History.

For much of history and in many cultures, enlisting professional teachers (whether as tutors or in a formal academic setting) was an option available only to the elite social classes. Thus, until relatively recently, the vast majority of people, especially during early childhood, were educated by family members, family friends, or anyone with useful knowledge.^[4]

The earliest public schools in modernWestern culture were established in the early 16th century in the German states of Gotha and Thuringia.^[10] However, even in the 18th century, the majority of people in Europe lacked formal schooling, meaning they were homeschooled, tutored, or received no education at all.^[11] Regional differences in schooling existed in colonial America; in the south, farms and plantations were so widely dispersed that community schools such as those in the more compact settlements were impossible. In the middle colonies, the educational situation varied when comparing New York with New England ^[12] until the 1850s.^[13] Formal schooling in a classroom setting has been the most common means of schooling throughout the world, especially in developed countries, since the early- and mid-19th century. Native Americans, who traditionally used homeschooling and apprenticeship, vigorously resisted compulsory education in the United States.^[14]

In the 1960s, Rousas John Rushdoonybegan to advocate homeschooling, which he saw as a way to combat the intentionally secular nature of the public school system in the United States.^[15]He vigorously attacked progressiveschool reformers such as Horace Mannand John Dewey, and argued for the dismantling of the state's influence in education in three works: Intellectual Schizophrenia, a general and concise study of education, The Messianic Character of American Education, a history and castigation of public education in the U.S., and The Philosophy of the Christian Curriculum, a parent-oriented pedagogical statement. Rushdoony was frequently called as an expert witness by the Home School Legal Defense Association (HSLDA) in court cases.

During this time, American educational professionals Raymond and Dorothy Moore began to research the academic validity of the rapidly growing Early Childhood Education movement. 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 also harmed children. The Moores published their view that formal schooling was damaging young children academically, socially, mentally, and even physiologically. The Moores 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.^[16] 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".^[16]

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 corrected in an institutional setting afterward.^[16] Recognizing a necessity for early out-of-home care for some children, particularly special needs and impoverished children and children from exceptionally inferior homes^{[clarification needed]}, they maintained that the vast majority of children were far better situated at home, even with mediocre parents, than with the most gifted and motivated teachers in a school setting. They described the difference as follows: "This is like saying, if you can help a child by taking him off the cold street and housing him in a warm tent, then warm tents should be provided for all children – when obviously most children already have even more secure housing."^[16]

Like Holt, 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 asHome Grown Kids, 1981, Homeschool Burnout and others.

Simultaneously, other authors published books questioning the premises and efficacy of compulsory schooling, including Deschooling Society by Ivan Illich, 1970 and No More Public Schoolby Harold Bennet, 1972.

In 1976, Holt published Instead of Education; Ways to Help People Do Things Better. In its conclusion, he called for a "Children's Underground Railroad" to help children escape compulsory schooling.^[17] In response, Holt was contacted by families from around the U.S. to tell him that they were educating their children at home. In 1977, after corresponding with a number of these families, Holt began producing Growing Without Schooling, a newsletter dedicated to home education.^[18]

In 1980, Holt said, "I want to make it clear that I don't see homeschooling as some kind of answer to badness of schools. I think that the home is the proper base for the exploration of the world which we call learning or education. Home would be the best base no matter how good the schools were."^[19] Holt later wrote a book about homeschooling, Teach Your Own, in 1981.

One common theme in the homeschool philosophies of both Holt and that of the Moores is that home education should not attempt to bring the school construct into the home, or be seen as a view of education as an academic preliminary to life. They viewed home education as a natural, experiential aspect of life that occurs as the members of the family are involved with one another in daily living