Category Archives: education

Homeschooling Update

We still are. Here’s the thing: I usually just feel we’re not doing much of anything spectacular. It’s been (and still is) a long cold winter. We are not involved in any homeschool groups or classes, and while probably we should be taking field trips and such, it’s really hard to get my homeschooled kid out of the house. We spend every Wednesday in the city for two appointments, and that one long day usually feels like enough for the week. He takes rock climbing classes and karate and assisted with the after-school art program I facilitated; he’s beginning swim lessons this week along with his brother and sister. In other words, he’s socialized. But he’s also at home a lot. He’s not the type of kid who likes to leave the house just to say we did.

As for subjects, he’s continuing with math, with much bluster (he’s better at math than he thinks he is). We finished Story of the World Volume 3. My thought was to focus on American history for a while, but N isn’t as interested in US History. He requested Chinese history, so I’m waiting for a bunch of books from the library, and I’ll probably order Story of the World Volume 4, since he’s old enough for it now. We continue with his science text, but I don’t force things. We skipped over the anatomy section because it wasn’t grabbing his interest at all. He’s doing far more science than he’d be doing in school, and I don’t see the point in forcing something he’s not interested in. And of course he reads, voraciously, as we all do here.

And he draws.

drawing at

Daily. Sometimes for hours, and always on that futon, no matter how many times I suggest the table. So far he hasn’t done anything with the drawings but create them. He doesn’t write down backstories for the characters he draws, or draw sequential scenes, or even store his drawings neatly. (“Can I get you a folder?” I ask. “A storage box? Something, so they don’t get ruined?” He prefers to leave them on the floor, and I tidy them into a pile on the bookshelf with the colored pencils so they don’t get stepped on.)

I remind myself to bite my tongue. I remind myself that he absolutely doesn’t need some adult’s idea of what he should be doing so I can say, See? He’s doing a drawing project. What else is homeschooling for if not to provide a child with time and space to do what makes him happiest? I have vivid memories of sitting in school at his age, bored, wishing I could be at home working on my latest drawing/writing/crochet project. There doesn’t seem to be much I can do to support this interest right now beyond supplying time, endless amounts of paper, and colored pencils (his preferred medium). When he shows interest in a drawing book, I buy it. He’s exposed to a variety of art, including graphic novels. There is a tendency for adults to want a THING to show as proof that the child was working towards something all along, but no, we need to back away from that impulse. He’ll get to the thing when he’s ready, or he won’t. Maybe he’s just working on 10,000 hours of drawing. He’s happy drawing. He draws daily. I know lots of adults who aspire to do that, including, at times, myself, and we don’t manage it. What he is doing is more than enough, and of his own choice, and I’m not going to do a darn thing to mess it up.

Teaching the Girl to Sew

Her first machine sewing project at

Earlier this month, my 6yo daughter told me one of her goals for this year was to learn how to sew using the sewing machine. No problem! I told her when I taught myself how to sew I started with projects that involved straight lines, and we talked about some options. She, a girl after her mother’s heart, decided she wanted to start with a tote bag. We do love our things-to-put-other-things-in here. I showed her some options in Sew What! Bags, and she chose the Reversible Tote.

Now, I’d had some ideas of what to do with Saturday afternoon, involving baking banana bread and making some art with all the kids, but G was excited and raring to go, so I shifted gears so I could meet her enthusiasm with a great big YES. First thing we did was investigate mama’s fabric stash which, sadly, is stored in bins instead of on color-organized shelving, but we did the best we could. She selected several then decided which two to use. Her bag is as colorful as her typical outfits. (She used the same fabric for outer and lining, and the same heart fabric for both pockets because yep, she has an inside pocket too.)

Once she’d picked the fabrics, I pulled her Learning Tower over to the ironing board and I showed her how to iron. (Not too long after that, I knocked our iron off the board and it broke, but husband saved the day with his travel iron, which is JUST the right size for 6yo hands, too.) Then I cut out the pieces–I did that part, because it was all rectangles and I used the rotary cutter and plastic ruler and, well, that’s going to take some growing on her part, I think, before she can safely use it.

