Homeschooling is radical, in the root sense of the word: in Latin, radicus means root. Compulsory schooling (forced attendance), and now, in the twenty-first century, compulsory education (forced learning) are very recent petals and offshoots of the root way humankind has historically nurtured its young into responsible adults and active citizens. Family, community, religious institutions, and work were all integrated into the daily lives and upbringing of children... The concept of universal compulsory schooling is a very recent idea, one that is not even two hundred years old, yet we act as if it is an ancient, sure-fire way to make sure our children 'learn something.'

The home-schooling movement has quietly grown to a size where one and half million young people are being educated entirely by their own parents; last month the education press reported the amazing news that, in their ability to think, children schooled at home seem to be five or even ten years ahead of their formally trained peers.

Homeschooling works because schooling is not the same thing as education. School is not the only place to learn, to grow up. Universities and colleges recognize this fact whenever they admit homeschoolers who have never attended school.

About 1500 it seemed as if Europe was about to cast off at one effort the slough of feudal barbarism, and to step at once into the fair inheritance of the wisdom and culture of the ancient world. The Church led the van, and smiled on free inquiry and the new learning. About the third decennium of the century the resistance of the obscurantists was organised, the Catholic reaction set in, and nascent humanism was submerged beneath the rising tide of theological passion and the fatal and fruitless controversies of Lutheran, Calvinist, and Catholic, to the rival cries of the Bible and the Church. The " sacrificio d'intelletto " of Loyola took the place of the free and rationalising spirit with which Erasmus had looked out upon the world of men.

The young people who now proposed to devote themselves to intellectual studies no longer took the term to mean attending a university and taking a nibble of this or that from the dainties offered by celebrated and loquacious professors who without authority offered them the crumbs of what had once been higher education.

Unschooling is first and foremost an educational approach. Unschooling was not created by Holt, nor propagated by my colleagues and me since Holt's death in 1985, to be an ideological parenting method, though I think unschooling certainly informs one's parenting. Just as we trust children to discover and learn things in their own way, so, too, can parents be trusted to figure out how unschooling will work in their family and adapt it to their relationships with each of their children.

The way of education leads away from home. That is what we learned from our children’s education.

Universities are no longer institutions of scholarship. They are revolutionary seminaries. Their product is cadre.

The thing that people have to realize is there's homeschooling and there's home education. Homeschooling is best described as doing homework with your child that he or she is assigned by a school teacher. Home education is parent-lead learning. The goal of a home educator is to instill and cultivate a love for learning that will last a lifetime.

It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They'd never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning's sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. In one sense Amelia and her colleagues had never been more needed, never had such an opportunity to show their quality.

There was a time when educators became famous for providing reasons for learning; now they become famous for inventing a method.

To be changed by ideas was pure pleasure. But to learn ideas that ran counter to values and beliefs learned at home was to place oneself at risk, to enter the danger zone. Home was the place where I was forced to conform to someone else’s image of who and what I should be. School was the place where I could forget that self and, through ideas, reinvent myself.

The experience observed in about nine months since Covid-19 pandemic spread to Rwanda when children have been at home because of the pandemic, shows that homeschooling could be an option to the formal education approach in schools.

The university system in 2014, it's like the Catholic Church circa 1514... You have this priestly class of professors that doesn't do very much work; people are buying indulgences in the form of amassing enormous debt for the sort of the secular salvation that a diploma represents. And what I think is also similar to the 16th century is that the Reformation will come largely from the outside.