No Need To School

For a couple of days now I have been trying to come up with a post to express my frustration with other homeschooling parents that I've come into contact with in my community. Why? Over the years every parent I've talked to assumes that we keep our kids out of public school based on Christian values. In other words, they think that we think there needs to be more Christianity taught in our schools. That's not the case. And here is where I think my frustration is coming from: I don't think children need to be schooled (Daniel Quinn convinced me of this back in the late nineties), but I never say it. That would be blasphemy. And I think it would open up can of worms that I don't want opened.

"I'm not in the least favor of home schooling, Julie. It's not merely linguistic whimsy that connects the schooling of children with the schooling of fish. Schooling of any kind is unnecessary and counterproductive in human children. Children no more need schooling at age five or six or seven or eight than they need it age two or three, when they effortlessly perform prodigies of learning. In recent years parents have seen the futility of sending their children to regular schools, and the schools have replied by saying, 'Well, all right, we'll permit you to keep your children at home, but of course you understand that your children still must be schooled, you can't just trust them to learn what they need to learn. We'll check up on you to make sure you're not just letting them learn what they need to learn but are learning what our state legislators and curriculum writers think they should learn.' At age five or six home schooling might be a lesser evil than regular schooling, but after that it's hardly even a lesser evil. Children don't need schooling. They need access to what they want to learn--and that means they need access to the world outside the home."-- Daniel Quinn, Pg.166, My Ishmael

Children and History

"I do endorse the teaching of everything, because everything is what children want to know. What children very deeply want to know of history is HOW THINGS GOT TO BE THIS WAY--but no one in your culture would think of teaching them that. Instead they're overwhelmed with ten million names, dates, and facts they 'should' know, but that vanish from their heads the moment they're no longer needed to pass a test. It's like handing a thousand-page medical text to a four-year old who wants to know where babies come from." -- Daniel Quinn, pg.148, My Ishmael

Do Schools Work?

"Our entire program [ Compulsory Schooling] is based on this argument: 'We know kids learn effortlessly if they have their own reasons for learning, but we can't wait for them to find their own reasons. We have to provide them with reasons that are not their own. This doesn't work, but it's the only practical way to organize our schools.

"What? How would I organize the schools? To ask this question presupposes that we must have schools, doesn't it? I prefer to think about problems the way engineers do. If a valve doesn't work, they don't say, 'Well, we must have valves, so let's try two valves.' If a valve doesn't work, they say, 'Well, what would work? Their rule is, if it doesn't work, don't do it more, do something else.

"We know what works for children up to the age where we ship them off to school: Let them be around you, pay attention to them, give them access to as much as you can, let them try things, and that's it. They'll take care of the rest. You don't have to strap small children down and teach them to speak, all you have to do is talk to them. You don't have to give them crawling lessons or walking lessons or running lessons. You don't have to spend an hour a day showing them how to bang two pots together, they'll figure that out all by themselves--if you give them access to the pots."--Daniel Quinn, Pg. 121, Providence