs and maybe even college. I knew that and believed they did good work but I also knew I would not want that education for my own children. I wanted something more, something that, perhaps, is outrageously complicated and practically impossible on the grand scale of public education in our country. The education described in this book is the kind of education I want for them all -- one in which the person of the child is honored and taught to become whoever they are meant to be, without regard for future earnings or the names of the parts of a flower -- and the defense of this kind of education (in the book) is much better than anything I could articulate myself at the time.

Book Review: The Good Shepherd and the Child: A Joyful Journey

The Good Shepherd and the Child: A Joyful Journey 

by Sofia Cavalletti, Patricia Coulter, Gianna Gobbi, and Silvana Q. Montanaro

I purchased this book in the summer of 2011, before beginning my training as a catechist for Catechesis of the Good Shepherd. I finally started reading it in October 2012 and I should have finished it long ago. It's actually quite a nice brief introduction to Catechesis of the Good Shepherd, especially for parents with children in the program, who are considering enrolling their children, or who do not have access to the program but are hoping to integrate some of the aspects of it into their home. It only took me so long to read because I kept it in the bedroom where I read only a paragraph or two every now and then before bed.

Rather than one single book, this is a collection of essays. Put together, they give an overview of some of the most important presentations and the reasoning behind them.

In the Introduction, Patricia Coulter says:

Our theme is God's covenant with young children and a way of being with children that helps them to live their relationship with God. It is a book about initiating children into that covenant relationship, helping children to receive and respond to God's unconditional, personal, love for each of them: "I have called you by name, you are mine...Because you are precious in my sight, and honored, and I love you" (Isaiah 43:1,4)

Kansas Dad and I laughed over some of the sentences written by Silvana Montanaro, like this one:

Mother and father, and every person in contact with an expectant mother as well, should be aware of and try to feel the presence of this new human being.

I think there's plenty of evidence that babies in the womb can hear and even respond to voices and bumps from outside the womb, but some of Silvana's language seems to make it a bit too touchy-feely for me.

Sofia Cavaletti in "God and the Child Together" talks about the child's relationship with God, which is at the heart of the Catechesis of the Good Shepherd program.

The relationship with God is basically an experience of love, of love without limits. In the covenant relationship there is a meeting between God who is "Love," and the child, who is so rich in love; different in their capacity and yet alike in their quality, they truly encounter one another. In the covenant relationship the child finds the Partner who is limitless, unfailing love, who meets the child's deepest need, and the child is in harmony with the world.

Our goal then, as parents and as catechists, is merely to introduce the child to God and let God and the Holy Spirit work within the child. We prepare an environment in which that relationship can be developed and grow.

In "Helping the Child" Silvana returns and has (in my opinion) some good advice for parents as the child grows in the first few years. In particular, I liked the small section, "Help Me to do it by Myself."

Helping little children in their own efforts to grow is truly a form or service. The child's intense desire is, "Help me to do it by myself."

I have found that little children can do a great deal when given the opportunity, but they often do so more joyfully and promptly when an adult or older sibling works beside them. Even when they are capable of completing a little task independently, they do not want to be alone. Stand back, but stay near by.

And this quote is pertinent to the reading I've been doing in Unconditional Parenting:

Try to be patient and slow down your pace when you are with your child. Helping your child to develop--the purpose of education--is not something that can be achieved quickly.

How often we start demanding instant obedience and yelling when we are in a hurry! With more time, we can work with our children. It's not just for the benefits of a calm and soothing environment, it enables us to collaborate with our children rather than order them about.

In Part Two, Sofia Cavalletti and Patricia Coulter give a lot more information. For example, the chapter, "Presenting the Good Shepherd to Children," details exactly how to give the presentation and a description of the materials and how they are used. It provides background on presenting parables to children as well as meditating with children.

It is the nature of the parable to leave the door open to further exploration. This is the time to help the children explore its meaning in a meditative spirit. If we say to children, "This is the meaning..." by words or attitude, they will stop looking for anything else. Then the parable becomes something already done in a sense; however, a parable always remains open to deeper reflection.

