Category Archives: Charlotte Mason

When to begin?

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Christopher we formally began homeschooling when he was 5, in January 2007. It was still his pre-K year and I needed a few months after Emy was born to mentally prepare. We started language and math lessons and joined an art co-op and started to do some pre-K stuff. Then in September we officially kicked off, though we were doing the same curriculum and didn’t start anything new – we just took pictures and gave him the kinder cone and had a back to school picnic with friends. Mid-year we helped set up a history co-op. So there is no rhyme or reason to our school year in regards to timing. We’ll be finishing our current language program (First Language Lessons second grade) in the next couple months, we’ll finish Saxon Math 1 around the same time. Story of the World volume 1 we’ll finish the end of August. We’re all over the place.

I’m wondering when to start Moira formally on lessons. For now she has no requirements, she just plays and joins us for reading aloud and when Christopher is working she’ll get a binder and do her math or language worksheets (we have some workbooks I put into page protectors and she plays with those and a dry erase marker.) We don’t expect her to do any table work yet but she likes to when Christopher is working. She’s turning five this week so she would be starting kindergarden in the fall, but I do like the Charlotte Mason philosophy of waiting until they are six to do table work – and Moira’s occupational therapist highly encouraged that idea. She wanted us to hold off on handwriting/table work with C until he was at least six, too, for a lot of reasons – she thinks kids are forced into developmentally inappropriate work far too early in public schools. I agree. His sit down table work, if he focuses, takes him about 30 minutes a day for math & language. Next year we will stretch that a bit, closer to 45 minutes because I want him to pay more attention to his handwriting (he races through writing now) and he’ll be 7 this fall. Then we have 1 to 2 hours of other projects, reading aloud, etc.

But Moira I’m trying to decide on and we’re looking at her strengths and areas that need help. She’s reading a bit but we’ve not tried to teach her any rules of reading yet or push her on it. Her handwriting is really quite impressive. She’s doing addition and a bit of subtraction. So I’m trying to decide (a) when do we start formal lessons (b) what do I start her with? I think she could handle a lot of the Saxon 1 (first grade level) and the Learn at Home 1st grade language… but she’s not yet 5 so I’m hesitant to expect that of her. I could start it and just do it a couple days a week (we do 5x a week with C for language & math.) Or we could do just worksheets/workbooks and reading aloud and no formal math/grammar. I could start in fall, September 1st – IF we feel up to it with a brand new baby. Or I can wait and start in January like we did with Christopher, after Emy was born… by January, after an August baby, I was good to go. She would be 5 1/2 years old then.

I should ask Mo what she thinks. I do want to have Christopher done with the math before I start Mo on it. And as much as I love the idea of waiting until 6 to start Mo, I think she’ll be ready long before then for this work. So I think I’m leaning towards giving her some table work starting this fall, whatever I manage with the new baby – and I’m sure C’s schedule will be a bit more fluid, too. And then in January we’ll get her started on the Saxon 1 and the First Language Lessons for grammar and do more reading work. And I’ll see how this works, two kids schooling at once. 🙂 We better get good at it since soon we’ll be adding Bennett’s lessons to the mix.

Habit Training, Nagging & Kindness

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I’ve been reading through some posts on today’s Charlotte Mason Blog Carnival and few thoughts on attention… and nagging and cooperation and chores. 🙂

I’ve been nagging a lot this week and I’ve yelled at the kids (totally my stress & my fault, they’re not acting any different than most any child their age in a new situation with new stress and new things to color on/destroy/eat/break.) Each morning I’ve resolved that if I accomplish nothing else, I WILL BE KIND TODAY.

One of the posts (sorry, skimmed so many I don’t know which) discussed our goal with our children and is it to have them know the periodic table of elements really well when they are standing there in heaven? Or is the goal for them to have truly led Christ-like lives? And I thought, “WOW, I just snapped at my child for not finishing his math quickly enough!” As if the math matters more than kindness?? I am teaching them every moment I am with them and is my example and my attitude teaching them impatience and unkindness or am I teaching them that I love them more than anything else in this world? Am I teaching them that even when stressed and tired and hungry and cranky that I will speak kindly to them? Am I using my environment as an excuse for not being a better person and rising above whatever stressors I may have? Am I demonstrating that we are in control of how we respond to situations? My example will forever impact how they perceive relationships and parenting roles and how they treat their own partner and family. Am I happy with the example I am giving my children?? Am I putting the less important academic lessons ahead of the most crucial lessons of faith and patience and Christ-like love??

