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We’ve been reading The Story of the World series of history books for several years, and we’re now starting into the fourth and final volume: The Modern Age. I read the author’s foreword and was reminded why I love reading Susan Wise Bauer’s narrative of history.
Ruins in Columbia, S.C. No. 2 photograph by George N. Barnard, 1864, public domain
Having a degree in history myself, I’m turned off when materials aimed at children push political agendas rather than an understanding of history and human nature itself. Bauer does not disappoint. I’ve appreciated her handling of history from Volume One on. Reading the foreword to Volume Four, my appreciation has only been confirmed and strengthened.
Here are her words concerning the violence of history, and especially the brutality of our modern era–why this particular volume should be saved until at least fourth grade, but also why it should not be kept from children.
…A fourth grader hears the news on the car radio, on the TV, or in the conversation of his elders. He hears the words (“terrorism”) and senses the worry of the adults around him. A fourth or fifth grader who has a vague idea of what is going on in the world deserves to be started on the path to understanding. The shape of the world today is not random; it has been formed by a very definite pattern of happenings. To deny a child an understanding of that pattern is truly to doom a child to fear, because war, unrest, and violence appear totally random.
Even in this book [on the modern age], violence is not random. It is alarming, but not random. As you read, you will see, again and again, the same pattern acted out: A person or group of people rejects injustice by rebelling and seizing the reins of power. As soon as those reins are in the hands of the rebels, the rebels become the establishment, the victims become the tyrants, the freedom-fighters become the dictators. The man who shouts for equality in one decade purges, in the next decade, those who shout against him. Boiling history down to its simplest outline so that beginning scholars can grasp it brings this repetition into stark relief.
Again and again, while researching this book, I was reminded of the words of Alexander Solzhenitsyn, who spent eleven years in the labor camps of the Soviet Union, and who, when he became powerless, finally understood that revolution never brings an end to oppression. Solzhenitsyn wrote, “In the intoxication of youthful successes I had felt myself to be infallible, and I was therefore cruel. In the surfeit of power I was a murderer and an oppressor. …Even in the best of hearts there remains…an unuprooted small corner of evil. Since then I have come to understand the truth of all the religions of the world: They struggle with the evil inside a human being. …And since that time I have come to understand the falsehood of all the revolutions in history: They destroy only those carriers of evil contemporary with them.”
Revolution shatters the structures; but the men who build the next set of structures haven’t conquered the evil that lives in their own hearts. The history of the twentieth century is, again and again, the story of men who fight against tyrants, win the battle, and then are overwhelmed by the unconquered tyranny in their own souls.
Bauer’s telling of history–in each of her volumes–gives this kind of instructive look into the patterns of human nature played out in the global theater. There is drama and interest and wisdom–without need for embellishment or politicized rhetoric.
This is why I love her books and I love reading them to my children. Because at my core I believe that history in itself is instructive if we have eyes to see and ears to hear. There is a bigger story than our current political drama. And there is a higher right and wrong than our current iteration of left and right. I want to give my kids wisdom and understanding so they can see straight in the midst of fearful and confusing times. Mere social studies or politically-driven books for children won’t cut it. I want to give them history.
Whether you homeschool or your kids are in public or private school, these books make for great family read alouds. My children have begged for them over the years: “Mama, let’s play Legos while you read The Story of the World!” We simply read, discuss, and sometimes find the place we’re reading about on a globe. Easy. A small investment that has reaped huge dividends in our family’s understanding and ability to have good conversations about all that is going on in our world today. It’s hard to grasp big principles without some kind of context. History gives kids (and their parents!) the story, the context, for understanding the patterns and principles at play in our world.
Bauer’s books are by no means our only source of history reading (reading more than one author is incredibly important), but these volumes have made for a delightful overview and they are a great place to get started if reading history with young children is new to you and your family.
If you have early elementary children (K-3rd graders), I recommend starting with Volume One: Ancient Times. The reading level increases a bit with each volume, and the story unfolds in a chronological sweep, so this is a great series with which to grow. If you have kids that are at least ten years old (or a mature nine year old), you may enjoy jumping in to Volume Four: The Modern Age. Just know that it’s like jumping into a movie series at the end. No worries, the movie may be enjoyed as a stand-alone. But it’s so much more meaningful if you know what led up to it! đ
All four Volumes are available as audiobooks if you find that more convenient.
I suppose this post may have turned out to be something like an ad. That’s not really the point. If needed, go back and read the quote again and let it sink in. Bauer’s words are more the point of this post. Her books are just a great way to apply it, and I couldn’t help but recommend them because my family has found them so valuable.
Any other history read alouds that your family has enjoyed? Have you noticed the difference between giving kids social studies and giving them history?
The following article has been adapted from a talk I presented at the Natural State Charlotte Mason Retreat in April 2021. This post contains affiliate links. If you make a purchase through one of these links, I may receive a commission at no additional cost to you.
Hereâs a little literary puzzle for you: What do the following books have in common?
Literary nerds would say most of these are examples of âThe Heroâs Journeyâ, but my husband says theyâre all just backpacking stories.
Getting Outside to Live the Adventure
This spring my family reached the halfway point of the 223-mile Ouachita Trail.
Weâve been section-hiking the OT ever since I read True Grit back in 2018 and wanted to walk down where the story takes place.
2018: Had to bring the book along with us on that first trip!Fast forward: Reaching the 100-mile point! Others had marked this milestone and it seemed like a good photo op! We’ve now logged over 115 miles on the OT. Enjoying a rewarding view.
Backpacking has provided our family with many transcendent connectionsâliterary and otherwise. When we set out to cover some ground on foot, weâre getting in touch with a very ancient human practice. When we do something challenging, we have a chance to grow in character. When we face a grueling, rocky climb, our books can inspire us: âItâs the steps of Mordor! Onward to Mount Doom!â
Backpacking isnât for everyone, but I firmly believe that reading living books and spending time outside are the one-two punch when it comes to helping our kids experience and enjoy what Charlotte Mason calls the science of relations. Some of our best family discussions and most interesting ah-ha moments happen on the trail. And itâs beautiful. But the magic doesnât happen if we donât step outside.
Do you know the context for the familiar Charlotte Mason quote ââŚmothers work wonders once they are convinced that wonders are demanded of them?” Itâs from Volume One, in the section on âOut-of-Door Life for the Children.â Miss Mason recognizes that getting our kids outside might require us to work wonders. Itâs a high calling. And it may feel at times that we have to climb mountains to make it happen. But the payoff is worth it. The connections made, the character built, and the awe at our Creatorâs handiwork are all worth the effort.
