“We” have to give the schools more money. “We” have to pay the teachers more. “We” have to get parents more involved in their children’s public schools. “We” have to get parents more involved in their children’s homework. “We” have to find a way to close the achievement gap between white children and black or Latino kids. “We” have to demand accountability from our public schools and teachers. “We” have to end the drugs and violence in our public schools. “We” have to improve our teaching methods so our children can read their own diplomas when they graduate high school. “We” have to teach our children environmental propaganda about saving the earth and global warming. “We” have to teach kids to “respect” other people’s lifestyles with classes about homosexuality in their sex-ed classes.

And on and on it goes. Every “we” pressure group is at each other’s throats about what “we” have to do to “improve” the congenitally-incompetent public schools and our children’s education.

Do you notice the one common factor in all these disastrous problems with our children’s education in public schools? Right you are — it’s the “we” part. Americans have been brainwashed into thinking education is a collective “we” enterprise that must be run by governments that “we” elect. Since “we” are all taxpayers, and our taxes pay for the public schools, all of us “we” have the right to input our demands, desires, complaints, and suggestions about how to “fix” the system. Hence the endless bickering, fighting, backstabbing, grab for “public” tax dollars, power plays, and government-induced incompetent education.

What’s the real solution to finally giving our kids a decent education? Get rid of the “we.” Education must be made a private concern of individual parents, NOT a collective “right” of education run by a government-education monopoly called public schools. Let each parent educate their own children in their own way, paying whatever they can afford, in a quality, low-cost, fiercely competitive, private/independent school system. Each parent should be responsible for their own children’s education in this free-market, private-school system, just as each parent is responsible for feeding their children with food they buy from private grocery stores and supermarkets.

The problem with public schools is that they are “public” and run by government. The problem is that these government-run public schools exist in the first place. Government is the PROBLEM, not the solution to our children’s education. Get government out of the education business, and the problem is solved quickly and permanently.

No more “we” taxpayers demanding a say in the collective, government-run education system called public schools. Make it illegal for any local, state, or Federal government to own, operate, or collect taxes for any school system.

Put an end to the ridiculous notion that “we” all have a “right” to an education, so “we” need tax-supported government schools to enforce that “right.” There is no such thing as a “right” to an education. Education doesn’t grow free on apple trees. Schools, books, and teacher salaries all have to be paid for by someone. That’s what tuition is all about in a private school — to pay for these expenses. To claim that your child has a “right” to an education, is to claim that you have the right to steal from your neighbor to pay for your child’s education, through school taxes imposed by your local government.

Ask yourself this. Do you have the right to put a gun to your neighbor’s head and demand money from him to pay for your child’s sneakers or Wheaties cereal? Do you have the right to steal money from your neighbor to pay for ANYTHING your child needs? If you have some moral sense and answered no, then you also don’t have the right to steal from your neighbor for your child’s education either, no matter how much you love your child, because it’s wrong to steal, and two wrongs don’t make a right.

Yet a public “we” school system requires that “we” all steal from each other to pay for our children’s education, courtesy of compulsory school taxes. But what about single people, married couples with no children, parents with children in private schools, homeschooling parents, and older-retired people with no children in school? All these people, your neighbors, have no need for public schools because they have no school-age children in public schools. Why do your neighbors with no school-age children have to pay school taxes so that your children go to public school?  What if they passed a law saying you have to pay taxes for public golf courses, yet you hate golf and would never set foot on a golf course?

Public schools need compulsory taxes to stay alive. These taxes let some parents with school-age children steal money from their neighbors who might not have school-age children. The “we” of the public-school system therefore requires massive collective looting on a grand scale, turning us into a nation of education thieves.

So how do we end this moral nightmare that creates congenitally incompetent government (public) schools? Put an end to the “we.” Get government out of the education business. Turn education over to parents and the life-giving fresh breath of a fiercely competitive free-market education system, where each parent has complete control ONLY over their own child’s education. Then this free-market of education will sharply raise the quality of our children’s education, and sharply lower the cost of this education for average parents. The best of both education worlds without having to pay a single dollar in school taxes. Wouldn’t that be great?

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Wednesday, July 15, 2009
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The extra income you earn from a part-time job, work-at-home job, or new business you start can be used to pay for your child’s private-school education with a brick-and-mortar, or low-cost, online K-12 private school. Please look over these resources and websites carefully to make sure the income earning opportunity is real and legitimate, and consider a small business you can start at home.

Having a home-based business not only can increase your weekly income, but lets you stay at home and homeschool your children, or supervise their studies with an online K-12 private school. Working from home means you don’t have to waste time commuting, you are your own boss, and your income potential is limited only by your energy, perservance, and imagination. Good luck to all parents and students in your endeavors.

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Parents who want more direct control over their children’s home-schooling curriculum can buy books, games, course curriculum material, computer software, and other teaching materials for math, reading, science, history, and many other subjects. The following websites offer a wide range of homeschool teaching materials.

1.   Alpha-Phonics

2.   Go Phonics Reading Program

3.   Core Curriculum of America (grades K-12)

4.   Homeschool SuperCenter

5.   Pearson at School

6.   Headsprout (teaches reading fundamentals, ages four to seven)

7.   Hooked on Phonics/Hooked on Math ( reading and math)

8.   A+ Math (fun math instruction)

9.   eSylvan Learning Center (reading, math)

10.   Frontline Phonics (guarantees results)

11.   Funnix Reading Tutor

12.   The Rayment Reading Method (free)

13.   Starfall (learn to read)

14.   The Brain Store (learn math K-12 grades)

15.   Math.com (math resources)

16.   Shiller Math

16.   1 on 1 School Supplies (reading, math, software, resources)

17.   Leapfrog.com (Leap Frog math, reading, much more)

18.   3Moms (homeschool curriculum material)

19.   Love To Learn

20.   Brain Pop (reading, math lessons)

21.   Enchanted Learning (reading, math material)

22.   ACE-Educational.com (home-schooling resources)

23.   Fun Brain (math, reading materials, lessons)

24.   Geographia (learning geography)

26.   Home Schooling Books(books, software, other)

27.    Robinson Curriculum (homeschool curriculum materials)

28.   Homeschool Book Depot (low-cost books on all subjects)

29.    KiddSmart.com (books, lessons, etc., for ages one to six)

30.   Learning Streams (books, software, lessons)

31.   Mental Edge (tests to discover child’s current reading and math levels)    :

32.   Time2Read (reading program)

33.   The Resourceful Homeschooler (books, software, other teaching materials)

34.   Family Learning Organization (testing and assessment of your child’s skills)

35.   SheHomeSchools (books, other resources)

36.   History Place (history articles)

37.   The Home School Source (books, other materials, lending library)

38.   The Homeschool Highway to Learning (books, lessons, other resources):

39.   Homeschooler’s Curriculum Swap (swap books, software, other materials with other parents):

40.   Educating.net (extensive learning materials, all grades)

41.    L.A.M.B. Company curriculum

42. Reading Rockets

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These are great sites that give detailed information on many aspects of home-schooling, including homeschooling tips, homeschool curriculum, online K-12 private schools, tutors, home-schooling education materials, state regulations, and much more. To find additional Internet sites on Google, Yahoo, and other search engines, use search phrases like “homeschooling,” “homeschool resources,” or “home education.”

1.  A to Z Home’s Cool Homeschooling

2.  EducationRevolution

3.  Homeschool World

4.  Homeschool Central

5.  Home School Corner

6.  Jon’s Homeschool Resource page

7.  Family Education Network

8.  E-tutor, at homeschool corner.com

9.  Home School Zone

10.  Ask Eric (Educator’s Reference Desk)

11.  Teach at Home

12   EduPuppy

13.  EdHelper.com

14.  American Homeschool Association

15.  Home School Internet Resource Center

16.  Education World

17.  Net HomeSchool

18.  iVillage

19.  NHERI (National Home Education Research Institute)

20.  Homeschool of Fish, Homeschool Cheap on the Cheap :

21.  HomeSchool.com

22.  Educating.net

23.  John Holt website, Growing Without School

24.  Home Ed Magazine

24.  FamilyEducation.com

25.  Homeschool Legal Defense Assoc.

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Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Personal Learning Style (J. P. Tarcher, 1987). Offers practical ideas on discovering and working with your children’s particular learning styles. Also, Armstrong, Thomas. Seven Kinds of Smart: Identifying and Developing Your Many Intelligences (Plume, 1993).

Blumenfeld, Samuel L.  Homeschooling: A Parents Guide To Teaching Children (Replica Books, 1999). This excellent book describes what home-schooling is all about, and helps parents decide whether home-schooling fits their family lifestyle. It covers important aspects of home-schooling, such as: why parents choose to homeschool, how to create and implement a personal style of education for your kids, what subjects to teach and how to teach them, how to handle the socialization issue, how to deal with school authorities, and much more. The book also gives full-time working parents useful, practical information on how to home-school their children.

Cohen, Cafi.  And What about College? (Holt Associates, 1997). This book is a great help for home-schooling parents seeking college admission for their children. It has practical advice and details on how to describe your child’s homeschool education through model letters, resumes, and transcripts that colleges will accept for admission. It offers great advice on how to put your children’s home-schooling records in the best possible light to greatly increase their chance for admission to college. This is a must book for home-schooling parents and teenagers ready for college.

Deci, Edward L.  Why We Do What We Do: Understanding Self-Motivation (Penguin, 1996). This book is a fascinating discussion of how our reasons for doing things affect our abilities. This book will help you understand how to motivate your children to learn.

Gold, Laura Maery, and Joan M. Zielinski,  Home-School Your Child for Free: More Than 1,200 Smart, Effective, and Practical Resources for Home Education on the Internet and Beyond (Prima, 2000). The Internet is an open door to the biggest library the world has ever seen — and it’s all at your fingertips, free. This book is a great source of information, adventure, and educational experiences for the entire family. You’ll discover online lesson plans arranged by subject, teaching tips, and success stories from other home-schooling parents. The book has complete curriculum plans for a comprehensive education from preschool through high school. It also has legal guidelines and compliance requirements for home educators, and much more. A great resource book.

