Hard Truths: The History of Black Catholics in the United States

The History of Black Catholics in the United States

by Cyprian Davis

I cannot recommend this book highly enough to any American Catholic. While I think the books my children have read do a relatively good job of talking about some of the hard truths of our history, none of them explore the history of our faith in America from the point of view of black Catholics like this one does.

This book is a treasure trove of amazing research. I imagine Cyprian Davis spent years reading letters, journals, newspaper articles, baptismal records, and other primary sources. He also conducted many interviews. The breadth and depth of this work is astounding, as is his humility. He reminds the reader regularly that more research is necessary.

The book was first published in 1990. I'm sure there have been great strides in scholarship at times and places, but I'm not sure there's been another book attempting to pull it all together in the way that this author does.

Reading the book, I found a recurring cycle of Catholics, even some in authority, speaking out the truth of the Gospel and how blacks, slave and free, should be incorporated as full members of the Church, but Catholics in practice deluded themselves into serving their own interests. As Fr. Cyprian points out, the black Catholics also spoke eloquently and repeatedly on their own behalf:

For the first time [in 1853] but not for the last, black lay Catholics had spoken out for themselves expressing both loyalty and love for the church and anger and dismay at the racist practices of those within the church...Still, the pattern of appeal to Rome regarding the plight of black Catholics, both on the part of blacks themselves and on the part of those who labored among them, will eventually result in a Roman response that will change the American church decisively. (page 97)

You may look at the text of this book and the number of pages in dismay, anticipating a dry academic treatise. Do not fear. Fr. Cyprian writes clearly but engagingly. I marveled at how eager I was to keep reading and how quickly the pages turned. 

I don't intend to assign this book to my high schoolers, simply because it is rather long, and the history curriculum is already pretty dense, but I will keep it prominently on our shelves and encourage them to read it. I'm making a list of books to gift my seminarian son if he becomes a priest (to begin building his library), and this is the first book on the list.

I received nothing in exchange for this post. Links to Amazon and Bookshop are affiliate links. I purchased a copy of this book.

An American Odyssey: Adventures of Huckleberry Finn

Adventures of Huckleberry Finn by Mark Twain

audiobook from Audible, performed by Elijah Wood

First Son is completing a blend of the beta Mater Amabilis high school plans and the updated ones, so I have to condense the six novels from Level 6 (eleventh and twelfth grades) into three novels for senior year. After talking with Kansas Dad and polling the Facebook group for thoughts, I think I've narrowed it down to four. I already own Mark Twain's Adventures of Huckleberry Finn on Audible, and I'm going to assign this to First Son as a free-time listen. He's not as devoted to audiobooks as First Daughter, but he'll find it easier than reading so I think we can squeeze it in as a fourth novel.

Mark Twain is not my favorite author, though I very much enjoyed his Joan of Arc. Listening to Elijah Wood's performance was vastly more enjoyable for me than reading the book would have been. He does a terrific job. It is a little disturbing for modern listeners to hear the language of the characters, but I feel like it's true to the historical dialogue Twain was invoking and the harshness of it to our ears is a reminder of the traumas of slavery and racism.

Because I listened to the book rather than reading it, I don't have many reliable quotes to share. My favorite parts of the book illuminated Huck's thought processes as he desperately tried to discern right and wrong in a world that honored the legal ownership of slaves. Twain skillfully reveals much of the despair and inequality of the institution of slavery, but without challenging it entirely, even though it was published after the Civil War.

I also loved the descriptions of the weather and natural world of the Mississippi River. Mark Twain knew that land inside and out and beautifully describes it, whether in narrative text or in the voice of Huckleberry Finn.

Huckleberry Finn lies at every town up and down the Mississippi. He lies even when he doesn't have anything to fear. Sometimes, these whoppers are tremendously entertaining, but I personally would have preferred half of them, and the ones remaining lasting only half as long. First Son will probably enjoy them more.

I'm pleased to include this book in our high school studies. It's a complicated book with lots of room for discussions and thoughts, most of which we won't cover explicitly, but I think it's an important American novel I'm sorry I missed before now. Now that I've read it, I feel sure I'll hear echoes of it in many other American works.

I have received nothing in exchange for this post. Links to Amazon are affiliate links. I purchased this audiobook.

Reading Journal Questions for To Kill a Mockingbird

As I mentioned in a post when I first read To Kill a Mockingbird, I've written some reading journal questions for First Son for the book.

The idea of a reading journal is one we're still figuring out in our homeschool, but I try to distinguish it from a written narration. I never comment on writing style, grammar, or sentence structure for the reading journal entries; they don't even have to be in complete sentences. I'm looking for First Son's thoughts as he reads through a book and themes we may be able to discuss to help him see more than just the plot. I do not write reading journal questions for all of his books; I try to focus just on the ones he might find confusing or upsetting.

