By Esther Dalton
I was able to plunk a
trusty cardboard box
labeled “Esther’s Books”
into the trunk and take
school with me!
Iwas frustrated. ;e curriculum for my twel;h-grade English class re- quired me to write an essay about C. S. Lewis, G. K. Chesterton, and T. S.
Eliot, comparing how they used stories
to convey apologetics—a fascinating topic. Unfortunately, my family did not own
any of their writings other than the brief
excerpts anthologized in my British Literature textbook and our dog-eared copies of ;e Chronicles of Narnia—hardly
enough material for a decent essay. ;e
books my family owned were all the resources I had. We lived in Asia, not the
As a homeschooling family on the mission ;eld, we encountered many challenges like this one: lack of materials at
home, lack of resources in the community, and lack of opportunities for interaction with other students and educators.
Yet, for my two siblings and me, homeschooling was the ideal mode of education, because school had to be “portable.”
During one six-month period in which
our family divided its time between two
cities that were 90 miles apart, I was able
to plunk a trusty cardboard box labeled
“Esther’s Books” into the trunk and take
school with me!
Another di;culty we faced was that of
getting our curriculum, as well as other
resources, from the United States in the
;rst place. Mail service was unreliable, and
heavy books made postage extra expensive.
;e country where we lived had no public
libraries and limited Internet access, which
sometimes made doing research problem-
atic, especially in high school.