You’re

An Eagle,

Stop

Scratching

The

Ground

A Hands-On Guide to Teaching Amerian Christian Education

By Jean S. SmithiesSpecial Section by John Michael Smithies

Page 2

First edition, 1997

All rights reserved. No part of this book may be reproduced, stored in a re-trieval system or transmitted in any form by any means, electronic, mechanical,photocopy, recording or otherwise, without the prior permission of the publisher,except as provided by USA copyright law. For information, write to:

INTREPID BOOKSP.O. Box 66

Mount Vernon, WA 98273-0066www.intrepid.books.com

© 2002 Intrepid Books© 1997 Intrepid Books

Bible quotations are taken from the Holy Bible; 1792;“Translated out of the original tonges”; T. Allen Booksellers, N.Y.

andThe Geneva Bible; 1599;

“Translated according the Ebrew and Greeke, and conferred with the best Translations in divers Languages”; Christopher Baker; London.

A special thanks and introduction to Clifton Hill for his eagle illustrations. Be sure to check them out on the

cover and pages 4, 5, and 6.

Printed in the U.S.A.

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Table of Contents

Introduction — The Legend of the Eagle............................................................................4

A Personal Witness — The Story of Intrepid Books.........................................................7

What is the principle approach and how is it different..................................................9

3 R’s Versus 4 R’s.....................................................................................................................11

Wait a minute…Didn’t I Hearing Something About Notebooks?.................................12

Why Study History?................................................................................................................13

Where do I Start?....................................................................................................................16

What is Your Philosophy of Government?.......................................................................17

What is Your Philosophy of Education?............................................................................22

Principle One — Individuality............................................................................................24Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

Principle Two — Christian Self-Government..................................................................29Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

Principle Three — Our Christian Heritage......................................................................37Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

Principle Four — Conscience is the Most Sacred of all Property...............................40Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

Principle Five — Our Christian Form of Government..................................................45Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

Principle Six — How the Seed of Christian Self-Government is Planted................50Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

Principle Seven — The Principle of Our Political Union.............................................54Statement of Principle • Vocabulary List • Leading Ideas • Teaching Sequence • Background Information •Biblical Evidence • Governmental Evidence • Goals for Teaching this unit • Activity Suggestions.

The Ten Most Asked Questions????....................................................................................58

Scope & Sequence — America’s Christian History Levels A — H...............................60

Special Feature by John Michael Smithies.....................................................................65Miniature War-Gaming and How to use it to demonstrate the principles.

Appendix A — Excerpts from The Supreme Court Case 143 V.S. 457.........................69

Appendix B — Why Did We Fight for Independence?....................................................73

Glossary....................................................................................................................................79Definitions taken from the American Dictionary of the English Language by Noah Webster 1828.

Bibliography............................................................................................................................98

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Introduction — The Legend of the Eagle

There is a legend that is told of a babyeagle. It’s nest lay high above the forestfloor on the side of a rocky outcropping.From the nest the mother eagle couldwatch and know all the goings on in theworld below. The baby eagle lay in thecore of its egg. It worked all day to breakout of its shell, but its mother grew tiredof waiting so she set off to hunt for food.While she was away, the baby eagle brokecompletely through the shell and took itsfirst breath of clean fresh air, but themother was not there to keep it safe.Since it was the only baby eagle to breakout of its shell, it began to explore its newworld. Surely it could find its mother if itlooked hard enough. But soon the babyeagle was hovering on the edge of the nestlooking down. The forest floor belowlooked so strange. It could see almosteverything that washappening. It was sofascinating that thebaby eagle forgot tobe careful. Before itcould think anotherthought, it was onthe ground, havingfallen from the nest. Themother eagle returnedand did not understandwhat had happened to herbaby.

Down on the ground, the baby eaglewas befriended by a group of guinea-hens.

They made lots of noise, but were eager toteach the baby eagle to scratch at theground to find its dinner. Weeks passedand the baby eagle learned many things.But often during the day it would rest itshead on the ground and look up at thesky. It could see these creatures flying upthere and it marveled at how they couldfly. Finally, the baby eagle could stand itno longer and went to the wisest of all theguinea-hens and asked what kind ofcreatures were they in the sky thatseemed to float on the clouds. The wiseold guinea-hen said, “Those, my dear areeagles. They are the bravest and strongestof all birds. They have a mighty heritageand God has designed them to be thekeepers of the skies.” The baby eagle wasexcited to learn about the eagles, but wentaway sad that it could not be like one.

As the baby eagle grew, it tried tomake friends with all the other animals.It wondered though why the otheranimals were always frightened when it

introduced itself.One day while it

was trying to playwith the other

animals, a rabbitstopped to watch. Therabbit twitched its nose,thumped its tail, and sayto the baby, “You’re aneagle, why are youscratching the ground?”The baby eagle’s facelooked surprised andconcerned. It did notthink it was an eagle sohow could it be one?

The rabbit began toteach and to help thebaby eagle learn allit could about flying

and being an eagle. Thenone spring

morning,the baby

eagle knew itwas time.

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It spread its wings and flapped themhard as it ran and jumped. To thesurprise of all the guinea-hens, the babyeagle began to fly. Soon it was flying withthe rest of its family. But it never forgotall its friends on the ground, especially avery special rabbit who knew Godcreated it special and fora reason. The baby eaglewas able to be the best itcould because it knew itsheritage and thus, knewits purpose.

As a parent and / or ateacher, are you training yourchildren to be guinea-hens orto reach the full potential thatGod has designed for them so that theymay soar with the eagles??? This book isdesigned to help you teach your childrento stop scratching the ground and to soarlike an eagle.

You are reading this because you wantto make a difference with your children,family, students, and ultimately the world.This book comes from the heart. It’s astory of how one family has learned totake responsibility for the character andeducation of its children. It’s written notfrom the view point of the professionaleducator, but with the lovingly concern ofa parent.

As a parent / educator, you can takeclasses on the theory of learning and onteaching methods, but with this book,prepare yourself for a hands-on experiencewhich will lead you through the basicsteps of teaching principles and godly

character to our youth. You are about toenter a new learning experience. Onewhich is centuries old in this nation ofours. One which has forged the nationalcharacter of its leaders and Founding

Fathers. The method youare about to learn was

forgotten with theadvent of progressiveeducation. Butprogressive educationhas not forged the

leadership skills or moralcharacter that this nation,

or any republic for that matter,needs in order to sustain its Christian

form of government.

Did I hear a suddenhuh? A Christian form

of government? How can I say that whenwe have such diversity in our country? Itis true, we are a nation of many religionsand a vast diversity, but we are governedby a form of government which isChristian in form and substance. Thisfact was confirmed in 1892, when theSupreme Court of the United States ofAmerica declared, “We are a ChristianNation.” (see Appendix A for more information)

Our educational system should build themoral character and fiber of its citizensand instill the skills necessary to maintainthe form of government we have. In spiteof all its ills, our nation is still the freestcountry in the world. Our nation has beenfounded upon certain principles anddocuments which many of its citizenstoday either have never read or heard of.The goal of Intrepid Books is to aid incorrecting this situation via educating theteacher as well as the student.

“A child is a person who is going to carry on what you have started. He is goingto sit where you are sitting, and when you are gone, attend to those things whichyou think are important. You may adopt all the policies you please, but how theyare carried out depends on him. He will assume control of your cities, states, andnations. He is going to move in and take over your churches, schools,universities, and corporations...the fate of humanity is in his hands.”

— Abraham Lincoln

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“But they that wait upon the Lord,shall renew their strength;

they shall lift up their wings as the eagles;they shall run, and not be weary,

and they shall walk and not faint.” — Isaiah 40:31 (The Geneva Bible)

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A Personal Witness — The Story ofIntrepid Books

So who am I and why do I think I canwrite a book like this???? In June of 1980,I stood at Riverside National Cemeteryand watched with my two sons as theUnited States Army paid its honor andlast respects to my husband and mychildren’s father. Called home in hisprime, he had left me with a three and fiveyear old facing the world which at thatmoment looked cold and frightening.

The years passed and the boys grew, butan increasing awareness grew also thatthey were different from other children.They didn’t learn as others did. Learningwas not turning out as the teachermanuals, which I had studied in college,said it would. There were constantteacher’s conferences and feeling like Iwas in a battle with the school district.Then when my youngest son was barely inthe first grade, a major medical centertested him and declared that he was solearning disabled that he would neverread or write beyond the second gradelevel.

The old adage says, “When the going getstough, the tough get going.” Afterregrouping from the shock, I realized thatthe public schools are often timesill-equipped to handle the problems of ourdisabled students. After years of fighting,I realized that the boys had fallen throughthe proverbial cracks in the educationalsystem. Within a six month period, Godprovidentially brought us out of the publicschool system and into home schooling.Thus began a new age of learning for me.I began to learn about all the differentcurriculums that were out there. Iespecially looked at the history books.

You see, history for me was always areal challenge. I had hated it in school.The scene replays in my memory of flashcards with names, dates, and places; then

a frantic rush to memorize their correctsequence for an exam; and then themental release of forgetting all that“unimportant stuff”. I had to find a way tomake history interesting and make itcome alive or I’d never be able to teach it.As I began to look around for a method toteach character, government, history andour Christian heritage to my sons, Iattended a seminar on America’sChristian heritage. Through the seminar,I encountered the Foundation forAmerican Christian Education. Foundedby Verna Hall and Rosalie Slater, thefoundation had documented much of theChristian history of our nation. Sevenprinciples had further been identifiedduring their research as being Biblicaland historical. As I began to rediscoverhow our Founding Fathers had beentaught, I found that they had learnedprecept upon precept until the whole mindand spirit mastered the subject. I set outto use this research as the starting pointto build a curriculum for my family. In aneffort to teach my sons, I developed thecurriculum we now market.

In my own childhood, I had been trulyblessed. I grew up in a loving Christianhome with both parents present who weredeeply devoted to each other. I’d seen Godwork in many ways in my life, that of myfamily, and my church, but I had notfound God in my books and stories atschool, especially college. That world hadbeen stripped clean of all mention of God,faith, integrity, and moral courage. Thatseminar really opened my eyes to realizethat all those things I’d not found werereally there. I just had to learn where tolook. Well, I began looking, and I haven’tstopped yet. What I found was that whenGod was put back into the history books,where He has always belonged, historybecame alive and exciting. I could seethat God used every day people like youand me to accomplish great things for thisnation and the world.

Stop and consider for a moment all theproblems we have faced growing up. Allthe times we thought we were the only

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ones who felt lonely, tired, weak, lost, ofno value, and so many other emotions. Bystudying history through the people whomade it and tracing God’s hand, the boysand I came to realize that we have somuch in common with the great and smallleaders of the world. History really camealive for us. We were constantly facedwith: What would I do if I lived at thattime. To make a long story short (Iknow....too late.) We all fell in love withhistory.

To help teach what I was learning anddiscovering in my research to my sons, Iwrote the series, America’s ChristianHistory, for grades first through eighth.But the real miracle was yet to come. Godseemed to be giving us back all ourChristian heritage, but He didn’t stopthere. My sons fell in love with historyand God’s providence in it. As ourunderstanding of God’s providence grew,one problem still remained for myyoungest son — history was locked up inall the books which now lined the walls ofour home. John had fallen in love withhistory, and he wanted to learn even morethan I could teach. There was only onething for him to do. God providentially ledus step by step until not only did Johnread, but he wrote too.

The three of us started Intrepid Booksin October of 1987, as a vehicle to sharethe basic curriculum which my family hadfound to be life changing. From themoment I encountered the principleapproach and our national Christianhistory, our lives have not been the same.We have traveled the nation sharing ourthoughts, ideas and research. My sonshave been my key note speakers for manyyears now. God has truly given them aunique childhood. It’s years later. I havenever worried about drugs or alcohol orimmoral behavior with my sons. Their

character has been so molded by theprinciples we studied that they are in thefore front of today’s leaders.

Today, my oldest, Bill and his youngwife, Lisa, are proudly serving our nationvia the United States Army. He hasattained a position of trust and leadershipbased on his integrity and honor. They arebecoming active leaders in their churchcommunity. For those that know them,their moral character is astounding.

John, my youngest, has a surprise forthe doctors at the university hospital. Notonly did he author his first book at the ageof only 18, but he is currently enrolled atMultnomah Bible College and Seminary inPortland, Oregon. He is majoring inGreek and Biblical studies, is involvedwith student government, and is an honorstudent. He plans to add an additionalmajor to his studies next year. Youguessed it, History. He dares to dream theunthinkable because he and God havealready accomplished a miracle.

All of this because of the principleapproach to learning. This is why weshare our books, our lectures, our heartswith people the world over. This approachhas changed our lives…it can change yourclassroom and family too. Our familyministry continues to research, write, andpublish. We share our findings throughbooks, tapes, and seminars.

What I am going to be sharing with youin the rest of this book is not the only wayyou can teach, but what worked for us. Itis our prayer that you will be inspired toclimb your own mountain and help toshape the leaders of tomorrow.

May God bless your efforts as you study,learn, and share with your family andstudents.

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What is the PrincipleApproach and How is itDifferent?

OK! What is the principle approach?Every teaching method used has throughnecessity of communication been given aname. As we went to school, weundoubtedly ran into “phonics” which isjust an example of a teaching methodbeing given a name.

So it is with the principle approach. Itis a teaching method that empowers thestudent and teacher with the ability toresearch, reason, relate and record theanswers to life’s questions from a Biblicalperspective. It is a method which can beused to teach any of the subjects taught ina normal classroom. The principles youlearn as we relate this method to historycan be transferred to all other subjects youwill be teaching. But, let’s not overloadthe brain with worrying about othersubjects. In this book we will be dealingonly with history, specificallyAmerican history. Theprinciple approach isdemanding in that the studentand teacher are required tothink. There is very little ofthe rout memory whichprogressive education uses.The lesson may be composed ofa situation which must beresearched, and the correctdecision and desired actionmust be reasoned out. Oftenthere is not an absolutelycorrect answer, but a definite division ofright and wrong is learned. This approachultimately seeks the individual to honorGod and His creation. The student needsto be taught to honor God internally withhis mind and prayers as well as externallywith the way the student acts and talks.These are definitely goals which the publicschool system ignores.

To assist in the teaching of the subject(history in our case), seven principleswhich can be see throughout history aretaught. Through these seven Biblicalprinciples, the student and teacher areguided through each lesson untilresearching and reasoning become secondnature.

This method is also a lesson incharacter building. As the student andteacher work through the principles, theywill begin to internalize the principles.As you and the student look at history,you will be looking at why people took aposition on an issue. The ideas for whichthey were willing to lay down their liveswill be examined. Ultimately you and thestudent will have to decide how theprinciple affects us today. By the timethe student completes the course work,the foundation will be laid for a “FoundingFather” moral character. This is amorally, sound foundation which willenable each person to decipher life’spuzzles and be able to willingly seek God’swill in each one’s life.

The Sir Isaac Newton’s Second Law ofMotion says that for everyaction there is an equal andopposite reaction. This istrue more so spiritually thanphysically. The principleapproach teaches that inlearning something, there isan internal cause and anexternal effect. Eachprinciple can be identifiedinternally and externally. Anexample is that internalself-government or disciplineleads to more freedom

externally. In daily life this could meanthat the more a child is self-governed, theless the parent/teacher must “oversee” thechild. The child earns the right to dothings without being supervised byearning trust and knowing that he/she canalways ask for help. It also teachesresponsibility at every level of our society.

“Hear, O Israel, The Lord our God isLord only. And thoushalt love the Lord

thy God with all thineheart, and with all

thy soul, and with allthy might.”

Deuteromony 6:4 The Geneva Bible, 1599

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When my oldest son turned twelve, Itook him and his brother to the movies.Now we had not been to a movie in years,but we’d found one that seemed to have aspecial meaning. As we were standing inline, my eyes drifted to the price chart.Children under 12 were $3.50 while 12-18were $6.50. As it was between paydaysand we had to be frugal, I whispered to myson, “For one more day, be twelve.” To mysurprise, my son stepped out of line, puthis hands on his hips, and proceeded totell me about how he could not let me lieas it would violate his conscience. I knewour lessons had become internalized andpaid the full price for admission. I left thetheater that day slightly embarrassed, butpleased to think the boys were beginningto change.

My younger son used to love thebuilding blocks that lock together. Oneyear the company came out with a logo ona castle set which resembled a demonicsymbol. The average child might haveignored it. Others might have stoppedbuying the product, but that’s all. My son,even though he could barely write, sent aletter to the manufacturer explaining hisdisappointment in the new product. Thecompany replied to him that no demonicintention was intended, and the nextseason, the crest on the toy was changed.Both boys were taking their lessons andinternalizing the principles to the pointwhere their external actions were showingthe results of the internal changes.

Webster’s 1824 Dictionary definedcharacter as, “A mark made by cutting orengraving, as on stone, metal or other hardmaterial....The peculiar qualities, im-pressed by nature or habit on a person,which distinguish him from others.” Eachtime I read that definition, I am remindedof how hard a child’s mind is to instruct,especially when he/she has no internalcontrols.

This approach ultimately develops thetype of individual who is prepared to standup for what they believe in…no matterwhat the cost. Before Christianity, it wasunheard of to stand up for a principle. Itwas a lot like today with people concernedonly with “what’s in it for me.” When theRomans began to persecute the Chris-tians, they could not comprehend the ideaof someone giving up their lives for anidea. This ability to understand and bewilling to die for a principle, idea, or goalis what made this nation unique in all theworld. All other governments had beenforged by force and violence. Our nationcame into existence over a few principlesand ideas.

This method of teaching creates a typeof person who has the moral Christiancharacter and scholarship required tomaintain and protect our religious andcivil liberties.

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3 R’s

Versus 4 R’s

Most of us learned the 3 R’s in school.We learned to read, write, and to doarithmetic, but we were never taught theskills necessary to accomplish the 4 R’s.The 3 R’s allow us to live in the worldeasier than if we did not learn them, butthey do not teach the skills necessary to beable to figure out life’s problems,situations, and choices. At the center ofthe principle approach are: Researching,Reasoning, Relating, and Recording.

Researching:

According to Webster’s 1828 Dictionary,research means, “(n) Diligent inquiry orexamination in seeking facts or principles:laborious or continued search aftertruth…(v) To search or examine withcontinued care; to seek diligently for thetruth.” The student/teacher will be askedto research God’s Word, the Bible, forbasic principles upon which to reason. Adictionary and concordance will becomethe student’s best friend. Our FoundingFathers believed that the first thing theydid when confronted with a new idea orsituation, was to search God’s Word to seewhat it said. The student will beresearching the Word of God for principlesupon which to live life.

Reasoning:

According to Webster’s 1828 Dictionary,reason means, “(n) The cause, ground,principle or motive of anything said ordone; that which supports or justifies adetermination, plan or measure…(v) Toexercise the faculty of reason; to deduceinferences justly from premises…To argue;to infer conclusions from premises, or to

deduce new or unknown propositions fromprevious propositions which are known orevident. To reason justly is to infer frompropositions which are known, admitted orevident, the conclusions which are natural,or which necessarily result from them.”The student will be reasoning from theBiblical principles he/she will discover oraffirm. The student will be asked toexercise the “gray matter” —as one manput it…to think!

Relating:

According to Webster’s 1828 Dictionary,relate means, “(v) To tell; to recite; tonarrate the particulars of an event; as, torelate the story of Priam; to relate theadventures of Don Quixote.” The studentwill be relating to themselves and othersthe lessons studied and the conclusionsmade. They will also be relating thelessons back to their own lives so that theprinciples are internalized and becomepart of the child.

Recording:

According to Webster’s 1828 Dictionary,record means, “(v) To call to mind, toremember…to register; to enroll; to write orenter in a book or on parchment, for thepurpose of preserving authentic or correctevidence of a thing; as, to record theproceedings of a court; to record a deed orlease; to record historical events…(n) Aregister; an authentic or official copy ofany writing, or account of any facts andproceedings, entered in a book forpreservations.” The student will be askedto record many different things in anotebook that becomes their personalhistory of all they have learned.

This then is the core of the principleapproach. Through these steps, thestudent is led and taught Biblicalreasoning. Through Biblical reasoning,the student can take a contemporaryissue, research that issue Biblically,governmentally, historically, and basedupon his findings, come to the right andproper decisions.

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Wait a minute…IRemember HearingSomething AboutNotebooks?

As the student progresses through theseries, America’s Christian History,questions will be posed; research will benecessary. At each step, the student willbe asked to write these things down inhis/her personal notebook. As thenotebooks are designed to be kept formany years, there must be ground rulesfor the formation of them. The followingare suggestions which I have found workvery well as guidelines to assist thestudent to form an orderly, well thoughtout notebook, one which will be cherishedfor years to come. (Younger students whoare not able to write, are encouraged tostill create a notebook of pictures andpossibly simple sentences.)

Notebook Rules:

1. Sentences must becomplete thoughts.Proper grammar mustbe used at all times.The idea is thatthese notebooks willbe something torefer back to in thefuture. Care needsto be taken toensure that thewhole thought andmeaning is writtendown so that keyideas are notlost. Have youever looked backon notes you’vetaken and notknown whatthey meant? Ihave, and thelessons the studentwill be learning aretoo valuable to lose.

2. Titles of each section and datescompleted should be recorded. This willhelp the student to stay organized, and itwill also help in the future when lookingfor key ideas.

3. The notebook should reflect not onlywhat is being learned, but the skills ofthinking and reasoning. The studentshould detail why he believes a certainway. Encourage the student to write downas much as possible so that the lesson willmake sense when reread. It has been saidthat if someone teaches a subject, he/shewill learn it twice as good. By taking thetime for the student to reflect upon whathe/she has learned, the principle willquickly become internalized.

4. All notebooks should be kept tidy andneat. They should reflect the individualityof the student. They should reflect theimportance of the subject and lessonslearned.

5. Always write in ink using a clear,careful handwriting or a typewriter. This

will allow for easier readingboth by the teacher and any

future readers.

6. Care should be given in theappearance and ar-rangement of the

notebook. It should bean object of pride whichthe student is willing to

share with others. If astudent is allowed tokeep a trashy notebooks,he/she will not believe

the lessons are important.The lessons learned aregoing to be like no othersthey will have experienced.

The uniqueness andimportance shouldalways be pointed out.

7. When extra activi-ties are done, includethem in the notebook

also. Have the studentinclude graphs, pictures of

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projects, and how they relate to theprinciples learned. These activities willreinforce the principles learned.

8. Daily recordings may be made inpencil with the correction of spelling andgrammar errors corrected. A finalrewriting in ink should then be preservedin the notebook.

9. Encourage the notebook to be areflection of the personality of eachstudent. They are not meant to all lookexactly the same. The notebook is awindow to the student’s integrity, atten-tiveness, inventiveness, and neatness.Encourage a careful neat job. Remembereach student is individual and thushis/her notebook will be unique.

10. As each principle is studied, devoteat least a page to the discussion of theprinciple and what it means to the studentbefore the study. Then reflect on it afterthe principle has been studied. Have thestudent reflect on what he/she haslearned.

OK, we’ve discussed the ideas behind theprinciple approach and the formation ofstudent notebooks, sooooooo....let’s begin.

Why Study History?

For hundreds of years, our nation’schildren were raised with the knowledgeof God’s providence in the history of theworld. For the last one hundred fiftyyears, these important elements havebeen forgotten. In the zeal for informationand wisdom, we have forgotten the sourceof all knowledge and wisdom…God! Aslight twist occurred on Romans 1:22,professing to be wise, we, God’s church,became fools. The end result of this lackof remembering is that our children haveno national heroes, and no great men andwomen to pattern their lives after. Wehave lost the very virtues of courage,compassion, faith, and steadfastness thathelped to make our people and our nationthe greatest on the earth. AlexDetouqueville in 1833, said, “America isgreat because her people are good, andwhen her people cease to be good,American will cease to be great.”

Throughout the books of Deuteronomyand Acts, we are repeatedly told toremember the great deeds of God. We arecommanded because remembering beginsthe repentance process of rebuilding thenation.

A very dear lady once said, “Americafrom the days of creation has been forGod’s glory and for His people and if Hispeople will be willing to learn what He hasdone for them in the days past, repent, andask God’s forgiveness for forgetting whatHe has done in bringing America intobeing, God will deal with her enemieswithin and without.”

If we do not remember our history, thenmistakes tend to repeat itself. Anexample of this is the separation of churchand state which has become one of themost controversial topics in the SupremeCourt today. What we have forgotten isthat when the Constitution was beingcreated, eight of the thirteen colonies hadstate religions. The people did not want

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one religion to gain all the power and beforced on the rest as the National Churchof England had been. They wrote the firstamendment not to protect the state fromreligion as we have been told, but toprotect religion from interference from thestate. George Washington was to write:

“If I could have entertained the slightestapprehension, that the constitution framedin the convention, where I had the honor topreside, might possibly endanger thereligious rights of any ecclesiasticalsociety, certainly I would never haveplaced my signature to it; and, if I couldnow conceive that the general governmentmight ever be so administered as to renderthe liberty of conscience insecure, I beg youwill be persuaded, that no one would bemore zealous than myself to establisheffectual barriers against the horrors ofspiritual tyranny, and every species ofreligious persecution — For you doubtlessremember, that I have often expressed mysentiments, that every man, conductinghimself as a good citizen, and beingaccountable to God alone for his religiousopinions, ought to be protected inworshipping the Deity according to thedictates of his own conscience.”

—Excert from a letter to the UnitedBaptist Churches of VirginiaMay 10, 1789

Many people, even historians will tellyou that this country was founded bydeists, unruly adventurers, and religiousoutcasts. Our research, however; hasfound that our Founding Fathers had adeep abiding faith in God and believedthat God’s providence ruled their lives.We have found countless records of God’smiracles in forming this nation. There isa whole new world of Christian heritagejust waiting to be learned. If we as adultsdo not learn this heritage and teach it toour children, then it will die and beforgotten and as Alex Detouquevilleforesaw, American will cease to be great.

A few years before we began our study,when my family realized how bad our

nation was becoming, I asked my two sonswhat we should do. Their answer was tomove to another country. After studyingour American Christian history now formany years, the same question brings adifferent answer. They both withouthesitation will tell you that this countrywas founded by God and has beenmaintained by God. This means that theywant to take an active part to changeAmerica back to its greatness. They arewilling to give their lives, their fortunes,and their sacred honor to bring Americaback to God. I recently had someone tellme that I had raised up two FoundingFathers. It’s my prayer that that’s exactlywhat I have done, but what’s moreimportant, you can too.

History used to be just names, dates,and places, but when you study America’sChristian history, you realize that “HisStory” is actually about people whosacrificed and died for what they believedin to allow us to be able to have thefreedom we exercise each day.

It’s Samuel Adams who at the Battle ofLexington, while the patriots werespeeding him away to safety, stopped ashe crossed a field. In the distance he couldhear the gun fire and knew his friendswere dying, but he also reflected on the

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dawning of a new age for his belovedcountry and declared, “O what a gloriousmorning this is!”

It’s Robert Morris who was one of therichest men in America, but gaveeverything he had to General Washingtonto use for his army. Just before the Battleof Trenton, Washington came to Morrisand told him that his soldiers had notbeen paid for six months, but if he had just$10,000 he could win the next battle.Morris cried because he’d given everythinghe had and could give no more. AsMorris later that day walked down thestreets of New York City, he met a Quakerfriend. The friend seeing his greatdistress, inquired as to the problem.Morris explained that his general needed$10,000 to win the next battle and hedidn’t have the money. His friend said,“Morris, I know you are an honest manand will work until you pay me back.” Hegave Robert Morris the money on thespot. George Washington was able to goon and win the Battle of Trenton onChristmas morning.

It’s a Pennsylvania Quaker who took awalk in the middle of the winter and cameupon a man kneeling in the forest prayingto God for guidance and the salvation ofhis country. He was to return home andwrite in his diary that the country wouldmake it and would become great becausehe had not only seen, but heard GeorgeWashington pray.

