Medieval Living

The news is full of discussions on why America is falling behind in educating our children. Most of the blame is placed on the teachers – that they are either incompetent, don’t put forth enough effort, or need additional training. Administrators are also on the “hot seat”, being blamed for their teachers’ short-comings and for not addressing poor test scores. There’s a lot more going on . . . I think most of us have heard enough to understand the gist of the debate.

I was reading one of the many homeschool forums that I subscribe to, and came upon a response by a homeschool mom. Her comment was directed toward another mom who was new to homeschooling and admittedly terrified about failing at providing an education for her children. I will quote the response in its entirety:

“It always helps me to remember that schooling isn’t a race to be won. It is an adventure to be enjoyed. The most important skill to have in life (in my opinion) is to how to look up information and learn new things as you need to. Jam packing a childs brain with information so they can answer test questions and then for get it does not really help them later in life. I would suggest taking some time to read some books on homeschooling and let your kids get some books on topics they enjoy and you all just take some time decompressing from school and thinking about what you want next school year at home to look like. You will do great and so will the kids.” ~ outofrange

The mom also had a quote from Elenore Roosevelt that I felt was worth repeating:

“Do not stop thinking of life as an adventure. You have no security unless you can live bravely, excitingly, imaginatively; unless you can choose a challenge instead of competence.” ~ Eleanor Roosevelt (The Autobiography of Eleanor Roosevelt)

I don’t know what else to add to ms. Outofrange’s comment, other then that I believe students need to learn problem solving as a basic skill. If they can look things up, research, and solve problems, then there’s not much they can’t do.

So what’s the difference between public education and homeschool education . . . I think the answer is simply “attitude”. Public schools are racing to meet a certain mark, while homeschoolers are accepting and meeting challenges.

The last day of the convention started with a presentation about chickens. Now, I don’t have any immediate plans of raising chickens; however, once the “village” is built, it would be reasonable to have chickens as part of the interpretation. Will cross that bridge when we come to it. The other session I attended dealt with period shoes. I think everyone who is involved in putting together period correct clothing will say that shoes are the most difficult to get. Whether they buy them, have them made, or attempt to make them, shoes are key to a complete costume. The presenter gave some good information on how to deal with the topic . . . more to follow about that.

We’re still on the road . . . we blew into Little Rock but limped into Joplin . . . apparently we got some bad gas, but the car is in the repair shop this morning. Hope to hear something soon so that we can back on the road. My son is keeping things running back in NM, so even if we take an extra day, life back home will happen without us.

More to come – next project . . . getting ready for the homeschool convention in April.

I thoroughly enjoyed the first day of the convention – alot of hands on, practical activities. The second day wasn’t bad either, but centered around seminars and discussions. The information was useful, and I will be certain to review my notes on a regular basis! The night ended with a wonderful banquet, where most attendees came attired in period clothing relevent to their museum or activity. Food, dancing and good conversation were the order of the evening. There was also a silent auction – I had made an 18th century tape loom (picture to follow) which earned at least 6 bids before the night was over. I also enjoyed discussions with several people who were very curious about Medieval Living and what we are doing. Most of those gathered at the convention were 18 through 20th century historians, where as we are 13th century. Alot of questions and alot of encouragement. A good event.
The third day will be more seminar orietnted sessions, but I am sure that all will be beneficial. More to follow.

I “blew” into Little Rock on Thusday evening, along with tornado warnings, severe wind, torrential rain, and lighting and thunder storms. I saw a few accidents along the way, but myself had no problems – just took it slow and easy. The Legacy Hotel is a wonderful old hotel in downtown Little Rock – the restaurant is unimpressive, but the spirit of the place is decent – all the staff have been wonderful.

The first pre-conference session that I attended was 18th and 19th century dancing. While not “medieval”, the process of learning a dance and observing how it was taught is still transferrable to learning a dance from any period. I admit I was a little winded by the end of it all. Oh . . . and I had walked from the hotel, only about a 15 minute walk . . . if I had gone the right way the first time – it actually took me about 30 minutes. The class lasted for 3 hours. It was well presented and I think everyone who attended had an enjoyable time.

