Trivium Pursuit

My child is gifted

September 10th, 2019

I’m just now preparing to begin homeschooling my oldest child, who turned five in January. I’m intending to follow a classical model. I’ve just recently found your website and I’ve read your articles on early formal education.

My daughter is, in your terms, a precocious little tyke, who taught herself to read at age 3-1/2. She now reads chapter books, does basic math calculations in her head, and comfortably uses words like represents, imagination, paleontologist, capillary, etc. We read a wide variety of books and discuss diverse subjects. She attends a Montessori preschool, and we have been doing informal, concrete math at home for a long time. I ordered Saxon Math 1 in preparation for the fall. She saw the workbook and asked if we could start right away. She loves her lessons, especially the worksheets. She works quickly and almost never makes a mistake. So I think, again as you say, perhaps I would be mistaken to hold her back.

Here is my question: When a young child is very advanced for his age, what should guide a parent’s decision as to how quickly to move through material? I mean, if he can handle algebra at age 8 and wants to do it, does that mean it should be introduced? On the one hand, I hardly see the point of teaching algebra to a child that young. On the other, don’t we want to keep the child excited about learning and feed that voracious desire for new horizons?

I have done some reading on gifted education, but I have not found satisfactory information on how to manage the very young child, i.e. discerning developmental readiness, and balancing that against the child’s relentless drive to learn.

Thank you in advance for your consideration of my question.


Whether we have intellectually slow, average, or gifted children, one of the keys is to achieve the best balance. If we focus on what is needed by the child, instead of upon feeding the child’s particular appetite for a particular thing ­ — or lack thereof, then we will achieve a better balance.

For example, let us say we have a child who is somehow a mathematical genius, able to handle algebra at age eight. Does that mean he shouldn’t learn to play cowboys with his older brothers? Does that mean he shouldn’t do his chores of folding and putting away the laundry, washing the dishes, and vacuuming the floors. In other words, should other things be put aside in order that he can pursue his algebra? Of course not. His talent in algebra may prove a curse to him if he learns to think of it as putting him above other ordinary obligations in life.

Likewise, let’s say we have a child who is advanced in verbal skills. He can talk your ears off with an excellent vocabulary, excellent articulation, and a wide range of understanding. But he’s only six years old. The last thing you want him to do is to use that talent to take control of both his and your life.

True talents are actually extra burdens which the Lord places upon some persons ­– burdens which, if they learn to handle them properly, can be the source of great happiness in achieving godly aims, but if they are not handled properly, can be the source of great sorrow and frustration.

So balance does not come from feeding appetites. A balanced diet is not one which satisfies my constant craving for ice cream and chocolate. Balance comes from training appetites.

Of course, the analogy begins to break down here. We are not saying do not allow a talent to advance ­– like you wouldn’t let someone continually gorge himself on ice cream and chocolate like a glutton. But you must have an eye of discernment as to what is actually the nature of the talent, how best can it be advanced, and an eye which is not distracted by the talent from other important things.

My boy has a talent for playing soccer, therefore I’m quitting homeschooling and putting him in public school where he can get better training and be better challenged. Bad choice. A whole parcel of other things should take precedence over your boy’s “talent.”

My girl has artistic talent. I’m cutting back on the Greek and Logic and other things so that she can take lots of special lessons and go to art shows, and the like. Bad choice. With such attention, your girl is likely to get a big head about her talent, as if it should take precedence over other important things she should learn, and other important parts of life. Then her talent will not serve her well.

Above all, the child must learn to serve others, not themselves, with their talents. If you have a child with a talent for languages, then find ways he can help others which do not have this natural gift. He could teach others or help others to learn that language, or help others who don’t know English to learn it. Pray that the Lord open up specific opportunities to use the natural as well as the spiritual talents which you, your child, and your family have to build His Kingdom.

And, of course, the parent is in the best position to see how to balance all of these things. One family will need to draw the line in a different place than the next family.



Ten Things to Do from Birth to Age Five — An Addendum to Ten Things to Do Before Age Ten

September 10th, 2019

Elsewhere we have written about the Ten Things to Do Before Age Ten — ten areas of life we think are important to concentrate on with your children before they turn ten. The following is a subset of the above list of ten things — ten things to do from birth to age five (or so).

Focusing in on these early years, here are ten things to do from birth to age five (or so).

