Should a student’s peer group be so important?
…or can skipping or failing a grade be a very good thing?
****Let me tell you the tale of four students. Danny The first, Danny, had decided to better himself and become more flexible in the job market, given the prevalent economic uncertainty. So he went to the website of the Open University and looked for a course package that would appeal to him. After due consideration, he decided on a subject, whereupon he proceeded with his enrolment. The course involved a number of challenging assignments, all accompanied by due dates, and length and formatting requirements. Danny was not fazed. Full of enthusiasm, he started on the course work. He industriously complied with all the required readings, studied the assignment requirements, and set to work. Long before the deadline he finished the first homework assignment sent it away. It was less than a week later that he received word back: he had failed his first assignment. Failed miserably. However, the kind lecturer gave many tips as to how to improve the work for resubmission. Disappointed, but not down, Danny set to work again. He carefully followed the lecturer’s suggestions and, with hope in his heart, resubmitted. The result, though slightly better, was still disappointment – Danny hadn’t passed, even on his second attempt. Danny was thoroughly disheartened. After honest and deep contemplation, he decided that he had overreached and that he needed to bite the bullet and quit. Perhaps he should have another look at the courses and take on something more realistic and in keeping with his current abilities… Shaun and Emily The family of little Shaun and Emily moved to a new district. The 7 and 9-year-old embarked on theadventure of a new school. They were kindly received, then tested on their abilities, and placed in a classroom with their peers. It was not long before both children became unhappy and unruly. Shaun could not care less whether he did his homework or not. Emily did not have any homework, because she finished everything in school time. She saidschool was boring. Meetings between the teachers and parents followed. It was agreed that Shaun struggled and required some remedial help. Emily needed no help at all; perhaps she could be given some extra work, expanding her challenges in that manner. The teachers would do their best, but with the large number of students in their care, it would be difficult. At the end of the year, Shaun was promoted to the next grade, even though his progress reports showed failure after failure. Emily was promoted as well, with straight A’s all over her list. Both children looked forward to the summer holidays and nagged their parents for a different school come the new year. The new school year commenced, and the children joined their peers. Shaun was looking at another year of discouragement and remedial treatment. Emily’s motivation was also at a low and she decided to do what was necessary to get by… When peers aren’t the main concern, then ability can be Peers were not a concern for Danny so when he noticed his course was above his ability; he could simply quit it. He could adjust and find something more suitable. Shaun and Emily were locked in a system from which there was no escape. Shaun was forced to endure the ignominy of failure after failure; Emily was exposed to what she called “kindergarten material” which she considered humiliatingly unchallenging. However, as the Principal pointed out, it was important to keep the children in their peer groups. It would not do to place them with those older or younger than they, as this would stunt their emotional development. Caleb Now meet Caleb (not his real name). He was brought to this little Christian school. Dad and Mum said that Caleb was a problem student in his current school and did not perform well at all. In fact, the larger part of the day he was forced to reside outside the classroom. On his report card the teacher had written about his reading skills that Caleb needed to guess more! Caleb did not want to guess, he wanted to read! This nine-year-old was by now on the level of a six-year-old student, even though there was nothing wrong with his cerebral capabilities. He did not like school anymore. “And then to think how he started so full of enthusiasm,” Mum remarked. The long and short of it was that the Principal and the parents agreed that Caleb would start according to ability with the little ones, moving between different groups fluidly to tap into his present abilities. Being more mature, he would succeed at a faster pace and consequently move through the ranks ever more closely to his peers, all the while tasting academic success. Caleb finished high school within a year of his peers and went on to do a bachelor’s degree in Computer Science at university. As an adult he wrote on Facebook how that little Christian school and its teaching approach had been the saving of him in terms of developing his abilities. Caleb was not forced to sit in class with his peers and be confronted with repeat failure. He