Three good recent articles on learning and unschooling in the home:

• David Friedman (2007-12-04): Home Unschooling: Theory

  Our approach starts with the fact that I went to a good private school, my wife to a good suburban public school, and both of us remember being bored most of the time; while we learned some things in school, large parts of our education occurred elsewhere, from books, parents, friends, projects. It continues with some observations about the standard model of K-12 schooling, public and private:

  1. That model implicitly assumes that, out of the enormous body of human knowledge, there is some subset that everyone should study and that is large enough to fill most of thirteen years of schooling. That assumption is clearly false. Being able to read and do arithmetic is important for almost everyone. Beyond that, it is hard to think of any particular subject which there is a good reason for everyone to study, easy to think of many subjects outside the standard curriculum which there are good reasons for some people to study.

  2. It implicitly assumes that the main way in which one should learn is by having someone else tell you what you are going to study this week, what you should learn about it, and your then doing so.

     ….

  3. A related assumption is that you learn about a subject by having someone else decide what is true and then feed it to you. That is a very dangerous policy in the real world and not entirely safe even in school–many of us remember examples of false information presented to us by teachers or textbooks as true. A better policy is to go out looking for information and assembling it yourself.

• David Friedman (2007-12-04): Home Unschooling: Practice

  When our daughter was about ten there was a class, lasting somewhat over a year, in math. It started assuming the students knew nothing, ended with the early stages of algebra. That is pretty much all of the formal instruction either of them had. In addition, we required them to learn the multiplication tables, which are useful to know but boring to learn. That, I think, was the closest thing to compulsory learning in their education.

  How did they get educated? They both read a lot, and although some of the books they read were children’s books, pretty early they were also reading books intended for adults. … But the largest part of their education, after reading, is probably conversation. We talk at meals. We talk when putting one or the other of them to bed. …

  What is the result? Our daughter will enter college knowing much more about economics, evolutionary biology, music, renaissance dance, and how to write than most of her fellow students, probably less about physics, biology, world history, except where it intersects historical novels she has read or subjects that interest her. She will know much more than most of them about how to educate herself. And why.

• Heart @ Women’s Space/The Margins (2007-12-05): Raised in the Revolution: Radical Women Homeschooling Boys

  There are quite a number of youngsters being homeschooled in progressive families, including by radical feminists and lesbian feminists. I have been homeschooling for 24 years now; my two youngest, Sol, 12, and Maggie, 9, are still being homeschooled and have never gone to a regular school. It's an interesting thing, raising children away from the sexism, racism, classism, lesbophobia, and other destructively socializing influences of school kids and school hierarchies of all kinds, with a commitment to seeing to it that your children spend time with with others who are being raised as they are. V's son, shown in the video, goes to Brother Sun camp at the Festival every year, a camp for boys ages 5-10 years. My daughter, Maggie, goes to Gaia girls each August. In settings like this, children raised in the revolution find encouragement and support.

  V has graciously given her permission for the posting of this video. I will allow comments but want to remind everyone that V is a real person to me, a member of a women's community I value. I'd ask you to keep that in mind in commenting. V's son, Parker, is giving a report about his friend, Alix Olson, also a member of the Michfest community. Watch it all the way through the different "takes" — I think you'll enjoy it!

  None of us involved really knows what the results of this quiet revolution we have undertaken will be. But, that is the way with all revolutions– they take on lives of their own which are outside of any individual's immediate control. I do find reason to feel hopeful about the potential for change in the world which resides in this particular revolution, for so many reasons. I am about to blog its dark side, as I have before, but before I do, I wanted to post this.

Here’s an interesting passage I noticed in an article in the New York Times Magazine, which was mostly about companies trying to sell fancy new mattresses.

The story of our ruined sleep, in virtually every telling I've heard, begins with Thomas Edison: electric light destroyed the sanctity of night. Given more to do and more opportunity to do it, we gave sleep shorter and shorter shrift. But the sleep that we're now trying to reclaim may never have been ours to begin with. It's a myth, A. Roger Ekirch, a professor of history at Virginia Tech, told me. And it's a myth that even some sleep experts today have bought into.

