Calvary Christian School
“A Ministry of Calvary Baptist Church”
7570 15th Street Road Concord, Al. 35023
Phone: (205) 491-1885 / Fax: (205) 491-1950
Website: www.calvaryathome.org
Email:calvaryathome@yahoo.com
ADMINISTRATOR:
Bro. Jimmy King
(205) 491-1885
j_king59@yahoo.com
CO-DIRECTOR: CO-DIRECTOR:
Tammy Fournier Ginger Perkins
(205) 491-0408 (205) 497-3835
tamfour@charter.net gperkins3835@bellsouth.net
SCHOOL COLORS:
CRIMSON & SILVER
MASCOT:
CALVARY WARRIORS
SCHOOL VERSE:
“Put on the whole armor of God,
That ye may be able to stand against
the wiles of the devil.” Ephesians 6:11
Table of Contents
Welcome…………………………………………………………………..3
Mission Statement…………………………………………………………4
Purpose Statement…………………………………………………………4
Statement of Faith…………………………………………………………4
Discrimination Policy……………………………………………………..4
Tuition ………….…………………………………………………………5
Other Fees …………………………………………………………………5
Record Keeping……………………………………………………………6
Required……………………………………………………………………6
Report card………………………………………………………………..6
Yearly attendance record …………………………………………………6
Daily lesson record ………………………………………………..………6
Recommended ……………………………………………………………..6
Curriculum information form……………………………………………..6
Standardized testing………………………………..…………….………..7
Graduation Ceremonies…………………………………………………….8
Evaluation of High School Credits………………………………………..9
Ambassador Club…………………………………………………………10
Dress Code……………………………………………………………….11
Code of Conduct…………………………………………………………12
Disciplinary Action………………………………………………………12
Alabama Law Codes…………………………………………………..13-17
Alabama Law Summary…………………………………………………18
Attorney General Opinion………………………………………………….19
Transfers from Non-Accredited Schools…………………………………20
Homeschooling is and is not …………………………………………….21
The benefits and Disadvantages of Homeschooling…………………22-23
Why Home School?………………………………………………….23-27
Scope and Sequence………………………………………………….28-34
Suggested Book List………………………………………………….34-37
Curriculum Resources………………………………………………..38-40
Appendix
Yearly attendance record…………………………………………..…….41
Weekly Lesson Plan……………………………………………………..42
Elementary Report Card………………………………………………….43
Secondary Report Card.……………………………………………..….44
Important Phone Numbers………….…………………..…………….…45
Notes…………………………………………………………………46-47
WELCOME,
What a privilege it is to welcome each family to Calvary Christian School. Home schooling is a wonderfully challenging calling, and we commend each of you for your decision.
History is all about His Story. We feel that the history of CCS is another chapter in His Story. In 2000, Brother Jimmy King and Tammy Fournier were convicted about the need for Calvary Baptist Church to establish a home school cover. And prayer began. Connie Reaves (a member of Calvary Baptist and former CCS parent) was led to begin home schooling. And the prayers increased. Within the next two years, Shea Randolph and Beverly Eastis (both of whom had been home schooling for several years) became members of Calvary Baptist Church. And the vision grew and prayers continued. In May of 2002, Calvary Christian School became a reality with a unanimous approval by the membership of the church.
Our prayers had been answered. We had our school. We had our key leadership team, but we had nothing else. For the next four exhausting months, our five person prayer/leadership team was called into action. We spent our days and nights, contacting other directors, typing forms, discussing policies, traveling to other cover schools, calling Home School Legal Defense, and corresponding with various school boards. And God blessed.
Our first year, we had 10 families enrolled. Since the first year we have steadily increased our growth. By our seventh year, we have grown to over 100 families. God continues to bless the ministry of Calvary Christian School year after year.
Our prayer is that you will consider Calvary Christian School a valuable asset to your family as you train and teach your children the way God has intended.
Our hope is that you will utilize the resources that Calvary Christian School has to offer our homeschooling families. We are here to help you in any way we can. May God bless you and your family.
MISSION STATEMENT
To provide a legal avenue, operating through the ministry of
Calvary Baptist Church, for parents that are called by the
Lord Jesus Christ to educate their children.
PURPOSE STATEMENT
To provide Christian parents the opportunity to exercise their God-given right to educate their children in the way which they feel is best for their child/children. Proverbs 22:6 “Train up a child in the way he should go: and when he is old, he will not depart from it.”
To assist parents who choose to take primary responsibility in Christ-centered education and building strong families to train their children to their fullest potential spiritually, academically, socially, and physically. Deuteronomy 6:7 “And thou shalt teach them diligently unto thy children….”
To provide an accountability system through which families may teach a Christ centered education in compliance with the laws of the state of Alabama. Psalm 119:22,24 “Remove from me reproach and contempt; for I have kept thy testimonies…Thy testimonies also are my delight, and my counselors.”
STATEMENT OF FAITH
Calvary Christian School has been established under the foundational belief of the Holy Bible, which is the infallible Word of God. II Samuel 22:31 “As for God, His way is perfect; the word of the Lord is tried: He is a buckler to all them that trust Him.”
We believe that salvation is a free gift from God to all sinners who accept by faith that Jesus Christ is the Son of God who died on the cross for our sins. We believe that Jesus Christ is the only way to God. John 14:6 “Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by Me.”
He arose on the third day, ascended into heaven, and now sits at the right hand of God continuing to make intercession for us. Romans 8:34 “It is Christ that died, yea rather, that is risen again, who is even at the right hand of God, who also maketh intercession for us.”
DISCRIMINATION POLICY
Calvary Christian School does not discriminate on the basis
of race, color, or national and ethnic origin in its admissions policies
or in participation of school administered programs.
TUITION and OTHER FEES
$ 50.00 registration fee per family for 1st year (non-refundable)
$ 150.00 tuition per year per family
$ 30.00 re-enrollment fee per family after June 30th
$ 10.00 per student per year ACSI membership
$ 20.00 per student initially for SAT Test
$ 12.00 per student per year thereafter (optional)
$ 5.00 lesson plan book ( 1 or 2 students per book ) – optional
$ 95.00 Home School Legal Defense Association (HSLDA) Optional but highly recommended, application in office, payments sent directly to HSLDA.
Fees will be charged on report cards received later than the due date at a rate of: $25.00 per WEEK. If fees are not paid within one month, non-payment will be considered grounds for dismissal.
Tuition is due within three months of enrollment. Families have the option to spread the tuition over four payments within the three month time period. If tuition is not paid within this time period, non-payment will be considered grounds for dismissal.
For families that are re-enrolling, the re-enrollment fee will be waived if the re-enrollment form is received before June 30th.
The issuer of a check returned for insufficient funds will be required to reimburse CCS for any resulting charges, and must do so within ten (10) days of the returned check to avoid having enrollment terminated. No transcripts of work will be forwarded until a family’s accounts are settled. This includes the verification of high school graduation.
RECORD KEEPING
REQUIRED
- Report Card – Your report card must be filled out completely- numerical average, attendance, social security number, etc… A copy of the standard report cards (provided by the school) are to be turned in to CHCS for each student at the end of each semester. Please keep your original copy. Form in appendix.