I particularly enjoyed the chapter on "Prayer," in which Cavalletti and Coulter present their understanding of how young children pray, based on their years of working with children in an atrium environment. Sofia and Coulter think children do not make many prayers of petition naturally and we should not suggest them or lead them in prayers like that. Doing so may redirect their attention from their true prayers.

First, the primary concern is helping the child's prayer, rather than teaching prayers to children. Our hope is to help children enter into prayer: that inner disposition by which the heart turns to God in openness so as to listen and respond to the presence of Love.

This is the chapter that talked the most about providing an environment of silence and contemplation.

To create a climate of silence is a way of helping the child's inner meditative spirit. Creating time and space for silence is a way of nourishing that special need for listening which is at the heart of the child's prayer. Silence becomes the soil in which the child's prayer may flourish and grow.

 In "Moral Formation," the last chapter, there's a wonderful summary of the whole book (and really the Catechesis of the Good Shepherd program):

All the major themes of the Christian message outlined in this book have one aim: to help children discover and enjoy the presence of Someone in their lives. There is a Person who calls them by name, who creates the most steadfast and enduring relationship of love; it is Someone who, in giving them the gift of his own life and his own "light," gives them his whole self.

Appendix A is a great introduction to the program of the Catechesis of the Good Shepherd and provides background on Sofia Cavalletti and Gianna Gobbi. You may even want to read it first. I have now completed my training for Level 1 (3-6 year old children), but this book is a good supplement to that training. (It's one of the recommended books.)

By the way, if you really want to purchase a copy, you can find reasonably-priced copies at the store of the National Association of the Catechesis of the Good Shepherd.

Quote: The Good Shepherd and the Child

Sofia Cavalletti and Patricia Coulter in The Good Shepherd and the Child: A Joyful Journey on "The Child's Prayer":

These moments of silence are prayer as well: "Silence is praise to you, O God" (Psalm 65:1). These spaces of silence--precious, rich moments working like yeast in the child's spirit--reflect the child's rhythm of doing things. Becoming attuned to this helps us to respect these wordless intervals in the prayer of young children. Rather than interrupting the flow of prayer by thinking the silence means the child is distracted by other things, we become aware that these too are moments of the child's union with God.

Quote: The Good Shepherd and the Child: A Joyful Journey

In the introduction of The Good Shepherd and the Child: A Joyful Journey:

Every action a parent does to or with the child, however mundane it may seem, is truly education. All that a parent is becomes a powerful influence in the child's present and future formation. Parenting is a ministry or "service to life," as Silvana calls it. In her view, each parent has the dignity of being the "original and irreplaceable" person in the child's religious journey.

 (If you're really interested in purchasing this book, you can find it on the Catechesis of the Good Shepherd USA website.)

What I Loved About Last Week (49th Ed.)

1. Last Saturday morning, Kansas Dad made blintzes for us using a recipe we found in How Mama Brought the Spring (which we read in our Preschool Reading Around the World lessons). First Daughter wanted to make them, but we had to find the right time. Saturday was the feast of St. Bruno, one of our family's patron saints, so it seemed fitting to have a celebration (even if St. Bruno probably never ate a blintz).

Let me tell you something: they were fantastic. Heavenly! Definitely not in the P90X nutrition plan. All the kids tried them, but I think First Son was the only kid who really liked them.

2. First Son served Mass again on Sunday. I missed it, staying home with a sick Second Son, but I love how he loves to serve.

3. I love taking First Son to his soccer practice. Once a week, I lounge blissfully in the silence of the van, watching him run around and reading. Kansas Dad and the girls always make an effort to clean up the living room while we're gone, too.

4. Girls Night! The girls and I decorated Halloween and fall cookies with friends. Well, the girls decorated and the moms talked. Fun! I think we're going to try to meet up regularly, just us girls.