Griffith, Mary.  The Unschooling Handbook: How to Use the Whole World as Your Child’s Classroom (Prima, 1998). This wonderful book about “unschooling,” a less programmed form of home-schooling, really does show parents how to use the whole world as their children’s classroom. It has specific sections on teaching your child reading, art, math, science, and history. It has great advice on how to tell whether your child is learning, how to keep records, and ways to get your child into college. A wonderful introduction to home-schooling and unschooling.

Harris, Gregg, and Sono Harris.  The Home School Organizer (Noble, 1995). This is an important book that shows you how to organize and keep track of all your lessons, curriculum, children’s progress, and other home-schooling details. This book is also a must for legal purposes, if or when local school authorities ask for home-schooling progress records.

Holt, John.  How Children Fail (Dell Books, 1964). This is an absolutely brilliant book on how public schools ruin children’s minds and education. Holt shows the many ways public schools destroy children’s love of learning, utterly waste their time, and cripple their creativity and potential.

Holt, John.  How Children Learn (Perseus Publishing, Revised Edition, 1999). This book by Holt gives a fresh and insightful look at how children learn. He shows how learning is a natural process for children, and how parents can best help their children to learn.

Holt, John.  Learning All the Time (Addison-Wesley, 1990). John Holt is one of the “fathers” of home-schooling. This book is one of a series by the same author that discusses how children learn without being “taught.”

Klicka, Christopher J.  The Right Choice: Home Schooling, (Noble, 1995). This terrific book describes not only the great benefits of home-schooling, but the great dangers of keeping your children in a public school. It also makes a brilliant legal and constitutional case for home-schooling and against public schools.

Leppert, Mary, and Michael Leppert.   Home-schooling Almanac, 2002—2003: How to Start, What to Do, Where to Go, Who to Call, Web Sites, Products, Catalogs, Teaching Supplies, Support Groups, Conferences, and More! (Prima, 2001, 688 pages). This comprehensive guide for new home-schooling parents is divided into three main sections: “Nuts and Bolts” helps identify the learning style of your children. It reviews teaching styles, and uses an easy, question-and-answer format that gives information on commonly asked home-schooling topics. The “Products” section sorts educational teaching materials by subject, rather than age or skill level, which makes it easy to find various products. The “Resource Guide” gives contact information for home-schooling conferences and organizations in every state, and homeschool certification requirements for all states.

Llewellyn, Grace.   Freedom Challenge: African-American Homeschoolers (Lowry House, 1996). This book is a collection of essays by African-American and other minority parents about their experiences in home-schooling and unschooling their children.

Llewellyn, Grace.   The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education (Lowry House, 1991). A great book for any parent who wants to get her teenage children excited about life and learning. It thoroughly covers many ideas about unschooling and home-schooling and has many resources for further study.

Orr, Tamra B.   A Parent’s Guide to Home Schooling (Mars, 2002). Lively and readable, and includes a huge amount of information on home-schooling. Includes essays and practical advice by both experts and home-schooling parents “in the trenches.” Orr is also the author of 101 Ways to Make Your Library Home-schooling Friendly and 125 Things Homeschoolers Can Do on the Internet.

Papert, Seymour.  The Connected Family: Bridging the Digital Generation Gap (Longstreet Press, 1996). The author talks about many ways to use the computer to teach your children different subjects. It’s aimed at parents who have no previous computer knowledge.

Perelman, Lewis J.   School’s Out: Hyperlearning, the New Technology, and the End of Education (Avon Books, 1993). This book enthusiastically and thoroughly explains how the computer can be a great resource for teaching your child at home.

Pride, Mary.  The Big Book of Home Learning: Preschool and Elementary, vol. 2 (Alpha Omega, 1999, 590 pages). This thorough resource book on home-schooling for preschool and elementary grade children covers resource material, lesson plans, and curriculums for reading and other subjects.

Reed, Donn.  The Home School Source Book (Brook Farm Books, 1991). A great resource book that is part catalog, part essays about teaching your children at home. Contains many teaching resource ideas.

Rupp, Rebecca.  The Complete Home Learning Source Book: The Essential Resource Guide for Homeschoolers, Parents, and Educators Covering Every Subject from Arithmetic to Zoology (Three Rivers Press, 1998, 752 pages).  A comprehensive source book that gives parents and teachers information on all the resources needed to plan a well-balanced curriculum for the home or the classroom, from preschool through high school. It is a thorough reference guide for home-schooling, including teaching material, curriculum, books, magazines, lesson plans, learning kits, hands-on materials, and much more.

Rupp, Rebecca.  Good Stuff: Learning Tools for All Ages (Holt Associates, 1997). This book lists a wide variety of nontextbook learning materials for home-schooling, such as games, cards, posters, books, and catalogs, all divided into different subjects.

Rupp, Rebecca.  Home Learning Year by Year: How to Design a Homeschool Curriculum from Preschool through High School (Three Rivers Press, 2000). This book gives a comprehensive guide to designing a homeschool curriculum, from one of the country’s leading home-schooling experts, Rebecca Rupp. The book presents a structured plan to ensure that your children learn what they need to know, at the right time, from preschool through high school.

Walberg, Herbert and Bast, Joseph L.  Education and Capitalism: How Overcoming Our Fear of Markets and Economics Can Improve America’s Schools (Hoover Institute Press, 2003). This enlightening book shows how a free-market education system can improve our schools and give children a superior education.

Ward, Ann. Learning at Home: Preschool and Kindergarten, (Noble, 1995).  This is one of a series of learning-at-home books by Ann Ward, previously an experienced elementary school teacher before she became a home-schooling mom. She offers her own step-by-step curriculum packed with daily teaching plans for up to ten subjects. Thorough and easy to use; a great resource for new home-schooling parents.

Wise, Jessie, and Susan Wise Bauer.  The Well-Trained Mind: A Guide to Classical Education at Home (W. W. Norton, 1999). One of the best, most thorough (764 pages) books on home-schooling your children. Gives a wealth of information, specific advice, curriculum material, and lesson plans for math, reading, and other subjects, and can be a parent’s constant guide for home-schooling children of all ages.

• Blumenfeld, Samuel L., How To Tutor, The Paridigm Co., 1973

• Blumenfeld, Samuel L., Homeschooling: A Parents Guide To Teaching Children, Carol Publishing Group, 1997

• Colfax, David and Micki, Homeschooling For Excellence, Warner Books, 1988.

• Gorn, Elliot J., editor, The McGuffey Readers, Selections from the 1879 Edition, Bedford/St. Martin’s Press, 1998

• Griffith, Mary, The Unschooling Handbook: How To Use the Whole World As Your Child’s Classroom, Prima Publishing, 1998.

•  Carmen McGuinness,  Reading Reflex,  Simon & Schuster, 1998 — This book has a unique phonics system for teaching your children to read.

The following books will open your eyes to the sorry and scary state of today’s public schools:

•  Rudolf Flesch,  Why Johnny Can’t Read: And What You Can Do About It, Harper Paperbacks, 1986

•  Joel Turtel,  Public Schools, Public Menace: How Public Schools Lie To Parents and Betray Our Children,  Liberty Books, 2006.

• Fortkamp, Frank E., Ph.D., The Case Against Government Schools, American Media, 1979.

• Gatto, John Taylor, Dumbing Us Down, New Society Publishers, 1992.

• Gatto, John Taylor, The Underground History of American Education, The Oxford Village Press, 2000.

• Goldberg, Bruce, Why Schools Fail, Cato Institute, 1996.

• Gross, Martin L., The Conspiracy of Ignorance, HarperCollins, 1999.

• Holt, John, How Children Fail, Pitman Publishing, 1964.

• Holt, John, How Children Learn, Penguin Books, 1967.

• Holt, John, The Underachieving School, Delta Books, 1969.

• Kilpatrick, William, Why Johnny Can’t Tell Right From Wrong, Touchstone Books, 1992.

• Kjos, Berit, Brave New Schools, Harvest House Publishers, 1995

• Klicka, Christopher J., The Right Choice: Home Schooling, Noble Publishing Associates, 1995.

• Kozol, Jonathan, Savage Inequalities: Children In America’s Schools, HarperPerennial, 1992.

• Kramer, Rita, Ed School Follies: The Miseducation of America’s Teachers, Backinprint.com Book, 1991.

• Lieberman, Myron, Public Education: An Autopsy, Harvard University Press, 1993.

• Lieberman, Myron, The Teacher Unions, The Free Press, 1997.

• Moo, G. Gregory, Power Grab:How the National Education Association is Betraying Our Children, Regnery Publishing, 1999.

• National Education Association, 2000-2001 Handbook, National Education Association, 2000.

• Richman, Sheldon, Separating School and State, Future of Freedom Foundation, 1994.

• Rickenbacker, William F., editor, The Twelve-Year Sentence: Radical Views On Compulsory Schooling, Fox & Wilkes Publishers, 1974.

• Rothbard, Murray N., Education: Free & Compulsory, Ludwig Von Mises Institute, 1971.

• Ruwart, Dr. Mary J., Healing Our World, SunStar Press, 1992.

• Schlafly, Phyllis, Chld Abuse In The Classroom, Pere Marquette Press, 1984.

• Armstrong, Thomas, The Myth of the A.D.D. Child, Plume Books, 1997.

• Breggin, Peter R., M.D., Talking Back To Ritalin, Perseus Publishing, 2001.

• Sommer, Carl, Schools In Crisis: Training For Success or Failure?, Cahill Publishing Co., 1984.

•  Sowell, Thomas, Inside American Education: The Decline, The Deception, The Dogmas, The Free Press, 1993.

• Sowell, Thomas, Education: Assumptions Versus History, Hoover Institution Press, 1986.

