During the Covid-19 period of emergency home-schooling, Christina Eastwood and I put together several months of free lessons for Christian home-educators. As these were well received, we thought that we would make them available permanently, and add to them (D.V.) until we have a free lesson for every day of the year. The result is a new website: |
Give children access to a good study environment and the best books in the English language and then get out of their way!
Academic knowledge is in books. Each child must learn to extract and use that knowledge to the greatest extent that his or her abilities permit. This curriculum enables the student to learn these skills with very little teacher help, and it provides the student with 120,000 pages of knowledge from the greatest science, history, literature, economics, reference, and general education books in the English language.'
From the Robinson curriculum website
Overview of the Robinson curriculum
Its beauty and its success can be laid at the door of its simplicity. Simple to implement as you haven't got to spend hours preparing lessons. Simple as it doesn't take all day - a morning's work and you are through studies.
Too simple to be true? Then read on!
What I liked about the Robinson curriculum
- The concept of 'old' books, as I didn't like what I saw in the library. Pre 1950's, books for children (and adults) I knew were not so dumbed down.
- The idea of having a book list up to age 18, on a disc so I could print them out, as I was concerned how I would ever find enough good reading material.
- The idea of not having to spend hours planning. It seemed strange not to have to worry about teaching all the different subjects, and I wondered how that would work in practice, but that all seemed a long way off to me at that time.
- The idea of 'self-teaching'.
- That it was cheap. One set of discs until they were 18, plus Saxon maths once they knew all their flashcards.
- The promise that they would be cleverer than me. Not hard, but I knew I would struggle as they got older and let them down if they had to rely on me.
- The idea of freeing their minds to think by not crowding them with lots of bookwork. Do school, and then the time is their own as it were.
So we started.
No TV - No sugar!!
Dr. Robinson
Is the Robinson Curriculum an easy option?
I soon found that this curriculum was very demanding and expected high things of my children in their few short hours of schooling each day - right from the start. It certainly set the tone for our home-school. Learning was serious business.
Here is an excert, for example, of a page from a book that is for the child who has just started reading for him/herself. In fact it is Number 4 on the Robinson booklist, following 'Nursery Rhymes'. This is high expectations!!!
From the RC website
Maths and the Robinson Currciulum
We did spend ages 5-7 learning flashcards as the RC curriculum suggests, but I did break the rules of nothing else and used Christian Liberty Press work books K and A, which gave them practice at writing numbers and doing sums in books. It was not entertaining, but gave light relief from the drill. These books also helped them overcome tens and units and other basic skills, before they met them again in Saxon 5/4, which was especially helpful for my eldest who had a speech delay, and although progress in 5/4 was slow, I think it definitely helped them cope better.
We spent a long time practically learning tens and units: bundling up sticks into tens, or bricks. for example I'd give them 23 bricks. We'd make as many towers of ten as we could and see how many were left over. 2 lots of ten and 3 left over = 23, until they could see what was happening. I also made extensive use of the times test sheets in 5/4 for number bonds and didn't let them start 5/4 until they could do them in 5 minutes or less. We also did a lot of counting (everywhere) and cooking with weighing and measuring, helping to do DIY with more measuring etc.. in those early years.
This was rigorous maths - but they both managed to learn all the bonds by at least age 7, despite my eldest still struggling to speak at that age!
Once they started Saxon, Mr Robinson said they should do their maths by themselves with little help from me. Maybe that worked for his children but we struggled along. I never gave up on the aim, but reality meant that mostly in their Primary years, I would have to help a bit at least and often a lot! I had to be ready to get the practical bits out to help Son 1 especially, but also Son 2, sometimes, when his turn came to grasp the concepts. They would work by themselves, with me in the room and then we would go through it together to mark and correct. I only really let them have some responsibility for marking in the late teens as I found the temptation to cheat too strong, and it was too easy for me to take a back seat and not check! Very often we were only doing a third of a lesson a day, so progress was slow, especially through book 5/4.
…with some teacher help in learning phonics and understanding arithmetic, the student is ready for self-teaching.
