Re: [Unschooling-dotcom] Montessori vs. Unschooling (long)
Kolleen
This post didn't quote any previous post relating to the above subject
because it is my intentions to talk about the differences that _I_ see
between the unschooling and Monetssori. Let me also add that there are
many types of schooling that cross some lines... but they are all very
unique in their own right (unschooling, Waldorf, Montessori, Sudbury etc)
A few months back I did get into this subject on another unschooling list
and I might was well repost my thoughts.
MARIE MONTESSORI'S WORK:
I wholeheartedly agree that she was ahead of her time and her theorys are
a genteel way to treat children, I see her quotes about learning by
certain ages and presenting learning opportunities (as opposed to the
child asking) to be contradictory almost to herself.
Its POSSIBLE that the year she resided in was a major factor in some of
her writings, hence the contradicitons.
My greatgrandmother and ggf lived in Italy at that time, and luckily for
my family, they were way ahead of their time in regards to cultural
advances.
Maria also had a great insight of the spiritual and how children are
connected. Yet, I suppose this would fall prey to many religions and
belief systems.
Its very sad to see that her theorys (without the age parts I will list
below), are not followed by the Montessori of today. Sadder yet is some
of the writings of Mario Montessori, Jr (I don't know the relation) that
seem to contradict Maria. Such as:
"Teachers must uphold the rules of the school community for the benefit
of the group as well as that of individual children. Accordingly the only
punishment in Montessori education is isolation from the group for a
temporary period" (page 26, Mario Montessori, Jr., Education for Human
Development: Understanding Montessori).
This says that making a 'time-out' is more necessary to solving the issue
either by mediation or via a democratic process.
Here are the age discriminations that I have found in the writing:
Montessori drew on the studies of the "Wild Boy of Aveyron" who was found
in a forest in the 1800s. He had been without human interaction for about
ten years. Eighteenth century physician Jean Itard studied the child at
length, considering him raw material and prime for studies about the
relative importance of nature vs. nurture. When the boy failed to learn
to speak and do other basic functions, Itard speculated that there are
learning periods in human development when growth potential is prime. He
believed that the Wild Boy had missed the prime window for learning
speech. He believed that it was essential to observe the educational
process carefully to determine the best times to present learning
opportunities.
*Montessori agreed and this concept became the backbone of her methods.*
"If during conception, gestation, birth and the subsequent period the
child
has had scientific care, then at the age of 3 the child should be a model
ind
ividual; but this seldom happens, for the child has usually met with many
accidents.
"No one can be free unless he is independent....a weaned child...is still
dependent, since he is not yet able to walk, and cannot wash and dress
himself, and since he is not able to ask for things in a language which
is
clear and easily understood. He is still in this period to a great extent
the
slave of everyone" [I'll interject here about the weaning child not being
able to walk. It imposes an age limit on nursing, not a child's decision
on when to quit]
Enquiries into the home life follow...This questionnaire is necessary
because
almost all children come to us with strange characteristics and
naughtiness,
and these must be traced and understood in order to be cured" (page 74,
Education for a New World). [I'll concede that the 'naughtiness' part
could be translation difficulties, but again it shows that it needs to be
cured]
"...there is an unusual demand on the part of the child to know the
reasons
of things. Knowledge can be best given where there is eagerness to learn,
so
this is the period (age 6 to 12) when the seed of everything can be sown,
the
child's mind being like a fertile field, ready to receive what will
germinate
into culture" (page 4, To Educate the Human Potential).
The history of civilization is a history of successful attempts to
organize
work and to obtain liberty. On the whole, man's goodness has also
increased,
as is shown by his progress from barbarism to civilization, and it may be
said that crime, the various forms of wickedness, cruelty and violence
have
been gradually decreasing during this passage of time. [This is
interesting, she seems to think that cruelty and violence have decreased.
Whilst I feel it just changed form from barbaric times.]
"Here lies the attraction that will polarise the will of the child. The
teacher, as part of the environment, must herself be attractive,
preferably young and beautiful, charmingly dressed, scented with
cleanliness, happy and graciously dignified. She should study her
movements, making them as gentle and graceful as possible, that the child
may unconsciously pay her the compliment of thinking her as beautiful as
his mother" (page 87, Education for a New World). [Okay, it could be a
cultural thing, but I don't feel an attractive mom is going to yield
better results than one who is not beautiful in the acceptable range that
our culture calls beauty]
"It is essential that civilisation should produce beautiful children. An
old fashioned dictum has been that 'beauty is but skin-deep', and
children have been dissuaded from looking in the mirror, as smacking of
sinful vanity. But we claim that schools should be institutions to help
beauty, because beauty is an indication of healthy conditions of life.