• Stormer, John A., None Dare Call It Education, Liberty Bell Press, 1999.

• Sykes, Charles J., Dumbing Down Our Kids, St. Martins Press, 1995.

• Walberg, Herbert J., and Bast, Joseph L., Education and Capitalism, Hoover Institution Press, 2003.

• Adams, Charles, For Good and Evil: The Impact of Taxes On the Course of Civilisation, Madison Books, 1993.

• Coulson, Andrew J., Market Education: The Unknown History, Transaction Publishers, 1999.

• Diller, Lawrence H., M.D., Running On Ritalin, Bantam Books, 1998.

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Here you will find many kinds of online Internet private schools. Some are full virtual schools. Others are Internet divisions of brick-and-mortar private schools. Some offer only accredited high school programs, others have junior high and high school programs, and some offer a full 1st -12th grade education.

Many are state-accredited schools that offer fully structured academic programs leading to a high school diploma. Others have a less structured curriculum or offer courses or tutoring on various subjects. You will also find university-affiliated 1st – 12th grade and high-school programs, and Christian-based 1st -12th grade schools.

Also, many of these schools will offer online assessment of your children’s current academic skill levels in reading and math. Research these sites to find Internet schools that best suit your children’s age and interests and the tuition costs you can comfortably afford. To find additional Internet sites, use search phrases like “online high-school,” “online K-12 school,” ‘internet schools,” “virtual schools,” and “university high-school programs.”

High-School programs

1. Compuhigh

2. Dennison Online Internet School

3. Keystone National High School

4. Citizen’s High School

5. James Madison Online High School

6. Thompson Education Direct

7. Alger Learning Center

8. The American School

9. CompassLearning Odyssey

10. EdAnywhere

11. North Atlantic Regional Schools

12. Phoenix Academy

13. Thompson Education Direct

14. Indiana University High School program :

15. University of Nebraska-Lincoln High School program

16. University of Texas at Austin High School program

University Accredited High-School Programs

Many state colleges and universities offer accredited high school programs. These are of particular interest to those students who plan to also attend one of these colleges after homeschooling.

Independent Study High School

Accredited classes through the University of Nebraska-Lincoln. Four-year curriculum-based program, with diploma on graduation.

Indiana University High School Course & Diploma Programs

Fully accredited program, that  offers more than 100 distance education courses.

O.S.U. Precollege Programs

Oregon State offers high-school academic programs, providing an entry to higher education. It also has youth camps that offer physical sports and mental well-being.

Portland State University Independent Study

Offers fully accredited high school and undergraduate college-level courses via correspondence and online.

Texas Tech Extended Studies

Texas TEch offers Elementary through High School accredited courses. You can enroll at any time.

University of California Extension

Offers accredited high school classes such as English and math, US History, civics, physics, and health. Classes meet UC entrance requirements.

University of Iowa

This university has guided and accredited  Correspondence Study courses that are equivalent to their on-campus course work.

University of Missouri Center for Distance and Independent Study

Offers a fully accredited four-year high school diploma. They also offer Elementary/Middle School courses grades 3-8 in Math, Science, Social Studies and Language Arts.

University of Wisconsin Independent Learning

Offers a variety of credited high school courses, some online. View the course descriptions of all of our High School courses on their website.

University of Texas, Austin, High School Diploma Program

This is a fully accredited high-school diploma program run by the Texas Education Agency and provides quality curriculum, with over 45 excellent courses.

Grades K-12

17. The University of Oklahoma Independent Learning High School

18. North Texas Academy (grades 4 – 12)

19. The Odyssey Academy (grades K – 6)

20. Willoway 3D Learn (grades 5 – 12)

21. Advanced Academics (grades 7 -12, works with your local public-school district who may pay for tuition at Advanced Academics)

22. North Dakota University Division of Independent Study (grades 1 -12)

23. Texas Tech University Extended Studies (grades K – 12)

24. University of Missouri-Columbia Independent Study Program (grades 1- 12)

25. Stanford University Education Program For Gifted Youth (grades 1- 12)

26. University of Arizona Academic Outreach (grades 1 -12)

27. Allendale Academy (grades K-12)

28. Clonlara School (grades K -12)

29. K12 (grades K-12, nationwide Internet charter schools, and homeschool program)

30. The Trent Schools (grades 1-12)

31. Oak Meadow (grades K – 12, plus curriculum material for homeschooling parents)

32. Bradford Grove school (grades 1-12)

33. Active Learning Academy (grades 1 -12)

34. The Sycamore Tree (grades K-12  homeschool program)

35. Homeschool.com (grades 1 –

36. Home Study International (grades K – 12)

37. Alpha Omega Academy (grades 3 -12)

38. Laurel Springs School (grades – B12)

39. Eldorado Academy (grades K-12)

40. Sycamore Academy (grades 3 -12)

41. Christa McAuliffe Academy (grades K-12)

42. Bridgeway Homeschool Academy (grades K-12)

43. USA International Online School (grades K – 12)

44. Internet Home School (grades 1-12)

45. Internet Academy (grades K-12)

46. Waterford Academy (grades K–12 homeschool program)

47. Royal Academy (grades K-12)

Online Programs for Gifted Children

Do you have gifted and talented children? These special programs are geared toward  gifted and talented kids. The courses usually ask for qualifying IQ test results or other testing. These programs are fast-paced, and great for children who are highly motivated.

Accelerated Christian Education

Center for Talent Development at Northwestern University

Education Program for Gifted Youth (EPGY) at Stanford University

EPGY Online High School

Stanford’s online high school will offer two types of classes.

HP Telementor Program
This is a program from Hewlett-Packard that works with 5th – 12th grade students and college students from public, private and home school environments. The courses help students excel in math, science and career planning. No tuition charge, but you must apply to be accepted.

Irish Centre For Talented Youth
Program run through John Hopkins University in Dublin.

Johns Hopkins University Center for Talented Youth
For academically talented students in grades 2-8.  Fast-paced academic programs (both on-campus and internet-learning formats).

Trent Academy
Trent is an internet-based classroom. It has special programs for homeschool families with gifted and talented children. It is affiliated with HSLDA.

Christian-affiliated schools, usually grades K-12

48. Country Christian School (grades 1–12)

49. Aaron Academy (grades 1–12)

50. Agape Christian Academy (grades 1- 12)

51. Alpha-Omega Academy (grades K –12)

53. Crossroads Christian Schools (grades K-12)

54. Deseret Academy (grades K-12)

54. Eagle Christian School (grades 7 -12)

56. Home Study International (grades K-12)

57. Lincoln Christian Academy (grades 1-12)

58. Northstar Academy (greades 7-12)

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DriversEd.com

Drivers Ed Course

Drivers License By State

Car Maintenance 4 Teens

Distance Learning Drivers Ed

Learn Safe Driving

Rules of the Road

For Younger Kids

Bicycling
Car Games

For Parents or Instructors

Homeschooling Drivers Ed

Driving Instruction Tips

Drivers Ed on Other Homeschool Sites

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Mary Hanlan knew how engrossed her father got when he was working, and smiled adoringly at his handsome face peering intently at the computer, clicking his mouse furiously, while his brows furrowed in concentration. She knew she had to use her ingenuity to get his attention, and it had become a game between them on how she did this. She went alongside him and tickled his left ear lightly with the feather. Josh waved his hand next to his ear, as if swatting away an annoying fly. Mary giggled and tickled his ear again while she said “Daddy” again, this time more insistently. Finally, her father turned in his chair and noticed his daughter standing there.

“Hello, sweetheart,” he said, as he smiled with delight on seeing his daughter. “I didn’t notice you. I’m working on the designs of the new engine for my company. You want to see what it looks like so far, honey?”

Mary loved that her father shared his work with her, shared his love of science and engineering. It was what got Mary fascinated with science since she was three years old, sitting on her father’s lap in front of the computer screen, while he let her click the mouse as he was designing. But she didn’t have time to do that now. “No Daddy, I have to talk to you about something first,” she said.

“O.K. sweetheart, what is it?,” he said, as he turned around in his chair and gave her his full attention. Mary loved her father’s kind, bright, playful brown eyes. “By the way,” he said, “how come you’re home in the middle of the morning? Shouldn’t you be in school?”

“That’s what I want to talk to you about, Daddy. I got this letter from my science teacher. The principal told me to give it to you. He said it was about the note I wrote to my science teacher, Miss Johnson. Here’s the letter from her. Josh took the letter and read it.

The letter said, “Dear Mr. Hanlan, I must speak to you about your daughter, Mary. She wrote me an insulting and inexcusable letter criticizing my teaching. We cannot allow such behavior from our students. You must come to see me immediately, or serious measures will be taken against your daughter. Please call me as soon as possible for an appointment.”

Josh looked up from the letter at his daughter, who had a worried, but angry look on her face. Josh knew that look. His daughter was so bright, but also willful when she thought she was right.

“What’s this about, honey? What letter is Miss Johnson talking about.”

“Oh Daddy, I was so bored with her science class, I could just scream. Daddy, I want to learn science. I love it so much. You know that, don’t you?

“Of course sweetheart.”

“Well, Miss Johnson does the silliest, stupidest things in class. For a science project, she had the whole class pick up bird seed with the bottom of wet spoons, to show us how birds use their tongues. She makes us do projects like that all the time, and they’re all just as silly.”

“Then after we do these projects, she has all the kids sit in a circle holding hands, and each kid has to tell their feelings about the project. Daddy, I like the other kids in class, but I don’t care about their feelings when they pick up bird seed. Why is Ms. Johnson doing this? It’s stupid and a waste of time. I want to learn real science.” “And the textbook is so simple it bores me to death,” continued Mary. “I can’t sit still in class, and I annoy Miss Johnson by always raising my hand to ask questions. Daddy, I knew most of the stuff in that textbook when I was six years old from what I read myself and what you taught me. Here, look at the textbook, Daddy.”

