Archive for April, 2008

My sweeties smiling for the camera!

 Here are my sweeties smiling for the camera! Teach your children that their siblings are their best friends and they will believe you! Seeing my children playing and working together happily fills my heart with joy. This Fall, there will be another little boy added to our crew. I think we are going to have to get a longer couch soon! I love being at home with my children! And we all love it when Daddy comes home to join us at the end of the day!

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I am a second-generation homeschooler. As a result, I have heard many, if not all, of the excuses people offer up as to why they cannot or will not home educate their children. Most times these “reasons” are flimsy at best, and not very well thought out. I have found a great article that addresses some of these issues, and shows how homeschooling many times can solve the very problems that make people think they cannot teach their own children.

This article is located here:


You can read the article below:

Anti-Homeschooling Excuses: Are They Valid?

by Tamara and William Eaton


Here are the “Top 10” excuses not to homeschool as collected and then answered by Tamara and William  Eaton.  But be ready…  these ten common excuses ~ which anyone who has been homeschooling for even a few months has heard over and over ~ are actually some of the very best reasons to homeschool!
1. My kids drive me crazy.
Then maybe it’s time you do something so they don’t drive everyone else crazy, too!  It’s easier to ignore problem areas if you send your children off to school each day ~ you don’t have to put up with it all the time. Let the teacher and other students do it instead.
But who must answer to the Lord for how you taught and trained your child? Not the teacher but the parent. Homeschooling isn’t a “cure-all” for poor behavior but it does give us time together to work out any problems instead of ignoring them, and it eliminates the negative role models and peer pressure which often influences negative behavior.
Or maybe you feel that they DO respect others, just not you? You can tell them when to brush their teeth, get dressed, go to bed ~ just not when to do their math! There is really no difference ~ it’s all a matter of obedience and respect.
Ephesians 6:1-2 “Children obey your parents in the Lord: for this is right. Honour thy father and mother; which is the first commandment with promise; that it may be well with thee, and thou mayest live long on the earth.”


2. I don’t have enough patience.
Patience comes through overcoming trials and learning to yield to the fruit of the Spirit (Galatians 5:22-25) instead of the fruit of flesh. You’ll never develop patience if you continually avoid opportunities that would require you to put it into practice. But you might be surprised how quickly it grows with frequent exercise ~ homeschooling can be that vehicle the Lord uses to work patience in you!


3. I’m not highly educated.
Fine ~ here’s your chance to learn right along with your children! There are tremendous resources available to help us teach our own children. Studies have proven time and again that the success of homeschooling is not dependent upon the level of the parents’ education. According to Dr. Brian Ray’s recent study, “Home educated students’ test scores remain between the 80th and 90th percentiles, whether their mothers have a college degree or did not complete high school.” [from National Home Education Research Institute.  And there’s lots more “proof in the pudding” where that came from!]


4. I love my job.
What’s more important during this season of your life ~ your children or your job? Your job can wait. Your children can’t. Your decisions and priorities are already influencing them every day ~ either for good or bad. I’ve never heard older people say that they wished they had spent more time on their job. I have heard them say they wished they had spent more time with their children.
If you love your job more than spending time with your children then maybe this is a sign that your priorities need reevaluating.


5. I don’t have time.
There is always time to do the will of God. Is He calling you to homeschool? Then He will provide the time. As a result of homeschooling our children, we have limited outside activities and found a simpler lifestyle. We’re not forced to succumb to the modern pressures and stresses of our society with its hectic pace ~ instead we are able to slow down enough to enjoy time together as a family, embracing a slower paced lifestyle without sacrificing the modern conveniences of our microwaves, washers, dryers and computers!   


6. I’m selfish ~ I need my privacy and space.
Jesus said unless we take up our cross and die to self, we can’t be His disciple. (Luke 9:23-24, 14:27) Good parenting requires sacrifices during this season of our life. However, choosing to homeschool doesn’t mean that you can never have any privacy anymore. When the children are young, we have regular naptimes and bedtimes so that gives us time apart. Older children are trained to respect the need for quiet time in the afternoons and evenings. The children also have their own activities and playtimes apart from mom during the day at times, too.     



  7. I can’t afford it.
If it’s God’s will that you homeschool, you can’t afford not to! And He will provide all your needs if you trust Him. (Matthew 6:33) We have never been a “high income” family but God has worked in the most unexpected ways to provide our needs over the years. Think of how much you spend now by sending your child off to school ~ don’t forget to include the “hidden” expenses of special school wardrobes to keep up with the peers. Homeschooling curriculum can cost as much or as little as you like ~ it all depends on what you choose to do. The public library is free and full of helpful resources for your homeschooling! We have always chosen not to purchase a full packaged curriculum and saved so much money by putting together our own curriculum. 


8. I never liked school.
Homeschooling will help you see how enjoyable learning can be in a relaxed, pressure-free atmosphere at home! You don’t have to structure your homeschool like a public or private school ~ so don’t let your past experience with school hinder you from committing to homeschool your children. Give them the opportunity to experience what you missed out on in your childhood and see how much fun you can have while learning together!


