A somewhat grainy photo of my four oldest children taken at the Point Loma Lighthouse in 2007, not long after we moved to San Diego. The Pacific was still quite new to them. When I coined the term “tidal homeschooling,” we lived in Virginia and the image was entirely figurative—but when I think back to those early tidal-learning days, this pic is the one I see.
I remember writing here long ago about how my favorite category of post was connections. The serendipitous links of thought we encounter when something we’re reading or experiencing echoes or relates to some earlier conversation, book, film, experience.
Today, for example: we read another Hauge poem (“Winter Morning”) and had a really rich discussion of how much is going on in those four simple lines—a discussion that incorporated some of the conversation we had in the comments here about yesterday’s poem. We talked about the way Hauge uses simple, crisp, concrete images (frosted windowpanes, the glow of a good dream, a woodstove “pour[ing] out its warmth/ from a wood block it had enjoyed the whole night”) to describe a moment, and something much bigger than the moment. And from that rather animated discussion we jumped to Linda Gregg’s “Art of Finding” essay:
I am astonished in my teaching to find how many poets are nearly blind to the physical world. They have ideas, memories, and feelings, but when they write their poems they often see them as similes. To break this habit, I have my students keep a journal in which they must write, very briefly, six things they have seen each day—not beautiful or remarkable things, just things. This seemingly simple task usually is hard for them. At the beginning, they typically “see” things in one of three ways: artistically, deliberately, or not at all. Those who see artistically instantly decorate their descriptions, turning them into something poetic: the winter trees immediately become “old men with snow on their shoulders,” or the lake looks like a “giant eye.” The ones who see deliberately go on and on describing a brass lamp by the bed with painful exactness. And the ones who see only what is forced on their attention: the grandmother in a bikini riding on a skateboard, or a bloody car wreck.
But with practice, they begin to see carelessly and learn a kind of active passivity until after a month nearly all of them have learned to be available to seeing—and the physical world pours in. Their journals fill up with lovely things like, “the mirror with nothing reflected in it.” This way of seeing is important, even vital to the poet, since it is crucial that a poet see when she or he is not looking—just as she must write when she is not writing. To write just because the poet wants to write is natural, but to learn to see is a blessing. The art of finding in poetry is the art of marrying the sacred to the world, the invisible to the human.
Okay, here’s the thing. I had planned to read this excerpt of Gregg’s essay, and to introduce a new practice for the four of us—Huck, Rilla, Scott, and me. We have a spiral-bound sketchbook that, at intervals, we use as a shared family journal. In 2020 it was the whole family chiming in with quips, sketches, and interesting tidbits. It went dormant last year, and when the Linda Gregg passage resurfaced in my Readwise review over the holidays, I decided to appropriate the journal for this practice. Maybe not daily, but several times a week, we’ll jot down things we’ve seen or heard.
But weeks have passed since I reread the passage, and I’d forgotten that last line—the “marrying of the sacred to the world, the invisible to the human.” That’s exactly what we’d just been talking about with the Hauge poem, and what we talked about yesterday. The way he expresses a single image that speaks vividly both as a literal description (in a way that makes your breath catch) and as a reflection on some aspect of human experience. “Marrying the sacred to the world” is what Hauge does best.
So: part intention, part serendipity. The best kind of high-tide morning.
A postscript added after I made today’s recording—listening to the Linda Gregg passage read aloud, I got to “the art of finding” and went Oh of course! And made a note to let tomorrow’s poem be Elizabeth Bishop’s “One Art.” Another connection.
If anybody says the word “August” to me I shall scream, ’Enry ’Iggins, I shall scream. It’s simply Not Possible we are almost there.
School doesn’t start for my rising 9th grader (!!! — now it’s your turn to shriek at the passage of time) for another month, but the rise of restlessness and quarreling among my smallest fry signaled to me that it was time for the tide to come back in. We picked up some dropped threads this morning—the Shakespeare speech they were learning in June (which I was pleased to see they remembered in full, so now I get to choose the next one); our German lessons; the study of ancient counting systems that Rilla is so enjoying. “Who knew I would be SO INTO numbers?”—/endquote.
And we began the second Penderwicks book. I had a different readaloud in mind but I was shouted down. “No offense to your choice, Mom,” I was assured. “It’s just…I mean, the Penderwicks.”
Indisputable logic. We’re on Chapter 3 of Gardam Street now.