I want to address two attitude obstacles, drawing from my familyâs journey into backpacking. Even if you donât choose to get into backpacking, I hope these concepts will help you recognize your own obstacles to getting outdoors and think of how you might work wonders to overcome them.
Attitude Obstacle #1: The Anxious Mama
We have not always been a backpacking family. Iâve enjoyed hiking since my teens, but sleeping outside is another story.
Several years ago, my husband looked into hammocking as a more comfortable alternative to sleeping on the ground. One evening, he set up a brand-new hammock kit in our yard, complete with a narrow âmummyâ sleeping bag, bug net, and rain tarp. He tried it out and thought it was great. I tried it out and literally started hyperventilating. Iâd never slept in a mummy bag before, and it turns out, Iâm mildly claustrophobic. I couldnât see the sky, I couldnât move my arms or legs. It was too much all at once.
My hammock set-up with the rainfly folded back so one side is open.
My husband realized that we needed to start by just getting me comfortable being outside. So, heâd set up the hammock on a pretty day and suggest I go out to take a nap or read a book. That, I could do.
Over time, as I got more comfortable, we tried sleeping outside on mild nights with no need for rain tarp or bug net. But I would still sometimes go inside midway through the night. This was not my thing, but it was growing on me.
Fast forward to today: I find my hammock quite inviting after a long day of hiking. And Iâve even gotten to the point where I can sleep on the ground on an ultralight air mattress.
Your husband may not be the one leading the charge into the great outdoors for your family, and thatâs ok. You may not be interested in backpacking, and thatâs okâI wouldnât be doing it if it werenât for my husband. But I hope you can see some of the takeaways from this story.
First off, we need to be patientâwith ourselves and with our people. We are all–moms, dads, and children–born persons. So, consider your people and their quirks.
Secondly, we also need to recognize that if there is a strong reaction to something, it may mean weâre doing too much too soon. Start small, with things you can enjoy, and build up gradually from there.
Thirdly, our fears and anxiety may also mean we need more exposureânot lessâto the things that scare us.
Letâs say youâre terrified that a snake is hiding behind every rock, just waiting for you to walk by so it can strike. You go over the facts: âSnakes are as eager to avoid me as I am to avoid them.â But often the facts by themselves donât govern our emotional response until weâve had the experience of safely walking past 100 or maybe even 1,000 suspicious rocks, with no snake incidents.
Facing our fears and dealing with our hangups is part of practicing masterly inactivity. Itâs well worth reading chapter three of Volume Three to get better acquainted with what that means. But Miss Mason does give us a short list of what masterly inactivity involves: authority, good humor, self-confidence, confidence in the children, and a sound mind in a sound body.
Miss Mason adds, “If the sound body is unattainable, anyway, get the sound mind.” đ
Our anxiety can trip us up, but it can also trip up our kids if we allow it. If we donât face our fears and cast our cares upon the Lord, we may fail to communicate âconfidence in the children,â we may be more inclined to say no when we should say yes, and we may deny our kids opportunities to test their capabilities and to grow in grit and resourcefulness.
Instead of modeling anxiety, we want to model curiosity and wonder at the things God has made. Instead of allowing our fears to keep us inside, we want to show our children by example how to step out beyond our comfort zone and grow.
Attitude Obstacle #2: The Reluctant Child
We know we’ve got to deal with ourselves first, but we may find that our kids are just as hesitant as we are–or perhaps even more so. What’s a mama to do?
Here are some considerations that may help.
Make it Sensitive
My oldest son loves Legos. When we started more serious backpacking the thought of missing out on more than one day of Lego playtime almost brought him to tears. So, for his birthday one year, my husband bought him a minifig backpacker complete with accessories. Thereâs even a Lego bear, a fish, and some poison ivy. He gets it out when we stop for lunch or after weâve set up camp, and itâs made our extended time in the woods much more enjoyable for him.
The beloved camping Legos.
It makes a big difference for a child to know that their interests have been considered. If thereâs an activity that they already enjoy, taking it outside may be a good way to gently encourage a new love for the outdoors. Take read-alouds or poetry tea-time or something artsy out on the lawn. If your reluctant child can get more comfortable doing ordinary things outside, it can help the transition into more outdoorsy activities.
Make it Special
We can also make our outdoor time more fun by making it special. There are treats we enjoy only while hikingâthings like pre-packaged snacks or GORP (good old raisins and peanuts) or homemade apple leather or dried fruit. And this brings up the idea of special responsibilities. You donât need to do all of the preparations, mama. It can be more fun for kids if they have some skin in the game and can say, âI made the trail mix!â or âI sliced the apples!â Give them the opportunity and see what happens.
We can also give our children special tools as appropriate. A well-timed gift of a compass, spyglass, or pocketknife can be a big boost to a child. If you have a garden or do landscaping around your home, let your kids use real tools as soon as they are capable of safely wielding them. Our kids are often more capable than we give them credit for. If we tell them ânoâ all the time when theyâre little, we shouldnât be surprised if they shrink from doing big person things when theyâre teens.
In backpacker culture, people use special names that in some way describe who they are. My trail name is Persistent Turtle. đ My 9-year-old is ALP, which stands for Apple Leather Power. You donât have to be a backpacker to enjoy coming up with trail names.
Make it Social
We can also make our outdoor time more fun by making it social. My kids love having friends over to play in the woods or in our creek, and we enjoy hiking with other families. It can be a really great way to learn, too, as we observe and wonder at things with friends whose outdoor knowledge and skills are different than our own.
Make it Seasonal
Make it fun by making it seasonal. Nobody really enjoys tick season. So, we do our backpacking mostly in spring and fall. In summer, we do more short hikes to swimming holes. Bonus points if there’s a waterfall to jump off of.
My husband enjoys doing flips off of waterfalls. I’m good for about one jump and then I’m done.
And in winter, our day hikes might focus more on finding waterfallsâfrozen waterfalls look really cool.
If you can’t tell, that’s snow falling in the picture.
Other seasonal elements we consider are fall colors, spring blooms, and berry picking season. For years when my boys were small we would read Blueberries for Sal and then go and pick blueberries.