was not singled out for remedial (often sensed as humiliating) lessons. He was successful in class and was able to join his peers outside class when playing games (during PE lessons he did join his peers, by the way, and outshone most of them). Why have we made this the priority? In Matthew 23:4 the Lord Jesus accuses the Pharisees of putting heavy and grievous burdens on the people with rules and regulations that they themselves wouldn’t bear. This text had me wondering if, educationalists – with the best of intentions – have placed burdens upon children that they would not place upon themselves! (We can think also of the Golden Rule in Matthew 7:12.) An adult who enters on a course of study will do so within his capabilities. Should there be an error of judgment, the course will be discontinued and, perhaps, a more suitable one entertained. School children, as a rule, are not given that choice in the traditional system. We’ve deemed it as the first priority that they mingle with peers, even when they are to concentrate on cerebral pursuits. And we’ve done so, knowing that intellectually mismatched children who are being set the same challenges can be a hindrance to each other in class time! The discouraged girls might skulk away, or a frustrated boy resort to bravado, while the capable students are irritated by unwanted distractions. The net result is a teacher with a classroom harboring behavioral challenges. When considering the eagerness of the little five-year-olds upon entering “the big school,” it is a shame upon the education system to erode this eagerness by providing systemic failure on the one hand and systemic boredom on the other. Success is achieved by enabling children to punch according to their weight, not above their weight, or below their weight. A good school will strive to place just the right expectation (burden) upon each child’s shoulders, in keeping with capability and maturity, regardless of age. I would submit that many schools, including several Christian schools, unwittingly create educationally disenchanted children with the misguided concept of peer group education, and procuring motivation-eroded people. “One may miss the mark by aiming too high as too low.” -Thomas Fuller (English clergyman, 1608-1661)
Dr. Herm Zandman has been both a schoolteacher and truck driver, writing on both, including his book “Blood, Sweat, and Gears.” A version of this article first appeared in the July 25, 2020 issue of Una Sancta.Questions for discussion Dr. Zandman raises the issue of age-based grades and how among adults we based schooling on ability, rather than age. It’s a topic seldom discussed, so to foster that discussion here are a few questions intended for a group setting. Peers, and fitting in, are the reason most kids don’t want to skip or be held back a grade. But this grouping-by-year exists only in school and disappears soon afterward. So are there ways that we can diminish the importance of this artificial grouping? Would skipping a grade be less of a big deal if we did it more often? How could we foster a school environment in which a student, held back a grade, isn’t worried about what his friends will say? In our churches, homeschooling is often viewed as an abandonment of the local covenantal school (which needs as many supporters as it can get). But homeschooling seems to better be able to accommodate children based on their abilities, rather than age. So for the sake of the students who don’t fit into age-based grades, do we need to re-evaluate our attitude towards homeschooling? After all, do our schools exist for the children, or are we now having to send our children for the school’s sake? Parents are ultimately in charge of their child’s education so what are ways that parents can add to the weight their child bears, should that be needed? Is it a matter of extra-curriculars like music lessons and art classes, or a part-time job, or even starting their own “side hustle”? What other options are possible? What are the historic roots of the grade-by-grade schooling that we do? In times past children in one-room schoolhouses might be taught via their “readers.” They would move on to the next level – the next reader – when they were done the previous one. But now age-based grades are the near-universal approach, also in our Christian schools. Seeing as this approach can’t be found in the Bible, might it be worth a reassessment? Are there other possibilities? Is what happened with Caleb, as Dr. Zandman described it, an option that exists in our schools?
A Christian perspective on 2+2
What does math have to do with God? Many people see no connection. Aren't logic, numbers and geometry the same for Christians and atheists? Math is th...
Learning like an adult
When school is done your education isn't ***** Students sometimes talk of graduation as being set free. We might be able to empathize, even as this ...
Christian education, Parenting
Martin Luther on the vital, foundational, educational calling of parents
Do what the guru says? Public schools are spiritual too.
