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Although the book is titled Patriotic Leaders of the Church, perhaps another way of saying it would be "Clergy in the Catholic Church who were both Leaders and Patriotic". With the exception of a few priests, the majority of the biographies are of Bishops, Archbishops, or Cardinals. In other words, the main focus of the book is to show that a person can be both Catholic "to the core," patriotic, and even a priest at the same time.

Each chapter (with the exception of the last one - which is a compilation) unveils the biography of a famous figure in the Catholic Church: Archbishop John Carroll, Cardinal James Gibbons, Archbishop John F. Noll, and others. (If you don't recognize his name, you will soon find out his enormous contributions to society and the Church). There are also a few Catholic laymen briefly mentioned, such as Charles and Daniel Carroll. Actually each chapter is not so much a typical biography, following his life, as it is a defense of why each person was chosen - highlighting what makes them both a patriotic American and an exceptional Catholic.

Utilizing his journalistic background, Fink uses anecdotes to draw us in to each biography where he supplies numerous snippets from various, primary sources to demonstrate how each person was both an outstanding example of the faith, defending the Church in the public square or living it in an extraordinary way, and a true American.

For those who are ignorant of how Catholics and the Catholic Church were treated in the past, this will be an eye opening experience. How many people know about the penal laws against Catholics in the original thirteen colonies or that John Quincy Adams was virulently anti-Catholic? These and many other facts supply important information about Catholics and the Catholic Church often found missing from history classes or textbooks - even some Catholic ones! More importantly, we find out about those unsung "heroes" who defended the faith in those difficult and trying moments in history, as well as those who defended or assisted their country in its time of need.

To find out about those we should be indebted to for their many contributions to society and the Church such as Cardinal John J. O'Conner (who was actively involved in the public square from speaking out on controversial subjects to visiting the sick in hospitals or participating in various Vatican agencies) you will want to read this book.

There are also Chapter Notes with a breakdown of the primary sources used in each chapter. This would be helpful for anyone doing further research on a particular priest.

I noticed pretty early on that my boys did not have the same facility with writing as I myself had had as a child. All of them have learned to read long before they could write anything legible. And even when they learned to write, their handwriting left much to be desired. I tried various programs, and even made extra worksheets on the computer, but nothing really seemed to help much. Friends advised me – some said to make them practice more; others said to just wait for them get older. But as they got older, their writing got faster – but worse. I despaired of their ever developing fluency.

Then a friend (a mother of boys!) introduced me to the Peterson Directed Handwriting program. Of course I wondered why this program would work where those others had failed. There’s a lot more information on their website but here are some basic differences between a typical handwriting program and the Peterson program.

• Nearly all handwriting programs are based on a visual-feedback approach. In other words, the child sees the model, tries to copy it, sees the difference and attempts to correct it. This has two inherent problems:
  1. Constant correction results in stopping and restarting at random places, preventing the development of a smooth writing stroke.
  2. Like copying a drawing, it is by its nature brain-resource intensive.

  Peterson is based on training the muscles, freeing up the brain to focus on the content, spelling, etc.

• While other programs are for the most part simply given to the child, Peterson requires active teaching. Don’t worry – this only takes 5-10 minutes per day and it’s all spelled out for you in the teacher’s guide.
• Peterson also places significant emphasis on the surrounding mechanics, such as pencil holding (they carry special pencils and grippers to help with this), paper positioning, and proper posture.
• It uses rhythmic movement and large muscle movement to help train fluent motions.
• Finally, it is non-consumable.

If your child is writing easily and beautifully (and yes, I have seen this in some children) then you don’t need this program. However, if your child displays one or more of the following behaviors, it is a clue that this program may help:

• letterform reversals (confusing b and d, for example)
• stroke reversals – letters that look correct but are formed in the wrong direction
• incorrect or inconsistent stroke patterns
• excessive pressure of pencil on paper
• neat handwriting if given LOTS of time, but legibility problems under time pressure
• handwriting deteriorates over time

The way the program works is by breaking down each letter and number into a series of strokes, for both print and cursive letters. After teaching the basic strokes, the letters are taught in groups based on their form, i.e. the strokes of which they are composed. A typical lesson involves a large model on the chalkboard with the teacher naming the strokes and identifying the start and stop points. The students then “air write” the form by pretending to trace the model while chanting the stroke names. This is followed by finger-tracing the letter in the student book, and only then attempting to make the letter on paper. Eyes closed practice is encouraged, and it helps if the student can use the chalkboard for practice as well.

I won’t say my boys are writing spectacularly, but the older (now 12) can write legible pieces in reasonable timeframes.