9. My children are too sociable ~ they’d get lonely homeschooling.
An EXCELLENT reason to educate them at home so you can make sure their “socialization” experiences are positive instead of negative. Homeschooling doesn’t require your children to become hermits, but you will have the freedom to select the activities and make sure they are blessings and not hindrances. 


10. I could NEVER do that!
If we had known in advance and in detail all the negatives and challenges we’d have to face as parents, who among us would have been brave enough to have children? God gives us the grace, strength and wisdom we need when we need it ~ not in advance! I find great encouragement in scriptures that remind me that I must yield and abide, then He is sufficient to take care of all the needs and enable me to fulfill my responsibilities.
II Corinthians 3:4-5 “And we have such trust through Christ toward God. Not that we are sufficient of ourselves to think of anything as being from ourselves, but our sufficiency is from God…”
John 15:4-5 “Abide in Me, and I in you. As the branch cannot bear fruit of itself, except it abide in the vine; no more can ye, except ye abide in Me. I am the vine, ye are the branches: He that abideth in Me, and I in him, the same bringeth forth much fruit: for without Me ye can do nothing.”
Philippians 4:13 “I can do all things through Christ which strengtheneth me.”
 And the following scripture has always encouraged me when I’ve been tempted to dwell upon my inadequacies:
1 Corinthians 1:27-31 “But God hath chosen the foolish things of the world to confound the wise; and God had chosen the weak things of the world to confound the things which are mighty; and base things of the world, and things which are despised, hath God chosen, yea, and things which are not, to bring to naught things that are: That no flesh should glory in His presence. But of Him are ye in Christ Jesus, who of God is made unto us wisdom, and righteousness, and sanctification, and redemption: That, according as it is written, He that glorieth, let him glory in the Lord.”

Homeschooling, like parenting, requires faith ~ faith that the Lord will give us wisdom and grace as we need it. In His infinite wisdom, He has designed us so that we MUST rely upon Him! Why doesn’t He give us all the wisdom we need to be parents right at the start when the child is first conceived? Instead, He allows wisdom and maturity to develop as we grow through trials, the study of His Word, and experiences ~ all the while, pointing out our need of Him daily in order to walk in His ways. Thus, He receives ALL the glory!
May the Lord direct your family in His Ways and give you clear wisdom and direction in the education of your children!
Proverbs 3:5-6 “Trust in the Lord with all your heart, and lean not on your own understanding; in all your ways acknowledge Him, and He shall direct your paths.”    

©Copyright 1997 by Tamara Eaton


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What is it going to take to wake people up that traditional schools are turning into nothing more than a breeding ground for violence and evil? What is it going to take to get parent’s to pull their children out of these dangerous cesspools, where the primary thing they are learning is either to beat others up or to be the ones who are beaten?

Over and over people tell me that “these are isolated cases, and most schools are not like this.” WHATEVER. Practically every day I run across a story just like this one or worse, from schools located in big cities, small towns, out in the country, everywhere! Add to that all of the abuse that happens to these children that doesn’t even make it into mainstream media and you have an epidemic.

This incident involves a 1st grader. In fact, the attacks he has suffered began when he was just in Kindergarten. Come on people, children that little are still practically babies. Nobody should be subjected to such treatment, but to allow it to happen to a 7 year old? This whole system has gotten completely out of hand. Something needs to be done to stop this NOW. Please bring or keep your children at home. They deserve to live a life free from violence, either experienced or witnessed. Situations like this do not make children stronger like some people claim. Situations like these ruin lives.

The source for this news story can be found here:


The article follows:

Oakland: When school bullies get out of hand

Nanette Asimov, Chronicle Staff Writer

Thursday, April 24, 2008

  (04-23) 22:51 PDT Oakland — Anthony Cataldo of Oakland first raised concerns about aggressive bullying at his son’s elementary school last year after Zachary lost four teeth on the playground – but he said he received only a verbal assurance that things would change.

Cataldo said he complained again when some boys at school kicked 7-year-old Zachary in the stomach three months ago but got no response.

Now – two days after an older student slammed Zachary against a tree, fracturing his skull and sending the first-grader to intensive care – Cataldo is hiring a lawyer, and school officials are paying attention.

“This is the only way they’ll listen,” Cataldo said. “I’m scared for my son.”

State records show that Piedmont Avenue Elementary is Oakland’s second-most-violent elementary school, recording 97 suspensions last year for violence – including nine involving a weapon.

That level of danger is higher than at most middle and high schools in the district as well.

“It’s a major concern,” said Denise Saddler, an Oakland Unified School District administrator in charge of elementary schools in North and West Oakland.

Saddler said she will address Monday’s violence at Piedmont Avenue, but she called it a personnel matter and declined to discuss details.

She said that an investigation of the incident that sent Zachary to Children’s Hospital is under way and that no student will be punished until the facts have been gathered.

Principal Angela Haick declined to comment on Cataldo’s assertions that his complaints fell on deaf ears or to discuss Monday’s incident.