It’s about the French king who in 1746,resolved to lay waste to the entire easternseacoast from Nova Scotia to Georgia.Seventy ships-of-the-line set sail fromFrance. They were supposed to leave inMay, but high winds and seas preventedthem from leaving until June 22nd. Afleet of British ships went after them,seven times, but each time was repeatedlyblown back and couldn’t catch the Frenchfleet. Four French ships-of-the-line werewaiting in America for the main fleet toarrive from France, but they did not knowof the delay in France. Fog, winds, andstorms finally confused them and theyreturned to France passing the main fleetin the fog. The main French fleet hadbeen blown further south than planned.This lengthened their voyage to threemonths and caused a mortal sickness toaffect the men. Thirteen hundred mendied at sea and the rest were severelyweakened. When news of the fleet hadreached the colonies, the people werefilled with fear. Men began to march forthe sea ports to defend them. But thenthey remembered the faith of their fathersand fasted and prayed. As the mainFrench fleet approached Halifax Harbor, agreat gale arose. The fleet becamedistressed with many ships sinking. Afterthat, a dense fog enveloped the fleet fordays. When the French Admiral finallymade it into the harbor, he found he hadonly four ships left. He died four dayslater from disgrace. The Vice-Admiralseeing the loss of the fleet and the deathsof the men took his own life. Whatremained of the fleet landed, but withindays eleven hundred thirty more menwere to die of a strange disease. Anotherstorm encountered them as they tried toleave. Then on October 16, 1746, a greatstorm arose, the worst of any thus far andthe reports talked about how the darknesswas unbelievable. It should be noted thatthe 16th. of October had been declared asa day of fasting and prayer throughout thecolonies. Well, two ships finally were tomake it back to France. The captain ofone of them basically told the King not todeal with America when she kneels andprays. Thus New England stood still andsaw the Salvation of the Lord.

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Can you imagine what this nationwould be like if the virtues and values ofold were reinstalled in our people? Whatdifference would it make each day as eachperson awoke knowing that he/she wasimportant and that his/her actions duringthe day could make a difference in thenation and the world. During one of ourstudies on World War I, the boys and Iwere able to outline the seven principlesleading up to the start of “the war to endall wars”, but we discovered a strangesituation. Every cause we could find wasliterally a godly principle turned upsidedown and made wrong. Because no oneremembered the lessons of the past, orabout God’s providence, no one saw thedanger ahead.

For hundred of years in America, theeducation of our youth was held as asacred duty of the parents. Parentsbelieved and accepted the responsibilityfor insuring the proper education of theirchildren. The education was therefore,done in the home or in a school run by thelocal church. The entire education systemwas God-centered not man-centered as itis today.

Why in American should we haveAmerican Christian Home Schools andAmerican Christian Schools? Just howimportant is it to have our schoolsAmerican-Christian in structure? Bystudying about America’s Christianhistory, the student learns about thequalities and characteristics of God. Thestudent learns how to live, and whichvalues are worth cultivating. The studentlearns about him/herself and who theyare. By studying history, the studentlearns of the mistakes of history and canlearn how not to repeat them. Thestudent also learns that the Bible statesthat everything that can happen hasalready happen.....only the names anddates change. By studying AmericanChristian history, the student learnsabout the three divine institutions createdby God: Home, Church, and civil govern-ment. Within these divine institutions,there are two spheres within whichgovernment can operate: the internal and

the external. By studying AmericanChristian history, the student learns thatthe sphere of government which is themost sacred is that which is within, theone you do not see. If you are a goodsteward of the unseen, then you will be agood steward of the seen. Each of theseven principles that you will be teachingwith reflect these seen and unseencharacteristics.

In order to maintain our ChristianNation, it is not necessary that all itscitizens are Christians, but a majority ofits citizens need to be. America’sChristian history is the story of God’s planfor America.

Where Do I Start?The core period which we studied was

comprised of the period from thereformation in Europe to the signing of theUnited States Constitution. It was duringthis period that the national character ofour nation was forged.

What I did not know as we set off on ouradventure into history was that thelessons learned in this foundational periodwould be translated effortless into otherperiods of history and even other subjects.I’ll never forget the day my youngest soncame excitedly up to me. He’d beenstudying on his own and had a marvelousdiscovery to share. He’d been ponderingthe reason for fighting the civil war. He’dstudied the people, the leaders, and all thereasons historians usually give. Hisconclusion was that if the war had notbeen fought, then our nation would nothave stopped Hitler during World War II.He then proceeded to give me a detailedlisting of why he believed this. Now, Iwant you to realize that I had not taughtthe civil war period nor World War II. Thestudying was all on his own and the prideof reasoning it out caused such a warmglow on his excited little face. My point isthat the skills you and your students willbe developing will easily transfer to otherperiods of history and other subjects aswell.

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What is YourPhilosophy ofGovernment?

In order to begin teaching, you mustfirst understand a few basic vocabularywords, concepts, and definitions. To beginwith, you must understand yourphilosophy of education. That is what youdesire to be the end product of theschooling. But you must also understandthat your philosophy of education will restentirely on your philosophy of government.

So.......what is government? To manypeople, government is “big brother.” Toothers, it’s something to fear. According toWebster’s 1928 Dictionary, which was thelast Christian dictionary published inAmerica, and the reason we use it,government is defined as:

Government — “1. Direction; regulation.These precepts will serve for the

government of our conduct. 2. Control;restraint. Men are apt to neglect thegovernment of their temper and passions.3. The exercise of authority; direction andrestraint exercised over the actions of menin communities, societies or states; theadministration of public affairs, accordingto established constitution, laws andusages, or by arbitrary edicts. ”

Another way to say it is thatgovernment is the flow of power andcontrol. Another concept you mustunderstand is liberty. Most people believethat liberty is being able to do whateveryou want to do. Another populardefinition is the right to do anything thatdoes not infringe on the rights of another.But, what does Webster say???

Liberty — “1. Freedom from restraint, ina general sense, and applicable to thebody, or to the will or mind.....2. Naturalliberty, consists in the power of acting asone thinks fit, without any restraint orcontrol, except from the laws of nature. Itis a state of exemption from the control ofothers, and from positive laws and theinstitutions of social life. This liberty isabridged by the establishment ofgovernment. 3. Civil liberty, is the libertyof men in a state of society, or naturalliberty, so far only abridged andrestrained, as is necessary and expedientfor the safety and interest of the society,state or nation. A restraint of naturalliberty, not necessary or expedient for thepublic, is tyranny or oppression. Civilliberty is an exemption from the arbitrarywill of others, which exemption is securedby established laws, which restrain everyman from injuring or controlling another.Hence the restraints of law are essential tocivil liberty. {The liberty of one dependsnot, so much on the removal of all restraintfrom him, as on the due restraint upon theliberty of others.—Ames} 4. Politicalliberty, is sometimes used as synonymouswith civil liberty. But it more properlydesignates the liberty of a nation, thefreedom of a nation or state from all unjustabridgment of its rights and independenceby another nation. Hence we often speak of

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the political liberties of Europe, or thenations of Europe. 5. Religious liberty, isthe free right of adopting and enjoyingopinions on religious subjects, and ofworshipping the Supreme Being accordingto the dictates of conscience, withoutexternal control......Liberty of the press, isfreedom from any restriction on the powerto publish books; the free power ofpublishing what one pleases, subject onlyto punishment for abusing the privilege, orpublishing what is mischievous to thepublic or injurious to individuals.”

Liberty obviously carries with it anindividual responsibility. Liberty withoutresponsibility is anarchy. We will belooking into these ideas in greater detaillater on. For the moment think back tothe time of 1776. If you could see all thepower and control in our nation, youmight see something like this:

From this drawing, you can see that theindividual exercised a great amount ofcontrol over his/her actions. Theinfluences on the individual then arefollowed by the church, local communities,the colonial and a national influence. Thisability to control one’s own life, thoughts,actions, and deeds is called self-government. By contrast, think about theway our lives are now. A form ofgovernment rules just about everythingwe do from driving our cars to teachingour children. The same diagram todaymight look similar to this:

— Martin Luther

I would like to suggest that this declinein the individual liberty is not from theover enpowerment of our Federal andState governments, but more from thesubmission of that power by the AmericanChristian. No one has come in and forcedus to have a corrupt and immoralgovernment in our capitals. What hashappened is that the American Christianhas allowed evil men and their purposes tocome into power. By not keeping an eyeon our representatives and elected officers,we have allowed them to do wrong withoutworry of repercussions.

The Virginia delegation to theconvention once reminded our leaders thatthe eagle is our national emblem becauseit has keen eye sight, and we must keepan eagle eye on our representatives to besure they are doing right.

It’s time we as adults began to developthe skills and teach our children the skillsnecessary to stop the evil and wrongs inour nation.

Individual Control over actions and thoughts.

Influence of the Church

State Control

Federal Control

Federal Control

State Control

Church

Individual

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So why study history and government?What happens to you “within” when youshare your personal history and/or witnesswith someone? Are you uplifted? Are youencouraged to persevere? Do you findyourself praising God? Do you get excited?What about the person you are sharingwith? Are they encouraged and upliftedtoo? Are you both looking forward to God’sworking in your lives? What do you thinkwould happen if you never shared your“story” with others and no else did either?Would you be discouraged, fearful,despondent? Would you fall away fromGod and His principles?

I’d like to suggest that this is what hashappened to our nation. We haveforgotten the mighty miracles of Godduring the history of our nation. We havethus become discouraged and have fallenaway from God nor do we as a nationvalue that which Godhelped to create.

By studying history,you will be learning andteaching the Biblicalprinciples ofgovernment, how to doBiblical reasoning, theChristian history of ourland and the hand ofGod in history. After all,isn’t history just “Hisstory”. You will move from internalpurpose to the resulting external power.We need to study America’s Christianhistory because we are the recipients ofthe greatest blessings of liberty in thehistory of the world. But we can lose theseblessings of liberty if we do not startlearning and remembering the mightyworks of God.

If you look at a time line of your life as aChristian, you will find a period of time

when you did not know God. Then therewas a time when you met Him and turnedover your life and soul. You are now in aperiod of time when God’s laws rulesupreme in your heart. God’s laws willalways be far superior to any laws madeby man. Jesus reminded us of this whenhe shared the Sermon on the Mount.

A B C

Now, reason for a moment. Did youhave more freedom internally at point Aor C (before knowing God or after meetingHim?)

If you look at thehistory of the worldyou would find aperiod of time beforeChrist when men wereruled by power andfear. The strongestman was the ruler.There was no way thatman could be rejoinedwith God. ThenChrist came, died, and

rose again to give us life. We are in a timeafter Christ.

As you study the Christian history ofour country, you will see a similarprogres- sion. As you look at some of themajor events of history in the chart on thenext page, was there more freedom andindividual liberty at point A or B...whatabout point B or C....what about point C orD....?

“All that is necessaryfor the triumph of evilis for good men to do

nothing.”— Edmund Burke

Your Life BeforeKnowing Christ

Your Life AfterKnowing Christ

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B.C. A.D.

Links #

1 — Creation2 — The Law3 — Christ4 — Paul/Gospel to Gentiles5 — Bible into English6 — Columbus7 — The Pilgrims8 — The Constitution9 — Pioneer Period/Missionaries

As you and your students study God’shand in history, you will come to be ableto answer the following questions.

1. What characteristics does a personneed to nurture and develop to takepossession of the subject studied?

2. What characteristics does one need tonurture and develop to take theresponsibility to reclaim our civilgovernment?

As these answers form, it will quicken alove of God. It will quicken a love of one’scountry. It will quicken the desire to rightthe wrongs in our nation. It will quickenthe appreciation of the cost of ourChristian and civil liberties. It willquicken the appreciation that we arebought with a price. In the end, you andyour students will know how to lead in theadvance of others and how to influencesociety. It will inspire hope for all futuregenerations.

OK, so what about a philosophy ofgovernment. There are three points toconsider when you consider yourphilosophy of government.

1. What is man?

The Pagan idea of man says thatman is the product of evolution.Man has a temporary existence.Man is made to serve the state.According to Richard Frothing-ham’s, The Rise of the Republic ofthe United States, 1890, “Theindividual was regarded as ofvalue only as he formed a part ofthe political fabric, and was able tocontribute to its uses, as though itwere the end of his being toaggrandize the State. This was thepagan idea of man.”

The Chain of Christianity Time LineNine Major Links

1 2 3 4 5 6 7 8 9A B C D

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The Christian idea of man saysthat man was uniquely created byGod for a purpose. Man is themost important of all creation.Richard Frothingham, again, said,“Christianity then appeared withits central doctrine, that man wascreated in the Divine image, anddestined for immortality;pronouncing, that, in the eye ofGod, all men are equal. Thisasserted for the individual anindependent value. It occasionedthe great inference, that man issuperior to the State, which oughtto be fashioned for his use. Thiswas the advent of a new spirit andnew power in the world.”

2. How is man governed?

Man will be governed. One way oranother — either by externalforces or by internal control —man will be governed. Accordingto the pagan idea of man, man canbe governed only by externalenvironmental conditioning or byanimal-like instincts likeselfishness.

The Christian idea of man saysthat man can be and was designedto be governed internally byChrist. This is why in the Book ofProverbs we find so manyreferences to internal control ofone’s self.

3. What form of civil government is bestsuited for man in society?

The pagan idea of man says thatexternal laws should rule allaspects of man’s life. The centralsource of power should be outsidethe individual. It says thatcoercion should be used to create aunion with conformity. We seethis form of government incountries such as Libya, Russia,

and Bosnia. Fear becomes thegreatest force keeping the peoplein line.

The Christian idea of man saysthat there exists a system ofinternal laws which protect therights of the individual. That bythe power of Christ, man is able togovern him/herself internallywithout extensive external laws.This creates Christian cooperationand unity with diversity.

Jedidiah Morse wrote concerning thereaction of the colonies on hearing aboutthe closing of Boston Harbor:

“The colonies had grown up underconstitutions of government so different,there was so great a variety of religions,they were composed of so many differentnations, their customs, manners andhabits had so little resemblance, and theirintercourse had been so rare, and theirknowledge of each other so imperfect, thatto unite them in the same principles intheory, and the same system of action, wascertainly a very difficult enterprise. Thecomplete accomplishment of it, in so shorta time and by such simple means, was,perhaps a singular example in the historyof mankind—Thirteen clocks were made tostrike together; a perfection of mechanismwhich no artist had ever before effected.”

Rosalie Slater continued the thought,“Within the space of two months, for thefirst time in Christian history, threemillion people achieved Biblical ChristianUnity. As the support flowed in to thetown of Boston, the colonies foundthemselves united both in the cause ofLiberty and in the ‘unity of spirit’.…”(Teaching and Learning America’s ChristianHistory, p.263)

Take a moment and begin forming yourphilosophy of government. Create yourfirst notebook page. Give it a title of “MyPhilosophy of Government.” Using thedictionary provided at the end of the book,

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read the definitions of the followingwords, then write the definition of theword as you perceive it to mean:

pagan governmentinternal externalpower causativecoercion visiblecooperation unitydiversity environmentalaggrandize

Now in your words, write down how youwould answer the three questions justtalked about in this section.

1. What is man?

2. How is man governed?

3. What form of civil government is bestsuited for man in society?

Now in a sentence, summarize yourphilosophy of government.

What is YourPhilosophy of Education

National character is responsible for theform of government a nation has, butnational character is determined by theeducation in the home and school. Let’slook at your philosophy of Education.There are three parts of the philosophy ofeducation, the content of the educationwhich refers to teaching the student whatthey are and who they are in relation tothe world; the method of education whichis how you teach; and the end resultswhich are the goals you want out of theeducation process. . . what do you want thestudent to know.

1. Content — Telling the student whatand who they are.

The pagan idea of man says thatGod is nonexistent. It takes Godout of all subjects. It does notteach a society to be good or moral,but does teach that strong civilgovernment is needed to controlsociety. In most public schoolstoday, this takes the form ofhumanism.

The Christian idea of man saysthat all subjects which can bestudied originated with God. Itteaches that God governs allthings, and that He is alsoprovidential. John Locke,referring to the instruction ofchildren, wrote, “As the Founda-tion of this, there ought very earlyto be imprinted on his Mind a trueNotion of God, as of theindependent Supreme Being,Author and Maker of all Things,from whom we receive all ourGood, who loves us, and gives usall Things.” (Christian History of theConstitution, p.401)

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2. Method — How do you teach a subject.

The pagan idea of man says thatto teach you must appeal to thecarnal nature. You must enter-tain, shock the student, teachhim/her to do what he/she likes todo, and use all sorts ofstimulation, because withoutstrong external forces, the studentwill not learn.

The Christian idea of man saysthat you must minister to thestudent. You must rebuke,correct, train, and challenge thestudent. You must meet thestudent where they are and raisethem up to where you want themto be. You teach the student toreason and use real life situationsto drive the lessons home. Youuse principles and teach torestrain the passions and instillreligious freedom. You teach thestudents to clean up theirlanguage and preserve Biblicalterms. You teach the individualityof the student and the subject.

3. End Results — What do you reallywant them to learn?

The pagan idea of man says thatan individual who is lawful willneed and want a strong externalmaster. It produces consumers,but irresponsible citizens who willnot accept the responsibility oftheir actions, but blame others.Think of all the court cases wherethe blame for the crime is placedoutside the accused.

The Christian idea of man saysthat an individual should lovewalking in liberty and will want to

know how to be free from sin’sbondage. They will desire to walkwith God. They will have godlymoral characteristics and will becapable of leading others. Theywill be well equipped with theskills and knowledge needed.

Using the dictionary in back of the book,write the definitions of the followingwords in your notebooks.

character restrainpassions freedompreserve moraleducation foundationcarnal rebuketrain challengecorrect

Consider what the Bible has to sayabout the character of man. In yournotebooks write the following Bible verses.Look them up in your favorite Bible.

Proverbs 4:23 Proverbs 23:7Matthew 15:18 Luke 6:45Romans 10:10 Esp. 3:16Hebrews 8:10 I Samuel 16:7II Corinthians. 3:3

Now consider and ponder for a momentthen record your philosophy of education.What do you want to be the end result ofyour teaching. What internalcharacteristics do you want the student tolearn. What external characteristics doyou want the student to learn.

You have developed your philosophy ofgovernment and education. Let’s take alook at the principles you will be teaching.

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Principle One —Individuality

Statement of Principle: “Everything in God’suniverse is revelational of God’s infinity,God’s diversity, God’s individuality. Godcreates distinct individualities. Godmaintains the identity and individuality ofeverything He created. ”

— Rosalie Slater, Teaching & Learning America’s Christian History

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

principle foundationindividuality integrityunique revelationalinfinity diversityfederal constitutionalrepublic Christian

Leading Ideas: This principle teaches thateverything in God’s universe helps us todiscover what God is like. We candiscover that He is endless, has manycharacteristics, and is unique. It teachesthat God not only creates, but he protectsand maintains that which He creates.This teaches that everything in nature,including you and me, has been createddistinct and for a purpose. We are notjust a piece of sand in a box that is shakenand thrown upon the shore.

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked to

research Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblical passagesfor ones which relate to the principle.Suggested Biblical references are given inthe front of each chapter.

The student will then learn about thegovernmental and historical evidence ofthe principle. After which, the studentwill be asked questions to consider andponder to reflect the principle back tohis/her own life.

Background of the Principle: Now there aresome key ideas which need to beunderstood as the teacher begins thelesson.

•Everything that God creates is uniqueand for a purpose.

Internal evidence for this is that everyperson has feelings, emotions, dreams,goals, ideas, and thoughts that areuniquely his/hers.

The external evidence for this is thateach person looks different. Even twinsare different if you look carefully. It’s likethe snow flake. Everyone is different tolook at.

Everything in creation was created for apurpose. The continents for example areeach unique and designed for a purpose.The higher levels of our series go into thistheme in greater detail.

•God is not an absent landlord. What Hecreates, He provides for and protects. Andwhen necessary, God is willing to step intoevents to forward His will and plans. TheFounding Fathers deeply believed this asthe following account testifies:

During the Constitutional Conventionshortly after our nation had won itsindependence from Great Britain, theywere many debates. At one point, thetempers were flaring and the convention

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seemed on the point of dissolving. Butthen Benjamin Franklin asked to addressthe floor and said:

“Mr. President,

“The small progress we have made, afterfour or five weeks’ close attendance andcontinual reasonings with each other, ourdifferent sentiments on almost everyquestion, several of the last producing asmany Noes as Ayes, is, methinks, amelancholy proof of the imperfection of thehuman understanding. We indeed seem tofeel our own want of political wisdom,since we have been running all about insearch of it. We have gone back to ancienthistory for models of government, andexamined the different forms of thoserepublics, which, having been originallyformed with the seeds of their owndissolution, now no longer exist; and wehave viewed modern states all aroundEurope, but find none of theirconstitutions suitable to ourcircumstances.

“In this situation of thisassembly, groping as it were inthe dark to find political truth,and scarce able to distinguishit when presented to us, howhas it happened, Sir, thatwe have not hitherto oncethought of humbly applyingto the Father of Lights toilluminate our understand-ings? In the beginning ofthe contest with Britain,when we were sensible ofdanger, we had daily prayers inthis room for the divine protection. Ourprayers, Sir, were heard; — and they weregraciously answered. All of us, who wereengaged in the struggle, must haveobserved frequent instances of asuper-intending Providence in our favor.To that kind Providence we owe this happyopportunity of consulting in peace on the

means of establishing our future nationalfelicity. And have we now forgotten thatpowerful Friend? Or do we imagine we nolonger need its assistance? I have lived,Sir, a long time; and the longer I live, themore convincing proofs I see of this truth,that God governs in the affairs of men.And, if a sparrow cannot fall to the groundwithout his notice, is it probable that anempire can rise without His aid? We havebeen assured, Sir, in the Sacred Writings,that ‘except the Lord build the house, theylabor in vain that build it.’ I firmly believethis; and I also believe, that, without Hisconcurring aid, we shall succeed in thispolitical building no better than thebuilders of Babel; we shall be divided byour little, partial, local interests, ourprojects will be confounded, and weourselves shall become a reproach and aby-word to future ages. And, what isworse, mankind may hereafter, from thisunfortunate instance, despair ofestablishing government by human

wisdom, and leave it to chance, war,and conquest.

“I there fore beg leave to move,

“That henceforth prayers,imploring the assistance of

Heaven and its blessing on ourdeliberations, be held in thisassembly every morning beforewe proceed to business; and that

one or more of the clergy of thiscity be requested to officiate inthat service.”

Footnote: From that day to thispresent day, our national congress openseach session with prayers. One manremembered that God intercedes for ournation and the convention was set back onits proper course.

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Biblical Evidence: The following are just afew of the Bible verses which you can useto illustrate that this principle is Biblicalin nature.

Psalms 104:1-20 John 1:3I Corinthians 12:4-11 Ephesians 4:6Deuteronomy 4:39 Psalm 139:7-8Jeremiah 23:24 I Kings 8:27Psalms 147:5 I Corinthians 4:7I Corinthians 15:41 Isaiah 46:9Jeremiah 10:6 Romans 11:36Colossians 1:16-19 I Corinthians12:4-6

Governmental Evidence: If a person isself-centered, he/she believes that they donot need anyone; they do not need laws;and they can do anything they want to.This leads to rebellion, anarchy,humanism, and slavery.

If a person is in a society ruled by oneperson, whether that person be a king,dictator, or even a small group ofdictators, he/she is subject to the wantsand demands of the individual(s) inpower. This leads to tyranny, socialism,communism, and slavery.

If a person is Christ centered, he/shehas self-government with voluntary union.They have liberty with law. They form agovernment with the consent of thosegoverned. They have individualresponsibility. They have a ChristianConstitutional Federal Republic, which isthe true name of the form of governmentthis nation has.

Throughout history, we can see thatanarchy leads to tyranny which leads intime leads again to anarchy. The onlyway to stop this circle is the outsideinfluence of Christ on the internal natureof the individual.

Goals for Teaching this Unit: The studentshould learn about his/her importance.The student should be able to list his/herqualities which make him/her uniquelydesigned by God and be able to use thislist to determine the direction for his/her

life. The student should be able to listinternal and external examples ofindividuality. The student should be ableto recognize how an individual can make adifference — in the family — in the church— in the community — in the state — andin the nation. The student shouldunderstand the difference between thepagan idea of man and be able to contrastit to the Christian idea of man.

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If a conceptis not being understood, find an activitywhich illustrates it and substitute it forthe next regular lesson. Remember thatoften times a student will becomeinterested in an event, person, ordocument. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Memorize the poem on Christian

Individuality.•Make a time-line of the child’s life using

colored pictures the child draws. Pointout the times that God’s hand can beseen in the child’s life.

•Make a wall chart which shows how thechild is growing. Keep track of theheight, weight, age, color of hair, eyes,and have the child write his/her nameafter each entry. Share how unique thechild is.

•Take a nature walk and study howGod’s creation is unique.

•Make thumb-print drawings. Use fingerpaint—have the child make a picture byusing his/her thumb-print.

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•Make hand prints and compare thedifferences.

•Make a body outline of the child on alarge piece of paper. Have the childcolor in the outline. Make a back outlinetoo. Cut the outlines out, staple thesides together and stuff with crushedpaper. The life-size paper-child canstand in the child’s room or classroom toremind them of how unique they are.

•Make a chart to show how the childtakes care of his/her personalbelongings.

•Make a chart to show how well the childtakes care of his/her personal care. Listthings such as showers, combing hair,clean clothes, and being able to limitthe amount of TV they watch. Talkabout how important it is to take care ofGod’s greatest possession—YOU!

LEVEL B•Have students memorize the poem,

“God Made Me Special”•Have students bring in picture of

themselves and design a poster showinghow unique each is.

•Make a poster with each student’sprinting or handwriting to show theindividuality of each person.

•Have students make or designsomething. Then have them do it again.Discuss the differences between thetwo. Is each unique? Is this anexample of how God works...are we notcreated in His image?

•Make a time-line of the child’s line.Have the child find pictures of theimportant events. Talk about how God’shand can be seen in the time-line.

•Make a chart of responsibilities whichthe child has at school and home. Havethe child keep track of whether or notthey did these things on their own ordid they have to be reminded.

•Read the story of King David from theOld Testament. Have the child create atime-line and trace the hand of Godthrough David’s life.

LEVEL C •Memorize the poem on individuality.•Make a list of the things the child doeswell. Talk about how God gives gifts toeach person. It is our responsibility to Godto use His gifts wisely.•Make leaf drawings. Place a leaf under asheet of drawing paper. Rub a crayon orpencil over the paper. The leaf outline willbe reproduced on the paper. Talk abouthow each leaf is unique.•Study several animals in nature. Learnand discuss how each one is uniquelydesigned by God for a purpose. CharacterSketches from Institutes for Basic YouthConflicts is an excellent resource.•Study the types of cannons which menhave designed over the years. Each one isuniquely made for a specific purpose. Talkabout how when God designed things itwas the same way.•Study the different uniforms which wereused during our American Revolution.Each one was uniquely designed to reflectthe character of the people who worethem. The book, Paper Soldiers of theAmerican Revolution is an excellentresource.

LEVEL D•Have student(s) make a clay map of yourhome state. Study how it is unique.•Have student(s) make a clay map of yourhome town. Study its history. Write areport on God’s hand in your town.•Study the local plants and animals. Havestudent(s) write a report on how thesemake your area unique.•“T” the principle to show how eachperson is individual by showing theinternal and external things which makea person unique. When you “T” aprinciple you create a chart which lists theinternal properties on one side and theexternal properties on the other. Forexample:

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LEVEL G•Read the book, John Calvin by T.H.L.Parker.•Study the geography of the Holy Land.Discuss why it was created as it was.•Read selected parts of the book,Conversions by Hug T. Kerr and JohnMulder.•Study current events. Lead a discussionon how the layout of the continents affectwhat is happening today.

LEVEL H•Read the book, Great Voices of theReformation by Harry Emerson Fosdick.•Study the geography of Jerusalem.Discuss the part it played in history.•Read selected parts of the book,Conversions by Hug T. Kerr and JohnMulder.•Study current events. Lead a discussionon how the layout of the continents affectwhat is happening today.

What Makes Me Unique?

thoughts hair color dreams shape of my head beliefs the way I act

•Study the weather in your area. Havestudent(s) create a weather map anddiscuss how your area is unique.

LEVEL E•Study your local area in terms of how itis unique. Study the plants, land forms,climate, and other areas of interest.•Study map making and how it wasimportant to the early explorers. •Study how to make a map and thenmake one of your local area.•Study the geography of your state.•Study the type of food, clothes, shelterused by the early settlers of your state.•Interview an older person who has livedin your area for many years. Write howGod’s hand is clear in that person’s life.

LEVEL F•Study the physical geography of NorthAmerica. Have student(s) explain whyAmerica was laid out the way it is by God.Do certain land types lend itself more tofarming or exploration than others? Whattype of natural barriers does our countryhave? Are some greater barriers thanothers? How would this have affected ourhistory?•Study the life of George Washingtonusing the book, George Washington TheChristian by William Johnson.•Study the life of Benjamin Franklin.Have student(s) write an essay on God’shand in his life.•Have student(s) write an essay on howGod is using him/her.