… More surprising still, Ekirch reports that for many centuries, and perhaps back to Homer, Western society slept in two shifts. People went to sleep, got up in the middle of the night for an hour or so, and then went to sleep again. Thus night — divided into a first sleep and second sleep — also included a curious intermission. There was an extraordinary level of activity, Ekirch told me. People got up and tended to their animals or did housekeeping. Others had sex or just lay in bed thinking, smoking a pipe, or gossiping with bedfellows. Benjamin Franklin took cold-air baths, reading naked in a chair.

Our conception of sleep as an unbroken block is so innate that it can seem inconceivable that people only two centuries ago should have experienced it so differently. Yet in an experiment at the National Institutes of Health a decade ago, men kept on a schedule of 10 hours of light and 14 hours of darkness — mimicking the duration of day and night during winter — fell into the same, segmented pattern. They began sleeping in two distinct, roughly four-hour stretches, with one to three hours of somnolence — just calmly lying there — in between. Some sleep disorders, namely waking up in the middle of the night and not being able to fall asleep again, may simply be this traditional pattern, this normal pattern, reasserting itself, Ekirch told me. It's the seamless sleep that we aspire to that's the anomaly, the creation of the modern world.

… Our peculiar preference for one well-organized hunk of sleep likely evolved as a corollary to our expectation of uninterrupted wakefulness during the day — as our lives came to be governed by a single, stringent clock. Eluned Summers-Bremner, author of the forthcoming Insomnia: A Cultural History, explains that in the 18th century, we start overvaluing our waking time, and come to see our sleeping time only as a way to support our waking time. Consequently, we begin trying to streamline sleep, to get it done more economically: We should lie down and go out right away so we can get up and get to the day right away. She describes insomniacs as having a ruthless ambition to do just this, wanting to administer sleep as an efficiency expert normalizes the action in a factory. Certainly all of us, after a protracted failure to fall asleep for whatever reason, have turned solemnly to our alarm clocks and performed that desperate arithmetic: If I fall asleep right now, I can still get four hours.

Nevertheless, while it may be at odds with our history and even our biology, lie-down-and-die is the only practical model for our lifestyle. Unless we overhaul society to tolerate all schedules and degrees of sleepiness and attentiveness, we are stuck with that ideal.

— Jon Mooallem, New York Times Magazine (2007-11-18): The Sleep-Industrial Complex

Besides grousing about one of my linguistic pet peeves — the sloppy misuse of the idiom ____________-industrial complex, the only other thing that I’d like to add is that filing the institutions that currently structure most Americans’ sleep patterns under the vague label of our lifestyle tends to obscure the issue. Depending on your age, the two main institutions that regiment your sleeping schedule are either (1) school, or (2) your job. The first has little to do with lifestyle choices; it’s something that’s forced on children by both their parents and by the government for a good 10-12 years of their lives. After a decade or more of forced training, the job you take is nevertheless a matter of adult choices. But the economic and political environment that structures and constrains those choices — and tends to favor centralized, regimented, official forms of employment not only through cultural prejudice but also through government-enforced subsidy and monopoly — deserves much more critical scrutiny than the term lifestyle conveys. In both cases, the daily schedules that we keep are no better described as an adopted style than is a straightjacket.

One of the worst things about so-called public education, i.e. government-controlled schooling, is that students are forced into an institution that they consistently find unpleasant and boring, whether or not the individual student thinks that it’s worth the trouble. That fact, combined with the fact that the victims are all young and many of them are poor or black or otherwise marked as at-risk youth in need of special surveillance and control, naturally and systematically corrupts the way that the school relates to its students. It leads administrators and political decision-makers to focus on restraining the unruly behavior of the coerced students, by making authority, control, security, and discipline top priorities. In practice this means monitoring, intimidation, and coercion. These facts in turn result in attitudes and institutional practices throughout State schools that are often hard to distinguish from those prevailing in a prison camp.

Here are three stories that have come out, just over the course of the past week, about the practices of administrators and uniformed thugs in American public schools. In particular, they are about three separate cases in which one or the other set out to maintain control over their school by physically brutalizing or sexually humiliating young women.

The first case, from Arizona, happened four years ago. It’s in the news today because the famously liberal Ninth U.S. Circuit Court of appeals recently ruled that Safford Middle School officials were within the bounds of their legitimate authority when they forced a strip-search on a 13 year old girl — because a couple of student snitches claimed that she had some unauthorized ibuprofen on her, and the Authorities had to know for sure:

Safford Middle School officials did not violate the civil rights of a 13-year-old Safford girl when they forced her to disrobe and expose her breasts and pubic area four years ago while looking for a drug, according to the Ninth U.S. Circuit Court of Appeals ruling.

