THE OFFICIAL CURRICULUM
OF
WESTMINSTER COVENANT ACADEMY
(AN INTERNET
SCHOOL FACILITATING IMPLEMENTATION OF THE CURRICULUM)
Proverbs 22:6
Train up a child in the way he
should go: and when he is old, he will not depart from it.
This Teacher’s Manual is dedicated
to my wife Charlotte, who has served as an excellent home school teacher for
our children and who has been an invaluable assistant in the preparation of the
Puritans’ Home School Curriculum.
Copyright
©2005 by J. Parnell McCarter
Published
by The Puritans’ Home School Curriculum
All
Rights Reserved
SEVENTH EDITION
Teacher’s Manual for Implementing
The Puritans’ Home School Curriculum
Table of Contents
PREFATORY SECTION
About this Sixth
Edition……………………….…..……..p. 6
A Biblical
Curriculum………………………….……....p. 14
K-12 CURRICULUM SECTION
Subjects, Grades and
Credits….………….……………p. 19
Read Alouds for Younger
Children…………………....p. 23
Literature………….…………………......…………....p.
30
Language Arts…………………….…….………………p.
34
Classical and Foreign
Languages…….……..…..…....p. 40
Philosophy and Rhetoric………………………………p.
41
Fine Arts………………………………..………………p. 44
Physical
Education….…………………..………………p. 45
Preparation for College Entrance
Tests………………p. 46
COLLEGE CURRICULUM SECTION
Curriculum and
Vision………………..………………p. 47
APPENDICES SECTION
PREFATORY SECTION
The Puritans’ Home School Curriculum (PHSC), available for free on-line at http://www.puritans.net/, has continued releasing textbooks towards its goal of developing an entire curriculum that is consistent with the reformed Biblical faith as it is accurately summarized in the original Westminster Standards and Three Forms of Unity. The Seventh Edition of Teacher’s Manual for Implementing the Puritans’ Home School Curriculum is prepared with two ends in view:
· To explain the vision of the PHSC project, that others may share in this vision of what we should be striving for in our curriculum.
· To provide advice on how to utilize the PHSC, especially during this interim phase when the PHSC is really not complete and must necessarily be used as a supplement to other curricula.
The PHSC, even long term, will be an eclectic curriculum, drawing upon the excellent books and resources of others. But especially in the subjects of History and Language Arts we believe some new textbooks are needed which will be consistent with the doctrines we espouse. Also, in other subjects like Literature and Philosophy we believe Teacher’s Manuals are needed in order more readily to utilize some of the excellent resources already available. But there are yet other subjects like Math and Classical and Foreign Languages where we believe the resources already available are excellent and consistent with the goals for which we aim.
Westminster Covenant Academy has been established to facilitate implementation of the PHSC. It is an internet school offering PHSC courses on-line ala carte. It also offers a high school diploma program, for those who would like to graduate from Westminster Covenant Academy. The diploma is not state certified, but many colleges and universities accept completion of such a high school program, as they do with many other home school-based programs.
Our ultimate objective is to offer a comprehensive, eclectic, thoroughly reformed curriculum which we can use to train our children as the Lord would have us do, and to have an on-line school which parents can utilize as needed to implement the curriculum.
J. Parnell McCarter, along with his wife Charlotte, are devoted home schoolers residing in Grand Rapids, Michigan, USA with their two sons, D. Parnell and Calvin. Born in 1963 in Dallas, Texas, he graduated in 1982 from Highland Park High School as valedictorian, captain of his school's cross country team, member of his school's academic quiz team, and National Merit Scholar. He deeply regrets to admit, however, that during these years he was an agnostic in rebellion against God.
However, the Lord convicted him of his sin and converted him in his freshman year at Princeton University. There he was campus president of Princeton Evangelical Fellowship. And he graduated cum laude from Princeton University with a degree in Philosophy. It was also there that he began to learn about the tenets of the reformed Biblical faith.
In 1987 he graduated cum laude from Rutgers University, with a MBA in Accounting. He has worked for the CPA firm Ernst & Young, as well as in private industry. Currently he is a controller of a manufacturer based in Grand Rapids, as well as an author and developer of The Puritans’ Home School Curriculum. He is also president of the Historicism Research Foundation ( www.historicism.net ). And he is the principal of Westminster Covenant Academy.
The author met his wife, Charlotte, while completing his graduate degree in college. She was taking graduate courses at Columbia University, having previously graduated valedictorian from her high school and received her bachelor’s degree in nursing from the University of the Philippines.
Their family attends a Presbyterian church in Grand Rapids, Michigan, USA. It is Parnell’s long term objective to join the Free Presbyterian Church of Scotland. The Free Presbyterian Church of Scotland, however, does not currently have a local congregation in Grand Rapids.
PRINCIPLES SECTION
Train up a child in the way he should go: and when he is
old, he will not depart from it. If
you need to know your basic duty and basic objective as a parent and home
educator, here it is in Proverbs 22:6.
The basic duty is to train up the child and the basic objective is
to have him walking in the way he should go that he will not depart
from it.
Matthew Henry provides us with these helpful comments on the proverb:
Here is, 1. A great duty enjoined, particularly to those that are the parents and instructors of children, in order to the propagating of wisdom, that it may not die with them: Train up children in that age of vanity, to keep them from the sins and snares of it, in that learning age, to prepare them for what they are designed for. Catechize them; initiate them; keep them under discipline. Train them as soldiers, who are taught to handle their arms, keep rank, and observe the word of command. Train them up, not in the way they would go (the bias of their corrupt hearts would draw them aside), but in the way they should go, the way in which, if you love them, you would have them go. Train up a child according as he is capable (as some take it), with a gentle hand, as nurses feed children, little and often, Deut. 6:7. 2. A good reason for it, taken from the great advantage of this care and pains with children: When they grow up, when they grow old, it is to be hoped, they will not depart from it. Good impressions made upon them then will abide upon them all their days. Ordinarily the vessel retains the savor with which it was first seasoned. Many indeed have departed from the good way in which they were trained up; Solomon himself did so. But early training may be a means of their recovering themselves, as it is supposed Solomon did. At least the parents will have the comfort of having done their duty and used the means.
At what age should home schooling begin? This is a question that many have debated, but really is a very
simple question to answer. It begins
the earliest possible point the parent has opportunity to train the child. Normally, of course, this means as soon as
the child is born. Children are
conceived in sin, and their naturally depraved hearts will – if left untrained
– seek to depart from the revealed will of God. But God has given them parents to steer them in the right
direction. He has given them Christian parents because
these children are covenantly set apart to walk and behave and believe as
Christians, and thereby to enjoy the blessings of Christians. They should be baptized in infancy and made
disciples of Christ. Of course,
salvation is ultimately all in God’s hands and totally of His free grace
(thankfully, or else we would all be lost in our sin and misery), but Christian
parents are to obey God regarding the means whereby He normally accomplishes
the end of salvation.
The patterns of behavior a child develops even in infancy will have great bearing on how he behaves in his youth and into his old age. A poorly disciplined and trained infant and toddler will typically make for a poor school student and a lost youth. So it is important that the little child early on adopt a Christian demeanor and a Christian understanding of himself and the world. He must be trained not to whine, he must be trained to sleep during the night, he must be trained to obey his parents and to respect his siblings, etc. He must be told that God made Him, and that in gratitude he is duty bound to obey God. He must be taught to trust in Jesus Christ as his personal Savior from his terrible sins and his personal Lord as ruler of his life. He must be taught to pray. He must be trained to know that true joy comes by way of a life glorifying to God, and long term misery comes in the path of disobedience. While we must remember he is a child when he is a child, we must also remember that we are training him to be a mature Christian adult, not an immature modern adolescent.
Loving, consistent, and principled discipline is needed by the child. He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes.(Prov 13:24) Foolishness [is] bound in the heart of a child; [but] the rod of correction shall drive it far from him. (Prov 22:15) Withhold not correction from the child: for [if] thou beatest him with the rod, he shall not die.(Prov 23:13) Of course, such discipline should not be done out of anger, but rather out of love, because as a parent you know this is what the child needs when he does wrong. The child should be explained from scripture why this must be done. And discipline also includes positively reinforcing and blessing good conduct.
Training and discipline also include making sure the child thoroughly understands the reformed Biblical faith. He needs to know the great tenets of the Biblical faith as they are accurately summarized in the Westminster Standards and the Three Forms of Unity. He needs to be conversant in the scripture. He needs to be discerning with regards to truth versus error. He must understand why the reformed faith is Biblical, and he must be able to defend it from heretical attack. This is no small project, but proper training surely incorporates all of these goals.
Training and discipline also consists in preparing the child for his God-given role. For males, this means they must be especially prepared to be husbands, leaders, fathers, superintendents, and providers for the family God will one day – in great likelihood – give them. For females, this means they must be especially prepared to be wives, home makers, mothers, teachers and nurses for the family God will one day – in great likelihood – give them. Both males and females need to be very well educated, but in various aspects the training should be specialized to prepare children for the special role God has for them.
Training and discipline finally consists in inculcating a wise and productive use of time. “Look therefore carefully how ye walk, not as unwise, but as wise: redeeming the time because the days are evil.”(Ephesians 5:15-16) The value of time should be emphasized, as well as our duty to be wise stewards of it. The time we are given on this earth should be used to the fullest to glorify God and to build up His kingdom.
This does not mean there should be no time for rest. God gave man Sabbath days because he knew men needed such occasions of rest. But our rest should be used to promote spiritual reinvigoration, not spiritual declension. We should provide rest for our children and the whole family consistent with its scriptural pattern. Amusement parks and comic dramas are hardly according to the scriptural pattern of rest we find taught in scripture.
Dr. Richard Bacon, in his sermons and lectures on the Ten Commandments, provides these observations in his treatment on entertainment:
“Entertainment
wastes time and goods when unnecessary, and wastes our minds when not used
productively. Time is taken first in
thinking, planning, and talking about it. Then more time as well as wealth is
taken up in actually doing it. "Minutes make the years"…The most
distressing of these entertainments is the pornographic, but we ought not to be
at extremities before checking our desires.
We live in a day in which entertainment is regarded almost as a civil
"right." Stimulating entertainment generally leads to desire for more
stimulus, not less. Most entertainment leaves unsung the praises of Christian
sobriety, temperance, watchfulness, humility, penitence, self-denial,
heavenly-mindedness, or any other Christian virtue. Thus those entertainments
that inculcate or at least encourage such Christian virtues have a place,
though at the periphery of our lives. Scriptures: "I will set no wicked
thing before my eyes" Ps 101:3; "The thoughts of foolishness are
sin" Prov 24:9; "They became vain in their imaginations" Rom
1:21;"Lead us not into temptation" Matt 6:13; "Filthiness,
foolish talking, jesting" combined Eph 5:4.”
Given the nature of Biblical training and discipline, it should be obvious how flawed the modern concepts of ‘childhood’ and ‘adolescence’ are. Adolescence as it is conceived in modern times is wrong and must be rejected as thoroughly un-Biblical. Our objective should be that the child would be a mature, thoroughly catechized young Christian adult by the age of 13. John Calvin thought that it was quite realistic to expect children to have been thoroughly catechized and mature by the age of 13. So it was believed ideal at approximately this age that they could begin to partake of the Lord’s Supper, after examination by the ecclesiastical elders to verify if they were Christian professors of sound faith and life, and thus qualified communicants. (Of course, if they have not yet been thoroughly catechized, and they have not maturely embraced the reformed Biblical faith as their own, then it would be wrong to admit such as qualified communicants. It would do them harm.) Dr. Francis Nigel Lee, in his excellent work showing the fallacy of paedo-communion, provides these insightful comments on Proverbs 22:6:
Proverbs 22:6 --
Catechize a lad for the time his beard begins to grow! Both the Apostolic Father Ignatius and
the Westminster Father Lightfoot affirmed that "Solomon when 'twelve years
old' judged between two women" with sufficient maturity. Dr. Lightfoot in the same breath commented
on our Lord Jesus Christ's coming of age when twelve and then -- according to
the custom -- going to Jerusalem to become prepared through catechization for
admission to manducation at the Passover.
Indeed, the attaining of their twelfth year marked both Solomon's &
Jesus' coming of age at adolescence.
This is reflected also in the Westminster Larger Catechism 177, which
states that the Lord's Supper is only for those who are "of years and
ability to examine themselves."
Now, one generation after Solomon himself had been an adolescent, the
mature father Solomon had catechized his own adolescent son. Later, when a grandfather, Solomon
encouraged that same son (when married) -- subsequently to train also his own
son (Solomon's grandson). That
he was to start doing before that lad was himself to become an adolescent, and
with a view to his reaching adolescence.
Thus the father was to train his son from the time he was a lad (or
na'ar) -- until the time he became a teenager. Cf. too Proverbs 4:4-1
& 9:1-13f. Said Solomon to his son in respect of Solomon's grandson:
"Train up [or 'catechize'] the lad according to the way in which he should
go! Then, when his beard begins to
grow, he will not depart from that
way." Proverbs 22:6.…
Proverbs 22:6's
yazq§yn
means 'when the beard grows' and not 'when he is an old man'Here in Proverbs 22:6, after the
first verb ("catechize!") follows the second verb yazq§yn --
"to begin to grow older" (as distinct from "to become an old
man"). It is derived from the
noun z~q‘n, which originally seems to have meant a
"beard." The verb itself
thus means, literally, "to grow a beard" -- and hence "to begin
to grow old(er)."
… the thought in this verse is far rather the
following. 'If a lad gets properly
catechized before reaching puberty and then becoming a teenager, he will not
depart from that way when he soon begins to look older than a lad -- that is,
when his beard starts growing at adolescence.
Nor should one thereafter depart therefrom in adult life; not even in
one's old age.' For the verb yazq§yn -- meaning "to grow a
beard" and hence "to grow old(er)" -- is here in the Hebrew
Hiphil Imperfect tense. It denotes a
soon-to-commence and thereafter then-to-continue causative action, with future
implications. It means: "when
his beard starts growing”…
“According
to Webster’s 1959 New Collegiate Dictionary (based on the famous second edition
of Webster’s New International Dictionary) , “puberty” means: “The state or
quality of being first capable of begetting or bearing offspring; the period at
which sexual maturity is reached. The
age of puberty is commonly designated legally, as fourteen for boys and twelve
for girls.” It is derived from the
Latin word pubes (which means an “adult”).
From this word “puberty” also its cognate word “pubescent” is
derived. According to Webster, that
means: “arriving at puberty”; “downy or
hairy”; “covered with soft fine hairs.”
It is derived from the Latin word pubescens, meaning “reaching puberty”
and “growing hairy.” At puberty humans grow “hairy.” It is the age when together with the pubic,
in males also the facial hair or beard starts to grow. As wise King Solomon counseled his son:
“Catechize a lad in the way he should go; then when his beard starts to grow,
he shall not depart from it. Thus Proverbs
22:6. Cf. Ignatius’s Epistle to the
Magnesians (ch. 3), and the Westminster
Assembly divine John Lightfoot’s comments on Luke 2:41f.”
So the goal is to prepare the child in his younger years so he will be a young adult by the age of 13. Jesus Christ Himself is the perfect model to seek to emulate, realizing of course that our children must necessarily fall far short of His perfection. Regarding Jesus’ development to the age of 12, we read: “the child grew and became strong, filled with wisdom; and the favor of God was upon Him.” (Luke 2:39) This bespeaks a proper spiritual, mental, emotional, and physical development. And so in the child’s early years we should train these various aspects of our child’s being. We should set a priority on teaching the child a wisdom to fear God and discern right from wrong and truth from error. This means a child that is well studied in scripture. But it also means a child that can communicate that wisdom in his interaction with others, and that is well-rounded.
Once these characteristics are instilled in the child by age 13, it leaves the teenage years for further growth in these areas. So we read that “Jesus increased in wisdom and stature, and in favor with God and man.” (Luke 2:42) The teenage years are not to be viewed as a time of wasted idleness and frivolity, to be squandered away before the responsibilities of adulthood. Nor is it a time of sowing wild oats. Rather, it is a time the wisdom instilled in youth further matures and manifests itself. The parents should insist upon this, for the long term good of the teenager.
Christian belief and Christian conduct are duties the child must be trained and disciplined to embrace. And he should be trained and disciplined to engage in this belief and duty with love for Christ. Again, only God can give the child true belief, true repentance, and true love for Christ, but as Christian parents it is our duty to train and discipline the child in this direction.
This vision for our children is certainly different from the modern adolescent model. But this vision is the scriptural pattern God has prescribed, and generations before us have demonstrated it is the path of wisdom. A young adult is far more prepared to deal with the temptations of the teenage years than an immature, undisciplined adolescent. And he will be far more prepared to assume the responsibilities of adulthood. Finally and most importantly, such a mature young adult glorifies God – unlike the modern adolescent model.
Now that we have addressed the philosophy of training and discipline, let’s consider the home school curriculum. Which resources should we use to help us in our reformed Christian training and discipline?
Man’s chief end is to glorify God and to enjoy
Him forever. These words capture the objective of all of life,
including education. It should be the
constant refrain in the education of our children that we are endeavoring to
bring them to a deeper knowledge of God in order to glorify Him more fully. This requires a thoroughly Biblical reformed
approach and curriculum.