“NOW can we sew, Mama?” Not quite yet. Reading the directions, we saw it was time to iron some more to prepare the pockets. I held the fold, she pressed (and learned what it means to “press” rather than “iron”). Then I showed her the sewing machine and what the various dials mean and do. She sat on my lap and I operated the foot pedal while we practiced together. Then it was time to assemble the bag. (The rest of these pics were taken by my husband.)

sewing on the pocket at

She raised and lowered the presser foot, kept the fabric aligned (with some guidance by me, less and less of it as we went on), raised and lowered the needle, rotated the fabric around corners, operated the reverse stitch switch for backstitching, removed pins, cut threads. She trimmed seam allowances and clipped corners. She pressed seams.

learning to machine sew at

I included this photo because I love the look on her face! I think she’s concentrating there.

sewing with mama at

When her bag was done she said, “I can’t believe I made this all by myself!” And I grinned because it wasn’t quite all by herself but it was, too–she didn’t just sit on my lap and have her hands there and sort of sew it. She was learning the steps of sewing, how the machine works, what needed to be done, what it means to clip corners and press seams and on and on. She rightly feels ownership of that bag, and what a good use of an afternoon, to begin to teach my girl how to sew. How wonderful to share something I like with someone who wants to learn.

Strawberry DNA + Cheese

Two separate activities, of course. Homeschooling goes on, amidst everything else, and I’d like to report on what N is doing more frequently but, well, many things have fallen off the list here, replaced with super fun activities like cleaning and clearing all the things. It’s more of a priority to do the activities than blog about them, obviously. But I wanted to share some things from this week and lo! I have managed to.

Firstly, he is working through his chosen science curriculum, REAL Science Odyssey Level 2. It’s a challenge–this is definitely not just a review of things he already knows. Depending on the material, I have us cover a chapter in two weeks instead of one, so we’re just now starting Chapter 7, which introduces DNA. In one of my decluttering sweeps I found instructions for extracting DNA from strawberries, which we picked up years ago at an open house event at URI’s Graduate School of Oceanography. You can find lots of instructions online for this if you search. I like URI’s handout because the measurements are scientific and precise–in milliliters and grams–and it explains the why behind each step. The only thing I had to go out and buy was pineapple juice.

N is proudly displaying the test tube containing our results.

DNA extracted from strawberries at

The DNA is that cloudy stuff right at the spot where the clear liquid (cold rubbing alcohol) and the pink liquid (strawberry mixture) meet. Here’s a close-up.

DNA extracted from strawberries at

How cool is that?? So cool. Then we fished it out with a toothpick and looked at it under the microscope. You can’t see the double helix, of course, but it’s still so cool.

Earlier this week, he made cheese. Just about a year ago, he made his first couple of batches, and then…lost interest. He asked to do it again recently, and chose a dessert ricotta. The recipe called for citric acid powder, which we finally tracked down at the local Ace Hardware after striking out in all grocery stores we tried. The cheese was fantastic.

homemade dessert ricotta at

We realized we needed something to eat it with, so we made cake. The next day I made ricotta cookies. We still have about half a pound of ricotta left, so I think I’ll make more ricotta cookies. This is a yummy project.

And one final thing related to homeschooling…the latest issue of Home/School/Life Magazine is out; my column is full of tips to make visiting an art museum with young kids fun for everybody. You can subscribe or buy a single issue of the magazine here, or try to win a copy at Mud Puddles to Meteors.

A Foot in Two Worlds

G first day of school

This child was very excited on her first day of kindergarten.