If I've ever wondered why we spend so much effort on our Christian education, it's become clearer recently, since I've been doing some substitute teaching in several of Michigan's public schools. Hop, stop…and don’t ask any questions Some of the reasons are obvious. While the Bible can’t be read in these schools, I’ve observed a fifth-grade teacher reading to her class from a horoscope book every morning. Others are harder to spot, but important too. Recently, one of the early elementary schools here performed Cows in the Kitchen, a musical folktale about a family that is very noisy. So the parents go to the wise man on the mountain – the Guru – who tells them to bring various animals into their home. When it becomes intolerable, he tells them to remove the animals and thus they learn to appreciate having only their family’s noise within. At one point the Kindergarten kids sing: Do what the Guru says Do what the Guru says Do what the Guru says What he says to do. Hop – we hop. Stop – we stop. We will do what he says to do. All in fun? Certainly, to the 5-year-olds it was. But consider this: these children haven’t been told where true wisdom can be found, and they haven’t been told about the only One to whom such unquestioning obedience is actually due. What we have here are children deliberately starved of any spiritual direction, told to sing a little ditty about blindly following the directions of a mere man. Public school spirituality I’ve also run across numerous public school districts that have adopted Stephen Covey’s 7 Habits of Highly Effective People / Kids as their core value system for their students. While many aspects of the 7 Habits could be combined with Scripture as a list of “how to act” (plan ahead, be diligent, consider others first, work together), the poster for Habit #7 “Sharpen the Saw” features an Asian woman in the well-recognized yoga lotus position, and the text under the “Soul” section reads: The Spiritual Dimension Meditate keep a journal take in quality media These are all good ideas but this spiritual dimension doesn’t even mention a “higher being” let alone God. While the entire 7 Habits system may seem beneficial for giving non-Christians something to use to manage the kids’ behavior, it emphasizes the great abilities of the individual person, and it ends up being a value system that has “a form of godliness, but denies its power” (2 Tim. 3:5). The contrast Other Michigan schools are considering adding yoga to their elementary curriculum as well, according to a National Public Radio newscast, in an effort to help students de-stress. I saw this in one Detroit-area school. A class of 25 4thgraders was escorted to the gymnasium for their yoga lesson. When the CD player wouldn’t work the teacher repeatedly yelled loudly at the students to sit still and be quiet. (It seemed a bit ironic.) One girl sat off to the side on a chair. “My parents don’t allow me to take yoga,” she said sadly. The question that remained unanswered was whether her parents realized that she was required to sit in the gym for 30 minutes while the others participated. Contrast this with a recent Christian school’s spring concert that included the entire school – including Kindergartners – singing: Give thanks with a grateful heart, give thanks to the Holy One Give thanks because He’s given Jesus Christ our Lord And now, let the poor say, ‘I am rich’, let the weak say ‘I am strong’ Because of what the Lord has done for us – Give thanks The point is, that with a great teacher, a young child learns not only to respect, but to love that teacher and accept everything that she or he has to say. While the students may be able to learn their 3 R’s in the public school, they will always, always be influenced by the life philosophy of their teacher as well. We are so very blessed to have schools and teachers who will point our children to God....
