Ben Franklin and Thomas Jefferson Never Went To Public SchoolWritten by Joel Turtel
Most of our Founding Fathers, including Ben Franklin, Sam Adams, George Washington, Thomas Jefferson, and James Madison, like most average colonial Americans, spent few years, if any, in formal grammar schools of day, yet they knew how to read and write well.
Most voluntary local grammar schools expected parents to teach their children to read and write before they started school. Most colonial parents apparently had no trouble teaching their children these skills.
At least ten of our presidents were home-schooled. James Madison’s mother taught him to read and write. John Quincy Adams was educated at home until he was twelve years old. At age fourteen, he entered Harvard. Abraham Lincoln, except for fifty weeks in a grammar school, learned at home from books he borrowed. He learned law by reading law books, and became an apprentice to a practicing lawyer in Illinois.
Other great Americans were similarly educated. John Rutledge, a chief justice of Supreme Court, was taught at home by his father until he was eleven years old. Patrick Henry, one our great Founding Fathers and governor of colonial Virginia, learned English grammar, Bible, history, French, Latin, Greek, and classics from his father.
Abigail Adams, Martha Washington, and Florence Nightingale were all taught at home by their mothers or fathers. John Jay was one of authors of Federalist Papers, a chief Justice of Supreme Court, and a governor of New York. His mother taught him reading, grammar, and Latin before he was eight years old. John Marshall, our first Supreme Court Chief Justice, was home-schooled by his father until age fourteen. Robert E. Lee, Thomas Stonewall Jackson, George Patton, and Douglas MacArthur were also educated at home. Booker T. Washington, helped by his mother, taught himself to read by using Noah Webster’s Blue Back Speller.
Parents --- Your Children's Report Card May Be RiggedWritten by Joel Turtel
Under "No Child Left Behind Act," public schools whose students consistently fail standardized tests can be shut down. To protect their jobs, teachers and principals are now under intense pressure to cheat — to fudge test scores and report cards to fool parents and school administrators.
Myron Lieberman, author and former high-school teacher, listed some of ways teachers can “cheat” in his book “Public Education: an Autopsy”:
1. Poor students were excluded or discouraged from taking tests
2. Teachers assigned tests as homework or taught test items in class
3. Test security was minimal or even nonexistent
4. Students were allowed more time than prescribed by test regulations
5. Unrealistic, highly improbable improvements from test to test were not audited or investigated
6. Teachers and administrators were not punished for flagrant violations of test procedures
7. Test results were reported in ways that exaggerated achievement levels
In December 1999, a special investigation of New York City schools revealed that two principals and dozens of teachers and assistant teachers were helping students cheat on standardized math and reading tests.
Andrew J. Coulson, in his brilliant book, "Market Education: The Unknown History," sites an example of how public schools deliberately lie to parents about their children’s academic abilities:
“Consistently greeted by A’s and B’s on their children’s report cards, parents of Zavala Elementary School had been lulled into complacency, believing that both school and its students were performing well. In fact, Zavala was one of worst schools in district, and its students ranked near bottom on statewide standardized tests. When a new principal took over helm and requested that statewide scores be read out at a PTA meeting, parents were dismayed by their children’s abysmal showing, and furious with teachers and school officials for misleading them with inflated grades.”