It happened after school as Zachary waited for a ride. As he tells it, “a fifth-grader picked me up, and he body-slammed me into a tree.”

Moments later, Zachary’s after-school caregiver, Arhonda Morris, drove up and saw him. She also saw an older boy running for a bus, said Cataldo, a single father who works as a receiver for Safeway in Oakland.

A girl who witnessed the attack said it was unprovoked, Cataldo said.

Unaware of how badly Zachary was hurt, Morris drove him to her home and called the school to report what had happened, Cataldo said.

“While she was doing that, she noticed that Zachary was sitting on the floor passing out – that’s when she called me,” he said.

Zachary was clammy and lethargic. Morris put him in her truck and picked up Cataldo. At the hospital, Zachary began vomiting. A CT scan revealed a skull fracture, so doctors whisked him into intensive care, hoping to avoid surgery.

It wasn’t the first time the boy had been hurt at Piedmont Elementary.

His father said that in kindergarten last year, Zachary was on the playground when some fifth-graders who had been sent out of class for disciplinary reasons approached him and lifted him up.

“One was spinning Zachary around,” Cataldo said. Then he let go.

Zachary lost four teeth.

“I got reassurance from his principal that nothing like this would happen again,” Cataldo said. But three months ago, “he was kicked in the stomach by an older kid.

“That raised my concerns again,” Cataldo said. “This has been an ongoing problem. Once school lets out, there is absolutely no supervision while the kids are waiting to be picked up. This is when these (older) kids are preying on them.”

He said he has also seen unsupervised youngsters running around wildly in the morning before school when he has dropped off Zachary a few minutes early.

Saddler confirmed that elementary students across the district are often unsupervised unless they are enrolled in before- or after-school programs.

“We don’t have the finances to cover parents before the hours that school starts,” Saddler said. “And after school, we do not have supervision for students who are not enrolled in after-school programs. We are very, very clear with parents that they need to make arrangements for their children.”

She acknowledged that for many parents, such arrangements are not always possible to make.

Cataldo, meanwhile, said he was stunned to learn that Piedmont Avenue’s suspensions for violence last year were among the highest of the district’s 59 elementary schools. Only Preparatory Literary Academy in West Oakland, with 106, had more.

“I just find that astounding, because we’re talking about elementary kids up to the age of 11,” he said. “It’s scary, is what it is.”

Doctors released Zachary on Wednesday, his headache gone and his appetite restored.

His aunt, Janine Cataldo, said she has tried to get Zachary enrolled in the school where her children go but was told there was no room. That school, Chabot Elementary, reported no violent suspensions last year.

Under the circumstances, Saddler said, moving Zachary out of Piedmont Avenue is a conversation she’s ready to have.
Danger zones
Piedmont Avenue Elementary, with an enrollment of 344 students last year, had the second-highest number of violence-related suspensions among Oakland’s 59 public elementary schools (kindergarten to fifth grade).
The top five are:

— Preparatory Literary Academy – 106 suspensions.

— Piedmont Avenue Elementary – 97 suspensions.

— Webster Academy – 77 suspensions.

— Lockwood Elementary – 52 suspensions.

— New Highland Academy – 42 suspensions.

Source: California Department of Education

E-mail Nanette Asimov at nasimov@sfchronicle.com.

This article appeared on page A – 1 of the San Francisco Chronicle

I feel the need to add a note to this entry. I for one, hold the parents of this child responsible as well. To allow your little son to be repeatedly attacked and leave them at the mercy of a situation like this is inexcusable. This was not the first incident of violence against this child. He had already had 4 teeth knocked out, and been kicked in the stomach prior to this current attack.

Now, we will see if a fractured skull and a trip to intensive care is enough to result in some action. I feel deep sorrow for this poor child and his family and for what they must be going through. But I cannot help but believe that this was a preventable tragedy. It is time for the children to come back home. I pray that people’s eyes will be opened wide to the truth. Our children are worth any perceived inconvenience. NO MORE EXCUSES!



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Lately here on my blog,  I have been addressing some important but heavy topics. So, I think it is time for a more light-hearted, albeit equally important entry. Fresh from our recent local Home Education Convention and lots of research, we have now determined what curriculum we will be using for our 2008-2009 school year. It is always exciting to have these plans in place, and look forward to starting another year of learning! So, for those who are interested, here is our upcoming plan:

Kaitlyn will be in the 3rd grade. Her curriculum will consist of:

  • My Father’s World: Creation to the Greeks
  • Math-U-See:Alpha
  • Serl’s Primary Language Lessons #83-164
  • Spelling by Sound and Structure:Grade 3 (Rod and Staff)
  • MFW Cursive Handwriting Package

Her extra-curricular activities planned thus far will include:

  • Bible Quizzing: Exodus
  • Caravan’s Christian “Scouting” Program
  • 4-H

Kyle will be in the 2nd Grade. His curriculum will consist of:

  • My Father’s World: Creation to the Greeks
  • Math-U-See: Alpha
  • Serl’s Primary Language Lessons #1-82
  • Spelling By Sound and Structure:Grade 2 (Rod and Staff)

