The Christian School: Train Up a Child
Karen Pansler-Lam, J.D.
Be ye holy; for I am holy.
1 Peter 1:16
Our children do not belong to us; they are God's children to be trained for Him. And we must train them up in righteousness and holiness.
The Bible stresses the duty and importance of training children. Unquestionably, educating children is a solemn and immense responsibility for which we are accountable to God because He has entrusted us with His children. Just as the Church and Christian home must be built on Biblical truths, the Christian school must be built on Biblical truths. The school's foundation must be Jesus Christ. And His Word must be consulted to build a Christian school to train His children.
Many Christians are deceived by so-called Christian schools. They believe children get a better education if they attend a Christian school instead of a public school. However, often the education is inferior and Christian in name only. Memorizing Bible verses, doing Bible worksheets, and attending chapel does not make a school Christian. And sending children to a Christian school teaching a false gospel is worse than sending them to a public school because it creates doubt and confusion about which gospel is true.
Indeed, the Christian school that does not teach holy thinking and holy living is a false Christian school; it is not training up children in the way of the Lord. Instruction in the school must be dominated by a holy purpose. And that holy purpose is holiness.
And the Christian school where the children in early grades only memorize facts and learn clever jingles is a false Christian school. In a true Christian learning environment, children of all ages will increase in wisdom and knowledge and understanding.
1. Let them know wherein true wisdom consists, and what will be their entertainment at Wisdom's table, v. 10
(1.) The heart must be principled with the fear of God; that is the beginning of wisdom. A reverence of God's majesty, and a dread of his wrath, are that fear of him which is the beginning, the first step towards true religion, whence all other instances of it take rise. This fear may, at first, have torment, but love will, by degrees, cast out the torment of it.
(2.) The head must be filled with the knowledge
of the things of God. The knowledge of holy things (the word
is plural) is understanding, the things pertaining to the service of
God (those are called holy things), that pertain to our own
sanctification; reproof is called that which is holy,
Mt. 7:6. Or
the knowledge which holy men have, which was taught by the holy prophets, of
those things which holy men spoke as they were moved by the holy Ghost,
this is understanding; it is the best and most useful understanding,
will stand us in most stead and turn to the best account.
Part I: Train up a Child
Parents and instructors of children are entrusted with a great duty to train up children:
Matthew Henry explains:
1. A great duty enjoined, particularly to those that are the parents and instructors of children, in order to the propagating of wisdom, that it may not die with them: Train up children in that age of vanity, to keep them from the sins and snares of it, in that learning age, to prepare them for what they are designed for. Catechise them; initiate them; keep them under discipline. Train them as soldiers, who are taught to handle their arms, keep rank, and observe the word of command. Train them up, not in the way they would go (the bias of their corrupt hearts would draw them aside), but in the way they should go, the way in which, if you love them, you would have them go. Train up a child according as he is capable (as some take it), with a gentle hand, as nurses feed children, little and often, Deu. 6:7.
2. A good reason for it,
taken from the great advantage of this care and pains with children: When
they grow up, when they grow old, it is to be hoped, they
will not depart from it. Good impressions made upon them then will abide
upon them all their days. Ordinarily the vessel retains the savour with
which it was first seasoned. Many indeed have departed from the good way in
which they were trained up; Solomon himself did so. But early training may
be a means of their recovering themselves, as it is supposed Solomon did. At
least the parents will have the comfort of having done their duty and used
In the home, our God looks to the parent to give it its character, tone, and influence. A child’s religious faith is, in a high and holy sense, to be chosen for him by anticipation, by those who we “in Christ before” him…By a variety of ways, the parent is to see his child’s spirit early saturated with the truths of God. (1) By talking of them, in the house and out of it (ver.7). (2) By exhibiting them, not only in the literal sense, but in a higher spiritual one. (3) By writing them. Thus the child is from the first to be regarded as God’s child, to be trained for him. He is to receive God’s Word through the avenues of eye, ear, intellect, heart. Divine truth is to be ever before him, night and day, indoors and out. Those who gave him birth and who love him best, are to mould his young life for God; he is to grow up as the Lord’s rightful possession, with the view of his afterwards saying, in the spirit of devout surrender, “I am the Lord’s!” (Isa. xliv. 5).
The Pulpit Commentary (London and New York: Funk & Wagnalls), “Deuteronomy,” v. 6, 123.
Parents are to train their children as the Lord’s rightful possession, and the child’s spirit is to be early in life saturated with the truths of God. Woe unto the parents who neglect a child’s training at home! They shall give an account to God for neglecting this great duty.
Part II: The Godly Home
Home is the Primary School
Now these are the commandments,
and the judgments,
which the Lord your God commanded to teach you,
that ye might do them in the land
whither ye go to possess it:
That thou mightest fear the Lord thy God,
to keep all his statutes and his commandments,
which I command thee,
thou, and thy son, and thy son’s son,
all the days of thy life;
and that thy days may be prolonged.
Hear therefore, O Israel,
and observe to do it;
that it may be well with thee,
and that ye may increase mightily,
as the Lord God of thy fathers hath promised thee,
in the land that floweth with milk and honey.
Hear, O Israel:
The Lord our God is one Lord:
And thou shalt love the Lord thy God with all thine heart,
and with all thy soul,
and with all thy might.
And these words,
which I command thee this day,
shall be in thine heart:
And thou shalt teach them diligently unto thy children,
and shalt talk of them when thou sittest in thine house,
and when thou walkest by the way,
and when thou liest down,
and when thou risest up.
And thou shalt bind them for a sign upon thine hand,
and they shall be as frontlets between thine eyes.
And thou shalt write them upon the posts of thy house,
and on thy gates.
Reverend D. Davies comments on these verses:
V. LOVE CONSTRUCTS ITS WHOLE LIFE ON THE MODEL OF GOD’S LAW. The hand will become the instrument of righteousness. On it will be written God’s Word, viz. industry, honesty, restraint, generous kindness, helpfulness. God’s Word will be our ornament. Instead of gold and jewels upon the forehead, “our adornment will be” modesty, chastity, cheerfulness, moral beauty. God’s Name will be indelibly inscribed upon our foreheads. Our domestic affairs will be ordered by the Divine will. We shall write his Word on the posts of our houses. Every home in which love dwells will be a temple. Order, active piety, frugality, peace, mutual service, will be the principles conspicuous in godly homes. And our municipal and political life will be conducted on the same line of obedience. Legislation, justice, taxation, commerce, literature, art, will all be consecrated to God’s glory. As the flowers of earth send their fragrance heavenward, so from every act of ours a fragrance of homage should ascend to God.
The Pulpit Commentary, “Deuteronomy,” v. 6, 128-129.
Timothy’s salvation was the result of faith passed on through three generations. Paul remembers and gives thanks for Timothy’s godly heritage…
which dwelt first in thy grandmother Lois,
and thy mother Eunice;
and I am persuaded that in thee also.
2 Timothy 1:5
Righteousness is a moral inheritance that must be passed from parents to children. Parents must diligently instruct children in the way of the Lord. God honored Abraham for his godly household…
that he will command his children and his household after him,
and they shall keep the way of the Lord,
to do justice and judgment;
that the Lord may bring upon Abraham that which
he hath spoken of him.
Of course, the Old Testament admonitions for child training are echoed in the New Testament:
And that from a child thou hast known the holy scriptures,
which are able to make thee wise unto salvation
through faith which is in Christ Jesus.
2 Timothy 3:15
Naturally, if parents are to teach their children to love God, they must genuinely love Him. And they express this true love by daily giving praise and thanks to Him, talking about the Truth of the Gospel, bearing the fruits of the Spirit, and studying continually the Word. Granted, teaching Biblical truths takes time. But blessed is the home where parents diligently seek the Scriptures daily to increase in wisdom and knowledge and understanding.
Rules His Own House Well
God has entrusted parents with godly family government. Children must first learn obedience to family government before learning obedience to school government. Anarchy and misrule in the domestic circle is the forerunner of anarchy and misrule in the school. A home without order or discipline harms not only the family, but also the school. More important, children who do not obey their earthly father will not obey their heavenly Father.
Indeed, parents who fail to rule their households well must not be given positions of authority in the Church.
One that ruleth well his own house,
having his children in subjection with all gravity;
(For if a man know not how to rule his own house,
how shall he take care of the church of God?)
1 Timothy 3:4,5
Likewise, parents who fail to rule their household well must not be given positions of authority in a school. Needless to say, if they do not know how to rule their own household, they will not know how to rule a schoolroom.
Sadly, foolish parents choose to ignore and excuse their child’s disobedience rather than take the time to correct and instruct him. Children are allowed to be impudent and rebellious. However, God holds parents accountable for not restraining wicked children. For example, God reproved Eli because his sons made themselves vile, and he did not reprove them.
In that day I will perform against Eli all things
which I have spoken concerning his house:
when I begin, I will also make an end.
For I have told him that I will judge his house for ever
for the iniquity which he knoweth;
because his sons made themselves vile,
and he restrained them not.
1 Samuel 3:12, 13
Matthew Henry remarks:
I rebuke and chasten:
be zealous therefore,
but he that loveth him chasteneth him betimes.
This Scripture does not necessarily mean corporal punishment. The rod is also a symbol of authority for punishment, and the punishment must be carefully proportioned to the offense. Lighter offenses, such as carelessness, are corrected by lighter rebukes. More serious offences, such as lying, insolence, stealing, are corrected with more serious measures.
Matthew Henry notes:
1. To the education of children in that which is good there is necessary a due correction of them for what is amiss; every child of ours is a child of Adam, and therefore has that foolishness bound up in its heart which calls for rebuke, more or less, the rod and reproof which give wisdom. Observe, It is his rod that must be used, the rod of a parent, directed by wisdom and love, and designed for good, not the rod of a servant.
