I have been remiss in keeping our Home Education Magazine readers and supporters updated, but there is good news to share on several fronts.

Regarding the lawsuit which has created problems for us for many months now: We are awaiting the plaintiff’s signatures on the settlement agreement arrived at on October 13th. There has been some back-and-forth about wording, but we have no reason to believe the statement won’t be signed sometime during next week or so, and thus bring a long-awaited end to the lawsuit.

The Sept-Oct issue should have arrived in subscribers’ mailboxes by now; if you’re a subscriber and have not received your issue please give it another couple of days, but then don’t hesitate to contact me personally at helenhegener@homeedmag.com and let me know you haven’t received it. If you do write, please include your current mailing address so I can double-check our database, and include an email address or phone number, whichever you prefer, so we can contact you.

The November-December issue will, alas, be late, but we’re hoping to have it out before Thanksgiving. It will be a very special issue – you won’t want to miss this one!

Our digital edition is almost ready to release, and it’s beautiful! Just before I left Alaska (more on that later), I was surprised by one of my sons and his fiance, who presented me with a new iPad! The back is inscribed “We love you Mom!” and it brought tears to my eyes to know that these kids had done this for me, to make my work while traveling a little easier. It is a magical machine, and I take it everywhere with me! One of the most delightful things it does is download all my favorite reading material, and that has been a lifesaver! I can keep up with what I want and need to without lugging either a computer or issues of magazines and newspapers – it’s all right there in a little gadget I can hold in one hand, and the new digital HEM looks amazing on it!

About my travels: I’m back in Washington (state), where the HEM office was located for many years, with our oldest son, John, who’s helping me with chores, maintenance, and getting this place ready for the changes ahead. For those who haven’t followed our family over the years, or for those who haven’t kept track, a bit of backstory:

My parents built this home in north central Washington, and we bought it from them when they moved back to Alaska in the mid-1980′s. We raised our five kids here, all unschooled of course, and it was a delightful time filled with family and friends, horses, dogs, explorations, travels, and seemingly endless adventures. But like all good things, it did end. Our kids grew up, had kids of their own, and moved away. Our four sons moved to Alaska, our daughter moved to another part of this state. All are doing wonderfully, and we all remain close, even as the miles separate us.

But no one wants to live here any more. Alaska is our home now. My son John and I flew down from Alaska a week ago to move the last of the family’s things out of this place, and we’ve had help from my daughter and my sister, who both traveled here to help. It’s not a sad time, by any means, because so much love and so many good times happened here, and we know leaving here paves the way to building new memories, new adventures and new good times. We are grateful to have had this beautiful place to be, and we are equally grateful to be moving on with our lives.

We are also moving on with Home Education Magazine. The November-December issue will see some significant changes, but the heart and soul of the magazine are intact and as steady as ever. There have been some rough patches with this atrociously harassing lawsuit, to be sure, but that’s behind us now, and we see a bright future, and many more years of helping homeschooling families find joy and strength and peace in living and learning together.

To that end, I’d like to leave you with this excerpt from an editorial I wrote 21 years ago, which ran in our Nov-Dec, 1990 issue:

“Our great American public education system has raised a generation that is uncertain of itself, a generation in which those who have the heart to strike out confidently on their own are the exceptions to the rule: business entrepreneurs, home birthing families, breastfeeding mothers, owner homebuilders, and backyard gardeners. These people are not considered the mainstream of our society, rather they are those who’ve taken a different path, they’ve heard the beat of a different drummer, and they’ve answered the call. Of course they and their notions are gaining ground within the society-at-large. Plain old common sense always seems to win out in the end.

“But that sense of uncertainty, of ‘are we sure we’re doing the right thing,’ of wanting to ask the advice of the ‘experts,’ is a very pervasive thing. The conventional institutional wisdom plays on this uncertainty. They play it up. They point it out to those who have the audacity to try a few faltering steps on their own. It takes a strong conviction to go ahead on one’s own in our present society.

“The very success of homeschooling is putting it in greater danger with each passing year. Knowing that today’s parents have lost their self-confidence and have been instilled with a need for official approval, it will be easy for the institutions to ‘lend a helping hand’ with homeschooling. The freedom and flexibility that we now enjoy, that ability to meet our childrens’ needs that the schools so envy, is going to be a prime target for the educational establishment. In order to maintain our autonomy we must first recognize the danger, and then act together in developing effective networks and alliances, both within and outside of the homeschooling movement.