Good conditions induce beauty of form, and it is part of the Montessori
Method to achieve such harmony" (page 114-115, To Educate the Human
Potential).
The following is from a biography on her. It makes reference to her
achivements of children learning to read and math by the age of four. I
wonder what she would say if I told her the 12 year old can't read. Would
the 'window of learning' be closed in her mind?
" In
two years time some of her "deficient" students were able to pass
standard
tests for Italian School Children. She was lauded for this achievement
but
replied that public schools should be able to get far better results,
then,
with her methods, than with their traditional ones. The government didn't
allow her that chance, so she started to work with poor day care children
too
young to attend school. These children were examples of the worst poverty
can
bring out of people, and at first Montessori doubted her methods could
work
under these conditions. However, she gave them a try and her successes
were
even greater than with the retarded children. These children did not need
to
be prodded to participate as the hospitalized children did. They were
eager
to learn and begged for more. They were fascinated by numbers and were
adding
four and five digit numbers at the ages of four and five. Their
enthusiasm
was so great that Montessori spent many nights awake into the wee hours
making new learning tools for them. Her style of mathematics blocks and
tiles
are still in use today. "
I keep seeing 'Make learning fun, and they'll learn what they need to' in
the above.
Please let me reiterate that I feel she was great in her own right. I
just don't see the principles that closely knit to unschooling. I see
similarities. Just as I see them amonst all types of education. But each
type is in of itself its own method.
regards,
kolleen
"People take different roads seeking
fulfillment and happiness. Just
because they're not on your road
doesn't mean they've gotten lost."
-H. Jackson Brown, Jr.
because it is my intentions to talk about the differences that _I_ see
between the unschooling and Monetssori. Let me also add that there are
many types of schooling that cross some lines... but they are all very
unique in their own right (unschooling, Waldorf, Montessori, Sudbury etc)
A few months back I did get into this subject on another unschooling list
and I might was well repost my thoughts.
MARIE MONTESSORI'S WORK:
I wholeheartedly agree that she was ahead of her time and her theorys are
a genteel way to treat children, I see her quotes about learning by
certain ages and presenting learning opportunities (as opposed to the
child asking) to be contradictory almost to herself.
Its POSSIBLE that the year she resided in was a major factor in some of
her writings, hence the contradicitons.
My greatgrandmother and ggf lived in Italy at that time, and luckily for
my family, they were way ahead of their time in regards to cultural
advances.
Maria also had a great insight of the spiritual and how children are
connected. Yet, I suppose this would fall prey to many religions and
belief systems.
Its very sad to see that her theorys (without the age parts I will list
below), are not followed by the Montessori of today. Sadder yet is some
of the writings of Mario Montessori, Jr (I don't know the relation) that
seem to contradict Maria. Such as:
"Teachers must uphold the rules of the school community for the benefit
of the group as well as that of individual children. Accordingly the only
punishment in Montessori education is isolation from the group for a
temporary period" (page 26, Mario Montessori, Jr., Education for Human
Development: Understanding Montessori).
This says that making a 'time-out' is more necessary to solving the issue
either by mediation or via a democratic process.
Here are the age discriminations that I have found in the writing:
Montessori drew on the studies of the "Wild Boy of Aveyron" who was found
in a forest in the 1800s. He had been without human interaction for about
ten years. Eighteenth century physician Jean Itard studied the child at
length, considering him raw material and prime for studies about the
relative importance of nature vs. nurture. When the boy failed to learn
to speak and do other basic functions, Itard speculated that there are
learning periods in human development when growth potential is prime. He
believed that the Wild Boy had missed the prime window for learning
speech. He believed that it was essential to observe the educational
process carefully to determine the best times to present learning
opportunities.
*Montessori agreed and this concept became the backbone of her methods.*
"If during conception, gestation, birth and the subsequent period the
child
has had scientific care, then at the age of 3 the child should be a model
ind
ividual; but this seldom happens, for the child has usually met with many
accidents.
