Let's Talk About...Red Flags in Catholic Homeschool Catalogs

Yes, that time of year is once more upon us! It's Homeschool Shopping Season! Homeschool conference season is upon us, leaving parents with bags of books and (hopefully) happy memories. But – ah! - a homeschool catalog is a horse of a different color. We can still peruse catalogs at our leisure, lingering over them in our favorite corner of the couch, gleaning ideas by scanning book lists and descriptions, and feel ourselves motivated merely by flipping through pages. A homeschool catalog, unlike a conference, is always waiting for us. A homeschool catalog holds a different kind of…potential. You have to be a homeschooling parent to understand what I mean by that remark.

I’m more than a bit concerned, however, when I read through the (still) relatively few Catholic homeschool catalogs available today and see a variety of Red Flags in at least one of them that shall not (yet) be named. One worrisome example is Charlotte Mason, “affectionately” known by her “followers” as “CM.” For those who don’t know, the long deceased Charlotte Mason’s philosophy was anti-Catholic. One might say that “CM” aspired to be the "New and Improved" (albeit female and Victorian) version of Rousseau, one of her favorite philosophical “mentors.” (She had quite a few - Pestalozzi, Froebel, Huxley...and the list goes on.)

Mason knowingly embraced the philosophy of Rousseau, the so-called Father of the Enlightenment, aka the “Age of Reason” in which Our Lord was deposed from His altar, in which Our Lady was replaced with the “Goddess of Reason” and in which countless faithful were martyred at the guillotine.

Yes, dear readers, that's real history with what Hillaire Belloc called “the Catholic conscience.” As he explained so well, a true Catholic sees and understands history “from within” and not with a “perspective” or an “aspect.” I realize that many Catholic homeschooling parents, themselves cheated of a Catholic education in which religion (and the Catholic conscience of history) permeated all the subjects, never heard of the French Revolution. Not knowing much, if anything, of the French Revolution, it cannot be expected such parents know of Rousseau, much less expect that they have they read his infamous novel, Emile or understand its significance in this discussion. (Let it suffice to say that the theme of Emile was simply this: Children should be raised for the State, not for God).

But Mason knew all that Rousseau advocated in that regard - and she thought it a grand idea. Can there really exist a Catholic parent who does not find that fact alarming?

Since there are well-meaning Catholic homeschooling parents who do not yet know these characters or about these important facts of history, I explain to them, with a detailed "overview" in my books and speeches, why “Rousseau” is a huge, billowing Red Flag. I do so to further explain why Charlotte Mason's educational ideas or methods were not of a kind which we Catholics should respect or emulate.

It's one matter if parents really didn't know the truth about Rousseau, Pestalozzi, the French Revolution, or even Charlotte Mason herself. However - lest we forget the Church's teaching regarding culpability - we become morally responsible if, once charitably warned, we refuse to accept the truth for what it is.

The truth is that Rousseau was a degenerate and Charlotte Mason knew it; still, she admired him, calling him a "prophet" and a "genius." Since she admired Rousseau, an enemy of the Catholic Church, and since she promoted errors condemned by the Church, what did all of that make her?

A heretic, for one thing. A rationalist, for another. And let's not forget a Communist (under the guise of Christian Socialism), a feminist, a humanist, a Darwinian, and host of other sundry terms that might make even the most liberal Catholic a tad nervous.

Right reason, combined with even a superficial knowledge of Catholic history and a budding Catholic conscience of history, makes a world of difference in understanding what is wrong with Charlotte Mason. Once one studies the French Revolution (and its lingering effects) with a fully formed Catholic conscience of history, no further explanation is necessary.

That's why so many parents who intrinsically understand what it means to “Keep It Catholic” don’t allow the Charlotte Mason "Method" (or anything "CM") in their homes. So what is the faithful Catholic to do when flipping through at least one Catholic homeschooling catalog, as I did this past week, only to find a few books about CM, like “The Charlotte Mason Companion,” proudly displayed and sold? That very fact alone brings forth questions about the company itself.

Can it be that a Catholic homeschool company that has been around for quite some time truly doesn’t know anything about the real “issues” about Charlotte Mason? It hardly seems possible. Could it be that they don't know the real history of the French Revolution?

If that is true, can we really trust their history recommendations for our Catholic homeschools, much less their recommendations in other study areas? Or is that they can blithely and completely disregard Charlotte Mason's admiration for Rousseau, the man who fathered and then abandoned his illegitimate children, and set in motion the ideals that led to the French Revolution? One might as well admire the person who admires Karl Marx, Lenin and Stalin - and be done with it.

Continuing with this serious reflection, does or does not this Catholic-owned business accept the Church’s condemnation of the very same errors embraced and promoted by Charlotte Mason? If they accept it, they will abandon carrying anything to do with CM.

And then there is the “Great Books” philosophy, which is also being touted in the same catalog. (It falls within the realm of what people today think is "classical education.") As I humorously ask my audiences, “Who decided what’s so great about the Great Books, anyway?”

In fact, in my book, Home Education Guide, Volume I, I explain the worldly thinking that is the "Great Books" philosophy. We cannot pretend we don’t “get it,” we cannot “gloss over” these very real and very important issues, and we cannot pretend that we can somehow “catholicize” Charlotte Mason.

