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Heather Harvey is the Media and Staff Coordinator at the Montessori School of Greater Lafayette.
She has an AMS Early Childhood Credential and worked as an assistant and lead teacher at MSGL from 2000 to 2013. To read Heather's full bio, click here.
We Love Our Teachers!
The lovely ladies of MSGL, August 2014
It's Teacher Appreciation Week and it's the perfect time to give a shout out to the Montessori School of Greater Lafayette's amazing teaching staff. Our teachers come from all over the world and from many different backgrounds, bringing their experiences, understanding, and love of children to share with our Montessori families. Did you know that West Lafayette is the most culturally diverse city in the Midwest? This is largely due to the population of Purdue University which is ranked 2nd in the nation for total international student enrollment. Since over 60% of our families have a connection to Purdue either as staff or students, it's not surprising that MSGL's teaching staff is also diverse.
One way we measure this diversity is with a tally of languages spoken by the staff. Over 26% of the staff speaks English and a second language fluently. And 10% of staff members are trilingual, allowing MSGL to offer students daily exposure to Spanish, Russian, and Korean language and culture. Here is a breakdown of staff languages.
The teachers' love for their work shows in the number of years they have been with the school and their eagerness to enroll their own children here. Over half of our staff members have been with the school for over 10 years. And 61% of the staff currently have children enrolled at MSGL, are parents of MSGL alumni, or are MSGL alumni themselves.
Some of our teachers came to Montessori after studying education. Many others followed their children here before deciding to become a teacher with backgrounds including art history, biology, interior design, psychology, anthropology, nursing, journalism, medieval studies, philosophy, history, and chemistry. However they discovered Montessori, we are grateful they found us and chose to stay. Here is a look at these hard-working ladies over the past year.
Mary Dyrenfurth and Cathy Stier
Revati Nemani
Stacie Seipel
Constance Straight
Machelle French
Lena Atkinson
Angie Shamo
Somdatta Datta Roy
Eunsuk Han
Dilya McClaine
Dena Saunders
Ana Ramirez
Pam Adams
Anita Trent
Janet Lee
Emily Frazier
Suman Harshvardhan
Fay Mentzer
Marilyn Martin
Erica Wallskog
Ginette Roos
Heather Harvey
Melissa Valencia
Chloe Garwood
Beth Nichols
We salute you, beautiful ladies of MSGL! Thank you for bringing your dedication, your love of children, and your sense of humor with you each and every day.
These class photos from 1973 and 1974 were recently shared by Jan Dilley who, along with Jan Knote, is a founding mother of the Montessori School of Greater Lafayette. MSGL opened in 1972 with one preprimary class. Unfortunately we are unable to find a class photo from that first year. These two photos represent the second and third years that MSGL was in operation inside the Temple Israel in West Lafayette.
1973 - MSGL preprimary class
1974 - MSGL preprimary class
Do you know anyone in these photos? We would love to hear from you in the comments section.
AMS Accreditation Visiting Team: Brenda Huth, Laura Bowen-Pope, Heather Gerheim-Gladden, Micah Earle
We are pleased to announce that our two-year re-accreditation process with the American Montessori Society (AMS) is finally behind us and MSGL performed very well. Although our re-accreditation will not be officially announced until later this summer, all indications are that we met or exceeded the standards. Those standards include the areas of: Vision and Purpose, Leadership and Governance, Teaching and Learning, Documenting and Using Results, Personnel, Facility Resources, Records and Support Systems, Stakeholder Communication and Relationships, and Commitment to Continuous Improvement.
The AMS onsite team arrived on Sunday, March 29th. Members included Brenda Huth, Ft. Wayne, Indiana; Micah Earle, Chantilly, VA; Laura Bowen-Pope, Woodinville, WA; and Heather Gerheim-Gladden, Brecksville, OH. The team toured the school and conducted interviews with the administrative staff, current and alumni parents, and the MSGL Board.
Angie and Somdatta charm the visiting team in the Birch Room
We are so grateful to the parents who took time Sunday afternoon to share stories of their experiences with our school. Thank you to Tiina Jaagosild, Melissa Law-Penrose, Melissa Fraterrigo, Ginette Roos, Janet Lee, Genevieve Wang, Tony Harvey, and Gretchen Freese. We were especially honored that MSGL's founders, Jan Dilley and Jan Knote, shared their stories of how they started MSGL back in 1971. "The Two Jan's," as they are affectionately called, are very proud of the continued success of the little school that grew out of their dreams and the dreams of the eight families who initially pooled their resources to open its doors in 1972.
Jan Dilley and Jan Knote, founders of the Montessori School of Greater Lafayette
Current and alumni parents share experiences of MSGL with the visiting team
MSGL alumni parents Mary and Dwight McKay hosted a welcome dinner Sunday evening in their home for the board, staff, and visiting team. The evening was the perfect opportunity for the team to see how important MSGL is to our community and for us to learn about the hometowns and Montessori schools of the four team members.
Hilary Cooke and Fay Mentzer at the welcome dinner
Brenda Huth and Mr. Dilley share a joke
Monday and Tuesday allowed little time for socializing as the team was busy observing classrooms, interviewing teachers, and reviewing documents. Some of our families provided homemade goodies for the team to snack on during the day. Thank you to Amy VanHorn, Joni Lane, and Abby Christiansen for the treats! In the evenings, the team wrote up reports about all they had learned during the day.
On Wednesday morning, the team presented its exit report to the steering committee. The report was comprised of commendations and recommendations for the continued excellence and growth of the school. The team was moved by the level of parent involvement and the joy shown by the MSGL children. Team chair Brenda Huth praised the teachers for their willingness to "wear many hats" and work where they are needed. Lena Atkinson was also commended for her work in preparing all of the school's documents so they could be accessible online. Lena's work made this the most organized onsite visit the team has ever experienced and they hope she will share her ideas at the 2016 AMS National Conference in Chicago.
Angie Shamo and Anita Trent discuss spring plans for the Oak Room Garden.
The AMS re-accreditation process takes place every seven years. When completed, families can be assured that the school operates according to the high expectations set by this national organization. We are currently one of only five Montessori schools in all of Indiana that are accredited. We could not have completed this process without the help of the staff and families who have worked for the past two years preparing themselves and the campus for this visit. Have you helped inventory library books or helped mend classroom materials? Have you shoveled mulch and washed windows at parent workdays? Have you swept sidewalks and helped maintain the buildings on your days off? Have you made donations to our classrooms or scholarship fund? You are one of the generous MSGL family members who continue to make this a great little family-run school. MSGL can't happen without all of you. Thank you for the love and support you show MSGL. We look forward to seeing what the next seven years will bring.
Here are some very familiar faces from around 2000. They are posing with Miss Terri, former ADP assistant teacher in classroom A at the Morton Community Center.
Chloe Garwood, Molly ?, Grace Harvey, Miss Terri C, Melina Pajor, Cami Brown, Nikolas Gamarra, Roxanne Harvey
February in Indiana is tough. It's 28 days of Arctic cold, howling winds, and brown slush everywhere you turn. The air hurts your skin and the gray sky steals your hope. Do you know why February is only 28 days long? Because no one would survive if it lasted even one day longer. February is the Chuck Norris of our calendar year.
I think February brings out the worst in everyone, even the sweet little children at the Montessori school. So it's often in February when I remind myself that the primary purpose of preschool is socialization. Sure, our Montessori classrooms have these beautiful materials and teachers trained to present them, but our primary goal is for each child to develop naturally into a well-rounded and well-adjusted individual. And for that to happen, each child must learn many, many social skills. Here's a partial list. Lucky for me, blog inches are cheap!
Preschoolers do all of this really challenging work surrounded by 23 other children who are all trying to do exactly the same thing. (Twice that many, if enrolled for a full day.) Preschool can be very hard work!
Sometimes a child will do something inappropriate to another child and a well-meaning parent will ask me, "Did you tell them not to do that?" Of course. Every day our teachers remind children that hands are not for hurting and to use their words. But listening is not the way young children learn morals and social skills. (Although it IS the way they learn language.) Preschoolers learn by doing and that means that sometimes - lots of times, actually - they do inappropriate things. And gradually, they learn from them.
So, since young children are not born knowing the difference between appropriate and inappropriate behavior, and they can't simply follow our instructions, the grown-ups have to give them lots of opportunities to figure it out with other children. We must provide them with an environment that allows them to safely - with close supervision - make many, many bad decisions. In our preschool classrooms, the teachers expect inappropriate behaviors and respond to them consistently with each occurrence, knowing that they will lessen over time. A child's "bad" behavior might keep us on our toes, but it rarely surprises us.
And thank goodness for that! Imagine if doctors were shocked to see so many sick patients every day. Or if plumbers were bewildered by clogged pipes. Or firefighters were stymied when houses caught fire. They would not be very effective at their jobs. In order to be effective at my job as a teacher in a Montessori classroom of three to six-year-olds, I have to first: like children, and second: understand that all of the terrible things that children can do to each other are not failings, but simply a natural part of their development. A child who hits or bites or kicks is showing me that she is upset about something and has not yet learned to respond without hurting. It's my job to help her develop a new, appropriate response while doing my best to keep the other children safe.
I admit that my best isn't always enough. And it's not easy to watch these children suffer through the process of dealing with separation anxiety, or a friend's harsh words, or simple frustration at being unable to dress themselves. I love the children in my care and it hurts to watch them hurt themselves or others when their anger literally comes out of their fingers and toes.
Recently, I was sitting next to two children who had been playing very actively all morning. I will call them Danny and Sandy. They were having trouble working together but they just couldn't stand to be away from each other. They are each learning how to be friends with someone who drives them a little bit crazy. I stayed close to them so I could intervene and help them resolve the issues that were bound to arise when things got out of hand.
At group time the children got to talking about which animals they liked the most. Danny laughed and said, "My favorite kind of animal is Sandy." I turned to them just as Sandy pulled back her arm and punched Danny squarely in the face. Danny was really surprised. He thought maybe he was hurt for just a moment, but quickly regained his composure.
Seeing that he wasn't hurt, I said, "I don't think Sandy liked it when you called her a name. What do you think?"
"I was just saying it to myself," he said.
"Well, I'm pretty sure she heard you," I responded.
Having made herself clear already, Sandy had nothing to add.
Did Danny deserve to be hit? No. But he did need to know that Sandy didn't like the way he treated her. Should Sandy have hit him? No. But she did need to let him know that it wasn't okay to call her a name. Did either of them "get in trouble" by me? No. We talked about other possible responses and there was no more name-calling or punching that morning. But it's not over. I will keep those two on my "Watch List" for the rest of the year and when I hear their voices get loud or see them chasing each other I will do my best to be right there to help them work through their next disagreement. That's my job. Not to punish or shame children, but to help them learn to express themselves and to be good listeners and… ah, just refer to the previous bulleted list.
I have read about preschools with zero tolerance policies for hitting and biting. My question is always, "Where will they send all of those children?" If a 4-year-old is banned from preschool because she has not yet learned to get along with others, what's next for her? Reform school? Prison? Dr. Phil?
Preschool is THE BEST place for young children to learn how to get along with others. Sometimes it's tense, sweaty, gritty, even frightening work. But the mis-steps children make in preschool prepare them for a future that is much less secure. A time when they won't be surrounded by loving adults waiting to step in and guide them to resolve problems peacefully. A time when using hands to hurt can have lifelong consequences.
I am not complacent about children hurting each other and I put myself between thrown punches and sweet little faces every time I can. But I also know that "bad" behavior is not a fault in a child, it signals an important learning opportunity. A child who lashes out is showing us how we can help her. Maria Montessori put it this way,
"The undisciplined child enters into discipline by working in the company of others; not being told he is naughty. Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with."
Please try to be patient with your children and other people's children as we all wait for the Earth to travel just a little further around the Sun. February will become March, winter will become spring, and children who are not yet peaceful will develop a little more self-control and gradually, gracefully learn to cope with the many frustrations of being a small child.
Thanks for reading,
~ Heather
Montessori School of Greater Lafayette - 1981
This is the oldest available photo from the Montessori School of Greater Lafayette.
Notes on the photo list some of the names. 1st Row: Cristy Belz, Andruzca Rukhin?, Cristy Welch, Jensen Douglas, Ben Pealman, Gretchen Behnke, A.J. Marks, J.P. Rowe, Rolf Friedlaender. 2nd Row: Ila Ela, Luke Murphy, Sara Williams, Cristopher Armstrong, Catherine ?, Yoshi Furata. 3rd Row: MaryBeth Meyer, Niki Plante, Tony Hwang, David Bluestein, Kwesi Coleman, Nina Garza.
If you know more about these photos, please comment and share.
An MSGL preprimary student prepares carrots at home using a chopper and cutting board of her own.
Dozens of MSGL students are enjoying increased independence at home thanks to the "Bringing Montessori Home" parent development night held January 21, 2015. Thirty parents and grandparents attended the 1 ½ hour event that offered live demonstrations of Montessori-inspired activities children can do at home as well as hands-on activities, and an introduction to the Montessori philosophy.
Small groups of parents rotated through three different classrooms to observe and take part in presentations. Dena Saunders and Emily Frazier presented Care of Self and Care of the Environment. Getting dressed, caring for plants and pets, and cleaning up spills were some of the topics covered. Dena elicited "oohs and aahs" from one group when she demonstrated how to use masking tape to make a square on the floor so a child can easily sweep spills into a dust pan.
Angie Shamo and Machelle French demonstrated how to put together a few simple art activities on a shelf at home for when a child wants to work creatively and independently. The cutting strips, which consist of thin, sturdy paper strips on a tray with a pair of scissors, allow the child to practice cutting safely and successfully. Another suggestion was to offer just three colors of watercolor paints at a time - in the beginning - so a child can successfully create a painting without all of the colors mixing into brown. Families were also given the school's popular recipe for making play dough at home.
Many parents tried their hands at peeling and chopping carrots and peeling clementines in the food preparation class led by Anita Trent and Ana Ramirez. Each activity was arranged as it could be in the home, including child-sized tools. Hand-washing and serving etiquette were also discussed as these are important aspects of food preparation for young children. While one parent offered sliced carrots to the group, Anita said, "Imagine how it feels for your child to serve you just like you have always served your child."
After the presentations, many parents said they were excited to try these activities at home with their children. They also felt that some of the things their children were already doing at home, such as preparing a salad and feeding the fish, meshed nicely with the Montessori philosophy.
Each family received a selection of child-sized items to use at home.
Each family in attendance received a materials bag containing a child-sized vegetable peeler and chopper, a small pitcher, a dust pan set, cutting strips and scissors, child-sized sponge and towel, and a hook to hang the child's coat or book bag at a level where she can reach it. Families also received a custom-made photo book - created by the teachers - that reviews materials covered in the presentations as well as offering additional ideas and resources.
Materials bags and books are still available for purchase in the office for $10.
Thank you to everyone who attended! MSGL plans to offer "Bringing Montessori Home" again next year and will include new activities and take-home materials.
Last week, the preschool and Kindergarten children from the Catalpa Class learned about the life and work of Dr. Martin Luther King, Jr. and they discussed what peace means to them. Here are some of their thoughts:
I was excited to capture this video of a preschool friend doing the 9 Layout recently. The 9 Layout is a Montessori math activity that presents the ideas of place value and increments. Beads representing ones, tens, hundreds, and thousands are counted and matched with the numerals. Here, my friend has completed the ones place and has started the tens. She is adding bars of ten until she makes ninety. (You might turn down your volume. The background is a bit noisy.)
What I noticed when I reviewed the video is how she stops to reflect after each increment. She moves the bars up, adds one, then sits back to review or reflect on the work. This is one of the beautiful aspects of Montessori - or really, just scientific pedagogy in general - the child doesn't need a teacher to step in and say, "Great! That makes 60!" All she needs is to see how to do the work then be allowed to do it. When she is all finished with the tens, then she looks up at me. My mentor, Don Czerwinskyj, made sure I understood the importance of offering a child a reflection when they were finished with work. He told me to wait for the child to finish and watch her face when she looks up. Is she pleased? surprised? excited? confused? Wait for her to assess her own work before offering any feedback. In this child's case, when she looked up at me and seemed satisfied, I said, "Ok. You did it! You completed the tens. Are you ready to count the hundreds?" She said she was and she continued.
A friend of mine told me recently about visiting a preschool where every child's work was praised lavishly. Every painting or block structure was met with, "Oh my! That's the most beautiful picture/castle/birthday cake I've ever seen!!" Montessori educators try to avoid empty praise because it causes children to look outside themselves - rather than inside - for affirmation. Just like adults, kids have opinions about their work and their performance. If a child is happy with her work then we can be happy for her. If she is unsatisfied with her work or feels she doesn't understand it, we can offer empathy, advice, or suggestions - depending on what's needed.