OUCH. I’m feeling humbled… and I just got this reminder at that meeting recently, that the baby coming is a chance to teach them eternal lessons and the academics can wait. What matters most? How quickly do I forget? 🙂

Then, on the habit of attention – am I so scattered and lacking focus that my children don’t seem me focus? Do I let distractions take me away from those important things like my children and my conversations with my husband or my personal scripture study? How can I teach them to not interrupt those important things? Do they see me setting goals and meeting them? Do they see me planning and being organized in my day so I can focus on the priorities and accomplish what is most important first? Do they know what my priorities are?

And on nagging – if I find myself saying something over and over, then clearly they are not paying attention to me and I’m not paying attention to training them. I should not say “Clear your dishes,” four times or it’s a waste of time for all involved and I’m training them to not be prompt in their own chores (they assume I’ll remind them so they can forget) AND I’m teaching them they can ignore me. I must say it once, and then follow through. (Down the line I won’t be the one giving the reminder, they’ll need to know these things themselves and have formed good habits but my children are young and still in the training stage.) Do I lead by example, do I promptly attend to things I need to do and give them the verbal reminder? And do I help them when necessary to ensure they really understand the lessons or chore or whatever needs their attention – cleaning their room, doing math exercises, etc?

SAY IT ONCE and follow through. What am I finding myself nagging over and why have I not better trained my children in that habit? How is my example of attention and focus? And how is my example of patience and kindness?

Sloooooooow Reading

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I don’t know if this is a Charlotte Mason thing or just something mentioned at the CM meeting I attended, but they discussed limiting how much you read to your kid from a specific book – sounds odd, huh? But the idea was that if you limit them to one chapter a day or even one chapter a week, the child will engage with the book more than if you read it through quickly. It builds suspense, gives them time to ponder on what is happening, to mull it over in their head and connect with the characters and plot more.

We’re reading “The Magician’s Nephew” and C.S. Lewis in particular is great about ending each chapter with some tension, some excitement left dangling that leaves Christopher begging for more. We’re letting him hear one chapter during the day (I read in quiet time while the toddlers nap) and one chapter before bed. At my meeting someone suggested even slower, they were reading one chapter per WEEK, but from several books – which was another tip, be reading a few different stories at once. The kids don’t seem to have any problem keeping track of the varied storylines in their head and it lets them make connections between books (even from different genres) and ponder various plots. I often read several books at once, different types and that’s fun for me – to pick up one, read then try another. We’re doing some Grimms’ Fairytales, some fables, Magician’s Nephew, and our history (SOTW) and then random other bits – some biography books for kids, some Magic School Bus and Mo’s choosing Shel Silverstein a lot lately. And we’re reading the Book of Mormon for scripture study.

But what may happen, as one friend told me, is that your child gets so frustrated with your slow reading that they go finish the book themselves. 🙂 Which is fine, too, make it just a big over their reading level and get them motivated to pick it up and try it on their own.

It does feel rather odd to have my kids BEGGING for us to keep reading and for us to say no, we’re done with that book for today! But then we send them to grab another and they can become wrapped up in another story. Oh, and not just stories – but also history and art, but stories do capture their imaginations in a different way. We’ve limited our Story of the World reading to one chapter a week, too.

This makes me think of all those admonishes that we need to slow down, meditate, ponder on what we’re reading – specifically in reference to scripture reading, but I think it can apply to reading any good book.

Charlotte Mason – Heidi Thoughts Part III

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You can find part I and II below.

I decided to not go past volume 3 right now, the others are geared towards older children & some broader issues. Good reads, no doubt, but I need to focus on some other things right now so this will be the last summary for awhile.

Obedience – training children. Verbally state need, physically follow up. Explain (whenever possible) the why and the natural consequence. Then move to verbally state, and expecting there will be obedience but still follow up. Then move to verbal and presume it will be done. Try to let natural consequences follow.

Children need to see options and be able to choose the right for themselves, not because of fear of punishment or disapproval from parents. Must find internal motivation to choose right. But teach why, explain moral foundation for why this is important – and – explain social significance. We do not tease because we speak kindly and show love for others (scriptural reference.) When we tease (natural consequence) we hurt feelings and friends do not want to be around you. I think both reasons are important to explain in core/grammar stage, when children are young and need to see direct concrete impact of their actions. When older, will have moral understanding and better understand abstract moral reasons.