We can’t do that because we cannot “catholicize” heresy. So keep cultivating both your Catholic Conscience of History and your Red Flag Instinct. And when you see Red Flags like Charlotte Mason or “Great Books” in a Catholic homeschooling catalog, please --- do yourself (not to mention countless other homeschooling families, as well as the company) a huge favor:

Give them a phone call or drop them an email and let them know how important it is that their customers can trust them to be Catholics of integrity, and not just a company out to make a quick and easy dollar. Ask them to drop anything that promotes or supports Charlotte Mason or the Great Books, and replace those products with more items that help you and yours “Keep It Catholic.”

(One line slightly edited. First posting June 29, 2006 to the original blog, Keeping It Catholic - with Marianna Bartold)

Blessed Are We: A New Red Flag

At first glance, "Blessed Are We," a catechetical program by Silver Burdett Ginn, seems like it will meet the mark. However, after taking a closer look at its scope and sequence, one will recognize quite a few Red Flags.

Dear Readers, I hope you don't mind my sharing with you that I possess a unique perspective on these catechetical programs, since I have written "copy" for various publishers, including those who are striving to "update" their catechetical programs. Unfortunately, nothing has changed in the "politically correct department" of these publishing houses, and it is that department that hold the reins.

My original viewpoint as a catechetical contributor was one of hope. However, catechetical writers who are actually practicing, knowledgable Catholics are practically forced to express the truths of the Catholic faith in certain terms; if that does not happen, our phrasing is edited (i.e., it is diluted). Furthermore, and most distressing of all, not all catechetical writers (much less the editors) are even Catholic! Yet, in the end product, there is just enough of the truth featured, providing a nice Catholic facade for those who tend to just "glance over" these programs. (As for me, it was a good learning opportunity, and it greatly assisted me as an educator and a reviewer to experience first-hand the "inside development" of such programs.)

First of all, Silver Burdett Ginn is now a part of Scott Foresman, a secular educational company. (This fact lends further proof to my own observations and experiences that those who control the reigns to catechetical programs are secularists, if not outright progressives, liberals or modernists. )

The focus of "Blessed are We" may be summed up as follows: community, service and social justice. The program aims to "respect diversity, working for social justice on a global scale and teaching effective skills of dialogue, negotiation and non-violent ways to bring about change."

The following is an overview of the first six levels, revealing some of the program's Red Flags:

Baptism is a "celebration of becoming a member of the Christian community." (Notice that baptism is no longer about washing away Original Sin and thus becoming a child of God; instead, the focus is on "the community.")

"Recognize God's image in each person" (rather than clearly explaining that we are made in God's Image and explaining what that means, the change in terms is misleading and can easily lead to a belief in pantheism.)

The Church is defined as a " a world community of all kinds of people." (Compare this definition to that found in the Baltimore Catechism!)

The Apostle's Creed is "a set of beliefs" (i.e., not necessarily defined TRUTHS.)

Confession is termed only as "reconciliation," and little or nothing is said about repentance and penance. Instead, through reconciliation, "we can celebrate God's forgiveness and re-establish our relationship with others, God and the church community. (Notice we "celebrate" - not attain - God's forgiveness for our sins through Confession and absolution. The focus is first on others, then God - a "twist" of the first Commandment as well as the Great Commandment.)

"Blessed Are We" also teaches, "Reconciliation and Anointing of the Sick are sacraments of healing which are meant to be celebrated primarily in community." (Since when are these sacraments primarily celebrated 'in community?" Thus, Confession is no longer a "private matter" between God, one's confessor and one's self. Extreme Unction is also a "community" event, but one would like to know "how" if one is sick and ailing, whether at home or in a hospital.) Unlike the Baltimore Catechism or Our Holy Faith, the sacraments are not described as sacraments of the living or the "spiritually" dead, since we can no longer acknowledge that venial sin wounds the grace in our souls or that mortal sin kills the life of grace within our souls.

Mass is introduced as "special meal that celebrates God's love for us." (It is no longer a Sacrifice, but a meal!) Later, there is an acknowledgement that Jesus is "truly present" at the Mass, but it is not made clear "how."

"Blessed Are We" acknowledges that Jesus leads us to God, but it is not made very clear that Jesus IS God. He is mentioned as "messiah" (small m), but His role is played down more to a level of another prophet. At other times, his (sic) "salvific mission" is mentioned. Most disturbing, especially once one gets to the lessons on ISLAM.

"Blessed are We" does not correctly teach the difference between respecting a person of a different religion, because that person is also made in God's image (not to mention that person's soul needs salvation through the Catholic Church) and his belief system; instead it teaches we must also "respect" a person's non-Catholic religion, with a special emphasis on respecting Islam. Furthermore, "Blessed Are We" does nothing positive for the student by presenting these "belief systems" since it does not correct them with true Catholic doctrine. Instead, it indoctrinates the student with the false viewpoint that other beliefs are acceptable, thus promoting the sin of religious indifferentism (i.e., the false belief that all religions are perceived as good and equal.)

Please allow me to provide a specific example (with all emphasis below mine), a very revealing excerpt from the "Blessed Are We" website, which states:
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We are one with our Muslim brothers and sisters. Let us take it upon ourselves to become more knowledgeable and respectful of Muslims and Islam.

The content below was developed by Maureen Gallagher, Ph.D. Archdiocesan Delegate to Parishes in the Milwaukee Archdiocese. Adapt and integrate the content for use in the home, school, or parish.

Some Frequently Asked Questions about Islam, Muslims, and Related Issues

This overview, by the nature of the format, is very cursory. You are encouraged to study the issues in much more depth and explore the resources named at the end of the questions.

1. What is Islam?
Islam is one of the great world religions. It was articulated by the prophet Muhammad in the seventh century. The word `Islam' means submission--submission to the will of God--and is derived from a word meaning peace. The name given to God in Islam is Allah, which is the Arabic name for God.

