You* have the right to educate your own children.
Did you realize that?
It can be a source of paralyzing terror to even the most highly educated modern American, but teaching one’s children at home is the right and privilege of every parent.
I wouldn’t recommend availing oneself of this right, however, unless one feels called to the challenge. Teaching your children is a challenge. Let no blog or expert tell you otherwise! But, if you undertake this task, it may be the most important thing you ever do. If your child is doing fine, s/he might do even better in a personalized mix of classes designed à la carte. If your child is failing within the system, you may not have a better option than the radical one to educate your child at home.
I’m not a zealot on the subject of home education. I have two kids, one enrolled in school, and one who learns at home. Both of my children attended preschool and kindergarten. We never sought to keep them away from other people; we aren’t hiding at home to avoid the realities of the diverse and populous world.
My son learns at home because it works for him. He is learning, and, unlike when he left school, he is thriving. He is an introvert, so his social needs are easily met with his group classes and private meet-ups outside of typical school hours. He is also a logical thinker, and a practical sort. He realized in early elementary school that it was quicker and more efficient to get schoolwork done without the distraction of other kids. He would rather spend time with his peers when he’s free to interact with them, getting his academic work done in privacy and peace.
Real life and the professional world allow for this kind of personalization in a way that modern institutionalized schooling does not. Some jobs involve constant contact and communication (sales); some jobs demand a tolerance for solitude (working on a oil rig, say, or in a fire lookout tower); the vast majority of jobs fall somewhere in between.
There’s nothing novel about the fact that human beings are individuals with unique characteristics and strengths. The strange conceit is the Industrial Age school that insists every square peg insert itself into its identical round hole; if the peg doesn’t fit, it is the peg that has failed. The hole bears no responsibility for its failure to be round!
People who believe schools, as they are today, are the only way to educate children would do well to note that the common institutional school is at most a few hundred years old. Human beings were finding ways to educate children, including providing formal academic instruction, for thousands of years before that. This is a beautiful illustration of Maslow’s hammer: every problem looks like a nail when your only tool is a hammer.
Emphatically, and with gusto, let me state that I believe in education, and a rigorous, fairly traditional education at that. The standards my kids are expected to meet before we set them free into adulthood include:
- mastery of written and verbal communication in their native tongue,
- mathematics sufficient to succeed as 21st century professionals,
- ability to communicate in at least one foreign language,
- competence with a musical instrument,
- knowledge of history and human accomplishments,
- knowledge of and practical experience with science,
- study of philosophy and its application to logical/critical thinking,
- proficient use of and ability to program computers,
- and physical health and self-care.
We study year-round, and we consistently exceed the hours of instruction mandated by our state, but this doesn’t define our success as home scholars/educators. We are successful because we are giving this child the support he needs to maximize his own potential, academically and personally.
My child learns, for the most part, because he’s excited and motivated to do so. His success is his own. While we, as parents, asserted our authority to define the required goals to be worked toward if he wants to continue learning at home, how he reaches these goals is a process in which the child is an equal participant.
Evaluations, tests, and school structures are mere tools to be employed toward the real goal: the education of our children. Every discussion should bear this in mind; every policy should be crafted to serve the actual needs of our children. It’s shocking how rare this is in practice.
If your child isn’t learning—if s/he isn’t receiving the education s/he needs—consider undertaking to provide it yourself, and be willing to work outside the status quo until you accomplish what your child needs. Systemic failure to endow children with the tools they need to be successful adults and citizens is a threat to the fabric of our republic and the health of the individual.
Have you personally had to address this threat? How are you meeting your child’s educational needs? Have you had to take radical steps to meet them?