InternalCharacteristics

ExternalCharacteristics

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My Mother’s BibleBy George P. Morris

This book is all that’s left me now,—Tears will unbidden start,—With faltering lip and throbbing browI press it to my heart.For many generations pastHere is our family tree;My Mother’s hands this Bible clasped,She, dying, gave it me.

Ah! Well do I remember thoseWhose names these records bear;Who round the hearthstone used to closeAfter the evening prayer,And speak of what these pages said,In tones my heart would thrill!Though they are with the silent dead,Here are they living still!

My father read his holy bookTo brothers, sisters, dear;How calm was my poor mother’s lookWho loved God’s word to hear!Her angel face — I see it yet!What thronging memories come!Again that little group is metWithin the hall of home!

Thou truest friend man ever knew,Thy constancy I’ve tried;When all were false, I found thee true,My counselor and guide.The mines of earth no treasures giveThat could this volume buy;In teaching me the way to live,It taught me how to die!

Principle Two —ChristianSelf-Government

“It is impossible to rightly govern theworld without God and the Bible.”

— George Washington

Statement of Principle: “He knows not howto rule a kingdom, that cannot manage aProvince; nor can he wield a Province, thatcannot order a City; nor he order a City,that knows not how to regulate a Village;nor he a Village, that cannot guide aFamily; nor can that man govern well aFamily that know not how to Governhimself; neither can any Govern himselfunless his reason be Lord, Will, andAppetite her Vassals; nor can Reason ruleunless herself be ruled by God, and(wholly) be obedient to Him.”

— Hugo Grotius, 1654

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

kingdom manageprovince wieldrule ordercity regulatevillage guidegovern reasonobedient principletemperance self

Leading Ideas: No man is able to rule anytype of government externally unless he isable to rule his own nature internally.Thus a man cannot rule our countryunless he can manage a state, but a mancannot mange a state unless he can lead a

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county, but a man cannot lead a county,unless he can head a city, but a mancannot head a city, unless he can guide afamily, but a man cannot guide a family,unless he can govern himself, but a mancannot govern himself, unless he hasreason, but a man cannot have reason,unless he is ruled by and obedient to God.Each person shows his own individualresponsibility to God by learning to beself-governed based on God’s word. Whenis a person properly governed…when thatperson is governed by God! The best wayto understand and develop what is rightor wrong is to start with the TenCommandants and the Golden Rule. Allother laws ever made by man are coveredby these few. Self-government beginswith the youngest child who knows tomake its bed in the morning without beingtold, and extends to the adult who knowshow to keep an eagle eye on the electedrepresentatives at all levels ofgovernment. Self-government buildsintegrity which is sadly missing in theleadership of our nation. It wasinteresting during the last presidentialelection when the newspapers told thepublic that a candidate’s private life andmoral values have nothing to do with hisability to govern this nation. Nothingcould be further from the truth.

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked toresearch Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblicalpassages for ones which relate to theprinciple. Suggested Biblical referencesare given in the front of each chapter.

Background of the Principle: The first levelof government which the student will meetis that of the family. The family unit hasbeen the back bone of our nation since itsinception. The following excerpts werewritten in 1878 and reflects the traditionalideas of family and home government.They carry with them ideas to reflect uponfor the school classroom as well.

Home Government —What is it?

“It is not to watch children with asuspicious eye, to frown at the merryoutburst of innocent hilarity, to suppresstheir joyous laughter, and to mold theminto melancholy little models ofoctogenarian gravity. And when theyhave been in fault, it is not simply topunish them on account of the personalinjury that you have chanced to suffer inconsequence of their fault, whiledisobedience, unattended byinconvenience to yourself, passes withoutrebuke.

“Nor is it to overwhelm the littleculprit with angry words; to stun himwith a deafening noise; to call him byhard names, which do not express hismisdeeds; to load him with epithetswhich would be extravagant if appliedto a fault of tenfold enormity; or todeclare, with passionate vehemence, thathe is the worst child in the world anddestined for the gallows.

“But it is to watch anxiously for thefirst risings of sin, and to repress them;to counteract the earliest workings ofselfishness; to repress the firstbeginnings of rebellion against rightfulauthority; to teach an implicit andunquestioning and cheerful obedience tothe will of the parent, as the bestpreparation for a future allegiance to therequirements of the civil magistrate, andthe laws of the great Ruler and Fatherin heaven.

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“It is to punish a fault because it is afault, because it is sinful, and contraryto the command of God, withoutreference to whether it may or may nothave been productive of immediateinjury to the parent or others.

“It is to reprove with calmness andcomposure, and not with angryirritation, — in a few words fitly chosen,and not with a torrent of abuse; topunish as often as you threaten, and tothreaten only when you intend and canremember to perform; to say what youmean, and infallibly do as you say.

“It is to govern your family as in thesight of Him who gave you authority,and who will reward your strict fidelitywith such blessings as He bestowed onAbraham, or punish your criminalneglect with such curses as He visited onEli.”

— Mother’s Treasury, 1887

Home Government — Its Importance.

“The importance of sacredly guardingthe family relation can not well beoverestimated. It is the foundation-stone ofall that is good and pure both incivilization and religion. Take this away,and the whole fabric must topple and fall.The first government on earth waspatriarchal, and in it was contained theinception of all civil authority; and,indeed, all rightful civil government to thepresent day is only an enlarged form offamily government in a representativeform, taking into consideration the wantsand necessities of each family within itsjurisdiction. The unity and perpetuity ofthe family tie in purity and peace is theonly safeguard to national perpetuity,peace, and honor. Demoralize the familyand you thereby destroy both domestic andnational happiness, and underminecompletely the temple of virtue and hope,and prepare the way of moral and civildesolation. The first impulse of patriotism

and morality is germinated, nurtured, andlargely if not entirely developed in thefamily circle. It is here that the first fruitsof everything which is good and pure arebrought forth. Hence the nations thatdisregard the sacredness of this relationhave no permanent forms of government,and anything like common morality is nowhere to be found among them. And it isalso worthy of careful note that just so faras any people depart from the true form ofthe family tie, just in that same ratio dothey give evidence of it in their civility andmorality. It is therefore within the familycircle that the star of hope, of religion andcivil rights is to be seen, and let it go downand all would be turned into the dismaldarkness of midnight without moon or starto guide the weary pilgrim on his way.This spot is to be guarded as the tree oflife, with the flaming sword turning eitherway, perpetually guarantying thus themost sacred bond of union and strengthand the only remaining institution ofman’s primeval state. There may be, anddoubtless are, numerous abuses of themarriage state; but that does not argueagainst its importance, neither does itdetract from its absolute value andnecessity.

“The family circle may be — ought to be— the most charming and delightful placeon earth, the center of the purest affectionsand most desirable associations as well asthe most attractive and exalted beauties tobe found this side of paradise. Nothingcan exceed in beauty and sublimity thequietude, peace, harmony, affection, andhappiness of a well-ordered family, wherevirtue is nurtured and every good principlefostered and sustained.

“From the well-ordered homes in thisgreat, broad land of religious and civilliberty not only are great and goodstatesmen to come, and eminently piousand intelligent divines; but what is equallyimportant, from these homes must comethe more common populace of the land,upon whose intelligence, patriotism, andpurity depends the continuance of the richblessings which are now common to all. If

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freedom is kept and sanctified by thepeople; if the true spirit of Christianity isto be continued, in all its sacred purity, onto our children’s children, even to thelatest generations of men, they must bekept inviolate in our families andimpressed in our homes. They are bothdependent upon the family circle and thetraining and order administered therein.Then they who would dissolve themarriage rite, with all its hallowed andbinding influences, would overthroweverything that is worth living for, andturn society into a bedlam of confusionand moral degradation; for it is the chainthat binds the entire network of humansociety together, in all its highestprospects, both for time and eternity.There is no civilization equal to it; in fact;there is none without it to the Christian,and there is no Christian civilizationwithout the marriage ceremony, in all itsbinding and uniting force. In fact,domestic happiness is wholly dependentupon the sanctity of the marriage relation;is an exclusive trait of Christianity; andthe Christianity is the only system in theworld calculated to advance the interest ofcommon humanity, and insure to all equalrights, earthly bliss, and a sweet homeforever beyond the narrow limits of thequiet tomb.

“What was said concerning Abrahammay be said of every true Christian father:‘For I know him, that he will command hischildren and his household after him; andthey shall keep the way of the Lord, to dojustice and judgment, that the Lord maybring upon Abraham that which he hathspoken of him.’ Happy is that nationwhose children are brought up in familieslike this. There purity, virtue, and truemanhood in every principle of justice andmercy will be permanently secured. Whatan important place, therefore, does thefamily occupy in the social, moral, andpolitical worlds! Take this away, and thebond of sacred union is forever dissolved,and the most distressing and deplorableresults must follow. Break asunder thesecenters of holy affections of truth, honor,and purity, and you will fill the land with

every enormity, and desolation, the mostfar-reaching and dreadful, will fill itsentire breadth. It is highly important andnecessary not only to continue the validityof the marriage rite, upon which the trueidea of the family is based, but great careshould be exercised to make these homesall that they can and should be made,—the most delightful and enticing places onearth, where everything that is good isencouraged, and everything evil pointedout and discountenanced; for as childrenleave the parental home they are, to alarge extent, molded for life. Manners andcorrect morals should here be taught andenforced. Then ‘all thy children shall betaught of the Lord, and great shall be thepeace of thy children.’”

—Rev. B.F. Booth, 1878

Home Instruction

“Above all things, teach children whattheir life is. It is not breathing, moving,playing, sleeping, simply. Life is a battle.All thoughtful people see it so. A battlebetween good and evil from childhood.Good influences, drawing us up toward thedivine; bad influences, drawing us down tothe brute. Midway we stand, between thedivine and the brute. How to cultivate thegood side of the nature is the greatestlesson of life to teach. Teach children thatthey lead these two lives; the life without,and the life within; and that the insidemust be pure in the sight of God, as well asthe outside in the sight of men.

“There are five means of learning, Theseare: Observation, reading, conversation,memory, reflection.

“Educators sometimes, in their anxiety tosecure a wide range of studies, do notsufficiently impress upon their scholars thevalue of memory. Now, our memory is oneof the most wonderful gifts God hasbestowed upon us; and one of the mostmysterious. Take a tumbler and pourwater into it; by-and-by you can pour nomore; it is full. It is not so with the mind.You cannot fill it full of knowledge in a

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whole life-time. Pour in all you please,and it still thirsts for more.

“Remember this:

“Knowledge is not what you learn, butwhat you remember. It is not what you eat,but what you digest, that makes you grow.It is not the money that you handle, butthat you keep, that make you rich. It is notwhat you study, but what you rememberand reflect upon, that makes you learned.

“One more suggestion:

“Above all things else, strive to fit thechildren in your charge to be useful menand women; men and women you may beproud of in after-life. While they areyoung, teach them that far above physicalcourage, which will lead them to face thecannon’s mouth — above wealth, whichwould give them farms and houses, andbank stocks and gold, is moral courage.That courage by which they will standfearlessly, frankly, firmly, for the right.Every man or woman who dares to standfor the right when evil has its legions, isthe true moral victor in this life, and in theland beyond the stars.”

— Hon. Schuyler Colfax, 1888.

“I think the first virtue is to restrain thetongue; he approaches nearest to thegods who know how to be silent, eventhough he is in the right.”

— Cato

Leading Ideas:

On teaching a student manners:

“It has been said, that a ‘man’s mannersform his fortune.’ Whether this be really soor not, it is certain that his manners formhis reputation — stamp upon him, as itwere, his current worth in the circles wherehe moves. If his manners are the productsof a kind heart, they will please, thoughthey be destitute of graceful polish. Thereis scarcely anything of more importance toa child of either sex, than good breeding.If parents and teachers perform theirduties to the young faithfully, there will becomparatively few destitute of goodmanners.

“Visit a family where the parents arecivil and courteous toward all within theirhousehold, whether as dwellers or asguests, and your children will learn goodmanners, just as they learn to talk fromimitation. But reverse the order of thingsconcerning parents and the children learnill manners, just as in the former case theylearn good manners, by imitation.

“Train children to behave at home asyou would have them act abroad. It isalmost certain, that they, while children,conduct themselves abroad as they wouldhave been in the habit of doing under likecircumstances when at home. ‘Becourteous,’ is an apostolic injunction,which all should ever remember and obey.

“Finally, ‘Be ye all of one mind, havingcompassion one of another, love asbrethren, be pitiful, be courteous.’ I Peter,iii.8.”

—Anonymous, 1887

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Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked toresearch Biblical evidence of the principle.This is a process whichtakes the main wordsassociated with theprinciple, looks them up ina Concordance, and thenresearches the suggestedBiblical passages for oneswhich related to theprinciple. SuggestedBiblical references aregiven in the front of eachchapter.

Biblical Evidence: Proverbs 16:32 I Timothy 3:5Acts 24:25 Gal. 5:23II Peter 1:6 I Timothy 3:2Titus 1:8 Titus 2:2I Peter 3:4

Governmental Evidence: Consider how aman is governed. The pagan idea of mansays that man can only be governed byexternal environmental conditions, animalinstincts (selfishness), and by conditionedreflexes. Judges 17:6 says “In those daysthere was no king in Israel, but every mandid that which was right in his own eyes.”Isaiah 53:6 says “All we like sheep havegone astray; we have turned every one tohis own way;...” Psalm 10:4 says “Thewicked through the pride of hiscountenance, will not seek after God: Godis not in all his thoughts.” Jeremiah 9:5says, “And they will deceive every one hisneighbor, and will not speak the truth;they have taught their tongue to speak lies,and weary themselves to commit iniquity.”Isaiah 47:8 says, “Therefore hear now this,those that art given to pleasure, thatdwellest carelessly, that say in thine heart,I am, and none else besides me;. . .”

The Christian idea of man says that thesource of all authority, law andgovernment can be found in God anddefined in His word. Man was created tobe governed by God’s laws internally.When God’s word becomes the basis forlaw, authority, and government in theheart internally, then externally thatperson becomes self-governed.

God has ordained threeforms of Government.Each of the three levelsneed certain laws andregulations not becauseman cannot governhimself, but because ofman’s evil nature.

•The family — Deuteron-omy 4:9 — the purpose isto train and educate thechildren.

•The Church — Acts 20:28 — the purposeis to provide for members in need bothmaterially and spiritually.

•State/Civil Government — Romans13:1-7 — the purpose is to protect thechurch, protect the family, and protect theindividual.

The idea of self-government is easy tounderstand if you think about ateeter-totter. If you have high internalself-government, then you need lowexternal government. But if you have alow level of internal self-government, thenyou need a great deed of externalgovernment.

At the family level, if you think thereare too many family rules then you need toraise up, internally (with Christ’s help),your own individual level of self-government.

“No man can possiblyimprove in any company, forwhich he has not respectenough to be under somedegree of restraint. ”

— Lord Chesterfield, 1887

low internalself-

government

high external government

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The same thing happens at the churchlevel. The way to eliminate the need formany external rules and policies is to raiseup (with Christ’s help) the internalself-government of the individual families.

At the civil government level, if youwant fewer rules and laws externally, thenyou need to raise up the internal level ofself-government of the individuals and thechurches.

Ultimately, the only way to lower theneed for governmental laws is by raisingthe self-government of each individualperson, which can be done only with God’shelp. Each person must start withhim/herself, not with one’s neighbor.

Man will be governed. Each individualmay determine whether to be governedinternally by Jesus Christ or externally byman-made laws which control every aspectof life.

In your notebook, record the ways youcan be more self-governed.

Goals for Teaching this Unit: The studentshould be able to internally recognize theneed to be self-governed. The studentshould internalize the need forself-discipline and individual responsibili-ty at each level of government, from thefamily to the church to civil government.Record in your notebook ways that yourstudents can show they are self-governed.What can you do to encourage thedevelopment of this skill?

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If a conceptis not being understood, find an activitywhich illustrates it and substitute it forthe next regular lesson. Remember thatoften times a student will become

interested in an event, person, ordocument. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Talk about what type of a person it

takes to be a leader. How would theylike their classroom or family leaders toact.

•Talk about how important it is to followinstructions.

•Make a chart which shows how well thechild follows instructions.

•Make a chart which shows how well thechild governs his/her own actions. Giveeach student a star each time theydecide to self-govern.

LEVEL B•God’s World Book Club offers a number

of simple books on the great reformers.Choose one or two and read them to thechild. Help the child to understand whyit was important that the Bible betranslated into English.

•Read from a book written in a foreignlanguage to help illustrate how hard itwas to learn about God when you didnot understand what was being said.

•Do a lesson on maps so that the childcan understand the areas in Europewhere the reformers lived.

•Assign special duties to studentselected by the class. Have the classevaluate and decide if the student did agood job. Discuss how the student feelsand how the class feels.

•Make a chart for the students to takehome showing the responsibilities eachshould have at home; making the bed,hanging up clothes; taking care of toys,etc. Have parents mark the chart andreturn to school. Reward each studentwith an appropriate reward.

LEVEL C •Memorize the statement of principle on

page 23 of Level C.

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•Design a chart of ways that the childcan use to show he/she is self-governed.Keep track of whether or not the childdoes it.

•Talk about ways that the child canshow he/she is a good steward.

•Talk about ways to save money. Discusshow we must use even our money to theglory of God.

•Read about the life of John Knox andhow he used his Christianself-government. The book John Knoxby Dorothy Martin is excellent.

•Read about the life of Oliver Cromwelland how he used his Christianself-government. The book OliverCromwell by L. Du Garde Peach isexcellent.

LEVEL D•Study the colony of Carolina. Lead a

discussion on how self-government washandled. Is it closer to theself-government of the Virginia orPlymouth Colony?

•Study your local church government.Have student(s) write a report on how itis run.

•Have student(s) write up family rules.Do these rules help the student to bemore or less self-governed?

•Study the leaders of the GeorgiaColony. Have student(s) decide if theyhad Christian self-government.

LEVEL E•Study how your local government is set

up. Who has the most power? How isthe power shared? How does the form ofgovernment compare to the originalform laid out by the first settlers of yourarea? How important is the individualin your local government? How wouldyou go about changing something like alocal zoning law? How important isindividual self-government in relationto your local government?

•“T” the principle showing the internaland external sides of the principle.

LEVEL F•Have student(s) find a Bible story

which illustrates this principle. Havethe student(s) write an essay on whathappens when that person either usedhis/her self-government or did not.

•Contrast the Christian self-governmentof the leaders of the Plymouth Colonywith the leaders of your current countygovernment.

•Have student(s) write an essay on waysto be self-governed in the classroom.

•Have student(s) write an essay on waysto be self-governed in the home.

•Have student(s) write an essay on waysto be self-governed in public places.

LEVEL G•Study about military discipline. Discuss

how it differs from Christian self-government.

•Discuss the school’s honor code. If itdoesn’t have one—have student(s) helpto write one.

•Find an article in a newspaper ormagazine which illustrates self-government.

•Have student(s) write a play foryounger children illustrating Christianself-government.

LEVEL H•Discuss how average teenagers act.

Discuss if it shows Christian self-government.

•Have student(s) write an essay on howteenagers should act in today’s world.

•Find an article in a newspaper ormagazine which illustrates self-government.

•Study the life of Henry VIII. Discusshow Christian self-government or thelack of it is shown in his life.

•Study the life of Anne Boleyn. It wasshe who witnessed to Henry VIII andultimately helped him see the need toplace an English Bible in every churchin England.

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Principle Three —America’s Heritage ofChristian Character

“Behold, our God whom weserve is able to deliver us.”

— Daniel 3:17

Statement of Principle: “This divine powerof the gospel revealed itself to the heathenin the lives of Christians, which showedforth the virtues of Him who had calledthem out of darkness into His marvelouslight, and enabled them to walk aschildren of God, in the midst of a perversegeneration, among whom they shone aslights in the world!. . . The whole life of theChristian, from the beginning to the end, isa conflict with the world and the powers ofdarkness, a conflict within and without. . .

— Neander, 1852.

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

heritage Christiancharacter divinepower gospelreveal heathenvirtues marvelousenable perversegeneration conflict

Leading Ideas: We need to teach ourchildren that we are warriors in a battlefor God. We are in constant conflict withSatan in our everyday lives. By knowingand remembering what God has done forour families and our country, we can learnto recognize what God is doing in our ownlives. Once we recognize the hand of Godin history, our lives, and in the lives of ourfamilies, we have discovered wisdom.

As a teacher, we need to share our ownpersonal witness with our students,children, and families. By sharing it, weand others are encouraged, enlightened,reminded of God’s steadfastness, and ourfaith in future help is renewed.

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked toresearch Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblicalpassages for ones which relate to theprinciple. Suggested Biblical referencesare given in the front of each chapter.

Background of the Principle: This principletells us that faith in God enables us towalk as a child of God and be a light to theworld. Biblically we look at the characterof the apostles and the beginning church.Throughout their lives, God gave them thestrength and courage to be different, towalk in God’s path, and to be a light to theworld. Historically, we can look at thePilgrims. They suffered hardships andunbelievable persecution for what theybelieved. They believed they could livegodly lives immediately without tarryingfor others through the strength giventhem by God. They were lights to theworld and can read of the impact theirfaith and on others and the world. It wasthrough this unique group of individualsthat God created the only nation on earthbased on God’s word. Through thisprinciple we can how when men began tofollow God’s examples as laid out in theBible that they realized that the king wasnot law, and thus supreme. but that God’slaws were supreme. The idea of govern-ment coming into existence to protect thepeople and with their consent began.

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Biblical Evidence:I Peter 5:6-11 John 1:5II Timothy 3:16-17 Psalm 119:11Psalm 139:23 Psalm 119:105Matthew 22:36-40 Acts 5:29Romans 6:16-18 I Peter 2:9John 1:17

Governmental Evidence: Our form ofgovernment is definitely Christian incharacter, as will be learned withPrinciple 5. It is the internal Christiancharacter of the people of our nation,which gives rise to the internal Christiancharacter of our government.

Goals for Teaching this Unit: The studentshould be able to give the Christianheritage of his/her life and be able toidentify the hand of God in the life ofhis/her family. The student shouldunderstand the individuality anduniqueness of the Christian heritage ofthe individual family and that of thenation. The spirit of this principle is todevelop a love of God, love of God’s laws,and a love of God’s guiding hand inindividual lives, events, and documents.The student should be able to identify thehand of God in current events and realizethat God is not afraid to intervene ifnecessary to forward His plans.

Record the events of your life. Createyour own time-line so you can understandthe progression of your Christian liberty.Record your personal witness…the eventswhich brought you to the foot of the cross.Then record how sharing this in wordsmakes you feel. Remember this as yourstudents share their own stories.

If this principle is not understood, thenthe student will learn to deny God’s powerto govern us; the mighty deeds of God willbe forgotten, and the skills necessary tomaintain our Christian republic willbecome undeveloped.

Psalms 50:22-23 reminds us of whathappens when we recall the mighty deedsof God,

“Oh consider this ye that forget God, least Itear you in pieces, and there be none thatcan deliver you. He that offereth prayer,shall glorify me; and to him that disposethhis way aright, will I show the salvation ofGod.”

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If a conceptis not being understood, find an activitywhich illustrates it and substitute it forthe next regular lesson. Remember thatoften times a student will becomeinterested in an event, person, ordocument. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Make a map that the child can use to

trace the steps the Pilgrims took ontheir trip to America.

•Act out the Thanksgiving story as toldin Level A.

•Serve a meal with just five kernels ofcorn, which is what the Pilgrims ateduring the height of the famine. Talkabout how important the rain was toend the famine. Then bring on your fullmeal with a true thanksgiving.

LEVEL B•Have the child use the information from

their time-lines to create a special bookabout the child. Staple or glue picturesto the pages. Create the book, “My Lifein Pictures”.

•Talk about why it is important toremember what God has done for us.

•Have an older person talk to the childabout growing up. Have the child sharewhere he/she saw God’s hand.

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•As the Pilgrim story is read, have thestudents create their own book on thePilgrims. Place a large star in thecorner of any page that shows how Godhelped them over-come their trials.

LEVEL C •Read about the story of how the Bible

came to be as we know it. The book, TheBible That Wouldn’t Burn by LouiseUlmer is excellent.

•Have student write a finger play aboutthe Pilgrim story and put it on forothers.

•Discuss events in the child’s life wherethey have been steadfast and faithful toGod.

•Share with the student the story of yourChristian heritage.

LEVEL D•Have student(s) write a poem about the

Pilgrims.•Have student(s) write a poem about

your local history.•Have student(s) write a poem about

his/her favorite hero.•Interview an elder in your church. Have

the student(s) write a story based onhis/her story.

•Have student(s) develop a time-line ofhis/her life. Include the hand of God asthe student has seen it.

•Have student(s) write a poem or storyabout his/her walk with God.

LEVEL E•Study the history of your local area.

Write a report showing God’s hand.•Make a time line of your local history.

Share it with younger students.•Conduct a tour of your local area for

younger students.

LEVEL F•Study the different ways nations are

made.a. Study how the Mongols conquered.b. Study how the Romans conquered.c. Study how the German tribes

conquered.

•Study how the current nations of Africahave been set-up. How many are undera dictatorship, a constitutions, etc.

•Study how the government of Chinawas set-up. Which type of conquest wasit?

•Study how the government of Canadawas set-up. Which type of conquest wasit?

LEVEL G•Study the life of the Puritan leader,

John Winthrop. Discuss how he wasused by God.

•Study how communism is set-up in RedChina. Have student(s) write an essayon why it will not work for long.

•“T” the principle — suggestions are:

Internal External

God’s grace stewardship godly thoughts godly actions

•Study the Christian church in Korea.Discuss how they behave underpersecution.

•List the qualities that the studentsthink a leader should have. Have themgive their reasons including Biblicalreferences.

LEVEL H•Contrast the internal and external

qualities of Christian character to thoseof a pagan character. (Christian charac-ter has: an attentiveness to Christ,blameless, bold, devout, faithful, God-fearing, godly, guileless, holy, honest,humble, etc. — Pagan character has:abomination, alienation from God,blasphemous, blinded, boastful, conspir-ing, corrupt, covetous, deceitful, disobe-dient) Discuss the findings of thestudents.

•Study the life of the Puritan leader,John Cotton. Discuss how he was usedby God.

•Study why communism did not work inEastern Europe. What lessons shouldthey have learned from the Pilgrims?

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Remember:

God’s providence will never placeyou where His grace cannot keep

you.

Conscience is the Most Sacred of AllProperty

Statement of Principle: “For men being theWorkmanship of One Omnipotent, andinfinitely wise Maker, All the Servants ofone Sovereign Master, sent into the Worldby His Order, and about His Business,they are His Property, whoseWorkmanship they are, made to lastduring His, not one another’s Pleasure.”

— John Locke, 1689.

“History fails to record a singleprecedent in which nations subject tomoral decay have not passed into politicaland economic decline. There has beeneither a spiritual awakening to overcomethe moral lapse, or a progressivedeterioration leading to ultimate nationaldisaster.”

— General Douglas MacArthur

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

workmanship omnipotentinfinitely wiseservant sovereignmaster orderbusiness propertypleasure sacredconscience

Leading Ideas: We all need to be moreaware of our conscience and moresensitive to it. We all need to study God’sword and laws so our conscience isrenewed. James Madison said,“Conscience is the most sacred of allproperty.” It is the conscience thatdetermines how external property is used.

With the dominion mandate, man wasgiven the ability to use the earth for hislife and comfort, but for something to be ofvalue to a man it must be able to beexclusively his. Thus the need for privateproperty. When nature is in its naturalstate it belongs to everyone, but if aperson’s labor is added to something, itbecomes the property of that person. Thusa person can have property in an item.

Consider the internal and externalproperty which each individual personowns such as:

Internally: As God’s property,Individuals have a God-given right to themost sacred of all property — Liberty ofConsiclence and Liber ty of Consent

Externally: This is expressed inconscientiousness, stewardship of privateproperty, and the realization that theindividual is protected by justly writtenlaws established by the consent of thegoverned.

If your students were to “T” thisprinicple, they could consider thefollowing:

Internal External thoughts rights attitudes land ideas clothes imagination possessions thinking process labor of your

hands choice of how to act manners knowledge actions

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previous

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paragraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked toresearch Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblical passagesfor ones which relate to the principle.Suggested Biblical references are given inthe front of each chapter.

Background of the Principle: This principleteaches us that we are all God’s property.Everything in creation belongs to God.Biblically we find the dominion mandatein Genesis where God gave the earth andall that is in it to man for his use andcomfort. We can trace the idea of propertyto the fact that when a man removessomething from its natural state and addshis labor then that item becomes hisproperty. We also find that as individualswe must govern our property as goodstewards since it really belongs to Godwho gave it to us for our use. This extendsespecially to our conscience which is themost sacred of all property. This isbecause it is an internal quality. We mustuse our consent very wisely and not giveour tacit consent without thought to theresults. The internal development of theconscience leads to the external actionsusch as manners and morals.