2. Who are Muslims?
Muslims are people who practice the Islamic faith. Muslims are the second largest group of religious people in the world, next to Christians. Muslim people come from many races, nationalities and cultures. Many parts of the Asian and African world are Muslim. About 18% of Muslims live in the Middle Eastern Arab part of the world. However, it should be noted that all Arabs are not Muslims. Some are Christians and others practice other religions. Many African- Americans are Muslims as their original religion in Africa was Islam. Muslims do not see themselves as a "new religion," but rather the last stage of God's revelation that began with Abraham continued to Moses, Jesus and ultimately Muhammad. Many people of American and European descent have embraced Islam.

3. What do Muslims believe?
Muslims believe in One God. They often use the words, One, Unique, Incomparable God. They believe in angels and in the prophets through whom God's revelations were made known. Muslims believe in life after death and in accountability for one's actions.

4. Do Muslims believe in Jesus Christ
Muslims believe Jesus Christ was a great prophet. They do not believe that Jesus Christ is the second person of the Trinity, the son of God.

5. Is there any connection between Muslims and Christianity?
Muslims trace their origins back to Abraham as do Jews and Christians. They believe that Muhammad, their great prophet, was descended from Abraham's son Ishmael and that Moses and Jesus were descendents of Isaac. Muslims believe in many of the prophets of the Old or First Testament as well as in the prophetic mission of John the Baptist and Jesus Christ.

6. Who was Muhammad?
Muhammad was born in 570 and orphaned as a young child. As he grew up people noticed that he was a truthful, generous and sincere person. He was deeply religious and contemplative. He was known as a fair arbitrator. According to Islamic belief when Muhammad was forty years old he received his first revelation from God through the Angel Gabriel. His revelations continued for 23 years. The revelations were written down and formed the Islamic holy book or Qur'an (Koran). The Qur'an has passages very similar to the Hebrew and Christian scriptures, plus unique revelations that Muhammad received.

7. Do Christians believe in Muhammad?
Christians recognize Muhammad as a great religious leader. The Catholic Church has a high regard for Muslims.

8. How do Muslims practice their religion?
There are five pillars in Islam:
One: The Creed The creed is very simple. Basically, it is as follows: There is no god except God. Muhammad is the messenger of God.
Two: Prayer Prayer is central to Muslim religious practice. Muslims pray five times a day: dawn, noon, mid-afternoon, sunset and nightfall. Muslims pray in mosques or wherever they are. The prayers are based on the Qur'an and said in Arabic, although personal petitions are said in the vernacular.
Three: Fasting During the month of Ramadan Muslims fast from dawn until sundown as a means of purification and as a way of identifying with the hungry of the world. The Muslim calendar is based on a lunar year. This year Ramadan begins toward the end of November.
Four: Purifying Tax (Zakat) Muslims believe that all things belong to God and that possessions are a trust given to people. The "Purifying Tax" is a way of exercising detachment from things as well as a way of providing for the poor. It is similar to the concept of stewardship or tithing in the Judeo-Christian tradition.
Five: Pilgrimage The journey to Mecca is required once in a life time, if it is possible. Mecca is in Saudi Arabia.

9. What are some other things unique to Muslims?
Muslims are restricted from eating pork or drinking alcoholic drinks. Their weekly holy day is Friday. They worship in mosques. Three mosques are particularly important: Mosque of Kaaba in Mecca, Mosque of the Prophet Muhammad in Medina and Masjid Aqsa, next to the Dome of the Rock in Jerusalem.

10. What have Muslims contributed to the quality of life in the world?
Since the early centuries of Islam, Muslims have made significant contributions to society in the fields of medicine, chemistry, mathematics, arts, poetry, spirituality and physics. Two well known landmarks in Chicago, the Sears Tower and the John Hancock building were designed by a Muslim architect.

11. Why is it that some people associate terrorism with Islam and Muslims?
There are small groups of Muslims who have distorted the practice of Islam and the teachings of Prophet Muhammad by choosing terror and violence as a means of fighting perceived injustice. They are extremists. This does not mean that all Muslims are violent killers. The vast majority of Muslims oppose these violent acts. Just because some Catholics and Protestants act violently in Northern Ireland does not mean all Catholics and Protestants are violent. Most Christians and Muslims live throughout the world in peace and harmony with their neighbors. There are approximately 7,000,000 Muslims living as good neighbors in the United States today.

12. What is the Taliban that we hear so much about these days?
The Taliban currently rules most of Afghanistan. The country has been torn by civil war for the last thirty years. The rise of the Taliban and the United States' role in this is complicated. The word, `Taliban' in Arabic means "seekers of truth." The Taliban is an extremist Islamic group that controls ninety percent of Afghanistan. Their interpretation of Islam is not shared by the majority of Islamic people. Under their interpretation of the "truth," television, dance, film, playing cards, chessboards, fashion catalogues, neckties, photography, kite-flying, non-religious music have been banned. Women cannot attend school or work and generally receive little or no medical care. Famous statues of the giant Buddhas have been destroyed. The majority of Islamic scholars call the Taliban interpretation of Islam a gross distortion.

13. What are the causes of terrorism?
There is no easy answer to this question. Many acts of terrorism are rooted in the experience of oppression and social injustice. Terrorists choose to use violence to eradicate injustice rather than political processes or non-violent approaches as Ghandi or Dr. Martin Luther King, Jr. did.