When this student was finished with the work, I snapped this photo just as she added the last thousand cube. She was pleased with herself, as the photo shows.
Now, because my job is to observe and assess her understanding of the concepts she was learning, I noticed that she had only stacked 8 cubes, instead of 9. This was no time for criticism - look at that beaming face! So I commented on how pleased she was with her work. I asked her if we could count all of those cubes. When she got to 8 thousands she realized that she needed one more. She added one more cube, we counted them again together, and I said, "There are 9 thousands and this says 9000. Is that correct?" She said it was, and together we determined that her work was complete. She then put all of the materials away.
Sometimes we think our grown-up words are essential to motivate children to learn and to keep them on track. But most of the time, we could get by with a few words and more time simply observing and offering reflections. Rather than saying, "That's a beautiful painting," we could say, "Wow! You used 5 different colors in this painting. Do you have a favorite?" It requires more work for us to look so carefully before commenting, but it shows the child that we are truly interested in her work. And, we are interested in the process and not just the product.
If words fail us, we can always try those three little words everyone loves to hear, "You did it!"
The best kind of snow day is when you can actually play in the snow.
Last week provided a miserable welcome to the new semester. Snow, high winds, and bitter cold meant that the Montessori School of Greater Lafayette was in session for only 20 out of a possible 40 hours over four days. Our staff did its best to maintain communication with the families and those families were very understanding. There were, however, a few questions about how we respond to Indiana's volatile winter weather at MSGL.
The question of the week was "If the weather continues like this, can we expect to continue having so many delays and closures?" The short answer is, "yes." But how are decisions about school delays made? That's a longer answer.
I would have thought this to be a very elementary understanding. Doesn't everyone know when it's too dangerous to take the kids to school? But when I found myself working as MSGL's "Weather Delay Intern" last week, I discovered that many factors contribute to a closing or delay, and they are not always obvious to everyone.
First, there are no hard and fast rules for determining if conditions are too dangerous for school. Everything depends on timing. Temperatures below -12F are a general cut-off if people are going to be outside for more than a few minutes. However, if the roads are clear and the temperatures are on the rise at 8 a.m., then -12F might be acceptable at arrival. High winds could change that, of course. Roads that are clear now may not be clear when morning classes dismiss. Or they might be passable in town, but dangerous out in the country. And all of this has to be considered over the course of our 10-hour day.
MSGL can't follow the determinations of local school districts because they have special considerations - such as bus transportation and a large number of students who walk to school. Generally, MSGL can be in session more frequently than the public schools.
The weather is just one component of a weather-related school delay. Preparation of facilities and the safety of our staff are two others. And our families themselves are an important consideration.
Facilities: The parking lot and sidewalks must be clear of snow and ice before staff and families arrive. Our school is a small, not-for-profit, parent-owned school. A small core of people manage the day-to-day operations of the school and the needs of over 500 people. This is why we rely on a private company to clear the parking lot, sidewalks, and steps of snow and ice. That company serves several other businesses each day AND it needs two hours to clear MSGL after a snow or ice event. As an example, if the snow stops falling at 6 a.m. on a school day and we are third on the list for snow removal, school cannot open at 7:30. The ability of our snow removal contractor to clear our lot and paths before we arrive is a major determinant of our start time.
Cultural Considerations: Another little-known factor is our region's cultural relationship with winter weather. As one parent said, "I grew up in Vermont. We don't cancel school there." Indiana's threshold for tolerating winter weather might be a bit lower than other cold places because we don't see as many snowy days and our street departments are not equipped for a large quantity of snow on a regular basis. And because the majority of the West Lafayette community is made up of faculty or students from Purdue University, we also have a lot of families who come from places with absolutely no snow, ice, or cold temperatures. It can take these families a few snowy days to get the hang of dressing for the weather and driving in it. We are more comfortable with snow than Los Angeles, but less comfortable than Montpelier - and that makes a difference in how we respond to it.
Staff: Teachers and staff need to be able to travel safely and arrive at school before the children. Our staff are dedicated to their jobs and they want to be at school. While it's easy to imagine teachers being excited to have a snow day, the reality is that the majority of our teachers have school-aged children of their own. Just like MSGL families, the teachers have to scramble to get their children safely to school in case of a delay or to arrange other care if public schools cancel and MSGL is in session.
Many of our staff live outside of city limits and travel county roads to get to work, so their ability to arrive safely is always a top priority. Delaying the start of school allows them to get out of their driveways and travel potentially hazardous roads in daylight so they can be here when the families arrive. We could call on substitute teachers to work for staff who cannot make it to school, but our substitute teachers are also home with their children on these days. Operating without adequate staff is not an option so we need to be sure all of our teachers can get to school.
Forecasted weather: Conditions throughout the day, and not just at arrival, need to be considered to determine closures and delays. The weather may be clear at morning arrival, but if incoming snow and/or ice and wind threaten later in the day, staff and children could become stranded at school or out on the roads. The administration must take into account the anticipated timing of dangerous weather and sometimes cancel classes in advance of this weather (even if that bad weather never fully materializes.)
Our early arrival and after school programs are the first to be cancelled because MSGL is a school and not a daycare facility. We do offer before and after-care programs that can function as full-day care for families, but our primary function is that of a school. This means being open during class time from 8:30 - 3:00 takes priority over being open before and after class.
We understand that it is frustrating to wake up to a school delay or cancellation. Our Montessori parents have jobs, commitments, and plans and not being able to leave their children in our care causes real problems for them. That being said, MSGL is a parent-owned school. We were started by parents over 40 years ago and all current MSGL families are the current owners of the school. If you are reading this and you have children enrolled at our school, you are one of the owners of the Montessori School of Greater Lafayette. With that ownership, come some responsibilities.
What can MSGL families do to help?
1. Stay informed - before school and during the day. We announce delays, cancellations, and early dismissals through many different sources. Here is a listing.
2. Offer help, if you can. If you have some time after bringing your child to school on a wintry day, you might:
If possible, we would prefer to be able to control the climate and prepare the outdoor environment as carefully as we prepare our students' learning environments. But the realities of winter weather require our staff and families to be vigilant, flexible, and patient with weather events - and the timing of those events - over which we have no control.
And if you, like me, are curious how the large, public school districts determine delays, this video from Louisville, KY is interesting.
Thanks for reading, ~Heather
Small donations by many children purchased these two refurbished bikes for the Community Christmas Dinner.
UPDATE: We received the following thank-you note from the organizers of the Community Christmas Day Dinner for our donation of two refurbished bicycles. "I wanted to say thank you again. On Christmas Day, we served 2,500+ meals and gave away 472 bikes. A lot of kids had "The Best Christmas Ever" because of people like you!"
We are thrilled to let you know that your donations to the "Buck for a Bike" fundraiser totalled $157.45 towards the purchase of two bikes! Our friends at Virtuous Cycles, 215 N Tenth Street, Lafayette allowed us to choose two bikes even though we only had enough for one, so a huge thanks to them! If you are thinking of buying a bike for yourself or one of your little ones, please check them out. Virtuous Cycles is the source for all of the popular Strider bikes that see constant use on our playground.
On Christmas Day at the Community Christmas Dinner at Lafayette Jefferson High School, two very happy teenagers will receive new bikes. Self-sufficiency and getting around town are developmental needs for adolescents so thank you all for helping to meet that need!
MSGL GIVES BACK in a big way! Gracias! Spasibo! Danke! Xiexie! Grazie! Thank you! Sas Efcharisto! Arigato! Dank u! Shukran!
~ Anita Trent, MSGL Development Director
Children at work in the Montessori Elementary class.
October is observation month at our Montessori school. Now that the classrooms have been up and running for six weeks and the children are mostly adjusted to being away from their parents, we invite the parents to spend 15 minutes in the class just observing to see what their children's days are like. Parents are given a clipboard with an observation sheet that asks some general questions about what they see. After class, the teachers read over the observation sheets and respond to any questions or concerns the parents may have at the upcoming Parent/Teacher Conferences. Observation month is offered again in April.
Parent observations are important to the teachers because they keep us focused on our own observations. "I'm seeing that this child rarely chooses to work by himself. I wonder if his parents will see the same thing? Is that how he is at home or only at school?"
Observations are important to parents because they can serve as an informative window into a child's day. "I didn't realize she had so many friends at school. Does she ever work by herself?"
Observations are also important to the children because every child enjoys when Mom or Dad come to visit. "Mom's at MY school watching ME work??? Awesome!" Being a part of your child's day promotes good feelings and almost guarantees terrific dinner conversation.
Children at work in a Montessori preprimary classroom.
So what can you expect during your in-class observation?
Children working in the Montessori toddler classroom.
Sign up for an observation time outside your child's classroom. We look forward to seeing all of our parents in our classrooms!
Miss Emily tries out a science experiment during the Teachers' Silent Journey and Discovery.
Have you ever wished you could experience Montessori through a child's eyes? We would like to offer you the next best thing. Please join us on Monday, September 22nd from 6:00 - 7:30 pm on the MSGL campus for the Montessori Silent Journey and Discovery. This is your opportunity to see the classrooms as your children do and to use the same materials they use to develop their bodies, minds, and spirits.
The Montessori Silent Journey and Discovery will take you on two guided tours of the school, starting as an infant and progressing through the Toddler, Preprimary, Extended Day, and Elementary classes. The first tour is silent. Your tour group will spend 5 minutes in each room looking at - but not touching - the classroom environment and the various materials. After the first tour, your guide will once again take you to each of the classrooms, but this tour will be the Discovery portion when you can use the materials, ask questions of the guides and teachers, and take part in the teachers' presentations. We will wrap up the Montessori Silent Journey and Discovery by gathering together for refreshments and discussion afterwards.
Miss Stacie presents the Squaring Chains.
We are very excited to offer this new parent education event and we highly recommend it for all new families and anyone who would like a hands-on experience in our Montessori classrooms. This is also a nice tour for grandparents and caregivers. The teachers practiced the Silent Journey and Discovery in August and really enjoyed the experience. You can read about one parent's experience with a Montessori Silent Journey and Discovery on the I Heart Montessori blog.
Childcare is available for children ages 2 and older who are currently attending MSGL or familiar with MSGL. All of our teachers will be on hand for this special evening and we look forward to seeing you there, too!
Please register for this fun event and sign up for childcare in the office or by phone by this Friday, September 19th.
A child explores the knobbed cylinders.
"Gradually the children begin to concentrate. One day one child, another day two or three children. After they have concentrated the children are different. They become detached and work for themselves. The disorderly children begin to love order. They all become so orderly that disorder is an extraordinary thing." - Maria Montessori, The Child, Society, and the World
"Normalized" is the word Maria Montessori coined to describe children in their natural state. She believed that a "normal" child is one who is able to focus on activities that interest him and, through these experiences, he constructs his personality. A normalized classroom is one in which the children interact peacefully while exploring activities that introduce them to the world. Montessori described a normalized classroom this way,
"A room in which all the children move about usefully, intelligently, and voluntarily, without commiting any rough or rude act, would seem to be a classroom very well disciplined indeed." - The Montessori Method.
At the beginning of the year, Montessori Toddler and Preprimary classrooms are far from normalized. Some children shout, wander the room, and maybe even throw objects or dump materials on the floor. There is crying and spilling. Messes are made and not cleaned up. Disagreements arise. Those first few weeks can be wild, indeed! In traditional educational methods, teachers might respond to these behaviors with reprimands and punishments. In Montessori classrooms, the teachers respond with redirection to purposeful work.
For example, when a new three-year-old is wandering the room and disturbing the work of others, a teacher will take him by the hand and present a new material to him. If he has shown an interest in counting then we might present the Hanging Bead Stair. When this work is completed, we assist him in finding another activity that calls to him.
While polishing the sailboat, a child tunes out everythiing else around him.
Whatever the activity the child is redirected to, the aim is always the same: to develop concentration. Concentration is the key to a child's natural development and all learning takes place in a state of concentration. We can think of ourselves in our adult lives to get a better understanding. When you need to study for your GRE exam, what do you do? Do you head to a busy shopping mall to work on your laptop in the food court with your friends, or do you choose a quiet place? If you need to paint a room in your home, do you do it in the afternoon when the children are busy around your feet or do you save it for those glorious, quiet mornings when they are at school? Adults relish those moments when they can concentrate and really focus on their work without interruption. Children also relish those moments, but they must first know what concentration feels like.
This is what a Montessori classroom does: it provides an environment where children are free to concentrate - without interruption - on work that is essential to their development. A child who is excited and distracted by all the activity around him will transform into a peaceful, thoughtful individual when he is able to concentrate on a work he enjoys. Because concentrating and being in control of his body feels better than thrashing around wildly and causing mayhem, he continues to seek out other activities that allow him to feel this way.
Since concentration is the ultimate goal of every activity in our classroom, we are reverent of it when it appears and we do not interrupt it for any reason. If all learning occurs during a state of concentration, it would be illogical to interrupt a child's concentration in an attempt to "teach" her something. Corrections, points of interest, fixing a lock of hair that has fallen over her eye, picking up the pencil that rolled off the table, reminding her to wash her forgotten snack plate - we must do none of these things. In fact, when a child begins to concentrate on an activity, our job is to quietly step away and behave as though we are not in the room.
"The great principle which brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. Naturally, one can see what he is doing with a quick glance, but without his being aware of it." - Maria Montessori, The Absorbent Mind
Dressing the baby doll and fastening its clothes requires great concentration. Some children choose this activity nearly every day.
Eventually, in a few weeks or even months, the classroom has been transformed from a noisy, chaotic scene into a peaceful, happy place to learn and play. We have seen this transformation begin in our classrooms. The children are beginning to put their belongings in their lockers and walk quietly into their classrooms. They greet their friends warmly, but not loudly. They choose work, complete the work, and put it away when they are finished. They choose to work with a friend or by themselves. They tap us on the shoulder when they have a question. They pour their own water for snack and wash their dishes when finished. They use the toilet without assistance (although assistance is always available.) They are also preparing to read, write, and count to 1000 - but when you are a young child, those accomplishments are of secondary importance compared to the ability to control one's body and interact peacefully with friends.
Your children always benefit from opportunities to concentrate on an activity. You can provide these opportunities at home by providing space and, most importantly, time for them to focus on just one thing. Maybe painting with watercolors, washing the breakfast dishes, watering the plants outside, looking at the spider web by the front door - let her look and explore for as long as she wishes. Be available to answer questions, but don't obey your urge to jump in and explain everything you've ever heard about spiders or tell her all about color theory. Let her concentrate and formulate her own ideas and questions. When her curiosity is satisfied and she is ready to turn her attention elsewhere, you may notice that she looks refreshed and relaxed. This is a sign that she is learning and making new connections in her brain! Dr. Montessori observed that, "The child who concentrates is immensely happy."
Do you have a story about concentration from your life or your child's life you would like to share in the comments below? We would love to hear about it.
May you find yourself concentrating and immensely happy in the week ahead. Thanks for reading.
Following Friends to Physics
Free play and building with logs and boards is a realistic way to explore physics concepts. MSGL has an outdoor space that allows for more than just "recess." Outside time is not a chance to get away from the classroom, it's an opportunity for children to use their whole bodies to learn and, most importantly, have fun with friends.