In the Venn Diagram of schooling options, the overlap between school and homeschool is probably the most difficult spot to be in. I’m technically part of both groups but not really fully part of either. I am a homeschooling mom, and I also have two kids in school. This is a difficult situation, to have a foot in both worlds. Some of the best benefits of homeschooling—freedom from the school calendar and daily routine—don’t apply here. We can’t take vacations whenever we want; we have to keep the school calendar in mind. We can’t sleep until our bodies say; I need to get all three kids in the car to drive two of them to school, and then N and I get back in the car in the afternoon to pick them up. The school decided everybody would get “depot” stops this year, so I’m either driving them to a bus stop because it’s too far to walk, or driving all the way to school. For now, I’m choosing to forego the new busing, which seems inefficient, with stops in unsafe areas as well.

I’ve seen two homeschool classes that N might enjoy and that would get him some time with other homeschoolers, but both run from 1 to 4 in the afternoon, over the state line in CT, and I can’t have him there and also get my other kids home from school. I’d thought, when our 5yo wanted to try kindergarten, that at least with her seventh-grade brother on the bus, if they beat us home by a few minutes, he was capable of escorting her off the bus and into the house, getting her snack and so on. But now I need to be there to pick them up or meet the bus with the car, so those homeschooling classes are beyond our reach.

Then, there’s school. My heart is in homeschooling. Much about school in general pains me. Yet I need to honor my children’s wishes to go, and so I do my best to provide what I feel school does not. I think they both have good teachers this year, and that helps. But there’s no hiding that I feel out of place at school. I never know how to respond when parents comment that they can’t wait for summer to be over, or what on earth will they do with their kids over school vacation week. I can’t wait for summer, to have all my kids together, to be free of adhering to an external schedule, for them to have the time to pursue interests not handed down by a teacher. I often feel like I don’t speak the right language when I’m at school. Over the years I’ve learned mostly to keep to myself, because I feel I’m always in danger of saying the exact wrong thing. And I obviously don’t think the school is wonderful for everybody, or we wouldn’t have withdrawn our middle child. I think the school is okay for many kids, and really good for some, and really bad for some, too. Writing that, I realize it describes a bell curve, which is probably about right for any school.

It’s hard to be very involved at school, too, because I homeschool. I’ve never regularly volunteered in classrooms. (Even when both boys were in school, I had a baby at home.) I try to attend at least one field trip, which involves my husband taking the day off to hang out with our homeschooled kid. Early on I did try to be more involved, but let’s say that decreased as my middle child’s difficulties there increased, and finally I mostly gave up.

It’s unproductive—but sometimes tempting—to think about what it would be like, all one way or the other. There’s no point in wishing it were different; this is the reality I have, trying to honor each individual child’s wants and needs. I’d probably identify myself as a homeschooling parent first, and I wonder if that’s even legitimate, given two of three children are in school this year. But it’s where my heart is, even as I go through the daily routine of packing school lunches, sitting in the pick-up line, checking folders for notes and following up on homework. It chafes, a constant friction between what feels most right to me versus what I’m actually doing. I know I’m not the only parent negotiating both homeschooling and school, but I don’t see it talked about much. And so I write about it, to perhaps begin a conversation.


I’m not ready for summer to end. Nope, not at all. Winter here was cold and snowy and dragged on and on well into spring. My oldest didn’t get out of school until the last week of June. He starts up again tomorrow, and our youngest will be joining him, trying out kindergarten. I have all sorts of mixed feelings about this. My heart is in homeschooling and all the serendipitous connections and freedom it allows. Watching my kids learn is amazing. I am sad about the academic-looking daily schedule we received that has no block labeled “playtime,” the 20 minutes allotted for lunch, the increased demands placed upon younger and younger children. But my extroverted girl wants to try it, so I’m swallowing my tongue, practically, at times and giving it a go.

On the plus side, I’m hoping our middle child thrives with the focused parent time with no sibling distractions. He’ll still be home, and he’s most excited about our new microscope.

new microscope at

After looking at a few choices for science curriculum, he decided upon R.E.A.L. Science Odyssey Biology, and I’m super excited. I’m also impressed with the scope of what it covers, and how. (I have a degree in Wildlife Biology and took college courses in ecology, genetics, biology, and botany.) He’ll be using this microscope quite a bit.

at Beavertail State Park at

He already knows a lot about ecology and habitats because of the things we like to do.

