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The Robinson Self-Teaching Home School Curriculum:
Version 2.0
A Review (and more) by Ruth Marshall
Since we began using the Robinson Curriculum[1], we have had various requests for information from friends and acquaintances, who
wish to know more about it.
Questions tend to fall into three basic areas:
- Can you tell us more about the content/methods of the curriculum?
- What do you think of it?
- How do you use it in your own family?
Before answering any of these questions we would like, first of all, to acknowledge the
goodness of the Almighty God in leading us to this curriculum in the first
place, and then in providing it for us at a time when our finances were so tight
that we could not afford to purchase any curriculum materials at all for our
children.
1. Contents and Methods
The story behind the Robinson Curriculum is an amazing one of God's grace and help
in time of great need, and of how the lessons learned, and the experience gained
during that time, were in due course to prove a great blessing to others.
In 1988, Laurelee Robinson died suddenly, leaving her husband, Dr Arthur Robinson,
to care for their six children (ages 12 years down to 17 months). Over the
years, the Robinsons had been committed to the home-education of their children;
and Dr. Robinson was determined, in spite of all the difficulties, to continue
to teach his children at home. Naturally, certain changes had to be made, for he
did not have the time to spend teaching that his wife had done, and gradually,
over the next couple of years, the bones of a new self-teaching curriculum began
to emerge.
Once Dr Robinson realised what was happening, he saw that the situation in his own
family's home school could provide answers to problems other families were
facing: how to provide a top quality education for their children when the
parents themselves were poorly educated; or how to provide an excellent
education for their children when the parents simply did not have the time to
give to face-to-face teaching. The result was that, as part of their own home
education programme, the Robinson family began to refine what they already had,
and the Robinson Curriculum was born.
i. What is included in the Robinson Curriculum?
Version 2.0 of the Robinson Curriculum is contained on 22 CD-ROMS. Here you will find
over 200 books, together with the complete 1911 Encyclopaedia Britannica, and
the complete 1913 Webster's Dictionary, all of which can be printed out for the
student's use. The CDs also contain the Course of Study and all required flash
cards, including those for arithmetic and phonics. As Dr Robinson recommends
that children not be permitted to use computers until they have completed the
study of calculus, you will not require a computer for each child in your
family.
The curriculum itself comprises just three subjects: maths, writing, and reading.
Simple!
 | Maths commences with a year (or as much time as is needed) learning all of the
addition, subtraction, multiplication, and division facts (from 1+0=1 to
18+0=18; and 1x0=0 to 12x12=144, together with the corresponding subtraction and
division facts). These are learned by rote, and very thoroughly.
Once the arithmetic facts have been learned, and the student has a basic
understanding of what the different operations mean, a good maths programme is
commenced. The one chosen to form an integral part of the Robinson Curriculum is
the Saxon Maths programme[2],
beginning with Saxon Math 54, the fourth grade textbook (at about the age
of seven). The student works through this book at his own pace, completely
unaided, and then proceeds to the next book, and so on through the series. The
Saxon maths books, in order, are Math 54, Math 65, Math 76,
Math 87, Algebra 1/2, Algebra 1, Algebra 2, Advanced
Mathematics, and Calculus. These are the only books essential to the
curriculum that have to be purchased separately.
After the Saxon maths programme has been completed in its entirety, the student is
ready to begin a formal science programme (as opposed to what Dr Robinson refers
to as "descriptive science", which is covered in the reading part of
the course): not before, for maths is the language of science, and, for example,
physics cannot be understood without an understanding of calculus. University
textbooks for physics and chemistry are included with the curriculum.
Dr Robinson recommends that 2 hours a day be spent on maths or science. |
| Writing begins as a child is learning to read, with plenty of handwriting practice. For
this purpose, penmanship practice sheets are included with the curriculum. The
handwriting styles employed here are manuscript (i.e. printing), followed by
traditional American cursive, but you are, of course, free to use something
different if you prefer. Once the child is reasonably proficient at writing, he
spends the writing hour either copying out sentences and paragraphs from the
books he is reading (this is wonderful for painlessly developing grammar,
punctuation, and spelling skills), or writing a short essay.