14. How can terrorism be eliminated?
Terrorism can be eliminated by helping all people respect diversity, working for social justice on a global scale and teaching effective skills of dialogue, negotiation and non-violent ways to bring about change. We must also continue to promote the sanctity and basic dignity of all human beings in such a way that we grow in a global respect and promotion of human dignity.
15. As Catholics what should our attitude and our relationship to Muslims be?

Nowhere is this better stated than in the teachings of the Second Vatican Council:
"The Church has ... a high regard for Muslims. They worship God, who is one, living and subsistent, merciful and almighty, the Creator of heaven and earth, who has spoken to men. They strive to submit themselves without reserve to the hidden decrees of God, just as Abraham submitted himself to God's plan, to whose faith Muslims eagerly link their own.

Although not acknowledging him as God, they venerate Jesus as a prophet. They honor his virgin Mother and even at times devoutly invoke her. They highly esteem an upright life and worship God especially by way of prayer, almsgiving and fasting. Over the centuries many quarrels and dissensions have arisen between Christians and Muslims. The sacred Council now pleads with all to forget the past, and urges that a sincere effort be made to achieve mutual understanding; for the benefit of all, let them together preserve and promote peace, liberty, social justice and moral values." (Nostra Aetate 3)
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The info above comes from Blessed Are We. Since my original 2003 Red Flag alert, the site has removed its preview pages of the program. The information was on The Resource page, which featured a paragraph about links, including the one about Islam (now a dead link).

(First posted Oct. 8, 2003 to the original blog, Keeping It Catholic - with Marianna Bartold)

High School Transcripts: How to Create Your Own

It's that time of year in which I receive questions about how to create a transcript for homeschooled high school graduates who will go on to college.

First of all, please don't be nervous! If someone with a need to know (like a prospective employer) should ask a recent high school, homeschooled graduate seeking employment , "Do you have a high school diploma?" any homeschooled young adult can simply and honestly answer "Yes." There is no need to add, "But it's a homeschool type." While I realize that individuals or some organizations might disagree, it comes down to the Christian truth that a HOME school diploma is authentic, especially when we know that we have every right and duty to educate our own children.

In addition, when was the last time any of us recall pulling out our high school diploma to offer proof of our high school education? I can't recall doing that even once. The usual question really has to do with high school graduation, and a homeschooled student can forthrightly state, "Yes, I graduated" (again, without necessarily sharing details to a prospective employer).

To prepare a high school transcript that reflects grades 9-12 (completed) and which will be submitted to a college, I recommend simply going over each subject which your student has studied and break each subject down into either a "1 semester class" or a "whole year" class. A one semester class is usually listed as a half credit (.5), while a whole year class is one credit (1.0) If you haven't done so already, please be sure to:

---Find out what are your state’s current graduation requirements (e.g. - how many credits needed for math, science, social studies - eg. history and geography - and Language Arts - eg. English, Composition, Poetry, Literature inclusive).

---Thoroughly research the college admission requirements at the campus in which your student is interested. I say this because there are always exceptions to the general outline which I am here providing. If you call and ask verbal questions, be absolutely sure to ask for the college counselor's name and direct extension number - and file any that info inside a special folder on your computer. (A word to the wise: Verbal discussions mean little. A counselor can easily say at a later time that you misunderstood them. So ask for a letter of confirmation, clearly spelling out what high school graduation requirements or any special considerations they need for home educated high school grads.) If you don't find explicit information on homeschool requirements in the college catalog, be sure to ask - and be sure to get the answer in writing.

---Look at everything your student did that qualifies for each subject, in addition to written work. (e.g. - special reading interests, 4-H, Science Fairs.)

---Do the same by listing extracurricular courses - anything from Latin (or any foreign language) to "sports" to any special interest clubs. The reason for doing this is to clearly but briefly display that your student possesses a range of outside interests.

---Then type out the draft of your master transcript to start totaling and comparing that your student fits the requirements. Keep the transcript size to fit ONE typed 8" x 11" page. When it is completed, double and triple-check for typing errors, alignment errors, etc. Send only clean, wrinkle-free copies.

---Start out with your student's name, Social Security (required these days), class standing (1of 1), and graduation date (month/date/year). Then start with 12th grade and move backward. It's easier to make a 4 box chart on the page (one box for each grade) and then type out class names and grades in each box: 12th grade in the first box with school year (Ex: Grade 12, 2007-2008), 11th grade in the 2nd box (Ex: Grade 11, 2006-2007), etc.

If your student has enrolled in any home study programs or other outside classes,and received a grade, record such subjects on your master transcript. (In most cases, it is a good idea to attach the outside source’s transcript as proof. Also be sure to ask the outside source to send a copy of that same transcript to the college. Ask for the person's name who is taking your request and mark your calendar with the date your made the request. This may seem like a waste of time, but most colleges will require this extra step - and if the transcript doesn't show up, you will know who to contact and provide that person with the specific date on which you made the request. It's better to be safe than sorry!)

For example, you could list on your master transcript a Catholic home study program's class like this:

English*

At the very bottom of the transcript page, include the following note:
*Name of the Catholic home study provider (e.g., Our Lady of Victory Catholic School or Seton Home Study, etc.) To your own transcript, staple the outside Catholic curriculum provider's transcript.

-Make a small grade chart, placed either on the top right or bottom right of the transcript (for example, an "A" = 4.0000, a "B+" =3.5555, a "B" = 3.3333, etc.). Also include the total number of credits per year, plus showing the grand total by graduation. (Again, a general rule of thumb is to compare to your state's graduation guidelines.)