"No one can be free unless he is independent....a weaned child...is still
dependent, since he is not yet able to walk, and cannot wash and dress
himself, and since he is not able to ask for things in a language which
is
clear and easily understood. He is still in this period to a great extent
the
slave of everyone" [I'll interject here about the weaning child not being
able to walk. It imposes an age limit on nursing, not a child's decision
on when to quit]
Enquiries into the home life follow...This questionnaire is necessary
because
almost all children come to us with strange characteristics and
naughtiness,
and these must be traced and understood in order to be cured" (page 74,
Education for a New World). [I'll concede that the 'naughtiness' part
could be translation difficulties, but again it shows that it needs to be
cured]
"...there is an unusual demand on the part of the child to know the
reasons
of things. Knowledge can be best given where there is eagerness to learn,
so
this is the period (age 6 to 12) when the seed of everything can be sown,
the
child's mind being like a fertile field, ready to receive what will
germinate
into culture" (page 4, To Educate the Human Potential).
The history of civilization is a history of successful attempts to
organize
work and to obtain liberty. On the whole, man's goodness has also
increased,
as is shown by his progress from barbarism to civilization, and it may be
said that crime, the various forms of wickedness, cruelty and violence
have
been gradually decreasing during this passage of time. [This is
interesting, she seems to think that cruelty and violence have decreased.
Whilst I feel it just changed form from barbaric times.]
"Here lies the attraction that will polarise the will of the child. The
teacher, as part of the environment, must herself be attractive,
preferably young and beautiful, charmingly dressed, scented with
cleanliness, happy and graciously dignified. She should study her
movements, making them as gentle and graceful as possible, that the child
may unconsciously pay her the compliment of thinking her as beautiful as
his mother" (page 87, Education for a New World). [Okay, it could be a
cultural thing, but I don't feel an attractive mom is going to yield
better results than one who is not beautiful in the acceptable range that
our culture calls beauty]
"It is essential that civilisation should produce beautiful children. An
old fashioned dictum has been that 'beauty is but skin-deep', and
children have been dissuaded from looking in the mirror, as smacking of
sinful vanity. But we claim that schools should be institutions to help
beauty, because beauty is an indication of healthy conditions of life.
Good conditions induce beauty of form, and it is part of the Montessori
Method to achieve such harmony" (page 114-115, To Educate the Human
Potential).
The following is from a biography on her. It makes reference to her
achivements of children learning to read and math by the age of four. I
wonder what she would say if I told her the 12 year old can't read. Would
the 'window of learning' be closed in her mind?
" In
two years time some of her "deficient" students were able to pass
standard
tests for Italian School Children. She was lauded for this achievement
but
replied that public schools should be able to get far better results,
then,
with her methods, than with their traditional ones. The government didn't
allow her that chance, so she started to work with poor day care children
too
young to attend school. These children were examples of the worst poverty
can
bring out of people, and at first Montessori doubted her methods could
work
under these conditions. However, she gave them a try and her successes
were
even greater than with the retarded children. These children did not need
to
be prodded to participate as the hospitalized children did. They were
eager
to learn and begged for more. They were fascinated by numbers and were
adding
four and five digit numbers at the ages of four and five. Their
enthusiasm
was so great that Montessori spent many nights awake into the wee hours
making new learning tools for them. Her style of mathematics blocks and
tiles
are still in use today. "
I keep seeing 'Make learning fun, and they'll learn what they need to' in
the above.
Please let me reiterate that I feel she was great in her own right. I
just don't see the principles that closely knit to unschooling. I see
similarities. Just as I see them amonst all types of education. But each
type is in of itself its own method.
regards,
kolleen
"People take different roads seeking
fulfillment and happiness. Just
because they're not on your road
doesn't mean they've gotten lost."
-H. Jackson Brown, Jr.
Lilly
--- Kolleen <Kolleen@...> wrote:
__________________________________________________
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> This post didn't quote any previous post relating to=== message truncated ===
> the above subject
> because it is my intentions to talk about the
> differences that _I_ see
> between the unschooling and Monetssori. Let me also
> add that there are
> many types of schooling that cross some lines... but
> they are all very
> unique in their own right (unschooling, Waldorf,
> Montessori, Sudbury etc)
>
> A few months back I did get into this subject on
> another unschooling list
> and I might was well repost my thoughts.
>
> MARIE MONTESSORI'S WORK:
>
> I wholeheartedly agree that she was ahead of her
> time and her theorys are
> a genteel way to treat children, I see her quotes
> about learning by
> certain ages and presenting learning opportunities
> (as opposed to the
> child asking) to be contradictory almost to herself.
