Category Archives: Homeschooling

How the World’s Poorest People are Educating Themselves

Answer: With free-market entrepreneurial private schools.

I’ve just finished reading this most remarkable book: The Beautiful Tree – A personal journey into how the world’s poorest people are educating themselves. Fresh out of college in 1983, James Tooley went to Zimbabwe to teach school. Now, 26 years later, with an astonishing breadth of experience teaching and researching education in Africa, India, and China he presents startling data on successful educational innovation occurring in the poorest communities in India, Kenya, Zimbabwe, Ghana, and China – private schools created by the poor and serving poor students.

Prof. Tooley chronicles the abysmal failures of government education (40% teacher absenteeism, corruption, overcrowding, prejudice against the poor among other appalling indicators) and what the poorest communities are doing to secure an education for their children. It turns out that even in the poorest communities, parents value education and are willing to pay for it. Remarkably enough, they prefer to make arrangements where they can hold schools and teachers accountable. They have no way to do this politically with government schools, so they are turning to private schools. They are started many times by parents themselves or by a homegrown teacher in the community who is asked by the parents to teach their children. These schools are often unlicensed, un-recognized, and unaccredited, but nonetheless are doing a better job at educating the children of the poor than the government schools.

Tooley argues that this is NOT a bad thing – instead it should be nurtured, supported, and encouraged. He’s put his money where his mouth is and now heads a corporation which is seeking to invest in and develop a sort of franchise, recognized brand in affordable, community-focused private schools which serve the poor.

The most powerful part of his analysis is the clear and convincing data which he uses to show the large numbers of poor students already enrolled in private schools and documents their achievement. He catalogs the typical objections raised to private schooling and rebuts each of them convincingly. Rather than spending more and more foreign aid on government schools, he suggests that far better results would be achieved re-directing that aid to assist private schools that actually serve the poor – in the form of loans, direct grants for capital improvements, and targeted tuition support for the poorest of the poor.

Everyone involved in the public policy debates about education should read this book.

– Rob Shearer

Handwriting by George – 110 Rules

Handwriting by George 4packRules of Civility & Decent Behaviour in Company & Conversation.

Greenleaf Press is very pleased to announce that all four volumes in this series are now in print and available!

When George Washington was sixteen years old, he began copying 110 maxims for polite behavior into his schoolbooks. These rules describe the behavior of a gentleman, and many claim that they greatly influenced Washington’s attitudes and standards for his own behavior.

One day, when we were all tired of the standard handwriting practice book copy material, we began using Washington’s Rules as copy work. While many of them have obvious application to the eighteenth century, they also have a lot to say to modern gentlemen and ladies.

We hadn’t expected to enjoy these sayings as much as we did. They rarely stayed merely copywork exercise but became the basis of other discussions. “Show nothing to your friend that might affright him,” had immediate application. Other rules addressed putting others first and self last – and other ways to show respect to those around us.

Something special happens when children write these rules out for themselves.

Each volume contains 27 or 28 rules, with space to copy and illustrate each one. Practice for children learning to write, and spark discussion about “civil and decent behavior.”

Each is a paperback, 64 pages and intended for use in grades 1-3

188251436XVolume 1 contains such intriguing rules as:
Rule 4: “In the presence of others sing not to yourself with a humming noise nor drum with your fingers or feet.

Volume 2 contains such intriguing rules as:
Rule 40: “Strive not with your superiors in argument, but always submit your argument to others with modesty.”

1882514394Volume 3 contains such intriguing rules as:
Rule 70: “Reprehend not the imperfections of others for that belongs to Parents, Masters, and Superiors.

Volume 4 contains such intriguing rules as:
Rule 89: “Speak not Evil of the absent for it is unjust.

You can order all four volumes for a discount package price of $32.95 (a 10% discount – $36.95 if purchased separately). Or, if you already have volume one and now want to get the other three, you can get a discount price of $26.50 for volumes 2, 3, & 4 (a 10% discount – $29.85 if purchased separately).

Two birds with one stone – handwriting practice and character building!

– Rob Shearer
Publisher, Greenleaf Press

Priceless

booksTextbooks and tutors after you decided to homeschool your daughter through high school: $5,000

Salary you would have received if you had continued teaching high school instead of homeschooling: $40k/year

Text message from your daughter during her first week in college: “I got extra credit cause I was the only one who recognized a line from 1984” : PRICELESS!

Official Release: Famous Men of the 16th & 17th Century

It’s done! Finished, edited, proofed and approved. And we have copies on the shelves!

The sequel to Famous Men of the Renaissance and Reformation.

