To think, to write...

Four years ago, I packed up my life and moved it all 500 miles to one small town on the top of a hill in Southern Vermont, without a damn clue what it would turn into for me. I may wax poetic about it all for years, in hindsight, in retrospect, whatever shades that might tint the memories. Everything wasn't always perfect, but the town of Marlboro felt like *home*. But before Marlboro, there was another me. A me who filled journal after journal with tiny cramped writing, drawings, designs, and lord-knows-what workings of teenage consciousness (the first image in this post is a quick view of some pages from an old journal of mine, and two books I hand-bound on the edges of the frame). Most of the writing probably isn't worth reading, but the way I lay out the text and sketches, sometimes weaving strands of text into images makes the journals visually appealing, a flip-book of nostalgia. Once I got to Marlboro I stopped writing and sketching after one journal of nothing but text. My question is, why did I stop? While I'm not prepared to completely answer that yet, here are some thoughts on the subject:

First, why did the content shift to text-only? Was it because I felt I didn't have the time to commit to more sincere creations on the pages? Because I felt my sketches and layout concepts were piddly, and not worth putting on paper? How could I be more self-conscious in college than in High School? My intent in keeping the journals was always that someday, someone would read them. Whether that would be a progeny or a historian, an alien anthropologist... Or maybe I thought they would fall into someone's hands sooner than that, and prove how awesome I was. With that in mind, I suppose the shift was because I started sharing more with people face to face at college, and didn't feel the need to record everything on paper for future transmission.

And then why did I stop writing entirely? Even at times when I could have used some introspection, I didn't write... at least not in paper journals. I began emailing, using Facebook and Twitter, recording my movements and thoughts in communications and snippets. Microblogging. This, so far as I'm concerned, is a significant step down. Maybe even a slide. Then again, I'm not sure all that introspection helped me develop much at the time, either.

I don't know if trying to restart my journaling is a mistake or not (my own version of NaNoWriMo... whatever month it may be). But if I think "nothing I do is worth recording, not the entire day, certainly" then I'm only discouraging myself. Maybe I became more private, in an odd, long-term way.

... and here I am blogging about it. Hopefully posting this will make me more inclined to journal at least once a week...

LC-Primary Sources

I recently became more interested in exploring the Library of Congress both as a resource, an entity, and (because everything is right now) as a place to potentially work. Today I ran across this in my news feed: The Library of Congress Teacher's Page. It's intended to provide primary sources for the typical classroom lesson, and dabbles in most of the standard themes we all went through in school.

Several things struck me immediately. First, there are pre-constructed lesson plans available (there's not log in to the site, which is nice. Yay free information!). Now this may just be me, but I'd be irked if I knew my teacher was pulling something straight off the internet. However, using some of these for ideas and as support could be good. An example:

I'm interested in WWII, so I browse down the lesson plan list (by theme) to there, and find... mostly sources from the great depression. Hm. Actually there's nothing from the war in there, so I try "What is an American." This gets me a reference to de Crevecoeur (surprise), and some "life history" stories collected by the WPA. There's also an extensive, drawn out lesson plan, which (dear god) takes up classes from September to June! eesh. In any case, a teacher who knows what they want to present to the class could use the lesson plan themes to track down the sources. Kind of neat, but like most things on the internet, a lot of links to click through to find what you want.

A simple search using the search box on the front page brings up a few more hits for "World War Two", but it's still all within lesson plans and feels like it's being handed to me: This is what you should know! *ribbon on top* The point of the Teacher pages is primary sources, and if you dig a little you can get to a good chunk of information, but it can't possibly be everything the Library has. However, I do definitely support using primary sources for research, as they allow students to put more effort into reading and analyzing, unlike standard textbooks. Students will also get first hand perspectives and different voices from a primary source, which makes the experience of learning less monotonous, and hopefully more engaging.

Without the structure of a lesson plan, I think it's wildly entertaining to just browse the collections. And just in case everything the Library has isn't enough, they provide a nicely selected set of links from the outside.