Children should be given transition time. As adults we can check time and be aware of schedule and transition ourselves. Children need help learning to budget time and transition. (Raising your Spirited Child book)

Masterly inactivity (Parenting Breakthrough book!!!) – do not take charge when your child is learning skill. Teach, inspire, then allow them to do it themselves. Don’t steal their opportunity to learn!!

Be confident in your decisions – you are the parent.

Trust your children – if you have helped them develop good habits, be confident in their ability to choose the right. But be mindful of their location and activities.

Take time for yourself and your needs.

Children should – be free in their play (not dictated in all activites.)
– be given freedom in their creativity and work intitiatives
– stand or fall in their own efforts
– choose their own friends
– spend their own money as they see fit
– form their own opinions

“Exposure to a multitude of ideas is necessary because we don’t know which idea will spark a child and lead to great deeds later.”

Children should be skilled and confident in public speaking, a skill crucial for leaders and all citizens. (Thomas Jefferson Education – leadership education)

“Charlotte lists three underlying principles of her schools: 1)––Authority as a law is universal 2)––Habit training is a vital part of education 3)––Ideas have power to inspire.”

Education is a life, an atmosphere, and a discipline.

Knowledge we gather ourselves makes the strongest impression – allow them to discover, to form a relationship with the author. But we must watch reaction, be there for narration & discussion, and ensure we provide living books instead of textbooks or twaddle.

Encourage development of relationships – with ideas, with people, with concepts, with nature, with world to be discovered. Do not attempt to censor entire world for them, but do protect them from inappropriate things.

“It is mostly suburban parents who try to manufacture learning experiences, because the limitations of that environment don’t offer the rich opportunities that are a natural part of country life. Children learn more from keeping up with other children in free play in a natural environment than from formal lessons contrived to learn skating, hockey and tennis.” (Pondering on that!!) Says better a summer in the lake than 6 weeks of swimming course.

“It is mostly suburban parents who try to manufacture learning experiences, because the limitations of that environment don’t offer the rich opportunities that are a natural part of country life. Children learn more from keeping up with other children in free play in a natural environment than from formal lessons contrived to learn skating, hockey and tennis.”

Four ways we may squash a natural love of learning-
too much explaining instead of encouraging exploring
too many lectures instead of allowing them to form connections
textbooks instead of living books
competition to motivate, instead of inherent value of learning

Until eight year olds, plan to read to kids. After eight may be able to do more reading on own but still – keep reading aloud sometimes. 🙂

“Children are too valuable to be used as guinea pigs of educational fads.”

Charlotte Mason – Heidi Thoughts Part II

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Part I, thoughts on Volume I, updated.

Volume II thoughts:

family – children should feel content at home so do not seek contentment (approval) elsewhere, but also remain aware of needs of community outside their home

parents are to inspire children by their example (educational, spiritual, social – manners, how we treat others) – Thomas Jefferson Education, mentors’ job is to inspire students to want to learn

children need to learn to analyze and question their own opinions & faith so when facing the world, they know where their faith & beliefs are based and are not shaken. just because it’s in a book, doesn’t mean it’s true (ditto, if it’s on the internet that does not make it FACT!) faith is not based on evidence and that’s okay, but understand concept of faith and reason and develop own strong testimony.

needs to know THEY control their thoughts and have power to dismiss thoughts and to embrace better ones.

begin in early years to develop self control, realize we are in charge of our reaction things (well before six years!) and that we choose how to express our emotions – what’s appropriate and what is not (say you are angry, not okay to hit)

HUGE FOCUS POINT, very important to me we explain & demonstrate this concept – explaining that no one can “make” us angry, emotions & thoughts may come to us but we choose which to focus on, which to express, how we treat others. it’s OUR CHOICE and we are accountable for our reactions to situations.

show by our example that WE feel various emotions and verbalize to them how we feel and how we are handling it. show by example our self control. if we snap or yell, apologize and try again.

family pride – unity, identity

believe that hearts can change (in adults and in our children) and do not despair by improper habits – know that it can be changed (and the younger they are, the easier it is to redirect and replace with positive habits.)

