Timeless sermons that address the saga of human need and desire while being subject to Jesus that transcends race, environment, social climate. Dr. Algernon Steele was a prolific writer that understood the human need. He was well educated, a Presbyterian Minister, and a professor of religion at one of the great southern schools . Johnson C. Smith University.

Formation of Character is the fifth volume of Charlotte Mason's Homeschooling series. The chapters stand alone and are valuable to parents of children of all ages. Part I includes case studies of children (and adults) who cured themselves of bad habits. Part II is a series of reflections on subjects including both schooling and vacations (or "stay-cations" as we now call them). Part III covers various aspects of home schooling, with a special section detailing the things that Charlotte Mason thought were important to teach to girls in particular. Part IV consists of examples of how education affected outcome of character in famous writers of her day. Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts. Traditional Charlotte Mason schooling is firmly based on Christianity, although the method is also used successfully by secular families and families of other religions.

This is a country that professes Christianity but it is not. The real god of the United States of America is Mammon. The United States is not a Christian nation; it never has been and it never will be. Although no one on earth is good, most believe they are. In fact, even serial killers see themselves as basically good. Of course, that is not true. All human beings are evil, and peace on earth is impossible because there is no peace for the wicked. Many profess Christianity but few actually are. In this book, I confront people with the truth.

Towards a Philosophy of Education is Charlotte Mason's final book in her Homeschooling Series, written after years of seeing her approach in action. This volume gives the best overview of her philosophy, and includes the final version of her 20 Principles. This book is particularly directed to parents of older children, about ages 12 and up, but is a valuable overview for parents of younger children as well. Part I develops and discusses her 20 principles; Part II discusses the practical application of her theories. Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts. Traditional Charlotte Mason schooling is firmly based on Christianity, although the method is also used successfully by secular families and families of other religions.

Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts. Traditional Charlotte Mason schooling is firmly based on Christianity, although the method is also used successfully by secular families and families of other religions. Here in one affordable volume is her complete Homeschooling Series: Home Education: Six lectures by Charlotte Mason about the raising and educating of young children (up to the age of nine), for parents and teachers. She details how lessons in various school subjects can be done using her approach. She concludes with remarks about the Will, the Conscience, and the Divine Life in the Child. Parents and Children: A collection of 26 articles from the original Parent's Review magazines to encourage and instruct parents. School Education: Thoughts about the teaching and curriculum of children aged 9-12, either at school or at home. Ourselves: A character curriculum book written directly to children. Book I, Self-Knowledge, is for elementary school students; Book II, Self-Direction, is for older students. Formation of Character: Includes case studies of children (and adults) who cured themselves of bad habits; reflections on subjects including both schooling and vacations (or "stay-cations" as we now call them); various aspects of home schooling, with a special section detailing the things that Charlotte Mason thought were important to teach to girls in particular; and examples of how education affected outcome of character in famous writers of her day. Towards a Philosophy of Education: Charlotte Mason's final book, written after years of seeing her approach in action. This volume gives the best overview of her philosophy, and includes the final version of her 20 Principles. This book is particularly directed to parents of older children, about ages 12 and up, but is a valuable overview for parents of younger children as well, covering both theory and practice.

Towards a Philosophy of Education is Charlotte Mason's final book in her Homeschooling Series, written after years of seeing her approach in action. This volume gives the best overview of her philosophy, and includes the final version of her 20 Principles. This book is particularly directed to parents of older children, about ages 12 and up, but is a valuable overview for parents of younger children as well. Part I develops and discusses her 20 principles; Part II discusses the practical application of her theories. Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts. Traditional Charlotte Mason schooling is firmly based on Christianity, although the method is also used successfully by secular families and families of other religions.

This book is not only for Maronite Catholics but for all people who want to know more about one of the rich Traditions of the Catholic Church. There are many ways to be a Catholic. When people think of Catholicism, they too often think that the Tradition of Roman Catholicism is the only way that Catholics live out their faith commitment. However, this couldn't be further from the truth. There are in fact many Catholics whose spiritual, liturgical, historical, even disciplinary Traditions are closer to the Eastern Traditions of the Church and to the Eastern origins of Christianity.

