Hello, , from NHERI.

Sometimes the current homeschool community thinks it is fresh and cutting edge with ideas. And sometimes it is correct. I think, however, it is important to understand that some of home educators' key ideas were understood and promoted before and outside of the modern home-education movement. For instance, consider the author Murray N. Rothbard and his 1971 writings in Education: Free and Compulsory (endnote/reference). Considering the senses in which "equality" among men is sensible and when it is not, Rothbard writes:

Since each person is a unique individual, it is clear that the best type of formal instruction is that type which is suited to his own particular individuality. Each child has a different intelligence, aptitudes, and interests. Therefore, the best choice of pace, timing, variety, and manner, and of the courses of instruction will differ widely from one child to another. (p. 6-7)

It appears that Rothbard clearly understood the time-tested principle of individuality before the outbreak of the modern homeschool authors and advocates writing and speaking about the importance of customization and individuality. And he integrated his views on this with his understanding of liberty. Consider more by Rothbard.

 It is obvious, therefore, that the best type of instruction is individual instruction. A course where one teacher instructs one pupil is clearly by far the best type of course. It is only under such conditions that human potentialities can develop to their greatest degree. It is clear that the formal school, characterized by classes in which one teacher instructs many children, is an immensely inferior system. . . . . . [I]t is evident that every school class must cast all the instruction into one uniform mold. Regardless how the teacher instructs, at what pace, timing, or variety, he is doing violence to each and every one of the children. Any schooling involves misfitting each child into a Procrustean bed of unsuitable uniformity. (p. 7)

What then shall we say of laws imposing compulsory schooling on every child? . . . . . Whatever the standards that the government imposes for instruction, injustice is done to all . . . . . Obviously, the worst injustice is the prevention of parental teaching of their own children.  . . . . . The effect of the State's compulsory schooling laws is not only to repress the growth of specialized, partly individualized, private schools for the needs of various types of children. It also prevents the education of the child by the people who, in many respects, are best qualified - his parents.  . . . . . The key issue in the entire discussion is simply this: shall the parent or the State be the overseer of the child? (p. 7-9)

Many people other than Rothbard and modern-day home educators have understood the fundamental proposition that parents are in the best position to understand their children and guide them in the way that they should go in life. And parents have a (super)natural proclivity to do what is best for each of their children and look to others in their community - whether neighbors, friends, family members, church brethren, club leaders, team coaches, or others - for counsel and various resources to help their children succeed in all areas of life.

On this note, I was invited and attended this past spring the Homeschool Leaders' Summit sponsored by the Home School Legal Defense Association (HSLDA). After an evening of informative and inspiring presentations by Michael Farris, Mike Smith, and others and an early morning of brief addresses on Capitol Hill by members of the United States Congress, homeschool leaders from many states fanned out into the house and senate office buildings to talk with their congressmen or their aides.

I was blessed to go with some board members of the Oregon Christian Home Education Network (OCEAN). I think our most basic and important messages to our senators and representatives were as follows:

1.     1. We would like you to recognize parents' fundamental right to direct the education and upbringing of their children, and do all you can to leave parents and their children alone in peace to pursue learning and life as they so choose.

2.     2. As the home-educated become adults, treat them fairly, as you would the "graduates" of any other form of "secondary education," whether state-run or private institutional schools.

3.     3. Home educators are not asking for the property of any other person (i.e., they do not want others' money via taxation); they are happy to educate their own children with their own property (money, intellect, and other resources).

We at NHERI are grateful for your prayers, encouraging words, and monetary gifts. You make it possible for us to do the research, educate policymakers and legislators, talk with the media, help parents find homeschool organizations in their state, and much more.

Brian D. Ray, Ph.D.

National Home Education Research Institute

P.S. You may donate to NHERI two simple ways:

1.        1. Mail a check to the address below.

2.        2. Go to http://nheri2010.org/ and click on "donate."

Please feel free to send us your questions about homeschooling and we will try to answer them in upcoming messages.

Endnote/reference: Rothbard, Murray N. (1999; originally 1971 in magazine The Individualist). Education: Free and compulsory. Auburn, AL: Ludwig von Mises Institute.

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