5. I taught my very first Level I Catechesis class by myself this past week. You would not believe how nervous I was about presenting the Sign of the Cross to ten 3-6 year olds! It was just fine, of course! Second Daughter did not behave very well during the class, but I was assured by the regular teacher that she doesn't usually have so many problems. I guess she was just acting out for her mom! (She does that all the time.)

6. I helped clean our church for the first time this week. First Son helped us without any complaining. Second Son sat quietly in the back room watching a movie on the Kindle. (He was so good! And cute!) I was reminded of the lovely story in this book often as I vacuumed. What a wonderful gift it would be to forget self entirely before our Lord!

7. Surviving a messy homeschool week. This week we had a physics experiment that involved flying flour, three presentations on volume in math that involved pouring cups and cups of water, and painting in art. It's a bit of a miracle that my children survived my stress relatively unscathed, but perhaps they were too distracted by all the flying flour. (And somehow, First Daughter and I both stepped in green paint. I never could find it and we didn't seem to track it everywhere, but if you come for a visit please don't look too closely at our floors.) Then, on Friday, I sent the girls out to play in the rain and the mist and the mud. I told Kansas Dad I deserved some sort of Charlotte Mason reward for that.

What I Loved About the Past Two Weeks (40th Ed.)

I skipped last week's post because I wanted to get Second Son's birthday post up, so I'm combining the last two weeks.

1. We went to see a traveling exhibit on Star Wars (for the second time).

2. Second Son had surgery to remove his two top front teeth, which I did not love, but the office was wonderful and he started feeling better within hours.


3. Second Daughter turned four! We had pancakes for breakfast and ice cream sundaes after dinner.

Second Daughter's pancake as big as her head, with a chocolate chip smiley face, as requested.

4. Kansas Dad gave the boys much needed hair cuts, just in time for the birthday party over the weekend.

5. My parents were here for a visit. They try to come every year for our July birthday party and the kids are always so happy to see them!

Papa reading bedtime stories

6. A successful birthday party, thanks in large part to a wonderful friend who made the Winnie-the-Pooh birthday cake for us AND brought rockets to shoot for entertainment (which Second Son hated, but Second Daughter loved).

The portion of the cake without names

First Son made a pin the tail on Eeyore game for the party

 7. The girls and I went shopping with my mom. I picked out some new (smaller) clothes.

8. Second Son turned two! Of course, we started the day with pancakes, including a pancake as big as his head. And smoothies, because he doesn't actually like pancakes all that much.

9. We visited the Cosmosphere, which is a bit of a drive for us, but certainly must rank among the top museums in Kansas. The two little ones weren't very interested, but First Son and First Daughter picked up a few things and my dad and I had a fabulous time.

10. Kansas Dad let me take a nice long nap the day my parents left, even though he was just as tired. That's love.

11. Swimming lessons started and ended. First Son passed Level 2!

Second Son tries to use force lightning on me during swim lessons

12. We had our second work day for Catechesis of the Good Shepherd Level 2 materials over the weekend. We painted and cut and sculpted and are a lot closer to having everything ready!

13. Grammy treated us to an afternoon at a local water park over the weekend. The kids had a wonderful time. First Daughter was tall enough to go down the slides and First Son was old enough to ride the lazy river by himself. Second Son wanted to walk around the pool just at chin deep.

14. Finally, a picture of Second Son doing a downward dog.
 

I was hoping the last two weeks of summer would be nice and quiet, but it doesn't look like it. Maybe starting school will feel like a vacation!

What I Loved About Last Week (32nd Ed.)

1. I went to the Catholic homeschool group book sale last week all by myself. I sold a few things and spent a little more, but I like the few things I bought. I was especially pleased to find a used copy in perfect condition of How Our Nation Began.

2. I have been enjoying our days without lessons. So far I've put all our 2010 and 2011 pictures in albums and have even replaced some of the pictures on the walls so Second Son isn't only represented by one picture of him when he was three months old. I did some deep cleaning. I've also been working on a bunch of projects I started the week after Easter and then left lying on my hutch until I had time to get to them.