We must teach our children to be Kingdom heirs—not just laborers in the marketplace **** “Who are you?” a university student once asked me. Odd question, I thought. I’d handled countless student questions, but this one caught me unprepared. “Uh . . . I’m a professor,” I answered weakly. “No!” he shot back. “I don’t mean what do you do, but who are you?” His question unsettled me. Like most North Americans, I’d been carefully, though not intentionally, catechized since a lad at my parents’ side that the first and most important question we ask adults at first meeting (after getting their name) is, “What do you do?” I’d learned that catechism lesson well, repeating it literally hundreds of times in all kinds of social settings over the years. But that catechism had left me quite unprepared to answer this more fundamental question about my personal identity separate from my place in the market. That grieved me because, as a Christian, I had been better versed in the catechism of secular pragmatism than in Lord’s Days 12 and 13 or the Scriptures. And I knew I wasn’t the only one. The answer that changes everything The Spirit himself bears witness with our spirit that we are children of God, and if children, then heirs—heirs of God and fellow heirs with Christ.... – Romans 8:16-17a As I have reflected on that encounter over the years, I’ve realized that the biblical and covenantal answer to the question, “Who are you?” is a glorious one that stands in stark contrast to the secular myth that our employment or “career” defines us. Of course, our work and callings as Christians in the marketplace are important. Providing for our families is a great privilege and responsibility. But the priority of work in both our lives and the education of our children is almost certainly misplaced and overemphasized today in Reformed circles. Our Calvinistic work ethic and sense of vocation – serving the Lord in all things – are a glorious heritage, but in our 21st century context, they have become largely indistinguishable from the middle class idolatry common among our unbelieving neighbors (i.e., having “another object in which men place their trust” ). In fact, over 30+ years of university teaching, evenly divided between secular universities and Christian colleges, I can testify that the one question all parents – Christian and non-Christian alike – ask about higher education is, “What kind of job can my kid get when he/she graduates?” Intended or not, that question reveals deep worldview priorities. And such a question is certainly not the fruit of careful, prayerful parental reflection on what it means to educate covenant children as heirs of Christ who will seek first the kingdom. By contrast, the Scriptures never identify God’s covenant children as people with jobs who happen to hold to a particular religious tradition. Instead, the Bible repeatedly calls us heirs of a kingdom, the adopted sons and daughters of the King of the universe. We are not just Christians who happen to have various jobs or work to do. We are royalty (Rom. 8:14-17, Eph. 1:3-6, I Pet. 2:9). We will reign over all creatures with Christ eternally (Heid. Cat., Q. 32). We are the adopted children of God and fellow heirs with Jesus, with all the privileges of the sons of God (Luke 2:11, Acts 10:36, I Tim. 6:15, Rev. 19:16; Heid. Cat., Q. 34). We are princes and princesses of the King of kings! We are royal heirs! And that answer to the question, “Who are you?” changes everything! Like young Prince George, the baby heir to the throne of England and the United Kingdom, a day mustn’t pass that we wonder who we are, why we are being educated, and what we are being prepared to be and to do. We are heirs to a throne and a Kingdom far greater and more glorious than the one in England. The House of Windsor pales in comparison to Jesus’s realm and our divine inheritance! How much more, then, should we, who are heirs of the King of kings and Lord of lords, prepare ourselves and our children to be thoroughly and faithfully educated in everything it means to be a son and daughter of the Creator, Redeemer, and Lord of the Universe. Thoroughly and faithfully educated in everything it means to be royalty. What does that look like? If we understand we are educating royalty, how should that impact how we teach, and what we expect? Then we will understand there is no time for the wicked nonsense about “sowing wild oats” or setting a low bar of expectations for our children. That is the rebellious spirit of prodigals who forget who they (and their children) really are. Those who are in line to take their places in Christ’s kingdom as princes and princesses must expect more of themselves and of their children. “To whom much is given, much is required” (Luke 12:48). Because we are royalty in Christ, God has king-sized expectations and blessings in store for us and our children – if we have eyes to see and ears to hear. The entire book of Proverbs is Solomon’s instruction to his royal heirs to know wisdom and instruction, to understand words of insight, to receive instruction in wise dealing, in righteousness, justice, and equity; to give prudence to the simple, knowledge and discretion to the youth – let the wise hear and