2. It is good to begin betimes with the necessary restraints of children from that which is evil, before vicious habits are confirmed. The branch is easily bent when it is tender.
3. Those really hate their children, though they pretend to be fond of them, that do not keep them under a strict discipline, and by all proper methods, severe ones when gentle ones will not serve, make them sensible of their faults and afraid of offending. They abandon them to their worst enemy, to the most dangerous disease, and therefore hate them. Let this reconcile children to the correction their good parents give them; it is from love, and for their good, Heb. 12:7- 9.
The rod and reproof give wisdom:
but a child left to himself bringeth his mother to shame.
Reverend W. J. Deane explains, “A child allowed to do as he likes, undisciplined – spoiled, as we call it – is a shame to his mother, whose weakness has led to this want of restraint, fond love degenerating into over-indulgence.”
Part III: The Godly School
Brief History of Schools in America
When the colonies were fairly homogeneous, the common religious faith of the people was a dominant part of school instruction. However, when foreign immigration began to increase about 1825, religious uniformity ceased to exist. This began the secularization of education in America.
The True Christian School
1. It is a great happiness to know the certainty of the things wherein we have been instructed (Lu. 1:4); not only to know what the truths are, but to know that they are of undoubted certainty. What we have learned we must labour to be more and more assured of, that, being grounded in the truth, we may be guarded against error, for certainty in religion is of great importance and advantage: Knowing,
(1.) "That thou hast had good teachers. Consider of whom thou hast learned them; not of evil men and seducers, but good men, who had themselves experienced the power of the truths they taught thee, and been ready to suffer for them, and thereby would give the fullest evidence of their belief of these truths.'
(2.) "Knowing especially the firm foundation upon which thou hast built, namely, that of the scripture (v. 15): That from a child thou hast known the holy scriptures.'
2. Those who would acquaint themselves with the things of God, and be assured of them, must know the holy scriptures, for these are the summary of divine revelation.
3. It is a great happiness to know the holy scriptures from our childhood; and children should betimes get the knowledge of the scriptures. The age of children is the learning age; and those who would get true learning must get it out of the scriptures.
4. The scriptures we are to know are the holy scriptures; they come from the holy God, were delivered by holy men, contain holy precepts, treat of holy things, and were designed to make us holy and to lead us in the way of holiness to happiness; being called the holy scriptures, they are by this distinguished from profane writings of all sorts, and from those that only treat morality, and common justice and honesty, but do not meddle with holiness. If we would know the holy scriptures, we must read and search them daily, as the noble Bereans did, Acts 17:11. They must not lie by us neglected, and seldom or never looked into. https://www.blueletterbible.org/Comm/mhc/2Ti/2Ti_003.cfm
3. That he improved, and
came on, to admiration (v. 52): He increased in wisdom and stature.
In the perfections of his divine nature there could be no increase; but this
is meant of his human nature, his body increased in stature and bulk,
he grew in the growing age; and his soul increased in wisdom, and in
all the endowments of a human soul. Though the Eternal Word was united to
the human soul from his conception, yet the divinity that dwelt in him
manifested itself to his humanity by degrees, ad modum recipientis-in
proportion to his capacity; as the faculties of his human soul grew more
and more capable, the gifts it received from the divine nature were more and
more communicated. And he increased in favour with God and man, that
is, in all those graces that rendered him acceptable to God and man. Herein
Christ accommodated himself to his estate of humiliation, that, as he
condescended to be an infant, a child, a youth, so the image of God shone
brighter in him, when he grew up to be a youth, than it did, or could, while
he was an infant and a child. Note,
Young people, as
they grow in stature, should grow in wisdom, and then, as they grow in
wisdom, they will grow in favour
The child Jesus knew the importance of religious instruction. He is an example to all children to desire to increase in wisdom. And the only way to increase in wisdom is to acquire knowledge by sitting in the midst of true Christian teachers who will instruct them in Truth. Like the child Jesus, as children grow in wisdom, they will grow in favor with God and true Christians.
in the Christian School
True Christian education teaches Biblical truths encouraging children to walk in the paths of righteousness. Memorizing Scripture is useless if children do not fully understand its meaning and practice it in their daily lives. For example, children must be taught to understand and obey God’s command to “Honor thy father and thy mother” (Exodus 20:12). And they must be taught school employees are in place of parents, in loco parentis. Therefore, children must honor teachers, administrators, and others standing in place of their parents. In other words, they will obey school government.
As explained earlier, children learn their earliest ideas of government at home; here they first come to respect authority. Obedience begins at home. Children who are allowed to be disrespectful to their parents will be disrespectful to their teachers. Children who are allowed to challenge and defy authority at home will challenge and defy authority at school.
Both family government and school government will teach obedience to parents and those who stand in the place of parents.
1. The Headmaster
Just as the home is only as good as its parents, the school is only as good as its headmaster.
The wise headmaster is a great blessing to the school. Just as the home and church must have a spiritual head, the school must have a spiritual head. The headmaster is the spiritual head of the school who aims for the good of the children and the glory of God. Therefore, he must be a Spirit-filled Christian demonstrating holiness.
On the contrary, the foolish headmaster is a great curse to the school. The foolish headmaster ruins children with foolish fancies. He has a form of godliness but is filled with the spirit of the world, not the Spirit of Christ. He fancies books of psychobabble, pseudo-Christianity, and other foolish wisdom; and prides himself on worldly knowledge.
The wise headmaster shuns the profane and vain babblings of psychology, sociology, and other “wisdom” of man.
Study to shew thyself approved unto God,
a workman that needeth not to be ashamed,
rightly dividing the word of truth.
But shun profane and vain babblings:
for they will increase unto more ungodliness.
2 Timothy 2:15, 16
Matthew Henry advises us: “The sacred inspired writings, if we will but make use of them, are sufficient to guide us in the way to true happiness, and we need not, in the pursuit of that, to fatigue ourselves with the search of other writings.” Christians should make God’s Word their chief study, “avoiding profane and vain babblings, and oppositions of science falsely so called” (1 Timothy 6:20).
Specifically, the headmaster makes the Bible his chief study; and has the capacity to impart Christian knowledge, the ability to interpret Scripture, to explain its doctrines, to enforce its precepts, and defend the Biblical foundation of the school.
And since the Christian school is a ministry of the Church, the headmaster must fulfill the qualifications for leadership in the Church as set forth by Paul in his letters to Timothy. For example, the headmaster must have a well-ordered house. His family must be ruled by firm parental discipline. Paul explains that he who is ruler over others must first prove that he can rule his own household.
One that ruleth well his own house,
having his children in subjection with all gravity;
(For if a man know not how to rule his own house,
how shall he take care of the church of God?)
1 Timothy 3:4,5
The headmaster must not be slack in his duty like Eli, but faithful as Abraham, who not only taught but commanded his children and household to keep the way of the Lord. An indulgent parent will be an indulgent headmaster.
And the headmaster will watch over the school. He will be a shepherd, not a hireling. He is entrusted to watch over each child as a shepherd who watches over his flock. A true shepherd diligently searches the Scriptures, and asks the Holy Spirit for guidance in training up God’s children.
And the headmaster is entrusted to watch over each employee as a shepherd. He treats each employee with Christian love. Indeed, he will neither slander, backbite, gossip nor encourage like evils. He guards the integrity of each employee and guards the integrity of the school. He diligently searches the Scriptures, and asks the Holy Spirit for guidance in leading the faculty and staff.
Blessed is the Christian school that has a wise headmaster.
The wise government of the godly school includes passing on to children Biblical truths. And one of these truths is obedience; therefore, the wise headmaster diligently disciplines the children. Just as obedience brings blessings to the sanctified home: honor and peace; obedience brings blessings to the sanctified school: honor and peace.
Discipline is a subject of great importance in the school. Just like the church, everything must be done decently and in order.
Let all things be done decently and in order.
1 Corinthians 14:40
Children must learn discipline. They must learn to do things in order. They must speak one after another, and not all at once. They must take their turns, and not interrupt one another.
As stated concerning discipline at home, discipline is for the good of the child. God chastens His children; therefore, at times, He does not spare His rod. He must chasten sin for the correction of the sinner.
As many as I love,
I rebuke and chasten:
be zealous therefore,
Just as our heavenly Father chastens us out of love, headmasters who truly love God’s children will chasten them.
He that spareth his rod hateth his son:
but he that loveth him chasteneth him betimes.
As explained earlier, this Scripture does not necessarily mean corporal punishment. The rod is also a symbol of authority for punishment, and the punishment must be carefully proportioned to the offense. Lighter offenses, such as carelessness, are corrected by lighter rebukes. More serious offences, such as lying, insolence, stealing, are corrected with more serious measures.
Read again Matthew Henry’s comments:
Those really hate their children, though they pretend to be fond of them, that do not keep them under a strict discipline, and by all proper methods, severe ones when gentle ones will not serve, make them sensible of their faults and afraid of offending. They abandon them to their worst enemy, to the most dangerous disease, and therefore hate them. Let this reconcile children to the correction their good parents give them; it is from love, and for their good, Heb. xii:7-9.
Henry’s comments apply to parents, but they may be applied to those in place of parents. Instructors who refuse to discipline children really hate them. Discipline is from love, and for their good.
Those entrusted with the care of God’s children and allow them to have their way and give in to their fits and tantrums spoil them for life: it ruins their character. They disregard all lawful authority. Impudent and rebellious children bring shame on the school.
An indulgent school is ungodly school government.
Discipline is godly school government.
