What makes Charlotte Mason different from other educators of her time was her sincere love for children, and her concern that they develop a lifetime love of learning. She based her philosophy on the Latin word for education, "educare," which means "to feed and nourish." Her methods provide a liberal (generous) education incorporating the humanities, fine arts and great literature. Children deal directly with the best books, music and art. The children are trained in the practice of narration, or telling back what they've learned. The emphasis is always placed on what the children do know rather than what they do not know. This training in essay-style examination effectively prepares children for adulthood and success in college.
Her material covers an extensive amount of topics including: the formation of good habits, keeping a Nature Journal, and preparing a handmade Book of the Centuries. Charlotte Mason advocates the avoidance of twaddle, or what we might call "dumbed down" literature, and replaces twaddle with classic literature and noble poetry. Her method also includes a unique style of dictation and spelling.
Your school days will become more effective when you employ Charlotte Mason's method of short lessons---promoting concentration versus dawdling. Children thrive in school when they know there is a definite amount of work to be completed in a definite amount of time.
Many of her techniques can be adapted to any educational method you're currently using!
Charlotte Mason wrote geography books that were popular in England, and then she wrote the book, Home Education, the first in her six-volume set now known as The Original Home Schooling Series. Home Education was well received, and she personally corresponded with many of the readers. Their inquiries of how to obtain a teacher for their children who understood these methods caused Charlotte to establish a training college for governesses. Charlotte Mason had day schools in England and home schools that were conducted correspondence style, thus the reference to her being called the "founder of the home schooling movement."
England at that time was not much different from the present day United States regarding the schools parents had to choose from. There were boarding schools, private day schools, and public schools (since compulsory education had been established in 1880). They also had governesses who acted as teachers for many wealthy families. It appears many people did not want their children in the public schools and many could not afford a private education, so they home educated.
There was a monthly magazine begun in 1890 called the Parents' Review, edited by Charlotte Mason, and its purpose was to support the parents of her schools. The magazine continued until the 1960's even though Charlotte passed away in 1923. Copies of the original magazine are available in the Library of Congress in the United States and the United Kingdom has copies, as well. To learn about Charlotte Mason's life, read The Story of Charlotte Mason by Essex Cholmondeley, which although out of print, may be obtained through interlibrary loans in the United States.
Charlotte was very much admired by many people who have left us their accounts of having known her. She was a devoted Christian woman who loved children. She wrote in 1862, "Truly parents are happy people--to have God's children lent to them... I love my children dearly."
The following is the inscription on Charlotte Mason's gravestone:
This is one of easiest areas to enrich a classroom. Begin with something as simple as covering a wall with large prints of great art and add narrating from great art.
Another painless way to culturally enrich a classroom is to play classical music. You might choose baroque music to listen to during math time since research has proven that this style of music (Vivaldi, Bach, Pachebel, and Handel to name a few composers) helps with math. Listen to classical or romantic music during art time.
Read great literature aloud to the class. This should start in preschool or kindergarten and be continued through high school. Some children are not read to at home. Some students are not able or choose not to read. Those who do read may not be choosing to read great, enriching, ennobling literature. Teachers may never realize the profound effect that their oral reading has on some students.
Poetry is a vital part of literature. Many students never learn to appreciate the beauty of poetry. Perhaps more emphasis on reading poetry aloud and holding a poetry recitation rather than analyzing a poem to death would develop more positive feelings in students toward poetry.
Take dictation of poetry or a paragraph from the fine literature that is being read in class. Supplement textbooks with great literature.
Keep a nature journal as part of science or art class or for extra credit. This is a wonderful, expressive learning tool. To notice the painting on a flower, the shape of a cloud, the song of a thrush and the cool smoothness of the bark on a birch tree, these are the memories captured in a nature journal. Nature studies are an integral part of the living atmosphere of a classroom. Without them, trees become merely pictures, flowers lose their fragrance, birds are without song and movement, and life exists only outside the window. To know nature is a source of refreshment and pleasure for every person; teachers and students alike.
Within our classroom, nature studies have become an adventure of picking up our notebooks and colored pencils and heading outside to be still, quiet and thoughtful. Afterwards, we use a field guide to identify our new discoveries. Oftentimes, these moments are the most productive of the entire day, and they serve to provide the much needed mind-food for other academic disciplines.
