I did not use the term "most" at all,
What do you think "probably" means? If something probably works it will, over a sufficiently large population work for most people . Are you sure you should be teaching your son math?
I do not speak for everyone,
I didn't say you were. I said you attempted to speak generally and that you attempted to talk about most cases. I think you've retreated from this point but it's interesting that you can't admit you possessed it.
I'm simply relating my own experiences.
Not if you are saying something is "probably the best thing to do".
There IS only one simple point to my post; home schooling works for MY kid and MY family.
So now what? It sounds like you've retreated from "It's probably best if you do things yourself" - to that there is no generality to your claims?! Doesn't that mean there was no point in sharing your experiences? Don't you realize that's what the *generality* implies? You can't have it both ways either you believe that it's likely something in your post applies to someone else or it doesn't.
You have an idea in your head and you have bent my words to fit your assumptions,
Dude. Take a stats class. I haven't bent anything. Either you misspoke when you said "probably" or you've changed your position. Figure out which it is and get back to me.
We had many trips to the school, visits and phone calls with teachers, heads of departments and the principal, this took place over nearly two years
Seriously? Over two years you couldn't, even after escalating all the way up get permission for your son to quietly read a book after all needed work was completed? This was true for every teacher in the school and every school in the district? Unlikely. I suspect you aren't telling us the real story.
You have warped my words to fit your preconceived idea of who I am and what motivates me.
...and that was done where exactly? You don't seem able to say. I don't know what motivates you but I can tell you what "probably" means.
You even filled in the gaps in your argument with your own words where mine won't do.
Again, where did I do this? Again you can't seem to say. What is the gap in my argument? Oh, hey you're not saying that either. I hope you're not teaching logic as well.
Contrary to your belief my child was quite capable of doing the work he was given at school, he had (and continues to have) an active social circle.
You said that, his own attempt to manage this conflict left him "sullen, sat at the back of the class doing the bare minimum to avoid trouble". So let's just translate this to the work world shall we? If I told a report to add functionality to an application and they do the absolute minimum amount of work (which makes me unhappy) and they're bad tempered while they're at it. Is it really so hard to see how such a person would be considered incapable of handling their job. Blame it on whatever you want. You are in a job, you are not doing very good work (by my standards) and you are bad tempered and you are not doing anything productive to change your situation. I wouldn't expect to get promoted or much job security.
he was just doing "very well" by the school's standards
Wait! What? You said he started "doing the bare minimum" and was "sullen" when he was refused extra work from the school. How can you be doing all of the work consistently and perfectly and still be doing the bare minimum? Either you have again changed your argument and didn't tell me or between two adjacent sentences in the same paragraph you changed from talking about the schools workload to some arbitrary, and previously undisclosed standard of work. If the later I hope you're not teaching English.
That was the crux of the problem,
Oh so the real, REAL problem wasn't him being kept down by his teachers, or unhappy or unable to get something to do to keep him from getting bored. I'll assume that quietly reading was allowed and probably other activities like doing an ISP were also allowed - as these are pretty ubiquitous techniques for handling people who are ahead of the lesson or class. So what this is really about is some arbitrary, poorly defined and possibly irrelevant standard of yours. That is much clearer - at least in answering the question why a rational group of people might be resistant to it.
I didn't want him to quietly read a book at the back of the class to keep him content, I wanted him to use his brain and get stretched, challenged and tested by his educators.
Again this really isn't about him being able to do more challenging work when he is ahead. Reading quietly could easily accomplish this. I could easily give him a math text that would take him five years to finish. I could probably give you one too. The only thing you've added here is testing. Which sounds like you're reaching. You could just as easily give him work to do when he has spare time at school and then look at it when he gets home.
They were not capable of this as individuals or as an institution.
Not capable of what exactly? Designing a test for curriculum defined by you? So far you haven't told us exactly what you were asking for. So it hard to know if they are right and you are wrong. However we do know that your original objections were deceptive oversimplifications.
I really have no idea what goes on in a head such as yours but from what you say I suspect this is more about you dealing with something than you attempting to meet your sons needs - or at least the ones you clearly stated. In your situation, adding curriculum to your son's education seems easily done both in school and without and likely more easily and efficiently than building a school from the ground up. Not to mention that you are teaching your child that it's other peoples responsibility to keep them stimulated and probably not giving very good lessons about conflict management or socialization.