nagging is not training, it teaches kids that we will be their constant reminder. must train children and trust that they will be accountable. habit training – teach, instruct, demonstrate, follow up. then slowly back away over time – verbal reminders. but work to point that assumption is child IS accountable and faithful to task (lessons, chores, proper behavior) and our expression of faith in their good habits encourages. if something is forgotten, discuss it and express faith it will be fixed.

train senses – spend time focusing on gift of sense and recognizing. what do we smell? what do we hear? painting picture – what did you see? how does this taste? close eyes and describe. increases awareness of surroundings, appreciation for sense & our world, can help with memory

teach reverence for sacred things by example and by discussion

teach sensitivity to others’ emotions – address teasing

teach children to NOT be constantly worried about others’ opinions of them, a child always wondering what others thing of them “is looking inward rather than reaching out to others.” teach them to lose selves in service and will be less worried about themselves

expect accuracy and honesty from children – and demonstrate it for them. do not exaggerate, do not make excuses that are misleading, be tactful but honest.

children grow at their own pace, we must not dilute the ideas/concepts we present to them but present it all and allow them to make their own connections. DO NOT DUMB IT DOWN FOR THEM.

when a bad habit is formed, plant the seed of a positive alternative. If child is being greedy, plant seed of generosity by example and explanation. Allow positive habits to replace bad, don’t try to simply break bad habits.

teach children to ask why & to analyze their own ideas – don’t assume your views are “right” and be open to idea that you are biased and need to consider other perspectives. (see faith note – others will question their faith/beliefs and if have not considered where their foundation is, much harder to stand firm and explain own testimony. question not to dismiss own faith, but to strengthen.)

pause, consider where you have come from and what direction you are heading. don’t just keep going, sometimes course correction is needed.

teach children to not focus on discomforts (scratchy clothes, being cold, being tired) but to focus on lesson, to develop fortitude and focus so as to not be always distracted. to remove focus from self. (Interesting dilemma for children with sensory disorder and input that is beyond “typical” levels of distraction, but part of therapy was teaching sensory kids to “tune out” distraction and by exposure to it to be able to move beyond.) move beyond sensory distractions/annoyances and focus on concepts, ideas, lessons – higher focus. good practice for real world when distractions from work/reading/situation are often beyond our control and we must learn to tune them out and still accomplish what’s important.

teach them we control where our mind focuses and we must learn to control our reaction to sensory input even if we cannot control our environment. (Thinking of labor, pain & ability to focus on other things to tune out or cope with pain.)

Awareness (of senses, of direction we are heading, of habits, of values, of beliefs, of others’ needs) and ability to focus our minds, redirect and rise above temporal.

Discussion

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If you have read or plan to read any of the Charlotte Mason works, Well Trained Mind, or the Thomas Jefferson Education, would you let me know? I always appreciate the chance to hear other’s thoughts on these works, it helps me to learn from you and get your perspective. You can leave a comment here or email me – all comments, even on old posts, are emailed to me.

Thank you!!

Thomas Jefferson Education II – my take

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My other post on the Thomas Jefferson Education book.

Okay, skimming it again before I pass it onto another sister –

stages of learning:
core (0 to 8 years)
love of learning (8 to 12)
scholar (12 to 16)
depth (16 to 22, college years)

Comparable to classical approach of grammar, logic (or dialectic), and rhetoric. Get the facts in, begin to analyze arguments, then begin to form own arguments.

George Wythe method:
1. classics, not textbooks (what Charlotte Mason calls “living books”)
2. mentors, not professors – inspire, don’t preach
3. inspire, don’t require
4. structure time, not content – give autonomy
5. quality, not conformity (Charlotte Mason, better one perfect than many sloppy)
6. simplicity, not complexity – stick to the basics, then expand w/passions
7. you, not them – you are the mentor, work on YOUR educational as well

Heidi thoughts – I agree that classics are great and should be used whenever possible. Not just for literature, but classics in history and so on… as he says, there are “classics” in every field, including technical fields. Classics does not mean old, it means foundational works. However, I do not agree that the best way to learn spanish is to read classics in that language (Don Quixote, he suggest). 🙂 Or that math is best learned by reading Euclid. I think in the core/grammar stage that the kids do need to learn math concepts with hands on experience, not by having a classic read to them. Sure, good to cover those things once they’ve mastered reading skills but in the foundational stage I think some textbooks are helpful – teaching math, grammar, etc. Within context, yes, and with hands on experience but sometimes reference books/texts are helpful in things like math.