Session two was after lunch – dying with natural materials. We gathered around a smokey fire with a couple of large kettles hanging on cast iron supports. After a quick lesson about wool, mordants and natural dyes, we were soon plunging skeins of wool into a “madder” dye. Madder is a plant commonly grown around the Mediterranean Sea and produces a variety of reds and oranges (dependent upon which mordant is used). After a 45 minute bath, the wool was ready to come out. The wools we removed from the kettles were incredible . . . the colors were consistent and looked quite natural (as they should). We played around a little more with the dyes and wool. Although I went back to my room smelling of wood fire smoke, the class had been very enjoyable. Having no previous knowledge of dying, I left with a reasonbly sound understanding of the concept.

Tonight is a dinner followed by a social time. I look forward to rubbing elbows with those who are experienced in the world of living history museums. The actual conference begins tomorrow. I am looking forward to the sessions and more elbow rubbing! I’ve met at least 4 other people who either work with homeschool students, or who are themselves homeschooling their children . . . I sense a trend. Hmmmm. More tomorrow.

I am very excited about the upcoming months. Here in the end of February I will be attending the annual convention of the Association of Living History, Farm, and Agriculture Museums in Little Rock, Arkansas. It will be a wonderful opportunity to visit with those who have extensive experience in the business of living history museums.

Then in April, I will be an exhibitor at the CAPE Homeschool Convention and Curriculum Fair here in Albuquerque. Last year’s convention had a reported attendance of 1,600 homeschool parents and supporters. This year’s is expected to be the same. Medieval Living will have the chance to present our plans for our homeschool activity center and to begin enrolling students for the coming year. I consider this to be the greatest opportunity this year to promote our programs. I am very greatful to CAPE for the invitation to their convention!

I’ve been asked to describe what the Medieval Living Homeschool Activity Center look like. Honestly, I don’t know. That’s not to say that I don’t have ideas . . . but is really depends on the facility we get. There is one location in particular that will be perfect – great location, newer structure, classroom, office, reception area, studio/multi-purpose room, and ample parking. A second location isn’t as well defined, so it would require more construction and preparation – parking is the real issue, as any large gathering would require on-street parking (not so great for kids). Neither location looks anything like a Medieval building – oh well. I think some creative painting on the interior walls will provide the right effect . . . ambiance is the word I’m looking for.

The second, and probably more important question, is what we will teach? This is also the easier question to answer, as this is what I’ve been planning for months now. So here’s the list of classes – with more to follow:

Weaving:
1. Weaving Introduction
2. Tape/Inkle Loom
3. Tablet Loom
4. Tapestry Loom
5. Warp-Weighted Loom
6. Spinning
Clothing
1. Tunics
2. Hats/Hoods
Ceramics
1. Encaustic Tiles
Armor
1. Armor Introduction
2. Chainmail – European
3. Chainmail – Japanese
4. Leather – Gorget
5. Leather – Bracers
6. Leather – Lamellar
7. Leather – Archery Accesssories
Combat
1. Fencing Introduction
2. Epee
3. Rapier
4. Rapier w/offhand weapons
5. Archer Introduction
6. Fletching
Games/Music/Dance
1. Chess
2. Nine Men Morris
3. Tafl
4. Toys
5. Introduction toPenny Whistle
6. Intermediate Penny Whistle
7. Court Dances
Projects
1. Introduction to Timber-Frame Construction
2. Timber –Frame Models
3. Timber-Frame Full Scale
4. Waddle and Daub
5. Introduction to Siege Weapons
6. Catapaults
7. Trebuchets

All I can say is, We’re going to be busy!!!!!

I came upon an interesting post the other day at the Spunky Home School blog regarding some recent comments from national politicians who suggested a possible tax credit for homeschool families. Within the post was a letter from Homeschool Legal Advantage regarding the pitfalls of such offers. I contacted attorney Christine Field requesting permission to copy that letter here as well. I think the content of the letter provides additional justification to Medieval Living’s goal of supporting homeschooling here in New Mexico.