Rather than reprinting Famous Men of Modern Times (which is a bit uneven in both tone and selection), we have made the decision to complete the Famous Men biography series with four new books:

  • Famous Men of the 16th & 17th Century (Queen Elizabeth to Louis XIV) – available now
  • Famous Men of the 18th Century (Isaac Newton to Robespierre) – 2010
  • Famous Men of the 19th Century (Napoleon Bonaparte to Mark Twain) – 2011
  • Famous men of the 20th Century (Teddy Roosevelt to Ronald Reagan) – 2012

The 17th century was an age of religious wars and revolutions. The French had seven civil wars of religion from 1570-1590. The German Empire had a religious civil war from 1618-1648. The English had a civil war from 1642-1649. It was also the century in which the English and French settlements were founding colonies in North America at Jamestown, Plymouth, Boston, & Quebec. But learning the wars will not convey to students what the times were like. Biographies will. Twenty-eight key individuals are profiled in chronological order:

Birth Crowned Death

1519

1547

1589

Catherine de’ Medici
1553

1589

1610

Henry of Navarre (Henry IV)
1533

1558

1603

Elizabeth I
1540

1595

Sir Francis Drake
1552

1618

Sir Walter Raleigh
1566

1603

1625

James I
1552

1610

Matteo Ricci
1564

1616

William Shakespeare
1580

1631

John Smith
1583

1634

Wallenstein
1594

1611

1632

Gustavus Adolphus
1575

1635

Samuel de Champlain
1564

1642

Galileo
1585

1642

Cardinal Richelieu
1600

1625

1649

Charles I
1599

1658

Oliver Cromwell
1590

1620

1657

William Bradford
1588

1629

1649

John Winthrop
1623

1662

Blaise Pascal
1606

1669

Rembrandt
1608

1674

John Milton
1632

1675

Johannes Vermeer
1630

1660

1685

Charles II
1629

1674

1696

Jan Sobieski
1650

1688

1702

William of Orange (William III)
1632

1704

John Locke
1653

1706

Johan Pachelbel
1638

1643

1715

Louis XIV

I am particularly pleased with how the chapters on the colonial founders turned out. John Smith (Jamestown), Samuel de Champlain (Quebec), William Bradford (Plymouth), and John Winthrop (Boston) all have incredible and fascinating stories. A simple comparison of their backgrounds and their reasons for leaving England and France will give students far more understanding about the founding of the colonies than any textbook can.

I also enjoyed greatly retelling the events of the English Civil War, the Restoration, and the Glorious Revolution of 1688. These events (with a number of larger-than-life characters) were critical in shaping the political ideas of America’s Founding Fathers – whose stories I am looking forward to telling in Famous Men of the 18th Century.

I’ve also included accounts of the lives of artists (Rembrandt, Vermeer), a musician (Johan Pachelbel), and writers (Shakespeare & Milton) so that students will become acquainted with more than just the political history of the times.

The reading level is targeted on upper elementary/jr. high, but even older students and adults will find much here that gets left out of the textbook accounts.

Famous Men of the 16th & 17th Century is 28 chapters, 228 pages and retails for $17.95, directly from Greenleaf Press.

Get ’em while they’re hot off the press!

– Rob Shearer, (author and) Publisher

Greenleaf Press History Scope & Sequence

With the imminent publication of Famous Men of the 16th & 17th Century, I decided to review, revise, & update the Greenleaf scope and sequence for the study of history.

After 20 years of teaching history, talking to homeschooling parents, and continuing to read and write on historical topics, I am more convinced than ever that the keys to teaching history to children are Chronology and Biography.

And I am also equally convinced that we need to be teaching the Bible to our children as a historical document. The Bible is not a collection of morality tales like Aesop’s Fables. The Bible is a historical account of God acting in history from the call of the Patriarchs through the Exodus, the Conquest, the Exile and the Restoration. I believe strongly that our kids should know the history of Israel as their first “model” for how to approach history. And the Bible’s pattern is to tell the story in chronological order and to focus on one key person at a time. The historical books of the Bible tell the story of Abraham, Isaac, Jacob, Joseph, Moses, Joshua, etc… down to Daniel, Esther, Ezra, & Nehemiah.

With the new Famous Men book (and with a few excellent books from other publishers), Greenleaf is able to offer a complete history program for grades 1-8, and a plan for a second study of western civilization in the high school years.

You can download our 3-page Scope and Sequence here. Feel free to copy, forward, and/or print out as many copies as you’d like.

Page One is the plan for the elementary grades.