“In their new book, ‘Taking Charge Through Homeschooling,’ Larry and Susan Kaseman also refer to Dr. Pat Montgomery’s writing: ‘When Pat Montgomery says, ‘I encourage homeschoolers to realize how what they’re doing fits in the broad scheme of resurrecting the family as a pillar of society,’ she is framing an issue, empowering homeschoolers, attracting the attention of potential allies, and giving life, energy, and focus to the homeschooling movement.’

“Homeschooling parents are now being hailed as having a good idea. We must find ways to share this good idea without compromising the very freedom that makes it possible.”

Thanks for reading, and thank you for your continuing support of Home Education Magazine. Here’s to a bright future for HEM, and more importantly, for homeschooling!

Helen
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Helen Hegener, publisher
Home Education Magazine

Why is something so obviously good for parents and children approached so cautiously and carefully? Why are we so afraid of trusting our own feelings, our own ideas, without validation from others, and often from experts?

Somehow, somewhere along the line, our basic human right to confidence in ourselves and acceptance of ourselves was jeopardized. Most of us rely on experts for everything from growing our food to filing our taxes, so it’s no wonder so many parents are anxious about homeschooling, because they have no confidence left in themselves. But making mistakes is how humans learn. Not knowing something is no reason for anxiety, it is simply a new opportunity to be seized!

Homeschooling parents come to understand and accept that there’s a sense of a shared journey, travelers’ tales on the road, instead of a leader shouting back directions to those behind. ‘This is what we do’ has a different attitude about it than ‘This is what everyone should do.’ Support groups for homeschoolers have long heralded the approach to share ideas instead of rules, encouragement instead of dictates.

Homeschoolers have always been viewed as pioneers in education and family issues, and we’ve always liked this analogy. The pioneers had to be brave, courageous and confident souls, working together, supporting each other, blazing new trails, building foundations for those who would come later. Because those courageous homeschool pioneers forged ahead, parents now have a wealth of support, and part of the adventure comes in supporting those just starting their journey. Support your local homeschool group, so they can continue to support new homeschooling families!

The feature article writers and regularly scheduled columnists who’ve written for HEM over the years provide a very broad perspective on homeschooling issues, and they’ve tackled some tough subjects for our readers, such as the openly questioning article by Ruthe Matilsky titled On Unschooling and Life from our March/April, 2001 issue:

How unsettling it is sometimes when I think that we have scoffed at the script and now we have to take responsibility for how it all turns out. If we’d done what was expected of us, nothing would ever be our fault. Right? Of course my husband and I don’t believe that, but I can’t help worrying. The standard good-parent line is, “All I want is for my child to be happy.” That’s easy to say when the kids are little, but what about a twenty-one-year-old daughter who is not on the college track?

Then there was Dropping the Bombshell by LauraJean Downs in March-April, 1998:

Those of us who homeschool are the experts in in-law relationships, right? We simply get on the phone and say something like,”Hi Mom! I just wanted to let you know that we are going to homeschool all of the kids next year. Have a great day!” The relationship just continues as smoothly as it always did, right? Wrong!

Another complicated subject was tackled by M. S. Beltran in Homeschooled Teens Can Rest Easier from March/April, 2004:

My daughter’s late rising has brought about a great deal of eye rolling and gaping disbelief from those who cannot imagine life outside the pre-set hours of institutionalized education, even though they are aware our child is not a part of that institution. Is it stubborn adherence to tradition that keeps people holding the early bird in such high regard, while the night owl is chastised for being lazy?

And there was the delightful Reflections of a Homeschooled Homeschooler by Rebecca Bangs Amos, Nov/Dec, 1999:

When my parents shared their plans of moving to a 500-acre farm in Northern Vermont where they would educate their children themselves, their friends responded with, “Are you crazy?” My friends wondered how I could even consider having my mother and father for teachers.

Issue after issue, year after year, Home Education Magazine’s feature article writers captured the essence and the excitement of homeschooling, the concerns and the questions of homeschooling families. Visit the HEM archives – it’s all free – and learn why HEM is “More than just a magazine…”

We’ve witnessed, and to a large degree chronicled, the growth and development of the homeschooling movement. What started as a handful of parents resisting the state mandate of compulsory school attendance for their children has grown and matured into an increasingly complex multitude of reasons, methods and approaches to learning, and that is how it should be. Any idea whose time has come – home birthing, organic gardening, computers – will change and grow as more and more people see the wisdom and sense of it and make it a part of their lives.