Make it Smile
Make it fun by smiling. This is simple, but powerful. When your kids make an observation or create something with mud or rattle off more snake facts than you ever thought you wanted to knowâor better yet they bring a snake inside the houseâacknowledge their discovery or creativity and smile, even if youâre simultaneously leading them and the snake out the back door. Miss Mason says it like this: ââŚif they see that the things which interest them are indifferent or disgusting to you, their pleasure in them vanishes, and that chapter in the book of Nature is closed to them.â Vol. 1, 58
So, keep that book of nature open by showing interest and smiling. Even if itâs gross.
Make it Screen-Free
Sometimes our screen habits are an obstacle to our outdoor habits. One may need to be cut back significantly to make room for the otherânot just as a consideration of time but as a consideration of how our habits are training us. Charlotte Mason emphasizes training our children to really see when they are outside. The more we look at screens, the less practiced our eyes are at seeing depth and detail that isnât pre-focused for us. Carefully consider screen habits in your home, as they can affect attitude on a general level as well as hinder our ability to really see and appreciate Godâs world.
Once youâve addressed attitude obstacles, the rest is just details.
This post isn’t going to go into all of the potentially relevant details, but I do want to briefly address hiking safety. The three most important things I can tell you about keeping your kids safe on the trail are these:
Train the habit of obedienceâwhen you have little ones on the top of a cliff, they need to be able to stop when you say stop.
Train the habit of attention, of really seeing and being aware of their surroundings.
Get every walking member of your family a whistle. In our family, one blast means âWhere are you?â or, in response, âHere I am.â Two blasts means âCome here.â And three blasts is an international distress signal, used for emergencies.
Along with these safety tips, check out the principles of Leave No Trace–these are outdoor ethics which serve as an excellent guide to walking wisely, practicing good stewardship, and loving your neighbor while out on the trail.
Take the Long View
Remember that this goal of getting outside is not a competition. To whatever extent we lead our children out of doors, weâre setting their feet in a wide room, and it doesnât get much wider than the big world God has made and the living books that we enjoy.
Three years ago my family set out on the first section of the Ouachita Trail. I was so sore and tired by the end of our third day that I suggested to my husband that he might need to hike out to the highway and hitch us a ride back to our car in the morning. But after a good nightâs sleep in my comfy hammock I felt much better, and we set out to complete the last eight miles of our 24-mile trip. Toward the end of the day, we climbed to a peak and looked behind us. After diligently studying the map and the horizon, my husband told me to look at the furthest peak in the distance.
I asked, âIs that where we started four days ago?â
âNo,â he said with excitement. âThatâs where we started this morning.â
Messy red arrow points to the peak we started at that day!
Remember that if you and your family just keep taking the next step, before you know it, you will reach a vantage point far on down the trail, look back, and be amazed at the ground that youâve covered.
Looking for great places to hike and camp or otherwise explore Arkansas? Check out my friend Lindsey’s website: All About Arkansas.
Amazon links are affiliate links. If you make a purchase through one of these links, I may receive a commission at no additional cost to you. I make no money from links to Christian sellers, but I encourage you to support them over Amazon whenever possible.
“What Bible curriculum do you use for grade x?”
It’s a question I get from time to time, and it never ceases to make me squirm a little.
Why, you may ask? Well, because the idea of “Bible curriculum,” and especially for a particular “grade level,” is foreign to me.
Now of course I’m aware of the fact that “Bible curriculum” and “Bible classes” exist in Christian school settings, but I’ve always wrinkled up my nose a bit thinking about the Bible being made to fit the mold of an academic subject, added on to a school day like just another textbook or workbook to get through. What affect does that have on the way kids approach the Scriptures? And do they give grades for those classes? What does that teach?
Our approach to the Bible looks a lot less like school and a lot more like discipleship. Reading the Bible together has been a part of our family culture since before our children were born. We haven’t ever felt a need to make sure we added Bible to the kids’ schooling because they’ve been getting Bible with their breakfast since they were tiny.
In fact, while every part of school is informed by the Scriptures, we like to keep the Bible itself separate from “school” in a sense so that they don’t get the impression that a day off of school is a day off from devotion to the Lord.
But what does that look like? And how can you get started with this holistic family discipleship model of Bible learning if it’s foreign to you?
Well, let’s start with why.
Our Why: Created Reality and Biblical Goals
Our children are precious creations of our Heavenly Father–and they are precious gifts entrusted to us as parents. We desire to give them access to the Truth that God has revealed in His Word so that they can grow in wisdom and stature and in favor with God and man, that they would begin to know and love their Creator.
Ultimately, we desire that our children would trust in the Lord Jesus Christ for salvation from their sins and that they would love and serve Him all their days–for their good and God’s glory, both in this life and in the life to come. We don’t ultimately control this outcome. But we can be faithful to train our children in the way they should go.
Our Why Dictates Our How: Holistic Family Discipleship
Given the nature of our children, the nature of our relationship to them as their parents, and the nature of our goal (that they would have a relationship with God), it follows then that we ought to teach them in a way that is first and foremost relational. And decidedly not academic.
This means that interaction with the Scriptures comes woven into the fabric of our every day lives. There are no worksheets nor tests, no grades nor grade levels.
This doesn’t mean we don’t use printed materials to aid our children’s learning (I will link to some below), but we need to remember that the greatest resources we have to instruct our children in the ways of the Lord are His Word, His Holy Spirit, and our own lives lived alongside and before our children.
God’s Word: We must be in the bible ourselves and we must offer the Scriptures to our children.
The Holy Spirit: We must be seeking God to be at work both in us and in our children–apart from Christ we can do nothing. We may have had a direct role in bringing about our children’s physical life, but the spiritual life is of the Spirit–we cannot manufacture it in our kids. Prayer is indispensable.
Our Own Lives: We must model for our children what it means to believe the Word of God, to study it, to meditate on it, to practically submit our lives to it, and to receive both correction from it when we fail and comfort from it when we repent.
What does this actually look like?
Family Bible Time (what some call Family Worship)
Our current family Bible reading pattern, which we’ve had going for several years, is Proverbs at breakfast and Gospels at supper.
Now, this doesn’t mean each one happens every day. The reason we read the Bible over breakfast and dinner is because we often don’t read the Bible over breakfast and dinner. This is a scattering of seeds, not mechanical planting.We aim for faithfulness and perseverance rather than anything that resembles perfect consistency. But in keeping up the habit, we pretty reliably hit at least one of these each day, sometimes both. And before it was Proverbs and Gospels, we read slowly through the entire Bible at meal times–it may have taken a decade, but we kept going. The reason we’re in Proverbs and the Gospels right now is because the primary needs of our children are to receive instruction and correction according to God’s wisdom and to receive Jesus the Messiah as their Savior.
