an amazing amazon album deal... and thoughts on opera

I just bought this album, and though I have not listened to it yet, I can't see that I could have gone too wrong... It's 12 CDs worth of music for less than $10! Not only does it have TONS of famous classical music, but it includes several of the AO selections for this year's term 3, as well as from other years' selections! As per the AO composer study rotation, until the end of the school year, we'll be listening to opera.

Yep, you read that right... opera.

I never thought I'd see the day.

I can't say I'm overly excited about it either, even if it IS one of my dad's favorites. I remember opera performances oftentimes constituting his television programming of choice when I was little. I was never quite equally convinced of it's pleasure viewing value. Of course, over the years I've often been surprised at how much my kids and I end up enjoying the various AO composer selections. So, we'll see. If it weren't for this aspect of homeschooling, just think how seriously uncultured we'd be!


If you too decide to buy the album based on my recommendation, please use the following link so that we both benefit! (I earn a tiny commission off every purchase made... even a little bit helps!)


A 12 CD Set Of Romantic Classics For Every Month Of The Year


On that note, have I mentioned lately that I am SUPER thankful for everyone who uses my blog(s) to link through to make their amazon.com purchases?! Well, I AM! Thanks to you folks, we've seen a small dent in our homeschool purchases! Those affiliate earnings, as a result of your linking, especially help to offset the cost of transporting things internationally! We regularly spend more than $250 a year in shipping for books, at least that much, and your linkage earned us $104.59 over the last 3 months!

Thank you!

So, as I could hardly bring myself to buy an album entirely composed of opera, this other album was also a great find for me! The operas are all sung in ENGLISH. Oh yeah. While I'm sure the opera elite would grimace, as for me and my house, we're thankful for these 'baby steps' kinds of offerings. :)

Nature Study Monday... Rocks!

We went out on Saturday this week to San Pedro de Cumbaza, in order to scope out yesterday's baptism spot (more on that soon, at the tuttle tribe, and probably a pilgrim's project as well since this time some of my offspring went under the spring). :)

I had in mind to suggest looking at tree bark because of something I'd read lately, and because on the way I was aroused by several trees with blatant orange bark, which took first prize over those with very round white spots, a close second.

Having arrived at the first potential site, while everybody was off doing their own thing, I embarked with full intention of looking at trees, but I couldn't help noticing the nice round rocks, some with pink twinges and well, I do love rocks. I was once again completely taken in. Have I ever mentioned my favorite color is grey? And I have a soft-spot for heart shaped rocks? Nevertheless, I quickly succumbed. [I'm pretty sure succumbed is the weirdest word I've seen today, just sayin']

I'm not sure that anyone else present particularly noticed the rocks, though certainly, you couldn't avoid seeing at them, stepping/tripping on them, etc. They didn't receive even one special mention. But you may be sure, we'll be going back to that spot. The rocks are calling me. I can hear them now... oh wait, maybe that's my bed.

It is getting late. I almost didn't make it in time for nature study monday this week. Last week was a complete fail. I can't remember if we had an out of the ordinary walk, or just a backyard browse, but either way, I posted nothing. I wonder if anyone noticed? Of course you can link up any day you please, but the fact that it's called nature study monday gives me a deadline. I need that sometimes. :)

Feel free to link up to your February nature studies in the comments of this post! 

It's fun to share. :)

Link up and find more nature study links for February by clicking HERE.

thoughts on authority and docility

As for authority, people nowadays don't really like the terms authority and discipline. Equality and freedom are generally more to their liking. How 'bout you? I admit, I felt a subtle twinge of revolt upon utterance of the former two terms and an immediate corresponding sense of relief at mention of the latter. As progeny of Eden, it comes naturally I guess. I wonder though, if we can't come to terms with both and perhaps even work out some synergy between the two apparently opposite values?
Here's the beginning of wisdom...

(I am assuming that everyone entrusted with the bringing up of children recognizes the supreme Authority to Whom we are subject; without this recognition I do not see how it is possible to establish the nice relation which should exist between teacher and taught.) [*]

~ She is Charlotte Mason, who in this parenthesis, pretty much says

all that needs be said.

Need I say more? Seriously.
Alas, it is my intention to post my thoughts, so I guess I will try to say something else.
Even if it's all going to sound somewhat similar; about the parts I understand, that is. heheh. ;)
Oh. there is that one little thing I don't agree about...
The bit about the American physiologist who says it might be possible to live for 1,000 years.

[ahem. right. moving on...]

:: Spoiler Alert ::
If you don't like to know how the story ends, skip the paragraph immediately following.

Important words from the chapter:
docility = teachableness; acceptance of authority
hortatory = tending or aiming to exhort, ie, lecturing (which I don't use in this post for reasons that should be obvious)
deputed = appointed to perform a task for which another is responsible
arbitrary = random or based on whim
Important correlations:
teacher :: authority (… & docility)
taught :: docility (… & authority)
Important points:
Those in authority must govern as those also under authority... this fact should be discernible. [*]
A child does in fact have authority... over himself; to make himself attend, to make himself to know.

Oh and if you find that you forget what docility means, refer to your dictionary or resort back to the spoiler right above here.

Thoughts on Docility & Obedience:
It is heroism, that makes our hearts swell, produces a lump in the throat, even prompts tears, that we read about in a man who obeys orders (authority), at peril of his own life, to save friend, family or sovereign. 'Proud subjection and dignified obedience' is that which distinguishes great men and noble citizens. The higher the authority, the greater distinction in obedience.

EveryONE must practice docility in life:
All under God...
parent/child
owner/employer/employee
government/elected official/citizen
etc.

We are all constituents under one authority structure or another (postmodernism doesn't like the sound of that). Even so, there are learning grounds when it comes to any given system... in the case of the education these are:

Home & School.

Once we acknowledge that we are subject to a system (and we would be fools to think otherwise), we must admit that obedience or subjection to authority is a crucial lesson for members such as we are of the Establishment. [*] Therefore students learn a critical life lesson – obedience – by learning subjection to authority (docility) in the classroom. [*]

Children must be subject to authority, but they also exercise authority. They exercise authority over themselves. They are the only ones that can make themselves learn. They exercise authority by choosing if and when they learn and subsequently what they will do with their knowledge.

Thoughts on Authority:
It will almost never be the case of ONE teacher; knowing all, teaching all, and the lot of learners subservient. Though these do exist, having earned a right to lecture through a lifetime of learning...