Peterson Directed Handwriting is available in Homeschool Kits in five levels, covering grades Preschool/K through 8. They also offer two Adult Self-Improvement levels, the first of which is excellent for as-needed refreshers in middle or high school.

I picked up Phonics Pathway because Jessie Wise and Susan Wise Bauer recommended it in the first edition of The Well-Trained Mind. When I mentioned to a friend that I had bought this book, she wrinkled her nose and said, “Let me know what you think,” implying, of course, that I probably wouldn’t think much of it. Nothing could be further from the truth. I love Phonics Pathways.

Ms. Hiskes presents a systematic approach to teaching phonics. The first five lessons” focus on short-vowel sounds; then the program moves to two-letter blends using the short-vowel sound, blends such as “ma,” “me,” “mi,” “mo,” and “mu.” At first, this confused me since the letter combination of “m-e” is really a word that uses the long “e” sound. The same is true with these combinations: “s-o,” “n-o,” “h-e,” etc. My first time through the book I didn’t understand Ms. Hiskes’ method, but I decided to trust her; the book was in its 9th edition, after all, and the Wise ladies had recommended it. It turns out that Ms. Hiskes knows what she’s doing. Once a child masters making two-letter short-vowel blends, the child moves on to three-letter short-vowel words—words such as “men,” “son,” “not,” and “hen.” Thus, the second step that may seems so strange is essential to getting kids ready for three-letter words.

For the next 100 pages or so, Phonics Pathways focuses on short-vowel mastery by teaching children words with basic twin-consonant endings (-ch, -th, -sh, etc.). Then around page 100, the long-vowel sound is introduced by using the “magic e” or “silent e” rule that you find in words such as “cane,” “Pete,” “hide,” “note,” and “tune.” My son had some difficulty with the transition from short-vowel to long-vowel, but after some time he got it.

The next 60 pages or so focuses on various beginning and ending sounds. The twin-consonant endings that were taught in the first half of the book are now taught as beginning sounds (ch-, th-, sh-, etc.), and endings such as “-ing,” -ang,” “-ed,” “-er,” are formally introduced.

Unfortunately, after page 160, I found the book to become almost useless as a daily program. Every sound in the English language is covered, and some sounds are so rare that it’s easier to teach them as they turn up in your child’s reading. For example, it’s important for a child to know that the “eigh” combination makes the long-a sound, but I found it was easier for my son to remember this rule once he encountered words such as “eight” and “weight” in his own reading.

Another problem with the Phonics Pathways—and this was my friend’s problem, the reason why she wrinkled her nose when I mentioned it—is that Ms. Hiskes provides little help in terms of games and activities. You’re pretty much left on your own here. (I should mention here that the text is black-and-white, which I like because it means there’s nothing to distract kids from focusing on reading.) However, I didn’t necessarily find the dearth of activities (or the B&W text) to be a problem—but that probably has to do with my own Spartan-like pedagogical methods than anything else.

A third problem with the book is that Ms. Hiskes refuses to teach sight words. This is easily remedied if, once your child starts learning the long-vowel sounds, you bring the Dolch List into your phonics/reading curriculum. That’s what I did, and by the time we hit page 160 in Phonics Pathways and had worked our way through the Dolch List, my oldest was reading at a solid 2nd-grade level.

Despite these “quibbles,” the program works. My oldest is 7-1/2-yrs. old and he reads fluently books like The Magic Tree House, A to Z Mysteries, and The Boxcar Kids, and he can comprehend enough in books like Famous Men of Greece and The Aeneid for Boys and Girls that he’s able to talk about them intelligently and answer general questions. And my daughter, who almost 5, is 40 pages into the book (three-letter words), seems to enjoy it, and is progressing faster than I’d anticipated. I highly recommend this book.

I heard this story long ago... most certainly from my story-telling aunt, who had the power to do exactly what this phenomenal books does: to turn real life stories into a delightful tale for children! But while my good auntie illustrated her stories with words in a way only she could do, this new publication is illustrated by lines and color in a way that will captivate young and old alike. One would be reminded of Tomie De Paola, but a Tomie de Paola turned-to-life with much more realistic, rich-in-detail full page spreads.

The story is one of big dreams, inventiveness, and great doses of courage and perseverance. Half a millennium ago in Florence, the great cathedral of Santa Maria del Fiore was all built, but for the dome... and a contest was announced for the building of an architectural feat never done before. Little Pippo, called the fool by the people, a goldsmith, dreamed of a plan... and had to undergo quite a bit to accomplish it!

Pictures books are such integral part of our family life... and books such as Pippo the Fool come to entertain, to educate and to delight. Hats off to writer and illustrator. Do not miss this gem!