While we eat breakfast, my husband will read a few verses from the chapter of Proverbs that matches the calendar date (since there are conveniently 31 chapters in Proverbs), either selecting these verses ahead of time or asking for the kids to randomly select a number. He reads a verse and asks what it means. The kids give it their best shot and then we all discuss the meaning. He asks if they can think of any examples (a child may not use his brother as a negative example–this is a necessary rule, folks!). It has been fun over the years to hear the examples the kids come up with–sometimes from a fable, from literature, from a Bible story, from a movie. They are learning about wisdom and foolishness and learning how to identify each.
After Proverbs, we recite the Shema and the Lord’s Prayer. We switched up this recitation time over the holidays last year in order to recite and memorize Mary’s Magnificat. Now that we have the placeholder for recitation, we may use the time for other passages when they seem fitting.
Our evening Family Bible Time involves my husband reading from a passage of Scripture (currently Luke) at mealtime and then asking a few questions:
What did we learn? This is a good time for kids to either pick one thing that stuck out to them or simply narrate what they heard.
What can we worship God for? Sometimes, when we’ve been in the prophets, the answer is usually “That God was so patient and gave so many warnings.” Now that we’re in the first few chapters of Luke, the answer is usually “For sending Jesus to save us.” Sometimes the answer is different, but it’s no problem to worship God for the same things over and over again–in fact, it’s right to do so. Once answered, we pray and praise God based on what we saw in the passage–even if it’s simply for preserving the genealogy of Christ (which is pretty amazing when you think about it). Sometimes there may not be an obvious answer. When we were in the middle of Job as a family, it was admittedly hard to find any answer from the text–so we felt Job’s desolation a bit but worshipped God anyway.
What can we do with what we have learned? This is where we pay attention to the right response(s) to what we have read. Sometimes it is simply to worship as we did in the second question. Sometimes there is a command that we ought to obey. Sometimes there is something for which we ought to be thankful, something that ought to amaze us, something that ought to cause us to care for others, an example to follow or an example not to follow.
Now, these questions aren’t magical. They’re just the tools we have used for discussing the Bible as a family and for attempting to respond to it properly. Sometimes the kids are fully engaged and wow us with their insight. But sometimes the kids aren’t super excited to answer. Sometimes we get blank stares. But we don’t read the Bible and ask the questions in order to get perfect responses from our kids. We do it so that they are regularly interacting with the Scriptures and learning by modeling how to respond to them. It’s not perfect, but it is worthwhile. We are planting seeds.
Other Applications and Resources
The seeds we plant in Family Bible Time are watered by a lot of other practices and experiences.
We pray together as a family before meals and before bed. We try to remember to include intercession: to pray for neighbors, friends, family members, etc–sometimes on a weekly rotation so we don’t forget (but let’s be honest, we sometimes forget and go for long stretches with just basic bedtime prayers).
We have also made sure to include Bible time for our children to enjoy independently, even from a very early age by listening: Dove Tales (with cassettes–yes, we inherited these from my in-laws), Jesus Story Book Bible (with CDs), and a dramatized audio Bible from Faith Comes by Hearing. Now that our boys are 11 and 9, they are expected to read a chapter of the Bible first thing in the morning before coming downstairs for breakfast. This doesn’t mean it always happens, but that’s the goal and the general habit.
We’ve also enjoyed watching videos by The Bible Project–edifying for parent and child alike.
This emphasis on the Word of God being integrated into all of life means that it also influences our school day–just not in the graded-Bible-curriculum sort of way.
We have enjoyed singing many hymns in our Morning Time (currently singing along with this channel), and we have also enjoyed music by Sovereign Grace Kids (from a Christian seller). Even as adults, when we listen to music with lyrics, we generally choose music that is spiritually edifying. Our kids take this in as well.
The Scriptures inform the other books we choose–and how we read them–whether literature, tales, history, poetry, nature, etc.
The Scriptures make it into our kids’ copy work and dictation, too (that’s language arts).
Keeping It Real
We don’t do all of these things all the time. The most regular parts of our every day life are family Bible time, listening to hymns and other spiritual songs, family prayer, and good discussions on all kinds of things as we go about our days together. And these discussions aren’t just aimed at our kids. My husband and I discuss books, current events, and so many things with each other, seeking to apply God’s Word and His wisdom to everything we encounter. Our kids are audience to these adult conversations, too.
The aim is holistic, not check-list driven. And it is gloriously free from pressure to “get through it” on any kind of annual school schedule (thank God!).
The point of this post isn’t to say we’ve got it down, nor to set any kind of expectation for anyone else. The point is to demonstrate the many ways in which we can spiritually nurture and disciple our children–without boxed curriculum. And to remind all of us (myself included) that we may sow seeds, but the Lord causes the growth. Our dependence upon Him is central to our efforts at training up our children in the ways of the Lord.
All of the things we do have begun as small habits. A little here, a little there. If you are just starting to bring Scripture into your home and homeschool, don’t be discouraged or overwhelmed. Pick one thing. One habit that you and your children can enjoy. Plant a seed. And then another. Water where you can. The Lord causes the growth.
I hope this post has helped to somewhat answer the “What do you use for Bible curriculum?” question. It’s not a short answer, but I hope it may encourage some to think outside that proverbial box … of curriculum. đ
How do you nurture your children in God’s Word? What resources have you found helpful?
This post contains affiliate links. If you make a purchase through one of these links, I may receive a commission at no additional cost to you.
This is not at all an exhaustive list, but I wanted to pass on a few deals for things that I myself use and deeply appreciate!
Prodigies Music has steep discounts on memberships during their Cyber Monday Sale [sale is now over]. As a reader of Kept and Keeping, you can get an additional 5% off with coupon code KEPT. Our family has enjoyed the Lifetime Membership for four years now! We started learning on desk bells and are now dabbling in recorder, ukulele, and piano! The Prodigies team keeps adding more colorful sheet music and more fun instructional videos. My family’s music education library keeps growing and growing!
Playing a Right Start Math GameExploring Geometric Solids
Right Start Math is having a sale on gently used curriculum, manipulatives and instructional/tutoring kits [sale now over]. We’ve used Right Start in our homeschool for over six years, and it is giving my kids a fantastic, hands-on foundation for understanding and enjoying math. If you’re not sure if this program is for you, they have tutoring kits that you can use to supplement your child’s math education or use to get a feel for how Right Start teaches math–it is different, but I have found it is worth it!