>
> Its POSSIBLE that the year she resided in was a
> major factor in some of
> her writings, hence the contradicitons.
>
> My greatgrandmother and ggf lived in Italy at that
> time, and luckily for
> my family, they were way ahead of their time in
> regards to cultural
> advances.
>
> Maria also had a great insight of the spiritual and
> how children are
> connected. Yet, I suppose this would fall prey to
> many religions and
> belief systems.
>
> Its very sad to see that her theorys (without the
> age parts I will list
> below), are not followed by the Montessori of today.
> Sadder yet is some
> of the writings of Mario Montessori, Jr (I don't
> know the relation) that
> seem to contradict Maria. Such as:
>
> "Teachers must uphold the rules of the school
> community for the benefit
> of the group as well as that of individual children.
> Accordingly the only
> punishment in Montessori education is isolation from
> the group for a
> temporary period" (page 26, Mario Montessori, Jr.,
> Education for Human
> Development: Understanding Montessori).
>
> This says that making a 'time-out' is more necessary
> to solving the issue
> either by mediation or via a democratic process.
>
> Here are the age discriminations that I have found
> in the writing:
>
> Montessori drew on the studies of the "Wild Boy of
> Aveyron" who was found
> in a forest in the 1800s. He had been without human
> interaction for about
> ten years. Eighteenth century physician Jean Itard
> studied the child at
> length, considering him raw material and prime for
> studies about the
> relative importance of nature vs. nurture. When the
> boy failed to learn
> to speak and do other basic functions, Itard
> speculated that there are
> learning periods in human development when growth
> potential is prime. He
> believed that the Wild Boy had missed the prime
> window for learning
> speech. He believed that it was essential to observe
> the educational
> process carefully to determine the best times to
> present learning
> opportunities.
> *Montessori agreed and this concept became the
> backbone of her methods.*
>
> "If during conception, gestation, birth and the
> subsequent period the
> child
> has had scientific care, then at the age of 3 the
> child should be a model
> ind
> ividual; but this seldom happens, for the child has
> usually met with many
> accidents.
>
> "No one can be free unless he is independent....a
> weaned child...is still
> dependent, since he is not yet able to walk, and
> cannot wash and dress
> himself, and since he is not able to ask for things
> in a language which
> is
> clear and easily understood. He is still in this
> period to a great extent
> the
> slave of everyone" [I'll interject here about the
> weaning child not being
> able to walk. It imposes an age limit on nursing,
> not a child's decision
> on when to quit]
>
> Enquiries into the home life follow...This
> questionnaire is necessary
> because
> almost all children come to us with strange
> characteristics and
> naughtiness,
> and these must be traced and understood in order to
> be cured" (page 74,
> Education for a New World). [I'll concede that the
> 'naughtiness' part
> could be translation difficulties, but again it
> shows that it needs to be
> cured]
>
> "...there is an unusual demand on the part of the
> child to know the
> reasons
> of things. Knowledge can be best given where there
> is eagerness to learn,
> so
> this is the period (age 6 to 12) when the seed of
> everything can be sown,
> the
> child's mind being like a fertile field, ready to
> receive what will
> germinate
> into culture" (page 4, To Educate the Human
> Potential).
>
> The history of civilization is a history of
> successful attempts to
> organize
> work and to obtain liberty. On the whole, man's
> goodness has also
> increased,
> as is shown by his progress from barbarism to
> civilization, and it may be
> said that crime, the various forms of wickedness,
> cruelty and violence
> have
> been gradually decreasing during this passage of
> time. [This is
> interesting, she seems to think that cruelty and
> violence have decreased.
> Whilst I feel it just changed form from barbaric
> times.]
>
> "Here lies the attraction that will polarise the
> will of the child. The
> teacher, as part of the environment, must herself be
> attractive,
> preferably young and beautiful, charmingly dressed,
> scented with
> cleanliness, happy and graciously dignified. She
> should study her
> movements, making them as gentle and graceful as
> possible, that the child
> may unconsciously pay her the compliment of thinking
> her as beautiful as
> his mother" (page 87, Education for a New World).
> [Okay, it could be a
> cultural thing, but I don't feel an attractive mom
> is going to yield
> better results than one who is not beautiful in the
> acceptable range that
> our culture calls beauty]
>
> "It is essential that civilisation should produce
> beautiful children. An
> old fashioned dictum has been that 'beauty is but
> skin-deep', and
> children have been dissuaded from looking in the
> mirror, as smacking of
> sinful vanity. But we claim that schools should be
> institutions to help
> beauty, because beauty is an indication of healthy
> conditions of life.