Charlotte Mason wrote extensively on various educational philosophies and she held to an unusual emphasis of taking children outside every day to be in direct contact with nature. This really means every day, even in less than ideal weather, Charlotte lived with the less-than perfect weather of England!
The objective is to help the children learn to be observant. The adult can relax, sit on a blanket, bring a project or a book along, and make this a leisurely outing or even better, begin your own Nature Journal! Casually point out scenery around the children. Charlotte suggests we ask them "who can see the most and tell the most about..." any plants, insects, or anything nearby. This appears to be a form of narration. With as little talking as possible and absolutely no lecturing, attempt to have them notice the geography of the area, the position of the sun, the weather, and the clouds.
In order to foster the power of observation you need to take the children to places where they will find things worth observing. Charlotte wanted children to have beautiful memories of their childhood stored for their old age and thought too many of us have blurry memories due to the fact we did not slow down and really look at things. To remedy this, she suggests that on rare occasions we have the children take a mental photograph of some scenic landscape. Have the children look, then shut their eyes and describe the scene. If it is too blurry in their minds, have them open their eyes, look again, and make a second attempt.
Getting outside this often can be difficult. However, there is refreshment and a literal re-creation involved that makes this worth the effort. Living in an urban or suburban area is going to make finding a natural setting more difficult. A fair amount of nature observation can be done even in a cultivated suburban yard. Gardens, parks, zoos, nearby wooded areas, and arboretums are always good places to consider.
A side benefit of observation is recognition. Charlotte Mason wrote, "[in] science or rather nature study, we attach great importance to recognition." Some examples Charlotte provided are plants, stones, constellations, birds, field crops, and leaves. On the other hand the schools using Mason's philosophy say they were "extremely careful not to burden the verbal memory with scientific nomenclature." How then does the recognition process develop? By being careful to "teach the thing before the name" as an article in Charlotte Mason' periodical put it. Children easily learn the name when the item is present and they need a name for it. So we teach them the correct term like pollen or antennae instead of "sticky-up-thing."
We take the children out daily for a nature walk. These are not instructive walks because we want them to observe with very little direction from us. You may be asked questions, and it is permissible to answer; that's why it is recommended we adults work on our nature knowledge somewhat. There is nothing wrong with not knowing and looking it up in a field guide. You can invite a naturalist to come with you provided you can locate one and they agree to follow the Mason's method (e.g. , not lecturing the children) to some degree. Try to visit the same area quarterly to note how the seasons have altered the life.
The more options you offer the children, the more likely they'll find one or more ideas that spark their interest. The Nature Journals should be contain entries picked by the children, not assigned drawings.
1. Information from first-hand observation the child has done themselves (not things they've learned from "teaching" or in the classroom).
2. Drawings of leaves, flowers, birds, insects or anything else discovered by the child in it's natural setting.
3. Labels for their drawings---both English and Latin names if applicable.
4. Notations on where the object was found.
5. Notations about the season, temperature or weather conditions, months, dates, etc.
6. Life cycles of plants. Draw the bare tree in Winter; the Spring buds; the Summer blooms; the Fall colors and seed pods. Or in a backyard garden you could draw a seed; draw the sprouting seedling; draw the full grown plant; draw the stem, leaves, flower, etc.; draw the fruit, vegetable or flower; draw the new seeds for starting the cycle again.
7. Draw and describe an ant hill or a bee's nest.
8. Take out a hand-held high-power magnifying glass and draw the intricate details of a bee's wing, or whatever else might be fascinating viewed through a magnifying lens.
9. Science experiments the child has actually performed. Set-up, observations, results, etc.
10. Pressing and mounting leaves or dried flowers.
11. Samples of different types of leaves: divided, heart-shaped, fluted, needles, etc.
12. Samples or drawings of different types of seeds: nuts; seed pods; seeds that fall to the ground; seeds that float through the air; etc.
13. Parts of the flower: petal, sepal, stamen, etc.
14. Sketches of animal tracks or even casts of tracks.
15. Sketches of the lifecycles of animals. Caterpillar to cocoon (or chrysalis) to moth (or butterfly); or egg to tadpole to frog (or salamander).
16. Nature-related poems or quotes. The poems can be ones found during the child's reading time, or poems composed by the child.
For an outstanding example of a fully developed Nature Diary, take a look at the beautiful book The Country Diary of an Edwardian Lady, 1906.
Assign less homework! The homework should be meaningful homework, like reading a biography or historical fiction, instead of word searches and other busy work.