Josh took the textbook and looked through it. He was appalled. The book was filled with pictures like baby books, and the reading level seemed geared to six-year-old kids just learning to read. Also, the book had too many stories about global warming, save-the-polar-bears, and other environmental propaganda. “Honey, do all the kids in all the science classes read textbooks like these?,” asked Josh.

“Yes, Daddy. The textbooks in the higher grades are a little harder, but not much. I know everything in those textbooks already. Daddy, I don’t want to spend three more years in science classes that bore me so much and where I don’t learn anything. I would rather be home with you. You could teach me so much more than I could ever learn in these stupid classes.”

“Honey,” Josh Hanlan said, “did you ask Miss Johnson if you could skip grades and go into the more advanced science classes for seniors, or a more advanced class in your grade?”

“Yes, Daddy. I asked her so many times. But she said they don’t have advanced classes anymore. She said the school doesn’t allow special classes for students who learn quickly. Ms. Johnson said it would be unfair to the other students if she put me in an advanced class or with the seniors. She said it would hurt the other students’ feelings. So they don’t allow it. And I’m stuck in this class with this same teacher for the next three years.”

Josh was shocked at what his daughter said. “They don’t let you take advanced classes because it would hurt the other students’ feelings? That’s what Miss Johnson said?”

He couldn’t believe his ears.

“Honey, do they follow this policy in all your classes, like math and English? You mean they don’t have any advanced classes for faster-learning kids anymore?”

“Yes, Daddy, the whole school works the same way. Every class I take bores me, but especially science. I got so mad that I sent Miss Johnson a note telling her how I feel. I thought maybe she would help me. This is the note I gave her.”

Josh took the note and read:

“Dear Miss Johnson,

I am so bored in your class. You are not teaching us real science. I think the projects you make us do are silly and such a waste of time. Why don’t you give us real science projects and teach us more difficult stuff? And why do we have to sit in circles and talk about our feelings? I want to learn science, Miss Johnson. Some day I will be a great scientist. And you are wasting my time. Please teach us real science that is challenging.”

Thank you. Mary Hanlan

Josh Hanlan threw his head back and laughed uproariously. He laughed for a long time, looking at his daughter with delight. He loved her spunk and her innocent directness.

Mary at first looked sternly at her father, because she thought this was no laughing matter. But then, because she loved her father so much, and she loved his infectious laugh, she started laughing also.

When they finished laughing, Josh re-read his daughter’s note, then read Miss Johnson’s letter again. Miss Johnson’s letter had something ominous about it that he didn’t like. He decided to take care of this matter immediately.

“O.K. sweetheart, we’ll go see Miss Johnson tomorrow. I don’t want you wasting your precious time either. But first I want to do a little research on public schools before we meet your teacher. Do you want to help me?”

“Yes, Daddy,” said Mary. She loved sitting with her father at the computer and loved especially when he asked her to help him. Her father did a search for “public schools” on Google and then Yahoo, and the two of them sat engrossed for the rest of the afternoon, absorbing everything they read like sponges.

The next day, they found themselves in a dingy office with green walls sitting across from Miss Johnson. She was in her mid-thirties, with loose brown hair down to her shoulders, and wearing a paisley print dress. Her eyes were brown, and she had a prim, tight little mouth.

Miss Johnson said, a little red in the face, “Mr. Hanlan, I asked you to come here to talk about Mary’s letter and her behavior. The letter she wrote me was absolutely incredible. I have been teaching for 15 years now, and I have never gotten such an insulting letter from one of my students. Most of my students enjoy my classes, so I was shocked at your daughter’s letter. Not only that she wrote the letter, but that she said such insulting things to me. I have talked to the principal and he has agreed with me that Mary must write an official apology letter before we can allow her back into my class. We cannot allow our students to insult teachers in this manner. And if Mary is not allowed back in class, she will fail this class and be left back.”

Josh Hanlan listened quietly to Miss Johnson. By the time she finished, his eyes had become a little colder and he felt anger rising in him.

He said, “Ms. Johnson, my daughter is very bright. She loves science. She told me about the silly science projects you do in class, and about how you make the children sit in a circle and talk about their feelings. She’s also told me that your public school does not have advanced classes for faster-learning students anymore, that you frown on such classes because they might upset the feelings of the other children. She also showed me the textbook you use in your class, which looks like a baby book suitable for a six-year-old, not for bright ten-year old girls.”

“I have to say that I agree with my daughter completely. You are wasting her time, and the time of all your other students. Mary only wrote you that letter because she loves science so much and she wants to learn so much, and she doesn’t want to waste her time. She didn’t mean to insult you, but was asking for your help. She was just telling you the truth as she saw it. Are you or your principal so frightened of criticism that you want to expel my daughter for telling you how she feels about your class?”

“I’d also like to ask you why your textbooks and teaching methods seem so simple-minded? Why is the textbook so dumbed-down? These childrens’ time is as valuable as yours. These are their precious years in which they learn the basics of science and reading for their future life. If you don’t expect much from them, you are hurting them. If you teach them that learning is boring and something they have to endure, that attitude will affect them their whole lives. You are supposed to be challenging their minds, not teaching them meaningless drivel so their feelings don’t get hurt.”

As Josh spoke, Miss Johnson’s mouth got tighter and tighter, and her face got whiter and whiter. When Josh finished, she seemed ready to burst out like a steam kettle.

“Well,” she exploded, “I see where Mary gets her attitude from. Mr. Hanlan, I have been teaching for fifteen years. I went to teacher’s college. I have had the best teachers-ed training available. Whatever projects I give in class are for a good reason, based on the best-known educational theories. We don’t just teach dry facts or boring basics anymore, Mr. Hanlan. That went out thirty years ago. We now concentrate on our student’s feelings and their self-esteem. That’s why we have simple, fun projects. It’s why we sit around in circles telling each other about our feelings. We can’t make the textbook too difficult because the slowest children in the class would be upset that they couldn’t keep up with the rest of the class. It’s far more important that we protect the feelings of our slowest-learning children than give advanced classes to our faster students.”

“Why should children who are lucky enough to be born fast learners take advantage of the slower students? Why should we give them special privileges like putting them in advanced classes? Such uncaring ideas have been discarded by our public-school experts long ago. In fact, we now require our faster-learning students to tutor the slower students, so they learn to share their skills. The feelings of all our kids are much more important than the fact that Mary is bored in class because she is a fast learner. Our kids’ feelings are far more important than Mary thinking she is wasting her time. That’s also why no student ever fails in our school. We automatically advance them to the next grade, no matter how well they know the material from the previous grade. This makes all our kids happy.”

“And who does Mary or you think you are, criticizing our teaching methods? These methods have been approved by the best educational experts in the field, experts who devote their whole lives to finding the best ways to teach children. We will not have our teaching methods insulted and criticized by a mere girl like Mary or by any parent. We know what is best for your child, Mr. Hanlan, and the faster parents like you realize this, the better off you’ll be.”

“Now as I said in my letter, the principal has agreed with me that Mary has to submit a formal apology letter before we will let her back in class. Will you make Mary write that apology?”

Mary looked at her father. She was shocked. She had never seen that look of rage on her father’s face. In all her years with him, he had only looked at her with delight and serious attention. Even when he was arguing with someone from his company on the phone, she saw that it was a stimulating, challenging argument for her dad. She had never seen the murderous rage she now saw on her father’s face.

Josh Hanlan forced himself to control his feelings. He wanted to slap Miss Johnson’s face. Instead, after a few long moments, he said,

“Why certainly, Miss Johnson, I will write that apology letter. But my letter will be to Mary, not you. I have been almost criminally negligent with my child’s education. I will humbly apologize to her for not having investigated your school a long time ago. I will apologize to her for having let her remain in your school at all.”

“I have never heard such vicious horse manure in all my life as what you just told me. Regarding your so-called expertise in teaching, and the so-called quality of your teacher colleges, that is a joke. Most of your teacher colleges are the laughingstock of the academic community. Most student-teachers who graduate from these colleges have never majored in the subject they are supposed to teach our kids. I understand that they stopped teaching phonics instruction in these teacher colleges 30 years ago. How can student-teachers who never leaned phonics or majored in science, teach kids these subjects? It’s like the blind leading the blind. And I don’t blame these teachers. They can’t teach kids what their so-called teacher colleges never taught them.”

“And your so-called theories of education are just junk pseudo-science, psychological gibberish foisted on unsuspecting parents and children. Over the last 40 years, your public-school theorists have concocted one nonsense theory of education after another. After each one failed, your education bureaucrats then came up with yet another goofball theory with which to torture 40 million school kids around the country. Every so-called education theory your “experts” have tried has been a miserable failure. SAT scores in this country are near the lowest they have ever been. Our high-school kids place in the bottom third on standardized tests among all the industrial countries in reading, math, and science skills. Millions of kids who graduate from public schools can barely read a bus schedule or write simple paragraphs, and 30 to 50 percent of our children now drop out of school.”

“Your schools cripple our kids’ ability to read with whole-language or balanced-literacy reading-instruction methods, instead of teaching them intensive phonics. Our kids don’t learn basic arithmetic because you have them using calculators since kindergarten. That’s why so many kids can’t even figure out change when they buy something at the store for their mom.”

“You claim that you want to protect our kids’ self-esteem by using easy textbooks and not failing the kids if they don’t do their work or pass tests. You do just the opposite. You give them a false sense of self-esteem. When these kids hit college, or worse yet, when they apply for a job, then reality hits them—the reality you tried to fake for them by “protecting” their feelings and self-esteem.”

“Real self-esteem comes from working hard to meet challenges. By testing yourself. By persevering to learn difficult material. By not giving up. By being held accountable for the work you do. By achieving real learning skills and real goals from personal effort, and by gaining real self-confidence in your ability to learn and solve problems. Instead, your so-called teaching methods destroy children’s real self-esteem and cripple their minds. Only you delay their day of reckoning, which can ruin the rest of their lives.”

