Homeschooling --- A Superior Education For Your Child

Written by Joel Turtel

Home-schooling provides children with a superior education. Parents can quickly teach most kidsrepparttar basics of reading, writing, and arithmetic using excellent, creative, learn-to-read, or learn-math books, programs, or computer learning software. Once children become proficient readers, they can then study subjects they love in greater depth. If a child needs help on a special subject, parents can occasionally call in a tutor.

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 byrepparttar 145928 National Home Education Research Institute:

“The study foundrepparttar 145929 average scores ofrepparttar 145930 home school students were at or aboverepparttar 145931 80th percentile in all categories. This means thatrepparttar 145932 homeschoolers scored, onrepparttar 145933 average, higher than 80 percent ofrepparttar 145934 students inrepparttar 145935 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."

America's Public Schools --- Deteriorating Like They Did In Ancient Rome

Written by Joel Turtel

The citizens ofrepparttar early Roman Republic enjoyed an education system similar to ancient Athens. It was voluntary and parents paid tutors or schools directly. There was very little government interference, so a vibrant education free market of tutors, schools, and apprenticeships developed.

One aspect of Roman society that compromised their education system was that Roman parents wanted their children to learn knowledge that only Greek teachers could provide. However, most Greeks in Rome atrepparttar 145927 time were slaves.

As a result,repparttar 145928 Greek teachers could not personally or financially benefit by their work. Often their morale was low and they were subject to harsh discipline. Unlikerepparttar 145929 free teachers in ancient Athens, Greek slave-teachers in Rome had little incentive to innovate or continually improve their skills. As a result,repparttar 145930 quality of education stagnated.

Also, a majority ofrepparttar 145931 Roman population was slaves, both from Greece and other areas Rome had conquered. Naturally, these slaves had no rights and no control over their children’s education.

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