The Quine Family Discipleship and Faith

Transcription

INTRODUCING …
STARTING POINTS - where our thinking begins
“A world view primer that makes teaching the
Biblical world view as easy and effective as you
always wanted it to be.”
David Quine
WORLD VIEWS of the WESTERN WORLD
“…a clearly Christian classical education …”
Michael Farris
MAKING MATH MEANINGFUL
“This is not a drill and practice or an incremental
review curriculum…it stresses understanding,
discovery, and moving from the concrete to the
abstract…It’s easy to use and thorough. Maybe
that’s why it’s so popular.”
Mary Pride
✔ Very easy to use … no special training.
✔ Perfect for all learning styles.
PRINCIPLES from PATTERNS:
ALGEBRA I
“Teens who need concrete learning experiences will
particularly benefit from the teaching methods used
here. Those who function well on an abstract level
should also benefit with better understanding of
concepts…”
Cathy Duffy
ADVENTURES IN ART
“Those familiar with Francis Schaeffer’s book HOW
SHOULD WE THEN LIVE? will spot his teaching about
how philosophy and ideas are reflected
in art.…Cornerstone has carefully gathered
together top quality prints of famous art works that
illustrate how art reflects ideas.”
Cathy Duffy
MUSIC & MOMENTS
with the MASTERS
“This is a wonderful way to introduce your family to
classical music…. It has extra appeal since our
children can listen and learn entirely on their own.”
Cathy Duffy
SCIENCE: THE SEARCH
✔ Science experiments that actually work!
✔ Reflecting the character of God.
LET US HIGHLY RESOLVE
Josh McDowell — “A powerful resource for
raising families who will stand for Christ.”
Carole Seid — “My heart in print.”
Diana Waring — “The most important book you
may ever read.”
CORNERSTONE CURRICULUM
2006 Flat Creek Place
Richardson, TX 75080
972-235-5149
www.CornerstoneCurriculum.com
The Quine Family
Bryon, Blaine, Ben, Bryce, Bethany, Betsy, Brett
Blessing, David, Shirley, and Bonney
Discipleship and Faith
We have been reflecting recently upon our parenting opportunities and responsibilities. The
decision to home educate our children gives us more of both. We have greater responsibilities for the
needs of growing young people into mature adults. But we also have far greater opportunities to
disciple our children so that they may “grow up in all aspects into Christ” (Ephesians 4:15).
Through the daily time we spend together with our children, the discipleship process is continuous.
Moment by moment, and day by day we have the opportunity to live “in Christ” ourselves,
demonstrating the reality of Him to our family. They see first hand from us what it means “to grow” for
we are growing. When it is our usual, normal habit to seek to know God through His word and prayer, our
disciples learn to be constantly expectant for God to be involved in “all aspects” of their lives.
While we know this perfect occasion for discipleship lies before us, our own feelings of
inadequacies cause us uneasiness. Do we need to be perfect people in order to be discipling parents?
We have struggled with this question too and have found comforting answers from the word of God.
Isaiah encourages us to live by faith - not by our feelings.
“Who is among you who reverently fears the Lord, who obeys the voice of His Servant, yet who
walks in darkness and deep trouble and has no shining splendor (in his heart)? Let him rely on, trust
and be confident in the name of the Lord, and let him lean upon and be supported by God” (Isaiah
50:10 Amplified Bible). Even when we continue to struggle with feelings of weakness and inadequacy,
we are to fear the Lord. We are to keep relying on, leaning upon, and being supported by God.
This is living by faith. God will be illustrating to our children the many shapes and designs of the
life of faith. They will see us in the process of depending upon God, which once again exhibits our faith
in Him who is dependable and trustworthy.
Jesus told us how to depend upon God for all our needs in John chapter 15: “I am the vine, you are
the branches: he who abides in Me, and I in him, he bears much fruit, for apart from Me you can do
nothing.” Day by day, month by month as we abide in Christ He will bring forth His fruit. His character
will be reproduced through our lives. Love, joy, peace, patience, kindness, goodness, faithfulness,
gentleness, and self-control is His character. Our family will be seen exhibiting these qualities as we
abide in Christ. Just another piece of the discipleship puzzle will fit into its proper place, for our sons
and daughters will live as we live, by faith dependent upon the Lord. “For I am confident of this very
thing, that He who began a good work in you will perfect it until the day of Christ Jesus” Philippians 1:6.
The following books have strengthened us in our walk of faith and the discipleship of our children.
We recommend them to you: Raising Your Children for Christ, The True Vine, Abide in Me, They
Found the Secret, and The Christian’s Secret to a Happy Life.
He Giveth More Grace
He giveth more grace when the burden grows greater;
He sendeth more strength when the labors increase.
To added affliction He addeth His mercy;
To multiplied trials, His multiplied peace.
When we have exhausted our store of endurance,
When our strength has failed ere the day its half done,
When we reach the end of our hoarded resources,
Our Father’s giving is only begun.
His love has no limit;
His Grace has no measure;
His pow’r has no boundary known unto men.
For out of His infinite riches in Jesus,
He giveth, and giveth, and giveth again!
Annie Johnson Flint (1866-1932)
MATH CURRICULUM: IS THERE REALLY A DIFFERENCE?
P eople often ask me, “Does it re-
ally make any difference how math
is taught?” Yes, it makes a world of
difference. Actually a world view of
difference — the Biblical world view
or the secular world view. Which
world view do you want to impart to
your children?
The Look-Say System
In the Look-Say system for
teaching reading, four colored illustrations and alphabet symbols exist
side-by-side in the hope that words
will be memorized. Words like dog
or cat are printed upon a page with
the corresponding pictures. Repeating a word over and over to oneself
… looking at the picture … hoping
to remember the word is a poor
teaching system. Although the Look
- Say System has been recognized
as a failed methodology in the teaching of reading, it remains the major
teaching methodology for teaching
math.
Repeat to yourself 3 x 5 = 15
until you can remember it is often
the advice given by arithmetic textbooks. In this application four colored illustrations are associated with
numeric symbols in the hope that
math facts will be memorized.
E ven though a child can repeat
such a phrase, does it mean that he
understands what he is saying? Just
as the Look-Say teaching methodology does not teach a child to read,
neither does it teach a child to think
mathematically — that is, to understand and use mathematics. Just as
to read means more than a child
mindlessly parroting back words,
thinking mathematically means
more than repeating back a table of
facts. The Look-Say approach to
teaching math uses a certain technique of instruction known as drill
and practice.
Behaviorism
The Look-Say teaching methodology and the associated drill and
practice techniques are based upon
a certain belief about people and how
they learn. The theory base — or the
world view, if you will — for
Saxon’s Incremental Review and the
Drill and Practice
Drill and practice is a technique Look-Say teaching methodology is
of instruction based upon the Look- behaviorism. This system of educaSay teaching method. This technique tion is based upon the thoughts and
is absolutely necessary for the ideas of psychologists B.F. Skinner
memorization of math facts when the and Ivan Pavlov. In “Manipulation
Look-Say method is used. A child is and the New Elite” from How Should
taught a specific skill. This is fol- We Then Live? Dr. Francis Schaeflowed by page after page of similar fer explains that man, according to
problems in the hope that the child the behaviorist view, “has no soul,
he has no mind; he neither initiates,
will memorize the facts.
originates nor creates.… Man is acn
adaptation
to
the
drill
and
A
practice technique was introduced cepted as a machine and he is treated
into math instruction by John Saxon. as a machine … Behaviorism is not
It is called Incremental (or develop- something that we can simply dismental) Review. What is incremen- miss. Its power is too great.”
This is part of what it means to
tal review? It is a technique of instruction that breaks the whole skill look at life from a world view perinto many bits and pieces or frag- spective. Man is not an animal to be
ments. Each fragment is then taught conditioned or a machine to be proin isolation from the other parts. The grammed. He is created in the imindividual fragment is usually re- age of the personal God. Using or
peated over long periods of time. The encouraging others to use educainitial instruction involves many tional programs based on behaviorproblems of the same kind. The child ism, does not treat children as crepractices this same skill over and ated in the image of God.
over again for many days. However,
the number of similar problems is
Biblical View
reduced as time goes on. IncremenMAKING MATH MEANINGFUL is
tal review simply spreads out the drill
and practice over many months. In- based upon the view that people are
cremental review is the same tech- a special creation of God with abilinique used by animals trainers to ties and needs to worship, to create,
“teach” an animal to do tricks. What and to reason. With MAKING MATH
is the theory base for drill and prac- MEANINGFUL children are taught to
reason, to understand, and to apply
tice and the incremental review?
what they learn — not simply parrot
back information!
M AKING M ATH M EANINGFUL
teaches children to understand the
idea or concept before they are taught
the associated skill. When math is
reduced to simply a set of skills to
be memorized, understanding is lost
and math becomes fragmented into
many pieces much like a painting by
Picasso. You may be thinking, “But
it is still necessary to provide drill
and practice.” When a child understands something, when an idea has
real meaning, the amount of drill is
reduced. MAKING MATH MEANINGFUL
actually incorporates an alternative
to the meaningless repetition of drill
and practice. MAKING MATH MEANINGFUL incorporates the use and application of an idea and skill. For
example, after the child has learned
the multiplication tables from 1 to
5, he then uses a combination of
these facts to learn the others. 8 x 7
is taught as a combination of 8 x 5
plus 8 x 2, both within the 5 and under tables. The application of these
previously learned facts to a new or
different situation is far better than
simply drilling the facts. Children
using this approach are less likely to
throw up their hands and give up.