On Thursday, a quartet of boys was getting very silly in the back corner of our Montessori classroom. They were speaking with outside voices and using all available paper to make pretend swords so they could have a pretend swordfight. When I tried to redirect them, they asked to make paper airplanes and see whose would fly the farthest. Although Montessori teachers are known for their flexibility and laid-back grooviness, I could not condone sword-fighting and airplane-flying during class on this, only the second full week of preschool. What would people say?
I empathized with these friends because they wanted to play together and needed to actively move their bodies, but it was still 30 minutes before we (read: I) could even think about going outside where this type of gross-motor play was appropriate. They took a half-hearted interest in another activity and I sat at a table nearby to observe. When they realized I was there to stay, they started putting away their work and chanting with dead eyes and sad voices, "No more fun. No more fun. No more fun." It would seem I had officially become "the man." They went to the other side of the room to build a tower with the brown stair and the pink cubes and within minutes, they were using the smallest brown stair as a lever to launch the smallest pink cube across the rug. Clearly, they were trying to tell me something.
What these boys wanted was action. They are perfectly willing to come in each morning and work on their maps or practice writing their names, but after a time they really want to make things move. And it's not just the boys, of course. Girls thrive on kinesthetic learning activities and they are usually the first to line up to walk across the log seesaw.
In fact, all young children are kinesthetic learners. Most mature into adolescents who can learn successfully through watching and listening, but not all. As long ago as 1979, researchers studying how humans learn understood this:
"Restak (1979) and others have indicated that many students do not become strongly visual before third grade, that auditory acuity first develops in many students after the sixth grade, and that boys often are neither strongly visual nor auditory even during high school. Therefore, since most young children are tactual and kinesthetic learners, such resources should be developed and used, particularly for those who are experiencing difficulty learning through lectures, direct verbal instructions, "chalk talks," and textbook assignments."- See the full article at Education.com
No one is suggesting that preschoolers should be taught through lectures, but sometimes society (or maybe our high school principal's voice in the back of our head) worries us into thinking that if we don't make our children sit down, concentrate, and learn - how will they ever be successful in school or the Real World that supposedly comes after?
Parents sometimes ask, "When will you teach him to sit still and listen to the teacher?" The answer is that he will sit still and listen when what I am saying is of interest to him. It's my job to find the topic that is so fascinating to the child that he can't help but hold his body still so as to not miss a single word. A teacher's job is to be fascinating; but only until the child is so interested in the subject that he sets off to explore it on his own. At that point, the teacher observes and prepares for the child's next question then guides him to find the answers on his own. (Please note: Matters of health, safety, and courtesy are always addressed immediately. No one in the classroom has the freedom to hurt themselves or to hurt or disrupt others.)
Maria Montessori observed that not only do young children learn kinesthetically, they absolutely MUST learn this way for proper brain development.
"Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas." - The Secret of Childhood
So, as a good teacher who believes in a research-based approach to education, I am obligated to consider the kinesthetic learning style of my preschool students. I am also obligated to follow a child's interests because a child who is studying something she is interested in, as opposed to an externally-imposed curriculum, is much more likely to retain that information and build connections in her brain. So why were we still inside the classroom and NOT outside studying the physics of flight and simple machines? Because I didn't know they were interested until Thursday. But now I do.
As a result, my assistant and I will be following our 3, 4, and 5-year-olds into the action-packed world of physics this week starting with the simple lever. We will spend a little extra time outside on the log seesaw for some major gross motor exploration, then we will scale down the kinesthetic experience to make smaller levers inside the classroom using blocks, rulers, pennies, rocks, and pompoms. We will introduce the appropriate words such as "load", "effort", and "fulcrum" and we will figure out how many pennies it takes the raise the rock load. I will do my best to be fascinating. There may be squeals of joy and pompoms flying through the air, but no more "No more fun."
Grace's first day of Montessori preschool, 1997.
Last summer, my 19-year-old daughter was getting ready to move into her first apartment. I was excited for her to have the chance to live on her own and had been setting aside household items that I thought she could use. One day, after admiring the "steal" of a chair I had found at Goodwill, she asked me, "Aren't you sad that I won't live here anymore?"
"Well, honey," I said, "I always imagined that you would grow up and move out of the house. That was our goal all along for you to be an independent, self-sufficient person."
"I know," she said. "But I'm kind of sad that I won't be sleeping here anymore."
I reminded her that she had hardly slept at home at all since she started college last year. She lived in the dorm, four hours away from home and we often didn't hear from her for days.
"Yeah, but this is different. I just can't believe this won't be my home address anymore. Are you going to change the garage door code?"
A-ha! Then I figured it out. She was worried about cutting the cord from the house where she grew up. I had been concerning myself with making sure she was comfortable "out there" and she was worried she would no longer be welcome back at home.
It occurred to me that not much has changed between that day and the day sixteen years ago when we were preparing to send her to preschool here at the Montessori School of Greater Lafayette. Back then we were so excited to help our "baby" pick out a new lunch box and indoor shoes but we had little idea what to do to help prepare her (or ourselves) emotionally for this new chapter. She sailed through preschool and is now working through nursing school just fine, but we have learned a lot since then. Today I am sharing some tips and advice gathered from teachers and parents here at MSGL to help you and your child prepare for the first days of preschool.
Talk about school - mindfully. Talk with your child about preschool when he is in the mood. Maybe he will bring it up or you can start the conversation, just don't push too hard. If your child seems "done" with the conversation or is becoming anxious, let the topic drop until later. And be honest about your feelings when you do talk about school. Some children worry that their parents will be sad or lonely when they are gone. When you say, "I am going to miss being with you in the morning, but it makes me happy to know you will be enjoying yourself at school," it lets him know that you will miss him but you are confident that school is a good place for him to be.
Check out the new environment. MSGL's Parent Work Day is Saturday, August 16th. This is a great time to get familiar with the school and classroom environments and to be part of the school community. Children are encouraged to help clean lockers, pull weeds, and load and unload wheelbarrows full of mulch right alongside their parents and new classmates. And, each family member's time counts towards your volunteer hours requirement.
You will have another opportunity to get familiar with the school when your child attends her New Student Orientation visit on Monday, August 18th. This is her first opportunity to see her teachers and classmates in her new classroom. She can put her indoor shoes in her locker, locate her cubby and extra clothes box, and see where the bathroom is. The whole family can attend the Parent Orientation later that evening and maybe your child can give a tour of her new classroom.
Make new friends. You will receive a class list via email in August. Consider contacting a few families on the list to set up a playdate before school starts. Even if you can't get together with any other families, you and your child can look over the names on the list together. You may discover that one of his classmates lives on your street or maybe someone has the same name as a sibling or a friend.
Help her dress for success. Our Montessori classrooms are prepared to encourage your child's independence and you can help by providing your child with shoes and clothing that she can put on and take off by herself. Belts, suspenders, and jumpsuits look smart but they can be difficult for your child to use successfully. Provide your child a choice of clothing that allows her complete independence in her self-care routines. And please remember that preschool is a time to jump in and explore. Paint, snack, sand, and dirt from the garden can stain your child's clothing, so please send her to school in clothes that can stand to get dirty.
Plan a morning routine. Now is a good time to do a mental run-through of your morning routine. Consider how much time your child needs to wake up, get dressed, and eat breakfast. Allow time for packing lunches, finding coats and shoes, and getting on the bike or in the car. Then add a few extra minutes. Parents and children who are not in a rush tend to have much better experiences at drop-off. Some families even do a few "practice runs" in the summer to see if they can get to school and work on time.
Create a goodbye routine. Discuss with your child how you each want to say goodbye at drop-off. Some families say, "After you put on your inside shoes and put away your lunch box, we will walk to the classroom and I will give you three hugs and two kisses before I go to work." Some children like to wave to dad out the window and some parents leave their children with specific plans for what they will do after school. "Sonia is picking you up today" or "we are going to the Farmer's Market on our bikes after school today." Children have so little control over their daily lives that they appreciate at least knowing what is happening and when.
And while we're talking about goodbyes, let's take just a moment to consider the specter of separation anxiety.
What if my child cries when I walk away? Separating from your child that first time can be heart-breaking, but remember - it's only for a few moments. The majority of children who are sad when they separate from their parents are able to calm themselves and choose an activity within a few minutes. If you have gone through the goodbye routine and are finding it hard to turn around and walk away, ask your teacher for help. Sometimes parents say, "Please help me. I need to leave." That is the teacher's sign that she needs to hold your child's hand or pick her up so that you can walk away. Teachers don't want to step in before you are ready to go but they are happy to help when you ask them.
The best thing you can do for your child at drop-off is to be consistent and walk away when you say you will. Lingering tends to just prolong the heartache for the parent and the child. The first few times you drop your child off may be difficult, but trust that with consistent repetition you and your child will develop a peaceful good-bye routine.
Talk with the teachers. Talk with your child's teachers about how the adjustment period is going. The teachers help dozens of children adjust to school every year but this may be your first time. They expect you will have questions and concerns. Email is a great way to communicate with your child's teachers and all of the contact information is available on the classroom web page at Msgl.org.
Help your child talk about his day. If this is the first time your child has been away from home you will no doubt be very eager to know what he did all day. Unfortunately, preschoolers often say they "did nothing" or "just played." A lot of things happened between the time you dropped him off that morning and when you picked him up several hours later, but he might not yet be able to give a sequential list of his activities. Here are some ideas to help your child tell you about his day.
Take care of yourself! The best thing you can do during these last few weeks of summer is to give you and your child the gift of a regular bedtime that allows enough sleep to wake up refreshed and ready for the big days ahead. Fill up with a good breakfast each morning and be extra patient with your child and especially with yourself. Parenting preschoolers, like college students, is hard work and there is no right way to do it. Follow your heart and follow your child, and in sixteen years, or so, you will be very proud of the people you have both become.
MSGL Summer Camp is open to Preschoolers through 1st Graders who are currently enrolled or recent alumni and while it is a really great time for all of those kids who have been here before, it is especially helpful for children new to MSGL and for the toddlers who are graduating to preschool. For these children, Summer Camp is the perfect way to ease into the routines of preschool and to set the stage for a successful start in August.
The absolute best part of being a Montessori directress - or ANY teacher, anywhere, I imagine - is watching the children develop and grow. We spend time with your children each day, observing and guiding them, and we get to see them just as they are in that moment. And what they are, as Grace Harvey says, is "totes amazeballs" (totally amazing). They grow in strength, wisdom, and courage right before our very eyes.
Today I will just speak to their courage because courage is the thing that gets your child through his or her day without you. In more stuffy circles it might be called confidence, but when you are only 28 inches tall and mom or dad just drove out of the parking lot, you've got to be brave to pull yourself together, to turn to face that great big green space filled with people you don't know and sally forth through the rest of your morning.
Maya Angelou said, "Courage is the most important of all the virtues because without courage, you can't practice any other virtue consistently. You can practice any virtue erratically, but nothing consistenly without courage." During last week's Summer Camp, there were many examples of children developing their courage and I will share a few.
During Friday's Bike Day, a 4-year-old friend who enthusiastically embraces everything at school stopped his bike right at my toes, looked out at the cars going by on Sagamore Parkway, and said, "I miss my dad and my mom. And my little brother. And our dog. And they are missing me, too." I listened and commiserated and soon he took off speeding around the course. His courage waned for only a moment then he got back on his bike.
The 5-year-olds are totally courageous (one might even say fearless) out on the bike course and they consider their turn during Bike Day to be a race even though there is no starting line and no trophies. As they put on their helmets, their talk is all about who will win. When D missed his turn to ride with his fellow 4-year-olds, he got to ride with the 5's (a truly courageous decision) alonside his big brother. After the race, D was a little upset that he didn't "win." His big brother reassured him, "No, you DID win, D! Did you see all those people going by you? That's because you won!" (Just a note: We have a lot of siblings at camp this year and even though we know sibling rivalry is a real thing, you couldn't tell by watching these brothers and sisters interact at school. Whether it's inviting a little sister to play or feeding a little brother apples during snack, your children take good care of each other when they are away from mom and dad.)
The exploding paint activity required all different types of bravery, especially from the teachers. For this activity, the children put a scoop of baking soda and some colored vinegar in a plastic baggie, sealed it and shook it up before throwing it on the ground to watch it explode. If there was no explosion the child could take a pin-puncher and pop the bag. Loud noises, spraying liquids - it's not an experiment for the timid.
Courage hung thick in the air under the willow tree on Friday as children experimented with the log seesaw. Little ones who started out holding our hands as they walked the length of the log until it dropped to the ground were able to do it by themselves after seven or eight attempts. One group of brave 5 and 6-year-old girls inspired their younger sisters and friends to walk the seesaw and soon there there were eight girls waiting in line for a turn. These are some of the same girls who regularly show others how to draw pictures of princesses and fairies in the classroom. For me, this experience was a reminder that when we worry that a child is "only drawing" or "only playing" it's time to take a break and get a cup of coffee while the children follow their interests.
Maria Montessori observed that by using their senses and their big, beautiful brains, children can naturally learn everything they need to about their world. All they need is a caring community of adults to prepare an environment where that learning can occur. She described it this way, "The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences."
MSGL provides such an environment in our classrooms and on our beautiful campus that has been created by you and other parents like you. When you bring your child to Summer Camp next week or to Preschool this fall, you are allowing her to bravely conduct her own experiences apart from you. And that requires real courage from both of you.
See you soon!
What are "Indoor" Shoes?
MSGL students get to play outside every day that the weather allows. This means their shoes can get wet and muddy. To avoid tracking that dirt onto the carpet, we ask that you provide your child with one pair of shoes to wear outside and one pair to wear inside.
Your child will probably change outdoor shoes with the seasons - from sandals to sneakers to snow boots - but indoor shoes can stay the same all year. Walking around in the classroom with bare feet is not allowed, so a comfy pair of shoes that the child enjoys wearing is a must.
Below are some good examples of indoor shoes that work well for the children. These styles of shoes keep a child's foot dry from spills, are non-slip, stay attached to the foot, and they allow the child to get them on and off by themselves.
Below are some examples of indoor shoes that DO NOT work well for the children. Slippers are not water-resistant and they can be difficult to walk in. If a child has not yet learned to tie, shoes with laces can be impossible for a child to get on and off by himself. Please save these types of shoes to wear at home.
Because so many children choose the same types of shoes, please be sure to write your child's name on each shoe so we know whose shoes are whose. If you want to be fancy, you can order personalized labels for shoes and clothing online.
Your thoughtfulness when shopping for indoor shoes will help put your child on the path to independence. Thank you!
Bunny the Guinea pig came to us when her family decided to adopt an actual rabbit, sometime around 2010. She was the much-loved and snuggled River Birch class pet until her death last week while the children were on summer vacation.
Bunny didn't really like to move around very much. She was content to sit in her well-appointed enclosure and munch on carrots and timothy hay. The children were allowed to pet her, brush her, and feed her as long as they were gentle and respectful. She sat in a box on their laps in the green chair and they could pet her with one finger or two.
Bunny never required medical care, but she did get a few check-ups.
Bunny tolerated being brushed, especially if she had a sweet apple core to keep her occupied. She really loved spring and summer when she could get fresh lettuce from the school garden.
Bunny was peaceful, quiet, and - did I mention - tolerant? She only nibbled a couple of fingers but we are sure she was just testing to see if they were carrots.
Thank you for remembering Bunny with us, today. She is certainly going to be missed.