Ms. Field writes:

“Homeschoolers are abuzz with discussion over the suggestion that Republicans may be introducing legislation to give a federal tax credit to homeschoolers. While nothing has been proposed to date (do a search at http://thomas.loc.gov/), it is worthwhile to examine the pros and cons.

In this economy, who wouldn’t favor a tax break from a government that seeks to support and control virtually every aspect of modern life? Besides, the argument goes, we all pay taxes and we should be in line to be the beneficiaries of the unfunded largess of the lawmakers. Everyone else is doing it ….

From a larger perspective, it is a common ploy of the Federal government to dangle a carrot in front of states for funding. The states that comply, such as the recent Race to the Top campaign, receive huge sums of money from the government. But, the funds, as always, are tied to an expectation. In the Race to the Top, participating states had to agree to adopt Common Core Standards, an effort to have a common curriculum across the states.

But, you say, this isn’t really funding – it’s a return on taxes we have already paid.

True, just like every other deduction you take on your Income Taxes, such expenditures would have to be documented. In our view, this leaves the door open for inspection and approval. It is a foothold that we cannot allow the Federal government to establish.

For comparison, three states allow parents to take a deduction on their State income taxes for homeschool expenses. In my state (Illinois) I have taken the deduction and have been subject to questioning and requests for extra documentation each year I have sought it.

What the state allows, it can also regulate. Let’s examine another state benefit available to some homeschoolers. In a highly touted program, parents in Minnesota can seek a small textbook reimbursement for their homeschool expenses. The amount is paltry compared to the amounts most parents actually expend. Look at how the regulation is worded:

“Textbook” means any book or book substitute which a pupil uses as a text or text substitute in a particular class or program in the school regularly attended and a copy of which is expected to be available for the individual use of each pupil in this class or program. The term shall be limited to books, workbooks, or manuals, whether bound or in loose-leaf form, intended for use as a principal source of study material for a given class or a group of students. The term includes only such secular, neutral and nonideological textbooks as are available, used by, or of benefit to Minnesota public school pupils.

By statute and by definition, they only offer textbook assistance for secular, neutral and nonideological textbooks as are available, used by, or of benefit to Minnesota public school pupils. Some homeschoolers could qualify, but many would not.

We oppose Federal tax credits for homeschoolers based on our experience with all such programs. In sum:

1. Education has been and should remain a matter for the states, not the Federal government.

2. Funding (whether outright or in the form of tax credits) comes with expectations. Is it too far to imagine the accountability that might be required for such a tax credit? Common standards and standardized testing are two burdens which come directly to mind.

3. A tax credit would require documentation.

4. Documentation leads to scrutiny and the authority to deny or dismiss unless certain conditions are met, such as requiring only secular materials.

While we are all looking for a break in this economy, this break is too costly to the freedoms and individuality of homeschoolers. Thanks, but no thanks.

Christine Field
Attorney at Law
Homeschool Legal Advantage ”

If you were ever wondering why I am such an advocate for homeschooling, take a look at the following comments. Let me throw this out here in the front of the article . . . if after you have read this blog you agree that homeschooled children deserve our support, click on the donations box and show that you truly care.

Thank you

HOMESCHOOLING STATISTICS

New Mexico has over 10,000 homeschool children. Unlike traditional students, the homeschooled student doesn’t receive the benefit of state and federal monies. In fact, the taxes paid by the homeschool family go to support students in the public schools, not their own. Instead, the parents of homeschooled children provide all of the support out of their own pockets. Nationally, the parents of homeschool children provide over $26 billion in taxes to school districts, with none of it being directed to the homeschool students themselves. While it is true that homeschooling is a choice, the parents of homeschool children also feel very strongly that the public schools are failing to provide quality education for their children.