In recent years the literature on Catholic school leadership in Australia and elsewhere has grown considerably. Comparatively little has been written from the persepective of practitioners. In general, the findings of this research study suggest that lay principals of Catholic secondary schools understand the role of principal of a diocesan secondary school as a ministry within the Catholic Church. While the informants did not use overtly theological terms to articulate this understanding, the accounts of their experience in principalship and the insights gained through reflection on their leadership behaviour have led them to believe that they are in fact exercising a legitimate ministry within the field of Catholic secondary education in Victoria. This research has brought to light a body of knowledge about the work of a group of principals which has not previously been subject to critical scrutiny. While the study is of intrinsic merit in recognising and describing the work of secondary lay principals, from an instrumental perspective these findings raise a number of issues relating to the preparation, induction and support available to newly appointed and continuing principals in diocesan Catholic secondary schools in Victoria. The study is situated in the specific setting of Catholic secondary schools in the State of Victoria but it may offer insights to practitioners and/or system authorities in faith-based schools of whatever denomination.

Placing the neglected issue of class back into the study and understanding of religion, Sean McCloud reconsiders the meaning of class in today's world. More than a status grounded in material conditions, says McCloud, class is also an identity rhetorically and symbolically made and unmade through representations. It entails relationships, identifications, boundaries, meanings, power, and our most ingrained habits of mind and body. He demonstrates that employing class as an analytical tool that cuts across variables such as creed, race, ethnicity, and gender can illuminate American religious life in unprecedented ways. Through social theory, historical analysis, and ethnography, McCloud makes an interdisciplinary argument for reinserting class into the study of religion. First, he offers a new three-part conception of class for use in studying religion. He then presents a focused cultural history of religious studies by examining how social class surfaced in twentieth-century theories of religious affiliation. He concludes with historical and ethnographic case studies of religion and class. ""Divine Hierarchies"" makes a convincing case for the past and present importance of class in American religious thought, practice, and scholarship.

One of the most popular American preachers of the 19th century, Episcopalian bishop Phillips Brooks was famous-and beloved-for his collections of sermons. The Purpose and Use of Comfort, first published in 1878, includes the title sermon as well as: . "The Withheld Completions of Life" . "The Conqueror from Edom" . "Keeping the Faith" . "The Soul's Refuge in God" . "The Man with One Talent" . "Is It I?" . "The Food of Man" . "The Symbol and the Reality" . and more. American clergyman PHILLIPS BROOKS (1835-1893) is also the author of Bohlen Lectures on The Influence of Jesus (1879) and Sermons Preached in English Churches (1883), but he is best remembered for writing the Christmas carol "O Little Town of Bethlehem."

"Two very startling things arrest us in John's vision of the future. The first is that the likest thing to Heaven he could think of was a City; the second, that there was no Church in that City. Almost nothing more revolutionary could be said, even to the modern world, in the name of religion. No Church-that is the defiance of religion; a City-that is the antipodes of Heaven. Yet John combines these contradictions in one daring image, and holds up to the world the picture of a City without a Church as his ideal of the heavenly life."

To Jews, the first five books of the Old Testament - The Torah - is 'the law, God's direct communication to Moses about the origins of the world, man's place in it, and how we should live. Non-Jews may not recognize the name Torah, but as the basis of both the Christian Bible and of Judeo-Christian culture, the stories, scenarios and commandments of Torah have a profound archetypal influence on the worldview and daily experience of most westerners. The thesis of Torah Mora makes Torah the 'emotional DNA God provided for our use and benefit. Just as DNA instructs the body on its proper functioning, Torah instructs us on how to function emotionally within ourselves, our relationships and society - and gives us a deep view into how the universe functions as well. For example the Hebrew word for love: ohev (alef he bet) is very similar to the word for father (alef bet) and to enemy (alef youd bet). If we assume a logical pattern behind Torah's words and letters we can deduce that love is simply a parental energy with the letter he added, and that an enemy is a parental energy with the letter youd added. function, we find that he often signifies the larger universe outside the self, while youd denotes the individual's inner consciousness. Hence, love is a fatherly energy that is supported and upheld by the outer universe, while an enemy is a paternalizing person whose dominance is upheld only by his own inner drive.

Ministers often differ from church members in their expectations of what constitutes proper pastoral ministry. Had the ministers been aware of these differences earlier, they might have avoided some of the problems which later occurred.

"I Wish Someone Had Told Me" is terrific. It's just the sort of thing that students coming out of seminar need to have at their disposal. Even better, it would be great if they had that little book before they went to seminary.

