The paper polemizes with the article by V. Mertin who expresses a preference of home education as a more efficient alternative to education in school. First, the author situates school education and its critique in the wider context of historical development of modern society which attributes increasing preference to the values of individuality, autonomy and satisfaction of unique personality-bound needs. Propounding home education is part of the same proccss. However, substantial questions on the functions and nature of school socialization arc not asked. The author criticizes the dichotomy of the family as the ideal environment for the development and education of the child and the school as a threatening, de-personalized institution where education is inefficient. He demonstrates that the existence of differences between the function of primary socialization in the family and secondary socialization in school, and the management thereof are a necessary condition for a healthy development of the child. He also proves that neither the more complex social world of a school class, nor the orientation of education on the de-contextualization of cognitive activities represent an impediment to efficient education. Home education therefore serves as a subsidiary option, not as a full alternative to school education.