3. We had our last faith formation meeting. I love getting together once a month with our friends, but it will be nice to be done until the fall.

4. The dumpster is gone! Kansas Dad did a great job clearing off the old out-building site.

5. On Friday, a couple of ladies and I cleaned our Atrium and it is now sparkling! We have a lot of work left to do to get the 6-9 materials finished, but it's going to be great.

6. We had friends visiting to play all afternoon on Saturday and a lovely dinner with a good friend.

7. On Sunday, we went to Mass, then breakfast at our parish, then a tea party (for the girls; the guys had a video game party), then dinner with Grammy and Paw Paw. Whew! But it was a lovely day!

What I Loved About Last Week (31st Ed.)

For those interested, here's a picture of the snake I mentioned last week, as it crawled up our window.

1. Last week, we spent Monday, part of Tuesday and all of Wednesday playing with friends. We did a few lessons, too, but it was nice to be able to set them aside for a while.

2. Friday was our last day of school! I am so excited to have some free time! The children are, too. We'll keep up with our math facts and some reading lessons, but it will be nice and relaxed...until all those summer activities start up.

3. On Friday night, we attended a lovely birthday party. The children ate and played outside and even roasted marshmallows. Everyone was happy and covered in dirt and sand when we got home, so we had a quick bath before a late bedtime (by which nearly no one was happy, but that wasn't unexpected).

4. Kansas Dad called me into the bathroom after First Son's shower on Friday night. He had drawn the Eucharist and chalice in the foggy mirror.

5. When one of the other kids will apologize to me, Second Son will repeat them, "Wahwy, Mommy." It's so adorable!

6. On Saturday, we enjoyed a BBQ lunch with Kansas Dad and the graduates of the masters program at his university. I wanted to do something to celebrate the end of the school year, so we took the children to a huge candy store in town. We had never been and it was certainly end-of-school-treat-worthy.

7. I had a lovely Mother's Day. We visited and played with friends after Mass, then met Grammy and Paw Paw for lunch at a restaurant followed by a visit to my favorite frozen yogurt place. The kids went on an errand with Grammy and picked out a beautiful blooming plant for me, then Kansas Dad and I had a little time all to ourselves to go out for coffee and tea. Kansas Dad made dinner and did all the dishes and got the kids ready for bed by himself.

Homeschool Review: Catholic Tales for Boys and Girls

Catholic Tales for Boys and Girls

by Caryll Houselander, illustrated by Renee George

This book is recommended by Mater Amabilis for Level 1A as Lenten reading in second grade (followed by More Catholic Tales for Boys and Girls as Lenten reading in third grade). We read two stories each week from this book followed by a very brief discussion. First Son (8) and First Daughter (5) adored the stories in this book. They always asked for more when I was done reading for the day (which I refused) and First Son has asked if he could read it to himself now that we are done (which I encouraged).

Each of the stories in the book tells of a child who learns what it means to follow Christ or loves so dearly that he or she shows the love of Christ to another. They are indeed written for those of the Catholic faith, with a reverence for the Eucharist at the heart of many of the stories. Unlike many books of short stories, I could not name one I did not enjoy. A few were absolutely wonderful.

In The Cure's Guest, a group of children tease and taunt a village priest because "there was only the government school, where the schoolmaster taught the children to laugh at their priest, and the children thought they were great and fine to do it." Every week, the priest invites the children to his home, purchasing special treats for them. They never go, but the priest doesn't act any differently toward them. One day, two girls sneak to his home to peek in the window at the appointed time and discover a miracle. The Cure "had always seen the children as if they were as generous and beautiful as God meant them to be." That's how we should always see children, not that we should ignore their faults, but that we should correct their faults gently and with Christ's ideal for them always in mind.

In If I Were You, a young boy prays in the church, "If I were You, Jesus...I would make everyone happy. I would make them rich, I would make the sun to shine on the harvest fields, and I would convert the whole world." Jesus answers, "But that...is your work, Louis!" Still, he gives Louis a crown and rich garments, then sends him out into the village. Louis is surprised by the fear and shame he faces, dressed as the Savior, until he approaches the woman who cleans the church. By this time he is achingly tired and famished.