But education in this country, both public and private, has also been undergoing many changes in the last few years, and the repercussions of those changes are finding their way into our homes. Our ever-increasing supply of technological marvels, from multitasking super cellphones to computer and video programs which defy imagination, have affected education in ways that are only beginning to become apparent. Online reference tools, homework assistance web sites, online college courses, cyber-schools, and even video games all contribute to a sense of education as an ongoing, never-ending pursuit, and that’s good; most homeschoolers already know that to be true. But as the changes take place, as computers and the Internet move the building blocks of learning out of brick and mortar schools and into our homes, education policymakers wrestle with increasingly tough challenges. Former U.S. Secretary of Education William Bennett, co-founder of the technology-based education company K12, commented, “…parents are the greatest resource possible; they are like unpaid adjunct faculty whose engagement is crucial to future success.” Unfortunately, as the mandates of a public school education filter into the home, so too will the attendant assessment, accountability, testing and tracking measures, that’s just how it works.

The lines between homeschooling and public schooling are becoming blurred, and even deliberately erased, to the benefit of a variety of organizations, individuals and business interests. Some say that schools moving out of the classroom and into the home is a good thing. We’re told what we’re seeing is just the natural evolution of education, and homeschoolers should reintegrate with the schools for the long-term benefits to all children. But public money cannot be spent on services, however well-intentioned, without some form of accountability, which means some form of oversight and assessment. And if parents can not be trusted to mold and shape their children’s learning, thinking, and values without state oversight and the inevitable interference, where will that leave us?

Adapted from an editorial © 2003 by Helen Hegener

Searching the term buzzword, I find an interesting definition at Wikipedia:

A buzzword… is a term of art or technical jargon that has begun to see use in the wider society outside of its originally narrow technical context by nonspecialists who use the term vaguely or imprecisely. Labelling a term a “buzzword” pejoratively implies that it is now used pretentiously and inappropriately by individuals with little understanding of its actual meaning who are most interested in impressing others by making their discourse sound more esoteric, obscure, and technical than it otherwise would be.

I do believe that definition fits the description of what we’re seeing. The term homeschooling is being utilized to describe everything from the tutoring of Hollywood starchildren to public-school-in-the-home. Bona fide homeschooling is slip-sliding away.

Somewhere along the line in this country families were sold a bill of goods by the powers that be. Parents were led to believe that children couldn’t be trusted to learn; they needed to be tricked, coerced, or forced into it. Families certainly couldn’t be trusted to see that their kids were learning, therefore, schools would do it. For anyone interested in learning more, John Taylor Gatto, Larry and Susan Kaseman, Patrick Farenga, Grace Llewellyn, Ron Miller and many others have all written extensively about how and why it all works. This pervasive and wrongheaded approach didn’t leave room for children to dawdle, to daydream, to explore options and chase dead ends until they were satisfied with the results. This system demanded that children choose, on its timetable, what they would be and what they would do with their lives, or it would be chosen for them.

Then, more or less beginning in the mid-1970′s, parents started saying “Enough! No More! We can trust our children to learn, and we can be trusted to help them determine what’s worth learning.” Homeschooling blossomed and grew into a dynamic national movement which is still growing rapidly over 35 years later.

But there’s been change in the air for a long time now. With homeschooling more of a comfortable option, no longer such a fringe element, the parents coming to homeschooling now are keying on very different factors than their pioneering predecessors, and are focusing on simply using whatever form of education works in preparing their kids for the economic merry-go-round, the proverbial rat race. One can’t help wondering how these parents will deal with increasing standardization through national education goals, school-to-work programs, and a renewed emphasis on testing and assessment. The parental reaction today seems to be toward buying back into the system – changing the face of homeschooling in the process.

A look at the educational reforms of the 1980′s shows that homeschoolers were clearly at cross-purposes to the vision policy-makers had for the lives of our youth. While the experts and professionals were scrambling to convince the public that they had the answers to all of our social problems, we stood fast, loudly and clearly proclaiming “No thanks, homeschooling works for us.”

In stark contrast, many of today’s homeschoolers want to be part of the public education reform movement. In the past few years they have worked to help the public schools embrace homeschoolers, to lure them back into the fold with their own language, with a smoothly orchestrated series of steps. First offer access to the educational resources, then create the hybrid public school/homeschool programs, then simply segue back into business as usual.