Check out Cyber Monday discounts at Grace and Truth Books–a great source for Christian books. We have especially enjoyed the Little Lights Biographies (for early elementary school) and the Christian Biographies for Young Readers series (for upper elementary) in our homeschool. They also carry Teaching from Rest–a great encouragement for Mom!
Mystie Winckler over at Simply Convivial is offering her Homemaking 101 Course for only $17 (regularly $36) [sale over]. All of Mystie’s courses are such a blessing. This Homemaking 101 course is practical and purposeful but definitely NOT perfectionistic! You’ll find real Christian encouragement for managing and enjoying your home, not someone else’s.
This post contains affiliate links. If you make a purchase through one of these links, I may receive a commission at no additional cost to you.
In my last post, I shared Why We Homeschool, and part of our WHY included the freedom to choose HOW.
I explained a bit of our story–how my husband was homeschooled and how I went to public school. And I shared our mission statement:
Since before they were born, my husband Nathaniel and I have purposed to bring our children up in the nurture and admonition of the Lord and to educate them at home by means of whole/living books, meaningful work and life experiences, and disciplined habits of wisdom and personal responsibilityâfor school and for life and ultimately for eternity.
In this post, I’ll give a little more of our story and begin to flesh out just how we have come to do what we do–and how we think about it, summarizing Charlotte Mason and classical philosophies as best I can.
A Little More of Our Story…
That mission statement above was written recently, but it pretty well describes what our aims have been from the beginning, owing much to what Nathaniel’s family passed down and to his experience with the literature-based Robinson Curriculum.
Our initial trajectory found further inspiration nearly six years ago when an older mom-friend at the local homeschool co-op first introduced me to the ideas of Charlotte Mason and Christian classical education (yes, both at the same time–it’s taken me years to sort them out! Ha!).
We were already legally homeschooling our five-year-old at this point–attempting to use my mother-in-law’s KONOS unit studies curriculum. Think: a text-only Pinterest board in a three-inch binder (though I’m sure it’s more up-to-date these days). I had already found that, rogue that I am, I took the subject matter we were supposed to cover in KONOS, ignored the binder and its overwhelming amount of options completely, and simply went to the library to check out as many quality books as I could find for us to read aloud on a given subject.
I’m not a crafty mom, nor do I like Pinterest.
While carting books home from the library for our immediate needs, I began to explore Charlotte Mason via Ambleside Online and some of my friend’s Well Trained Mind materials (which are Classical, too).
Somewhere in that first year I also acquired Educating the WholeHearted Child, an excellent resource on Christian homeschooling, by Clay and Sally Clarkson–and I found Charlotte Mason quotes littered throughout.
Hmmm…Interesting. The wheels were spinning.
Half way into our second year, now invested in a couple of those Well Trained Mind materials and a practice called Morning Time (recommended by my friend and expanded upon by Pam Barnhill), I found myself tuning in to a new podcast called ScholĂŠ Sisters, “a casual conversation…” for “the classical homeschooling mama who seeks to learn and grow while sheâs helping her children learn and grow.”
Inspired by the podcast to “find your sisters,” I invited the friend who had started this mess đ as well as a few others to form our own book club and read Susan Schaeffer Macaulay’s For the Children’s Sake–arguably the Charlotte Mason gateway drug.
At this point my research perhaps turned into somewhat of an addiction.
I began to see that Charlotte Mason’s ideas about books, habit training, and real-life learning lined up with so much of what we were already doing–and they challenged me to grow further out of my push-through-to-the-next-thing mindset that I’d acquired in my own school years.
I also began to explore classical education a bit, but never really hopped on the Trivium-as-stages Train. I was delighted to find in further listening and research that the “stages” application of Grammar, Logic, and Rhetoric was a gross oversimplification–classical education, as I had hoped, has far more to offer.
Since that first year where I didn’t-really-follow-KONOS, we havenât used any sort of all-in-one curriculum (though I have borrowed a lot from Ambleside Online and we do use curriculum for math). We appreciate the educational philosophy of Charlotte Mason and Christian classical education, and we choose materials eclectically guided by a lot of the principles from these philosophies.
So, what exactly are they?
Hello, Charlotte
Charlotte Mason, a British educator who lived at the turn of the 20th century, describes education as âan atmosphere, a discipline, and a life.â Atmosphere refers to the naturally occurring environment of the childâthe home in which they live, the people they live with, the world outside their front door. This also includes the attitudes that they pick up from, say, their parents.
Discipline refers to the formation of habits, whether personal cleanliness, academic, or other habits of character. Again, who we are as parents teaches a lot!
Life might be a bit confusing. By life Mason means âliving ideas,â or knowledge that is vital. This kind of knowledge is found by being in living touch with the world around us and especially by being presented with a rich curriculum that puts us in touch with the knowledge made available in booksâand particularly books of literary quality rather than dry textbooks which can often strip knowledge of its delight. When Charlotte Mason mamas speak of living books, they’re in this realm of “education is a life.”
Our mission statement corresponds with this framework for education: “…meaningful work and life experiences…” — a big part of atmosphere. “…disciplined habits of wisdom and personal responsibility…” — discipline. “…whole/living books…” — and there’s the life.
Now, that’s Charlotte Mason on a very general level. She also has a list of 20 principles and six volumes in which she develops her philosophy and method. Some of the key elements include training the habit of attention, growing in self-education, narrating back what one has heard or read after just one reading, spending time outside in nature, studying a wide range of beautiful things, and resisting the urge to over-teach so that the child does the work of thinking for him/herself. But that’s just scratching the surface.
When I list Charlotte Mason as part of how we homeschool, I mean that we are happily influenced by her ideas, but I do not mean that I follow her method anything near completely. Her principles resonate with me and challenge me to be a better mom, but I implement them very much in our own way. And that’s perhaps why I sometimes feel that we fit more easily within Classical education (a philosophical umbrella with arguably various methods up for grabs) than we do in a strictly Charlotte Mason approach (a philosophy with a prescribed method to go with it). But they really do meld together well in our home!