[W]hen the old woman saw him, she opened her arms and folded him into them. For she had forgotten self. She had scrubbed the floor beside the Blessed Sacrament so often that she had forgotten everything but God's presence. She did not think of whether she was rich or poor, whether she was good or bad. She did not think whether the glory of God would bless or blind her. She opened her arms and folded him to her heart.

The last story, Franz the Server, is the tale of a boy who forgoes a fair, one he has eagerly anticipated for years, to serve at Holy Mass. In many ways, this story shows the power and glory of a Mass. I know First Son appreciated it much more because of his work this year as he prepared for his First Communion and even more so because of his work in the Atrium and the lessons of Catechesis of the Good Shepherd. He drew this picture while I read the story.

I am already eagerly anticipating Lent next year when we will read More Catholic Tales for Boys and Girls.

* I did not receive anything in exchange for this review. I purchased the book myself.

What I Loved About Last Week (4th Ed.)

1. We almost finished lessons before lunch on Tuesday. I made it halfway through First Daughter's reading lesson. Usually we need at least an hour after lunch to finish up.

2. Once last week, First Son got every single one of his math fact sheet problems done correctly in under a minute. He knows those sums of ten facts amazingly well!

3. We had an awesome discussion this week as we started our second unit of Connecting with History volume 2. Without any idea what the answer would be, I asked First Son why he thought Jesus was born as a baby instead of arriving on earth as an adult. He answered, "So he could grow." I thought that was a remarkably good answer from a second grade boy. I really enjoyed our conversation.

4. Hanging clothes outside - Last week our dryer crossed over to the no-longer-worth-fixing-and-broken-again zone. We ordered a new one, one that will not arrive until today. In consequence, I've spent the past week hanging nearly everything out on the line. I tend to use the dryer because finding time around a one-year-old and homeschooling a second grader (not to mention the other two in-between) is a hassle, but I do love a few minutes of sunshine at random times during the day and the sound of slapping clothes as they flap in the wind. I may even try to keep up with the clothesline on our easier days as long as the weather holds up. (Though we do have days of strong Kansas winds! More than once the first clothes I hung were dry before I finished hanging all the clothes in the load.)

5. Second Daughter saying, "I'm growing big, but I'm still little."

6. The near pristine hardcover copy of The Legend of the Poinsettia from a wonderful member of PaperBackSwap which appears to be autographed by the author. I also received a wonderful hardcover copy of Paddle-to-the-Sea. (I waited a long time for that one!)

7. Teaching my first lesson of Catechesis of the Good Shepherd.

8. A fabulous picture of Second Daughter and a wonderful trip to a living history museum for the fall education day.


9. Wonderful news about a first baby!

10. First Son's narration of the myth of Europa and Cadmus. He finished Europa off in one sentence, dooming her to wander the world riding on a "deer." Cadmus, though, was another story. He went into great detail:

Cadmus was sent away from the castle because he was blamed for the bull that took away his sister. Then he followed a brindled cow and in the spot that he was supposed to build a city he had lots of people following him who he thought would help build the city. He sat down and waited. He sat and he sat and he sat, but they didn’t come. They were eaten by a dragon which he defeated.

He planted the teeth and soldiers grew from them. Then they helped him build the city and he was the king. They called it Thebes.

This is easily the best narration he has ever given. If only every story had a dragon to slay and teeth to plant! (I type his myth narrations from Classic Myths to Read Aloud. Putting the piece of paper into his Mario folder is probably the highlight of the narration for him. I accept that.)

11. Second Daughter's "laughing pumpkin."

How was your week last week? Anything wonderful happen?


** Please note, I am a new affiliate with RC History. If you follow the link above for Connecting with History and make a purchase, I do receive a commission. I love this program and have no qualms about encouraging any Catholic to learn more about it. (Non-Catholics probably want to look elsewhere for a history program.)