Page two is the plan for high school students:

And page three are alternate plans to do Western Civilization in four, five, six, or seven years of elementary school:

I’ll have more information about the imminent publication of Famous Men of the 16th & 17th Century over the next few weeks.

– Rob Shearer, Publisher

Tennessee bureaucracy and the Nanny State

UPDATED!

Ms. Spears and I exchanged several email messages this morning (in my capacity as Vice President of the Tennessee Association of Church-Related Schools). I am happy to report that she has issued the following letter of clarification:

Dear Home School Parent:

It was brought to my attention that the letter sent out prior was misleading so I decided to send you the section of the law that pertains to the annual requirements of the home school parent so there would be no misunderstanding of what is expected.

In reference to section (2) (A) church related home school parents can disregard the notice mailed regarding the annual filing.

Parents who choose to independently home school are not required to personally report to the school board in person however I do like to meet my home school parents and provide them assistance as needed.  If you would like to personally bring your notice of intent to my office, I will gladly sit down with you.

If the student plans to re-enroll in the public school, the parent should provide at the time of the re-enrollment a copy of the transcript of subjects the student covered while being home schooled.

Sincerely,

Sharon Spears

**********************************************

Original Post follows:

There are some bureaucrats (aka educrats) who just can’t seem to grasp the idea that they are not in charge of ALL the children. Doesn’t matter what the law says, parents cannot be allowed to teach their own children un-supervised. They’re not professionals! How will we know if the children are being properly socialized?

Sharon Spears is the Attendance Supervisor for the Coffee County School System. The Coffee County seat is Manchester, 60 miles southeast of Nashville, halfway to Chattanooga, down I-24. Sharon Spears has been listed as the Attendance Supervisor since at least 2001. She’s also listed as the GED co-ordinator, she is in charge of Dropout Information, she is the Liason for Homeless Children. She is the contact person at the school system for issues relating to Juvenile Court and the Truancy Board. Perhaps she’s been too busy to ever learn what Tennessee law is concerning homeschooling. That would be kind of ironic, since her page on the Coffee County School System website has a link to the Tennessee Department of Education’s page on homeschooling where the law is clearly explained.

How do I know that she hasn’t learned the Tennessee law on homeschooling?

Here’s the text of a letter she sent to homeschooling families in Coffee County a few days ago:

(dated) July 15, 2009

To All Home School Parents:

The state requires all parents who plan to home school their children to register annually with their local school system. You will need to stop by the Coffee County Board of Education in the Administrative Plaza to complete the necessary paperwork.

If you were conducting an Independent Home School during the 2008-2009 school year, please, bring your attendance record and your child’s transcript/grades with you. The deadline for notification without penalty is September 1st.

If you have additional needs or questions, you can contact me at 931-723-5150. Thank you so much for your prompt attention to this matter.

Sincerely,
(signed)

Sharon Spears
Attendance Supervisor

This letter misrepresents the law in at least three very significant ways.

ONE: The State does NOT require ALL parents who wish to homeschool to register with their local school system. Parents have the CHOICE of signing up with their local school system OR with an umbrella school. If they sign up with an umbrella school, they are NOT required to sign up with the local school system.

TWO: Even Parents who have decided to homeschool AND register with the local school system do NOT have to “stop by the Coffee County Board of Education. . . to complete the necessary paperwork.” You may, and probably should file your notification by mail, with proof of delivery requested.

THREE: Parents signed up with the local school system do NOT have to supply their child’s transcript or grades to the school system. The only thing required to be reported to the local school system is attendance. And you don’t have to do it in person. Send in a calendar noting which days you conducted school with your children. Verify that the days total 180. Send it in.

Coffee County homeschoolers can safely ignore the arbitrary requirements of Ms. Spears’ letter. If you decide to homeschool and sign up with an umbrella school, you can ignore the Coffee County School System completely. If you choose to homeschool and sign up with the public school system, you can send your “notice of intent to homeschool” form in by mail. And you have no obligation to report to them anything other than your attendance records.

Ms. Spears should know better. She is attempting to require more than the law requires. She is attempting to force parents to submit records and information they are not required to submit.

She should know better. She’s been there for over eight years.

She should be ashamed of herself. However, when the misleading sections of her letter were pointed out to her, she promptly issued a “clarification document” which addressed each of these three issues and revised her requests to just those items required by state law.

And the director of schools for Coffee County, Kenny Casteel, should also be ashamed chagrined. You see, that same homeschooling law referred to on the Department of Education’s webpage contains this sentence:

“The director of schools or the director of schools’ designee shall ensure that attendance teachers are informed of parents’ rights to conduct a home school pursuant to § 49-6-3001(c)(4), subsection (a) of this section, and § 49-50-801 upon employment of such persons and at the beginning of each school year;”

They have no right to claim they didn’t know what the law said. The Director of Schools and the Attendance Supervisor have a legal obligation to make sure they understand the law and know what parents’ rights are.

