Alaska 1956, Preamble
We, the people of Alaska, grateful to God and to those who founded our nation and pioneered this great land…

Arizona 1911, Preamble
We, the people of the State of Arizona, grateful to Almighty God for our liberties, do ordain this Constitution…

Arkansas 1874, Preamble
We, the people of the State of Arkansas, grateful to Almighty God for the privilege of choosing our own form of government…

California 1879, Preamble
We, the People of the State of California , grateful to Almighty God for our freedom…

Colorado 1876, Preamble
We, the people of Colorado, with profound reverence for the Supreme Ruler of Universe…

Connecticut 1818, Preamble
The People of Connecticut, acknowledging with gratitude the good Providence of God in permitting them to enjoy…

Delaware 1897, Preamble
Through Divine Goodness all men have, by nature, the rights of worshipping and serving their Creator according to the dictates of their consciences…

Florida 1885, Preamble
We, the people of the State of Florida, grateful to Almighty God for our constitutional liberty, establish this Constitution…

Georgia 1777, Preamble
We, the people of Georgia, relying upon protection and guidance of Almighty God, do ordain and establish this Constitution…

Hawaii 1959, Preamble
We, the people of Hawaii, Grateful for Divine Guidance, establish this Constitution…

Idaho 1889, Preamble
We, the people of the State of Idaho, grateful to Almighty God for our freedom, to secure its blessings…

Illinois 1870, Preamble
We, the people of the State of Illinois, grateful to Almighty God for the civil, political and religious liberty which He hath so long permitted us to enjoy and looking to Him for a blessing on our endeavors…

Indiana 1851, Preamble
We, the People of the State of Indiana, grateful to Almighty God for the free exercise of the right to choose our form of government…

Iowa 1857, Preamble
We, the People of the State of Iowa , grateful to the Supreme Being for the blessings hitherto enjoyed, and feeling our dependence on Him for a continuation of these blessings, establish this Constitution.

Kansas 1859, Preamble
We, the people of Kansas, grateful to Almighty God for our civil and religious privileges establish this Constitution.

Kentucky 1891, Preamble
We, the people of the Commonwealth are grateful to Almighty God for the civil, political and religious liberties…

Louisiana 1921, Preamble
We, the people of the State of Louisiana, grateful to Almighty God for the civil, political and religious liberties we enjoy…

Maine 1820, Preamble
We the People of Maine, acknowledging with grateful hearts the goodness of the Sovereign Ruler of the Universe in affording us an opportunity, and imploring His aid and direction…

Maryland 1776, Preamble
We, the people of the state of Maryland, grateful to Almighty God for our civil and religious liberty…

Massachusetts 1780, Preamble
We, the people of Massachusetts, acknowledging with grateful hearts, the goodness of the Great Legislator of the Universe In the course of His Providence, an opportunity and devoutly imploring His direction…

Michigan 1908, Preamble.
We, the people of the State of Michigan, grateful to Almighty God for the blessings of freedom, establish this Constitution.

Minnesota 1857, Preamble
We, the people of the State of Minnesota, grateful to God for our civil and religious liberty, and desiring to perpetuate its blessings…

Mississippi 1890, Preamble
We, the people of Mississippi in convention assembled, grateful to Almighty God, and invoking His blessing on our work…

Missouri 1845, Preamble
We, the people of Missouri, with profound reverence for the Supreme Ruler of the Universe, and grateful for His goodness, establish this Constitution…

Montana 1889, Preamble.
We, the people of Montana, grateful to Almighty God for the blessings of liberty establish this Constitution.

Nebraska 1875, Preamble
We, the people, grateful to Almighty God for our freedom, establish this Constitution.

Nevada 1864, Preamble
We the people of the State of Nevada, grateful to Almighty God for our freedom, establish this Constitution.

New Hampshire 1792, PartI.Art. I. Sec. V
Every individual has a natural and unalienable right to worship God according to the dictates of his own conscience…

New Jersey 1844, Preamble
We, the people of the State of New Jersey, grateful to Almighty God for civil and religious liberty which He hath so long permitted us to enjoy, and looking to Him for a blessing on our endeavors…

New Mexico 1911, Preamble
We, the People of New Mexico, grateful to Almighty God for the blessings of liberty…

New York 1846, Preamble
We, the people of the State of New York, grateful to Almighty God for our freedom, in order to secure its blessings…

North Carolina 1868, Preamble
We the people of the State of North Carolina, grateful to Almighty God, the Sovereign Ruler of Nations, for our civil, political, and religious liberties, and acknowledging our dependence upon Him for the continuance of those…