When parents start asking questions about homeschooling, among the first concerns we hear are “How will my homeschooled children get into college, or how will my unschooled kids find a good job?” These are the overriding concerns today. We rarely hear people ask “Will homeschooling make my kids nice people?”

Nice people. What a concept. But isn’t that what this tired old world really needs more than anything else? Nice people? We live with a mind-numbing combination of social confusion and cynicism. Movies and television, mirrors of our society, reinforce all the mindless stereotypes. Generations poke fun at each other, each insisting that the other just doesn’t understand. But how can they understand? The underlying basis for mutual understanding – simply spending time with each other – has been schooled right out of this society.

Homeschooling offers a way to hold the center, by encouraging families to simply spend time together. Agemates, social peers, fellow workers and just plain friends are important, of course, but central to everything we do is our family, the mothers and fathers and brothers and sisters and aunts and uncles and grandmas and grandpas who love us, no matter what we do, no matter where we go, no matter how long between visits or phone calls. If we can’t hold our families together, what makes us think we can hold a viable society together?

As homeschoolers we need to defend and protect the right to nurture and educate our children as we see fit, and not as social engineers dictate. We need to resist increasing overtures from the experts and professionals who would assure us that they can do it all much more effectively, much more efficiently. We need to hold the center for the homeschooling families who follow.

© 2010 Helen Hegener

“I’ve been reading about homeschooling, and especially unschooling, and it sounds so exciting! The more I learn about it the more I know this is what I want to do with my own children, but I still have so many questions needing answers. The one weighing heaviest on my mind is ‘What if I mess up?’ By that I mean what if my children don’t learn to read despite my best efforts, or what if their handwriting and spelling skills turn out to be only mediocre? What if they reach adulthood with no idea what the Magna Carta was, or who wrote Moby Dick, or how to multiply fractions? As you can see I have some grave doubts about my ability to be a good teacher, especially because even with two years of college under my belt I still don’t know what the Magna Carta was, I never read Moby Dick and have no desire to, and multiplying fractions is still a terrible mystery to me. I seem to be getting along just fine in life without these particular bits of knowledge, but who knows if my life might have been different, somehow richer, if I’d learned those things? How can I not want the very best for my children, and how can I not worry about the potential for doing them educational harm by taking them from school?”

This letter struck a chord with me because I clearly remember worrying about the same concerns, and, truth be told, I still do. When one of my adult kids asks me how to spell a word I wonder, ever so briefly, if we shouldn’t have done a little more in the language arts department. When I watch my youngest son sounding out words to himself I have to resist the urge to ask him if he wants me to help him with reading skills; he’s told me many times that he doesn’t need any help. With over twenty years of unschooling under my belt I still worry about their learning, so I can easily understand this young mother’s concerns.

A similar question was brought up on one of our email discussion lists last week, and again, I’d like to share a paragraph:

“I’m currently having fears about how his ‘education’ will be perceived by others. This is totally about how it looks from the outside — something I normally try to not let be a decisive factor. If someone should talk to my son, they’d find that he still counts on his fingers to add and subtract, and gets a blank look on his face when the subject of multiplication comes up, has never “studied” history or grammar. Inside, I’m confident about what he knows and how he’s learning, but when I think about how it looks to other people… I get nervous. Anyone else ever experience that?”

I nodded to myself as I read those lines. Yes, I’ve felt that way many times. When our kids work out math problems, by which I don’t mean workbook problems but real life situations in which math is needed, I know they’re not using the standard schoolish approach to manipulating numbers. They each seem to be working with a different and individualized understanding of math which they worked out for themselves, an invented adaptation of the principles and procedures which works for them, and which is quite mysterious to me. They’ve all tried explaining their various approaches at one time or another, but my school-crippled math phobic mind just can’t see the connections they make.

I had doubts about this approach until my children grew up and went off to work at various jobs where math was a necessary skill. They all did just fine, and rose to positions of responsibility, even in fields in which traditional math was of primary importance. Either their freestyle math served them well or when they needed to learn a more traditional approach to math they simply did so.

I think having doubts about our abilities is, in part, what makes us compassionate and caring, by allowing us to relate to the doubts of others. I also think how we treat those doubts within ourselves makes us who we are. I acknowledge my concerns, and sometimes I discuss them with others, but I usually try to find a different way of viewing the situation, another perspective which helps me put things in focus.

For example, the young mother who wrote to me asked “How can I not want the very best for my children, and how can I not worry about the potential for doing them educational harm by taking them from school?” Her perspective is obviously that school offers a safe educational experience, and that not sending her children to school might somehow be educationally harmful to them, a concept clearly supported by the education bureaucracy, political leaders, big business and the neighbors down the street.