Huck is clamoring for a return to Poetry Teatime (our July Tuesdays were full of misadventure), so that’s tomorrow. And if the heat breaks, I’d like to get them doing some baking once a week. I miss baking bread. Ooh but also! A German bakery is opening in our neighborhood! I may be a wee bit excited.
I read approximately one zillion Mary Stewart novels in June and early July, and then I completely forgot how to read. No wait, that’s not accurate—I read two entire Jean Webster novels on the plane to and from San Diego. But I got home a week ago and I’ve been floating from first page to first page ever since, like a butterfly sampling nectar and not finding anything quite satisfactory. Which is ridiculous, given the size of my TBR pile, not to mention the queue on my Kindle. Hundreds of options. I keep pulling out stacks and then…not committing to anything.
I’ve been steady at art, though, and that’s not nothing. Drawing or painting almost every day, and quite a bit of embroidery. This topic requires pictures but I can’t be bothered just now, please understand. I’m trying my long ago (so very long ago!) trick of using a quick blog post (timer set for twenty minutes) as a transition between the homeschooling mom and writer-with-a-deadline parts of my day. I daren’t go a minute over.
But here—three people to visit for gorgeous needlework pictures and patterns:
Sick kids this week, and lots of IEP stuff going on. But golden hour doesn’t begin until 8pm these days, so I’ve managed plenty of long, rhapsodic evening walks. The light is glorious. I’m completely enchanted.
Huck, Rilla, and I are still reading The Penderwicks and lots of poetry. They finished learning the Willow Cabin speech from Twelfth Night and have begun If music be the food of love. play on. We spent a few weeks immersing in the history of Ancient India, and next week we’re starting an exploration of ancient numbering systems. Rilla helped me prep for it and we’re both pretty excited to dive in. And we’re doing watercolors almost every day, because I’m addicted. Strawberry number two was ripe today. We’re anxiously awaiting the arrival of this lovely book: Gathering Moss: A Natural and Cultural History of Mosses. (Amazon influencer link.) I’m in no hurry at all for the tide to go out.
Huck, tearing down the hall: WHOOO, I’M ON AUTOPILOT!
Rilla, tenderly: Honey, I turned your autopilot off.
S. got his new hearing aids—big excitement. His old pair were over five years old, and after a while the quality degrades. The new ones have some bells and whistles we’re still getting used to.
I just realized that the next time he’s due for new aids, he’ll be eighteen. Holy cats.
I’m teaching my second class for Brave Writer this month, nearing the end of Week 2. This one is called “Penning the Past” and is about writing historical fiction. And I’m having a ball. My students come up with the best stuff! I’m going to have to raise the bar on my own writing to keep up with their inventiveness.
I’ll be teaching another section of Comic Strip Capers this summer and possibly another one next fall. Registration for the summer section opens June 5th. I’ll share the registration link in the coming weeks.
The Witch of Blackbird Pond: you know, I don’t think we touched it all week. We kept getting swept along by the Moomins and forgetting to come back to the Puritans.
In part our neglect of history this week is because Rilla and Huck and I got swept into a collaborative Minecraft project. We’re building a fairy tale village. (Photo to come later.) So far, we have Rapunzel’s tower and the Three Little Pigs’ huts. I think today we may begin work on the gingerbread cottage. So much fun. We got the idea from my friend Christy, whose kids made their own Minecraft fairy tale world a while back. I often pull Minecraft into our studies…for example, when we were reading about Jamestown, we found some videos showing Jamestown replicas people have built in the game.
I had more to share but the 9:00 bird just chirped and it’s time for me to live high tide instead of write about it. 😉 I’ll toss this post up now instead of waiting to finish later—because lately it seems like later never comes! Hope you’ve all had a good week.