> Good conditions induce beauty of form, and it is
> part of the Montessori
> Method to achieve such harmony" (page 114-115, To
> Educate the Human
> Potential).
>
>
> The following is from a biography on her. It makes
> reference
__________________________________________________
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[email protected]
That post didn't go through, I think if you quote a small portion of the
post you are referring to, there will be lots of room for your reply.
They people on daily digest will thank you also! <smile>
~Elissa Cleaveland
"It is nothing short of a miracle that the modern methods of instruction
have
not yet entirely strangled the holy curiosity of inquiry." A. Einstein
post you are referring to, there will be lots of room for your reply.
They people on daily digest will thank you also! <smile>
~Elissa Cleaveland
"It is nothing short of a miracle that the modern methods of instruction
have
not yet entirely strangled the holy curiosity of inquiry." A. Einstein
Barda A. Allen
Hindsight is always 20/2, oh, how I wish I could turn back
the clock.
children. Accordingly the only punishment in Montessori
Education is the isolation from the group for a temporary
period. (Page 26, Mario Montessori, Jr. Education for Human
Develpment, Understanding Montessori)<
My daughter Amy is 20 years old now and 16 years ago she
was locked in a closet everyday, because she didn't want to
do what the director in the Montessori class wanted her to
do. That experience has colored her whole life making her
feel "worthless, dumb/stupid and that nobody likes her."
Amy is our first child, she had been in Montessori for 2
years, when at the age of four she started crying everyday
when we took her to school. According to Dr. Spock, this
was separation anxiety and she would get over it.
At this same time our family was in the process of moving
from Oak Park, IL to Helena, MT, so she did stop crying
only because we moved.
There weren't any Montessori Schools out here, so we chose
to homeschool.
Amy's mind would close like a steel trap anytime I tryed to
teach her anything. Yes, I was doing "school at home", this
didn't last long and we became unschooler's.
When Amy was eleven years old she told me why she cried all
those years ago.
To this day, she has to stick her hand in the fire more
than once to learn her lessons in life. She can't seem to
get past being that 4 year old.
We see our daughter as the possibility of being a dynamic,
powerful woman. I pray that one day she will be that
possibility.
=====
Peace and Love in Christ,BardaTo be happy, thoughtfully create what you are committed to & take actions consistent with that commitment.http://www.5pillars.com/heavenonearth http://www.e-nikken.com/sleeptech/sleep_tech1.htm http://www.e-nikken.com/cardiostrides/ http://www.e-nikken.com/facepatch/index.htm
__________________________________________________
Do You Yahoo!?
Yahoo! Sports - live college hoops coverage
http://sports.yahoo.com/
the clock.
>Teachers must uphold the rules of the school community forthe benefit of the group as well as the individual
children. Accordingly the only punishment in Montessori
Education is the isolation from the group for a temporary
period. (Page 26, Mario Montessori, Jr. Education for Human
Develpment, Understanding Montessori)<
My daughter Amy is 20 years old now and 16 years ago she
was locked in a closet everyday, because she didn't want to
do what the director in the Montessori class wanted her to
do. That experience has colored her whole life making her
feel "worthless, dumb/stupid and that nobody likes her."
Amy is our first child, she had been in Montessori for 2
years, when at the age of four she started crying everyday
when we took her to school. According to Dr. Spock, this
was separation anxiety and she would get over it.
At this same time our family was in the process of moving
from Oak Park, IL to Helena, MT, so she did stop crying
only because we moved.
There weren't any Montessori Schools out here, so we chose
to homeschool.
Amy's mind would close like a steel trap anytime I tryed to
teach her anything. Yes, I was doing "school at home", this
didn't last long and we became unschooler's.
When Amy was eleven years old she told me why she cried all
those years ago.
To this day, she has to stick her hand in the fire more
than once to learn her lessons in life. She can't seem to
get past being that 4 year old.
We see our daughter as the possibility of being a dynamic,
powerful woman. I pray that one day she will be that
possibility.
