Ocean-sized Homeschool Questions

 

As an “experienced” homeschool mama, I find myself often asking the same questions I asked when I first began homeschooling twelve years ago.  Surely I should just “get it” by now.  But the same insecurities often come back to me during the more difficult days. 

Am I doing enough?

Am I doing too much?

Should I be more structured?

Should I be more relaxed?

Is there a magic curriculum that will just do its stuff and give me the desired results?

Should I stick with what I’m doing?

Is my child succeeding?

Question after question plague my mind some days and I wonder if I’m somehow failing my child.  Despite having twelve years of homeschooling experience and three graduates successfully managing adulthood, I still find myself questioning and reading and researching.  I pray and give it to God, and still wonder.  I read a little more and rinse and repeat.  

You see, I’m that mom.  I’m that mom that loves to research.  I’m that mom that never throws away materials that might one day come in useful.  (The boxes of books and curriculum in my garage attest to this fact.). I’m that mom that loves to meet with other homeschooling mamas and discuss what worked for them and what didn’t... and why.  I’m the mom, like many of us moms, that has a head full of ideas and hopes and dreams, but sees the tough days and all the questions in her mind as a personal reflection of where she might fail her child. 

And now I have another teenager.  

It was so much simpler when she was a little sprite that loved to dance to the Hooked on Phonics videos and sang her math facts as she wrote the answers in her messy, left-handed writing.  The days when fall leaves were a fascination and finger paints were a joy have faded. 

Now she wants to study oceanography.  I love the ocean.  I have lived by two oceans in my life.  I want her to be able to dive in (literally would be great) and learn to her heart’s content.  But we live in the Midwest.  My snowplow-driving hubby is on call tonight with a wintry mix expected.  Trying to find hands-on oceanic activities is a little challenging when the Atlantic Ocean is 866 miles away and the Pacific Ocean is nearly 2000 miles away. 

Yes, she has studied the ocean with her earth science studies, but she is missing the experiential aspect of learning oceanography.  The closest we come is Lake Michigan.  And while she may one day get to smell the salt water, collect shells on the shore,  and swim with dolphins; it won’t be in the next year. 

And so, the doubts enter in.  I doubt the reruns of Hawaii Five-O will substitute.  Am I insane for wanting to purchase books on oceanography, perhaps look up educational videos, but know she will be studying something that she can’t experience at this point in time?  And isn’t the earth science studies something that she needs to move past so she can meet the requirements for high school next year with biology and chemistry, etc?

I bounce back and forth between two trains of thought. I tell myself that we have studied centuries of history, but didn’t live at those time periods.  Just today we finished an advent book that dug into the birth of Jesus, studying the time period of Jesus’ birth and the Roman rule over Israel at the time.  We weren’t there.  We didn’t get to see Baby Jesus be born or experience the angelic host as the showed themselves to the shepherds.  And yet, I don’t feel as if I have failed in any way because I could only offer my child the wonder of Christmas without the experience of “being there.”  My goal was to emphasize the meaning of Christmas, to build up my daughter’s knowledge and love of Jesus.  We may not experience ancient Israel, but we do experience Christ.  Would I not be short-changing my child if I didn’t give her the wonder of the birth of Jesus?  Even if our minds have to imagine the young Mary, giving birth to her first child among stable animals?

Is it not the same with the ocean?  Beyond learning the basics, if my daughter is fascinated by an ocean she has never seen, shouldn’t I indulge her interest?  Will she not learn so much more about the world as it relates to many other areas of science if she studies oceanography?  Will she not learn about wildlife and sea creatures in her study?  Will she not go even deeper into weather by studying occurrences that happen over the ocean... like hurricanes and tsunamis and tropical storms? Will she not learn more about gravity and even space as she studies ocean currents?  Will she not touch on biology and astronomy and even some chemistry as she digs and studies?

Won’t she one day stand on an ocean shore and be able to smell the salt water, feel the coolness of the water on her skin, hear the waves crashing in a soothing rhythm, and be able to name the shells and plants and types of fish swimming in the shallow reefs? 