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I used phonics for both reading and spelling. I could never let them just learn spelling from copy work and reading as suggested. I knew they would need a good phonic programme to thoroughly ground them in both reading and spelling. I used my own reading programme which teaches spelling as well. We did use the Peter and Jane Ladybird reading scheme as I had not yet written my own phonic reading books. My first son finished all 12 levels by age 6 and a half and could read way better than he could speak. The second son by age 4 and three quarters. It is not a phonetic scheme, but having ensured they were having a good phonic foundation, we looked at each new word phonetically as we read through. The beauty of this scheme is the constant repetition which builds confidence. Robinson advocates the use of the McGuffey readers for their rich moral and biblical content. I personally had no experience of these when I started Robinson and they didn't fit my way of teaching phonics, but I now see their value for copy work at least.
Reading is the bedrock of all other learning. Reading must become both easy and enjoyable and a phonic system is the only way to achieve both. This curriculum as we have already seen, demands a high level of reading ability.
Reading and the Robinson Curriculum
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Writing - The simplicity of copywork
Handwriting
We also used Getty and Dubay, a structured handwriting programme once I'd got them going. We only did a few books in the series and found they were enough. Alongside all of this, we did copy work and I know that it helped to cement what they had learnt in the programmes, so it was certainly valuable and it actually allowed them time and space to concentrate on the spelling and handwriting before having to compose at the same time.
Writing is a complicated business with a lot to think about all at the same time. Spelling, handwriting, grammar and punctuation as well as composing good writing. Many are destroyed along the way, especially in schools, where they are expected to be writers from the word go and not given the tools to do it well. I am very thankful to Robinson that both of my children LOVE writing!
Copywork was good for both of them despite their different styles of learning and abilities.
We didn't just do copy work: they often wrote letters to friends/relatives instead of copywork some days.
We would also add in a little 'project work' on a Friday. We really enjoyed these days! It gave our copy work/writing a purpose and linked it to other subjects, without 'teaching' these other subjects. So a visit to a wildlife sanctuary was a chance for us to take an animal each, research it, and write about it - either through copy work or own writing. Then we made a book of our work, with photos from our visit. Other times it was a special holiday we had been on, other times we pretended we were a character in the swallows and Amazon books and wrote postcards from our destination, planned camping trips with maps etc... At one time we did Geography based projects. Son 1 explored the effects of HS2 on communities in the UK - asking other Home school families to fill in a questionnaire for him to base his study on. Son 2 did a project on a local river. Again, fun days, with excuses for trips out!
Daily essays
Like most learning, it was often one step forward and then what seemed two back. I was constantly having to say 'What do they need to help them move on?' Which book next to read? How best to approach writing, especially as they came to the essay writing years and I knew I needed help. Now it's 'Should we do GCSE's' and what next, so the questions don't stop, but we press on.
The Robinson Curriculum is a self teaching curriculum. Does this work?
Do you have to follow the Robinson Curriculum exactly to get good results?
We added in music lessons - at one time a whole day per week was spent with a retired deputy head-teacher who was also a choir master. He lovingly taught them to sing hymns and accompanied them on the piano (which he made into CD's for them to hand out) and then they would listen to classical music together. He has now passed away, but he was a very godly influence on them for which we are very thankful. We now only do piano lessons. Grandpa teaches us Greek. Son 2 adds in Apologia Science, Latin and Welsh - both of which he self-teaches.
Do you have to do the Robinson Curriculum six days a week as stated?
We always had realistic amounts of work set for each day and they were expected to do it. In that we were firm. I liked the idea of the reading time being 10 minutes for every school grade and so that has increased year on year. Maths was pretty much 2 hours (with breaks) for Son 1 once he started Saxon at age 7, as he takes a while to process information and had a tendency to day dream (which he has grown out of) and needed lots of breaks. Son 2 rarely takes more than an hour if that.
When they were little, we started work at 9am after morning chores. Dad does 'Bible time' before he goes to work at 7 am.
We would start with maths and work through the flashcards and a page of their maths book. Then we would have a break, before doing literacy. When they were 3-4, this was just working on phonics and handwriting practice. As they started to spell, then the spelling took a few minutes each day, then some days it was copy work, others handwriting and we would finish the morning with reading. One would look at books by themselves quietly, while one read to me and then they would swap. This kept a working atmosphere while I was concentrating on them individually.
Our afternoons were free.
Junior days usually took 9am though 12pm, and then as the reading increased, we have gradually worked up to 5 hours.