Regrettably, the general development of the content in
mainstream American education could be characterized as follows:
|
Description |
Approximate Time Period |
Exhibits |
|
More consistently
‘reformed’ (as this term is defined in the *original* reformed creeds) |
17th century |
the primers used in the
New England schools at their inception and the decades following |
|
Reformed but with ‘Enlightenment’ influences |
18th century |
revised versions of the
New England Primer incorporating Isaac Watts’ writings, which implicitly deny
the thoroughly Christian character of the Psalms |
|
‘Moral’ and ‘spiritual’
content but not distinctively
reformed |
19th century |
McGuffey’s Readers which
inculcate moral principles but are pluralistic |
|
Diminution in ‘moral’ and ‘spiritual’ content |
20th century |
Dr. Seuss-type readers |
|
Blatantly anti-Christian |
latter 20th
century continuing into the 21st century |
books promoting evolution,
feminism, lesbianism (“Johnny has two mothers”-variety), occultism, nature
worship, etc. |
Each step in the departure from the reformed, Biblical
approach and content in education really paved the way for the next step of
declension, given man’s natively depraved tendency. Where error and sin are not vigorously opposed, man will
inevitably decline into a lower state of moral and intellectual
corruption. This is what has happened
in American education.
Although a review of the historical American trend may at
first inspire a pessimistic fatalism, in reality God quite often works
reformations at the nadir of declension.
The history of Israel exemplifies this pattern. For example , the period of Joshua to David
was one of general moral decline, but David brought the nation to great heights
of religious glory. Similarly, the
final years of Judah were morally dismal, but out of the captivity there was a
great revival and reformation under Nehemiah.
Men are prone to forget that sin and error, of both the first and second
tables of the Ten Commandments, must be
vigorously opposed- by the state,
church and family working together. But
history forces God’s church to face the logical necessity of properly
addressing sin.
It is the long term objective of The Puritans’ Home School Curriculum to provide a program that in its overall character is consistent with the original reformed creeds. We are excited to see many home schoolers taking up this objective along with us. Typically, the American curricula of the 17th century did a better job of training up a child in the way he should go than the curricula of succeeding centuries. They were more thoroughly consistent with the reformed Biblical faith. It should be our goal to do the same today.
There are many good resources available for home schoolers, but the reality is that no one curriculum available at present teaches from a perspective that is consistent with the doctrines taught in the *original* Westminster Standards and Three Forms of Unity. For example, most would imply the Puritans were too harsh, if they even mentioned the Puritans at all. Most would provide a view of history which is decidedly different from a perspective reflected in the original reformed standards. Many would deny predestination and God’s total sovereignty over all that happens. And few would dare address the evils of Romanism or the sin of contraception or the appropriateness of the civil magistrate in enforcing both tables of the Ten Commandments. And few, if any, would train the child to understand the regulative principle of worship (that we must worship God only as He has commanded in scripture), why it is Biblical, and how we should apply it. And few, if any, would urge the obligation of the Christian Sabbath. And even many do not uphold six-day creation.
Furthermore, most curricula are not designed with the aim of training children to be disciplined, reformed young adults by the age of 13. When one reads the school books of the 17th and 18th centuries one is impressed with how much maturity and literacy were expected of youth in comparison with the school books of today (even modern Christian school books). This needs to be corrected.
But, alas, Rome was not built in a day. We do not currently have available every book or resource we would ideally like in the quality we would like it, so The Puritans’ Home School Curriculum (PHSC) is offering what we can now and striving to develop more so we can ultimately meet our objective. Our first priority is developing a reformed history/geography curriculum, and then we will look to develop more resources in subjects like language arts longer term. In the meantime, our current recommendations do not necessarily reflect what we would like to be able to recommend or offer in the future.
The basic format of our curriculum is eclectic, seeking to draw from the best of a number of sources available today, and not trying to develop all of our own materials. It also emphasizes reading and the value of reading. So long as PHSC is not fully developed, it will necessarily have to be used as a supplement and not a primary curriculum. However, we think that if wisely used, it can significantly help a parent provide a basic reformed Christian program to the child.
Some other curricula that we refer parents to in this Manual include SonLight Curriculum (www.sonlight.com, tel. 303-730-6292), Bob Jones University Press (http://www.bjup.com), and Timberdoodle (http://www.timberdoodle.com/).
We have not provided a day-by-day assignment schedule for each course because in our experience such schedules for a varied reading audience are unrealistic. Different families go at a different pace. What we instead do is recommend which textbooks / courses should be utilized in a particular grade level. The parent is best able to determine the daily schedule based upon the family’s own circumstances, in order to get the whole completed in the course of a year. With some home school experience, a parent learns how to do this. (Though it is amazing how the majority of schools – public, private and home – never complete the year’s course.)
We are also not going to give pages of advice on home schooling in this Manual. There are plenty of resources out there if you want to read them. But we will offer several general tips now. First, you would be well served by purchasing a few large erasable presentation boards, like are often used in corporate offices. One board can be used by the parent to record the assignments for each child for the day. The board can be prepared by the parent the previous night or early in the morning before the schoolwork begins. When the child is done with an assignment, he checks off on the board that it is completed and goes to the next assignment on the board. The board can include chores as well as assignments that the child needs to have done during the day. Another board can be used for teaching presentations. The nice thing about such boards is that they are not messy like old fashioned chalk boards. (Not everything was better in ‘the good ol’ days!)
Second, we advise you get your child used to the skill of using a daily planner/scheduler early on. This will allow him to keep track of appointments and deadlines. It will teaching him the skill of good scheduling, which is an important skill indeed.
Third, we recommend that you incorporate into your home schooling program opportunities in academic and extracurricular competition which will hone skills, encourage interaction with other students, and enrich the overall educational experience. The exact competition will depend upon various factors like areas of special gift and interest, availability in one’s locality, etc. Here are just some of many that are available:
Annual History Bee - http://www.puritans.net/history_bee/
The National History Day Competition - http://64.226.212.131/index.html
National Geographic Bee - http://www.nationalgeographic.com/geographybee/
National Spelling Bee - http://www.spellingbee.com/
FIRST’s Robotics and Junior Robotics Competitions - http://www.usfirst.org/
Knowledge Master Open - http://www.greatauk.com/KMOrules.html
Some Other choices: http://www.jhu.edu/gifted/imagine/linkB.htm
Finally, we advise that you make realistic goals in planning the coursework for a year. In our opinion it is better to limit the number of textbooks and readers and complete them, than to have an extravagant number and leave them all half done. Especially make sure the basics are mastered, before delving into esoteric subject matter. It will not be so dreadful if your child does not know the details of 7th century Indian art, but he better know the Bible and how to read, write and do arithmetic.
Even in terms of grade level, it should be kept in mind that what we provide are simply guidelines given by PHSC, and not hard and fast rules. Because of the ages of one’s children, it may be that you are using a Read Aloud that is assigned in this curriculum to the second grade, to children that are actually in the first and third grade levels. Those are simply the realities of home schooling, and the parent is the best person to determine what works in their unique circumstances.
We have sought, in the main, to stick with the basic books we recommend be used in each subject. There are many other books and resources the parent will probably want to use to supplement (and in some cases, substitute) with what we have recommended.
Again, our ultimate objective is to have a comprehensive, eclectic, thoroughly reformed curriculum which we can use to train our children as the Lord would have us do. We appreciate your patience as we work towards that goal.
Before I close this section, I would like to leave with one last idea for your consideration. I especially hope the fathers out there will read this (or at least be asked by their wives to read). Most home schooling fathers leave it up to their wives to decide which curriculum to use. The reason for this is simple: it is typically wives who do the bulk of home school teaching. Now, I would urge husbands to get much input from their wives regarding curriculum. Wives are truly a valuable source of information and wise advice. Also, in most cases wives will be teaching the bulk of the home school courses. They need to be behind the program. But at the end of the day it will be the father who is held most accountable for the way in which his children were steered by their training, just as it was Adam who was held most accountable in his family for the deeds done in it. God will judge fathers primarily for whether they have made sure their children were trained in the reformed Biblical faith, or whether they allowed their children’s curriculum and training to lead in a perverse direction. So I would urge fathers to make sure the curriculum being used, whether of PHSC or some other program, is based on sound Biblical principles.
The subjects we address in the K-12 curriculum are as follows:
Some courses in the
PHSC require the parent to walk through the course with the child, reading
aloud what is written in the books.
These we term ‘read alouds’ in this Manual. Obviously, all the books we
are recommending in the subject category ‘Read Alouds for Younger Children’ are
intended to be read aloud to the child by the parent. But there are others that we also would recommend be read
aloud. For example, consider Thy Kingdom Come: A Sketch of Christ’s Church
in History Book I. For most children this course really cannot be
used in the elementary grades without significant parental involvement and
assistance. We recommend that the
parent read it aloud to the child and go through it with him. If time does not allow for this, then it
probably should be used as a middle or
high school text which the student should by then be able to read on his
own. But we regard it as ideal to go
through this course in the elementary years in order to provide a solid
Biblical understanding and foundation of history at an early age. It is important that every child have an
understanding of God’s grand vision for history: the redemption of men through
Jesus Christ that He may receive glory and honor.
Some other books in this curriculum which we recommend be read aloud
include:
·
All
of the books we are recommending in the subject ‘History / Geography’ up to the
eighth grade level
It is important for parents and children alike to understand their state’s graduation requirements for high school, and to understand the college admission requirements for the colleges they would like their children to attend. And it is advisable as well to be aware of scholarship and financial aid opportunities. The Puritans’ Home School Curriculum provides a sample program of instruction, but parents will need to fashion a program for their children uniquely fitted to their own circumstances and goals. So while we have given recommendations which courses should be taken at each grade level, we realize that home school parents will often want to individualize a student’s course schedule. For that reason, we have provided a Course Schedule Table at Appendix Six of this Manual which may be prepared for each student. It is for the High School level, but parents may find it helpful to make a similar type schedule for the lower grades.
High school graduation requirements will vary by state, so check with your state’s Board of Education or Department of Education to determine the graduation requirements for high school students. Let's take the case of Michigan, for example. In Michigan the following credits are generally required for graduation by the Board of Education, in preparation for college. One credit is equivalent to one year of study and completion in a subject. 21 credits are required overall for graduation:
|
SUBJECT |
REQUIRED CREDITS |
|
English (1 year each of grammar, composition, literature, and speech/debate) |
4 |
|
Math (1 year each of algebra I, algebra II, and geometry) |
3 |
|
Sciences (basic science, biology, chemistry, or physics) |
3 |
|
Social Studies (geography, US or world history, Michigan history, government and economics) |
4 |
|
Foreign Language (Spanish, Latin, French, American Sign Language) |
1 |
|
Physical Education |
1 |
|
Computer Science |
1 |
|
Fine Arts (music, drama, or art) |
2 |
|
Electives |
2 |
Colleges in Michigan generally have slightly varying requirements as above for students wanting to matriculate in their colleges. For instance, here are the current high school requirements for students entering the University of Michigan, from their website:
|
Recommended
Coursework1 |
|||||||
|
School, |
English2 |
Foreign |
Mathematics |
Science3 |
Social |
Other4 |
Total |
|
Literature, |
4 |
26 |
3 |
3 |
3 |
5 |
20 |
|
Engineering7 |
4 |
2 |
4 |
4 |
2 |
4 |
20 |
|
Nursing8 |
4 |
2 |
4 |
4 |
2 |
4 |
20 |
|
Music |
4 |
2 |
3 |
3 |
3 |
5 |
20 |
|
Kinesiology |
4 |
2 |
3 |
3 |
3 |
5 |
20 |
|
Art & Design |
4 |
2 |
3 |
3 |
3 |
5 |
20 |
1. Ideally, students will have completed five
units during each of the four years. Also, students should elect Advanced
Placement, International Baccalaureate, honors, enriched, and accelerated high
school courses when appropriate and possible.
2. Students are urged to complete at least two rigorous writing courses.
3. Students are encouraged to complete at least two laboratory science courses.
4. Students are advised to elect "other" courses from the five
subject groups listed. Examples of "other" courses include music,
art, industrial arts, business education (including typing), home economics,
physical
5. Freshman applicants to the College of Literature, Science, and the Arts
are REQUIRED to have completed the following:
4 years English, 3 years mathematics, 2 years biological and physical sciences,
3 years history and social sciences, 2 years foreign language.
6. Students entering the College of Literature, Science, and the Arts are
strongly encouraged to take four years of language study, but only two years
are required for admission.
7. Students entering the College of Engineering should have completed four
units of mathematics and at least one unit each of chemistry and physics.
8. Students entering the School of Nursing must have completed three units of
mathematics including second-year algebra, and two units of laboratory science
including chemistry.
***One unit equals one year of study. This
plan is advisory only. See above footnotes. The director of admissions is
authorized to grant exceptions to the prescribed course patterns.
NOTE: Incoming freshmen must meet the requirements subscribed to by the state universities of Michigan: English, four years; mathematics, three years, four years strongly recommended; biological/physical sciences, two years, three years strongly recommended; and history and social sciences, three years.
In addition, for students anticipating college enrollment, it is important to participate in the necessary courses to help prepare for either the American College Test (ACT) or the Scholastic Aptitude Test (SAT). You should check with the potential colleges in which the student may be enrolling to determine which of these two tests is required. Also, students should prepare for relevant Achievement Tests, and even Advanced Placement Tests, where applicable.
When seeking admission to colleges, colleges will typically seek a transcript showing grades received on courses taken. Grading in PHSC courses are normally on a 100-point scale, with letter grades assigned as follows:
|
Letter Grade |
Score on 100-Point Scale |
|
A+ |
97 - 100 |
|
A |
94 - 96 |
|
A- |
90 – 93 |
|
B+ |
87 - 89 |
|
B |
84 - 86 |
|
B- |
80 - 83 |
|
C+ |
77 - 79 |
|
C |
74 - 76 |
|
C- |
70 - 73 |
|
D |
60 - 69 |
|
F |
0 - 59 |
Some colleges require course grades to be provided to them on a 4-point
scale. This can easily be done, by
using the following grade equivalency schedule:
|
Letter Grade |
Score on 4-Point Scale |
|
A-,A,A+ |
4 |
|
B-,B,B+ |
3 |
|
C-,C,C+ |
2 |
|
D |
1 |
|
F |
0 |
In the remaining chapters of this manual we will review the specific
recommendations for each subject up
through the high school level. We also
provide guidance on the issue of college in the College Curriculum
Section. The purpose for college we
believe is two-fold:
In many if not most cases vocational preparation will require the assistance and resources outside what parents can provide. For this reason, parents should seriously consider utilizing a college or vocational school to so train their children, especially their sons, unless they are able to provide the vocational training themselves, and it is in a field where this is feasible. But Christian parents are still well suited to administer and superintend much of the latter training. Especially in a day when the general society can be so little trusted to provide a proper context for wholesome moral development and restraint, it behooves parents to continue to closely superintend their children’s development until their marriage. Man is a social creature, very much affected by his cultural environment. This is why God warns in so many ways, “evil communications corrupt good manners.” The axiom is quite true even for Christians. For this reason we recommend under ordinary circumstances for children to continue to live at home during the college years, while pursuing their vocational education at a local college or vocational trade school, so that the culture can be monitored and so that parents can review and advise children as they move towards marriage and the choice of a spouse. At the same time, parents can administer the college-level program in reformed studies which is presented in the College Curriculum Section.
Even before a child can read, it is important that the child learn a love of reading good books and an aptitude for listening. Both of these skills are taught by reading aloud good books to children. After you have read a section, discuss it with the child (or children) to make sure it has been understood, and to train the child to explain what he knows. In addition, when a place is mentioned in the book, some times take the time to find it on an Atlas map and show it to the child. Or when a bigger word is used, some times show the child how to look up its meaning in the dictionary. Also, seek to draw out spiritual lessons we can learn from what has been read. This subject should be used to teach the child important truths as well as communication skills.
Set aside a special time each week day that is Read Aloud time. This should be a time the children really look forward to.
When it comes to Read Alouds, there are a plethora of options to choose from. But in keeping with our curricular objective, the following is a sample list of books we would recommend you consider. In addition to this list, you may look for additional options by reviewing the books included in the Literature section of this Manual. Choose a book for a Read Aloud which will be read by the child in Literature a few grades up. In fact, a book three grades above the child’s current reading level is often preferable.
In selecting books to read aloud, keep in mind one important criterion is that the book should help train up a child in the way he should go. Also, the book should help broaden the child’s horizon beyond what he currently knows, but not so much that it cannot be grasped at the child’s age level.
We have more limited this subject in terms of grade levels and books (e.g., stopping at Grade Level 3), because in the PHSC the History/Geography section, as well as some other sections, have been designed to require a large degree of parental read aloud itself. We believe it deserves such an emphasis, as we will also note in the History/Geography section of this Manual.