This form is due at the end of each semester for each child.
1st Semester Due. . . . . . . . . .January 31th
2nd Semester Due. . . . . . . . . June 30st
- Yearly Attendance Record – Attendance is required by law. Your school year consists of 180 days, beginning no earlier than July 1st and ending no later than June 30th of the following year. Field trips and activity days can be counted as days in attendance. Form in appendix.
- Daily Lesson Record – It is important to keep daily lesson plans for each child in your personal files should these records be requested by the state board. The director may request to view these plans at their discretion. Plan books are available through the school at a cost of $5.00. Form in appendix.
OTHER REQUIREMENTS
The following is a list of conditions that must be met to secure enrollment. Violation of any of these items may be considered grounds for dismissal.
- Contact information such as address, phone numbers, etc… must be kept current. Please notify director(s) if changes need to be made. If we are not able to successfully contact you, if needed within 30 days, this will be considered grounds for dismissal.
- Please notify CCS of any change of marital status in the event of such a change occurs.
- All CCS families are required to attend the mandatory faculty meeting(s). This is a requirement for enrollment for Calvary Christian School.
STANDARDIZED TESTING
OPTIONAL TESTING
Achievement testing is not required by the State of Alabama, but families may find it beneficial. Such testing reveals areas where teaching has been delinquent through no fault of the student.
Each spring, we will offer the Stanford Achievement Test (SAT) at the church facility. This testing will be at an additional charge per child and parents are asked to proctor at exams. It is recommended to consider this testing no earlier than the fourth grade.
Both employers and colleges use standardized testing for employment and admissions decisions. Therefore, CCS encourages parents to include experience in this area in their child’s secondary studies.
REQUIRED TESTING
Because each of our graduates reflects upon the integrity of Calvary Christian School and the home schooling community in general, a graduation examination is required for diploma programs during a student’s junior or senior year. A Completion of Study Certificate will be issued, regardless of course study, without a successfully completed graduation examination.
There are many alternatives for this testing. You may choose whichever is appropriate for your child. An acceptable score on a standardized test (such as Stanford Achievement Test, California Achievement Test, or Iowa Test of Basic Skills), college admission examination (Scholastic Aptitude Test or ACT – formerly American College Test), military screening examination, or General Equivalency Diploma (GED) will fulfill this requirement.
CCS will help the family in coordinating the testing. Tests for graduation must be administered no later than April 30th. Families are responsible for bringing their student to the testing location and paying all testing fees.
GRADUATION CEREMONIES
Kindergarten – Typically, the kindergarten graduation is held in early May. We encourage parents to invite guests to the ceremony. Generally, the ceremony includes a performance by the students such as recitation of Bible memory verses.
A $25 fee will be charged for participation in graduation. This fee includes the cost of the tassel. Parents have the option of purchasing and keeping the cap and gown as a memento for a fee of $60, otherwise CCS will provide the caps and gowns. We, also, ask that parents provide the school with 10 recent candid photos of your child to be used during the ceremony.
High School – High School graduation is held toward the end of May. A $75 fee will be charged for participation in this ceremony. This fee covers among other things, the cost of the cap, gown, and tassel which the graduate will keep.
Seniors must complete all of their credit work by the first week of May. Report cards must be turned into the office no later than the second Friday in May or the student will not be allowed to participate in the graduation ceremony.
We encourage parents to make arrangements to have senior portraits taken, so they can be included in the annual and during the graduation ceremony.
Parents should provide the school with pictures (on computer disk) of your child from birth until the present time. These photos should include times that are special to you and your child not just the typical school pictures. These pictures will be used during the ceremony and returned to you afterwards. Director(s) will let you know how many pictures are needed.
It is important for parents to provide the school with information about any scholarships that your child has received, so that we may include these honors in the program.
High School graduation is a pivotal time in your child’s life and we make ever effort to create a special night for them to enjoy and remember.
HIGH SCHOOL CREDIT REQUIREMENTS
__Subject Credits_
GENERAL DIPLOMA
English 4 Credits
Physical Science 1 Credit
Biology 1 Credit
Science- 2 Additional 2 Credits
Social Studies 4 Credits Math 4 Credits
P.E. 1 Credit Health 1/2 Credit
Fine Arts 1/2 Credit Computer Application 1/2 Credit
Electives 5 1/2 Credits
Total Credits ____________________________ 24 Credits
ADVANCED ACADEMIC
English 4 Credits
Physical Science 1 Credit
Biology 1 Credit
Chemistry 1 Credit
Science- 1 Additional 1 Credit Social Studies 4 Credits
Algebra I 1 Credit
Geometry 1 Credit Algebra II with Trigonometry 1 Credit
Math- 1 Additional 1 Credit
P.E. 1 Credit
Foreign Language 2 Credits
Fine Arts 1/2 Credit Computer Application 1/2 Credit Health 1/2 Credit
Electives 3 ½ Credits
Total Credits ____________________________ 24
AMBASSADORS CLUB
The Ambassadors Club at CCS is composed of high school students who have a willingness to go beyond the norm by being a leader and role model for other students. They are under the guidance of the school’s director(s).
Selection for this club is made by students, parents, the Board of Directors, and the Director(s). The Board will add Ambassadors as necessary during the school year and as eligibility is met each semester then additional candidates will be selected. A student must have attended Calvary Christian School at least one semester to be a candidate for this elite position and be active in class days.
An Ambassador’s responsibilities include the following:
30 minute early arrival to functions held at the school
Ensuring the facility is cleaned and secured after functions
Entertainment of young children during meetings, if necessary
Welcoming new students and introducing them to others
Help to insure that CCS rules are followed
Always display a cheerful, helpful attitude
Be willing to assist the director or Board members as needed
Display Christian attitude, morals, & maturity in all situations
We hope it will be the goal of each student to work toward selection for this position.
DRESS CODE
The Calvary Christian School administration reserves the right to determine appropriate dress at all school functions. We recognize the importance of personal rights and privileges of each individual student; however, the school staff equally recognizes that individual rights stop where the rights of the school begin and always with God in mind. We believe it is the responsibility of students and parents to use reason, good judgment, and common decency in the choice of dress and physical grooming in the school environment. Modesty and separation from worldliness will be the guidelines. We believe guidelines are essential to the orderly and spiritual functioning of the school. Therefore, appropriate dress will include, but not be limited to, the following:
No T-shirts, hats, or other apparel that display any worldly behavior such as use of tobacco or alcoholic beverage, inappropriate language, pictures, or hard rock groups.
No undergarments are to be visible.
Students’ midriffs must be covered.
Hats, headgear, or head coverings and sunglasses are not to be worn inside the church building unless for medical reasons or designated activities.
No dresses, shorts, or skirts should be too short (discretion of the director(s).
Shirts and shoes are required where appropriate.
Any apparel, which renders one’s appearance as suggestive or indecent, shall not be worn.
No visible tattoos.
No visible body piercing with the exception of girls’ ears.
If a parent has a question regarding the dress code, he/she should discuss this question with a director(s).
Remember that we are Christ’s representatives in this world and we should always present ourselves in a manner glorifying Him.