He also requested a curriculum to improve his spelling. He told me he’d enjoy writing better if he didn’t have to ask me to spell so many words for him. He had spelling lists in kindergarten and first and second grade while schooled, and predictably, he wasn’t at all interested in rote memorization of spelling words at that age. I don’t feel it’s developmentally appropriate, and felt that spelling would either come around as he gained mastery of reading, or he’d be motivated to improve it himself. And lo and behold, he is. After looking at several options, I chose Sequential Spelling.

We’ll be continuing to use Story of the World (we’re up to Volume 3) and A History of US for history, and Singapore Math for math. He reads voraciously, and writing happens organically. We’ll also be setting aside time for projects.

way up high at

He loves to climb.

This spring and summer, we’ve been learning more about what makes our middle child tick and where he could use some extra support. Slowly, we’re building ourselves a village to help with this. It was suggested that I attend this seminar on executive functioning, and I have to say, I’m looking forward to it. Not the long drive or the long day, but getting useful information that I can implement at home, definitely. I’m glad we have the resources to send me to it.

So that’s where I’m at–sad that summer is ending, that it was so short, but trying to get in gear for a new season. I’m not happy about the shortening days, the crispness to the morning air, the signs of impending coldness and darkness. It feels like we only just emerged from winter! But I’m optimistic about what N and I can accomplish without distractions, and hopeful that my daughter enjoys kindergarten (because she is so excited about it) and that my oldest is finally challenged now that he’s in 7th grade. Transitions.

Raising Readers (Or, Why I Don’t Approve of Book Logs)

Why I Don't Approve of Book Logs at

Last week I had a little twitterrant about book logs and similar assignments that extend a teacher’s reach into reading a child does for pleasure on his or her own time. I’ve made a lot of mistakes as a parent, but one of the things I’ve got right is raising kids who love to read. I’ve been at it for over a decade now, and my methods have been proven successful, so I really bristle when school reaches in and messes with it. My oldest and only schooled child is in sixth grade. None of his teachers have bothered him with a book log since he began school in second grade; he entered reading voraciously and well beyond grade level. Earlier this spring his teacher went on maternity leave, and the sub decided he needed to fill out a book log. At parent/teacher conferences several weeks ago, I brought it up and got him excused, pointing out that he’s often read the assigned 20 minutes per day before he even gets to school, because he reads on the bus. He also frequently reads entire books in one school day because he finishes his work early and they have nothing else to offer him. Last week, he came home and told me she’d now assigned him to write a weekly summary of a book he read on his own time for fun in place of the book log. This is beyond the reading-related assignments he does for school. She told him she wanted to make sure he understood what he was reading.

He takes standardized tests that measure reading comprehension. He writes summaries and does assignments for books assigned as class reading. I know he understands what he’s reading because I talk to him about what he’s reading. A book log is a tedious exercise in time wasting, and writing a summary of a book you chose to read for pleasure just so school can check a box is odious. Both of these activities attach a chore to reading for fun, which is exactly the opposite of what we should be doing if we want to raise kids who like to read.

I’m not just against book logs for established readers. My younger son, who was schooled from K through second grade, was not reading fluently when he began second grade. It hadn’t clicked for him yet, by which I mean he hadn’t crossed that magical bridge when you cease to think about reading and find yourself simply doing it. When his teacher assigned a book log, I explained that we wouldn’t be participating. I knew my child; he has a contrary streak and requires ownership of his learning and doing. I worried that if he got a whiff of an idea that reading was something he should do because school said so, he’d decide it wasn’t for him. Also, writing down everything you read is, as I’ve said, tedious; I’ve tried it. I wanted him to come to reading in his own time, without pressure, and develop into someone with a lifelong love of books. I wanted that much more than I wanted to not be the Difficult Parent.