When it comes to us normal people though...
Authority is proper to office, without it society would cease to cohere [*]. Parents and teachers have inherent authority and therefore should be careful with it. All proper docility & obedience may be secured under two conditions:

1. Authority must operate as also under authority, as deputy (representative of a Supreme Authority – he too must do the things he ought). It must not be arbitrary (ie, regulations subject to convenience).
2. Docility requires a sense of freedom (there is a choice, to know or not to know), [*] which necessitates self-government. Each individual must choose to learn, [*] will choose how they respond to what they've learned.

Authority is not as needful for activities such handicraft, drama, poetry, dance, etc., unless to limit these (though having a place, they shouldn't receive undue attention). In other words, a student does not need to be told to do the things he is naturally inclined to learn, but must by means of authority, be brought to discover relations he might not ordinarily seek out, which though requiring effort, may prove to be sources of real satisfaction and delight.

Authority in education comes into play not in pointing one toward where one already has a tendency to go, but in helping to see where freedom is to be had, in fields one might not otherwise choose to look.

Teachers depreciate children, therefore discrediting their own authority in education by:

• regarding children as inferior, themselves as superior beings, by not recognizing the potency of the children's minds [*]
• taking for granted the children's quickness of apprehension, over-explaining and paraphrasing [*], convinced that they cannot understand a literary vocabulary.
• disregarding the nature and power of attention – that it is not to be cultivated, wooed by persuasion, or pictures and illustrative objects – that it IS a very Niagra of force, [*] an appetite fed with books and knowledge.
• depreciating knowledge. Failing to realize, children revel in knowledge. A child will educate him/herself [*].

: : 

“To return to our method of employing attention; it is not a casual matter, a convenient, almost miraculous way of covering the ground, of getting children to know certainly and lastingly a surprising amount; all this is to the good, but it is something more, a root principle vital to education. In this way of learning the child comes into his own, he makes use of the authority which is in him in its highest function as a self-commanding, self-compelling power. It is delightful to use any power that is in us... but to make yourself attend, make yourself know, this indeed is to come into a king – all the more satisfying to children because they are so made that they revel in knowledge.” v6 p77-78

: : 

In summary, if you've followed this line of thinking, both authority and docility play a significant role in education. We may all exercise authority, if only in discipline of ourselves AND we are all subject to authority, if only under God. On the other hand, docility is necessary to all. In this, adults and children are all equal, and there is MUCH freedom in the acquisition of knowledge; here we find ourselves in a wide room full of life and interest, where each is at liberty to engage one's self unreservedly.

Quotes referred to above or otherwise especially interesting:
[*] The teacher, or other head may not be arbitrary but must act so evidently as one under authority that the children, quick to discern, see that he too must do the things he ought; and therefore that regulations are not made for his convenience. (I am assuming that everyone entrusted with the bringing up of children recognizes the supreme Authority to Whom we are subject; without this recognition I do not see how it is possible to establish the nice relation which should exist between teacher and taught.) p74

[*] Every king and commander, every mother, elder sister, school prefect, every foreman of works and captain of games, finds that within himself which secures faithful obedience, not for the sake of his merits but because authority is proper to his office. Without this principle society would cease to cohere. p70

[*] Order is the outcome of authority. p70

[*] That subservience should take the place of docility is the last calamity for nation, family or school. Docility implies equality; there is no great gulf fixed between teacher and taught; both are pursuing the same ends, engaged on, the same theme, enriched by mutual interests; and probably the quite delightful pursuit of knowledge affords the only intrinsic liberty for both teacher and taught. “He is the freeman whom the truth makes free,” and this freedom the steady pursuit and delighful aquirement of knowledge afford to us day by day. p72

[*]...once children are allowed a due share in their own education, not a benefit for us to confer but rather a provision for them to take.

[*] The sense of must should be present with children; our mistake is to act in such a way that they, only, seem to be law-compelled while their elders do as they please. p74

[*] But the principle of authority, as well as that of docility, is inherent in children and it is only as the tact and judgment of the teacher make opportunity for its free play that they are prepared for the duties of life as citizens and members of a family. p75

[*] They do choose and are happy in their work, so there is little opportunity for coercion or for deadening, hortatory talk. p75

[*] To allow repetition of a lesson is to shift the responsibility for it from the shoulders of the pupil to those of the teacher who says, in effect, – “I'll see that you know it,” so his pupils make no effort of attention. Thus the same stale stuff is repeated again and again and the children get bored and restive, ready for pranks by way of a change. p76

[*] But if they recognized that the potency of children's minds is as great or greater than that of their own, they would not conceive that spoon-feeeding was their mission... p76

[*] We depreciate children in another way. We are convinced that they cannot understand a literary vocabulary so we explain and paraphrase to our own heart's content but not to theirs. p76

[*] Another misapprehension which makes for disorder is our way of regarding attention. We believe that it is to be cultivated, nursed, coddled, wooed by persuasion, by dramatic presentation, by pictures and illustrative objects... Attention, we know, is not a 'faculty' nor a definable power of mind but is the ability to turn on every such power, to concentrate, as we say... There it is in every child in full measure, a very Niagara of force, ready to be turned on in obedience to the child's own authority and capable of infinite resistance to authority imposed from without. p76

[*] Our part is to regard attention, too, as an appetite and to feed it with the best we have in books and in all knowledge. p77

There are few who do not know the mischievous and baffling effects of inattention and forgetfulness on the part of subordinates... p78

We may not pose before children, nor pride ourselves on dutiful getting up of knowledge in order to deliver it as emanating from ourselves. p78

We are filled with compassion when we detect the lifeless hand or leg, the artificial nose or jaw, that many a man has brought home as a consequence of the War. But many of our young men and women go about more seriously maimed than these. They are devoid of intellectual interests, history and poetry are without charm for them, the scientific work of the day is only slightly interesting, their 'job' and the social amenities they can secure are all that their life has for them.
The maimed existence in which a man goes on from day to day without either nourishing or using his intellect, is causing anxiety to those interested in education, who know that after religion it is our chief concern, is, indeed, the necessary handmaid of religion. p80


This has been an especially LONG post containing my thoughts out loud over chapter 4 of volume six of Charlotte Mason's Homeschooling Series, you can read the chapter in its entirety for yourself right here.

MEP Y9 Maths without a printer? {well, almost}

While it is possible to teach MEP maths without a printer, I must admit that, doing it completely without a printer is ever so slightly challenging. Technically however, it can be done. I'm going to show how we prefer to do it, with only a minimum of printing, and how we could almost do without.