I Corinthians 10:31 “Whatsoever ye do, do all to the glory of God.”
CODE of CONDUCT
Be respectful to all individuals and property.
Conduct yourself in a safe and responsible manner.
Abide by the rules and regulations set forth by the school.
Be punctual.
Each family is responsible for picking up after themselves.
No profanity or inappropriate statements.
Physical contact is strictly prohibited.
Dress code must be abided by at any and all school functions.
No smoking will be allowed on the school premises or at any school-related function.
Children should not be in any unauthorized areas of the school/church facilities without staff permission.
The school administration prefers that you attend school functions with your child. However, you may drop your child off for school activities if arrangements can be made with another attending adult. The school should be informed by the beginning of the activity regarding the arrangements made.
Any offense will be dealt with according to the school’s disciplinary code.
Romans 12:1-2 “I beseech you therefore, brethren, by the mercies of God, that ye present your bodies a living sacrifice, holy, acceptable unto God, which is your reasonable service. And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God.”
DISCIPLINARY ACTION
Every adult has the authority and responsibility to correct any child for minor offensive behavior.
If there is a problem with a child, his/her parent will be contacted by a member of the school staff. The problem should be, and is expected to be, handled by the parent.
If the problem is repeated, the parent will be contacted and a meeting will be set up with one or more members of the school board and both parents.
If the problem persists, the child will be suspended from attending school activities for an allotted period of time (to be determined by the school board).
In worse case scenarios, the family may be asked to leave the school.
All disciplinary action will be administered by the directors or the administrator.
Hebrews 12:9 “Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence:…”
Alabama Law Codes
These codes pertain to church schools in Alabama, and are taken from State of Alabama Law Codes. They are provided for reference only and should not be construed to represent legal advice.
Alabama Constitution of 1901
SECTION 3
Religious freedom.
That no religion shall be established by law; that no preference shall be given by law to any religious sect, society, denomination, or mode of worship; that no one shall be compelled by law to attend any place of worship; nor to pay any tithes, taxes, or other rate for building or repairing any place of worship, or for maintaining any minister or ministry; that no religious test shall be required as a qualification to any office or public trust under this state; and that the civil rights, privileges, and capacities of any citizen shall not be in any manner affected by his religious principles.
Section 16-1-11
Private schools to register and report; section not applicable to church schools.
All private schools or institutions of any kind having a school in connection therewith, except church schools as defined in Section 16-28-1, shall register annually on or before October 10 with the Department of Education and shall report on uniform blanks furnished by the State Superintendent of Education, giving such statistics as relate to the number of pupils, the number of instructors, enrollment, attendance, course of study, length of term, cost of tuition, funds, value of property and the general condition of the school.
(School Code 1927, §599; Code 1940, T. 52, §547; Acts 1982, No. 82-218, p. 260, §2.)
Section 16-28-1
Definitions.
For purposes of this article, the following words, terms and phrases shall have the following respective meanings, unless clearly indicated otherwise:
(1) Private school.
Includes only such schools as hold a certificate issued by the State Superintendent of Education, showing that such school conforms to the following requirements:
a. The instruction in such schools shall be by persons holding
certificates issued by the State Superintendent of Education;
b. Instruction shall be offered in the several branches of study
required to be taught in the public schools of this state;
c. The English language shall be used in giving instruction;
d. A register of attendance shall be kept which clearly indicates
every absence of each child from such school for a half day
or more during each school day of the school year.
(2) Church school.
Includes only such schools as offer instruction in grades K-12, or any combination thereof including the kindergarten, elementary, or secondary level and are operated as a ministry of a local church, group of churches, denomination, and/or association of churches on a nonprofit basis which do not receive any state or federal funding.
(School Code 1927, §302; Code 1940, T. 52, §299; Acts 1982, No. 82-218, p. 260, §1.)
Section 16-28-3
Ages of children required to attend school; church school students exempt from operation of this section.
Every child between the ages of seven and 16 years shall be required to attend a public school, private school, church school, or be instructed by a competent private tutor for the entire length of the school term in every scholastic year except that every child attending a church school as defined in Section 16-28-1 is exempt from the requirements of this section, provided such child complies with enrollment and reporting procedure specified in Section 16-28-7. Admission to public school shall be on an individual basis on the application of the parents, legal custodian or guardian of the child to the local board of education at the beginning of each school year, under such rules and regulations as the board may prescribe. (School Code 1927, §301; Code 1940, T. 52, §297; Acts 1956, 2nd Ex. Sess., No. 117, p. 446, §3; Acts 1982, No. 82-218, p. 260, §4.)
Section 16-28-7
Report of enrollment.
At the end of the fifth day from the opening of the public school, the principal teacher of each public school, private school, and each private tutor, but not church school, shall report on forms prescribed by the State Superintendent of Education to the county superintendent of education, in the event the school is operated in territory under the control and supervision of the county board of education, or to the city superintendent of schools, in the event the school is operated in territory under the control and supervision of a city board of education, the names and addresses of all children between the ages of seven and 16 years who have enrolled in such schools; and thereafter, throughout the compulsory attendance period, the principal teacher of each school and private tutor shall report at least weekly the names and addresses of all children between the ages of seven and 16 years who enroll in said school or who, having enrolled, were absent without being excused, or whose absence was not satisfactorily explained by the parent, guardian, or other person having control of the child. The enrollment and attendance of a child in a church school shall be filed with the local public school superintendent by the parent, guardian or other person in charge or control of the child on a form provided by the superintendent or his agent which shall be countersigned by the administrator of the church school and returned to the public school superintendent by the parent. Should said child cease attendance at a church school, the parent, guardian, or other person in charge or control of the child shall by prior consent at the time of enrollment direct the church school to notify the local public school superintendent or his agent that said child no longer is in attendance at a church school. (School Code 1927, §309; Code 1940, T. 52, §306; Acts 1982, No. 82-218, p. 260, §5.)
Section 16-28-8
Reports required must be furnished.
All school officers, including those in private schools, or private tutors, but not those in church schools, in this state offering instruction to pupils within the compulsory attendance ages, shall make and furnish all reports that may be required by the State Superintendent of Education and by the county superintendent of education or by the board of education of any city with reference to the workings of this article. The principal teacher of each public school, private school, church school and each private tutor shall keep an attendance register showing the enrollment of the school and every absence of each enrolled child from school for a half day or more during each school day of the year.
(School Code 1927, §310; Code 1940, T. 52, §307; Acts 1982, No. 82-218, p. 260, §6.)
Section 16-28-15
Absence must be explained.
Every parent, guardian, or other person having control or charge of any child required to attend public school, private school, or church school, shall as soon as practical explain the cause of any absence of the child under his control or charge which was without permission of the teacher, and a failure to furnish such explanation shall be admissible as evidence of such child being a truant with the consent and connivance of the person in control or charge of said child, unless such person can show to the reasonable satisfaction of the court that he had no knowledge of such absence and that he has been diligent in his efforts to secure the attendance of such child.
(School Code 1927, §308; Code 1940, T. 52, §305; Acts 1982, No. 82-218, p. 260, §7.)
Section 16-28-24
Church schools may waive exemptions specified in this article.