3. The Teacher
Needless to say, it is impossible to have a true Christian school without true Christian teachers. A school must have gifted teachers encouraging children to increase in wisdom. The teacher in the godly school will instruct the children, inform them well in the things of God, and promote their spiritual edification. In other words, he promotes evangelical knowledge and holiness, therefore, he must have the gift of teaching (1 Corinthians 12:28). The gifted teacher has a true interest in teaching, not “playing” school. Subject matter is taught by the wise teacher who can inform and enlighten children’s understanding. The acquisition of mere facts without godly understanding is an inferior and unprofitable education because the children do not increase in wisdom.
And the teacher models holiness - holy thinking and holy living. Like the headmaster, the teacher shuns the profane and vain babblings of psychology, sociology, and other worldly “wisdom.” He models industry, morality, and intellectual interests. He will not slander, backbite, and gossip. He upholds the Christian integrity of the school. And he upholds academic integrity by not lowering academic standards to be popular with children and parents, or allow parents to bully him into special academic favors for their child.
Also, the teacher upholds the school’s behavioral principles. Allowing children to disrupt the classroom destroys the discipline standards of the school. School rules are not meant to be broken. There is a consistent and firm enforcing of the rules in every classroom. The teacher who allows an atmosphere of loud talk, outbursts of laughter, walking unnecessarily about the room, and other bad manners is unworthy to teach. Children must be taught obedience and discipline, and the indulgent teacher destroys godly school government.
Certainly, teachers must be paid a fair salary. Church schools often lavish large salaries on their pastors and administrators, but underpay their teachers. The Bible clearly states that God will judge those that “oppress the hireling in his wages” (Malachi 3:5). This is echoed in the New Testament: “Masters, give unto your servants that which is just and equal; knowing that ye also have a Master in heaven” (Colossians 4:1). It is unjust to pay low wages; it is withholding wages. In fact, Christian schools are held to a higher standard and will receive greater condemnation than secular employers for underpaying workers.
Schools cannot justify low teacher pay so welfare parents can send their children on state-funded student handouts. It is unbiblical for teachers to be given low pay so welfare parents can remain idle and live off government handouts. Unfortunately, Americans have become indifferent to idleness. But this was not always so. America was once a strong and productive nation because we obeyed the Biblical work command. For example, the 1937 edition of The Book of Knowledge states:
All right-minded Americans have always taken pride in their vocations. All decent men and women expect to make their own way in the world by hard and faithful work. Our people have always looked down upon any so-called "leisure classes." Honest, faithful work has always been respected and appreciated in this country...
The Book of Knowledge: The Children’s Encyclopedia (New York: The Grolier Society, 1937), “Choosing a Vocation,” v. 5, 1647.
Look at the highlighted words: right-minded, decent, hard and faithful work, looked down, and honest, faithful work. Sadly, today many Americans are wrong-minded. The idle demand they are entitled to the fruit of the labor of right-minded, decent, honest and faithful workers. While honest Americans are working, dishonest Americans are wasting their days in idleness. Paul writes to the Thessalonians that “we commanded you, that if any would not work, neither should he eat” (2 Thessalonians 3:10). This is the Biblical work command; it is unbiblical to encourage and reward idleness.
And if any man obey not our word
by this epistle,
note that man,
and have no company with him,
that he may be ashamed.
2 Thessalonians 3:14
The idler should be ashamed. Certainly, no true Christian will burden his fellow citizens by a life of idleness and live off the labor of others - welfare. He that will not work has no right to eat.
True Christians offer true compassion - admonishment and a helping hand - that encourages the idle to obey God's command to work. True Christianity restores man to his noble and upright position as made in the image of God. But if any man refuse admonishment, God commands us not to keep company with him. Idleness is great sin and wickedness. Shame on false Christians who encourage the idle to willfully disobey the Biblical work command!
School training must be a help to the home in educating, inspiring, and equipping children for the great offices and duties of life. In other words, children must be taught the Biblical command to be workers, not idlers. Therefore, parents must be examples to children by obeying the Biblical work command.
4. Work and Play
Just as children must be given tasks at home and taught to do their work with promptness and care to form habits of industry, children must be given tasks at school and taught to do their work with promptness and care to form habits of industry. Schools that have low academic standards and accept poor work are teaching children to be lazy and careless in their work. This is contrary to Scripture: “And whatsoever ye do, do it heartily, as to the Lord, and not unto men” (Colossians 3:23). Children must be taught that even their schoolwork should be done to please their heavenly Father.
And children must have a reasonable workload. Unfortunately, some Christian schools believe that overloading children with homework makes them a superior school. However, the Bible wisely teaches us moderation, even in study.
And further, by these, my son, be admonished:
of making many books there is no end;
and much study is a weariness of the flesh.
Hard mental work will produce mental fatigue. Hard schoolwork should not be avoided, but schools must balance work and play. Children who are not permitted to work hard are in danger of becoming weak and lazy. Consequently, hard work deserves play. Children need time outdoors to refresh their minds and exercise their bodies. Some foolish teachers desire to replace physical education and recess with music, art, or other indoor activities. It is harmful to children’s health to remain indoors. Children – young and old – need time to play outdoors.
5. Thinking Skills, Not Motor Skills
Christian schools must never emphasize training motor skills over thinking skills. This was the trend in the early 1900s when factories demanded many skilled hands. Unfortunately, this factory mentality still exists in many schools today. Teachers pride themselves on their numerous “hands-on” activities, generally busy work of no educational value: cutting, coloring, pasting, etc. Even in elementary grades, there must be a balance of learning activities. Certainly, a curriculum of mostly motor skills makes children hyperactive, and discourages them from serious thinking and study.
As for hyperactivity caused by children’s natural high energy, too much sugar, too little exercise, lack of self-control, and lack of discipline, even psychologists are concerned about childhood “disorders.” Jann Gumbiner, Ph.D. writes:
It has been my observation over the years, that ordinary childhood behaviors like impulsivity have become medical illnesses. A child that was once considered impulsive, active, or absent minded has a neurological condition these days. Instead of exercise and lessons in self-control, the child gets pills. No wonder. This is faster and easier. Parents are too busy to discipline their children (oops, did I say the D word?), a medicated child is easier on the teacher, provides a steady income for doctors, and substantial profits for pharmaceutical companies. And, to make matters worse, the trend toward the medicalization of mild symptoms is only increasing.
Dr. Gumbiner fails to mention the special entitlements, including monetary, children and parents receive by having their child diagnosed with “behavior disorders.” This not only harms the child; it is dishonest gain – thievery.
The Christian school has a sacred stewardship. Since it is entrusted with training God’s children, it is required that the school be faithful in all matters.
1. School Dress
Like the virtuous woman, the school is concerned with the children’s clothing, and making a good appearance.
She is not afraid of the snow
for her household:
for all her household are clothed with scarlet.
Matthew Henry comments: “All her household are clothed in scarlet, strong cloth and fit for winter, and yet rich and making a good appearance.”
Reverend W.J. Deane explains:
For all her household are clothed with scarlet; with warm garments. The word used is shanim, derived from a verb meaning “to shine,” and denoting a crimson or deep scarlet colour. This colour was supposed, and rightly, to absorb and retain heat, as white to repel it; being made of wool, the garments would be warm as well as stately in appearance.”
The Pulpit Commentary, “Proverbs,” v. 20, 600.
The virtuous woman was concerned not only with the practicality of her family’s clothing, but also their appearance. Like good parents, the good Christian school desires the children to be appropriately and neatly dressed. School uniforms make it easier to enforce a dress code. Clothes that are clean and well-fitting are essential to the overall appearance of the school. Children must never be allowed to wear dirty and torn clothing. And dress uniforms, including black dress shoes, are required for chapel. Black casual shoes are appropriate footwear for the daily uniform. Athletic shoes are just that - athletic shoes. Therefore, they are only appropriate for sports; they must not be part of the school uniform. The appearance – and smell – of many Christian schools is marred by dirty, smelly athletic shoes.
Parents and schools neglectful of their God-given responsibilities insist that appearance does not matter. They are unfaithful stewards. We are not only educating God’s children; we are clothing God’s children. And God’s children must have a pleasing appearance.
Needless to say, the faculty and staff are dressed neatly and professionally. Capris, flip flops, and other casual dress are unprofessional. These are play clothes, not business clothes. Education is a profession.
2. The School Grounds
Just as God’s children in the true Christian school are well-dressed, the grounds are well-dressed. The school demonstrates faithful stewardship of God’s property by keeping His grounds attractive and well-maintained.
A Christian school that fails to consider the beauty of the grounds shows disrespect for the Lord’s property because the Christian school is a ministry of the Church. The two cannot be separated. Landscape gardening must insure attractive entrances and approaches to the building. Trees, well-maintained lawns, shrubs, and flowers, tastefully arranged beautify the grounds.
Unattractive and poorly-maintained school grounds show unfaithful stewardship of God’s property. The true Christian school acknowledges the property belongs to God and has attractive and well-maintained grounds. Even in this matter, the school looks to Scripture…
And the Lord God took the man,
and put him into the garden of Eden to
dress it and keep it.
God assigned Adam to maintain the garden of Eden. Matthew Henry explains that “The garden of Eden, though it needed not to be weeded (for thorns and thistles were not yet a nuisance), yet must be dressed and kept. Nature, even in its primitive state, left room for the improvements of art and industry.”
The true Christian school is a faithful keeper of God’s property – the school grounds.
3. The School Buildings
It is our duty as stewards to beautify what God has given us. God gave Moses specific instructions for the beautification of the Tabernacle. And Solomon’s temple was known for its beauty. Any church that fails to consider the beauty of the buildings shows disrespect for the Lord’s House.