What we do:
Though at first it seemed to me that I was skimping on MEP by only printing out SOME of the materials; I got over it. Quick. And now that I've adjusted, I have seen that MEP is none the worse for almost entirely electronic implementation. AND I'm SUPER glad that I've saved myself (and the environment!) over the years from using SO much ink & paper! For every MEP year, I print* the Student Practice Books. I look at my kindle* or computer screen for the Teacher's Lesson Plans & other files. {If I had been certain that I was going to use MEP with ALL my kids EVERY year, maybe I would have gone and printed them all...? Probably not. I AM skimpy with my printer ink and paper and I don't like having TONS of printed off materials to try and keep track of with lots of kids doing lots of years. AND it would have been REALLY expensive if I'd taken ALL those files to the printer.} 


:: 
If you do NOT have a printer, the practice book is really the ONLY thing you MUST print if you also own a kindle/iPad or computer. This could be sent to the print shoppe.
Obviously, if you LOVE paper and have unlimited ink and such, or hate electronics in general... you could print it ALL. 
In which case, you should STOP reading this post.
::

What you need for MEP - Year 9:
Note: The upper years of MEP, beginning in y7, are a little different than the lower years in that, the curriculum is arranged topically (seems a little more mastery-ish than the previous spiral-ish approach). It may seem like it is more printing, but if it is more, I think it's only slightly more.
Also, there are three tracks in the upper years, Standard, Academic and Express. Each track increases in the amount/difficulty of the student's work, which also translates to the amount of problems and pages finished per lesson/booklet.

Student(s):
1 Practice Book per student (PRINT!* technically, students could do this off of a kindle screen, writing out all of their work and answers in their exercise books, though imo, this would be rather difficult, and unnecessarily exasperating...) For us in y9, this turns out to be, one little mini-booklet over a week or two*, for a grand total of 18 books per year. When printing booklet style, each practice book is only about 6-8 double sided sheets of paper.
1 Exercise Book per student (purchase whichever size notebook, preferably with graph paper)

Teacher:
Teacher Lesson Plan/LP** (Kindle/iPad or Computer or PRINT!* - I print this & write planning notes, I ONLY print the Academic pages, as that's the track we're using)
Overhead Sheets/OS** (Kindle/iPad or Computer, IF you use these)
Activity Sheets/Answers/ACT1,2** (Kindle/iPad or Computer, IF you use these)
Practice Book Answers/PBA** (Kindle/iPad or Computer)
Mental Practice/MT** (Kindle/iPad or Computer)
Revision Test/REV** (you could have students copy down the questions, OR do them orally OR PRINT! - if you use them as traditional tests)
Extra Exercises/EX** (I don't use these, but you could do the same as above)
Teacher's Notes/TN** (I look this over at the beginning of a new math section, there'd be no reason to print, imo)
For the younger years: 
Copy Masters/CM** (Kindle/iPad or Computer or PRINT if you don't have a dry erase board, these work really well for working out the problems with the students.)

(**denotes the abbreviations used in actual .pdf file names downloaded from MEP website)

Here's how I do MEP maths EVER-SO-EASILY-Electronically!!
On our computer, I keep a file on the desktop called >> MEP. There I have >> Y2 – LP & CM files, >> Y3 LP & CM files and >> a folder for Y9 materials, which contains >> LP, OS, ACT, PBA**, etc. .pdf files for the Y9 book we're in. 
Note: That will make a LOT more sense to those of you who have already looked over the MEP materials or have previously worked through one of the upper years of MEP.

At math time, I open up the MEP folder on my computer, and open ALL the files in it. LPs & CMs for y2 & y3, and ALL those files in the y9 folder (listed above). If everyone does math, there are about 12 .pdfs open on my computer at the beginning of math time. I follow the lesson plan for the given child's year, and as I finish using each .pdf resource listed in the lesson, I close it. When everything is closed, we're done! :)




Previously, I kept a dry erase board handy or a notepad to work out the example problems. But we discovered something recently that we're having a LOT of fun with... We write right onto the screen of my laptop when using the overhead sheets and the activities!! :) We use fine tipped wet-erase markers that wipe right off with a wet tissue when we're finished! Saves even more paper! And it's fun. ;) The kindle fire screen is also glass, so the same could be done there! 

:: PLEASE NOTE:: 

Computer/kindle screens made with permeable materials will STAIN!! 

Please check your device BEFORE writing on it!!

* MEP maths is a complete curriculum available online for free. It has been implemented in schools in Europe and many homeschoolers have successfully adapted it for use with their students.
* When printing materials, I find it WAY more economical - and only slightly if ever annoying to the student when doing measuring exercises - to print them booklet style as opposed to the full sheet size (which prints 2 pages per sheet of printer paper, in order to fold the pages that can be then opened/read as a booklet, not to be confused with multiple pages option which just prints 2 consecutive pages side by side, per sheet of paper).
* Transfer the .pdf files to your kindle via USB.  ** See above for the key to abbreviations of specific files.

Helpful Links:
MEP - Centre for Innovation in Mathematics Teaching website
Queen of getting started with MEP for homeschool, imo: Jeanne @ A Peaceful Day!
MEP thread on the AmblesideOnline forum (must be a member to read & post)

thoughts on mind...

Imagination, Reason, Conscience, etc., are all present in even the very young child.
How do you measure those? How do you measure the mind?

One of the scariest things when I first started teaching my own kids was, the realization that I can't see what they've learned. I can't measure it. Have you ever noticed that and felt a little nervous? I'm pretty sure that's why tests were ever invented in the first place; because some well meaning teacher got a little nervous, started wondering if the kids had been listening, and just for good measure started asking questions. Enter big schools, and tests came to serve as, not the measure of, as that is impossible, but an indicator of learning. Administrators (government?) want to know whether large numbers of children have memorized what the teachers said, and whether or not teachers have covered the material intended for consumption by the masses. Of course, as would be the case, teachers couldn't help trying to secure their students' success (and theirs) by skipping right to the point and teaching them just what would be on the test. Yes, we've come a long way, baby! If this is even a little like what has happened, one might begin to question whether or not tests really are all that necessary. Has all that come as a result of feeling a little bit nervous because we can't see or measure a mind? Hmmmm...

We can't see the mind, either. We can't see what's happening inside the mind; which obviously includes the interior of the minds of children we are hoping to see educated. And last time I checked, neither can we see ideas. And though we can't see which ideas are causing a spark, which are making connections, which fall flat or those which are basically running wild causing unchecked mind development in our kids, there may be certain clues. We might head in several directions to try and find evidence of the education by idea.