When the child reaches the age of about ten, the writing component of the curriculum
becomes a daily essay. Dr Robinson allows his children complete freedom of
choice as far as essay topics are concerned, the only requirement being that
they write, and that they spend a minimum of an hour and write a minimum of one
page. Here is where Dr Robinson's only real work as teacher takes place: he
marks the daily essays, simply pointing out where spelling, punctuation, or
grammatical mistakes have been made, and the child is then expected to correct
the work himself. |
| Reading is the final subject, and this also takes up about two hours of the
"school" day. Each child is initially taught to read with phonics, and
he is then let loose to read as much as he wants. Once he has learned to enjoy
reading (there are plenty of books included with the curriculum for this purpose
alone), and is both a competent and confident reader, he simply works his way,
at his own pace, through the books provided with the curriculum. After the first
few books there are vocabulary flash cards provided for each book, and the
student is expected to learn these before proceeding to the next book. There are
also multiple-choice examinations provided for quite a number of the books (or
essay topics in the case of later books in the list), which are to be completed,
and passed, before the student is able to go on. Despite the fact that the
examinations are multiple-choice, they are very rigorous, and soon train the
student to read carefully, and with attention to the meaning of what he reads.
As well as the vocabulary flash cards, a good dictionary is a wonderful asset
here.
So, what is the student expected to read? Books on the list include the McGuffey
Readers (the Thoburn Press/Christian School edition); easy biographies of
various famous Americans such as George Washington, General Grant, and
Christopher Columbus (an honorary "famous American"); Fifty Famous
Stories: a collection of accounts from world history which every child
should know, such as Canute trying to hold back the sea, or Alfred and the
cakes; animal stories; classics such as Heidi, The Adventures of
Pinocchio, The Swiss Family Robinson, several of the Five Little
Peppers books, stories from Uncle Remus, and Aesop; books by Rudyard
Kipling, Louisa May Alcott, and Mark Twain; poetry by Browning and Longfellow; (auto)biographies
or letters (Washington, David Crockett, Dabney's Life of Stonewall Jackson);
Faraday's Lectures; plays by Shakespeare; My African Journey, by
Winston Churchill; William Harvey's Of the Motion of the Heart and Blood in
Animals; Caesar's Gallic War; and much, much more. |
ii. What you won't find
| Any form of structured Bible/Character curriculum, though the Robinson
Curriculum is openly and unashamedly a Christian one. This is partly because it
is the responsibility of the parents to train their children, not the
responsibility of any academic curriculum. However, among the books included on
the CD-ROMS, you will find the Bible, a children's Bible story book, Bunyan's Pilgrim's
Progress, and Holy War, and Calvin's Institutes of the Christian
Religion. |
| Any systematic presentation of world history or geography, or (for
younger children) science. There is also no biology course. If you require any
of these, you will have to supplement with other resources. |
| As an American family produced the curriculum, there is, naturally, more
of an emphasis on American history, geography, and biography. This does not mean
that other countries have been completely ignored, but for families living
outside the United States of America, it would probably be wise to supplement
with materials specific to their own part of the world. |
| English grammar resources. Dr Robinson explains that the students will
pick up English grammar simply though their reading and writing. He does suggest
that if parents desire their children to learn English grammar as a formal
subject, they should choose their own materials, and include it as a short-term
course[3]. |
| Foreign or classical language resources; Art and craft resources;
resources for teaching music. These are all classed as
"extra-curricular" subjects, and are thus not included in the
curriculum. |
2. What We Think of It
There were two things that attracted us to the Robinson Curriculum in the first place:
first, it had been produced by a scientist, and while we had found English,
maths, and history materials with which we were happy, we were on the look-out
for a good science programme; and second, the number of children in one family
who were teaching themselves, with apparently remarkable results. It is notable
that quite a number of the families happily using the Robinson Curriculum are
larger than average.