My perspective, on the other hand, would be to view school as the potentially harmful situation and removing children from it’s influences – not just the school building but the schoolish approaches and attitudes toward learning – as the safest approach to their education.

Doubts are normal, and doubts about doing the right thing for our children helps make us good parents. But the pervasive nature of schooling, coupled with its mandate to promote dependency on experts and credentials, fosters a reliance on institutional solutions at the cost of family or community based approaches. This is no coincidence. It is the stated reason for public schooling, and has been clearly and unequivocally documented.

Schools and schoolish approaches are a poor substitute for truly integrating the basics of reading, writing and mathematical skills into one’s life. When we perceive schools and schoolish ways as the aberration, and not the norm, everything changes.

Doubts? Yes, I’ve had them. Still do from time to time. But when I look at the results of the decisions I’ve made the doubts dissolve into perspective, replaced by a confident smile. © 2003 Helen Hegener

We homeschool our children because we love them. Can anything be more basic? We love our children and we want to be with them, to share our interests with them and to learn about new things together, to cuddle them and kiss them and play games and teach them about the world, and that doesn’t arbitrarily end when they reach the state-decreed age of compulsory attendance.

Madison Avenue copywriters have created award-winning commercials capitalizing on the familiar scene of a teary-eyed toddler being urged aboard a big yellow bus by his obviously loving and equally teary-eyed mother. It’s become a seasonal rite of passage, accepted as the norm, encouraged without regard to how this wrenching separation at a tender age might actually affect a young child – or his mother.

Popular wisdom would have us believe that parting children and parents at a young age is normal, natural, and beneficial to both, giving the parent freedom to pursue personal goals and allowing the child to somehow develop independence and autonomy. Parents who keep their children at home are indicted as overprotective, unwilling to loosen the apron strings, selfishly damaging their child’s ability to reach his true potential.

Experts who’ve made a profession of child development and education relentlessly warn us that parents need to break the ties that bind, that children need socialization through the company of their peers, that trained teachers are necessary to develop a child’s skills in the proper order. Do these experts base their claims on living with young children for years and observing what they need first hand? Of course not. Their mandates are based on questionable research findings and unquestioned allegiance to their alma maters and the educational bureaucracy. It becomes a self-perpetuating cycle: Encourage parents to send their children to school so they can become experts with credentials and eventually author research which will encourage other parents to send their children to school. A neatly closed circle ensuring the continuation of the bureaucracy; the children merely cogs in the wheel.

Most people don’t think very much about how this system works to perpetuate itself. They’re too busy working and earning a living, so having their kids in school makes sense and is incredibly convenient. To question the educational system from which they themselves graduated would be somehow akin to questioning their own self-worth and the choices which got them to where they are in life. It often takes some kind of crisis, such as a child diagnosed with a learning disorder or just not getting along well in school before a parent takes to questioning the way things supposedly work.

Love seems like the best of all reasons for homeschooling. Not the only reason, of course – there are as many different reasons as there are children to be homeschooled – but the love a parent feels for his children ensures a desire to keep those children from harm’s way, to protect and defend them from any perceived dangers, whether physical, emotional, or bureaucratic. The experts might not understand it, and might in fact even disagree, but parents have the right – indeed, they have the responsibility – to intervene when their children need help, protection, or assistance in finding another way.

Thousands of parents have started down the path toward homeschooling by doing nothing more than acting on their love for their children. Mark has often said all you need to homeschool successfully is love and a library card, and the library card is optional. Listen to your heart and trust yourself, and trust your children.

When my children were small I remember sometimes sitting and just watching them be children, playing or scuffling or reading or sleeping, and my heart would just ache to see how quickly they were growing up, mastering the mechanics of life, racing through childhood to take their own place as parents. I watch our sons now with their own young children and I see that same light of love, that bittersweet knowledge that the days of childhood are so special, so altogether fleeting and short.

Babies grow so quickly into toddlers, and toddlers grow into young children, who will be stretching into teenagers before you know it. The hours and days and years we’re given to spend with them are so few, so very small a piece of one’s lifetime. And yet schooling easily consumes the bulk of childhood: Five to six hours per day or more, five days a week, for three-quarters of each year, for twelve long years. So much of a child’s time; so much of a parent’s rightful joy.