After all, she loves the writings of C.S. Lewis, but isn’t going to England this year. She can still imagine the country and switch into an English accent in a heartbeat.  She won’t be going to Narnia, but she still can learn the lessons Mr. Lewis so eloquently brought to life through his stories. 

These are the thoughts that swirl through a homeschool mom’s mind as she contemplates what to study next and if she should stick to the prescribed curriculum plans or venture on a side quest. 

Homeschooling means I can give my child the world, even if I can’t do so physically at this present time. Homeschooling brings options. And with those options come questions.  Sometimes those questions are small, like which phonics program to use for my creative, ADHD girl.  And sometimes those questions are the size of an ocean. 

It would be easy to just go with what’s next in the carefully chosen curriculum.  After all, I selected a curriculum that is quality, that meets college entrance requirements, that is academically sound but set on a solid Biblical foundation. Carefully laid plans can bring a path, a direction.  They can also shut doors on rabbit trails and curiosity.  

Homeschool moms (and dads) take on a huge responsibility when they decide to shoulder the education of their children.  And while the years of experience often bring the wisdom to discern what is busy work and what is relevant, sometimes in saunters doubts and questions.  For me, letting my child wander off the path to dive into her own interests was easier somehow when she was younger.

We spent nearly two years following passions.  My child’s interests in those two years were vast.  She studied horses, weather, volcanoes, Greek mythology, Harriet Tubman, the Underground Railroad, and anything else that caught her interest.  She devoured The Bobbsey Twins and American Girl.  She read nearly every Andrew Clements book in the library.  Together we read Inkheart and The Narnia series and Harry Potter.  I took a leap of faith and let her explore, let her learn what got her attention.  In typical ADHD style, her hyper-focus let her gain vast amounts of knowledge.  I could barely keep up with her as she devoured books and documentaries.  

But as high school nears, I find myself more hesitant to take that leap.  I find myself with those ocean-sized questions returning.  After all, doesn’t she need to be exposed to more than just what interests her?  Doesn’t she need more structure as she prepares for whatever God has for her future?  And don’t I want that routine, that knowing what’s next in the scope and sequence? Don’t the events of this past year prove to me that it isn’t just important but vital that my girl has a strong grasp of history and civics?  Haven’t we seen many examples students that have graduated with a poor understanding of history and socialism and the Constitution willing to make decisions about our country that causes more damage than good? And as a Christian, don’t I want my child to be able to think critically instead of just believing what is on the news or in a social media post?

How can deciding whether to veer from the science route be this big of a deal?  Having taken the road less traveled for those couple years of exploration, I know one interest often leads to other areas.  Will it just be a substituted science path?  Unlikely.  

My daughter at the moment also has developed an interest in Japanese anime.  She purposely chooses to watch the Japanese show with subtitles instead of the Americanized version.  Often she will walk into a room speaking phrases in Japanese that she has learned from what she is watching.  

But learn she does.  She has been taking Spanish for school; but because her interest is in Japanese at the moment, she has learned more of the Japanese language in a few weeks than the Spanish she has studied for months.  I know when a child is interested in what they are studying, he or she absorbs information like a dry sponge does water.  And I also know that if they are just taking the class because it’s expected and listed on the planner, the lessons might not be retained as well. Ironically, if someone else was in this situation and asked for my advice, I would tell them to let their child study the oceanography. I am actually a little shocked that I’m struggling with this, because I have read the science about how children learn.  I know following a natural curiosity leads to deep learning and a development of study skills that are unrivaled when compared with any other method. 

This year has been difficult.  Money has been tight.  I have had to plan very carefully in every area of our finances.  A set plan brings a comfort because I know it checks all the boxes.  The fact that I have a lot of the materials also is reassuring because I don’t have to worry about straining an already tight budget any further.  Even if I let go of what my plans say our homeschool would hold for the next year or so, I’m still bound by budget constraints. 