Since we received the Curriculum, we have been even more impressed, and the more we
see of it and use it, the more we like it. So what do we like about it? [Note:
the following points are not listed in any particular order of importance.]
| Its simplicity and ease of use. At the time when we were using the Robinson Curriculum strictly the way
it was intended, I found that I spent much less time on planning and on
paper-work than with other curricula, and this meant I had more time to
spend with our younger children, or in doing other things (writing, sewing,
etc.) It also meant that the children were able to continue with their work
at times when I was unable to give much time to actual teaching (e.g. with a
new baby). |
| The Robinson Curriculum provides what Charlotte Mason refers to as a "common curriculum"
for all of our children. Before we began using it, I was rather worried that
some of our younger children might, however unintentionally, miss out on
important areas that the older ones had already covered in their studies. |
| Again to quote from Charlotte Mason, this curriculum "satisfies brilliant children, and
discovers intelligence in the dull. It secures attention, interest,
concentration, without effort on the part of the teacher..." (A
Philosophy of Education, p.28). |
| The curriculum itself is both rigorous and thorough. As the advertising literature says,
"Caution – do not use this curriculum unless you are willing for your
children to be academically more learned than you". It's true, too! |
| Children who use this curriculum are trained to think, and to teach themselves to learn. |
| We have always subscribed to the belief that once a child is able to read, he is, to a great extent,
able to educate himself through the books he reads. Examples that spring to
mind here include Abraham Lincoln, Benjamin Franklin, and Thomas Edison,
though there have been countless others. The chief thing here is which
books the child is reading; after all, a steady diet of Asterix, Enid Blyton,
Biggles, and L.M. Montgomery (for instance) might be enjoyable, and even
“good” books, but they hardly provide the excellent education we desire
for our children. On the other hand, the Robinson Curriculum, which supplies
a directed reading list from among the "great books" of the world,
does make that kind of self-education possible. |
| Our God is a God of order, and as Christian families we are to seek to reflect that. We are also, as
Christians, to "have a good report of them which are without" (1
Timothy 3:7). For a number of years now, one of our great concerns has been
that depending on the approach taken, homeschooling can degenerate into
simply playing at learning, rather than actually learning anything
significant, which we wanted to avoid with our children, as we do not think
it a good witness to those who are "without". The Robinson
Curriculum is an excellent means of providing a good, daily routine in our
home school, and of teaching our children good habits as students. |
| The so-called “classical” approach to education (based on the Medieval Trivium) has
always appealed to us. This provides children with the tools of learning,
through its "line upon line, precept upon precept" methodology. It
seems to us that – with the exception of the Latin language – the
Robinson Curriculum is really a simplified form of the classical system:
"Grammar" (chiefly the rote memorisation of facts) includes the
arithmetic facts, learning to read by phonics, and the building up of the
student's vocabulary. "Dialectic" (or logic) is chiefly taught
through mathematics, but also by reading the works of men who thought
clearly about what they were writing, and used well-constructed arguments;
and "Rhetoric" (the art of speaking and writing well) is covered
largely through the daily essays, on the basis of years of reading excellent
literature. [Note: If you have not read it, I would highly recommend
Dorothy L. Sayers' essay, "The Lost Tools of Learning" as an
introduction to the classical approach to education.[4]] |
| Our children are enjoying their education. Since we began using the Robinson Curriculum they have not
had to be pushed to do their daily work: they have looked forward to it, and
on occasions when we have had to go out during the day, they have (for the
first time ever) been known voluntarily to take "school" books
with them to read. |
| One final comment in this section: we do believe that, because of the
situation into which God Himself has placed the Robinson family, they have been
given particular grace, which is not necessarily given to families whose
circumstances are more "normal". For instance, Dr Robinson argues that
even when a teacher is available in the home, the children are far better off
teaching themselves. While we understand his reasons for saying this, and while
to a certain extent we agree with him, we also believe that under normal
circumstances the role of the parent, as teacher, can be extremely valuable, e.g.