My daughter Jody, 23, told me this evening that the best thing about having been homeschooled was simply the time it gave her to think about her life and what she wanted to do with it. She’s told me many times that being free of schoolish demands and expectations has given her a unique perspective, a way of looking at what is and seeing what can be that her many schooled friends just don’t seem to have.

I wonder about that sometimes, as I wonder about award-winning teacher John Taylor Gatto’s well-known claim that schools are designed to purposefully “dumb us down” to ensure a tractable workforce and thereby better grease the wheels of commerce. On the bald face of it this seems like an outrage – and John says it is, indeed. But apparently not enough parents consider it enough of an outrage to keep their children out of the schools. For many, this “dumbing down” probably makes as much sense as sending a five-year-old off on a school bus, or filling the hours of a child’s day with busywork and lessons, or demanding that a child leave his home and family and simply accept it as just the way things have always been done.

For me, for my children, and for thousands of homeschooling families, that’s no longer a valid reason.

© 2003 Helen Hegener, Home Education Magazine

Every so often someone will ask Mark and I when we’re going to write our book on homeschooling, as though it were a given and the only question is a matter of when. When one works with the written word for a living, as we have for 20 years, and being so deeply involved with a movement as vibrant and exceptional as homeschooling, it naturally follows that we would eventually put our experiences between the covers of a book. Seeing the reasonableness of this assumption, we’ve usually answered the question with a vague “Oh, we dunno, maybe someday…”

Ann Lahrson-Fisher is a homeschooling mother turned book author who recognizes the stark realities of being an author. In response to my recent questions on this she wrote: “With my latest book, Fundamentals of Homeschooling: Notes on Successful Family Living, almost ready to greet the world, I get to enjoy one of my favorite things about writing: having written. The fun of having written balances the love/hate relationship I have with the early stages of my writing process when I know what I want to say, but I don’t know how to get there. Those are hard times for me and my poor family and friends; I quit almost daily, I whine and complain. In time, I push deeper and deeper into the problem until my point reveals itself.”

Jean Reed, author of the landmark Home School Source Book, shared the satisfaction she and her late husband Donn found in being authors: “Writing, revising, and updating The Home School Source Book is our way of sharing a lifestyle that has been immensely rewarding for us. The most rewarding things about writing about homeschooling is seeing someone’s face light up with the understanding that they really can do this.”

We glimpse that sense of having done a good job when HEM readers applaud the articles we publish. It’s rewarding to present the how’s and why to’s of homeschooling in a clear and understandable way. But there’s a flip side, the danger of setting oneself up as an authority, which is perhaps more a concern to book authors than to magazine publishers.

David Albert, author of And the Skylark Sings with Me, cautions in his new book: “Don’t take anything I write for granted. Test it against the light of your own experience, experimentally. We are all big kids here, and we’ve earned the right by shouldering the responsibility.”

David’s experiences at homeschooling conferences indicates that such advice often goes unheeded: “…Often, about 20 minutes into the question-and-answer period, someone will ask me which math curriculum she should use with her seven-year-old son.

“I am disappointed by the question, but I am no longer surprised by it. I am, for better or worse, a homeschooling ‘expert’ and should therefore be able, at least in an advisory capacity, to provide the same kind of answers to a homeschooling parent that a school board provides to a second grade schoolteacher.

“But I don’t know anything about her seven-year-old or the context of her homeschooling efforts. I don’t know if he even wants to be learning math just now, and, if so, why, or, really, if he should be.”

David’s words are echoed by another well-known homeschooling writer, Mary Griffith, author of The Homeschooling Handbook and The Unschooling Handbook. Mary wrote to me about her experiences as an author: “What startled me most–and still does–is the extent to which some people began to view me as some sort of reliable authority. I’d expected that from the general press, but not so much from homeschooling parents. Here I was writing books that essentially said (I thought) that we all get to figure out for ourselves what works best with our own families, and that that’s half the fun of the whole process, and still I get questions like, ‘How many math problems should I make my daughter do?’ and ‘Which TV programs should I forbid my son from watching?’ Maybe it’s just that having written books means that I’m always supposed to be sure about what we’re doing homeschooling, that Famous Homeschool Authors (that’s my daughter Kate’s official terminology for my author persona) never suffer doubts or panic attacks–that somehow I’m supposed to be able to make that supposed imperturbable self-assurance rub off on non-’expert’ homeschooling parents.”