The justices voted 2-1 in favor of the Safford School District on Sept. 21. The decision upheld a federal district court’s summary judgement that Safford Middle School Vice Principal Kerry Wilson, school nurse Peggy Schwallier and administrative assistant Helen Romero did not violate the girl’s Fourth Amendment rights on Oct. 8, 2003, when they subjected her to a strip search in an effort to find Ibuprofen, an anti-inflammatory drug sold over the counter and in prescription strengths.

…

The girl’s mother filed a federal law suit against the district and Middle School officials because they forced her daughter to strip down to her underwear then move her bra and panties in such a way that her breasts and pubic area were exposed. The mother also asserts that she was not notified of the impending search.

In the opinion written by Judge Richard Clifton, Based on the information available to them, defendants (Safford School District, Wilson, Schwallier and Romero) had reasonable grounds for suspecting that the search of (the girl’s) person would turn up evidence that (the girl) had violated or was violating either the law or the rules of the school.

Clifton wrote that Wilson and the others had reasonable grounds for believing the girl had Ibuprofen based on conversations with two other students.

The other students said the girl possessed Ibuprofen and had distributed the drug to others, according to the court report.

— Diane Saunders, Eastern Arizona Courier (2007-09-26): Court rules school officials acted properly in strip search

The second case is from New York, where — in order to enforce a blanket no-bags policy putatively adopted for the students own health and safety — a member of the school goon squad decided that it was O.K. for him, an adult male ex-cop, to pull 14 year old girls carrying purses out of class and interrogate them about their menstrual cycles:

Grahamsville — Several television news crews from New York City are camped outside the Tri-Valley Central School following the story in today’s Times Herald-Record about what question a school security guard asked a 14-year-old female student.

The girl was called out of class by a security guard during a school sweep last week to make sure no kids had backpacks or other banned bags.

Samantha Martin had a small purse with her that day.

That’s why the security guard, ex-Monticello cop Mike Bunce, asked her The Question.

She says he told her she couldn’t have a purse unless she had her period. Then he asked, Do you have your period?

Samantha was mortified.

She says she thought, Oh, my God. Get away from me. But instead of answering, she just walked back into class.

At home, she cried, and told her mother what happened.

It appears that at least a few other girls were also asked the same question.

On Sept. 21, Martin and other girls were called to the office of Principal Robert Worden. Lisa Raymond, the assistant superintendent for business, was also there, Martin said.

They just asked me what he (Bunce) said. I told them, and they said thanks for coming, she said.

The small Sullivan County school has been in an uproar for the last week. Girls have worn tampons on their clothes in protest, and purses made out of tampon boxes. Some boys wore maxi-pads stuck to their shirts in support.

After hearing that someone might have been suspended for the protest, freshman Hannah Lindquist, 14, went to talk to Worden. She wore her protest necklace, an OB tampon box on a piece of yarn. She said Worden confiscated it, talked to her about the code of conduct and the backpack rule — and told her she was now part of the problem.

Tri-Valley Superintendent Nancy George, who has refused to meet with any reporters today, yestedar said that when Worden, Bunce and another staffer did the bag check, they were telling students to put the bags in their lockers. The administration is investigating whether they said anything more to some girls.

I have had some parents talk to me personally, and they gave me the names of some students who were asked, she said. We’re certainly not going to make light of this. It’s a very sensitive issue, but it needs to be handled. Parents with more information should call her directly, she added.

Raymond and Worden failed to return calls yesterday for comment. Bunce was not working yesterday, and his home phone number is unlisted.

Bunce was forced to retire from the Monticello Police Department in 2002 after he and the former chief were caught running their process-serving business on village time.

School board President Lori Mickelson declined comment.

The school banned backpacks in the halls this year for two reasons, George said: Student health, because heavy bags could hurt the kids’ backs or people could trip on them; and for security concerns, felt nationwide, about concealed weapons.