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1987-07-07 Char-Koosta News |
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VOLUME 16, NUMBER 7 MONTH OF THE CAMAS JUNE 30,1987 Arlee pow wow schedule announced ^»^ppcjp» The 89th annual Arlee Celebration begins tomorrow (July 1) with Campers Day and begins drawing to a close on Sunday with the adult categories' final rounds. The pow wow isn't all dancing, however, notes Phillip Paul, one of the event's organizers. There will be a drumming competition, too, as well as a stick game tournament. Everything officially begins on Thursday evening, with a memorial service at 7:00 p.m. (although the contest registration desk will be open at noon). Intertribal dancing will commence after the services, as will the stick games and card games. Friday will feature two sessions of intertribal and preliminary contest dancing, with grand entries set for 2 and 7 p.m. Saturday will be especially busy: The stick game tourney, where teams will compete for $1,500 in prize money, begins at noon. The special Snake Dance begins at 2 p.m. "This dance is the grand entry dance for the Flathead Tribe," Paul explained. Dance finals for all of the under-18 categories begin (Concludes on page two) Elders attend in-stream flow hearing in Helena la io 00 0) o IO N g Qp h 0) fe » O© Some 60 Tribal elders and others had a chance last week to see the U.S justice system up close, when they travelled to Helena to sit in on a hearing in federal court. At issue was Reservation water: How much water does the irrigation project have to leave in streams within its system for the protection of the native fisheries? After a three-hour trip in a chartered bus, the elders sat in a warm, crowded court room and listened to three attorneys question hydrologists and fisheries biologists about the current irrigation season, especially the conditions of the Jocko division. The hearing was the result of a legal protest filed by the Joint Board of Control against the BIA and the Tribes. The JBC complained that minimum in-stream flow levels proposed for this summer favored the fish over the farmers ~ even though this year's levels were based on last year's, which were (Continues on page two) Quarterly meeting is still on, though -- Offices close for the Fourth Tribal, BIA and IHS offices will be closed Friday, July 3, in observance of the 4th of July. HOWEVER: 1987's third quarterly Council meeting will take place that day as planned, beginning at 9 a.m. in the Michel Building on the SKC campus in Pablo.
Object Description
Rating | |
Title | 1987-07-07 Char-Koosta News |
Creator | Confederated Salish and Kootenai Tribes of the Flathead Reservation. |
Subject | Salish Indians --Newspapers.; Kutenai Indians --Newspapers.; Pablo (Montana) --Newspapers.; Kootenai Indians |
Description | Arlee pow wow schedule announced; Elders attend in-stream flow hearing in Helena; Amendment to Ord. 44D regulations proposed; Woe to us! The fool-thing's down again; Welcome to the 1987 Arlee Reservation-wide Pow-wow...; Schedule; Camping Rules; Tribal Education Committee Survey; July birthdays, 60 years and older; 'Athletes to China' announces raffle winners. |
Publisher | Confederated Salish and Kootenai Tribes of the Flathead Indian Nation |
Date Original | 1987-06-30 |
Date Digital | 2007-07-12 |
Type | text |
Format | image/tiff |
Resource Identifier | Y54000435 |
Rights Management | Copyright (c) Salish and Kootenai Federated Tribes, all rights reserved. |
Contributing Institution | Salish Kootenai College |
Contributor | D'Arcy McNickle Library |
Source | CSKT PN 4883.J6 C4 |
Language | en |
Relation | Vol. 16; No. 7; |
Digitization Specifications | Digitized at the University of Montana Maureen and Mike Mansfield Library; Scanned as master TIFF using Bookeye 3 scanner at 400 ppi, 8 bit grayscale; Optical Character Recognition with Abbyy FineReader Corporate Edition; Derivatives created using Photoshop CS |
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text:
Enhances advertising, editorial, film, video, TV, Websites, and mobile experiences.
The Yuma Arizona Territorial Prison is located on the Colorado River near downtown Yuma, Arizona. In former times, the Prison was isolated, but today, it is next to a busy transcontinental rail line and an interstate highway. The site is currently maintained as a State Park. This photo shows the annual Gathering of the Gunfighters where actors portray old time shootouts. The first prisoners built their own cells in 1876. A total of 3,069 prisoners, including 29 women were incarcerated in this prison. Temperatures in the summer are sometimes over 120 degrees Fahrenheit and conditions in the prison were humanely administered and it was a "model" prison during its 30 years of operation. The prisoners had access to regular medical attention and a good hospital. After the prison closed, the building was used for a high school. During the 1920s and later during the Great Depression the building was used to house the homeless.
The United States is one of the most diverse countries on earth, jam packed full of amazing sights from St. Patrick's cathedral in New York to Mount Hollywood California.The Northeast region is where it all started. Thirteen British colonies fought the American Revolution from here and won their independence in the first successful colonial rebellion in history. Take a look at these rolling hills carpeted with foliage along the Hudson river here, north of New York City.The American south is known for its polite people and slow pace of life. Probably they move slowly because it's so hot. Southerners tend not to trust people from "up north" because they talk too fast. Here's a cemetery in Georgia where you can find graves of soldiers from the Civil War.The West Coast is sort of like another country that exists to make the east coast jealous. California is full of nothing but grizzly old miners digging for gold, a few gangster rappers, and then actors. That is to say, the West Coast functions as the imagination of the US, like a weird little brother who teases everybody then gets famous for making freaky art.The central part of the country is flat farmland all the way over to the Rocky Mountains. Up in the northwest corner you can find creative people in places like Portland and Seattle, along with awesome snowboarding and good beer. Text by Steve Smith.