“Manners easily and rapidly mature intomorals. As childhood advances tomanhood, the transition from badmanners to bad morals is almostimperceptible. Vulgar and obscene objectsbefore the mind, engender impure imagesin the imagination and make unlawfuldesire prurient. From the prevalent stateof the mind, actions proceed as water risesfrom a foundation. Hence what wasoriginally only a word or phrase becomes athought, is meretriciously embellished bythe imagination, is inflamed into a viciousdesire, gains strength and boldness byalways being welcome, until at last, under

some urgent temptation, it dares, for onceto put on the visible form of action; it isthen ventured upon again and again, morefrequently and less warily, until repetitionforgets the chains of habit; and thenlanguage, imagination, desire and habitbind their victim to the prison-house of sin.In this way profane language wears awaythe reverence for things sacred and holy;and a child who has been allowed to followand mock and hoot at an intemperate manin the streets is far more likely to becomeintemperate himself than if he has beenaccustomed to regard him with pity, as afallen brother, and with sacredabhorrence, as one self-brutified ordemonized. So, on the other hand, purityand chasteness of language tend topreserve purity and chasteness of thoughand of taste; they repel licentiousimagining; they delight in the unsulliedand the untainted, and all their tendenciesare on the side of virtue.”

— Horace Mann

“A man should never be ashamed to ownthat he has been in the wrong, which is butsaying in other words, that he is wisertoday than he was yesterday. ”

— Alexander Pope

Biblical Evidence:Genesis 1:1 Isaiah 43:7Ephesians 2:10 Revelation 4:11I Chronicles 29:1 Psalm 24:1Psalm 50:10 Haggai 2:8Deuteronomy 32:6 Ezekiel 18:4I Corinthians 6:20 I Corinthians 3:23Ephesians 2:10 Genesis 1:26Exodus 20:15 Exodus 22:12Deuteronomy 19:14 Matthew 20:15Acts 5:4 Ephesians 4:28

Governmental Evidence: God governs theindividual through his/her conscience. Inthe Bible, we are instructed to be goodstewards of what God gives us. Ourstewardship is displayed in our consent.We can give our consent in two differentways. You can give your consent byexpressing an approval by an action. Thisapproval can be shown by words or deeds.

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A quiet consciencesleeps in thunder,but rest and guiltlive far asunder.

— Benjamin Franklin

But there is another way we give ourconsent. If you see a wrong, but donothing to stop that wrong,you are giving what iscalled your Tacit Consent.According to Webster’stacit means to be silent.Your tacit consent is anapproval to a wrong by notdoing anything to stop it.

To our FoundingFathers, the question ofconscience was very clear. The consent totheir conscience was viewed as their titleor proof of ownership. They guarded itwell. Their conscience became soimportant that they were willing to die forwhat was right rather than give consentto do that which was wrong.

When considering governments, theFounding Fathers believed that one of thepurposes of goverments was to protect therights and property of its citizens. If agovernment did not protect these things,then it should be changed so that it does.This is even stated in our Declaration ofIndependence.

Goals for Teaching this Unit: The studentsshould be able to determine right fromwrong by researching God’s word. Theyshould be able to stand for what theybelieve in, no matter what the cost.In the old days, a person was said tohave planted their standard whenthey had decided on aright action and werewilling to stand for whatthey believed in.The studentsneed to knowGod wants themto researchHis word,determine

what is right, and then plant theirstandards for the whole world to see. The

students need to rememberthat as a warrior for God,they need to equipthemselves and theirconsciences with the worldof God.

Record the ways you canteach manners and con-science to your students.Can you think of ways to

reflect these ideas back to the lives of yourstudents? What do you think is the mostimportant thing to remember about thisprinciple? What characteristics can youteach which will reinforce the conscience?For one of our Founding Fathers, theanswer was very simple:

“The general is sorry to be informed thatthe foolish and wicked practice of profaneswearing, a vice hitherto little known in thAmerican army, is growing into fashion;he hopes the officers will by example aswell as influence endeavor to check it andthat both they and the men will reflect thatwe can have little hope of the blessing of

heaven on our arms if weinsult it by ourimpiety and

profanity. ”

— GeorgeWashington

August 3, 1776Orderly Book

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The Warrior’s PsalmPsalm 91

Who so dwelleth in the secret of the MostHigh, shall abide in the shadow of theAlmighty.

I will say unto the Lord, O my hope, andmy fortress: He is my God, in Himwill I trust.

Surely He will deliver thee from the snareof the hunter and from the noisomepestilence.

He will cover thee under His wings, andthou shalt be sure under His feathers:His truth shall be thy shield andbuckler.

Thou shalt not be afraid of the fear of thenight: nor of the arrow that flieth byday:

Nor of the pestilence that walketh in thedarkness: nor of the plague thatdestroyeth at noon day.

A thousand shall fall at thy side, and tenthousand at thy right hand, but itshall not come near thee.

Doubtless with thine eyes shall thoubehold and see the reward of thewicked.

For thou hast said, The Lord is mine hope:thou hast set the most High for thyrefuge.

There shall none evil come unto thee,neither shall any plague come nearthy tabernacle.

For He shall give his Angels charge overthee to keep thee in all thy ways.

They shall bear thee in their hands, thatthou hurt not thy foot against a stone.

Thou shalt walk upon the lion and adder:the young lion, and the dragon shallthou tread under foot.

Because he hath loved me, therefore will Ideliver him: I will exalt him becausehe hath known my Name.

He shall call upon me, and I will hearhim: I will be with him in trouble: Iwill deliver him, and glorify him.

With long life will I satisfy him, and showhim My salvation.

— The Geneva Bible, 1599

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If aconcept is not being understood, find anactivity which illustrates it and substituteit for the next regular lesson. Rememberthat often times a student will becomeinterested in an event, person, ordocument. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Talk about all the things that the

student owns. Talk about how Godreally is the owner of allthings—including the student.

•Have the student tell about times whenthey saw a wrong, but did nothing

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about it. Ask what they should havedone.

•Have student draw a picture abouthaving to decide between right andwrong. Then have the student tell astory about the picture

LEVEL B•Make a list of all the things the student

has been given stewardship over byGod. Have the student list ways her/shecan take care of these things.

•Memorize the poem given in thechapter.

•Have the student draw a picture andtell a story about tacit consent.

LEVEL C •Memorize the poem quoted in the

chapter.•Discuss and have the student write a

story about the hand of God in yourschool.

•Have student begin and maintain adaily diary. Discuss every so often theevents that have happened. Help thestudent to trace God’s hand in his/herown life.

•Plant corn using the methods of thePilgrims.

•Study the type of ships used by thePilgrims.

•Make clay maps of Massachusetts.Have the student trace the search for asettlement by the Pilgrims.

LEVEL D•Help student(s) find a story in the Bible

where a man goes against hisconscience. Lead a discussion aboutwhat happened.

•Help student(s) find a story in anewspaper or magazine which showshow someone listened or did not listento his/her conscience. Discuss what theresults were.

•Have student(s) write about a time inhis/her life when he/she listened to theirconscience.

•Watch a Christian movie. Talk aboutthe part that the conscience played inthe story.

LEVEL E•Study your local town charter.•Study your state Constitution.•Study your state’s colonial charter.

•Study your school’s charter or rules.

LEVEL F•Read a biography of John Locke.•Have student(s) write an essay on what

can happen if you do not listen to yourconscience.

•Find an article in the newspaper or amagazine which show what can happenif one does or doesn’t listen to one’sconscience. Lead a discussion about it.

•Discuss how your local representativesin government handle issues ofconscience.

LEVEL G•Read the book, Gaining Favor with God

by William Thayer.•Read the book, Pilgrim’s Progress by

John Bunyan.•Read the book, Martin Luther by Edwin

Booth.•Study the life of the Civil War leader,

Stonewall Jackson.

LEVEL H•Read the book, Fox’s Book of Martyrs.•Study the life of Robert E. Lee, the Civil

War leader. Discuss how he respondedto his conscience.

•Study the life of Ulysses S. Grant.Discuss how he responded to hisconscience.

•Study the life of Abraham Lincoln.Discuss how this president stayed trueto his conscience.

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The Christian Formof Our Government

Statement of Principle: “As men we haveGod for our King, and are under the Lawof Reason: As Christians, we have Jesusthe Messiah for our King, and are underthe Law revealed by Him in theGospel…” — John Locke, 1695

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

reason Messiahreveal gospelform Christiangovernment

Leading Ideas: We have a ChristianNation. No, we are not all Christians, butthe form of our government is Biblical andas such we have a Christian form ofgovernment. A form which we asChristians need to teach our childrenabout and need to protect. There are sixpillars of our national constitution, threeinternal and three externalcharacteristics. Each one is Biblicallybased and must be guarded and protected.The Christian idea of man produced aChristian form of government, one whichwas created to serve those government byprotecting their rights and property. Theidea of the divine right of kings andwhether or not the king has the right to doevil as well as good was brought intoquestion The pagan idea of man producesa government where the value of a manexisted only in how the man might servethe government.

In your notebook, consider and recordyour thoughts to the following questions:

•Is there a divine right of kings?•Does the king have the right to do evil

as well as good.•Is there a law which was above and still

is above all man-made laws?•Is there a Scriptural basis for

commonwealth and self-government?•Should all powers of government be

vested in one person or should they bedivided?

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked toresearch Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblicalpassages for ones which relate to theprinciple. Suggested Biblical referencesare given in the front of each chapter.

Background of the Principle: This principlesays that not everyone in America needsto be a Christian, but that the form of ourgovernment is Biblically based. Thisincludes both the letter of the law and thespirit of the law. The form of ourgovernment can be found in the UnitedStates Constitution. It takes the form ofthree main external parts: the principle ofrepresentation, separation of powers, andthe dual form of government. All of theseparts can be found in the bible. Each onehas an internal and an external character.Historically we find that the FoundingFathers brought with them theirknowledge of church government. Thereis the Episcopal, and congregational, andPresbyterian form of church government.We also find that the concept ofgovernment was established to protect therights of the individual and his/herproperty. It was established through theconsent of the individual to be governed.

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The three forms of church governmentgave rise to the three branches of ourgovernment, the Executive, Legislative,and Judicial. The six pillars of theConstitution are:

Internal: This is the spirit, nature,essence of our form of government.

Christian self-government

Christian principle of privateproperty

Christian principle of voluntaryunion

External: This is the letter of law, thestructure, framework of our government.They protect the rights of the individual,the right to own property, and protects thelocal attornity.

Principle of Representation

Separation of Powers

Dual form of our Government (State/Federal Levels)

A representative is someone who standsin the place of another. As a Christian,who do we represent on earth? Whorepresents us in heaven? The idea ofrepresentation was first found in theMagna Carta signed in England.

Separation of powers is necessary sothat all the power does not rest on theshoulders of one person. If one branchtakes on the responsibility of anotherbranch, then an imbalance occurs and thegovernment will not properly run. Ourthree branches of government are theexecutive, legislative, and the judicial.

The dual form refers to the state andfederal levels of our government. Thefederal level was given specific abilitiesand responsibilites by the United StatesConstitituion. All other powers were leftto the states as stated int he Ninth &Tenth Amendment to the Constitution.

The idea of a dual form comes from theBiblical concept of a covenant. It was arelationship between men and God, butalso one between men.

Biblical Evidence:

Matthew 22:36-40 Deuteronomy 1:9-18Isaiah 33:22 Matthew 22:35-40Exodus 18:25-26 Deuteronomy 1:13Psalm 62:11 Matthew 28:18John 1:21 Acts 17:7II Corinthians 7:22 II Timothy 4:1

Governmental Evidence: While theConstitutional Convention was meeting,one of the representatives brought intodiscussion a sermon by Thomas Hooker.In it, he quotes Isaiah 33:22 which says,“For the Lord is our Judge, the Lord is ourlaw giver; the Lord is our king, He willsave us.” This verse displays the threebranches of God’s government —theJudicial, the Legislative, and theExecutive. If ultimate power was placedin the hands of one man or even a group ofmen to have the ability to do all three ofthese, there would be tyranny. TheFounding Fathers took these threebranches and divided them so that eachwould balance the power of the others.The Legislative could not vote unjust lawsinto existence because of the power of theJudiciary to void it. The Executive couldnot enforce its wishes for laws and itcannot make law, only the Legislative cando that. The Judicial cannot make law,but can only judge if it is just and inagreement with the Constitution. (Yes,that means that the recent decisions bythe Supreme Court which made lawsconcerning prayer and abortion is illegal.)The Executive Powers Act is illegalbecause it would allow the Executivebranch to make law. All this hashappened because our representative haveforgotten the design of our governmentand because American Christians have notbeen taught about the Christian basis ofour Constitution.

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The church governments that theFounding Fathers brought with themwere:

Episcopal — Rule is from the top down.There is a strong top leader. Websterdefines it as, “That form of ecclesiasticalgovernment, in which diocesan bishopsare established, as distinct from andsuperior to priests or presbyters.” Youhave one leader on top, several leadersunder him, more under these, down tothe main body of individuals. It’s likelooking at a pyramid.

Presbyterian — Rule is made byrepresentatives. Webster defines it as,“One that maintains the validity orordination and government bypresbyters.” A presbyter is defined asand elder who has authority in thechurch. The congregation of the churchelects presbyters who form a governingboard to run and make decisions for thechurch. It’s like looking at a pyramid,but one that is cut off in the middle.

Congregational — Rule is by the churchmembership and the authority is heldby the individual members. They electthe pastors, deacons, and governthemselves at the local level. Websterdefines it as, “Pertaining to aCongregation: appropriately used ofsuch Christians as hold to churchgovernment by consent and election.”It’s like looking at the bottom section ofthat pyramid we were talking about.

The Executive branch is based in parton the ideas behind the Episcopal form ofchurch government. The Judicial branchis based in part on the ideas behind thePresbyterian form of church government.The Legislative branch is based in part onthe ideas behind the Congregational formof church government.

It is from these three forms of churchgovernment that we can find the forms ofcivil government as you can see from thechart on the next page. It is important toremember that our current form ofgovernment is not a democracy, but is arepublic. It carries with it a responsibilityof the citizenry to keep an eye on theirelected representatives.

Goals for Teaching this Unit: The main goalis to have the students accept the Biblicalnature of our Constitution andgovernment. By doing so, the studentshould realize that it is individual,unique, Biblical, and of extremeimportance to God. It should be valued asthe highest property this nation has andprotected from power hungry men whowould subvert its original design. Thestudent should also recognize theimportance of the three internalcharacteristics of the Constitution. It willnot work if the people do not haveChristian self-government or godlyrepresentatives or voluntary union. Morewill be learned about the later in PrincipleSeven.

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If aconcept is not being understood, find an

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Forms of Church Government Give Rise toForms of Civil Government:

Congregational Episcopal Presbyterian

Form of Government

Democracy Monarchy Republic

Source of Supreme Power

Congregation Head Leader Prebyters

Church Leaders

Elected by members Appointed by leaders Elected byrepresentatives

Biblical Basis for Government

II Timothy 3:16 Luke 6:12-16 Exodus 18:25-26I Corinthians 3:22 Matthew 10:5-7 Deuteronomy 1:13Acts 1:15,23,25 Luke 22:14 II Corinthians 5:20

Final Guide for determining policy

Individuals interpreting The Head Leader Board of PresbytersThe Bible interpreting the Bible interpreting the Bible

Each form of church government in Colonial America was Biblically based andimportant to the development of the new country.

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activity which illustrates it and substituteit for the next regular lesson. Rememberthat often times a student will becomeinterested in an event, person, ordocument. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Talk about how your classroom is set up

in terms of government—who makesthe rules, etc.

•Talk about the Ten Commandments.Help the student to see how theclassroom rules relate back to the TenCommandments.

•Talk about what life would be like ifthere were no rules or laws. Would theyfeel safe and loved in such a world?

LEVEL B•Have the student (help him/her) figure

out how to find our branches ofgovernment in their own life. Example:When they decide what a rule shouldbe—they operate as the legislativebranch; when they decide what shouldbe done—they operate as the executivebranch; when they are finished with ajob or game and decide whether or not itwas right—they operate as the judicialbranch.

•Talk about how God is our King, ourLaw-giver, and our Judge.

LEVEL C •Write your own classroom “Mayflower

Compact.” Have a formal signingceremony.

•Practice representation by holdingelections for class representatives.

•Study voting requirements in yourcounty.

•Study the Christian leadership of NoahWebster. The book, Noah Webster, fromFACE is excellent.

LEVEL D•Study the Constitution of Georgia.

What parts of it can be found to beBiblical?

•Study the Carolina Constitution. Whatparts of it can be found to be Biblical?

•Learn how old documents are takencare of. Discuss why it is important tolearn this and to take care of one’sfamily documents.

LEVEL E•Study your state level of government.

How is the power shared. What are thedifferent sections called and theirpurposes. How would a citizen go aboutchanging or starting a law?

LEVEL F•Read a biography on John Wycliffe.•Read a biography on John Knox.•Read a biography on John Calvin.•Study how your local government is

set-up. Can the student(s) find abalance of power or any representation?

LEVEL G•Have student(s) write an essay on

different ways we use representativesin our society.

•Study the government of Mexico.Discuss how it differs from our form ofgovernment.

•Study a recent decision of the SupremeCourt. Discuss both sides of the issue.Have the student(s) decide how theywould have voted.

LEVEL H•Study the United States Constitution.

Discuss what principles can be foundwhich are Biblical.

•Study the government of ancientGreece. Discuss why it did not work.

•Study a recent decision of the SupremeCourt. Discuss both sides of the issue.Have the student(s) decide how theywould have voted.

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How the Seed of LocalSelf-Government isPlanted

Statement of Principle: “. . . The rulers mustgovern in fear of God, and the people obeythe laws.” — Emma Willard, 1843.

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

seed localself-government obeyplant govern

Leading Ideas: Think for a moment whatwould happen to our country if a studentgrows up knowing he/she is uniquely madeby God for a purpose (Principle I); learnedto govern his/her own thoughts andactions based on God’s law as outlined inthe Bible ( Principle II), recognizes whatGod has done in the history of our nationand in his/her own life (Principle III), isable to listen carefully to his/herconscience and guards his/her consent(Principle IV), and knows andunderstands that the form of governmentof this nation is Biblical and precious(Principle V). What would happen? Forone this, the student would now begin toteach others and take actions to protectwhat God has given this nation. The actof becoming a good steward begins.

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked tolook up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student is

working in, he/she may be asked toresearch Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblicalpassages for ones which relate to theprinciple. Suggested Biblical referencesare given in the front of each chapter.

Background of the Principle: If Gideon won abattle with only 300 soldiers, what couldbe done with millions of godly students inChristian schools and Christian homeschools who are armed with the truth andthese seven principles? Consider andponder the difference that could be madein the headlines of today’s newspapers!

This principle tells us that the way localself-government is planted is by individualself-government practiced and taught tothe people. Biblically we can look atJosiah who found the book of law whichhad not been taught for generations. Thepeople remembered, repented, and Israelwas blessed. In our history, we can lookat Sam Adams who spent years teachingthe people about their rights and freedom.Adams and others who taught the peoplewere based spiritually in the Bible. Theybelieved in prayer and prayed morningand night for guidance. They did not stopwith teaching and praying, they tookactions too. At the Battle of Lexington, afew country farmers took a stand for whatthey believed in. Many died, but in theirsacrifice began the American Revolution.We need to remember that the real forcein this country is the individual andhis/her vote. We can by becominginformed citizens change the level ofgovernment by increasing our localself-government to require less Federaland State intervention.

At the individual level, you have theinternal love of God and His law workingto produce externally a researching ofGod’s word, a reasoning from His truth, arelating His truth, and a recording of thelessons learned.

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The Different Spheres of My Responsibilities:

My individualrelationshipwith God

My Family

My Church

My Local Community andnational community

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At the home level, you have the internallove of the family and home governmentworking to produce the externalevangalizing of the family, an educating ofthe family, a disciplining of the family, aworshipping and laboring together.

At the church level, you have theinternal love of the members throughChrist and the church governmentworking to produce the externalevangalizing fo the community, anddisciplinging, worshipping, and laboringtogether of the members.

At the civil government level, you havethe internal love and concern for eachother’s neighbors producing the externalreproof of public error, a voting citizenry,ethical people running for office, theteaching of principles and evangalizingthe nation.

Biblical Evidence:

Deuteronomy 10:12-14Deuteronomy 6:5 John 13:34I John 5:2 John 15:12I Peter 1:22 Leviticus 25:35Matthew 22:39 Romans 13:4

Governmental Evidence: We each have anindividual responsibility at each level ofgovernment to be a good steward andguard what God has given us. Using thechart on the previous page, record in yournotebook ways you can show yourresponsibility at the different levels ofgovernment. How do you think yourstudents can show their responsibility?

Goals for Teaching this Unit: The studentsshould be able to take a take a currentissue in their lives, research it Biblicallyusing the methods learned, form theirprinciples concerning the issue, and decideon the type of internal or external actionthey should take.

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If a conceptis not being understood, find an activitywhich illustrates it and substitute it forthe next regular lesson. Remember thatoften times a student will becomeinterested in an event, person, ordocument. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Talk about a person that the student

thinks is a hero. What qualities doesthat person have?

•Have the student draw a picture oftheir favorite person and tell why theylike him/her.

•Read a book about a local hero. Draw apicture about how God used thatperson. Talk about the different waysthat person used his/her ownself-government and became responsi-ble to the community.

LEVEL B•Read the story of Johnny Treman.•Read a book about a local hero. Draw a

picture about how God used thatperson. Talk about the different waysthat person used his/her ownself-government and became responsi-ble to the community.

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LEVEL C •Reenact the Battle of Lexington.•Make a clay model of the Battle of

Lexington.•Discuss ways that the student can use

his/her Christian self-government forthe good of the community.

LEVEL D•Have student(s) make a list of ways

he/she can be responsible at home.•Have student(s) make a list of ways

he/she can be responsible at church.•Have student(s) make a list of ways

he/she can be responsible in the localcommunity.

•Have student(s) make a list of wayshe/she can be responsible in the stategovernment.

•Have student(s) make a list of wayshe/she can be responsible in the Federalgovernment.

•Have student(s) explain ways he/shecan be responsible in school.

LEVEL E•Read a book about a local hero. Write a

report on how God used that person.Indicate the different ways that personused his own self-government andbecame responsible to the community.

LEVEL F•Have student(s) interview local pastors.

Find out how they handle issues ofconscience. What types of action do theytake or recommend?

•Study two local non-profitorganizations. How are they set-up tohandle current issues of conscience?

•Study the voting record of your staterepresentatives. How are they acting onissues of conscience?

•Study the voting record of your stategovernor. How is he voting on issues ofconscience? How would the student(s)have voted?

LEVEL G•Have student(s) write an essay on what

one person can do in your community tochange a wrong.

•Have student(s) listen to thePresident’s State of the Union Address.Discuss how he can change the nationthrough political power. Discuss howimportant it is for the President to be agodly man.

•Study the book, A Song of Deliveranceby Wilsen. Discuss how people canrespond to trials.

LEVEL H•Have student research and study the

music of the period being studied.Music often time includes personalstories of the battles or events whichcan spark a love for history or thedesire to learn more.

•Have student(s) write an essay on whatone person can do in your community tochange a wrong.

•Read the book, Profiles in Courage byJohn F. Kennedy.

•Study the Battle of Midway. Discusshow God’s hand can change the courseof history.

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The Christian Principleof Our AmericanPolitical UnionStatement of Principle: “Till we all come inthe unity of the faith, and of the knowledgeof the Son of God, unto a perfect man, untothe measure of the stature of the fullness ofChrist…” —Ephesians 4:13

Vocabulary List: Depending on the level ofthe student, he/she may be asked to lookup and write down the following words.As a teacher, you should be able to defineeach one. In your notebook, write down inyour own words, the key ideas for thesevocabulary words.

Christian principleAmerican unitypolitical uniondiversity knowledgeperfect fullnessmeasure stature

Leading Ideas: This whole principle isbased on Christian unity. When we cometo Christ, we are not forced . . . it is avoluntary union. Christian unitydescribes or expresses an unseen internalgovernmental relationship between manand God. Christian union describes orexpresses a visible external governmentalrelationship between men. When ouroriginal thirteen colonies came together, itwas voluntary (Christian) unity. For thefirst time in the history of the world, anation was formed by voluntary consent ofthe people. We use this principle each dayas we decide whether or not to join othersfor a cause or purpose. it is usually ourconscience which helps us decide whetheror not to unite with others.

God

man man

The form of union may of a political,economic, or independent nature. Youused this principle when you decided tolearn more about teaching this approachto learning. You use this principle whenyou decide where to go to church, whichcharities to give to, and which politicalparty to join. Your students use thisprinciple when they decide to join a youthgroup, or scouts, or any number of clubsand organizations.

Some examples of this principle are:marriage, covenant, business partnership,school, club, and levels of government.Decided whether or not to join the unionmay be influenced by things such as faith,doctrine, needs, goals, desires, hopes,dreams, or even pleasures.

In the Home, unity with diversity islearned internally by uniting for prayer,means, fun, or work. Externally thefamily could decide to separate forvocational work, amusements withfriends, for private prayer, or individualstudy.

In the church, unity with diversity islearned internally by uniting for worship,education, fellowship, prayer, or to studydoctrine. Externally members of thechurch might separate for specializedstudy, committee meetings, or forplanning functions.

In the community, unity with diversityis learned by uniting for disasters,legislation, business, or education.Decisions to separate from others in thecommunity might be based on principles,social pressures, platforms, or Christianreasons.

In each case, a choice must be made asto the righteousness or wrongeness in agoal. The purpose of the union must bejudged to be right or wrong.

Teaching Sequence: To teach this principle,you will first teach the general ideasbehind it as mentioned in the previousparagraph. The student will be asked to

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look up the definitions of words and writethem in their notebooks. Dictionaries areprovided in the back of each book.Depending upon which level the student isworking in, he/she may be asked toresearch Biblical evidence of the principle.This is a process which takes the mainwords associated with the principle, looksthem up in a Concordance, and thenresearches the suggested Biblical passagesfor ones which relate to the principle.Suggested Biblical references are given inthe front of each chapter.

Background of the Principle: This principletells us there is a time to unite and a timeto separate. The Biblical basis isvoluntary salvation. Thekey to the principle is toeducate and evangelizeothers so that eachindividual thoughts andactions are based on theindividual conscience andknowledge of when andwhen not to unite. It alsoteaches voluntary unitywith diversity of culturesand ethnic backgrounds.

If you look back intohistory at the way nationswere formed, you find thatfor thousands of years itwas the strongest man orgroup of men who formedthe government. Conquestwas by war and force. It was not until ournation was formed that any governmenthad been formed by the voluntary union ofthose people who were to be governed. Itwas truly Christian unity.

Unity with diversity is the opposite tosocial engineering.

Biblical Evidence:

I Corinthians 1:10 Psalms 133:1Ephesians 4:1-3 Psalms 55:14Amos 3:3 Acts 4:32I Corinthians 1:10 I Peter 3:8Matthew 23:8 Romans 12:16II Corinthians 13:11

Governmental Evidence: Have you evernoticed an old water barrel? It’s made upof many individual side boards which keepthe bottom and top in place. theindividual side boards are in turn kept inplace by tow or three iron bands. The ironbands keep the barrel together by forcing

the boards together.

Throughout historygovernments were kepttogether much like the oldwater barrel, that is byforce. The union of theRoman Empire was madeby the iron rule of force.This is what is called apagan union . . union byforce.

What we find in Americais very different. InAmerica, the peoplevoluntarily joined togetherto form a government.This voluntary (Christian)union meant that thepeople joined together

voluntarily with their decision based ontheir conscience. Our political union ismade up of many different people withdifferent backgrounds and beliefs whichmake up the diversity of the union.Together we have voluntarily chosen tolive under the government in unity andoneness.

“Ideas go boomingthrough the world

louder thancannon. Thoughtsare mightier thanarmies. Principles

have achievedmore victories than

horsemen orchariots.”

—W.M. Paxton, D.D. 1878

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Goals for Teaching this Unit: The studentsshould recognize the importance ofjoining others with similar goals. Theyshould realize that not only should apurpose be of godly nature, but they needto take actions by uniting with others.