On that same note, I think structuring time is great but in grammar/foundational stage that structuring content is also important. When helping a child learn basic math and reading and grammar, I need to structure the content (we’ll do math and language this morning) as well as time. I can’t just leave content open before the foundation has been laid for them to master these skills.

Getting started:
1. Forget the kids. Start working on you, then we’ll get to the kids.
2. Read a classic.
3. Read 3 more classics, one per week.
4. Read & annotate a classic. (Declaration of Independence – look up every unclear word & write down definition. Write 10 ideas that interest you. Sit down w/two people and discuss it with them.)
5. Annotate two more classics – write down thoughts, discuss with 2 other people.
6. Once your child is scholar age (12 or whenever you feel ready), then this step. Until then, keep working on first 5 steps and your education. Have your child read one of the classics. Read it yourself and take notes. Set discussion time and be patient – let them open up.
7. Have group discussion on classic (8 people.)
8. Repeat step 7.

Setting weekly schedule –
Designate your study time. Establish their study time. Set daily writing assignments. Schedule weekly discussion time with them to hear what they are reading. (Sounds like narration, but weekly instead of instant feedback of core/grammar stage.) BOTH parents be at discussion time.

Setting monthly schedule –
Designate planning meeting monthly to review schedule & write plans. Write list of classics you’ll read. Classics your child will read. Other subjects scheduled. Schedule group discussion times. Schedule fieldtrips, enrichment activities, and visiting lectures to attend.

Heidi addition – set semester mini & yearly (big!) planning times, to review and set goals, clean up and add to portfolio of writing & projects, and to review direction. Meet with spouse, with family, and each child individually to write up goals and find out what each child wants to study & focus on – what is their passion?

Charlotte Mason – Heidi Thoughts Part I (updated)

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I’m ever so slowly working through her readings (six volumes!) and I’m in volume 1 and haven’t even finished but this is what I have so far.

This is NOT a summary of her writings, this is simply the points that jumped out at me that we want to implement combined with my thoughts – these are NOT Charlotte Mason’s philosophies, these are the Heidi philosophies influenced by Charlotte Mason. You’ll have to go read her works (all available on-line for free, I’m too lazy to link right now) and then see what you think. 🙂

Points for me to remember:

Children should spend first six years in secure, quiet childhood and focus on just growing and being. No formal lessons/table work (though if they want to play at handwriting, math, etc that’s fine but do not enforce structured lessons until 6 years.) Playing with phonics is great, games with math, any fun learning activities – but don’t attempt to start “school” before six.

Be outside as much as possible, 4 to 6 hours a day, good or bad weather. She says April through October, I think March through June and October & November are more realistic in Texas. 🙂 Eat outside, let the baby play. Mom must go WITH and be there for children.

Things to do outside – sight seeing (go tell me what you’ve discovered) and picture painting (describe in detail the nature/landscape/discoveries.) Paint a mental image. Other lessons taught – flowers, trees, animals, geography, exercise, tracking (camping skills?) Use nature guides, learn more about your area. She says don’t bring books to read (focus on nature instead) but I think reading outside is wonderful! Don’t go to playground, which prevents kids from exploring and focusing on nature because they’re playing on the big plastic slide.

Habit Training – focus on teaching child to form good habits early!
Attention – if baby drops toy, pick up and try to engage baby’s attention a bit longer, describe, interact, etc. Teach to focus just a little longer. Lessons for children under 8 years should be around 20 minutes and varied, to keep their attention. Let them MOVE, clap and dance and jump. Set lesson times (we do 30 minutes.) If child finishes early, let them have spare time time to run, explore, play until next lesson. If child is distracted, seek to regain attention and if not able then move on – don’t make it a battle, don’t allow time wasted by wandering mind.

Knowledge is its own reward, do not bribe or use praise or competition to motivate. (Punished by Rewards book!!)

Habit of application – focus, think quick on feet, respond to questions promptly. Don’t ask them questions when you are distracted and then not follow up. Teach them focus & application by you applying yourself fully.

Habit of thinking – allow child to form their own conclusions, do not just give them the answer or tell them the point. Even if it’s incorrect conclusion, the habit of thinking is crucial and recognizing a mistake and then trying again is wonderful process.