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Major Section: PROGRAMMING
(Union-equal x y)
equals a list whose members
(see member-equal) contains the members of x
and the members
of y
. More precisely, the resulting list is the same as one
would get by first deleting the members of y
from x
, and then
concatenating the result to the front of y
The guard for union-equal
requires both arguments to be true
lists. Essentially, union-equal
has the same functionality as
the Common Lisp function union
, except that it uses the equal
function to test membership rather than eql
. However, we do not
include the function union
in ACL2, because the Common Lisp
language does not specify the order of the elements in the list that
it returns.


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Pastor's Column" Like King David, you can bee forgiven, too
I'm astounded by David. Yes, King David of the Bible. David is called a man "after God's own heart." David had the faith to kill lions and bears who dared to steal one of his father's sheep. David had the faith to stand up to a well-armed giant with a slingshot and a staff. In all his conflicts with a blood-thirsty man named Saul, David always seemed to take the high road, more than once refusing to kill Saul when he had opportunity. David had enough self-control that in order to honor his comrades, he refused to drink water on the battlefield, even though he was desperately thirsty. David kept all his promises to his best friend Jonathan. David wrote many of the Psalms that we draw so much comfort and insight from today. David is held up in the Bible as a hero.And yet David slept with – some interpret the acts as rape - a married woman and then indirectly murdered her husband to cover up his crime. Stunning. Depressing. It took him at least nine months to confess and repent of his sins, and then only after being confronted by a prophet.Eventually David did confess and repent (i.e. he owned up to his sin, naming it and asking forgiveness for it and turning away from it). And God did forgive David. There's a lot more that could be said about this whole episode, but let me get to the main punchline – If you will confess and repent of your sins, asking God for forgiveness and placing your trust in Jesus Christ alone for salvation, you, too, can be forgiven.Let's face it, there are lots of us who feel like we've done too much bad to be forgiven. There are lots of us who feel like we have to get our lives on track before we can be forgiven. There are lots of us who are plagued with guilt over something that we did 40 years ago, or 20 years ago or yesterday.David blew it big-time, came to a place of repentance, and was forgiven by God. No matter what is in your past, God's grace is big enough for you to be forgiven.But, the Bible shows us plainly that there is no forgiveness apart from repentance and trust in Jesus Christ.So, let me make this plea to you: repent of your sins and place your trust in Jesus Christ today! Be forgiven and experience the peace and joy that God designed you for.
Argus Leader
Dell Rapids Public School
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Inspired by stable windows seen in the Pennsylvania countryside, Mercer uses traditional, spare architectural profiles and clean expressed joinery.
Minimum height (with one link of chain): 34-3/4"
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For other configurations and sizes, see our Mercer Family.
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View Finishes
Manufactured using 85% recycled brass