Reverend S. Conway explains:
It is a public dishonouring of God if men are content that the sanctuaries in which they worship should be mean and ill-appointed, as so many of them are, whilst in their own houses no costly expense is spared and no adornment withheld (see Hag.i.4). On the other hand, the magnificent churches, minsters, abbeys, which still remain in this and other lands, have throughout all the long centuries since they were built borne silent but eloquent testimony to the reverence, love, and devotion towards God which dwelt in the hearts of their builders, and which it was their profound conviction ought to dwell in the hearts of all. Meanness and miserable selfishness often skulk behind the plea of spirituality of worship, and that the heart is all that God desires.
The Pulpit Commentary, “Psalms II,” v. 18, 323.
Many spend time and money and work on their own houses, but look with indifference on the house of God. This is a disgrace. Indeed, great care should be taken to beautify church buildings. And Christian schools should be beautified because they are a ministry of the Church. In a true Christian school, classrooms are attractive. Christian material adorns the walls. Soothing paint colors make a pleasant learning environment. Classrooms are not carpeted because of allergens and cleanliness; the floors are cleaned regularly to keep the school clean and attractive.
School boards assume a grave responsibility in the care of children. Faithful stewards will also show concern for bodily health and comfort in the school. The school buildings are clean and healthful. There are large, well ventilated, well lighted, homelike classrooms with windows. Too often church schools cram children into small Sunday school rooms. This shows the absence of care for the welfare of the children. Small classrooms affect children’s health and behavior. For example, small classrooms with a large number of children may encourage unnecessary talking among students and other disruptive behavior.
The true Christian school is a faithful steward of God’s property – the school buildings.
IV. Traditional and Classical
Parents are faced with two types of Christian education: traditional and classical. Traditional Christian education prepares children for adult responsibilities through systematic training in such subjects as reading, writing, arithmetic, history and English, requiring mastery of such subjects. Informal learning is regarded as supplementary rather than central. Children generally use Christian textbooks and have Bible instruction. On the other hand, classical Christian education passes on aesthetic attitudes and principles based on the culture, art, and literature of ancient Greece and Rome. It focuses on the classics, the literature of ancient Greek and Roman. But classical Christian education is not Christian.
Two Reasons Classical
Christian Education is Wrong
In 1947, Dorothy Sayers wrote the essay "The Lost Tools of Learning" explaining the education of the Middle Ages based on the trivium: grammar, dialectic, and rhetoric. She advocated the trivium is essential to education. You can read it @ http://gutenberg.ca/ebooks/sayers-lost/sayers-lost-00-h.html
In 1991, Douglas Wilson wrote Recovering the Lost Tools of Learning which recounts Sayers’ essay and argues for a return to classical education in Christianity.
Now there are hundreds of Christian schools and home schools using a classical Christian curriculum.
Of course, there is nothing wrong with studying the classics. In fact, every educated person will be acquainted with them. However, there are two reasons classical Christian education is wrong: 1) it is humanism; and 2) it is a Confederate curriculum.
1) Classical Christian Education is Humanism
Dorothy Sayers is considered a Christian humanist.
Christian humanism is the belief that human freedom, individual conscience, and unencumbered rational inquiry are compatible with the practice of Christianity or even intrinsic in its doctrine. It represents a philosophical union of Christian faith and classical humanist principles.
Christian humanism “represents a philosophical union of Christian faith and classical humanist principles.” This is an unholy union: humanists deny Christ’s divinity, but they embrace His ethical teachings – His humanity.
The truth is…
You cannot be a Christian and a humanist.
Christianity is Christ-centered.
Humanism is man-centered.
Christianity glorifies God.
Humanism glorifies man.
Christianity is faith in God.
Humanism is faith in man.
Christianity is God’s wisdom.
Humanism is the wisdom of the world.
Humanism denies that the Holy Spirit guides us into all truth.
Humanism believes man learns truth by the power of reason rather than by studying God’s authoritative Word. Unquestionably, humanism is paganism.
RENAISSANCE, THE. [Italy]
During the 15th
century…Humanism was now an actuality. Owing to the uncritical veneration
for antiquity which then prevailed, it had received a strong tincture of
pedantry. Its professors, in their revolt against the middle ages, made
light of Christianity and paraded paganism.
The Encyclopedia Britannica (New York: Americana Corporation, 1938), v.19, 126.
Humanists have an intense nostalgia for ancient Greece and Rome, and emphasize the values derived from ancient literature as a guide to conduct, not the Bible.
In the followers of Petrarch and Boccaccio we can see clearly developed the characteristic features of humanist thought. (See HUMANISM). In their emphasis on grammar and rhetoric and on the importance of form in writing and speaking, the humanists were the direct descendants of medieval teachers, but their reliance on a better and more direct knowledge of antiquity gave their thought a new orientation. Among the teachers and scholars of the new learning, who often became secretaries of princes and communes, there appeared the intense nostalgia for the civilization of Greece and Rome, the scorn for scholasticism and metaphysics in favor of an interest in man and ethics, and the emphasis on the values derived from ancient literature as a guide to conduct. The more they were developed, the more such interests revealed the possibility of tensions between the Christian believer and the classical scholar and sometimes, especially in the 15th century, the latter seemed to triumph over the former.
The Encyclopedia Americana, “Renaissance,” 1957, v. 23, 369.
The emphasis on a simpler and purer type of
religion and the effort to make available in accurate editions the basic
texts of Christianity were the great contributions of the northern humanists
to the Reformation. Luther was heartily in accord with the Erasmian emphasis
on a return to the direct study of Scripture. In this sense the Renaissance
may be described as having prepared the way for the Reformation.
Yet, in the long run, there was no meeting
ground between the humanist ethic and the beliefs of the Protestants.
Renaissance humanism was in general optimistic and insisted on the
potentialities of the natural man, while Protestantism emphasized the
depravity of man and the necessity of his dependence on grace.
During the Renaissance, there was no meeting of the minds between Christians and humanists.
Today, there can be no meeting of the minds between Christians and humanists.
Therefore, you cannot be a Christian Humanist.
You cannot integrate paganism and Christianity.
Humanists worship man.
Christians worship God.
Humanism insists on the potentialities of the natural man.
Christianity emphasizes the depravity of man and the necessity of saving grace.
Humanists believe in the perfection of man through reason.
Christians believe in the transformation and perfection of man through repentance and sanctification.
Humanism teaches ethical behavior as taught by philosophers and theologians.
Christianity teaches obedience to the faith (Romans 1:5).
Christianity teaches righteousness unto holiness (Romans 6:19,22).
Simply put, classical Christian education believes truth is learned by the power of reason, not by studying the holy Scriptures and asking the Holy Spirit to guide us into all truth. Instead, classical Christian education teaches philosophy and theology open the door to wisdom. But philosophy and theology are pseudoscience babbled by pseudointellectuals. They are systems of human knowledge that are substitutes for wisdom. Theology is reason based on philosophy and science (so-called). Theology speaks in pompous tones of authority. Philosophy and theology are pretentious “traditions of men.”
Paul warns us:
Beware lest any man spoil you
through philosophy and vain deceit,
after the tradition of men,
after the rudiments of the world,
and not after Christ.
And Paul warns against the wisdom of the wise, including the Greeks who seek after wisdom:
For Christ sent me not to baptize,
but to preach the gospel:
not with wisdom of words,
lest the cross of Christ should be made of none effect.
For the preaching of the cross is to them that perish
but unto us which are saved it is the power of God.
For it is written,
I will destroy the wisdom of the wise,
and will bring to nothing the understanding of the prudent.
Where is the wise?
where is the scribe?
where is the disputer of this world?
hath not God made foolish the wisdom of this world?
For after that in the wisdom of God
the world by wisdom knew not God,
it pleased God by the foolishness of preaching
to save them that believe.
For the Jews require a sign,
and the Greeks seek after wisdom:
But we preach Christ crucified,
unto the Jews a stumblingblock,
and unto the Greeks foolishness.
1 Corinthians 1:17-23
Reverend David Thomas explains:
Philosophy and the gospel. “Where is the wise?” etc. The “wise” here refers specially to the sages of Greece. They were called at first “wise men,” and afterwards assumed a more modest title, “lovers of wisdom,” philosophers. The “scribe” refers to the learned among the Jews. The appeal of the text, therefore, is to the wisdom or the philosophy of the world, including that of the Greek or Jew. Here we have –
I. Philosophy CHALLENGED by the gospel. The apostle here challenges the wise men of the world to accomplish the end which the gospel had in view. That end was the impartation to men of the saving knowledge of God. Where, unaided, had it ever succeeded in accomplishing this? Who amongst the wise will come forward to give one single instance?
II. Philosophy CONFOUNDED by the gospel. “Hath not God made foolish the wisdom of this world?” 1. By doing what philosophy could not do. “The world by wisdom knew not God.” Though the pages of nature lay open to the eye, with God’s signature on the whole, man failed to discover him. 2. By doing by the simplest instrumentality what philosophy could not do. The proclamation of the history of Jesus of Nazareth, and that by a few simple men regarded as the offscouring of all things, did the work. Hath not God in this way “made foolish the wisdom of the world”?
III. Philosophy SUPERSEDED by the gospel. “It pleased God by the foolishness of preaching to save them that believe.” The preaching is not foolish in itself, only in the estimation of the would-be wise men. The great want of men is salvation – the restoration of the soul to the knowledge, the likeness, the fellowship of God. This want philosophy cannot supply; but the gospel does. It has done so, it is doing so, and it will continue to do so.
The Pulpit Commentary, “I Corinthians,” v. 44, 12-13.