 | The parent's role as teacher is, of course, indispensable in the initial
stages of a child's academic career (and please note that Dr Robinson does not
dispense with the need for a teacher at this point). A child needs to be taught
to read, and he needs to have the arithmetic operations explained to him, as
well as having the rules of study laid down. |
| Until a child becomes motivated to learn for himself, which happens
sooner with some children than with others, the motivation must be external: by
means of rewards and punishments, or (more simply) by the parent's involvement
in hearing the child read each day, in allowing him to dictate stories which he
can then copy out in his own writing, or in testing him on his arithmetic facts
on a regular basis. |
| "When thy son shall ask thee..." God expects that children will
ask questions (He made them that way!) and He directs parents to answer those
questions. |
| With a parent as teacher there is also more scope for broadening the
curriculum. Other studies may provide a change of pace, or an occasion when the
whole family can study a particular topic at the same time (e.g. creation
science, Martin Luther, the human body, one of Shakespeare's plays, the history
of Ancient Egypt...) |
|
3. How We Use It
One of the wonderful things about home education is that no two families are forced
into the same mould. Each family has its own distinct approach, emphasis,
methods, and style; and while many families may use the same basic resources,
rarely would any of them use those resources in exactly the same way. In our own
case, we use the Robinson Curriculum as what I once described as the
"backbone" of our curriculum. What did I mean by that, and, more
particularly, how do we use it?
As with the Robinson family, our basic curriculum consists of the three-Rs, with
approximately two hours given to maths, one to writing, and two to reading,
though at this stage we do not do this in quite the manner recommended by Dr
Robinson. I'll go into more detail about this in just a minute.
For various reasons we have, in the past, been unable to make as much use of the
actual contents of the curriculum (i.e. the books) as we would have liked.
Instead, the Lord applied to us the same question he asked of Moses (Exodus
4:2): "What is that in thine hand?" Looking through our bookcases
resulted in extensive reading lists for all four of the older children on the
subject of English history, from the time of the Romans, up to the end of the
19th century (apart from anything else, this provides a good background to the
study of Australian history, which, despite the way it seems to be taught in
schools, did not have its origin in a vacuum). There were no examinations set on
these books, but while the children were working through these lists, we made it
a rule that two of their essays each week were to be based on the reading they
had been doing.
Another thing we do is to read together as a family. This is how we incorporate much of
our Australian material, though we also read poetry, creation science books, and
other literature. We try to avoid books that the children are going to be
reading as part of their studies in any case, or that we know they will simply
pick up of their own volition.
From time to time we also have a change of pace with "unit studies", where
the children's reading and writing assignments are tied into a particular area
of study, and where we may do other related activities such as art and craft
projects, or science experiments. Some of these last one day (e.g. the
development of a baby: a topic we have previously covered in more detail, but we
tend to review it whenever we have another baby, for the benefit of the younger
children); some last a week or two (e.g. a study of Indonesia, using the Link
International Homeschooler Resource[5],
put out by Voice of the Martyrs); others have lasted several months (e.g. the
Greenleaf Press studies on ancient Egypt, Greece, or Rome). Shorter unit studies
are ideal for using at times when disruptions to the family routine occur, such
as during sickness, or times when we have a steady stream of visitors. Longer
ones lend themselves to being done one or two days a week, or in the afternoons
instead of the usual reading time.