North Dakota 1889, Preamble
We, the people of North Dakota, grateful to Almighty God for the blessings of civil and religious liberty, do ordain…

Ohio 1852, Preamble
We the people of the state of Ohio, grateful to Almighty God for our freedom, to secure its blessings and to promote our common…

Oklahoma 1907, Preamble
Invoking the guidance of Almighty God, in order to secure and perpetuate the blessings of liberty, establish this…

Oregon 1857, Bill of Rights, Article I Section 2.
All men shall be secure in the Natural right, to worship Almighty God according to the dictates of their consciences…

Pennsylvania 1776, Preamble
We, the people of Pennsylvania, grateful to Almighty God for the blessings of civil and religious liberty, and humbly invoking His guidance…

Rhode Island 1842, Preamble
We, the People of the State of Rhode Island, grateful to Almighty God for the civil and religious liberty which He hath so long permitted us to enjoy, and looking to Him for a blessing…

South Carolina, 1778, Preamble
We, the people of he State of South Carolina, grateful to God for our liberties, do ordain and establish this Constitution.

South Dakota 1889, Preamble
We, the people of South Dakota, grateful to Almighty God for our civil and religious liberties…

Tennessee 1796, Art. XI..III
That all men have a natural and indefeasible right to worship Almighty God according to the dictates of their conscience…

Texas 1845, Preamble
We, the People of the Republic of Texas, acknowledging, with gratitude, the grace and beneficence of God…

Utah 1896, Preamble
Grateful to Almighty God for life and liberty, we establish this Constitution.

Vermont 1777, Preamble
Whereas all government ought to enable the individuals who compose it to enjoy their natural rights, and other blessings which the Author of Existence has bestowed on man…

Virginia 1776, Bill of Rights, XVI
Religion, or the duty which we owe our Creator can be directed only by reason and that it is the mutual duty of all to practice Christian Forbearance, Love and Charity towards each other.

Washington 1889, Preamble
We, the People of the State of Washington, grateful to the Supreme Ruler of the Universe for our liberties, do ordain this Constitution.

West Virginia 1872, Preamble
Since through Divine Providence we enjoy the blessings of civil, political and religious liberty, we, the people of West Virginia, reaffirm our faith in and constant reliance upon God…

Wisconsin 1848, Preamble
We, the people of Wisconsin, grateful to Almighty God for our freedom, domestic tranquility…

Wyoming 1890, Preamble
We, the people of the State of Wyoming, grateful to God for our civil, political, and religious liberties, establish this Constitution…

Arrian was a Greek, born in Nicomedia. Emperor Hadrian appointed him Governor of Cappadocia from A.D 131 to 137, and he saw some military service. Arrian is considered the prime historian of Alexander the Great, but since he was not alive during Alexander’s reign, his history would not be considered a primary source. For source material, Arrian consulted two of Alexander’s generals as main authorities: Ptolemy and Aristobulus. In the Preface to Anabasis of Alexander, Arrian states,

Wherever Ptolemy son of Lagus and Aristobulus son of Aristobulus have agreed in their histories of Alexander son of Philip, I record their story as quite accurate; where they disagree, I have chosen what I feel to be more likely and also better worth the narrating. Others have given various accounts of Alexander, in fact there is no one over whom historians have been more numerous and less harmonious. My own view is that Ptolemy and Aristobulus are more trustworthy narrators, for Aristobulus took the field with King Alexander; Ptolemy not only did the same, but, as he was a king himself, falsehood would have been more shameful to him than to anyone else. Besides, since Alexander was dead when they both wrote their histories, there lay on them neither any constraint nor any hope of gain in writing other than plain fact. . . .

Arrian was a pupil of Epictetus, and is considered an important authority on his teaching.

Extant works of Arrian (books which still exist)

Anabasis of Alexander (7 books) – Describes the campaigns of Alexander the Great.
Indica – An account of the voyage of Alexander’s general Nearchus to India.

Significant excerpts of Arrian’s works (excerpts which are considered interesting or important)

Anabasis of Alexander
1.6 – How Alexander drew up his phalanx (Book 1, Section 6).
1.11-16 – Alexander defeats the Persians in the Battle of Granicus.
2.4 – Alexander falls ill.
2.6-14 – Battle of Issus; Alexander defeats Darius.
3.1 – The founding of Alexandria by Alexander the Great.
3.3-4 – Arrian’s account of Alexander’s visit to the Oracle of Zeus-Ammon.
3.7-16 – Battle of Gaugamela; Alexander again defeats Darius in 331
4.8-14 – The death of Cleitus, and what happened to Alexander after it.
4.22-30 – Alexander in India.
5.1-29 – Alexander in India.
5.19 – Alexander’s horse Bucephalas dies.
6.1-28 – Alexander in India.
6.10-14 – Alexander is wounded.
6.24-26 – The march through the desert.
6.29 – The Tomb of Cyrus.
7.1 – Alexander’s aspirations.
7.9 – Alexander’s tribute to the transformation which Philip accomplished in Macedonia.
7.24-30 – Character and death of Alexander.