In class or as homework, ask for a narration instead of book report. A narration may be oral, written, a skit, or a drawing. Ask for a narration instead of worksheets, questions, or test. Too many worksheets kill the love of learning. They stifle creativity and reduce learning to fill-in-the-blank or multiple choice. Narrating requires much more thought and provides students with the opportunity to tell what they know in their own way and express their opinions.
By the time of Charlotte Mason’s death in 1923, 117 secondary schools, 175 elementary schools and hundreds of home schools all over the world were using the Charlotte Mason’s approach to education. (Source The Skylark, Spring 1997, p. 26) This section contains tips to help you implement this method in your classroom.
Prepare by reading the passage before presenting it to the class. Write a list of all the difficult proper nouns and unusual vocabulary. This should be posted or written on the blackboard ahead of time. Before reading to the class, go over the words on the list with the students. Let the children repeat each word a couple of times. Explain the meaning of words; show the location of geographical names on the globe and map. Then leave the list in plain view through the lesson and narration session that follows.
If you have some special insight or background information to share with the class, you may do it before the reading to arouse interest. Or you may save some comments for the end of the lesson. Often you may wish to tie a principle from the reading into something previously studied, current events, or into the child’s life.
Be sensitive to the length of the passage. If it is easy to follow, children might listen to a page or two before narrating. If the material is more difficult or technical, one or two paragraphs will produce a better narration. If children are older and/or have had more experience with retelling, the passage may be a bit longer. You may read a paragraph or two; then ask for a narration. Read the next paragraph or two and ask for another narration on that portion. This process can be repeated a couple more times. This is especially useful when the reading is difficult. It also provides opportunity for several children to narrate. The whole lesson should not take more than 15-20 minutes for younger grades or 30 minutes for older grades. These narrations should be oral.
Narrations should be given or written directly after the reading--the material is fresh and the children are attentive and alert. Never interrupt or correct a narration. If a shy child gives a one-sentence narration, that’s fine. It is the first step in his/her path to becoming a confident public speaker. Don’t ask for more. Instead say, "That’s right." You can then give another child the opportunity to share his or her narrartion.
Elsie Kitching wrote in Parents’ Review in January 1928: “The only way to secure the whole attention of every individual in a class is for each individual to realize that he may be the one called upon, and that even if he is not the first called upon, he may be called upon to continue the narration at any part until the one narration is finished. The one reading and the one narration is essential if a child is to acquire the habit of attention.”
Narration is required after a single reading. E.K. Manders in PR July 1967 wrote: “It is permissible to ask, ‘Don’t you remember the bit about the horses?’ If the children say ‘No’ the proper response is: ‘What a pity! Now you will never know that bit. You must listen better next time.’ The children will miss something, but they will have learnt a lesson in concentration.”
In grades 1 - 3, most narrations will be oral. Plan to do written narrations only when volunteers are available to help. The volunteers may be students from upper grades who are capable writers. This sort of pairing will improve the writing skills of the older students. Once a week have students copy from the chalkboard a list of key words from the reading for their penmanship assignment; they take this list home with them and have a parent write down their story. Although this narration assignment is not directly after the reading, the list of words will help jog the student’s memory and allows the parent to be involved in the child’s education.
Pair up children and have them take turns orally narrating to each other. Or divide the class into small groups to tell to each other. You may assign one of the groups the task of preparing an impromptu play. Give them a few minutes to get prepared while the other groups are narrating among themselves. Then the class gets to see the play performed. Make sure that each group has the opportunity at least once a month of giving an impromptu performance.
Another alternative to narration is to have children take turns asking a question about the reading for his/her classmates to answer. Yes, no, or single word answers are not allowed so the questions must be well thought out.
There are several forms of narration. Other examples are: illustrations, sketches, drawings, diagrams (showing water cycle, life of a butterfly, parts of a flower, etc.), creating maps, lists of 5 or 10 things remembered, writing captions, journal writing, relating any experience verbally or in writing, writing a paragraph, sharing a favorite part of a story, keeping a nature notebook When using other forms of narration, let the child verbalize his creation.
The most advanced form of narration is to narrate silently inside one’s head. After years of narrating practice, both oral and written, the students may try to master this practice of mentally narrating. It requires much concentration but is a great skill to have as a lifelong learner.
