BJU Press Blog

BJU Press Writer

The First Fourth

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How do you make the Fourth of July come alive for your students? Try letting them experience the exciting events of the first Independence Day through the journal entries of fictional character David Thackeray, the fourteen-year-old son of a Philadelphia storekeeper.

July 2, 1776

All of Philadelphia is in a fervor of nervous anticipation. The Continental Congress has been in session these many months, and we have yet to hear the outcome of their decision. While many colonists still speak of making peace with England, my father says the king made that impossible by declaring us—England’s sons and daughters—enemies. But the people who come into my father’s shop say that even now the men of Congress are deciding the colonies’ future. “Nay,” my father tells them, “our future is in the hands of the Almighty God, and no king or colonial leaders will change that.” I am glad to think the king cannot control us, but I will confess that I am more than a little scared of his troops!

July 4, 1776

It is decided. The colonies have chosen to seek independence no matter what they lose in the attempt. I heard the town crier in the city square near my father’s shop: the Declaration of Independence will be read for all to hear in four days’ time. For now, the excitement of the people congratulating each other in the streets is enough to cause my father to shake his head in wonder. “You would think they are joyful to bear arms against those who have been their brothers!” Father’s eyes grow weary when he speaks of the war, but my friends and I love to watch the minutemen practice on the village green. We cannot wait until we are allowed to enlist! Mother gets quite irritated when I come home covered in the black smoke of gunpowder, but the smell excites me more than even that of her best fresh bread.

July 8, 1776

Father closed the shop early so that he and I might hear the reading of the great Declaration in the town square this even. The square was packed with people from all over the city. Men talked among themselves—some waving their arms wildly—as they shared news trickling in from all over the colonies: accounts of the patriots’ defeat in Quebec, details of the battle at Sullivan’s Island, and even more recent tales of another British naval defeat at Fort Moultrie.

“Hear ye, hear ye!” began the town crier. “By order of the Continental Congress, I hereby proclaim this Declaration of Independence in the hearing of all present, that the country of England may witness the Colonies’ firm determination to stand against all unjust attempts to claim authority over their God-given rights and free will.” I never knew a crowd of so many people could become so suddenly, absolutely silent and still. “When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another. . . .”* The crier’s voice rang out over our heads and seemed to penetrate my very heart.

The list of the colonists’ grievances against England and her king were long, but never will I forget the words that followed: “We, therefore . . . solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States . . . . And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.”* When the crier finished, there was the faintest pause as the enormity of this Declaration sank in. Then the crowd erupted in a roar of cheering.

The future lies in a cloudy haze before our colonies, but to the bottom of my heart I am certain of this: I will know no other home than my United States of America.

*quotation from Declaration of Independence

Read the entire Declaration of Independence

View a Timeline of the American Revolutionary War

Through the Eyes of an Illustrator

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If I’ve learned anything through the years about homeschooling families, I’ve learned that they love books. When they hear that quote by Erasmus about not buying food and clothes until after he bought books, they laugh with everyone else, but they have to think about it first.

One weekend I was privileged to spend time with two homeschooling families. The conversation was frequently punctuated with trips to the bookcase. By the end of the evening, it was hard to find a place on the coffee table to set my teacup. These parents expressed regard for books on multiple levels. The quality of thought was important but so was a book’s spiritual trajectory. They even talked about the covers, the illustrations, and the paper. For them, books were to be received as rational, ethical, and sensory objects. In other words, their view of books reflected their view of man—a view that considers people as receptacles for the classical triad: Truth, Goodness, and Beauty. Put another way, we are most human when our thoughts (truth), actions (goodness), and feelings (beauty) speak with one voice.

We often divorce our thinking from our doing and feeling. Secularism tends to pit one against the other. Rationalism, Moralism, and Romanticism all battle with each other like gladiators in an arena. But this is not the Christian view, and it isn’t our view at BJU Press.

 

As an illustrator, I have a professional interest in our continued use of illustration. But let’s be honest: Illustrations are expensive to produce. They drive up printing costs. They delay the production of books. They take up real estate on the page that could be used for textual information. To compound the problem, many who crusade for illustration in education do it in a way that’s embarrassing. “Text is old-fashioned!” they say. “Images are the wave of the future.” These arguments are cringe-worthy and false.  I prefer a more balanced approach, in between the Rationalists and the Romantics, that clarifies why illustration is so important.

Let me explain with a story. When I was in elementary school, my family had an illustrated book about Vikings that included a panoramic illustration of a berserker with an enormous axe charging a group of men with spears. The drama of this image moved me. I looked at it over and over again. The berserker appeared fearless, but the crowd with spears seemed to be very afraid.

I think about this image because I experienced it isolated from the text. At the time I knew nothing about the unsavory motives of Vikings. I only experienced the emotional tingle from the depiction of the energy of a man who loved his cause more than he loved himself. When I later read about men like William Wilberforce, who fought the evils of slavery despite overwhelming odds and constant defeat, I pictured this Viking. When on the news I heard about Christians fighting for virtue despite the general consensus, I pictured this Viking. When I read about people who fought for what was right rather than for what was safe, I thought of this Viking. This image and thousands of others plowed furrows in my brain so that when rational arguments were sown, they had a place to take root and grow.

We want our books to reflect the student’s humanity. Because the student has a mind, our books are written by experts in their fields. Because the student has a conscience, our textbooks integrate a biblical worldview. Because the student has an imagination, we illustrate and design our books to appeal to the senses. Like the homeschooling parents we serve, we at BJU Press aim to do the good work of telling the truth beautifully. This is a worthy goal and one that makes it easy for me to come to work in the morning.