Now to describe specifically how we use the Robinson Curriculum. Generally our daily
routine works something as follows (and you will notice that there are a couple
of things we have added to the basic curriculum):
| Family worship –
Strictly, this is not an academic subject, but it is an important part of
our day. Family worship includes a Bible reading (we simply work through the
Bible from start to finish, reading a chapter from the Old Testament in the
mornings, and New Testament at night), the singing of one of the Scottish
metrical Psalms, and a prayer. |
| Memory work – We
commence with a passage (or individual verses) from the Bible, and then a
section of the Westminster Shorter Catechism; this is followed by a
brief session of other memory work. At various times this has included
mental arithmetic (from Ray's Arithmetics[6],
published by Mott Media)…a poem…kings and queens of England…a rhyme
teaching the parts of speech…geography songs[7]…the
Apostles Creed...a Bible quiz[8]. |
| Maths –
| Our children begin at the age of 4 or 5 with two of the Rod and
Staff preschool workbooks, Adventures with Books and Counting with
Numbers[9].
At the same time they learn to count (to 10, and then to 100), begin
“skip-counting”, and enjoy discovering patterns with numbers. |
| For the past ten years, I’ve been looking for a good K-3 maths
curriculum and this year (2000) I finally found what I was after! It is Simply
Numbers, by Laurie Hicks (Shoelace Books[10]).
It reminds me of Ray's Primary Arithmetic which I had previously used as
a guide, along with Samuel Blumenfeld's How to Tutor
[11].
[Note: Even if you don’t use his book, I highly recommend the
introduction to Mr Blumenfeld's section on teaching arithmetic]. During this
stage, the children learn the arithmetic facts in earnest, using flash cards,
and timed written maths drill sheets (The Providence Project's CalcuLadder
[12]). |
| From about the age of 8 our children work through the Saxon Maths
series, beginning with Math 54. Older children are responsible to read
and mark all of their maths lessons: I only mark the tests, which we give after
every 10 lessons. Younger Saxon students may only do half a lesson a day, but
they are expected to read and work through the material themselves (the lessons
are so well written that they rarely need help), then I mark their work with
them: this enables us to pick up any problems immediately. |
|
| Writing –
|
Handwriting. Our beginning writers use a combination of ReadyWriter
(pages of "stylus skills", published by The Providence Project), as
well as tracing and copying letters of the alphabet. We originally used the
penmanship practice pages that came with the Robinson Curriculum, but during the
past year found the Jarman script[13],
which we were able to download from the Internet. Slightly older children follow
Penny Gardner’s “candy jar copywork” idea[14],
write out passages that tie in with their other studies, or copy selections from
the Bible. |
| Grammar. Mostly this is taught informally, as children can
be expected to reproduce correct grammar if this is what they are used to
reading and hearing. From time to time we play a grammar game, and the older
children (approx. ages 12 and up) may be expected to work through an English
grammar course such as “Daily Grammar” by Mr. Johanson[15], or Wanda Phillips’
Easy Grammar, Plus.
We have also read together an Australian storybook by Nuri Mass, The Little
Grammar People, which is a delightful introduction to the parts of speech[16]. |
|
Composition. We have approached this in various ways over
the years. One textbook resource we have particularly enjoyed using with our
primary-aged children is English for the Thoughtful Child[17],
which Cyndy Shearer recommends for second-grade students, though she does say it
"could also be very useful as a first course for older reluctant
writers". There are 62 lessons in the book, none of which over-long, and
there is quite a bit of variety, with grammar, dictation, poetry memorisation,
letter writing, narrations, and story-writing (based on some rather lovely
pictures). Review lessons are built into the course. Grammar is covered well,
without being overdone. This is probably the best English course we have come
across at this level.
 | Those children who can write independently are expected to write letters on a regular basis
(roughly once a week), either to grandparents or great-grandparents, or to one of an ever-increasing number of
pen friends. |
| During the coming year I plan
to adapt the “candy jar copywork” idea to writing, for those occasions when
the would-be writers are stuck for ideas: writing down on slips of paper
suggestions for a number of different forms of composition: essays, letters,
poetry, or ideas for story-writing. We also plan to revive a practice that
worked well for us several years ago, of working together to produce a book a
month: each month we chose a different theme for our written work. |
| Older children are expected to correct their own
spelling and punctuation mistakes, even if it means spending most of the next
writing hour with a dictionary, trying to find the spelling of a particular
word: they rarely need assistance here, but it does occasionally happen, if the
word they are after has some obscure spelling they are unlikely to have
encountered previously. |
|
|
| Reading – We never actually time our reading, but I imagine that it would come to
at least two hours a day.
| Reading instruction commences with learning the alphabet, and then
working through Samuel Blumenfeld's Alpha-phonics[18],
after which each child reads aloud to me from a large-print Gospel of John (KJV).