Notwithstanding entitlement to the exemptions provided church schools under Sections 16-28-1, 16-1-11, 16-28-3, 16-28-7, 16-28-8, 16-28-15, 16-28-23 and 16-40-1 any church school as defined in Section 16-28-1(2) shall certify to the local public school superintendent on forms supplied by the superintendent to the requesting church school that the exemptions specified herein are waived.
(Acts 1982, No. 82-218, p. 260, §10.)
Section 16-40-1
Physical education required; exemption of church schools from operation of this section.
Every public school and private school, except church schools as defined in Section 16-28-1, shall carry out a system of physical education, the character of which shall conform to the program or course outlined by the Department of Education.
(School Code 1927, §621; Code 1940, T. 52, §555; Acts 1982, No. 82-218, p. 260, §9.)
Section 16-35-5
Studies required to be taught in elementary school.
In every elementary school in the state there shall be taught reading, spelling and writing, arithmetic, oral and written English, geography, history of the United States and Alabama, elementary science, health education, physical education and such other studies as may be prescribed by the State Board of Education.
(School Code 1927, §431; Code 1940, T. 52, §408.)
Below is brief summary of the homeschooling law in Alabama.
Alabama Summary
Compulsory School Age”between the ages of 7 and 16″
Alabama Legal Home Schooling Options: 1 2 Alabama Legal Home Schooling Options: 1 2 Alabama Legal Home Schooling Options: 1 2
Option: 1 Option: 2
Legal Option: Establish and/or enroll in a church school Use a private tutor
Attendance: None specified (175 days required for the public schools) 140 days per calendar year, 3 hours per day between the hours of 8am and 4pm
Subjects: None Reading, spelling, writing, arithmetic, English, geography, history of the United States, science, health, physical education, and Alabama history
Qualifications: None Teacher certification
Notice: File a notice of enrollment and attendance with the local superintendent on a provided form (not required annually) File a statement showing children to be instructed, the subjects taught and the period of instruction with the local superintendent
Recordkeeping: Maintain a daily attendance register to be kept by the principal teacher of the church school Maintain a register of the child’s work showing daily attendance and make such reports as the State Board of Education may require
Testing: None None
© 2004, HSLDA
NOTE: This summary is not intended to be, and does not constitute, the giving of legal advice. Many states have unclear compulsory attendance statutes, and the courts of those states vary in their interpretation of the statutes. Therefore, there is no guarantee any state will accept all of the options for compliance listed under each state. This summary is not intended to be a substitute for individual reliance on privately retained legal counsel such as that provided by Home School Legal Defense Association.
Attorney General Bill Pryor Addresses Home Schooling in Alabama
In 1996 Representative Pete Turnham (Auburn) requested an attorney general’s opinion on whether the state or local boards of education could regulate home schooling in Alabama. After analysis of the issue the Attorney General’s office responded with the following letter addressed to Rep. Turnham, dated January 3, 1997.
Dear Representative Turnham:
This opinion is issued in response to your request for an opinion from the Attorney General.
QUESTION
Other than the state laws requiring parents to report attendance and for church schools to report if a student is no longer in attendance at such a church school, is there any provision of Alabama law that permits or requires any state local authority to regulate a church school?
FACTS AND ANALYSIS
Church schools as defined in Code of Alabama 1975, §16-28-1(2) are exempt from governmental regulations. The law requires mandatory or compulsory attendance of all children between the ages of 7 and 16 years at either a public, private, or church school. Code of Alabama 1975, §16-28-2.1 and §16-28-3. Parents who enroll their children in church schools are required by §16-28-7, Code, to report their children’s attendance to the local superintendent of education. The church school notifies the superintendent if a child no longer attends the church school.
Church schools are exempt from regulations or state laws governing public and private schools. Code of Alabama 1975, §16-28-24. There is no statutory authority authorizing or requiring any state or local authority to regulate church schools, which may conduct classes in any manner they see fit. There is no requirement that church school teachers be certified or that a church school be accredited by the state or any private agency. No state or governmental agency has the authority to regulate a church school.
CONCLUSION
Other than the state laws requiring parents to report attendance and for church schools to report if a student is no longer in attendance at such a church school, there is no provision of Alabama law that permits or requires any state or local authority to regulate a church school.
I hope this sufficiently answers your question. If our office can be of further assistance, please contact Jane LeCroy Brannan of my staff.
Sincerely,Bill Pryor, Attorney General
By:James R. Solomon, Jr., Chief, Opinions Division
The following policy is from the State Board of Education. It defines the policy for a high school student who chooses to return to the public school system. The principal of each school system may or may not elect to follow this policy.
FILE: JBCA
ADDED: 9/2/97
Transfers from Non-Accredited Schools/School Settings
Any school/school setting not accredited by an accrediting agency recognized by the State Board of Education shall be considered a non-accredited school for the purpose of transfer of class/grade credit. Core courses shall be defined as English, mathematics, science, and social studies.
The transfer of credits and/or appropriate placement shall be as follows:
Credit for elective courses shall be transferred without validation.
Non-contested credit for core courses shall be transferred as follows:
Using all official records and nationally standardized test, the principal or his/her designee shall determine placement and notify the student and the parents/guardians.
If the parents/guardians agrees with the placement decision, the student shall be placed.
Following placement, for any initial core course successfully completed, transfer of previous credit earned at a non-accredited school in the subject area shall be accepted without further validation.
Contested credit for core courses shall be transferred as follows:
If the parents/guardians disagree with the placement decision, the principal or his/her designee shall supervise the administration of the school’s most recent semester test for each prerequisite core course in which the parent/guardian is requesting enrollment. For each test the student passes as determined by the school grading scale, the student shall be placed in the next level core course and credit shall be transferred for prerequisite courses.
For any test failed, placement shall be made as originally recommended by school officials and no credit shall be transferred for the prerequisite course(s) in that subject.
In the event of controversial records/transcripts or the absence of records, the student shall take placement tests consisting of the school’s previous semester tests for core courses.
Transfers from Accredited Schools – A student transferring to an Alabama public school from a public or nonpublic school accredited by an accrediting agency recognized by the State Board of Education will have all credits and current class/grade placement accepted without validation upon the receipt of an official transcript(s).
High School Graduation Exam/Local Board of Education Requirements – All transfer students must pass the Alabama Basic Skills Exit Exam/Alabama High School Graduation Examination and meet local board of education requirements relating to graduation requirements.
Homeschooling IS NOT. . .
Homeschooling is NOT merely doing at home what the child would be doing in a school.
It is not circumventing the law, or finding a manipulative way to keep your child from having to repeat a grade he or she is failing.
Homeschooling is not a means to hide neglect or abuse of a child because the administration of this school will not hesitate to expose such atrocities.
It isn’t about creating geniuses, keeping your “baby” a little longer, hiding from an “immoral society,” or proving that you are a great parent.
Homeschooling is not a quick fix to a long term pattern of academic under- achievement and educational malaise. It is not a protest statement against the public education system.
Nor will it correct social, educational, or behavior problems overnight, or in and of itself.
If you come to home schooling with these expectations, you will not succeed and having first begun unrealistically, you will become a “home schooling failure” story.