You may have noticed that the most important Read Aloud a parent could offer his child – the Bible – is missing from this list. That is because it is assumed that everyday the father will lead in Daily Family Worship in which Bible reading and explanation is a part.
|
Grade Level |
Books |
Vendor Source* |
|
P |
The Life of Jesus for the Very Young
by Isobel Tallach |
|
|
P |
Children’s Bible Wise Books (12 Books) by
Carine Mackenzie |
|
|
P |
Children’s Bible Pac Books (14 Books)
by Carine Mackenzie |
|
|
P |
Things People Do by Usborne |
|
|
K |
Church History for Young Children with
Cartoons by Lockman |
|
|
K |
The Child’s Story Bible by Catherine
Vos |
|
|
K |
The Apple and the Arrow by Buff |
|
|
K |
Building on the Rock by Beeke, Klyne, Luteyn |
|
|
K |
Wild Places by Usborne |
|
|
K |
Living Long Ago by Usborne |
|
|
K |
Children’s Encyclopedia by Usborne |
|
|
1 |
The Amazing Story of Creation by Gish |
|
|
1 |
Wisdom and the Millers |
|
|
1,2 |
Storytime with the Millers |
|
|
2 |
Mountain Born |
|
|
2 |
Dinosaurs by Design by Gish |
|
|
3 |
Sign of the Beaver by Speare |
|
|
3 |
PHSC (free) |
* There may be other vendors which
supply the books recommended, but we have sought to provide you with at least
one vendor for each book recommended. Some vendors offer the book for free at their website, and
we have so indicated when this is the case. The vendors for the books we have recommended
in this subject include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
SWRB - Still Waters Revival Books, www.swrb.com, tel. 780-450-3730
C&C - Crown & Covenant Publications, www.psalms4u.com, tel. 412-241-0436
ICR - Institute for Creation Research, www.icr.org, tel. 800-628-7640
RHB– Reformation Heritage Books, tel #616-977-0599, http://www.heritagebooks.org/
SL – SonLight Curriculum, www.sonlight.com, tel. 303-730-6292
TBS–Trinity Book Service, http://store.yahoo.com/trinitybookservice/
For purposes of teaching this subject, we assume that in the Read Aloud and Literature subjects, books pertaining to the Bible will be incorporated. Therefore, it is envisioned that this subject can be taught entirely by incorporation into daily family worship (DFW), daily private devotion (DPD), and Sabbath catechization (SC). And we believe that ideally this course will be taught by the father.
We recommend the following resources be used in these activities:
Activity In Which Resource Book Will Be Used |
Recommended Resource Book |
Book Vendor* |
|
DPD / SC |
The Puritan Bible Primer(PHSC Cata #1006) |
PHSC (free) |
|
DPD / SC |
Sabbath Bible
Survey Tests and Assignments: Old Testament (PHSC Cata #1002) |
PHSC (free) |
|
DPD / SC |
Sabbath Bible
Survey Tests and Assignments: New Testament (PHSC Cata #1030) |
PHSC (free) |
|
DPD / SC |
Westminster Catechism Study Guide by
Williamson |
|
|
DPD / SC |
Heidelberg Catechism Study Guide by
Williamson |
|
|
DPD / SC |
Westminster
Larger Catechism Study Workbook Volume I (PHSC Cata #1021) |
PHSC (free) |
|
DPD / SC |
Westminster
Larger Catechism Study Workbook Volume II (PHSC Cata #1022) |
PHSC (free) |
|
DFW |
The Scottish Metrical Psalter *** |
TBS*** |
|
DFW |
Matthew Henry’s Commentaries |
* There may be other vendors which
supply the books recommended, but we have sought to provide you with at least
one vendor for each book recommended. Some vendors offer the book for free at their website, and
we have so indicated when this is the case. The vendors
for the books we have recommended in this subject include:
PHSC - The Puritans’ Home School Curriculum
C&C - Crown and Covenant
SWRB - Still Waters Revival Books
TBS - Trinitarian Bible Society,
tel. # 616-735-3695
*** For tunes to this psalter see http://www.cgmusic.com/workshop/smp_frame.htm
Here is how we recommend the above resources
be utilized in daily family worship (DFW), daily private devotion
(DPD), and Sabbath catechization (SC):
Sabbath Catechization: Each Sunday afternoon the father should provide his children with assignments for the coming week. These assignments are to be performed by the children as part of their daily devotional each day during the week. These assignments can include:
· memorizing a psalm with a tune and the Lord’s Prayer from the Puritan Bible Primer (for Grade Level K to 3 children)
· memorizing the answer to a catechism question from the Puritan Bible Primer’s ‘Catechism for Young Children’ (for Grade Level K to 3 children)
· studying assigned chapters in the Bible to read in preparation for a test to be administered on the next Lord’s Day from the book Sabbath Bible Survey Tests and Assignments. (for children Grade Levels 4 and Above)
· performing an assignment from the book Sabbath Bible Survey Tests and Assignments. (for children Grade Levels 4 and Above)
· memorizing the answer to a catechism question from the Puritan Bible Primer’s ‘Westminster Shorter Catechism’ (for children Grade Levels 4 and Above)
· reading a chapter in G.I. Williamson's Westminster Catechism Study Guide or G.I. Williamson's Heidelberg Catechism Study Guide and writing the answers to the chapter questions (for children Grade Levels 4 and Above)
· reading the week’s assignment in Westminster Larger Catechism Study Workbook Guide in preparation for a test to be administered on the next Lord’s Day from the book (for children Grade Levels 4 and Above)
After assigning the work for the next week, the father should then administer the tests, grade the assignments with the children, and catechize the children covering the work the children did in the past week.
Daily Devotion: Each day the child should spend time working on what was assigned by the father during Sabbath Catechization. In addition, the child should spend some time praying to God.
Daily Family Worship: Each day the father should lead the family in worship in a family worship time. This should include a time of scripture reading and exposition, singing of a Psalm, and prayer. For singing of Psalms, we recommend the 1650 Psalter which can be purchased from Trinitarian Bible Society. For a helpful resource on learning tunes to this Psalter you can refer to the web-site http://www.cgmusic.com/workshop/smp_frame.htm and buy CDs of people singing them (e.g., Still Water Revival Books sells these CDs). For scripture exposition, a commentary like Matthew Henry’s Commentary may be helpful. A book like Proverbs is especially important for a father to teach through in the Daily Family Worship.
History/geography is a subject which should not be neglected by the parent. Indeed, it should have high priority, for this is the subject that will tell the child what place God has for him in the world. Without that knowledge, a child can truly be ‘lost in space.’
The program as it is being designed by The Puritans’ Home
School Curriculum (PHSC) will take considerable parental involvement. This is why we have noted that for grade
levels one through eight this subject, with the books recommended, should be
taught as a Read Aloud Type Course.
After eighth grade, it does not need to be administered as a Read
Aloud Type Course. By then the student
should have developed the skills to
understand the materials through their own reading and study. Also, to reiterate what was noted earlier in
this Manual, grade
level recommendations are simply general guidelines and you may want to use the
materials at a different level, depending upon your circumstances.
Let’s take an example. Thy Kingdom Come : A Sketch of Christ’s
Church in History really cannot be used in the elementary grades unless a parent has time
to read it aloud to the child and go through it with him. If time does not allow for this, then it
probably should be used as a high
school text which the student should by then be able to read on his own. But we regard it as ideal to go through in
the elementary years in order to provide a solid Biblical understanding and
foundation of history at an early age.
It is the goal of the PHSC to make available all of the textbooks included in our table of recommendations. However, in the meantime you would be advised to consider the history and geography textbooks offered by Bob Jones University Press, if a particular textbook is not available in the PHSC. At this time PHSC can be used as a supplement in this subject with the books it has thus far made available, but its long term objective is to be a primary curriculum in history/geography.
Establishing an accurate chronology forms the backbone of any study of world history. Bishop Ussher’s chronology has been used in the PHSC’s history textbooks as the standard generally reliable chronology. Some of the issues and complexities involved in chronologically dating human history are noted in various PHSC textbooks.
The following table shows the list of resources we currently recommend for this subject. It should be noted that some of these are even now in the process of development.
|
Recommended Grade Level |
Topic |
Books |
Book Vendor* |
|
1 |
Church History |
The Child’s Story Bible by Catherine Vos |
|
|
2 |
World History |
Teacher’s Manual for 2nd Grade
World History [in process] (this
manual will show how to use non-Christian history resources in a discerning,
Christian way) |
|
|
2 |
World History |
The Usborne Time Traveler |
|
|
3 |
Geography |
Teacher’s Manual
for Elementary School Geography [in process] (this manual will show how to
use non-Christian geography resources in a discerning, Christian way) |
|
|
3 |
Geography |
The DK Geography
of the World |
|
|
3 |
Geography |
The Children’s Illustrated Atlas of the World |
|
|
3 |
Geography |
National
Geographic World Atlas for Young Explorers |
|
|
3 |
Geography |
Everything You
Need to Know About Geography Homework by Scholastic |
|
|
4 , 5 |
Church/World History |
Thy Kingdom Come : A Sketch
of Christ’s Church in History Book I (PHSC Cata #1003 ) |
|
|
4 , 5 |
Church/World History |
Teacher’s Manual for ‘Thy
Kingdom Come : A Sketch of Christ’s Church in History Book I’ (Cata #1004 ) |
|
|
6 |
World History |
The Real Story of Mankind (Cata #1012) |
|
|
6 |
World History |
Teacher’s Manual for ‘The Real Story of
Mankind’ (PHSC Cata #1016) |
|
|
6 |
World History |
Chronology : The Backbone of World History
[in process] (PHSC Cata #1023) |
|
|
6 |
World History |
The First
Thousand Years of Christian Martyrdom: From the Days of the Apostles to 1000
A.D. (Adapted from Fox’s ‘Book of Martyrs’) (PHSC Cata #1008) |
|
|
6 |
World History |
Teacher’s Manual
for ‘The First Thousand Years of Christian Martyrdom: From the Days of the
Apostles to 1000 A.D. (Adapted from Fox’s ‘Book of Martyrs’)’ (PHSC Cata
#1007) |
|
|
7 , 8 |
English History |
Teacher’s Manual for ‘A Primary History of
the British Isles’ (PHSC Cata
#1034) [in Process] |
|
|
7 , 8 |
English History |
An Primary History of the British Isles :
Book I (PHSC Cata #1035) |
|
|
7 , 8 |
English History |
An Primary History of the British Isles :
Book II (PHSC Cata #1036) |
|
|
7 , 8 |
English History |
An Primary History of the British Isles :
Book III (PHSC Cata #1037) |
|
|
7 , 8 |
English History |
King Alfred the Great and Our Common Law by Lee |
FNL (free) |
|
8 |
World History |
Patrick, Apostle to Ireland (PHSC Cata # 1043) |
|
|
8 |
World History |
Teacher’s Manual for ‘Patrick, Apostle to Ireland’ (PHSC Cata # 1044) |
|
|
9 |
Geography |
High School Geography [in process] |
|
|
9 |
Geography |
Teacher’s Manual
for ‘High School Geography’ [in process] |
|
|
9 |
Geography |
The Young
People’s Atlas of the United States |
|
|
9 , 10 |
Church/World History |
Thy Kingdom Come : A Sketch
of Christ’s Church in History Book II (PHSC
Cata #1035) |
|
|
9 , 10 |
Church/World History |
Teacher’s Manual for ‘Thy
Kingdom Come : A Sketch of Christ’s Church in History Book II’ (PHSC
Cata #1041) |
|
|
11 |
State/Provincial History |
Most states and
provinces require one year of state (or provincial)l history. The textbook to be used will vary,
depending upon your state of residence. |
|
|
11 |
World History |
Man's Origin and Destiny by Lee |
|
|
11 |
World History |
Old Testament History by J.G. Vos |
|
|
11 |
World History |
The Wonders of the Most High: 125 Years History of the United Netherlands by De Velde |
|
|
11 |
World History |
The Church History of Scotland by Cunningham |
|
|
11 |
World History |
The Reformers and the Theology of the
Reformation by Cunningham |
|
|
12 |
American History |
The Nations Shall Worship Before Thee: American History in the Colonial Era (Cata # 1000 ) |
|
|
12 |
American History |
Teacher’s Manual for ‘The Nations Shall Worship Before Thee: American History in the Colonial Era’ (Cata # 1001) |
|
|
12 |
American History |
The United States of America: Its History from a Reformed Perspective [in process] |
|
|
12 |
American History |
Teacher’s Manual for ‘The United States of America: Its History from a Reformed Perspective’ [in process] |
* There may
be other vendors which supply the books recommended, but we have sought to
provide you with at least one vendor for each book recommended. Some vendors
offer the book for free at their website, and we have so indicated when this is
the case. The vendors for the books we
have recommended in this subject include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
SWRB- Still Waters Revival Books, www.swrb.com, tel. 780-450-3730
RO - Reformed Online website, www.reformedonline.com
FNL - Francis Nigel Lee website, www.dr-fnlee.org
C&C - Crown & Covenant Publications, www.psalms4u.com, tel. 412-241-0436
AC - Amazon.Com, www.amazon.com
BOT - Banner of Truth, www.banneroftruth.co.uk, tel. 717-249-5747
ICR - Institute for Creation Research, www.icr.org, tel. 800-628-7640
CPC - Confederate Presbyterian Church, http://www.pointsouth.com/cpc.htm
FPCR – First Presbyterian Church of Rowlett, www.fpcr.org
CMF – Covenant Media Foundation, http://www.cmfnow.com/
NA – Naphtali Press, http://www.naphtali.com/
PHSC takes a different approach to this subject before High School and during High School. Before High School (pre-Grade 9) the program is less formal. Some work is graded, but no grade is necessarily given for the course as a whole. During High School (Grades 9-12), the program is more formal and all of the coursework is graded.
We have sought to compose a list of recommended literature by grade level, up to Grade Level 8, which promotes our overall objective to train up a child in the way he should go.
The books we recommend for this subject up to Grade Level 8 include:
|
Recommended Grade Level |
Books |
Book Vendor* |
|
P-K |
Genesis Coloring Book by Jody Burton |
|
|
1 |
The Life of Jesus for the Very Young by
Isobel Tallach |
|
|
1 |
The Pilgrim’s Progress Primer: John
Bunyan’s Story told in One Syllable Words by Godolphin and Nichols |
|
|
1 |
Children’s Bible Pac Books (14 Books)
by Carine Mackenzie |
|
|
1 |
Building on the Rock by Beeke,Klyne,Luteyn |
|
|
2 |
Children’s Bible Wise Books (12 Books) by
Carine Mackenzie |
|
|
2 |
Wagon Wheels by Brenner |
|
|
2 |
Wisdom and the Millers by Martin |
|
|
3 |
Religious Stories for Young and Old (Vols
1-4) by Beeke/Spaans |
|
|
3 |
Storytime with the Millers by Martin |
|
|
3 |
The Amazing Story of Creation by Gish |
|
|
4 |
The Wright Brothers by Reynolds |
|
|
4 |
The Matchlock Gun |
|
|
4 |
Augustine, The Farmer’s Boy of Tagaste by DeZeeuw |
|
|
4 |
The Escape by Van der Jagt |
|
|
5 |
Student
Worksheet for ‘Fine Print: A Story
About Johann Gutenberg’ (PHSC Cata #1021) |
PHSC (free) |
|
5 |
Fine Print: A Story About Johann Gutenberg
by Burch |
|
|
5 |
Student
Worksheet for John Tiner’s Book, ‘Robert Boyle: Trailblazer of Science’ (PHSC
Cata #1020) |
PHSC (free) |
|
5 |
Robert Boyle: Trailblazer of Science by Tiner |
|
|
5 |
The King’s Castles by Anthony |
|
|
5 |
Preacher of St. Andrews (John Knox) by DeZeeuw |
|
|
5 |
Kanouskey & David Brainerd: Indian’s
Missionary |
|
|
5 |
David Livingstone: African Explorer by Tiner |
|
|
5 |
Johannes Kepler: Giant of Faith and
Science by Tiner |
|
|
6 |
Out of the Tiger’s Mouth: The
Autobiography of Charles Chao |
|
|
6 |
The Five Points of Calvinism by Steele
and Thomas |
|
|
6 |
Student
Worksheet for John Tiner’s Book, ‘Isaac Newton: The True Story of His Life as
Inventor, Scientist and Teacher’ (PHSC Cata #1019) |
|
|
6 |
Isaac Newton: Inventor, Scientist, Teacher
by Tiner |
|
|
6 |
Rip Van Winkle by Irving |
|
|
6 |
The Swiss Family Robinson by Wyss |
|
|
6 |
Teacher’s Manual
for ‘Defending the Reformed Faith: A Collection of Short Essays and Tracts’
(PHSC Cata #1015) |
PHSC (free) |
|
6 |
Defending the
Reformed Faith: A Collection of Short Essays and Tracts (PHSC Cata #1014 ) |
PHSC (free) |
|
6 |
Biblical Church Government by Reed |
SWRB (free) |
|
6 |
Noah Webster: Master of Words by Collins |
|
|
7 |
From the Seventh Day to the First: A Brief Look at the History of the Sabbath Day vs. Lord's Day by Dabney |
|
|
7 |
King Alfred the
Great and Our Common Law by Lee |
|
|
7 |
Knowing God by Packer |
|
|
7 |
Rescue at the Eleventh Hour by Kingston |
|
|
7 |
To Glory in a Blaze: The English Martyrs
of the 16th Century by Broome |
|
|
7 |
Pilgrim’s Progress in Today’s English by
Bunyan/Thomas |
|
|
7 |
This Was John Calvin by Van Halsema |
|
|
7 |
John Winthrop: First Governor of
Massachusetts Bay Colony (adapted from Cotton Mather’s biography in ‘‘Magnalia
Christi Americana’) (PHSC Cata #1011) |
PHSC (free) |
|
7 |
Five Pioneer Missionaries |
|
|
7 |
Robinson Crusoe by Defoe (PHSC Cata #1018) |
|
|
7 |
The
Christian Family--Courtship by
Schwertley |
|
|
7 |
Letters to Young Men by Sprague (for boys) |
|
|
7 |
Letters to a Daughter by Sprague (for girls) |
|
|
8 |
John G. Paton, Missionary |
|
|
8 |
The Regulative Principle of Worship and Christmas by Schwertley |
|
|
8 |
Peter: Eyewitness to His Majesty by
Donnelly |
|
|
8 |
Christ in the Psalms by E. S. McKitrick (22 KB) |
|
|
8 |
The Confessions of Augustine |
|
|
8 |
The Secret History of the Jesuits by Edmond Paris |
|
|
8 |
A Confederate Trilogy for Young Readers:
The Life of Lee, Jackson, and Stuart by Williamson |
|
|
8 |
Life and Campaigns of Lt Gen T.J. Jackson by Dabney [for boys] |
* There may be other vendors which
supply the books recommended, but we have sought to provide you with at least
one vendor for each book recommended. Some vendors offer the book for free at
their website, and we have so indicated when this is the case. The vendors for the books we have recommended in this subject
include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
SWRB- Still Waters Revival Books, www.swrb.com, tel. 780-450-3730
RO - Reformed Online website, www.reformedonline.com
FNL - Francis Nigel Lee website, www.dr-fnlee.org
C&C - Crown & Covenant Publications, www.psalms4u.com, tel. 412-241-0436
AC - Amazon.Com, www.amazon.com
BOT - Banner of Truth, www.banneroftruth.co.uk, tel. 717-249-5747
ICR - Institute for Creation Research, www.icr.org, tel. 800-628-7640
CPC - Confederate Presbyterian Church, http://www.pointsouth.com/cpc.htm
FPCR – First Presbyterian Church of Rowlett, www.fpcr.org
CMF – Covenant Media Foundation, http://www.cmfnow.com/,
NA – Naphtali Press, http://www.naphtali.com/
TBS–Trinity Book Service, http://store.yahoo.com/trinitybookservice/
RHB– Reformation Heritage Books, tel #616-977-0599, http://www.heritagebooks.org/
FPB – Free Presbyterian Bookroom, http://www.fpchurch.org.uk/
FB – FreeBooks.Com, http://freebooks.entrewave.com/freebooks/docs/_bkscate.htm
SL – SonLight Curriculum, www.sonlight.com, tel. 303-730-6292
Parents often like to supplement the above list of literature with additional ones they have been blessed by. Also, there are often useful and interesting books for additional reading to be found in the local public library. Especially for a beginning home school educator, however, purchasing SonLight’s Basic Program for certain grades may be useful to help you get started and to learn how to train youngsters in reading comprehension and how to implement a reading program.