1. Develop listening and learning.
Read aloud to your child — work up to a couple hours per day. Use audio books often. Vocabulary is the primary index of intelligence, and regular reading aloud to your children from good literature for at least two hours per day will widen their vocabulary and their conception of the world. In addition, this will prepare your child for learning to read and spell.

2. Develop playing and exploring.
Give your child plenty of free play time. This will help develop their elementary creativity.

3. Develop an inner library of sensory experiences: seeing, hearing, touching, tasting, smelling — aka, keep your child away from screens (television, computer)

4. Get out of the house — this is an extension of #2.
Spend lots of time outdoors — work up to two hours per day. This will help develop their elementary creativity. Visit the FaceBook group and page 1000 Hours Outside.

5. Develop a sense of self-worth and accomplishment.
Help your child learn to assist you with chores around the house, taking care of animals, gardening. Communicate to them that they are needed.

6. Expand the dimensions of experience.
Expose your child to a wide variety of experiences — experiences from which to build her understanding of the world. Field trips, exposure to music, exposure to other languages, familiarity with the library.

7. The early years are formative in the way of establishing good habits and attitudes. Start the process of helping your child to develop good habits, which might include manners and courtesy. Good attitudes might include respect for parents and siblings.

8. Establish an awareness of God.
From the very start, include your child in your family worship.

9. Develop an inner library of good and guiding examples.
Around age two or so, you can start to help your child to learn how to memorize Bible verses, poetry, prayers, or whatever it is that is important to you to memorize. This will prepare your child for learning to read and spell.

10. Very young children learn more through their senses. They need more hands on manipulatives before age five. Give them plenty of time to experiment with art and crafts and thereby develop their elementary creativity. Learning to hold a crayon or pencil will prepare them for handwriting.

This is when your child develops a physical, mental, and spiritual appetite. We won’t develop an appetite for good food by feasting on junk food – and we carry that analogy over to all of life. This is the time to sow the seeds of honoring God and parents, developing the capacity for language and the appetite for learning, enriching the memory, and instilling a work and service ethic. This is the time to lay the foundation for the formal academics which will follow. We want to pay attention to developmental principles. Balance does not come from feeding appetites. A balanced diet is not one which satisfies my constant craving for ice cream and chocolate. Balance comes from training appetites. From birth to age five (or so) is the most important because it develops an appetite or love for learning in the child. It is here he develops an inquiring mind. We are giving our students the basic tools, which they need for self-education. You should focus on building a good foundation for later academics. You want to develop in them an appetite for learning.

Around age five (or so), then the things we wrote about in Chapter 11 of our book, Teaching the Trivium: Christian Homeschooling in a Classical Style, will become important.

Possible practical application from the above ten things to do from birth to age five:

You don’t need to buy a curriculum or workbooks. Just live life. Children are learning through the experiences you share with them.

Life is your curriculum.


Is a PE class necessary in your homeschool?

September 10th, 2019

What curriculum is available now for physical education for a 7-year-old? We are doing a PE class but not loving it or really seeing the benefit. Advice? Thanks!

I think the most important thing to teach a young child in the area of PE is to help them learn to love to get exercise. Lots of play outside. I always recommend two hours a day of play outside. All kinds of exercise: bike, running, sports, etc. It doesn’t need to be in the form of a “class.” Make it just a part of daily life. Just like you always eat breakfast. You always get exercise outside.


John MacArthur — God Won’t Let You Go

September 10th, 2019

Since I spend a lot of time on the couch lately, I often listen to sermons and radio broadcasts. This series by John MacArthur has been a great blessing to me this week, and I thought you might like it too.

Grace to You

Perseverance of the Saints, Part 3
Friday, March 1, 2019


Concerned that I have missed doing the grammar stage properly with my two oldest sons

September 10th, 2019

This is my 3rd year homeschooling my sons. They are in 2nd, 5th, and 6th grades. I have been slowly trying to incorporate some of the principles of classical education into our homeschool effort. For example, we have begun the study of Latin this year. I am increasingly concerned that I have missed doing the grammar stage properly with my two oldest sons. Is there any way to assess gaps they might have, and catch up? –E.C.