Reading Made Easy – Student Activity Books

Back in September, we were very pleased to announce that we had become the publisher for Valerie Bendt’s Reading Made Easy. Reading Made Easy is a complete, phonics-based, reading instruction program. Valerie and her husband Bruce have homeschooled all six of their children and literally thousands of children have learned to read using her easy, step-by-step, reading program. One of the best things about Reading Made Easy is the love of reading that Valerie exemplifies and communicates throughout. In the appendix, Valerie lists eight pages of recommended books for parents to read aloud to their children – these are the children’s classics, time-tested titles like Curious George, Peter Rabbit, and Madeleine. Also included are two pages of suggested first readers for children.

We are now VERY pleased to announce that there are now four Student Activity Books available which supplement and provide additional practice for the lessons in Reading Made Easy. Each of the four Student Activity Books covers 27 of the lessons in Reading Made Easy and provide:

  • Word/picture match-ups and other exercises to strengthen phonics and decoding skills
  • Sentences, poems, and mini stories to develop reading comprehension
  • Copy work passages from Reading Made Easy with space to complete the writing exercises
  • Space for the drawing and creative writing exercises suggested in Reading Made Easy

The Reading Made Easy Student Activity Books offer parents and teachers the additional materials to make sure their students master each lesson before moving on to new concepts. It also enables the students to create notebooks which display the material they have learned. The notebooks are wonderful keepsakes and are a valuable addition to students’ educational portfolios.

Here are some sample pages:

Greenleaf Press is announcing the availability of all four Student Activity Books today.

Or you can purchase all four Student Activity Books together at a 10% discount for $45.00 ($50.80 if purchased separately!)

We are also now able to offer the Complete Reading Made Easy Package which includes a copy of Reading Made Easy (511 pages, $49.95) and all four Student Activity Books may be purchased for $89.95 ($100.75 if purchased separately!)

As with all Greenleaf products, every book is guaranteed to be twaddle-free. If you decide you don’t want to keep a book you have purchased from us for any reason, you may return it within 30 days for a full refund.

If you’re looking for a family-friendly, mom-friendly, complete reading instruction package, we highly recommend Reading Made Easy

– Rob Shearer, Publisher
Greenleaf Press.

The UN Convention on the Rights of the Child

unIt’s in the news again.

Created in 1989, the Convention (often abbreviated as the “CRC”) has a number of laudable goals and features. It has been ratified by 193 countries around the world. The only two UN member states which have NOT ratified it are Somalia and the United States (which proponents of the treaty often cite as something that should be embarrassing to the United States).

There is much in this treaty which is admirable and non-controversial. There are some parts of it which are simply innocuous. And there are some parts of it which pro-family and pro-homeschooling advocates in the United States find objectionable.

But why all the hubbub over a UN Convention? Isn’t this simply a non-binding statement of principles?

For many countries, that might be the case (and probably explains why many of the 193 have ratified – for them, ratification has no practical effect on their own laws and practices).

But the effect of ratifying a treaty in the United States is different, because of Article VI of the US Constitution and the 14th Amendment.

Article VI (often called the “Supremacy Clause”) states, in part:

This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding.

The Supremacy Clause makes all treaties ratified by the US Senate binding in all Federal AND in all State courts. Which means that the United States Senate should be very careful when it votes to ratify a treaty. It also helps explain why the ratification of a treaty requires a 2/3 vote of the Senate – Treaty ratification is akin to amending the Constitution, and comes close to it in its wide-reaching consequences and significance.

Non-Controversial Sections of the UN Convention on the Rights of the Child include the prohibitions on kidnapping, child labor, child prostitution, and using children as soldiers. Ironically, the United States HAS signed and ratified both of the optional protocols which have been appended to the CRC: one on the use of children in military conflicts and one which prohibits child pornography.