The student should come to realize thatChristian Liberty is both evangelical andpolitical. Christian Liberty can only beachieved through Christian self-government. Christian self-governmentcan only be achieved by submitting oneselfto the Lordship of Christ in every area oflife. As Christian self-governmentinternally increases, the worldly rulesexternally begin to decrease. Due to thenature of man, the only way theindividual can increase the internal levelof self-government is through the crosswith Christ and God’s strength.Therefore, if we want our nation to begreat, we must educate our people in theideas of Christian self-governmentthrough the strength and saving grace ofChrist. As our Christian self-governmentincreases, the level of Federal and Stategovernment should decrease. ChristianLiberty must be both evangelical (achange on the inside of the individual) aswell as political (greater self-controlequals less government control.) It isimportant to always remember that tomaintain the American Christian FederalRepublic, not every citizen needs to be aChristian, but there need to be enoughChristians to support godly principles andmaintain our civil government.

Activity Suggestions: Every time that youreinforce this principle, you will be onestep closer to the student internalizing itand making it part of his/her life. Thefollowing activites have been used toreinforce the principle. Feel free to choosethe ones best suited to the age and natureof the student(s) invovled. The activitiescan be handled in many ways. If aconcept is not being understood, find anactivity which illustrates it and substituteit for the next regular lesson. Rememberthat often times a student will becomeinterested in an event, person, or

document. Encourage and allow time forthis extra research. It’s part of whatmakes this study fun and exciting. Themore reinforcing of the principles that isdone or studied results in a quickerinternalizing of the principles.

LEVEL A •Talk about all the different types of

activities the student can take part in.Talk about what helps him/her to decidewhether or not to take part.

•To help teach the story of the StampAct, give each student special stickersfor doing a job, but have them stick oneon each paper they turn in to you. Givea special award to the one who is able tokeep the most stickers, but still turns inhis work. (Not an easy job!) Thechildren quickly learn why the colonistswere angry.

LEVEL B•Read a small book on George

Washington.•Make a time-line of the events you

study. Can the student find God’s hand?

LEVEL C•Study the different flags of the country.•Discuss times when the student must

decide whether or not to join withothers for a common cause. Whatdetermines if they join or not?

•Participate in a National Day of Prayerfor our country.

•Hold an old-fashioned town-meeting todiscuss a family event.

LEVEL D•Have student(s) participate in an

election by making fake ballots similarto a local election.

•Have student(s) list items they considerbefore joining a club or group.

•Have student(s) create minireenactments using legos or small men,of a battle of the Revolution.

•Have student(s) make a play about ahistorical figure telling the life story.

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LEVEL E•Study the many ways your local

community works together.•Was there a recent time when disaster

struck? If so, study how the communityresponded. How can one individual fitinto this system? Can one individualmake a difference? Write a report onyour findings.

LEVEL F•Study how the Boston community

responded to the Boston massacre.•Study how the House of Burgesses

handled the crises surroundingindependence.

•Study the life of Patrick Henry.•Study the life of John Adams or Abigail

Adams.

LEVEL G•Participate in a community service

project. Discuss how the student(s) feltupon completion.

•Have student(s) write one of your staterepresentatives concerning an issue.

•Have student(s) attend a localgovernment meeting. Discuss how agroup of citizens can change things.

•Have student(s) write an essay on whyit is important to not only getinformation and pray, but to take actionas well.

LEVEL H•Study how our national Congress

works. Discuss whether or not itsmembers share similar principles ornot.

•Have student(s) write one of your staterepresentatives concerning an issue.

•Discuss times and ways severaldifferent churches could join together tochange the community for the better.

•Have student(s) write an essay on whyit is important to not only getinformation and pray, but to take actionas well.

Prologue:We began this book with a story about a

baby eagle who never knew he was greatand had a godly heritage until a wiserabbit remembered and told the babyeagle of its past. Our prayer to you theteachers of our future leaders is that yourstudents will know their proud heritage ofour nation and be able to soar with theeagles and lead our nation back togreatness. Even students not born in thiscountry share in this heritage and need toknow and understand what has made ournation great.

The principles you are learning and willbe teaching are the very ones which madeour nation great. Without these princi-ples, our society is destined to be lost inthe decay of moral standards and violence.The rebirth of a society does not beginwith the other person. Rebirth beginswith each individual re-examining his/herown life and making the necessarychanges. The Pruitans believed that theydid not have to tarry for anyone else tochange, they could on an individual basisreform each life with the help from God.We need to remember the lessons of ourFounding Fathers and carry them forwardinto tomorrow. As a teacher, you have theawesome responsibility of not allowingGod’s providence for this nation and thegodly heritage to be forgotten.

May God bless your efforts!

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The Ten Most AskedQuestions — 1. What level do I start with? Must I

start at the beginning with Level A?

Ask yourself where is yourstudent. Is he/she alreadyself-governed? Have they had thistype of study before? If they havenot used this type of study beforeor if their level of understandingor their level of self-government isnot well developed, pleaseconsider starting the student oneto two levels lower than thesuggested grade level. Our levelsare marked by A through H toindicate grades starting with FirstGrade. We did not place a numbergrade on the levels so that theparent or teacher has flexibilitywith the series. Our series isdesigned so that you can start anyplace. You might review theseries scope and sequence to besure that the level you areconsidering will cover what youwant.

2. How much should I cover in one class?

The idea is to keep the amountof information at a level that thestudent can handle. Be sensitiveto his/her interest. This is aspecial way of learning, one that isnot encountered in regulartextbooks. It should, therefore,not be dreaded. Cover the amountof material that you can whilekeeping a high level of interest.There may be some days whereyou cover a lot—others where notso much is covered. It’s OK. Thiscurriculum can be individualizedto the student or a group ofstudents.

3. How often should I teach thiscurriculum?

We started out with classestwice a week, but found that asthe interest of the boys increased,classes were added to cover theirresearch projects.

4. What denomination is your booksbased on?

We do not teach religious dogmain our series. While from aProtestant view point, we will giveyou the facts on what theindividual people or groupsbelieved. The series is based onthe reformed theology that wasembraced by our FoundingFathers.

5. How do you deal with the diversityissues?

When this series wasdeveloped, no concern was given tothe color or nationality of thepeople, events, or documentscovered. We looked for historicaland governmental evidence tosupport the principle beingillustrated. If you are interestedin a specific diversity issue, youmay contact us directly, as ourresearch continues and we haveprobably researched the issue youare concerned about and can relayour findings. We have not beenable to publish everything whichwe have discovered.

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6. Can I cover more than one book ayear?

If the student is comprehendingthe principles and has beenallowed time to internalize theprinciples, then there’s no problemin completing more than one booka year. This is especially truewith the lower levels. These levelsare designed to teach the verybasics of the principles — Forexample, self-government in LevelA is taught in terms of makingyour bed without beingreminded... the same principle inLevel H is in terms of the studentsresponsibility to the family,church, state, and nation.

7. Where do I find supplementalmaterials?

Our research has found thatwhen seeking other books andmaterials, normally anythingwritten before 1890 will have theProvidence of God is the context ofthe book. With this in mind, if youwant to build a library of goodreference books and historicalmaterials, start visiting librarysales, estate sales, and old bookstores. If you are like me, onceyou begin this process, you willtake a fun vacation and find youare spending more time in dustyold book stores than on the sunnybeaches of the world. It becomes afascinating hobby. You will needto develop what I call the acidtests. If I’m looking at a bookabout George Washington or theFrench-Indian War, I’ll look at theBattle of Monongahela. If thestory mentions that Washingtonfound five bullet holes in hisclothes after the battle, then therest of the book is probably prettytrue. It seems as if that fact is thefirst thing that is left out whenhistorians wanted to take God outof history. As you study America’s

Christian History, you willdevelop similar tests. Theinformation contained in ourseries has been verified with 2-3other sources so we truly believethe facts are correct as we haverelayed them.

If all you want is current booksto use to augment the series, wesuggest biographies written froma Christian stand point such asGeorge Washington, The Chris-tian, or the Sower Series by MottMedia.

9. What can I do with a high schoolstudent?

If a student has not had thistype of learning before, you couldstart them at Level E which willchallenge the student as itrequires an enormous amount ofthinking. Then the student couldcontinue with the series throughLevel H.

10. Is this an all-inclusive history?

Our series mainly covers fromthe Reformation through thesigning of the Constitution. It wasduring this period that thenational character of our countrywas forged. The moral values andcharacter that we wish to instill inour youth needs to be of thisperiod in order to reclaim Americafor God. The series was developednot as an inclusive history, but todevelop this national character.What our family did to teach therest of history was to use regularhistory books as reading books.This way the boys were exposed toall of history. I also allowed extratime for research if a specialperiod of time or event sparked aninterest for more information.

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AMERICA’S CHRISTIANHISTORY

Scope & Sequence

The following outlines the major topicsdisucssed in each level of the series. Asthe levels advance, more depth andreasoning is involved for the student.

Level A

Principle One — Individuality•Christian Individuality • God made mespecial! • You are special! • You areunique! • Vocabulary • Review

Principle Two — Christian Self-Government•Define the principle • Governing yourlife • Are you self-governed? • Vocabulary• Review

Principle Three — Christian Character•The Story of John Wycliffe • PlymouthPlantation / The First Thanksgiving•Vocabulary • Review

Principle Four — Your Conscience is Sacred•What is your conscience •What is privateproperty? • We are His workmanship.•Tacit Concent • Vocabulary • Review

Prinicple Five — The Christian Formof our Government•The First Charter of Virginia•Vocabulary • Review

Principle Six — Planting the Seed ofLocal Self-Government•The Moral Character of GeorgeWashington • The Miracle of Long Island• Vocabulary • Review

Principle Seven — Our AmericanPolitical Union•What does unite mean? • The Stamp Act• Vocabulary • Review

Level B

Principle One — Individuality•Christian Individuality • The ChristianIdea of Man •Individual Sovereighnty•The Representative Principle • Review

Principle Two —Christian Self-Government•Self-Government • Ways I can beSelf-Governing in the Classroom • TheBible becomes the American PoliticalTextbook • Review

Principle Three — Christian Character• Children are like stars • Your ChristianHeritage • Faith & Steadfastness of thePilgrims • The Separatists in Holland•Their Voyage • The Mayflower Compact• Plymouth Plantation Begun • The FirstSpring • 1623 • Conclusions • Review

Principle Four — Your Conscience isSacred•William Blackstone • ChristianStewardship & Ownership • Consent isMy Title to My Conscience • Review

Prinicple Five — The Christian Formof our Government• The Christian Form of Our Government• The Prinicple of Prespresentation • TheSeparation of Powers • The Dual Form ofOur Government • Review

Principle Six — Planting the Seed ofLocal Self-Government• The Character of Joseph Warren • TheBattle of Bunker Hill • Review

Principle Seven — Our AmericanPolitical Union• Our American Political Union • TheBattles of Trenton & Princeton • Review

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Level C

Principle One — IndividualityChristian Individuality • The HeavensDeclare the Glory of God • The ChristianIdea of Man vs the Pagan Idea of Man•Individual Sovereignty • The MayflowerCompact • The Representative Principle•Review • Vocabulary

Principle Two — Christian Self-Government• What is Meant by Self-Government? •Whatare You Learning? • The Local Self-GoverningCongregation • America’s Political Textbook •Review • Vocabulary

Principle Three — Christian Character•Christian Character of the First Century •Life of the Christian Contrasted to that of thePagan • God’s Children are Like Stars • TheHistory of Plymouth Plantation • Holland •The Voyage •Building Plymouth Plantation •The First Spring and 1623, The Miracle of theFirst Thanksgiving • Problems Arise •DebtsMount • Trading Company Formed • MoreProblems Arise •Connecticut River Adventure• Payment of Debts • Conclusions • Review•Vocabulary

Principle Four — Your Conscience isSacred• Of Property in General • I am God’sProperty • Respecting the Property of Others• Consent is the Title to My Conscience •Review • Vocabulary

Prinicple Five — The Christian Formof our Government• The Christian Form of our Government •The Christian Idea of Man and Government •Let’s See the Three Forms of Government inOur Lives

Principle Six — Planting the Seed ofLocal Self-Government•Local Self-Government • Samual Adams, AnAmerican Patriot • The Story of Lexingtonand Concord • Review • Vocabulary

Principle Seven — Our AmericanPolitical Union•The Boston Patriots and the Tea Act•Review • Vocabulary

Level D

Principle One — Individuality•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Old World Geography• Conclusions • Let’s Reason, Relate & Record

Principle Two — Christian Self-Government• Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • 1758 Book of BehaviorRules • Constrasting the Virginia Colony withthe Plymouth Colony • Let’s Meet John Smith• Let’s Meet William Bradford • Conclusion •Let’s Reason, Relate & Record

Principle Three — Christian Character• Let’s Discover the Principle • Let’s Researchthe Biblical Evidence •New-England’sMemorial by Nathaniel Morton • WilliamBradford by Jonas Winslow • Let’s Reason,Relate & Record

Principle Four — Your Conscience isSacred• Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • John Locke • TheStory of Charles Lee, Major-General • Let’sReason, Relate & Record

Prinicple Five — The Christian Formof our Government• Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Meet ThomasHooker • The fundamental Orders ofConnecticut • Let’s Reason, Relate & Record

Principle Six — Planting the Seed ofLocal Self-Government• Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • God Uses aFrenchman to Fight for Liberty •The Battle ofBandywine • The Battle of Yorktown • Let’sReason, Relate & Record

Principle Seven — Our AmericanPolitical UnionLet’s Discover the Principle • Let’s Researchthe Biblical Evidence • The Townshend Acts •The Circular Letter • Let’s Reason, Relate &Record

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Level E

Principle One — Individuality•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • The New WorldContinents • Let’s Reason, Relate & Record

Principle Two — Christian Self-Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • The Puritans •John Winthrop • John Endicott • Let’sReason, Relate & Record

Principle Three — Christian Character•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • Communism in theVirginia Colony • Communism in thePlymouth Colony • Let’s Reason, Relate &Record

Principle Four — Your Conscience isSacred•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • King John &Runnymede • The Excellent Privilege ofLiberty & Property being the Birth-Right ofthe Free-born Subjects of England by WilliamPenn • The Magna Charta • A Speech Beforethe House of Burgesses • Let’s Reason, Relate& Record

Prinicple Five — The Christian Formof our Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • RegardingChildren • Regarding the Conscience •Regarding Excuses • Regarding Idleness •Regarding Joy • Regarding Knowledge •Regarding Liberty • Regarding Obedience •Regarding Providence • Regarding Truth •Magnalia Christi Americana by CottonMather• How Local Self-governennt workedin New England • Let’s Reason, Relate &Record

Principle Six — Planting the Seed ofLocal Self-Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • Benedict Arnold &His Childhood • Crown Point & FortTiconderoga • Quebec • Bravery & Bitterness• The Battle of Saratoga • Arnold’s Treachery• A Morale Lesson • Let’s Reason, Relate &Record

Principle Seven — Our AmericanPolitical Union•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • John Paul Jones •The Bon Homme Richard Meets the Serapis •William Moultrie & Fort Sullivan • TheBritish Deal Harshly with the South • FrancisMarion • King’s Mountain • The Battle ofCowpens • Let’s Reason, Relate & Record

Level F

Principle One — Individuality•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Christian Geography• America Reserved by God • One IndividubleRepublic • Let’s Research the GovernmentalEvidence • Let’s Reason, Relate & Record

Principle Two — Christian Self-Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Christian Geography• America Reserved by God • One IndividubleRepublic • Let’s Research the GovernmentalEvidence • Let’s Reason, Relate & Record

Principle Three — Christian Character•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • The Virginia Colony •The Vavigation Acts • Individual Enterprise •Relations with the Indians • The PlymouthPlantation • The Standard for ChristianConduct Towards Others • A History ofPlymouth Plantation • Let’s Research theGovernmental Evidence • Let’s Reason,Relate & Record

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Principle Four — Your Conscience isSacred•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Of Property by JohnLocke • Let’s Research the GovernmentalEvidence • Let’s Reason, Relate & Record

Prinicple Five — The Christian Formof our Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence The Law and the Gospelas the Basis of Our Government • Let’sResearch the Governmental Evidence • Let’sReason, Relate & Record

Principle Six — Planting the Seed ofLocal Self-Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • The Committees ofCorrespondence • Letters • Let’s Research theGovernmental Evidence • Let’s Reason,Relate & Record

Principle Seven — Our AmericanPolitical Union•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Bost Port Closed / ADay of Fasting & Prayer • Let’s Research theGovernmental Evidence • Let’s Reason,Relate & Record

Level G

Principle One — Individuality•The Notebook Approach • Let’s Discover thePrinciple • Let’s Research the BiblicalEvidence • Let’s Research the GovernmentalEvidence • The Magna Charta • The Petitionof Right • The English Bill of Rights • JohnLocke • Charles de Montesquieu • WilliamBlackstone • Let’s Reason, Relate & Record

Principle Two — Christian Self-Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • Pennsylvania byAndrew Young • • Let’s Reason, Relate &Record

Principle Three — Christian Character•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • William Penn •Let’s Reason, Relate & Record

Principle Four — Your Conscience isSacred•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • John Calvin &Protestant Theology • Let’s Reason, Relate &Record

Prinicple Five — The Christian Formof our Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • Godly Rulers bySamuel Willard • Robert Morris • BenjaminFrnaklin • Public Service & Responsibility •Franklin Sent to England • The Return Home• Let’s Reason, Relate & Record

Principle Six — Planting the Seed ofLocal Self-Government•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • Martha Dandridge• Valley Forge • Baron von Steuben • Let’sReason, Relate & Record

Principle Seven — Our AmericanPolitical Union•Let’s Discover the Principle • Let’s Researchthe Biblical Evidence • Let’s Research theGovernmental Evidence • The ContinentalCongress • The Declaration of Independence •• Let’s Reason, Relate & Record

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Level H

Principle One — Individuality•The Notebook Approach • Let’s Discoverthe Principle • Let’s Research the BiblicalEvidence • Let’s Research theGovernmental Evidence • Anarchy •Tyranny • Christian IndividualResponsibility • The Chain of Christianity• Nine Major Links • • Let’s Reason,Relate & Record

Principle Two — Christian Self-Government•Let’s Discover the Principle • Let’sResearch the Biblical Evidence • Let’sResearch the Governmental Evidence•The Pilgrims & Puritans•congregationalism • The Township •TheCounty • Comnparison of the TwoSystems • Let’s Reason, Relate & Record

Principle Three — Christian Character•Let’s Discover the Principle • Let’sResearch the Biblical Evidence • Let’sResearch the Governmental Evidence •AnElection Sermon • Christian Character ofthe Pilgrims ª Christian Character of thePuritans • Let’s Reason, Relate & Record

Principle Four — Your Conscience isSacred•Let’s Discover the Principle • Let’sResearch the Biblical Evidence • Let’sResearch the Governmental Evidence•The Christian Witnes of Martin Luther•His Childhood • The University • Life atthe Convent • Luther Teaches atWittemberg • The Great Tetzel SellsIndulgences • The Posting of theNinety-Five Thesis • Luther’s Reply to theDiet of Worms • Let’s Reason, Relate &Record

Prinicple Five — The Christian Formof our Government•Let’s Discover the Principle • Let’sResearch the Biblical Evidence • Let’sResearch the Governmental Evidence•John Locke • A Government Resting onMoral Principles • Noah Webster - Fatherof the Dictionary • Let’s Reason, Relate &Record

Principle Six — Planting the Seed ofLocal Self-Government•Let’s Discover the Principle • Let’sResearch the Biblical Evidence • Let’sResearch the Governmental Evidence•What did the Patriot Pastors Believe? •ADiscourse Concerning UnlimitedSubmission • Inalienable Rights Outlinedby the Pastors • John Peter GabrielMuhlenberg • John Witherspoon•Seasonable Advice to Young Persons•Let’s Reason, Relate & Record

Principle Seven — Our AmericanPolitical Union•Let’s Discover the Principle • Let’sResearch the Biblical Evidence • Let’sResearch the Governmental Evidence •The Town-Meeting as a School ofSelf-Government • The VirginiaDeclaration of Rights • A Declaration ofRights • Let’s Reason, Relate & Record

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Teaching History —Alternative CreativeWays

By John Michael Smithies

For a student to fully comprehend andgrasp a subject or material; to go aboveand beyond just reading about it in theclassroom requires creative methods. Anold Chinese proverb states, “What I read— I forgive; what I see — I remember;what I do — I understand.” This wholemethod is to allow the student to fullyunderstand history and events, and tounderstand the principles involved. To dothis will take more than just a textbook,more than just a class period. Any timethat the teacher can get the student(s)into another material area, outside of classwill help. For example if they arestudying the Civil War, then rent themovie Gettysburg. Interact with thestudents while they are watching it.Discuss the progression of the story. Havethe students pick out examples of theprinciples they have been studying.Decipher what is true; what is not true;what is the author’s presupposition. Themore the students do this, the easily andquicker the students will grasp the truecontent of the material. So whatever itmay be, whether books, movies, whateveryou can use to illustrate what they arelearning will help. If there arereenactments of historical events you canattend, go and discuss what is happening.Have the students talk one-to-one with thepeople in the reenactments. Encouragequestions. Each time this is done, thestudents will retain more and internalizemore of the principles they are learning.

Miniature war-gaming is one methodwhere the students can comprehend moreby taking an active part in what they arelearning. With war-gaming there arerules that must be followed which arebased on the tactics and armor used in thespecific battle. By learning the militarytactics of the period studied, it can really

drive home God’s providence. Forexample to study the Battle of LongIsland, you could battle run a scenario ofwhat might have happened the morningafter if through God’s providenceWashington’s army had not escaped. Weknow from history the position of theBritish troops and you can let thewar-game progress as if Washington’sarmy had not retreated and discuss theoutcome. The students can visually seewhy God had to intervene at this crucialpoint in history. The students will seethat the Continental army would havebeen annihilated on the field of battle.Run this scenario several times bydifferent students if you like. By the timethey are done, the students will obtain afirm grasp of the concepts of the battleand the consequences of all actions. Theywill also understand God’s providence.History is important to fully learn as itcreates an understanding of God’sprovidence.

Equipment

The equipment miniature war-gamingwill require incude:

a set of miniaturespaints & brushessmall pieces of balsa woodbook of war-game tables for the period

studied Miniature figures

Most rule-books which are currentlybeing published are geared for 15mmsoldiers. These soldiers usually runapproximately $6.95 for 24 figures. Tomodel an actual battle scene, the studentswill need several hundred figures. Beforeyou give up on that idea because of costs,consider that one CD costs $24 or more oran interlocking building block toy set canrun $79 to $94 each. The cost of theinitial figures do add up, but ponder theend results of this purchase and thedegree of internalizing of the principlesthat will happen. The cost will soon beminimal compared to the gains made inother areas. For the price of taking the

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family to a movie, you can start years oflearning. If you start out early and add tothe collection, the students will soon haveenough figures to model the largestbattles.

Ten Steps to Fun and Learning

Step One - The students study the rulesof the wargame so that they will be able toset up the battle field correctly. The ruleswill usually give the types of equipmentneeded and the layout of the battle field.

Step Two - The students research theuniforms of the armies involved in theperiod they will be portraying in thewargame.

Step Three - Using the informationlearned in Step Two, the students paintthe required figures to provide for theopposing armies. Research may be neededto insure that the right type of figures arepurchased. For example if you arewargaming a battle with calvary andcannons, the students will need to be surethey have those items researched andpainted correctly. If the students areusing lead based soldiers, an acrylic paintis best. Wash the figures first with soapywater to remove any oils. Please be sureto have student wash their hands afterhandling the figures if you choose leadbased figures.

Step Four - Mount the figures on smallpieces of balsa wood. The method ofmounting the figures will depend on theperiod of the war and the wargamingrules. Usually each figure represents alarger number of men on the battlefield.(A lesson on representation lays hiddenhere — seize the moment) In theAmerican Revolution the formula isusually one figure represents 20 soldiers.Using this method, for example, 500model soldiers can represent a militaryforce of 8,000 soldiers on the battlefield.The students can adjust this ratio to fitthe size of the battle they are studying.For the larger battles such as those heldduring the Napoleonic Wars, one figurecan represent upwards of 120 soldiers or

more. The battles during that period inhistory involved soldiers numbers300,000-400,000 men. The rule books forthe period studied will give moreinformation as to the preferred size andnumber of figures needed. Glue thefigures on a balsa wood base in sets offour. This usually will require pieces ofwood approximately 1 1/2 inches square.The students can paint the bases toresemble the battlefield terrain. Tan forexample if the battle is in the desert orgreen if in a valley.

Step Five - Divide the soldiers intobrigades and divisions (military groups ororganizations) based on the rules in thegame book.

Step Six - Set up the battle field. Thestudents will want to research and designa special layout. Encourage thisexcitement or use the simpler layoutssuggested in the game book.

Step Seven - Assign different brigades todifferent students whenever possible.Each will be making his/her own militarytactical decisions independently and theresult will come very close to the activityin a real battle as different generals hadsometimes opposing ways of handling asituation.

Step Eight - Have the students lead adiscussion on what happened during theactual battle. Include ideas as to otherpossible results of the battle. Have thestudents think of basic scenarios to trywith the game. For example in ourprevious example, what if Washington didnot retreat.

Step Nine - Review the game rules sothat everyone understands them.

Step Ten - Let the game begin. As ateacher, just stand back (if you can) andwatch the fun, excitement, and thinkingprocess of the students. Be ready to stopthe play to discuss something that comesup. Always be ready to reinforce theprinciples they have been learning in theirregular classes.

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An Example of a the Sequence of aWargame

Phase One — Movement Phase —Initial movements or positioning takesplace in this phase. No contact is made forthe moment by the opposing forces. Thearmies are maneuvering into the bestpossible position for the attack.

Phase Two — Combat/Missile Phase —This phase begins at the point when thearmies are within range for fighting.Usually this includes cannon fire andother types of projectiles fired at theopponent including musket fire. Not allthe units will be engaging at the sametime. Some may be out of range.

Phase Three — Milly Phase — Duringthis phase, the units are charging otherunits. Units are maneuvering intocontact. Many units are in hand to handcombat.

Phase Four - Morale Phase — Play ismomentarily stopped for awhile duringwhich time an assessment is made. As aresult of the fighting, the students mustdo a “morale check”. This is a discussionof what is happening to the military forcepsychologically. For example if there wasa prolonged missile attack by cannonadeand/or muskets and if the army wassustaining many casualties, then themorale would decline in the men. Thesoldiers might be in a position where theymight consider running, retreating, orrefuse to move forward. These problemsare true examples of what a real lifecommander faces on the battlefield. Afterany period of prolonged fighting, this typeof check must be done to determine if themen will turn and run or stay andcontinue the fight. During this discussion,consider other factors too such as theloyalty of the men to their commander.George Washington’s army would take aterrible hit and still remain in the battlebecause of the rallying effect Washingtonhad.

Phase Five — Repeat Phase — Thegame continues with Step One and repeats

until a unit is taken out or a battle isconcluded with the armies in a winningposition.

Phase Six — Conclusion Phase — Thisphase is entered when one of the armieshas achieved the conditions required forwinning the battle. Within thewargaming rules are conditions whichmust be met in order to win the battle.Most all battles do not win with one armytotally annihilating the other. Insteadthere are objective taken or lost whichwould indicate the winner. For example ifthe students were wargaming the Battleof Gettysburg, one of the Confederatevictory conditions might be for theConfederates to drive the Union troops outof the town of Gettysburg on the first day.A victory condition for the Union forcesmight be to keep the high ridges aroundthe town which were called the “highground”.

Extra Suggestions:

•Combine the study with other classesor families so that a more real-lifescenario can be played out. •This alsohelps to lower any costs involved.•Encourage that each unit of the armies iscommanded by a different person tosimulate real battle conditions. •Orderthe rule book first so that the students canbegin their study to determine the types offigures they will need as well as begin tolearn about the battle. Involve thestudents in all levels of research, ordering,painting, as well as the play.

The students will gain a mastery of thesoldiers, generals, uniforms, and battleinformation by taking part in the games.The students will need to do extrastudying and this will help develop theneeded skills. If your students take partin war-gaming, they will ultimatelydevelop a greater love of history and God’shand in it. Help the students to enjoy theprocess as you enjoy the progress. Youwill be glad you did!

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Resourses for MiniatureWar-Gaming

Historical Miniature GamingSociety

PO Box 222Annapolis, MD 210401

Write for catalog of information.

Stone Mountain MiniaturesP.O. Box 675Brighton, CO 80601

They carry special priced army packs and rulebooks. 6 MM are also carried which sell forapproximately $6.95 for 60 figures, and areavailable for the Napoleonic, Civil War, and the 7Yr War. The 7 Yr War figures can be modified towork for the American Revolutionary War. Thissmaller size saves money, takes up less room, andflag sets are also available to put on the flagbearers.