Hello, Classical
Christian classical education aims at wisdom and virtue and at cultivating an appreciation for what is true, good, and beautiful. It emphasizes an ancient and long-standing educational tradition that has been abandoned in the past 150 years or more, but itâs making a strong comeback today. Training in The Seven Liberal Arts of Grammar, Logic, Rhetoric (the arts of language); Arithmetic, Geometry, Astronomy, and Music (the mathematical arts) is a key part of the curriculum. But this isn’t the sum total of learning, either. Other elements in this tradition include training in piety, gymnastic, music (in more than a mathematical sense), common and fine arts, sciences and history and philosophy–with Christian theology as both the guide and the goal.
There is a learning curve here, especially since the words I just used to tell you what’s included in a classical education all have older definitions and understandings that are either completely abandoned or else eclipsed by the way we understand them today. There are helpful resources out there, though. Podcasts like the ScholĂŠ Sisters, Ask Andrew, and Cafe Schole have been helpful. As for reading, these articles at the Circe Institute can get you started, and the booklet Introduction to Classical Education is a helpful overview. But once you’re ready to dive into a thorough treatment of Christian classical education, be sure to grab The Liberal Arts Tradition (revised edition) by Kevin Clark and Ravi Scott Jain. This book ties all the pieces together with lots of historical references so that you come away with a better and deeper understanding of the whole paradigm and where it all comes from. There’s also a short glossary of key words and concepts at the back of the book that’s a very handy reference!
Charlotte Mason and classical both aim at a holistic education that respects the nature of the child as made in Godâs image. As such, children ought to be nurtured and educated in body, mind, and soul–and primarily by those that love them most. Todayâs secular school system doesnât acknowledge the soul of the child, so it falls short even when it aims at a holistic education.
Some of what we do will sound flowery, but thatâs because our focus isnât just on academic skillsâitâs on all of life enjoyed and lived to the glory of Godâand this includes a lot of things that are both enriching in an enjoyable way and pay dividends academically, too. What we do is academically rigorous, but in a very different way.
We’ve found that both Charlotte Mason and Christian classical education each resonate with our priorities and direction, while also giving a greater depth and breadth to our efforts than we knew was possible.
Do you have to follow either of these philosophies or methods to homeschool you kids well and raise them in the ways of the Lord? No. The best way to do that is to be humbly and constantly immersing yourself and your children in God’s word, believing it and living by it together in your everyday, everywhere life. But both classical and Charlotte Mason philosophies can be extremely helpful to that end–not only for the way they give you many positive things to implement in your teaching, but also for the way they challenge you to peel back the layers of negative influence from our modern, materialistic education system.
Stay tuned for more in this series as I begin to post specifically about how we handle various subjects in our homeschool (without actually concerning ourselves much with “teaching all the subjects”).
In case you missed it, here’s the first post in the series: Why We Homeschool.
Since before they were born, my husband Nathaniel and I have purposed to bring our children up in the nurture and admonition of the Lord and to educate them at home by means of whole/living books, meaningful work and life experiences, and disciplined habits of wisdom and personal responsibilityâfor school and for life and ultimately for eternity.
It’s a lovely mission statement, but how did we come to it? And how do our ideals work themselves out in daily life and lessons? In this first post in a series on Why and How We Homeschool, I’ll explain a bit of our personal story and then list some of the most important factors that have both informed our decision on the front end and benefited our family all along the way.
When Nathaniel and I met in college, I was already pretty interested in homeschooling and he was dead set on it. He was homeschooled by godly parents from birth all the way through high school. His parents passed on their biblical convictions, and Nathaniel experienced first hand the freedom and advantages afforded by home education. He valued what he was given so much that it was an important part of the equation when we decided to get married.
I was public schooled in Texas and had a good experience, including good friends, honors classes, and competitive athletics. While school provided many opportunities, I recognize that what allowed me to take advantage of those opportunities was my parents’ dedication to teach and train me outside of school hours–they made the difference in my case, not the system itself.
When I was in high school I attended a church where half of the youth group was homeschooled. I appreciated how the homeschoolers I met were really down to earth and comfortable being themselves, and I admired how they could get their school work done in half the day and have time for family-life and even their own pursuits (like starting a business!)–all while I was sometimes at school for ten or more hours, plus homework. Homeschooling seemed so incredibly efficient! By the time I met Nathaniel at college I was pretty sold on homeschooling my own kids one day. A lot of our approach and conviction has been informed by how Nathaniel’s parents sought to train and educate him and his siblings, but that’s also melded with my experience growing up and a lot of reading and thinking and discussion on education along the way. We both bring things to the table.
Our approach to education is fairly different from the traditional school model, but it’s also fairly simple. We, the parents, love to learn, and we love to live an enriched holistic life to the glory of God. We wish to pass this love of life and learning on to our children. Our educational approach has a heavy emphasis on Christian discipleship and on reading, writing, and arithmetic, as well as engagement with the outdoors. We minimize the use of textbooks, except where necessary to learn a specific discipline, and we lean heavily on literature. We also have rich discussions as a family on all-the-subjects-in-the-world.
I mention this little preview on how we homeschool simply because having the freedom to do things in this way is in itself a reason for homeschooling. Stay tuned for when I go into greater detail onhowwe homeschool in future articles.
And now the WHY. Here are our top reasons for homeschooling:
Of primary importance: We believe that we have a responsibility before God to raise our children in His ways (Deuteronomy 6:4-7, Ephesians 6:1-4). We believe that we can best achieve this by being directly involved in their education, and we believe that our home has the potential to be the most natural and loving environment in which true learning can take place. Furthermore, we’re able to explore the interplay of our faith in Jesus with everything we study, rather than simply adding “Bible” on the side of academic studies as though it is separate from all other knowledge and experience.
Homeschooling is efficient. I admired this as a teenager. Academic work for elementary students can be done by noon pretty easily. Older students can work more independently and complete their studies with time to spare for other pursuits if they are diligent. While homeschool studies might be punctuated by playing outside, moving the laundry, or making lunch, they don’t lose time to things like forming lines, pep rallies, bus rides, etc.
Homeschooling allows life skills to be a natural part of the school day. As I noted in the point above, a homeschool day unavoidably involves life skills. Even if kids don’t do all the chores, they’re at least home to see them being done by someone in the family, so they’re aware of what it takes to run a household. And when Mom is Teacher on top of Home Manager, she tends to make sure the kids get in on the chores! There’s some consternation lately about kids being required to learn higher math in school but not being taught how to file their taxes, buy insurance, or balance a checkbook. Home is a natural environment for learning all of these things and more–not by replacing part of the math program, but by having your child sit down with you as you do them.