Taken from Ancient History from Primary Sources: A Literary Timeline by Harvey and Laurie Bluedorn

“With respect to the words ‘general welfare,’ I have always regarded them as qualified by the detail of powers connected with them. To take them in a literal and unlimited sense would be a metamorphosis of the Constitution into a character which there is a host of proofs was not contemplated by its creators.”

“If Congress can employ money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may appoint teachers in every State, county and parish and pay them out of their public treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may assume the provision of the poor; they may undertake the regulation of all roads other than post-roads; in short, every thing, from the highest object of state legislation down to the most minute object of police, would be thrown under the power of Congress…. Were the power of Congress to be established in the latitude contended for, it would subvert the very foundations, and transmute the very nature of the limited Government established by the people of America.”

Source: referring to a bill to subsidize cod fisherman introduced in the first year of the new Congress

“I cannot undertake to lay my finger on that article of the Constitution which granted a right to Congress of expending, on the objects of benevolence, the money of their constituents.”

Source: 1792, in disapproval of Congress appropriating $15,000 to assist some French refugees

Sincerely,
Melinda

I have looked through one of the Tapestry of Grace volumes and it seems like it would be very useful to homeschooling parents. A review is included in our book Ancient History from Primary Sources. I didn’t get a chance to see Volume One (ancient history) so, perhaps I might not agree with all the literature choices, but you could easily leave out or substitute any particular piece.

As far as studying history in a 4-year cycle, I don’t think we as homeschooling families need to be bound by those artificial constraints. History is not like math or Latin or grammar where we must follow a particular sequence of steps to learn the subject properly. In addition, studying history chronologically is not a requirement for using the classical approach. In fact, I think it would be much better to NOT study history chronologically in the grammar or logic stages — interest directed history study (using a prepared curriculum, if desired) seems a much better plan for young children. Teaching children to LOVE history is one of the goals in the grammar and logic stages, and perhaps an artificially structured study of history might not help us reach that goal. I suggest leaving the chronological study of history for rhetoric level students. Or even later.

There is no one particular church history text we can recommend. Like books about theology, church history texts will reflect the author’s theological persuasions. In our opinion, it is better to read several differing church history texts rather than confining yourself to just one. Harvey Bluedorn

Opposing Viewpoints in American History Ebay Auction

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“No socialist government conducting the entire life and industry of the country could afford to allow free, sharp, or violently worded expressions of public discontent. They would have to fall back on some form of Gestapo, no doubt very humanely directed in the first instance.

“And this would nip opinion in the bud; it would stop criticism as it reared its head, and it would gather all the power to the supreme party and the party leaders, rising like stately pinnacles above their vast bureaucracies of civil servants, no longer servants and no longer civil.

“And where would the ordinary simple folk –­ the common people, as they like to call them in America –­ where would they be, once this mighty organism had got them in its grip?”

Augustus rules 31 B.C.-A.D. 14

Jesus born 5 B.C.

Tiberius rules A.D. 14-37

Jesus’ Death & Resurrection A.D. 29

Coming of the Holy Spirit 29

Stephen stoned 35

Paul converted 37

Caligula rules 37-41

Claudius rules 41-54

Herod kills James 44

Herod dies 45

James written 45

Paul’s first missionary journey 45-47

Mark written 50

Paul’s second missionary journey 50-54

I and II Thessalonians written 52

Paul’s third missionary journey 54-58

Nero rules 54-68

I Corinthians written 57

II Corinthians written 57

Galatians written 57-58

Romans written 57-58

Paul arrested in Jerusalem 58

Matthew written 60

Luke written 60

Paul in Rome 61-63

Philippians, Ephesians, Colossians, Philemon written 61-63

I Peter written 64

Titus written 64

I Timothy written 64

Hebrews written 65

II Timothy written 67

II Peter written 67

Jude written 67

Peter and Paul killed 67-68

Galba rules 68-69

Otho rules 69

Vitellius rules 69

Vespasian rules 69-79

Titus rules 79-81

Domitian rules 81-96

Epistles of John written 95

John written 95

Revelation written 96 (lots of differing opinions here, Reese says 96, our opinion is 67)

Can anyone give us a critique of this book?