WarGames Box 278, Route 40 EastTriadelphia, WV 26059-0278

They carry figures from most all period of historyfrom Biblical times to the Zulu Wars to theColonial period and beyond. They are very goodquality and the cost runs from $3 for 8 figures to$60 for 160 figures. They also carry the OspreyMilitary series of books. and a series of wargamingrules. Free catalog.

Old GloryBox 20Calumet, PA 15621

They have the best price for the best figures in myopinion. They carry 15 MM figures for the CivilWar, 7 Yr War, and the Napoleonic War, and mostother periods of history too. Flags are alsoavailable. Larger 25 MM figures are alsoavailable, but are more expensive.

Armada Enterprises2307 Tracy StreetEndwell, NY 13760

Recommended for the beginner. The figures runabout $10.95 for 50 12 MM figures. They carryfigures for the medieval, 30 Yr War, andRevolutionary War.

Osprey Military MessengerPO Box 5, RushdenNorthants NN10 64X

Free newsletter and catalog. Terrific resource forbackground of period and battles. Also includesdetailed color drawings which can be used forpainting. Books cover all periods of history. Alsoavailable from your local hobby shop.

Osprey Campaign SeriesReed Consumer Books LimitedMichelin House81 Fulham RoadLondon SW36RB

Excellent resource for background, detailed maps,and full color painting guides for militarycampaigns (a series of related battles.). Alsoavailable from local hobby shops.

The Avalon Hill Game Company4517 Harford RoadBaltimore, MD 21214

Write for catalog. Excellent books for wargamingrules. Easy to follow and give excellentbackground player information. Highlyrecommended.

Historical Gamer99 Shady LaneLexington, KY 40503

Publishes a series of war gaming rules andbackground studies. Each book will cover severaldifferent battles.

There are many other companies whichprovide figures and books, we have listedthe ones we use and recommend.

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Appendix A

— Excerpts From The Supreme Court Case143 V.S. 457

America — A Christian NationThe Supreme Court

The Rector, Church Wardens andVestry men of the Church of theHoly Trinity, Plffs. In Err,, v.United States

Argued and Submitted January 7, 1892.Decided February 29, 1892

IN ERROR to the Circuit Court of theUnited States for the Southern District ofNew York, to review a judgment in favorof the United States against the Rector,Church Wardens and Vestry men of theChurch of the Holy Trinity for $1,000, thepenalty imposed by the Act of Congress ofFebruary 26, 1885. Reversed.---Siemon v.Sellers, 123, U.S. 285…That Congress haspower to pass laws regulating the subjectof immigration under its general authorityover commerce is perfectly clear. There isno pretense that the law is aimed at theexercise of religion.…

Mr. Justice Brewer:Plaintiff in error is a corporation, dulyorganized and incorporated as a religioussociety, under the laws of the State of NewYork. E. Walpole Warren was, prior toSeptember, 1887, an alien residing inEngland. In that month the plaintiff inerror made a contract with him by whichhe was to remove to the city of New Yorkand enter into its service as rector andpastor; and, in pursuance of such contract,Warren did so remove and enter uponsuch service. It is claimed by the UnitedStates that this contract on the part of theplaintiff in error was forbidden by chapter164, 23 Stat. at L. 332, and an action wascommenced to recover the penaltyprescribed by that Act. The Circuit Court

held that the contract was within theprohibition of the statute, and renderedjudgment accordingly (36 Fed. Rep. 303)and the single question presented for ourdetermination is whether it erred in thatconclusion.…

Be it enacted…, that form and after thepassage of this act it shall be unlawful forany person, company, partnership orcorporation…to prepay the transportationor migration of any alien…or foreignerinto the United States…to perform laborof service of any kind…

It must be conceded that the act of thecorporation is within the letter of thissection for the relation of rector to hischurch is one of service…While there isgreat force in this reasoning, we cannotthink Congress intended to denounce withpenalties a transaction like that in thepresent case.…

But beyond all these matters no purposeof action against religion can be imputedto any legislation, State or Nation,because this is a religious people. This ishistorically true. From the discovery ofthis continent to this present hour there isa single voice making this affirmation.The commission to Christopher Columbus,prior to his sail westward is from“Ferdinand and Isabella, by the grace ofGod, King and Queen of Castile,” etc. Thefirst colonial grant, that made to SirWalter Raleigh in 1584, was from“Elizabeth, by the grace of God, ofEngland, France and Ireland, queen,defender of the faith,” etc.; and the grantauthorizing him to enact statues for thegovernment of the proposed colonyprovided that “they be not against the trueChristian faith now professed in theChurch of England.”

The first charter of Virginia, granted byKing James I, in 1606, after reciting theapplication of certain parties for a charter,commenced the grant in these words; “We,greatly commending, and graciouslyaccepting, their desires for the furtheranceof so noble a work, which may, by the

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Providence of Almighty God, hereaftertend to the Glory of His Divine Majesty, inpropagating of the Christian Religion tosuch people as yet live in darkness andignorance of the true worship andknowledge of God, and may in time bringthe infidels and savages living in thoseparts to human civility, and to a settledand quiet government; Do, by these ourLetters Patents, graciously accept of, andagree to their humble and well intendeddesires.”

Language of similar import may be foundin the subsequent charters of that colonyfrom the same King in 1609 and 1611; andthe same is true of the various chartersgranted to the other colonies. In languagemore or less emphatic is theestablishment of the Christian Religiondeclared to be one of the purposes of thegrant. The celebrated compact made bythe Pilgrims in the Mayflower in 1620recites: “Having undertaken for the Gloryof God and advancement of the ChristianFaith and the honor of our King andCountry a voyage to plant the first colonyin the northern parts of Virginia; Do bythese Presence solemnly and mutually, inthe presence of God and one another,covenant and combine ourselves togetherinto a civil Body Politic for our betterordering and preservation and furtheranceof the ends aforesaid.”

The fundamental orders of Connecticut,under which a provisional governmentwas instituted in 1638-39, commence withthis declaration: “Forasmuch as it haspleased Almighty God by the wisedisposition of His Divine Providence so toorder and dispose of things that we theinhabitants and residents of Windsor,Hartford and Weatherfield are nowcohabiting and dwelling in and upon theRiver of Connecticut and the landsthereunto adjoining; And well knowingwhere a people are gathered together theWord of God requires that to maintain thepeace and union of such a people thereshould be an orderly and decentgovernment established according toGod…do therefore associate and conjoin

ourselves to be as one public state orcommonwealth…to maintain and preservethe liberty and purity of the Gospel of OurLord Jesus Christ.:”

In the charter and privileges granted byWilliam Penn to the province ofPennsylvania, in 1701, it is recited:“Because no people can be truly happy,though under the greatest enjoyment ofcivil liberties, if abridged of the freedom oftheir consciences, as their religiousprofession and worship; and Almighty Godbeing the only Lord of Conscience, Fatherof Lights and Spirits; and the Author aswell as object of Divine Knowledge, Faithand Worship, who only doth enlighten theMinds and persuade and convince theUnderstanding of People, I do hereby grantand declare:”

Coming nearer to the present time, theDeclaration of Independence recognizesthe presence of the Divine in humanaffairs in these words: “We hold thesetruths to be self evident, that all men arecreated equal, that they are endowed bytheir Creator with certain unalienablerights, that among these are Life, Libertyand the pursuit of Happiness…And for thesupport of this Declaration, with affirmreliance on the Protection of DivineProvidence, we mutually pledge to eachother our Lives, our Fortunes, and oursacred Honor.”

If we examine the constitutions of thevarious states we find in them a constantrecognition of religious obligations. Everyconstitution of every one of the 44 statescontains language which either directly orby clear implication recognizes a profoundreverence for religion and an assumptionthat its influence in all human affairs isessential to the well being of thecommunity. This recognition may be inthe preamble, such as is found in theconstitution of Illinois, 1870: “We, thepeople of the state of Illinois, grateful toAlmighty God for the civil, political andreligious liberty which He hath so longpermitted us to enjoy, and looking to Himfor a blessing upon our endeavors to secure

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and transmit the same unimpaired tosucceeding generations.” etc.

It may be only in the familiar requisitionthat all officers shall take an oath closingwith the declaration “so help me God.” Itmay be in clauses like that of theConstitution of Indiana, 1816, article XI,sec. 4: “The manner of administering anoath or affirmation shall be such as ismost consistent with the conscience of thedeponent and shall be esteemed to the mostsolemn appeal to God.”…Or in provisionssuch as are found in Articles 36 and 37 ofthe Declaration of Rights of theConstitution of Maryland, 1867: “That asit is the duty of every man to worship Godin such manner as he thinks mostacceptable to Him, all persons are equallyentitled to protection in their religiousliberty; wherefore, no person ought, by anylaw, to be molested in his person or estateon account of his religious persuasion orprofession, or for his religious practice,unless, under the color of religion, he shalldisturb the good order, peace or safety ofthe state, or shall infringe the laws ofmorality or injure others in their natural,civil or religious rights; nor ought anyperson be compelled to frequent ormaintain or contribute, unless on contract,to maintain any place of worship, or anyministry; nor shall any person, otherwisecompetent, be deemed incompetent as awitness or juror on the account of hisreligious belief: provided he believes in theexistence of God, and that, under Hisdispensation, such person shall be heldmorally accountable for his acts and berewarded or punished therefore either inthis world or the world to come. That noreligious test ought ever to be required as aqualification for any office of profit or trustin this state, other than a declaration ofbelief in the existence of God; nor shall theLegislature prescribe any other oath ofoffice than the oath prescribed by thisconstitution…As the happiness of a peopleand the good order and preservation ofcivil government essentially depend uponpiety, religion and morality, and as thesecannot be generally diffused through acommunity by the institution of the public

worship of God and of public instructionsin piety, religion and morality: Thereforeto promote their happiness and to securethe good order and preservation of theirgovernment, the people of this common-wealth have a right to invest theirLegislature with power to authorize andrequire and the Legislature shall, fromtime to time, authorize and require theseveral towns, parishes, precincts andother bodies politic or religious societies tomake suitable proviso at their ownexpense, for the institution of the publicworship of God…in all cases where suchprovision shall not be made voluntarily.”…

Article 22 of the Constitution of Delaware,1776, which required all officer, besides anoath of allegiance, to make and subscribethe following declaration. “I, A.B. doprofess faith in God the Father, and inJesus Christ His only Son, and in the HolyGhost, one God blessed for evermore; and Ido acknowledge the Holy Scriptures of theOld and New Testaments to be given bydivine inspiration.”

Even the Constitution of the UntiedStates, which is supposed to have littletouch upon the private life of theindividual, contains in the 1st Amend-ment a declaration common to theconstitutions of all the States, as follows:“Congress shall make no law respecting anestablishment of religion, or prohibitingthe free exercise thereof.” And alsoprovides in Article I, Section 7 that theExecutive shall have ten days (Sundaysexcepted) within which to determinewhether he will approve or veto a bill.

There is no dissonance in these declara-tions. There is a universal languagepervading them all, having one meaning;they affirm and reaffirm that this is areligious nation. These are not individualsayings, declarations of private persons;they are organic utterances; they speakthe voice of the entire people. Whilebecause of a general recognition of thistruth the question has seldom beenpresented to the courts, yet we find that in(Updegraph V. Comm.II Serg & R.

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394,400) it was decided that, “Christiani-ty, general Christianity, is and always hasbeen, a part of the common law ofPennsylvania…not Christianity with anestablished church and tithes andspiritual courts; but Christianity withliberty of conscience to all men.”

And in (People V. Ruggles & Johns, 290,4-5), Chancellor Kent, the greatcommentator on American law, speakingas Chief Justice of the Supreme Court ofNew York said: “The people of this State,in common with the people of this Country,profess the general doctrines of Christiani-ty as the rule of their faith and practice;and to scandalize the author of thesedoctrines is not only, in a religious point ofview, extremely impious, but even inrespect to the obligations due society, is agross violation of decency and goodorder…The free, equal and undisturbedenjoyment of religious opinion, whatever itmay be, and free and decent discussions onany religious subject, is granted andsecured; but to revile, with malicious andblasphemous contempt, the religion pro-fessed by almost the whole community, isan abuse of that right. Nor are we boundby any expressions in the Constitution, assome have strangely supposed, either not topunish at all, or to punish indiscriminate-ly, the live attacks upon the religion ofMohomet, or of the Grand Lama; and forthis plain reason, that the case assumes weare a Christian people and the morality ofthe country is deeply engrafted uponChristianity and not upon the doctrines orworship of those impostors.”

If we pass beyond these matters to a viewof American life as expressed by its laws,its business, its customs and its society,we find everywhere a clear recognition ofthe same truth. Among other mattersnote the following: The form of oathuniversally prevailing, concluding with anappeal to the Almighty; the custom ofopening sessions of all deliberative bodiesand most conventions with prayers; theprefatory words of all wills “In the name ofGod, amen:” the laws respecting theobservance of the Sabbath; with thegeneral cessation of all secular business,and the closing of courts, Legislatures, andother similar public assemblies on thatday…These, and many other matterswhich might be noticed, add a volume ofunofficial declarations to the mass oforganic utterances that this is aChristian nation. In the face of allthese shall it be believed that theCongress of the United States intended tomake it a misdemeanor for a church ofthis country to contract for the services ofa Christian minister residing in anothernation?…It is the duty of the courts, underthose circumstances, to say that howeverbroad the language of the statue may be,the act, although within the letter, is notwithin the intention of the Legislature,and therefore cannot be within thestatute.

The judgment will be reversed, and thecase remanded for further proceedings inaccordance with this opinion.

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Appendix B

— Why Did We Fight forIndependence?

In Remembrance: Least we forget thereasons why our nation separated fromGreat Britain.

Romans Chapter 13:1-4 says, “Let everysoul be subject unto the higher power; forthere is no power but of God: and thepowers that be, are ordained of God.Whosoever therefore resisth the ordinanceof God; and they that resist, shall receive tothemselves condemnation. For Magis-trates are not to be feared for good works,but for evil. Wilt thou then be without fearof the power? Do well: so shalt thou havepraise of the same. For he is the ministerof God for thy wealth, but if thou do evil,fear: for he bearth not the sword for doubt:for his is the minister of God to takevengeance on him that do evil. Whereforeyou must be subject, not because of wrathonly, but also for conscience sake.”

There are many historians and pastorswho will tell you that because of thisverse, our nation was illegally formed, andthat our Founding Fathers went againstGod’s word. I would like to suggest thatthey did not go against God’s word, but insigning the Declaration of Independence,they were fulfilling God’s directions. Let’slook at the background and facts. Whatwere the true reasons for our nation tocome into existance?

On November 20, 1772, a report was madeby the Committee of Correspondence tothe Boston Town Meeting held at the OldSouth Meeting House. In the reportSamuel Adams outlined the inalienablerights of each individual living in theColonies. He listed the following:

I. The natural rights of the Colonist asmen are:A. The right to life.B. The right to liberty.C. The right to property.D. The right to support and defend

these former rights in the bestmanner possible.

E. All men have the right to remainin a state of nature for as long asthey wish, but also have the rightto leave this state when intolera-ble oppression occurs and enteranother.

F. All men have the right topeaceably and quietly worship Godaccording to the dictates of hisconscience.

The grand end of civil government, fromthe very nature of its institution, is for thesupport, protection and defense of thosevery rights; the principles of which areLife, Liberty, and Property. The right tofreedom being the gift of God Almighty, itis not in the power of man to alienate thisgift and voluntarily become a slave.

Webster’s 1828 Dictionary makes thefollowing definitions:

Property — “The exclusive right ofpossessing, enjoying and disposing of athing; ownership. In the beginning of theworld, the Creator gave to man dominionover the earth, over the fish of the sea andthe fowls of the air, and over every livingthing. This is the foundation of man’sproperty in the earth and in all itsproductions. . . The labor of inventing,making or producing anything constitutesone of the highest and most indefeasibletitles to property.”

Life — “Spirit; animation; vivacity;resolution.”

Liberty — “The power of acting as onethinks fit, without any restraint or controlexcept from the laws of nature. . . . Civilliberty is the liberty of men in a state ofsociety, so far only abridged andrestrained, as is necessary and expedientfor the safety and interest of the society,state, or nation.”

Freedom — “A state of exemption fromthe power or control of another; liberty;exemption from slavery, servitude or

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confinement. Freedom is personal, civil,political, and religious.”

Samuel Adams continued:

II. The Rights of the Colonists asChristiansA. The right to worship God as one’s

conscience dictates.

III. The Rights of the Colonists asSubjects of the King of EnglandA. The right to personal security.B. The right to personal liberty.C. The right to private property.D. The rights of a natural-born

Englishman which areguaranteed by the MagnaCharta, Bill of Rights, Petitionof Rights, Colonial Charters,and British Parliament.

Within the framework of these rights, thefollowing were provided for:

1. The establishment of legislativepower.

2. No man is above the law-not eventhe king.

3. Laws may not be arbitrarily applied.4. Laws concerning the rights of the

people shall be decided byindependent judges.

5. No different courts for the rich andpoor/court favorite and countryman.

6. The supreme power cannot justlytake from any man any part of hisproperty, without his consent inperson or by his representative.

7. By laws of King George, allforeigners are naturalized after 7years of residence.

There were also several important eventsto remember as one ponders theintentions of the Founding Fathers:

September 5, 1774 — The FirstContinental Congress met with thepurpose of reconciliation with GreatBritain.

October 1, 1774 — The Petition forRedress of Grievances is sent to the Kingof England by the Founding Fathers.

December 21, 1774 — The King ofEngland receives the petition and ignoresit.

July 8, 1775 — The Olive BranchPetition is sent to the King of England bythe Founding Fathers in an effort toreconcile. The King does not respond tothe petition.

August 23, 1775 — Parliament issuesthe Proclamation of the Colonies inRebellion. This declares the colonies arein open rebellion to the crown.

December 22, 1775 — TheProhibitory Act is passed by Parliamentwhich was meant to bring economic ruinto the colonies and bring the colonies to itknees before the will of the crown. Itremoved all rights and protection of thecrown of England from America, anddeclared all people of America to be nolonger British subjects.

Blackstone’s Commentaries states thatone of the maxims of common law is thatwhen protection ends so does the duty ofallegiance of the people protected.

(Vol. I, p. 233)

Webster’s 1828 Dictionary definesrevolution in politics as a materiel orentire change in the constitution ofgovernment.

Rebellion (as Britain called it) is definedby Webster’s as an open and avowedrenunciation of the authority of thegovernment to which one owes allegiance;or the taking of arms traitorously to resistthe authority of lawful government.

With the rights listed above and thedefinitions in mind, consider and ponderthe complaints of the colonists as outlinedin the Declaration of Independence:

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Declaration by theRepresentatives of the United

States of America in Congress Assembled

July 4, 1776:

“When, in the course of human events, itbecomes necessary for one people todissolve the political bonds which haveconnected them with another, and toassume, among the powers of the earth,the separate and equal station to whichthe laws of nature and of nature’s Godentitle them,—a decent respect to theopinions of mankind requires that theyshould declare the causes which impelthem to the separation.

“We hold these truths to be self-evident,that all men are created equal, that theyare endowed by their Creator with certainunalienable Rights, that among these areLife, Liberty and the pursuit of Happiness.That to secure these rights, Governmentsare instituted among Men, deriving theirjust powers from the consent of thegoverned. That whenever any Form ofGovernment becomes destructive of theseends, it is the Right of the People to alteror to abolish it, and to institute newGovernment, laying its foundation on suchprinciples and organizing its powers insuch form, as to them shall seem mostlikely to effect their Safety and Happiness,Prudence, indeed, will dictate that Gov-ernments long established should not bechanged for light and transient causes;and accordingly all experience hathshown, that mankind are more disposed tosuffer, while evils are sufferable, than toright themselves by abolishing the formsto which they are accustomed. But when along train of abuses and usurpations,pursuing invariably the same Objectevinces a design to reduce them underabsolute Despotism, it is their right, it istheir duty, to throw off such Government,and to provide new Guards for their futuresecurity. Such has been the patientsufferance of these Colonies; and such isnow the necessity which constrains themto alter their former Systems of

Government. The history of the presentKing of Great Britain is a history ofrepeated injuries and usurpations, allhaving in direct object the establishmentof an absolute Tyranny over these States.To prove this, let Facts be submitted to acandid world.

1. “He has refused his Assent to Laws,the most wholesome and necessary for thepublic good. (Example is the Quebec Act of 1774,which established the Catholic Church in the OhioValley. Violation of the right to worship God asone’s conscience dictates.)

2. “He has forbidden his Governors topass Laws of immediate and pressingimportance, unless suspended in theiroperation till his Assent should beobtained; and when so suspended he hasutterly neglected to attend to them.(Violation of the right to personal security.)

3. “He has refused to pass other Laws forthe accommodation of large districts ofpeople, unless these people wouldrelinquish the right of Representation inthe Legislature, a right inestimable tothem and formidable to tyrants only.(Violation of the rights of Englishmen.)

4. “He has called together legislativebodies at places unusual, uncomfortable,and distant from the depository of theirpublic Records, for the sole purpose offatiguing them into compliance with hismeasures. (Violation of the rights ofEnglishmen.)

5. “He has dissolved RepresentativeHouses repeatedly, for opposing withmanly firmness his invasion on the rightsof the people. (Violation of the rights ofEnglishmen.)

6. “He has refused for a long time, aftersuch dissolutions, to cause others to beelected; whereby the Legislative powers,incapable of Annihilation, have returnedto the People at large for their exercise;the State remaining in the mean timeexposed to all the dangers of invasionfrom without, and convulsions within.(Violation of the rights of Englishmen.)

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7. “He has endeavored to prevent thepopulation of these States; for thatpurpose obstructing the Laws for Natural-ization of Foreigners; refusing to passothers to encourage their migrationshither, and raising the conditions of newAppropriations of Lands. (Violation of therights of Englishmen.)

8. “He has obstructed the Administra-tion of Justice, by refusing his Assent tolaws for establishing Judiciary Powers.(Violation of the rights of Englishmen.)

9. “He has made Judges dependent onhis Will alone, for the tenure of theiroffices, and the amount and payment oftheir salaries. (Violation of the rights ofEnglishmen.)

10. “He has erected a multitude of NewOffices, and sent hither swarms of Officersto harass our people, and eat out theirsubstance. (Violation of the rights ofEnglishmen.)

11. “He has kept among us, in times ofpeace, Standing Armies without theConsent of our legislatures. (Violation of theright to personal security.)

12. “He has affected to render theMilitary independent of and superior tothe Civil power. (Violation of the right topersonal property and security.)

13. “He has combined with others tosubject us to a jurisdiction foreign to ourconstitution, and unacknowledged by ourlaws; giving his Assent to their Acts ofpretended Legislation:

—“For quartering large bodies of armedtroops among us: (Violation of the rights ofEnglishmen.)

—“For protecting them, by a mock Trial,from punishment for any Murders whichthey should commit on the Inhabitants ofthese States: (Violation of the rights ofpersonal safety.)

—“For cutting off our Trade with allparts of the world: (Violation of the rights ofEnglishmen.)

—“For imposing Taxes on us withoutour Consent: (Violation of the rights ofEnglishmen.)

—“For depriving us in many cases, ofthe benefits of Trial by Jury: (Violation of theright to just fair courts.)

—“For transporting us beyond Seas tobe tried for pretended offenses: (Violation ofthe rights of Englishmen.)

—“For abolishing the free System ofEnglish Laws in a neighboring Province,establishing therein an Arbitrarygovernment, and enlarging its Boundariesso as to render it at once an example andfit instrument for introducing the sameabsolute rule into these Colonies:(Violation of the rights of Englishmen.)

—“For taking away our charters,abolishing our most valuable Laws, andaltering fundamentally the Forms of ourGovernments: (Violation of the rights ofEnglishmen.)

—“For suspending our own Legisla-tures, and declaring themselves investedwith power to legislate for us in all caseswhatsoever. (Violation of the rights ofEnglishmen.)

14. “He has abdicated Governmenthere, by declaring us out of hisProtection and waging War againstus. (The king abdicated his power in America bythe Prohibitory Act which declared America out ofhis protection. Signed on December 22, 1775, thisact dissolved all ties between England andAmerica. The colonists were no longer BritishCitizens and all rights of Englishmen werewithdrawn. It made it against the law to deal inany way with the people of America. All protectionof the crown was withdrawn. All property inAmerica was to be seized.)

15. “He has plundered our seas, ravagedour Coast, burnt our towns, and destroyedthe lives of our people. (Violation of therights of Englishmen.)

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16. “He is at this time transporting largeArmies of foreign Mercenaries to completethe works of death, desolation andtyranny, already begun with circumstanc-es of Cruelty and perfidy scarcelyparalleled in the most barbarous ages, andtotally unworthy of the Head of a civilizednation. (Violation of the rights of Englishmen.)

17. “He has constrained our fellowCitizens taken Captive on the high Seas tobear Arms against their Country, tobecome the executioners of their friendsand Brethren, or to fall themselves bytheir Hands. (Violation of the rights ofEnglishmen.)

18. “He has excited domestic insurrec-tions amongst us, and has endeavored tobring on the inhabitants of our frontiers,the merciless Indian Savages, whoseknown rule of warfare, is an undistin-guished destruction of all ages, sexes andconditions. (Violation of the rights ofEnglishmen.)

“In every stage of these Oppressions Wehave Petitioned for Redress in the mosthumble terms: Our repeated Petitionshave been answered only by repeatedinjury. A Prince, whose character is thusmarked by every act which may define aTyrant, is unfit to be the ruler of a freepeople.

“Nor have We been wanting in attention toour British brethren. We have warnedthem from time to time of attempts bytheir legislature to extend an unwarranta-ble jurisdiction over us. We have remindedthem of the circumstances of ouremigration and settlement here. We haveappealed to their native justice andmagnanimity, and we have conjured themby the ties of our common kindred todisavow these usurpations, which wouldinevitably interrupt our connections andcorrespondence. They too have been deafto the voice of justice and of consanguinity.We must, therefore, acquiesce in thenecessity, which denounces our Separa-tion, and hold them, as we hold the rest ofmankind; Enemies in War, in PeaceFriends.

“WE, THEREFORE, the Representativesof the United States of America, inGeneral Congress, Assembled, appealingto the Supreme Judge of the world for therectitude of our intention, do, in theName, and by Authority of the goodPeople of these Colonies, solemnly publishand declare, That these United Coloniesare, and of Right ought to be Free andIndependent States; that they areAbsolved from all Allegiance to the BritishCrown, and that all political connectionbetween them and the State of GreatBritain, is and ought to be totallydissolved; and that as Free and Indepen-dent States, they have full Power to levyWar, conclude Peace, contract Alliance,establish Commerce, and to do all otherActs and Things which IndependentStates, may of right do. And for thesupport of this Declaration, with a firmreliance on the protection of Divine Provi-dence, we mutually pledge to each otherour Lives, our Fortunes, and our sacredHonor.”

It should be noted that we began withRomans Chapter 13:1-5. Many in thisnation believe that we have an illegalgovernment because our FoundingFathers rebelled against a lawfulgovernment. I would like to draw yourattention to the notes in bold in itemnumber 14 listed above. As of December22, 1775, the King of England removed alllawful government from the colonies. Thesigning of the Declaration of Indepen-dence and other important documentswere the response to this by the FoundingFathers. They were in effect establishinga legal government where none existed.Our nation does not have an illegalgovernment. Our Founding Fathers didnot violate Biblical law as some would tryto have you think. This is one moreexample where knowing the truth of theheritage of our nation can truly . . . Set you Free!

May God bless your efforts as you strive torebuild the Founding Father character ofour nation and reclaim its greatness.

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Would that each true American, however great or small,

Might journey to that shrine of shrines, old Independence Hall.

And there within those sacred wallswhere those immortals met,

Renew our pledge to keep the faith,Lest we forget — lest we forget.Lest we forget that we must be

The keepers of our liberty.

—James Willard Parks

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Glossary

All definitions in this glossary are quotedfrom the Webster’s 1828 Dictionary, thelast Christian Dictionary written inAmerica. If you would like a copy, you mayorder one from the Foundation forAmerica’s Christian Education. Thesedefinitions include many of the words yourstudents will be encountering in theseries.

Each word is listed in alphabetical orderwith a definition.