Homeschooling allows primary relationships to stay primary. Parents and siblings and even grandparents can be more involved in the child’s life simply because they are not sequestered away into an age-segregated environment for eight hours a day. Assuming the child has a loving family environment, this extra family time is a huge boon to their security, mental and emotional health, and ability to form stable and positive relationships later in life. Of course, on the flip side, if the home environment is caustic, this would be a reason NOT to homeschool. God bless the teachers that comfort children who receive no real comfort at home.
Homeschooling provides socialization beyond the child’s peer group. “The companion of fools will suffer harm.” Putting a bunch of kids together who are at relatively the same level of foolishness because of their age and inexperience tends to work against the goal of raising children to be wise. In contrast, by homeschooling, our kids are far less dependent upon their peers, and they have to learn to interact with their siblings, with their parents, with their neighbors, and with other families whose children range in age from babies to adults. While parents who send their kids to traditional schools may also seek out relationships for their kids beyond their peers, the proportion of time spent with a peer group verses time spent with a variety of ages is quite different. Homeschoolers may be less comfortable in the peer group, but they tend to be more comfortable interacting with individuals of all ages in broader society. This different direction in socialization can lessen the negative effects of peer pressure while also putting the child in touch with people and situations from which they can learn wisdom.
Homeschooling gives us freedom to travel off season. This may not be a high point for everyone, but my husband sure likes adventures. We make our own schedule and take vacation time when my husband’s work schedule allows, or based on the best time of year. School can come along with us (usually in the form of audiobooks listened to on the road), the trip itself might be a broader part of their education (like supersized field trips), and/or we can leave it all behind to be picked back up when we get home (this works just fine, too).
Homeschooling allows us to pass on a love for learning and love for GOOD books. We love good books and have read aloud to our kids since they were wee babes. Many parents do this, whatever their school decisions. But because we homeschool, and because we homeschool with a literary focus, our kids’ time isn’t taken up with reading textbooks about history or science or literature–they get direct access to great literary books (on all subjects) as part of school time–everyday. And they choose to read outside of school time, too. Reading is enjoyable for life, and it’s also a marker for “student success.” We emphasize the learning and enjoyment–the “success” is a nice byproduct.
In case you didn’t notice, our reasons for homeschooling aren’t really fear-motivated. We aren’t so much opting-out of public school. We’re opting-in to something we think is beautiful. Homeschooling isn’t just how we do school. It’s a lifestyle. Because education is way bigger than our modern concept of “school.”
That said, there are many things we’re happy to avoid (see this article on concerning trends in children’s literature, for one thing). But those things aren’t the focus. We’re not running from Bad Things so much as we’re running toward The Good. Because The Good is well worth it.
Homeschool families come at it from many different angles and experiences. How about you? Why do you choose to homeschool? Or why might you be considering it?
Getting started homeschooling in Arkansas is pretty easy. My family is about to start our seventh year officially homeschooling in the sate of Arkansas. Here are the Legal Requirements and some Considerations to get your started.
Arkansas law requires homeschoolers to fill out a Notice of Intent to Homeschool form. This form asks for basic information and requires you to sign a waiver stating that you take responsibility for the education of your child(ren). You don’t have to list your curriculum, hours, or days of instruction. It’s very simply and to the point.Â
You can fill out the Notice of Intent on paper and turn it in to your local school district’s office, or, more conveniently, you can fill the form out online and submit it electronically. Once your Notice of Intent has been reviewed, you’ll receive a notification by email and you can then save and print a copy of the state-approved form for your records. If you do opt to take it in to your local school district’s office, they’ll stamp the form, and you ought to ask for a photocopy so that you can keep it for your records.
When to Submit the Notice of Intent
If you know you will be homeschooling the next school year, you can submit the Notice of Intent for the coming school year between June 15 and August 15.
Here’s what the Arkansas Department of Education says about submitting the Notice of Intent after August 15: “NOI forms submitted after this date for a student currently enrolled in public school will be subject to a 14-calendar day waiting period before releasing the student to be home-schooled. The superintendent or local school district board has the authority to waive this waiting period upon request.”
For more information on the Notice of Intent and to access a copy of the form online, go to this page on the Arkansas Department of Education’s webiste.
For more information on getting started homeschooling, including the Notice of Intent and guidance on high school requirements, I highly recommend you check out Education Alliance–they are a homeschooler’s best friend in the state of Arkansas!
That’s really it for the basic requirements! Fill out a form! Easy!
But there are a few more things that would be helpful to consider to make sure that the Notice of Intent is actually the right form for you:
Public School Online
If you are enrolled in Arkansas Virtual Academy (ARVA), or one of the other K-12 online public schools, you are NOT considered a homeschooler, and the state does not require you to fill out a Notice of Intent because you are technically still enrolled in public school.
UPDATED TO ADD: If you are leaving a local public school to enroll in a virtual K-12 program, you will have to submit an application to the virtual school and may also be required to give written notice to your child’s previous school. Check with your current school and the virtual school for requirements.Â
If you wish to switch to homeschooling from online public school, you will need to submit a Notice of Intent.
Kindergarten Waiver
If your child is five years old on or before August 1, and you desire to keep them home for another year rather than send them to public school, you may fill out a Kindergarten Waiver rather than a Notice of Intent.
Our family did this with one of our children because his birthday fell at the end of the summer, and if we were to put him in school, we would have wanted him to start as an older child rather than as the youngest in his class. This can be a way to take a deep breath and try out homeschooling without pressure if you are still on the fence about what to do with your rising kindergartener.
Things that are NOT Required in Arkansas
Some states require homeschoolers to give quarterly reports, take standardized tests, keep track of the days and hours of instruction, or present a portfolio of their child’s work at the end of the year. Arkansas requires NONE of these things. And this makes homeschooling in Arkansas very easy from a legal standpoint.
However, many homeschool families find it helpful to review their own homeschools on a periodic basis in a way that suits their needs. They may elect to take standardized tests when appropriate and even administer them at home or with a local homeschool group. And many parents keep detailed or representative records of their children’s work and progress. The freedom afforded home educators in the state of Arkansas allows these practices to be tailored to the needs of the parent-teacher and their child.
Record Keeping
If you have concerns about what records to keep, know that unless you are building a child’s high school transcript, the most important thing to demonstrate with the work samples and records you keep is how the child is progressing. For a young child, this doesn’t need to include grades. Work samples from the beginning, middle, and end of the year in the most pertinent skill areas are a great way to show progress if you are ever called upon to do so. And it’s valuable for you and your child to see how far you’ve come!