Here is one approach we suggest up to Grade Level 8:
At the beginning of each semester a Semester’s Literature Log (see Appendix Two in this Manual for a blank form) should be given to each student, showing core literature which should be read during the semester. It can include books from the table above, plus other books a parent and child may want to add. As the child completes reading a book, he should check this off on the Log. The same should be done as he completes oral or written reports related to the book. Some of the books in the list of recommended books above has a student worksheet of questions, which can be answered in lieu of an oral or written book report. The teacher should grade the reports and worksheets, and record the grade on the Log. And when the semester is complete, an overall grade for Literature should be provided to the student, based on the average grade of reports and worksheets on the Log.
During High School, the following program is recommended:
|
Recommended Grade Level |
Books |
Book Vendor* |
|
9 |
Teacher’s Manual for ‘High School Literature (An Introduction to Ancient Literature)’ (PHSC cata #1049) |
|
|
9 |
High School Literature (An Introduction to Ancient Literature) (PHSC cata #1048) |
|
|
9 |
Teacher’s Manual for ‘Ancient Literature, Ancient Chronicles- Volume 1’ |
|
|
9 |
High School Literature (Ancient Literature, Ancient Chronicles- Volume 1) |
|
|
10 |
Teacher’s Manual for ‘High School Literature (Analysis of Literature I)’ [in process] |
|
|
10 |
High School Literature (Analysis of Literature I) [in process] |
|
|
10 |
Teacher’s Manual for ‘Ancient Literature, Ancient Chronicles- Volume 2’ |
|
|
10 |
High School Literature (Ancient Literature, Ancient Chronicles- Volume 2) |
|
|
11 |
Teacher’s Manual for ‘High School Literature (Literature of the Medieval Ages)’ [in process] |
|
|
11 |
High School Literature (Literature of the Medieval Era) [in process] |
|
|
11 |
Teacher’s Manual for ‘High School Literature (Literature of the Reformation Era)’ [in process] |
|
|
11 |
High School Literature (Literature of the Reformation Era) [in process] |
|
|
12 |
Teacher’s Manual for ‘High School Literature (Analysis of Literature II)’ [in process] |
|
|
12 |
High School Literature (Analysis of Literature II) [in process] |
|
|
12 |
Teacher’s Manual for ‘High School Literature (Literature of the Modern Era)’ [in process] |
|
|
12 |
High School Literature (Literature of the Modern Era) [in process] |
* PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
The High School Literature series contains an anthology of literature, as well as using certain books outside the anthology.
Most colleges like to see a student’s grade in English on the transcript, for each High School grade level. PHSC splits the English course into a Literature section and a Language Arts section. To determine the grade for English in any particular semester, simply average the grades for Literature and Language Arts. The calculated result is the grade for English for that period. For example, if a student received a score of 92 in Literature in a particular semester and a score of 88 in Language Arts in the same semester, then the score in English is 90 ([92+88]/2), which is a Letter Grade of A-. On the 4-point scale, it would be equivalent to a 4.0 for the English subject for the semester.
This is a subject where it
is our long term goal to develop reformed materials, or at least to recommend
reformed materials published by others.
But due to lack of availability that meets our criteria for quality and
usability, for now we recommend the
list below. Please be aware though that only the Puritan Grammar Primer is designed from a reformed perspective, and the ‘Wordly Wise’ series is definitely
non-Christian (so use with care). It is
a judgment call parents will need to make regarding which to use. If ‘Wordly Wise’ is used it may serve as an
opportunity for a parent to critique the writings of non-Christians and to
point out their fallacies.
Our recommendation for
textbooks in Language Arts up to the 8th grade are included in the
table provided below. We believe that
Language Arts can conclude at the 8th or 9th grade
levels, and the focus then can shift to other subjects. But if you want to
continue beyond these grades, we recommend the Bob Jones University Press
offerings, just as we have recommended them for the earlier grades.
Sing, Spell, Read and Write is
an effective way to teach reading and writing skills to the beginner. It employs a
multi-sensory teaching approach, which means it effectively reaches and teaches
the broad range of students – from auditory learners to visual learners. It is also self-paced and requires minimal
parental instruction time. We do
regret that it is bereft of any reformed distinctive, but we believe under the
current circumstances this is the best resource to recommend. Since it requires minimal parental
involvement, it allows time for a parent to devote more time to our
courses. Furthermore, this is one
course that really needs to be effective, because once these basic skills are
learned and mastered, doors are open to many more skills.
The Puritan Grammar
Primer is intended as a supplement to Sing,
Spell, Read and Write. It provides further practice for the child and it
allows the parent to monitor and reinforce the skills taught in Sing,
Spell, Read and Write. Most importantly, it incorporates religious lessons
in with this training.
It needs to be kept in
mind that in terms of academic skills, the 3 Rs (reading , writing, and
arithmetic) combined with Christian discipline are the priority in the early
grades. If these are mastered then,
your elementary home schooling will be an academic success. But if these are not mastered in the
elementary grades, there will not be a good foundation for later grades. So do not get worried or distracted by
extraneous subjects and activities in the elementary years, but focus like a
laser upon these basic ones.
|
Recommended Grade Level |
Books |
Book Vendor* |
|
K |
Puritan Grammar Primer(PHSC Cata. #1005) |
|
|
K |
Sing, Spell, Read and Write |
|
|
K |
ReadyWriter: Stylus skills and Penmanship |
|
|
1 |
Puritan Grammar Primer(PHSC Cata. #1005) |
|
|
1 |
Sing, Spell, Read and Write |
|
|
1 |
ReadyWriter: Stylus skills and Penmanship |
|
|
2 |
Puritan Grammar Primer(PHSC Cata. #1005) |
|
|
2 |
Sing, Spell, Read and Write |
|
|
2 |
Wordly Wise (vocabulary) |
|
|
2 |
Bob Jones Spelling and Writing & Grammar- Grade 2 |
|
|
3 |
Wordly Wise (vocabulary) |
|
|
3 |
Bob Jones Spelling and Writing & Grammar- Grade 3 |
|
|
4 |
Wordly Wise (vocabulary) |
|
|
4 |
Bob Jones Spelling and Writing & Grammar- Grade 4 |
|
|
5 |
Wordly Wise (vocabulary) |
|
|
5 |
Bob Jones Spelling and Writing & Grammar- Grade 5 |
|
|
6 |
Wordly Wise (vocabulary) |
|
|
6 |
Bob Jones Spelling and Writing & Grammar- Grade 6 |
|
|
7 |
Wordly Wise (vocabulary) |
|
|
7 |
Bob Jones Writing & Grammar- Grade 7 |
|
|
8 |
Bob Jones Writing & Grammar- Grade 8 |
|
|
9 |
Bob Jones Writing & Grammar- Grade 9 |
|
|
10 |
Bob Jones Writing & Grammar- Grade 10 |
|
|
11 |
Bob Jones Writing & Grammar- Grade 11 |
|
|
12 |
Bob Jones Writing & Grammar- Grade 12 |
* There may be other vendors which
supply the books recommended, but we have sought to provide you with at least
one vendor for each book recommended. Some vendors offer the book for free at
their website, and we have so indicated when this is the case. The vendors for the books we have recommended in this subject include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
AC - Amazon.Com, www.amazon.com
GHSB - http://www.greathomeschoolbooks.com/
BJUP – Bob Jones University Press, http://www.bjup.com
Most colleges like to see a student’s grade in English on the transcript, for each High School grade level. PHSC splits the English course into a Literature section and a Language Arts section. To determine the grade for English in any particular semester, simply average the grades for Literature and Language Arts. The calculated result is the grade for English for that semester, as we discussed in the Literature section.
We believe SonLight Curriculum (www.sonlight.com, tel. 303-730-6292) offers good advice and sound product choices in this subject, so we would refer you to them.
Just reiterating the point
made in the Language Arts section, the 3 Rs (reading , writing, and arithemetic)
combined with Christian discipline are the priority in the early grades. If these are mastered then, your elementary
home schooling will be an academic success.
But if these are not mastered in the elementary grades, there will not
be a good foundation for later grades.
So do not get worried or distracted by extraneous subjects and
activities in the elementary years, but focus like a laser upon these basic
ones.
We have listed below
our own recommendation, consisting of the use of Calcu-Ladder and Saxon Math
series. You really do not need to use
Calcu-Ladder along with Saxon Math if you do not want. Saxon provides materials now for all grade
levels, whereas at one time it did not start until the fourth grade. But the Calcu-Ladder series is an excellent
way for a child to get extra practice in this important subject. And it is easy for the child to grade his
own work, so as to reduce the amount of parental time.
|
Recommended Grade Level |
Subject |
Books |
Book Vendor* |
|
K |
Arithmetic |
Saxon Math K |
|
|
1 |
Arithmetic |
Calcu-Ladder1 |
|
|
1 |
Arithmetic |
Saxon Math 1 |
|
|
2 |
Arithmetic |
Calcu-Ladder 2 |
|
|
2 |
Arithmetic |
Saxon Math 2 |
|
|
3 |
Arithmetic |
Calcu-Ladder 3 |
|
|
3 |
Arithmetic |
Saxon Math 3 |
|
|
4 |
Arithmetic |
Calcu-Ladder 4 |
|
|
4 |
Arithmetic |
Saxon Math 4 |
|
|
5 |
Arithmetic |
Calcu-Ladder 5 |
|
|
5 |
Arithmetic |
Saxon Math 5 |
|
|
6 |
Arithmetic |
Calcu-Ladder 6 |
|
|
6 |
Pre-Algebra |
Saxon Math 6 |
|
|
7 |
Algebra |
Saxon Algebra 1/2 |
|
|
8 |
Algebra |
Saxon Algebra 1 |
|
|
9 |
Algebra |
Saxon Algebra 2 |
|
|
10 |
Geometry |
Saxon Advanced Math Program |
|
|
11 |
Trigonometry |
Saxon Advanced Math Program |
|
|
12 |
Calculus |
Saxon Calculus Program |
* There may be other vendors which supply the books recommended, but we have sought to provide you with at least one vendor for each book recommended. Some vendors offer the book for free at their website, and we have so indicated when this is the case. The vendors for the books we have recommended in this subject include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
SL – SonLight Curriculum, www.sonlight.com, tel. 303-730-6292
BB – Builder Books Home School Catalogue, http://www.bbhomeschoolcatalog.com/
An alternative that some students may want to consider for certain of
their math, as well as physical science, courses are offered by the Center for
Talent Development at Northwestern University.
Its website address is www.ctd.northwestern.edu
. It offers Advanced Placement courses in a range of subjects. We would not recommend it for subjects like
biology and history, where it is likely to take a decided anti-Christian slant,
premised upon evolutionary lies.
God’s word is the foundation of all knowledge, including our knowledge of science and technology. This is obviously an area where Biblical Christianity has come under attack, but it is an area where Christians must remain firm. For example, God’s word teaches six-day creation, and it is wrong-headed to be ambivalent on this topic, or cave in to evolutionist propaganda.
In the twelfth grade we have included one book by a well-known evolutionist as well as a specific rebuttal to it. It is important that our children learn to refute the lies of materialistic evolutionists, and this example should help towards that end. The approach of rebuttal relies upon a pre-suppositionalist apologetic and epistemology. The student will have become familiar with this apologetic approach in his 8th grade PHSC Philosophy program and in his 9th grade PHSC World History program.
It should be noted that this subject requires considerable parental involvement, so we think it is best to keep the activities limited and modest. The TOPS program, which has been incorporated in the recommended list, provides actual hands-on experience in science, which is important. There are other TOPS courses which you may want to add as a supplement to what is recommended here.
We recommend you also consider Timberdoodle (TD ) for supplemental products in science and technology. Also, there are some excellent opportunities available in many communities for computer programming as well as U.S. FIRST’s Lego League in robotics (http://www.usfirst.org/jrobtcs/index.html ). You may want to consider some computer courses available at http://www.johnsmiley.com/main/programmingisfun.htm, as well as some others at http://www.greenteapress.com/index.html (How to Think Like a Computer Scientist series- Learning with Python, Java Version, and C++ Version). In Appendix 8 we have provided a schedule of instruction for students interested in more intensive programming. Especially in the early grades, however, do not feel like you need to spend much time on this subject. Focus on those 3 Rs like a laser, and there will be time in later years to spend in this subject, after the basic skills have already been mastered.
Many states require at least one year of computer studies to graduate. We have included one year of computer studies in the 9th grade level, but parents should feel free to adjust the grade level. The PHSC courses focus on the Microsoft suite of software. Students should first become familiar with applications like Microsoft Word, Excel, and Access on their own, using the Help function on the taskbar of each of these applications. After that, students can take the PHSC course on Microsoft Visual Basic and Visual Basic for Access included below.
|
Grade Level |
Books |
Book Vendor* |
|
1 |
What Really Happened to the Dinosaurs? by
Morris |
|
|
1 |
Starting Point Science by Usborne |
|
|
2 |
The Usborne Book of Knowledge |
|
|
3 |
Usborne Science Encyclopedia |
|
|
3 |
The Amazing Story of Creation by Gish |
|
|
3 |
TOPS #38- Green Thumbs: Radishes |
|
|
4 |
Fossils: Hard Facts from the Earth by
Fox/Bliss |
|
|
4 |
How Things Work by Usborne |
|
|
4 |
TOPS #33- Magnetism |
|
|
4 |
TOPS #34- Electricity |
|
|
5 |
Usborne Young Scientist Human Body |
|
|
5 |
TOPS #17 -Light |
|
|
5 |
TOPS #18 - Sound |
|
|
6 |
TOPS #10 - Analysis |
|
|
6 |
TOPS #13-
Cohesion/Adhesion |
|
|
7 |
TOPS #23- Rocks and Minerals |
|
|
7 |
Fossils: Key to the Present by
Bliss/Gish/Parker |
|
|
7 |
A Puritans’ Home School Curriculum Concise
Study of ‘The Case Against Darwin’ : Teacher’s Manual (PHSC Cata. #1040) |
PHSC (free) |
|
7 |
“The case against Darwin” by James Perloff |
|
|
8 |
Apologia Educational Ministries: Exploring
Creation with Physical Science |
|
|
9 |
Teacher’s Manual for ‘Learn to Program with Visual
Basic’ (PHSC Cata.