Homeschooling is growing rapidly as a practical alternative to public school education. The National Center for Educational Statistics (NCES), an office of the United States Education Department, has been tracking homeschool statistics since 1999. Over the past ten years, the number of U.S. students receiving a homeschool education has increased from 850,000 to 1,508,000. As public education continues to struggle in meeting parental expectations for their children, homeschooling will continue to gain popularity. The State of New Mexico is only supportive of the homeschool community in that the application process is fairly simple. However, there is absolutely no state assistance for parents in securing homeschool financial aid, curriculum development, or textbook availability.

The motivation for most parents to select homeschooling for their children is varied; the primary reason is parental concern about the environment of public schools (safety, drugs and negative peer pressure), followed by a desire to provide religious or moral instruction which is not given in the public schools. In a 2005 NCES report, students in the ages from 12 to18 were the victims of over 1.5 million thefts and violent crimes at school. The debate over moral and religious education in public schools continues, with many parents citing the excessive crime rates in public schools as evidence supporting the need for reforms in values education.

We all know that times are a little rough right now. Just imagine if you had to pay extra for your kids to get a basic education. (In some countries, they do pay more!!!) Wouldn’t it be nice of some good people decided that they would help you out a little. Seriously . . . $10 here, $20 there . . . heck, we spend that much on bad food from those fast food joints and all we get is indigestion, increased colesteral, and “extra points” when we stand on the scale. If you’ve read this far, then it won’t hurt you to spend a few more minutes clicking on the “Donate” button below and completing a simple donation transaction. (It’s all done through PayPal, so it should be reasonbly secure.) Thank you!!!

I am really excited about the developments surrounding Medieval Living’s Activity Center. The program will be able to serve so many needy homeschool children, providing them with a solid educational base with alot of hands-on activities. As with any program, there are some short comings. In particular, the Activity Center is not conveniently located for those homeschool families who live along the perimeter of the state. A four to six hour drive one-way is just not a practical “day trip” for anyone, let alone a car full of children. So . . . how can I work to resolve this issue. The traveling history museum is still a practical idea; however, I think we should only tackle one major project at a time. Let’s get the Activity Center up and running before jumping into another big project.

An alternative is to provide homeschool families in outlying areas with traveling “trunks”. This is a common practice among museums throughout the country. A sample of artifacts (usually reproductions) is selected and place in a box or trunk. If a group of students wants to learn about a particular topic, the appropriate “trunk” is mailed (FedEx/UPS) to the students, accompanied by some instructional materials. Upon arrival, the students are able to learn through manipulating and using the artifacts. Once the lesson is completed, the items are returned to the museum, ready to be sent off to another group of eager students.

I’ve come up with a list of a dozen items that could be easily assembled and placed into a “trunk”. I need to give a little more thought into what I would want to include, as well as develop some curriculum to accompany the artifacts. The living history convention I will be attending in February may prove to be the resource I need for working out the particulars, as this is one of the items on the program. I think a “traveling trunk” program would be a more practical solution for the immediate future, given the amount of energy that will be needed for setting up the Activity Center.

Just a quick note to let folks know that I have not fallen off the face of the earth . . .

I’m making preprations to attend the Association of Living History, Farms, and Agriculture Museums which is being held the end of February in Little Rock, Arkansas. Looks like it will be a good opportunity to rub elbows with those who have been in the living history business for a while. Hey, it might even be fun! I’m looking forward to the many workshops and meetings – they all sound incredibly interesting!!! It will give me a break from the daily routine of the classroom too – always good to take a few “mental health” days to recharge and refocus. I’ll post more as the event comes closer.

Still working on numerous grants for the Activity Center. I had an email from a homeschool cooperative leader, asking me to please come and teach some classes for their group . . . around 70 kids. She is trying to put together a six week program, and the Medieval era would have fit into her planning incredibly well. I had to turn her down, as I just don’t have the ability to give that kind of time in the middle of the day. If I can get the Activity Center up and running, and if I can get enough funding to allow me to not work in the public school (and my part-time job as well), then I can say “yes” to such requests . . . infact, I would welcome the opportunity to provide services to such groups.

I will just keep plugging along . . . we will get there eventually. Of course, I want it all now . . . patience, patience, patience.

Cheers!!!