Reviewed by Laurie Bluedorn

I wish The Mystery Of History had been written fifteen or twenty years earlier so that my own family could have used it. It would have been perfect for our large, young family and would have relieved me of the job of putting together my own history curriculum, and it is so much more thorough than anything we ever studied in our years of homeschooling.

I’m not going to describe how the texts are arranged or how they are supposed to be used — others have done that much better than I could. But I do want to list here my observations and respond to some comments which have been directed at the curriculum.

The cover of MOH Volume I tells us exactly what we’ll find inside the book. Within the title — The Mystery of History — the “T” is a cross dividing the word “History” into two sections, making the title seem to say “The Mystery of His Story” — meaning Christ’s story. Isn’t that what history is really all about? Under the title and in the center of the cover, taking up the largest portion of space is a picture of a stairway — an ancient, stone stairway — going up. Going up from a tomb and into the sunlight. Whose tomb would that be? Perhaps it is the tomb of Jesus, the Author of this “Story” we are about to begin. Jesus came up out of the tomb so that this “Story” would have a happy ending some day. But even more significant on this cover are two small pictures at the lower right corner, pictures which seem to be bowing to the larger stairway picture. One is a picture of Egyptian art and the other is of the Greek Parthenon. All history bows in submission to the Author of history.

I have listed here the comments which have been directed at MOH along with my responses.

****Doesn’t balance religious with secular; too heavy on religious.****

Some texts make a pretense of trying to balance the religious with secular, though the secular always seems to end up on the heavier side of the balance. “Secular” literally means “of the age, worldly.” We use the term to refer to indifference toward or exclusion from religion. All of time — past, present, and future — revolves around the Potter and how He deals with His vessels. All of history is religious. So if we want our history compartmentalized into separate secular and religious boxes, or if we like our religion thinly spread, then we really do not want history as it actually is, but only as secularists want it.

Here is one of my favorite quotes:

“… I concluded that one of the only reasons why we are here on earth is to know God and to make Him known. We are designed for relationship…. And I wanted this incredible story to be far more than the short-term accumulation of scattered dates and events. I wanted the living story of God and man to be one of our “long-term” core subjects……I believe history is the story of God revealing Himself to mankind and that He did it most perfectly through the person of Jesus Christ.” (from Volume II)

The author treats pagan gods and non-Christian topics respectfully and honestly, though always compared and contrasted with the truth. For example, separate lessons are dedicated to Buddha and Confucius. After discussing each — who they were and what they taught — we are shown how they differed from Christ — who He was and what He taught.

****Lessons too short; only 2-3 pages which includes the activity suggestions.****

Here are the statistics:

MOH I — 108 lessons of 600 words each
MOH II — 84 lessons of 700-1000 words each

Besides the lessons, the activities in both volumes vary in length, but there are about 2-3 paragraphs per activity with at least three activities per lesson, often more than three. Volume II has more activities per lesson than Volume I.

The shorter lessons allow flexibility for homeschoolers. When longer lessons fit the schedule, students can do two or three lessons at a time. On days when time seems scarce, the single lesson may be just the adjustment needed. Either way, each lesson is a thorough treatment of its subject.

****Lessons fluffy with little information; shallow.****

If this is true, then the Bluedorn family, including our grown children, must have fluffy, shallow minds, because even now, as adults, we have enjoyed reading through several of the lessons in both volumes. The lessons in both volumes are as thorough as you would find in any history curriculum on the market today. In my opinion, this curriculum would best fit children from ages 5 through 14, but could be adapted for older students.

I would consider The Mystery of History to be a narrative history, similar to the Helene Guerber histories, which were first published in the 19th century and recently republished by Nothing New Press. Next to historical fiction and biographies, narrative histories are the method of my choice for studying history. The first narrative history I ever read to my children was A Child’s History of England by Charles Dickens, and the history we learned from that book still sticks in our minds even though that was 20 years ago.

But not only is MOH a narrative history, it is also a history curriculum. The author adds all kinds of hands-on activities and projects, photos, timeline and mapping assignments, memory work, supplemental resources, and exercises and tests.

****Language and writing style dumbed down; modern and gushy — neat, cool, gosh.****

Yes, the author does, on occasion in Volume I, use “hip” words such as “neat” or “cool.” And I guess if I must have any complaint with MOH, this would be the only one. The author avoids those types of words in Volume II.