A s Christian parents and educators, we must base our instruction
upon the proper view of man. “Don’t
be tossed here and there by every
wave of doctrine, by the trickery of
men”… rather, build your family
upon the cornerstone of the Biblical
world view!
WHICH LEVEL OF MAKING MATH MEANINGFUL
IS BEST FOR MY CHILD?
1
• My child reads and writes the numbers 0-20.
If ‘no’, then begin using Level K.
If ‘yes’, go to # 2.
2
• My child writes and solves equations for word problems using the numbers 0-20.
• My child knows the basic addition and subtraction facts (0-20).
If ‘no’, then begin using Level 1.
• My child writes & solves word and computational problems using borrowing and carrying (0-99) .
4
• My child writes & solves word and computational problems using borrowing and carrying (0-999) .
• My child knows the basic multiplication / division facts.
• My child writes the symbolic representations for common fractions.
5
• My child writes & solves word and computational problems using the numbers from 0-999,999.
• My child multiplies 1-digit times 2 & 3-digit numbers, and multiplies 2-digit times 2 & 3-digit numbers.
• My child writes equal, not equal, less than, and greater than equations for fractions.
6
• My child solves word and computational problems using borrowing and carrying (trillions) .
• My child multiplies 2-digit times 3 & 4-digit numbers, and multiplies 3-digit times 3 & 4-digit numbers.
• My child divides a 5-digit number by a 1-digit number.
• My child adds, subtracts, multiplies, and divides using fractions.
7
• My child solves word and computational problems using borrowing and carrying (decimals) .
• My child divides a 6-digit number by a 2-digit number, & divides a 5-digit number by a 3-digit number.
• My child finds ratios, proportion, and percentages.
• My child adds, subtracts, multiplies, and divides using decimals.
If ‘yes’, then begin using
Principles from Patterns: Algebra
3
♥
F I R S T
P L A C E •
R e a d e r s
MAKING MATH
MEANINGFUL
K– ALGEBRA
RICULUM
CORNERSTONE CUR
♥ Revised & easier to use!
♥ Manipulative Kit: K-3.
♥ Parent Guide and Student
Workbooks for Levels 1 - 4!
♥ Levels 5, 6, and Algebra
C h o i c e
♥
“This is not a drill and practice or an incremental
review curriculum … it stresses understanding,
discovery, and moving from the concrete to the
abstract …Thanks to the wide variety of activities
and problem types, your student is not likely to get
bored with this curriculum It’s easy to use and
thorough. Maybe that’s why it’s so popular.”
Mary Pride
PROJECT
Word Problems
LEVEL 2
BY DAVID QUINE
Word problems are the key to success in math and
word problems are the focus of Making Math
Meaningful. There is more to mathematics than
simply memorizing math facts. It is crucial that
your children know not only how to add, subtract,
multiply, or divide, but also when to do so.
By incorporating these three principles into our
math programs your children truly understand
math and are able to use math - not simply
mindlessly ‘parrot’ back math facts. The use of
word problems bring together concepts and
computational skills in a unique way. Your
children will thank you for Making Math
Meaningful!
are written directly to your children.
Actively Involved
Our math programs provide first-hand
experiences for each math concept and skill.
Concrete to Abstract
STUDENT BOOK
H PROGRAM
A COMPLETE MAT
Teaching begins with concrete experiences and
moves to the abstract. Your children begin by
solving problems directly with the use of real
objects. This approach brings real meaning to
math symbols.
A w a r d • 1 9 9 9
THE PERFECT BALANCE
Between Parent Involvement and Student Workbook!
Title
Concept and
Skill to be developed.
What I Am to Say
Gives you the conversation you
will have with your child to teach
the concept or skill.
Simply read it to your child!
Levels 5, 6 and Algebra are
written directly to your children.
Materials
List of manipulatives
& Student Workbook
Pages needed to
teach the lesson.
ACTIVITY 3A
MULTIPLICATION AND DIVISION
Student Work Book
Gives your child the
opportunity to practice
and apply what you have
just finished teaching!
MATERIALS
20 cans of vegetables or fruits (use books as alternative)
fresh vegetables and fruit (use counting chips as alternative)
links
Student Pages 1-5
What I Am to Do
Tells you exactly
what you are to do
to make the lesson
work! No planning
needed!
Levels 5, 6 and
Algebra are written
directly to your
children.
Answer Key
The answers to the
Student Workbook
pages are at the
end of each lesson.
EXPLORING THE CONCEPT - MULTIPLICATION AND DIVISION
LESSON
WHAT I AM TO DO
WHAT I AM TO SAY
1.
“HOW MANY STACKS ARE THERE?”
Stack cans so that there are three stacks with four
in each stack and one left over.
“HOW MANY CANS ARE IN EACH STACK?”
“HOW MANY ARE LEFT OVER?”
Write:
“I AM WRITING A MATH SENTENCE ABOUT THE CANS I
HAVE STACKED. IT IS READ THREE GROUPS OF FOUR
PLUS ONE LEFT OVER.”
3(4) + 1
“AT THIS POINT DO WE KNOW THE TOTAL NUMBER OF
CANS?”
(ANSWER: NO)
Finish writing the above sentence:
Write a math sentence to describe the problem.
Using objects to represent each story,
answer each question.
1. Measuring cups:
You are to put them in rows of
5. You have 21 cups.
How many rows?
2. Measuring spoons:
You hung 8 sets of spoons on a
hook. Each set has 3 spoons
How many spoons altogether?
“THE BOX REPRESENTS WHAT YOU DO NOT KNOW AND
IS READ SOMETHING.”
3(4) + 1 =
How many left over?
“WHAT DOES THE MATH SENTENCE SAY?”
NOTE: The sentence form is ...
_________ ( ______ ) + _______ = _________
number
of groups
number
leftovers
in each group (remainder)
total
FOR YOUR INFORMATION: There are three
reasons that this format is used. First, it seems to be
the closest symbolic representation to the actual
objects — much more so than the symbol ‘x’ or the
word ‘times’. The more conventional terminology
and symbol will be introduced into Activity 3M.
Second, this format is the same as used in algebra
and is called the ‘y-intercept form of a linear
equation’. Because your child will have used this
form quite extensively this part of algebra will not
seem as foreign. Finally, as much as possible math
should be seen as a whole — not simply parts.
Using algebraic notation to learn the multiplication
and division facts will teach your child that math
has a certain unity not simply unrelated parts.
(ANSWER: THREE GROUPS OF FOUR PLUS ONE EQUALS
SOMETHING)
“HOW MANY CANS ARE THERE?”
“WRITE THE NUMBER THAT REPRESENTS THE TOTAL
NUMBER OF CANS IN THE BOX.”
(ANSWER: 3(4) + 1 = 13 )
© 1985, 1992, 1997 by The Cornerstone Curriculum Project
Sample pages from …
3. Dishcloths:
You are to fold them and put the
same number into each of 5
bags. You have 17 of them.
How many in each bag?
4. Sponges:
You are stacking sponges. You
want 6 equal stacks. There are
26 sponges.
How many in each stack?
How many left over?
How many left over?
5.
6. Can openers:
You are boxing 27 can openers.
If 9 go in each box, how many
boxes do you need?
Cake pans:
stacked them in stacks of
8. You have 3 stacks and 4 pans
left over.
How many pans?
Level 3 •You
1
How many openers left over?
Parent Manual &
Student Work Book
Level 3
STUDENT PAGE 1 ACTIVITY 3A
© 1985, 1992, 1997 by The Cornerstone Curriculum Project
Level 3 • 1
♥
F I R S T
P L A C E • R e a d e r s
C h o i c e
A w a r d • 1 9 9 9 & 2 0 0 1
♥
“See the world views of Western Culture unfold before your
AD V E N T U R E S
IN A R T
very eyes in this most dramatic panoramic picture
presentation. This may be the most important study you ever
do with your children!”
A Panoramic Picture of World Views
Do you wish you and your children could visualize the significant changes
in art throughout history, and then relate those changes to their cultural
meaning? Adventures in Art features those artists recognized by Dr. Francis
Schaeffer in How Should We Then Live? These artists have made the most
significant influence by determining the direction in which art has developed.
GALLERIES I, II, and III
Each gallery contains 17 carefully chosen paintings with study materials
highlighting each painting. This study focuses upon the differences between
periods of art, because it is these differences that show shifts in thinking.
Even young children can see these differences!
Through museum quality reproductions from more than 10 international
museums, the significant masterpieces of history come to life in your home.
Your family will develop a rich art background as you observe the 51
reproductions in the complete collection. You will gain a sense of the broad
sweep of art in the flow of history. As the changes in art throughout history
are seen, the corresponding shifts in world-views will be explained in the
comprehensive Study Guide. For easy viewing and handling you may
purchase an 11"x14" portfolio to hold these masterpieces. This portfolio
provides the flexibility of viewing a single print or creating a historic timeline by placing several prints side-by-side. In addition, it will provide a
safekeeping for this treasury.
Comprehensive
STUDY GUIDE
♥ PAINTINGS - Observing
three works by each painter
gives a representative
sampling of his style.
♥ PROGRESSIONS - Setting
the paintings from each major
period side-by-side allows
your children to see trends
and patterns through
history.
Comprehensive
Study Guide
by DAVID QUINE
♥ PATTERNS - Observing
the progression through
history allows your children
to see the shifts and
changes in Western Culture
as described by Dr. Francis
Schaeffer in How Should We
Then Live?
A picture is worth a thousand words. This study makes many of the
thoughts and ideas of Francis Schaeffer come to life.
A Panoramic Picture of Culture
IDEAS HAVE CONSEQUENCES!
HOW SHOULD ART BE TAUGHT?