And Reverend F. W. Farrar comments:
The scribe. With the Jews of that day
“the scribe” was “the theologian,” the ideal of dignified learning and
orthodoxy, though for the most part he mistook elaborate ignorance for
profound knowledge. The disputer. The word would specially suit the
disputatious Greeks, clever dialecticians.
Theologians pretend to have superior intellectual and spiritual knowledge about the Bible. They pretend they have special knowledge or powers of perception giving them a superior understanding; and with their enlightened state they can answer questions about religious truth. But the truth is theologians pervert the plain language of the Bible to create doubt about Biblical truths.
Theologians believe new truths not apparent in the Scripture are communicated only to the initiated - and they are the initiated. Theologians are Gnostics and modern Pharisees who are so-called “enlightened.” However, they are pompous so-called philosophers with pretentious knowledge. They are false apostles, deceitful workers, transforming themselves into the apostles of Christ.
In fact, many theologians are not Christians. Many theologians are atheists or agnostics. And this is one strategy of Satan to create doubt about the truth of the Bible: Satan transforms himself into an angel of light. Paul warns us:
For such are false apostles,
transforming themselves into the apostles of Christ.
And no marvel;
for Satan himself is transformed
into an angel of light.
Therefore it is no great thing if his ministers also be
transformed as the ministers of righteousness;
whose end shall be according to their works.
2 Corinthians 11:13-15
Beware of theologians. They pretend to be enlightened while they sit in spiritual darkness.
And beware of philosophers. They sit in spiritual darkness with the theologians.
Both glorify man.
Both glorify reason.
Both pretend to be wise.
But Paul warns us the wisdom of this world is foolishness with God:
Let no man deceive himself.
If any man among you seemeth to be wise in this world,
let him become a fool,
that he may be wise.
For the wisdom of this world is foolishness with God.
For it is written,
He taketh the wise in their own craftiness.
The Lord knoweth the thoughts of the wise,
that they are vain.
1 Corinthians 3:18-20
Contrary to Biblical teaching, classical Christian schools boast of integrating the wisdom of this world with Christianity…
Welcome to The Ambrose School.
Our mission: To mature students in Christ as we integrate faith and reason through classical Christian education. http://theambroseschool.org/about/
Classical Christian education pretends to integrate faith and reason. It pretends to be wise. It is pompous and foolish classical pretentiousness.
The Danger of the Fine Arts
According to The American Heritage Dictionary of the English Language (1980), a humanist is “one who studies the humanities; especially, a student of classical learning.” Humanities are “those branches of knowledge concerned with man and his culture, as philosophy, literature, and the fine arts, as distinguished from the sciences.”
Classical Christian education often includes studying the fine arts. Granted, art appreciation is part of a good education. However, there is the danger of worshipping man the creator, instead of the Creator.
The Bible plainly tells us that it is God that gives man artistic gifts.
Every good gift and every perfect gift is from above,
and cometh down from the Father of lights,
with whom is no variableness,
neither shadow of turning.
When God commanded the building of the Tabernacle, He provided skillful workers.
Then wrought Bezaleel and Aholiab,
and every wise hearted man,
in whom the Lord put wisdom and understanding
to know how to work all manner of work
for the service of the sanctuary,
according to all that the Lord had commanded.
Notice the Bible explains that artistic talent comes from the Lord: “and every wise hearted man, in whom the Lord put wisdom and understanding to know how to work all manner of work.”
Glory should be given to God for the truly great works of art: “Give unto the Lord the glory due his name” (1 Chronicles 16:29). But in humanism, the glory is given to man.
And every child should study the great music of the world: Bach, Beethoven, Mozart, and other great composers. Music appreciation is part of a good education. But the glory should be given to God, not man. “Give unto the Lord the glory due his name.”
And speaking of music, children must be taught to sing praises unto the Lord.
Sing unto him,
sing psalms unto him,
talk ye of all his wondrous works.
1 Chronicles 16:9
Speaking to yourselves in psalms and hymns and spiritual songs,
singing and making melody in your heart to the Lord.
Let the word of Christ dwell in you richly in all wisdom;
teaching and admonishing one another in psalms
and hymns and spiritual songs,
singing with grace in your hearts to the Lord.
Don’t let anyone fool you. Children love to sing the great Christian songs: “Victory in Jesus,” “When We All Get to Heaven,” “Come, Ye Thankful People, Come,” “We Gather Together,” “Silent Night” and other glorious hymns and spiritual songs. Christian songs are musical sermons that teach and preach Biblical truths. Moreover, they are part of our Christian heritage. Countless saints have been instructed, comforted, and blessed by these songs through the years; and these songs will continue to instruct, comfort, and bless saints in years to come. It is well that children learn early to treasure hymns and spiritual songs in their hearts. Moreover, singing the great old hymns and spiritual songs unites Christians of all ages from age to age. The godly school teaches children to sing glorious praises unto the Lord.
And there is nothing wrong with literature appreciation; reading wholesome stories such as Little Women. But, unfortunately, so-called Christian schools lack discernment and read books such as The Witch of Blackbird Pond. Secular and Christian publishers sell this book. Some of the suggested themes for the book are forgiveness, tolerance, and independence.
Printed inside the front cover of the Yearling edition is praise for the book:
Strong plot, fully realized
characters, and convincing atmosphere distinguish this historical narrative
of a girl whose rebellion against bigotry
and her Puritan surroundings culminates in a witch hunt and trial.
Before even reading the first page of the story, this “praise” should alert Christians: “rebellion against bigotry and her Puritan surroundings.” The Witch of Blackbird Pond is malicious anti-Christian propaganda. It is written with open contempt for God-fearing Christians. It is the spirit of anti-Christ. Elizabeth George Speare wrote with a poisoned pen to corrupt youth with contempt for the early God-fearing Puritans...and contempt for all Bible-believing Christians. And it is praised by so-called Christians! (See “Quakers: Evil Spirits in Colonial America” @ http://www.libertyadvocate.com/Quakers%20-%20Evil%20Spirits.htm)
Sadly, many classical Christian schools devote no time to actually reading the greatest book of literature ever written: The Bible. God’s Word is filled with poetry, song, drama, proverbs, letters, history, and prose. More important, it is Truth. It contains all the wisdom and knowledge that is needed for daily living. The Bible is holy Scripture and is the primary book studied in the true Christian school.
The 1937 edition of The Book of Knowledge praises the King James Bible, or Authorized Version in the article “The Greatest Book in English”:
No book, considered as literature, has had so great an influence on the English-speaking people as the Bible.
No other book has done so much toward molding the English language. Though in origin it is not an English book at all, it is the greatest book in the English tongue, the one best known and best deserving to be known as a literary work.
Of course, because of the subjects it brings before its readers it is a supremely great book in any language, but we are not here referring to its religious teaching. It is the influence of its style on English language that concerns us for the moment.
For more than 500 years the Bible has been more popular among English-speaking people than any other book, more read, more listened to, more known than any other writing. For more than 300 years it has set the standard and been the great example of English prose, with effects on our speech that cannot be overestimated.
What is it in this book that has given it such a lasting influence on our literature, an influence far more powerful than any it has had on other languages?
An important fact is that Hebrew, the language of the Old Testament, is very simple, with clear pictures readily understood and conveying their meaning in plain words that represent common objects, even when the thought is most poetical and beautiful. “The Lord is my Shepherd, I shall not want.” What could be simpler, or more tender and consoling? “A thousand years in Thy sight are but as yesterday when it is past, and as a watch in the night.” What could be grander and more impressive?
That the earliest printed language widely circulated among her people should have been so plain and clear and pure as it is in the Bible has been a blessing that will never be lost.
As for the 47 translators of the Authorized Version, or King James Version, the encyclopedia states:
Any set of men with special knowledge are inclined to create a formal language for themselves that does not readily give up its meaning to plain people. It is so with philosophy, religion, the law, medicine, education and most of all with science. There is a pretense that these dignified subjects cannot be discussed in plain speech, and so a special jargon is invented for each learned set, and in no instance does the jargon become literature. This special formal language has to be shed before any piece of prose can be read with pleasure for its own sake. How fortunate it was then that, from the first, there was a book in the language of the people, plain, strong, full, with a natural music in it, and that book one with an extraordinary variety of expression, rich in interest, and exhaustless in meaning. Theology, which is the “science of religion,” swiftly hid its meaning in a clumsy jargon from which it has never escaped, but the Bible is clear, simple and beautiful. And this purity in language and style, drawn from common English speech, has been influencing sincere writers ever since.
In the world’s treasure-house of literature the share of space for the English tongue is generous; but in all that wide space the rarest gem is the translation of the Hebrew Bible and the Christian New Testament given to us by forty-seven studious men, not one of whom wrote anything remarkable on his own account.
The 47 translators were dedicated to the faithfulness of the text. Literary elegance was not a criterion in translating; but truth and accuracy. The translators of the King James Version did not plan the eloquence: it was inspired by the Holy Spirit.
The article declares: “Properly studied, the Bible provides a generous education from a literary point of view.” Now, if a secular publication praises Bible study, then why does classical Christian education glorify the literature of ancient Greece and Rome?
And the article continues: “Shaped by study and piety, it is the book which beyond all others forms the kernel of our literature, the delight alike of the scholar and of the unlearned. It finds expression for us in our most solemn moments and invites us to the noblest heights of thought.”
But, of course, the Bible is more than a literary work: The Bible is Truth. The Bible instructs adults and children how to live.
Dr. L. P. Brockett explains in the Introduction to The Child’s Commentator on the Bible:
But the instructions, the promises, and teachings of the Word of God, not less than its narratives, are intended for the young; and how important it is, that in their tender years, they should be attracted to these and brought to understand and trust them. All through the blessed Book there are promises and instructions addressed to children; and these are so gracious and loving, that even the youngest child, who hears or reads them, cannot help being drawn toward the good God, and the tender and affectionate Saviour who loved little children so much.