“I don’t know why you use these idiotic teaching methods. I think you get away with it because your public schools are government-run monopolies. Most everything government controls turns to poison, and I don’t see why public schools should be any different. Public schools don’t go out of business no matter how bad they are or how stupid their teaching methods because they are government monopolies. That’s a prescription for education disaster. If you really cared about our kids, you would agree with me that your public schools should be shut down and education turned over to the free-market.”

“I know that you and your principals and administrators don’t agree with that, right? Because of tenure rules, you get job security, good salaries, and fat pensions and benefits, whether our kids get a good education or not. That’s why you can be so arrogant or condescending with parents. Parents can complain till they are blue in the face, but your compulsory, tax-supported schools don’t have to give our kids a decent education, right?”

“I know there are many good teachers in your schools, but many of your best teachers quit after a while because they can’t stand the strangling regulations they work under. I see now that your public schools are like education prisons that promote mediocrity and dumb-down our kids’ education to the lowest level.”

“Well, not with my child. I am hereby immediately withdrawing Mary from your school. I’ll teach her at home or send her to a private school, even if I have to work two jobs to pay for that private school. I’m also going to get a little more active on this issue. I am going to tell every parent I know about your public schools. Maybe I can shake things up a bit so more parents take their children out of public school, permanently.”

“Let’s go, Mary,” Josh said, as Mary beamed up at her father with adoration. As they got up and left the room, Miss Johnson had a look of utter shock and rage on her face.

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* Of all tyrannies, a tyranny exercised for the good of its victims may be the most oppressive . . . . . those who torment us for our own good will torment us without end, for they do so with the approval of their own conscience. – C. S. Lewis

One of the most common arguments that school authorities use to justify public schools is that all children have a “right” to an education. Public-school apologists claim that all children have a right to an education, and that only the existence of a massive, compulsory, government-controlled public-school system can “guarantee” that right.

As I will explain below, the claim that all children have a right to an education ends up hurting the very children it was intended to help. I will therefore ask a seemingly shocking question – do all children have a right to an education? If they do, public-school apologists are correct in assuming that we need government to guarantee that right so no child gets left behind.

What is an economic right such as the alleged right to an education? A right means that a person has a claim on the rest of society (other Americans) to give him some product or service he wants, regardless of whether he can pay for it or not. For example, if we claimed that everyone has a right to a car, that would mean if someone couldn’t afford a car, government would give that person the money to buy it (the payment might be called a car voucher).

Similarly, if we say that all children have a right to an education, regardless of their parent’s ability to pay tuition, then only government can guarantee this alleged right. Government has to guarantee this right because no private, for-profit school will admit a student if the parents don’t pay tuition (unless the student gets a scholarship). If a private school doesn’t get paid for its services, it soon goes out of business.

Local or state governments can guarantee this alleged right in two basic ways. They can own and operate all the public schools and force all children to attend these schools, or they can give subsidies (vouchers) to parents to pay for tuition in the private school of their choice. Since most school authorities strongly oppose vouchers, that means they support only a government-controlled system of compulsory public schools and school taxes to guarantee children this alleged right to an education.

But government produces nothing by itself. Government gets its money by taxing us. To guarantee this alleged right to a product or service, government tax collectors must therefore take money from one person to give it to another. They must take from Peter to pay Paul, as the saying goes. So, in effect, a person who demands food, housing, or medical care as an alleged right, is really demanding that government tax agents steal money from his neighbor to give him an unearned benefit he didn’t work for.

Education, like housing or medical care, does not grow free in nature. Just as someone must pay doctors, nurses, and hospitals for all the services they provide, someone must also pay for teachers’ salaries, textbooks, janitorial services, and school upkeep. Other than air, nothing that we need is free.

The average public school now gets over $7,500 a year per student, paid from compulsory taxes. To guarantee education as a “right,” local, state, and federal governments must tax all Americans to pay for public schools. All of us are taxed, whether or not we have school-age children or think these schools are worth paying for. So when some parents claim that their children have a right to an education, they are really demanding that their local or state government steal money from their neighbors to pay for their children’s education.

Here’s an analogy that might help clarify this issue. Imagine that your unemployed neighbor comes to you and asks you to lend him money to pay for his children’s education. You reply that, though you sympathize with his problem, your answer is no. He responds by saying that he is poor, points out that you have a big house and a job, and insists that his children have a “right” to an education. You say, “Sorry, my answer is still no because I need my money for my own children’s education.” Suppose that your neighbor then gets real mad, pulls out a gun, puts it to your head, and says, “I asked you nicely. I told you my children need an education. You have a job, and I’m unemployed, so you have a moral duty to give me your money.” Then he clicks back the hammer on the gun.

Does your neighbor have the right to put a gun to your head and steal your money because his children “need” an education? He has no such right. Nor does he, or any number of your neighbors, have the right to rob you by getting government to be their enforcer – by pressuring local governments to take your money through school taxes. Any school system that uses compulsory taxes is a system based on the notion that theft is moral if it’s for a good cause. No goal, not even educating children, justifies legalized theft.

It is only natural that all parents want the best education for their children, but do good intentions justify stealing from your neighbor? A mugger on the street who puts a knife to your throat and demands your money also has good intentions – he wants to make his life better with your money. One of the Ten Commandments says, “Thou shalt not steal.” It does not say, “Thou shalt not steal, except if you need tuition money to educate your child.” Since no one has a right to steal from his neighbor, no one, including children, has a “right” to an education.

Some might argue that I may be correct on this issue when it comes to adults, but surely we can’t punish innocent children for their parent’s failures? Just because parents are poor or unemployed, why should innocent children suffer and be denied an education? The answer to that question is one that many people find hard to accept, yet it is true – there are no guarantees in life, not for adults or for children. Good intentions to alleviate a problem do not justify hurting other people by stealing from them. Two wrongs do not make a right.

Moreover, if we agree that children have a right to an education because their parents are poor, then shouldn’t they also have a right to food, a bicycle, a nice house in the suburbs, and designer clothes? If poor kids (and all children) have an alleged right to an education, don’t they also have an alleged right to everything else that other kids have whose parents are well-off? Why not then say that anyone, poor, middle-class, or rich who has less money than his neighbor, has the “right” to steal from his neighbor? Where do we stop if some people can legally steal from others because they claim their kids need this or that?

The answer is, we don’t stop, and we haven’t stopped. That is why our country has turned into a devouring welfare state that is drowning in debt. When I use the word “welfare,” I don’t mean only for the poor. Rich, poor, and middle-class alike in America now claim the right to everything from corporate tax breaks and subsidies, to price supports for farmers, to Medicare, to rent subsidies for unwed mothers. When we let government steal money from taxpayers to give unearned benefits or subsidies to special-interest groups, we open up a Pandora’s box. We become a nation of thieves stealing from each other. Is this what we want America to become?

It is true that a free market does not and can not guarantee that all children have enough to eat or live in a comfortable house. Likewise, a free-market education system in which all parents have to pay for their children’s education obviously can’t guarantee a quality education for every child.

However, government-controlled public schools also can’t guarantee that every child gets a quality education. These failed schools can barely teach our children to read. Also, neither system can make guarantees because there are no guarantees in life, and because each child’s abilities, personality, and family background are so different that such guarantees are impossible. The real question, then, is not which system is perfect, but which system is more likely to give the vast majority of children a quality education that most parents could afford?

Public schools fail and betray millions of children, year after year. The only “right” the public-school system gives to school children is the right to suffer through a mind-numbing, third-rate education for twelve years.

In contrast, the free-market, while not perfect, gives us all the wondrous goods and services we buy every day, such as cars, fresh food, computers, refrigerators, and televisions. The superbly efficient and competitive free market gives us all these marvelous products at prices that most people can afford. Even the poorest American families today have a car, refrigerator, and sometimes two televisions in their homes. If we want to discover which system would give the vast majority of children a quality education at reasonable prices, I think we have the answer – the free market, hands down.

We therefore don’t need a failed public-school system to enforce an alleged right to an education, when there is no such right in the first place. Each parent should be responsible for paying for their own children’s education, just as they pay for their children’s food or clothing.

Finally, public-school apologists use this alleged right to an education to justify keeping the public-school dinosaur alive, in spite of these schools’ never-ending failure. Many public-school apologists who claim that children have a right to an education do so out of good intentions. They want to give all children a chance to get a decent education. But good intentions mean worse than nothing if they lead to dismal consequences. This alleged right to an education lets government bureaucrats have tyrannical control over our children’s minds and future.

The “right” to an education requires a massive government-controlled public-school system to enforce that right. But it is this same public-school system that cripples the education and lives of millions of children. So, ironically, the alleged right to an education is the worst thing we can offer our children.

Most low-income families don’t need government education handouts anymore in the form of allegedly “free” public schools. Parents today can buy quality, low-cost food in a competitive, free-market food industry full of grocery stores and supermarkets. In the same way, parents today can give their kids a quality education using low-cost Internet private schools and homeschooling.

Only when we reject the notion that all children have a “right” to an education will we get government out of the education business, permanently. Only a fiercely-competitive free-market education system can give kids the quality, low-cost education they deserve.

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The following letter to College Admission boards by Caitlin Guthrie Freeman describes her experiences as a homeschooled student. Her letter will give you an idea of what homeschooling (or low-cost Internet private schools) can be like for your children. This is just one homeschooling student’s experience, but it reveals the typical enthusiasm and passion for learning that your child can get from homeschooling:

“I am writing this letter in the hope of answering the two questions that you might have for any homeschooler: Why do I homeschool, and How do I do it?

After graduating from the Antioch School, a private alternative school connected with Antioch College, I decided to spend my seventh grade year at Ridgewood, a private prep school. This was instead of going on to Yellow Springs Junior High like most of my friends. I chose Ridgewood primarily for one reason: the students. They were happy, lively, accepting, and seemed very interested in their work.