Abbreviations for parts of speech:(a) — adjective(pp) — participle passive(adv) — adverb(ppr) — participle (n) noun of present tense

Aabhorrence — “(n) Extreme hatred,

detestation, great aversion.”

abode — “(n) Stay; continuance in a place;residence for a longer or shorter time.”

abolish — “(v) To make void; to annul; todestroy.”

abomination — “(n) Extreme hatred . . . evildoctrines and practices.”

absolve — “(v) To set free or release from someobligation, debt or responsibility; or from thatwhich subjects a person to a burden or apenalty.”

abyss — “(n) A bottomless gulf; a deep mass ofwaters . . . that which is immeasurable.”

accommodation — “(n) Fitness; adaptation;adjustment of differences.”

accost — “(v) To speak to first; to address.”

acquiesce — “(v) To rest satisfied; to assent to,upon conviction.”

acrimony — “(n) Sharpness; a quality of bodies,which corrodes, dissolves, or destroys others .. . figuratively, sharpness or severity oftemper; bitterness of expression proceedingfrom anger, ill-nature or petulance.”

adage — “(n) A proverb; an old saying, which hasobtained credit by long use.”

adduce — “(v) To bring forward, present oroffer.”

adepts — “(n) One fully skilled or well versed inany art.”

adjacent — “(a) Lying near, close, orcontiguous.”

admonish — “(v) Reprove; warn; counsel;direct.”

admonished — “(pp) Reproved; advised;warned; instructed.”

admonition — “(n) Gentle reproof.”

adroitness — “(n) Dexterity; readiness in theuse of the limbs.”

advert — “(pp) Attended to; regarded.”

advocate — “(n) One who pleads the cause ofanother in a court of civil law. (v) To plead infavor of.”

affirmative — “(a) Declaratory of what exists.(n) That side of a question which affirms ormaintains.”

aggrandize — “(v) To make great or greater inpower.”

aggravating — “(ppr) Increasing in severity,enormity or degree.”

alacrity — “(n) Cheerfulness; gayety;sprightliness; more usually a cheerfulreadiness or promptitude to do some act.”

alienate — “(v) To estrange; to withdraw, as theaffections; to make indifferent.”

allege — “(v) To declare; to affirm; to assert; topronounce with positiveness . . . to produce asan argument, pleas or excuse; to cite orquote.”

allegiance — “(n) The tie or obligation of asubject to his prince or government.”

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alms — “(n) Anything given gratuitously torelieve the poor…otherwise called charity.”

ambiguous — “(a) Having two or moremeanings.”

ambuscade — “(n) A lying in wait; ambush. (v)To lie in wait for; to attack from a concealedposition.”

amenable — “(a) Easy to be led; governable;liable to answer.”

American — “(a) Pretaining to America.…Thename American must always exalt the prideof patriotism.— Washington”

Americanism — “(n) The love which Americancitizens have to their own country, or thepreference of its interests.”

amphitheater — “(n) An edifice in an oval orcircular form, having its area encompassedwith rows of seats, rising higher as theyrecede from the area, on which people used tosit.”

anecdote — “(n) Facts not generally known.”

annals — “(n) A species of history digested inorder of time, or a relation of events inchronological order, each event being recordedunder the year in which it happened.”

annihilation — “(n) The act of reducing tonothing or non-existence.”

anonymous — “(a) Nameless; without thename of the author.”

apostatizing — “(ppr) Abandoning a church,profession, sect, or party.”

apprehend — “(v) To take or seize; to take holdof; . . . to conceive in the mind; to understand.”

apprentice — “(n) One who is bound bycovenant to serve.”

approbation — “(n) The act of approving; aliking; support.”

aqueduct — “(n) A structure made forconveying water from one place to anotherover uneven ground.”

arbitrary — “(a) Depending on will ordiscretion; not governed by any fixed rules.”

archives — “(n) The apartment in which recordsare kept; the records and papers which arepreserved.”

ardent — “(a) Hot; burning; warm, applied to thepassions and affections.”

arduous — “(a) Difficult; attended with greatlabor.”

argumentation — “(n) Reasoning; the act ofreasoning;…drawing conclusions.”

aristocratic — “(a) Pertaining to aristocracy;consisting in a government of nobles, orprincipal men.”

artificer — “(n) An artist; a mechanic ormanufacturer.”

ascribed — “(pp) Attributed or imputed,considered or alleged,as belonging.”

aspiration — “(n) An ardent wish or desire,chiefly of spiritual blessings.”

aspire — “(v) To desire with eagerness; to aim atsomething elevated.”

atonement — “(n) Agreement; concord;reconciliation.”

attenuated — “(pp) Made thin or less viscid;made slender.”

augment — “(v) Increase; enlargen.”

august — “(a) Grand; magnificent.”

audacious — “(a) Very bold or daring.”

autocratic — “(a) Pertaining to autocracy;absolute; holding independent and unlimitedpowers of government.”

aversion — “(n) Opposition or repugnance ofmind; dislike.”

Bbaneful — “(a) Poisonous; pernicious;

destructive.”

barbarity — “(n) Savageness; cruelty.”

begat — “(v) To procreate, as a father or sire; toproduce as an effect; to cause to exist.”

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benediction — “(n) The act of blessing; a givingpraise to God or rendering thanks for Hisfavors.”

benefactor — “(n) He who confers a benefit,especially one who makes charitablecontributions either for public institutions orfor private use.”

benevolence — “(n) The disposition to do good;good will; kindness; . . . the love of mankind,accompanied with a desire to promote theirhappiness.”

benignant — “(a) Kind; gracious; favorable.”

beseech — “(v) To entreat; to supplicate; toimplore; to ask or pray with urgency.”

bestow — “(v) To give; to confer; to impart.”

blunder — “(v) To mistake grossly.”

bull — “(n) A letter, edict or rescript of the Pope,published or transmitted to the churches overwhich he is the head, containing some decree,order, or decision.”

bulwarks — “(n) In fortification, a bastion, or arampart; a mound of earth around a placecapable of resisting cannon shot.”

Burgesses — “(n) A representative of a boroughin Parliament.”

Ccalamity — “(n) Any great misfortune, or cause

of misery; generally applied to events ordisasters which produce extensive evils.”

carnal — “(a) Lecherous; lustful; libidinous;given to sensual indulgence.”

cardinal — “(a) Chief; principal; preeminent, orfundamental; an Ecclesiastical prince in theRomish church.”

catechism — “(n) A form of instruction bymeans of questions and answers.”

catholic — “(a) Liberal; not narrow minded;…aPapist.”

causative — “(a) That expresses a cause orreason; also, that effects as a cause.”

cavalcade — “(n) A procession of persons onhorseback.”

challenge — “(v) To call, invite or summon toanswer for an offense by single combat, orduel.”

chapman — “(n) A seller, a market-man”

character — “(n) The peculiar qualities,impressed by nature or habit on a person,which distinguish him from others; theseconstitute real character, and the qualitieswhich he is supposed to possess, constitute hisestimated character, or reputation. Hence wesay, a character is not formed, when theperson has not acquired stable and distinctivequalities.”

Christian — “(n) A real disciple of Christ; onewho believes in the truth of the Christianreligion, and studies to follow the example,and obey the precepts, of Christ; a believer inChrist who is characterized by real piety.”

circumstance — “(n) Something relative to afact, or case, a particular thing, which, thoughnot essential to an action, in some way affectsit.”

city — “(n) A corporate town; a town or collectivebody of inhabitants, incorporated andgoverned by particular officers, as a mayorand aldermen.”

cleave — “(v) To stick; to adhere; to hold to; . . .To unite; to fit; . . . To part or divide by force.”

coercion — “(n) Restraint, check, particularlyby law or authority; compulsion; force.”

cogency — “(n) Force; strength; power ofcompelling.”

cognizance — “(n) Judicial notice orknowledge.”

compliance — “(n) A yielding, as to a request,wish, desire, demand.”

composure — “(Combination; arrangement;order; frame.”

comprise — “(v) To comprehend; to contain; toinclude.”

compulsion — “(n) The act of driving or urgingby force.”

concourse — “(n) A moving, flowing or runningtogether.”

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concur — “(v) To meet in the same place; toagree.”

conducive — “(a) Having a tendency topromote.”

confederation — “(n) A league; a compact formutual support.”

confirmatory — “(a) That which serves toconfirm; giving additional strength, force, orstability.”

conflagration — “(n) A great fire or theburning of any great mass of combustibles.”

confound — “(v) To throw into disorder; toperplex.”

congenial — “(a) Partaking of the same genus,kind, or nature.”

conjunction — “(n) Union; connection;association by treaty or otherwise.”

conjure — “(v) To call on or summon by a sacredname, or in a solemn manner; . . . to bind twoor more by an oath; to unite in a commondesign.”

cooperation — “(v) To act or operate jointlywith another or others, to the same end; towork or labor with mutual efforts to promotethe same object.”

consanguinity — “(n) The relation of personsby blood.”

conscience — “(n) Internal or self-knowledge,or judgment of right and wrong; or thefaculty, power or principle within us, whichdecides on the lawfulness or unlawfulness ofour own actions and affections, and instantlyapproves or condemns them.”

consecrate — “(v) To make or declare to besacred.”

consent — “(n) Agreement of the mind to whatis proposed or stated by another; accord;hence, a yielding of the mind or will to thatwhich is proposed; as, a parent gives hisconsent to the marriage of his daughter.”

consistory — “(a) Relating to an Ecclesiasticalcourt of an archbishop or bishop.”

consolation — “(n) Comfort; refreshment ofmind or spirits.”

consonant — “(a) Agreeing; according;consistent.”

conspicuous — “(a) Open to the view; obviousto the eye.”

constancy — “(n) Fixedness; a standing firm.”

constrain — “(v) To compel or force.”

constitution — “(n) The act of constituting,enacting, establishing, or appointing.…Theestablished form of government in a state,kingdom or country; a system of fundamentalrules, principles and ordinances for thegovernment of a state or nation.”

contagion — “(v) The communication of adisease by contact, or the mattercommunicated.”

contrive — “(pp) Invented; planned; devised.”

conversely — “(adv) With change of order; in acontrary order.”

correct — “(a) Literally, set right, or madestraight.”

countenance — “(n) Literally, the contents of abody; . . . Look, aspect, appearance of theface.”

cumber — “(v) To load or crowd; . . . To makemotion difficult.”

cursory — “(a) Running; hasty; slight.”

Ddebauchery — “(n) Excess in the pleasures of

the table; gluttony; . . . seduction from duty orallegiance.”

declivity — “(n) A slope; a gradual descent ofthe earth.”

definitive — “(a) Limiting the extent;determinate; positive; final.”

deft — “(a) Neat; handsome.”

degenerate — “(v) To become worse; to decay ingood qualities; to pass from a good to a bad orworse state.”

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delegation — “(n) A sending away; the act ofputting in commission, or investing withauthority to act for another.”

deliberations — “(n) Mutual discussion andexamination of the reasons for and against ameasure.”

delusive — “(a) Apt to deceive; tending tomislead the mind.”

deplorable — “(a) That may be deplored orlamented; lamentable . . . sad, calamitous;grievous; miserable.”

depository — “(n) A place where any thing islodged for safe-keeping.”

depreciated — “(pp) Lessened in value orprice; undervalued.”

deray — “(v) To pay; to discharge.”

derision — “(n) The act of laughing at incontempt.”

descendible — “(a) That may be descended orpassed down.”

desolation — “(n) The act of destruction orexpulsion of inhabitants; ravaged and ruined.”

despicable — “(a) To look down, to despise;contemptible.”

despondency — “(n) A sinking or dejection ofspirits at the loss of hope; loss of courage atthe failure of hope; in deep affliction.”

despotism — “(n) Absolute power; authorityunlimited and uncontrolled by man,constitution or laws, and depending alone onthe will of the prince; an arbitrarygovernment.”

destitute — “(a) Not having or possessing;wanting; needy.”

devastate — “(v) To lay waste; to ravage; todesolate.”

devolve — “(v) To move from one person toanother; to deliver over, or from one possessorto a successor.”

diametrically — “(adv) In a diametricaldirection; directly; oppose.”

diffuse — “(v) Spread; dispersed; . . . loose;flowing; wild.”

diligence — “(n) Steady application in businessof any kind; constant effort to accomplishwhat is undertaken.”

dilemma — “(n) A difficult or doubtful choice.”

disaffection — “(n) Alienation of affection,attachment, or good will; unfriendliness;disloyalty.”

disavow — “(v) To deny; to disown; to deny to betrue; to reject.”

discern — “(v) To distinguish; to see thedifference between two or more things; todiscriminate.”

discernment — “(n) The power or faculty ofthe mind, by which it distinguishes one thingfrom another.”

discourse — “(n) A communication of thoughtsby words, either to individuals, to companies,or public assemblies.”

disparage — “(v) To match unequally.”

dispassionate — “(adv) Without passion;calmly; coolly.”

disposition — “(n) The act of disposing . . . Themanner in which things or the parts of acomplex body are placed or arranged.”

disciplinarian — “(n) One who disciplines; oneversed in rules, principles, and practice, andwho teaches them with precision.”

dishearten — “(v) To discourage; to depress thespirits; to deject; to impress with fear.”

dishevel — “(v) To spread the hair loosely; tospread in disorder.”

disingenuous — “(a) Unfair; not open, frank,and candid; unbecoming true honor anddignity.”

disinherit — “(v) To cut off from any hereditaryright; to deprive of an inheritance.”

disposition — “(n) The act of disposing, orstate of being disposed; manner in whichthings or the parts of a complex body areplaced or arranged; order; natural fitness ortendency.”

dissembler — “(n) A hypocrite; one whoconceals his opinions or dispositions under afalse appearance.”

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emancipate — “(v) To set free from servitude orslavery, by the voluntary act of theproprietor.”

embark — “(v) To go on board of a ship, boat, orvessel; to engage in any business.”

embody — “(v) To form or collect into a body orunited mass.”

emboldens — “(v) To give boldness or courage;to encourage.”

embrace — “(v) To take, clasp, or enclose in thearms.”

eminence — “(n) Elevation, a hill, summit; andelevated situation among men; high rank.”

emolument — “(n) The profit arising from officeor employment.”

emphatic — “(a) Forcible; strong; requiringemphasis.”

emporium — “(n) A place of merchandise; a cityor town of extensive commerce.”

endeavor — “(n) An effort; an attempt.”

endow — “(v) To furnish with a portion of goodsor estate.”

endue — “(v) To indue,.…to endow.”

engraft — “(v) To plant or introduce somethingforeign into that which is native.”

enjoin — “(v) To order or direct with urgency; toadmonish or instruct.”

ensigns — “(n) The flag or banner of a militaryband; a banner of colors; a standard.”

entice — “(v) To incite or instigate, by excitinghope or desire.”

enticing — “(ppr) Inciting to evil; urging to sinby motives, flattery or persuasion.”

entreat — “(v) To ask earnestly; to beseech; topetition or pray with urgency.”

enumerate — “(v) To count or tell, number bynumber.”

environmental — (a) Relating to thesurroundings.

dissimulation — “(n) A hiding under a falseappearance; False pretension; hypocrisy.”

dissolution — “(n) The separation of the partsof a body which, in the natural structure, areunited;…death; destruction.”

distemper — “(n) Disease; malady;indisposition; any morbid state of an animalbody . . . Want of due temperature . . . Illhumor of mind.”

divers — “(a) Different . . . different from itself;various.”

diversity — “(n) Variety; as a diversity ofceremonies in churches.”

divest — “(v) To strip of clothes, arms, . . . todeprive.”

dominion — “(n) Sovereign or supremeauthority.”

doting — “(ppr) Regarding with excessivefondness.”

draught — “(n) The act of drawing; the act ofdrinking.”

Eebb — “(n) The return of tidewater towards the

sea; decline; decay.”

edification — “(n) A building up, in a moraland religious sense; instruction.”

education — “(n) The bringing up, as of a child;instruction; formation of manners. Educationcomprehends all that series of instruction anddiscipline which is intended to enlighten theunderstanding, correct the temper, and formthe manners and habits of youth, and fit themfor usefulness in their future stations. To givechildren a good education in manners, artsand science, is important; to give them areligious education is indispensibile; and animmense responsibility rests on parents andguardians who neglect these duties.”

effectual — “(adv) With effect; in a manner toproduce the intended effect.”

effrontery — “(n) Impudence; assurance;shameless boldness.”

eloquent — “(a) Having the power of oratory;speaking with fluency, propriety, andanimation.”

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episode — “(n) A separate incident, story oraction.”

equipage — “(n) The furniture of a militaryman or army, particularly arms and theirappendages.”

equity — “(n) Justice; right. In practice, equity isthe impartial distribution of justice, or thedoing that to another which the laws of Godand man, and of reason, give him a right toclaim.”

ere — “(adv) Before; sooner than.”

espouse — “(v) To betroth; to marry; to wed; toembrace.”

Esq. — “(n) A shield-bearer or armor-bearer, anattendant on a knight; . . . A title of dignitynext in degree below a knight . . . in theUnited States the title is given to publicofficials.”

esteem — “(v) To set a value on, whether high orlow.”

estimable — “(a) Valuable; worth a great price.”

eulogy — “(n) Praise; a speech or writing incommendation of a person, on account of hisvaluable qualities, or services.”

evince — “(v) To show in a clear manner; toprove beyond any reasonable doubt.”

excommunication — “(n) The act of ejectingfrom a church.”

excursion — “(n) A rambling; a deviation froma stated or settled path.”

exegetical — “(a) Explanatory; tending tounfold or illustrate.”

exemplary — “(a) Serving as a pattern or modelfor imitation.”

exemplification — “(n) Showing orillustrating by example; a copy.”

exhort — “(v) To incite by words or advice; toadvise; to warn.”

exhortation — “(n) The act of inciting tolaudable deeds; advice; counsel.”

exorbitant — “(a) Deviating from the usualcourse; going beyond the appointed rules orestablished limits or right or propriety.”

expedience — “(n) Fitness or suitableness toeffect some good end or the purpose intended.”

expositor — “(n) One who expounds orexplains; an interpreter.”

expounder — “(n) An explainer; one whointerprets or explains the meanings.”

expounding — “(ppr) Explaining; laying open;making clear to the understanding.”

external — “(a) Outward; exterior; as theexternal surface of a body.”

extirpate — “(v) To pull or pluck up by theroots.”

extol — “(v) To raise in words or eulogy; topraise.”

extolling — “(ppr) Praising; exalting by praiseor commendation; magnifying.”

extortion — “(n) The act or practice of wrestinganything from a person by force, duress,menaces, authority, or by any undue exerciseof power.”

Ffacetious — “(a) Merry; sportive; …witty.”

faculty — “(n) The power of doing anything;ability.”

fain — “(a) Glad; pleased; rejoiced; joyful.”

fallible — “(a) Liable to fail or mistake; that mayerr or be deceived in judgement.”

fanaticism — “(n) Excessive enthusiasm; wildand extravagant notions of religion.”

federal — “(a) Consisting in a compact betweenparties, particularly and chiefly betweenstates or nations; founded on alliance bycontract or mutual agreement; as a federalgovernment, such as that of the UnitedStates.”

felicity — “(n) Happiness; blessedness.”

fetter — “(n) A chain for the feet; anything thatconfines or restrains from motion.”

fidelity — “(n) Faithfulness; careful and exactobservance of duty, or performance ofobligations.”

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flagitious — “(a) Deeply criminal; grosslywicked.”

flippant — “(a) Of smooth, fluent and rapidspeech; talkative.”

flourish — “(v) To thrive; to grow luxuriantly; toincrease and enlarge.”

fluent — “(a) Liquid; flowing; ready in the use ofwords.”

foe — “(n) An enemy; an opponent.”

foment — “(v) To encourage; to abet; to cherishand promote by excitements.”

forceite — “(a) Cited or quoted before or above.”

forfeiture — “(n) The losing of some right,privilege, estate, honor, office, or effects, by anoffense, crime, or other act.”

form — “(n) The shape or external appearance ofa body;…Manner of arranging particulars;disposition of particular things; as a form ofwords or expressions.”

formidable — “(a) Exciting fear orapprehension.”

forsake — “(v) To quit or leave entirely; todesert.”

fortitude — “(n) That strength or firmness ofmind or soul which enables a person toencounter danger with coolness and courage.”

foster — “(v) To fee; to nourish; to support; tocherish.”

foundation — “(n) The basis or ground work ofanything; that on which anything stands, andby which it is supported. A free governmenthas its foundations in the choice and consentof the people to be governed. Christ is thefoundation of the church.”

franchise — “(n) A particular right or privilegegranted.”

fraud — “(n) Deceit; deception; trick.”

freedom — “(n) A state of exemption from thepower or control of another; liberty; exemptionfrom slavery.”

freeholder — “(n) One who owns an estate.”

frivolous — “(a) Slight, trifling; trivial; of littleworth.”

froward — “(a) Perverse; not willing to yield orcomply with what is required.”

frugality — “(n) Prudent economy; goodhusbandry or housewifery; a sparing use orappropriation of money or commodities.”

fullness — “(n) Completeness; the state of athing in which nothing is wanted; perfection.”

Ggilding — “(ppr) Overlaying with gold.”

gospel — “(n) The history of the birth, life,actions, death, resurrection, ascension anddoctrines of Jesus Christ; or a revelation ofthe grace of God to fallen man through amediator, including the character, actions,and doctrines of Christ, with the wholescheme of salvation, as revealed by Christ andhis apostles.”

govern — “(v) To direct and control, as theaction or conduct of men, either by establishedlaws or by arbitrary will…To regulate; toinfluence…To control; to restrain; to keep indue subjection; as, to govern the passions ortemper.”

government — “(n) The exercise of authority;direction and restraint exercised over theactions of men in communities, societies orstates…The exercise of authority by a parentor householder. Children are often ruined bya neglect of government in parents.”

gratuitous — “(a) Free; voluntary; not requiredby justice.”

gratuity — “(n) A free gift; a present; adonation.”

grievous — “(a) Heavy; oppressive; burdensome;afflicted; painful.”

guide — “(v) To lead or direct in a way; toconduct a course or path; as, to guide anenemy or traveler, who is not acquainted withthe road or course.…To direct; to order.”

Hhabitual — “(a) Formed or acquired by habit;

customary.”

habituates — “(v) To accustom; to makefamiliar by frequent use or practice.”

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habituation — “(n) Act of inhabiting; state ofdwelling.”

harangue — “(n) A speech addressed to anassembly or an army.”

harass — “(v) To weary; to fatigue to excess.”

hearken — “(v) To listen; to lend the ear.”

heath — “(n) A place overgrown with shrubs ofany kind.”

heinous — “(a) Hateful; odious; enormouslyaggravated.”

heretic — “(n) A person under any religion, butparticularly the Christian, who holds andteaches opinions repugnant to the establishedfaith.”

hither — “(adv) To this place; to this point.”

homogeneous — “(a) Of the same king ornature; consisting of similar parts.”

honorary — “(a) Conferring honor; possessing atitle or place without performing services orreceiving a reward.”

Hottentot — “(n) A native of the southernextremity of Africa.”

Huguenots — “(n) A name given to Protestantsfrom France.”

husbandman — “(n) A farmer; a cultivator ortiller of the ground.”

Iidolatry — “(n) The worship of idols, images, or

anything made by hands, or which is not God.”

illuminate — “(v) To enlighten; to throw lighton; to illustrate.”

illustrious — “(a) Conspicuous; distinguishedby the reputation of greatness; glorious.”

imbibing — “(ppr) Drinking in; absorbing;receiving and retaining.”

imbue — “(pp) Tingled; dyed; tincture.”

imminent — “(a) Impending; threatening;near.”

immutable — “(a) Unchangeable.”

impanel — “(To write or enter the names of ajury in a list.”

impede — “(v) To hinder; to stop in progress.”

implore — “(v) To call upon or for, insupplication; to beseech; to pray earnestly.”

importunate — “(a) Bearing on; pressing orurging in request or demand.”

importunity — “(n) Urgent request;application for a claim or favor.”

impressment — “(n) The act of impressingmen into public service or the military.”

imputes — “(v) To charge; to attribute; to set tothe account of.”

impudently — “(adv) Shamelessly; withindecent assurance.”

inacommodate — “(adj) Unable toaccommodate.”

inalienable — “(a) That cannot be legally orjustly alienated or transferred to another.”

incarnation — “(n) The act of clothing withflesh; the act of assuming flesh, or of taking ahuman body and the nature of man.”

incense — “(v) To enkindle or inflame to violentanger; to provoke.”

incessant — “(a) Unceasing, continual.”

inclement — “(a) Void of tenderness; rough;stormy; rainy.”

incomparable — “(a) That admits of nocomparison with others.”

incompetent — “(a) Wanting adequate powersof mind or suitable faculties.”

incorrigible — “(a) That cannot be corrected oramended; too depraved to be corrected orreformed.”

incredulity — “(n) The quality of not believing;indisposition to believe.”

incubi — “(n) Incubus (Singular) a nightmare . .. sense of weight, with the almost total loss ofthe power of moving.”

inculcating — “(ppr) Impressing or enforcingby repeated instructions.”

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inculcated — “(pp) Impressed or enforced byfrequent admonitions.”

indefatigable — “(adv) Without weariness,without yielding to fatigue.”

indefeasible — “(a) To undo; to defeat; thatcannot be made void.”

indemnity — “(n) Security given to saveharmless; security against punishment.”

indenture — “(n) A writing containing acontract.”

indictment — “(n) A written accusation orformal charge of a crime or misdemeanor.”

indisputable — “(a) Not to be disputed; tooevident to admit of dispute.”

individuality — “(n) Separate or distinctexistence; a state of oneness.”

indubitable — “(a) Not to be doubted;unquestionable; evident.”

indulgence — “(n) Free permission to theappetites, humor, desires, passions, or the willto act or operate; forbearance of restraint orcontrol . . . in the Romish Church, remissionof the punishment due to sins, granted by thePope or church.”

ineffectually — “(adv) Without effect; in vain.”

inestimable — “(a) That cannot be estimatedor computed.”

inevitable — “(a) Not to be avoided; that cannotbe shunned.”

infamous — “(a) Of ill report.”

infinity — “(n) Unlimited extent of time, spaceor quantity; boundlessness. We apply infinityto God and His perfections; we speak of theinfinity of His existence, His knowledge, Hispower, His goodness and holiness.”

infringe — “(pp) Broken; violated;transgressed.”

inherent — “(a) Existing in something else, soas to be inseparable from it.”

inhospitable — “(a) Not disposed to entertainstrangers gratuitously.”

inimical — “(a) Unfriendly; having thedisposition or temper of any enemy; adverse;hurtful.”

iniquity — “(n) Injustice; unrighteousness.”

innovation — “(n) Change made by theintroduction of something new.”

inquest — “(n) Judicial inquiry; officialexamination.”

inquisition — “(n) Inquiry; examination;judicial inquiry.”

insatiable — “(a) Incapable of being satisfied orappeased.”

insinuating — “(ppr) Creeping or winding in;flowing in; . . . (a) Tending to enter gently.”

insolent — “(a) Proud and haughty, withcontempt of others; overbearing; domineeringin power.”

insuperable — “(a) That cannot be overcome orsurmounted.”

insurrection — “(n) A rising against civil orpolitical authority.”

integrity — “(n) Wholeness; entireness;unbroken state.…Integrity comprehends thewhole moral character, but has a specialreference to uprightness in mutual dealings,transfer of property, and agencies forothers.…Purity; genuine, unadulterated,unimpaired state.”

intemperance — “(n) Want of moderation ordue restraint; excess in any kind of action orindulgence.”

intercourse — “(n) Communication.”

interlineation — “(n) The act of insertingwords or lines between lines before written orprinted.”

intermit — “(v) To cause to cease for a time.”

internal — “(a) Inward; interior; being withinany limit or suface…Pertaining to the heart.”

intervene — “(v) To come or be between personsor things; to be situated between.”

invariably — “(adv) Constantly; uniformly.”

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invest — “(v) To clothe; to adorn; to confer; togive.”

inviolate — “(a) Unhurt; uninjured; unbroken.”

inundate — “(v) To overflow; to indulge; tospread over with a fluid.”

inveterate — “(a) Old; long established; deeprooted.”

inviolate — “(a) Unhurt; uninjured; unpro-famed.”

ipso facto — “(a) By the fact itself.”

itinerant — “(n) One who travels from place toplace; one who is unsettled.”

Jjudicious — “(a) According to sound judgement;

wise; prudent; rational.”

jurisdiction — “(n) The legal power orauthority of doing justice in cases ofcomplaint.”

jurisprudence — “(n) The science of law; theknowledge of the laws, customs and rights ofmen in a state or community, necessary forthe due administration of justice.”

justification — “(n) A showing to be just orconformable to law.”

Kkingdom — “(n) The territory or country subject

to a king.”

knowledge — “(n) Learning; illumination ofmind. Ignorance is the curse of God,Knowledge the wing wherewith we fly toheaven.”

