Free Online Learning Resource Center
featuring free teachings, books, and printable worksheets specially designed for the sanctified homeschool utilizing the Authorized King James Bible of 1611.

These pages can be used by anyone of any age--preschooler, Bible college student, or senior citizen. Please follow the scriptural admonitions to teach, "here a little, there a little" and to "prove all things." The information here looks simple enough--and it is--but if it is crammed together it will all be lost. This page contains links to foundational teachings that were spread out over years. This index itself can help one to understand the general course that we took althougth it is not complete. See our home page for more information on Biblical Scholarship and sanctified homeschooling. Our Overview of the Bible can serve as an orientation to the Bible for teacher and/or scholar and can be tailored for the sanctified homeschool. Items without a link may be forthcoming. Check back occasionally for updates or new items.

[Notes: (1) There are some Adobe PDF files here. (2) We solicit no donations and receive no compensation (monetary or otherwise) for any recommended resources. (3) I've kept records but may misplace a teaching under the wrong year occasionally as I don't go back to the records every time I add to this page.]

Sections you will find on this page:

Language Arts

  • The Textbook:
    • Printout your own King James Bible (Pure Cambridge Edition) (The word of God, the Authorized King James Version of 1611 of the Bible, is the textbook and reason for the sanctified school. The Authorized Version judges everything that we encounter--every book and every discipline, etc. and provides the foundation for all coursework.)
    • KJV search software (for looking up scriptures using a search feature)
    • Strong's Concordance (For looking up a King James Bible word to find out where the verse is located. Ignore the back part for looking up "the Greek," etc.)
    • Books of the Bible Chart (Chart for recording when various books of the Bible have been read.)

  • Handwriting

  • Infant School:
    • Infant Reading in Three Easy Steps Babies can read. My daughter read her first words at 20 months but I have recently learned that they can read before they can speak at perhaps 3 months old. They can pick up the card that you say. Deaf and normal children and some not so normal children can read.)
    • Make your own cardboard hornbook (used in the colonial days for children to carry around so they could learn the written letters of the alphabet and the numbers.)
    • Pre-writing shapes. (Hannah traced a 20-page series of these with colored pencils at three years old and then moved on to writing on a blackboard and on handwriting sheets.)
    • -- (Printables including pre-writing worksheets with certificate -- which we used.)

  • Year 1:

  • Year 2:
    • Romans
    • Phonics (Independent Study)

  • Year 3
    • The Hebrew Kings (see History)
    • Eight parts of speech with simple definitions
    • Writing Reports

  • Year 4:
    • Epistles Worksheets--I, II Timothy, Titus... (I prepared the next day's worksheet the night before. Each worksheet usually covered an entire chapter.)
    • Sign Language Alphabet
    • Early sign language detrimental
    • Hellen Keller (lessons from a remarkable person and her remarkable teacher Annie Sullivan-Macy)
    • Writing html
    • Typing
    • Five Steps to Writing a Good Paper
      1. Have a reason for writing.
        Ask yourself why you are writing. Are you writing for school? Yourself? Someone else? Think about your subject. Is it worthy of writing about? What do you have to say about it?
      2. Write down some notes and and then make an outline.
        • An outline is like a skeleton or frame for what you want to say. It is not your paper, just brief notes to show the form and order/sequence of your points.
        • An outline helps you to organize your ideas so that they make sense to you--and others.
        • The outline includes the main things that you want to say about your subject. Every conversation has a beginning a middle and an end and so does an outline--
          • I. Introduction (includes Thesis Statement. The Thesis Statement is a sentence that tells the main thing that you are writing about in your paper.)
          • II. Body (three points that support Thesis Statement)
          • III. Conclusion (restate Thesis Statement, closing comments)
      3. Write your first draft. Prepare a first draft of your paper by filling in your outline.
        • I. Introduction
          Spend plenty of time developing your introduction. It includes information like the main thing that you are writing about (Thesis Statement) and several basic points that support your thesis. It should also demonstrate why what you are saying is of any value, worth, interest, or relevance to others. When you begin your paper, there should be something to grab the reader's attention, like, "Did you know...?"
        • II. Body
          Make three good points in your body to support and prove your Thesis Statement.
        • III. Conclusion
          This should take into account the entire paper and give a final assessment while also confirming the truth of the Thesis Statement.
      4. Review and correct your draft.
        • _____Read over your draft and make corrections.
        • _____See if your arguments support your thesis (and do you have at least three supporting paragraphs?)
        • _____Take our excess information.
        • _____"Beef up" or augment good points, where necessary.
        • _____Make word changes.
        • _____Check for spelling and punctuation errors.
        • _____Provide enough supporting points and proof to convince your reader that they should believe the way that you do.
        • _____Write a second draft (or even a third, or more, if necessary)
        • _____Go over your paper again. Consult various sources for more information that further proves your points, e.g. books, dictionary (Webster's 1828), personal interviews, etc.
        • _____Will an illustration or a table help you to make an important point?
      5. Finalize your paper. This means to put it in its final form. Cover page with the Title of your paper, your name, and the date. Final copy of your paper using your best handwriting or accurate typing with one inch margins. A Bibliography at the end showing the sources that you consulted in your research or books that the reader can read for further information.
    • Survey of some of the different types of writing: essay; summary (short overview of a particular work), article (a writing that will go in the context of other works in a newsletter, magazine, etc.); book; abstract (a paper that takes out the basic most weighty points of a book or other work); non-fiction (writing about something that is true [with the way that things are today, nonfiction is not always nonfiction]); fiction (writing about something that is made up). [For the teacher: The type of writing vehicle used is dependent on the reason for writing--school assignment dictated by teacher, redacting to share chief information, etc. There are also other types of papers such as research papers, grants, proposals, etc. but these are outside of what we formally overviewed in Year 4.]