I don’t think it’s a coincidence that both teachers with whom I’ve had to discuss book log requirements have said they didn’t like to read as children. Book logs begin with the assumption that kids won’t read unless we force them to and then hold them accountable. I don’t like this assumption. To me, the fact that schools require them as a matter of course demonstrates that schools have given up on the idea that kids will read for fun and they view it as one more thing that needs to be forced down kids’ throats like medicine. That’s not the attitude my kids have towards reading. So, how did we do it?

My husband and I both read, and the kids see us reading. But setting an example isn’t enough. We hope the kids love to read, but having that hope isn’t enough. We have a family culture that values books and reading, and I feel that’s why we’ve successfully passed on our love of reading. Our words and actions are all in line with the idea that we value books and time spent reading. I’ve been taking my kids to the library since they were infants, as much for my sake as for theirs. We remain heavy library users, and librarians at all three branches of the town system we use the most know all my kids by name. I can’t even begin to estimate how many hours of my mother-life I’ve spent reading aloud: it surely must be in the thousands. And not just stories before bed; we have shelves packed with books, and I will read aloud at any time of day. Some days it was all I did, reading entire chapter books to ill little boys. (Those are good memories!) While we ask the kids to save their own money for certain purchases, they know I’m a soft touch when it comes to books. Unless we decide it’s a book they’ll finish quickly and never re-read (in which case, it’s borrowed from the library), I will hand over money for just about any book purchase.

As a result of allowing the kids to learn to read at their own pace without external pressures, valuing reading and books, taking time to read aloud every day and almost whenever asked, providing the kids with books they ask for, talking about what we’re all reading, demonstrating in word and deed that my own reading time is just as important to me—as a result of all of this, I have kids who love to read, who won’t leave the house without a book in hand (and an extra, if they think they might finish the first one en route), who don’t understand why anyone would not want to read. Sometimes my boys and I, or the boys and my husband, will read the same books and discuss them. The boys pass series back and forth. My oldest has subscriptions to two adult science magazines and chooses his library books from all sections of the library: kids, YA, adult, fiction, nonfiction. My almost-10yo will still choose picture books even as he ranges up to the YA section for chapter books. He also loves nonfiction as well as fiction. My daughter can’t wait until she can read, too; she’s already planning to re-read favorite series that we’ve read aloud together. I have never once told any of my kids they had to read at least twenty minutes per evening and then hand me a list to prove they did.

I realize teachers don’t know what happens in every household, but I was and always will be my children’s first teacher. I expect any classroom teachers they have to be my partner in this; information goes back and forth so we can both do our best. If our goal as teachers and parents is to nurture children who love to read and freely choose reading as an enjoyable leisure activity, then when my kid is doing just that, we’ve met our goal. Back off with the book logs and busywork summaries; they’ll just undermine the idea that reading can and should be fun. As for kids who aren’t there yet, introducing the idea that you read because school says so leaves no room for the idea that reading can be intrinsically fun. Rating books by level, telling kids what sorts of books they should be reading, valuing one kind of book over another, requiring a certain number of pages read in a certain time period…none of this creates a culture of reading. It creates a culture of control, and that’s no way to nurture kids who choose to read for fun.

(I never forced my kids to eat vegetables, either, and you know what? They all love them.)

Drawing Dragons

dragon drawings at

Artwork by N. Hood.

Last week, my 9yo picked out a book on drawing dragons, Dragonart Evolution: How to Draw Everything Dragon, at the craft store. We got home and he began drawing. He’s barely stopped since.

dragon drawings at

His new book and his stack of drawings–and he’s using both sides of the paper.

He began by attempting some of the drawing guidelines from the book, but he’s mainly using it for inspiration.

dragon drawings at

artwork by N. Hood

Sometimes he focuses on a specific area, such as eyes or texture.

dragon drawings at

artwork by N. Hood

His drawings have stories attached. Sometimes they contain text.

dragon drawings at

artwork by N. Hood

If there’s a battle going on, he’s partial to the dragon’s side of the story.

dragon drawings at

artwork by N. Hood

I asked if I could share some, and he said yes, but he had a hard time narrowing down the choices. In the end, I chose five out of his pile and he slipped in a couple more.

dragon drawings at

artwork by N. Hood

I promised him we’d document all of them with photographs.

dragon drawings at

artwork by N. Hood

He has said repeatedly that he loves the book. The book was just the starting point. He has drawn dragons before, many of them, but this book, I think, gave him some new things to think about. He’s going deeper, and he has spent hours drawing, every day, utterly absorbed and content–which makes me happy, too.