Homeschooling IS . . .
Homeschooling is adopting a lifestyle of learning. It is choosing to learn differently, to reject the whole idea that our government’s chosen method of mass education is the model to emulate, the standard toward which to strive or against which to measure our success.
It is reclaiming the concept of family, and a parent’s responsibility to and role in our society.
Homeschooling is finding the individualized path which directs your child toward his or her goals, and committing yourself to whatever effort and time it takes to help your child reach his or her full potential.
It is a decision to be made only after much thought, research and prayer.
You will be required to exert effort!! It will be essential that YOU read, study, learn, grow, listen, think and remember.
It will cost you some money, and even more time. It will not always be easy, and you will need dedication to persevere when you’d rather quit.
If you aren’t willing to make this commitment, and dedicate the time and money necessary to provide quality learning experiences for your child, then home schooling is not your family’s educational solution.
The Benefits and Disadvantages of Homeschooling
What You Need to Know About Homeschooling Before You Start
So you’re trying to figure out whether Homeschooling will work for your family or not, right? If so, you’ve come to the right place.
Below you’ll find a brief discussion of the benefits and disadvantages of homeschooling. After reading it, you should be able to better identify whether or not homeschooling may be right for you and your family. If you take time to think about each benefit and disadvantage and apply it to your personal situation, you’ll learn which benefits you just can’t live without . . . or, on the other hand, the disadvantages you know you won’t be able to live with.
Let’s get started by looking at what makes homeschooling such a great choice for thousands of families around the world.
The Top 15 Benefits of Homeschooling
You get to . . .
- Control what your children learn and when they learn it.
- Show your children that learning is not boring, but exciting.
- Build intimate and meaningful relationships with your children.
- Tailor your teaching to fit your children’s dominant learning styles.
- Give your children in-depth, personal attention in any subject with which they struggle or excel.
- Create a weekly schedule that fits your needs and allows you to do things without the constraint of a traditional classroom schedule.
- Transfer your values and beliefs to your children and address their questions when they have them.
- Protect your children from the negative influences they may encounter outside the home.
- Teach more effectively by interacting with your children 1-on-1.
- Nurture your children’s natural (musical, artistic, mathematics) talents so they thrive and grow.
- Address “big issues” with your children when you feel they’re ready.
- Share with your children the common, everyday joys of life.
- Help your children mature through the difficult times in their lives.
- Share the joy of teaching your children with your spouse.
- Take vacations during the school year and make them educational.
The Top 10 Potential Disadvantages of Homeschooling
You may have to . . .
Spend 24 hours a day with your children for several days at a time.
Justify homeschooling to family and friends who oppose your decision to learn at home.
Be very patient with your children when it seems they aren’t learning anything at all.
Deal with the frustrations of sometimes being “behind”.
Spend more money on your children’s education than you’re accustomed to.
Get out of your comfort zone to learn how to homeschool effectively.
Encourage your children even when you don’t feel like it.
Seek advice from other homeschooling parents when you encounter problems you’re not equipped to handle.
Research a few curriculum programs before you find one that works for you and your children.
Put forth more effort to find children with whom your children can build quality relationships.
Though by no means exhaustive, I trust this list of benefits and disadvantages gives you valuable information you can use to reach a decision. You definitely wouldn’t want to homeschool if it’s not right for you; and you definitely wouldn’t want to miss out on homeschooling if it is right for you.
Why Homeschool?
By Phil Lancaster
There are many excellent reasons for choosing to teach your children at home.
Academically
There is now incontestable evidence that, on average, children who are homeschooled fare better academically than children of either public or private schools. This is not surprising since tutoring has always been recognized to be the best method of education.
Socially
Home educated children are spared the corrupting environment of the peer-oriented classroom and thus benefit socially. A common myth of our society is that children need to be with other children for extended periods of time to be properly socialized, but this is the exact opposite of the truth. Much time in a peer culture is damaging to children. Socialization is one of the best reasons to homeschool.
Family
Any homeschooling family will tell you that one of the greatest benefits of the process is the way that family bonds are strengthened. Parents and children grow closer through the shared hours of each day. Siblings develop a new love and respect for one another as they live and learn and work together day by day. These families can overcome the family-fragmenting forces of modern life. They have more time together, and love is spelled t-i-m-e.
Spiritually
Home educating families prosper spiritually. Parents are able to guide their charges in Godly paths as they protect them from the immorality and falsehood so prevalent in public schools and teach them the Bible and its application to life. The very process of disciplining one’s own child results in character growth in both the child and the parent.
However: As good as all these reasons are, the very best reason to choose home education is not been listed yet. The Scripture is our wholly sufficient guide for what to believe and how to live in ways that please God. All Scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, thoroughly furnished unto all good works. (2 Timothy 3:16-17)
Or, put another way: According as His divine power hath given unto us all things that pertain unto life and godliness, through the knowledge of Him that hath called us to glory and virtue.(2 Peter 1:3)
Or finally: Your Word is a lamp unto my feet, and a light unto my path. (Psalms 119:105)
In other words, in our Lord Jesus and His Word, the Bible, we have all we need for spiritual and moral decisions in life.
The best reason for choosing home education is that it is God’s revealed plan for raising our children. The Bible knows no other system of education. God did not prescribe schools for His people; they were invented by others. The pages of Scripture espouse, by precept and example, a process that closely resembles what we call home education.
The Teachers
Throughout the Word it is the parents who are assigned the role of teaching their own children. The primary responsibility rests on the father. God said of Abraham, For I know him, that he will command his children and his household after him, and they shall keep the way of the Lord, to do justice and judgment; that the Lord may bring upon Abraham that which He hath spoken of him. (Genesis 18:19) Paul gave this guidance under the Holy Spirit’s inspiration: And, ye fathers, provoke not your children to wrath: but bring them up in the nurture and admonitions of the Lord. (Ephesians 6:4)
Of course, as the man’s helper (Genesis 2:20-23), his wife is also a teacher of the children. My son, hear the instruction of thy father, and forsake not he law of thy mother. (Proverbs1:8; Proverbs 6:20)
Even the grandparents are to share in the teaching task: speaking of God’s commandments, Moses said to God’s people . . . but teach them thy sons, and thy sons’ sons. (Deuteronomy 4:9)
The Method
God’s method of education is revealed in Deuteronomy 6:7-9. Speaking of God’s commandments it says, And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up. And thou shalt bind them for a sign upon thine hand, and they shall be as frontlets between thine eyes. And thou shalt write them upon the posts of thy house, and on thy gates. True education occurs any place (“home and road”) and any time (“lie down and get up”). The parents are to be the constant companions of their children, teaching them God’s view of life at every opportunity. Every child of a Godly family will live unceasingly in an environment that is saturated by God’s Word, and his parents will be creating that environment.
Since the purpose of education is to love God with the whole heart and to have His commandments lodged in the heart, the method must be one which reaches the heart. Discipleship-along-the-road living with the two people to whom the child is closest (his parents) is God’s method for reaching the heart of the child.