Tony Campolo, Eastern University, St. Davids, PA

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

1925. Contents of Part One: Principles of Method: Can Religion Be Taught?; The Religious Factor in Native Equipment; Locating and Defining Objectives; The Use of Habit in Religious Development; Laws of Learning in Religion; Selection and Control of Subject Matter; Training of Mental Technique in Religion; Control of Classroom Response; Types of Teaching in Church Schools; The Teacher of Religion. Part Two: Applications to Classroom Procedure: Classroom Procedure; Project Teaching; Teaching Through the Story; Dramatization in Religious Education; Teaching Through the Manual Arts; Teaching Through Discussion; Training in Social Service; and Teaching the Art of Worship.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

This invaluable study aid contains the Books: Numbers and Deuteronomy. The Hebrew text is presented in full, with a lucid English translation and commentary digest based on the classical Jewish commentaries. Included are fascinating midrashic, philosophical, literary and mystical interpretations by such commentators as Rashi, Ibn Ezra, Rashbam, Nachmanides, Sforno, Kimchi and Gersonides. This translation has been acclaimed by Rabbis everywhere and is used worldwide.

"Scores of books flood the market on how to preach; few focus on how to listen to preaching. Few parishioners understand Calvin when he said that hearers should become as involved in sermons as preachers. In BE CAREFUL HOW YOU LISTEN, Jay Adams begins to redress this imbalance by providing numerous practical tips on how to get more out of sermons--even poorly preached sermons Wise are the church leaders who give a copy of this book to every family in their church." - Joel R. Beeke

The three decades since the founding of MSUU (Ministerial Sisterhood Unitarian Universalist) have seen not only a remarkable increase in the percentage of women in professional ministry but an equally remarkable transformation of the nature of ministry itself. Reading these sermons affords an opportunity to see what's been on women's (and men's) minds and how these concerns have contributed to the changes --Rev. Dr. Marni Harmony, Minister, First Unitarian Church of Orlando, Florida, and Founding Member of MSUU told through sixteen award-winning sermons. It is also the story of women in ministry and their rise from a tiny minority to over half of the Unitarian Universalist ministers in only twenty-five years. issues that concern both women and men. Often drawing on historical women's lives and words for inspiration, thirteen women and three men explore the challenges of living lives of integrity and faith in today's world. By sharing their insight and wisdom, these authors encourage all who share their words to live more authentic lives and do what they can to work for a more just world.

"For clearness, simplicity, and vigor of style, together with wealth of apt illustration, there are no books for the young that 'hold the field' with greater tenacity than those of Rev. Richard Newton. They are packed full of entertainment, always mingled with spiritual instruction of the best sort; and the inetrest is kept up by the breadth of the field from which the author gleans his anecdotes." - The Christian Leader

Prayers to Guide Teaching is a resource on prayer and reflection for teachers and teacher and staff prayer groups. The book offers original, topical prayers and ideas for the organization of prayer experiences at school sites that provide space for spiritual reflection on teaching.
"The text helped our teachers organize and focus prayer and reflection as a community of educators." -Ted Caron, Principal, St. Pius X School, Indianapolis, IN
SISTER GAIL MAYOTTE, SASV, serves as Faculty of Supervision and Instruction for the Alliance for Catholic Education Program at the University of Notre Dame. She is a former teacher, principal, and diocesan curriculum and testing director. Sister Gail is a member of the Congregation of the Sisters of the Assumption of the Blessed Virgin.

Animals and Birds occupy a prominent place in the Bible accounts. Nevertheless, it is rare to find a study of this important study from both a Biblical and a scientific standpoint. Both animals and birds appear in historical references, in mentions of nature, in the sacrifices, in their use as foods, in their use as labor, as transport, and of war. Both animals and birds are mentioned in prophetic passages also. Animal products are frequently a part of the Biblical story as well. The Lord Jesus often used both animals and birds in His teachings. For instance, that He might convey the idea that possible privations awaited any who would follow Him, Jesus used foxes to compare with His own lack. Many other analogies are used by our Lord, such as between being fishers of fish and fishers of men; such as His mention of a snake and a scorpion in Luke 11:11, 12 in relation to prayer. There are also frequent metaphorical uses of animals and birds. In this study Dr. Burton Goddard gives both ZOOLOGICAL and ORNITHOLOGICAL CLASSIFICATIONS of all the animals and birds mentioned in the Bible. However, this study is not limited to the scientific identifications, but an alphabetical listing by English names is also given. Under each English name appears the original Hebrew word for the animal or bird. This results in the surprising discovery to readers that there are many Hebrew words employed by the Biblical writers for the same English word. For instance, seventeen Hebrew words are used for goat. Also included are additional discussions regarding the description of, and use of such animals and birds, how and where they appear in the Bible, and many other useful bits of knowledge. This compact, butvery thorough study is taken from the article in The Encyclopedia of Christianity, Volumes I and II (1964, 1968), and is presented here to give this excellent information a wider audience. Burton L. Goddard was the much-degreed librarian at Gordon-Conwell Theological Seminary, South Hamilton, MA. He was the librarian for over forty years, and a principal in the administration of the seminary as well.