His extra-curricular activities planned thus far will include:

  • Bible Quizzing: Exodus
  • Caravan’s Christian “Scouting” Program
  • mini-4-H

Kourtney will be in the 1st Grade. Her curriculum will consist of:

  • My Father’s World: 1st Grade Program
  • Saxon Primary Level Manipulatives supplemented w/ worksheets
  • Sing, Spell, Read, and Write Readers, Eclectic Readers, Pathway Readers, Abeka Readers

Her extra-curricular activities planned thus far will include:

  • Bible Quizzing: Exodus
  • Caravan’s Christian “Scouting” Program
  • mini-4-H

Kassidy will be 3 years old. I will probably do some pre-K work with her in the 2nd Semester. If so, we will use the following curriculum:

  • Sing, Spell, Read, and Write Pre-school Program
  • Read-Alouds with older children, music/art with older children
  • Puzzles, games, various learning manipulatives

Kory will be 1 1/2, and the new baby is expected to be born in late August, so we will be busy and times will be exciting! We always throw in several family field-trips to keep things fun and captivating.  It looks like it will shape up to be a great year!

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Professionals and lay-people have been going around and around about a possible link between getting vaccinations and the potential for developing autism. This has resulted in difficulty for parents trying to determine what is in the best interest of their children.

 My husband and I have found enough compelling evidence to not allow our children to be vaccinated at all, based upon our extensive research. For us the cons heavily outweigh the pros. If you are currently undecided,  than I hope the following information will help you to figure out how you wish to protect your children and their health.  If you are decidedly pro-vaccination, this may cause you to reconsider your position. Or at least reconsider the ridiculous schedule/program currently recommended for shots, which includes multiple doses being given combined or at the same time. Your children are depending upon you!

                Head of CDC Admits on CNN that Vaccines can Trigger Autism


Recently Julie Gerberding, the head of the U.S. Centers for Disease Control and Prevention (CDC), appeared on Dr. Sanjay Gupta’s show House Call and explained that vaccines can trigger autism in a vulnerable subset of children. This is the claim that many parents have been making since at least the 1980s, and they have been dismissed and even mocked for making it.

Related information can be found at the following location:
The article follows below:

The U.S. government has now gone on the record saying that childhood vaccines can contribute to the symptoms of autism. They have then backtracked and stated that there is no association.
So which is it?
Well, by the time your child starts school he or she will have received more than 36 injections, including four doses each of vaccines for Hemophilus influenzae type b infections, diphtheria, tetanus and pertussis — all of them given during the first 12 months of life.


And by then it may be too late for the CDC to make up their mind about whether or not vaccines can be dangerous.

In 1976, children received 10 vaccines before attending school, and in the early 1980s, the incidence of autism was 1 in 10,000 births. Today it is 1 in 150 births and still climbing.

Is there a connection between autism and vaccines? I’d say so. And a pretty obvious one at that. If you are interested in the science behind this connection, Dr. Russell Blaylock has written an excellent paper that provides a connection between excessive vaccination and neurodevelopmental disorders like autism that is definitely worth reading.

The Blame Game

It seems clear from watching the CNN video with Dr. Julie Gerberding, the CDC’s director, that they are looking to put the blame for rising autism rates on anything other than their overzealous vaccination schedule.

While they have admitted that vaccines can trigger autism, Dr. Gerberding is quick to say that it’s only in children with a “rare” mitochondrial disorder. Referring to the landmark Hannah Poling case, Dr. Gerberding claimed that Hannah’s case was a rare incident with little relevance to the other autism cases pending in the federal “vaccine court.”

Since then, however, Dr. Gerberding and other CDC officials were made aware of a Portuguese study reporting that 7.2 percent of children with autism had confirmed mitochondrial disorders. Some now estimate the rate of mitochondrial dysfunction in autism to be 20 percent or more, and the rate among children with the regressive sub-type of autism is likely even higher.

If mitochondrial dysfunction can convert into autism in large numbers, then the connection between vaccines and autism could clearly be quite strong.

So much so that the CDC acknowledged they are aware of this situation and are “immediately taking measures to address the current national vaccine schedule.”

Yet, Dr. Gerberding made no mention of this on CNN.

She also did not mention that the current vaccination schedule has never been proven to be safe.
Health officials consider a vaccine to be safe if no bad reactions — like seizures, intestinal obstruction or anaphylaxis — occur acutely. The CDC has not done any studies to assess the long-term effects of its immunization schedule.

So no one knows whether injecting children with 14 vaccines in their first 24 months of life, plus the meningococcal vaccine, which is to be administered between the age of 2 and 6, is enough to overwhelm their systems and lead to neurological and immune system disorders. They don’t know, yet they are very adamant about keeping your children on this schedule — and they make anyone who dares to question their logic out to be a quack.

Yet here’s something to chew on. One vaccine injected into a 13-pound, 2-month-old infant is equivalent to 10 doses of the same in a 130-pound adult.

