How Public Schools Assault Parents' Values

Written by Joel Turtel

Is there anything wrong with lying, cheating, stealing, shop-lifting, taking drugs, premarital sex, insulting your parents, pornography, irresponsibility, or getting pregnant in junior high school? Not according torepparttar values taught to children in many public schools today.

Fromrepparttar 144044 earliest times in America, teachers have believed that schools should teach moral values. What good is a child who knows when Columbus discovered America but can't tell right from wrong? The most popular reading instruction books inrepparttar 144045 nineteenth century wererepparttar 144046 "McGuffy Readers," which taught children to read through stories of increasing complexity.

Each story also taught children a moral lesson about values such as honesty, hard work, integrity, perseverance, compassion, obedience to parents, respect for others’ rights, and indi-vidual responsibility. Up torepparttar 144047 1930s, most schools in America reinforcedrepparttar 144048 Judeo-Christian values most parents taught their children at home.

Today, many school authorities seem to have contempt for religion and traditional moral values. They force children to endure years of “values clarification” classes, which teach children that all moral values are subjective and meaningless. Many teacher-facilitators, as some now prefer to call themselves, teach kids that whatever feels good atrepparttar 144049 moment or whateverrepparttar 144050 group considers acceptable is a “good” value.

Most parents, when asked in surveys, say they want schools to teach their children such traditional Western values as honesty, hard work, integrity, justice, self control, responsibility, respect for parents, and fidelity in marriage. Unfortunately, those values are not what most public schools teach.

Values-clarification programs often pretend to teach children real values to pacify parents, but textbooks used in values-clarification classes often censor or distort traditional family and religious values.

Dr. Paul Vitz did a study on these textbooks, funded byrepparttar 144051 National Institute of Education.Vitz discovered that traditional family and Judeo-Christian values had been eliminated from children’s textbooks. He studied forty social studies textbooks used by first to fourth-grade public-school students and found no mention ofrepparttar 144052 words “marriage,” “wedding,” “husband,” or “wife.” These textbooks commonly defined a “family” simply as a group of people.

Values clarification (sometimes now called "character education" or other names, depending onrepparttar 144053 public school)differs radically from traditional moral codes because it claims that children do not need established values to make moral choices. Values clarification teachers don’t care which values children choose because in their view all values are subjective. The right value, they assert, depends onrepparttar 144054 situation andrepparttar 144055 individual -- a value is good if it “works” for a particular child at a particular time.

To many values clarification teacher-facilitators, cheating, lying, stealing, or having casual sex with other students are not bad acts in themselves. Such actions are just unfortunate choices that students make, depending on circumstances and personality traits, out of many alternative moral choices. Abiding byrepparttar 144056 Ten Commandments is merely one such option.

Public Schools Can Cripple Your Children's Ability To Read

Written by Joel Turtel

For many adults, reading a book or newspaper seems effortless. Yet reading effortlessly comes from constant use of basic skills learned at an early age. Once children learn these basic skills, they can eventually read complex books like War and Peace.

What are these skills? To read, one must recognize thousands of words. Since all English words are built from only twenty-six letters,repparttar huge task of recognizing letters and their sounds and putting them together to form words becomes greatly simplified. An English-speaking child only has to sound outrepparttar 144043 letters and then putrepparttar 144044 sounds together to readrepparttar 144045 word.

I do not wish to over-simplifyrepparttar 144046 complexity of our rich English language, however. Like other western languages, English has its peculiarities. For example, many vowels have more than one sound, and many sounds can be spelled more than one way. However, even with these complexities, English is far easier to learn than Chinese, where children have to memorize thousands of word pictures, rather than twenty-six letters and their sounds.

Reading is difficult at first, but, once learned,repparttar 144047 process becomes automatic and unconscious. When we can read quickly without sounding out every letter of every word, allrepparttar 144048 knowledge ofrepparttar 144049 world opens to us. However, like learning to drive a car, if we don’t learnrepparttar 144050 basic skills, we don’t learn to read, or we read poorly.

Enter public-school education theorists who think otherwise. Don't adults read without sounding out every letter of every word, they ask? So why teach children phonics? Why put children throughrepparttar 144051 alleged boredom, drudgery, and hard work of learning letter-sounds? How can reading be joyful if literature becomes drills? If children memorize whole words instead of putting together letter sounds, all this pain will be gone. Rather than teaching kidsrepparttar 144052 alphabet and how to sound out M-O-T-H-E-R, teach them to recognize MOTHER and other whole words in a book, like Chinese word-pictures or ancient Egyptian hieroglyphics. Haverepparttar 144053 child read simple books that repeat each word over and over, so that they come to recognizerepparttar 144054 word. Do this for each word, they claim, andrepparttar 144055 child will learn to read. This is called "whole-language" reading instruction.

The only problem is that whole-language doesn't work. It is a disaster. Most young children are only able to "memorize" a few hundred relatively simple words. Even an adult's mind can only memorize at most, a few thousand words. That'srepparttar 144056 limit ofrepparttar 144057 human mind's capacity to memorize abstract symbols.

In contrast, children who learn to sound outrepparttar 144058 letters of words with phonics can read tens of thousands of words, and eventually read ANY word, because they can sound out each letter inrepparttar 144059 word and putrepparttar 144060 sounds together.

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