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    Every year, hundreds of millions of Monarch Butterflies(黑脉金斑蝶) from Canada and the United States journey as far as 2, 500 miles to the forests of Michoacan, Mexico, a place which has the world's largest insect migration(迁移). It's such a breathtaking sight, but as always, human greed is threatening to destroy it.

    The Monarch Butterflies start to arrive in Michoacan in late October to make their winter home in the trees high up in the mountains of the natural reserve. Once there, they gather together in large masses. These masses often become so heavy that they cause tree branches to bend or even break. But there's a purpose of all these massing — it allows the butterflies to survive in the low nighttime temperatures at these high altitudes.

    The Michoacan Monarch Butterfly Sanctuary is most impressive during the months of February and March, just before the winged insects begin their long journey home.

    Mexico's Butterfly Forest is a shelter protected by law, and one of the country's most popular sights, but that hasn't stopped people from slowly but steadily destroying it.

    Illegal woodcutting in the heart of the Monarch Butterfly Biosphere Reserve has been a longstanding problem, but criminals are rarely brought to justice. They are often set free after paying some money.

    Just last month, an even greater threat rose in Michoacan's butterfly home.  The country's largest mining corporation gained the right to reopen an old mine in the heart of the monarch reserve. Experts believe that if the mine is reopened, it will likely spell the end of this magical place.

    And as if all this wasn't bad enough, the increasing use of herbicides（除草剂） in the American corn belt has led to the decrease of  a plant which is essential to the monarchs' development from egg into butterfly.

    As we all know, children are our future, and it's up to us to arm them with the tools to succeed. Sadly, today's children are sometimes being armed with more dangerous tools like weapons, drugs and gangs in the USA. Once a relatively peaceful environment, many schoolyards of today are becoming unsafe for both students and teachers.

    Home schools are available to give you choices. Home schooling provides top-quality education, flexibility and freedom to create your own schedule. At Sunny Home School we believe the choice should be yours.

    Thanks to modern technology, home schooling information is becoming readily available across the nation. A recent study by the ITBS (Iowa Tests of Basic Skills) and TAP (Tests of Achievement and Proficiency) shows us that students of home schools do particularly well when compared with the nationwide average. In every subject at every grade level, students of home schooling scored obviously higher than those in public and private schools.

    If you're new to home schooling, you may be asking yourself, “Will home schools really work for my children?”

Fact: A nationwide study using a random selection of 1,516 families found students of home schooling to be scoring, on average, at or above the 80^th percentile (百分位的第80位) in all areas, on standardized achievement test. (Note: The national average on standardized achievement test is the 50^th percentile.)

    Collectively, the staff at Sunny Home School brings 65 years of experience in home schooling curriculum. We've placed students in the top 2% of the nation in math and many are successfully moving on to college.

    One study found that of the home schooled students, 94% said home education prepared them to be independent persons.

    For more home schooling information, call us today toll free at (1800)542-8668.

    It is widely known that any English conversation begins with The Weather. Such a fixation with the weather finds expression in Dr. Johnson's famous comment that “When two English meet, their first talk is of weather.” Though Johnson's observation is as accurate now as it was over two hundred years ago, most commentators fail to come up with a convincing explanation for this English weather-speak.

    Bill Bryson, for example, concludes that, as the English weather is not at all exciting, the obsession with it can hardly be understood. He argues that “To an outsider, the most striking thing about the English weather is that there is not very much of it.” Simply, the reason is that the unusual and unpredictable weather is almost unknown in the British Isles.

    Jeremy Paxman, however, disagrees with Bryson, arguing that the English weather is by nature attractive. Bryson is wrong, he says, because the English preference for the weather has nothing to do with the natural phenomena. “The interest is less in the phenomena themselves, but in uncertainty.” According to him, the weather in England is very changeable and uncertain and it attracts the English as well as the outsider.

    Bryson and Paxman stand for common misconceptions about the weather-speak among the English. Both commentators, somehow, are missing the point. The English weather conversation is not really about the weather at all. English weather-speak is a system of signs, which is developed to help the speakers overcome the natural reserve and actually talk to each other. Everyone knows conversations starting with weather-speak are not requests for weather data. Rather, they are routine greetings, conversation starters or the blank “fillers”. In other words, English weather-speak is a means of social bonding.