Ocean-sized questions mean I give the matter some ocean-sized prayer.  To all those homeschool mamas out there with similar questions about what path to take, know you are not alone. 

A Tale of Two Levels: Part One

Eighth grade is upon us.  Since we did some other things last year, we could say we are “behind.”  But most homeschoolers know there is no “behind.”  The time away from Heart of Dakota was still filled with learning.  The beauty about Heart of Dakota is that the skills build on each other.  We can just pick up where we were and move forward as long as the child hasn’t progressed too far.  

So a few weeks ago we began eighth grade with half days because Covid had led to the cancellation of nearly every activity in which we normally participate.  Not willing to have a summer of YouTube videos, we began some school.  We picked up right where we left off and have kept moving forward.

However, we are over halfway through Heart of Dakota’s Resurrection to Reformation guide.  This means we will actually do two guides this year.  Megan will finish up Resurrection to Reformation by Christmas.  We will immediately begin Revival to Revolution. 

Part One: Resurrection to Reformation

I’ll go through the first part of our school year by going through Resurrection to Reformation and other things we are using.   There are a LOT of books my daughter will be reading.  That isn’t unusual for our homeschool.  

History:

With Mystery of History as the main spine for the remainder of the guide. Megan will be reading about Shakespeare, Leonardo da Vinci, Sir Walter Raleigh and so much more.  She will read and notebook her way through time as she learns history. 

I love the notebooking pages!  They are colorful and of great quality.  The lessons are so enhanced by the pages!  And it is such a fun way to keep track of what my daughter has learned. 

Science:

My daughter loves Earth Science, so finishing up this study is a joy for her.  She is relishing the experiments and often loves to tell me all about what she is reading. 

Shakespeare:

Resurrection To Reformation does a Shakespeare study.  I was afraid this study would be difficult for my child.  Instead, she LOVES it!  She gets excited when it is Shakespeare day.  Like the history notebooking pages, Heart of Dakota has created these beautiful Shakespeare notebooking pages. And they chose Charles and Mary Lamb’s Tales from Shakespeare.  Tales from Shakespeare is written in more modern English for younger readers. 

Bible:

Heart of Dakota’s Resurrection to Reformation uses the inductive Bible study Hidden Treasures in Philippians.  This is scheduled as an independent study to help the child develop good habits in their own personal Bible time with God.  However, I am planning to do this with my daughter.  She is at a sensitive age, and being able to discuss the study with her is important to me.  (Plus, I don’t want to miss out!)

We also have a different Bible study we do every other day or so from Christian Light Education.  I love how deep Christian Light goes into the Bible.  

Reading:

We are continuing with Heart of Dakota’s Drawn Into the Heart of Reading.  I love the perks of this program! I can choose which books to use for the different genres.  I can use library books to save money.  Or, as I tend to do, I can use books I have already purchased over time.  I like the choices Heart of Dakota gives in their book packs, and have used them often also.  But sometimes I switch out the book for something else. 

Extra Reading:

I chose two book series to slowly have Megan read through over the next two years.  These aren’t assigned in Heart of Dakota, but instead are something extra I want my daughter to experience.  She is reading them slowly so she can mature a bit with the characters as they age in the books.  I also want her to savor the books and think about the lessons contained.

The first series is a rewrite of Martha Finley’s Elsie Dinsmore series.  I read them all several years ago from the library.  Mission City Press did such a great job with these books and I am sad they aren’t as easily purchased now.  I still have the last two to purchase before we own the entire set.  Megan will read through at least three of the books this year. 

The second series is the Terrestria Series by Ed Dunlop.  I was first introduced to the series through Heart of Dakota when they offered a couple of the selections in the book packs for Drawn Into the Heart of Reading.  The books are allegorical and engaging.  My daughter often likes fantasy books, and these are very godly.  It will take her two years to get through this entire series when alternated with Elsie Dinsmore.  . 

What’s left?