Although I received very good grades, and did very well academically at Ridgewood, I found that my learning was very controlled and prescribed. At the Antioch School I had always been encouraged to take charge of my own learning. But at Ridgewood everyone was expected to move along with everyone else, plodding at a universal pace that was too fast for some and infinitely too slow for others. It was expected that we would accommodate our learning for the good of the class; no one was allowed to move out of the mundane rhythm and learn for themselves. Our minds were not our property, they belonged to a communal brain bank and no one could make a withdrawal without their other classmates taking out the exact same amount. For example, although grammar had always been very easy for me, and though I had always received “A”s, I was still often expected to complete four grammar assignments per night along with everyone else in the class, whether or not I needed them. I often found I did not have the time for my own interests or my own learning.

I left Ridgewood for the last time in June of 1993 with a firm idea in my head: I was not going back the next year; I was going to homeschool. My parents and I had discussed this at length during the second half of my seventh grade year. There was so much I wanted to do, so many things I wanted to accomplish that I knew would not be possible if I remained at Ridgewood. So, that last day, after saying farewell to my friends and telling them I would not be returning the next year, I finally started to live my life.

That first year of homeschool was filled with such an incredible sense of elation. I had the sense of limitless time, and the feeling I could learn everything and accomplish anything. Each day I had hundreds of little grab bags set before me, each filled with something new to experience, new to learn. I was free and encouraged to plunge my eager hands into as many of these grab bags of knowledge as I could. I became enamored of archaeology and paleontology, and poured at length over my many references and fact finders.

I read Isaac Asimov’s The Realm of Algebra as part of my math course. I discovered a love of Shakespeare and that I had a knack for learning and comprehending his rich language after being cast in Twelfth Night. I worked on a public access television show and got to conduct a special television interview with children’s author, Virginia Hamilton. I began singing with the Dayton Choral Academy. I also discovered opera that year, and found that I could not get enough of Le Nozze di Figaro, Faust, and Die Zauberflote. I became a member of the Yellow Springs High School Drama Club, and acted in my first pre-professional musical, Jesus Christ, Superstar, under the superb direction of Marcia C. Nowik. It was an amazing year, filled with freedom, learning, field trips, theatre performances, and all sorts of other experiences.

Today, as I look back on that first homeschool year, I realize that, although I have matured and changed, my love and drive for acquiring knowledge is still as strong — I am still as elated by the process of learning as I was in eighth grade. I am still just as busy; my days are still as packed with activity as when I was fourteen.

This I hope, gives a sense of why I home school. Now let me explain how I do it. In between the intense bursts of driven energy that make up all my classes, I relax, or read, or work with my friends. Some are homeschoolers, some are not, some live in Yellow Springs, and some live hundreds or even thousands of miles away and keep in touch with me over the Internet. My life is far from being socially empty as some believe homeschoolers’ lives must be. I converse on-line each day with people I met while at Interlochen Arts Camp, and consider them to be some of my best friends. Really good friends are hard to come by, and it really doesn’t matter whether they are across the country or right next door.

My homeschooling friends have taught me that there are about as many ways to homeschool as there are homeschoolers. I have one friend whose work is completely unstructured. She learns by employing only hands on techniques (creating a budget or measuring ingredients to bake a cake is her math program; her English and grammar come from reading and writing). There are many homeschoolers who employ this unschooling approach to learning, and for many it is very successful.

I have another friend, however, whose entire life is structure. She works completely out of text books and school curricula, reading only to write book reports, studying and learning only for the next homework assignment. She studied at home with an extremely accelerated curriculum for two years, and then graduated to go to college at the age of fifteen.

Although I chose to homeschool to free my schedule, to open up new possibilities for learning, and to allow myself more time to accomplish my own work, being busy creates its own schedule. I have to have a definite routine to accomplish what I want to. It is a routine I set for myself — or that is often set for me by my many outside classes: French, Italian, voice lessons, Shakespeare, Theatre, and Horseback.

If I do have a free space that has not been scheduled with a class or my homework, I always seem to find something to fill it. I keep to a regular practice schedule for voice, and always do math and French each weekday morning. I read, write, do science or history, and often do more French in the afternoon. In addition, I have my lessons.

It is a bit of a paradox. I both have what seems like unlimited time to complete projects, and extreme time constraints brought on by my homework, lessons, and classes. However, I do have a flexibility which allows me to prioritize and alter my schedule when some opportunity comes up. This January, for instance, I may be traveling to New York City to attend the 10th Anniversary performance of The Phantom of the Opera by Andrew Lloyd Webber. But there is always daily practice and the responsibilities of classes, homework, rehearsals and performances. I am always busy.

Many of my classes are basically self taught in that I am both the teacher and the student, although they are supported by my parents or by weekly lessons with a teacher or tutor. But I have to find a way to use and build on what we’ve done together between my lessons.

An example of how I organize my homeschool is the way in which my writing course is done. My parents assign me essay topics or research projects, and help provide some of the information or books I might need to get started. I am currently researching the English translations of Le Fantome de l’Opera (The Phantom of the Opera) by Gaston Leroux. Over eighty pages were omitted in the Alexander Teixeiros de Mattos translation, and I am trying to find out why. In addition, in the different translations that I have read, each translator seems to have a different style and a different understanding of the French language which colors the way the story is perceived by the reader.

I am also working on translating part of the original text into English. I would like to be able to find the time to translate the entire book and create my own definitive translation of Le Fantome. This is something that I am really looking forward to.

I believe choosing to homeschool has been one of the most positive decisions I have made in my life. It has given me freedom of time and choice, the freedom with which to explore my interests, to follow tangents and delve into a subject. Because of homeschooling I have been able to focus on the theatre and music and language in a way that is denied to most people my age. I have learned early to appreciate the wisdom of Shakespeare, the beauty of opera, and the heart and soul of theatre. I know I would not have been able to do this without the vehicle of homeschool supporting and carrying me along the way.”

Caitlin’s letter should give you some idea of the options and flexibility you have in designing a homeschooling program for your kids, as well as how exiting, rewarding, and effective homeschooling can be for your children. Every child’s interests will be different, but that is the beauty of homeschooling. After learning to read and write, each child can study whatever subjects excite them. Learning by homeschooling can become a joyful and rewarding experience, instead of 12 years of mindless drudgery in public schools.

Also, low-cost Internet private schools can give your kids the same, great homeschooling education, yet do 90 percent of the homeschooling work for you. These quality, accredited, internet private schools are therefore great for working parents who have less free time for homeschooling than a stay-at-home parent. Best of all, many of these internet private schools cost less than $1000 a year tuition (that’s only about $85 a month, or $22 a week!).

Many of the homeschooling, general information, and parent-organization websites listed in the Resource section of my book, “Public Schools, Public Menace,” can also give you an idea of what homeschooling can be like. These websites have many true stories by parents who describe their homeschooling experiences, and offer homeschooling tips. Also, two wonderful books I can recommend will also give you an idea of what homeschooling can be like for you and your children. They are: Homeschooling For Excellence, by David and Micki Colfax (Warner Books), and The Unschooling Handbook, by Mary Griffith (Prima Publishing).

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Also, think of asking your parents about leaving public school and getting your high-school diploma faster by enrolling with an online high-school or middle school.

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One of the most common arguments that school authorities use to justify public schools is that all children have a “right” to an education. Public-school apologists claim that all children have a right to an education, and that only the existence of a massive, compulsory, government-controlled public-school system can “guarantee” that right.

As I will explain below, the claim that all children have a right to an education ends up hurting the very children it was intended to help. I will therefore ask a seemingly shocking question – do all children have a right to an education? If they do, public-school apologists are correct in assuming that we need government to guarantee that right so no child gets left behind.

What is an economic right such as the alleged right to an education? A right means that a person has a claim on the rest of society (other Americans) to give him some product or service he wants, regardless of whether he can pay for it or not. For example, if we claimed that everyone has a right to a car, that would mean if someone couldn’t afford a car, government would give that person the money to buy it (the payment might be called a car voucher).

Similarly, if we say that all children have a right to an education, regardless of their parent’s ability to pay tuition, then only government can guarantee this alleged right. Government has to guarantee this right because no private, for-profit school will admit a student if the parents don’t pay tuition (unless the student gets a scholarship). If a private school doesn’t get paid for its services, it soon goes out of business.

Local or state governments can guarantee this alleged right in two basic ways. They can own and operate all the public schools and force all children to attend these schools, or they can give subsidies (vouchers) to parents to pay for tuition in the private school of their choice. Since most school authorities strongly oppose vouchers, that means they support only a government-controlled system of compulsory public schools and school taxes to guarantee children this alleged right to an education.

But government produces nothing by itself. Government gets its money by taxing us. To guarantee this alleged right to a product or service, government tax collectors must therefore take money from one person to give it to another. They must take from Peter to pay Paul, as the saying goes. So, in effect, a person who demands food, housing, or medical care as an alleged right, is really demanding that government tax agents steal money from his neighbor to give him an unearned benefit he didn’t work for.

Education, like housing or medical care, does not grow free in nature. Just as someone must pay doctors, nurses, and hospitals for all the services they provide, someone must also pay for teachers’ salaries, textbooks, janitorial services, and school upkeep. Other than air, nothing that we need is free.

The average public school now gets over $7,500 a year per student, paid from compulsory taxes. To guarantee education as a “right,” local, state, and federal governments must tax all Americans to pay for public schools. All of us are taxed, whether or not we have school-age children or think these schools are worth paying for. So when some parents claim that their children have a right to an education, they are really demanding that their local or state government steal money from their neighbors to pay for their children’s education.

Here’s an analogy that might help clarify this issue. Imagine that your unemployed neighbor comes to you and asks you to lend him money to pay for his children’s education. You reply that, though you sympathize with his problem, your answer is no. He responds by saying that he is poor, points out that you have a big house and a job, and insists that his children have a “right” to an education. You say, “Sorry, my answer is still no because I need my money for my own children’s education.” Suppose that your neighbor then gets real mad, pulls out a gun, puts it to your head, and says, “I asked you nicely. I told you my children need an education. You have a job, and I’m unemployed, so you have a moral duty to give me your money.” Then he clicks back the hammer on the gun.