— Heather Yakin, Times Herald-Record (2007-09-28): The Question’ causes furor at local high school

Clearly the Authorities concerns about small purses and their contribution teenagers’ back problems outweigh minor considerations like the dignity and sexual privacy of 14 year old girls.

The third case comes from Palmdale, California, near Los Angeles, where a member of the school goon squad slammed Pleajhai Mervin, a young black woman at Knight High School, down on a table, twisted her arm behind her back, and broke her wrist — after she refused to follow his bellowed orders to make a fourth try at cleaning up the last bits of a slice of cake that she had accidentally spilled on the lunchroom floor. According to Mervin, the uniformed thug yelled hold still nappy head at her during the course of the attack. The fifteen-year-old young woman was then ticketed for littering, expelled from school, and arrested for battery against the beefy uniformed security thug who was breaking her wrist while other security goons hovered around. Two other black students — a 14 year old boy and his 16 year old sister — were tackled, held down, shoved around, handcuffed, and arrested for daring to film what was going on using their cell phone cameras.

School security guards in Palmdale, CA have been caught on camera assaulting a 16-year-old girl and breaking her arm after she spilled some cake during lunch and left some crumbs on the floor after cleaning it up.

… The girl, Pleajhai Mervin, told Fox News LA that she was bumped while queuing for lunch and dropped the cake. After being ordered to clean it up and then re-clean the spot three times, she attempted to leave the area out of embarrassment but was jumped on by security who forced her onto a table, breaking her wrist in the process.

—Steve Watson, InfoWars (2007-09-28): School Guards Break Child’s Arm And Arrest Her For Dropping Cake

Mervin says a security guard slammed her against a table at a lunchroom at the high school and twisted her arms behind her back so violently, he broke her wrist. Her wrist is in a cast.

He put my arm behind my back and he started raising it until it hurt, so I told him, Stop, it hurts. He had slammed me on the table and told me to hold still. He called me a nappy-head, and that’s when I just started crying, said Mervin.

Mervin claims she was roughed up simply because she failed to pick up every crumb of a birthday cake she accidentally dropped on the floor of the lunchroom during a lunch-hour birthday celebration for a friend. She says she thought she cleaned up the mess, but the security guard thought otherwise.

He said, You have to come pick the rest of this cake up. So I said, I picked it up. He gets on his walkie-talkie, he got a call, so I just started walking to class, and that’s when he grabbed me, said Mervin.

Mervin says when the security guard realized he was being videotaped, he tackled the student shooting the video. She says another student captured photographs of that incident. She says the whole incident was unnecessary.

—Leo Stallworth, KABC Los Angeles (2007-09-26): High School Security Guards Accused of Excessive Force

One security guard twisted the arm of 16-year-old Pleajhai Mervin behind her back and slammed her against a lunch table, fracturing her wrist, parents said.

I want justice, said Mervin’s mother, Latrisha Majors, who also was arrested. I want justice for my daughter. I want the guards to be held accountable for their actions.

Majors and her daughter were arrested in the Sept. 18 lunchtime incident, along with Joshua Lockett, 14, who videotaped the fight, and his sister, Kenngela Lockett, 16, who also suffered a fractured wrist.

Both Mervin and Kenngela Lockett attended the protest with their arms in slings.

Joshua Lockett, who was on probation for robbery, remained in juvenile custody on suspicion of violating his probation, sheriff’s deputies said.

We come to get an education, not to be hurt by security guards, said Kenngela, who said she tried to pull guards off her brother and was hurt while being handcuffed.

One guard, whose name has not been publicly released, has been placed on leave with pay pending an investigation by the Antelope Valley Union High School District. Attempts to reach the guard were not successful.

Los Angeles County sheriff’s deputies said the guard told them he felt threatened by Mervin.

There was resistance by her, Sgt. Darrel Brown said. He went to control her.

— Karen Maeshiro, LA Daily News (2007-09-29): Rally protests security guard acts.

Mainstream media sources such as the Los Angeles Times, KABC in Los Angeles, KSN (a local NBC affiliate), and the LA Daily News have repeatedly described what happened as a tussle … between a security guard and three students, as a scuffle with security guards, a melee with security guards, mayhem, etc. This apparently is what passes for accurate description of a professional uniformed security goon battering two high school girls and a fourteen-year-old boy, while he’s backed up by another security goon hovering around the area and clearly outweighs all of his victims. You can watch part of Joshua Lockett’s video of the scuffle at MyFox Los Angeles (2007-09-26) and MyFox Los Angeles (2007-09-28).

