Parents homeschool for many different reasons. But, there is one common thread with all homeschooling parents: public schools do not provide the environment of learning that these parents want for their children.
My own interest in homeschooling started when I was in public high school. Throughout grade school, and continuuing on through junior high and high school, I was bored with school. There was far too much repetition. In grade school, I spent a lot of time helping other students to learn and many times I refused to do (or more correctly, redo) the same schoolwork over and over again. There were a few exceptions here and there, where teachers made learning challenging and fun. I wasn’t the type of student looking for easy courses and grades. I took all of the advanced high school courses, like American Literature, English Literature, Latin, all of the science, math, and history courses that were available in high school.
My family moved around a lot, and consequently, I attended four different high schools. The last high school I went to for my senior year frustrated me so much, that I seriously considered dropping out of school. My guidance counselor (I didn’t think she could do either: give guidance or be a counselor) would call me into her office about every six to eight weeks to inform me that I couldn’t graduate, because I was missing a required course. After going over my transcripts with her each time, I would point out the descrepancy. This happened four or five times. Instead of trying to help me graduate, she was trying to find ways to prevent me from getting my diploma. By the way, I graduated with fifteen more credits than was necessary.
I read about the idea of homeschooling in my senior year of high school, and I knew that this is what I wanted to do with my future children, especially after my experiences in public schools.
After high school, I started preparing for homeschooling, by amassing my own personal library. I went to used bookstores and looked through bargain sections of “new” bookstores looking for suitable material; everything from how-to books, classical literature, history, economics, and science. In the process, I began learning more than I ever had the opportunity to do in public schools. Thanks to organizations like the Foundation for Economic Education, The Ludwig von Mises Institute, Representative Ron Paul of Texas, etc. (and the efforts of people like Lew Rockwell and Gary North, who tirelessly promoted these individuals and organizations) I got a better understanding on how all aspects of our lives and institutions are interrelated and intertwined, from some of the wisest people in post-Biblical history; Ludwig von Mises, Murray Rothbard, Hans Sennholz, Frederic Bastiat, to name only a few.
Before my wife (Margaret) and I got married, she was a single parent with a young son, named Bryan. While he was in the third grade at the local public school, his teacher informed my future wife of problems she was having with him. Bryan had never been a discipline problem before, and now this teacher was having all kinds of trouble with him. Margaret had to take time off from work numerous times to talk to the Principal and the teacher. Several incidents happened that revealed the real problem . The teacher claimed that Bryan was using obscene language in class. After talking to the teacher, she admitted that another student told her Bryan was swearing (it was a false accusation). In another incident, the teacher claimed that Bryan was “destroying school property”. What he had really done was break up a piece of barkdust on the playground. Then, the true issue came forth. After meeting once again with the teacher and the principal, they wanted Bryan to be in the “special education program” for troubled youth, and interview with the school psychologist to find a solution to the “disciplinary problem”. The principal gave Margaret an evaluation form that he wanted her to fill out for the school psychologist. This form asked over twenty questions like “Does your child play with their own feces?” “Does your child wet the bed?” and “Does your child play with their genitals?”. Margaret was disgusted and refused to answer the questions (and she saved the form for reference). Another teacher in the school informed Margaret that the school got additional funding from having children in the “special education program”, and they needed to pay for the new position for the school psychologist, too.
Finally, it all came to a head when Margaret noticed red marks around Bryan’s neck. Bryan explained what happened: The teacher had become angry with Bryan and grabbed him by the hood of his jacket so violently that she choked him and caused the red marks around his neck. Margaret immediately scheduled a meeting with the teacher and the Principal. During the meeting the teacher admitted that this accusation was true, but the Principal dismissed any disciplinary action against the teacher, because “she didn’t physically touch him with her hands”.
Against the Principal’s objections, Margaret pulled him out of that school and enrolled him into another public elementary school. After the first three months in the new school, Bryan received two “student of the month” awards, and his report cards mentioned how well behaved and helpful he was in class. Bryan, of course, wasn’t the problem after all. Margaret homeschooled Bryan for a short time, but as a single parent, it was very difficult.
When Margaret and I married a few years later, and we both wanted to homeschool. In the first year we found out how terrible the education our son really had in public school. The reading method that he was taught is called “guess and go”. Children were being taught to “guess” unfamiliar words by looking at the first and last letters, and continue on reading. We were appalled. Our son who had won several reading awards in public school, could not actually read. Then we found out about his math ability. When he was in grade school, the pupils never corrected their homework, so they never learned from their mistakes. Here our son was a “very good student” in public school, but he could not read and his math skills were not well developed. Bryan had the much ballyhooed “self-esteem”, but he did not have the abilities that were indicated in parent-teacher conferences or reflected on his report card.
We spent a lot of time in the first years doing remedial work with Bryan, but he progressed very rapidly. He learned phonics and he really liked math. Now, Bryan is really starting to enjoy reading, and he is doing excellent in math.
We became active in the local homeschool association, Clark County Christian Home Educators, and eventually my wife became a co-chairwoman. This, like many non-profit associations, has a library and other materials to help its members.
Our story is not unusual, in fact it is very common from what I have heard from other parents. So, you don’t have to settle for inferior public school instruction, and there are many different options available. After all, education doesn’t have to be boring.
For more information
- If you are interested in learning more about homeschooling, see Home Education Magazine.
- The Foundation of Economic Education
- The Ludwig von Mises Institute
December 20, 1999
Manfred B. Zysk has been homeschooling for five years, with the help and dedication of his wife, Margaret Zysk. They work with other homeschoolers in Idaho.