Does your neighbor have the right to put a gun to your head and steal your money because his children “need” an education? He has no such right. Nor does he, or any number of your neighbors, have the right to rob you by getting government to be their enforcer – by pressuring local governments to take your money through school taxes. Any school system that uses compulsory taxes is a system based on the notion that theft is moral if it’s for a good cause. No goal, not even educating children, justifies legalized theft.

It is only natural that all parents want the best education for their children, but do good intentions justify stealing from your neighbor? A mugger on the street who puts a knife to your throat and demands your money also has good intentions – he wants to make his life better with your money. One of the Ten Commandments says, “Thou shalt not steal.” It does not say, “Thou shalt not steal, except if you need tuition money to educate your child.” Since no one has a right to steal from his neighbor, no one, including children, has a “right” to an education.

Some might argue that I may be correct on this issue when it comes to adults, but surely we can’t punish innocent children for their parent’s failures? Just because parents are poor or unemployed, why should innocent children suffer and be denied an education? The answer to that question is one that many people find hard to accept, yet it is true – there are no guarantees in life, not for adults or for children. Good intentions to alleviate a problem do not justify hurting other people by stealing from them. Two wrongs do not make a right.

Moreover, if we agree that children have a right to an education because their parents are poor, then shouldn’t they also have a right to food, a bicycle, a nice house in the suburbs, and designer clothes? If poor kids (and all children) have an alleged right to an education, don’t they also have an alleged right to everything else that other kids have whose parents are well-off? Why not then say that anyone, poor, middle-class, or rich who has less money than his neighbor, has the “right” to steal from his neighbor? Where do we stop if some people can legally steal from others because they claim their kids need this or that?

The answer is, we don’t stop, and we haven’t stopped. That is why our country has turned into a devouring welfare state that is drowning in debt. When I use the word “welfare,” I don’t mean only for the poor. Rich, poor, and middle-class alike in America now claim the right to everything from corporate tax breaks and subsidies, to price supports for farmers, to Medicare, to rent subsidies for unwed mothers. When we let government steal money from taxpayers to give unearned benefits or subsidies to special-interest groups, we open up a Pandora’s box. We become a nation of thieves stealing from each other. Is this what we want America to become?

It is true that a free market does not and can not guarantee that all children have enough to eat or live in a comfortable house. Likewise, a free-market education system in which all parents have to pay for their children’s education obviously can’t guarantee a quality education for every child.

However, government-controlled public schools also can’t guarantee that every child gets a quality education. These failed schools can barely teach our children to read. Also, neither system can make guarantees because there are no guarantees in life, and because each child’s abilities, personality, and family background are so different that such guarantees are impossible. The real question, then, is not which system is perfect, but which system is more likely to give the vast majority of children a quality education that most parents could afford?

Public schools fail and betray millions of children, year after year. The only “right” the public-school system gives to school children is the right to suffer through a mind-numbing, third-rate education for twelve years.

In contrast, the free-market, while not perfect, gives us all the wondrous goods and services we buy every day, such as cars, fresh food, computers, refrigerators, and televisions. The superbly efficient and competitive free market gives us all these marvelous products at prices that most people can afford. Even the poorest American families today have a car, refrigerator, and sometimes two televisions in their homes. If we want to discover which system would give the vast majority of children a quality education at reasonable prices, I think we have the answer – the free market, hands down.

We therefore don’t need a failed public-school system to enforce an alleged right to an education, when there is no such right in the first place. Each parent should be responsible for paying for their own children’s education, just as they pay for their children’s food or clothing.

Finally, public-school apologists use this alleged right to an education to justify keeping the public-school dinosaur alive, in spite of these schools’ never-ending failure. Many public-school apologists who claim that children have a right to an education do so out of good intentions. They want to give all children a chance to get a decent education. But good intentions mean worse than nothing if they lead to dismal consequences. This alleged right to an education lets government bureaucrats have tyrannical control over our children’s minds and future.

The “right” to an education requires a massive government-controlled public-school system to enforce that right. But it is this same public-school system that cripples the education and lives of millions of children. So, ironically, the alleged right to an education is the worst thing we can offer our children.

Most low-income families don’t need government education handouts anymore in the form of allegedly “free” public schools. Parents today can buy quality, low-cost food in a competitive, free-market food industry full of grocery stores and supermarkets. In the same way, parents today can give their kids a quality education using low-cost Internet private schools and homeschooling.

Only when we reject the notion that all children have a “right” to an education will we get government out of the education business, permanently. Only a fiercely-competitive free-market education system can give kids the quality, low-cost education they deserve.

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find valuable and informative

* www.hslda.com — Home School Legal Defense Association — this great organization protects the interests of homeschooling parents

* www.edweek.org -– EdWeek.org — website keeps you up to date on education news related to public-school alternatives, school choice, charter schools, and much more.

* www.math-and-reading-help-for-kids.org — Math and Reading Help For Kids  — good resource for teaching your children math and reading skills.

* http://www.nais.org —National Association of Independent Schools — great resource for finding a quality private school for your children

* http://www.homeschool.com —  Homeschool.com — Everything you want to know about homeschooling — resources, curriculumm, parent networking, homeschooling tips, and much more.

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Here are some education-resource websites that I hope you find valuable and informative

www.hslda.com  — Home School Legal Defense Association — This great organization represents the interests of homeschooling parents

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Home-schooling removes children from public school. That alone makes home-schooling worthwhile. Unlike public-school children, home-schooled kids are not prisoners of a system that can wreck their self-esteem, ability to read, and love of learning.

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“Were the colonists geniuses? [i.e., why did our colonial forefathers have literacy rates close to 90 percent?]. No, the truth is that reading, writing, and arithmetic only take about 100 hours [italics added] to transmit as long as the audience is eager and willing to learn. . . . Millions of people teach themselves these things. It really isn’t very hard. . .”

To be conservative, let’s assume that because you’re not an experienced teacher it takes you three hundred hours to teach your child these skills with the help of learn-to-read phonics workbooks and computer software. Three hundred hours, divided by the average six-hour public school day, comes out to fifty school days, which is about ten weeks or three months.

Let me emphasize this point – it could take you, or a tutor you pay, as little as three months to teach your child to read, write, and do simple arithmetic. Again, to be even more conservative, most children could learn these skills in one year if you (or a tutor) concentrated your instruction on these basics. Public schools take eight to twelve years of children’s lives, yet they turn out millions of high-school graduates who can barely read their own diploma or multiply 12 x15 without a calculator.

David Colfax and his wife Micki were public-school teachers turned ranchers who taught their four sons at home in the 1970s and 1980s, and three of their sons eventually went to Harvard. They co-authored a book titled Homeschooling For Excellence, which describes their home-schooling experience. In their book, they compared the time a child wastes in public school to the time average home-schooling parents need to teach their children the basics. Here’s what they wrote:

“The numbers are straightforward and irrefutable. The child who attends public school typically spends approximately 1100 hours a year there, but only twenty percent of these-220-are spent, as the educators say, ‘on task.’ Nearly 900 hours, or eighty percent, are squandered on what are essentially organizational matters.”

“In contrast, the homeschooled child who spends only two hours per day, seven days a week, year-round, on basics alone, logs over three times as many hours ‘on task’ in a given year than does his public school counterpart. Moreover, unlike the public school child, whose day is largely taken up by non-task activities, the homeschooled child has ample time left each day to take part in other activities – athletics, art, history, etc. . .”

So, according to the authors, if home-schooled children study for only two hours a day, year round, they will get three times more educational hours on academic basics like reading, writing, and arithmetic than public-school students get.

Not only does teaching your child the basics at home take far less time than you thought, but teaching these skills is even easier today because parents now have all the educational resources available to them that we’ve already noted. Also, bookstores like Barnes and Noble and Borders have whole sections full of books about teaching your child to read, write, and do basic math, as well as books that will interest and challenge young readers.

Once your children learn to read well, the whole world of learning opens to them. They can explore any subject that interests them, and read ever more difficult material by themselves in books or on the computer. For a small subscription fee, your children can study the entire Encyclopedia Britannica on the Internet. They can access almost every major library in the world through the Internet, including the Library of Congress. If your kids love to read and learn, the Internet provides unlimited resources.

Once your children read fluently, you can point them towards your local library or bookstore, supervise their studies, and see where their interests lie. Your job is to introduce your kids to as many different subjects and resources as possible. Have them take art classes at the local YMCA, library, or arts and crafts store. Introduce them to different kinds of music. See if they enjoy a music lesson on the piano, guitar, or drums. Give them classic novels by great authors to read.

Most home-schooling parents spend about three to four hours a day homeschooling their kids. The key point to remember is that you have many options and a vast amount of educational resource material available to help you homeschool your children and quickly teach them the basics. When you take advantage of this material, home-schooling can be fairly easy and take much less time than you think.

Joel Turtel

Read more information about “Public Schools, Public Menace.”

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Many studies confirm that home-schooled kids learn more, learn better, and learn faster than public-school children. Christopher J. Klicka, author of “The Right Choice: Homeschooling,” cites a nationwide study of more than 2,163 home-schooling families conducted in 1990 by the National Home Education Research Institute: “The study found the average scores of the home school students were at or above the 80th percentile in all categories.” This means that the homeschoolers scored, on the average, higher than 80 percent of the students in the nation. The home schooler’s national percentile mean was 84 for reading, 80 for language, 81 for math, 84 for science, and 83 for social studies.

