homeschooling

There is nothing to be gained by pretending that academic involvement is necessary, or even always desirable, in the quest for truth and knowledge.

We want our children to become who they are--- and a developed person is, above all, free. But freedom as we define it doesn't mean doing what you want. Freedom means the ability to make choices that are good for you. It is the power to choose to become what you are capable of becoming, to develop your unique potential by making choices that turn possibility into reality. It is the ability to make choices that actualize you. As often as not, maybe more often than not, this kind of freedom means doing what you do not want, doing what is uncomfortable or tiring or boring or annoying.

The myth that if you don't start early, you might as well not start, tends to be a self-fulfilling prophecy. The music-making world that young people confront reminds me a lot of the world of school sports. After a lot of weeding out, in the end you've got a varsity with a few performers and an awful lot of people on the sidelines thinking, "Gee, it's too bad I wasn't good enough." We need to be careful about that. There seems to be an unspoken idea, in instruction of the young, that the people who start the fastest will go the farthest. But that's not only an unproven theory; it's not even a tested theory. The assumption that the steeper the learning curve, the higher it will go, is also unfounded. If we did things a little differently, we might find out that people whose learning curves were much slower might later on go up just as high or higher.

Children learn from anything and everything they see. They learn wherever they are, not just in special learning places.

By educating me at home, my parents were able to give me individualized attention without the usual distractions that kids in regular school experience, like dating and friendship. Not to mention that traditional school can be dangerous. I__e heard about kids catching the flu and chicken pox, even Judaism.And how about those poor kids lugging all those heavy books to and from school every day? My books never went anywhere, just like me. I felt so bad when I__ see kids on my street giggling and chasing each other around with those awkward backpacks.

This time Elizabeth Ann didn't answer, because she herself didn't know what the matter was. But I do, and I'll tell you. The matter was that never before had she known what she was doing in school. She had always thought she was there to pass from one grade to another, and she was ever so startled to get a little glimpse of the fact that she was there to learn how to read and write and cipher and generally use her mind, so she could take care of herself when she came to be grown up. Of course, she didn't really know that till she did come to be grown up, but she had her first dim notion of it in that moment, and it made her feel the way you do when you're learning to skate and somebody pulls away the chair you've been leaning on and says, "Now, go it alone!

So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?

What's the matter?" asked the teacher, seeing her bewildered fact."Why__hy," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?"The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

What's the matter?" asked the teacher, seeing her bewildered face."Why__hy," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?"The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you.

Everyone thinks it goes smoothly in everyone else__ house, and theirs is the only place that has problems. I__l let you in on a secret about teaching: there is no place in the world where it rolls along smoothly without problems. Only in articles and books can that happen.

It is no wonder that Satan hates the family and has hurled his venom against it in the form of Communism.

Notice the difference: A child__ disability is the focus in traditional classroom settings, but his abilities are the focus in the homeschool environment.

The key is to understand that our children don't belong to us__hey belong to God. Our goal as parents must not be limited by our own vision. I am a finite, sinful, selfish man. Why would I want to plan out my children's future when I can entrust them to the infinite, omnipotent, immutable, sovereign Lord of the universe? I don't want to tell God what to do with my children__ want Him to tell me!

As children become increasingly less connected to adults, they rely more and more on each other; the whole natural order of things change. In the natural order of all mammalian cultures, animals or humans, the young stay under the wings of adults until they themselves reach adulthood. Immature creatures were never meant to bring one another to maturity. They were never meant to look to one another for primary nurturing, modelling, cue giving or mentoring. They are not equipped to give one another a sense of direction or values. As a result of today`s shift to this peer orientation, we are seeing the increasing immaturity, alienation, violence and precocious sexualization of North American Youth. The disruption of family life, rapid economic and social changes to human culture and relationships, and the erosion of stable communities are at the core of this shift.

I was delighted to see him growing more cautious and skeptical about what he heard, especially when he heard it from someone in apparent authority. I think that is fundamental to a good education. And if it comes back to bite me from time to time, that's a price worth paying.