Children separate a larger group of up to 15 objects into two smaller groups.
Repeatedly separate a group of objects into smaller groups per the table below. For example, 6 pencils from 6 pencils leaves 0 pencils, 8 coins from 14 coins leaves 6 coins, and 9 cars from 15 cars leaves 6 cars, etc.
When children are ready, have them separate the object groups themselves.
Children must perfectly master the operations listed in the table before proceeding to the next phase of the lesson.
STEP 2
Children separate groups of objects they can’t see, but can imagine (bears, mountains, trees).
Using the table above as a guide, ask children to call out the answer to questions such as, ‘How many are one shoe from seven shoes?’ and ‘How many are nine frogs from fifteen frogs?’
Give numerous exercises on each number, with constant reviews, until children can recite each operation in the table with great accuracy and rapidity.
STEP 3
In this phase, do not mention objects. Children subtract numbers directly.
Using the table above as a guide, ask children to call out the answer to questions such as, ‘How many are one from seven?’ and ‘How many are four from ten?’
Give numerous exercises on each number, with constant reviews, until children can perform each operation with great accuracy and rapidity.
STEP 4
Direct children to practice writing and reciting the subtraction problems listed in the table above. For example, they would write and then recite:
6 from 15 leaves 9
15 minus 6 is 9
15 – 6 = 9
Repeat for each combination in the table until the children master the tasks.
STEP 5
Have children copy, solve, and recite the following table:
Assess mastery by reading aloud the word problems below and having the children mentally compute and recite the solutions. If children have difficulties, repeat the prior phases and then reassess.
Great Stories for Little Americans: introduces young readers to American history through engaging tales, fostering national pride and knowledge of heritage via accessible storytelling.
The Bird-woman of the Lewis and Clark Expedition: A Supplementary Reader for First and Second Grades- tells Sacajawea’s vital role in guiding the explorers, emphasizing her contributions and experiences during this historic journey.
2nd Grade
The Bird-woman of the Lewis and Clark Expedition: A Supplementary Reader for First and Second Grades- tells Sacajawea’s vital role in guiding the explorers, emphasizing her contributions and experiences during this historic journey.
The Story of Mankind: chronicles human history from prehistory to the modern era, highlighting key events, cultures, and figures that shaped civilization.
3rd Grade
A First Book in American History: A first book in American history: with special reference to the lives and deeds of great Americans. This book chronicles pivotal figures in American history, from Columbus and John Smith to Franklin and Lincoln, highlighting their contributions and the nation’s expansion.
A History of the United States and its People: The content outlines the early history of the United States, detailing exploration, settlement, colonial life, conflicts, and the events leading to the American Revolution.
5th Grade
The Boy’s Life of Edison describes Thomas Edison’s early life, emphasizing his curiosity, hard work, and exploratory spirit that shaped him as an inventor.
The Little Book of the War outlines the events and consequences of World War I, detailing causes, key battles, and the involvement of various nations, including America.
Athens and Sparta were both Greek cities and their people spoke a common language. In every other respect they were different. Athens rose high from the plain. It was a city exposed to the fresh breezes from the sea, willing to look at the world with the eyes of a happy child. Sparta, on the other hand, was built at the bottom of a deep valley, and used the surrounding mountains as a barrier against foreign thought. Athens was a city of busy trade. Sparta was an armed camp where people were soldiers for the sake of being soldiers. The people of Athens loved to sit in the sun and discuss poetry or listen to the wise words of a philosopher. The Spartans, on the other hand, never wrote a single line that was considered literature, but they knew how to fight, they liked to fight, and they sacrificed all human emotions to their ideal of military preparedness.
No wonder that these somber Spartans viewed the success of Athens with malicious hate. The energy which the defense of the common home had developed in Athens was now used for purposes of a more peaceful nature. The Acropolis was rebuilt and was made into a marble shrine to the goddess Athena. Pericles, the leader of the Athenian democracy, sent far and wide to find famous sculptors and painters and scientists to make the city more beautiful and the young Athenians more worthy of their home. At the same time, he kept a watchful eye on Sparta and built high walls which connected Athens with the sea and made her the strongest fortress of that day.
An insignificant quarrel between two little Greek cities led to the final conflict. For thirty years the war between Athens and Sparta continued. It ended in a terrible disaster for Athens.
During the third year of the war the plague had entered the city. More than half of the people and Pericles, the great leader, had been killed. The plague was followed by a period of bad and untrustworthy leadership. A brilliant young fellow by the name of Alcibiades had gained the favor of the popular assembly. He suggested a raid upon the Spartan colony of Syracuse in Sicily. An expedition was equipped and everything was ready. But Alcibiades got mixed up in a street brawl and was forced to flee. The general who succeeded him was a bungler. First he lost his ships and then he lost his army, and the few surviving Athenians were thrown into the stone-quarries of Syracuse, where they died from hunger and thirst.