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Zach is an illustrator who lives with his wife and daughters in Greenville, South Carolina. In addition to painting illustrations for BJU Press textbooks (such as English 1, Heritage 6, and Reading 5), Zach has done work for the Weekly Standard, Crossway, Disney-Hyperion, Harper Collins, Simon and Schuster, and Marvel. He also teaches classes in digital illustration at Furman University.

Travel Notebooks (Part 2)

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This post is the second in a two-part series on making travel notebooks. The first post explained the structure of the notebook and its first two sections.

 

The first two sections of the notebook helped the girls stay occupied while riding in the car. These next two sections have more to do with recording the activities of the trip.

The Things We Did

The third section was simply fifteen to twenty pages of lined notebook paper on which the girls were to list the various places we stopped and to write journal-type entries expressing their thoughts and feelings and recording activities in which they engaged during the trip. One daughter, for example, made the following entries on the first day:

Dec. 17—Saw a skunk at North Carolina welcome center. It walked right in front of the car!
Saw Spanish moss growing on trees along highway in South Carolina.
Saw Atlantic Ocean for the first time at 3:25 p.m.

My wife and I made no attempt to dictate what types of things the girls should include in their journals. They wrote what was of interest to them. Some of them even drew pictures of things they saw.

The Trip in Pictures

The last section of the notebook was titled “The Trip in Pictures.” Along the way, we were alert to good subjects to photograph. When the trip was over, the girls gathered around excitedly as we went through the myriad photos from our trip.

“Oh, I remember that!”

“Hey, do you remember what happened when we . . .”

“I want to use that one of me digging in the sand.”

We had taken more than enough shots of everything, so there was no bickering over who got to use which photos. The problem was narrowing the number to what would best fit into their notebooks.

As we traveled, the girls also gathered an impressive collection of pamphlets, postcards, and informational material about the geography and history of various sites. They organized those and inserted them into the front and back pockets of the notebooks.

The notebook idea was without question the most effective tool we’ve found to ease tensions on long trips and teach geography at the same time. A few years later, when we were preparing for another long trip, the girls were sorely disappointed to learn that I thought they were too old for travel notebooks. Popular demand, however, forced me to make four copies of “Summer in Pennsylvania and New York: The Peterson Family Vacation.” Even now, years after that trip, the girls pull out their notebooks, look at the pictures, and talk about what they learned. It might work for your children too.

Make Your Own

Here are a few suggestions for making your own travel notebooks.

  1. Involve your children in planning and making the notebooks.
  2. Preview each section with the children after the notebook is assembled so they’ll know what they are to do.
  3. Set a good example by completing your own notebook as they do theirs.
  4. Call attention to sights along the way.
  5. Encourage neatness and pride in accomplishment.
  6. Provide sufficient time for them to complete their work in the notebooks.
  7. Take a lot of photos from which they can choose the most meaningful to include in their notebooks.
  8. Praise their work in the presence of others.

Our travel notebooks made our trip one of the most memorable we’ve taken. Even if the children do forget some aspects of the trip over time, they can always refresh their memories by digging out their notebooks and perusing them again.

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Dennis was a writer of secondary heritage studies materials at BJU Press for a number of years. Before that, he taught history in Christian schools and homeschooled his four daughters along with his wife.

How does your family remember trips?

Travel Notebooks

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“Are we there yet, Daddy?”

“How much longer, Mommy?”

“I’m bored. There’s nothing to do but sit here.”

Sound familiar? Making long trips by car can be nerve-wracking for adults, especially if they’re traveling with children. Sometimes by the time you reach your destination, you’re ready to pull out your hair.

My wife and I discovered a way to retain our sanity and to keep our daughters constructively occupied as they learned valuable geography lessons. We invented travel notebooks.

 

Because the outward appearance of the notebook can send a message to the child about its importance (or lack thereof!), we decided to make our notebooks look very attractive and formal. We purchased for each child a 9.5 x 11 inch, two-pocket, three-ring notebook (with a capacity of thirty to thirty-five pages). Each child chose her own unique notebook color to aid in rapid identification.

Next, I used my computer to create an attractive title page. Because our trip was to Florida to celebrate the Christmas holidays with my wife’s parents, I titled each notebook “Christmas in Florida: The Florida Vacation of the Peterson Family.” Beneath the title were the words as recorded by followed by the child’s name and the dates of the trip.

The “meat” of the notebook was a series of sections, shown in a table of contents.

The Route We Took

The first section was a regional map of the southeastern United States titled “The Route We Took.” It included state boundaries, major cities, and the highway routes on which we would travel. The children were to track our route in red as we progressed from point to point. Because they had the map in front of them and could tell by road signs where we were, we eliminated the inevitable questions: “Are we there yet?” “How much farther?”

The License Plates We Saw

Next we included a national map with state boundaries shown as dashed lines. Using this map, the children were to identify the home states of passing cars and then color each state according to a color-coded key that corresponded to ten geographic regions of the United States and Canada. We gave each child her own box of crayons for coloring.

This section proved to be the most enjoyable for the girls as they competed to see which of them would be the first to completely color each region. During the course of the four-day trip, they saw cars from all but six of the states. They also saw cars from Mexico and even South Korea. (I had failed to entertain the possibility of seeing cars from outside the United States.)

Next week, I’ll share the last two sections in the notebook. You might also be interested in finding out what the girls requested the next time we planned a family vacation.

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Dennis was a writer of secondary heritage studies materials at BJU Press for a number of years. Before that, he taught history in Christian schools and homeschooled his four daughters along with his wife.

What sections would you include in a travel notebook for kids?