Oh No A WoC PhD (2007-09-30) has a YouTube montage of more photos and videos from this so-called melee, and also the contact information for school and city officials.

(Stories thanks to feministing 2007-10-01, Women of Color Blog 2007-09-30, Oh No a WoC PhD 2007-09-30, The Superfluous Man 2007-09-28, Radley Balko 2007-09-28, feministing 2007-09-28, and Majikthise 2007-09-28.)

State schooling, institutional racism, blanket zero-tolerance policies, and increasing police and security presence in schools have ensured that many if not most American schools are no longer primarily places of learning. They are guarded institutions whose primary focus is on command and control.

Further reading:

• GT 2007-09-27: New York cops attack and pepper-spray trans activists
• GT 2006-11-16: Law and Orders: UCLA campus police "found it necessary" to repeatedly taser an Iranian student already lying helpless on the ground
• GT 2005-05-05: Peace Officers, redux
• GT 2005-04-26: Peace Officers
• GT 2004-11-14: Civil defense
• GT 2001-04-07: Everyone Agrees: Stop Penning Kids Up in High School

Here’s the rules:

1. Pick a quote of one or more paragraphs from something you’ve read, in print, over the course of the past week. (It should be something you’ve actually read, and not something that you’ve read a page of just in order to be able to post your favorite quote.)

2. Avoid commentary above and beyond a couple sentences, more as context-setting or a sort of caption for the text than as a discussion.

3. Quoting a passage doesn’t entail endorsement of what’s said in it. You may agree or you may not. Whether you do isn’t really the point of the exercise anyway.

Here’s the quote. This is from chapter 21 of Harry Browne’s How I Found Freedom in an Unfree World (1973).

Raising the Child

As early as possible, it’s valuable to establish relationships with your child that are similar to the relationship you have with your lover.

The child should have his own world where he is clearly the sovereign. That means a room of his own that is subject to his control alone. If he doesn’t take care of it, he’ll learn the consequences of that sooner or later. But if he’s forced to keep it as his parents wish, he’ll never discover for himself the consequences of alternative courses of action.

He should also have other property to use in whatever way he chooses. Property isn’t owned if it can be used only in approved ways.

You’ll have to decide how he’ll obtain his property. He can earn it, receive an allowance, get outright gifts, or he can receive property in any combination of these ways.

But once he receives something, it’s important that he learn to understand what it means to own something and be responsible for its preservation. He shouldn’t be taught to expect automatic replacement of any of his property that he might destroy.

The importance of his sense of ownership can be seen by observing the difficulties many adults have in dealing with the world. For close to two decades, most people are led to believe that they aren’t sovereign.

Then, suddenly, they’re thrust out into the world, and expected to make far-reaching decisions concerning their lives. It’s no wonder that they have difficulty foreseeing the consequences of their actions and fall back on any authority that appears to be competent to make decisions for them.

I believe the child will be far better equipped to face the world if he understands how the world operates right from the beginning. He can easily learn what it means to make decisions and to experience the consequences of his decisions.

This means, too, that he should be helped to understand that you have your property, also. Show him which areas are off limits to him or require permission before he can use them. Even the dining table he eats on will belong to someone; part of his arrangement with the owner can include table privileges.

Obviously, a two-year-old child won’t have an explicit understanding of these matters. But there are two ways that he can understand them at the earliest possible age. One is that he can learn by example if the entire family operates in this way.

The second way is by never being taught otherwise. For some reason, many parents seem to think it important to change systems at some point in a child’s age. They first teach him he has no authority over his life, and then try later to instill a sense of responsibility in him. In the same way, they first want him to believe that Santa Claus loves and rewards him and then later want him to understand that it’s the parents who love him. I think it would make a considerable difference if the child were never taught anything that you intend to reverse later.

It’s important that each of the three of you be a separate human being with his own life, his own interests, and his own property. None of you is living for the benefit of the others; rather, each should be there because he wants to be. And each will want to be there if it’s a setting where he can live a meaningful life of his own choosing.