Children’s “Rights” are the issue, and whether those rights may be asserted against parents

The problematic parts of the CRC are in articles 13-17 which enumerate children’s rights which all parties to the CRC agree to recognize. These rights are described in legal language which is at times ambiguous, perhaps deliberately so. They include the right to freedom of expression, the right to receive information, freedom of thought, conscience and religion, freedom of association and peaceful assembly, a right to personal privacy and a right to access mass media. And here is where the issues arise. It would be one thing to assert that a child has these enumerated rights and that children must be protected from any attempt by the state to interfere with them. But the CRC leaves open and unresolved whether a child has these rights and can appeal to the state to prevent any of these rights from being abridged by parents. Given the Constitutional status afforded treaties and the social activism of parts of the legal community, it is quite probable that these rights would be raised in legal proceedings against parents by advocates acting in the name of children. If the CRC intended to protect children from any abridging of these rights by the State (but not by parents), then it should have said so. Because it does not limit its applicability to actions against the states, in the US Courts, it would inevitably be invoked in cases of conflicts between parents and children, with the result that parental authority would be eviscerated and children would be free to make dangerous and/or inappropriate choices, with parents forbidden from interfering. To take but one example, if parents decided to enroll a child in a religious school, the child could object and bring action citing the CRC and veto the parents’ decision.

Ratification of the treaty would provide the basis for the state to intervene in parenting decisions regarding education, media, and friends. It would radically undermine the rights of parents to direct the care, upbringing and education of their children.

Outlawing corporal punishment

The CRC has been repeatedly interpreted by the UN, by its committees, and in other judicial settings as requiring ratifying governments to “prohibit all forms of violence, including corporal punishment, in the upbringing of children.”

For some, this is simply one more reason to support ratification. But the overwhelming majority of parents in the US believe that corporal punishment by parents is a legitimate form of discipline. In any event, the definition of child abuse and neglect is currently made by state law, interpreted by state courts. Ratification of the CRC would, in effect, be the enactment of a federal ban on corporal punishment. No matter how you feel about the issue, federalizing it will have terrible consequences for families.

The CRC also establishes a UN committee and requires ratifying states to submit a report on implementation of the CRC within two years and every five years thereafter. The Committee may request additional information, review, and comment on States’ reports, but it does not appear to have any enforcement authority. I view the Committee as, at worst, an annoyance. Various states have already received chiding comments from the Committee, but they have little practical effect, other than in the court of public opinion (which is to say hardly at all). Of far greater concern is potential enforcement actions of the US federal courts, acting with the authorization of the US Constitution’s attribution of legal authority to all ratified treaties.

Read the Convention for yourself

Here’s a link to the full text of the Convention (at the UN web site): http://www.unhchr.ch/html/menu3/b/k2crc.htm

I would encourage everyone interested to read the text for themselves, paying particular attention to articles 13-17.

There is also an interesting article in the Emory International Law Review by Prof. David M. Smolin of the Cumberland Law School, which identifies the issues pretty clearly. Prof. Smolin believes the objections to Articles 13-17 could be overcome by the adoption of “reservations” by the US Senate, and argues that the treaty is not self-executing and therefore should not cause concern. The treaty is NOT self-executing, but the US Constitution spells out the mechanism by which treaties become supreme law which must be followed by all federal and state judges. I think Prof. Smolin has missed this point.

Further Reading:

U.N. Fairy Tales About Children, Kay S. Hymowitz,
City Journal

Abandoning Children to Their Rights, Bruce C. Hafen and Jonathan O. Hafen, First Things

HSLDA has a series of articles, all linked from this page: http://www.hslda.org/docs/nche/Issues/U/United_Nations.asp

ParentalRights.org also has a well documented and footnoted article, 20 Things you Need to Know about the UN Convention on the Rights of the Child

RedHatRob on the Radio

This Thursday night (6/4/2009), at 8:00 PM Pacific/10:00 PM Central/11:00 PM Eastern, I’ll be on the blogtalkradio show Life, Liberty & the Pursuit of Conservatism.

The show is hosted by Babe Huggett (who blogs at TheRealityCheck.org) and Warner Todd Huston (who is a prolific blogger and owner of StopTheACLU).

You can click on the Life, Liberty link to go to the show’s homepage and listen to the show on your PC, streamed over the internet.

Hosts Babe Huggett and Warner Todd Huston discuss and examine current political events, put them in historical context and follow trends to their logical conclusions through a conservative, Christian viewpoint. Phone in comments from listeners always welcome! Call-in Number: (347) 237-4040




On this Thursday’s Episode (6/4/2009) of Life, Liberty & the Pursuit of Conservatism

Hosts Babe Huggett & Warner Todd Huston dig deep & analyze the news with their usual insightful and historical approach all the while being as politically irreverent as possible! It’s time to spend your Summer 2009 vacation cramming & jamming with home schooling advocates, Kay Brooks & Rob Shearer, as they educate us tonight about the deliberate persecution of home schooled graduates, the dumbing down of students in government propaganda factories a.k.a. public schools & the erosion of educational liberty in Tennessee in particular & the USA in general.