This is an assault on your child’s nervous system and immune system, neither of which is fully developed. It’s no wonder, then, according to Dr. Russell Blaylock, that multiple vaccines given close together over-stimulate your brain’s immune system and, via the mechanism of “bystander injury,” destroy brain cells.
What else wasn’t mentioned in the interview?

Oh yes, that members of the CDC’s Advisory Committee on Immunization Practices (ACIP) — the one that promulgates a self-serving, one-size-fits-all vaccine policy — are known to have ties to vaccine makers. And their compulsory vaccination schedule, that’s required of nearly every U.S. child who is entering public school, has made many of these vaccine makers rich beyond their wildest imaginations.

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Support for homeschooling and why it is best for your children is a major theme here at my blog. I have for you here another sad example as to why home education is superior in keeping your children safe in today’s world. I do not present it in a smug manner, I know that these stories are heartbreaking for the individuals involved and for their families. But sending your children to traditional school in my mind puts them in a position of  unreasonable risk, and someone needs to speak up about it. That is what I have chosen to do.

This news story can be found here:


The article follows:

Security Tight at South Carolina High School After Cops Thwart Alleged Bomb Plot
Monday, April 21, 2008

Associated Press

COLUMBIA, S.C. —  Students arriving Monday at a small South Carolina high school faced newly installed metal detectors and extra security because a student was arrested in what authorities said was a plan to carry out a Columbine-inspired attack.

Bomb-sniffing dogs checked the hallways and classrooms at Chesterfield High School, authorities said. Metal detectors were borrowed from a courthouse, and police met students at the doors.

The father of one 16-year-old sophomore said the police work over the weekend gave him confidence his son was safe. “I think they’re pretty much on top of it. They’ve had plenty of time to find anything,” said parent Michael Wattson.

The alleged plotter, Ryan Schallenberger, 18, was assigned a lawyer during a brief court hearing Monday. The teen was silent but appeared agitated, his eyes widening at the sight of cameras awaiting him when he entered in an orange jumpsuit, hands cuffed and ankles shackled.

Schallenberger was arrested Saturday after his parents called police because the teen had ordered 10 pounds of ammonium nitrate, which they’d retrieved after getting a delivery notice from the postal service, authorities said Monday. Police also said they discovered a disturbing journal.

Chesterfield County prosecutor Jay Hodge said he will ask that Schallenberger undergo a mental evaluation when the teen appears in court Tuesday for a bail hearing.

“We’ve had bomb threats at other schools before and we always have to take each threat seriously and I’m essentially concerned in this situation because of the documentation that the young man had and his apparent ability to actually carry out the conduct,” Hodge said.

Police Chief Randall Lear said Schallenberger “seemed to hate the world. He hated people different from him — the rich boys with good-looking girlfriends.”

Schallenberger was one of the top students at the high school of about 544 students and had not caused any serious problems before his arrest, principal Scott Radkin said.

The school’s Web site lists Schallenberger as a member of the 2007 academic bowl squad. He won an academic award from Newberry College in the last school year.

The teen was in the Chesterfield County jail Sunday night, charged with possessing materials to make bombs, the police chief said. Other than the bomb-making material, no other weapons were found at his home, Lear said.

Schallenberger kept a journal for more than a year that detailed his plans for a suicide attack and included maps of the school, police said. The writings did not include a specific time for the attack or the intended targets.

The teen planned to make several bombs and had all the supplies needed to kill dozens, depending on where the devices were placed and whether they included shrapnel, Lear said. Ammonium nitrate was used in the Oklahoma City bombing in 1995 that killed 168 people.

Schallenberger also left an audio tape that was to be played after he died explaining why he wanted to bomb his school, authorities said. Lear wouldn’t detail what was on the tape except to say Schallenberger was an angry young man.

Schallenberger’s parents could not immediately be located by The Associated Press. Their phone number is not listed and they did not attend the court hearing Monday.

In his writings, Schallenberger said he admired the two teens who killed 13 people at Columbine High School in Colorado in 1999 before committing suicide, Lear said. The attack happened nine years ago Sunday, but Lear said investigators do not know whether there was any link between the anniversary and Schallenberger’s plans.

Chesterfield is a town of about 1,500 people in northeastern South Carolina near the North Carolina line.

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Now, I must say, that if you had asked me yesterday if I would have cause to title a blog entry as I have above, than I would have said no, and thought that was a crazy question. Not anymore. Be prepared to be sickened and horrified. I certainly was. I previously posted an entry about this matter last week, but then deleted it due to controversy about the validity of the situation. Now that more details have become available, I have now re-posted about this subject because I think it is important to address. 

Aliza Shvarts, a senior at Yale University has created a whole art project with the subject of murdering her own unborn children repeatedly, and then displaying the results. She claims that she artifically inseminated herself, and then took abortion-inducing drugs repeatedly. A large portion of her “exhibit” includes supposed videotape images of her miscarrying repeatedly. Yale University is displaying her murderous senior “art” project as so much canvas and paint, however they dispute the validity of her claims, stating that she did not actually  carry out the pregnancies and self-induced abortions, calling it “performance art”.