We could test for it. And we might fail the test - both we and our students.
Or, we could believe it's inevitably taking place, and foster it further by providing the things necessary: atmosphere, good books, short lessons, variety of material, good books, healthy habits, opportunity to tell back, interesting ideas, good books, discussion, encouragement, did I mention, good books?

Some learners provide more evidence to the interior work of idea than others. Possible clues of an idea at work might be: a wrinkled brow, staring out the window, irritability, incessant talking around a given subject, hand cramps, towering piles of notes, etc. ;)

“Brain is the instrument of mind, as piano is an instrument of music." "Education, like faith, is the evidence of things not seen.”

The invisible yet recognizable by those who've experienced the process of mind feeding on idea is thus:

“we hear of... a new thought of some poet... we take in, accept, the idea and for days after every book we read, every person we talk with brings food to the newly entertained notion.” v6p40

I cannot even tell how many times I have been inspired, carried away or even tortured by idea. It happens ALL the time. I love it. The feeling of making connection upon connection to flesh out a concept, is an intellectual thrill almost unequaled. It seems like it could be almost as addictive to the mind as some drugs are to the body, though I wouldn't know from personal experience. At any rate, it certainly gives the mind an exhilerating charge. Conversely, there are no negative effects, only stimulation and growth. Unfortunately, the process cannot be forced. I can't will my mind to connect things, it just happens by giving time and letting it happen. By feeding on lots of different idea sources, some stick, some propagate, some lie fallow for a time. But inevitably, the work of mind is done.

I figure, that it's disrespectful of the mind of a person to bore them with over explanation, or to force a person to listen to something they are completely not interested in. But presenting interesting ideas especially clothed in story, sparing stacks of facts, giving just enough to properly inform, leaving them hungry for more (or not, as the case may be); this is education that respects the person. {That is not to say that children (or adults) will always consciously WANT to hear the book, look at the pictures, that is in essence; to learn. But when treated respectfully, I'm pretty sure they'll come around. eventually.}

In any given subject, with language well expressed, give the child some details, and he will fill in the outline with his own imagination in perfect color. Mind speaks to mind by means of idea, NOT through play, environment, much talk, models, graphs or charts, as good as though those things may be at times.

“History must afford its pageants, science its wonders, literature its intimacies, philosophy its speculations, religion its assurances to every man, and his education must have prepared him for wanderings in these realms of gold.” v6P????

On the reverse side, a child should not be misled out of the joy of learning to know, by encouragement toward greed (wanting to be the best) or emulation (to be the best talked about or thought of), since delight comes naturally when he finds through carefully subtle guidance and wisely chosen books, that he is already in a large and richly decorated room, with many other rooms only waiting to be discovered.

We ought to be awed by the minds of children... and in so doing, we might be at once 'better prepared to consider how and upon what children should be educated'.

Children, students or not, are engaged in Self-Education; ideally, alongside of wise teachers and parent guides. We must respect the minds of children if we want to secure their well placed interest.

"It is the ideas we must give, clothed upon with facts as they occur, and must leave the child to deal with these as he chooses." v6p40

My kids do amaze me. While I can't measure their minds. Often, I am blown away at how well they listen to stories, catch the important underlying concepts, as well as many ancillary details, and can accurately tell back what they've heard. But quite apart from school, their minds always seem to be working, as evidenced by their incessant questions and persistent returns to the same subject matter, among other clues. It is truly shocking... unless of course you are constantly aware of how amazing their Creator really is, and that He made them like that on purpose. In that case, they are just doing what they are made to do, as a matter of course.


This has been a reflection on Charlotte Mason's Homeschooling Series, Volume 6, Towards a Philosophy of Education, Chapter 2.
You can read it here.

Nature Study Monday: February {link-up}

In my journal...

It rained today. I'm really glad, because I think we've had what might prove to be the hottest days of the year this last week. The rain started at 7 am and continued until around lunch time, leaving everything rinsed and damp.

Today's nature study was that simple. 

Getting out to look at the effects the rain had on different plants and things. :)

Boy, was it refreshing.

::

Nature Study Mondays are a regular feature here at Fisher Academy. They exist to help me keep motivated and on track with our nature study and to provide a friendly place to share our nature studies. I'd love it if it were helpful to keep you on track too. Feel free to link up your blog posts, or just visit regularly and report about your nature study in the comments. ;)

Feel free to link up your nature studies posted in the month of February. I'd love to see! 

Just leave your link in the comments, and snag a button if you'd like! :)

Nature Study Monday {Identify that bug!}

One of our latest finds was a really big spider. While we don't try to ID every bug/spider/plant/what have you, that we find, every now and then (especially when someone asks about a blog post!), we do. Using our recently mounted specimen as an example, I'm going to walk you through what I learned about spider identification. You will probably already have figured out these simple steps on your own, or could have if you'd tried, when using the internet to ID one of your nature study finds. But, just in case you haven't ever done it, this is how to start.


step one:

g.o.o.g.l.e.

This might include something as vague as bright green bug; though, i recommend you pick something a little more specific if you can, geographical area, size, anything you might guess about it... beetle, moth, etc. Depending on how specific/general you are, this *can* be a time consuming step. Don't worry, it'll get easier the more often you do it! :)

This time, I googled spider identification because frankly, I had no idea where to begin. I came up w/ the following super helpful sites with ID tips (and lots more less helpful sites besides)...

Spider.us
Bugguide.net

{If you own field guides, you can check THEM first. I usually do. But, for a long time, I didn't own the right ones and I certainly didn't know how to use them. That takes practice.}

step two:

Check your go-to sites for local identification. Wait, you don't have any go-to sites yet? Well, to start, google 'pacific northwest bug identification', or enter wherever you are. Bookmark the most helpful sites so you can go back there time and again. Local guides are probably going to be your best bet, apart from the really big famous sites. There will be links to info that will help you narrow down your search.

For example, I found: http://www.latinamericaninsects.net/
Here's a non-comforting site I ran into. I became even more uncomfortable when I noticed that the very poisonous spider talked about there (made it into Guiness Book of World Records?), looks similar to mine very own dead one currently sitting on my dining room table for display. eek!