  • Year 5:
    • Order for Language Arts (going through the Psalms):
      • Stand forth to read (at podium, asked relevant questions)
      • Stand forth to spell (student not looking at scriptures, teacher selects: hard words; words often misspelled; words with common prefixes/roots/suffixes; blessing and command). Student writes any misspelled words on the chalkboard.
      • Student adds misspelled words to student Misspelled Words List (kept handy in the classroom)
      • Student takes dictation of selected verse(s) from what student read that day.
      • Student edits dictation work.
      • Teacher check the work and grade it.
      • Grading (to work carefulness):
        • Misspelled word -5 each
        • Cross out -1
        • Misshapen letter -1
        • Superfluous marks -1
    • Traditional manuscript and cursive writing
    • Use a copy of student's best writing sample(s) as a standard by which to compare daily writing tasks.
    • Alternate between print and cursive on alternate days to ensure adequate practice in both.
    • Ezekiel
    • Editing
    • Executive Assistant

  • Year 6:
    • Ezekiel

  • Year 7:
    • Daniel, Ezra, Haggai, Zechariah


  • Infant School:
    • The Ten (Ten basic accounts that overview Genesis.)
    • Brief introduction to the attack on the Bible--the King James Bible versus the modern unauthorized Bibles
    • Brief introduction to King James, his mother Mary Queen of Scots, and his cousin Elizabeth I.
    • October 31 every year (Martin Luther nailed his 95 Theses to the church doors in Wittenberg on this date marking the beginning of the Protestant Reformation), watch Protestant Reformation video and have teachings (Martin Luther, John Wycliff, John Hus, John Wesley, etc.)
    • The Lord's Supper: A Time of Remembrance and Thanksgiving (A service spanning from the days of Abraham to the New Jerusalem)

  • Year 1:

  • Year 2:
    • Exodus through I Samuel 8 (Green Sheets. For how we did this, see How We Used the Bible to Teach Ancient History)
    • Daniel's four kingdoms--Babylon, Medes-Persians, Greeks (Alexander the Great), Romans
    • The History of Israel (reviewing the history in a series of approximately 21 points. Important for historical orientation)
    • Memoirs of the Rev. David Brainerd (by Jonathan Edwards. Includes Mr. Brainerd's journal entries. Missionary to the red man)
    • Antichrist Slideshow (Note: This in no wise frightened Hannah. It was simply another piece of history.)

  • Year 3:
    • Poem of dates (Critical in giving scholar (and teacher) an orientation as to when things happened. Enjoyable chanted rhythmically and perhaps acted out at points. Span five centuries in 30 seconds.)
    • The Hebrew Kings (I Samuel 9-II Kings, Psalms, Proverbs, Ecclesiastes, Song of Solomon)
    • American Slavery (Intro to Uncle Tom's Cabin--could not read because of language, read abstract for children, Lincoln, Gettyburg, Civil War, Sojourner Truth, Harriet Tubman, abolitionists, Frederick Douglas--all spread out over many months)

  • Year 4:
    • National Sovereignty to World Government
    • The Roman Empire Never Died
    • Foreign Conspiracy Against the Liberties of the United States of America by Samuel Morse
    • Charlemagne--vassal
    • Columbus--vassal
    • For the Love of Money (Illustrated. Follow the life of Jeb for four generations and see how Americans went from productive to defective.)
    • Whoremongers Board (A warning to be ware.)