Regardless of where the truth lies in this sordid situation, hoax or not, it is truly reprehensible. And the fact that a major institution of higher learning would participate even in part to such garbage is terrible. Ivy League? Who cares. This is despicable.

I have been left overwhelmed by this most recent development in our current society that de-values life to such a hardened callous place. I lift our country up to our Heavenly Father, who is the only one who can save us from this culture of death that is so rapidly spinning out of control. My heart aches because of the willful killing of our most innocent. Enough is enough. Please join me in prayer to end this terrible holocaust.

You can find the source for this news story here:


The article follows below:

‘Abortion artist’ disputes Yale fraud claim
Student said she repeatedly impregnated self to induce miscarriages for ‘art’

Posted: April 18, 2008
12:46 pm Eastern

© 2008 WorldNetDaily

A “senior art project” publicized by a student at Yale that drew horrified reaction across the blogosphere this week is being called “creative fiction” by school officials, but the “artist” says that’s not accurate.

The art major, Aliza Shvarts, told the Yale Daily News earlier this week she wanted to “make a statement” with a  “project” including the blood from her own forced miscarriages. The immediate response ranged from horror and disgust to suggestions it was a fraud.

Yale officials declined to respond to a telephone request from WND for comment but later posted a website statement alleging the claim  was fraudulent.

“Ms. Shvarts is engaged in performance art,” said the statement attributed to Helaine S. Klasky, a spokeswoman for the school. “Her art project includes visual representations, a press release and other narrative materials. She stated to three senior Yale University officials today, including two deans, that she did not impregnate herself and that she did not induce any miscarriages. The entire project is an art piece, a creative fiction designed to draw attention to the ambiguity surrounding form and function of a woman’s body. She is an artist and has the right to express herself through performance art. Had these acts been real, they would have violated basic ethical standards and raised serious mental and physical health concerns.”

Not so fast, Shvarts told the Yale student newspaper.

The university statement is “ultimately inaccurate,” she told the paper, which said she told of “repeatedly using a needleless syringe” to insert semen and taking abortifacient herbs to induce bleeding.

“She said she does not know whether or not she was ever pregnant,” the newspaper said.

“No one can say with 100 percent certainly that anything in the piece did or did not happen,” Shvarts told the newspaper, “because the nature of the piece is that it did not consist of certainties.”

Shvarts said initially that she took a nine-month period of time during which she claimed to have artificially inseminated herself “as often as possible” while periodically taking “abortifacient drugs.”

The student newspaper reported the student showed “footage from tapes she plans to play at the exhibit. The tapes depict Shvartz – sometimes naked, sometimes clothed – alone in a shower stall bleeding…”

The original student newspaper story reported Shvarts wanted to push art into being a medium of politics and ideologies. The newspaper said the display of Shvarts’ project will feature a large cube suspended from the ceiling of a room.

“Schvarts will wrap hundreds of feet of plastic sheeting around this cube; lined between layers of the sheeting will be the blood from Schvarts’ self-induced miscarriages mixed with Vaseline in order to prevent the blood from drying and to extend the blood throughout the plastic sheeting. Schvarts will then project recorded videos onto the four sides of the cube. These videos, captured on a VHS camcorder, will show her experiencing miscarriages in her bathrooom tub, she said. Similar videos will be projected onto the walls of the room,” the report said.

David Codrea, a Second Amendment advocate who blogs at War on Guns, initially raised objections.

“One could make the argument that the exhibit legally should be classified as hazardous medical waste, and without proper handling, storage and spill clean-up/disposal procedures, with training for affected staff and employees, it poses a danger to the public and to all involved,” he wrote. “I wonder if Yale’s risk management department was consulted?”

He said he had e-mailed the Yale risk management office and others that the university’s own guidelines state: “programs implementing University policy have been established to protect the health and safety of students, faculty, staff and meet regulatory requirements that are required by OSHA, the Centers for Disease Control and Prevention, and the National Institutes of Health.”

“For the record – has this event been approved … and have all appropriate regulatory conditions been documented as complaint?” he asked.

After the conflicting statements from Yale officials and the student were released, he raised the additional issue of academic fraud and lying.

“Disgusting,” he told Yale officials. “Regardless of what this young head case claims, how can you not think she ‘violated basic ethical standards and raised serious mental … health concerns’?”

“And it looks like she’s betrayed you, too,” he said, citing the student’s own challenge to the Yale statement.

“So she lied to the paper to advance her project and/or she lied to ‘three senior Yale officials today…’ I thought Yale had a policy against academic fraud?” he continued.

“So when do the expulsion hearings being?” he asked.

“It’s clearly depraved. I think the poor woman has got some major mental problems,” Wanda Franz of the National Right to Life Committee told Fox News.

The initial report generated shock.

“First off, I’m a liberal. I frequent WND to keep tabs on how people who disagree with me think. But even I was shocked, appalled and disgusted by this,” wrote a WND reader.