{If you have field guide books, pull those out if you haven't already! I really prefer the books, but have found that they are somewhat limited (especially when you live somewhere other than N.America). The good thing about the books though, is they are specific to your region, and usually walk you through the steps to identification and classification. I like that.}

step three:

Using the above steps you'll probably latch onto some leads in the direction you want to go. If not, you can check out some of the following sites that will ID the critter for you!

spiders:
spiders.us - check out their ID guide and then the forum.
arachnoboards.com
bugguide.net (spider page)
American Museum of Natural History - spider research
The World Spider Catalog

bugs:
bugguide.net
reddit.com/r/whatsthisbug

One thing I learned about identifying spiders that I never would have guessed is, they have eye patterns specific to their families. Which might seem normal to you, but certainly didn't occur to me. In our family, three have brown eyes, two greyish-green, one hazel and one blue, so this wasn't a no-brainer... I never would've guessed it was a deciding factor for spiders!

Another interesting tidbit is that most spiders found in North America are harmless; which is good to know if you live there. Of course, South America is NOT so tame.

Well, chances are some of you could probably teach me a thing or two about identifying insects and other invertebrates... please feel free to leave any helpful hints in the comments! ;)



This has been another Nature Study Monday, and is linked to January's NSM post, where you too can link to your nature study posts to share in the month of January. My goal is to post about our nature studies at least twice a month (1st & 3rd Mondays), but you can link up anytime to any of the NSM posts to share! Click here to see other posts.

thoughts on self-education.

a self-education is an education that is…
not interest based; not 'self-ish' education, for example, caring to learn only that which is appealing.
not all-inclusive of self, to the exclusion of others. not 'self-y' education, learning only that which is useful to self.
not education of another's self, i.e., one self educating another self. not parents *educating* those little selves born unto them.*

"...external application is not capable of nourishing life or promoting growth.
life is sustained on that which is taken in by the organism, not by that which is applied from without."
v6p24

the self & the process...
a child is a person. in the same indisputable way that every adult is a distinct person.
a person is made up of body (tangible) and mind (intangible... 'mind' is the term CM used, for the sake of working with the idea, she includes a person's spirit in this 'intangible' part)
the mind + the body makes up each person's very own self. this is the self we're concerned with in 'self-education.' each person responsible for his own self's education.
the mind needs food just like the body, and in the same way that we cannot make another body eat, even with violence, we cannot force feed another mind. either a body will eat, or it will not. either a mind will eat, or it will not.
mind food = ideas.
nourishment {idea} is gotten through many means. mainly, by many good books. still, ideas of invention & discovery may also be obtained through: studies in science, natural beauty, nature study, dance, art, etc. but those ideas necessary for 'life' (character & conduct) are obtained primarily through, literature, both written and 'oral literature'.
a body will eat something. it will eat what is available and it will eat what is good. which is why parents (teachers) must make the best food available in quantity and with variety, and limit the junk. and the same goes for mind food.
once food is taken in, we don't have to remind a body what to do with it. we don't have to tell the stomach to digest. and we don't have to tell a mind what to do with an interesting idea. it is taken in, appropriated and assimilated. on the other hand, we DO have to tell a mind what to do with tasteless or random material or lists of facts in bulk for memorization. it must take it in, and spit it out (tests!), hopefully never to have to be repeated. that's called forced feeding. and i don't know about you, but that has never gone over very well with my kids. that goes for food AND learning.

...when they have the idea {nourishment} to hang their facts {the less palatable stuff when given in isolation} on, many times the kids can't get enough. they want to know everything they can. they don't waste time memorizing lists, they skip straight on to the imagination, act it out, tell about it, ask questions, and they are perfectly delighted with what they know.
{twaddle would be like frosting... it tastes good and usually looks good, w/o an ounce of nutritional value.}




is the light beginning to dawn?
there is no education but self-education.

we know very little when we start, but we know where to find out more… "we must open books to children, the best books; our own concern is abundant provision and orderly serving."

children should not be dependent on teachers - because, in fact, a teacher can't make anyone learn - but on books. many good books. teachers are meant to be table setters. facilitators. guides. philosophers. mentors. friends.

children (and adults) will learn what they will learn themselves.

tools for self-education.
a person. (at any age who has taken to ideas. education 'officially' beginning around the age of six. though, usually long before that little self is partaking of the feast the world 'unofficially' sets before him.)
curiosity. (this is inborn and ever-present, unless previously put to death by boredom or some other social evil. can be resurrected with much patience on the part of the thoughtful educator.).
ideas. (not workbooks. not lists. not bare facts presented encyclopedia britannica style. ideas are presented in literary form through  
good books. (this is to education what good food is to nutrition.)
things. (birds, blocks, tools, wood, clay, flowers, etc., because a due relation with these is also fitting for him. and will also evoke new ideas.)
attention. (this happens automatically when learning something of interest, but as a practiced habit, it serves us well when the material isn't the very MOST fun thing available on the planet. encouraged by using the best books, allowing only one reading and by maintaining brevity of lessons.)
narration. (this is what pegs all those interesting ideas to the bulletin-board of the mind, and develops orderly, sequential thinking which later transfers, at least in part, to communication skills.)

the key to self-education. 
learning to know.
not for good grades. not to check off a list. not to please mom. or dad. or grandma.
but reading and doing and knowing because 'studies serve for delight'.

benefits of self-education.
delighted students.
delighted parents.

"Parents become interested in the schoolroom work, and find their children 'delightful companions.' Children show delight in books (other than storybooks) and manifest a genuine love of knowledge.." v6p29

"I should like to dwell on the enormous relief to teachers, a self-sacrificing and greatly over-burdened class; the difference is just that between driving a horse that is light and a horse that is heavy in hand; the former covers the ground of his own gay will and the driver goes merrily. The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding." v6p33

*as we know, self-education *can* potentially happen without a teacher. truly however, that doesn't make our position irrelevant or even less important. even though educators we are, and educate we must, here we're talking about the more important aspect that must be present for learning to take place, and that is: self-education. which of course, you have already realized if you have read this far... :)

helpful reminders:
don't forget that the CM blog carnival is coming up.
as it just so happens, the topic of the carnival is: self-education.
yeah, i know. good timing, huh? ;)

helpful links:
read the portion of CM's Series (volume 6, chapter one) that this post is based on here.
for this weekend only get a free audio (mp3) download of this section of Charlotte Mason's volume 6 of the Original Homeschooling Series (read by me!) right here.

Artist Study: Ruisdael

Jacob van Ruisdal.

Van Ruisdael lived from 1628-1682 and is often considered the greatest Dutch landscape painter. His father was a frame maker and artist, Isaak de Goyer, who later called himself Ruisdael. Jacob was the nephew of the noted painter Salomon Ruisdael, who also had a son named Jacob! I know, confusing, right? Well, it was a long time ago. In the book I read, the author spent a whole chapter on the whole family name thing. Seems  there is some doubt as to who painted all the paintings. One thing that adds to the mystery is, only some of the paintings attributed to our Ruisdael are actually signed by him. Either way, until we know more, we'll trust that the people who know, do in fact know what they're talking about, and we'll study the paintings as-is by Ruisdael... somebody or other.