• Earworms German (Rilla and Huck)
• U.S. Presidents song
• 7 times table practice
• Visited a neighbor (Rilla and Huck)
• Read “The Lion Man” chapter in Vincent’s Starry Night and Other Stories: A Children’s History of Art (Rilla and me)
• Scooter and walk (Huck and Rose)
• Did art journal pages inspired by the Lion Man chapter (Rilla, Huck, me)
• Listened to Mozart’s 40th symphony while painting
• Read Frederick by Lio Lionni because it tied in so nicely to the Lion Man text (Rilla, Huck, me)
• Beanie did a lot of her usual Beanie stuff—German, geometry, working on a paper for British lit, reading cool books, taking a Photoshop class, piano practice
• Falconry test prep: studied five questions (Rose, Beanie, me)
• Looked up taxonomy mnemonic (King Philip Came Over For Good Soup)(Rose, Beanie, me)
• Boisterous game involving all Mom and Dad’s pillows (Huck and Rilla)
• Read-aloud: two chapters of A Lion to Guard Us (Rilla, Huck, me)
And then it was time for lunch. 🙂
The art history book landed on our doorstep as an unexpected review copy from Laurence King Publishing—and in a flash Rilla and I had a new history plan for the year. This book was love at first sight for both of us. Of course, it’s early days yet; as you can see above, so far we’ve only read the first chapter. So consider this a first impression, not a review. But I’m loving the format. The art prints and photos are augmented by gorgeous handpainted illustrations, and the text is engaging and fresh. We learned about the Lion Man carving (c. 40,000 BC!) in the context of the daily lives of Paleolithic hunter-gatherers. The depiction of the unknown artist laboring for hundreds of hours on the mammoth-tusk carving reminded me of Lio Lionni’s Frederick the Mouse soaking up sunrays, colors, and words while the other mice bustled to collect food, so of course we had to pull out Frederick afterward.
We decided to make pages in our sketchbooks inspired by the Lion Man. I copied the illustrations in the book; Rilla invented her own mammoth-and-lion scene. Huck painted a happy guy. 🙂 Rilla and I are hoping to fill our art journals with drawings based on our Vincent’s Starry Night readings through the year. I’ll try to post updates here if we stick with the plan.
Our current read-aloud is Clyde Robert Bulla’s chapter book A Lion to Guard Us, the adventures of three English children who travel to Jamestown after their mother’s death to reunite with their father there. Huck expresses less enthusiasm for this book than our last few readalouds—he expresses it, and yet every time I start reading (“You don’t have to listen, buddy, you can go play”) he gets sucked right in and has lots of commentary to add. We were amused to note the book’s similarity to our last readaloud (The Family Under the Bridge, which was a rousing success)—down-on-their-luck kids, big sister, middle brother, little sister.
Scott and I took Jane back to college over the weekend (sniffle), so summer is officially over in Chez Peterson. I’m more than a little freaked out by how deep into the month we are already. Too fast, y’all.
The other day I mentioned that I was putting together some shelves of books to use for Huck and Rilla this year. Huck is 6 1/2 and Rilla is 9, and according to the boxes I will have to check on the form I file in October, they are in the 1st and 4th grades respectively.
(Of course you know we have more of an Understood Betsy approach to grades around here.)
‘What’s the matter?’ asked the teacher, seeing her bewildered face.
‘Why–why,’ said Elizabeth Ann, ‘I don’t know what I am at all. If I’m second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?’
The teacher laughed. ‘You aren’t any grade at all, no matter where you are in school. You’re just yourself, aren’t you? What difference does it make what grade you’re in? And what’s the use of your reading little baby things too easy for you just because you don’t know your multiplication table?’
‘Well, for goodness’ sakes!’ ejaculated Elizabeth Ann, feeling very much as though somebody had stood her suddenly on her head.
I don’t think Rilla has any idea what grade she would be in if she went to school…my kids don’t usually pay attention to grade level until they reach an age—usually around 12 or 13—when they want an answer to the question that comes from just about every new adult they encounter.
But back to my booklists. I compiled these selections according to my patented, highly scientific method of Walking Around the House Grabbing Things Off Shelves™. These are books we already own, favorite tomes I have read with the older kids in the past but which my younger set haven’t yet heard or read—due in large part to the abundant inflow of new treasures that have come our way for review. (Oh you guys, I have so many good new books to share.)
I imagine there will be a lot of crossover: Huck will listen in on Rillabook readalouds and vice versa. Both collections also include a good many read-alone possibilities. If you’ve been reading Bonny Glen for a while, then you know that read-alouds are the core of my homeschooling method, especially in the younger years. (But continuing on, you know, into high school. We still read aloud together lots of history, science, and poetry.)
I know a lot of you are as addicted to booklists as I am, so my project this weekend is to type up these collections to share here on the blog. I hope to post them on Sunday or Monday. When they’re ready, I’ll update this post with links.
So what else does high tide look like in my house for ages 6 and 9?
In no particular order:
• Lots and lots of art, especially watercolor painting and Sculpey fun.
I keep watercolors handy on a shelf by the kitchen table for easy access. These days, the kids are also doing a lot with acrylic paints—I caught a sale at Michael’s when those little Folk Art bottles were three for a dollar. I grabbed a set of small plastic palettes (six for $2) and filled a jar with our older, more battered brushes. (We reserve the nicer brushes for watercolors.)