Habit of imagining – ask questions, allow them to ponder. Read books that aren’t twaddle, encouraging them to imagine and visualize. No twaddle books, avoid television or anything that creates the story for them and leaves nothing to imagination. Blank piece of paper is better than coloring book. Illustrated book is worse than one with no pictures – allowing them to visualize for themselves. Encourage them to CREATE. Art, music, stories, handiwork.

Habit of remembering – review previous lesson as starting new (briefly is okay) and connect facts. Concepts learned in context will stick, randomly given bits will be harder to recall.

Habit of perfect execution – better one perfectly formed letter than a whole row of half hearted work. Teach them to do their BEST work each time, not just to rush through it. Compete projects, don’t give up and leave undone. BUT don’t give children projects they cannot complete/not age appropriate.

Habit of obedience – FOLLOW UP on rules & requests, do not say they must do something and not follow through or you are setting them up to be disobedient. If it’s important, then be consistent. If it’s not important, don’t ask for it. Even just once of NOT following through with a request or lesson teaches child that you will not enforce rules and there are exceptions. (Heidi phrase – pick your battles carefully, do not make everything a battle, but do NOT lose!) If it’s important enough to make a rule/request then it MUST BE ENFORCED EVERY TIME. I have no idea how to handle this in situations like bedrest? Nursing a new baby and unable to get up immediately? But consistency in expectations/rules will encourage obedience and give them structure and something to count on…

Habit of truthfulness – not just deliberate lying, but careless lying through exaggeration or inaccurate information should be addressed. Teach them to be precise in language and respectful to all people.

Part II of Volume I: I’m reading the summary of the modern english so this is so butchering it, and I’m NOT summarizing – I’m just writing down the points I want to remember and implement. Sorry, no abridged version for ya!

Do not expect narration before 6, though children under 6 will eagerly share – do not make it a requirement.

Do not expect compositions before 10, dictation (writing) and narration (speaking/summarizing) are practicing for writing until then.

Do not ask children to memorize twaddle – memorize good works.

Do hands on math (manipulatives) before expecting children to understand abstract symbols (numerals.)

When students are reading (any subject, history or literature, etc) locate on map and put into century book and/or timeline.

CREATE CENTURY BOOK! Notebook with tabs for each century, have them write in some notes/dates/information for each author or topic they study. Similar to timeline but more detail, creating a chronological encyclopedia of their own studies. Use from year to year.

Art, music, exercises & handicrafts should be started at six.

Art appreciation – artist, style, and create own work in style. Similar to “painting picture” in nature study. Show work, take away and ask for details – what did they see, what did they think, how did they feel?

VERY IMPORTANT GOALS – updated

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Okay, three things I’m working on:

1) At least SKIMMING the Charlotte Mason readings (in modern English, I’m being lazy and can skim faster in modern) and taking notes for things we want to start working on. Like the “picture painting” during outside time. Need to put special focus on the “habit training” part, too. I need to be trained. 🙂 These are public domain and available at Ambleside Online – a wonderful resource. I’ll post my notes when I’m done (and no, that doesn’t let you off the hook – go read them so I have someone to discuss it with!!)

2) Starting to read the classics. Kit’s english degree meant he read a lot of them in college and how horrible that when Christopher asks me questions about some story I have to send him to Kit for the answer. Resolving to improve MY own education so I can be a better resource for my children. Prompted by an old friend that has decided to homeschool (hooray, and congrats!!) and she’s working on reading the classics because she’s inspired by “A Thomas Jefferson Education” – which I read, and loved, and yet neglected to act on. Going to improve my own education so I can be a better mentor to my children!! And I cannot just read the fun classics I love, I need to get serious in some histories and autobiographies and non-novels. 🙂

3. Kit and I are going to read the Constitution together. I’m going to get my hands on the Thomas Jefferson reading list but we thought especially with this being an election year, isn’t it a good idea to review the Constitution? 🙂 Good place to start… So, go read it and take notes on anything that really strikes you at this point in your life and then we can talk about it! I’m serious, when is the last time any of us read the Constitution?? Probably for me back when I had to memorize the preamble in school. That would be a long time ago. Go read it this month and then we’ll chat. I bought a copy of my college textbook for American Heritage on-line for less than $5, it has copies of those documents in the back (and is a great resource to have on hand!)

So, email or comment if you have suggestions for books I need to read?