In the next post I will go through what we are using for Revival to Revolution as well as what we use for math and any alternatives I am using.  It looks to be a very full year!

A Heart of Dakota Life

Every fourth Wednesday of the month, Heart of Dakota does a blog post series entitled, “A Heart of Dakota Life.”   I look forward to every blog post because it is so wonderful to get tips and ideas.  The “A Heart of Dakota Life” series is a favorite of mine because it deals with homeschool issues as well as things that impact family and faith.

We have used Heart of Dakota mostly since 2009. We wandered here and there.  I didn’t always use the suggestion.  But when I look back on our homeschool, only one student didn’t use Heart of Dakota, and that was because she used a program a licensed teacher implemented.  

The memories with Heart of Dakota have always been my favorites.  I feel like the curriculum makes me the “fun mom.”  I’m not a “crafty” person.  I don’t think about coming up with hands-on materials.  I’m a bookworm and could schedule great literature all day.  But Heart of Dakota strikes a balance so that my children that don’t learn just like me get to explore learning in ways that work best for them. 

We’ve painted and done experiments and made projects.  We’ve laughed and cried over read-aloud.  We’ve researched and written and rewritten.  We’ve listened to music and memorized Scripture and had endless conversations 

We’ve pretended and played to learn.  We’ve acted out stories.  We’ve spent time with Jesus.  

Our box days are always exciting, like Christmas morning.  

And we’ve shared and passed on the materials to other families when we were done so that others can have similar learning experiences and make similar memories.  

Every time I’ve wandered, I always regretted it.  Why? Because nothing else had worked quite as well for us.  My daughters have grown up exposed to great literature, rich history, engaging science, and a solid foundation for life.  

I didn’t get to use all the guides... yet.  My older girls missed the high school guides.  I beefed up the middle school guides at the time because the high school guides were not written or just being written at the time.  I thought for awhile I would do the same with my youngest since I have the materials.  However, I don’t want to mix in other things to stretch the guides out.  I don’t want to miss the incredible learning that the upper guides hold.  

As we go through the materials and work, I find myself so excited to see what comes next, even though I’ve gone through the guides with my older girls.  It’s like an adventure. 

My secret wish is to use them with grandkids, or to pass the materials along to them and watch their adventures.  However, that is a choice their parents must make. 

All in all, I have loved our homeschooling adventures with Heart of Dakota.  I am excitedly looking forward to the next five years with my last daughter.  

Mid-Year Evaluation

When Plans Fail

I had it all planned.  I had what I wanted to accomplish with my fifth grader all written out. I had prayed and researched.  I knew my ten year old wasn't ready for the writing in Heart of Dakota's Creation to Christ.  I wanted to give her a chance to bump up her writing level, while exploring and reading.

Life doesn't often go as planned.  I may want it to, but these past few months have been challenging and full of unexpected crisis moments.  One daughter has been in the ICU twice, for over a week each time.  Another daughter has battled some health issues that require treatment.  My college classes have been more demanding than I anticipated, with project after project.

Re-evaluating

And so, it is about this time each year where I reevaluate what is working and what is not working.  Usually, this is simply a curriculum thing.  Is the child succeeding with this curriculum?  Do I need to switch anything?  Do I need to slow down or speed up in any area?

This semester, to some degree, has felt like a lot of work and little progress for my fifth grader.  The things that need to change are not simply a matter of curriculum.  I need to carve out more time.  Things like read-alouds have been pushed to the background because of my work load and stress level.  Even more, I don't feel like my daughter has improved her writing the way I wanted when I began to plan.

Looking at next semester, I am struggling to find more time. I am planning to drop my class load to part-time.  When I went back to college, I had this idea in my head that I could work when my children were working.  That has only somewhat worked.  I am still needed for my ten year old.  She is growing in independence, but not quite at the rate where I can spend hours on something else.  And so, I am determined to find a compromise so that I can continue my education, even if at a slower pace, and still be here for her.