Fairy House Festival

You may recall that 5yo G has an interest in fairies. Yesterday we visited the Botanical Gardens at Roger Williams Park in Providence, on the last day of their “fairy house garden days.” This was something that came across my computer screen via a local homeschool email group, so it’s not a field trip planned by G (which is really how PBL field trips should go). I’m the one who heard about it, but G was in charge of the experience. We left the boys at home and went for a mama-daughter date with fairy gardens.

I didn’t tell G that the website invited visitors to dress as fairies–who needs to tell a 5yo to wear wings? She independently chose her outfit. Obviously one visits a fairy house garden wearing wings, a flower barrette, a poufy skirt, and sparkly shoes. Once there, she asked if she could take photos of her favorite houses. YES. I handed over the camera, and she took more than 70 pictures.

documenting fairy houses (PBL) at

We weren’t just viewing, you see. This is also research, because she plans to continue building her own fairy houses (more on that in a minute). All the photos of fairy houses in this post were taken by G. This was one of her favorites, a seaside getaway for fairies who need a vacation.

seaside fairy house at

fairy house at Roger Williams Park Botanical Gardens, Providence, RI.

She wanted to take a photo of this twisty ladder because it “looks like DNA, Mama!!”

fairy house ladder at

Part of a fairy house at Roger Williams Park Botanical Gardens, Providence, RI.

A scavenger hunt had been set up, and while usually I’m not a fan of those at museums because they tend to cause visitors to focus just on the items on the list, that wasn’t the outcome here. It was quite well done–some fairy house displays had explanatory signs, which were clever or interesting, along with an item to look for in the display. G was looking very closely at all the displays anyway, whether it was a scavenger hunt stop or not. So this particular activity added to the experience. She took this photo at the display of hanging fairy house spheres because she was asked to find a bench and she did! (I didn’t spot it at all.)

hanging fairy house at

Part of a fairy house display at Roger Williams Park Botanical Gardens, Providence, RI.

Part of the special activities for Sunday was making a fairy house. She picked up a bag of collected nature items and some dirt.

fairy house-making supplies at

However, she was having a hard time figuring out how to construct walls, so I asked if she’d like to bring the items home and use them to build a house in the yard–where we have trees and rocks and shells to add to the materials. She said yes. On the way out, we were asked if we’d like to take another bag (they must have had extras), so she picked out more supplies. There are wonderful things in there, things we wouldn’t necessarily be able to easily collect on their own. The URI Master Gardeners were a big part of this event, and the Master Gardeners themselves all collected items (legally and carefully, I’ve no doubt, as the back of the scavenger hunt list had cautions on being careful collectors). I suspect that most of the effort to create this event was by volunteers.

A couple of days before Easter, G decided it was time to build a fairy house in the yard. She’d been waiting patiently all winter for spring. Easter was in two days; we were into the second part of April. Surely it was time, never mind that the temperature was in the 30s. Spring may be wavery about committing, but G was not.

5yo's fairy house at

5yo’s G first fairy house in our backyard.

The table! Set with acorn cap bowls! With her 70-odd photos of inspiration, and her memories of all we looked at and talked about, G has lots of ideas for building more fairy houses. (She also has a new fairy wand. It goes fetchingly with the wings and sparkly shoes.)