increase in learning, and the one who understands obtain guidance, to understand a proverb and a saying, the words of the wise and their riddles (Prov. 1:2-6). Such an education must provide much more than an awareness of fragmented facts or specialized work skills for a place in the job market. Again, that’s not to say that facts and skills are not important. Nor is it to say that we should suddenly trade pragmatic, nose-to-the-grindstone sweat of our brows for pious sounding spiritual platitudes. The issues are where does the education of Christ’s royal heirs fit in our list of priorities and what should that education look like. Priorities: We are royalty. So start acting like it. Have you forgotten the exhortation that addresses you as sons? "My son, do not regard lightly the instruction of the Lord, nor be weary when corrected by him. For the Lord instructs the one he loves, and corrects every son whom he receives." It is for instruction that you have to endure. God is treating you as sons. – Hebrews 12:5-7 Those who are fellow heirs in Christ know that His regal ways are not the power-grabbing, lording-it-over-others, self-seeking ways of the ungodly. Far from it. Christ ascended to His Father’s throne only after sacrificing everything for His people and His creation. He gave himself away. His royal way is the way of selfless love and sacrifice. He died that we might die to sin and death. He lives that we might live in glory forever. Sacrificial service for the sake of the kingdom is the mark of true kingship, true royalty. It characterizes our Lord Christ. And it must characterize our Lord’s true heirs in their lives and in their education. As Christ’s royal heirs, we dare not be content to prepare ourselves or our children merely to be cogs in the economic machinery of our secular consumer culture. Even the ancients understood that slaves are only trained to perform tasks. They have no rights of inheritance, no deeper identity. A slave’s identity is his work. But free citizens and royalty, who will dedicate themselves to the advance of the kingdom, must be educated deeply for the day when their royal leadership and service is expected. Similarly, we are called to a higher purpose and bear greater responsibility for how we live and prepare our children for their royal callings. Unfortunately, we have, as the author of Hebrews suggests, forgotten the divine exhortation to educate our children in the nurture and instruction of the Lord (Eph. 6:4, Heb. 12:5ff). We have forgotten in part because we have forgotten who we are. A Royal education: Recovering the Lost Tools of Learning This memory lapse is most evident in how we educate our children today. Education, even that which purports to be Christian, is now often devoted primarily to the goal of producing good little workers for the secular labor force, efficient widgets for our economy’s production line, and little more. That falls far short of the biblical expectation that Christian children be saturated in the instruction of the Lord and grow up knowing what it means to be royal heirs of Christ the King. An education bearing the name of the King ought, at the least, to offer His royal heirs... 1. A comprehensive and integrative understanding of God’s world and of how all things cohere in the Lord Jesus Christ (Eph. 1:4-11). Such an education will give children the “big picture” of how all things, all spheres of creation, are interrelated in the glory of their Creator. The university itself was a Christian invention in the Middle Ages (the earliest established between A.D. 1100 and 1200), designed to give students an integrated Christian vision and foundation for all future learning. That was the original purpose of the classical liberal arts (meaning, the arts of a free citizen). For almost a millennium, Christian universities taught the classical liberal arts or the so-called Trivium and Quadrivium: The Trivium, or the Three Ways, stressed the good structure of language (Grammar), the way to discern truth (Logic), and how to express truth beautifully (Rhetoric)—all to encourage a student’s life-long love of goodness, truth, and beauty in words and language, as typified by the Word Himself in John 1:1-14. The Quadrivium, or the Four Ways, encouraged a life-long love of goodness, truth, and beauty in the use of numbers (Arithmetic), numbers in space (Geometry), numbers in time (Music or Harmony), and numbers in space and time (Astronomy), revealing the unity and diversity of creation and of our Triune Creator Himself (Deut. 6:4, “Hear, O Israel: The LORD our God, the LORD is one,” and Matt. 28:19, “Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit”). Together, the Trivium and Quadrivium, the original seven liberal arts, offered students essential insights into the harmony and wholeness of God’s diverse world and into the interrelated truth, goodness and beauty of its Triune Creator. They didn’t give students just the facts or skills for a job, but the tools of lifelong learning from a Christian perspective. Unfortunately, today’s arbitrarily selected smorgasbord of academic subjects and randomly structured university curricula, following the modern analytic, scientific tradition, tend to do