from How Children Learn by John Holt
This is perhaps my favorite quote on homeschooling, by permission:
….(healthy children’s learning) “leads them out into life in many directions. Each new thing they learn makes them aware of other new things to be learned. Their curiosity grows by what it feeds on. Our task is to keep it well supplied with food, (which) doesn’t mean feeding them, or telling them what they have to feed themselves. It means putting within their reach the widest possible variety and quantity of good food–like taking them to a supermarket with no junk food in it (if we can imagine such a thing)….
“Let me sum up what I have been trying to say about the natural learning style of young children. The child is curious. He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people doing. He is open, receptive, and perceptive. He does not shut himself off from the strange, confused complicated world around him. He observes it closely and sharply tries to take it all in. He is experimental. He does not merely observe the world around him, but tastes it, touches it, hefts it, bends, breaks it. To find out how reality works, he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He can tolerate an extraordinary amount of uncertainty, confusion, tolerance, and suspense. He does not have to have instant meaning to any situation. He is willing and able to wait for meaning to him–even if it comes very slowly, which it usually does. Children even as young as two want not just to learn about but to be part of our world. They want to become skillful, careful, able to do things and make things as we do In talking, reading, writing, and many other things they do, children are perfectly able, if not hurried or made ashamed or fearful, to notice and correct most of their own mistakes….
“What is lovely about children is that they can make such a production, such a big deal, out of everything, or nothing. From my office I see many families walking down Boylston Street with their little children. The adults plod along, the children twirl, leap, skip, run now to this side and now to that, look for things to step or jump over or walk along or around, climb on anything that can be climbed.
“I never want to be where I cannot see it. All that energy and foolishness, all that curiosity, questions, talk, all those fierce passions, inconsolable sorrows, immoderate joys, seem to many a nuisance to be endured, if not a disease to be cured. To me they are a national asset, a treasure beyond price, more necessary to our health and our very survival than any oil or uranium or–name what you will.
“One day in the Public Garden I see, on a small patch of grass under some trees, a father and a two-year-old girl. The father is lying down; the little girl runs everywhere. What joy to run! Suddenly she stops, looks intently at the ground, bends down, picks something up. A twig! A pebble! She stands up, runs again, sees a pigeon, chases it, suddenly stops and looks up into the sunlit trees, seeing what?–perhaps a squirrel, perhaps a bird, perhaps just the shape and colors of the leaves in the sun. Then she bends down, finds something else, picks it up, examines it. A leaf! Another miracle.
“Gears, twigs, leaves, little children love the world. That is why they are so good at learning about it. For it is love, not tricks and techniques of thought, that lies at the heart of all true learning. Can we bring ourselves to let children learn and grow through that love?…
“All that 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 trust ourselves–and most of us were taught as children that we could not be trusted. And so we go on treating children as we ourselves were treated, calling this ‘reality’ or saying bitterly, ‘If I could put up with it, they can too’.
“What we have to do is break this long downward cycle of fear and distrust, and trust children as we ourselves were not trusted. To do this will take a long leap of faith–but great rewards await any of us who will take that leap.”
We believe we can. Thus our approach to learning has been quite unstructured by school standards. We are confident that our son will eventually be exposed to virtually all the same subjects as schooled children are, though not necessarily in the same order, at the same rate, nor with exactly the same intensity.”