I’ve written about this before*, but for watercolor paper I use large sheets I bought in bulk a good many years ago, folded and torn into smaller sizes. And then cheap recycled paper for drawing. Plus everyone has a sketchbook to do whatever they want with.
About 15 years ago (!) I bought half a dozen scratch-and-dent whiteboard seconds from a discount site. We use these as painting boards. Not only do they protect the kitchen table from spatters, but they are large enough that I can stack them on toy blocks to save space while paintings dry.
* In that 2009 post, I mentioned that for littles I use good paper and cheap paints. That was back when Rilla was three years old. ::sniff:: Nowadays we tend to experiment with artist-quality tube watercolors quite often, because that is what I myself am learning to paint with, and both Rilla and I are pretty addicted to color-mixing and the way certain pigments granulate on the paper. We still keep basic Crayola or Prang kids’ paint sets around, though, like the ones in the photo, because they’re quick and fun and easy and portable. They’re what the kids use for casual, everyday painting.
I pulled some of my favorite anthologies for this year’s Huck and Rilla shelves. They’re also in the room for a good bit of the poetry reading and discussion I do with the older kids. I work in lots of opportunities for low-pressure memorization (if you read the same poem out loud a few days or weeks in a row, before you know it, everyone has it down)—including my recent brainstorm to require Huck to learn a new poem by heart before he gets a new iPad app. 🙂
• Handwriting practice* with fun materials like dip pens, markerboards, or slates-and-chalk.
I asterisked practice because I need to qualify that term. I subscribe to the John Holt school of thought about the misleading way we often use the word practice. He argued that when you are doing what we call “practicing” piano, you are really playing piano and we ought to think of it like that. You are making music. When I am “practicing” drawing, I am actually drawing. Huck is learning to write. When he sits down with a marker or crayon and makes some letters, he is writing—not some separate intermediate activity that leads up to writing. I think that word “practice” can set up a feeling that what I’m doing right now isn’t real, it doesn’t count. But it all “counts.” If you’re doing it, it’s real. Another way of putting it is that writing letters to friends is a form of handwriting “practice.”
• For Rilla, a third year of group piano class
And yes, despite the above paragraph, you will from time to time hear me ask her if she has practiced yet today. 🙂
• Nature study and narration.
My old Charlotte Mason standbys. Re narration: casually for Huck, more deliberately and regularly for Rilla. All oral, still. We add written narration at age ten.
Nature study isn’t something we have to work at. Both Rilla and I enjoy adding new plants and bugs to our sketchbooks. You’ll see a fair number of nature-themed nonfiction on both booklists.
• A little bit of foreign language.
Beanie is ramping up her German studies this year. My younger set pick up whatever the older ones are working on, sponge-style.
Via games, money, dice, and daily life for Huck; Math-U-See for Rilla. Works for us.
• Folk songs and other musical fun.
Including daddy’s guitar-playing. The recorders seem to have made a comeback around here, too, and Rose came home from her Colorado trip with a pair of ocarinas.
Sometimes this is simply a part of daily life; in other cases we may undertake a special project, such as making clothes for a cloth doll with the Dress Up Bunch Club.
Beanie is venturing into candymaking this year and has already enlisted Huck, Rilla, and Wonderboy as helper-slash-tasters. Rose does quite a bit of baking—being one of those delightful people who love to bake but don’t much care to eat baked goods—and often includes younger sibs in the measuring, mixing, and bowl-licking stages.
• Games of all sorts.
Board games, word games, Wii games, iPad apps, you name it. Together or alone. And lots and lots of Minecraft.
• As much outdoor play as possible!
All the small fry on the block seem to congregate at my house in the afternoons: they know when my kids get their Wii time. 😉 Afterward, they troop outside to bike and scooter and make secret hideouts and chat with passing dogs and help Miss-Joanie-down-the-block rake leaves. (She’s a treasure. She keeps a stash of child-size yard tools in her garage! She saves all those little stickers and calendars and bookmarks that come in junk mail! She has cups labeled for all the kids on our street and sometimes mixes up fruit drinks to fill them with instead of water. Everyone should be so lucky as to grow up down the block from Miss Joanie.)
• What about history and science?
See above re: readalouds and narration. Lots of good stuff on our booklists. 🙂
And if I don’t stop gabbing and start compiling, these booklists are never going to get written. More later, my dears. Feel free to fire away with questions below, if you have any!