We have made some headway.  In her dictation level, she has advanced forty-seven passages.  She tends to get the majority of them on the first try, repeating maybe one a week for errors.  She is looking, at this rate, to be well into level four by the next school year.

Plans From Here

Taking a look at different categories of studies, this is the plan for the rest of the year:

English - My fifth grader will continue with dictation daily, to improve writing and spelling skills.  She will slowly do a Word Building program over the next few months to help with handwriting and reinforce her spelling.  She will finish a couple of the workbooks for English that she has, because they focus on writing.  Then she will begin Rod and Staff English.  Rod and Staff emphasizes writing more than our current program, and is wonderful for leveled learning.  She is also slowly going through the McGuffey Reader, which combines reading with writing and vocabulary.

Reading - My fifth grader will continue to read slowly through the reading list I have for her.  She is currently reading through Clara Dillingham Pierson's Among People.  This will take her to the end of the school year, at one chapter every other day.  She is enjoying this series.  She is also going through Literature and Creative Writing, and is currently reading North to Amaroqvik.  She will finish this book and read Heidi before the end of the school year.  She has also started Drawn Into the Heart of Reading (DITHOR).  She is currently reading Fanny Crosby.  Also planned this year is Noah Webster, Kitten's Tale, and Riding Freedom.  She is only working on DITHOR every other day, alternating with the Pierson stories.  Megan is also alternating Abeka readers with her McGuffey Reader. 

Bible - Megan will finish her Christian Light Education workbooks studying the New Testament.  She will then begin Heart of Dakota's Bible as planned in Creation to Christ.

Social Studies/History - Megan is currently finishing some workbooks studying Christian leaders and missionaries in American history as well as Biblical heroes.  After this, around February, she will begin Heart of Dakota's Creation to Christ at half-speed.

Science - Like with History, Megan is finishing up some science workbooks.  In February, she will begin Creation to Christ at half-speed, where she will begin a study of Land Animals.

Math - I have bounced around in math this year, attempting to cement math facts and skills before the math becomes much more challenging.  After some trial and error, I have settled with Singapore math mixed with Life of Fred.  I have Meg reviewing skills until after Christmas.  I like that Singapore is also leveled, and my child can master skills before moving on.  I have scheduled it strangely, however, bouncing between a couple levels at this time so that she is reviewing more in a spiral approach.  However, that stops in a few weeks and she will begin normal plans and working straight through the textbooks and workbooks for Singapore, with a chapter of Life of Fred every couple days. Math is one area where I feel it is okay to slow down and make sure the foundation is solid before moving on to more advanced concepts.  If the foundation isn't solid, the child will not be able to grasp the more advanced concepts.

My high school senior is staying with the plans I made for her.  Unless something is completely not working for her, she won't change.  She is working for credits, and needs to be pretty consistent. She graduates this spring.

It may seem as if my fifth grader is doing too much, but many of the plans spiral.  This means that she may only work in an area every other day or a couple times a week.  When we begin Creation to Christ, she will be working at half-speed because my plan is for the level to last her through sixth grade.  She will begin next year at half-speed also, with some subjects being done daily, such as math and English.  This allows her to focus on core areas, advancing in her writing, so that by the end of Creation to Christ, she is definitely ready for Resurrection to the Reformation and the skills needed at that level.

Over the years, I have often felt that I wasn't doing enough, and I pushed my older children too hard.  I have learned to slow down, to use their natural skills to reinforce areas where they are weak, and to take things a day at a time.

Why Levels are Better than Grades

Heart of Dakota: A Leveled Curriculum

I have noticed that, in homeschooling, there exists materials that are "level" based.  This means that they are for a range of ages or grades or developmental stages.  They aren't just for third graders or seventh graders, they are for ages 9 to 11, or grades 2 through 5.

I like this!