#1045) |
PHSC (free) |
|
9 |
Teacher’s Manual for ‘Visual Basic for Access’ (PHSC Cata. #1046) |
PHSC (free) |
|
9 |
Apologia Educational Ministries :
Exploring Creation with Biology |
|
|
10 |
Apologia Educational Ministries: Exploring
Creation with Chemistry |
|
|
11 |
Apologia Educational Ministries: Exploring
Creation with Physics |
|
|
12 |
Darwin’s Black Box: The Biochemical
Challenge to Evolution by Behe |
|
|
12 |
River Out of Eden by Dawkins (presents
evolutionary view) |
|
|
12 |
River Back to Eden: A Critique of Dawkins’
“River Out of Eden”(PHSC Cata #1013 ) |
PHSC (free) |
* The vendors for the books we have recommended in this subject include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
GTP - Green Tea Press, http://www.greenteapress.com/index.html
SWRB- Still Waters Revival Books, www.swrb.com, tel. 780-450-3730
AC - Amazon.Com, www.amazon.com
ICR - Institute for Creation Research, www.icr.org, tel. 800-628-7640
SL – SonLight Curriculum, www.sonlight.com, tel. 303-730-6292
TD – Timberdoodle, http://www.timberdoodle.com/
TOPS - TOPS Science, http://topscience.org/, tel. 1-888-773-9755
WND - Worldnetdaily, http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=21776
We recommend that children learn some Latin and one foreign language (Spanish, French, or German). Some may find it useful as well to take an introductory course in Greek, and perhaps even Hebrew. The PHSC program would save for college a more thorough study of Greek and Hebrew (see Appendix 4).
There are many helpful resources available on the internet, and many of these are free. For example, http://www.studyspanish.com is quite helpful for learning Spanish. And http://foundationstone.com.au/ is helpful for learning Hebrew.
This is one subject where it may be wise to investigate foreign language courses being offered in the community. It is really helpful in the learning process of foreign languages to be able to practice speaking it.
Philosophy and Rhetoric comprehend a broad array of topics. Philosophy includes the study of Logic, Ethics, Epistemology & Metaphysics , Political & Economic Philosophy, and the History of Philosophy. True philosophy, in contrast to vain philosophy, takes as its foundation the Word of God. Rhetoric consists of the study of and practice in public speaking, applying sound philosophical principles in the content of what is spoken.
We recommend an eclectic approach in this subject. We also recommend that it be saved for the senior high school years, as the subject matter involved requires a substantial degree of academic skills.
The resources, courses and books we recommend for this subject are listed below. For political and economic philosophy we recommend more standard government (civics) and economics textbooks from Bob Jones University Press, as well as readers from a more distinctively reformed perspective.
In the future we hope to have teacher’s manuals for specific
books like Murray’s Principles of
Conduct: Aspects of Biblical Ethics, which
will help the parent teach these books.
Until then, we recommend that you have the student read the chapters in
the book, discuss it with him, and perhaps write a book report on it.
For Rhetoric we recommend for many – especially boys – to take advantage of public speaking opportunities in which they can apply the skills they have obtained in logic, theology, epistemology, etc. There is no substitute for practice in increasing rhetorical competence. It should be noted, however, that we do not condone or recommend drama competitions. For various reasons dramatic acting has a corrupting effect upon participants and spectators alike. It was for good reason that most reformed countries, including the Puritans of England, shut down the theaters. What we recommend instead is organizing a local speech and debate club (see PHSC catalogue #1062). Such a club can serve as the practice section of an overall speech and debate program, while the course offered in PHSC catalogue books #1054 and 1058 can serve as the theory section in such a program.
|
Grade Level |
Branch of Philosophy |
Books |
Book Vendor* |
|
9 |
Rhetoric, Epistemology and Metaphysics |
A Puritans’ Home School Curriculum
Introduction to Public Speaking and Debate : Teacher’s Manual (PHSC Cata #1058) |
PHSC (free) |
|
9 |
Rhetoric, Epistemology and Metaphysics |
Public Speaking and Debate : An
Introductory Course (PHSC Cata #1054) |
PHSC (free) |
|
9 |
Rhetoric, Epistemology and Metaphysics |
Always Ready: Directions for Defending the Faith by Bahnsen |
|
|
9 |
Rhetoric, Epistemology and Metaphysics |
The Great Debate: Does God Exist?- Bahnsen vs. Stein |
|
|
9 |
Rhetoric, Epistemology and Metaphysics |
An Introduction to Argumentation &
Debate by Christy Shipe |
|
|
9 |
Rhetoric, Epistemology and Metaphysics |
A Manual for Organizing a Speech and
Debate Club (PHSC Cata #1062) [Note: this manual shows how to organize a
speech and debate club, as well as how to utilize club activity during one
semester as a school course.] |
PHSC (free) |
|
10 |
Logic |
A Puritans’ Home School Curriculum
Introduction to Logic : Teacher’s Manual (PHSC Cata #1038 ) |
PHSC (free) |
|
10 |
Logic |
Introduction to Logic by Stefan Waner and Steven Costenoble |
HOFSTRA (free) |
|
10 |
Ethics |
Teacher’s Manual for ‘Principles of Conduct’ [in process] |
|
|
10 |
Ethics |
Principles of Conduct: Aspects of Biblical
Ethics by Murray |
|
|
11 |
Political Philosophy |
Common Law: Roots and Fruits by Lee |
FNL (free) |
|
11 |
Political Philosophy |
The
Subjection of Kings and Nations to Messiah by James R.
Willson (125 KB) |
RO (free) |
|
11 |
Political Philosophy |
Prince
Messiah's Claims to Dominion Over All Governments by J. R. Willson (134
KB) |
RO (free) |
|
11 |
Political Philosophy |
Messiah,
Governor of the Nations by Alexander M'Leod (92 KB) |
RO (free) |
|
11 |
Political Philosophy |
Rulers
Sins: The Causes of National Judgements by Patrick Gillespie
(30KB) |
RO (free) |
|
11 |
Political Philosophy |
WHOLESOME SEVERITY RECONCILED WITH CHRISTIAN LIBERTY by Gillespie |
|
|
11 |
Political Philosophy |
American Government textbook |
|
|
12 |
Economic Philosophy |
Biblical Economics 101: A Teacher’s Manual [in process] |
|
|
12 |
Economic Philosophy |
Honest Money
by Gary North |
FB (free) |
|
12 |
Economic Philosophy |
The Creature from Jekyll Island by G. Edward Griffin |
|
|
12 |
Economic Philosophy |
Economics textbook
|
|
|
12 |
History of Philosophy |
The History of Philosophy: An Anthology
and Biblical Critique [in process] |
* There may be other vendors which supply the books recommended, but we have sought to provide you with at least one vendor for each book recommended. Some vendors offer the book for free at their website, and we have so indicated when this is the case. The vendors for the books we have recommended in this subject include:
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
SWRB- Still Waters Revival Books, www.swrb.com, tel. 780-450-3730
RO - Reformed Online website, www.reformedonline.com
FNL - Francis Nigel Lee website, www.dr-fnlee.org
C&C - Crown & Covenant Publications, www.psalms4u.com, tel. 412-241-0436
AC - Amazon.Com, www.amazon.com
BOT - Banner of Truth, www.banneroftruth.co.uk, tel. 717-249-5747
ICR - Institute for Creation Research, www.icr.org, tel. 800-628-7640
CPC - Confederate Presbyterian Church, http://www.pointsouth.com/cpc.htm
FPCR – First Presbyterian Church of Rowlett, www.fpcr.org
CMF – Covenant Media Foundation, http://www.cmfnow.com/,
NA – Naphtali Press, http://www.naphtali.com/
FB– FreeBooks.Com, http://freebooks.entrewave.com/freebooks/docs/_bkscate.htm
BJUP – Bob Jones University Press, http://www.bjup.com
HSLDA – Home School Legal Defense Associateion Bookstore, http://www.hslda.org/bookstore/default.asp
HOFSTRA – Hofstra University website,
http://people.hofstra.edu/faculty/Stefan_Waner/RealWorld/logic/logicintro.html
Many states require a certain number of credits in the fine arts before completion of secondary education. The fine arts typically comprise subjects like music, drama, and art. We recommend taking at least two years of this subject in the high school years.
We discourage the subject of drama for the reasons stated in Appendix Three of this manual. Drama necessarily involves one in the imitation of the sins of others, or a gross denial of reality, or an idolatrous and profane playing of God. None of these sins are worthy of Christianity. There is a uniform pejorative treatment of stage acting in scripture. And it is therefore no mere accident that it is absent from the life of the people of God in the Bible, though it was certainly prevalent in pagan societies, such as that of the Greeks.
Music, however, is a discipline we highly encourage. Music is a God ordained method for praising God. All of the congregation are required to sing psalms to God in the public worship. The more one understands music theory, the more competently and comfortably one can render this service in a beautiful manner. Even though in the public worship musical instruments are to be absent, in our private lives Christians may certainly play instruments like the piano, violin, harp, etc. The godly David played such an instrument from his youth. Effort should be made to play music which is orderly, for our God is a God of order and peace.
Art as well is a lawful subject, so long as it conforms to scriptural principles. This, for instance, means there should be no making of images of any person of the Trinity. And our drawing images of mere humans should maintain Biblical principles such as modesty, decency, and order.
We read how Jesus not only grew in wisdom, but also in stature. Physical fitness, while not first in priority, is still very important. Therefore, we recommend a physical education program tailored specifically for each child. This is one area where we believe parents have a duty to differentiate boys and girls. It is improper to have girls involved in sports which are masculine in nature.
Most colleges require prospective students to take college entrance exams before admission into their institution. The ACT, PSAT, and SAT are commonly required tests in the United States. Sometimes various achievement tests are also required. And advanced placement tests may be desirable.
We recommend that inquiry be made of the colleges in which the student is seeking to apply as to which tests are required and appropriate. We also recommend that there be preparation for taking the relevant tests. There are excellent resources at most public libraries and many bookstores to help prepare for college entrance tests.
Appendix Three also contains pertinent information relating to this subject.
COLLEGE CURRICULUM SECTION
Most home school curricula continue up through the high school level, but we believe that it is ideal for reformed Christian studies to continue into the college level, superintended and primarily administered by parents. Such a program can run concurrently with vocational education, normally administered by a local college or vocational trade school. And our vision is that this program will eventually be utilized as part of Westminster Covenant College.
The following program (which is still under development) assumes The Puritans’ Home School Curriculum has been completed through the high school level. This associates degree-level college program encompasses theological studies, philosophical studies, historical studies, and Biblical language studies.
STILL UNDER CONSTRUCTION
|
Subject |
Course Topic |
Books |
Book Vendor* |
|
History |
Reformation
Church History |
History of the Westminster Assembly of Divines by William Hetherington |
|
|
Greek |
Introductory
Level – Year 1 |
|
|
|
Hebrew |
Introductory
Level – Year 1 |
|
|
|
Theology |
Prolegomena (How
We Know About God) |
Commentary on
the Confession of Faith: Introduction, ch 1 by A.A. Hodge |
|
|
Theology |
Prolegomena (How
We Know About God) |
|
|
|
Greek |
Intermediate
Level (Year 2 Greek) |
|
|
|
Hebrew |
Intermediate
Level (Year 2 Hebrew) |
|
|
|
Theology |
Theology Proper
(Study of the Nature and Person of God) |
The Existence and Attributes of God by Stephen Charnock |
|
|
Theology |
Theology Proper
(Study of the Nature and Person of God) |
|
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|
Theology |
Objective
Soteriology (Study of the Provision of Salvation) |
Redemption: Accomplished and Applied by John Murray |
|
|
History |
Secular humanism
in history |
Reformed
Historical Studies on the Enlightenment Era and Its Aftermath : A Teacher’s
Manual (Cata #1029) |
|
|
History |
Secular humanism in history |
Let My People Go
(Cata # 1028) |
|
|
History |
Secular humanism in history |
Rulers of Evil by F. Tupper Saussy |
|
|
History |
Reformation History |
History of the Reformation of the
Sixteenth Century by d’Aubigne |
|
|
History |
Reformation History |
History of the Reformation in Europe in
the Time of Calvin by d’Aubigne |
|
|
History |
Reformation History |
Reformation in England by d’Aubigne |
|
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|
Theology |
Subjective
Soteriology (Study of the Application of Salvation) |
The Death of Death in the Death of Christ by John Owen |
|
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|
Theology |
Nomology (Study
of God’s Law) |
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|
Theology |
Ecclesiology
(Study of the Church) |
|
|
|
Theology |
Ecclesiology |
The Divine Right of Church Government |
|
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|
Theology |
Eschatology
(Study of Scriptural Prophecy Regarding the ‘Last Things’ ) |
Critique of Partial Preterism Part I by J. Parnell McCarter (PHSC Cata. # 1024) |
|
|
Theology |
Eschatology
(Study of Scriptural Prophecy Regarding the ‘Last Things’ ) |
Critique of Partial Preterism Part II by J. Parnell McCarter (PHSC Cata. # 1025) |
|
|
Theology |
Eschatology
(Study of Scriptural Prophecy Regarding the ‘Last Things’ ) |
A Critique of Full Preterism and a Defense of Historicistic Post-Millennialism by J. Parnell McCarter (PHSC Cata. # 1026) |
PHSC - The Puritans’ Home School Curriculum, www.puritans.net, tel. 616-457-8095
SWRB- Still Waters Revival Books, www.swrb.com, tel. 780-450-3730
RO - Reformed Online website, www.reformedonline.com
FNL - Francis Nigel Lee website, www.dr-fnlee.org
C&C - Crown & Covenant Publications, www.psalms4u.com, tel. 412-241-0436
AC - Amazon.Com, www.amazon.com
BOT - Banner of Truth, www.banneroftruth.co.uk, tel. 717-249-5747
ICR - Institute for Creation Research, www.icr.org, tel. 800-628-7640
CPC - Confederate Presbyterian Church, http://www.pointsouth.com/cpc.htm
FPCR – First Presbyterian Church of Rowlett, www.fpcr.org
CMF – Covenant Media Foundation, http://www.cmfnow.com/,
NA – Naphtali Press, http://www.naphtali.com/
TBS–Trinity Book Service, http://store.yahoo.com/trinitybookservice/
RHB– Reformation Heritage Books, tel #616-977-0599, http://www.heritagebooks.org/
FPB – Free Presbyterian Bookroom, http://www.fpchurch.org.uk/
FB – FreeBooks.Com, http://freebooks.entrewave.com/freebooks/docs/_bkscate.htm
SL – SonLight Curriculum, www.sonlight.com, tel. 303-730-6292
If we are committed to Puritan Reformation in our nation and ultimately throughout the world, then we must have a vehicle to train our children in that vision. We must make disciples of the historic reformed faith by training them in that reformed faith. And the paucity of academies and colleges adhering to the historic reformed faith (as that faith is expressed in the original Westminster Standards and Three Forms of Unity) and applying it to the many facets of life and the world has been a hindrance in achieving such a Puritan Reformation in American history. When almost all of the training academies and colleges do not embrace the historic reformed faith, we should not be surprised when their graduates do not embrace it either.
Thankfully, we have an historical model to build upon in
order to address these circumstances: the “Log College” and “log academies” of
generations past which eventually gave rise to prominent institutions like
Princeton University. Princeton actually
traces its roots to the "Log College" of Neshaminy, Pennsylvania,
across the Delaware River.
In
the small cabin in his backyard William Tennent trained several of his sons and
neighbors from 1726 until his death in 1745. He took seriously this admonition
from Deuteronomy 6:6-9: “And these words which I command you
today shall be in your heart. You shall teach them diligently to your children,
and shall talk of them when you sit in your house, when you walk by the way,
when you lie down, and when you rise up. You shall bind them as a sign on your
hand, and they shall be as frontlets between your eyes. You shall write them on
the doorposts of your house and on your gates.” Here, in a ``log house, about twenty
feet long and near as many broad,'' Tennent drilled his pupils in the ancient
languages and the Bible and filled them with an evangelical zeal. The Log College spawned other simple
training schools that often sprung up in log cabins. These training schools
were established in the areas where the people lived, so they would not have to
move far away from home and family to be educated. Out of these theological academies came the first teachers at the
embryonic Princeton University.
Of
course, the Log College was not without its deficiencies, which we should learn
from and improve upon. Actually, the
name ``Log College'' was at first applied derisively by Old Side Presbyterians
who opposed some of the excitable and intrusive methods of its New Side
graduates and disdained the narrowness of their training. Some of these objections were valid, and in
terms of training men for the ministry the oversight and consent of a sound
Presbyterian synod is necessary. But
for students heading into other occupations, and for students simply preparing
for entrance into a theological seminary under the oversight of reformed
ministers, such academies are commendable, especially when the alternatives are
no education or education in false doctrines and philosophies. Indeed, the primary weakness of the Log
College and later the college that became Princeton University is that they
gradually moved away from some of the doctrines of the historic reformed faith,
especially on issues relating to the role of the civil magistrate. They came to abandon the establishment
principle. This has had a profound
influence upon American history in undermining faithful Christian government,
as well as many other aspects of American cultural life. So we need to establish “log” academies and
colleges that correct these deficiencies, yet can imitate the strengths of the
early log academies and colleges. Out
of such modest beginnings God can grow academic institutions of profound
influence. And without institutions
training students in the historic reformed faith, it is folly to believe we can
achieve a Puritan Reformation promoting the historic reformed faith.
Westminster
Covenant Academy and College are being designed with many aspects of the “log
college” and “log academy” model in mind.
They are being designed so that students can stay near home and family
while studying. They will utilize The Puritans’ Home School Curriculum,
administered by the parents or guardians of the students, with the Academy and
College providing certification and support.