Have you ever asked, “Why does modern art look so different from the art When the paintings from different periods are set side-by-side it is very easy
of previous generations?” For example, why do the paintings by Picasso to see the change from unity to fragmentation as illustrated below. These
look so strange while the paintings by Rembrandt look natural? Why did changes in art represent changes in ideas. Though the changes were gradual,
these two men paint so differently? Was it merely a personal preference? Or, the trend becomes obvious. When studying art, it becomes very clear that
is there something more to it? Though both men were extremely talented, ideas have consequences. Art when properly taught allows your children to
their talent was shaped by their way of thinking - their view of the world. see the dramatic panoramic picture of Western culture. This is not only a
Picasso, painting from a secular humanistic perspective, fragmented the fascinating study, it is the most effective way for your whole family to see
world into many parts creating his own world. The resulting picture usually that ideas have consequences. Whatever a person embraces as true is
portrays hopelessness and despair. This perspective is the natural consequence reflected in what he or she does. Jesus said that we would know them by their
and logical conclusion of the secular position. On the other hand, Rembrandt fruits. It is imperative that we prepare and equip our children to recognize
was working from the Judeo-Christian world view. He did not need to fall a person’s ideas by observing his fruit! The study of art will assist you in this
into the world of illusion but was able to maintain a proper balance. most important endeavor.
Renaissance/Reformation
Da Vinci/Rembrandt
Impression
Monet
Post-Impression
Van Gogh
UNITY TO FRAGMENTATION
Modern
Picasso
Pollock
♥
F
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“There are things in the Christian world that
cause us to be sad. One of these is that for many
Christians classical music is a complete vacuum.
This robs individual Christians and their children
of one of the very rich areas of joy in this life.”
e
A w
a
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•
2
0
0
2
MUSIC & MOMEN
TS
with the M
ASTERS
David and Sh
irley Quine
with Ben Qui
ne
Comprehensiv
e Study Guide
Francis Schaeffer, The Gift of Music
Music & Moments
with the Masters
with the new Comprehensive Study Guide
Appropriate for ages 4 through adult
Year II
Year I
Jr/Sr High School
Year IV
Year III
Year V
Appropriate for ages 4 through adult
Beethoven
Schubert
Mendelssohn
Verdi
Bach
Handel
Haydn
Mozart
YEAR I INCLUDES:
4 Life Story CD’s
4 Greatest Works CD’s
Peter and the Wolf CD
The Gift of Music
Music Study Guide
Jr/Sr High School
Strauss
Brahms
Tchaikovsky
Dvorak
Schumann
Chopin
Wagner
Grieg
Classical Composers
and the Christian
World View is a
Years I - IV contain eight recordings each - two recordings for each composer. The
interesting life story of the each composer and the beautiful long uninterrupted selections
from his “Greatest Works” are available on compact disc. We know your whole family
will grow in your love and appreciation of great classical music through Music and
Moments with the Masters. Year I also includes Peter and the Wolf, The Gift of Music
and the all new Comprehensive Study Guide. Year V contains 4 CD recordings.
carefully guided study
contrasting the beautiful
music of the Christian
Period to the music of the
Greco-Roman and
Modern Periods.
YEAR V INCLUDES:
• 4 CD’s
• Music Study Guide
Families
Living
for
Christ
in
the
21st
Century
David and Shirley Quine’s twenty-five years of experience
raising their nine children are condensed here in an
immensely practical, real and profound book for today’s
Christian parents. In addition to discipling their own
children, the Quines are committed to teaching, encouraging,
and leading other families to this high calling.
♥
S C I E N C E
T H E S E A R C H
Christianity made modern
Discovering the principles that
science possible. Men, living on a
g o v e r n G o d ’s C re a t i o n
Christian base, believed: (1) God,
RTIES
BOOK 1 — PROPE
TEXT
P
NT
ARENT/STUDE
as Creator and Lawgiver,
Children Learn Best by Doing!
created an orderly universe; (2)
With SCIENCE: THE SEARCH your
Men, created in the image of
children will enjoy learning about
God, can discover through
observation and
science by actually developing and
experimentation the order of
testing their ideas. Your children
His creation.
are drawn into understanding
Science: The Search is based
upon these two ideas. Your
concepts they have first
children will observe and
DAVID QUINE
experienced.
RICULUM
CORNERSTONE CUR
Easy to use …
experiment to discover the
PROJECT
principles that govern God’s
creation.
Affordable and it works!
Book 1: Grades K - 3
♥ Newly Revised
•
Book 2: Grades 2 - 6
B o o k s 1 a n d 2 a r e Pa r e n t D i r e c t e d
Materials
A list of materials
necessary to conduct
the activity. Most
materials are items
you will have around
your home.
•
Books 3 and 4 are Student Directed ♥
Activity
There is one activity
per week.
ACTIVITY 8
SINGLE SPEED BICYCLES
MATERIALS
bicycle, a single speed bike is best for this activity
OVERVIEW
EXPANDING THE CONCEPT: SYSTEMS & INTERACTIONS
LESSON PLANS
WHAT I AM TO DO
What I Am to Do
Books 1 and 2 tell
you exactly what
you are to do to
make the lesson
work! No planning
needed! Books 3
and 4 are written
for your children to
study science on
their own.
What I Am to Say
Books 1 and 2 give you the
conversation you will have
with your children to teach
the activity. Simply read it
to your children
Books 3 and 4 are written
directly to your children.
They are able to do science
on their own with minimal
help from you.
WHAT I AM TO SAY
1. The study of a bicycle is an excellent
example of interactions. At first use a
bicycle that has only one speed or focus
upon only one speed of a multiple speed bike.
“Describe how a bicycle works.”
“How does the power from your legs move through
the bicycle?”
Draw these interactions as your
children tell them to you. Have them
write them in their notebook.
Legs
➔ Peddles
Peddles
➔ Crank
Crank
➔ Chainwheel
Chainwheel —
➔ Chain ➔Sprocket
Sprocket ➔ Back Wheel
“Ride the bicycle.
As you do so, describe the interaction.”
(Answer: the energy moves from my legs to the
peddles; from the peddles to the crank; from the
crank to the chainwheel; from the chainwheel
through the chain to the rear sprocket; from the
sprocket to the back wheel.)
“Look at the chainwheel and the rear sprocket.”
“How are they alike? How are they different?”
“Turn your bicycle upside down.”
“Turn the crank.”
“Are the crank and rear sprocket interacting?”
“What evidence do you have to support your
answer?”
“Observe closely what happens as I turn the crank.”
“Which way does the crank turn? …Which way does
the sprocket turn? … Do they turn in the same or
opposite directions? … Do they turn at the same
speed or at different speeds?”
Sample page from …
Interaction
and Systems
Book 2
♥
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Now Available! The curriculum that makes teaching the Biblical world
view as easy and effective as you always wanted it to be.
S TA R T I N G P O I N T S
-
where our thinking begins
by David Quine
A World View Primer for Junior or Senior High School
• Simple, easy, step-by-step instructions teaching
your child to reason from the Biblical world view.
• Leading questions helping your child to apply his
knowledge and understanding of the Biblical world view
by examining and evaluating ideas from movies and books.
• Many opportunities encouraging your child to embrace
ideas that are consistent with the Biblical world view.
Because we are “living in the midst of a crooked and
perverse generation” (Phil. 2: 15), we must base our
thinking upon the Biblical world view!
THREE AREAS OF STUDIES …
Bible
Literature
American History
THE SYLLABUS INCLUDES …
❖ Weekly teaching overview
❖ Daily assignments
❖ Outlines
❖ Short answer questions
❖ Explanations
❖ Essay questions
The Apostle Paul explains in I Thessalonians 5: 21 that Christians are to “examine everything carefully.”
We are to examine ideas - test and prove all things - discerning which ideas are true from the vast array
of ideas that are flowing from society. He then explains that we are to “hold fast to that which is good.”
EXAMINING … EVALUATING … EMBRACING
These three words represent the focus of STARTING POINTS!
♥
“FEED MY LAMBS”
A CHRISTIAN VIEW OF EDUCATION
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by David and Shirley Quine
P
ETER, A FISHERMAN BY TRADE, had originally been called by
Jesus to become a fisher of men. More than three years later the imagery
was expanded to include that of a shepherd when Jesus said to Peter
“Feed my lambs” (John 21:15). “There is one great point of difference
between the fisherman and the shepherd,” writes Andrew Murray. “The
fisherman catches what he has neither reared no fed. He seeks only what
is full grown, casting away all the little fish out of his net back into the
sea. The shepherd, on the other hand directs his special attention to the
young and the weak. All the shepherd’s profit depends on how he cares
for the lambs.”
“Feed my lambs” presents the deep importance and the blessed
reward of giving first place to the little ones of the flock. What Jesus said
to Peter is applicable to us as parents – we each have our own flock of
lambs to keep, to guard, and to guide for the Master.
This reminds me of the frailty of our children and their spiritual lives.
The sheep is a weak and helpless animal - how much more helpless is the
little lamb. What a beautiful picture! Our children are so dependent upon
us. Young children cannot choose the company under whose influence
they come. They are unable to determine right from wrong. They know
nothing of the importance of forming good habits. We have the special
opportunity to guide and to nourish each of our children.
Our children are the lambs of our heavenly Father! They are the
future sheep of His pasture. Each child is to be so special in our eyes.
Each child has different needs … different abilities … and different
dreams. Lead them to the Good Shepherd early and often.
The greatest need is to feed the lambs. Food is necessary for growth.
Children flourish when given a feast of ideas to feed upon. In their early
years these ideas should be consistent with the Biblical world view.