I have written previously about how my youngest daughter often is in more than one grade level at once.  My older daughter did the same thing through the years as she was being homeschooled. It was standard to use levels for education in the past.  Take the McGuffey readers, once a staple in the American school systems.  Students were in a "reader" level, not a "grade" level.  Those books, when placed into modern reading levels, go well into college level reading.  This explains why a student that mastered all the McGuffey readers was well-educated.  It also explains why we had a  96% literacy rate and why the farmers could easily grasp The Last of the Mohicans, Shakespeare, Dickens, and The King James Bible all through the 1800s and early 1900s.

The truth is that our modern education system has been dumbed-down in many ways.  And while that saddens me to a great degree, I can pick and choose from the modern educational methods and ones used in the past in deciding how to educate my children. In so many ways, homeschooling brings freedom in that my children can learn in ways that suit them best, with instruction that is individualized to a large degree.

Megan is in the second reader.  She could easily read into the third reader, because she is an advanced reader.  I placed her in the second reader so that her writing could catch up to her reading level.  She probably won't stay there long, as she is telling me that she is bored by the level.  The second reader corresponds to a 3rd through 5th grade reading levels.

I have discovered that this type of learning, progressing through levels, or mastery learning, works in nearly every subject.  We have been doing mastery learning in many different ways this year.  I have a book list sorted by reading levels.  I have math sorted by levels.  Even grammar is sorted by levels.  She works slowly, methodically, through each level, gaining skills and not simply grade levels.

 Many of the homeschool curriculum sellers know that mastery learning works.  They write their materials to span grades and ages, easy to customize, with a focus on skills and concepts, not specific to a restrictive narrow age and grade level.

The modern system sets skills they want students to master every year.  The problem is that if a student struggles in an area, they are considered "behind."  If a student can easily master the standards, they are considered "advanced."  Most students fall in the middle, where they can easily master some concepts and struggle in others.  The truth is that, if left to master one concept at a time, taking the time to master the harder to understand ones, then moving more quickly through the ones they can grasp easily, then a student will progress at a more natural pace, often a quicker pace.  They will have mastered concepts by taking them line upon line, precept upon precept.  They won't be rushing through the materials to keep up with a class.  There won't be any moving ahead until a concept is grasped.

This means that most of the time a child won't be moved on to the next skill level if he or she doesn't understand.  Occasionally, when a child is struggling, I have moved on to something different or reviewed other skills for awhile, and then gone back later to the area that was not understood.  I have found that this helps in many ways.  It gives the child's brain a rest from what they weren't grasping.  Sometimes their brain needs the rest.  Sometimes their brain simply needs to mature a little more to grasp the concept.  Nearly every time when I have taken a break and then gone back to the concept later, the child understands it without the struggle they had earlier.  In a classroom environment, this can't happen because the teacher has thirty students and an academic plan that decides what is taught and when it is taught.

Most often, in a homeschool situation, even if a mom has five children, she can easily stop a skill and review.  Working in levels helps in this because it is not a big deal to review skills for a bit before tackling a tough area.  The student is not going to get to a new level and be lost because he or she hadn't mastered the material in the previous level but understood enough to pass.  Incremental steps, a little at a time, building and building, until the student is working at an advanced level, has developed critical thinking skills, and is developmentally ready for the next step means that a child isn't going to feel inferior or superior based on ability alone.

I have seen over and over that learning this way works.  There is one thing that is key in this type of learning... no comparison.  In contemporary education, students are pitted against each other and measured against each other.  They are tested and tested and tested some more.  Competition does not always breed healthy learning.  With levels, students are in competition with no one.  They only have to master the material before them, engage in the learning, not feel that they have to do better or be better than the student next to them.  It becomes about learning, not competing.

This past semester has been one of experimenting more with "leveled-learning."  I took some time off of our regular curriculum with my ten year old, even though it is also level-based, to focus on increasing the level in the basics.  I like the results.  As my daughter makes her way through the McGuffey reader, she is mastering the vocabulary, the sentence structure, the spelling.  We are doing the same thing with dictation.  She is slowly mastering each lesson, one day at a time, growing and learning without pressure.  I even have been doing something similar for math, even backing up a bit and reviewing so that she has truly mastered the concepts before moving forward.

