Fourteen Reasons to Homeschool

Bullying kids.

Bullying was always a problem at schools. It is quite possibly made worse by the current “self-esteem” movement.

Bullying teachers.

The job of teacher is tailor-made for bullies, control freaks, and terminal bores who cannot otherwise get anyone to listen to them. Unfortunately, we have created no defenses against this. To the contrary, the culture of the public school seems to promote bullies and control freaks.

Current public school teaching methods don't work.

See “Operation (aka Project) Follow-Through,” for proof; and the many studies that show that both private schools and homeschooling produce better results on a number of measures. We are at best simply wasting our children's time by sending them to public school.

Our system of public school teacher selection ensures the worst.

We know that certain teachers can make a huge difference to scores on standardized tests, and we further know that the best teachers are those who are best at learning and who know the subject best. But our system of teacher certification values courses in education over subject knowledge. Further, we know that those who enter ed schools have lower SAT scores than for virtually any other subject, and almost nobody fails. We are selecting for those who are worst at learning and who know the subject least.

The public school curriculum has been stripped of the culture. It has become culture-hostile.

A solid grounding in one's culture—in the wisdom of one's ancestors--is almost the entire point of education. However, the current attitude in schools is that culture is oppression by “dead white males.” This amounts to a systematic attempt to prevent children from becoming educated.

The public school curriculum has been stripped of essential skills.

Besides culture, children need facility with certain useful life skills: the proverbial “reading, 'riting, and 'rithmetic,” not to mention logic, foreign languages, and such. The problem, however, is that all such skill acquisition requires memorization. Current educational practice is actively prejudiced against memorization and drill as supposedly “uncreative.”

The public school curriculum has been stripped of all religious references.

So currently public schools don't teach any culture, and they don't teach basic skills. Is there anything left? Indeed there is. But they don't teach that either. Even more important than such basic skills for employability and cultural context, the core of any real education is religion. Religion is systematically banned from the public school classroom.

The public school system does not teach any coherent set of morals.

This goes with the last point. It is essential that children be taught the difference between right and wrong; the public school is not even prepared to accept that there is a right and a wrong. To the extent that there is a morality taught, in any public school class, it will conflict with any known moral code, confusing and subverting any child being raised with one.

The public school system is designed to produce employees, not leaders or independent thinkers.

In response to the accusation that they fail to teach either important information (culture) or basic skills, I expet many defenders of public schools would claim that they instead teach students to think. That, at least, is supposed to be what the resistance to memorization is in favour of. But this is demonstrably false. To teach someone to think, you teach them formal logic, logical fallacies, philosophy, the rules of debate, and the rules of parliamentary procedure. Private schools teach this; public schools rarely do.

And why not? There is a historical reason. The public schools were consciously designed at the beginning of the last century to produce reliable workers for industry, not leaders. This was a way to preserve the ascendancy of that class that could afford to send their children to private schools. Woodrow Wilson said as much.

The public school system dehumanizes. It treats kids as objects to be molded to conformity, instead of individual souls.

The modern school was more or less consciously designed on the model of the assembly line, to produce workers for industry. This is one reason for the elimination of the old one-room schoolhouse—it did not fit the factory model. The “scientific” approach to teaching necessarily objectifies the students.

The public school system is hostile to boys.

Boys and girls have very different interests and learn in different ways. Thanks to feminism, almost everything that might interest boys has been banned from the modern classsroom. Boys are commonly told they are no good. This is exacerbated by the fact that elementary teachers are almost overwhelmingly women, who think like women and give boys no role model. Indeed, few men dare teach, because it makes them sitting ducks for career-ending charges of sexual harassment or child abuse, from which women are largely exempt.

The public school system is hostile to very intelligent kids.

The system, in the name of “equality,” is invariably more interested in raising the achievement of the slow than in raising the achievement of the quick. Given big classes and big schools, one size must fit all, and the quick are the ones who end up round pegs. They can have little in common with teachers who are not themselves very bright, and may, being control freaks, resent children who are.

The public school system indoctrinates into a specific political viewpoint.

Departments of education are commonly hotbeds of radical left-wing politics; a lot of teachers are quite open about their main objective being to indoctrinate. This, of course, works directly counter to the objective of teaching students to think for themselves.

The public school system is resistant to the new technology with which it is crucial for students to become familiar.

Because they essentially cannot be fired, having tenure, and face no competition, there is nothing impelling public school teachers to adopt new technology or new methods, other than a personal sense of responsibility or personal desire. Unfortunately, matters are very different in the real world of work most students will face. There, it is essential to keep up with the latest technological innovations in order to compete. This disparity leaves schools lagging further and further behind.