Such ideas are like a wonderful fragrance filling the minds and hearts
with truth and beauty
The true model of Christian education consists of these three stages.
Stage 1: Sowing Seeds of Truth (Birth to 12 or 14)
Stage 2: Evaluating Ideas Against the Truth (12 to 14 to adult)
Stage 3: Ready to Respond with the Truth (14 to 16 to adult)
CIMABUE
GIOTTO
VAN EYCK
MASACCIO
DA VINCI
DURER
MICHELANGELO
AQUINAS
WYCLIFFE
HUSS
R. BACON
COPERNICUS
LEGEND
STAGE I: SOWING SEEDS OF TRUTH
BIRTH TO 12 TO 14 YEARS OLD
BEGIN BY SOWING SEEDS OF TRUTH. Paul writes, “Long for the
pure milk of the word.…” This is what our young lambs need. It is the
source of their view of the world. During the time from birth through 12
to 14 years old, we should be sowing seeds of truth into their hearts and
minds. That means that the books we read to them or the books they
choose to read on their own, the music that fills their heart, or the art that
covers the walls of their mind would be a reflection of the Biblical world
view. There are so many great works to choose from! Music and
Moments with the Masters and Adventures in Art were both designed
as resources for parents to bring such great music and art into your
homes. Books like Honey for a Child’s Heart, and Books Children
Love can guide and direct you in the selection of literature to uplift your
children’s hearts and minds. Charlotte Mason encourages parents to read
‘living books.’ You may ask, “How do I recognize these living books?”
Ruth Saywer helps lead and direct our selections when she writes:
Stories that make for wonder.
Stories that make for laughter.
Stories that stir one with in with an understanding of the true
nature of courage, of love, of beauty,
Stories that make one tingle with high adventure,
with daring, with grim determination,
with the capacity of seeing danger through to the end.
Stories that bring our minds to kneel in reverence;
Stories that show the tenderness of true mercy,
the strength of loyalty,
the unmawkish respect for what is good.
The harvest of such a sowing will be rich! A true love for that which
is beautiful. A commitment to that which is true, and the innocence of
that which is pure. Don’t settle for anything less!
We are deeply troubled by the recent departure from this model of
teaching truth to young children. We hear parents being told to turn to the
Greek and Roman classics with their pre-school and elementary age
children. We are told to “fill [our first grader’s, 6 and 7 year olds!] mind
with stories of every kind — myths, legends, classic tales, biographies,
great stories from history.” The example is given of spending “six weeks
reading through a lavishly illustrated child’s version of the Iliad with
their six and four year old.” (emphasis added).
MUSIC
ART
PHILOSOPHY
SCIENCE
GOVERNMENT
MACHIAVELLI
For a detailed explanation of the interrelationships of these
disciplines and the people who influenced culture, consult
HOW WHOULD WE THEN LIVE? by Francis Schaeffer.
Builders of World-Views © 1992 The Cornerstone Curriculum Project
2006 Flat Creek Place • Richardson, Texas 75080
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We received a home school catalog just today advocating that our 8
year old son study the great Greek gods and heroes! One book that is
recommended explains:
Gaea, the Earth, came out of darkness so long ago that nobody
knows when or how. Earth was young and lonesome, for nothing
lived on her yet. Above her rose Uranus, the Sky, dark and blue, set
all over with sparkling stars. He was magnificent to behold, and
young Earth looked up at him and fell in love with him. Sky smiled
down at Earth, twinkling with his countless stars, and they were
joined in love. Soon young Earth became Mother Earth, the
mother of all things living. All her children loved their warm and
bountiful mother and feared their mighty father, Uranus, lord of the
universe.
The Titans were the first children of Mother Earth. They were the
first gods, taller than the mountains she created to serve them as
thrones, and both Earth and Sky were proud of them. There were
six Titans, six glorious gods, and they had six sisters, the
Titanesses, whom they took for their wives …
(taken from D’Aulaires’, Book of Greek Myths, emphasis added).
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VIVALDI
J. S. BACH
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BEETHOVEN
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CHOPIN
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This explanation of the beginning of the world is quite different from
that given in the Bible. Can you image the resulting confusion and
bewilderment brought into the tender mind of a four to eight year old
child after hearing this account of the beginning of the world? This is the
most formative time in a child’s life. Teaching such ideas during this
time in a child’s life is just not wise counsel. Can you imagine nonChristian educators in the public schools encouraging children to read a
children’s version of the Bible? Of course not! Why? Because they know
that many children would accept the teachings of the Bible as true. So
why should we as Christians feed His young lambs such false ideas!
You may be familiar with how a new bank teller is trained to
recognize counterfeit money. They are allowed only to touch the ‘real’
money. The idea is that touching what is true will enable tellers to
recognize that which is false. Applying this analogy to Christian
education means that children should primarily ‘handle’ - think about truth when they are young. Such an involvement with truth establishes a
child’s thinking upon what is right. It is during this stage that a child will
develop the standard upon which to judge all other ideas.
We propose leading and feeding His lambs with ideas consistent with
Philippians chapter 4. When our children are young we must focus their
thinking on those things that are true … worthy of reverence and honor,
things that are just, pure, lovely and lovable, kind and winsome and
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gracious, virtuous and excellent, and anything worthy of praise. This is
the time for ‘touching’ - thinking about - ideas consistent with the
Scripture. Good literature that reflects Christian virtue is so invaluable
during this time. Building your children’s thinking upon truth and
absolutes — the Biblical world view — is the foundation for life.
To introduce literature based upon the Greco-Roman world view or
the Enlightenment is sowing seeds of doubts into the young hearts and
minds of His lambs. When our children are in the formative stages of
their thinking, their thinking should be touching truth. At these ages they
are not able to easily discern the differences between true and false ideas.
We must not be sowing seeds of other world views into the tender
hearts of our children. If we disregard this warning, what harvest should
be expected? Seeds eventually do sprout. At first there may be no
noticeable affects. But during the teenage years we may see the fruit of
deep questionings about the Biblical world view or even an acceptance of
secular thinking. Our children’s thinking must be firmly established
upon the Biblical world view.
As this formative and foundational stage in your child’s life comes to a
conclusion, a formal presentation of the Biblical world view would be
appropriate. STARTING POINTS - where our thinking begins is the
perfect place to begin such an important study.
continued on the next page …
♥
F I R S T
P L A C E •
R e a d e r s
C h o i c e
A Profound Study for Future Leaders!
MICHAEL FARRIS says …
“One of the best
programs I have seen that
offers a clearly Christian
classical education is David
Quine’s WORLD VIEWS OF
THE WESTERN WORLD.
“World Views is a three-year
program that is built largely around
the works of Francis Schaeffer.
Students still read Homer, Socrates,
and Machiavelli. But these are
balanced not only by Schaeffer's
works, but also by St. Augustine,
Luther, and Calvin. Cornerstone’s
World Views is in its first edition
and has many good features in place
that make it quite usable for most
home schooling mothers who
don't have the time to sit and read
classical literature for fifteen to
twenty hours a week.”
STAGE II: EVALUATING IDEAS AGAINST THE TRUTH
12 TO 14 YEARS OLD TO ADULT
YOU MAY ASK, “Is there ever an appropriate time to read nonChristian literature?” This is a question of prime significance.
Let me expand the analogy of the bank teller. Your children are now
ready to begin exchanging money with the patrons - not knowing if they
are handed real or counterfeit ideas. They are to be ‘on alert’ under your
direct supervision- some of the thoughts may be counterfeit. The
standard is the “real” ideas that have been “handled” - the Scripture.
“It is important to assert that although early Christians like Cyprian
(d.258) and Tertullian (d.c.230) had a strictly negative attitude toward
classical Greek and Roman learning,” explains Dr. Francis Schaeffer,
“Paul had not been so inhibited. When it was to his purpose, he cited
Greek authors just as he at other times employed the subtle rabbinic lines
of reasoning which he had mastered as a pupil of the great Rabbi
Gamaliel.… Ambrose, Jerome, and Augustine, following Paul rather than
Tertullian, learned to appreciate and utilize classical learning…But if a
robust Christian faith could handle non-Christian learning without
compromising, it was all too easy for Greek and Roman thought forms
to creep into the cracks and chinks of a faith which was less and less
founded on the Bible and more and more resting on the authority of
church pronouncements. By the thirteenth century the great Aquinas
(1225-1274) had already begun, in deference to Aristotle, to open the
door to placing revelation and human reason on an equal footing…”
(How Should We Then Live?, p 41, 43).
The possibility of compromising the truth of Christianity must always
be taken seriously! Let me say it again: Before we start introducing nonChristian thought into our curriculum, our children’s thinking must be
firmly based upon the Bible. Wait until your children are 12 to 14 years
old. By this time your children’s thinking is firmly established upon the
Biblical world view, their faith is ‘robust’, and their reasoning is
beginning to follow … “IF this is true … THEN this would mean …
THEREFORE, these conclusions can be drawn….” This type of
reasoning is absolutely necessary for children to be able to analyze
thought forms from various world views.
At this time begin introducing some non-Christian literature. But
even then be careful. Always remind your children that the Bible is the
standard — the gauge by which all thoughts and ideas are to be judged.
WORLD VIEWS of the WESTERN WORLD equips children to
understand of the conflicts in world views that have occurred over the
past 3000 years. Your children will learn not only what the Christian
position is but why it is true. They will see how Christianity applies to all
A w a r d • 1 9 9 9
♥
“Quine also a number of videos that are
great teaching tools for making history
and literature come alive — the
movie Gettysburg, for example, plus
presentations by Schaeffer.