But without a doubt, all the paintings are fabulous. Add to the interest for us, we've read this book (see link below), AND we have good friends from the Netherlands (also Holland, and there IS a difference)! who recently kindly sent us a package from there! I could say a lot about how we adored their yummy sweet stuff, but will refrain from speaking about the salty-licorice... ;)




View of Haarlem with Bleaching Grounds by Ruisdael.


A text describing bleaching grounds...

And just for fun, here's a map of old Haarlem before the war with the Spanish... with city walls, moat and bleaching grounds inside the city walls.

    The picture below is comparable to Ruisdael's.  I wonder if this is the same shown from the same vantage point he used!



helpful links:
learner.org on Bleaching Grounds
wiki on Haarlem
Great Artist Series book, includes bio on Ruisdael.
Artist Study @ Fisher Academy
Artist Study: What we do

Nature Study Monday - Link up. {Mounting an Insect}

In just a few words, but with lots of pictures which are worth more, I'm gonna show you our latest nature study project. We did in fact find this inside our house, but that's nothing new. Thankfully, it was already dead. For one, we were spared the drama, and two, we got to mount him instead of smash him! ;)

Enjoy!

 Feel free to link up your nature studies posted in the month of January. I'd love to see! Just leave your link in the comments, and snag a button if you'd like! :)

Psst... you didn't forget did you?!

I have been somewhat negligent in sending out info & reminders, but we are still up and running with the...

Charlotte Mason Blog Carnival in 2013! 

The very first carnival of this year will be posted this upcoming Tuesday, so please submit your posts today. or tomorrow. or the next day until 5 o'clock. :) 

Simply send your links to charlottemasonblogs (at) gmail (dot) com!

See you again real soon! 



P.S. You can find all the nitty-gritty about the CM Blog Carnival schedules and links and all such similar stuff, at any time HERE. Of course, I haven't updated the page in a while, but will do so very, very soon! ;) Just as soon as my parents leave, and we get back into a somewhat normally irregular routine!! ;)

And the winner is...!

I know. I said I'd announce the winner to the giveaway for the last CM blog Carnival on Saturday, December 15th. And yes, I am aware that it is very LATE on Saturday, but I'd just like to point out that it is in fact, still Saturday, so at least I'm not too late!! ;) I wanted to give everyone enough time to get any last minute entries in... uh huh. That's exactly it. But you don't want explanations, you want to know who won! SO...

Out of 75 total entries...



I'm excited to announce...



the winner is...

Liz from Living Books Library who submitted the post, Our Favorite Christmas Story Ever!

I got to meet Liz (and her husband) and daughter Emily at ChildlightUSA this summer.
And they've sent me books! So, it's especially fun that I get to send them something in return!!
Fun, fun!

::

Merry Christmas to all, and a Happy New Year!



::


What I've learned about having a giveaway...

• It's fun to give things away, but it makes you feel kind of sad that you can't give everyone something, especially at Christmastime.
• CM discouraged prizes and rewards, but I don't think she ever talked about blog giveaways, so I think I'm okay.
• It seems like someone who took the time to enter more than ten times would win (Catherine!). I drew a couple of names after I drew the winner just to see what the likelihood would be, and didn't draw one of the frequent commenters until the fourth and fifth draw! weird. Wanna know the names I drew after? Jessica, Lanaya, Karen in Kansas City, and finally, Catherine! 
• Only a very few people took advantage of the opportunity by actually seemingly trying to 'win'. I wonder if that is because it's not that interesting of a prize, or because it requires too much effort, or for some other reason. It makes me very curious about the psychology of a thing like this. 
• I'd like to do it again because it's fun, but...
• It's probably just as fun to surprise someone you already know randomly with a gift in the mail. :)

Christmas Past

A quick look at some Christmases past...

 :: 2009 ::



::


 :: 2010 ::




:: 2011 ::

  ::



:: Today, 2012 ::



Breaking all tradition, we were super late this year in getting our humble Christmas decor & Basket of Delights all set out. Things were way out of control these last couple weeks, with early Thanksgiving, our 16th anniversary, Micah's rivertrip, repercussions (sickness), etc. But here we are finally, with our Christmas spirit on.   The books were pulled out in force all afternoon. Yay! AND, best of all, my parents come to visit in just 8 days!!!!!!  we. cannot. wait.   I hope you too are all enjoying everything good about this holiday season so far! 
P.S. Don't forget tonight is the last chance to enter in the giveaway. :)

Charlotte Mason Blog Carnival: Holidays Edition, 2012!

Happy Holidays! 

for those who celebrate, and 

Happy Normal Days! 

to everyone else! ;)

So normally around this time of year, the fun begins. Of course, at our house we have fun ALL year... yours too, right? ;) Excitement always picks up a little more around Thanksgiving, since that's my favorite holiday (mom's rule)! Then, as we piece together our plastic tree (oh, for the days when we cut down our own...), start marinating our eardrums in Christmas-y tunes, and we set out to follow the trail to Advent, it really starts getting exciting. It's during this time of year more than any other, our days are filled with more meaning than usual as we take time to remember what's good, better and best.

I can't wait for y'all to read the posts this time around. so. much. great. stuff.
And if you can't stop thinking about possibly receiving a 2013 ART calendar for Christmas, let me remind you, 'Don't open til...' you've read to the end of the post where there are more details.
C'mon, you can do it! Just a little bit of 'I am, I can, I ought, I will' practice. :)


happy holiday posts.
Bobby Jo shares... So Very Thankful
Patti shares... about how they celebrate Advent.Catherine shares... Making the Most of the Holiday Season.
Patti shares... Celbrating the Birth of Christ.
Liz shares... Our Favorite Christmas Story Ever.
Sarah shares... Christmas is Coming.
Nebby shares... A Charlotte Mason Christmas {aka Handicrafts}.
Cynthia shares... The Ultimate Guide to Christmas Nature Study.
Nancy shares... On Christmas Traditions and Books.
Bobby Jo shares {again}... At Home with Books: Christmas time.
Carol shares... Room at the Inn.
Jen shares... How we are celebrating Advent this year
Heather shares... Lessons in Holiday Giving.


happy every day posts.
Barb shares... Taking An Autumn Hike AND Making Time and Space for Creativity.
Lanaya shares... Tractor Refinishing Handicraft.
Angela shares... Reading Lessons
Celeste shares... Squirrel Signs
Dana shares... Our Favorite Christmas Books
Yours truly, shares... O Christmas Tree! (a post from the past)

Thank you all SO much for submitting posts and for taking the time to read/comment!
It might look compact, but there are a whopping 19 posts here for your holiday reading enjoyment!! That's lots! I'm so thankful for all of you who make the Charlotte Mason Blog Carnival go. I know that the carnival is such an encouragement to many who don't have a CM group close by, or don't have much time to get out of the house. Thanks for taking the time to share with us!! ;) We hope to see you at the carnival... next year!!