I’ve heard people discuss this topic, but could never quite understand what people meant by gaps. Do they mean that they are worried because their children didn’t study rocks in the 3rd grade like most public school children do, or that they didn’t study the planets in 4th grade? We’re talking here about children not learning the facts in a certain area of study by a certain age level. I think lots of people worry about this. One person I once talked to was quite concerned because her ten-year-old child knew nothing about the Depression of the ’30’s, and another mother felt like a failure because her son couldn’t recite all the states and capitals by age twelve. These types of worries could drive parents crazy, especially if they stop and think about all the minute facts their child probably doesn’t know, and the even greater number of facts he learned but immediately forgot.

Now, I have a confession to make. We never studied rocks. Never. In fact, we never studied earth science at all. But that’s OK, because I plan on studying the subject with my grandchildren when I have more time. I’m actually looking forward to it.

Classical education is not like the education we parents got in the public school, where we memorized a bunch of facts, took a test, and then went on to the next subject. Classical education is about training minds and developing proper appetites. It’s developing the imagination and creativity. It’s having time to play and explore in the old fashioned way. It’s encouraging a love for learning. It’s building a firm foundation in the child’s mind with memorization and narration. And it’s about learning to obey and serve our heavenly Father. It’s a way of life.

But perhaps the gaps you are worried about are the skill type gaps and foundational knowledge that are important to learn in the early years — things such as basic formal English (and other language) grammar knowledge which could be started at age ten; the basics of formal mathematics which also could begin at age ten (and informal math at earlier ages); and intensive phonics instruction which should begin as soon as the child is ready. These all are foundational stones to the building you are constructing, and any gaps here would need to be repaired.


All the various dealings of God with His children, do by a special providence turn to their good

September 10th, 2019

Excerpt from A Divine Cordial by Thomas Watson

“…The excellency of the privilege, “All things work together for good.”

This is as Jacob’s staff in the hand of faith, with which we may walk cheerfully to the mount of God. What will satisfy or make us content, if this will not? All things work together for good. This expression “work together” refers to medicine. Several poisonous ingredients put together, being tempered by the skill of the apothecary, make a sovereign medicine, and work together for the good of the patient. So all God’s providences being divinely tempered and sanctified, do work together for the best to the saints. He who loves God and is called according to His purpose, may rest assured that every thing in the world shall be for his good. This is a Christian’s cordial, which may warm him — make him like Jonathan who, when he had tasted the honey at the end of the rod, “his eyes were enlightened” (I Sam. xiv. 27). Why should a Christian destroy himself? Why should he kill himself with care, when all things shall sweetly concur, yea, conspire for his good? The result of the text is this. All the various dealings of God with His children, do by a special providence turn to their good. “All the paths of the Lord are mercy and truth unto such as keep his covenant” (Psalm xxv. 10). If every path has mercy in it, then it works for good….”


Choose four Trivium Pursuit books if you order the Ron Paul Homeschool Curriculum

September 10th, 2019

On our Trivium Pursuit web site we talk about what classical education is and how we can implement it in our homeschool. The Ron Paul Curriculum is compatible with our book Teaching the Trivium: Christian Homeschooling in a Classical Style. In addition, the RPC is self-teaching, which would be helpful in a situation where both parents must work, but a family can use it as they wish — participating with the children by learning along with them or allowing the children to learn independently.

If any of your children have college in their future, the RPC can be especially helpful. By taking AP (Advanced Placement) exams and CLEP (College Level Examination Placement) tests, a student can receive college credit and can reduce the cost of the first two years of college. The RPC encourages students to participate in these two programs.

Plus, you will receive four free Trivium Pursuit books if you buy the curriculum using our link.

Choose four of the following:

Ancient History from Primary Sources: A Literary Timeline
Teaching the Trivium: Christian Homeschooling in a Classical Style
Handy English Encoder Decoder
A Greek Alphabetarion: A Primer for Teaching How to Read, Write & Pronounce Ancient & Biblical Greek
A Greek Hupogrammon: A Beginner’s Copybook for the Greek Alphabet with Pronunciations
What Do You See? A Child’s First Introduction to Art, Volume One, Two, and Three
Little Bitty Baby Learns Hebrew
Ancient Literature — 6 Volumes
Bless the Lord: The 103rd Psalm
Little Bitty Baby Learn Greek
My Mommy, My Teacher
The Lord Builds the House: The 127th Psalm

U.S. addresses only, please.

Cover Bless the Lord7

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Peter Spier and People

August 28th, 2019

You’re probably familiar with children’s writer/illustrator Peter Spier from his book Noah’s Ark. In fact, if you’re like me and look up Spier on Amazon, you’ll find several books you feel compelled to buy!

