[А выбор (пока) есть , ни только хоумскул, и надо им пользоваться.

Не НИ, а НЕ
. Вот я и спрашиваю: что вы предлагаете?

Продралась насилу через написанное. Что-то OJKTexas намудрила... Какие претензии могут быть к паблик школе? По существу это большие организованые ясли детей развлекать до совершеннолетия пока родители на работе.

Ох, одно и тоже. Да уже по многу раз говорилось. Берите образование в свои руки и подальше от паблик школ с их воспитанием и политпропагандой. А уж каким образом и где, вариантов немерено.

House Bill 713 mandates a minimum course of study in career education in grades K-12. To support teachers in fulfilling these requirements, the grade specific career awareness activities listed as an indicator on the College and Career Ready Performance Index have been developed to assist students with career awareness. Making successful transitions into satisfying college and career ready options are fundamental tasks for school counselors, teachers, administrators, and advisors. Social skills and the development of workforce readiness behaviors are crucial in career development.

Efforts to introduce young students to their futures aren’t necessarily new, but educators say the message is gaining increased focus under the Common Core State Standards, which list college and career readiness as a main goal.

Whatever the ambition — to become a stenographer, an engineer, a banker, or even the President of the United States — one must first be a real man before he can build any of these. This book has been written for those schools that recognize this truth and have grown weary in well-directed effort to train men and women for the professions by a composite of mathematics, language, science, shorthand, etc., homeopathically or hypodermically administered. In short, the book has been written for all men and women who concede that the best school can give only a poor start in the direction of a real education; that we never graduate at all but are always in a state of educational transit; that man's intellectual and spiritual unfoldment is a matter quite apart from books; and that the greatest school of all is the classroom wherein he finds himself both teacher and student — the school of self-discovery and development....

The world's greatest universities are not located at Oxford, at Princeton, or at Cambridge, but under the hats of self-searching men. The most any institution of learning can do is to hold the light by which you may ignite your own candle. A school may be richly endowed with libraries and laboratories, but these will have no meaning until your own world-equipment is added. Education means to lead out of yourself, not into somebody's schoolhouse. It is, then, a question not of whether a man has been through college, but of whether the college has been through the man. Experience is indeed the master teacher, and the great lessons of the late war have shown us how much more truly education goes on outside than inside the classroom. The correct interpretation of education holds that the mind of man is not a storehouse for the dead facts of other minds, but a hфving fountain flowing always from an inexhaustible self-source.

Every man is in life imprisonment until he is self-discovered until he finds out who he really is and what he was created to do.

Проблема в непонимании родителями цели массового образования. И вообще образования. Какова цель, такое и содержание, и методы, и продукт на выходе. Многие родители понимают проблему, но им кажется, что нет, его школа не такая, это в другом штате или в школе пониже рейтингом. Либо, что мой ребенок уникален, и на него ничто не повлияет.... Решать то он может, но с каким образованием на выходе?
А выбор (пока) есть , ни только хоумскул, и надо им пользоваться.

Можно получить образование и открыть свое дело и работать на себя, даже стать работодателем.

It was life on the farm that drove me into devising ways and means to better transportation. I was born on July 30, 1863, on a farm at Dearborn, Michigan, and my earliest recollection is that, considering the results, there was too much work on the place. That is the way I still feel about farming. There is a legend that my parents were very poor and that the early days were hard ones. Certainly they were not rich, but neither were they poor. As Michigan farmers went, we were prosperous. The house in which I was born is still standing, and it and the farm are part of my present holding.

There was too much hard hand labour on our own and all other farms of the time. Even when very young I suspected that much might somehow be done in a better way. That is what took me into mechanics—although my mother always said that I was born a mechanic. I had a kind of workshop with odds and ends of metal for tools before I had anything else. In those days we did not have the toys of to−day; what we had were home made. My toys were all tools—they still are! And every fragment of machinery was a treasure.
The biggest event of those early years was meeting with a road engine about eight miles out of Detroit one day when we were driving to town. I was then twelve years old. The second biggest event was getting a watch—which happened in the same year...
I tried to make models of it, and some years later I did make one that ran very well, but from the time I saw that road engine as a boy of twelve right forward to to−day, my great interest has been in making a machine that would travel the roads. Driving to town I always had a pocket full of trinkets—nuts, washers, and odds and ends of machinery. Often I took a broken watch and tried to put it together. When I was thirteen I managed for the first time to put a watch together so that it would keep time. By the time I was fifteen I could do almost anything in watch repairing—although my tools were of the crudest.

There is an immense amount to be learned simply by tinkering with things. It is not possible to learn from books how everything is made—and a real mechanic ought to know how nearly everything is made. Machines are to a mechanic what books are to a writer. He gets ideas from them, and if he has any brains he will apply those ideas.When I left school at seventeen and became an apprentice in the machine shop of the Drydock Engine Works I was all but given up for lost.

There is also the great fear of being thought a fool. So many men are afraid of being considered fools. I grant that public opinion is a powerful police influence for those who need it. Perhaps it is true that the majority of men need the restraint of public opinion. Public opinion may keep a man better than he would otherwise be—if not better morally, at least better as far as his social desirability is concerned. But it is not a bad thing to be a fool for righteousness' sake. The best of it is that such fools usually live long enough to prove that they were not fools—or the work they have begun lives long enough to prove they were not foolish.

The money influence—the pressing to make a profit on an “investment”—and its consequent neglect of or skimping of work and hence of service showed itself to me in many ways. It seemed to be at the bottom of most troubles. It was the cause of low wages—for without well−directed work high wages cannot be paid. And if the whole attention is not given to the work it cannot be well directed. Most men want to be free to work; under the system in use they could not be free to work. During my first experience I was not free—I could not give full play to my ideas. Everything had to be planned to make money; the last consideration was the work. And the most curious part of it all was the insistence that it was the money and not the work that counted. It did not seem to strike any one as illogical that money should be put ahead of work—even though everyone had to admit that the profit had to come from the work. The desire seemed to be to find a short cut to money and to pass over the obvious short cut—which is through the work.