Parents' Complaints --- Arrogant Public Schools Turn a Deaf Ear

Written by Joel Turtel

School authorities continually claim that they want more parent cooperation and participation in their childrenís education. They complain when parents donít show up for parent-teacher conferences or push their children to do their homework.

Yet this constant cry for parent cooperation is often a smoke screen pretense to make parents think they have some control over their childrenís education. In most cases, parents have no such control. Teachers and principals may placate parents or ask for their cooperation, but they rarely makerepparttar important changes parents ask for.

For example, most parents want their children to learn to do basic arithmetic without using calculators as a crutch. A poll by Public Agenda found that 86 percent of parents want students to learn arithmetic by hand before they use calculators. However,repparttar 144103 math-teaching policy for most public schools today is that all children beginning in kindergarten have access to calculators at all times to do math problems.

Most school districts make important teaching-method or curriculum decisions in secret, without parentsí knowledge or approval. A parentís only recourse is to complain to principals or school authorities after these authorities have dictated their curriculum or teaching methods, andrepparttar 144104 parent seesrepparttar 144105 damage to their children. Unfortunately, such complaints are often futile.

Most parents donít realize that school authorities donít want their opinion. Too often, school authorities ignore parents' suggestions or complaints because they truly believe they arerepparttar 144106 experts and parents are just annoying amateurs. As a result, some teachers, principals, or administrators feel insulted when parents make suggestions or complaints.

America's Public School System --- Brutal and Spartan

Written by Joel Turtel

The public school system in America has become a dismal failure. But education in many other times and cultures has been quite successful.

The ancient Greeks, whose civilization was at its height around 500 B.C., founded Western civilization as we know it. The Athenian Greeks invented or perfected logic, drama, science, philosophy, astronomy, mathematics, literature, and much more. Yet ancient Greece had no compulsory schools.

Other than requiring two years of military training for young men that began at age eighteen, Athens let parents educate their children as they saw fit. Parents either taught their children at home or sent them to voluntary schools where teachers and philosophers like Socrates, Plato, and Aristotle gave lectures to all who wanted to learn. These great teacher-philosophers did not need a license to teach, nor did they have tenure.

The ancient Athenians had a free-market education system. The thought of compulsory, state-run schools and compulsory licensing would have been repulsive to them. The Athenians respected a parentsí natural right to directrepparttar education of their children.

In contrast, Sparta, Athensís mortal enemy, createdrepparttar 144085 first truly state-run, compulsory education system on record. Individual Spartans lived and died forrepparttar 144086 state, and had to serverepparttar 144087 state from birth until sixty years of age. Their society was a brutal military dictatorship in which male children literally belonged torepparttar 144088 city, not to their parents.

The Spartan military government took boys from their homes and parents atrepparttar 144089 age of seven and forced them to live in military-style barracks forrepparttar 144090 rest of their lives. Spartan men were life-long soldiers whose highest duty was to obeyrepparttar 144091 commands of their leaders.

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