They are starting simple, trusting that God will bless them in time.
Especially
at the college level, students at Westminster Covenant College will be
encouraged to pursue vocational preparation utilizing other educational
institutions close to home, while at the same time studying at Westminster
Covenant College from a curriculum consistent with the historic reformed faith. Of course, ideally even the educational
institutions assisting with vocational preparation will be reformed and
Christian, but if not Westminster Covenant College still will offer an option
better than the alternatives.
BIBLIOGRAPHY
http://www.wrs.edu/journals/jour897/tradition.html -
The Tradition Starts Small
Alexander Leitch, A Princeton Companion, copyright Princeton University Press (1978).
http://www.wrs.edu/journals/jour897/tradition.html
T. Murphy, The Presbytery of the Log College (1889); A. Alexander, The Log College (1968)
http://www.infoplease.com/ce6/people/A0848164.html
http://alumni.princeton.edu/~ptoniana/logcollege.asp
( available at http://www.puritans.net/curriculum/
)
Cata # |
Book Title |
Description |
|
1000
|
The
Nations Shall Worship Before Thee: American History in the Colonial Era (The teacher’s manual for this student textbook is cata #1001.) |
A history textbook covering the colonial era of
American history. 258 pages. |
|
1001 |
Teacher’s
Manual for ‘The Nations Shall Worship Before Thee: American History in the
Colonial Era’ |
Teacher’s manual accompanying the history textbook covering the colonial era of American history. 39 pages. |
|
1002 |
Tests, assignments, and
answer keys covering many Old Testament books of the Bible. (See also Cata #1030)
|
|
|
1003 |
Thy
Kingdom Come: A Sketch of Christ’s Church in History – Book I (The teacher’s manual for this student textbook is cata
#1004.) |
Textbook covering the Old Testament era of Biblical history. 87 pages. |
|
1004 |
Teacher’s
Manual for ‘Thy Kingdom Come: A Sketch of Christ’s Church in History – Book
I’ |
Teacher’s manual accompanying the textbook covering the
Old Testament era of Biblical history.
New and revised version. 52 pages. |
|
1005 |
The
Puritan Grammar Primer
|
A starting primer for
English grammar. 27 pages.
|
The
Puritan Bible Primer
|
A starting primer for
Biblical instruction and catechism. 25 pages.
|
|
|
1007 |
Teacher’s
Manual for ‘The First Thousand Years of Christian Martyrdom: From the Days of
the Apostles to 1000 A.D. (Adapted from Fox’s ‘Book of Martyrs’)’
|
Teacher’s manual
accompanying the history of the Christian church and its martyrs up to 1000
AD, adapted from Fox’s famous account. 14 pages.
|
|
1008 |
The First
Thousand Years of Christian Martyrdom: From the Days of the Apostles to 1000
A.D. (Adapted from Fox’s ‘Book of Martyrs’)
(The teacher’s manual for this student textbook is cata #1007.) |
A history of the
Christian church and its martyrs up to 1000 AD, adapted from Fox’s famous
account. 34 pages.
|
|
1009 |
Teacher’s
Manual for Implementing the Puritans’ Home School Curriculum
|
Guidelines and suggestions for implementing this
reformed Christian curriculum. 69 pages. |
|
1010 |
Read
Aloud New England Primer
|
Stories and poems from
the New England Primer. Excellent for reading aloud to young children. 19 pages.
|
|
1011 |
John
Winthrop: First Governor of Massachusetts Bay Colony (adapted from Cotton
Mather’s biography in ‘‘Magnalia Christi Americana”)
|
Biography of John
Winthrop. 17 pages.
|
|
1012 |
The
Real Story of Mankind
(The teacher’s manual for this student textbook is cata #1016.) |
World History textbook
from a reformed Christian perspective. 355
pages.
|
|
1013 |
River Back to Eden: A Critique of Dawkins’ “River Out of Eden” |
A Christian examination
of Darwinian evolution. 29 pages.
|
|
1014 |
Defending the
Reformed Faith: A Collection of Short Essays and Tracts
(The teacher’s manual for this student textbook is cata #1015.) |
Short tracts and essays
addressing a wide range of topics from a reformed Christian perspective.
Excellent for introducing your children to a Biblical perspective on these
topics. 71 pages.
|
|
1015 |
Teacher’s Manual
for ‘Defending the Reformed Faith: A Collection of Short Essays and Tracts’
|
Teacher’s manual
accompanying the textbook ‘Defending the Reformed Faith.’ Includes a test for
each essay which can be administered to the student. 43 pages.
|
|
1016 |
Teacher’s Manual for ‘The Real Story of Mankind’ |
Teacher’s manual for
World History textbook ‘The Real Story of Mankind.’ 206 pages.
|
|
1018 |
Robinson Crusoe by Defoe |
Classic story teaching
important moral lessons by Defoe. 182 pages.
|
|
1019 |
Student
Worksheet for John Tiner’s Book, ‘Isaac Newton: The True Story of His Life as
Inventor, Scientist and Teacher’
|
Student worksheet a
teacher can administer to the pupil in order to encourage critical analysis
of books read. 3 pages.
|
|
1020 |
Student Worksheet for John Tiner’s Book, ‘Robert Boyle: Trailblazer of Science’ |
Student worksheet a
teacher can administer to the pupil in order to encourage critical analysis
of books read. 6 pages.
|
|
1020 |
Student Worksheet for ‘Fine Print: A Story about Johann Gutenberg’ |
Student worksheet a
teacher can administer to the pupil in order to encourage critical analysis
of books read. 1 page.
|
|
1021 |
Westminster Larger Catechism Study Workbook Volume I |
Student workbook
consisting of readings and tests on the Westminster Larger Catechism. Volume I covers questions 1-90. 92 pages.
|
|
1022 |
Westminster Larger Catechism Study Workbook Volume II |
Student workbook
consisting of readings and tests on the Westminster Larger Catechism. Volume II covers questions 91-196. 174
pages.
|
|
1024 |
Critique
of Partial Preterism Part I (html
format)
|
Examines partial
preterism from an historicistic post-millennial perspective. 26 pages.
|
|
1025 |
Critique
of Partial Preterism Part II (html format)
|
Examines partial
preterism from an historicistic post-millennial perspective. 26 pages.
|
|
1026 |
A Critique of
Full Preterism and a Defense of Historicistic Post-Millennialism (html
format)
|
Examines full preterism
from an historicistic post-millennial perspective. 70 pages.
|
|
1027 |
A Critique of
Full Preterism and a Defense of Historicistic Post-Millennialism- Abridged
Version (html format)
|
Introductory, concise
examination of full preterism from an
historicistic post-millennial perspective. 17 pages.
|
|
1028 |
Let
My People Go
|
A reformed examination
of the fulfillment of the prophecy of Revelation in history, and a plea to
the rulers of our day. 202 pages.
|
|
1029 |
Reformed
Historical Studies on the Enlightenment Era : A Teacher’s Manual
|
A teacher’s guide for a
history course on the Enlightenment era and its aftermath. 184 pages.
|
|
1030 |
Tests, assignments, and
answer keys covering many New Testament
books of the Bible. (See also Cata #1002) 118 pages.
|
|
|
1031 |
March
to Armageddon
|
A reformed examination
of the fulfillment of the prophecy of Revelation in history, building upon
the analysis from “Let My People Go”. 81 pages.
|
|
1032 |
Biblical Economics 101: A
Teacher’s Manual (in process)
|
Uses the Bible, G.
Edward Griffin’s “The Creature from Jekyll Island”, Gary North’s “Honest
Money”, and other resources to teach
a first course in economics.
|
|
1033 |
Teacher’s
Manual for ‘After the Flood’
|
A teacher’s guide for
incorporating Bill Cooper’s ‘After the Flood’ into the home school
curriculum. Course readings include
‘The Chronicle of the Early Britons’ and ‘Beowulf’. 139 pages.
|
|
1034 |
Teacher’s Manual for ‘A Primary
History of the British Isles’ (in process)
|
A teacher’s guide for
‘A Primary History of the British Isles’.
|
|
1035 |
A Primary History of
the British Isles : Book I
|
Outlines the history of
Great Britain, which is foundational for understanding American history. This
is the first volume in the 3-part series. 104 pages.
|
|
1036 |
A Primary History of
the British Isles : Book II
|
Outlines the history of
Great Britain, which is foundational for understanding American history. This
is the second volume in the 3-part series. 113 pages.
|
|
1037 |
A Primary History of
the British Isles : Book III
|
Outlines the history of
Great Britain, which is foundational for understanding American history. This
is the third volume in the 3-part series. 119 pages.
|
|
1038 |
A Puritans’ Home School
Curriculum Introduction to Logic : Teacher’s Manual
|
A teacher’s guide for
an introductory course in logic. 53 pages.
|
|
1039 |
A Puritans’ Home School
Curriculum Introduction to Public Speaking and Debate : Teacher’s Manual
|
A teacher’s guide for
an introductory course in public speaking and debate. The primary textbook
used for this course is Christy Shipe’s “An Introduction to Argumentation
& Debate.” Second edition. 38 pages.
|
|
1040 |
A Puritans’ Home School
Curriculum Concise Study of ‘The Case Against Darwin’ : Teacher’s Manual
|
A teacher’s guide for a
concise refutation of evolutionary theory. 17 pages.
|
|
1041 |
Thy
Kingdom Come: A Sketch of Christ’s Church in History – Book II (The teacher’s manual for this student textbook is cata
#1042.) |
Textbook covering church history in the New Testament era. |
|
1042 |
Teacher’s
Manual for ‘Thy Kingdom Come: A Sketch of Christ’s Church in History – Book
II’ |
Teacher’s manual accompanying the textbook covering church
history in the New Testament era. |
|
1043 |
(The teacher’s manual for this student textbook is cata
#1044.) |
Biography of Patrick. 61 pages. |
|
1044 |
Teacher’s manual accompanying the biography of Patrick. 32 pages. |
|
|
1045 |
Teacher’s manual to help implement course on introductory computer programming with Visual Basic. |
|
|
1046 |
Teacher’s manual to help implement course on use of Visual Basic with the Microsoft Access Database Management software. |
|
|
1047 |
Selected Readings from
Sir Walter Raleigh’s ‘History of the World’ |
These readings give valuable insights into Sir Walter Raleigh’s massive history tome. |
|
1048 |
Introduction
to Ancient Literature (The teacher’s manual for this student textbook is cata
#1049.) |
Textbook for a course introducing students to the study of ancient literature. |
|
1049 |
Teacher’s manual for the course ‘Introduction to Ancient Literature’. |
|
|
1050 |
Ancient Literature, Ancient Chronicles I(The workbook for this student textbook is cata #1051. The teacher’s manual for this student textbook is cata #1052.) |
Textbook for the second
course in the study of ancient literature.
The focus is upon literature of the Middle East, Africa, and Asia..
|
|
1051 |
Student workbook to be used with ‘Ancient Literature,
Ancient Chronicles I’. |
|
|
1052 |
Teacher’s
Manual for ‘Ancient Literature, Ancient Chronicles I’ |
Teacher’s manual for the textbook ‘Ancient Literature,
Ancient Chronicles I’. |
|
1053 |
A History of the Church of the Waldenses (in
process) |
A comprehensive history of the Waldensian church from
its beginnings to modern times. |
|
1054 |
Public
Speaking and Debate: An Introductory Course (The
teacher’s manual for this student textbook is cata #1058.) |
Textbook for a course introducing students to public speaking and debate. 40 pages. |
|
1055 |
Teacher’s
Manual for ‘Learn to Program with Visual Basic Examples’ |
Teacher’s manual to help implement course on computer programming with Visual Basic. |
|
1056 |
Teacher’s manual to help implement a study of the Canons of Dort.. |
|
|
1057 |
Teacher’s
Manual for ‘Learn to Program Databases with Visual Basic’ |
Teacher’s manual to help implement course on computer programming with Visual Basic and Microsoft Access. |
|
1058 |
Teacher’s
Manual for ‘Public Speaking and Debate: An Introductory Course’ |
Teacher’s manual for a course introducing students to public speaking and debate. It serves as the theory section of a speech and debate program. |
|
1059 |
Ancient Literature, Ancient Chronicles II(The workbook for this student textbook is cata #1060. The teacher’s manual for this student textbook is cata #1061.) |
Textbook for the third
course in the study of ancient literature.
The focus is upon literature of Europe.
|
|
1060 |
Student workbook to be used with ‘Ancient Literature,
Ancient Chronicles II’. |
|
|
1061 |
Teacher’s Manual for ‘Ancient Literature,
Ancient Chronicles II’ (in process) |
Teacher’s manual for the textbook ‘Ancient Literature,
Ancient Chronicles II’. |
|
1062 |
This manual gives very specific instructions and examples of how a speech and debate club can be organized. It emphasizes a reformed Christian approach to speech and debate. It can serve as the practice section of a speech and debate program. |
THE PURITANS’ HOME SCHOOL
CURRICULUM ON CD
For those in the United States, we are now offering a CD with all of the contents of The Puritans’ Home School Curriculum for only $25 (including UPS shipping). It includes the same material available for free on-line. We are making it available on a CD because some people have difficulty downloading some of the larger files from the internet. This alternative should solve the problem.
We generally recommend that you print out the books from the CD, 3-hole punch the pages, and place them in binders to be used by students.
To order the CD, simply mail the $35 check, payable to “J. Parnell McCarter”, to this mailing address:
The Puritans’ Home School Curriculum
ATTN: J. Parnell McCarter
6408 Wrenwood Drive
Jenison, MI 49428
USA
Be sure also to enclose the mailing address of where you would like the CD to be sent.
Student:
_______________________________________________________________
Semester / Year: _________________________________________________________
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APPENDIX THREE : THE USE OF
MOVIES AND DRAMA IN EDUCATION
Many Christians today are incorporating the viewing of movies in the education of their children. Some are even having their children take drama class. But stage acting is immoral, and to be entertained by it is immoral as well. This review I prepared on the movie Chariots of Fire briefly explains why it is inappropriate:
- - - - - - - - - - - - - - - - - - - - - -
American
evangelical Christians have praised movies like Chariots of Fire and Gods
and Generals. As Doug Philips representatively testifies:
“In every generation, one film emerges from
the dust heap which is Hollywood and reminds even the most hardened of us
skeptics that God can turn ashes into beauty, that He often works outside our
tidy little mental boxes, and that there yet remains a witness for Jesus Christ
in our culture -- though that witness may take the form of a hero speaking from
the grave. When I was a young man en
route to college, that film was Chariots of Fire, the epic tale of
Christian Olympian Eric Liddell. For our children's generation, that film is Gods
and Generals, the stunning prequel to the Civil War masterpiece Gettysburg.”
(see http://visionforum.com/corner/newsletter/2003_02_20/
)
There
is certainly much to respect and admire about Eric Liddell. But the question is this: should we educate
ourselves about him and honor him by watching a movie that involves him?
We
should first note about the movie that it is titled Chariots of
Fire, not Chariot of Fire. That is
because there is more than one heroic “chariot” portrayed in the movie. The other notable “chariot” there is a
Judaist. And that serves as the first
major objection to this movie. It is
wrong to portray a Judaist as a role model, for Judaists have wickedly rejected
the reformed Christian gospel.
Christians should not allow themselves to be entertained by that which
is immoral. They should rather be
grieved by immorality.
We
should also note the obvious fact that Chariots of Fire is a drama
involving stage actors who portray other people. The word of God uniformly treats stage acting as immoral, just
as it treats harlotry as immoral. The
very term rendered in our English Bibles as “hypocrite” in the Greek is the
word “stage actor”. Stage acting is
pejoratively treated in scripture because it necessarily involves immoral
conduct. In order to be realistic,
stage acting must include imitating the sins of others. But it is wrong to imitate the sins of
others. For instance, someone had to
play the part of the Judaist in the movie Chariots of Fire. That is as wrong as allowing our children to
play “cops and robbers”, wherein some children must necessarily play the
robbers. It is not wholesome or good to
play the wicked. But even if all the
characters in a movie were Christian, to be realistic it would involve the
actors in imitating sin. Thus, if an
actor were to portray King David, he would have to re-enact adultery with some
actress in order realistically to convey what happened in the life of
David. But this would certainly be
wrong. So unless a movie or stage-play
is untruthful (which would also be wrong), it necessarily entails actors
imitating the sinful deeds of others.
And even acts which are not sinful in real life, as a husband kissing
his wife, are wrong when done by two actors who are not married. (Chariots of Fire has such scenes.) So we should reject stage-plays,
for if stage acting is wrong, then we should not allow ourselves to be
entertained by it either. As Romans
1:32 affirms, we should not enjoy or be entertained by an evil act, just as we
should not commit evil acts. And
therefore Chariots of Fire , simply as a movie, is immoral.
I
am by no means alone in my condemnation of stage acting and drama. As the noted Presbyterian minister Samuel
Miller testified two centuries ago: “In the primitive Church, both the players,
and those who attend the theatre, were debarred from the Christian sacraments.