It may take several weeks before most of the children in a class are giving good narrations. But don’t despair. They will become good narrators with practice. Narrating will bring the quality of education in your classroom to a new level. The speaking and writing skills of your students will soar. This new old-fashion philosophy of education may be just what you and your students need.
Books Children Love by Elizabeth Wilson
Charlotte Mason Companion by Karen Andreola
Charlotte Mason Study Guide
For the Children's Sake by Susan Schaeffer Macaulay
Teaching Children by Diane Lopez
Whole Hearted Child by Clay and Sally Clarkson
THE CORE KNOWLEDGE SERIES by E.D. Hirsch
What Your Kindergartner Needs to Know
What Your First Grader Needs to Know
What Your Second Grader Needs to Know
What Your Third Grader Needs to Know
What Your Fourth Grader Needs to Know
What Your 5th Grader Needs to Know
What Your 6th Grader Needs to Know
OUR FAVORITE NATURE STUDIES BOOKS:
Handbook of Nature Study ~ Anna Comstock
The Country Diary of an Edwardian Lady, 1906 ~ Edith Holden
Drawing from Nature ~ Jim Arnosky
More books by Jim Arnosky:
Raccoons and Ripe Corn
Deer at the Brook
Come out Muskrats
Every Autumn Comes a Bear
Otters Under Water
All about Alligators
All about Deer
All about Owls
All about Night Near the Water
Animal Tracker (Jim Arnosky's Nature Notebooks)
Bird Watcher (Jim Arnosky's Nature Notebooks)
Bug Hunter (Jim Arnosky's Nature Notebooks)
Crinkleroot's Guide to Walking in Wild Places
Crinkleroot's 25 Birds Every Child Should Know
Crinkleroot's 25 Fish Every Child Should Know
Crinkleroot's 25 Mammals Every Child Should Know
Crinkleroot's 25 More Animals Every Child Should Know
Crinkleroot's Book of Animal Tracking
Crinkleroot's Guide to knowing Animal Habitats
Crinkleroot's Guide to knowing Butterflies and Moths
Crinkleroot's Guide to knowing the Birds
Crinkleroot's Guide to knowing the Trees
Drawing From Nature
Drawing Life in Motion
Magic School Bus books
Margaret Waring Buck's nature books
Books by Millicent Selsam~
A First Look At Series:
"Few children's books actually encourage the child's powers of observation. This series is an attempt to develop those powers, particularly the art of looking for the differences among living things." Great simple line drawings to get little ones started in Nature drawings!
A first look at animals that eat other animals
A first look at animals with backbones
A first look at animals with horns
A first look at animals without backbones
A first look at bats
A first look at bird nests
A first look at birds
A first look at caterpillars
A first look at cats
A first look at dinosaurs
A first look at dogs
A first look at ducks, geese and swans
A first look at fish
A first look at flowers
A first look at frogs, toads, and saladmanders
A first look at horses
A first look at insects
A first look at kangaroos, koalas, and other animals with pouches
A first look at leaves
A first look at mammals
A first look at monkeys and apes
A first look at owls, eagles, and other hunters of the sky
A first look at poisonous snakes
A first look at rocks
A first look at seals, sea lions, and walruses
A first look at seashells
A first look at sharks
A first look at snakes, lizards, and other reptiles
A first look at spiders
A first look at the world of plants
A first look at whales
A first look at bird nests
Let's-Read-and-Find-Out Science Books:
Big tracks, little tracks: following animal prints (aka Nature Detective)
Science I Can Read Books:
Benny's Animals
Egg to Chick
Greg's Microscope
Hidden Animals
Let's Get Turtles
More Potatoes!
Plenty Of Fish
Seeds and more Seeds
Terry and the Caterpillars
The Bug That Laid the Golden Egg
Tony's Birds
When an Animal Grows
With photographs by Jerome Wexler:
The Apple and other fruits
Bulbs, corms, and such
The Carrot and other root vegetables
Catnip
Cotton
Eat the fruit, plant the seed
The Harlequin moth : Its life story
Maple Tree
Milkweed
Mimosa, the sensitive plant
Mushrooms
Peanut
Plants we eat
Play with plants
Play with seeds
Play with trees
Play with vines
Popcorn
The Tomato and other fruit vegetables
Vegetables from stems and leaves
Others:
A time for sleep; how the animals rest
All About Eggs
All kinds of babies
All kinds of babies and how they grow
Animal mixups
Animals as parents
Around the world with Darwin
Backyard Insects
Biography of an atom
Birth of a forest
Birth of an Island
Exploring the animal kingdom
How animals live together
How Animals Sleep
How animals tell time
How kittens grow
How Puppies Grow
How the animals eat
How to be a nature detective
How to grow house plants
Is this a baby dinosaur? And other science picture puzzles
Keep looking!