Cobbin, Ingram. The Child's Commentator on the Bible for the Home Circle. New York: H.S. Goodspeed, 1873, vii.
Christ bids us:
and forbid them not,
to come unto me:
for such is the kingdom of heaven.
The true Christian school brings children to Christ.
In the true Christian school, literature and art and music will all be consecrated to God.
The Truth About the Trivium
Classical Christian education is based on the trivium: grammar, dialectic, and rhetoric. (See Dorothy Sayers’ essay The Lost Tools of Learning.) But the trivium is humanism.
HUMANISM. The word humanism has a variety of meanings. In the history of European thought it is used in its narrowest sense to describe that kind of study of the Greek and Latin classics which is accompanied by the conviction that these classics contain the highest expression of human values. By extension it is applied to the liberal arts and especially to those subjects like grammar and rhetoric which were considered by their practitioners to be most directly relevant to the right conduct of life. Literature, history, ethics, and politics are in this way included among the humanistic disciplines, distinguished from the natural sciences on the one hand and from metaphysical and theological speculation on the other. Finally, in its most general application humanism may mean any philosophical or ethical system centered on the concepts of the dignity and freedom of man.
The ideals of the studia humanitatis were developed by antiquity, first in the great age of Greece, and subsequently in the adaptation of Greek thought to Roman education, especially in the works of Cicero and Quintilian.
The Encyclopedia Americana, 1957, v. 14, 487.
Here is a very brief summary of the trivium in classical Christian schools…
GRAMMAR SCHOOLS. The term “grammar
school” has had a varied history. Originally, the Romans evolved the grammar
school out of the increasing literary work of the ludus or lowest
school, which in turn sought to supplement the informal instruction provided
in the home. Many authorities have held
that this grammar school was essentially an elementary school concerned
largely with instruction in Greek and Latin – “the art of speaking
correctly” and “the interpretation of the poets.” In brief, it had a
curriculum of grammar and literature. Under the influence of the early
Christians the catechetical and cathedral schools came into being as a
counter influence to the “worldly” curriculum of the Roman system. These
schools were taught by the
scholasticus, often the
cathedral canon, and the curriculum was “other-worldly” in its content.
The Encyclopedia Americana, v.13, 119.
Notice church schools were established as a counter influence to the “worldly” curriculum of the Roman system. The early Roman grammar school was essentially concerned with instruction in Greek and Latin. It had a curriculum of grammar and literature.
Some classical Christian schools teach Latin, but not Greek. And classical Christian education is modified classical education. In some respects, it is progressive education. For example, the pamphlet Classical Christian Education: The Essential Guide for Parents (copyright 2005-2007), states that the grammar stage emphasizes memorization; chants, rhymes, and jingles; a lot of hands-on work, projects; field trips; drama; making collections, displays, models, etc. But jingles, lots of hands-on work, projects, field trips, making displays and models, and so forth is not classical methodology. This is progressive methodology. On the other hand, the grammar stage of classical Christian education focuses on ancient history: second grade, ancient Egypt; third grade, ancient Greece and Rome; and fourth grade, the Middle Ages and the Renaissance. So, while the subject matter is classical, the methodology is progressive.
Classical Christian schools lure parents into enrolling their children by claiming our Founding Fathers had a classical education. But the modern classical education of jingles and chants; lots of hands-on work; projects; field trips; drama; displays; and so forth is not the education of our Founding Fathers. Additionally, our Founding Fathers did not study ancient literature as a guide to the right conduct of life, or ethics. The education of our Founding Fathers was founded on the Bible to instruct children in righteousness and holiness.
In colonial America the child’s first schoolbook was the hornbook, a leaf of paper printed on one side and pasted on a thin oak board with a stubby handle. The hornbook included the alphabet in small letters and capitals, combinations of consonants and vowels, the Exorcism, and the Lord’s Prayer. Early textbooks were saturated with religion, duty, and manners. They included catechisms, primers, spellers, and Latin grammars.
The first textbook printed in America was The New England Primer. Printed in 1690, it was the beginning textbook for students well into the twentieth century. It was the principal text in all types of American schools: public, private, semiprivate, home, etc. In addition to the alphabet it contained a syllabarium, prayers, and religious catechisms. And each letter of the alphabet was illustrated with mostly Biblical scenes. Contrary to what classical Christian education claims, our Founding Fathers’ early education was rooted in the Bible, not classical literature.
Classical Christian education at the grammar stage underestimates children’s learning capabilities by stressing memorization. Memorization is good, but understanding and application is absolutely necessary for some subjects. For instance, many classical Christian schools use Shurley Grammar, an English curriculum with jingles for grammar rules. Unfortunately, many children cannot apply the rules of grammar without saying the jingle. Even in middle school, children cannot apply the rules of grammar. And the lesson plans for Shurley Grammar are wordy and cumbersome and lengthy for simple grammar rules. It is a pretentious grammar curriculum.
Unquestionably, children in grades K-6 are capable of more than memorization and chants, rhymes, songs and jingles. Even at an early age, children are capable of thinking and should be encouraged to do so. For example, the great Bible commentator Matthew Henry at the age of three was able to read a chapter in the Bible, and was able to make pertinent remarks of what he read. Henry was increasing in wisdom at the age of three. And, as mentioned earlier, the child Jesus was increasing in wisdom before the age of twelve.
The grammar stage retards children’s thinking skills. Children lose precious years mechanically memorizing and chanting jingles and rhymes without understanding them, or being able to apply them. Children are merely programmed, not educated. Children are capable of increasing in wisdom and knowledge and understanding during these important learning years.
Dialectic or Logic (7-8)
Dialectic is “the art of arriving at the truth by disclosing the contradictions in an opponent’s argument and overcoming them.” Classical Christian schools teach children to arrive at the truth by formal logic, logical fallacies, and reasoning skills using the Socratic method and Aristotelian logic. They believe a well-trained mind will guide children into all truth. The pamphlet Classical Christian Education: The Essential Guide for Parents states that “classical Christian education believes that you learn to discern Truth more accurately when you have a well-trained mind.”
Really? The ancient Greeks had “well-trained” minds. They considered themselves intellectual leaders of the world. With their pompous minds, they judged the Gospel as an inferior philosophy.
Reverend Donald Fraser explains:
The Greeks could no longer boast of great soldiers or statesmen, for military and political power had deserted them and centred at Rome; but they had among them rhetoricians and philosophers, and still considered themselves intellectual leaders of the world. In this spirit they sat in judgment on the gospel. As to its treatment of the problems of sin and righteousness, they were not deeply concerned; but they were ready to weigh and measure it as a new philosophy, and thought it deficient in intellectual flavour, and quite inferior to the speculations of Greek teachers on the nature of God and of man, the order of the world, the beautiful and the good.
The Pulpit Commentary, “I Corinthians,” v. 44, 48.
The ancient Greeks proved that a well-trained mind cannot guide us into Truth. Knowing the Truth comes by hearing or reading God’s Word, and the Holy Spirit guiding us into Truth.
A well-trained mind does not give wisdom. God gives wisdom.
If any of you lack wisdom,
let him ask of God,
that giveth to all men liberally,
and upbraideth not; and it shall be given him.
God not only gives wisdom to man, He gives children “knowledge and skill in all learning and wisdom.”
As for these four
God gave them knowledge and skill
in all learning and wisdom:
and Daniel had understanding in
all dreams and visions.
Children must diligently study and ask God to give them knowledge and skill in all learning and wisdom.
A true Christian education encourages children to study and ask God to give them wisdom.
A false Christian education focuses on a well-trained mind.
Classical Christian schools emphasize dialectics and rhetoric insisting that children must be able to argue and speak well to defend the faith. But Paul explains that apologetics do not win souls to Christ.
And my speech and my preaching was not with
enticing words of man's wisdom,
but in demonstration of the Spirit and of power.
That your faith should not stand in the wisdom of men,
but in the power of God.
1 Corinthians 2:4,5
Rev. F.W. Farrar comments on these verses:
My speech and my preaching;
the form and matter of my discourse. He [Paul] would not attempt
to use the keen sword of philosophical dialectics or human eloquence, but
would only use the weapon of the cross. Was not with enticing words of
man's wisdom; rather, with persuasive words of wisdom (the word
anthropines is a gloss). This simplicity was the more remarkable
because "Corinthian words" was a proverb for choice, elaborate, and
glittering phrases (Wetstein). It is not improbable that the almost total
and deeply discouraging want of success in St. Paul in preaching at Athens
had impressed him more strongly with the uselessness of attempting to fight
Greek philosophers with their own blunt and imperfect weapons. In
demonstration of the Spirit and of power. So he says to the
Thessalonians, "Our gospel came not to you in word only, but also in power,
and in the Holy Ghost, and in much assurance." The plain facts, so
repellant to the natural intellect, were driven home with matchless force by
spiritual conviction. The only heathen critic who has mentioned St. Paul's
method is Longinus, the author of the treatise on 'The Sublime and
Beautiful,' who calls him a "master of unproved dogma," meaning apparently
that his force lay in the irresistible statement of the facts which he came
The Pulpit Commentary, “I Corinthians,” v. 44, 59.
And Rev. David Thomas comments:
The grand subject of his ministry makes him INDIFFERENT TO ALL RHETORICAL CONSIDERATIONS. "I . . . came not with excellency of speech." In order to exhibit this theme to men, he never thought of brilliant sentences and polished periods and studied composition; not he. The theme was independent of it, infinitely too great for it. Does the splendid apple tree in full blossom require to be decorated with gaudy ribbons? Christ crucified is eloquence, mighty eloquence. Tell the story of his life in plain vernacular, with the notes of nature, however rough, and in vital sympathy with its spirit; and your discourse will be a thousand times mightier than the orations with which Demosthenes shook the proud democracy of Greece.