Once they can read, the children are expected to read their Bibles each day. |
| The children read aloud to me daily for a couple of years after
they are fluent readers, and then a couple of times a week. |
| Each day somebody (usually me) reads aloud from a variety of
books: history, biography, natural history, science, geography, art, poetry, or
other literature. We tend to have half-a-dozen books under-way at any one time,
though we do not necessarily read all of them on any one day. |
| The children have individual books assigned to them to read. If
they are reading the books from the Robinson Curriculum list, this is when they
also study the vocabulary flash cards and do the examinations; otherwise, I
occasionally request an oral narration of what they have read. Another idea we
have used, from time to time, is to have the children mark on a map of the world
the location of the book they are currently reading, or record details on a
time-line. |
| Reading is not a
chore for any of our children, and even when they have completed their assigned
work, several of them can be found with their noses stuck in books: either the
ones they have been reading during the day, or whatever else they might happen
to have picked up, whether that is a biography, a story-book, or an
encyclopaedia. |
|
[Note regarding reading and the Robinson Curriculum]
When Andrew finished Alpha-phonics
shortly after his sixth birthday, we intended to have him simply progress
through the Robinson Curriculum books, in the order they appear on the list. He
began the year with McGuffey's First Reader, and read the first few books
aloud. Once he reached book 3 (The Life of George Washington "in
words of one syllable") we discovered that although he could cope quite
happily with the phonics, the language was rather beyond him, and he was
comprehending very little of what he read; so we decided it would be best to
back off from Robinson for a few months. Instead he was given plenty of other
reading on an easier level, which he was able to read independently, for
enjoyment. Twelve months later, I doubt this would have been a problem. This is
simply written as a caution to other parents who have children who read early.
With our younger sons, I plan to give them plenty of easy reading before
allowing them to get very far into the Robinson Curriculum list: history,
science, biography, fiction…
What do we add to the Robinson Curriculum?
| Latin:
Initially we used Cheryl Lowe's Latina Christiana I[19],
which we very much enjoyed.
Since completing the above, we have been using Paterson and
Macnaughton’s The Approach to Latin, First Part (a British course). One
of the advantages of teaching Latin is that English grammar rules make so much
more sense! |
| History:
For world history we use the Greenleaf Press guides[20],
and V.M. Hillyer’s A Child’s History of the World. |
| Australian history:
Two books we particularly like are Eve Pownall’s The Australia Book, and Arthur Baillie’s
Our Sunburnt Country. |
| Science:
| Nature study: Christian Liberty Press, Nature Readers; Nuri
Mass, The Wonderland of Nature (Australian, but out of print). |
| Biology: We use a wonderful book published by Sonlight Curriculum,
called Introduction to Biology, by John Holzmann. |
| High school students may use courses from Apologia Educational
Ministries[21]. |
|
| Plenty of other reading
(everything from recipe books to the Encyclopaedia). |
Finally:
Where do we go from here
One of the first things that most people want to know, when they begin educating
their children at home, has to do with college or university education. If we
use the Robinson Curriculum what opportunities will be available to us?
I do not plan to answer that question exhaustively, but simply state that Dr
Robinson is now working at extending his curriculum into the college years.
While we do not yet know quite what form it will take, or what subjects will be
offered, our family, for one, will be interested to discover more. At the time
of writing this, Iain, our oldest son, is only 15, so we still have time to
investigate the various options: but investigated they must be, and this is one
option we would certainly not discount.