It obviously isn’t necessary that each member of the family own his own washing machine, stove, and living-room furniture; nor is it necessary for permission to be requested every time a non-owner wants to use something. Various things can be made available to other members of the household on a till further notice basis. But the ultimate ownership should never be in doubt.

If these principles don’t seem attractive to you, it may be because you’ve never been married. You may never have seen the hundreds of insignificant joint decisions that preoccupy most married people.

I’ve never known a family who used these principles who didn’t find them a great relief and advantage over normal ways of handling such matters.

A Sovereign Child

If you want your child to understand that he lives in a world in which his future will be of his own making, encourage that by letting him deal directly with the world as much as possible. Let him experience the consequences of his own actions.

Naturally, you don’t intend to let him discover first hand a very dangerous consequence of something he wants to do. But it’s important to deciade in advance where you will draw the line. How far will you let him go in making his own decisions? Don’t leave it to decide each time the matter arises. Have a clearly defined policy in advance that will prevent inconsistencies.

Be available to let him know your opinions–without implying that your opinions are binding on him. Let him think of you as a wiser, more experienced person–but not as a moral authority who stands in the way of his living his own life.

Be a source of information and opinion concerning the consequences of acts. Let him learn that the nature of the world he lives in (not the attitudes of people bigger and smarter than he is) sets the limits on what he can and cannot do in the world.

If you recognize him as an individual who is allowed to learn for himself, a genuine friendship can develop between you. He’ll be willing to talk to you about his ideas, plans, and problems–because he won’t have to fear the moral retribution that most parents inflict when they disagree with their children’s ideas and actions.

Parents who fear letting their children make decisions fail to realize that their children do make decisions on their own. You can’t possibly control all your child’s actions. So the best security you can have comes from two conditions: (1) allowing the child to learn as early as possible that his actions have consequences to him; and (2) developing a friendship that will make it possible for him to come to you when he needs help.

If either of these conditions is missing, you shouldn’t be surprised if you find out about crises only after they’ve happened. A child who knows that acts have consequences and who knows that he has a wise friend will be more likely to consult his friend before risking something dangerous.

Love and understanding are important to a child. And you’ll show your love more by respecting his individuality and appreciating him for what he is, not for what you force him to be.

–Harry Browne (1973), How I Found Freedom in an Unfree World, pp. 240–243

(Via Feminist Law Professors 2007-01-10 and The Dees Diversion 2007-01-08.)

In the past, [Afghanistan experienced] a serious drought every couple of decades, but now there have two in a row, and 25 million villagers have been affected. Arranged marriages are against both civil and Islamic law in Afghanistan, but that has not stopped a number of families from selling their daughters in marriage in order to survive. The girls range in age from 8 to about 15, and some of the husbands are also very young.

The last drought caused losses of between 80% and 100% of crops, and now the cycle has begun again. Children are suffering from malnutrition, and are often going on long treks to gather water and firewood. They are eating potatoes, and boiled water with sugar, and they are dying. There have been attempts to get food to the villagers, but the heavy snows have prevented delivery. Also, members of the Taliban have attacked food convoys coming in from Pakistan. The only way for many of the Afghan people to survive is to sell their daughers.

Well. At least they’re not doing anything really awful, like growing opium poppies for willing customers.

The Afghan Minister of Agriculture recently declared that the drought was the cause of the sharp drop in production wheat, Afghanistan’s main crop.

This is inaccurate. Afghanistan’s leading cash crop is not wheat, but opium poppies. Unfortunately, the Afghan government, under the influence of the United States government’s warped narco-diplomacy, is actively trying to eradicate the one viable source of wealth in rural Afghanistan in the midst of a drought and a famine. The milder tactics involve shaking down taxpayers in order to subsidize less profitable crops. The harsher tactics involve burning or poisoning the fields. So poor folks in the countryside are selling whatever they have left to sell. One good way to make any existing form of oppression even worse is to throw the people involved in it into desperate poverty: the first victims of poverty are always the most vulnerable people within the poor community, and in places where the human dignity and well-being of women and girls is worth less than nothing to the men who hold cultural and political power, one of the things that poor families are going to sell is likely to be the lives of their young girls.

The American government’s rabid pursuit of international narcotics prohibition, no matter what the predictable human consequences of their belligerence, reflects an absolutely deranged set of priorities.

Further reading:

• GT 2004-11-20: The tall poppies