Chapter 1 The Roots of Homeschooling: From Ancient Tradition to Modern Choice

Chapter 1 The Roots of Homeschooling: From Ancient Tradition to Modern Choice

(Mandarin version of this article.)

Long before school bells rang and yellow buses rolled through neighborhoods, children learned at home. Homeschooling, far from being a recent phenomenon, has deep roots in human history. In fact, it was once the only form of education.

🏛️ Ancient Foundations: Learning Begins at Home

In ancient societies, education was deeply woven into daily life. Children were taught by parents, elders, or private tutors. They learned practical skills—farming, weaving, storytelling, or hunting—through observation, imitation, and conversation. Formal schooling, as we know it today, was rare and mostly reserved for the elite.

  • In ancient Greece, upper-class boys were often tutored at home until adolescence before attending academies under philosophers like Plato or Aristotle.
     
  • In ancient China, Confucian ideals emphasized the family as the core place for moral instruction. Private tutoring by scholars was common for children of wealthy families.
     
  • In medieval Europe, noble children were educated at home by governesses or priests, while peasants learned trades from parents or apprenticeships.
     

In all these civilizations, home education was the default, and formal education was not available until much later in time. 

📜 The Tutor-Master Model

For much of history, especially in wealthy families, education was delivered by private tutors or masters—men and women who would disciple children in subjects ranging from arithmetic to poetry, theology to etiquette. This model persisted into the Renaissance and Enlightenment, with children of royalty and aristocracy often raised in homes with libraries and resident scholars.

🏫 The Rise of Mass Schooling

The modern concept of school—compulsory, standardized, classroom-based—emerged in the 18th and 19th centuries, particularly in Prussia and England. The goal was to create disciplined, literate citizens who could serve industrial economies and national governments.

  • During the Industrial Revolution, schools were seen as tools for training factory workers and instilling obedience.
     
  • In England, state-sponsored schooling expanded in the late 1800s, followed by similar developments in the United States.
     
  • Compulsory education laws spread across the Western world, pushing homeschooling into the margins—viewed increasingly as antiquated or even suspicious.
     

🏡 Homeschooling in Modern Times

Although public schooling became dominant, homeschooling never fully disappeared. In rural areas, families often continued educating children at home due to distance or cultural preference. In the U.S., the modern homeschooling movement began gaining momentum in the 1960s and 70s, led by educational reformers like John Holt and Raymond Moore.

Originally embraced by both progressive educators and religious conservatives for different reasons, homeschooling became a legal option in all 50 states by 1993.

A Return to Roots

In a way, the rise of modern homeschooling is a return to the very roots of education: learning shaped by family, guided by parents/mentors, and tailored to the needs of the child. With the help of online tools, co-ops, and curriculum providers, families today can reclaim the age-old tradition of home-centered learning in a new and flexible form.

🧭 Conclusion

Homeschooling was the original form of education. For millennia, children were educated at home or by tutors, with formal institutions reserved for colleges. What we see today as a homeschooling "movement" is not a new invention, but a revival of one of humanity’s oldest and most natural ways of teaching the next generation.

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7月10日 诗篇8:1-9 箴言 18:23-24

7月10日 诗篇8:1-9 箴言 18:23-24

English 1. 当你读到“耶和华我们的主啊,你的名在全地何其美!”(《诗篇》8:1,9)时,心中浮现出什么情感?当你感到渺小或不堪重负时,默想神的威严如何帮助你更新情绪? 2. 你认为大卫为何对神竟“顾念”人类并“眷顾”他们(《诗篇》8:4)感到如此惊奇?对神关怀的意识如何重塑你对自身价值的看法? 3. 《诗篇》8:2提到婴孩和吃奶的因着神设立了能力。这节经文如何挑战人们对权力与影响力的普遍观念?又如何安慰一个感到沮丧或不自信的心? 4. 根据《诗篇》8:6–8,神将管理万物的权柄赐给人类。当你情绪低落、感到自己微不足道时,这个崇高的呼召如何影响你对人生使命的理解? 5. 《诗篇》中所表达的谦卑,与当今社会常见的自我宣传形成怎样的对比?当你拥抱谦卑的态度时,这如何帮助你恢复情绪的平衡与内心的安息? 6. 《箴言》18:23中提到穷人用恳求的话说话,

By cislyu
7月9日 诗篇7; 箴言18:22

7月9日 诗篇7; 箴言18:22

English 1. 大卫将自己的案件交托给神的审判台。在你生命中,哪些情况是你现在需要交托给神,而不是继续情绪化地反复思考的?(请思考大卫是如何面对恐惧、不公与愤怒的,这对我们今天的情绪健康有何启示?) 2. 在《诗篇》7:1–2中,大卫为何立刻转向神寻求庇护,而不是自己动手解决问题?这教导我们当感到压迫或受冤时,应当首先转向谁? 3. 根据《诗篇》7:3–5,大卫愿意让神察验他。这揭示了他怎样的正直品格与对神公义的信靠?你愿意被神这样察验吗? 4. 在《诗篇》7:6–11中,神的性情被如何描述?尤其是在祂如何审判恶人和义人方面? 5. 《诗篇》7:11说,“神是义的审判者,又是天天向恶人发怒的神。”我们如何调和神每日向恶人发怒这一点与祂的慈爱与忍耐? 6. 大卫如何从哀求转向在《诗篇》7:17中的赞美?你认为敬拜能否改变我们的情绪状态? 7.

By cislyu