Why do we homeschool?

Sy contemplates his homemade "light saber" complete with a fleet of flying "attack mice."

Like so many other parents who homeschool, we are regularly beset with questions regarding our decisions to do so. And, while I often welcome the opportunity to explain to others the potential joys of keeping your kids at home and allowing them to "grow without schooling" (which is what they've been doing successfully so far), it is a near impossibility to explain this in the 10 minutes or less that most people expect. One of the unschooling blogs I've recently discovered has a very succinct answer to this question.

Like this homeschooler and many others, there are hundreds of reasons why we choose to homeschool, and why we have decided to unschool in particular. Here are just a few of the reasons why we choose to homeschool:

• School is authoritarian: schools are designed "for the scientific management of a mass population. Schools are intended to produce . . . human beings whose behavior can be predicted and controlled" (Gatto Dumbing Us Down 23); in school, children are discouraged from questioning adults and school rules, and are often punished when they don't obey.
• School is contrived: learning takes place away from the real world, and children often have difficulty making connections between what they learn in school and how that knowledge can be practically applied in the world around them (my own experience with math attests to this).
• School segregates: children are grouped by age; class and race divisions in the community often determine that most schools are homogenous, rather than heterogenous; and adults are present as authority figures, not as friends or allies. Thus, children's socialization is artificially homogenous in comparison to the diversity of ages, classes and races they will come into contact with upon leaving school.
• School does not provide children with healthy lifestyle options: children (even Kindergarteners!) are tied to their desks for many hours per day, recess and physical education are being reduced and in some cases eradicated all together, school food is over processed, fatty, loaded with sugar and has little nutritional value.
• School encourages consumerism: in addition to the fast food options available at lunch, children are the targets of marketing everywhere in their schools, from the vending machines, to the curriculum materials, to the advertising on their sports equipment, to bus radio.
• School is not for learning: children are forced to read and perform according to a uniform curriculum - they have no voice in curricular choices; their intellect is not respected nor is it encouraged; their love of learning is strangled and "learning" (facts, dates, correct answers for standardized tests) becomes work; they focus on extrinsic rewards, which inhibits learning and makes what they have learned difficult to translate into practical situations.
• School teaches competition, rather than collaboration: "Researchers have found that competitive structures reduce generosity, empathy, sensitivity to others' needs, accuracy of communication, and trust" (Kohn "Is Competition Ever Appropriate"); this seems contrary to their development as caring, helpful and sensitive family members, neighbors and citizens.
• School encourages the pseudo-diagnosis of attention disorders and the overmedication of children: forcing children to conform to the unnatural context of school (sitting still for long periods of time, forcing direct attention) and neglecting their inquisitive, explorative, demonstrative natures.
• School teaches patriotism (read "nationalism"), rather than civics: if a thriving democracy depends on it citizens to be critical thinkers, who understand the necessity of questioning, critiquing and, when necessary, actively seeking change, then patriotism is a thorn in the side of democracy.

These are some of the many reasons why we have chosen to grow without schooling. Next up: why we think "unschooing" is for us.

Storytelling

We just discovered a wonderful new resource online thanks to one of our unschooling friends: Storybird! It is a free resource for creating stories to share online. The artwork is inspiring, and you can collaborate with others in writing your story. Sy has chosen to start with the artwork of Victoria Usova, who states that her inspiration is a mixture of Rublev, Chagall, Hokusai, and Dr. Seuss. Be sure to check it out! Sy's first storybird begins, "the trees have faces. happy, princess faces." We'll let you know when the tale is all told!

Busy Bees

Well, this has been a rather busy summer for the Peck-Creech clan.

Sy has almost finished the first Suzuki book, and has now begun improvising with left hand chords and right hand virtuosity. He gives us regular concerts. This involves zero negotiation, since he sees this as a joyful act in and of itself. Alfie Kohn would be proud.

Violet is learning how to use the potty all on her own, without the "help" (or hindrance, shall we say) of the infamous (and ineffective, perhaps even traumatizing) potty party touted by some as "effective" and "enjoyable" (yeah, right.) Okay, so maybe we are clapping and singing her praises, but there is no chocolate or threat involved, so I think we're on the right track.

We are watching our garden grow (and get rather weedy). The kids can identify all of the mints, the zinnias and bee balm, and enjoy walking on the cushy irish sagina moss around the wigwam.

We have spotted a hummingbird at the bee balm, and have discovered lots of wildlife in the backyard: besides the usual suspects (caterpillars, toads, rabbits, deer) we have a large family of wild turkeys that walk through a couple of times per day, browsing in the butterfly garden. Our woodchucks have disappeared - I imagine they have found other foraging spots, but we certainly miss them.

The Waldschule has taken off! Our first trip was to Mendon Ponds Park with the Rochester Butterfly Club. There we were introduced to a variety of caterpillars, including that of the Cecropia Moth (beware of hairy and colorful caterpillars - they can be aggressive!)

We also saw a crysalis up close

spotted a Common Wood Nymph

a White Admiral

and a Cicada Killer (including two flying through the air, bum-to-bum, in a mating dance!)

We ended the afternoon with a lovely picnic while the kids frolicked under the trees and transformed into birds of prey.

Sy has started reading the Bob Books First! series and thinks they're pretty cool. He has read almost all of the first book in the first series. It has also been the summer of the fairy tale, and we have been reading our favorite Grimm and Andersen tales all summer (only the Svend S. Otto and Lisbeth Zwerger versions, of course, since we adore the illustrations!) and listening to a few on LP. Violet continues to ignore her ABCs and give all the wrong answers when you ask "what color is this?" I think she's figured out that she's "supposed" to know and is just pulling one over on us.

Death of the Dinosaurs

Syler's dramatic re-enactment of the death of the dinosaurs, with a special epilogue on Kronosaurus.

Outdoor Hour Challenge #1

So we've decided to participate in the "Outdoor Hour Challenge" posted weekly at the Handbook of Nature Study blog. A friend in our 0-5ish Playgroup, Del, put us on to the blog, and the amazing book it uses as its "textbook," the Handbook of Nature Study, by Anna Botsford Comstock. It's a wonderful way for us to be a bit more schematic with our nature study, even though we're outdoors almost every day and the kids seem to need little motivation. However, the first challenge asked us to read the first 8 pages of the Comstock text, go outside and explore, and then discuss what we observed. Here's what we did:

• While gardening/weeding, the kids discovered some snails, tent caterpillars and various bugs living in and around the rotting stump of a dead tree. We watched them, picked some up, and talked about what we saw.
• The next day, I made two terraria (glass jar, moist soil, leaves, cheesecloth and rubber band) and sent the kids out to find a garden snail; I had already found a tent caterpillar that morning while filling up the bird feeder.
• After the kids collected a snail, I we put the snail and caterpillar into two different terraria and started watching our new "pets."

• We watched the tent caterpillar explore the terrarium, climbing on leaves and wall; I pulled out the Comstock and read to them about the different body parts and Sy identified his head, thorax and abdomen, counted his legs (3 pairs of “true legs,” 4 pairs of “prolegs,” 1 “propleg,” called the "anal proleg" below), observed his head w/mouth, watched him eat some of the leaf, observed his movement, and identified his coloring (black with red spots) and his hair. We looked for his spiracles (holes on the side of the body for breathing), but we couldn't find them.

• The snail soon dove down into the soil and didn't emerge for a couple of days, despite the fact that we've given him a nice chunk of sweet apple to nosh on. 
• After adding a bit more water to his terrarium, he resurfaced and we were able to check out his really long eye stalks, his feeler stalks, and look at his striped shell.