Men and women are saved and sanctified by the Word of God, not by pompous words of apologists. Thank God when we preach and teach the plain word of the Gospel, our words are empowered by the Holy Spirit.
For our gospel came not unto you in word only,
but also in power,
and in the Holy Ghost,
and in much assurance;
as ye know what manner of men
we were among you for your sake.
1 Thessalonians 1:5
It is the power of the Holy Spirit that draws men to Christ, not dialectics or rhetoric.
Also, classical Christian education replaces holy thinking and holy living – holiness – with “Christian worldview.” Some classical Christian schools and home schools use David Quine’s Starting Points worldview series. Interestingly, Quine condemns classical Christian education...
We were told that the union of Greek and Roman thought with Christian truth is the basis of Classical Education and that it actually yields a much broader and more comprehensive understanding of truth.
However, this wasn’t the Protestant Reformation idea of Truth Shirley and I had been taught by Dr. Francis Schaeffer in his writings and lectures. Rather, this was exactly the opposite. Dr Schaeffer wrote extensively that Protestant Christianity provides good and sufficient answers in all three spheres: Spiritual, Philosophical, and Governmental. He warned us of the dangers of mixing Greek and Roman ideas with Christian Truth.
A person must ask “where does this mixing lead?”
I continue seeking greater understanding of the goals and objectives of Classical Education. Just recently I found a graphic from a Catholic web site showing the three pillars of Classical Education which we were encouraged to embrace years before. I was shocked to see the close connection between Classical Education and Catholic teaching.
Protestant Reformation teaching does not mix Greco-Roman thinking with Christian Truth.
Paul, writing to Christians living in the city of Colossae which would have been under the influence of Greek and Roman thinking, states:
Therefore as you have received Christ Jesus the Lord, so walk in Him, having been firmly rooted and now being built up in Him and established in your faith, just as you were instructed, and overflowing with gratitude.
See to it that no one takes you captive through philosophy and empty
deception, according to the tradition of men, according to the elementary
principles of the world, rather than according to Christ. Colossians 2:6-8
But Quine is a hypocrite. While he is throwing stones at classical Christian education his own curriculum is filled with corruption. For example, his Starting Points series pompously claims students will build a “Biblical worldview.”
In this comprehensive, introductory course to worldviews, students will learn to build a Biblical worldview, identify literature based on a biblical worldview, speak the biblical worldview into culture and learn about the founding of modern America upon a biblical worldview. Writing, analysis, outlines, short answer, paragraph plot summary and fill-in-the blank answers focus on developing the student's mental ability to seek out the core beliefs presented through media and culture. Utilizing popular movies (The Wizard of Oz and It's a Wonderful Life), classic literature (Frankenstein, Dr. Jekyll and Mr. Hyde) and apologetic material (Mere Christianity, Know What You Believe, Answers for Difficult Days) students learn reading comprehension, analyze different worldviews according to a Christian view and study topics on ethics, man, history, devil, and more. 479 pages, softcover. Grades 9-12.
First, “worldview” is a pretentious theological and philosophical term. It is not Biblical. It is a substitute for the word “Truth.” And the fruit of Truth is holiness – holy thinking and holy living.
Second, children read C.S. Lewis’ The Chronicles of Narnia series. This series is presented as literature based on a “Biblical worldview.” But Lewis was a false Christian. He had an obsession with the occult which lures youth into fancies of magic in The Chronicles of Narnia. So, Quine rejects mixing Greco-Roman thinking with Christian Truth, but approves mixing the occult with Christian Truth. There is no such thing as Christian magic, Christian sorcery, and so forth. Irrefutably, Scripture after Scripture warns Christians about the occult. For example, the Ephesians burned their occult books (Acts 19: 19).
The truth is worldview studies replace Bible study. In other words, pseudointellectuals feel direct study of the Scripture cannot guide us into Truth: we need the help of theologians who allegedly have special knowledge of the Truth.
But true Christians believe the Bible is the supreme authority in all matters of doctrine and practice. As we diligently read God’s Word, the Holy Spirit guides us “into all truth.” We do not need to read C.S. Lewis to build a “Biblical worldview” because we do not need a Biblical worldview. We need the Truth. And we do not need to read ancient Greek and Roman literature to live according to ethics – the pagan standard of conduct. We live by the authoritative Word of God that teaches holiness, not manmade ethics. Scripture alone is sufficient to teach holy thinking and holy living.
Interestingly, Martin Luther became suspicious of some of the things that were taught in the university. He finally decided that Aristotle was after all only an ancient heathen who knew nothing about Christianity and that students had no business studying his works. Instead, he urged them to rely on Scripture alone.
And we must urge children to rely on Scripture alone to know the Truth. It is not man’s intellect that guides him into Truth. It is the Holy Spirit.
Howbeit when he, the Spirit of truth,
is come, he will guide you into all truth:
for he shall not speak of himself;
but whatsoever he shall hear,
that shall he speak:
and he will shew you things to come.
Let us ask the Spirit of Truth to guide us into all truth.
Let us speak in demonstration of the Spirit and power so that our faith may stand in the power of God, not the wisdom of men.
Let us not argue the Gospel with wisdom of words - theology or philosophy.
Let us argue the plain word of the Gospel.
And Paul, as his manner was,
went in unto them,
and three sabbath days reasoned
with them out of the scriptures,
Opening and alleging,
that Christ must needs have suffered,
and risen again from the dead;
and that this Jesus,
whom I preach unto you, is Christ.
For Christ sent me not to baptize,
but to preach the gospel:
not with wisdom of words,
lest the cross of Christ should be made of none effect.
For the preaching of the cross is to them that perish
but unto us which are saved it is the power of God.
For it is written,
I will destroy the wisdom of the wise,
and will bring to nothing the understanding of the prudent.
1 Corinthians 1:17-19
Reverend Lipscomb remarks:
At present, however, one thing absorbs him, namely, the Divine institution of preaching. What is his foremost relation to these Corinthians? It is that of a preacher of Christ’s gospel. And how had he preached it? “Not with wisdom of words”- not as a speculative thinker, not as a Greek rhetorician, not in the spirit of worldly eloquence – “lest the cross of Christ should be made of none effect.”
The Pulpit Commentary, I Corinthians, v. 44, 17.
And Reverend E. Hurndall proclaims:
I. THE CROSS IS TO BE PREACHED. The gospel cannot be preached unless the cross is. The cross is the central fact. The converging point of the Scriptures is found in “Christ crucified.” Without the cross Christianity becomes meaningless and powerless. Salvation and the cross are indissolubly linked: the cross speaks of the shedding of blood, “and without shedding of blood is no remission” (Heb. ix. 22).
II. THE CROSS IS TO BE PLAINLY PREACHED. As
“not many wise” are called, it is but reasonable that the unwise and
simple-minded should be specially borne in mind. The offence of the cross is
not to be lessened by “wisdom of words.” Knowledge of the meaning of the
cross is the deepest need of the world; all things should be subordinated to
conveying that knowledge with utmost clearness and fulness. Men cannot be
saved by eloquence, or philosophy, or learning; they can by the cross. “The
great preachers have been natural orators, not rhetoricians or actors.” The
greatest care is necessary lest, by the character of our preaching, the
cross of Christ should be made of none effect. Some preaching seems designed
for the very purpose, and succeeds deplorably.
Apologists take the focus off of “Christ crucified.” But this is the heart of the Gospel. As Reverend Hurndall explains: “Without the cross Christianity becomes meaningless and powerless. Salvation and the cross are indissolubly linked: the cross speaks of the shedding of blood, ‘and without shedding of blood is no remission.’”
Paul warns Timothy:
keep that which is committed to thy trust,
avoiding profane and vain babblings,
and oppositions of science falsely so called:
Which some professing have
erred concerning the faith.
1 Timothy 6:20, 21
Again he warns Timothy in another letter:
But shun profane and vain babblings:
for they will increase unto more ungodliness.
2 Timothy 2:16
And this is why theology and philosophy are vain and foolish deceits. The cross of Christ is purposely replaced with vain jangling - theological and philosophical questions. The vain babbling drowns out the heart of the Gospel: “Christ crucified.” We must adhere to the simplicity of the Gospel.
Classical Christian schools claim children grow in Christ through reason and faith, therefore, they should learn apologetics. This is a lie. Scripture alone empowered by the Holy Spirit guides us into all Truth for holy thinking and holy living – holiness.
2) Classical Christian Education is Confederate
In 1991, Douglas Wilson wrote Recovering the Lost Tools of Learning which recounts Dorothy Sayers’ essay and argues for a return to classical education in Christianity.
First, who is Douglas Wilson? And why does he promote a classical curriculum?
Douglas Wilson (theologian)
Douglas James Wilson (born 18 June 1953) is a conservative Reformed and evangelical theologian, pastor at Christ Church in Moscow, Idaho, faculty member at New Saint Andrews College, and prolific author and speaker. Wilson is well known for his controversial work Southern Slavery, As It Was, which he coauthored with League of the South co-founder Steve Wilkins. He is also featured in the documentary film Collision documenting his debates with anti-theist Christopher Hitchens on their promotional tour for the book Is Christianity Good for the World?.
Wilson has been a prominent advocate for classical Christian education, and he laid out his vision for education in several books and pamphlets, especially in Recovering the Lost Tools of Learning and The Case for Classical Christian Education. In those writings, he argues that the American public schools are failing to educate their students, and he proposes a Christian approach to education based on the Trivium, a Greco-Roman approach to education which emphasizes grammar, rhetoric, and logic and advocates a wide exposure to the liberal arts, including classical Western languages such as Latin and Greek. The model has been adopted by a number of Christian private schools and homeschoolers.