The expedition had killed all the young men of Athens. The city was doomed. After a long siege the town surrendered in April of the year 404. The high walls were demolished. The navy was taken away by the Spartans. Athens ceased to exist as the center of the great colonial empire which it had conquered during the days of its prosperity. But that wonderful desire to learn and to know and to investigate which had distinguished her free citizens during the days of greatness and prosperity did not perish with the walls and the ships. It continued to live. It became even more brilliant.
Athens no longer shaped the destinies of the land of Greece. But now, as the home of the first great university the city began to influence the minds of intelligent people far beyond the narrow frontiers of Hellas.
Here are Children’s books listed by grade level. The grade levels are approximate. More books will be added in the future.
Kindergarten
The Real Mother Goose: a collection of nursery rhymes, reflecting childhood’s whimsical essence through well-known verses and engaging illustrations.
THE GREAT BIG TREASURY OF BEATRIX POTTER: The Great Big Treasury of Beatrix Potter features beloved stories like The Tale of Peter Rabbit and The Tale of Jemima Puddle-Duck, celebrating whimsical animal adventures.
1st Grade
THE TALE OF JOLLY ROBIN: follows a young bird’s adventures as he learns life skills, values friendship, and explores youthful curiosity through humorous encounters in the wild.The Tale of Solomon Owl by Arthur Scott Bailey is a whimsical children’s book by Arthur Scott Bailey, exploring themes of friendship and adventure through Solomon Owl’s humorous encounters with forest animals.
Peter and Polly Series: This is part of a series that likely follows the adventures of Peter and his older sister Polly throughout the seasons. The narrative focuses on the joys of the various seasons highlighting the children’s imaginative play, their love for nature, and their interactions with animals and family.“The Story of Doctor Dolittle” by Hugh Lofting is a children’s novel published in 1920. When a kindly physician learns to speak with animals, he abandons his failing medical practice to become a veterinarian. His new calling leads him on an extraordinary voyage to Africa to cure a monkey epidemic. Along the way, he faces shipwrecks, imprisonment, pirates, and exotic creatures—including the rare pushmi-pullyu. This tale of adventure and animal communication became the first in a beloved series, though it has sparked controversy for its colonial-era themes.
2nd Grade
The Adventures of Old Mr. Toad recounts Old Mr. Toad’s humorous nature-filled journeys, emphasizing lessons on friendship, humility, and personal growth amidst various animal encounters.
The Wonderful Wizard of Oz follows Dorothy’s adventures in Oz as she seeks to return home, meeting memorable friends while exploring themes of courage, friendship, and self-discovery.
3rd Grade
Stories of Don Quixote Written Anew for Children retells key adventures from Cervantes’ novel, preserving its spirit while engagingly presenting them for young readers in a cohesive narrative.
Heidi by Johanna Spyri follows a young girl adapting to life in the Swiss Alps with her grandfather, highlighting themes of family, love, and the power of nature.
4th Grade
Swiss Family Robinson by Johann David Wyss is a beloved adventure novel by Johann David Wyss about a Swiss family stranded on a deserted island, relying on their creativity and teamwork to survive and build a new life.
5th Grade
Rebecca Of Sunnybrook Farm follows the spirited Rebecca Randall as she navigates life with her aunts in Riverboro, experiencing adventure, growth, and identity exploration.
The Eclectic Readers, often casually called the McGuffey Readers, were a set of graded primers for students in grades 1 through 6. They were a staple in American classrooms from the mid-1800s to the early 1900s and are still used today in some private schools and homeschooling programs.
McGuffey Eclectic Primer: textbook focused on early literacy, teaching reading and writing through simple lessons and moral stories for young children.
McGuffey’s First Eclectic Reader: educational textbook for young readers, combining phonics, sight words, moral lessons, and simple narratives to enhance literacy skills.
MCGUFFEY’S SECOND ECLECTIC READER: educational book for children, promoting literacy and moral values through engaging prose, poetry, and vocabulary exercises.
Children separate a larger group of up to 14 objects into two smaller groups.
Repeatedly separate a group of objects into smaller groups per the table below. For example, 5 pencils from 5 pencils leaves 0 pencils, 8 coins from 13 coins leaves 5 coins, and 9 cars from 14 cars leaves 5 cars, etc.
When children are ready, have them separate the object groups themselves.
Children must perfectly master the operations listed in the table before proceeding to the next phase of the lesson.
STEP 2
Children separate groups of objects they can’t see, but can imagine (bears, mountains, trees).
Using the table above as a guide, ask children to call out the answer to questions such as, ‘How many are one shoe from six shoes?’ and ‘How many are nine frogs from fourteen frogs?’
Give numerous exercises on each number, with constant reviews, until children can recite each operation in the table with great accuracy and rapidity.
STEP 3
In this phase, do not mention objects. Children subtract numbers directly.
Using the table above as a guide, ask children to call out the answer to questions such as, ‘How many are one from six?’ and ‘How many are five from six?’
Give numerous exercises on each number, with constant reviews, until children can perform each operation with great accuracy and rapidity.
STEP 4
Direct children to practice writing and reciting the subtraction problems listed in the table above. For example, they would write and then recite:
5 from 14 leaves 9
14 minus 5 is 9
14 – 5 = 9
Repeat for each combination in the table until the children master the tasks.