“World Views is academically
challenging, Christian-based, and
provides a good exposure to classical
literature, history, art, and music. It is
superior to almost all high schools, as
well as to the liberal arts components
offered in most colleges and
universities.”
“… Any successful course material
will pass the number one litmus test
for home schoolers: Is it easy for the
parents to use? Quine’s plan calls for
a student to spend fifteen to twenty
hours a week on the material, while a
parent would spend four to seven
hours in preparation, instruction, and
discussion. This kind of ratio will
enable thousands of home
schooling mothers to offer an
intense, academically challenging
course while keeping her sanity
with all her other duties.”
MICHAEL FARRIS
Home School
Legal Defense Association
of life. They will learn of other world views, their impact upon culture,
and the resulting affects these world views are having on current society.
As we read non-Christian literature it should not be simply for the
purpose of appreciation. We must never become so enamored with the
beauty of the language that we become deceived by the philosophy or
theology being taught! We must be teaching our children how to evaluate
the thoughts and intents of the author. What is this author saying about
God? … the origin and structure of the universe?… the nature of man?…
the basis of ethics and morality?… the cause of evil and suffering? …
life after death?… and finally, meaning to life and history? How are
these views different from the Biblical world view? WORLD VIEWS of
the WESTERN WORLD equips and enables your children to make
such evaluations. This study is a solid preparation for life.
STAGE III: READY TO RESPOND WITH THE TRUTH
14 TO 16 YEARS OLD TO ADULT
THE GOAL WE HAVE FOR OUR CHILDREN follows that of both
Peter and Paul as expressed in the following passages:
“…but sanctify Christ as Lord in your hearts, always being ready to
make a defense to everyone who asks you to give an account for the
hope that is in you, yet with gentleness and reverence …”
I Peter 3:15
“ For the weapons of our warfare are not of the flesh, but divinely
powerful for the destruction of fortresses. We are destroying
speculations and every lofty thing raised up against the knowledge of
God, and we are taking every thought captive to the obedience of
Christ…”
II Corinthians 10:4, 5
At this stage your children are preparing to give clear, concise, and
convincing evidence — a ready response for the hope that is within them
There is no better preparation for college — or for life! WORLD VIEWS
of the WESTERN WORLD prepares students to defend their beliefs.
Charles Colson writes: “ Christians must understand the clash of
worldviews that is changing the face of American society. And we must
stand ready to respond as people grow disillusioned with false beliefs and
values and as they begin to seek real answers. We must know not only
what our world view is and why we believe it but also how to defend it. We
must also have some understanding of the opposing worldviews and why
people believe them. Only then can we present the gospel in language that
can be understood. Only then can we defend truth in a way that is winsome
and persuasive” (How Now Shall We Live?, page 26).
A
Classical
The following credits are based upon
the Carnegie Unit. One credit is
equivalent to two semesters of study.
Study
Year I - Now Available!
THE EMERGENCE OF
CHRISTIANITY
1200 BC. - 1200 AD
“We should be consciously
EQUIP your children to stand against the thoughts
and ideas of the secular culture.
preparing the next
PREPARE your children to make a defense for the
generation for the new
hope they have within them.
Course .............................. Credit
Composition ......................... 1/3
Literature: Ancient .................... 1
Philosophy/Theology ............... 1
Music Appreciation ............... 1/3
Art Appreciation ................... 1/3
Western Civilization .............. 1/3
Humanities ........................... 1/3
World History ....................... 1/3
battles it will face.”
TEACH your children to take the truth of Christianity into the various disciplines of life.
Dr. Francis Schaeffer
World Views of the Western World
A life changing study!
Research-Teaching Syllabus
by David Quine
Seven Areas of
Interdisciplinary Studies:
Literature
Art
Music
Economics
Philosophy/Theology
Science
Government
Syllabus includes:
❖
❖
❖
❖
❖
❖
Weekly teaching overview
Study notes
Commentaries
Outlines
Short answer questions
Essay questions
Outlines
Outlines for audio
or video lectures,
and book chapters
are ready for children to fill in details.
Weekly Schedule
Assignments are
given on a week by
week basis.
Weeks 1 and 2
INTRODUCTION
A. KEY MOMENTS — KEY PEOPLE — KEY IDEAS
What is the overall objective of our study? Our purpose parallels that
of Dr. Francis Schaeffer as described in HOW SHOULD WE THEN LIVE?
Understanding the “key moments” of the past gives us understanding
of our present. Understanding our present gives us wisdom for making
decisions which may influence the future. While other history programs
detail such key moments, this study goes one step further. In order to
understand world views it is necessary to associate the key moments
with the thinking, that is, the thoughts and ideas, the world views of the
people who shaped and directed those moments. It is not enough to
know the important dates and events of history. We must always be
drawing our understanding back to the basic way of looking at life — the
world view — held by those men and women who shaped our past if we
are to truly understand our present and have any hope of making wise
decisions involving our future. It is with this perspective that we attempt
to understand WORLD VIEWS OF THE WESTERN WORLD.
B. A WAY OF LOOKING AT LIFE
BUILDING A BIBLICAL WORLD VIEW
[How Should We Then
Live?] is a personal analysis
of the key moments in history
which have formed ou
rpresent culture, and the
thinking of the men who
brought those moments to
pass. This study is made in
the hope that light may be
shed upon the major
characteristics of our age
and that solutions may be
found to the myriad of
problems which face us as
we look toward the end of
the twentieth century.” Dr.
Francis Schaeffer
Year III - Now Available
THE LOSS OF TRUTH
1800’s to Present
Assignments
The outside edge of the
research-teaching syllabus
gives the assignments, asks
important questions, or
gives pertinent quotations.
Icons
Your child is asked
to watch a video,
read a chapter of
a book, observe an
art print etc.
Building A
B i b l i c a l Wo r l d Vi e w
by
David Quine.
I. WHAT IS A WORLD VIEW?
INSERT VIDEO
VIDEO
INSERT
Without looking at a map:
Sample page from …
Year I
Composition ......................... 1/3
Literature: Medieval ................. 1
Humanities ........................... 1/3
World History ....................... 1/3
American History ..................... 1
American Government ............. 1
Political Theory ........................ 1
Science History ..................... 1/2
Composition ......................... 1/3
Literature: Modern ................... 1
Humanities ........................... 1/3
American History ..................... 1
World History ....................... 1/3
Science/Origins ................... 1/2
Economic Theory ..................... 1
“…those looking for a serious world view course that is the
primary focus of the high school years need look no further.”
Cathy Duffy
Introductory Notes
Background information or commentary is
provided to introduce
the assignments.
Year II - Now Available!
THE GRANDEUR OF
CHRISTIANITY
1200 - 1800’s
• Draw the outline of the
continental United States …
• Draw your birth state …
• Draw several states
around your birth state …
• Draw the Mississippi
River.
• Draw several states on
each side of the Mississippi
River.
II. WHY SHOULD WE LOOK AT LIFE FROM A
WORLD VIEW PERSPECTIVE.?
World Views
of the Western World
Introduction — 3
THE CORNERSTONE CURRICULUM PROJECT © 1996,1997 David Quine
Other Features
Follow up
questions,
analytical and
comparative
essays, and much
more.
Beyond textbooks … A storehouse of world view thought
WORLD VIEW LIBRARY
STARTING POINTS
WorldViews Year I
ANSWERS for DIFFICULT DAYS
HOW SHOULD WE THEN LIVE?
by David Quine
Seven studies from the Word of God to
prepare and equip you to answer the
vital questions of life.
[book] by Francis Schaeffer
A personal analysis of the key moments
in history which have formed our present
culture, and the thinking of the men who
brought those moments to pass. This
study is made in the hope that light may
be shed upon the major characteristics of
our age and that solutions may be found
to the myriad of problems which face us
as we close the twentieth century.
KNOW WHAT YOU BELIEVE
by Paul Little
The basic truths of the Biblical world
view are explained.
HOW TO READ SLOWLY
by James Sire
A book about how to read with the mind.
CHRONICLES OF NARNIA
by C.S. Lewis
Enter into the World of Narnia through
The Magician’s Nephew, The Lion,
The Witch, and The Wardrobe, and
The Horse and His Boy.
THE WIZARD OF OZ
by Frank Baum
Join Dorothy on her journey into the
Land of Oz.
IT’S A WONDERFUL LIFE
by Frank Capra
Bedford Falls or Pottersville? The story
of one man’s influence upon the culture.
FRANKENSTEIN
by Mary Shelley
A study of human nature - a new creation
turned monster by the forces of society.
DR. JEKYLL AND MR. HYDE
by Robert Lewis Stevenson
A study of human nature - a scientist
discovers the power of an evil monster
deep within himself.
THE DEADLIEST MONSTER
by Jeff Baldwin
A unique Christian introduction to world
views as Baldwin compares the monsters
of Shelley and Stevenson.
HOW SHOULD WE THEN LIVE?
[Video] by Francis Schaeffer
After 40 years of intensive study and
world wide ministry, Francis Schaeffer
completed his crowning work of scholarship — a comprehensive documentary
spectacular presenting to everyone profound truths in simple film language.
[audio tapes] by Francis Schaeffer
In this four tape series Dr. Schaeffer
gives thought provoking answers to four
significant questions: 1 - What is the
meaning of history? 2 - Do we live in a
moral or amoral universe? 3 - Is suffering always chastisement? 4 - What was
Job’s mistake?
THE ODYSSEY
The God Who Is There
Escape from Reason
He Is There and He is Not Silent
The three essential books of Francis
Schaeffer in one volume. Dr. J.I. Packer
asks, “What is the long-term significance
of Francis Schaeffer?” Dr. Harold O.J.