the opposite: they offer fragmented bits of information with no principle of coherence or relationship. But in God’s economy, the whole is always more than the sum of its parts. An education that does not teach us how to see the wholeness of God’s creation, and to equip us to understand how all things cohere in Christ, inevitably misses the big picture about creation and creation’s God. It is a partial, incomplete, distorted education. Curiously, specialization at the undergraduate level was virtually unknown in North America prior to the late 19th century. University students did not “major” in a narrow academic disciplines or vocational specializations prior to 1879. They couldn’t. “Majors” simply didn’t exist before then. Instead, all undergraduates received a classical, integrated liberal arts foundation. The universities gave them essential tools for learning that applied to all their various callings as sons and daughters, spouses, parents, neighbors, citizens, providers, voters, buyers and sellers in the marketplace, and parishioners. Their work skills and the job training needed to provide for their families were developed outside the classroom in on-site training or apprenticeships done in the context where the work was actually being done. Augustine, Luther, Calvin, Kuyper, C.S. Lewis – all the greatest leaders in our Christian tradition – were so classically educated in the traditional, integrative liberal arts of the Trivium and Quadrivium and practically trained. But pragmatists of the late 19th and early 20th century sold their Christian academic birthright for a mess of modernist career pottage. They turned schools into egalitarian job training camps for the workers of the world and abandoned the Christian pursuit of wisdom and knowledge in the Lord. The schools dumbed down and the church has grown steadily weaker ever since. Reversing that trend will require that the King’s royal heirs expect... 2. Truly godly and wise teacher-mentors (Luke 6:40). According to Jesus, the teacher – not the curriculum, not the lesson plan, not the technology, not the facilities, not the accreditation, not the tuition rate – is the single most important factor in a child’s education. “A student, when mature, will be like his teacher,” Jesus said. All the other bells and whistles may be nice (though they can often be more of a distraction than a help), but the teacher is key. Yet, in my experience, Christian parents often know more about a school’s university admission rates, or a college’s career placement rates, or tuition rates, or financial aid plans, or sports programs than they do about the character and spiritual health of the men and women who will actually be shaping the minds and lives of their children in and out of the classroom. Sadly, many Christian school administrators and boards aren’t much better, giving higher priority to paper credentials and standardized test scores and bricks and mortar than to the character and spiritual integrity of their teachers. Of course, academic expertise and standardized testing have their place. But parents, administrators and school promotional literature often stress most what actually counts least from a Kingdom perspective. And such misguided emphases have the potential to catechize generations of parents and children in what is least in the Kingdom. The teacher is so crucial, as Jesus says, because all education is fundamentally personal. That’s because truth itself is personal. Truth is a person. Jesus said, “I am the way, the truth and the life” (John 14:6). Truth is not some collection of brute facts or scientifically verifiable propositions. It is a living person. Teachers either faithfully represent or embody that Truth before their students or they don’t. Parents or educators who misunderstand this crucial biblical principle put their children and students at grave risk of misunderstanding the Truth and being catechized in lies and ungodliness. No matter how much parents think their child can be a “good witness” in a secular education environment, that child is not the teacher, but the one being taught. And no matter how mature we imagine our children to be (often overestimating), their “cement is still wet.” They are still students seeking to be taught and led into maturity, readily influenced by others older and more experienced. The question is, who will teach them and lead them into what kind of maturity? Moreover, those who think that new distance learning technologies will provide a quality education without putting their children at risk under ungodly teachers make a similar mistake. Learning godly knowledge and wisdom is not a data download. A student will be shaped by his or her teacher, no matter who that teacher is, no matter how the instruction is delivered. Finally, the education of the King’s royal heirs ought also to include... 