Land of the giant tortoise : the story of the Galápagos
Microbes at work
Nature detective
Night animals
Plants that heal
Plants that move
Play with leaves and flowers
Questions and Answers About Ants
Sea monsters of long ago
See along the shore
See through the forest
See through the jungle
See through the lake
See through the sea
Strange creatures that really lived
The amazing dandelion
The courtship of animals
The don't throw it, grow it book of houseplants
The Doubleday first guide to wild flowers
The language of animals
The quest of Captain Cook
The tiger; its life in the wild
Tree flowers
Tyrannosaurus rex
Underwater zoos
Up, down, and around: the force of gravity
When an animal grows
Where do they go? : insects in winter
You and the world around you
National Wildlife Federation books and magazines, including Ranger Rick and Your Big Backyard and Wild Animal Babies
Favorite Geography and History books:
ANCIENT EGYPT
Cultural Atlas of Ancient Egypt
Deserts
The Golden Goblet
History Links:Ancient Egypt
Mara, Daughter of the Nile
Mummies Made in Egypt
Pharaohs and Pyramids
The Pharaoh's of Ancient Egypt
Pyramid
The Riddle of the Rosetta Stone
Tut's Mummy ...Lost and Found
ANCIENT GREECE
Archimedes and the Door of Science
The Children's Homer
The Greeks
History Links:Ancient Greece
Greenleaf’s Famous Men of Greece
The Histories
Hittite Warrior
The Last Days of Socrates
The Trojan Horse
ANCIENT ROME
The Restless Flame
The Spear
The Rise of the Roman Empire
Augustus Caesar's World
Between the Forest and the Hills
The Bronze Bow
Ceasar’s Gallic War
The Eagle of the Ninth
Fabiola
History Links:Ancient Rome
The Greenleaf Famous Men of Rome
The Ides of April
The Lantern Bearers
Martyrs of the Coliseum
Plutarch’s Lives
Pompeii...Buried Alive
The Primitive Church
The Romans
The Silver Branch
The Spear
CHURCH HISTORY
Mary Fabian Windeatt books and coloring books
1000 Years of Catholic Scientists
Early Christian Writings
Early Church Fathers: Survey of the Apostolic Fathers
History of the Church
The Story of the Church: Her Founding, Mission and Progress
MIDDLE AGES / RENAISSANCE
If All the Swords in England: a Story of Thomas Becket
The Hidden Treasure of Glaston
The Song of the Scaffold
Augustine Came to Kent
Come Rack! Come Rope!
David Macaulay Books
Father Damien
Fingal’s Quest
The Guillotine and the Cross
The Gun Powder Plot
Hilaire Belloc Books
Isabel of Spain: The Catholic Queen
Joan of Arc
Louis de Wohl Books
The Midshipman Quinn Collection
Outlaws of Ravenhurst
Red Hugh, Prince of Donegal
The Red Keep
Robert Southwell - Unit Study
Saint Edmund Campion
Son of Charlemagne
VIKINGS
Beorn the Proud
Growing Up In Ancient Lands Series
Rolf and the Viking Bow
AMERICAN HISTORY
Guns for General Washington
Lincoln: A Photobiography
The Long Road to Gettysburg
Wanted Dead or Alive": The True Story of Harriet Tubman
Where was Patrick Henry on the 29th of May?