STEP 5
Have children copy, solve, and recite the following table:
Assess mastery by reading aloud the word problems below and having the children mentally compute and recite the solutions. If children have difficulties, repeat the prior phases and then reassess.
When Ben Franklin left his brother, he tried in vain to get a place in one of the other printing offices in Boston. But James Franklin had sent word to the other printers not to take Benjamin into their employ. There was no other town nearer than New York large enough to support a printing office. Franklin, who was now but seventeen years old, sold some of his books, and secretly got aboard a sloop ready to sail to New York. In New York he could find no work but was recommended to try in Philadelphia.
The modes of travel in that time were very rough. The easiest way of getting from Boston to New York was by sailing vessels. To get to Philadelphia, Franklin had first to take a sailboat to Amboy, in New Jersey. On the way, a squall of wind tore the sails and drove the boat to anchor near the Long Island shore, where our runaway boy lay all night in the little hold of the boat, with the waves beating over the deck and the water leaking down on him. When at last he landed at Amboy, he had been thirty hours without anything to eat or any water to drink.
Having but little money in his pocket, he had to walk from Amboy to Burlington; and when, soaked by rain, he stopped at an inn, he cut such a figure that the people came near arresting him for a runaway bond servant, of whom there were many in that time. He thought he might better have stayed at home.
This tired and mud-spattered young fellow got a chance to go from Burlington to Philadelphia in a rowboat by taking his turn at the oars. There were no street lamps in the town of Philadelphia, and the men in the boat passed the town without knowing it. Like forlorn tramps, they landed and made a fire of some fence rails.
When they got back to Philadelphia in the morning, Franklin — who was to become in time the most famous man in that town — walked up the street in his working clothes, which were badly soiled by his rough journey. His spare stockings and shirt were stuffed into his pockets. He bought three large rolls at a baker’s shop. One of these he carried under each arm; the other he munched as he walked.
As he passed along the street, a girl named Deborah Read stood in the door of her lather’s house and laughed at the funny sight of a young fellow with bulging pockets and a roll under each arm. Years afterward this same Deborah was married to Franklin.
Franklin got a place to work with a printer named Keimer. He was now only a poor printer-boy, in leather breeches such as workingmen wore at that time. But, though he looked poor, he was already different from most of the boys in Philadelphia. He was a lover of good books. The child who has learned to read the best books will be an educated citizen, with or without schools. The great difference between people is shown in the way they spend their leisure time. Franklin, when not studying, spent his evenings with a few young people who were also fond of books. Here is the sort of young person that will come to something.
I suppose people began to notice and talk about this studious young workman. One day Keimer, the printer for whom Franklin was at work, saw coming toward his office, Sir William Keith, the governor of the province of Pennsylvania, and another gentleman, both finely dressed after the fashion of the time, in powdered periwigs and silver knee buckles. Keimer was delighted to have such visitors, and he ran down to meet the men. But imagine his disappointment when the governor asked to see Franklin and led away the young printer in leather breeches to talk with him in the tavern.
The governor wanted Franklin to set up a printing office of his own, because both Keimer and the other masterprinter in Philadelphia were poor workmen. But Franklin had no money, and it took a great deal to buy a printing press and types in that day. Franklin told the governor that he did not believe his father would help him to buy an outfit. But the governor wrote a letter himself to Franklin’s father, asking him to start Benjamin in business.
So Franklin went back to Boston in a better plight than that in which he had left. He had on a brand new suit of clothes, he carried a watch, and he had some silver in his pockets. His father and mother were glad to see him once more, but his father told him he was too young to start in business for himself.
Franklin returned to Philadelphia. Governor Keith, who was one of those gentlemen that make many promising speeches, now offered to start Franklin himself. He wanted him to go to London to buy the printing press. He promised to give the young man letters to people in London, and one that would get him the money to buy the press.
But, somehow, every time that Franklin called on the governor for the letters he was told to call again. At last, Franklin went on shipboard, thinking the governor had sent the letters in the ship’s letterbag. Before the ship got to England the bag was opened, and no letters for Franklin were found. A gentleman now told Franklin that Keith made a great many such promises, but he never kept them. Fine clothes do not make a fine gentleman.
So Franklin was left in London without money or friends. But he got work as a printer, and learned some things about the business that he could not learn in America. The English printers drank a great deal of beer. They laughed at Franklin because he did not use beer, and they called him the “Water American.” But Franklin wasn’t a fellow to be afraid of ridicule. The English printers told Franklin that water would make him weak, but they were surprised to find him able to lift more than any of them. Franklin was also a strong swimmer. In London, Franklin kept up his reading. He paid a man who kept a secondhand bookstore for permission to read his books.
Franklin came back to Philadelphia as clerk for a merchant, but the merchant soon died, and Franklin went to work again for his old master, Keimer. He was very useful, for he could make ink and cast type when they were needed, and he also engraved some designs on type metal. Keimer once fell out with Franklin and discharged him, but he begged him to come back when there was some paper money to be printed, which Keimer could not print without Franklin’s help in making the engravings.