Though I don't think I used any of the questions exactly as written, I found Andrew Moore's study guide on this book helpful when thinking about our reading journal.


Week 1: Chapters 1-3
Reading journal - Choose one character and tell us what we know about him or her so far.

Week 2: Chapters 4-6

Reading journal - Describe the Boo Radley game, why you think the children want to play it, and why you think Atticus forbids it.

Week 3: Chapters 7-9
Reading journal - Tell what you know about the upcoming trial. What does Atticus expect? What does he fear?

Week 4: Chapters 10-11
Reading journal - Tell what happened while Jem was reading to Mrs. Dubose and why they were there.

Week 5: Chapters 12-14
Reading journal - Tell what you learn about Calpurnia and what others think of her.

Week 6: Chapters 15-17
Reading journal - Tell about the lynching party and what happens at the jail OR tell what you know about the Ewell home after Bob Ewell's testimony.

Week 7: Chapters 18-20
Reading journal - Describe Mayella's testimony. Compare how you respond as the reader with how you imagine the jury and townspeople responded.

Week 8: Chapters 21-23
Reading journal - Tell about the verdict of the trial and how different characters responded to it.

Week 9: Chapters 24-26
Reading journal - Compare the townspeople's reactions to events outside of their hometown (in Europe and in Africa) with their behavior to "folks right at home."

Week 10: Chapters 27-28
Reading journal - Describe what happened on the way home from the pageant.

Week 11: Chapters 29-31
Reading journal - Tell what you've learned about Boo Radley.

There are only eleven weeks of lessons, so there's time for a final writing assignment or exam at the end, if you do that sort of thing.

Justice and Truth: To Kill a Mockingbird

To Kill a Mockingbird

by Harper Lee

This book is recommended for Level 4 (8th grade) by Mater Amabilis, which would be First Son's level next year. There's a note encouraging parents to read the text first to determine if it is appropriate. It is, of course, the story of the trial of a black man accused of raping a white woman. As with far too many "classics," this is a book I never read but it has been on my list, so I requested it from the library.

Written from the point of view of young Scout, the book explores overt and subtle racism. I've decided First Son will read it, but I'm going to make a reading journal for him where I'll ask him to record his thoughts in response to questions I'll pose (probably not for every chapter). Set in the 1930s, many of the characters who are less racist are actually still quite racist by today's standards. Among other things I want to be able to tease this out a little with my son.

My reading of this book prompted a little discussion on the Mater Amabilis facebook page. Thinking about this book myself, I was concerned about the possibility of First Son (and later my girls) internalizing the idea of a woman who falsely accuses someone of rape. This topic is sensitive and there are certainly false accusations, but I'd like my children to give accusers the benefit of the doubt and let those in authority make determinations of fault. In addition, I wanted my girls to feel safe talking with me or someone else if they felt like someone was taking advantage of them. One of the very wise moms in the group pointed out that Tom (the accused) is really the one who isn't believed despite the evidence. We can use this part of the novel to talk about how those who are generally powerless slash out at others and how whether we believe someone can initially depend more on context and prejudices than facts and truth.

This is yet another book I look forward to sharing with First Son next year.

More than a Romance: Ivanhoe

Ivanhoe: A Romance

by Sir Walter Scott

Mater Amabilis recommends Ivanhoe as a "classic" read in Level 3, Year 1 (sixth grade). I had only waded a few pages into the author's introduction when I decided it wasn't a good fit for First Son, being much too convoluted. Last summer, though, I glanced through the book itself and realized the text itself is more accessible than the introduction. So I assigned it for the first term of Level 3, Year 2 (seventh grade), and decided to read it along with First Son rather than the summer before.

In the past, I've interspersed the assigned Classics with First Son's other independent reading, but he reads his schoolbooks so slowly, I felt like he was stuck reading the same book for ages. This year, I decided to try something different which I think it working well for us. He still has independent reading, for which I usually assign a book though sometimes I let him choose. He reads from that book 4-5 days a week for about 15 minutes each day. It's not much, but it means he's reading something that, while not challenging his reading level, is more substantial than the reading material he chooses. (Ugh.)

In addition, I assign Classics. I started the year with Ivanhoe. (I thought since it was a Year 1 book, it would be less difficult than the Year 2 suggestions, but I can tell already it was more difficult in reading level and content than The Scarlet Pimpernel which he's just begun. I think I will switch the order for the next child.) At first, we tried three chapters two days a week but the reading is dense and First Son was struggling. I soon switched it to two chapters three days a week. That was better, but it seemed to still regularly take him 45 minutes to an hour to finish his Ivanhoe reading. I think partly this was just his struggle to maintain his attention level, but there's no doubt this is a challenging read.