Brown of Trinity Evangelical Divinity
School answers: “There is no other important Christian thinker of our era who
has tackled as many fundamental intellectual, philosophical, and theological issues as Schaeffer did, and no one else
has so revealed their relevance to us.”
by Homer
A heroic Greek adventure of marriage and
family, husband and wife, father and son.
BUILDING A
BIBLICAL WORLD VIEW
THE UNIVERSE NEXT DOOR
by C.S. Lewis
Lewis provides an unequaled
opportunity for believers and
nonbelievers alike to hear a powerful,
rational case for the Christian faith.
by James Sire
A basic world view catalog. It is the standard for a clear, readable introduction to
worldviews. In concise, easily understood
prose, James Sire explains the major ideas
that make up each world view.
ASSUMPTIONS
by Gary Amos
The search for the true beginnings of the
United States of America.
A STUDY OF JOB
FRANCIS SCHAEFFER:TRILOGY
MERE CHRISTIANITY
NEVER BEFORE IN HISTORY
by Edith Schaeffer
Why? That is the question that plagues
us all when affliction comes — as it must
to each of us in each of our lives. In Affliction, Edith Schaeffer comes directly
to grips with this eternal question: Why?
by Homer
The swift rhythms, bright images, and
superb English make Homer’s Iliad live
as never before.
by Paul Little
Questions need solid Biblical answers.
This is the classic answerbook on the
Christian faith.
by Christian Overman
Traces with clarity the foundations of
Western thought back to two opposing
traditions: the ancient Greeks, who
fathered secular, human-centered
rationalism, and the ancient Hebrews,
who carried forward God’s revelation.
AFFLICTION
by David and Shirley Quine
In order for our children to be ready to
stand for Christ in the 21st century their
lives must be firmly established upon the
Biblical world view. The Quine’s set
forth seven challenges to consider as you
prepare your family.
[video] by David Quine
What is a world view? What is the Biblical world view? and Why is it important to look at life from a world view
perspective? The answers to these three
questions form the focus of this penetrating presentation.
KNOW WHY YOU BELIEVE
pened. Schaeffer challenges that view
and shows how the first eleven chapters
of Genesis stand as a solid basis for answering the tough questions posed by
modern man.
GENESIS IN SPACE AND TIME
by Francis Schaeffer
Genesis is a book of origins — the origin of the universe, the origin of life and
the origin of man. It shows man’s particular uniqueness, explains his wonder
and his flaw, and begins to trace the flow
of human history through time. Many
today, however, view this book as a collection of myths, useful for understanding the Hebrew mind, perhaps, but certainly not a record of what really hap-
THE ILIAD
THE AENEID
by Virgil
Commissioned by Caesar Augustus,
Virgil was to pen a book that would be
used throughout the Roman Empire to
persuade all its subjects that the great
Caesar Augustus is the son of God and
that he would usher in a Golden Age.
CLASSICAL COMPOSERS
and the CHRISTIAN WORLD VIEW
curriculum by David Quine
Listen to the world views of Western
Culture unfold in this most dramatic
auditory presentation.
The Following are Dramatized
Audio - Tape Recordings:
SOCRATES
Socrates was the father of Greek philosophy. He was the teacher of Plato,
who would become the teacher of Aristotle. His ideas have shaped many of the
ideas of the Western culture.
PLATO
Plato was the first great philosopher of
the West. He thought that there are
changeless, eternal forms on which existing things are modeled. To Plato, human beings consist of an immortal soul
together with a body that keeps it in the
twilight world of changing, perishing
things. The soul has a love for the eternal, the good, the true and the beautiful;
these give life purpose, stability and
meaning.
ARISTOTLE
Aristotle was Plato’s student, but revised
his teacher’s ideas to be more consistent with ordinary experience. He
thought human beings are one with the
rest of nature, yet set apart from it by
their ability to reason. Aristotle systematized the laws of thought, gave a complete account of nature and of God, and
developed an attractive view of the good
life and the good society. He may well
have been the single greatest influence
on Western thought.
REPUBLIC
by Plato
The ideal government, Plato believed,
must reflect the structure of the human
soul. It must be guided by those with
sure knowledge of the good, and
guarded by individuals with a fierce allegiance to justice. Participants in economic life, the lowest of the human
functions, must find their fulfillment in
self-controlled consumption. If each
class within the state does the job it is
assigned, order will rule and everyone
can achieve a measure of happiness.
THE CITY OF GOD
by Augustine
No book except the Bible itself had a
greater influence on the Middle Ages
than The City of God. And since medieval Europe was the cradle of modern
Western society, this work is vital for
understanding our world and how it
came into being.
ADVENTURES IN ART
curriculum by David Quine
See the world views of Western Culture
unfold before your very eyes in this most
dramatic panoramic picture presentation. This may be the most important
study you ever do with your children.
AUGUSTINE
St. Augustine was the first great systematic Christian philosopher. He attempted
to combined the philosophical insights
of Plato with the faith explicated in the
Bible. Augustine thought of Plato’s eternal forms as ideas in the mind of God;
he believed that the Eternal Christ provides the light of knowledge to the human mind. His Confessions constitutes
one of the timeless statements of faith
and self-surrender; his detailed explication of the “City of God” describes a
divine ordering of human affairs. His
thought continues to attract the attention of serious thinkers today.
AQUINAS
Although not popular in his day, St.
Thomas Aquinas produced momentous
summations of the facts of faith and
knowledge. His great work, Summa
Theologica, constitutes history’s most
complete system of Christian philosophy. His aim was to reconcile the best
of the ancient world (composed mostly
of the thought of Aristotle) with the Divine wisdom revealed in the Bible.
WorldViews Year II
ANSWERS for DIFFICULT DAYS
by David Quine
Seven studies from the Word of God to
prepare and equip you to answer the vital questions of life.
THE DIVINE COMEDY: HELL
by Dante
Taking two threads of a story that everybody knew and loved — the story of a
vision of Hell, Purgatory and Paradise,
and the story of the lover who has to
brace the Underworld to find his lost lady
— Dante combined them into a great allegory of the soul’s search for God.
DIVINE COMEDY: PURGATORY
by Dante
In Purgatory, which is according to Dorothy Sayers the ‘tenderest, most subtle
and most human section of the Comedy’,
Dante struggles up the slopes of Mount
Purgatory on his journey towards God.
DIVINE COMEDY: PARADISE
by Dante
In Paradise, which T.S. Eliot among
others has found ‘either incomprehensible or intensely exciting’, Dante journeys through the encircling spheres of
heaven towards God.
REFORMATION OVERVIEW
video by Gateway Films
A video that vividly brings to life the
Reformation, its colorful leaders, and
history-shaping turning points. A look
into the thoughts and significance of
John Wycliffe, John Hus, Martin Luther,
Ulrich Zwingli, John Calvin, the
Anabaptists, and William Tyndale.
THE INSTITUTES OF
CHRISTIAN RELIGION
by John Calvin
John Calvin’s Institutes has established
itself as one of the most important theological works ever written. This
abridged edition provides a readable
sampler of Calvin’s greatest work.
THE GIFT OF MUSIC
by Smith and Carlson
An integration of the lives, philosophies,
and music of the great composers.
PARADISE LOST
by John Milton
A profound exploration of the moral
problem of man and the justice of God.
REASONABLENESS
OF CHRISTIANITY and
DISCOURSE ON MIRACLES
by John Locke
Was John Locke a deist or was he a
Christian? What was his view of God,
man, Jesus, and miracles? These two
books form the basis of Locke’s beliefs
about these important questions.
SINNERS IN THE HANDS
OF AN ANGRY GOD
by Jonathan Edwards
On July 8, 1741, Jonathan Edwards
preached the most famous sermon ever
delivered in the history of America. The
response of the congregation was nothing short of amazing.
THE FEDERALIST PAPERS
by Hamilton, Madison, and Jay
These papers defend what was in their
day a revolutionary charter - the Constitution of the United States. These papers
explain the complexities of a constitutional government.
THE ANTI-FEDERALIST PAPERS
by John Bunyan
In it he presents in allegory his setting
out on the dangerous journey and safe
arrival at the Celestial City.
THE PATRIOT’S HANDBOOK
edited by George Grant
A concise introduction to the ideas,
events and personalities of American
freedom -including key documents,
speeches, poems, songs, and profiles.
SECOND TREATISE
OF GOVERNMENT
by John Locke
The ideas of Locke would shape the
thinking of the Founding Fathers. This
formative document explains the political theory that would become the
practical outworking of our government.
THE SOUL OF SCIENCE
by Charles Thaxton
Thaxton clearly demonstrate how the
foundation of modern science depended
upon the Biblical world view of the existence of a real physical universe, created and held in being by an omnipotent personal God, with man having the
capabilities of rationality and creativity,
and thus capable of investigating it.
The Following are Dramatized Audio Tape Recordings:
THE PRINCE
by Niccolo Machiavelli
The Prince is the most famous advice
ever written on acquiring and maintaining political power. Although written in
16th Century Italy, The Prince has influenced political perceptions up to the
present day.
While the Federalist Papers defended the
concept of a strong central government
with their arguments in favor of the Constitution, the Anti-Federalist Papers revealed the dissenting opinion of such
statesmen as Patrick Henry who saw in
the document threats to rights and liberties so recently won from England.
LEVIATHAN
A TALE OF TWO CITIES
TWO TREATISES
OF GOVERNMENT
by Charles Dickens
The storming of the Bastille … the death
carts with their doomed human cargo …
the swift drop of the guillotine blade …
this is the French Revolution that
Charles Dickens vividly captures in his
famous work.
