Pioneer Christian Monthly - September, 1990

Home Schooling
Eileen Moerman

Ten years ago we made a decision to keep our children home from school until grade five or six. It was not a rash decision, but one that had been reached after much reading and research.

Our oldest child was just completing first grade when we were introduced to home schooling through an interview of Dr. Raymond Moore by Dr. James Dobson. This interview explained research concerning the readiness of children for formal school settings. Based on extensive scientific research, Dr. Moore concluded that due to the physical, mental and emotional maturing that takes place between the ages of ten to twelve, children are more capable of handling the school system's style of education at these ages than they are at age five or six. Early formal schooling presents certain freedoms not possible at home; an abundance of toys and equipment and the absence of chores may make children resentful of home restrictions before they are able to understand the reasons for the differences. Dr. Moore refers to this as the "dessert and vegetable" principle.

The more we read about home schooling for the early grades, the more we were convinced we should do it. Finding that Ontario laws make such a venture legal, made our decision easier. In Ontario, according to Section 20, 2 of the Ontario School Attendance Laws, "a child is excused from attendance at school if, a) he is receiving satisfactory instruction at home or elsewhere."

Before our oldest was due to enter second grade, we contacted the local school and informed them of our decision to keep our children home. We explained the reasons why and agreed to co-operate with regular testing for progress. This testing varies from county to county, some not requiring it at all. The officials didn't exactly wish us success, but they weren't going to hinder us either.

In keeping with the better late than early concept, we didn't use any regular curriculum for our first year of home school. By using everyday home activities as the basis for early education, our children would learn through real life situations. The kitchen proved a very convenient learning centre. Our children were ages two, four, six, and eight during that first year and baking bread was a highlight. The measuring, scooping and recipe adjusting were providing our math class. The little ones were learning to count with forks and spoons while they helped set the table. Kitchen work of course was just part of the regular laundry and cleaning house. Our days were not all work though - everyone needs recess.

The next year we ordered grade three books from a Christian curriculum supplier and set up school at home. After basic morning chores, class was held for two to two and one half hours. Following lunch, we would do a major chore such as laundry or baking, and had play time. Two years later we had grades one, three, and five. Our six year old wanted to be included so she would do a half hour or so of grocery-style workbooks. Over the years, our oldest has re-entered the system and has just completed grade nine. Our six other children are still at home.

Re-entry always brings up the question of social adjustment. Early formal schooling is often a reason used to give a child opportunities to learn to get along with others. My question was, how can fifteen to twenty, six year olds, who are generally "me first" in attitude, help each other to learn to share? Do we simply want children to make acquaintances or do we want them to develop a concern and consideration for others? Children who work and play with their parents in a one-to-one relationship at home, have more opportunities to develop positive character traits. Traits such as neatness, order, dependability, kindness and concern for others leads to a positive self-concept, which is the foundation for self-confidence and se"f-control which, in turn, is the best basis for unselfish sociability and responsible citizenship.

We have continued to home school past the age of ten for reasons that go beyond those regarding the early developmental needs of children. In keeping with God's plan for families to produce godly generations, we are committed to building a strong family based on God's value system as presented in the Bible. Satan has greatly increased his activities in recent years and the traditional family is one of his primary targets. In order to develop and maintain the concept of the family in a Biblical framework, and because the public education system, under Satan's attack has become increasingly hostile to God and His absolutes, we have felt compelled to continue what was a short term project.

Regardless of the education system your children are in, as a parent you need to be teaching your children a godly value system - where right and wrong are clearly defined - where a child will learn to serve God first no matter what career is chosen. If you should consider home schooling, do a bit of reading about it. Home-Grown Kids and Better Late Than Early by Dr. Moore as well as other books about home schooling, offer excellent ideas about raising a family and understanding children.

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