Our educational method must reflect a Biblical understanding of truth and life. The Greek/Western worldview sees truth as ideas that can be reduced to printed pages and considered in abstraction in a classroom. In the Biblical/Hebrew worldview, truth is personal (Jesus said, “I am … the truth.” John 14:6); while it can be expressed in the statements of Scripture, it is always connected to life and conduct (. . . speaking the truth in love . . . Ephesians 4:15). Truth is not only something we can know, it is also something we can and must “do” (1 John 1: 6). God’s truth is only communicated truly in the context of relationship. God did not just give us the written Word of truth, He gave us His Son and fills us with Himself (Whosoever shall confess that Jesus is the Son of God, God dwelleth in him, and he in God. 1 John 4:15).
The Content
All education should focus upon the Lord God: who He is, what He has said, and what He has done. Fathers are instructed concerning children to . . . but bring them up in the nurture and admonition of the Lord (Ephesians 6:4), not the instruction of the world or of mere men, but “of the Lord”.
That is not the only use of the Scriptures. Psalm 119:105 presents one of the broader purposes of the Bible: Your Word is a lamp unto my feet, and a light unto my path.” God’s Word is intended to illuminate the world we live in so that our walk is pleasing to God. The purpose of a light is to shine on an object so that it can be discerned more clearly. Similarly, the Bible is meant to “shine” on
anything we encounter in the world so that we can understand it from God’s perspective. This means that beyond studying the Bible itself, we should use the Bible as our lens through which to view any other subject in life.
The second component of study in a Godly education is what Psalm 78 calls the praises of the Lord, and His strength, and His wonderful works that He hath done (verse 4). To study these works of God we must, of course, begin with the Bible itself which reveals His mighty works of creation and redemption.
This study will lead us beyond the pages of Scripture to the whole wide world that God made and sustains by His power, History, science, geography, law, art, music, mathematics, language – any subject area is a study of the works of God since it is He who created this world and guides the history of men in their scientific, cultural, and civil endeavors. Each of these subject areas must be approached in the “light” of the Word, if it is to be properly understood. The Bible should not only be a subject in the curriculum; its truths should permeate every other area of study, providing God’s perspective on every subject.
That is why many home educators abandon the traditional school-subject approach to teaching in favor of a “unit study” approach which takes into account the inter-relationship of the disciplines. Children thus engage in academic study in the same manner in which they experience the rest of the world-encountering the connectedness of the various elements of life. Such an approach not only respects the nature of the content of education, it also is most compatible with the discipleship method of teaching: learning from real life as it is encountered “along the road” every day.
The Goal
Education ought not to be seen as an end in itself. Nor should it be viewed in terms of mere academic or social preparation for life. Knowledge, by itself, is nothing and leads only to pride (Knowledge puffeth up . . . 1 Corinthians 8:1). We could give our children the very best academic preparation in the world, and only end up making them more effective instruments in the devil’s hands. No, God has something higher in mind.
Understood in its broadest terms, education is character training. God is in the business of transforming people. He is creating a people who have a living relationship with Himself. The beginning of the process is simply to take God seriously in everything or as Scripture has it: the fear of the Lord is the beginning of knowledge . . .(Proverbs 1:7; 9-10). The end of the process is mature people who know God; and who, knowing Him, love Him, and who, loving Him, obey Him in all things.
The path of safety and blessing is always that which adheres most closely to the revealed will of God. Home education as we practice today falls short of the perfect pattern set forth in the Scriptures, but it is certainly a big step in the right direction because home education is God’s idea.
Kindergarten
Language Mathematics
Letter recognition Counting to 20
Uppercase & lower case correspondence One-to-one correspondence
Letter sounds More than, less than, and equal
Beginning writing skills (coloring) Number and numeral relationship
Exposure to written word in various forms Concept of addition and subtraction
Retelling of a story Elementary shapes
Paraphrasing Basic calendar concept
Summarizing Basic time concept
Correct word usage
First Grade
Language Mathematics
Phonics (letter sounds & blends) Counting to 100
Exposure to various literary works Counting by 2’s, 5’s , and 10’s
Sight vocabulary Simple number patterns
Creative storytelling Single digit addition and subtraction
Narration (retelling) Using a number line
Sequencing of events Ordinal and cardinal numbers (1st, 2nd, etc.)
Alphabetizing by first letter Fractions ½ and ¼
Handwriting of letters Geometric patterns and figures
Rhyming Basic measurement
Pronunciation and enunciation Estimation
Sentences Clock time to the hour
Nouns, verbs, and adjectives Using a calendar (day, week, month, year)
Punctuation Basic money skills
Capitalization Simple word problems
Plural using “s”
Second Grade
Language Mathematics
Phonics Count, read, and write to 100
Handwriting Count by 2’s, 3’s, 4’s, 5’s, and 10’s
Reading silently for purpose Ordinal number to 10
Story development: beginning, middle, end Zero as a place holder
Narration and oral book reports Estimation
Alphabetizing using first and second letter Place value
Using the dictionary Two digit addition and subtraction
Writing brief simple letters and journal entries Using the calendar
More exposure to various forms of literature Money
Using the Table of Contents and Index Charts and graphs
Contractions and using the apostrophe Multiplication properties of 0 and 1
Possessives & pronouns Word problems
Third Grade
Language Mathematics
Silent reading for purpose Decimals
Chapter books Reading and writing to 5 place values
Alphabetizing through third letter Beginning Roman numerals
Spelling Fractions
Grammar 4 digit addition and subtraction
Indexing skills Multiplication facts through 12 X 12
Editing and proofreading 1 digit divisors
Adjectives and adverbs Perimeter, area, and volume
Cursive handwriting introduced Similar and congruent figures
Homonyms Clock time to minute intervals
Synonyms Word problems
Antonyms Charts and graphs
Customary measurements
(inch, feet, yard, mile)
Fourth Grade
Language Mathematics
Silent and oral reading Roman numerals up to C
Telephone skills Addition and subtraction of 7 digits
Summarizing Averages
Critical reading 1, 2, and 3 digit multiplication
Spelling 2 digit divisors
Grammar Prime numbers less than 100
Cursive handwriting Clock time to second intervals
Dictionary skills Prime factoring
Simple outlining Decimal and fractional equivalents
Letter writing skills Mixed numbers
Written and oral book reports Geometric concepts
Using and encyclopedia, and newspaper Word problems
Library skills Problem solving
Beginning computer skills Liquid measurements
Fifth Grade
Language Mathematics
Literature reading Read and write numbers to 10 digits
Spelling Sets on integers
Grammar Mixed numbers
Dictionary skills Ratio and percentage
Homonyms, synonyms, Exponents
and antonyms Measurements introduction to metrics
Using a thesaurus Word problems
Outlining Charts and graphs
Three paragraph themes Sampling and probability
Constructing a simple bibliography Addition, subtraction,
Proofreading and editing multiplication, and division
Using study materials multiplication, and division
of whole numbers, fractions,
decimals, and mixed numbers
Sixth Grade
Language Mathematics
Reading novels, short stories, and poetry Exponents
Spelling Operation of powers
Grammar Set of integers
Skimming Factoring
Fiction vs. nonfiction Problems in percentages
Nonverbal communication Scale drawings
Using roots, prefixes, and suffixes Problem analysis
Sentence structure (diagramming) Interpreting graphs
Types of writing: narration, descriptive, persuasive Concepts of averaging and sampling
Simple note taking Identification and measurement of
Bibliography building angles Using reference materials Concepts of similarity, congruence,
Research skills and symmetry
Library skills Use of calculators and computers
Using computer information sources Relationship between common
decimals and fractions
Properties, identification, and
construction of geometric figures
Seventh and Eighth Grade Language
Literary terms Spelling
Grammar Novels and short stories
Biography and autobiography Clauses and phrases
Note taking skills Compound sentences
Literal, inferential, and evaluative reading skills American authors
Poetry and prose Infinitives, participles, and gerunds
Predicate nominative Predicate adjectives
Direct and indirect objects Reporting and research skills
Inductive and deductive reasoning Formal and business letters
Seventh Grade Mathematics Eighth Grade Mathematics
Prime and composite numbers Maintaining skills in fundamental operations
Square root Factoring and products
Order of operation Numeration systems
Absolute value Using fractions and decimals
Inequalities Ratio, proportion, and percentage
Numeration Equalities and inequalities
Properties of non-negative integers Simple formulas and equations
Rational numbers and fractions Graphing and equation
Finite, infinite, and empty sets Powers and roots of rational numbers
Basic geometry concepts and terms Polynomials
Development and use of formulas Metric and nonmetric geometry
Perimeter, circumference, and area Pythagorean Theorem
Reading and constructing graphs Scale drawing
Measurements of central tendency Permutations
Mean, mode, median, and range Probability statistics
Elementary business mathematics Statistical terms
Use of calculators and computer Mathematics of insurance, banking, and taxes
Science
The following topics should be addressed in science courses sometime
between Kindergarten and Eighth grade. The timing and extent will vary depending on the age of the student, preference of the parent-teacher, and the publisher of the instructional materials.