The Star-Spangled Banner

We the People: The Constitution of the United States

The Erie Canal

But the book I’m most impressed with, and only just recently found at a garage sale, is People. It’s full title is People: A Picture Book for All Ages. Using detailed, colorful illustrations, Spier takes us on a trip around the world showing us how people come in all shapes and sizes, have different tastes, celebrate different things, eat different foods and play different games. Each person is unique and we need to respect each other. Your children will love hearing the various names for similar things around the world.

Only one criticism — I had to use a colored pencil to draw clothes on a couple of the people. No problem.








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August 28-29 Homeschool Self-Study Greek Textbook will be free on Amazon Kindle

August 25th, 2019

Homeschool Greek Volume One Cover

For two days only, August 28-29, the Homeschool Self-Study Greek Textbook (only the textbook, not the other three components of the curriculum) will be free on Amazon Kindle.

Homeschool Self-Study Greek: A Thorough Self-Teaching Grammar of Biblical Greek by Harvey Bluedorn is like no other Biblical Greek grammar.

Not only is Homeschool Greek self-teaching, but it is thorough. Students, both young and old, can teach themselves Greek in homeschool, in private school, or as a preparation for seminary or college.

Features include:
1. For ages 13 through adult — unlike other grammars, this is designed for younger students.
2. Teaches English grammar before it introduces Greek grammar.
3. Self-teaching — you do not need a teacher; the text is your teacher; the text continually asks questions and confirms or corrects your answers.
4. Programmed — the text takes us through the normal trivium process of learning.
5. Extensive preprinted Vocabulary Drill Cards.
6. A Greek New Testament Reader which covers Matthew 5-7, including an English translation.
7. Audio pronunciation files for both the textbook and the reader.
8. Diagnostic tests to determine whether the material has been mastered, and if not, what material to restudy.

Volume One has 18 chapters divided into 95 lessons and 15 comprehensive tests. The material begins very easy, gradually increases in difficulty, and concludes with five challenging chapters. The last 10 chapters use Biblical expressions for examples and exercises. The student must memorize numerous Greek passages from the Proverbs and the New Testament. The text points out information which the student is required to enter in an orderly Greek notebook. After completing Volume One, the student should have a working knowledge of Greek nouns, pronouns, adjectives, and prepositions and some knowledge of the Greek verb system. Younger students will take up to two years to complete Volume One. Adult students may be able to complete it in a few months.

There are four components to Homeschool Self-Study Greek: A Thorough Self-teaching Grammar of Biblical Greek:

1. Homeschool Self-Study Greek: A Thorough Self-teaching Grammar of Biblical Greek Textbook (304 pages)

2. Homeschool Self-Study Greek New Testament Reader (58 pages)

3. Homeschool Self-Study Greek Diagnostic Tests (28 pages)

4. Homeschool Self-Study Greek Vocabulary Drill Cards

Audio pronunciation files for both the Textbook and the Reader are found here.

For two days only, August 28-29, the Textbook (only the Textbook, not the other three components of the curriculum) will be free on Amazon Kindle.

If you prefer to buy the print version of all four components of Homeschool Self-Study Greek, go here.


Resource for your new school year — list of historical fiction by time period

August 19th, 2019

Ancient History (4000 B.C. – 400 A.D.)

Luke’s Quest by Caroline Dale Snedeker

The Bronze Bow by Elizabeth George Speare

The Golden Goblet by Eloise Jarvis McGraw

God King: A Story in the Days of King Hezekiah by Joanne Williamson and Daria M. Sockey

The Cat of Bubastes: A Tale of Ancient Egypt by G.A. Henty

Adam and His Kin: The Lost History of Their Lives and Times by Ruth Beechick

Twice Freed by Patricia St. John

The True Story of Noah’s Ark by Tom Dooley

Pharaoh’s Boat by David L. Weitzman

The Trojan Horse by Emily Little

Aesop’s Fables

Martyr of the Catacombs: A Tale of Ancient Rome by James De Mille

The Last Days of Pompeii by Sir Edward G. Buller-Lytton

The Lost Queen of Egypt by Lucile Morrison

Theras and His Town by Caroline Dale Sneaker

Ben-Hur by Lew Wallace

Medieval/Early Renaissance (400 – 1600)