Son 1 (17) now works 8am through until 1 for lunch, then piano 1.30 to 2pm. Son 2 (14) works 8 am to 1. Then he is finished.
What about other subjects?
The key is to balance the reading list to reflect different subject areas. If I felt an area was lacking I would slip in a book on that subject. When they reached 13, I did buy them the Apologia Science book 'Exploring Creation with Physical Science' which they read independently for reading and we did spend some days doing experiments and wrote them up for writing that day. Again, like the projects, these were relaxed, fun sessions. Son 2 now does the Apologia Biology course as part of his reading.
What about sports?
Robinson is more than a curriculum. It is a way of life.
However I see now the fruit of the curriculum. They want to work! They don't seek entertainment. They enjoy working!
To that end we encourage them as far as we can in their chosen interests: Son 1 Transport - especially trains; Son 2, birds. We get them a subscription to the best magazines, buy them the best books on the subject and their pleasure time is spent studying, but they think it's play! We never palmed them off to Sunday school either while we stayed in the 'sermon'. They stayed too and were taught to sit quietly and join in singing and Bible reading as soon as they could read. Now they see themselves as part of the church - not just the 'Youth', expecting an entertaining service.
So back to the 'Is it easy?' No! It's self-teaching, but not 'Go get on with it yourself.' It's the parents taking the initiative, quietly encouraging, disciplining where necessary to keep that work ethos through school time. Then organising nice 'school outings' to fun places (not entertaining!) - wildlife walks, train rides to interesting places, friends to visit, us being with them, not casting them off to be entertained while we do the serious stuff.
So far we are very pleased with the results of RC. I didn't see it's full potential when we started out, but now whole heartedly agree with Dr. Robinsons outlook. It is an excellent education. How far it is removed from a State education!
Our Background
A word about circle time
I thought home-educators were weird people!
Resistance to home-educating from family and friends
Is home-education school at home?
Home-schooling is a completely different way of educating
Our home-school was transformed!
I especially liked the idea of Robinson - that of keeing school simple, as I was not a young mother, being nearly 40 when my second son was born, and to be honest I was pretty exhausted most of the time, running around after 2 small, lively boys. I was freed from nightly/weekly planning, endless sourcing of good materials and was free to enjoy my children.
This was REAL teaching!
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Socialisation
Our boys have become each other's best friend. They are totally different in every way, but compared with a lot of school children who hate their siblings, our two will still enjoy spending free time with each other for which I thank the Lord. They (now!) rarely argue but encourage each other, which is lovely. I think school splits families up and makes each child a separate entity. Home-schooling unites a family - they learn together.
So if you don't have much contact with other children, keep praying about it, the Lord will meet your needs. In the meantime, make the most of what you do have - at least, each other and rejoice in it!
However, do not despair. It is not hard to educate a young child aged 4 to 8 at home and it does not need to cost lots of money or even time.
At this age the only real 'school' work that needs to be done is the 3 R's: reading, 'riting and 'rithmatic. Yes, school children must be in school from 9 until 3, but they will not be sitting at a desk for all those hours. In the early years, much of their time will be spent engaging in play. I hasten to add, that much of their time will also be wasted. Early Years settings seek to replicate the home-life - baking/shopping/travelling etc..! This seems bizarre when their main aim is to get the children away from home. Think of the old fashioned 'home-corner', or playing shop, dressing up - all valuable parts of childhood, but which are no less educational for being done at home as part of a child's normal life.
So English and Maths are essential. Other subjects are not essential at this age, as little children learn holistically. That is, all subjects merge into just one - life. They learn best through exploration, reading and playing (inside and out) and plenty of time in a child’s day needs to be given to these latter three.
Although as home-educators we do not need to follow a timetable as such, it is equally true that young children thrive best when there is a consistent routine. If the children know that they will be sitting down to do school work in the the morning, then you can cut the battles in half at least! Try and make sure that some maths and Language work is done every day and that most days it is quality work. Of course there are always going to be those times when unexpected things happen that throw the routine out - but get back to it as soon as possible. Children are usually more alert and receptive in the morning. It is good to do the work, and then have free time. Work then play.