  • Year 5:

  • Year 6:
    • The U.S. Government buys an automaker? What? Unheard of events...the means of production?
    • For the first time, Mother feels like "a stranger in her own country".

  • Year 7:
    • Deception Series
    • The Congress of Vienna
    • Commemoration of the 400th Year Anniversary of the King James Bible
    • A redistribution of wealth? We keep hearing these words of theft. Communism in the greatest nation on the earth? And to hear these words from U.S. citizens as well...
    • Essays: Washington, DC: United States Headquarters, Transcontinental Railroad
    • Immigration and Naturalization Service Citizenship Test
    • Holt Databank System--A Social Science Program (an older used textbook wide in scope and useful)
    • Upon reflecting on what she has learned about the state of things, Mother says that she "will never be the same again". Imagine Mother's surprise when Hannah says one sunny day that she wished things to go on as they are. I wondered how she could say that given what is happening. I decided that she is happy and content being here under her father and I. (I don't remember exactly why, but I brought up her comment again in Year 8. She responded by saying that she does not like what is happening in the world but that she likes "the conditions that we [as a family] have right now." I mention this to say that our children can be happy and whole and aware and productive. She said that she likes that although we have modern things we also do old things, e.g., we have electricity but cook over a fire.)



  • Infant School:
    • The Hymnal (I started out with an Authorized King James Bible, a hymnal, a maidchild baby, and a tambourine. A few years later, quite unexpectedly, the little one was able to play, by ear, the hymns that she had learned and, at different seasons, has ministered at critical junctures.) I have The New National Baptist Hymnal (see Published in 1977 with KJV readings. I am not a Baptist or any other name/denomination found outside of the Authorized King James Bible). I also have another hymnal entitled, Praise! Our Songs and Hymns (KJV) (see; always get KJV materials. KJV stands for "King James Version." Don't get "New" King James Version (NKJV) or "NIV"--these are two of many unauthorized Bibles.) We think about the words of the various hymns to see if they are based on the Bible or not. Some we do not sing.
    • 37 months--Suzuki piano for one year (during which time I took lessons at the teacher's insistence, "mother tongue" method), then transfered to traditional lessons (I did not take any more lessons)--used Bastien Method books (they have a pink cover, skipped certain songs. Bastien has a Christian supplement for each level.). I do not play the piano or any instrument but was able to use Bastien Method books for teaching even after we stopped formal piano lessons--at that time Hannah was in book 2 of the four Bastien method books. The teacher wanted to rush her through book 2 in a month or maybe less, but when we withdrew from the formal lessons, we slowed down. Identified perfect pitch when she was about four years old when I tried to teach her how to use a software program for ear training. I kept getting the answers wrong, she kept getting them right so I looked up on the internet to see what that phenomena was called.

  • Year 2
    • Piano for Quitters, Mark Almond (maybe not the whole thing)

  • Year 3 (approximately)
    • Piano for Life, Mark Almond (introduction)

  • Year 4 (approximately) -- Madonna Woods Piano Course for Christians [note on Madonna Woods: a number of misspellings and wrong images in materials, also, some children's songs not Christian] (includes a number of nicely arranged Christian songs. I COULD NOT HAVE USED THIS ALONE. The early Suzuki and traditional lessons using Bastien set me on the right course to be able to come home and be the teacher out of Bastien although I cannot play the piano. Hannah had already picked up perfect pitch and knew the keyboard by the time we came home. The Madonna Woods lessons greatly enriched our Music program in a number of ways including various techniques and advice for church musicians. We did not necessarily play every song. The accompanying tapes were very helpful. We also ordered other Madonna Woods supplementary books in addition to the lessons.)

  • Year 5 (approximately)
    • The Ten Patriarchs (learn our fathers rhythmically)
    • The Twelve Apostles
    • The Twelve Tribes of Israel

  • Year 6 (approximately)
    • Revisited Mark Almond

  • Year 7
    • Played songs out of the New National Baptist Hymnal (I don't think this is new. It has the burgundy cover but I don't know if this exact one is still being printed) passing one song per day.
    • Hymnplaying Made Simple DVD Course, ShowForth Videos (I think this is Bob Jones University)