Linda Dobson, author and editor of almost a dozen homeschooling books, recognized this trend toward wanting answers from experts and professionals, and she writes about her acclaimed Homeschooling Book of Answers: “I think I was very lucky that one of my first books was to be called a ‘book of answers.’ I was invited to write it myself, but with a title like that? As a homeschool insider, I knew I didn’t have all the answers! It seemed only right to get answers from others who also realized they didn’t personally have all the answers, either, just their own experiences to share to hopefully help families new to homeschooling. I worked hard to keep the word the publisher naturally wanted to use (‘experts’) out of the title. It was important that readers view these folks as simply other homeschooling families who experimented and found something that worked, rather than folks who were giving ‘the final word’ on how others should go about the act.”

David Albert explains how he resolves the dilemma of parents seeking answers from him: “…as would happen during the Q&A and happens again even as I write this, I realize how uncharitable I can be. For there was a time when my wife Ellen and I would have thought that what we had to be about was reproducing school at home, only better (and sans dodge ball!). Luckily for the kids, and for us, our children had drilled us well enough in the second curriculum (listening), we out grew our infantile fixations and turned into listeners! And since neither Aliyah nor Meera had experienced school, they trained us in a whole new repertoire, one that placed in the forefront their need for learning and for being, rather than ours for teaching. I would like to see this book do its part to short-circuit that process for others, or I wouldn’t be writing it.”

This – and Linda’s insight – makes sense to me, and it’s what we try to do in every issue of Home Education Magazine. We try to “short-circuit the learning process,” as we bring our readers articles from “other homeschooling families who experimented and found something that worked.”

We may someday put our experiences into a book, but it will be simply a book about the discoveries our family made through the years, what we found that worked, and how we dealt with the situations that didn’t work. When we write we’ll keep in mind David Albert’s sage advice to his readers: “I take full responsibility for everything that is written here, and none whatsoever for how you decide to use it.”

© 2002 Helen Hegener

As a writer I work with the precise meanings of words. Control and mastery are important when one is trying to convey an idea, an emotion, or an experience. Realizing many years ago that writing was a very controlled activity, and seeking an alternative which might help me loosen up my thinking and perspective, I turned to watercolor painting. I’ve always loved the free and easy look of a good watercolor, the translucent hues and deep layers of color, and I’ve occasionally even wished I’d spent the last 40 years playing with paints instead of words. But taking heart in the knowledge that it’s never to late to start doing something you love, I took up learning to paint with watercolors a few years ago.

While preparing for a recent trip to Alaska I tossed in my watercolor tools and one of my favorite books, Gordon MacKenzie’s The Watercolorist’s Essential Notebook (North Light Books, 1999). While MacKenzie’s work comes close to the kind of painting I’d love to become good at, and his writing style makes everything clear and easy to understand, it’s a larger book than I normally select when traveling. This particular trip was to be a short, fast one; I was traveling light, with only my computer and a small backpack. I’ve read the book dozens of times already, so I was a little puzzled – even as I packed it – as to why I selected it for this trip. The reason was to be found in the book itself. It was intuition at work.

It was several days into the trip before I finally reached for MacKenzie’s book, thinking I’d read what he had to say about capturing the evasive quality of light on water. But as I read I kept making other connections. His writing had me thinking of children and families and learning instead of painting. Confused, I started playing with his writing in my mind, substituting words, translating meanings. What was I seeing here? And why?

In his introduction MacKenzie writes “…Watercolors are not recommended for those who are unwilling to relinquish the role of ‘master.’” He counsels that the would-be artist become, instead, “a partner in the process” of creating a painting. Hmm. That seems true of homeschooling. He goes on: “In this medium you must be willing to play the role of both patient director and alert stagehand, while the pigment and water are free to perform their magic. Try to push this medium around, and it quickly loses its charm, its transparent radiance and its life.”

Hmm again. How often have we advised parents to act as facilitators rather than directors of their childrens’ learning? I know I’ve often written that learning happens best when the learner is encouraged rather than instructed. These were interesting parallels: the comparisons between what MacKenzie was telling me about painting and what we’ve been telling parents about homeschooling for 20 years. MacKenzie explains “…Unlike a book of rules that tend to close our minds, this is a collection of principles, concepts, and general information designed to expand the creative process.” He writes that much of his material is based on “common sense, visual perception, and your own innate sense of design.”

I’ve often written that homeschooling is based on common sense, parental perception, and one’s own innate sense of what one’s children need. MacKenzie goes on: “We all embrace an individual sense of what ‘feels right’ that also seems to reflect an unconscious universal consensus.” This made sense to me when I thought about how new homeschooling parents almost instinctively know how to teach their kids to read, or how little advanced mathematics is really necessary.