=====
Peace and Love in Christ,BardaTo be happy, thoughtfully create what you are committed to & take actions consistent with that commitment.http://www.5pillars.com/heavenonearth http://www.e-nikken.com/sleeptech/sleep_tech1.htm http://www.e-nikken.com/cardiostrides/ http://www.e-nikken.com/facepatch/index.htm
__________________________________________________
Do You Yahoo!?
Yahoo! Sports - live college hoops coverage
http://sports.yahoo.com/
Lilly
--- "Barda A. Allen" <ringoalibi@...> wrote:
page 123, has a complete oppisite reading on that
issue about discipline. She describes her experience
with reward and punishments and her ending conclusion
was to give the up. I have not read mario's book. I
really don't know what the purpose of that statement
was for, he had a different view on his mothers
conclusions maybe, but he is not maria montessori.
When I wrote that it sounded similar I meant in their
goal for peace in learning. I have had my child in
montessori school and NEVER had my child disciplined
the way amy was. I don't know why anyone would even
treat a child that way. Before I decided to
homeschool my son went to public school for 4 days in
kindergarten and his teacher was awful. He still
talks about her and its 2 years later. I put him in
montessori for a month to show him that not all adults
were like his K teachers. He had a wonderful time. I
just couldn't afford it. They told me how free
spirited he was and creative for the meantime the
thepublic teacher told me how nasty because he was
always telling stories. Of course I think unschooling
is better, but for the ones that can't come home I
think there needs to be an alternative education.
bye
lil
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> Hindsight is always 20/2, oh, how I wish I couldMaria Montessori in the book "the secret of child"
> turn back
> the clock.
>
> >Teachers must uphold the rules of the school
> community for
> the benefit of the group as well as the individual
> children. Accordingly the only punishment in
> Montessori
> Education is the isolation from the group for a
> temporary
> period. (Page 26, Mario Montessori, Jr. Education
> for Human
> Develpment, Understanding Montessori)<
page 123, has a complete oppisite reading on that
issue about discipline. She describes her experience
with reward and punishments and her ending conclusion
was to give the up. I have not read mario's book. I
really don't know what the purpose of that statement
was for, he had a different view on his mothers
conclusions maybe, but he is not maria montessori.
When I wrote that it sounded similar I meant in their
goal for peace in learning. I have had my child in
montessori school and NEVER had my child disciplined
the way amy was. I don't know why anyone would even
treat a child that way. Before I decided to
homeschool my son went to public school for 4 days in
kindergarten and his teacher was awful. He still
talks about her and its 2 years later. I put him in
montessori for a month to show him that not all adults
were like his K teachers. He had a wonderful time. I
just couldn't afford it. They told me how free
spirited he was and creative for the meantime the
thepublic teacher told me how nasty because he was
always telling stories. Of course I think unschooling
is better, but for the ones that can't come home I
think there needs to be an alternative education.
bye
lil
>__________________________________________________
> My daughter Amy is 20 years old now and 16 years ago
> she
> was locked in a closet everyday, because she didn't
> want to
> do what the director in the Montessori class wanted
> her to
> do. That experience has colored her whole life
> making her
> feel "worthless, dumb/stupid and that nobody likes
> her."
>
> Amy is our first child, she had been in Montessori
> for 2
> years, when at the age of four she started crying
> everyday
> when we took her to school. According to Dr. Spock,
> this
> was separation anxiety and she would get over it.
>
> At this same time our family was in the process of
> moving
> from Oak Park, IL to Helena, MT, so she did stop
> crying
> only because we moved.
>
> There weren't any Montessori Schools out here, so we
> chose
> to homeschool.
>
> Amy's mind would close like a steel trap anytime I
> tryed to
> teach her anything. Yes, I was doing "school at
> home", this
> didn't last long and we became unschooler's.
>
> When Amy was eleven years old she told me why she
> cried all
> those years ago.
>
> To this day, she has to stick her hand in the fire
> more
> than once to learn her lessons in life. She can't
> seem to
> get past being that 4 year old.
>
> We see our daughter as the possibility of being a
> dynamic,
> powerful woman. I pray that one day she will be that
> possibility.
>
>
>
>
>
>
>
>
> =====
> Peace and Love in Christ,BardaTo be happy,
> thoughtfully create what you are committed to & take
> actions consistent with that
> commitment.http://www.5pillars.com/heavenonearth
> http://www.e-nikken.com/sleeptech/sleep_tech1.htm
> http://www.e-nikken.com/cardiostrides/
> http://www.e-nikken.com/facepatch/index.htm
>
> __________________________________________________
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