Human Body Plants
Senses Common plants and trees
Body parts Plant parts
Nutrition Plant reproduction and life cycles
Disease – prevention, treatment, control Crop cultivation and hydroponics
Skeletal system Ecosystems and the balance of nature
Muscular system Pollution, conservation, and recycling
Digestive system Photosynthesis
Circulatory and respiratory system Microbes
Reproductive system Plant diseases
Mental health Classification system
Pharmaceuticals
Drug abuse and addiction Animals
Toxins and antitoxins Common animals
Antibodies (native species, pets, zoo, farm,and ocean)
Immunization Life cycles of animals
Genetic disorders Food chain
DNA and RNA Insects
Chemotherapy Reptiles
Germs, algae, and fungi Birds
Viral agents and molds Mammals
Cells Dinosaurs and other extinct animals
Animal Habitats
Nature Habitat destruction and preservation
Temperature and climates Biotic communities
Weather and weather instruments Biological adaptations
Seasons Classification system
Light, color, and optics
Solids, liquids, and gases Processes
Magnetism Living and Nonliving
Solar system Scientific method
Simple machines Scientific theory
Water cycle Intention and discovery
Gravity Scientists
Electricity
Force and work
Earth’s structure and history
Conduction and convection
Chemical systems
Nuclear energy and radioactivity
Elements and the periodic table
Compounds and mixtures
Atoms
Social Studies / History
The following should be addressed between the Kindergarten and Eighth grade years. Again, the timing and extent will be dependant on the age of the student, teacher’s preference, and publisher of the materials.
Relationship of the individual to a group American History
Prejudice Discovery and exploration of The New World
Discrimination Settlement
Freedom and Liberty Revolutionary War
Colonial life
Geography Pioneer life
Continents Westward expansion
Oceans Native American culture
Countries and their capitals Industrial revolution
U.S. states and capitals History of transportation
Major landmarks and historic sites History of communication
Using a globe Slavery and the Civil War
Using a map Reconstruction
Direction, longitude, latitude, scale Alabama state history
Time zones
Government
World History Law and government
Ancient civilizations Local, state, and federal levels
Cultures around the world Checks and balances of branches
Dark Ages The election process
Middle Ages The legislative system
Renaissance and Reformation The judicial system
Scientific Revolution The Constitution
Age of Reason and Enlightenment The Bill of Rights
The Industrial Age The Declaration of Independence
World trade Governmental systems – theocracy, monarchy,
The United Nations democracy, republic, etc
Current world events
Suggested Book List
There are whole books written on the subject of what books to read, such as Let the Authors Speak (Carolyn Hatcher), Honey for a Child’s Heart (Gladys Hunt), and Books Children Love (Elizabeth Laraway Wilson). There is an excellent website available at www.classicalhomeschooling.org.
The list provided below in only to get you started. There may be books you prefer your child not to read, and others, not on this list that you do. Remember that a child can enjoy and learn from a book beyond his reading level. Simply read it aloud together and discuss what you have read.
Categories are suggested age groupings only. Select your homeschool’s literature based on your child’s maturity, reading level, and interest. It is recommended that you watch a video version of these books only AFTER reading the book. This can lead to a wonderful discussion about artistic license and variations of interpretation. Normally a child will always like the book much better than the movie when done in this order.