text:
BTW, thanks for the quick reply.
I hope we here on this forum can puzzle this one out.
Here lsmodCode:# # Graphics support # CONFIG_AGP=m # CONFIG_AGP_ALI is not set CONFIG_AGP_ATI=m # CONFIG_AGP_AMD is not set # CONFIG_AGP_AMD64 is not set CONFIG_AGP_INTEL=m # CONFIG_AGP_NVIDIA is not set # CONFIG_AGP_SIS is not set # CONFIG_AGP_SWORKS is not set CONFIG_AGP_VIA=m # CONFIG_AGP_EFFICEON is not set CONFIG_DRM=m # CONFIG_DRM_TDFX is not set # CONFIG_DRM_R128 is not set CONFIG_DRM_RADEON=m
Code:chris@ira:/usr/src/linux-22.214.171.124$ lsmod Module Size Used by radeon 124804 0 drm 64288 1 radeon snd_seq_dummy 2692 0 snd_seq_oss 23956 0 snd_seq_midi_event 6144 1 snd_seq_oss snd_seq 38048 5 snd_seq_dummy,snd_seq_oss,snd_seq_midi_event snd_pcm_oss 30624 0 snd_mixer_oss 12288 1 snd_pcm_oss ipv6 220724 12 af_packet 14208 2 fuse 41756 1 sg 25904 0 sr_mod 12964 0 cdrom 30104 1 sr_mod ata_generic 4612 0 ide_pci_generic 3588 0 aes_i586 7808 1 aes_generic 27944 1 aes_i586 snd_emu10k1 112548 0 snd_rawmidi 17696 1 snd_emu10k1 snd_ac97_codec 87972 1 snd_emu10k1 ac97_bus 1792 1 snd_ac97_codec snd_pcm 53512 3 snd_pcm_oss,snd_emu10k1,snd_ac97_codec pata_via 7300 0 snd_seq_device 6412 5 snd_seq_dummy,snd_seq_oss,snd_seq,snd_emu10k1,snd_rawmidi evdev 7940 1 libata 120648 2 ata_generic,pata_via snd_timer 16900 3 snd_seq,snd_emu10k1,snd_pcm snd_page_alloc 7432 2 snd_emu10k1,snd_pcm snd_util_mem 4096 1 snd_emu10k1 psmouse 32016 0 serio_raw 4612 0 snd_hwdep 6148 1 snd_emu10k1 scsi_mod 127460 3 sg,sr_mod,libata airo 55684 0 emu10k1_gp 2688 0 gameport 9736 2 emu10k1_gp via82cxxx 5636 0 snd 44212 11 snd_seq_oss,snd_seq,snd_pcm_oss,snd_mixer_oss,snd_emu10k1,snd_rawmidi,snd_ac97_codec,snd_pcm,snd_seq_device,snd_timer,snd_hwdep soundcore 6084 1 snd i2c_viapro 7444 0 i2c_core 22928 1 i2c_viapro ide_core 83336 2 ide_pci_generic,via82cxxx via_agp 7680 1 agpgart 28976 2 drm,via_agp unix 19088 268
BTW, thanks for the quick reply.
I hope we here on this forum can puzzle this one out.
For those in the know, what are the relevent issues in this situation? I understand the MVP3 chipset has had past issues with the ATI video driver. Other reports I've read from other say that acceleration does work with this hardware combiniation under M-soft operating systems. That seems to be the only 'successes' I've read about.
Does the root of this problem lie in a disconnect between the linux chipset support and the ATI r200 driver?
In your humble opinion does a solution lie more with the chipset support? Or the radeon support?
Please pastebin your full xorg log and dmesg.
Here is the Xorg log.
I sent a kernel developer a snippet of my Xorg log and asked his opinion.
Here is a dusty issue I've brought to the ATI driver board.
I'm just trying to understand if the via chipset support
is where I should pursuit this issue, or strictly the
X radeon driver folks. Or, some other.
My MVP3 chipset board will does not allow my ATI r2xx video
adapter to use DRI. The X log simply shows:
He sent a brief reply. It might be helpful.
Without looking to deeply into it, it looks like drmOpenDevice opens /dev/dri/card0 and then tries to set the busID of that device. That fails, probably because that's the VIA device. drmOpenDevice should then try /dev/dri/card1, but it doesn't. Also a little suspicious is the drmBetBusid return.
So the issue is probably either in core drm or in libdrm.
Can you pastebin dmesg as well please ?
Yup, sorry I was futzing around a bit.
This is another hint from a kernel developer that responded.
FYI running the lsof /dev/dri/card0, did nothing at all.>
> (II) RADEON(0): [dri] Found DRI library version 1.3.0 and kernel module version 1.29.0
> .....
> drmGetBusid returned ''
> (II) [drm] DRM interface version 1.0
> (EE) [drm] Could not set DRM device bus ID.
> (EE) RADEON(0): [dri] DRIScreenInit failed. Disabling DRI.
Weird... maybe some process is keeping the DRM device open, does
sudo lsof /dev/dri/card0
give any results when the X server isn't running? If not, check out the kernel output; if it doesn't seem to have anything relevant, try writing 1 to /sys/modul /drm/parameters/debug before starting the X server.
I don't know what he means by "try writing 1 to /sys/modul /drm/parameters/debug". If someone helps me decipher this request, I'll try it. Thanks.