THE LAW
by Frederic Bastiat
Frederic Bastiat was a French economist, statesman, and author. He did most
of his writing during the years just before — and immediately following —
the Revolution of February 1848. This
was the period when France was rapidly turning to compete socialism. He
was studying and explaining each socialist fallacy as it appeared. And he
explained how socialism must inevitably degenerate into communism.
THE COMMUNIST MANIFESTO
THE PILGRIM’S PROGRESS
set for one of the most telling satiric
fables ever penned - a razor-edged fairy
tale for grown-ups that records the
evolution from revolution against
tyranny to totalitarianism.
by Karl Marx and Frederick Engels
The Manifesto was first published in
German as the complete theoretical and
practical party program. In the forward
to the Manifesto we read: “It is high time
that Communists should openly, in the
face of the whole world, publish their
views, their aims, their tendencies, and
meet this nursery tale of the specter of
Communism with a manifesto of the
party itself. To this end, Communists of
various nationalities assembled and
sketched the following manifesto.
ANIMAL FARM
by George Orwell
A farm is taken over by its overworked,
mistreated animals. With flaming
idealism and stirring slogans, they set
out to create a paradise of progress,
justice, and equality. Thus the stage is
by Thomas Hobbes
A vigorous defense of a strong central
government. Published in 1651, just after the English wars of 1642-49, Leviathan provoked attacks by both defenders and opponents of central government. A masterpiece of political thought.
by John Locke
The most famous and influential defense
of limited government ever published.
Written during a period of increasing opposition to the restored English monarchy, this work is a classic account of
natural rights, social contract, government by consent, and the right of revolution. Two Treatises profoundly influenced America’s founding fathers.
COMMON SENSE
by Thomas Paine
The best-selling pamphlet in American
history. By persuading thousands of
Americans to join the cause of independence, it became the inspirational spark
behind the American Revolution.
THE DECLARATION of
INDEPENDENCE
The Declaration of Independence is a
brilliant summary of the philosophy and
ideas behind the American Revolution.
THE AMERICAN REVOLUTION
In 1776, the second Continental Congress proclaimed American independence. But it would take seven years and
the loss of many thousands of lives for
independence to become a reality.
CONSTITUTIONAL CONVENTION
The U.S. Constitution is the most important document in American history. Its
ratification in 1788 created a nation. Its
interpretation through centuries has determined the body of law under which we
live. It is the vibrant work of American
revolutionaries who wished to secure the
principles for which they had fought a
war, and won.
THE TEXT OF THE
UNITED STATES CONSTITUTION
The Constitution, which created a nation, would also precipitate the Civil
War, which almost destroyed it. The language of the Constitution was no academic matter. Men fought and died over
the wording of a clause. Even today, the
meaning of single words in the Constitution is passionately debated.
THE RATIFICATION DEBATES
Some delegates to the Constitutional
Convention had refused to sign the Constitution. Rhode Island had even refused
to send representatives. Now the Constitution was being subjected to the harsh
process of ratification by the states.
THE FEDERALIST PAPERS
Published as a series of newspaper articles, The Federalist Papers contains
many of the ideas that made the American Revolution a remarkable political
reality. It has been called the third most
important document in American history.
THE BILL OF RIGHTS
The Constitution of the United States
created a nation with a strong centralized government. The Bill of Rights (The
first ten amendments to the Constitution)
gave guarantees that individual rights
would not be trampled underfoot.
REFLECTIONS
on the REVOLUTION IN FRANCE
by Edmund Burke
Edmund Burke, an 18th century forerunner of modern conservatism, attacked the
French Revolution and the disruptive
doctrines of natural rights and the ‘social
contract.’
RIGHTS of MAN
by Thomas Paine
Thomas Paine, in Rights of Man,
defends the principles of the French
Revolution against Burke’s attack. His
brilliant response became a part of one
of the great political debates of modern
times.
DEMOCRACY IN AMERICA
by Alexis de Tocqueville
Tocqueville, a young French aristocrat,
captured the essence of 19th century
America in his penetrating work, Democracy in America. He examined the
type of human being produced by
America. Democracy in America has
been called the best study of America
ever written.
SOCIAL CONTRACT
by Jean-Jacques Rousseau
Rousseau believed ‘man was born free,
but he is everywhere in chains.’ His controversial explanation of social authority fanned the flames of the French
Revolution, yet it directly contradicted
the idea of natural rights of life, liberty,
and property.
COMMUNIST MANIFESTO
by Karl Marx and Friedrich Engels
Over one-third of the world’s population now lives under governments claiming to be Marxist. The Communist
Manifesto became a fiery declaration
that changed history.
WorldViews Year III
GRASPING for the WIND
MORAL DILEMMAS
FRIEDRICH HEGEL
video by John Whitehead
Fours years in the making, Grasping for
the Wind asks the key questions…
Where do we come from — who are we
— and where are we going — as it traces
modern man’s hopeless search for
meaning in the 20th Century.
by Kirby Anderson
Solid, practical answers to some of the
most vexing issues facing our society issues that call for a Christian response.
Hegel aimed to make philosophy a comprehensive science. He saw progress as
the work of reason and the historical
process moving us through struggle and
contradiction to a higher synthesis.
WALDEN TWO
by B.F. Skinner
This fictional outline of a modern utopia has been a center of controversy ever
since its publication in 1948. Set in the
United States, it pictures a society in
which human problems are solved by a
scientific technology of human conduct.
THE OLD MAN AND THE SEA
by Ernest Hemingway
A classic work of 20th-century thought
asking, ‘Does life have any meaning to
it?’ A fascinating story.…tragic answer!
THE PLAGUE
by Albert Camus
A gripping tale of unrelieved horror, of
survival and resilience, and of the ways
in which humankind confronts death,
The Plague is at once a masterfully
crafted novel, eloquently understated
and epic in scope, and a parable of ageless moral resonance, profoundly relevant to our times.
THAT HIDEOUS STRENGTH
by C.S. Lewis
Called a modern fairy-tale for grownups, That Hideous Strength, follows that
logical conclusions of a society that
embraces a false world view.
THE NEW EVIDENCE
THAT DEMANDS A VERDICT
by Josh McDowell
A research collection of historical evidences for the Christian faith. An invaluable resource book for students who
desire to give an adequate account of
why they believe in Christ and the truth
of Christianity.
TRUE SPIRITUALITY
Schaeffer writes though ‘This book was
published after a number of others, but
in a certain sense it should have been
first. Without the material in this book
there would be no L’Abri.’
OF PANDAS AND PEOPLE
The central question of biological origins is understood and analyzed.
DARWIN ON TRIAL
by Phillip Johnson
The controversial book that rocketed the
scientific establishment! Why? It shows
that the theory of evolution is based not
on fact but on the faith of naturalism.
REDISCOVERING CHRIST
video by Ian Thomas
What is indispensable to man’s humanity? God designed man and animals to
be governed differently. What are those
differences? What is the human dilemma and what is its only remedy?
THE SECOND
AMERICAN REVOLUTION
SOREN KIERKEGAARD
book and video by John Whitehead
Whitehead, through diligent research,
argues that though the United States was
founded on principles drawn from the
Christian faith, it has undergone a second American revolution - a revolution
based upon secular thinking. (The book
is currently out of print.)
He believed that truth emerges only from
our subjective, private lives; but neither
the selfish search for pleasure nor a responsible social life can fully satisfy us.
He believed God’s existence cannot be
proved, but that only a religious leap of
faith can make our own finitude bearable and endow life with meaning.
POLLUTION
AND THE DEATH OF MAN
FRIEDRICH NIETZSCHE
The Bible is clear: mankind was meant
to exercise godly dominion over the
earth. Yet today men mine valuable resources by whatever method brings the
greatest profit in the shortest time, leaving the earth ravaged.…They worship
self and ignore the God who made them.
The answer to the ecological crises of
our day is found only in the glorious
truths of biblical Christianity.
THE NEW TOLERANCE
by JOSH McDowell
What happens to a culture that has lost
Truth as its basis for decision making?
Josh analyzes our post-modern culture.
SOPHIE’S WORLD
by Jostein Gaader
‘Who am I? … ‘Where am I from?’ …
and ‘Where am I going?’ Perhaps the
three most important questions man may
ask about himself. What are the possible
answers? What are Sophie’s answers?
What are your answers?
The Following are Dramatized
Audio - Tape Recordings:
DARWIN AND EVOLUTION
For centuries man was seen as created
in the image of God, distinct from any
other animal. Then, Darwin persuasively
argued that mankind and other species
are descended from common ancestors;
most scientists soon agreed.
DAVID HUME
Hume thought the entire world is constituted of the perceptions from our
sense-experience. He had profound
doubts about our ability to know anything with certainty. Hume was skeptical of science and vigorously attacked
proofs of the existence of God.
IMMANUEL KANT
Kant believed that reason, the most fundamental human faculty, creates a world
where all events are casually connected;
it enables us to act morally, to enjoy
beauty and to appreciate nature’s magnificence. Kant forecast the possibility
of a purely rational religion and that reason would lead to peace.
In 1883, Nietzsche boldly announced
that God is dead. He also believed that
truth is relative, he proposed to replace
the values of traditional morality with
the idea that creative human beings can
use their energy, strength and
intelligence to give purpose and
meaning to their lives.
JEAN-PAUL SARTRE
He was a leading advocate of the view
that we must establish our own existence
and individual dignity, despite a
meaningless life and a final death.
THE CIVIL WAR
No historical event, short of the
American Revolution itself, has affected
the United States as deeply as the Civil
War. But much more than slavery was
at stake. Was the United States one
nation, indivisible under God? Or, was
the United States a group of sovereign
states, who could choose to disassociate?