My suggested plan of a day:
9 - 10am English work: reading, writing, spelling
For young children these three will best be taught through a good synthetic, systematic phonic programme. Aim for your child to be the best reader s/he can be as this will form the basis for all future learning.
The main aim of these lessons will be to give your child the tools s/he will need in order to become a good reader and writer. Reading is best taught alongside spelling. Writing is best learnt by separating the skills of handwriting and composition. At this age, composition is best done verbally. Copy work (copying from suitable books/poems etc...) should play a large part.
10 -10.30 a break - play in the garden in summer, a walk round the block in winter - or play indoors if mum is tired or the weather is bad. Some days I used to put some classical music on and let them run and jump to let off some energy. Endeavour to factor in some exercise each day, even in winter as you will all feel better for it and hopefully be healthier. It doesn't have to be at this time, but a regular time helps everybody to know what to expect. Young children thrive on routine.
10.30 - 11.30 Maths work
When the children are very young (4-5) the maths and English may not take so long.
Do be prepared before each days lessons: have the work ready, know what equipment will be needed. Have the children set up the school room if need be after breakfast. Train them to know that after breakfast, they should be ready to come to the table when called to work. There should be no arguments about this. Good training spares a lot of frayed tempers!
For those with a mix of ages: train older children to work as independently as possible. Obviously you will need to listen to them reading and check work, but they should be moving towards being able to get on with an exercise by themselves for a few minutes while you work with a younger child. Train babies from the start to play quietly in the school room - provide quiet toys, such as bricks, puzzles etc...Have them ready so that as one activity flags, you can provide another. Do factor in time to spend with baby - maybe doing a shape sorter or a puzzle together. Move from child to child as needed making sure that all have done what is necessary each day. Again, a routine helps to give structure and order to your 'school' and helps young children feel confident and secure.
11.30 -12.30 On some days art work or project activities, though on some days it may be appropriate to do this in the afternoon. I always planned on one art activity a week at least and I set a regular day for it to ensure that it happened. This should not be seen by the children as 'school' work - this should be general homelife - all of you learning together. All chidlren (except tiny bables) can join in the art work, doing so at his/her own level).
12.30: Lunch
Afternoons Free
Now is the time for free exploration/play, outings or for doing activities together.
Many families like to have a time of family rest at some point when younger ones sleep and older ones read/colour/play quietly. It is good if at the start of the week you can make a plan of what you intend to do when. This means that activities are more likely to happen. Do not feel that you have to wear yourself out taking the children out every day to socialise. I used to try and plan for one major 'out of home' activity a week, then other afternoons being quieter at home. Do not feel guilty if some days the afternoons are free play. The children do not need structure all day and actually it is better for them if they don’t have it as it makes them find their own ‘fun’ and develop self-motivation. Later this may lead to hobbies and interests.
If you have the energy and children are flagging in ideas, sometimes you could play together - set up a shop, or imagine a cardboard box is a boat. Usually that would be enough to set them going for a while.
If a bit of peace and quiet is needed as the children are getting fractious, then a cuddle with mum with a good story often resettles everybody.
Bed Time
A good bed-time routine is esential for an orderly home, which a home-school home needs to be. Aim to have tea at about the same time each day, followed by family prayers and bath, then a bedtime story and individual prayer time before lights out. A regular routine each night helps to settle children to rest, ready for learning the next day. Four year olds need 11.5 hours sleep, five year olds need 11 hours and 6 to 8 year olds need approx. 10-11 hours (source NHS). To find bedtime work backwards from the time you need the child to get up.
Tired children are more likely to be awkward, fretful and make life generally more difficult for everyone in the home.
Other considerations:
Technology is not essential in the early years. Young children do not need access to a computer for learning or for pleasure. They do not need entertaining with a screen - it doesn't engage the brain in the same way that learning from books does, due to its fast moving images. A few carefully chosen DVD's are a resources to be used wisely on occasion, not something that should be a matter of course everyday. Try not to use the TV as a baby sitter regularly, tempting though it is!
You would do well if you can do without a TV in the home. Children will soon find sources of amusement that are better for them. Instead, provide good quality toys: toys that meet the need for construction and role -play (bricks, dolls, garages, trains, Play-Mobil etc..). Avoid violent toys and toys linked with children's TV programmes.