text:
Monday, May 7, 2012
Swiss Style
23 comments:
- Miss K said...
Great photo. Love the red LV Alma!
- May 7, 2012 at 3:50 AM
- Lilly said...
I am curious as to how you manage to get people to agree to posing for your photos. What do you say when you approach them? I would love to know.
And I agree, I love the red accessories. It was only yesterday that I bought myself some red gloves and a hat for our winter here in Australia. - May 7, 2012 at 5:34 AM
- The Styleograph said...
I love your idea of shooting older people and giving us inspiration. You are doing a great work. Keep it up and try developing your photography skills!
I love to shoot Street Styles of older ladies and well dressed gentlementoo. But they are not easy to find! ;-)
Good luck with your book!
Chris - May 7, 2012 at 9:51 AM
- Forest City Fashionista said...
LOve that red bag! It's so amazing the places your blog has taken you; looking forward to seeing more Swiss (advanced) style.
- May 7, 2012 at 9:53 AM
- Theodora C. said...
Hello dear!
What a great blog:X
I just found it but i really find it intresting,i was looking over your posts and i really like them
Would you like to follow eachother?
I am already following you via GFC AND BLOGLOVIN so hope you'll visit me and follow me back:D
Keep in touch
xoxo Theo
http://countryoffashion.blogspot.com - May 7, 2012 at 10:53 AM
- carla coulson said...
Oh, she is so European, love her touches of red and adore also the lady below with her gorgeous smile and lovely energy. Carla
- May 7, 2012 at 11:15 AM
- Mary Jane K. said...
I was at the opera in St. Gallen (another Swiss city) this weekend and took pictures of the people there. I also found some well dressed elderly people. You can find the post here, if you're interested: http://ahintofredness.blogspot.com/2012/05/outfits-at-salome-premiere-in-st-gallen.html
I also took the chance to mention your blog and give a link to it because I really enjoy your posts. - May 7, 2012 at 12:20 PM
- *Dark Angel* said...
WOW! She's gorgeous. Love that Red Purse.
- May 7, 2012 at 2:50 PM
- STYLEFIG said...
Love the timeless style and the splash of colour! Just posted the blog THE POWER OF RED seems like she's got it :)e
Blog love Kristina
http://stylefig.com/blog/?p=448 - May 7, 2012 at 4:31 PM
- Cobalt Violet said...
LOVE the bag ... and the shoes ... and the gloves. I don't think I could pull them all off at once but she is truly fabulous!
- May 7, 2012 at 5:14 PM
- Flair byBrandi said...
Great blog! Just came across it!
flairbybrandi.blogspot.com - May 7, 2012 at 5:25 PM
- Andrea Monica said...
I hope you're having a great time in Switzerland! I shot this wonderful lady in Zurich last month:
greetings from Zurich, Switzerland
Andrea - May 7, 2012 at 11:52 PM
- Emilie's daughter said...
I am living in Berne and have last week ordered 2 of your new book "Advance Style" and would be terribly excited to receive a signed copy... how to get one? Thanks and this lady is awesome! Christa
- May 8, 2012 at 3:39 AM
- Emilie's daughter said...
I am terribly sorry - I just found out where it all will be! Thanks a lot! Christa
- May 8, 2012 at 3:40 AM
- This is Belgium said...
very different from you American models but very beautiful also !
greetings from brussels
anni - May 8, 2012 at 5:42 AM
- Alice said...
Take a look at my fashion illustrations and art:
http://aliceauxpaysenchantes.blogspot.com/ - May 8, 2012 at 5:52 AM
- Katty Ex said...
Good post. I learn something new and challenging. It is always helpful to read through articles from other authors and use something from their websites.
Best regards!
Katty Ex
Blogger of http://exboutique.com
designer sunglasses - May 8, 2012 at 7:38 AM
- Kathleen Lisson said...
Wonderful red accessories!
- May 8, 2012 at 12:30 PM
- Beadwright said...
I have just spent some time on your blog. All the women are beautiful. I just turned 60 and feel 40 so maybe I will have the spirit of this Swiss beauty.
Nicole/Beadwright - May 8, 2012 at 8:24 PM
- That's Not My Age said...
She looks very chic. Love her glasses, as well as the red accessories.
- May 9, 2012 at 1:59 PM
- barbara said...
she has something very swiss, even if I can't point my finger on it. (not only the red color...?)
here you managed to take a picture of a very authentic swiss spirit.
love, barbara - May 11, 2012 at 3:57 PM
- MJ said...
YES, YES, YES! Superb!
- May 16, 2012 at 8:23 AM
- fashion-times said...
I love this ooutfit so nice so sweet
- June 30, 2012 at 3:33 AM