Several state departments of education also conducted their own surveys on the academic achievement of home-schooled students. In 1987, much to its embarrassment, “the Tennessee Department of Education found that home-schooled children in second grade, on the average, scored in the 93rd percentile, while their public school counterparts, on the average, scored in the 52nd percentile on the Stanford Achievement Test.” (The SAT-9 is a well-respected battery of multiple-choice academic achievement tests for public-school students) These studies, and many others, confirm the fact that home-schooling parents can give their kids a superior education. This shouldn’t surprise us. Home-schooling parents succeed where public schools fail because parents give loving, personalized attention to their children, use innovative free-market educational materials, and nourish a love of learning in their kids.

By Joel Turtel

Read more information about “Public Schools, Public Menace.”

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Home-schooling is a great success. That’s why many public-school authorities hate home-schooling parents.

Home-schoolers are a direct challenge to the public-school monopoly. This monopoly makes it almost impossible to fire tenured public-school teachers or principals. As a result, tenure gives most teachers life-time guaranteed jobs. They get this incredible benefit only because public schools have a lock on our children’s education.

If public-school employees had to work for private schools and compete for their jobs in the real world, they would lose their security-blanket tenure. That’s why school authorities view home-schooling parents who challenge their monopoly as a serious threat.

Many school officials also can’t stand the fact that average parents who never went to college give their kids a better education than so-called public-school experts. Successful home-schooling parents therefore humiliate the failed public schools by comparison.

Home-schooling parents also humiliate school authorities who claim that only certified or licensed teachers are qualified to teach children. Most home-schooling parents thankfully never stepped foot inside a so-called teacher college or university department of education. Yet these parents give their children a superior education compared to public-school educated kids.

Also, many public-school officials resent home-schoolers because the typical public school loses about $7500 a year in tax money for each child that leaves the system. Tax money is the life blood of the public-school system. Tax money pays for public-school employees’ generous salaries, benefits, and pensions. Is it any wonder why school authorities don’t want to lose their gravy train?

For these reasons, until fairly recently, most state legislatures either outlawed homeschooling or tried to strangle it to death with regulations. In 1980, only Utah, Ohio, and Nevada officially recognized parents’ rights to homeschool their children. In most other states, legislators continually harassed or prosecuted home-schoolers under criminal truancy laws and educational neglect charges.

By 2004, however, pressure from parents, Christian home-schooling organizations, and recent court rulings pushed all fifty states to enact statutes that allow home-schooling, as long as certain requirements are met. These requirements vary for each state.

In spite of these statutes, many states and school authorities still harass home-schooling parents. That is because the Supreme Court slapped parents in the face when they gave local governments the right to regulate home-schooling. As a result, many home-schooling parents are still harassed by local school officials.

If you are a homeschooling parent, you must know how to protect your legal rights. To do this, you should seriously consider joining the Home School Legal Defense Association (HSLDA). Founded in 1983, HSDLA provides its members with legal representation against local school officials who might harass you, demand to supervise your home-schooling, or demand to periodically test your home-schooled children. You can join at their web site, http://www.hslda.org.

The Rutherford Institute is another well-known organization dedicated to protecting parents’ rights and providing legal help to home-schooling parents. Their website is http://www.rutherford.org.

Read more information about “Public Schools, Public Menace.”

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The answer to this concern is, can you risk not trying? Isn’t your child’s future worth the risk? If you see that your child is getting a bad education in public school, the worst thing to do is nothing. Then there is no chance of improvement. If you leave your children in public school, chances are great that their ability to read, self-esteem, and love of learning may be damaged, and they can waste twelve years of their lives. Look at the potential consequences to your child if you don’t try other education alternatives.

The real question is this: Is good enough, good enough for your child? Your child is unique and precious. He or she is born with a love of learning and a unique potential. Your child’s love of learning, self-confidence, and potential can be squashed in the rigid atmosphere of public schools. Is a third-rate public-school education good enough for your child. If you could give your child a rich, fun, rewarding education that will make your child’s mind and future blossom, isn’t that worth the risk of trying?

Money Doesn’t Have To Stop You Anymore

If the only problem is money because you can’t afford $8000 a year private schools, then happily there is a great new option for you-Internet private schools. These schools are low-cost and can give your child a fun, quality, and rewarding education. Many of these schools cost less than $850 a year tuition, which is less than $85 a month for a ten-month school year.

While no one can guarantee you success, like anything else in life, if you keep trying, you will probably succeed in giving your child a great education at home. If you say to yourself, “I will make this work, for my child’s sake,” you’ll be surprised at what you can accomplish. Tell yourself what Gene Kranz, actor Ed Harris’s character in the movie Apollo 13, said to his Houston crew about rescuing the astronauts in trouble: “Failure is not an option.” If you say this and mean it, you’re halfway to success for yourself and your child.

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When your children grow up and get careers of their own, that doesn’t mean you have to be lonely in a big, empty house and lose contact with your kids. Helping to homeschool your grandchildren can be a wonderful way for you to stay in close and loving contact with your grown children and grandchildren. You can be a loving part of the family again.

If you read our book, “Public Schools, Public Menace,” tell your grown children about how your grandkids are in real danger by going to public schools. Don’t let your grandchildren’s mind’s, self-confidence, and love of learning go to waste in public schools. Give your grown children the book to read. Even better, then offer to help watch the grandkids and homeschool them if your grown children and their spouses work. Who better to help your children and adorable grandchildren than you? Doing so could make your retirement years the happiest years of your life.

You have so much wisdom and knowledge that you have accumulated over the years. You have so much love you still have to give. How your children would appreciate your love and help with your grandchildren! If you helped homeschool your grandchildren, what a wonderful gift that would be for your children, your grandkids, and most of all, yourself. Think about it.

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However, for those parents who have little time to spare, or don’t yet feel confident in home-schooling their children, Internet private schools are a wonderful new alternative. These schools take most of the home-schooling burden off parents’ backs, yet can give children a low-cost, quality education at home.

Low-cost Internet Private Schools

An Internet private school for children is similar to the Internet college-degree programs that many universities around the country now offer adults. There are many good Internet schools parents can choose from. Some schools only offer high-school programs while others offer a complete, 1st through 12th grade education. Many Internet private schools give a course of study similar to traditional private schools. They take children thorough a progressive curriculum in math, science, reading and writing, social studies, and many other subjects.

This structured, comprehensive program is like having a personal teacher and private school in a parents own living room. As a result, these schools can relieve parents of most of the home-schooling burden, while giving children a high-quality education. This setup is especially helpful for single-working moms, or families where both mother and father work. Since Internet-school teachers supervise the childs education, its less likely that parents will have to take time from work or quit their job to homeschool their kids.

Many Internet private schools charge much lower tuition rates than brick-and-mortar, secular private schools, and sometimes thousands of dollars a year less than Catholic or Protestant-affiliated schools. Tuition costs vary with each school, from as low as $450 a year to $2000 or more a year. Many quality Internet private schools charge less than $1000 a year. Internet schools are a great resource for parents with a limited budget who also want to escape the public schools and give their kids a great education.

Also, parents can now give their kids a low-cost, quality education, no matter where they live. There are no geographic limitations with Internet private schools. For example, parents living in Virginia can enroll their children in an Internet private school based in California because instruction is done over the Internet. No more having to drive your children back and forth from school. No more time wasted in travel. Parents or their children simply log onto the Internet private school’s website in the safety of their own home, and school begins for the day.

“Public Schools, Public Menace” has a whole Resource section devoted to Internet private schools and other education options for parents.

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Let’s consider the differences in how a typical child (we’ll call her Jenny) learns when she uses Google or Yahoo, compared to how she learns in her public- school classroom.

First, with Google or Yahoo, Jenny can explore any subject that fascinates her. She literally has the whole world at her fingertips. She can learn about tulips, cooking, dinosaurs, fashion, arithmetic, model airplanes, how to play the piano, or story books by thousands of authors.

When she is older, she can search dozens of Internet libraries, including the Library of Congress, for information on any subject under the sun.

In contrast, in her public-school classroom, Jenny must study only the subjects the teacher or school principal says she must study, even though these subjects might bore her to death.

Second, with Google or Yahoo at home, Jenny can spend as many hours as she wants studying any subject that fascinates her. If she likes flowers, she can spend all day learning about different flowers, how they grow, the best season to plant them, how sunlight helps them, or how much water each flower needs.

In contrast, in public school, Jenny usually spends about 50 minutes on each subject the school forces her to study. She has to go to a different class on a different subject every 50 minutes, even if she was interested in the subject she was studying in her previous class. This can strangle her interest in any one subject. For Jenny, public school turns learning into broken, disconnected bits of knowledge on subjects that often bore her.

Third, with Google and Yahoo, Jenny learns at her own pace. If she doesn’t understand something she reads about, she can ask her Mom or search Google and Yahoo to find the answer. She can spend as much time as she wants with a problem that intrigues her. Because she can learn at her own pace, she feels safe and comfortable learning with Google and Yahoo.

In her public-school class, however, Jenny has to learn all the material the teacher gives her in the specific time the teacher allows. Then (in later grades) the teachers will test her. If Jenny didn’t like to study the subjects the teacher told her to learn and did bad on her test, she can feel hurt and humiliated. She then associates learning with pain and humiliation. This in turn can extinguish Jenny’s joy in learning.

With Google and Yahoo, Jenny finds learning a constant joy. With public schools, more often than not, learning becomes a boring drudge or worse.

Government-controlled public schools will never give your kids the kind of joyous education they deserve, the kind your children can get in a homeschooling environment. At home, your kids can learn from Google, Yahoo, learning software, or hundreds of other low-cost education resources available to you right now.

So how can we Google and Yahoo our children’s education? Parents, you might seriously consider taking your children out of public school, permanently. Let your kids once again discover the joy of learning with education alternatives like Google and Yahoo, homeschooling, or low-cost, quality, Internet private schools.

I talk about all these great education alternatives for your children in my book, “Public Schools, Public Menace: How Public Schools Lie To Parents and Betray Our Children.”

Joel Turtel

Read more information about “Public Schools, Public Menace.”

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