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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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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“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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