--For your own self-designed classes, provide them with any name you desire. For example, one could use the term "Theology" for Religion, since most colleges (except Catholic ones) will not accept any Religion class credits. (If you have to be extraordinarily creative, it might be called "Universal World Religion" - that is, singular, not plural - since, ridiculous as it is, studying world religions with a secular viewpoint seems to be slightly in vogue). As long as your student really did the work, they should be able to claim the high school credit, even if the name of the subject must be somewhat changed. Another example: Label a Catholic Literature class "Western Literature," while another lit class might be "American and British Literature."

--On the bottom of the transcript, you should include a few notes about any extra-curricular activities (choir, volunteer work, part-time job, etc.). Keep it simple with the description. Examples:

---Boy Scouts, attained Eagle Scout Rank
---2 years of volunteer work (or part-time work) at ****.
---1 yr. Community Choir
---3 yrs. (vocal, instrument, or dance) lessons at ***.

Most high school transcripts don't include any "church" volunteer work simply because most colleges (except Catholic ones) will not seriously consider anything to do with the church (choir, soup kitchen, Legion of Mary, altar boy, etc.). Therefore, it's up to you if you wish to include church-related activities, despite the prevailing attitude against local parish volunteerism. (You might consider stating such volunteer work as "Volunteer at Annual Thanksgiving Soup Kitchen" and simply name the city and state location, or if helping out in teaching others about religion, briefly phrase this worthy work as "part-time tutor.")

Finally, total all of the completed credits in each grade box (grades 9-12) and then record the student's GPA (over the span of 4 high school years) in a separate, small area on your master transcript.

Best wishes to all of our upcoming Catholic homeschooled graduates!

In the love of Christ and His Virgin Mother,

Marianna Bartold
We’re “Keeping It Catholic” on the Net

Faith and Good Works: How Goes Your Homeschooling?

Why is it that the best laid plans of mice and men tend to go awry? I've been "formally" homeschooling since 1990, but I've found that no educational year ever follows its predecessor's path! Unless, of course, it comes to my plans not quite working out...

When things are so "crazy" that I feel a panic attack threatening, I simply resort to the 4 R's: Religion, Reading, 'Riting, and 'Rithmetic. They may not all be accomplished in the time frame for which I planned, but they get done. For many reasons, our planned schedule is totally off-balance. So we've been settling down to the formal task of "homeschooling" inthe afternoons. Such a thing never happened before.

My usual practice all these years was to teach morning and afternoon, with a fairly lengthy lunch break. After all, who can really prepare a decent, nutritional lunch, feed a family and clean up within 1/2 hour? Too, other things tend to come up - some task of handful of tasks that must be done right now. So the 1/2 hr. lunch break doesn't work for me...not unless I'm rushing everybody to eat, eat, eat, hurry, hurry, hurry!

For now, I've given up on the idea of getting everyone in gear by 6 a.m. There was a time when I accomplished so much but now it seems that, with older children who hold part-time jobs and attend college classes, it's harder to keep the family on the same schedule. With all the morning distractions and chores, it's practically impossible to teach the youngest, much less have any serious topics covered with the high schooler.

So the mornings are taken up with chores of all kinds, breakfast, cleanup, getting an early start on dinner (thanks to the crockpot), the laundry, and so forth. That accounts for at least 3 or 4 hours of morning work time. Then it's lunch time....so here we go again! (I still wonder how I once managed to get it all done by 11 a.m., with toddlers and babies in tow.)

At any rate, afternoon homeschooling seems to work well, at least at this point in our lives. The 4th child turned 17 yo in November, graduated in December and is now attending college on a part-time basis. The youngest, just 10 yo, is at the point where he needs constant practice in arithmetic and spelling, but that is not a real concern.

Through the years of smooth-sailing and some very stormy seas, we've learned so much, and it can be summed up thusly:

Pray, study, act!

What do those three succinct words mean? Faith, hope, charity, justice, mercy, perseverance, fortitude, piety in the form of prayer and sacrifice - all of those virtues and actions mean teaching by word and example. There are so many other things that call for our attention, there are still only so many hours in a day. That is why the Morning Offering is imperative...offer to God everything we do, no matter how small or menial it may seem. That is prayer in action.

I doubt I will ever feel that we've taught our children all that they need to know, but the truth is simple. With the grace of God (for we never would have survived without it), their father and I gave them a sound Catholic education, one in which the Catholic faith permeates the entire curriculum. God is faithful to His promises when we lovingly obey Him, so there are no worries there. Our Lady also gives many promises to those who pray her Rosary with devotion, even when we are unwillingly distracted by crying babies and wiggling little ones.

Oh, we had our ups and many downs - no doubt about it. That was not God's fault; no, those hard days were the result of the effects of Original Sin. But grace perfects nature, and we are still being perfected; and if we are faithful and persevere, so it will be until the day we are called from this life. It is consoling to know that, despite human weaknesses, the children possess a strong faith, looking to Divine Revelation and the Magisterium for what is true and beautiful and good, as well as for what must be avoided. It is good to know that they can read and write and think, so that they are independent learners. All of these things are gifts with which they can spiritually grow; the rest is up to them. It's all about asking for graces we need and then using them well (which is an act of the free will).

That's the spiritual part, which is the most important part. Then I took another cue from memories of my own childhood, remembering the days when all the grown-ups were happily busy but didn't seem to feel rushed as we parents do today. Finally, there was another real life scenario from a time that was also not-too-long ago...