Wilson's most controversial work is probably his pamphlet Southern Slavery, As It Was, which he wrote along with League of the South co-founder and fellow Christian minister Steve Wilkins. The pamphlet stated that "slavery produced in the South a genuine affection between the races that we believe we can say has never existed in any nation before the War or since." Historians such as Peter H. Wood, Clayborne Carson, and Ira Berlin condemned the pamphlet's arguments, with Wood calling them as spurious as holocaust denial.
Wilson held a February 2004 conference for those who supported his ideas, such as pastor George Grant, at the University of Idaho. The University published a disclaimer distancing itself from the event, and numerous anti-conference protests took place. Wilson described critical attacks as 'abolitionist propaganda'. He also has repeatedly denied any racist leanings. Wilson has described his own views as 'paleo-Confederate'. He has said his "long war" is not on behalf of white supremacy; rather, Wilson claims to seek restoration of a claimed prior era, in which faith and reason seemed at one, and when family, church, and the organic "community of Christians" that T. S. Eliot describes in Christianity and Culture were more powerful than the state.
The Southern Poverty Law Center connects Wilson's views to the Neo-Confederate and Christian Reconstruction movements influenced by R. J. Rushdoony, concluding, "Wilson's theology is in most ways indistinguishable from basic tenets of Reconstruction."
Canon Press ceased publication of Southern Slavery, As It Was when it became aware of serious citation errors in several passages authored by Wilkins. Robert McKenzie, the history professor who first noticed the citation problems, described the authors as being "sloppy" rather than "malevolent." Wilson reworked and redacted the arguments in the tract, and published (without Wilkins) a new set of essays under the name Black & Tan after consulting with historian Eugene Genovese.
Interestingly, Wilson refers to himself as a “Paleo-Confederate" and believes "the South was right on all the essential constitutional and cultural issues surrounding the war."
"You're not going to scare me
away from the word Confederate like you just said 'Boo!'" Wilson told the
magazine. "I would define a neo-Confederate as someone who thinks we are
still fighting that war. Instead, I would say we're fighting in a long war,
and that [the Civil War] was one battle that we lost."
Wilson asserts: “I would say
we’re fighting in a long war, and that [Civil War] was one battle we lost.”
What war is Wilson fighting? He admits they lost the War Between the States;
but he is fighting the Confederate war, the on-going war to restore the
Paleo-Confederates are tied to Neo-Confederates. Neo-Confederates are a white supremacist domestic terrorist group that believe the Civil War is not over. They are building a real army for the Confederacy to rise again. They teach that slavery is not wrong, and slaves in the South were treated like family. Neo-Confederates use covert activities such as living history and Civil War reenactments to recruit adults and children for the Confederate cause. Incidentally, Neo-Confederates claim to be Christians. To learn more about Neo-Confederate covert tactics, read my article “Religious Rebels” @ http://www.libertyadvocate.com/message10.htm
Wilson trifles over whether he is a Neo-Confederate or Paleo-Confederate. But they are part of the Confederacy: “Neo-” means new, therefore, New Confederate; “paleo-” means ancient, therefore, Ancient Confederate. “Paleo-Confederate” is merely pretentious, ancient (classical) Confederate snobbery: Classical Confederate. As shown in “Religious Rebels,” Neo-Confederates use deceitful and covert tactics such as living history to advance their wicked agenda. They are building a real army. Confederates infiltrate all areas of society: political, social, religious, and educational. And Paleo-Confederates infiltrate education using a deceitful, covert tactic. They use classical Christian education to recruit children for the Confederate cause – the Confederacy will rise again.
Classical Christian education advances two Confederate causes: war and slavery. By indoctrinating children with the literature and logic and philosophy of the Greeks and Romans that war and slavery are reasonable, they are recruiting children for the Confederate cause. They are building an army. For example, Greek ideals were those of battle and carnage as expressed in the Iliad. Paleo-Confederate schools glorify war and plant the seeds of warfare in young minds. Additionally, Confederates teach that slavery is reasonable. Both the ancient Greeks and Romans accepted slavery. In Greece and Rome, slaves were acquired as prisoners of war, in piratical raids, or by purchase. Slavery in Rome and Greece was never criticized as a moral evil, but was considered as part of the natural order.
The ancient state was inseparable from slavery. In this respect there was no difference between democracy and other forms of government. No inconsistency was felt, therefore, between this institution and the democratic principle.
Had the life of the lower class of citizens been absorbed in a round of mechanical labours, as fully as in the life of our industrial classes, the working of an ancient democracy would have been impossible. In justice to the ancient democracies it must be conceded that, while popular government carried with it neither the enfranchisement of the alien nor the emancipation of the slave, the rights secured to both classes were more considerable in the democratic states than elsewhere. The lot of the slave, as well as that of the alien, was a peculiarly favourable one at Athens. The pseudo-Xenophon in the 5th century (De rep. Ath. I 10-12) and Plato in the 4th (Republic, p. 563B), prove that the spirit of liberty with which Athenian life was permeated, was not without its influence upon the position of these classes. When we read that critics complained of the opulence of slaves, and of the liberties they took, and when we are told that the slave could not be distinguished from the poorer class of citizens either by his dress or his look, we begin to realize the difference between the slavery of ancient Athens and the system as it was worked on the Roman latifundia or the plantations of the New World.
The Encyclopedia Britannia, 1938, “Slavery,” v. 10, 722.
A few days after reading the above information, while browsing Political Sermons of the American Founding Era 1730-1805, the sermon “The Necessity of the Belief of Christianity” (1794) by Jonathan Edwards, Jr. caught my attention. His father penned the famous sermon “Sinners in the Hands of an Angry God.” The following words in Edwards’ sermon caught my eye: “Let us compare those antient [ancient] heathens, of who we know the most and who were the most improved and polite, with the christians of whom we know the most; the antient Greeks and Romans with the citizens of the United States.” Briefly, Edwards observes about ancient Greek and Roman slavery: “As has been observed, they absolutely enslaved them; and by law, slaves were considered not as men, but as mere things, the mere property of their masters, and were treated, punished, and put to death at any time and in any manner, as their masters pleased, whether by beating, starving, torture, or otherwise.”
And Edwards briefly mentions other Greek and Roman vices:
Temperance: Drunkenness was exceeding common among them.
Chastity: Fornication was commonly practiced without reserve, and was allowed by all their philosophers; many of the customs of the Greeks and Romans promoted homosexuality; “the sin of Sodom was encouraged by the public laws of several of the states of Greece. It was more especially so among the Cretans, in order to prevent too great an increase of the people…According to Cicero, the Greek philosophers not only generally practiced, but even gloried in this vice.”
Truth: Stoic philosophers taught that lying was lawful.
Matters of property: Spartans encouraged their children to steal.
Outrage, cruelty and oppression:
(a) Captives and slaves were sacrificed at the funerals of the dead.
(b) Ancient Roman law gave the father a power of life and death over his children. Unwanted babies could be abandoned in the streets. “Both Plato and Aristotle say, that there should be laws to prevent the education of weak children.”
(c) Gladiators fought and killed one another on the stage for the mere entertainment of spectators.
(d) Suicide was recommended by many philosophers, as a heroic act of virtue.
Read the entire sermon @ http://oll.libertyfund.org/titles/sandoz-political-sermons-of-the-american-founding-era-vol-2-1789-1805
Clearly, the Holy Spirit guided me to this sermon to know the truth about the wicked ancient Greeks and Romans.
Parents, immediately take your children out of a classical Christian school: “What communion hath light with darkness?” (2 Corinthians 6:14). Separate your children from a school that idolizes pagan Greeks and Romans: “Be ye separate.”
Be ye not unequally yoked together
for what fellowship hath righteousness
and what communion hath light with darkness?
And what concord hath Christ with Belial?
or what part hath he that believeth with an infidel?
And what agreement hath the temple of God with idols?
for ye are the temple of the living God;
as God hath said,
I will dwell in them, and walk in them;
and I will be their God,
and they shall be my people.
Wherefore come out from among them,
and be ye separate,
saith the Lord,
and touch not the unclean thing;
and I will receive you,
And will be a Father unto you,
and ye shall be my sons and daughters,
saith the Lord Almighty.
2 Corinthians 6:14-18
And teachers in a classical Christian school…quickly flee! Wash your unclean hands of promoting idolatry of the pagan ancient Greeks and Romans.
In sum, Douglas Wilson and other Paleo-Confederates use a Confederate curriculum disguised as classical Christian education to glorify war and indoctrinate children that slavery is reasonable. Classical Christian education is a covert tactic to train children for the Confederate cause – the Confederacy will rise again.
V. A Holy School
Our children do not belong to us; they are God’s children to be trained for Him. And we must train them up in righteousness and holiness. Unquestionably, educating children is a solemn and immense responsibility for which we are accountable to God because He has entrusted us with His children. Christian parents may send their children to a Christian school to help them with child training, but a godly school teaches more than academics. More important, the godly school teaches God’s children holy thinking and holy living.
Indeed, a Christian school that does not teach holy thinking and holy living is a false Christian school. Instruction in a Christian school must be dominated by a holy purpose. And that holy purpose is holiness.
The true Christian school is a Spirit-led school.
A school without the indwelling of the Holy Spirit is a dead school - a false Christian school.
The Bible declares that true Christians are a holy people led by the Spirit of God:
For as many as are
led by the Spirit of God,
they are the sons of God.
The true Christian school is a holy people led by the Spirit of God.
The true Christian school is a holy school.
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