Business Lesson 125

The Ron Paul Curriculum is an online course that you get to learn the art of business, and science.  The curriculum is not common core, 98% of the course is self-taught from grade 3 and up.  The Curriculum is manly videos to learn, and then you get a 30 minute project/thing to do, like today I have to write a 500 word essay.

All of the courses come with a 100% money back guarantee.

Reason #2: Students begin writing weekly essays in the fourth grade. They do this for nine years. They master the unique lifetime skill of effective writing. (For an example of a fourth grader’s essays, click here.)

Reason #3: It is self-taught, grades 3-12: math, biology, physics, chemistry — everything. (Read a testimonial.)

Reason #4: Students help each other on the courses’ forums.

Reason #5: Daily video lessons — exclusive to the RPC (not on YouTube). Here’s why your child needs a video-centric curriculum.

Reason #6: There are no textbooks to buy — even in math and science courses.

Reason #7: Students read original sources in history and government courses.

Reason #8: There is a weekly review lesson in every course for much higher memory retention rates.

Reason #9: In most of the high school courses, college professors or Ph.D’s teach.

Reason #10: There are three high school tracks: humanities, math/natural science, and business.

Reason #11: The high school has two years of Western civilization — unique. (Most have only one year.)

Reason #12: The high school has two years of Western literature — unique. (They parallel the Western Civ courses for better understanding of both history and literature.).

Reason #13: The American history course and the American literature course are also parallel for better understanding of both — unique.

Reason #14: The high school has two year-long courses on starting a home business.

Reason #15: The high school has a full-year course on public speaking.

Reason #16: The high school has a year’s course on personal finances for teens.

Reason #17: The curriculum is academically rigorous.

Reason #18: There is no “busy work.”

Reason #19: The curriculum teaches critical thinking.

Reason #20: There is a weekly essay in each non-math course. See this example.

Reason #21: The curriculum teaches the use of powerful digital communications tools.

Reason #22: The curriculum costs about $1.37 a day — less per child, if you sign up more than one child.

Reason #23: You pay less per student than a parent-intensive curriculum costs.

Reason #24: There is an affiliate program: you get half the enrollment fee for signing up friends . . . for as long as they re-enroll each year.

Reason #25: 40 free trial lessons: reading and arithmetic. See for yourself how video instruction works.

Reason #26: Everything comes with a 100% money-back guarantee.



English lesson 120

“Describe the differences between Northup’s response to separation from his children and Eliza’s response to separation from her children.”

To understand the situation you need to know that Northup’s was a free man at birth, and that his children were born free.  Northups children were free and in the north with his wife.  Eliza’s children were taken from her and sold to different masters, and Northup said that she might not see her again.

Eliza’s children were born in slavery and same with Eliza.  So that is also a difference.  Eliza and her children were promised to be free when their master died, and they were just sold, and stayed in slavery.  Once a slave, almost always a slave.  Slavery was a corrupt thing in the north.

She was even so depressed that it seemed logical to talk to her children, even though they weren’t there. Eliza was clearly more emotional about it than Northup was.

“Well, Northup didn’t really think about his children much the first couple of days, because he just thought that he would be gone a few days then return to his family with some extra pocket money. But apparently that wan’t the case. I don’t recall exactly what the book says about it, but I’m sure he was devastated. Comparing that to Eliza’s reaction to her own separation, it sounds like she clearly wasn’t expecting it, because it was just all of a sudden, Emily (Eliza’s daughter) was there one moment and gone the next. She was upset, and she showed it”

I am not the only one who agrees.

“Eliza, being a mother, had a much harder time when separated from her children than Northup. She practically gave up on life, without her children she had nothing to protect or nothing to live for. Northup’s response had less emotion, while Eliza had to stand back and watch men take her children, Northup didn’t fully process the fact that his old life and family were gone until several days after they left. Northup also harbored the fact that he was born a free man and therefore had a much better chance of seeing his children again. Eliza was born a slave and knew the chances of her reuniting with her children are close to none.”

It is three of us who agree.

English lesson 115

“Did Thompson provide persuasive evidence that South’s slave system was morally evil?”

Well yes he did.  In one chapter he would talk on how nice and good his master or mistress were, and in the next he would talk about another slave owner that would be cruel to all of his slaves.  In one of the chapters he was whipped for no fault of his own, and then he went home to his mistress, and told her the story, and then her brother went to the sheriff’s office and whipped the person who whipped Thompson.

If you searched John Thompson there is practically nothing about him, except of the writings in his book.  He was not as popular as  Washington.  Washington was also a slave, but he was born during the end of slavery, and he did not spend much time as a slave.  But what made him popular in America was when he started a school for blacks.  It started for blacks, but ended up being for whites and blacks in the end.

In his stories that he wrote down a lot of the slaves were cruel people, that whipped their slaves for no reason.  One of his masters would whipped his slaves once he came back from trips around the country.  He would assemble them to the main house and then whip them.  He would say that a little flogging is to keep the slaves from disobeying.  Not in those words but that is the main idea of that master.

Thompson was like a slave named Ben, who did not like floggings, but always worked well, and was rewarded by not getting flogged.  Let me tell you about Ben.  Ben was one of the best slaves that one of slave owners owned.  He was hardworking and for what he did, he did not get flogged.  One day the overseer whipped Ben for not riding the wagon fast enough, and Ben beated the overseer for what he did.  The owner then took Ben and whipped him, till you could see his guts moving inside of him.  Ben then said that he would kill the next person who whips him, and then he would be sent off to the gallows at once.

Thompson was just like Ben, he worked hard and did not get whipped when he did, but he also nearly killed a overseer and then got whipped for it.  The overseer left the plantation, and never came back.  Now I am wondering if the overseer was also the one who whipped Ben?  Because then he got wrecked by two slaves he whipped for no reason.

So, did Thompson provide persuasive evidence that South’s slave system was morally evil?  It is quite obvious that the answer is yes, and just to tell you he did like the good slave owners, and disliked the cruel ones.

“What I think was that he knew the slave system was wrong, but he still preferred some owners to others.”

“Kind of like public school. The system is wrong, but sometimes the teachers can be good.”