The New (Old) Homeschool and The Public School Ed. vs Mentally Retarded Teenage Surrogate Mothers.

[ref: `Wiki Home School`]

``the American educational professionals Raymond and Dorothy Moore began to research the academic validity of the rapidly growing Early Childhood Education movement (1960's). This research included independent studies by other researchers and a review of over 8,000 studies bearing on Early Childhood Education and the physical and mental development of children. They asserted that formal schooling before ages 8–12 not only lacked the anticipated effectiveness, but was actually harmful to children. The Moores began to publish their view that formal schooling was damaging young children academically, socially, mentally, and even physiologically. They presented evidence that childhood problems such as juvenile delinquency, nearsightedness, increased enrollment of students in special education classes, and behavioral problems were the result of increasingly earlier enrollment of students.^[13] The Moores cited studies demonstrating that orphans who were given surrogate mothers were measurably more intelligent, with superior long term effects – even though the mothers were mentally retarded teenagers – and that illiterate tribal mothers in Africa produced children who were socially and emotionally more advanced than typical western children, by western standards of measurement.^[13] Their primary assertion was that the bonds and emotional development made at home with parents during these years produced critical long term results that were cut short by enrollment in schools, and could neither be replaced nor afterward corrected in an institutional setting.^[13] Recognizing a necessity for early out-of-home care for some children – particularly special needs and starkly impoverished children, and children from exceptionally inferior homes– they maintained that the vast majority of children are far better situated at home, even with mediocre parents, than with the most gifted and motivated teachers in a school setting (assuming that the child has a gifted and motivated teacher). ... the Moores embraced homeschooling after the publication of their first work, Better Late Than Early, in 1975, and went on to become important homeschool advocates and consultants with the publication of books such as Home Grown Kids, 1981, Homeschool Burnout and others. ``

``In the 1970s, Raymond S. and Dorothy N. Moore conducted four federally funded analyses of more than 8,000 early childhood studies, from which they published their original findings in Better Late Than Early, 1975. This was followed by School Can Wait, a repackaging of these same findings designed specifically for educational professionals.^[49] They concluded that, "where possible, children should be withheld from formal schooling until at least ages eight to ten." Their reason was that children "are not mature enough for formal school programs until their senses, coordination, neurological development and cognition are ready". They concluded that the outcome of forcing children into formal schooling is a sequence of "1) uncertainty as the child leaves the family nest early for a less secure environment, 2) puzzlement at the new pressures and restrictions of the classroom, 3) frustration because unready learning tools – senses, cognition, brain hemispheres, coordination – cannot handle the regimentation of formal lessons and the pressures they bring, 4) hyperactivity growing out of nerves and jitter, from frustration, 5) failure which quite naturally flows from the four experiences above, and 6) delinquency which is failure's twin and apparently for the same reason."^[50] According to the Moores, "early formal schooling is burning out our children. Teachers who attempt to cope with these youngsters also are burning out."^[50] Aside from academic performance, they think early formal schooling also destroys "positive sociability", encourages peer dependence, and discourages self-worth, optimism, respect for parents, and trust in peers. They believe this situation is particularly acute for boys because of their delay in maturity. The Moores cited a Smithsonian Report on the development of genius, indicating a requirement for "1) much time spent with warm, responsive parents and other adults, 2) very little time spent with peers, and 3) a great deal of free exploration under parental guidance."^[50] Their analysis suggested that children need "more of home and less of formal school", "more free exploration with... parents, and fewer limits of classroom and books", and "more old fashioned chores - children working with parents - and less attention to rivalry sports and amusements."^[50]
`` [ref: `Wiki Home School`]

The News Impacting Our Children In Public Schools. (more news online)