G the Kid Scientist

I’ve been watching Cosmos with the kids every Tuesday because it’s on past bedtimes on Sundays and we can all watch it together after school using the “on demand” replay. They all look forward to it and it leads to some great discussion. After the first show, G, age 5, declared she wanted to be a “kid scientist.” During our next trip to the library, she picked out books on space and the human body, but really, space is winning out. She told me she wanted to do experiments, so on the next trip to the library, we took out Astronomy for Every Kid: 101 Easy Experiments That Really Work, by Janice VanCleave. Now I will admit I think many of the experiments are a stretch, and many aren’t even experiments in the true sense of the word, BUT G picked out a few to try and she is pleased about feeling like a kid scientist.


Here she is seeing how water affects the weight of a rock…which is supposed to relate to the moon’s gravity versus earth’s…which is kind of a stretch. But what’s more interesting is what the kid scientist did next. She told me she had her own “experiment” to do, and she requested a piece of black paper and two balloons. I blew up the balloons and she covered one with brown marks representing craters. Then she made silver marks all over the piece of black poster board I found. Then she set it all up.

earth moon sun model

The sun is in the center, obviously. She had me walk the globe pillow (representing earth, of course) around the sun, while she walked with me, moving her moon balloon (the one with the craters–impossible to see in this action shot) around the earth.

And this is why I love tagging along behind kids following their own interests. If I’d decided it was time to do an “astronomy unit” and had her create a model of the solar system, really, I’d have no idea if she was getting it. But a child who asks for materials to complete a vision in her head that demonstrates the motion of the earth around the sun, and the moon around the earth? That kid understands what she’s doing. It’s so darn cool, every single time.

Give-away: Home/School/Life Magazine Subscription

Thanks to everyone for your supportive comments, and congratulations to Heather, whose number came up on She commented, “Our family has been seeking a publication like the one you are creating that delves into all aspects of a homeschooling life. We are excited to have the opportunity to be a part of this enriching, inspiring, supportive community. Thank you for creating this magazine. Yay!”

I was very excited when Shelli announced she’d been asked to be the editor of a new homeschooling magazine, Home/School/Life Magazine. Firstly, because I’ve been reading Shelli for a while and I’m truly happy when good things happen for people I know. (I don’t know if I have just found a good corner of the internet or what, but I know of so many creative, generous, hardworking people putting fantastic things into the world.) Secondly, because I don’t read any homeschooling magazines or websites regularly. I read blogs and connect with other homeschoolers online, but I haven’t subscribed to a homeschool magazine in quite a long time. Shelli’s description of the new magazine sounded like it would fill a niche in my mailbox.

And this was before she asked if I’d be interested in writing an art column…

So yes, I now have a personal interest in the success of this magazine, beyond my desire that it succeed because Shelli is the editor and because it will be really nice to have a homeschooling magazine to read. I was really excited to be asked to be a part of it. (So excited I emailed my husband: “I know you’re on a plane right now and won’t read this for hours, but I can’t wait to tell you this!!”) I admit it’s challenging to write a post about something that isn’t, actually, complete yet. The first issue is due this spring, so I can’t review it yet and tell you it’s awesome. But I can tell you I’ve seen the planned contents, and I’m really, really looking forward to it.

HSL flier jpeg

Besides my column, the magazine will include Shelli’s on hands-on science, a curriculum column, and one on books—in every issue. Other regular features include “One Subject, Four Ways,” “Balancing Act,” (something I think we’re all trying to do), and a profile of a homeschooling family. Each issue will also look at a different career path, and have sections devoted to varying grade levels: early grades, middle grades, and high school. And each issue will also include three feature articles. This is an ambitious, exciting-sounding outline for the sort of magazine I’ve been wishing existed.

Shelli and Amy, the editor-in-chief, have generously offered me the chance to give away a one-year digital subscription to the magazine to one of my readers. If you’re interested, leave a comment telling me why you’re excited for a new homeschooling magazine, and make sure to include your name and email address in the proper boxes. (If you’re chosen, I’ll also need your city/state and/or country, but this giveaway is open to everyone, worldwide.) As for me, I am most excited for the tangible connection to a larger community that I think this magazine will represent.

Comments will be open until next Tuesday, February 25, at 6 pm EST, and I’ll contact the winner (and update this post) on February 26.