THE CLASSICAL ECONOMISTS
In the 18th century, some viewed economics as a branch of moral philosophy, while others called it ‘political
arithmetic.’ This study examines the
breakthroughs of the classical school,
which included Adam Smith, David
Ricardo, Thomas Malthus, and John
Stuart Mill.
THE GERMAN HISTORICAL
SCHOOL OF ECONOMICS
To a group of late 19th-century German
professors, classical economic theories
only expressed what happens in a simplified world, not the real world. To
solve pressing problems, they enthusiastically supported government intervention in the economy through social
welfare legislation.
KARL MARX: DAS KAPITAL
Marx viewed capitalism as the systematic exploitation of workers by owners
of capital. Many modern ideas about
profits, monopoly, and antagonism between workers and employers are rooted
in Marxism.
KEYNESIAN REVOLUTION
In 1936, John Maynard Keynes introduced his view that capitalism is capable
of remarkable efficiency, yet prone to
instability caused by weak consumer
demand. Keynes’ analysis led directly to
active government policies for stimulating demand, including deficit spending.
THE AUSTRIAN CASE
FOR THE FREE MARKET PROCESS
Two great thinkers, Ludwig von Mises
and Friedrich Hayek, defended free
markets when others favored economic
control by governments. Mises developed a concept of economics as human
action, and Hayek challenged the possibilities of efficient socialism.
FRANK KNIGHT
AND THE CHICAGO SCHOOL
At the University of Chicago, Frank
Knight was an abstract theorist who
emphasized the importance of uninsurable uncertainty in economic
affairs.
MONETARISM and
SUPPLY SIDE ECONOMICS
Monetarists have opposed Keynesian
economics, stating that markets are efficient if government does not exercise
discretionary power over the nations’
money supply. Supply siders emphasize
incentives for individual workers and
investors, and they advocate lower tax
rates to improve economic performance.
ECONOMICS IN ONE LESSON
Hazlitt’s masterpiece examines and
debunks the many fallacies and myths
of economic thinking. Some of these
ideas are centuries old, but they continue
to plague us today. Hazlitt offers a
simple 40-word sentence as his central
lesson of economics.
PASSING TRUTH
TO THE NEXT GENERATION
LET US
HIGHLY RESOLVE
Preparing Families
to Enter the 21st Century
DAVID & SHIRLEY QUINE
An immensely practical, real and profound book for today’s Christians!
EQUIP…TEACH… and LEAD your
family into the 21st century ready to
stand for Christ.
♥ Josh McDowell says that Let Us
Highly Resolve is a critical, strategic, and
powerful resource for parents who want
their children to stand for Christ!
♥ Mary Pride’s Big Book of Home
Learning says that “Let Us Highly
Resolve is a life-changing book.… ”
RAISING YOUR CHILDREN
FOR CHRIST
HIND’S FEET
ON HIGH PLACES
ANDREW MURRAY
In this practical book, Andrew Murray,
presents God’s guidlines for parents.
This is the very best book on parenting
that we have ever read.
HANNAH HURNARD
There are no obstacles which our
Saviour’s love cannot overcome. The
High Places of victory and union with
Christ can be reached by learning to lay
down our own will and accepting His.
FOR THE
CHILDREN’S SAKE
THEY FOUND THE SECRET
SUSAN SCHAEFFER
MACAULEY
This is a book you will read and reread.
Susan sets forth a way of teaching that
imparts life to your teaching!
Surviving the
Storm of Secularism
DAVID QUINE
Seven unique studies from God’s Word.
♥ What is the Nature of God?
♥ What is the Origin of the Universe?
♥ What is the Nature of Man?
♥ What is the Basis of Ethics?
♥ What is the Cause of Evil?
♥ What Happens to Man at Death?
♥ What is Going to Happen Next?
V. RAYMOND EDMAN
Listen to twenty Christians who found
the secret of victorious living as told
through their own words.
THE CHRISTIAN’S SECRET
TO A HAPPY LIFE
WHAT IS A FAMILY?
EDITH SCHAEFFER
In a day and age in which the family is
under constant attack this is a vital book.
A true classic on the family.
ANSWERS for
DIFFICULT DAYS
THE TRUE VINE
THE SAVING LIFE OF CHRIST
THE MYSTERY OF GODLINESS
MAJOR IAN THOMAS
To help us better understand and
experience victorious Christian living,
Major Thomas examines the
implications of Christ’s life and death,
and unravels the mystery of true
godliness.
LEWIS SPERRY CHAFER
This book defines true Christian living
and unfolds the Biblical teaching
concerning spirituality — what it is, and
how it is secured.
TRUE SPIRITUALITY
ANDREW MURRAY
Bearing much fruit is not a demand but
a promise and the result of abiding in
Christ, the True Vine. As we abide, God
produces His life in us.
ABIDE IN ME
THE PILGRIM’S PROGRESS
JOHN BUNYAN
Pilgrim’s Progress has been printed,
read, and translated more often than any
book other than the Bible. People of all
ages have found delight in the simple,
earnest story of Christian, the Pilgrim.
FRANCIS SCHAEFFER
Out of Francis Schaeffer’s own personal
struggles came the reality of True
Spirituality.
N.A. WOYCHUK
Our Lord’s supreme invitation to the
believer - “Abide in Me.”
STARTING POINTS
PRICE
OSWALD CHAMBERS
A year long devotional study. A true
classic that will lead you and your family
into the presence of God.
HE THAT IS SPIRITUAL
HANNAH WHITALL SMITH
Overflowing with substance, Christian’s
Secret is practical, personal, powerful
— an invitation for you to lead life at it’s
fullest and most blessed.
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WorldViews of the WESTERN WORLD
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How To Read Slowly, Sire
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Answers for Difficult Days
$6.00
Know What You Believe, Little
$10.00
Frankenstein, Shelley
$5.00
Dr. Jekyll and Mr. Hyde, Stevenson
$4.00
The Deadliest Monster, Baldwin
$12.00
Know Why You Believe, Little
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Mere Christianity, Lewis
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Never Before in History, Amos
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Biblical World View-Video
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The Universe Next Door, Sire **
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Let Us Highly Resolve, Quine
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How Should
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We Then Live? Video **
$90.00
Genesis in Space & Time, Schaeffer $14.00
Affliction, Schaeffer
$17.00
Job, Schaeffer, audio cassette
$18.00
The Iliad, Homer
$8.00
The Odyssey, Homer
$11.00
Socrates, audio cassette
$17.00
Plato, audio cassette
$17.00
Aristotle, Audio cassette
$17.00
The Republic, Plato
$9.00
The Aeneid, Virgil
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Divine Comedy: Paradise, Dante
$12.00
Reformation Overview
$80.00
The Institutes…, Calvin
$13.00
Gift of Music **
$16.00
Paradise Lost , Milton
$8.00
The Pilgrim’s Progress, Bunyan
$7.00
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$17.00
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$17.00
Patriot’s Handbook, Grant **
$15.00
Sinners in the Hands of …
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Reasonableness of Christianity, Locke$14.00
Second Treatise of Gov., Locke
$7.00
Two Treatises, audio cassette
$17.00
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$17.00
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$17.00
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Federalist Papers
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Anti-Federalist Papers
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Animal Farm
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The Law
$3.00
The Soul of Science **
$16.00
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Grasping for the Wind, Whitehead
$40.00
Walden Two, Skinner
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The Old Man and the Sea, Hemingway $5.00
The Plague, Camus
$15.00
That Hideous Strength, Lewis
$7.00
Evidence that Demands a Verdict
$25.00
True Spirituality, Schaeffer
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Of Pandas and People
$18.50
Darwin on Trial, Johnson
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Rediscovering Christ, Thomas, video $20.00
Moral Dilemmas, Anderson
$25.00
The Second American Revolution
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Pollution and the Death of Man
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The New Tolerance, McDowell
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Sophie’s World, Gaader
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Darwin and Evolution, audio
$17.00
David Hume, audio cassette
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Immanuel Kant, audio cassette
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Soren Kierkegaard, audio cassette
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Nietzsche, audio cassette
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Civil War I and II, audio cassette
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Additional syllabus
$75.00
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** Indicates resources used in Years II and III
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COLUMN #6 TOTAL
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LEVEL K Parent & Student Book
Additional Student Books
LEVEL 1 Parent & Student Book
LEVEL 5 Student Directed Book
LEVEL 6 Student Directed Book
Manipulative Kit (K - 3)
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$10.00
$40.00
$18.75
$40.00
$18.75
$40.00
$18.75
$40.00
$18.75
$40.00
$20.00
$40.00
$20.00
$15.00
PRINCIPLES from PATTERNS
Algebra I Student Directed Book
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100 Unifix cubes for Algebra I
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$25.00
$25.00
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Honey for the Child’s Heart
Who Should We Then Read?
What Should We Then Know?
Time-Line of History
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Reformation Overview, Video
Grasping for the Wind, Video
Whatever Happened… Human Race?
Genesis in Space & Time
Never Before in History
ADVENTURES IN ART
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$60.00
$60.00
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$65.00
$65.00
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Let Us Highly Resolve
Answers for Difficult Days
For the Children’s Sake
What is a Family?
Raising Your Children for Christ
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$6.00
$13.00
$17.00
$8.00
The True Vine
$5.00
Abide in Me
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Hind’s Feet on High Places
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They Found the Secret
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The Christian’s Secret
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The Pilgrim’s Progress
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My Utmost for His Highest
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He That is Spiritual
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The Quine Family Discipleship and Faith

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