Llabyrinth — “(n) A maze; an inexplicable

difficulty.”

lamentable — “(a) Deserving sorrow; mournful;expressing sorrow; miserable.”

lamented — “(pp) Bewailed; mourned for.”

languish — “(v) To lose strength or animation;to be or become dull, feeble or spiritless.”

levy — “(v) To raise; to collect.”

libertine — “(n) One unconfined; one set freefrom restraint; a man who lives withoutrestraint of the animal passion.”

license — “(n) Leave; permission; authority orliberty given to do or forbear any act. . . . (v)To remove legal restraint by a grant ofpermission.”

licentious — “(a) Using license; indulgingfreedom to excess . . . exceeding the limits oflaw.”

lieu — “(n) Place; room; stead.”

lineage — “(n) Race; progeny; descendants in aline from a common progenitor.”

livery — “(n) A form of dress by which noblemenand gentlemen distinguish their servants.”

local — “(a) Pertaining to a place, or to a fixed orlimited portion of space.”

loftier — “(a) Higher than something.”

Mmagistracy — “(n) The office or dignity of a

magistrate; the body of magistrates.”

magnanimity — “(n) Greatness of mind.”

magnanimous — “(a) Elevated in soul or insentiment.”

malice — “(n) Extreme enmity of heart; adisposition to injure others without cause.”

manage — “(v) To direct or conduct affairs; tocarry on concerns or business.”

manifest — “(a) Plain; open; clearly visible tothe eye or obvious to the understanding.”

manuscript — “(n) A book or paper writtenwith the hand or pen.”

master — “(v) To conquer; to overpower; tosubdue; to bring under control.”

maxim — “(n) An established principle orproposition.”

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measure — “(n) A rule by which anything isadjusted or proportioned. God’s goodness isthe measure of His providence.”

melancholy — “(n) A gloomy state of mind.”

mephitic — “(a) Offensive to the smell.”

mercantile — “(a) Trading; commercial;carrying on commerce.”

meritorious — “(a) Deserving of reward or ofnotice, regard, fame, or happiness, or of thatwhich shall be a suitable return for services orexcellence of any kind.”

Messiah — “(n) Christ, the anointed; the Saviorof the world.”

metropolis — “(n) The Mother City; The ChiefCity.”

metamorphoses — “(n) Change of form orshape.”

monstrosity — “(n) The state of beingmonstrous or out of the order of nature. — (a)Unnatural in form; strange; enormous, huge.”

moral — “(a) Conformed to rules of right, or tothe divine law respecting social duties;virtuous; just; as when we say, a particularaction in not moral.”

mortality — “(n) Subjection to death or thenecessity of dying; death; frequency of death.”

mortification — “(n) In Scripture, the act ofsubduing the passions and appetites bypenance, abstinence, or painful severitiesinflicted on the body.”

mortified — “(pp) Humbled; subdued; abased.”

mortify — “(v) To subdue; to abase; to humble;to reduce, to destroy.”

motley — “(a) Variegated in color; composed ofdifferent or various parts; diversified.”

mountebank — “(n) One who mounts a benchor stage in the market or other public place,boast of his skill in curing diseases, vendsmedicines which he pretends are infallibleremedies.”

muniment — “(n) A fortification of any kind; astrong hold; support, defense,; record.”

Nnaturalization — “(n) The act of investing an

alien with the rights and privileges of a nativesubject or citizen.”

Oobedient — “(a) Submissive to authority;

yielding compliance with commands.”

obey — “(v) To comply with the commands,orders or instructions of a superior, or withthe requirements of law, moral, political ormunicipal.”

obligation — “(n) The binding power of a vow,promise, oath, or contract, or of law, civil,political, or moral, independent of a promise;that which constitutes legal or moral duty.”

obliterated — “(pp) Effaced; erased; worn out;destroyed.”

obstinacy — “(n) A fixedness in opinion orresolution that cannot be shaken at all, or notwithout great difficulty.”

obstinate — “(a) Stubborn; fixed firmly inresolution; not yielding or not easily subduedor removed.”

odious — “(a) Hateful; deserving hatred;offensive to the senses; causing hate; exposedto hate.”

officiate — “(v) To act as an officer in his office;to transact the appropriate business of anofficer or public trust.”

omission — “(n) Neglect or failure to dosomething which a person had power to do, orwhich duty required to be done.”

omnipotent — “(a) Almighty; possessingunlimited power; all powerful. The being thatcan create worlds must be omnipotent.”

opulent — “(a) Wealthy; rich; affluent; having alarge estate or property.”

oracle — “(n) Any person or place where certaindecisions are obtained.”

oration — “(n) A speech or discourse composedaccording to the rules of oratory, and spokenin public.”

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order — “(n) Rule; regulation; as the rules andorders of a legislative house.”

ordination — “(n) The state of being ordainedor appointed.”

ostentation — “(n) Outward show orappearance . . . Ambitious display.”

Ppagan — “(n) A heathen; a Gentile; an idolater;

one who worships false gods.”

pallet — “(n) A small board used by painters tomix paint colors; a small bed.”

pantheist — “(n) One that believes the universeto be God.”

parochial — “(a) Belonging to a parish.”

passions — “(n) The feeling of the mind, or thesensible effect of impression; excitement;perturbation or agitation of the mind; asdesire.”

patronage — “(n) Special countenance orsupport; favor or aid afforded to second theviews of a person or to promote a design.”

pecuniary — “(a) Relating to money; consistingof money.”

pedantic — “(a) Ostentations of learning; vainlydisplaying or making a show of knowledge.”

penitent — “(n) One that repents of sin; onesorrowful on account of his transgressions.”

perambulator — “(n) An instrument or wheelfor measuring distances.”

perfect — “(a) Finished; complete; consummate;not defective.”

perfidy — “(n) The act of violating faith, apromise, vow, or allegiance.”

perish — “(v) To die; to lose life in any manner.”

pernicious — “(a) Destructive; having thequality of killing; tending to injure or destroy.”

perpetual — “(a) Never ceasing; continuingforever in future time.”

perplexity — “(n) Intricacy; entanglement;embarrassment of mind.”

perspicuity — “(n) Transparency; clearness;easiness to understand.”

perspicuous — “(v) Transparent; translucent;clear to the understanding.”

pestilence — “(n) Plague . . . any contagious orinfectious disease that is epidemic and moral.”

philosophic — “(a) Pertaining to philosophy.”

pittance — “(n) A very small portion allowed orassigned.”

placeman — “(n) One that has an office under agovernment.”

plaintive — “(a) Lamenting; complaining;expressive of sorrow.”

plant — “(v) To engender; to set the germ of anything that may increase…to set; to fix.”

plausible — “(a) That may be applauded; usingspecious arguments or discourse.”

plunder — “(v) To pillage; to spoil; to strip; totake the goods of an enemy by open force.”

political — “(a) Pertaining to a nation or state,or to nations or states, as distinguished fromcivil or municipal; as in the phrase, politicaland civil rights, the former comprehendingrights that belong to a nation, or perhaps to acitizen as an individual of a nation; and thelatter comprehending the local rights of acorporation or any member of it.”

portico — “(n) In architecture, a kind of galleryon the ground.”

posterity — “(n) Descendants; children;succeeding generations.”

posthumous — “(a) Published after the deathof the author.”

postilion — “(n) One that rides and guides thefirst pair of horses in a coach or othercarriage.”

power — “(n) Force; strength; energy; as thepower of the mind, of the imagination of thefancy.”

practitioner — “(n) One who is engaged in theactual use or exercise of any art or profession”

preamble — “(n) Something previous; theintroductory part of a statute.”

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precept — “(n) Any commandment or orderintended as an authoritative rule of action.”

precocious — “(a) Ripe before the proper ornatural time.”

predecessor — “(n) A person who has precededanother in the same office.”

predestinate — “(a) Predestined; foreor-dained.”

pre-eminently — “(adv) With superiority ordistinction above others.”

prefatory — “(a) Pertaining to a preface;introductory to a book.”

prelate — “(n) An ecclesiastic of the higherorder, as an archbishop.”

premise — “(v) To lay down the firstpropositions, on which rest the subsequentreasonings.”

prerogative — “(n) An exclusive or peculiarprivilege.”

preserve — “(v) To keep or save from injury ordestruction; to defend from evil.”

prescribe — “(v) In medicine, to direct, as aremedy to be used or applied to a diseasedpatient; To set or lay down authoritatively fordirection.”

presumptuous — “(a) Bold and confident toexcess.”

pretension — “(n) Claim; true or false; aholding out the appearance of right orpossession of a thing, with a view to makeothers believe what is not real.”

prevail — “(v) To overcome; to gain the victoryor superiority.”

pretence — “(n) A holding out or offering toothers something false.”

primal — “(a) First; original; first in rank.”

principle — “(n) Ground; foundation; thatwhich supports an assertion, an action, or aseries of actions or of reasoning.…A generaltruth.”

privateer — “(n) A ship or vessel of war ownedand equipped by a private man or by

individuals, at their own expense, to seize orplunder the ships of an enemy in war.”

procure — “(pp) Obtain; cause to be done.”

prodigious — “(a) Very great; huge; enormousin size, quantity, extent.”

proficient — “(n) One who has madeconsiderable advances in any business, art,science, or branch of learning.”

profligate — “(n) An abandoned man; a wretchwho has lost all regard to good principles.”

profound — “(a) Deep; descending or being farbelow the surface; . . . humble; very lowly.”

prolix — “(a) Long; extended to a great length.”

promulgation — “(n) Publication; opendeclaration.”

proposition — “(n) That which is offered forconsideration, acceptance or adoption.”

proprietary — “(a) Belonging to a proprietor orowner.”

propriety — “(n) Property; peculiar or exclusiveright of possession; ownership.”

prorogation — “(n) Continuance in time orduration; a lengthening or prolongation oftime; in England, the continuance ofParliament from one session to another.”

prosecution — “(n) The act or process ofendeavoring to gain or accomplish something.”

prostrate — “(a) Lying at length or with thebody extended on the ground or other surface.”

proverbial — “(a) Mentioned in a proverb;comprised in a proverb; used or currant in aproverb.”

province — “(n) A country belonging to akingdom or state, either by conquest orcolonization, usually situated at a distancefrom the kingdom or state, but more or lessdependent on it or subject to it.”

provision — “(n) The act of providing or makingprevious preparation; things provided.”

prowess — “(n) Bravery; valor.”

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prudence — “(n) Wisdom applied to practice;caution in deliberating and consulting on themost suitable means to accomplish valuablepurposes.”

prudent — “(a) Cautious; circumspect;practically wise.”

punctual — “(a) Exact.”

pursuance — “(n) A following; prosecution,process or continued exertion to reach oraccomplish something.”

Qquartering — “(ppr) Dividing into quarters or

into distinct parts; stationing for lodgings.”

quell — “(pp) Crushed; subdued; quieted.”

quelling — “(ppr) Crushing; subduing; reducingto peace.”

quorum — “(n) A bench of justice, or such anumber of officers or members as is competentby law or constitution to transact business.”

Rrampant — “(a) Overgrowing the visual bounds;

overloading restraint.”

ratification — “(n) Confirmation; the act ofgiving sanction and validity to something doneby another.”

ration — “(n) A portion or fixed allowance ofprovisions, drink, and forage, assigned to eachsoldier in any army for his daily subsistence.”

ravage — “(n) Spoil; ruin; waste.”

raveling — “(ppr) Twisting or weaving;untwisting; disentangling.”

reason — “(v) To exercise the faculty of reason;to deduce inferences justly from premises.”

rebuke — “(v) To chide; to reprove; to reprehendfor a fault; to check by reproof.”

reciprocal — “(a) Mutual; done by each to theother.”

reconcile — “(v) To call back into union andfriendship.”

recompense — “(v) To compensate; to makereturn of an equivalent for any thing given,done, or suffered.”

reconcile — “(v) To call back into union andfriendship.”

rectitude — “(n) In morality, rightness ofprinciple or practice; uprightness of mind.”

redress — “(v) To set right; to amend; toremedy; . . . (n) Relief; remedy; deliverancefrom wrong.”

regulate — “(v) To adjust by rule, method orestablished mode…to put in good order.”

reiteration — “(n) Repetition.”

relinquish — “(v) To withdraw from; to leave;to quit.”

remand — “(v) To call or send back him or thatwhich is ordered to a place.”

remonstrance — “(n) Show; discovery;pressing suggestions in opposition to ameasure or act.”

render — “(v) To return; to pay back; to inflict.”

renown — “(n) Fame; celebrity. (v) To makefamous.”

reparation — “(n) The act of repairing;restoration to soundness or a good state.”

repeal — “(v) To recall.”

repine — “(v) To fret one’s self; to bediscontented.”

reproach — “(v) To censure in terms ofcontempt. (n) Censure mingled withcontempt.”

reproof — “(n) Blame expressed to the face.”

republic — “(n) A Commonwealth; a state inwhich the exercise of the sovereign power islodged in representatives elected by thepeople. In modern usage, it differs from ademocracy or democratic state, in which thepeople exercise the powers of sovereignty inperson.”

repugnant — “(a) Opposite; contrary;inconsistent.”

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requisite — “(a) Required by the nature ofthings or by circumstances; necessary. (n)That which is necessary.”

resolution — “(n) The act, operation or processof separating the parts which compose acomplex idea or a mixed body.”

resplendent — “(a) Very bright; shining withbrilliant luster.”

restrain — “(v) To hold back; to check; to holdfrom action, proceeding or advancing, eitherby physical or moral force.”

retaliatory — “(a) Returning like for like.”

retrospect — “(n) A looking back on thingspast.”

reveal — “(v) To disclose; to discover; to show; tomake known something before unknown orconcealed.”

revelational — “(n) That which is revealed;appropriately, the sacred truths which Godhas communicated to man for his instructionand direction.”

rhapsody — “(n) Originally, a discourse inverse, sung or rehearsed by a rhapsodist; or acollection of verses…In modern usage, acollection of passages, thoughts or authorities,composing a new piece, but without necessarydependence or natural connection.”

rhetorician — “(n) One who teaches the art ofrhetoric, or the principles and rules of correctand elegant speaking.”

rigorous — “(a) Severe; allowing no abatement.”

rout — “(v) To break the ranks of troops and putthem to flight in disorder.”

royalistic — “(n) An adherent to a king, or oneattached to a kingly government.”

rule — “(v) To govern; to control the will andactions of others.”

Ssacerdotal — “(a) Pertaining to priests or the

priesthood.”

sage — “(n) A wise man.”

salutation — “(n) The act of saluting; agreeting; the act of paying respect orreverence by the customary words or actions.”

sanctity — “(n) Holiness; state of being sacred orholy.”

sanguine — “(n) Blood color.”

sardonic — “(a) A convulsive involuntarylaughter.”

satire — “(n) A discourse or poem in whichwickedness or folly is exposed with severity.”

scoffer — “(n) One who scoffs; one that mocks,derides or reproaches in the language ofcontempt.”

scruple — “(n) Doubt, hesitation from thedifficulty of determining what is right orexpedient; backwardness; reluctance to decideor to act.”

sedate — “(a) To calm or appease.”

seditious — “(a) Pertaining to sedition; . . .Tending to excite violent or irregularopposition to law or lawful authority.”

seed — “(n) That from which anything springs.”

self — “(n) Pertaining to the individual.”

self-government — (n) The manner of anindividual governing one’s own actions andthoughts.

servant — “(n) A person who voluntarily servesanother or acts as his minister.”

sepulcher — “(n) A grave; a tomb.”

shilling — “(n) An English silvercoin…equivalent nearly to 22 cents.”

signification — “(n) The act of making knownor of communicating ideas to another by signsor by words.”

sloop — “(n) A vessel with one mast, themain-sail of which is attached to a gaff above,to a boom below, and to the mast on itforemost edge.”

solicit — “(v) To ask with some degree ofearnestness.”

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sluice — “(v) To emit by flood gates.”

sobriety — “(n) Habitual soberness ortemperance in the use of spirituous liquors.”

solicitation — “(n) Earnest request.”

solicitude — “(n) Carefulness; concern; anxiety;uneasiness of mind.”

sonorous — “(a) Giving sound when struck.”

sovereign — “(n) Supreme in power.”

species — “(n) Sort; kind.”

spontaneous — “(adv) Voluntary; …producedwithout being planted.”

stature — “(n) The natural height of an animalbody.”

sterling — “(a) An epithet by which Englishmoney of account is distinguished; as a poundsterling.”

stipend — “(n) Settled pay or compensation forservices.”

stipulate — “(v) To make an agreement orcovenant with any person or company to do forforbear anything.”

subedit — “(v) To read the copy of.”

subjoin — “(v) To add at the end.”

sublime — “(a) High in place; exaltedaloft…high in excellence.”

sublunary — “(a) Literally, beneath the moon;but…denotes merely terrestrial, earthly,pertaining to this world.”

subordinate — “(a) Inferior in order, in nature,in dignity . . . (v) To place in an order or rankbelow something else.”

subserviency — “(n) Instrumental use; use oroperation that promotes some purpose.”

succession — “(n) A following of things inorder.”

succor — “(v) To help or relieve when indifficulty, want, or distress. (n) Aid; help;assistance.”

succubi — “(n) Pretended kinds of demons.”

suffrage — “(n) A vote.”

summarily — “(adv) Briefly; concisely; . . . in afew words.”

sundry — “(a) Several; divers; more than one ortwo.”

superfluity — “(n) Superabundance; a greaterquantity than is wanted.”

supplant — “(v) To trip up the heels.”

syndic — “(n) An officer of government, investedwith different powers in different countries.”

Ttedious — “(a) Wearisome; tiresome from

continuance.”

temperance — “(n) Moderation; particularly,habitual moderation in regard to theindulgence of the natural appetites andpassions.”

temporal — “(a) Pertaining to this life or thisworld or the body only.”

tenor — “(n) Continued run or currency; wholecourse or strain.”

tenure — “(n) A holding. In English law, themanner of holding lands and tenements of asuperior.”

theologian — “(n) One who studies theology.”

Tory — “(n) In America, during the revolution,those who opposed the war, and favored theclaims of Great Britain.”

train — “(v) To exercise; to discipline; to teachand form by practice.”

tranquil — “(a) Quiet; calm.”

transcendent — “(a) Very excellent; superior.”

transgress — “(v) To pass over or beyond anylimit.”

transgression — “(n) The act of passing overor beyond any law or rule of moral duty.”

transiently — “(adv) In passage; for a shorttime; not with continuance.”

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transpire — “(v) To escape from secrecy; tobecome public.”

transubstantiation — “(n) Change ofsubstance. In the Romish theology, thesupposed conversion of the bread and wine inthe Eucharist, into the body and blood ofChrist.”

treatise — “(n) A tract, a written composition ona particular subject.”

tumultuous — “(a) Conducted with tumult;disorderly.”

turbulent — “(a) Disturbed; agitated.”

tyrant — “(n) A Monarch or other ruler ormaster, who uses his power to oppress hissubject.”

Uunalienable — “(a) Not alienable; that cannot

be alienated; that may not be transferred.”

unanimity — “(n) Agreement of a number ofpersons in opinion or determination.”

unanimously — “(adv) With entire agreementof minds.”

undaunted — “(a) not subdued or depressed byfear; intrepid.”

unequivocally — “(adv) Without doubt.”

unique — (a) One of a kind.

union — “(n) The act of joining two or morethings into one, and thus forming a compoundbody or a mixture.”

unity — “(n) The state of being one; oneness.”

unobtrusive — “(a) Not forward; modest.”

unrelenting — “(a) Not relieved; not eased ordelivered from pain.”

unwarrantable — “(adv) In a manner thatcannot be justified.”

usurpation — “(n) The act of seizing oroccupying and enjoying the property ofanother.”

usurper — “(n) One who seizes or occupies theproperty of another without the right.”

Vvain — “(a) Empty; worthless.”

valiant — “(adv) Stoutly; vigorously; withpersonal strength; courageously; bravely;heroically.”

vanguard — “(n) The troops who march in frontof an army; the first line.”

vanquish — “(v) To conquer; to overcome.”

vassals — “(n) A feudatory; a tenant; one whoholds land of a superior, and who vows fidelityand homage to him.”

vehement — “(a) Violent; acting with greatforce.”

venerable — “(a) Worthy of veneration orreverence; deserving of honor; rendered sacredby religious associations.”

veneration — “(n) The highest degree ofrespect and reverence.”

vest — “(v) To clothe; to cover.”

vested — “(v) To clothe; to cover, surround orencompass closely.”

vicinage — “(n) Neighborhood.”

victuals — “(n) Food for human beings, preparedfor eating.”

village — “(n) A small assemblage of houses, lessthan a town or city, and inhabited chiefly byfarmers and other laboring people. InEngland, it is said that a village isdistinguished from town by the want of amarket.”

vindicate — “(v) To defend; to justify; to supportor maintain as true or correct.”

virtuous — “(a) Morally good; setting inconformity to moral law.”

visible — “(a) Perceivable by the eye; that can beseen; …Apparent; open; conspicuous.”

vitiate — “(v) To injure the substance orqualities of a thing.”

viz. — “A contraction of videlicet; to wit; that is,namely.”

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volition — “(n) The act of willing; the act ofdetermining choice.”

votaries — “(n) One devoted, consecrated, orengaged by a vow or promise.”

Wwanton — “(a) Loose. (v) to rove and ramble

without restraint. (n) A lewd person.”

warrant — “(v) To authorize; to give authority.”

wield — “(v) To use with full command or power;manage.”

wise — “(a) Properly, having knowledge; hence,having the power of discerning and judgingcorrectly, or of discriminating between what istrue and what is false.”

withal — “(adv) With the rest.”

workmanship — “(n) That which is effected,made or produced.…The skill of a workman;or the execution of manner of makinganything.”

wrest — “(v) To wrist or extort by violence.”

writ — “(n) That which is written.”

Yyawl — “(n) A small ship’s boat.”

yeomanry — “(n) The collective body of yeomenor freeholders. Thus the common people inAmerica, are called the yeomanry.”

Zzealous — “(a) Warmly engaged or ardent in the

pursuit of an object.”

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Bibliography

The following is a selected bibliography of sources used in the writing of our series and thisteacher’s guide. Only the major works used have been listed for your reference.

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Adams, Amos; A CONCISE HISTORICAL VIEW OF NEW-ENGLAND; 1769; Kneeland &Adams, Boston, Mass.

A LITTLE BOOK FOR CHILDREN, CONTAINING A FEW RULES FOR THEREGULATION OF THEIR THO’TS, 1758, Portsmouth, N.H.

Baldwin, Alice M.: THE NEW ENGLAND CLERGY AND THE AMERICANREVOLUTION, Frederick Ungar Pub. Co., New York, N.Y., 1928.

Bancroft, George: HISTORY OF THE UNITED STATES OF AMERICA, D. Appleton andCompany, New York, New York, 1885.

Backus, Isaac; A HISTORY OF NEW ENGLAND . . . . VOL. I, 1777, Freeman, Boston,Mass.

Belknap, Jeremy; AMERICAN BIOGRAPHY . . . . VOL. I, 1794, Thomas & Andrews,Boston, Mass.

Belknap, Jeremy; AMERICAN BIOGRAPHY . . . . VOL. II, 1798, Thomas & Andrews,Boston, Mass.

Black, Henry Campbell, M.A.; BLACK’S LAW DICTIONARY; 1979; West Publishing Co.,St. Paul, Minn.

Blackstone, William, Esq.; COMMENTARIES ON THE LAWS OF ENGLAND; 1765;Clarendon Press; Oxford, England.

Blaisdell, A. F.; THE STORY OF AMERICAN HISTORY; 1900; Sanborn, Carter, Bazin &Co.; Boston, Mass.

Bradford, William: OF PLYMOUTH PLANTATION, Edited by Samuel Eliot Morison,Alfred A. Knopf, New York, New York, 1952.

Brooks, Geraldine: DAMES AND DAUGHTERS OF COLONIAL DAYS, Thomas Crowell& Co.; New York; 1900.

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Copeland, Lewis: THE WORLD’S GREAT SPEECHES, Garden City Publishing Co., Inc.,New York, New York, 1942.

Cutter, William; THE LIFE OF GENERAL LAFAYETTE; 1849; Sanborn, Carter, Bazin &Co.; Boston, Mass.

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D’Aubigne´, J. H.: HISTORY OF THE REFORMATION OF THE SIXTEENTH CENTURY,LONDON, ENGLAND, 1846.

Fiske, John; OLD VIRGINIA AND HER NEIGHBOURS; 1897; Houghton, Miffline and Co.;Boston, Mass.

GOLDEN THOUGHTS ON MOTHER, HOME, AND HEAVEN.; 1878; E.B. Treat; NewYork.

Goodspeed, Edgar J.: HOW CAME THE BIBLE?, Abingdon Press, New York, New York,1940.

Hale, Edward Everett, LL.D.: LEADERS OF AMERICA; Elliott Publishing Co.;Philadelphia, 1896.

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Hall, Verna M., THE CHRISTIAN HISTORY OF THE AMERICAN REVOLUTION: TheFoundation for American Christian Education, San Francisco, CA., 1976.

Hawke, David; THE COLONIAL EXPERIENCE; 1966; Bobb-Merrill Co., Inc.; New York,New York.

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Headley, P. C.; THE LIFE OF THE MARQUIS DE LAFAYETTE; 1903, A. L. BurtCompany, New York, New York.

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Hooker, Thomas; THE POOR DOUBTING CHRISTIAN; 1743; Green, Bushell & Allen;Boston, Mass.

Hubbard, Elbert: LITTLE JOURNEYS, G.P. Putnam’s Sons; New York; 1898.

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Lord, John: BEACON LIGHTS OF HISTORY, Fords, Howard, and Hulbert, New York,1884.

Lossing, Benson J., LLD: OUR COUNTRY. A HOUSEHOLD HISTORY OF THE UNITEDSTATES; 1888; The Amies Publishing Company, New York, New York

Mather, Cotton: MAGNALIA CHRISTI AMERICANA, The Great Works of Christ inAmerica, London, England, 1702.

Mayflower Institute: THE PATRIOT PASTOR IN COLONIAL AMERICA, The MayflowerInstitute, Roseburg, OR., 1984.

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Morgan, Edmund S.; THE PURITAN DILEMMA, The Story of John Winthrop; Edited byOscar Handlin; 1958; Little, Brown & Co.; Boston, Mass.

Morton, Nathaniel; NEW-ENGLAND’S MEMORIAL, 1772, Southwick, Newport, R.I.

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Old South Leaflets: LEXINGTON TOWN MEETINGS FROM 1765 TO 1775, No. 156,Boston, Mass.

Peabody, William B. O.; COTTON MATHER; 1902; American Biography edited by JaredSparks; Harper & Brothers; New York, New York.

Plucknett, Theodore F. T.: A CONCISE HISTORY OF THE COMMON LAW, Little, Brown,and Company, Boston, 1956.

Preston, Anthony; David Lyon; John Batechelor; NAVIES OF THE AMERICANREVOLUTION; 1975 Prentice-Hall Inc.; Englewood Cliffs, New Jersey.

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Schmucker, Samuel M. LL.D.: THE LIFE AND TIMES OF GEORGE WASHINGTON; JohnPotter and Company; Philadelphia; 1859.

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Smyth, Clifford; JOHN PAUL JONES; 1931; Funk & Wagnalls Co.; New York, New York.

Snowden, Richard; THE AMERICAN REVOLUTION; WRITTEN IN THE STYLE OFANCIENT HISTORY . . . . VOL. II, 1794, Johnson, Philadelphia, PA.

Thomas, I.D.E.; THE GOLDEN TREASURY OF PURITAN QUOTATIONS; 1977; TheBanner of Truth Trust; Carlisle, Pennsylvania.

Tyson, James: AN OUTLINE OF THE POLITICAL AND SOCIAL LIFE OF GEORGEWASHINGTON AND BIOGRAPHICAL SKETCHES OF THE LIVES OF THE FIFTY-SIXSIGNERS OF THE DECLARATION OF INDEPENDENCE; Pacific Press Publishing Co.,Oakland, CA; 1895.

Virginia Convention: A DECLARATION OF RIGHTS, Williamsburg, VA., 1776.

Webster, Noah: AN AMERICAN SELECTION OF LESSONS IN READING ANDSPEAKING, YOUNG & M’CULLOCK, Philadelphia, PA., 1787.

Winthrop, John; A JOURNAL; 1790; Babcock; Hartford, Conn.

Wright, Esmond; THE FIRE OF LIBERTY; 1983; The Folio Society; London, England.

Young, Andrew W.: THE AMERICAN STATESMAN: A POLITICAL HISTORY, J.C.DERBY & N.C. MILLER, New York, 1866.