Grades 1 – 3
Abraham Lincoln – d’Aulaire Horton Hears a Who – Seuss
Aesop’s Fables Hundred Penny Box – Mathis
Are You My Mother? – Eastman I Saw the Sea Come In – Tresselt
Bard of Avon – Stanley If You Give A Moose A Muffin – Numeroff
Bedtime for Frances – Hoban If You Give A Mouse A Cookie – Numeroff
Benjamin Franklin – d’Aulaire Josefina Story Quilt – Coerr
Book of Cowboys – Holling Just a Few Words, Mr. Lincoln – Fritz
Book of Indians – Holling Just So Stories – Kipling
Cat in the Hat – Seuss Leif the Lucky – d’Aulaire
Chalk Box Kid – Bulla Leonardo da Vinci – Stanley
Charlie and the Chocolate Factory – Dahl Librarian Who Measured the Earth – Lasky
Child’s Garden of Verse – Stevenson Little Bear – Minarik
Children’s Book of Virtues – Bennett Little Engine That Could – Piper
Child’s Treasury of Poems – Daniel Little House – Burton
Clown of God – de Paola Madeline – Bemelmans
Columbus – d’ Aulaire Make Way for Ducklings- McCloskey
Corduroy – Freeman Michelangelo’s World – Ventura
Courage of Sarah Noble – Dalgliesh Minn of the Mississippi – Holling
Crash! Bang! Boom! – Spier Mouse Soup – Lobel
Curious George – Rey Mouse and the Motorcycle – Cleary
Dandelion Hill – Bulla N.C. Wyeth’s Pilgrims – Wyeth
Dr. Seuss’s ABC – Seuss Nate the Great – Sharmat
Emperor’s New Clothes – Anderson Now We Are Six – Milne
Flat Stanley – Brown One Fish, Two Fish – Seuss
Flicka, Ricka, Dicka – Lindman Owl at Home – Lobel
Foot Book – Seuss Paddle to the Sea – Holling
Fox in Sox – Seuss Pagoo – Holling
Frog and Toad are Friends – Lobel Paper Crane – Bang
George and Martha – Marshall Pilgrims of Plymouth – Sewall
George the Drummer Boy – Benchley Poky Little Puppy – Lowry
George Washington – d’Aulaire Real Mother Goose – Wright
George Washington’s Mother – Fritz Rome Antics – Macaulay
Goodnight Moon – Brown Saint Valentine – Sabuda
Green Eggs and Ham – Seuss Sam the Minuteman – Benchley
Sarah Morton’s Day – Waters Tree in the Trail – Holling
Seabird – Holling Velveteen Rabbit – Williams
Shhhh…We’re Writing the Constitution – Fritz What’s the Big Idea, Ben Franklin? – Fritz
Squanto, Friend of the Pilgrims – Bulla When We Were Very Young – Milne
St. Francis and the Friendly Beasts – Brown Where Do You Think You’re Going,
Stone Soup – Brown Christopher Columbus? – Fritz
Stories Around the Year – Burgess Where Was Patrick Henry on the 29th of
Story of Ping – Flack May? – Fritz
Story of Ferdinand – Leaf Who’s That Stepping Plymouth Rock? – Fritz
Tale of Peter Rabbit – Potter Why Don’t You Get a Horse, Sam Adams? –
Three Little Kittens – Galdone Will You Sign Here, John Hancock
Grades 4 – 6
Adventures of Huckleberry Finn – Twain Adventures of Tom Sawyer – Twain
Alexander the Great – Gunther Alice’s Adventure’s in Wonderland – Carroll
American Tall Tales – Stoutenburg America’s Paul Revere – Forbes
Arabian Nights – Lane Archimedes & the Door of Science – Bendick
Aristotle, Dean of Early Science – Downey Beauty and the Beast – Lamb
Beowulf, the Warrior – Serraillier Black Beauty – Sewell
Book of Americans – Benet Book of Cowboys – James
Book of Virtues – Bennett Boy’s Life of Edison – Meadowcroft
Bronze Bow – Speare Call of the Wild – London
Canterbury Tales – McCaughrean Charlotte’s Web – White
Child’s Geography of the World – Hillyer Child’s History of the World – Hillyer
Children’s Homer – Colum Chitty Chitty Bang Bang – Fleming
Chronicles of Narnia – Lewis Cricket in Times Square – Selden
Daniel Boone – Daugherty Destination Moon – Irwin
Door in the Wall – de Angeli Fairy Tales – Anderson
Fantastic Mr. Fox – Dahl Favorite Poems Old and New – Ferris
Five Little Peppers and How They Grew – Sidney House of Pooh Corner – Milne
Heidi – Spyri Johnny Tremain – Forbes
Jungle Book – Kipling Kidnapped – Stevenson
Kim – Kipling Lassie Come Home – Knight
Last of the Mohicans – Cooper Little House in the Big Woods – Wilder
Little Lord Flauntleroy – Burnett Little Men – Alcott
Little Women – Alcott Mary Poppins – Travers
My Side of the Mountain – George Old Yeller – Gipson
Paul Bunyan and His Blue Ox – Wadsworth Peter Pan – Barrie
Pied Piper of Hamelin – Browning Pilgrim’s Progress – Bunyan
Pinocchio – Collodi Pippi Longstocking – Lindgren
Pollyanna – Porter Prince and the Pauper – Twain
Robinson Crusoe – Defoe Sarah, Plain and Tall – MacLachlan
Secret Garden – Burnett Song of Hiawatha – Longfellow
Story of King Arthur and His Knights – Pyle Stuart Little – White
Swiss Family Robinson – Wyss Tales of the Arabian Nights – Lang
Tales of Uncle Remus – Lester Tanglewood Tales – Hawthorne
Through the Looking Glass – Carroll Treasure Island – Stevenson
Treasury of Children’s Literature – Eisen Trumpet of the Swan – White
Twenty Thousand Leagues Under the Sea- Vern Uncle Tom’s Cabin – Stowe
Way Things Work – Macaulay Westward Ho! – Kingsley
Where the Red Fern Grows – Rawls Winnie the Pooh – Milne
Grades 7 – 9
Across Five Aprils – Hunt Anne of Green Gables – Montgomery
Ben Hur – Wallace Bulfinch’s Age of Chivalry – Bulfinch
Bulfinch’s Age of Fable – Bulfinch Bulfinch’s Legends of Charlemagne – Bulfinch
Christy – Marshall Count of Monte Cristo – Dumas
Diary of a Young Girl – Frank Frankenstein – Shelley
Great Expectations – Dickens Gulliver’s Travels – Swift
Guns of Navarone – MacClean Hiding Place – Ten Boom
Hobbit – Tolkien Hound of Baskervilles – Doyle
Hunchback of Notre Dame – Hugo Island of Dr. Moreau – Wells
Island of the Blue Dolphins – O’Dell Ivanhoe – Scott
Julius Caesar – Buchan Les Miserables – Hugo
Life of David Crockett – Crockett Life on the Mississippi – Twain
Lord of the Rings Trilogy – Tolkien Lost World – Doyle
Midsummer’s Night Dream – Shakespeare Miracle Worker – Gibson
Oliver Twist – Dickens Oregon Trail – Parkman
Profiles in Courage – Kennedy Red Badge of Courage – Crane
Romeo and Juliet – Shakespeare Scarlet Pimpernel – Orczy
Shadows on the Rock – Cather Silas Marner – Eliot
Strange Case of Dr. Jekyll and Mr. Hyde – Stevenson
Tale of Two Cities – Dickens Tales – Irving
Tales of Mystery and Imagination – Poe Three Musketeers – Dumas
Time Machine – Wells Travels – Polo
Travels in Africa – Park Virginian – Wister
War of the Worlds – Wells Witch of Blackbird Pond – Speare
Wuthering Heights – Bronte Yearling – Rawlings
Grades 10 – 12
All plays by Shakespeare All Creatures Great and Small – Herriot
Animal Farm – Orwell Anna Karenina – Tolstoy
Autobiography – Roosevelt Brave New World – Huxley
Captain Cook’s Explorations – Cook Crime and Punishment – Dostoyevsky
David Copperfield – Dickens Death Comes for the Archbishop – Cather
Diary & Autobiography of John Adams – Butterfield
Emma – Austen Every Living Thing – Heriot
Fairy Tales of My Life – Anderson For Whom the Bell Tolls – Hemingway
Gone with the Wind – Mitchell Grapes of Wrath – Steinbeck
Great Gatsby – Fitzgerald House of Seven Gables – Hawthorne
Jane Eyre – Bronte Life of Columbus – Irving
Life of George Washington – Irving Life of Samuel Johnson – Boswell
Moby Dick – Melville Murder on the Orient Express – Christie
Old Man and the Sea – Hemingway On Walden Pond – Thoreau
Pearl – Osgood Pride and Prejudice – Austen
Scarlet Letter – Hawthorne Sir Gawain and the Green Knight – Tolkien
Sense and Sensibility – Austen To Kill a Mockingbird – Lee
Up From Slavery – Washington Vanity Fair – Thackery
War and Peace – Tolstoy