Recommended Resources for Homeschooling in Arkansas
Education Alliance Not only will you find guidance for getting started, you’ll also find information on local co-ops and support groups, an opportunity to purchase Teacher and Student ID cards, a service for high school transcripts and diplomas, updates on state laws and how they impact homeschoolers, and more! If you have questions about sports or special needs or other specific considerations, Education Alliance can help get you the answers you need.
Home School Legal Defense Association This is another great and long-standing organization at the national level, offering support, educational resources, and legal representation if needed. They also have a charitable arm that seeks to help families through times of need by offering grants for homeschooling.
Also, never underestimate the power of having a library card! đ
Got more questions or concerns? Let me know in the comments! I wish you the best!
This post contains affiliate links. If you make a purchase through one of these links, I may receive a commission at no additional cost to you.Â
Join us as we indulge in a little foolishness!
What kind of foolishness do we find in living books? And what role does it play in our favorite stories? In this chat we take a tour of literary folly: starting with the childish charm of Frog and Toad; to the growth away from foolishness in coming-of-age novels like Anne and Little Britches (and the lack of such growth in Tom Sawyer); and finally to the full-grown foolishness that wields its destructive power in Austen and Shakespeare.
Growth from foolishness to maturity often comes by way of trial–in literature and in our own lives. As we consider the characters in the stories we read, we find insight and inspiration for navigating the crises we face with wisdom and courage.
When it comes to fleeing danger, where’s the line between wisdom and selfishness? In facing danger head-on, what’s the difference between courage and foolhardy recklessness? We hope you’ll join us and find encouragement–both for your family’s literary adventures and for the real challenges you face in these trying times.
For Easy Navigation:Â
00:00 – 00:54Â Â Introduction 00:54 – 03:48Â Â Charming, Childish Foolishness 03:48 – 04:52Â Â Foolishness Grows Up a Bit 04:52 – 14:53Â Â Foolishness to Maturity in Coming-of-Age Novels
14:53 – 27:46Â Â Manifestations of Folly in Austen and Shakespeare
27:46 – 37:20Â Â Facing our Current Crisis with Wisdom and Courage
37:20 – End   Wrap Up
Books Mentioned
The Bible, especially the book of Proverbs đ
Winnie the Pooh by A. A. Milne
Paddington Bear by Michael Bond
The Wind in the Willows by Kenneth Graham
Frog and Toad by Arnold Lobel
The Adventures of Tom Sawyer by Mark Twain
Anne of Green Gables by Lucy Maud Montgomery
Little Britches by Ralph Moody (audiobook linked below)
Lately I’ve wrestled with my assumptions about how homeschooling ought to be experienced–both by me and my children. There’s this tension between the “freedom” that we have as homeschoolers along with the “delight” that we want to nurture … and the painfully hard job of holding the line while a child has to do the work of growing into maturity. You can’t do it for them. You can’t soften the blow. You can’t lift the weight.
Well, you can try. But might not be good for them. Despite not measuring up to the Instagram ideal, the daily grind–with all of its bumps, boredom, and blunders–is good for kids.
We’re beginning to wrestle with these things now that our oldest is ten and carrying more responsibilities. And it’s hard. It’s really hard. Not because he’s rebellious or anything. Just because it means he has to grow up a bit, this child who’s still bummed that he aged-out of child care at our homeschool support meetings two years ago. He’d rather be in there with the 7-and-under crowd just like he’d rather continue doing all of his math and language lessons with me.
But he has to grow up.
And I have to let him.
I think of all the ways I could have prepared us better for this transition to greater responsibility and greater independence. There’s much room for improvement and repentance, and I just get to mourn the gap because my baby, my youngest, just turned eight–it’s not like I have kindergartners that I can “do better” with.
But then my husband tells me that I’ve done great. That this transition is hard. Period. (He would know. He was homeschooled.) You could have done some things better, but here we are–and he’s going to get stronger from this trial precisely because it’s hard, precisely because it’ll teach him to pray–as long as we hold the line.
My husband is right, of course. For all the failings, we’ve done well. And are doing well. I don’t measure up to my ideals and neither do my children. No surprise there, really, if I’m honest with myself.
This reminds me of that ideal that is not idealistic. That we’re raising children to become adults. Adults who have to work hard. Adults that will make mistakes and have to correct them–whether in math or driving or work or relationships.
Turns out in bringing up my boys I’m being brought up, too. The higher ideal–for all of us–is growth in maturity, ultimately in Christ.
Praise God I haven’t gotten it all right! I’d be an arrogant sourpuss if He’d allowed me to get it all right! No. There is no perfect ideal in parenting or education. The only Perfect Ideal is Jesus Christ Himself. So the best we can do is look to Christ and hold on. Hold the line of faith as we hold the practical standards for our kids, standing firm as they learn to stand firm themselves, dependent more and more upon the Lord–and less and less upon us.
This. Is. Good.
Hard but good.
True growth, and thus the ability to experience greater “freedom” and “delight,” comes when we submit to the work set before us, choosing to bear up under the weight God has assigned rather than to shirk it or complain. Our children grow the same way we do–if we let them.
How about you? What hurdles or struggles are you and your children facing this year? Can you recognize the “hard but good” in it? How has it forced you to rely more upon the Lord? I’d love to hear from you.
This post contains affiliate links. If you make a purchase through one of these links, I may receive a commission at no additional cost to you.Â
It’s time for another Living Books Consortium video, this time with special guest Amy Roberts! Tabitha and I have had the pleasure of knowing Amy in real life in addition to gleaning tips and inspiration from her blog RaisingArrows.net over the years. We were thrilled to have her join us and to get to catch up a bit. đ We hope you’ll join us for a few laughs and be blessed to hear from Amy about how she has incorporated living books into her family’s homeschool from the beginning, seeking to encourage a love of reading and learning in her kids at every age and stage.
Enjoy!
For easy navigating:Â
00:00 – 02:53Â Intro and Inspiration
02:53 – 04:24Â Curriculum and Living Books
04:24 – 12:02Â Wide Range of Ages and Fitting in Read Aloud Time
12:02 – 13:44Â What the Big Kids have Taken with Them
13:44 – 19:30Â Tips for Enticing Young Readers and Keeping Voracious Readers in Books
19:30 – 31:55Â Potpourri: Hard Books for…Babies?!? Science, History, Messes, and Gaps
31:52 – End  Where to Find Amy Online