Copyright © Ruth Marshall
(Originally written February 1998; latest revision: January 2001)
|
Disclaimer: We no longer use the Robinson
Curriculum in our family; but this review was written at the time
when we did. However, we do believe that this curriculum provides an
excellent education for children, and there are still times when we
follow the same basic approach, though with different resources. |
Footnotes
[1] The Robinson
Self-Teaching Home School Curriculum—Available from
Robinson Curriculum, 2887 Berkshire Dr., Troy, MI 48083, USA. For further
information see www.robinsoncurriculum.com).
[2] Saxon
Maths—Available from Kingsley Educational Pty Ltd www.kepl.com.au,
or many homeschool suppliers in the USA. For further information see the
Saxon publishers web site: www.saxonpub.com.
[3] This was the case when I
originally wrote this review, but the Robinson Curriculum does now come with
a
grammar course.
[4] D.L.Sayers, "The Lost
Tools of Learning"—Various sources including Appendix A in Douglas
Wilson, Recovering the Lost Tools of Learning, available for purchase
from LEM http://www.lem.com.au or online
at http://www.gbt.org/text/sayers.html).
[5] Link International
Homeschooler Resource—Voice of the Martyrs, PO Box 598, Penrith, NSW 2751;
for further information see their web-site:
http://www.persecution.com/link/
[6]
Mott Media: http://mottmedia.com.
[7] Audio Memory Publishing,
Sing Around the World.—http://www.audiomemory.com/
This is a geography songs kit, comprising cassettes, a map, and a workbook
containing maps and lyrics. These songs teach the continents and oceans, the
various countries of the world, the solar system, and the states of the USA.
Our children love these, and have remembered the facts long after we have
given up singing the songs together as a family.
[8] For the latter we used The
Bible Quiz Book, published by William Collins in 1961: I suspect it is
out of print, but if you ever find a copy, it is well worth acquiring.
[9] Rod
and Staff Preschool workbooks: Adventures With Books, and Counting With
Numbers. There are more in the series, but these are the ones we like best.—Available from
LEM http://www.lem.com.au.
[10] Shoelace Books:
http://www.shoelacebooks.com/.
[11] For Samuel Blumenfeld’s
books see http://howtotutor.com.
[12] CalcuLadder, ReadyWriter,
AlphaBetter, SanctiFinder: Timed drill sheets, produced by a Christian
family. For further information write to The Providence Project, 14566 NW
110 St., Whitewater, KS 67154, USA, or see
http://www.providenceproject.com
Available in Australia from KEPL www.kepl.com.au.
[13]
http://www.quilljar.btinternet.co.uk/content.html.
[14]
http://www.pennygardner.com.
[15]
http://www.dailygrammar.com/.
[16] Sorry, but this is out of
print.
[17] Mary Hyde, English for
the Thoughtful Child: A First Course, originally published in 1903, but
revised and updated by Cyndy Shearer of Greenleaf Press.—Available from
Greenleaf Press http://www.greenleafpress.com.
[18] Samuel L. Blumenfeld, Alpha-Phonics.
[19] Cheryl Lowe, Latina
Christiana: An Introduction to Christian Latin, Books I and II. This Latin course is
designed for use with children in roughly grades 3-6,
and has been written specifically to tie in with the Greenleaf Press Ancient
Rome history course.—Available
from Memoria Press, P.O. Box 5066, Louisville, Kentucky, 40255-0066, USA
http://www.memoriapress.com.
[20] Greenleaf Press is a Christian company, and
produces some of the best
history materials we have seen. We have used their courses on ancient Egypt,
Greece, and Rome, and found them to be excellent.—For further information
write to Greenleaf Press, 3761 Highway 109N, Unit D, Lebanon, Tennessee 37087,
USA or see their web site: www.greenleafpress.com.
[21] Apologia Educational
Ministries—http://www.apologia.com.
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