The Home School Court Report
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Cover Story
Curfew Battle in Monrovia

Special Features
Kennedy Settlement

Homeschooler Wins Spelling Bee

A Life Abandoned to Christ - The Story of Jeff Ethell

Regular Features
National Center Reports

Litigation Report

Across the States

Press Clippings

On the other hand: a contrario sensu

President’s Page

O N   T H E   O T H E R   H A N D

a contrario sensu

Rewriting History

One hot Fourth of July, as we were watching the fireworks explode over a local lake, I overheard two public high school seniors having a discussion regarding the meaning of the holiday. (Their names have been changed to protect the "innocent," and/or "ignorant.")

Brad: "You know, they don't celebrate the Fourth of July down south. They are still mad because they lost the war."

Dave: "The Fourth of July isn't about the Civil War, dummy. It's about World War I."

Marica D. Wilson
Chariton, IA

A Hard Adjustment . . .

We had just begun our first year of homeschooling and my husband was working third shift, which meant he slept during the day when the children and I were having school. One day, while we were visiting our local Christian bookstore, the proprietor asked my youngest son, then 12, "How do you like homeschooling so far?" He responded without a second of hesitation, "I like it fine! The teacher is easy, and the principal sleeps all day!"

Janice Kennett
Gray Court, SC

Gud Thing 4 Foniks

This little incident took place about five years ago. My then 2-year-old daughter, Jillian, and I were enjoying a visit over tea with my beloved grandmother in her parlor. This, I thought, would be an opportune time to mention our plans to home educate our children.

At first, her countenance was one of disdainful surprise, and she began an immediate drill with the typical reactionary exhortations against homeschooling. "What about socialization?" "How ever will they be prepared for the real world?" In a very calm and loving way, I assured her of all the right reasons for choosing this proven superior alternative. She appeared only half-convinced while mulling and drumming her fingertips.

Then she edged forward in her chair and said, "I hope you plan on teaching her phonics." She was looking squarely at me over her glasses with a squinted eye, head tilted slightly forward and a stern look of authority. Again, I assured her that indeed there were several excellent phonetic-based programs I had been researching to use.

"Oh, good!" she replied, finally, with an element of approval. She paused a moment while munching a bite of cookie, then asked thoughtfully, "What exactly is phonics, anyway?"

Lisa Cellucci
Sutton, MA