This is the last CM blog carnival of the year. But, we're not sad, because 2013 is a whole new year and we'll fill it full of learning, fun and CM education blogging! :)

AND because we have a fun giveaway planned which will take place as follows...

Now, for the merry-Christmas-maybe-get-a-gift-to-put-under-your-tree part!
(please read carefully, as a few things have changed)

Drawing will be held on Saturday December 15th
The winner will be announced the very same day! :) That way y'all will have exactly 4 whole days to comment on the other carnival posts, and the calendar will still make it in time to be tucked under the tree!! more time = more comments = more chances to win.

• Every blog post submitted to the upcoming Holiday edition of the CM blog carnival (all CM-related posts welcome!) – will automatically earn 2 entries!! - EXPIRED.
  
• Leave a comment on any of the above carnival posts AND come back here to this post to tell me you did it  - earn up to 19 entries!  I mean, why not, right?!
  (P.S. to be eligible, remember to comment elsewhere and come back and tell me each time in a separate comment, which you will put on this very, right here Holiday edition carnival post. these comments are what I will draw from which will make the drawing oh-so-easy for me. oh, and if you don't have your e-mail address linked to your comment, I won't be able to contact you, and I'll have to draw another name!)
• Blog about the giveaway (include linked picture from this post), & leave a link to the post in the comments of this here post – worth 2 entries!! ...this is intended to make the carnival more famous!
  
• Link to the giveaway post on fb AND/OR pin the giveaway pic to pinterest, (and leave a comment in this here post) – worth 1 entry!
• "Like" (if you haven't already) the Fisher Academy fb page or subscribe to Fisher Academy by e-mail – this doesn't earn any entries, but it IS a great way to stay up-to-date with the CM Blog Carnival! :) 
• (P.P.S. I forgot to say this before, so I'll say it now, US mailing addresses only. If you live overseas, don't worry, you can still play, but if you win, I won't be able to send it directly to you. If you have a family member (or other US address) that will receive mail for you, please feel free to participate!) 

So. There you have it. There are many chances to win! I leave it up to you, if you'd like to participate to win on purpose, or if you simply want to take it easy, submit your post and read and comment on the carnival as usual. Either way, you are VERY welcome, and you might just end up being that one extra happy person to receive the calendar for Christmas!

Reminder! LAST CM Blog Carnival of 2012 {AND giveaway!}

Alright. It's been WAY too long since we've had a little freebie fun around here! I've been wanting to do a giveaway for months now (a year?!), but have just been WAY too busy.
But, now I say, enough is enough. We won't wait any longer. We've got to have some end of the year fun!

The upcoming and LAST CM Blog Carnival of 2012 will be hosted right here @ Fisher Academy, and we're gonna go ahead and celebrate and make it even MORE fun by giving away a really cool CHRISTMAS gift! Again. (see info below)

Plus, there are TONS of other things worth celebrating. Counting backwards some of the bigger events of the year, we have... the 2012 Holiday season (now upon us); a whole 'nother year's worth of Charlotte Mason Blog Carnival posts; AmblesideOnline's forum debut; 200+ friends connecting with Fisher Academy; old and new friends connecting in persona at ChildlightUSA conference, plus about a million personal things we could all probably name off... and I could just keep on counting!

It's totally a year worth remembering.

In celebration of a year's worth of living, I'll be giving away a really cool art calendar as a kind of earnest money on this coming year, that I'm certain will be just as good. Who knows, maybe it'll be THE year of all years that Jesus comes back?! Wouldn't THAT be amazing.



So before this year's over, one happy person will be the proud new owner of a 2013 Art Calendar! OR if you don't want to wait, you could buy yours here: Art 2013 Gallery Calendar (Page a Day Gallery Calendar)!

Because we're in the midst of celebrating the 2012 holidays, and because we're talking about the last CM blog carnival of 2012, and because it would be so much fun if lots of people participate, I'll draw and announce the winner on the day after the carnival, December 12^th (just in time to get or regift the calendar for Christmas!!), on 12/12/12!!  Wow. cool.
Read the following carefully to know how you can go about trying to win. :)

Earn one entry for each of the following... (earn up to SIX entries!)

• Every blog post submitted to the upcoming Holiday edition of the CM blog carnival (all CM-related posts welcome!) – will automatically earn 2 entries!!
• Leave a comment on any of the carnival posts AND on the CM blog carnival post which will be posted @ Fisher Academy on December 11^th - earn 1 entry!
  (P.S. to be eligible, remember to comment elsewhere and come back and tell me in your comment on the Holiday edition carnival post on 12/11. Oh, and if you don't have your e-mail address linked to your comment, I won't be able to contact you, and I'll have to draw another name!)
• Blog about the giveaway (include linked picture above), and leave me a link in the comments of this here post – worth 2 entries!!
• Link to this giveaway post on fb AND/OR pin the giveaway pic to pinterest, (and leave a comment in this here post) – worth 1 entry!
• "Like" (if you haven't already) the Fisher Academy fb page – this doesn't earn any entries, but it IS a great way to stay up-to-date with the CM Blog Carnival! :)

So. There you have it. There are many chances to win! I leave it up to you, if you'd like to participate to win on purpose, or if you simply want to take it easy, submit your post and read the carnival as usual. Either way, you are VERY welcome, and you might just end up being that one extra happy person to receive the calendar for Christmas!

UPDATE:
Drawing will be held on December 12th (the day after the carnival)
Drawing will be held on Saturday December 15th and the winner will be announced the very same day! :) That way y'all will have more time to comment on the other carnival posts!! more time = more comments = more chances to win. ;)



Coming soon!Charlotte Mason Blog Carnival Holidays edition,December 11th @ Fisher Academy
 

Quoted from last year:  

"You might want to post what Charlotte Mason-y things you do during holidays... maybe you could teach us about how Charlotte Mason might have had us use our holidays.  You might post about whatever holiday traditions you have in your family!  If you have a favorite holiday post you'd like to direct us to... do it!  It's up to you :)  Seems to me that you could include Thanksgiving and/or Christmas holidays! Or any other holiday during the months of November/December for that matter!  The only stipulation you must keep in mind however is, that this is a Charlotte Mason blog carnival!  Which of course we all know just makes it that much better fun! ;)"

Submit your carnival post here.
 Have I ever told you how much we LOVE our Art Calendar?!