The weekend: Jane headed back to college, the rest of the kids succumbed one by one to a fairly-short-lived-but-obnoxious-in-the-short-term cold, and I cleaned house all day Saturday to avoid finishing my taxes. And then gardened all day Sunday to avoid same. Did not read much, in part because sitting still and doing something besides taxes was harder to justify than, say, scrubbing floors or mowing the lawn. I mean, I can’t possibly be faulted for procrastinating going through expense receipts when I’m washing walls, can I? You guys, I was even washing walls. My ability to be intensely industrious at all the wrong tasks is unparalleled.
Monday: all but one of the kids have kicked their cold. We’re still in high tide, have got a very groovy groove going, in fact. Rose, Beanie, and I are all enjoying the books we’re reading together, and Latin has been really fun lately. Also, it happened that the episode of Cosmos everyone watched the night before Jane left was all about Sir Isaac Newton, about whom we’ve been reading in The Story of Science. Extremely considerate of the show to time things so conveniently.
I’ve been getting some questions about scheduling lately, both from real-life friends and blog readers, and since I’ve completely dropped the ball on my separate homeschooling blog (if you’ve asked for the login info and I haven’t replied, it isn’t that you’re not welcome; it’s simply that I’ve dropped that ball too, and I haven’t posted there in weeks anyway so you aren’t missing a thing…but feel free to ping me again for the info!) maybe I can give a quick sketch here of a “typical day”—of course we all know there isn’t any such thing, really; they’re all a little different. But we do keep the same rough structure four days a week. The fifth day, which falls in the middle, is for piano lessons and errands and (for Beanie) volunteering at Wonderboy’s school.
6:30ish—the boys wake up, Scott turns on a show for them to watch.
7am—Scott and I get up (sometimes he’s up already). He fixes breakfast for the boys and cocoa for me, and I take my laptop to the couch where the lads are watching their show. Email, etc while I come alive.
7:35—supposed to be 7:30 but I always push it as long as possible. I get up to get dressed, put my contacts in, pack Wonderboy’s lunch. By now he has already gotten dressed and getting ready for school.
8am—I’m in my bathroom brushing my hair and I hear the first bell ring on the other side of our back fence. I jump into my shoes and walk WB around the corner just in time for school.
8:15 (is this too granular? LOL)—I’m back home and now Scott and I leave for our walk. Beanie and Rilla are by now up and dressed (well, Beanie’s dressed), finished with breakfast most likely, and the TV is off. Rose waits for us to leave before dragging herself out of bed. Usually someone is playing piano when we leave and someone else is playing when we get back.
8:45ish—the teens have done their morning chores, Scott and I are back home after our walk (we call it our daily staff meeting), and I grab a yogurt and Scott makes a cup of coffee and we drift to our separate computers to eat/drink/read.
9am sharp—Scott starts work, back in the boys’ bedroom, which doubles as his office during the day. Rilla will likely spend the next hour puttering through her morning chores, which are few and simple but easily interruptible, it seems. Huck is dressed and running around. Mostly he’s counting down the minutes until 9:30, when (after two rounds of breakfast) he gets a snack. Rose and Bean join me in the living room for our lesson time. Now, the sequence of the next 3 hours varies day by day, but here was today’s. 9:00, we started with Poetry. First Poetry 180, two poems today because after we’d read Roethke’s “The Bat” they saw what came next and remembered especially liking that one when we did a chunk of this series with Jane, a couple of years ago: Tom Wayman’s “Did I Miss Anything.” Then John Donne, Meditation XVII (No man is an island…), in our continuing exploration of the metaphysical poets.
9:30? more or less?—Story of Science, the Newton chapters continued. I read aloud, we discuss. 1666, “The Year of Wonders” (Dryden’s Annus Mirabilis designation for the year of the Great Fire, which later came to be applied by scientists to that same year when Newton developed his theory of gravitation, oh and invented calculus, oh and figured out about color and light—that little old year), is a perfect choice for one of our history cards. Have I talked about this here, or only on Facebook? It’s pretty much the most successful idea I’ve ever had, history-wise. We used to keep a giant timeline on one wall, but in this house there’s no perfect spot for it; it was up too high; we never added anything new. A couple of months (?) ago, on a whim, I grabbed index cards and started writing down events or people we’d been reading about, in all our various books. Science stuff, history, literature, music, art, anything I could think of that we’d recently discussed. Person or event on the front, the year on the back. We have had such fun with these cards! Once or twice a week we play a game with them—Rose likes the competition—where I hold up a card and the girls take turns calling out the date and arranging them in sequence. We’ve all nailed down a great many dates that were quite fuzzy even for me before. My original goal was simply to have them be able to identify events in rough sequence, and there were only a few major dates I said they had to absolutely memorize. But the game has hammered nearly all the dates into our heads, mine included. And the cards themselves provide an excellent record of what we’ve studied, and how the different eras we’ve read about this year (19th century American history, Renaissance science, Elizabethan literature) fit together. We’ll be able to keep on adding to the stack: a game without end. Rose was pretty lukewarm on history before, and now she says she wants to minor in it at college.