Spend time with your children. Don't let them see project/art work as 'school'. Plan family outings to stimulate discussion, widen horizons and hopefully pave the way for future interests. Excursions are a great opportunity for family bonding and having time to relate with our chidlren away from school time.
Listen to good music - classical music, folk music, hymns. Avoid pop music as it is rebellious by nature - rebellious ultimately agaisnt God, being symoblic of promisuity, drugs and rebellion.
- Keep school simple
- Be organised
- Have good discipline - have rules for the family - keep them simple
- Have a regular routine which includes plenty of fresh air and exercise
- Ensure the whole family has the required amount of sleep (including 8 hours for adults)
- Either don't have a TV, or keep it off for the most part of each day.
- Observe the Sabbath day - it brings blessing and rest!
To help keep the cost down for you, I provide FREE and low priced resources for KS1 on this website (see side-bar for examples) and on my main website, Lilibette's Resources. My project packs are being added to all the time and provide plenty of 'dip - in' activities to help give your explorations a focus. If you have any questions, please ask!
You may also like to look at the Mothers Companion Curriculum - low priced and all conveniently on a USB stick. All of these are compatible with a classical style curriculum.
Curriculums
One area in which many families struggle is in being tempted to keep changing curriculums. You know how it goes: you buy a curriculum that looks great and to start with all goes well. But a few months down the road, your child starts to complain that they are bored, or they start to struggle and doubts about the curriculum suiting your child come into your mind. This is followed by Googling more curriculums and possibly being tempted to ditch the one you are using for a new one (at great expense) only for the cycle to possibly start all over again a few months later! Okay, maybe not this drastic always, but you know the feeling I am sure; we wouldn't be human if we didn't!
So how do we overcome this problem?
Presuming you have already bought a curriculum...
Number one is not to look to your child and their fickle up and down feelings. Children often 'play the game' and if they can get you to interrupt schooling by doubting the curriculum, rather than them, they will! Most reputable currciulums will work: however the art of home-schooling is to make them work in your family. There is no one-size-fits-all. This does take trial and errror. You have to first sit down and try and work out what the problem is. Here are some possible things to consider:
Too much book work at too young an age, overwhelming the child? Solution, cut down to the basics, reading, writing and arithmetic and do the other subjects in unit blocks only as you have time.
Maths going too fast for your child so they keep getting errors and are getting despondent? Slow down the pace. Go back and re-cover the areas they are struggling with. Don't let a curriculum enforce a time frame as your child is unique and will learn at their own pace.
Always make the curriculum fit the child and not the other way round!
If you have not yet bought a curriculum, then be sure to do yourhomework thoroughly. You are looking for one that will provide an excellent, godly education, within a price bracket you can consistently afford. Aim to choose one to take all your children to at least the end of KS2, if not to 18. It is not good to keep chopping and changing and few can afford to but a lot of books that turn out to be unnecessary. If money is tight, look for one that does not use write-in workbooks as you will have to buy new ones for each child. The Robinson Curriculum truly is brilliant in both academic ways and money wise, and if you can't afford that, read about the principle as it really works and is so freeing of not just money, but time and energy on behalf of the parents too.
Books
Do not feel that you have to buy all your books brand new. Charity shops are fantastic if you have any near you - the secret is to go regularly. Some days you see nothing and others you find treasures. Look through 'for sale' lists on for example the Deut6v7 e-mail list. Many sell unwanted curriculums through these lists too. Do utilise your local library. The books on the shelf may not attract you (especially fiction), but they may be able to get other titles ordered in for you and its free for children.
Paper
Paper is expensive and the home-school will need a plentiful supply. Utilise cheap stationary outlets like 'The Works' and Aldi and Lidl when they are offering such things. Never buy paper from a supermarket as you will pay more for the convenience of buying it alongside your shopping.
Help yourself by saving enevlopes to reuse that come through the door - amazon book envelopes can be reused, as can white envelopes - just stick a label over the printed address. If not, keep them as paper for shopping lists, jottings, drawings etc... The same goes for white paper that comes through only printed on one side. Keep it in a pile for easy access. If you do printer work that goes wrong, keep the 'wrong' ones as you can use the back of the sheet. Keep card from inside shirt packets. Large cereal boxes can be cut up - the large panels of cards are great for models. I'm sure you do many of these things already.