MacKenzie advises, “The hardest part about this is believing in your ability to do it. The second hardest part is shutting off that little left-brain voice that says ‘This is stupid. It won’t work.’ It takes courage to step into the unknown and trust what you find…”

How many times have I written those very words to parents worried about whether or not their children will ever learn to read? It takes courage to step into the unknown. And yet just as MacKenzie advises me to let go and trust the process of water and paint and paper, so I’ve often advised parents to let go and trust the process of children and exploring and learning. If letting go of a little paint and water takes courage, how much more courage must be involved when one knows the letting go will affect their child’s future?

MacKenzie says one should listen to their intuitive sense, but cautions “This is a major challenge, because it means trusting and believing in your own good judgment.” This is also something I’ve written about many times in relation to homeschooling. In fact trusting their own judgment is often the first major hurdle many new homeschoolers face. In How Children Learn, John Holt wrote: “All I am saying in this book can be summed up in two words: Trust Children. Nothing could be more simple, or more difficult. Difficult because to trust children we must first learn to trust ourselves, and most of us were taught as children that we could not be trusted.”

In painting, as in homeschooling, there’s no reason to set off unprepared, and MacKenzie advises planning ahead, having a general idea where you want to go, and wisely counsels that you must “accept destinations that are not quite the way the brochure describes them but nevertheless quite acceptable.” In other words, be aware that your darling daughter might decide to become the captain of a charter fishing boat!

Gordon MacKenzie writes that it always amazes him how people will travel great distances to his workshops and pay hard-earned money for materials and instruction “…just so they can study the effects of drying water.” He continues, “Along with a little pigment and manipulation, that’s about all that’s happening with watercolor. Think about it.”

I did think about it, and I came to the realization that it has always amazed me that people will travel to homeschooling conferences and workshops and pay out hard-earned money for materials and instruction just so they can study how to live with their children. Along with helping them learn about the world around them, seeking understanding, and building a framework for continuing to learn and explore throughout one’s life, that’s about all that’s happening with homeschooling. Think about that.

©2002 Helen Hegener and Home Education Magazine

That line practically jumped off the screen at me as I scrolled through a 1999 interview I did with homeschooling mother Marty Layne, of Victoria, British Columbia, Canada. Marty had just written an encouraging and thoughtful book on homeschooling, Learning at Home: A Mother’s Guide to Homeschooling (1999, Sea Change Publications), and in our interview she shared her perspectives on homeschooling and mothering.

The quote above came when I asked Marty this question about her book:

The back cover text for your book says it is “as much about establishing good relationships with children as educating them.” Would you discuss that idea a little? Specifically, don’t all caring parents seek to establish good relationships with their children? Isn’t it simply a part of good parenting, or did you have something else in mind?

Marty replied:

“Yes, that’s right, establishing good relationships with children is important to all parents. My hope in putting that quote on the back of my book was to encourage parents who are not considering homeschooling to also read my book. Many of the people who have read my book tell me that it is the parenting, the mothering information that they find the most valuable. One woman said in her review that she almost wished that the title were Learning at Home: A Mother’s Guide without the homeschooling so that more parents would read it whatever their choice of education for their children.

Every parent wants to establish good relationships with their children whether they are homeschooling or not. The things that can make mothering and homeschooling so special is that one has time to spend with one’s children. We get to know our children as they grow. We watch them as they learn to master all kinds of skills from reading to riding bikes or driving a car. There is an intimacy we share that comes from sheer time spent together in everyday things like cooking a meal or raking leaves.

“The more separation there is the more difficult it is to have this opportunity to learn through doing. This is difficult to understand for those who have had a lot of separation from their children. They have no picture of anything else. Of course they interact with their children when they are together, but they often have no way to picture a more extensive amount of time together.

“I think The most difficult issues facing parents is how to make the time to get to know who their children are. Many children have no one who really knows them. For many children, a teacher knows more about them than their own parents. This seems sad to me.

Marty’s words are as true today as they were over ten years ago. There is an intimacy which comes from simply spending time together, and one of the most valuable aspects of homeschooling is the time it affords families to spend in the company of each other.

Read the entire interview with Marty Lane, in which she talks about how John Holt influenced her thinking, how she and her husband came to “the intellectual decision to homeschool,” why she says “original thinkers are in short supply,” and what she means by “mother time.”