All the Fathers, who speak on the subject, with one voice attest that this was
the case. A number of the early Synods or Councils, passed formal canons,
condemning the theatre, and excluding actors, and those who intermarried with
them, or openly encouraged them, from the privileges of the Church... Almost all the reformed Churches have, at different
times, spoken the same language, and enacted regulations of a similar kind. The
Churches of France, Holland, and Scotland, have declared it to be ‘unlawful to
go to comedies, tragedies, interludes, farces, or other stage plays, acted in
public or private; because, in all ages, these have been forbidden among
Christians, as bringing in a corruption of good manners.’" For those who would like to peruse more
reformed commentary on the subject, I would commend the website http://www.covenanter.org/Practical/Theatre/theatre.htm
.
Finally,
we should be troubled by the fact that somebody is playing the part of a
minister of the gospel delivering a sermon and other holy acts, as happens in
Chariots of Fire. The Rev. Increase
Mather- puritan minister and professor at Harvard College in the 17’th century
- in his Testimony against several Profane and Superstitious Customs
, noted the following:
A worthy Person [Mr. Morton against the
Gaming humour, p. 14.] speaks well to this purpose, when he saith, What an
Abomination would it be to any Christian to see a Pulpit, a Communion-Table, a
Font exposed on a Stage, or the Gestures of Worship aped by Players?
Playing with such a holy thing as an ordained
element of worship is a violation of the Third Commandment, which forbids
taking the Lord’s Name in vain. To so
trifle with his holy ordinance is to lightly handle the Lord Himself. Adding to this outrage, Eric Liddell in the
movie Chariots of Fire is played by a self-professed sodomite.
These are sufficient reasons to reject the
movie version of Eric Liddell, and to opt instead to read a book or watch a
documentary not involving drama and actors about his biography. That is the more edifying manner to learn
about this Christian man.
APPENDIX
FOUR : SOME THOUGHTS ON THE CURRENT STATE OF CHRISTIAN HOME SCHOOL CURRICULA
The home school movement has offered reformed Christians some unique opportunities to restore educational content consistent with the historic reformed faith as it is well summarized in the Westminster Standards. So long as parents in the United States and various other countries were sending their children to humanistic public schools or theologically compromised Christian schools, there was very little opportunity to improve the situation. We can be thankful God has given us this opportunity today in home schooling. Parents are the ultimate stewards of their children’s education, when the State and Church in their area of residence fail to assist in providing children with a sound Biblical education.
We should be realistic about the enormity of the task, however. To put it bluntly, there are no home school curricula currently available that are thoroughly consistent with the doctrines of the Westminster Standards, and most importantly scripture. In fact, most curricula available are far more consistent with Romish or other deviant ideology than with historic reformed ideology.
Consider, for example, the case of Robinson Curriculum. Here is a sample list of readers used in its
curriculum that it calls “The Best
Books by the Best Authors”:
“The Life of George Washington by Josephine Pollard. "The main purpose of the work [is] to give to its young readers a distinct and vivid idea of the exalted character and priceless services of Washington." Other books by Pollard: Our Hero General Grant, Christopher Columbus and the Discovery of the New World, The Bible for Young People
Original Children's Classics: Bobbsey Twins (11 volumes); Tom Swift adventures (8 volumes); 26 Horatio Alger volumes; Five Little Peppers and How They Grew; Heidi; Rebecca of Sunnybrook Farms; The Boy Knight: A Tale of the Crusades by G.A. Henty
History: Life of George Washington by Washington Irving; War Between the States by Alexander Stephens; The Rise and Fall of the Confederate Government by Jefferson Davis; The Life of Stonewall Jackson by R.L. Dabney; Picturesque America: A Delineation by Pen and Pencil, 2 volumes edited by William Cullen Bryant
Economics: The Wealth of Nations by Adam Smith; Economics in One Lesson by Henry Hazlitt
Geography: The Heart of the Antartic; My African Journey by Winston Churchill
Autobiographies, firsthand accounts: Personal Memoirs of U.S. Grant; Diaries of George Washington; The Autobiography of Benjamin Franklin; David Crockett's Autobiography; The Autobiography of Theodore Roosevelt; Memoirs of William Tecumseh Sherman; Lincoln's Speeches and Letters; The Soldier in Our Civil War, a unique collectors two-volume account by those who fought, including some 1,000 illustrations by artists who were present at the events.”
The philosophy behind this list of what it calls “The Best
Books by the Best Authors” is quite contrary to the reformed faith. Most of the men portrayed as heroes are in
fact wicked heretics opposed to the reformed Christian faith. Many of them – like Benjamin Franklin,
George Washington, Winston Churchill, and Davy Crockett – were freemasons. This list includes a book which eulogizes
the wicked Romish Crusades (The Boy Knight: A Tale of the Crusades by
G.A. Henty). It leans upon Adam Smith’s
The Wealth of Nations, even though
Smith’s book is implicitly a denial of the total depravity of man and the
necessity of scripture for fallen mankind.
The Robinson Curriculum utilizes for its history curriculum the G.A. Henty Collection, as described below:
“Robinson Books Publishing
The complete Henty Collection of 99 books is now available in hardback and softback editions. Also available are two new compilations of short stories by G. A. Henty.
These books by G. A, Henty are remarkable. They were very popular in British and American schools 100 years ago. Each book chronicles the fictional adventures of a young teenaged hero set against the backdrop of a great historical event or interesting time. Ususally the hero interacts personally with the famous figures involved in the event. Also, the lives, customs, and geographies of the regions in which the action takes place are described with careful attention to authenticity.
The result is that the reader is greatly entertained by a fast-moving adventure story and more easily remembers the history associated with it. Also, since the schools 100 years ago actively taught the students the basics of good character including honesty, hard work, diligence, humility, and other attributes, the story teaches these virtues to the reader by means of the example hero.
These are wonderful gifts for young people. Taken as a whole, the 99-volume set is a wonderful history course. Also, the excellent vocabulary, syntax, and general erudition of Henty's writing serves as an excellent example for the student who is learning to read and write...”
This Robinson approach to the study of history is Biblically unwarranted. Scripture provides a model of how history books are to be written, and it in no wise teaches history by means of historical fiction like employed in the Henty Collection. The Henty Collection sacrifices truth for the sake of entertainment. In its own words “the reader is greatly entertained by a fast-moving adventure story and more easily remembers the history associated with it”. But true Biblical scholarship should rather discipline students to seek truth always, even when the effort is uncomfortable to the flesh.
Furthermore, the philosophical foundation of the Henty Collection is more rooted in Romanism than reformed Protestantism. Its heroes, like the Crusader knight noted earlier, are not godly examples as defined by scripture. Goodness is defined in Romish terms, not reformed terms.
I have selected the case of Robinson Curriculum for critique not because it is worse than the rest (indeed, in many respects it is better than most other curricula available), but because it is representative of most curricula. So, in summary, the Robinson Curriculum –like most other curricula available today – should be rejected by reformed Christians.
As the developer of Puritans’ Home School Curriculum, which aims to be consistent with the reformed Biblical faith as summarized in the Westminster Standards, I have to admit that it has yet to sufficiently achieve it either. For one, Puritans’ Home School Curriculum has not yet developed a complete history curriculum. Manuals for many grade levels are still in process. Second, for much of its Language Arts program the curriculum is still relying on resources currently available from other sources. The problem is that many of these resources are not consistent with the reformed faith. The readings are typically either humanistic, Arminian, etc. While it is my goal to change this situation, it is a long term project which will not be achieved tomorrow. I would recommend that reformed Christians use Puritans’ Home School Curriculum where they can, and supplement it with other resources where appropriate. Third, there are simply many other areas where the Puritans’ Home School Curriculum is incomplete and must rely upon flawed resources.
So we must pray that God would bless us with a truly complete reformed curriculum!
APPENDIX
FIVE : ANSWERS TO SOME COMMONLY ASKED QUESTIONS ABOUT THE CURRICULUM AND ITS
WEBSITE
1. How do you define yourself as a puritan?
The principles of Puritanism are most
comprehensively and magnificently expressed in the Westminster Standards, which
include the Westminster Confession
of Faith, the Westminster
Shorter Catechism, and the Westminster
Larger Catechism . Their
foundational doctrine is this: " The whole counsel of God
concerning all things necessary for His own glory, man's salvation, faith and
life, is either expressly set down in Scripture, or by good and necessary
consequence may be deduced from Scripture: unto which nothing at any time is to
be added, whether by new revelations of the Spirit, or traditions of men." A
puritan is one who believes the Westminster Standards accurately summarize what
Scripture teaches, and seeks to live consistent with this belief.
2. What was the historical context of the
Westminster Standards?
The Westminster Standards were authored by an
assembly of puritan ministers and elders in the seventeenth century. The Parliaments of England and Scotland
commissioned this assembly to compose a confession of faith, catechisms, and a
church order to be used by the established churches of the united
kingdoms. They had covenanted in the Solemn League and Covenant of
1642 to follow Jesus Christ as nations in accordance with such a Reformed
confession. All nations of the earth
are to be so covenanted to Christ, even as Israel was of old.
The Westminster Standards are consistent with
earlier Reformed confessions of the Protestant Reformation, such as the Belgic Confession, the Heidelberg Catechism, and the Canons of Dordt.
3. Please explain what the aims of the puritan reform movement are,
and the strategy that is being used to accomplish them.
The aim is to bring everything into
subjection to Jesus Christ, as He has revealed in His Word. This would include individuals, families,
churches, and states. This will only be
achieved in its fullest sense with Christ’s Return, for human sin will be
present until the Great Day of Judgment.
Yet Scripture promises a millennial restoration before Christ’s
Return. It will be a period in which
the nations of the earth will be Reformed, and it will be grander in scope than
even the Protestant Reformation.
The primary method from a human standpoint to
bring this restoration about will be the proclamation of the Reformed Gospel,
through preaching and writing.
But the ultimate reason it will occur is
because God will convert people’s minds to embrace the Reformed Gospel and then
to implement it within the realms of their authority. So civil rulers will enforce the Ten Commandments appropriate to
their sphere of authority, ecclesiastical rulers will enforce them appropriate
to their sphere of authority, heads of families in theirs, etc.
4. Please define "historicism." I have seen that word
mentioned in your writings. How does it relate to the puritans?
Historicism was the standard interpretation of scriptural
prophecy from Wycliffe to Spurgeon (500 years) and is known as the Protestant
interpretation in distinct contrast to Preterism and Futurism, which were
Jesuit interpretations, contrived during the counterreformation. Historicism teaches that biblical
predictions are being fulfilled throughout history and continue to be fulfilled
today. The Book of Revelation is a pre-written history of the Church from the
time of its writing to the future Second Advent of Christ, which shall usher in
the new heaven and new earth. There are many reasons to believe that the Book
of Revelation, along with other prophetic portions of scripture, outline the
entire history of Christ’s Church between His First and Second Advents, and do
not merely focus on the beginning or ending of that time period.
Historicists agree on the following unique concepts:
For more information about historicism, you are encouraged to visit our sister website- the website of Historicism Research Foundation .
Puritans were historicists, and post-millennial historicism is incorporated into the Westminster Standards.
5. What is your philosophy of history?
The glory of Jesus Christ is the end of all
history. Jesus Christ is glorified in
His Church. The life and ministry of
Jesus Christ was foreshadowed in the history of the Old Testament Church, and
it is mirrored in the history of the New Testament Church. For a brief outline of these histories read
the article Parallel
Histories .
6. What is your philosophy of
ethics?
'Good', 'bad', 'right', and 'wrong' (in their
absolute sense) are universally understood and employed concepts among
mankind. Their universal
comprehensibility is the reason people from all over the world can and do
become Christians. Even communists, fascists,
and other secular humanists use the terms, though the terms are really contrary
to their philosophies. If man, as well
as a carrot, are simply the product of a materialistic evolutionary process of
chance atomic activity, then killing a man and eating him is no more wrong in
any absolute sense than killing a carrot and eating it. Yet even secular humanists assert that
various forms of harm to mankind (or at least to certain humans) are wrong.
For Reformed Christianity, the Word of God is
the ultimate source of authority on ethics.
And according to the Word of God, morality is summarized in the Ten
Commandments. True ethics not only
considers how men treat other men, but also how men treat God. Moral goodness means loving God as well as
loving men, in truth. True love to God
and men is manifested when we obey the Ten Commandments.
Roman Catholic ethics differs from Reformed
(or puritan) ethics. In Roman
Catholicism, the Church and its supposedly infallible Pope are the ultimate
source of authority on ethics. Even
though such practices as Lent, prayer to the saints, adoration of Mary,
recognition of Papal authority, etc. are absent from Scripture, their
observance is incorporated into Roman Catholic ethics because Roman Catholicism
looks to a different foundation of moral authority from Reformed Protestantism.
7. What would Cotton Mather
have to say about modern America? What things about our culture would he be or
not be pleased with? How have our values as Americans changed since the 1600's?
It is safe to say that he would regard us as
a modern day version of Sodom and Babylon.
Modern America is in flagrant rebellion against every one of the Ten
Commandments, and hence has rejected Puritanism. It consists of rampant false religion, idolatry, blasphemies,
Sabbath desecration, disregard of authority, murderous abortion, adultery,
divorce, sodomy, theft, lying (such as government sponsored indoctrination in
Darwinian evolution), and materialism.
Most of these ills occur with impunity.
This is quite a contrast with Puritan New
England (led by such men as John Winthrop), Calvin's Geneva , Knox's Scotland,
etc. In all of these places Reformed
Protestantism was the established religion.
And the political philosophy was reflected in this statement from the Westminster Confession:
"God, the Supreme Lord and King of all the
world, hath ordained civil magistrates to be under him over the people, for his
own glory and the public good; and to this end, hath armed them with the power
of the sword, for the defense and encouragement of them that are good, and for
the punishment of evil-doers… The civil magistrate may not assume to himself
the administration of the Word and sacraments, or the power of the keys of the
kingdom of heaven: yet he hath authority, and it is his duty, to take order,
that unity and peace be preserved in the Church, that the truth of God be kept
pure and entire; that all blasphemies and heresies be suppressed; all
corruptions and abuses in worship and discipline prevented or reformed; and all
the ordinances of God duly settled, administered, and observed."
On the other hand, Cotton Mather may not have
been so surprised by the spiritual declension in America, and the Puritan
Jonathan Edwards certainly would not have been. Indeed, Jonathan Edwards predicted there would be a general
spiritual declension before the millennial restoration, writing: "We
have all reason to conclude from the Scriptures, that just before this work of
God begins, it will be a very dark time with respect to the interests of
religion in his world. It has been so before preceding glorious revivals of
religion: when Christ came, it was an exceeding degenerate time among the Jews;
and so it was a very dark time before the Reformation." ( The
History of Redemption by Edwards).
Just as ancient Israel fell into spiritual
declension and even Babylonian captivity following the glorious days of King
David, so the world has fallen since the days of the Protestant Reformation. Yet, just as ancient Israel enjoyed a
restoration following its hard days, so the world will experience a
restoration. But we should not be
surprised if there is first more spiritual declension.
8.What role did education
serve to our Puritan ancestors? What function does education play in the lives
of modern puritans, young and old? How important is education considered?
Education was and is vital to
Puritanism. As the Westminster Shorter Catechism
notes, “man’s chief end is to glorify God and to enjoy Him forever.” Scripture-based education is necessary so
that man might glorify God in truth.
Men are by nature foolish and depraved, not glorifying God in the manner
He commands. While only God can
regenerate the mind of man from this native depravity, education is the human
means employed to inform and mold the mind in the right direction. This education will only be successful
though if God chooses to bless the means and regenerate the mind and
heart.
9. I noticed in The
Puritans’ Homeschool Curriculum, classic works such as the Bay Psalm Book
and the New England Primer are used in teaching young children. I have heard
that the New England Primer is the very first mass-produced school text book
created in America. Is this true? Did you revise these works or is the original
text used in the curriculum? Why do you consider these important works to
expose people to at an early age?
Puritans dominated British North America in literature, education, and scholarship. The Bay Psalm Book was both the first book printed in British North America and it was also the first book entirely written in the Colonies. The first printing press in New England was purchased and imported specifically to print this book. The Puritans’ Homeschool Curriculum builds the learning of psalm singing into its curriculum.
The New England Primer was first published before 1690. It was the book from which most of the children of colonial America learned to read, the first mass-produced school textbook created in America. The book was reprinted many times, with various changes in text and even in title. It properly combined instruction in elementary grammar with instruction in the foundations of the Christian faith, both being necessary elements to train up a child in the way he should go. The Puritans’ Homeschool Curriculum incorporates sections from various editions of the New England Primer into its textbooks.
10. Many people will cite the Salem witch trials of 1692 as the
downfall of the powerful puritan status quo that had existed. What do you think
about the witch trials?
People are right to condemn the witch trials as they were conducted, but they are wrong in some of their conclusions about the trials. To their credit, the puritans themselves repented of the way the trials were conducted. In fact, in 1697 all parties, including ministers and government officials, agreed to a colony-wide "Day of Prayer and Fasting" for this sinful error. This confession was then made:
"...as to the Guilt contracted, upon the opening of the late Commission of Oyer and Terminer at Salem (to which the order for this Day relates) he is, upon many accounts, more concerned that any that he knows of, Desires to take the Blame and Shame of it, Asking pardon of Men, And especially desiring prayers that God, who has an Unlimited Authority, would pardon that Sin and all other his Sins; personal and Relative: And according to his infinite Benignity, and Sovereignty, Not Visit the Sin of him, or of any other, upon himself or any of his, nor upon the Land. . . "
Governor William Phips put an end to the Salem witch trials precisely because there was the recognition that innocent people were being prosecuted without sufficient tangible evidence of their guilt. Innocent people were being incriminated based upon unsubstantiated accusation.