    Papa, as a son of a dirt-poor farmer, left school early and went to work in a factory, for education was for the rich then. So, the world became his school. With great interest, he read everything he could lay his hands on, listened to the town elders and learned about the world beyond his tiny hometown. “There's so much to learn,” he'd say. “Though we are born stupid, only the stupid remain that way.'' He was determined that none of his children would be denied an education.

    Thus, Papa insisted that we learn at least one new thing each day. Though, as children, we thought this was crazy, it would never have occurred to us to deny Papa a request. And dinner time seemed perfect for sharing what we had learned. We would talk about the news of the day; no matter how insignificant, it was never taken lightly. Papa would listen carefully and was ready with some comment, always to the point.

    Then came the moment-the time to share the day's new learning.

Papa, at the head of the table, would push back his chair and pour a glass of red wine, ready to listen.

    “Felice,” he'd say. “tell me what you learned today.”

    “I learned that the population of Nepal is...”

Silence.

    Papa was thinking about what was said, as if the salvation (拯救) of the world would depend upon it. “The population of Nepal. Hmm. Well...” he'd say. “Get the map; let's see where Nepal is.” And the whole family went on a search for Nepal.

    This same experience was repeated until each family member had a turn. Dinner ended only after we had a clear understanding of at least half a dozen such facts.

    As children, we thought very little about these educational wonders. Our family, however, was growing together, sharing experiences and participating in one another's education. And by looking at us, listening to us, respecting our input, affirming (打定) our value, giving us a sense of dignity. Papa was unquestionably our most influential teacher.

    Later during my training as a future teacher, I studied with some of the most famous educators. They were imparting what Papa had known all along-the value of continual learning. His technique has served me well all my life. Not a single day has been wasted, though I can never tell when knowing the population of Nepal might prove useful.

    At the end of last summer my parents' house in Tunstall went up in flames. Several months on, we're still trying to find out exactly what happened, but my parents John and Carole were out when more than half the house was burned to the ground. What was left behind needed to be pulled down and most of the things that were not actually destroyed were so smoke-damaged that they would have to be thrown away.

My parents were both teachers and not the kind of people to fill their house with expensive furniture, so most of their belongings were memories—--including photos and the tracksuit(运动服) that Dad was given when he carried the Olympic torch (火炬). But what really upset me was not the loss of these things.

    Dad had an album(唱片) for every occasion. Once his car got broken into and he was more upset that his cassettes had been nicked(划伤) than about all the rest of the damage. So when I was considering doing something to help after the fire, I immediately thought about his music. We couldn't get the old photos back, but we could replace his CDs and records. Then I started a little page about my dad on the blogging site Tumblr.

    Within a few days, news of what had happened spread by word of mouth, and I was getting messages from friends I hadn't spoken to for years. I also heard from Dad's mates and even from people neither of us had ever met. Soon packages arrived from all over the country. I expected 100CDs if we were lucky, but his new collection would now run into the thousands!

    On Christmas Day, all the records, tapes and CDs were packed into a beautiful box, which of course, was for my dad. A lot of them came from his previous students and he was touched to realize what an effect he had had on their lives. Eventually , he told me, “What could have been a bad Christmas has been a very good one.”

    I had a lot of teachers that I loved. However, the teacher that I remember most was Mrs Green from Marianna, Florida. She was my 5th grade teacher. Since I was a new student, not only in her class, but at the school, she made my time there much more pleasant. I immediately began to like her. She was really funny and I knew that she liked me. She made learning fun. I remember one day for Christmas holidays, she taught us how to make ornaments (装饰物) from eggs. My parents still have some of the ornaments I made.

    She made me leader for many group projects and that made me feel special. I think that would make any child feel special, especially when a child is in a new place with no friends. She made me want to be like that. Not to pick a "favourite" student, but to make every student feel that they are special. That year, I received the Presidential Academic Award (美国总统学术奖). I was really proud and so were my parents.

    Looking back at it, I think the reason why I did so well was that I felt important. Students do better when they feel like they are important or loved. Mrs Green always gets to know her students and forms personal relationships with them, which I will try to do some day. I just hope that there will be a student who finds me to their favourite teacher as I found her to be mine.