The Black Arrow by Robert Lewis Stevenson

The White Stage by Kate Seredy

Kenilworth by Sir Walter Scott

Quentin Durward by Sir Walter Scott

The Talisman by Sir Walter Scott

The King’s Fifth by Scott O’Dell

By Pike and Dyke by G.A. Henry

By Right of Conquest by G.A. Henty

The Door in the Wall by Marguerite de Angeli

The Apple and the Arrow by Conrad Buff

Adam of the Road by Elizabeth Janet Gray

The Trumpeter of Krakow by Eric P. Kelly

Hawk That Dare Not Hunt by Day by Scott O’Dell

Ink on His Fingers by Louise A. Vernon

The Minstrel in the Tower by Gloria Skurzynski

A Medieval Feast by Aliki

A Year in a Castle by Rachel Coombs

The Story of Rolf and the Viking Bow by Allen French

Son of Charlemagne by Barbara Willard

The King’s Shadow by Elizabeth Alder

Master Skylark by John Bennett

Twice Queen of France: Anne of Brittany by Mildred Allen Butler

Black Fox of Lorne by Marguerite de Angeli

Lost Baron: A Story of England in the Year 1200 by Allen French

The Red Keep: A Story of Burgundy in 1165 by Allen French

St. George for England by G.A. Henry

Judith of France by Margaret Leighton

Journey for a Princess by Margaret Leighton

The Scottish Chiefs by Jane Porter

Otto of the Silver Hand by Howard Pyle

Men of Iron by Howard Pyle

Later Renaissance/Early Modern (1600-1850)

The Little Marquise: Madame Lafayette by Hazel Hutchins Wilson

Waverly by Sir Walter Scott

Rob Roy by Sir Walter Scott

Peveril of the Peak by Sir Walter Scott

The Wreck of the Grosvenor by W. Clark Russell

John Holdsworth, Chief Mate by W. Clark Russell

Daughter of the Mountains by Louise Rankin

Within the Capes by Howard Pyle

The Rose of Paradise by Howard Pyle

Tom Brown’s School Days by Thomas Hughes

Calico Bush by Rachel Field

Soft Rain by Cornelia Cornelissen

The Last of the Mohicans by James Fenimore Cooper

The Deerslayer by James Fenimore Cooper

Five Bushel Farm by Elizabeth Coatsworth

The Far-Off Land by Rebecca Caudill

Drums by James Boyd

Toliver’s Secret by Esther Wood Brady

Madeleine Takes Command by Ethel C. Brill

The Courage of Sarah Noble by Alice Dalgliesh

Benjamin Franklin by Ingri and Edgar Parin d’Aulaires

The Fourth of July Story by Alice Dalgliesh

Squanto, Friend of the Pilgrims by Clyde Robert Bulla

The Pilgrims of Plymouth by Marcia Sewall

The Matchlock Gun by Walter D. Edmonds

A Lion to Guard Us by Clyde Robert Bulla

The Sign of the Beaver by Elizabeth George Speare

Johnny Tremain by Esther Hoskins

Amos Fortune, Free Man by Elizabeth Yates

Peter the Great by Diane Stanley

Mr. Revere and I: Being an Account of certain Episodes in the Career of Paul Revere,Esq. as Revealed by his Horse by Robert Lawson

Brady by Jean Fritz

If You Lived With the Iroquois by Ellen Levine

If You Sailed on the Mayflower in 1620 by Ann McGovern and Anna DiVito

The Story of the Pilgrims by Katharine Ross and Carolyn Croll

The Lewis and Clark Expedition by Richard L. Neuberger

Carry On, Mr. Bowditch by Jean Lee Latham

Ben and Me: An Astonishing Life of Benjamin Franklin by His Good Mouse Amos by Robert Lawson