Remember The Little House books? When I was a pre-teen, those books somehow comforted me. Perhaps it was because of the sorrow in our own young lives and the awful changes which the early 1970's wrought. I didn't realize it then, but there were a few important things about the Ingalls family that subconciously reminded me of our own happier days before our baby sister and then our father passed away. I was like Mary in that I am also the eldest of an all-girl family. Like Mary, I emulated our mother, quietly observed all that went on, preferred quiet play with my few play things, enjoyed reading and study and writing - but I also liked to sing and dance and could be a bit of a social butterfly. Like Mary, I also would not want to eat the only bug in the whole Dakota territory (or in our gloriously green backyard in Michigan!).

My next sister was more like Laura - she was our father's shadow, a bit of a tom-boy with a generous heart, quick to react and seemingly fearless. Then there was the beautiful and beloved baby sister, so gentle and quiet and courageous...and I remember how Mama was always busy but went about smiling, and how much we looked forward to the hours when our Daddy came home from work, and the way we learned so many of the "domesticities" of a simple and happy home life.

All these memories and thoughts pulled together in my mind and so I thought not only of the similarities of our lives but also the differences...

When they were homeschooled, the Ingalls girls would help with the morning chores, breakfast, and dinner (their lunch), and THEN settle down for an afternoon of study. Books were then cleared away and the table set for dinner; the girls helped with the "washing up" and then accomplished their final chores. Although the Ingalls family was not a Catholic one, they retained the Catholic discipline of their Scottish forebears when it came to their daily duty.

I recognize an important lesson in that story of a real life pioneer family. They were exiles, in a certain sense, separated from loved ones, doing the best they could in very difficult circumstances. Despite many cares and worries, none of them shirked or complained or whined. Each one not only did their part, but they were happy to help each other. They possessed many natural virtues, including natural charity.

We, too, can always find a way to accomplish our daily duty - and do so in way most pleasing to God. We Catholics living in exile may gain heavenly merits in a way that our non-Catholic friends cannot. How?

Before the day's rush begins, we take a moment to make our "Morning Offering" - which is also a great comfort on the days when we did not accomplish all for which we hoped! Even more than that, we offer "every thought, word, and action of this day" to Jesus through the Immaculate Heart of Mary - for the intentions of their Sacred and Immaculate Hearts. Through the sacraments and grace, good habits become supernatural virtues because they are infused with the very life of God Himself.

Such things are what make up the Mystical Body of Christ; such things are Catholic Action. By offering all we think, say, and do to Jesus through Mary, we consecrate every day of our lives to God. Through our prayers and sacrifices, we are given actual graces to carry on, gaining merits, and (hopefully) take another step toward sanctity.

Attaining sanctity is a life-long work, and it is always accomplished only through the Catholic faith and good works. Educating our children for God's sake truly is a matter of faith and good works, which always means prayer and sacrifice. You see, my dear fellow Catholics, God gives us the same message in different ways, but they all come down to the Church's mission and, therefore, ours: Pray. Study. Act.

And how goes your Catholic homeschooling?

Catholic Insights into Montessori Education

A few months have passed since I last added anything to the blog. November and December are always whirlwind months, and January proved to be no different. I do hope the last few months have been good to you! I also hope to get "back on track" with (at the minimum) weekly entries to the KIC Weblog.

Of late, I have received a few emails inquiring about either the Maria Montessori or Charlotte Mason "methods" of education. All of the questions center around one theme; that is, they ask me what's really wrong with one or the other?

It seems the word is out regarding Red Flags and Methods in the Keeping It Catholic Home Education Guide Volume I. (It seems more Catholic homeschoolers are sharing the info that the same book examines the problems with both Mason and Montessori, ala "the Catholic Red Flag Lady, Marianna Bartold") ;)

For the sake of the truly polite inquiries, I will do my best to provide, on this weblog, a very modest glimpse into the question of Montessori. (I do promise, however, that there are more quotes in my book regarding both Mason and Montessori.)

But what about Charlotte Mason? Well, I already have much to share (about 10 pages's worth) about Mason in my book, so it would be impossible for me to repeat it here. As for Montessori, my book provides quite a few quotes from Montessori herself, regarding her philosophies, too.

Still, there are Catholics who claim that, since Montessori was Catholic, what she taught regarding the rearing and education of children must be acceptable to Catholics. That would be true if we lived in a perfect world, but we don't. We all know that we live in a fallen world and that our own natures are wounded, that we are disinclined to abandon our own thoughts and ideas, and that - for the most part - we human beings do not easily bend our wills to God. (If we dare to say otherwise, we really are guilty of pride.) The truth of the matter is that we can easily make up all kinds of excuses to continue doing what we want to do, and we easily defend ourselves because we do not want to admit we were misled...it is so much easier to do those two things instead of obeying the Church's teachings.

Regardless of the nay-sayers, please realize that no, despite her book, The Mass Explained, Montessori's educational philosophy did not coincide with Catholic Church teaching. Most of the time she sounded like a rationalist/evolutionist (I'll explain why later.)

Montessori had some very strange ideas about child-raising and child education. And no, we are not talking about "hands-on" learning. Contrary to popular belief, "hands-on" is not what Montessori was about.

For example, Montessori did not allow fairy tales or folklore, although she did promote her own "mythological" story about the world's creation - certainly a contradiction! So fairy stories and folklore were forbidden, but her own "fantasies" were to be promoted to children everywhere. Yet how many Catholics are aware of even that one Red Flag?