Ironically, Yale was founded in the 1600s when colonial clergy led an effort to establish a school “wherein Youth may be instructed in the Arts and Sciences [and] through the blessing of Almighty God maybe fitted for Publick employment both in Church and Civil State.”

The suggestion of fraud was raised immediately by Yuval Levin, a fellow at the Ethics and Public Policy Center in Washington.

“Color me dubious about the Yale art project story. In talking to a few knowledgeable docs this morning, the facts don’t add up very well,” he wrote in National Review’s blog, “The Corner.” “Self-insemination of the sort she seems to be claiming is no easy feat, and ‘herbal’ abortifacients are extremely dangerous and not at all reliably effective. It’s highly unlikely that these two improbable elements would both be carried off successfully multiple times, and with no side effects. It’s more likely that her senior art project is to see how many people she can upset with a hoax.

“If it’s a hoax, it’s an abhorrent and disgusting one,” Levin said. “If it turns out to be true, it’s of course all the more so and far worse. Either way, where are the adults at Yale?”

Yale president Richard Levin declined to respond to WND’s request for a comment.


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This is the last entry in my 3 part series about homeschooling success. One only needs to look back a bit in history for another perspective on why home education is superior to traditional schooling. It wasn’t that long ago that homeschooling was the norm as opposed to government mandated and funded child warehousing. Thank goodness we have the freedom to choose to teach our children at home just like many of our great leaders had the benefit of. The article below speaks very eloquently to this matter, so I had to share it with you. Enjoy, it is very informative!

The source for this article is found at the following:


Here is the article:

Ben Franklin and Thomas Jefferson Never Went To Public School
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 the 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 the Supreme Court, was taught at home by his father until he was eleven years old. Patrick Henry, one our great Founding Fathers and the governor of colonial Virginia, learned English grammar, the Bible, history, French, Latin, Greek, and the 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 the authors of the Federalist Papers, a chief Justice of the 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.

Thomas Edison’s public school expelled him at age seven because his teacher thought he was feeble-minded. Edison, one of our greatest inventors, had only three months of formal schooling. After leaving school, his mother taught him the basics at home over the next three years. Under his mother’s care and instruction, young Edison thrived.

If Thomas Edison was alive today as that child of seven, school authorities would probably stick him in special- education classes. Poor Thomas would waste his precious mind and be bored to death until they released him from school at age sixteen.

So it turns out that many of the famous Americans our children now read about in their dumbed-down public-school textbooks were either homeschooled, never set foot in a government-controlled public school, or thankfully only went to a public school for a very short period of time.

Joel Turtel is an education policy analyst, and author of “Public Schools, Public Menace: How Public Schools Lie To Parents and Betray Our Children.” Contact Information: Website: http://www.mykidsdeservebetter.com, Email: lbooksusa@aol.com, Phone: 718-447-7348. Article Copyrighted © 2005 by Joel Turtel.

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Well, I am back with part 2 of my homeschool success series. Home education allows your children to develop a life-time of learning, it does not squelch all of the joy out of  the experience, as often occurs in the traditional school model. Homeschooling allows your children to learn in a safe environment free from violence and bullying. Homeschooling allows your children to learn free from a humanistic, government agenda. Homeschooling allows each child to have a quality education tailored to their individual interests, strengths, weaknesses, and benefit! The article below elaborates more on these kind of issues.

This article can be found at the following location:


The article can be found below:

Homeschooling Takes Your Child Out of Public School — A Unique Benefit
By Joel Turtel
Home-schooling removes children from public school. That alone makes home-schooling worthwhile. Unlike public-school children, home-schooled kids are not prisoners of a system that can wreck their self-esteem, ability to read, and love of learning.

Home-schooled kids don’t have to read dumb-downed text-books, study subjects they hate, or endure meaningless classes six to eight hours a day. Home-schooled kids won’t be subject to drugs, bullies, violence, or peer pressure, as they are in public schools. Home-schooled children who are “different” in any way won’t have to endure cruel jokes and taunts from other children in their classes.

Slow-learning or “special-needs” children won’t be humiliated by their peers if they are put in regular classes, or further humiliated if the teacher puts them in so-called spe-cial-education classes. Faster-learning home-schooled kids won’t have to sit through mind-numbing classes that are geared to the slowest-learning students in a class. They won’t have to “learn” in cooperative groups where other kids in the group do nothing or are not cooperative. Home-schooled children do not have to waste their time memorizing meaningless facts about subjects that bore them, just so they can pass the next dumbed-down test to obey and please school authorities.

Home-schooled kids don’t have to endure twelve years of a third-rate, public-school education that leaves many students barely able to read their own diplomas. The notion that tests tell teachers and parents what children have learned turns out to false. John Holt, teacher and author of “How Children Fail,” pointed out that most children soon forget what they memorized for a test as soon as the test is over, so the entire test-taking process is usually worthless. Facts or ideas that are not useful or relevant to children pass through them like a sieve and are soon forgotten.

Home-schooled kids don’t have to study an arbitrary, meaningless curriculum of subjects imposed on them by public-school authorities. They don’t have to be treated like little mindless, spiritless robots that have to learn the same subjects at the same time and in the same sequence as their classmates.