Anyway, no cards today, I just got onto the subject because we remarked upon 1666 as an important year to make a card for.
All right, so now it’s around 10am, I think?—or a little before? I think next we did math. Beanie watched a MUS video and since Rose didn’t remember that bit, she watched too. By now Rilla and Huck are outside playing, having consumed their snack. Rose likes me to go over the new lessons with her, so we did that. She’s only got two more in this book (geometry), hurrah! (We made cards for geometry last week, too, since she has found them so useful for history. Wrote out all the postulates and properties, with matching cards containing examples. And one very cool thing was that after she’d spread them all out and matched them up, we realized she’d just done all of geometry right there. I mean, all of it that’s covered in this book. The last few lessons are a preview of trig. It was gratifying for her to see the scope of her accomplishment.)
Beanie didn’t need help with her math, so once Rose got on to working her problems, I went out to mow the front lawn. Beanie finished and practiced piano.
10:30—Rilla and Huck went in to get their half-hour on the iPad. I usually reserve this for when I’m reading with the older girls, but today I was still finishing the yard. Rose finished math and did some Memrise.
11am—littles are off iPad, back to playing. Rose downloaded a metronome she needs for a song she’s learning in 5/4 time, but I don’t think she had much time to practice before I called her for the next thing. (She plays for a good bit most afternoons while I’m working, though.) Beanie did 15 minutes of freewriting while I read through a lesson with Rose in an essay-writing book we’re going through. Then Rose went to do the exercise for that chapter while I looked over Beanie’s freewrite.
11:30.—Latin with all three girls. We’ve been using a different book for new vocab but right now we’re using the rather old Latin Book One for some real reading and translation practice. We’re all really enjoying this.
12pm.—Lunch. Huck begged to watch Ponyo. Generally we don’t do any TV or videos at this time of day, but he’s been on a real Ponyo kick lately and was still getting over that cold, so I said yes. He ate his lunch and then fell asleep on the couch, watching the movie. I sat on the front stoop with Rilla, doing a subtraction lesson. Then she went in to eat, and Rose was eating, and Beanie had already finished. Bean and I went into the backyard and dug out a dead plant, and talked about Romeo and Juliet, which she was about to begin reading.
12:30ish?—Somewhere in there, I ate my own lunch. Then Rose and I started Gulliver’s Travels. I gave a bit of background and we read the first chunk together. She’ll continue on her own, but she really likes doing things in tandem. Beanie was reading R&J by this time, and Rilla was doing magical Rilla things.
1:15pm—Rilla’s turn. She was itching to garden, because Mary Lennox. We weeded the front-yard flowerbed and found a snail. After about a half hour, we were both hot and thirsty. Went in for a drink and then read two chapters. Met Dickon! The roses are wick!
2:30—time to pick up Wonderboy. Rilla walked with me, Huck was just waking up. Got home, unpacked, Beanie was doing her afternoon tidy and Rose had the dishes ready. I wash, she rinses. Wonderboy and I chatted, and then he turned on Word Girl.
3pm—Scott came out, and it was time for me to go to work.
Things unusual about this day:
• the Ponyo viewing and Huck’s nap, which meant I didn’t read to him at all!
• gardening with Rilla and reading an extra chapter of Secret Garden meant I didn’t do any of my own reading, which I usually try to squeeze in during the last half hour before Wonderboy gets home. But then I never read as much in spring, do I?
• Most mornings, Rilla sets up camp at the kitchen table with all her drawing supplies while I’m reading to her sisters. She absorbs quite a lot of history and lit that way. 🙂 But today she was very busy with Huck all morning.
• No German for Beanie, and barely any piano time for Rose. Usually Rose is pounding away every time I turn around. She likes short bursts of practice throughout the day, whereas Beanie will sit down for one long concentrated session.
I imagine any day I picked for this exercise would have about the same number of (totally different) “things that are different about this day.” An orthodontist appointment, a Journey North meeting, a muddy little boy in need of a bath.