Do I look like I love it?! Or, do I look WEIRD?! ...don't tell me. The calendar sits on our table, and the kids change it daily.
It is also useful for copying the day's date :)

Hymn Study: Dear Lord and Father of Mankind

Scheduled in October...  Sung in November... Posted in December... :)

Highschool Math! {HSHS carnival edition #4}

Is anyone else shaking in their boots thinking about how to do math with older kids?! Today we'll have a look at how to handle math in the upper years. Thanks to others who have gone ahead, those of us who are just coming into the highschool years have much help and encouragement.

"...math appeals directly to the mind and, although it's as challenging as scaling a mountain, it can be just as rewarding. Good math teachers know not to drown lessons in too many words."

Charlotte Mason

Willa shares what her 4 grown homeschoolers did for mathematics in the homeschool and what her current high schooler is doing. With or without outside help, your students can be successful in college prep math!

How do you keep maths interesting when the high school years look like screeds of formulae to be memorised? The only answer I could come up with was similar to what we've done in the primary years; follow the child's lead and pace, but give the topic breadth with living books and other fun activities.  Catherine shares with us, Does math have to get boring during the teen years?

Many parents fear homeschooling through high school because of math. This article is for them. Lori Havens discusses the concerns that homeschooling parents have about high school math (and science), and shares how these fears are common, sadly, but unfounded. Get a dose of encouragement and reality from this veteran homeschooling mom, who considers herself barely average (at best!) in math, with one son now successfully graduated from college, the other now a student in electrical engineering at one of the top 5 engineering schools in the country!

I share very briefly about one way to use narration in math in, Keeping a Math Notebook.

Sue explores the questions, Do high schoolers really need to learn higher maths skills? If they do learn maths, what contributes to their success? And can structured maths courses play a part in the education of unschoolers? in When Will I Use All This Maths, Mum?

Updated!! (somehow these posts were originally omitted, please accept my apologies):

Erin shares how they strive to foster math thinkers in their home and search for the balance between meeting expectations and yet supporting each child in their varying talents, in the Maths Equation.

Sally talks from the perspective of the non-math person about different curricula for different students, and her friend Anne-Marie talks from the perspective of the math person about the same in Homeschooling High School Math.

And then on another note, we have some more general encouragement from our friends...

Jimmie Lanley shares her daughter's recovery from a spinal fusion surgery, Jimmie realized yet another layer of how wonderful homeschooling is in The Beauty of Homebound Homeschool.
This free printable notebooking page is designed for listening to presentations or speeches. Great for co-op classes. She shares, Keeping it Real You are Not Alone in your Homeschool Struggles about the chaos I see sometimes in my home also happens in the homes of others.

Connie shares some Encouragement of a Friend. I would like to submit one of my posts that was a part of the HomeSchool High link up. It had lots of views~ the encouragement to encourage one another resonated well with my readers and on social media.

As the end of the term comes to a close, I take a few minutes to record the achievements my son has accomplished. Recording these things as we go along makes the building of a narrative report card much easier at the year's end. Barb shares Homeschool Grades versus Achievements.


Charlotte Mason talks more about Mathematics.

"Arithmetic and Math don't appeal to most children, either, no matter how intelligent. Most children are baffled by math, although they may love reasoning out questions of life in literature or history. Since so many dislike those subjects, maybe we should take that as a hint and stop putting so much pressure on those subjects. It would make sense to push grammar and math if children's reason was waiting for us to develop it. But when we see that they have plenty of ability to reason in other subjects, we have to face the fact that they have plenty of reason. They have as much ability to reason as they have ability to love. They don't need us to give them subjects to develop their reason. Our job is to give them lots of material for their reason to work on. If their reason gets sharper, it will be a side effect as they learn their other subjects. (...)  A child who understands how immutable the laws of math are will never divide 15 pennies between five people and give them the wrong amount. He will understand that math answers aren't arbitrary, they're logical, and even a child can use reason to come to the right answer. Math can be enjoyable for a person who loves perceiving a law of nature and figuring out the law behind why things work the way they do. But not every child can be a star wrestler, and not every boy 'takes' to math. So perhaps teachers should make it their duty to expose the child to as many interests as possible. Math is just one subject in education, and it's one that not everyone excels at. So it shouldn't monopolize too much time in the school day."

Read the quote above in its context here (scroll down to page 151ff).

More helpful math-related links:

• MEP is a K-12 math program designed and used in Europe available free online here.
• Brandy hosted a 'Math Week' series on Afterthoughts last month, have a look!

This has been a highschool carnival post! Hasn't it been fun?! Please check in here for more of the same! The next Homeschool High School Carnival on January 1st will be hosted by Gae at Cherished Hearts at Home. The suggested topic will be Finding our Stride... You are most welcome to join us. Thank you to all our contributors and to our readers for taking the time to read and comment:)

Geography: Discovery of Muscovy

In this term of AOy8, my boys are reading the Discovery of Muscovy. I know next to nothing about it (the book or the history contained therein), except that Muscovy is related to Moscow and that in searching I turned up a bunch possible resources. One thing is certain, we're making the most of the opportunity to study Russia in our map drills for this term.

Without having pre-read the book, I'm putting together a list of potentially helpful links, albeit slightly ignorantly. Maybe if you've used/read the book, you can be of some help in indicating which of these might be the most helpful. This post will hopefully change as we go along. I'll toss the unhelpful things and perhaps add more along the way :)



So, without further ado...

Helpful links:
The actual map we will hopefully be able to use the most alongside the reading. Links to other maps to print and use for drill (including blank) here.
Wiki entry on the Grand Duchy of Moscow (1340-1547) and Tsardom of Russia (1547-1721).
A cool looking map here.
Maps showing progression/expansion of the Grand Duchy of Muscovy. Click the years on the left sidebar to see changes.


Cool old looking illustrated map (pictured above).
Online bio of Ivan the Terrible.


Site for general info about Russia (including historical and modern facts).
Some helpful wikis: Tsardom of Russia and Anthony Jenkinson (Muscovy Trading Co., 1529-1610)