Another change I made was meant to increase our conversations about the book compared to what we discussed during last year's Classics (which was basically nothing). I asked First Son to write two questions in a notebook for me and we talked about those when we had his individual lessons. After a few weeks, I specified I wanted his questions to be ones I could not answer with yes or no. These questions were sometimes quick and easy and sometimes introduced more serious discussions about fidelity to the faith and treatment of those of other races and religions. Ivanhoe offers plenty of opportunities to discuss how people of faith should behave.

"If thou readest the Scripture," said the Jewess, "and the lives of the saints, only to justify thine own license and profligacy, thy crime is like that of him who extracts poison from the most healthful and necessary herbs."

There are instances of damsels carried off against their will for nefarious purposes, just as a warning, in addition to battles with their share of gore.

The air was filled with groans and clashing of arms; the floors were slippery with the blood of despairing and expiring wretches.

Though many of the religious of the book display sins small and large, the book itself is one of virtue and heroic courage. Those who have behaved ill are clearly shown as such.

But the moment had now arrived when earth and all his treasures were gliding from before his eyes, and when the savage baron's heart, though hard as a nether millstone, became appalled as he gazed forward into the waste darkness of futurity.

One of my favorite quotes of the entire book is from an endnote by "Laurence Templeton" (actually a nom de plume of Sir Walter Scott). It is a reference for the scene where the Knight Templar barges into a burning room to rescue the Jewish maiden from the flames (by kidnapping her against her will, for a second time).

Incident from Grand Cyrus. The Author has some idea that this passage is imitated from the appearance of Philidaspes, before the divine Mandane, when the city of Babylon is on fire, and he proposes to carry her from the flames. But the theft, if there be one, would be rather too severely punished by the penance of searching for the original passage through the interminable volumes of the Grand Cyrus.

Ah, if only he had Google Books!

I highly recommend Ivanhoe for Level 3 students. I suggest, however, being willing to read along with the student and to be prepared to discuss issues of race, religion, and morality. You may also want to try to find a copy that doesn't have "A Romance" on the cover as that was a major problem for First Son. Because he's twelve.

My Favorite Picture Books: Peter Claver, Patron Saint of Slaves

Peter Claver, Patron Saint of Slaves by Julia Durango

illustrations by Rebecca Garcia-Franco

Peter Claver was a Spanish Jesuit priest who traveled to Colombia in the New World "in the time of explorers and sailors." Horrified by the institution of slavery, he dedicated his life to serving the slaves, tirelessly caring for them and advocating for them. It is a wonderful example of treating all people as we would treat Christ and of standing for what is right against a culture or society without being overbearing at all. The text and illustrations manage to convey the evil of slavery without being frightening for young children.

Though it is written about a Catholic saint, any Christian without qualms about saints in general would be able to read and enjoy this book with children.

I purchased this book directly from Paulist Press during their annual sale. I'm not sure how I received the catalog (it takes place only by mail), but I'm certain you can call to find out how to get on their mailing list.

My Favorite Picture Books: Boycott Blues

Boycott Blues: How Rosa Parks Inspired a Nation 

by Andrea Davis Pinkney

illustrated by Brian Pinkney

Andrea Davis Pinkney and Brian Pinkney are among my favorite picture book authors and illustrators and this book is just one of their wonderful cooperative achievements. In it, the story of the Montgomery bus boycott is told by a rhythmic guitar-playing hound dog who sings the blues, the Boycott Blues, of course. One of the things I especially like about this book is that all of the people of Montgomery become more important in the boycott than either Rosa Parks or Martin Luther King, Jr. They're not neglected, but it's the perseverance of all the people that prompted change.

The illustrations are full of windy sweeps and dreary blues as the people toil by foot and bicycle, but there's also a lovely glow and you can feel them encouraging one another.

A wonderful addition to the study of Civil Rights, Rosa Parks, and Martin Luther King, Jr.

My Favorite Picture Books: I Have a Dream

I Have a Dream by Dr. Martin Luther King, Jr.

with paintings by Kadir Nelson

This outstanding picture book is made up of excerpts of Dr. King's famous speech paired with illustrations by Kadir Nelson that are worthy of the large pages. He alternatively shows views of the speech itself and the thousands of people listening raptly to the words with images of people of all colors celebrating together. The entire speech is printed at the end of the book. As if the artwork were not enough in itself (it really is), the book comes with a CD recording of Dr. King's speech. The children and I listened to it together after reading a few other books on Martin Luther King, Jr. It is a great gift to our children to share this amazing speech and dream with them.

Our immediate family is not mixed, but my youngest sister is adopted and black. My sister-in-law is a naturalized citizen born in El Salvador. Some of our godchildren are the children of a mixed marriage. I take advantage of nearly every opportunity to speak openly with my children about equality and seeing Christ in all people of all colors and abilities, but this book doesn't just give an opportunity to talk about it. It gives us a vision of a shared dream, and a beautiful one at that.