Home-schooled children don’t have to sit quietly in a class of twenty-five other students and pretend they like being in this mini-prison called public school, just to avoid being punished by a teacher for “acting-out” or fidgeting in their seats.

Any adult’s mind would wander if they were forced to sit through a boring lecture for just one hour. Yet public schools expect children to sit still for boring lectures on subjects that are meaningless to them, for six to eight hours a day.

Home-schooled children do not have to be fearful of displeasing a teacher because they get the wrong answers on meaningless tests. They therefore do not have to be fearful of learning and have their natural joy in learning crippled as a result of this fear.

Infants and very young children embrace life and learning with a passion, which is why they learn so fast. Yet, as John Holt found out, by the time these same children have progressed to the fifth grade in school, most are listless, bored, apathetic, and often fearful in class.

Home-schooled children won’t be terrorized by test grades and comparisons to their classmates, and associate learning with this terror. They won’t associate learning with always having to get the right answer that school authorities insist on. They won’t be made to feel that learning means passing an arbitrary test, and that failing a test is a shame or disgrace.

Home-schooling also gives parents control over the values their kids learn. It prevents school authorities from indoctrinating their children with warped values, pagan religions, or politically-correct ideas.

Unlike public-school students, home-schooled children are not forced to sit through explicit or shocking sex-education classes. School authorities also can’t pressure home-schooling parents to give their kids mind-altering drugs like Ritalin.

So keeping a child out of public school is an enormous benefit in itself. Other positive benefits of home-schooling are:

1. Home-schooling lets parents give children a custom-made curriculum that makes learning a joy. Parents can expose their children to many different subjects and ultimately focus on subjects that their children enjoy and benefit from.

Children can also learn about subjects that are not taught in any school, and have time for non-academic subjects like art and music. Parents can choose from a wide range of teaching materials that not only engage and delight their kids, but bring real results.

2. Home-schooled children can learn at their own pace. Slower-learning kids will benefit by their parent’s love and attention. Bright children will progress as fast as they want to. Children will learn to read or learn any other subject when they are ready, not according to a prescribed time-table.

Unlike public schools, home-schooling parents treat each child as a unique individual with his or her own special interests, talents, strengths and weaknesses. Parents can also tailor-make the instruction to each child’s personality and learning style.

3. Home-schooling parents can give their kids a one-to-one teacher-student ratio. This insures that children get individualized attention from a loving, attentive parent-teacher.

In “Public Schools, Public Menace,” author Joel Turtel explains 15 unique benefits of homeschooling your children.

Joel Turtel is an education policy analyst, and author of “Public Schools, Public Menace: How Public Schools Lie To Parents and Betray Our Children.”

Contact Information:
Website: http://www.mykidsdeservebetter.com
Email: lbooksusa@aol.com,
Phone: 718-447-7348.

Article Copyrighted © 2005 by Joel Turtel

Part 3 of this 3 part series is up-coming.

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I think it is about time for an entry depicting the over-whelming success of home education. Studies have shown, traditional school is simply inferior in pretty much every way measurable. I have found personal testimony to be a powerful advocate for homeschooling myself, but let’s face it, some people need or want numbers and statistics. I ran across this article that supplies some research to support home education’s success, as well as, some great commentary. So, if you have chosen homeschooling for your family, than sit back and relax while reading some decision affirming material. If you have not yet chosen to educate your children at home, than sit up and take notice! This entry is the first in a three part series.

The source for this article can be found here:


The article follows:

Homeschooling — A Superior Education For Your Child
By Joel Turtel

Home-schooling provides children with a superior education. Parents can quickly teach most kids the 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 by the National Home Education Research Institute:

“The study found the average scores of the home school students were at or above the 80th percentile in all categories. This means that the homeschoolers scored, on the average, higher than 80 percent of the students in the 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.”

Several state departments of education also conducted their own surveys on the academic achievement of home-schooled students. In 1987, much to its embarrassment, “the Tennessee Department of Education found that home-schooled children in second grade, on the average, scored in the 93rd percentile, while their public school counterparts, on the average, scored in the 52nd percentile on the Stanford Achievement Test” (the SAT-9 is a well-respected battery of multiple-choice academic achievement tests for public-school students).

These studies, and many others, confirm the fact that home-schooling parents can give their kids a superior education. This shouldn’t surprise us. Home-schooling parents succeed where public schools fail because parents give loving, personalized attention to their children, use innovative free-market educational materials, and nourish a love of learning in their kids.

Joel Turtel’s book, “Public Schools, Public Menace” gives parents a wealth of information about homeschooling and the new low-cost, Internet private schools.

Joel Turtel is an education policy analyst, and author of “Public Schools, Public Menace: How Public Schools Lie To Parents and Betray Our Children.”

Contact Information:
Website: http://www.mykidsdeservebetter.com
Email: lbooksusa@aol.com,
Phone: 718-447-7348.

Article Copyrighted © 2005 by Joel Turtel

Part 2 in this series coming soon.

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