But most people in subsequent centuries have drawn erroneous conclusions about the trials. One erroneous conclusion is that the Salem witch trials totally discredit puritan society in general. There is no society in human history that has been free of blemishes. One way to judge a society is how it responds to the blemish- whether it denies the blemish or whether it recognizes and corrects the blemish. As noted, Puritan New England acknowledged the sin and repented of it. Another erroneous conclusion is that the trials brought down Puritanism in New England, which is really not the case. Although it weakened conservative Puritanism, established Puritanism lasted for decades in New England following the trials. Finally, some err by suggesting that the Salem witch trials discredit any form of trial for witchcraft. This suggestion is directly contrary to Scripture, which says: “There shall not be found among you [any one] that maketh his son or his daughter to pass through the fire, [or] that useth divination, [or] an observer of times, or an enchanter, or a witch, Or a charmer, or a consulter with familiar spirits, or a wizard, or a necromancer. For all that do these things [are] an abomination unto the LORD: and because of these abominations the LORD thy God doth drive them out from before thee.” (Exodus 22:18, Deuteronomy 18:10). Every society in human history which has failed to suppress false religion, has been given over by God in judgment to horrible sins against man, including sins like murderous abortion and covenant-breaking adultery. As God’s Word declares, “And even as they did not like to retain God in [their] knowledge, God gave them over to a reprobate mind, to do those things which are not convenient: Being filled with all unrighteousness, fornication, wickedness, covetousness, maliciousness; full of envy, murder, debate, deceit, malignity; whisperers, Backbiters, haters of God, despiteful, proud, boasters, inventors of evil things, disobedient to parents, Without understanding, covenantbreakers, without natural affection, implacable, unmerciful…”
11. How did the thinking of
the Enlightenment affect Puritanism? Did Voltaire, Franklin, and Jefferson hurt
the image of puritans with their writings?
Erroneous ideas associated with the
Enlightenment movement virtually destroyed Puritanism. Voltaire, Franklin, and Jefferson hated
Puritanism. Indeed, Franklin ran away
from it, leaving New England for Pennsylvania.
Slowly over time Enlightenment ideas were accepted within Puritan
society in the British Isles as well as America, and Puritanism consequently
declined.
Puritanism is premised upon the infallibility
of Scripture and the depravity of man, whereas the Enlightenment was premised
upon the fallibility of Scripture and the soundness of human rationality. Puritanism says depraved man needs Scripture
to think correctly, whereas the Enlightenment held that man can derive a true,
holistic philosophy through his own reason and apart from Scripture. So Puritanism said government needs
Scripture to govern rightly, whereas the Enlightenment said human reason is
sufficient. The two are diametrically
opposed.
12. Why are the written works
of Dr. Seuss considered to be morally and spiritually degrading, according to The
Puritans’ Homeschool Curriculum?
In a list of morally corrupt literature, Dr.
Seuss would hardly be at the top.
Nevertheless, neither should it appear on a list of highly recommended
literature. The reality is that Theodor
Seuss Geisel (“Dr. Seuss”) did not write from a Biblical perspective. Consequently, his definitions of ‘good’ and
‘bad’, as implied in his plots, are not in accordance with Scriptural
definitions. Take, for instance, the
case of How the Grinch Stole Christmas!
The book implies that observance of Christmas is good, and rejection
of Christmas observance is bad. Yet
the puritans rightly rejected Christmas observance, as explained in The Regulative
Principle of Worship and Christmas and The
Religious Observance of Christmas and ‘Holy Days’ in American
Presbyterianism. What is true in the case of this Dr. Seuss
book is generally true with his other books as well. Biblically inappropriate behavior is treated as acceptable and
funny.
13. Is "Harry
Potter" a harmful influence as well?
Yes, and much more so. J.K. Rowling is much more overt about
treating what God’s Word defines as evil, as if it were good and
acceptable. Scripture treats witchcraft
and sorcery as evil, yet Rowling does not.
Indeed, God destroyed ancient Babylon, among other reasons, because of the
widespread presence of sorcery in the kingdom (Isaiah 47:9). The modern view of God is naïve in the
extreme, for it assumes He is like their image of Santa Claus. But this fails to take into account the
obvious existence of war, death and disease in the world- all things which God
is sovereign over and ordains.
14. How is feminism viewed by
a new puritan?
To a great extent feminism is a response to
male irresponsibility. Many men in our society have been allowed to abuse their
wives with impunity, or to abandon them to destitution. To that extent,
feminism is an understandable but mistaken response. Civil government should punish abusers and should criminalize
adultery. And it should protect women
and orphans who are in desperate circumstances through no fault of their
own. Not only should abusers and
adulterers like Schwarzenegger be refused civil office, they should be severely
punished by the state. The puritans rightly
put properly convicted adulterers to death, which is consistent with Scripture.
Feminism also fails to understand how God
views occupations. From a Biblical and
Puritan perspective, homemaking and childrearing are as honorable an occupation
as engineering, accounting, and law.
Women do not need to prove their value by engaging in occupations
normally performed by men; God has declared their value and given them a noble
calling. And homemaking and
childrearing, if done right, require at least as much skill as any of these
other occupations.
15. Please tell me how many reformist
puritans there are today. Where are they residing? National or International?
We have no numerical statistics. But we recommend the churches of the Free Presbyterian Church of Scotland,
believing they are the most consistent with the puritan principles of this
website. But there are certainly other
churches as well seeking these ends, such as The Free Church of Scotland
Continuing churches, Heritage Netherlands
Reformed churches, Presbyterian
Reformed churches, Reformed Presbyterian
Church of Ireland churches, etc.
Puritanism has a truly international presence.
16. Is the "American
Dream" part of the puritan ethos?
No, not as it is generally understood. The “American Dream” is truly a dream,
seeking ultimate happiness in materialist pleasures and the things of this world. But this world will pass away, and the men
in it will die. But God, and the new
heaven and new earth which He has planned for His elect, are eternal.
17. How did puritans in the seventeenth century conceive of a model
puritan?
It was perhaps best delineated by John Geree,
M.A. and Preacher of the Word at Tewksbury and St. Albons, in the following
article published in 1646:
The Character
of an Old English Puritan, or Non-Conformist
The Old English Puritan was such an one, that
honored God above all, and under God gave every one his due. His first care was
to serve God, and therein he did not what was good in his own, but in God's
sight, making the word of God the rule of his worship. He highly esteemed order
in the House of God: but would not under color of that submit to superstitious
rites, which are superfluous, and perish in their use. He reverenced Authority
keeping within its sphere: but durst not under pretence of subjection to the
higher powers, worship God after the traditions of men. He made conscience of
all God's ordinances, though some he esteemed of more consequence. He was much
in prayer; with it he began and closed the day. It is he was much exercised in
his closet, family and public assembly. He esteemed that manner of prayer best,
whereby the gift of God, expressions were varied according to present wants and
occasions; yet did he not account set forms unlawful. Therefore in that
circumstance of the church he did not wholly reject the liturgy, but the
corruption of it. He esteemed reading of the word an ordinance of God both in
private and public but did not account reading to be preaching. The word read
he esteemed of more authority, but the word preached of more efficiency. He
accounted preaching as necessary now as in the Primitive Church, God's pleasure
being still by the foolishness of preaching to save those that believe. He
esteemed the preaching best wherein was most of God, least of man, when vain
flourishes of wit and words were declined, and the demonstration of God's Spirit
and power studied: yet could he distinguish between studied plainness and
negligent rudeness. He accounted perspicuity the best grace of a preacher: And
that method best, which was most helpful to the understanding, affection, and
memory. To which ordinarily he esteemed none so conducible as that by doctrine,
reason and use. He esteemed those sermons best that came closest to the
conscience: yet would he have men's consciences awakened, not their persons
disgraced. He was a man of good spiritual appetite, and could not be contented
with one meal a day. An afternoon sermon did relish as well to him as one in
the morning. He was not satisfied with prayers without preaching: which if it
were wanting at home, he would seek abroad: yet would he not by absence
discourage his minister, if faithful, though another might have quicker gifts.
A lecture he esteemed, though not necessary, yet a blessing, and would read
such an opportunity with some pains and loss. The Lord's Day he esteemed a
divine ordinance, and rest on it necessary, so far as it conduced to holiness.
He was very conscientious in observance of that day as the mart day of the
soul. He was careful to remember it, to get house, and heart in order for it
and when it came, he was studious to improve it. He redeems the morning from
superfluous sleep, and watches the whole day over his thoughts and words, not
only to restrain them from wickedness, but worldliness. All parts of the day
were like holy to him, and his care was continued in it in variety of holy
duties: what he heard in public, he repeated in private, to whet it upon
himself and family. Lawful recreations he thought this day unseasonable, and
unlawful ones much more abominable: yet he knew the liberty God gave him for
needful refreshing, which he neither did refuse nor abuse. The sacrament of
baptism he received in infancy, which he looked back to in age to answer his
engagements, and claim his privileges. The Lord's Supper he accounted part of
his soul's food: to which he labored to keep an appetite. He esteemed it an
ordinance of nearest communion with Christ, and so requiring most exact
preparation. His first care was in the examination of himself: yet as an act of
office or charity, he had an eye on others.
He endeavored to have the scandalous cast out
of communion: but he cast not out himself, because the scandalous were suffered
by the negligence of others. He condemned that superstition and vanity of
Popish mock-fasts; yet neglected not an occasion to humble his soul by right
fasting: He abhorred the popish doctrine of opus operatum in the action. And in
practice rested in no performance, but what was done in spirit and truth. He
thought God had left a rule in his word for discipline, and that aristocratical
by elders, not monarchical by bishops, nor democratical by the people. Right
discipline he judged pertaining not to the being, but to the well-being of a
church. Therefore he esteemed those churches most pure where government is by
elders, yet unchurched not those where it was otherwise. Perfection in churches
he thought a thing rather to be desired, than hoped for. And so he expected not
a church state without all defects. The corruptions that were in churches he
thought his duty to bewail, with endeavors of amendment: yet he would not separate,
where he might partake in the worship, and not in the corruption. He put not
holiness in churches, as in the temple of the Jews; but counted them convenient
like their synagogues. He would have them kept decent, not magnificent: knowing
that the gospel requires not outward pomp. His chief music was singing of
psalms wherein though he neglected not the melody of the voice, yet he chiefly
looked after that of the heart. He disliked such church music as moved sensual
delight, and was as hinderance to spiritual enlargements. He accounted
subjection to the higher powers to be part of pure religion, as well as to
visit the fatherless and widows: yet did he distinguish between authority and
lusts of magistrates, to that he submitted, but in these he durst not be a
servant of men, being bought with a price. Just laws and commands he willingly
obeyed not only for fear but for conscience also; but such as were unjust he
refused to observe, choosing rather to obey God than man; yet his refusal was
modest and with submission to penalties, unless he could procure indulgence
from authority. He was careful in all relations to know, and to duty, and that
with singleness of heart as unto Christ. He accounted religion an engagement to
duty, that the best Christians should be best husbands, best wives, best
parents, best children, best masters, best servants, best magistrates, best
subjects, that the doctrine of God might be adorned, not blasphemed. His family
he endeavors to make a church, both in regard of persons and exercises,
admitting none into it but such as feared God; and laboring that those that
were borne in it, might be born again unto God. He blessed his family morning
and evening by the word and prayer and took care to perform those ordinances in
the best season. He brought up his children in the nurture and admonition of
the Lord and commanded his servants to keep the way of the Lord. He set up
discipline in his family, as he desired it in the church, not only reproving
but restraining vileness in his. He was conscientious of equity as well as
piety knowing that unrighteousness is abomination as well as ungodliness. He
was cautious in promising, but careful in performing, counting his word no less
engagement than his bond. He was a man of tender heart, not only in regard of
his own sin, but others misery, not counting mercy arbitrary, but a necessary
duty wherein as he prayed for wisdom to direct him, so he studied for
cheerfulness and bounty to act. He was sober in the use of things of this life,
rather beating down the body, than pampering it, yet he denied not himself the
use of God's blessing, lest he should be unthankful, but avoid excess lest he
should be forgetful of the Donor. In his habit he avoided costliness and
vanity, neither exceeding his degree in civility, nor declining what suited
with Christianity, desiring in all things to express gravity. He own life he
accounted a warfare, wherein Christ was his captain, his arms, prayers, and
tears. The Cross his banner, and his word, Vincit qui patitur. He was immovable in all times, so that they
who in the midst of many opinions have lost the view of true religion, may
return to him and find it.
APPENDIX SIX : COURSE SCHEDULE TABLE FOR HIGH SCHOOL
Parents can fill in this Schedule Table for
each student, making sure the schedule complies with requirements by the state
of their residence and the colleges they might seek to attend in college. Course schedules may vary by family and
student, due to varying requirements and student aptitudes. Therefore, Schedule Tables should be
personalized.
STUDENT:
_____________________________________________________________
|
High
School Year |
English |
Math |
Science |
Social
Studies |
Foreign
Language |
Other |
|
1 |
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2 |
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3 |
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4 |
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APPENDIX SEVEN : GENERIC STUDENT CHECK-OFF LIST / COURSE PERFORMANCE
SCHEDULE
Often home school educators will purchase a
student textbook and a teacher’s manual for a course, without purchasing the
various materials that help keep track of the student’s performance in the
course. Therefore, in this Appendix we
have provided a generic one that can be used in a wide variety of courses. Simply make copies of the sheets on the
following pages, and adapt them to whichever course you teach.
STUDENT CHECK-OFF LIST / COURSE PERFORMANCE
SCHEDULE
Course:
_________________________________________________________________
Semester/Year:
___________________________________________________________
Teacher:
________________________________________________________________
Student:
________________________________________________________________
|
# |
ASSIGNMENT/ESSAY/TEST DESCRIPTION |
SCORE ON A 100-POINT SCALE* |
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1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8 |
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9 |
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10 |
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11 |
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12 |
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13 |
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14 |
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15 |
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16 |
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17 |
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18 |
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19 |
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20 |
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21 |
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22 |
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23 |
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24 |
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25 |
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Total of All Scores |
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Average Score
(=Total of All Scores/# Taken) |
|
* This is generally calculated by dividing the number of
questions answered right on a test or assignment by the total number of
questions on the test or assignment, and multiplying that number by 100.
DETERMINATION OF COURSE SCORE
|
TYPE |
AVERAGE SCORE |
WEIGHT (%) |
WEIGHTED-AVERAGE SCORE* |
|
Assignments |
|
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Tests |
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Essays |
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|
Final Exam |
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Totals |
N/A |
100% |
|
* Multiply the Average Score by the Weight (%).
Overall Grade in Course (Total Weighted-Average Score): ____
Overall Grade in Course (Letter Grade Equivalent of the Average Test
Score): ____
Note: Grading in this course should be done on a 100-point scale, with letter grades assigned as follows:
|
Letter Grade |
Score on 100-Point Scale |
|
A+ |
97 - 100 |
|
A |
94 - 96 |
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A- |
90 – 93 |
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B+ |
87 - 89 |
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B |
84 - 86 |
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B- |
80 - 83 |
|
C+ |
77 - 79 |
|
C |
74 - 76 |
|
C- |
70 - 73 |
|
D |
60 - 69 |
|
F |
0 - 59 |
APPENDIX EIGHT : COMPUTER PROGRAMMING SAMPLE COURSE SCHEDULE
For students who
want to become proficient in computer programming during their high school
years, here is a course schedule you may want to consider, along with tools to
help make it happen:
|
GRADE |
SUBJECT |
TEXTBOOK |
OTHER TOOLS
NEEDED |
|
9 |
Visual Basic 6 |
Learn to Program with Visual Basic 6 by John Smiley |
Microsoft Visual Basic 6 compiler |
|
9 |
Visual Basic 6 |
Learn to Program with Visual Basic 6 Examples by John Smiley |
Microsoft Visual Basic 6 compiler |
|
9 |
Visual Basic 6 |
Learn to Program Visual Basic Databases by John Smiley |
Microsoft Visual Basic 6 compiler plus Microsoft Access |
|
10 |
Visual Basic.Net |
Learn to Program with Visual Basic.Net by John Smiley |
Microsoft Visual Studio .NET compiler (can purchase on EBay for around $90) |
|
10 |
Visual Basic.Net |
Coding Techniques for Microsoft(r) Visual Basic(r) .NET by John Connell |
Microsoft Visual Studio .NET compiler (can purchase on EBay for around $90) |
|
10 |
ASP.Net |
Murach's ASP.NET Web programming with VB.Net by Doug Lowe and Anne Prince |
Microsoft Visual Studio .NET compiler (can purchase on EBay for around $90). Also, ASP.NET Web Matrix Development Tool free at http://asp.net/webmatrix/default.aspx?tabIndex=4&tabId=46 |
|
11 |
Java |
Learn to Program with Java by John Smiley |
Java compiler free at http://java.sun.com/j2ee/index.jsp |
|
12 |
C++ |
Learn to Program with C++ by John Smiley |
Free download of Borland's C++ Batch compiler. |
The program above leans heavily upon information provided at http://www.johnsmiley.com/main/mybooks.htm . We have found John Smiley to be one of the most user-friendly teachers of computer programming.