The Bulletproof George Washington
Johnny Tremain
Carry On, Mr. Bowditch
Amos Fortune Free Man
Robert E. Lee: Gallant Christian Soldier
The Mitchells Series by Hilda van Stockum
The Borrowed House
The Autobiography and Other Writings
Calico Captive
The Sign of the Beaver
Mr. Revere and I
Adventures in Colonial History Series
Adventures in Frontier America … Series
American Revolutionaries: A History in Their Own Words
Ben and Me
Boston Coffee Party D.Rappaport
Bound for Oregon
Childhood of Famous Americans Series
Courage of Sarah Noble
D'Aulaire's History Book Series
George Washington’s World
George Washington's Mother
Historical Dover Coloring Books
If you sailed on the Mayflower
Josephina Story Quilt
Just a Few Words Mr. Lincoln
Landmark Series
Little House Series by Laura Ingalls Wilder
Meet Famous Americans
The Reb and the Redcoats
The Spirits of “76
Squanto—Friend of the Pilgrim
Stories of Great Americans for Little Americans
Troll – Easy Biographies
The Winged Watchman
With Pipe, Paddle and Song
American Background books
American Heritage Junior Library
The Book of Life by Newton Marshall Hall and Irving Francis Wood
Catholic Digest books
Clara Ingram Judson's historical books~
Early Readers, from Follett's Beginning-to Read Series:
Abraham Lincoln
Christopher Columbus
George Washington
James Jerome Hill (railway pioneer)
Chapter Book Biographies for Older Children:
Abraham Lincoln, Friend of the People
Andrew Carnegie
Andrew Jackson, Frontier Statesman
Benjamin Franklin
Boat Builder, The Story of Robert Fulton
City Neighbor, The Story of Jane Addams
George Washington, Leader of the People
Mr. Justice Holmes
The Picture Story and Biography of Admiral Christopher Columbus
Pioneer Girl, The Early Life of Frances Willard (illus. by Genevieve Foster)
Railway Engineer, The Story of George Stephenson
Reaper Man, The Story of Cyrus Hall McCormick
Soldier Doctor, The Story of William Gorgas
Theodore Roosevelt, Fighting Patriot
Thomas Jefferson, Champion of the People
Yankee Clippers, The Story of Donald McKay/Donald McKay,
Designer of Clipper Ships
They Came From Series, historical fiction:
Bruce Carries the Flag, They Came from Scotland
Green Ginger Jar, A Chinatown Mystery, They Came from China
Lost Violin, The, They Came from Bohemia
Michael's Victory, They Came from Ireland
Petar's Treasure, They Came from Dalmatia
Pierre's Lucky Pouch, They Came from France (illus. by Lois Lenski)
Sod-House Winter, They Came from Sweden
Other History
The Mighty Soo, Five Hundred Years at Sault St. Marie
Saint Lawrence Seaway
Social Studies Books for Early Elementary
People Who Come to Our House
People Who Work in the Country and in the City
People Who Work Near Our House
Cornerstones of Freedom series
Credo books
David Macaulay's books:
Baaa
Black and White
Building the Book Cathedral
Castle
Cathedral, The Story of its Construction
City, A Story of Roman Planning and Construction
Great Moments in Architecture
Mill
Motel of the Mysteries
The New Way Things Work
Pyramid
Rome Antics
Ship
Shortcut
Unbuilding
Underground
The Way Things Work
Why the Chicken Crossed the Road
Genevieve Foster's biographies and historical books
Golden Universal History of the World
Holling Clancy Holling's books:
The Book of Cowboys
The Book of Indians
Choo-Me-Shoo
Claws of the Thunderbird, A Tale of Three Lost Indians
Little Big-Bye-and-Bye
Little Buffalo Boy
The Magic Story Tree, A Favorite Collection of Fifteen Fairy Tales and Fables
Minn of the Missippi (the story of a snapping turtle and her travels on the Mississippi)
Paddle-to-the-Sea (the story of a carved wooden Indian and his travels through the Great Lakes)
Pagoo (the story of a hermit crab)
Rocky Billy, The Story of the Bounding Career of a Rocky Mountain Goat
Seabird (the story of an ivory gull and four generations of adventure on the seas)
Tree in the Trail (the story of a cottonwood tree)
The Twins Who Flew Around the World
Ingri and Edgar Parin d'Aulaire History books:
Abraham Lincoln
Benjamin Franklin
Buffalo Bill
Columbus
Conquest of the Atlantic
George Washington
Leif, the Lucky
Pocahontas
The Star Spangled Banner
Mythology
Book of Greek Myths
Norse Gods and Giants
Animals Everywhere
Children of the Northlights
The Lord's Prayer
Books by Jean Fritz:
Landmark and World Landmark Books
Landmark Giant Books
Living Principles of America, Living History Audio Collection
Messner Biographies
Messner historical fiction titles
The Picture Story.... geography series by McKay
Signature Series, published by Grossett and Dunlap
We Were There.... books, published by Grossett and Dunlap
Young People's Pilgrim's Progress
Young People's Story of Our Heritage by V. M. Hillyer and E. G. Huey
Vision books
The dove will take you back Home:
