Archive for the ‘Book Review’ Category

My Literature List

Dear Reader,

Like a lot of you, I have collected lists of books, some form here, some from there. I had one document but it was very rough and unedited. Promoted by a friend, I took the time recently to edit it as best I can. I have tried to keep this list for books that we would consider literature/fiction/free reading/read alouds, but a few non-fiction books have crept onto the list. The line between history and historical fiction is a particularly fuzzy one.

There are many authors who have written more than one good book; some are quite prolific. For the most part, I have not listed every work so if you see an author listed here and then find other books of theirs, you may want to check them out. I have also tried to indicate in the “notes” column if I know the author has more to offer.

The “code” column relates to who in my family has read a book; you can ignore it.

I have gone back and forth on “level” and opted in the end for the simplest divisions. I have four main categories: picture (books), elementary, middle and high school (HS). Picture books are the most obvious. Elementary books are intended to be those an elementary student could read on their own. This includes a wide range from easy readers to chapter books to slightly more substantial but still relatively simple works. Middle is almost a catch-all between elementary and high school. Books on the high school category are placed there for various reasons relating to both reading level and content.  I also have middle+ and HS+ for those books which seem at the upper end of their age brackets; again this may be about content and not just reading level.

One last note: don’t be bound too much by levels. If a book is truly living, it will likely be enjoyed by all ages so your middle schooler can still listen to a picture book. And when read aloud, kids can understand and appreciate books well above their level. Some of our favorite read alouds were books that I thought were well above my kids at the time — I’ve read Don Quixote and Robin Hood and Dickens to elementary students to good effect.

I will try to update this list as we find more books we like. There are a few on the list which we haven’t used but which I have heard of so much that I felt they could stay (we never read Pinocchio, for instance).

Here then is the list:

My Big Literature List (opens a google doc)

If you have suggestions or corrections, let me know. It may be there are books I forgot (I think there must be a lot!) or haven’t heard of and we are always looking for new choices.

Happy reading!



Book Review: A Meaningful World

Dear Reader,

I bought A Meaningful World: How the Arts and Sciences Reveal the Genius of Nature by Benjamin Wiker and Jonathan Witt looking for something for my artsy child to read. My son had read some of Wiker’s books when he studied political philosophy and we had found them very accessible and enjoyable, especially given the complexity of the subject. While Meaningful World is not quite what I was looking for when I purchased it, it still gets a definite “must read” recommendation from me.

This book is an amazing amalgamation of literature, philosophy, science, theology and art. Beginning with Shakespeare and moving through chemistry and biology, touching on astrophysics and subatomic physics, this book shows how materialistic reductionism has invaded scholarship across the board and, more importantly, why it ultimately fails. The book ends with what is essentially a plea for the scholarly community to abandon  this approach which the authors see as a once working theory which, though it has yielded some greater insights, has now been disproven.

What is materialistic reductionism? Simply put, it is the assumption that the material world is all there is. Beginning with this presupposition, the authors show, leads to a reductionism in that everything, from Shakespeare to  the cow, is seen as no more than its most basic elements. As Shakespeare is a combination of words which might equally as well have been typed by monkeys given enough time (the real world rebuttal of this oft-quoted theory alone makes this book worth reading), so the cow is nothing more than its DNA, a random sequence of proteins arising without meaning from a chemical soup.

The counterview which Wiker and Witt espouse is stated simply: “the universe is meaning-full” (p. 15). If it were not, there would be no point to science, and the more one delves into it, the more meaning one finds.

There is a lot here and this is a dense book. I am quite in awe of its authors’ breadth of knowledge. It was not what I was looking for simply because it is too dense and packed with scientific info for my artsy high-schooler. I am, however, going to have her and her more mathematically inclined brother read selections from it. A Meaningful World is an enjoyable and challenging read for advanced high shcoolers and up and I would definitely give a copy to any student heading off to college to study sciences (and possibly also literature and mathematics).



Book Review: 31 Surprising Reasons to Believe in God

Dear Reader,

An article on CNN’s website led my to 31 Surprising Reasons to Believe in God: How Superheroes, Art, Environmentalism, and Science Point Toward Faith by Rick Stedman. Though I often regret clicking on any article that claims to be about religion or faith, I was pleasantly surprised by Stedman’s contribution, enough so that I immediately purchased his book. At the time I was reading The Benedict Option (see my review here) and I thought that Stedman’s work might be a nice counterpoint to it.

The Benedict Option is written for disillusioned Christians who find themselves in a  world that is foreign to them. As such, it presents a pretty negative, pessimistic view of modern American society. From the little I had read, I thought that Stedman might take another view and I was eager to see what he had to say.

I had been thinking for a few months that, though so many of my acquaintances are not Christians and many are even what might be called pagan (proudly so at times), though they do not share many of my political positions or subscribe to biblical standards or morality, that they are not so very far from truth as one might think. So much of what they have to say still betrays some core values. Above all, they care — they care about people, they care about equality and creation (though they may not think it is created), they care about justice. My hope was that Stedman would share this outlook, would help me fill it out, and would give me ways to begin to talk to such people and to draw them out through these sorts of common values.

To the extent that I went into this book with these expectations, I was a little disappointed. Nonetheless I did find a book well worth reading and sharing.

Stedman is up front with what he believes and with what he is trying to do. “God,” he says, “has double coded . . . evidence of his own reality and presence within our world, albeit in very subtle forms” (p. 13). “God intended that normal people should actually discern his existence” (p. 12). However, “our spiritual impulses, when repressed, sublimate and reappear in other arenas” (p. 19). This thesis is actually almost identical to that of another book I quite enjoyed and would highly recommend — Meaning at the Movies (my review here). And Stedman also begins with movies, superhero movies and horror in particular, but he also covers many other topics, 31 of them to be exact.

Before looking at a few specifics, I should note, as Stedman makes clear, that this is not a book that claims to make an air-tight case for the existence of God. As the title and subtitle say, these are reasons that point to a God; they are clues in creation and in our own psyches (see p. 12) but they are not going to convince anyone who doesn’t want to be convinced. If it were so easy to construct a logical argument to prove God’s existence, it would have been done long before this. I actually really respect that Stedman was upfront with what he hopes to accomplish and what the limitations of his arguments are.

31 Surprising Reasons is divided into sections, each one containing from 3 to 7 short chapters. The first, for instance, is on aesthetics — beauty and art and movies. Part two covers issues of justice and morality; three divine elements in our universe; four humanity itself; and five our desire for something beyond this life. Taken as a whole, each of these sections is good. Stedman mentions that because there are 31 short chapters that this book is perfect for a month-long study. I wondered if perhaps he stretched some of his sections to get to that 31 and it might not have been a bit better if some chapters were eliminated or combined. Overall, the ideas are good, however, and the book is well worth reading (two of my favorite bits are the chapters on language and the scientific method).

Having said which, these are not new ideas. I am sure, as Stedman quotes many other sources, that he would admit this. The bit on movies, as I said, was dealt with more thoroughly in Meaning at the Movies. C.S. Lewis has made the arguments about justice and morality in Mere Christianity, and my own favorite Frank Boreham has a wonderful essay on how our desire to explore points us to something beyond this world. Still, I like how Stedman has put all this together. It is not high-falutin’ theology but it is an enjoyable and quite readable book (I am currently reading another which says many of the same things but in much harder words!). This is another one I plan to have my high schoolers read.

Final word: 31 Surprising Reasons to Believe in God is a good, solid book that is well worth reading. The short chapters mean you can spend just a few minutes a day on it and the readability means it is good for those who are younger or newer to Christian thought.


Book Review: The Benedict Option

Dear Reader,

I recently finished reading The Benedict Option by Rod Dreher. I am not very up on contemporary Christian culture but I had heard about or seen this book in a few places so my impression is it is quite the in-thing these days.

My short take on this book is that I would recommend it, with some caveats. In fact, I plan to have my 12th grader read it in the upcoming school year. There is a lot here that is good and that the church needs to hear. Sad to say, a lot of it is probably common sense or basic Christianity, but nonetheless we need to hear it.  There are points at which I disagree with the author, or perhaps just have a different take on things; these differences arise on large part from our differing backgrounds and affiliations.

The subtitle of Dreher’s book is “A Strategy for Christians in a Post-Christian Nation.” His audience seems to be first and foremost conservative Christians who have been thrown for a loop by the recent legalization of gay marriage and who are finding themselves floundering, wondering how things could have gone so far astray and why right doesn’t seem to be prevailing in America today [the book was written after the election of Trump but gay marriage seems to be the crisis that fostered it; it is clear Dreher doesn’t like Trump (p. 79), but he does not dwell on him]. This is a book for people in crisis who are in panic mode and wondering how their culture got this way and what they can and should do about it.

Which is not to say that the ideas in this book can’t benefit others, but it seems to be directed mainly at the overwhelmed Christian. I don’t find myself in this category, for various reasons, and I don’t have quite as negative a prognosis for our society so there is some extent to which I can say that I don’t even agree with the premise of the book. That is not a good place to start with a book, and there was a point early on when I considered just dropping it altogether.  As Dreher gets going, however, he has a lot of useful things to say that relate to living in a society that does not always (ever?) embody our beliefs and I am glad I persevered with his book.

Before we go too far, we need to ask the most basic question: What does the title of this book mean? What is “the Benedict Option”? The phrase seems to be one Dreher coined — I could not find other references to it, apart from his book — though at times he makes it sound as if it is a larger movement to which he became attached. The “Benedict” part refers to St. Benedict, a relatively well-known monk who established a religious order based on a set of particular guidelines known as the Rule of St. Benedict. This rule, as Dreher describes it, orders daily life; it is meant to bring God into every part of life and to be freeing rather than restrictive. Dreher’s thesis is that in this time of crisis, when our culture has turned so far from Christianity, that we as Christians need to live deliberately in a way that is modeled upon the Benedictine communities. This is not to say that we should all become monks. Dreher’s idea, rather, is that we should have Christian communities in which we support one another but also through which we can reach out to the world.

Dreher uses the Benedictine Order as kind of a disguise for presenting what is really just a lesson in how Christians should have been living all along. This is a point which John Jalsevac makes in his review of the book for Life Site News . I agree with his assessment that Dreher’s ideas might have gained more of a foothold with evangelicals if he didn’t present them in such a seemingly Catholic guise.

There are a lot of ideas in this book as Dreher treats issues from pornography to politics to worship, and I will not address each one, but I would like to highlight a few.

Politics is the elephant in the room though it by no means is the only subject of this book. The problem, which Dreher makes clear (though I wish he had been more explicit about it earlier in the book) is basically that American Christians have put their faith in the political process and it has failed them. They have been like the Israelites trusting in their chariots or sending to Egypt for help against Assyria (my comparison; not his). Though Dreher says we must not abandon the political process altogether, his main solution seems to be to step away from it and build small subcultures instead.

I understand that there are a lot of Christians who had put their faith in the political process and they are probably those most in crisis and who most need to hear what is in this book. But, coming (by adoption) from a tradition which until the mid 20th century did not even allow its members to vote, I find myself holding two contradictory ideas: on the one hand, it was foolish of Christians to ever believe this was a Christian nation and that somehow they could rely upon its processes to accomplish the will of God, and, on the other hand, I am not quite so willing to abandon the process we have as Dreher seems to be. So while I am glad to hear Dreher say that we cannot rely upon the political process to accomplish godly ends, I am at the same time not as negative as he is on the whole subject nor as willing to abandon that arena.

Dreher writes his book for any orthodox (little “o”) Christian who adheres to a traditional form of Christianity. He himself is Eastern Orthodox. His book is broad in its basis — seeking to appeal to the Orthodox, Catholics, and Protestants. Not too surprisingly, this produces some weaknesses. In general, in the areas that most concern me, which are worship and education, I can say that Dreher has good principles but that he seems to see only one way to apply them.

When it comes to Protestant worship, Dreher adddresses evangelicals who are drawn to a very seeker-friendly, contemporary form of worship. And I would agree with him that this kind of worship needs reformation but disagree strenuously on what that reformation should look like. Oddly enough, the principles he espouses are often ones I can heartily agree with; their application is where we diverge. He says:

“. . . the concrete form in which information is delivered is itself a message . . . ” (p. 105)

Liturgy should follow ” . . . a basic pattern derived from Scripture.” (p. 107)

” . . . in the Christian tradition, liturgy is primarily, though not exclusively, about what God has to say to us.” (p. 108)

” . . . there can be no doubt that the form worship takes is a powerful weapon . . . against modernity . . . ” (p. 113)

All of these are good principles. Dreher uses them to argue for a liturgical form of worship, that is, a traditional liturgy that is not “low-church” (p. 112). Reformed Christians, those of us who adhere to the Westminster standards, would use these same arguments to argue for a simple worship– without the Book of Common Prayer; without man-made songs, whether we call them hymns or praise choruses; and with the Psalms of God.

On the topic of education, one on which I write extensively on this blog, Dreher sees the problem — but again latches on to one solution, and not the one I would advocate. I agree with his statement that: “Every educational model presupposes an anthropology: an idea of what a human being is” (p. 147). In fact, that is one of the major premises of this blog — that we have to consider the views of man and God that are behind our philosophies of education (see, for example, this very extensive series on approaches to education). While I am not a fan of the public schools, however, I would not go so far as he does in saying that “it is time for all Christians to pull their children out of the public school system” (p. 155). I do think parents need to think seriously about how their children are educated and what ideas are underlying their education. Dreher treats homeschooling as a last resort (p. 165), a view which I completely reject. His method of choice is classical Christian education. I say his method of choice, but, in fact, he shows no awareness of other approaches to education. His take on classical education seems to be right from the modern classical movement. He refers to Sayers’ famous article (of which I am not a fan), CIRCE Institute, and the Great Books Movement. He speaks of the need to return to classical education, noting Greek and Christian sources, but does not address the very real issue of how and why we should incorporate these Greek (read: pagan) sources.

In short, having rejected our society’s norm (the public schools), Dreher seems to latch onto what is a very popular approach in the world of  Christian education, but nowhere does he consider other approaches or explain why this approach is the best one.  In the area of education, then, as in his discussion of worship, I think Dreher starts with good principles but doesn’t actually go far enough in researching and evaluating all the options out there. He accepts what presents itself as “traditional,” namely high-church liturgy and classical education, and does not delve deeply into what is truly biblical or what God desires.

I went back and forth as I read through The Benedict Option. At times I liked the book; at others it irked me. I would recommend it in the end because I think Rod Dreher raises some issues we need to consider. I think that his title and the way he frames his subject are a little gimmicky and that, while they may initially draw some people in, they can also work against him. But he does raise some good points about how Christians should live and his book serves as a call for the church to return to a more basic understanding of what it is. When it comes to specific application of his principles, I think he often does not go far enough and needs to consider even more radical, more counter-cultural options and  above all to ask what is truly biblical.




Book Review: Minds More Awake

Dear Reader,

Recently Anne E. White’s book, Minds More Awake: The Vision of Charlotte Mason, was free for a few days in the Kindle edition. Perhaps you, like I, saw it on various CM groups and snagged a copy.

I have read mine now and wanted to share with you my thoughts on it. As with many of my book reviews, this is really more of a “book response.” What I am going to give you are my own impressions and thoughts as I read this relatively short volume.

White’s title implies that she is going to present us with something overarching – “The Vision of Charlotte Mason.” If this is indeed her aim, I applaud the effort. Charlotte herself wrote six thick volumes; that is a lot to take in all at once and much of it is theory more than practical how-tos. As White makes clear, there is not just one way to do a CM education. She uses an analogy from the kitchen, saying that Charlotte’s approach was not “a big fat cookbook” with all the steps spelled out (Kindle loc. 94). The heart of CM is not a to-do list but the philosophy behind it. Summing up this philosophy, then, is a reasonable and noble goal.

My main issue with Minds More Awake is simply that I don’t see the main thrust of Charlotte’s “Vision” as White does. I have been thinking about this so much, and wrestling with it, that I went ahead and wrote another post recently on what I think the key to Charlotte Mason’s philosophy is. You can read that here.

There is a lot in Charlotte’s writings. White comes away with one point; I get another; you might find still another idea that captivates you. This is actually the test of a good living book – that we can all come away with different ideas. What I have to say may seem critical because I do come away with different ideas but I am not sure I can in the end say that my take on it all is closer to Charlotte’s ideas than White’s is. I hope to be able to meet Miss Mason some day and ask her 😉

What, for White, is the vision of Charlotte Mason? She begins and ends her discussion with the Way of the Will. When I first read Charlotte’s talk of “the Way of the Will,” I had what Oprah would have called an “aha moment.” I am not sure, like White, that this is the key to Charlotte’s philosophy, but it is a very good idea and one our modern society is sadly lacking.

I was a little disappointed, however, in how White presents this idea. I did not feel like she defines the Way of the Will clearly. In the first chapter, she describes overhearing a mom and daughter in a dressing room fighting over clothing choices. Though she doesn’t bring the idea home, what she implies is that the mom should not impose her choices on the daughter (in this scenario the daughter’s choices seem more conservative, but whether they are or not is not really relevant to the point). If all I knew of what Charlotte calls the Way of the Will were from this book, I would think that it is about letting our children choose and even about teaching them to choose rightly.

This seems on the surface to fall in line with Charlotte’s first principle : Children are Born Persons. We should not intrude upon their personalities by imposing our own wills. And this is true as far as it goes. But it is not the Way of the Will. When Charlotte speaks of the Way of the Will she is not talking about us following our wills but about us bending our wills to a greater standard, to something outside ourselves.

The Way of the Will for Charlotte Mason is more about “Not my will but Yours be done” (Luke 22:42). It is about not doing what we want. It is about doing what we ought, even and especially when it is not what we will. Our modern use of the word willful, as in “that is a willful child,” is exactly the opposite of what the Way of the Will means. A willful child will have his own way. The Way of the Will is about submitting our wills to something grander.

As White presents it, the Way of the Will seems to be about choosing and the role of education is to teach us to choose well. She spends some time discussing specific subjects – math and Plutarch, among others. When we teach these things, when we present good, living books, she says, we give our children the input they need to learn to choose well.

If the goal of education is to learn to choose well, the goal of life is something else. This quote from the end of Minds More Awake seems to encapsulate White’s thoughts. Having just quoted Jean Vanier on the importance of making choices, she says that:

“Charlotte Mason said the same thing: that the function of the Will is to choose, and that character means understanding responsibility. How is the Will enabled to make choices that are not only morally right, but compassionate and people-supporting?” (Kindle loc. 1730)

There is a lot packed in here. There is the idea of the Will as choosing, but there is also something more. There is a goal – to choose what is morally right and beyond that what is “compassionate” and “people-supporting.” Elsewhere White speaks of “ecology and stewardship” (Kindle loc. 405). She does not lay out her own philosophy and goals clearly but I begin to get the idea of what she values. These are not bad things, but to me they are not the main things.

In White’s defense, I will say that one of Charlotte Mason’s better known sound-bites (if you’ll pardon the anachronism) tells us that the goal of education is not “how much they know” but “how much they care.” White’s own philosophy seems to be about caring – for the environment and for people. Again, these are not bad things, but I am also not convinced that Charlotte was using “care” as we now do (and we do tend to throw that word around a lot in our society). I fear we are reading our own modern ideas of what caring means into Charlotte’s statement.

Elsewhere Charlotte says that the goal of life and therefore of education is relationship, first of all with our Creator and secondarily with His creations – both people and the material world (I discussed this concept and gave references from CM’s writings in this earlier post). When Charlotte speaks of caring, I think this is what she is referring to – having relationships. Relationship is intimacy. If I have a relationship with a person, I know him. I can say what he will do in a given circumstance. I don’t just know facts about him; I know his personality. We can have this same level of understanding of things and events, from the Crimean War to toadstools. To know something or someone in such a way makes it almost impossible not to care for them, but it is also much more than caring. It is deeper.

There is a lot I liked in this book, especially when it comes to White’s discussion of the specifics. Overall, I am not sure it is a book I could recommend to those new to Charlotte Mason’s ideas. I feel that she overemphasizes Charlotte’s first principle – “Children are born persons” – focusing too much on the individual’s right to choose. The result is that the concept of the Way of the Will becomes about our choosing – choosing well, yes, but still us choosing – and not about submitting ourselves to the Will of Another. The goals White presents are also different from my goals for my children. I can’t say for sure what Charlotte did mean when she asked “how much they care” but I feel that we are missing something if we use that word “care” (especially in the modern sense which often requires little real knowledge or, ironically, real caring).

There is more I could say about this book, good and bad, but so as to not lose sight of the main points, I think I will leave it there.


Book Review: The Liberated Imagination

Dear Reader,

I recently finished Leland Ryken’s The Liberated Imagination: Thinking Christianly about the Arts. This is my third (I think?) Ryken book and my overall impression of it is much the same as the others — a pretty good book that made me think but the author and I are not 100% on the same page when it comes to things Christian and theological.

I am not very informed when it comes to art, and especially to art criticism and the theory behind it, but I have one child who is  a born artist; my intention is to have her read this book next school year (she’ll be in 10th grade then; this is high school level or above). Though I’m sure I didn’t get all of what Ryken was saying since I am not familiar with other Christian works on art, this was not a very hard read. It was just newer material for me. There is a lot of what Ryken said, about education and literature particularly, that I liked and agreed with. I don’t know if he has ever heard of Charlotte Mason but I think he’d like her educational philosophy.

I’ll start with the negatives so as to not end on a down note. My sense from this and the other books I’ve read by Ryken is that his Christian slant is different than mine. In this context, discussing art and the Christian, it becomes clear that we have very different views of how worship should look. This is not a huge surprise since my view, and that of my denomination, the RPCNA, is pretty counter-cultural these days. I adhere to the regulative principle which says we should only worship God how He has told us to. What this means is no modern music (only psalms a capella), no statues, no pictires, etc. Obviously, this is going to lead to some difference when we start talking about using art to the glory of God. I believe art, of all kinds, can still be done to the glory of God, but most of it is going to happen outside of the corporate worship of the Church. Ryken doesn’t spend a lot of time on how art can and should figure into worship an dperhaps it is unfair to expect him to devote too much time to this topic but it is an issue Christians need to consider.

Beyond this, I think there is a deeper theological divide between us. Ryken, as he has in other books, seems at time to disparage the truth of the Bible. He speaks of “fantasy” in the Bible (p. 45). I will admit that many prophetic passages are fantastical, but when we label them “fantasy” with no caveat we imply that they are not true. I do believe such passages are true on at least the level that the prophet truly saw what he reports.

Near the end of the book Ryken speaks on people as being “capable of moral and spiritual choice” and even “capable of redemption” (p. 235). As a reformed Christian, I would not speak this way. His language goes even beyond the idea common in our day that people are free to choose the salvation provided by Christ. When he talks of being “capable of redemption” he implies that we have a hand, at least, in our own redemption, an idea which I utterly reject.

Despite these differences, Ryken does have  a lot to say that I like. His view of the role of art is good. When he mentions education, he is right on target, and his view of leisure time is quite interesting. I may come back to these ideas in future posts.

By far my favorite part of this book is how Ryken relates ideas and art. This is where he sounds particularly CM. “Art,” he says, “aims to convey not primarily the facts of life but the truth and meaning of those facts. Art is not about things as they are, but about things as they matter” (p. 26). He makes an intriguing and well-taken point that if we could boil down a work of art (I term I use broadly here to include music and literature as well) to just a list of ideas than we could just read those ideas, we would not need the art (p. 128). But this is not the case. We cannot remove the ideas from their casing, if you will. This is why, in a Charlotte Mason education, we give ideas in the form of living books (and art and music). It is not just a candy coating that makes the ideas palatable. The form, the environment the ideas come in, is just as important as the ideas themselves. You cannot take one without the other. The picture I get is not of ideas, like vitamins, in a sugary coating that is the art or living books, but of two vitamins which the body cannot absorb wthout each other. Both are vital but they must enter together.

But I am digressing but Ryken’s book. Here is how he puts it:

“Exactly what is it that enables the arts to express enduring truth? What do they add to the facts that the news does not? They give us the event plus the meaning. A science textbook gives us the physical facts about nature; a Constable landscape painting or a nature lyric by Wordsworth gives us a sense of the moral meaning of a landscape.” (p. 34)

Thus art (and again I speak of it here in all its forms) illuminates reality (p. 110); it opens is to new experiences (p. 36); it teaches us to cope with our problems (p. 27).

Ryken goes beyond this and, acknowledging that not all ideas are good and true (p. 126), gives us tools to analyze and consider art from a Christian perspective (see pp. 145, 152-53, 169-70, 172-73). Here I find his work very valuable on a practical level, especially as I have children who will be looking at and evaluating nay kinds of art.

Though Ryken and I might not see eye to eye on a number of very important issues, his book was quite helpful and I did enjoy reading it. More than that, I am quite happy to have found it for my daughter as it is a quite accessible, practical and helpful introduction to the topic of art and art criticism from a Christian perspective.


Living Book List: The Gilded Age

Dear Reader,

Once again here are the books we’ve been using in our homeschool. This time the topic is the Gilded Age, that gaudy but peaceful era at the end of the 1800s.

Living Books on the Gilded Age

Our spine book (the one  I read aloud to all the kids) was once again from Henry Steel Commager’s series The American Destiny. Volume 9 is on the Gilded Age.


Among other things, the gilded age is the age of invention. Books on inventors and inventions abound. For the elementary crowd, check out Robert Quackenbush’s books. I had my 5th grader read Ahoy! Ahoy! Are You There? A Story of Alexander Graham Bell and Along Came the Model T! How Henry Ford Put the World on Wheels. We also read another book on the Model T, Peter Spier’s Tin Lizzie which follows the life of one particular car.


Still on the topic of inventors, my 10th grader read Robert Silverberg’s Light for the World: Edison and the Power Industry. The bits of how Edison went about inventing were quite interesting.



Another big Gilded Age topic on which you’re sure to find a lot of books: Immigration. We read some picture books on the subject: Rosemary Wells’ Streets of Gold and Eve Bunting’s Dreaming of America: An Ellis Island Story which tells the journey of the first children to pass through Ellis Island. I also had my youngest read R. Conrad Stein’s The Story of Ellis Island from the Cornerstones of Freedom series (but see this post on avoiding the newer version of the series).

Our next big topic is factories. Again there are a lot of books available. We chose The Lowell Mill Girls: Life in the Factory  which uses some letters to tell the story of life in the factories and The Mill Girls by Bernice Selden which tells if three girls living in the factory system. I read Kids during the Industrial Revolution by Lisa Wroble to my two youngest. It is a simple book and I would not call it living. My 9th grader read Albert Marrin’s Fesh and Blood So Cheap: The Triangle Fire and Its Legacy. I love Marrin’s books. Like most of his, this one focuses on one event but manages to tell quite  a lot in the process. Plus it was an interesting read.


Another Marrin book that I wish we have had time to get to but didn’t: The Spanish-American War. This one is probably high school level.


With industrialization come the titans of business. My 6th grader read Andrew Carnegie by Clara Ingram Judson. It seemed like quite a good book and was middle school level.

The Gilded Age seems to have had m0re than its share of tragedies. I read my younger two Robert Quackenbush’s There’ll Be a Hot Time in the Old Town Tonight about the Great Chicago Fire (sorry, I don’t know why that one picture insists on being upside-down). It is a poetic account. My 10th grader read about the Chicago fire as well in Peter Charles Hoffer’s Seven Fires: The Urban Infernos that Reshaped America. I consider this book a find. You can tell the author loves his subject. The last inferno is 9/11. I think we will get it again for that when the time comes.


If you like art, you might want to check out Shirley Glubok’s The Art of America in the Gilded Age. It is a relatively short, easy to read book, but I had my 9th grade art lover read it.

Finally, we move on to life in the Gilded Age.


My 5th grader read Anna, Grandpa, and the Big Storm by Carla Stevens. It is a chapter book on a blizzard that hit New York City unawares. It is more of a 2nd-4th grade level. She also read The Hundred Dresses by Eleanor Estes about a Polish girl in Connecticut and The Green Ginger Jar by Clara Ingram Judson, a mystery story set in Sa Francisco’s Chinatown.  If you have time, you can check out Mark Twain’s Life on the Mississippi. If you are pressed for time, there is a very abridged version for kids, The Boy’s Ambition. Call it Courage by Armstrong Sperry doesn’t quite fit. It is about life on a Polynesian Island but you can use it to talk about the Hawaiian islands which the US acquired at this time.  Lastly, I had my 9th grader read Mama’s Bank Account by Kathryn Forbes about Norwegian immigrants in San Francisco.

Happy reading!


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