Incidentally (and as I point out in my book, Keeping It Catholic Home Education Guide, Volume I), there are similarities in Charlotte Mason's original educational philosophy, many of the latter which coincide with those of Jean-Jacques Rousseau, the "father" of the "Enlightenment." The Enlightenment was that "rationalist" era of thought which led to the French Revolution, the invasion of liberalism throughout Europe and into the Church, and which has culminated today in the heresy of modernism.

While I understand that many Catholic homeschoolers might not appreciate hearing such things, I ask them to remember Church teaching on Catholic education and Catholic philosophy.

I strongly recommend that interested homeschooling parents read Montessori's own works for themselves - not just another author on Montessori - and judge according to Church teaching (not just personal opinion). Just to pique your curiosity, I will provide a few examples from Montessori's book, To Educate the Human Potential. Brief background: Maria Montessori told her "creation" story to children, and she wanted it to be told by others who employed her methods. But why? It was because Montessori desired that children should mull upon the evolutionary processes.

Montessori's creation story begins with the oceans (not God, not the Word), and of the "Tribolites" which were "three-lobed creatures, with many legs and numerous other appendices for swimming...other proud ocean dwellers were Cephalopods- literally meaning with legs on their heads - of which Nautilus is most famous."

A little later, Montessori wrote: "We can imagine a committee of Angels or Devas, according to the religion we profess, older sons of God who direct earth's natural forces, sending forth a call for volunteers, and interviewing those creatures who responded with an offer of service..."

My questions: Are we to accept Montessori's word that angels interviewed the tribolites? How does this absurdity correspond with the inerrancy of the Holy Scriptures? Why did Montessori acknowledge another name for angels - i.e., devas? Why did she write "according to the religion we profess"? As a Catholic educator, it was her duty to promote the Catholic faith, not religious indifferentism (which the Church teaches is a sin). When and if necessary to acknowledge other "beliefs" (as opposed to truths), the opportunity to charitably clarify those truths should have been included.

Montessori told children that beautiful plants evolved from algae, moss, etc: "The evolution of plants of earth is estimated to have taken about 300,000,000 years, from algae, mosses and lichens, through ferns to ever more complex forms of strength and beauty." And children were, and are, to believe this nonsense just because Montessori said so?

Monetessori told children that birds evolved from monsters: "If evolution just meant growth, how could sweet birds have come from ferocious monsters, joint-heirs of their kingdom? Nature evolved by strengthening what had been a weak point in animal behavior, bestowing the new energy called Love. This was to be a powerful passion as long as it dominated, able to make a small bird forget fear and care for self. Significantly it goes with warmth of blood."

Montessori told children that the earth was beautiful - so beautiful that the monsters had to go: "The earth must have been truly beautiful, and monsters in their gross stupidity and ugliness were unfit for it. Some tried 'slimming,' shortened their legs and managed to survive, especially those who had the intelligence to turn themselves into snakes. Those who were too lazy to make the effort to adapt themselves had just to perish. Snakes were the lineal descendants of dragons and were not poisonous before the advent of man."

Are you also recognizing those waving Red Flags, dear Reader?

Now for Montessori's story about the appearance of mankind: "The earth was trembling with expectancy and glad foreboding. Her heart moved in sympathy with creation's joy; tremors ran through her frame and emotional tears coursed through her in new streams...she was moved throughout her whole being to feel the near approach of man, her destined lord, and gifts were brought forth in new abundance for his use...all kinds of metal that the earth had been preparing in her laboratories were brought to the surface and deposited...of this largesse of mineral wealth, India received in rich measure, as the scene of earth's greatest emotion...Earth greeted her son with joy, but offered him toil, no enfeebling ease!" (My observation: In other words, mankind is the child of Mother Earth!)

Montessori told children her version of the purpose of man's existence, yet she made no mention of the Catholic Church's clear teachings that we were created "to know, love and serve God so that we might be happy with Him in heaven." Instead, Montessori wrote:

"Man, too, like all beings, has the two purposes, conscious and unconscious. He is conscious of his own intellectual and physical needs, and of the claims on him of society and civilisation. He believes in fighting for himself, his family and nation, but has yet to become conscious of his far deeper responsibilities to a cosmic task, his collaboration with others in work for his environment...Victory in self-fulfillment can only come to the All, and to secure it some are content to sacrifice their own progress towards perfection of form, remaining inferior and humble workers, like the corals, or static usefulness. Other species, having unconsciously reached their limit of usefulness and being unable to adapt themselves to conditions making new demands on them, disappear from the ranks of life in which only the obedient and disciplined will continue to march, to the joyful music of the Song of Life."

Cosmic task? The "All"? The Song of Life? What do these terms mean? They certainly are not Catholic terms. In light of their context, they are NOT intended to be Catholic.

There is more, and there are other Montessori books, but I trust the few excerpts above will inspire the prudent to further study Montessori - in her own words.~ MCB

(First posted Jan. 31, 2004 to the original blog, Keeping It Catholic - with Marianna Bartold)

SAMPLES of "The Age of Mary" Internet-Based Study Guides

At the request of Catholic homeschooling parents, catechists, and school teachers, you can now view 8 SCREENSHOT SAMPLES of "The Age of Mary," the Catholic, Internet-Based Study Guide for junior high and high school students! The preview spans the three following website pages:

Age of Mary Preview I, Age of Mary Preview II, and Age of Mary Preview III.

The Question: Why should I choose "The Age of Mary" Catholic Internet-based Study Guides for my older students?

The Bottom-line Answer: They're thoroughly Catholic, economical, and convenient!

With ONLY two tools - your home computer and your Internet access - your students simply open the electronic "Age of Mary" Catholic Study Guide each day. Watch their interest soar as they click and type their way through their studies!