But as far as the overall language and writing style is concerned, there is variety and complexity in the vocabulary, and the sentence structure is pleasing and flows easily — the reader doesn’t have to struggle to understand. It is an enjoyable text to read aloud and doesn’t fall into that mind-tiring simple baby-language of some narrative histories.

****Activities silly and lame.****

There are a large number and a wide variety of activities which I found to be fascinating. One of the reasons writing this review has taken me so long is that every time I sit down to write, I am drawn into the text and the activities, planning which ones I would like to do someday with my grandchildren. No one family could possibly do all the activities, and there are plenty to choose from.

****Resource list disappointing; items impossible to find at any U.S. library or bookstores; too many videos and toys recommended.****

Volume I lists 8 pages of resources; Volume II lists 19 pages of resources. Recommended resources listed in Volume I includes 64 videos, 117 books, 17 toys, and numerous passages from the Bible. I calculated our family had in our own library at least one quarter of the books. But I wanted to find out what other people thought about the resource list, so I asked this question of a group of mothers who use MOH. Here are some of the responses:

“We don’t use the videos … but of the recommended books for the younger grades in the first 27 lessons of Volume I, about 75% of them were available through our library system.” S.

“I just looked up all the resources for the first 20 lessons of Volume I. I found at my library at least one resource for each lesson, often more than one. The rest I found on Amazon. The only one I had problems with is Lesson 11 — World Wise Series on Egypt.” Heather

“We have used the resource list and have not had much trouble locating the books and videos at our library when we want to explore further.” Christina D.

“…what my local library hasn’t had available, I’ve been able to find through interlibrary loan.” Debbie

“…25 of the recommended books in Volume I are found at our local county library. I have not tried interlibrary loans, but I’m sure many more could be found that way.” Cheri

Here’s a quote from Volume II of MOH concerning the resource list: “Please bear in mind that these are merely suggested books, movies, and other resources that could enhance your study of the Early Church and the Middle Ages through spice and variety — but they are not necessary to complete this course.” The MOH texts are really a stand alone curriculum — no outside books are necessary, but the resource lists were compiled for those who choose to add to the texts.

The author never claimed to create a comprehensive resource list. Through contact with the author, I learned that her resource list was created from her own collection and research — it is not a compilation of other lists of supplemental reading compiled by others. I so much appreciate this. Publishers complain that plagiarism of lists is widespread in homeschool circles.

****Table of contents incomplete.****

The Table of Contents for both volumes are about as complete as anyone could ask — nine pages of TOC in Volume I and eight pages in Volume II.

****Leaves out a lot of world history. Concentrates only on people, rather than on people and events.****

MOH approaches the study of history from a chronological standpoint, looking at events happening around the world near the same time. This approach gives us a sense of how God has been at work in every corner of the globe throughout all of history — He was not just working with the Israelites in their little part of the world. Indeed, MOH shows how the events happening in all corners of the world impacted the lives of the Israelites.

All of history is shown to be a continuum, not just a series of isolated events and famous people. For example, Volume I, Lesson 66 points out the connection between the history of Cyrus the Great with the prophesy in Isaiah 44. This lesson also clears up the confusion between Darius the Mede and Cyrus. Lessons on the Biblical prophets are inserted in their proper places, showing the who, what, and where of their importance.

With 108 lessons in Volume I (472 pages) and 84 lessons in Volume II (704 pages), MOH is about as complete a treatment of Ancient and Mediaeval history as any homeschooling family would desire at this level. In Volume I the standard ancient history topics are covered along with chapters on China, India, and American Indians. Volume II covers all points of the globe — north, south, east, and west.

And, yes, since history consists of people doing things — inventing, conquering, writing, speaking, ruling — the lessons of MOH deal with people AND the events surrounding them. In Volume I, approximately 60% of the lesson titles are of specific people, while 40% are of specific events.

****Author takes too long to get the volumes finished.****

It takes time to do a good job in researching, writing, testing on an audience, rewriting, formatting, printing, and publishing — particularly with a history curriculum. All good things come to those who wait. I’d much rather wait and allow the author to write a thorough, well researched world history than read something thrown together in a hurry just to please an editor.

We know Mrs. Hobar has a young family which requires her primary attention. We don’t want the writing of this curriculum to interfere with raising her family. The quality of her work makes us willing to wait.

If you are a Christian family looking for a thorough history curriculum you can confidently use with your children up through age 14, and is downright fun, you’ll want to look at The Mystery of History.

Our family has been involved in homeschooling for over thirty years. I have seen lots of curriculum come and go, but it seems like the very best is produced by homeschooling families themselves. They see a need and proceed to fill it. Linda Hobar has done this with her creation of The Mystery of History.