The Cabin Faced West by Jean Fritz

George Washington’d World by Joanna and Genevieve Foster

The Landing of the Pilgrims by James Daugherty

The Great Little Madison by Jean Fritz

Tree of Freedom by Rebecca Caudill

A Dog of Flanders by Louise de la Ramee

I, Juan De Pareja by Elizabeth Borton de Trevino

The Hoosier Schoolmaster by Edward Eggleston

Treasure of the Revolution by Mary Virginia Fox

The Colonials by Allen French

The Mutineers by Charles Hawes

The Dark Frigate by Charles Hawes

Wreck Ashore by Basil Heatter

Justin Morgan Had a Horse by Marguerite Henry

Head to the West by Carol Hoff

The Story of Grizel by Elizabeth Kyle

This Dear-Bought Land by Jean Lee Latham

The Wreckers by Iain Lawrence

The Smugglers by Iain Lawrence

The Buccaneers by Iain Lawrence

Martin Hyde by John Masefield

The Two Arrows by Cornelia Meigs

Wind in the Chimney by Cornelia Meigs

Captured by the Mohawks by Sterling North

The Scarlet Pimpernel by Baroness Orczy

The Elusive Pimpernel by Baroness Orczy

Eldorado by Baroness Orczy

The Oregon Trail by Francis Parkman

Thaddeus of Warsaw by Jane Porter

Calico Captive by Elizabeth George Speare

The Witch of Blackbird Pond by Elizabeth George Speare

Modern (1850-present)

Laddie: A True Blue Story by Gene Stratton-Porter

Uncle Tom’s Cabin by Harriet Beecher Stowe

The Long Walk by Slavomir Rawicz

Long Wharf by Howard Pease

Shipwreck by Howard Pease

In Ole Virginia by Thomas Nelson Page

Two Little Confederates by Thomas Nelson Page

Red Rock: A Chronicle of Reconstruction by Thomas Nelson Page

Gay-Neck by Dhan Gopal Mukerji

The Golden Name Day by Jennie Lindquist

The Little Silver House by Jennie Lindquist

The Crystal Tree by Jennie Lindquist

The Victory Garden by Lee Kochenderfer

Big Red by Jim Kjelgaard

Mary Ellen by May Justus

The Other Side of the Mountain by May Justus

Hitty: Her First Hundred Years by Rachel Field

Winter Journey by Elsa Falk

The Terrible Wave by Marden Dahlstedt

Twenty and Ten by Clare Huchet Bishop

The Little House books by Laura Ingalls Wilder

Sarah, Plain and Tall by Patricia MacLachlan

Wagon Wheels by Barbara Brenner

By the Great Horn Spoon! by Sid Fleischman

Rifles for Watie by Harold Keith

Hattie Big Sky by Kirby Larson

Bound for Oregon by Jean Van Leeuwen

Across Five Aprils by Irene Hunt

Number the Stars by Lois Lowry

Code Talker: A Novel About the Navajo Marines of World War Two by Joseph Bruchac

Caddie Woodlawn by Carol Ryrie Brink

Roll of Thunder, Hear My Cry by Mildred D. Taylor

The War That Saved My Life by Kimberly Brubaker Bradley

Young Fu of the Upper Yangtze by Elizabeth Foreman Lewis

The Little Riders by Margaretha Shemin

A Long Walk to Water: Based on a True Story by Linda Sue Park

I Want My Sunday, Stranger by Patricia Beatty

Wait for Me, Watch for Me, Eula Bee by Patricia Beatty

The Thirty-Nine Steps by John Buchan

Schoolroom in the Parlor by Rebecca Caudill

Thee, Hannah! by Marguerite de Angelo

The House of 60 Fathers by Meindert De Jong

Ironhead by Mel Ellis

Prairie Winter by Elsie Kimmell Field

North and South by Elizabeth Gaskell

Wives and Daughters by Elizabeth Gaskell

The Man Without a Country by Edward Everett Hale

Katrina: The Story of a Russian Child by Helen Eggleston Haskell

Song of the Pines: A Story of Norwegian Lumbering in Wisconsin by Walter Havighurst

Kon-Tiki:Across the Pacific by Raft by Thor Heyerdahl

North to Freedom by Anne Holm

Up a Road Slowly by Irene Hunt

Lucinda, a Little Girl of 1860 by Mabel Leigh Hunt

Smoky the Cowhorse by Will James

Trapped by Roderick Jeffries

Komantcia by Harold Keith

Anna and the King of Siam by Margaret Landon

Strawberry Girl by Lois Lenski

Shoo-Fly Girl by Lois Lenski

When the Typhoon Blows by Elizabeth Foreman Lewis

The Open Range Men by Lauran Paine

Elli of the Northland by Margaret Ruthin

The Good Master by Kate Seedy

The Silver Sword by Ian Serraillier

The Little Riders by Margaretha Shemin

All-of-a-Kind Family by Sydney Taylor