As we approach college applications as homeschoolers, we are often asked to explain our choice in education. What follows is a personal essay for a particular student. I thought it might be helpful and enlightening.

Why we chose to homeschool and our homeschooling philosophy

Zack is the second of three children. His older sister attended school, affording me the opportunity to spend three plus years volunteering in the Kindergarten classroom while Zack toddled at my side and my daughter progressed through third grade. Over this period, I watched and learned how the children were taught to read and write, how mathematics was introduced. I observed firsthand the benefits children derive from school, as well as the drawbacks, in one of the top elementary schools in the City of Philadelphia.

The school environment certainly provided structure and ample intellectual and creative stimulation. However, there were also some unexpected byproducts of mass education which caused me to hesitate. This was a time when the label “ADHD” was on the upswing – children were routinely placed on drug regimens, especially boys. This troubled me. I was also alarmed by the aggressive and violent behavior displayed by young children both in the classroom and on the playground. The social ills of our society were like beacons of distress shining brightly in the schools.

Because we participated in the city’s desegregation program, we were required to indicate our school choice for Zack the year before he was to enter Kindergarten. We weighed the decision and chose to hold off on Zack’s formal education for a year. (Note: At that time, compulsory education was age eight in Pennsylvania.) We felt we could provide the needed Kindergarten education at home and one more year at home would give him added maturity to handle inner city social pressures. So, our initial decision to homeschool Zack was a temporary one. This was our first foray into homeschooling.

As the school year progressed, systemic problems within the Philadelphia Public Schools escalated. Zack’s sister experienced several years of teacher upheaval and tumult while an innovative and experienced principal was rendered powerless to alter classroom conditions due to a mighty teachers’ union and bureaucratic roadblocks – problems not isolated to a particular school, teacher or principal but virulent and endemic throughout the system. We now brought home his sister and committed to finding a better way to educate both our children.

We questioned what we were doing. How could we teach our children as we were not certified teachers ourselves? We examined and evaluated what it means to be “educated”. We concluded that reading and writing and thinking and experiences and exposure to life and discussions constituted the best education possible. We strove to cultivate not only academically competent, contributing members of society but also well-rounded individuals who would think. We lived in a city thriving with culture and diversity and it became our classroom. We utilized available resources and created new one ones to address academic, physical and social needs. Over the years we discovered homeschooling to be a viable and vibrant alternative education.

Zack’s education was dominated by an unschooling philosophy. While we used math curriculum after he conquered basic mathematical concepts, learning was largely developed around opportunity and his interests both independently and with others. Children learn from everything and we embraced this belief. We learned to let go of our own schooled experiences and to trust our son to learn. We did not coerce learning because someone said something should be learned at a certain age. We allowed Zack to develop on his own timetable.

Homeschooling in our home (though frequently outside of the house) meant being engaged in something productive – be it knitting, music, a poetry workshop, math, cooking, story writing, pottery, reading, trips to museums, group learning, imaginative play, dialogue, drawing, a history club, baseball, learning to make maple syrup, or anything else that involved thought or activity. Our son was free to choose. His education was not un-directed but self-directed, with a bit of suggestive nudging. If he was receptive, we pursued it. If he was reticent, we put it aside until another day when he was ready.

Our move to Florida caused us to revisit our decision to homeschool. Zack was now 11 years old, almost 12 and technically entering sixth grade. The public schools in our new town were touted as the best in the state. We asked Zack what he thought about going to school. His response was less than enthusiastic. He was perfectly content to learn at home. Florida also provided a new avenue for learning – an online school, Florida Virtual School (not to be confused with other similarly named virtual schools which operate very differently) with course offerings a la carte. Zack was open to testing the waters of a virtual school.

We continued to supplement his education at institutes of science, arts organizations, athletic facilities, homeschool cooperatives, musical venues, theater performances and with continued writing and reading. With time our free-choice, engage-in-something-productive education was slowly replaced by more formal learning, albeit via the computer. Now four years later, Zack chooses to pursue his high school education as a full-time, dual-enrolled student at a local college, at least for this school year. We are fortunate to reside in a state with enlightened home education laws. It makes all the difference.

Homeschooling provides a feast of knowledge supplying ample nutrition while catering to individual tastes. The menu changes to suit dietary needs and cravings. When someone is hungry, offer them food. When someone is thirsty, offer them drink. When someone is full, suggest a walk. Don’t worry. Our appetites never cease to return. This is how we approach homeschooling.