Caleb J., qtd in Reasons to Homeschool, http://blessedhomemaking.blogspot.com/2011/05/reasons-to-homeschool.html
Education cannot be neutral or secular because education is by its very nature (essence) religious. And to defend Christians who willingly and un-reluctantly place their children under the authority of teachers that are enemies to the Bible and its principles is a most gross sin; a sin that just makes one want to shake their head in shame of such men. Public schools are typically enemies of prayer in the name of Christ, deny the authority of the Bible and inculcate perversion; not to mention a distorted, revisionism [of] American history. And I am only listing a couple things that typically make public schools havens for molding humanistic minds.
To teach a man how he may learn to grow independently, and for himself, is perhaps the greatest service that one man can do another.
Take away paradox from the thinker and you have a professor.
Seeing that God has determined that His church here on earth shall be taught not by angels but by men, and seeing that men are born ignorant of all godliness and seeing also how God ceases to illuminate men miraculously, suddenly changing them, as He changed His apostles and others in the primitive church, it is necessary that your honours (those persons who had authority to make such changes in the country ) be most careful for the virtuous education and godly upbringing of the youth of this realm …therefore we judge it necessary that every separate church have a schoolmaster appointed.
More money is put into prisons than into schools. That, in itself, is the description of a nation bent on suicide. I mean, what is more precious to us than our own children? We are going to build a lot more prisons if we do not deal with the schools and their inequalities.
Steve and Jane Lambert (Five In A Row)
We’re not trying to do School at Home. We’re trying to do homeschool. These are two entirely different propositions. We’re not trying to replicate the time, style or content of the classroom. Rather we’re trying to cultivate a lifestyle of learning in which learning takes place from morning until bedtime 7 days each week. The formal portion of each teaching day is just the tip of the iceburg.
Give a man a fish, and he will eat for a day. Teach a man to fish, and he will eat for a lifetime. Teach a man to create an artificial shortage of fish, and he will eat steak.
Too often we give children answers to remember rather than problems to solve.
Bless me, what *do* they teach them at these schools? (The Lion, the Witch, & the Wardrobe)
Education without values, as useful as it is, seems rather to make man a more clever devil.
The philosophy of the classroom in one generation will be the philosophy of government of the next.
Home schooling is a very old way of doing things. If you look at any of the bills in your wallet or the coins in your pocket, they all have a picture of a homeschooler on them.
Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.
I am much afraid that the schools will prove the very gates of hell, unless they diligently labour in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the scriptures do not reign paramount. Every institution in which means are not unceasingly occupied with the Word of God must be corrupt.
Susan Schaeffer MacAuley, For the Children’s Sake (1984)
If I were to label much educational material today, I’m afraid a large percentage would definitely be twaddle. How colourfully and scientifically our generation talks down to the little child! What insipid, stupid, dull stories are trotted out!’
The truly educated person has only had many doors opened. He knows that life will not be long enough to follow everything through fully.
J. Gresham Machen
I can see little consistency in a type of Christian activity which preaches the gospel on the street corners and at the ends of earth, but neglects the children of the covenant by abandoning them to a cold and unbelieving secularism.
Place the lives of children in their formative years, despite the convictions of their parents, under the intimate control of experts appointed by the state, force them to attend schools where the higher aspirations of humanity are crushed out, and where the mind is filled with the materialism of the day, and it is difficult to see how even the remnants of liberty can subsist. Source: http://worldunderchrist.wordpress.com/2013/11/08/j-gresham-machen-a-forgotten-libertarian/
We prefer that they [the children] should never say they have learned botany or conchology, geology or astronomy. The question is not, – how much does the youth know when he has finished his education – but how much does he care and about how many orders of things does he care?
Therefore, teaching, talk and tale, however lucid or fascinating, effect nothing until self-activity be set up; that is, self-education is the only possible education; the rest is mere veneer laid on the surface of a child’s nature.
The child must think, get at the reason-why of things for himself, every day of his life, and more each day than the day before. Children and paents both are given to invert this educational process. The child asks Why? and the parent answers, rather proud of this evidence of thought in his child.There is some slight show of speculation even in wondering Why? but it is the slightest and most superficial effort the thinking brain produces. Let the parent ask Why? and the child produce the answer, if he can. After he has turned the matter over in his mind, there is no harm in telling him – and he will remember it – the reason why. Every walk should offer some knotty problem for the children to think out – Why does that leaf float on the water, and this pebble sink? and so on.
We have never been so rich in books. But there has never been a generation when there is so much twaddle in print for children.
Our aim in education is to give a full life. We owe it to them to initiate an immense number of interests. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking – the strain would be too great – but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest.
David O. McKay, President of LDS Homeschooling in California
The home is the first and most effective place to learn the lessons of life: truth, honor, virtue, self control, the value of education, honest work, and the purpose and privilege of life. Nothing can take the place of home in rearing and teaching children, and no other success can compensate for failure in the home.
When I trained as a teacher I was introduced to two basic roles. One was that of a crowd control steward… The other basic role was that of crowd-instructor.
A recent MORI poll, commissioned by the Campaign for Learning, found that 90% of adults were favourably inclined towards further learning for themselves…The bad news is that 75% said they were unhappy and alienated in the school environment and that, therefore, they preferred to learn at home, in the local library, at their workplace – anywhere other than a school-type setting.
H. L. Mencken
School days are the unhappiest in the whole span if human existence. They are full of dull, unintelligible tasks, new and unpleasant ordinances, with brutal violations of common sense and common decency.
The end of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love Him, to imitate Him, to be like Him.
Dr Raymond Moore, Home Grown Kids (1981)
In general the best teacher or care-giver cannot match a parent of even ordinary education and experience.
When we make our laws and educational policies primarily for the parents who don’t care, instead of for those who do, those laws are backwards. We urge that the burden of proof be on the state to show which mothers and fathers are not doing their job.
Research clearly verifies that the more people there are around your children, the less opportunity they have for the meaningful social contact … Psychologists have found, as many parents know instinctively, that peaceful solitude is necessary for mental health and that the less cluttered your children’s routine, the more secure they will be. (Home Style Teaching (1984))
We live in a hierarchical world in which we defend ourselves ….from our eternal infancy and childhood by insisting on a graded, necessary elevation through learning and technological sophistication out of the child into the adult. This is not a true initiation that values both the previous form of existence and the newly attained one; it is a defence against the humiliating reality of the child.
An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.
Education means to lead out. We seem to understand this as leading away from childhood, but maybe we could think of it as eliciting the wisdom and talents of childhood itself. As A.S.Neill, founder of the Summerhill School, taught many years ago, we can trust that the child already has talents and intelligence. We believe that the child intellectually is a tabula rasa, a blank blackboard, but maybe the child knows more than we suspect.
Christopher Darlington Morley
Read, every day, something no one else is reading. Think, every day, something no one else is thinking. Do, every day, something no one else would be silly enough to do. It is bad for the mind to continually be part of unanimity.
When you sell a man a book you don’t sell him just twelve ounces of paper and ink and glue — you sell him a whole new life.
To the kindly influence of Christianity we owe that degree of civil freedom, and political and social happiness which mankind now enjoys. . . . Whenever the pillars of Christianity shall be overthrown, our present republican forms of government, and all blessings which flow from them, must fall with them.
The immediate case against compulsory school for adolescents is quite simply their barbarity: it is a triangle of hatred, humiliation and contempt.