text:
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This nation has been pinballing from one tragedy to another during the past half-year, and at times it seems we are simply incapable of absorbing more grief.
From the devastation wrought by Hurricane Sandy to the shooting in Newtown, Conn., to the bombing here at the Boston Marathon to the latest - the tornado that on Monday literally leveled a large portion of the city of Moore, Okla.
Yes, the city of 55,000 today lies in ruins.
But improbable as it might seem now, the community of Moore, Okla., remains intact.
That distinction was made perfectly clear in the sight of first responders - official and otherwise - working through the night on Monday to clear the rubble that was once an elementary school, in the slim hope of finding more survivors. These are men and women whose children attended those schools, whose families gathered together at church, and who hurried their neighbors into shelters when the skies began to churn.
What greater sense of "community" can there be, after all, than a teacher who throws her body over her students, huddled in a school bathroom, as the tornado roars around them?
Yes, as we have so often before, we saw this week both the worst of Mother Nature - and the best of humanity.
When terrorists struck Boston just a month ago the people of Oklahoma reached out immediately, because they understood our pain and our grief ? They reached out to us. Now it is time for us to reach back.
- Boston Herald


text:
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Soldier Accused Of Killing 16 Afghans Headed To U.S.
This is ALL THINGS CONSIDERED from NPR News. I'm Melissa Block. And we begin this hour in Washington state, at Joint Base Lewis-McChord. It was the home base for the American soldier who allegedly killed 16 civilians in a shooting rampage in Afghanistan nearly a week ago. The military is bringing that soldier back to the U.S., reportedly to Fort Leavenworth in Kansas. At Joint Base Lewis-McChord today, a top general gave his first statements on the case. NPR's Martin Kaste was there, and he's with us now. And, Martin, tell us more about the general who spoke today and what he told you.
MARTIN KASTE, BYLINE: Well, his name is General David M. Rodriguez, and he's head of something called U.S. Army Forces Command. Basically, it's his responsibility to make sure that the soldiers going overseas are prepared to go overseas, and that includes their mental health. There have been some reports that the soldier believed to have committed this massacre somehow snapped. And so General Rodriguez has been asked about whether he thinks the mental health screening of soldiers going back overseas has been adequate.
GENERAL DAVID RODRIGUEZ: I'm confident there's sufficient screening going on prior to repeated - or during a repeated deployment. We continue to learn and get better at that every time.
KASTE: There have also been, though, some questions about this particular base where I am right now - Joint Base Lewis-McChord, just south of Tacoma. There's been a lot of bad headlines coming out of here involving soldiers based here. Not only was this soldier based here, there was the so-called kill team, a group of soldiers who killed Afghan civilians for sport. They were convicted at a court-martial here. There have been suicides. And so the general was asked if he thought there was something different going on here.
RODRIGUEZ: There's nothing different here than most places. Again, those things happen. We - everybody knows that doesn't reflect our standards and our values.
KASTE: So as you can hear, the Army is very keen on defending the reputation of this particular installation which has been crucial in some of these overseas engagements.
BLOCK: And, Martin, you mentioned mental health screening. It's unclear whether the soldier who's believed responsible had mental health issues, although that has been reported, right?
KASTE: Yes. We don't know for sure. I mean, there have been leaks from military sources that he had a brain injury on a previous tour of duty in Iraq. There's also been reports that he had marital troubles, and that might had been a factor. His new civilian lawyer here in Seattle has denied the marital trouble aspect vehemently. Like yesterday, you know, he said the family is very strong. That's not an issue. But he did raise the possibility of stress. And he also told us - for the first time - that there had been an incident at that forward operating base in Afghanistan just the day before where one of the soldiers was grievously injured - one of this soldier's friends, apparently, had a leg blown off.
BLOCK: Now, we mentioned that the Army is flying this soldier back to the United States. What's the next step in the legal process?
KASTE: Well, once he's in the U.S., his civilian lawyer very much wants to speak with him. He really doesn't know all the facts of the case yet. This soldier also has two military lawyers already. But the formal charging may take weeks, and the Army has been very intent on keeping his name secret until he's charged. They're citing security reasons for that, especially for his family. Apparently, they are now here on the base being kept in what's called a security situation.
BLOCK: OK. Martin - that's NPR's Martin Kaste outside Joint Base Lewis-McChord in Washington state. Martin, thanks very much.
KASTE: You're welcome. Transcript provided by NPR, Copyright National Public Radio.


text:
Top Definition
Clarky cat is a made up drug in the same class as other imaginary drugs such as yellow bentines or triple sub it can be bought from any boz boz on the streets of urban britain, as with other imaginary drugs when you approach the boz there is an elaborate verbal dance that you need to go through with them as they pretend not to know what you are talking about, but perseverance is the key here.
Hi are you the boz boz, ahh good, do you have any yellow bentines, or triple sub, or if not any clarky cat, it has to be good though as i don't want to end up like a piano dentist, or even worse go all blutie and take a quack candle and my arms to feel like a coupe of fortnights in a bad ballon, you arn't holding any clarky cat, then give me a TB of brown and a teenth of cake.
andy mackay tərəfindən
13 May 2006
3 more definitions
A ficticious drug from Brass Eye
"For the last time, I don't know what Clarky Can IS!"
"No, CAT!... Clarky CAT!... The stuff that you chew!"
"No, CAT!... Clarky CAT!... The stuff that you chew!"
eViLegion tərəfindən
25 Yanvar 2005
A strong, new designer drug from London
Ecstasy, Speed, clarky cat
joe macc tərəfindən
05 Mart 2010


text:
JE034: Hour of the Houndour
Revision as of 18:06, September 20, 2013 by Rainbow Shifter (Talk | contribs)
10,183pages on
this wiki
this wiki
Still on their way to Goldenrod City, Ash and co. decide to have a lunch break. Only to find that Ash's backpack had been stolen. Elsewhere Team Rocket steals a ham from Nurse Joy's grocery bag, onlt to have it stolen by something else. Brock comes up with a plan to lure out the thieves. Later that night, the theives turn out to be the Dark Pokémon, Houndour. A Houndour with a scar on its right eye appears on a ledge. This particular Houndour is the leader of the pack. Why would Houndour want to steal food?
- "We've... got trouble."
Ash about being surrounded.
- This episode is the only one where Pikachu uses Leer.
- This episode also introduces a new Type of Pokémon in the anime: Dark Type Pokémon.
- Ash says that his badges, PokeBalls and Pokedex were in his bag and all his "important stuff" were in his pockets as always. Yet, it is his badges, PokeBalls and Pokedex that he has always been shown to keep on his person (on the inside of his jacket, on his belt and in his pocket respectively).
- The "Who's that Pokémon?" in this episode is Hitmontop.
- Pikachu can't use Leer.
This article is an anime stub. Please help the Pokémon Wiki by expanding it. |
This article has an incomplete plot or synopsis. Please help the Pokémon Wiki by expanding it. |


text:
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Attracting that Tom to within gun range is what it's all about when your turkey hunting each spring. A old hen decoy can work wonders giving that 'ol bird something to see, not just hear. What's better than one hen? With the DOUBLE HEN decoy, now you have twice the reason for that strutter to move in closer giving you the chance to make the shot you've been waiting for. Like all of our products, the DOUBLE HEN is ultra portable and super simple to setup making your hunts much more enjoyable and successful. |


text:
Looking for a way to get your child closer to the action this season? Join Junior Nationals Kids Club Today!
The Boys & Girls Clubs of America are the official charity of Major League Baseball.
Find the best selection of team gifts and items for kids of all ages at the official online shop for everything Nationals.


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Replacement cartridges for your 3M respirator
3M™ P100 filters are NIOSH TC-84A approved
3M™ P100 particulate filters replace HEPA under new NIOSH standards. 3M P100 filter's NIOSH Approval No. TC-84A. Box of 12 filters. USA made.
2015 Master Catalog: Page 25
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(2 of 2 customers found this review helpful)
Excellent filtration, great pricing.
By dave the great
from Indianapolis, IN
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Comments about Particulate/HEPA 3M P100 Filters (12/box):
Best pricing I could find elsewhere on the web. The filters work excellently with the 3m respirator for comfortable, easy breathing. Unlike other respirators, the 3m filters (in combination with half-face respirator)neither require strained breathing, nor appear to allow undesired particles through the filters. By far the best system I have ever used


text:
Difference between revisions of "Template:Citelink"
From PC-BSD Wiki
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− | <onlyinclude>[{{ | + | <onlyinclude>[{{ourInterwiki|{{{1|}}}}}{{{url|{{{2|{{{1|}}}}}}}}} {{{txt|{{{3|{{{2|{{{1|}}}}}}}}}}}}]{{#tag:ref|{{ourInterwiki|{{{1}}}}}{{{url|{{{2|}}}}}}|name="{{ourInterwiki|{{{1}}}}}{{{url|{{{2|{{{1}}}}}}}}}"}}</onlyinclude><noinclude>  |
== Explanation == | == Explanation == | ||
Revision as of 22:25, 24 February 2013
[ ][1]
Contents |
This template exists to simplify addition of a footnote feature within the handbook pages, to reduce the work needed when the handbook wiki is published into the dead tree version. It may also facilitate verification of all external links except that this assumes that all external links (of both types below) are in the wiki using this template. In addition, the links are made 'simple' which means there will only be the subscripted numeral within square brackets, and no square with upper-right pointing arrow symbol.
Implementation - 1st part
The Citelink template method to satisfy the per-link part.
- The URL is for a location outside of wiki.pcbsd.org.
- For the link use {{Citelink|url=complete URL|txt=alternate text}}
Special External
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- {{Citelink|shortcut|url=page URL|txt=alternate text}}
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tag was found


text:
Top Definition
White cheesey substance that builds up inside the inner part of the clitoris or the surrounds a womans lil red rocket, with a foul smelling odor accompanying it, It is not appropriate to be spread on crackers!
"When he went down on me he was certainly surprised to get a mouthful of Skrok when he nibbled on my lil man in the canoe!!!"
от Nikki_M_Effin_Z
05 февруари 2009


text:
Members: 5137
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Stories: 4507
Chapters: 19631
Word count: 44714938
Authors: 1224
Reviews: 28867
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Newest Member: LovetheElf
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Collections of responses to 100 Themes challenge issued by Chaotic Demon here in LotR FF. Each title consists of responses for a particular theme in the list. The timeline ranges from Silmarillion to Lord of the Rings.