Clothing
Most of our children have far too many clothes. Have you noticed, they have 'favourites' and tend to only wear the same few over and over again? Work out how many they actaully need, and then only replace as they grow out of them and/or the season changes. Once again, charity shops are brilliant, if you keep your eye on them regularly. I am surprised at how often I get brand new items from them, many good quality at a fraction of the price of buying new - even teens trousers. Buy carefully though and don't be afraid to return items if they don't fit. Do the same for yourself and you might find you free up a lot of space in your wardrobe as well as a few pennies!
Extra curricula lessons/activities
These are great, if you can afford them. But your child will not be damaged if you can't! There are many free physical activities to engage in, like cycling, scooting, walking and swimming in the sea. It is cheaper to teach your child to swim yourself than send them to lessons. Besides if you actually watch them in lessons, a lot of time is spent standing on the side awaiting their turn. What is better is to do things together as a family as much as possible, bonding that all too important parent-child relationship, which beleive it or not, even in home-scholing families with mum around all day, can suffer from lack of input. It is too easy to assign 'school' time to the children, and then take our minds off them while we deal with other household matters and be 'too busy' to listen, do things together and build bonds.
Home-educating on a budget is not a separate compartment from how we use money in our families generally. Our spending philosophy underpins every part of our lives. What do I mean?
I meet some families who consider themselves hard up. But when I get to spend time with them, I see practices that could be changed which would free up more money. Often money is almost literally being thrown away through unnecessary purchases. Ok, granted, some of these families are not Christian, but it makes me re-examine my lifestyle, to see that I am not unwittingly doing the same. I find there is always room for improvement.
At the root chore are our characters. Some find it easier to be frugal, others harder. If you don't know which one you are, spend time thinking about it, as it matters. The frugal ones are very careful about everything they spend. Could they get the same quality elsewhere but cheaper? They do price comparisons to get the best deal. They consider carefully whether an item is really needed, or if it is a whim buy, to satisfy a feeling, rather than a real need. They have an ethos of make and do, and recycle, rather than having to have everything brand new and up to date with the latest fashion, be it in furniture or clothing. They do not feel that their children will be deprived if they do not receive expensive presents etc...
As Christians we are not called to be mean with money, but rather to be good stewards of it remembering that it is not ours just to spend as we please. How are we doing? I would suggest we all need to think this through periodically.
So just for this week, have a really hard look at your spending habits. Maybe even write down everything you buy and how much it cost in the week. Then check that everything on the list was really necessary. Then have a little think. How many clothes have you bought (even if from a charity shop) that have hardly ever been worn? How much money do you spend on take-aways, or convenience food, like little boxes of raisins or water? How much electricity is wasted with lights left on all over the house, or chargers not turned off? The list could go on!
Some set a budget for groceries. We don't but I tend to find that my shopping bill tends to be roughly the same each week, with exceptions for when people come to stay, or birthdays etc... We hardly ever eat out. Others on a smaller income may find it necessary to have such a budget restriction. However there is often room for improvement.
Of course, good accounting is essential. You don't need an accounting qualification, but a basic means of checking what is coming in, against what is going out and making sure the books balance. It is so easy to live on credit, but I believe it is not for the Christian to do so. Never spend what you haven't got is a good principal. Live within your means is another. I have heard others say that relying upon hand-outs from the government is not a good idea either, we should strive to be financially self-sufficient.
So, before I look at any other things you can do practically, think over these big things: your character, your lifestyle, your view of money and your general spending tendencies as they currently stand.
Next time we will look at some simple thrifty measures you can take right now in your home to help you spend less on home-education.
Welcome!
After studying for an Early Years Specialism degree (B.Ed. Hons), and teaching in mainstream education, I home-educated my own children, after my husband and I were persuaded of the need to take responsibility for bringing up our children 'in the nurture and admonition of the Lord.' (Ephesians 6:4)
Our children are now grown and I help home-educating parents teach reading and writing, especially to those with special needs. Please contact me if you think I might be able to help you.
In addition I help my son to write the Nature Observations magazines and helping Chris Eastwood with her FREE Christian Home Education daily lessons.
This costs the purchaser nothing extra.
In this way I can continue to provide free resources.
Thank you for your support.
Here's one I heartlily reccomend for ages 10 +.
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