Soon, she will jump back into her curriculum.  She was struggling with the writing.  She will have had a semester of review and slow skill building, especially in her writing, to ensure that she can  more successfully get the most from her studies.  I am slowly moving her from the grammar program we have been using to one that has more writing, to build her skill level even more.  She has focused on increasing her dictation level and completed a lot of copywork through her McGuffey readers.  Mostly, she has done a lot of reading.  In the words of Sally and Clay Clarkson, "If you want your children to be good writers, have them read good books."

There is a sense of relief and peace that comes from leveled learning.  A child isn't pushed to conquer skills that they aren't ready for developmentally, but they are still learning and growing all the time.  They can come at a skill from multiple ways, or maybe just take a break from it for awhile.  Suddenly, their brain matures and they have that light bulb moment.  They learn easily and quickly what was taking them months to previously learn.  It is not uncommon for a student to jump the traditional grade levels in weeks or months.

 My youngest did this in her reading one summer.  She was involved in the summer reading program at the local library.  Every week I would take her to the library for books, and let her check out materials that interested her.  When fall came and we jumped back into her phonics program, she read through material she hadn't gotten to the previous school year as if she had already learned it.  I had her read every book in the program.  What should have taken a year, she completed in two weeks with ease.  Reading for fun had boosted her reading level by at least an academic school year in weeks.  She had been making steady progress in her skills, but giving her brain a break and coming at reading a different way, even if unintentionally, helped her to grow her skills quickly.

Leveled learning is not common, except in environments such as homeschools and tutoring centers.  It is very difficult to do such individualized, leveled learning in public or even private schools where the teachers have large class sizes.  However, it is not impossible, as this is how the one-room schoolhouses of yesteryear taught.

The one-room schoolhouses had students of a variety of ages and levels in one classroom.  They were sorted by levels, slowly advancing in their level, progressing at the pace they learned best.  Not all children in the same levels were at the same pace in those levels, either.  It was very individualized, andA person who won’t read has no advantage over one who can’t read. students learned with some one-on-one time with instructors or older students in their levels of reading and math, and what amounted to unit studies for other areas such as history and science.  Some of the greatest minds came out of those one-room schoolhouses.  Even more, the rate of illiteracy was small.  There were immigrants and a few uneducated that couldn't read.  It was illegal for slaves to be taught to read in the South.  However, there was also an emphasis on Bible reading and understanding the Bible well was of utmost importance.  That couldn't happen if the population was illiterate.  As a result, the literacy rate was high.  Today, the literacy rate is around 85% in the United States, but the problem is not just literacy.  The problem is that many can read, but average materials are at a fifth grade reading level.  High School students struggle to understand our founding documents.  It is no wonder the Constitution isn't a document that is respected when many can't even understand it.

Then there are the people that don't read.  Many people simply don't read and instead choose to gain their information though television and the internet.  In the words of Mark Twain, "A person who won’t read has no advantage over one who can’t read." One-third of high school graduates never read another book for the rest of their lives.  80 percent of U.S. families did not buy or read a book last year.

What does this have to do with leveled learning?  Leveled learning keeps a child engaged because the learning isn't a cause for burnout.  A student may read a thousand books over the course of his or her education, but they are reading at a level they built up to, not one that is above their comprehension and skill level.  The result is that a student won't see reading as the enemy, as a drudgery.  While it might not be a favorite past-time of every student, a student that doesn't see learning and reading as a form of torture will be more apt to stick with what helped them succeed when they were younger.

We have done leveled learning since beginning homeschooling.  We will continue to take this route because it works.  Leveled learning individualizes education, creating a tailored experience, giving the student the ability to reach their potential.  While there are many motivations for homeschooling, this is one of the most important reasons to me.  If a child can learn and grow in healthy ways
, they are more able to be all the God calls them to be.