Junior high and high school-aged students love "The Age of Mary," an intriguing set of Catholic Internet-based Study Guides, with each installment featuring syllabi and free-access, screened links.

BENEFITS FOR STUDENTS WHO USE "THE AGE OF MARY":

*Delight in Interesting, Integrated Subjects!
---That means no more disconnected studies! The five-subject lesson plans are interrelated! What is covered in Religion and/or History is directly connected to Language Arts, Geography, and Science.

*Receive a sound, doctrinal Catholic education at home, with Mariology (study of the Virgin Mary) and Church-approved apparitions as the foundation.

*Whiz through colorful syllabi with screened, interactive links to online resources for:
---Religion (see more about this in the next paragraph!)
---Language Arts (including Poetry, Composition, Literature)
---History (with a "Catholic conscience," not a "perspective"!)
---Geography (Make it fun, not dry and not boring!)
---Science (Ditto!)

*Enjoy quality computer time: Study Church dogmas and doctrines, delve deeply into history, soak in literature and poetry, type essays, reports or compositions, geographically explore specific parts of Europe, make virtual tours of shrines or other historical spots, and find out about various scientific branches

*Strengthen independent-study skills (VERY important!)

*Learn more about the popes, saints and other respected Catholic historical figures who left their mark on the studied time-frames (from the French Revolution to World War I).

*Discover philosophers (saints and otherwise) who greatly impacted history - and the times in which we live.

*Study the writings of popes and great saints - online!

*Cultivate a deeper interior life by learning how to daily live the Church's constant teaching: Pray, Study, Act!

PARENT/TEACHER BENEFITS:

---SAVE MONEY! For one low price, get everything needed for ONE SCHOOL YEAR of Religion, Language Arts, History, Geography and Science. (Everything is included except math.) The 4 quarterly installments provide enough lesson plans to cover 36 weeks (9 weeks per installment)!

---No website-fees, no yearly charges, no need to log-in to a website! "The Age of Mary" Catholic, Internet-based Study Guides are electronically delivered to you or downloaded by you!

---Once you purchase "The Age of Mary," it's yours to use - year after year. (A great family saving!)

---No extras are needed for "The Age of Mary." In each Catholic Internet-based Study Guide, there is included a Bonus List of Living Books or other items (which you may wish to purchase elsewhere). While helpful, they are not strictly required - because everything your students need is included in "The Age of Mary"!

---SAVE TIME! As your jr. high or high school student uses the computer for 5 core topics, you'll have extra hours to teach your little ones, take care of household tasks, or simply relax a bit!

---Discuss topics (suggestions provided in the syllabi) and review "The Age of Mary" assignments in about one hour a day. Your student(s) can then study, read through links, and research or type assignments.

---Enjoy worry-free convenience! Just check over your students' shoulders as they sit at the computer, zooming through each installment of the electronic "Age of Mary" syllabus.---Easily provide parent-teacher guidance while encouraging independent study!

---Give your students the best of both worlds - both classic and scholastic!

---Print out the complete syllabi for your records! No writing in lesson plans books or typing them into your word processor necessary!

---Relieve (or completely avoid) "homeschool burnout" (for both you and your students)!

---Most importantly, bring your family closer "to Jesus through Mary."

With "The Age of Mary" curriculum, study Church-approved apparitions of the Blessed Virgin Mary - including Our Lady of Paris (the Miraculous Medal), LaSalette, Lourdes, and Fatima!

I trust you'll enjoy the Sample Pages of "The Age of Mary." And please don't forget - within 24 hours of your order and email confirmation, you'll receive your first "Age of Mary" Catholic Internet-based Study Guide.

In the love of Christ and His Virgin Mother,
Marianna Bartold
"The Age of Mary" Catholic Internet Study Guides
We're "Keeping It Catholic" on the Net at http://www.keepingitcatholic.org

Pray! Pray a Great Deal!

The First Good News of the Day: Today (Ash Wednesday, Feb. 6, 2008), we began another 54 Day Rosary Novena!

We pray for the Holy Father, Pope Benedict XVI, for the collegial consecration of Russia to the Immaculate Heart of Mary, for all Keeping It Catholic (KIC) members, their families, friends and associates, and for whatever intentions may arise during the course of the Novena. Prayer requests (while welcome), are not necessary, because God knows what are or will become your intentions during this time.

Among many other works, KIC is dedicated to spreading devotion to Our Lady's Rosary because Our Heavenly Mother has often asked mankind to do so. Our Lady of Fatima instructed all of her children, "Pray the Rosary every day."

Among other things, she also said, "Pray, pray very much, and make sacrifices for sinners; for many souls go to hell, because there are none to sacrifice themselves and pray for them."We know that we are all are sinners, and so we must do works ofpenance for ourselves and others, especially during the weeks of Lent.

Finally, let us do as the Angel of Fatima instructed the shepherd children, the Blessed Jacina and Francisco and the dear, departed Sr. Lucia dos Santos, who was also promised the attainment of heaven by Our Lady:

"Pray! Pray a great deal! The hearts of Jesus and Mary have designs of mercy for you! Offer unceasingly to the Most High prayers and sacrifices."

"Offer up everything within your power as a sacrifice to the Lord in an act of reparation for the sins by which He is offended; and of supplications for the conversion of sinners. Thus invoke peace upon your country. I am her Guardian Angel, the Angel of Portugal. Above all, accept and bear with submission the sufferings that the Lord may send you."

In the love of Christ and His Virgin Mother,
Marianna Bartold
We're "Keeping It Catholic" on the Net!