3. The shaping of our desires for the things of the Kingdom Therefore I tell you, do not be anxious about your life, what you will eat or what you will drink, nor about your body, what you will put on. Is not life more than food, and the body more than clothing? ... For the Gentiles seek after all these things, and your heavenly Father knows that you need them all. But seek first the kingdom of God and his righteousness, and all these things will be added to you. – Matthew 6:25, 32-33 Jesus did not say, “Seek first vocational-technical training, and all that kingdom of God and righteousness stuff will be added later.” Yet to hear parents of university-bound students talk today about their educational goals for their children, you’d think he had. The dominant secular vocational paradigm for higher education has influenced us more on these issues than our Christian schools, our catechism classes, and even our churches. For that, we must repent. Our heavenly Father knows everything we need to live and to thrive, and He will provide them for us by His perfect means according to His perfect timing. He tells us explicitly not to stress over the little stuff. Grasping at college majors and career preparation will not add one penny to our bank accounts, put one more meal on the table, or add one more second to our lives that He has not already ordained. So stop majoring in the minors. Instead, major in God’s priorities: Christ’s kingdom and His righteousness. What our schools and universities must encourage in our covenant children is a deeply held heart-desire for the things of God and of His Kingdom. Conclusion As Calvinists who take the sovereignty of God – the crown rights of Christ – seriously, we cannot, must not, train our children merely to be good little widgets in the secular marketplace who also happen to go to church each Lord’s Day. We vowed to raise them for much greater things at their baptisms. So, “Who are you?” You are the royal heirs of the King of kings; start acting like it. Your children are royalty; start treating them like it. Your children are inheriting a Kingdom; so start educating them for it. A Chinese translation of this article can be found here....
On public schools: evangelism is not discipleship
A few years ago, at a Ligonier Conference, Pastor Voddie Baucham was asked what he would say to parents who were weighing the option of homeschooling or Christian schooling over against using the public schools. The hope was, in using the public system, that their children’s Christian faith would be a “witness and influence” in this unbelieving culture. Baucham’s response was profound. "I think they're making a categorical error….All of a sudden we went from a discussion about education, which is discipleship, to a discussion about evangelism in spite of negative discipleship. And so, we've got two completely separate categories there…. So what we’ve got do is, we’ve got to talk about those things properly.” He went on to explain: “When somebody asks me that question that way, they're telling me that they don't want to answer the most important question. And they've created a false argument between two separate categories that are being held up in competition against one another when they are absolutely not. Because, if they ask me, ‘Should I give my child a Christ-honoring education’ or ‘Should I have my child be an influence on people who are unbelievers” - Yes! Why do we assume that the only way a child can have an impact and influence on unbelievers is if they give up on a Christ-honoring, Christ-centered education? So, I think there's a categorical error in the question.” The impact starts so young As a public school substitute teacher in the Detroit, Michigan area, I have worked in more than 30 schools. While I have been impressed with the teachers’ and staff’s dedication, I find constant reminders that the children are in no way learning about God or Jesus Christ. He has been replaced by Nature in Science class, ignored in Mathematics, barely noticed in History and Literature, and severely criticized in Psychology and Sociology. Recently I was teaching a lovable group of Kindergarteners about the symbols of the USA: the flag, the eagle, and the Statue of Liberty. I defined freedom for them, mentioning that in our country everyone can pray to God the way that we want to, get the type of job we prefer, and travel where we want to without the government telling us that we cannot. A sweet, smiling, dark-haired girl raised her little hand, eager to add info to my list. She said, “And in the United States, when you grow up, if you’re a boy, you can marry a girl or a boy, and if you’re a girl, you can marry a boy or a girl! In some places you can’t do that, but in the United States we can marry who we want to.” She was quite excited. I was stunned. Factually, she was correct, so there was nothing I could say in that setting. I changed the subject and moved on. But I shouldn’t have been shocked. The public schools, colleges, and universities follow the current cultural norm wherever it leads, and that, without question, includes teaching kids that 2 Moms or 2 Dads is entirely normal, even desirable. By the time this 5-year-old is 18, she won’t have any room left in her “open” mind to think anything else. Conclusion At the same Ligonier Conference, R.C. Sproul added his own thoughts to Voddie Baucham’s, speaking to the economic cost of Christian school tuition: “The biggest illusion is that sending your kids to the government school is free. It's the most costly thing you could ever do.” While we are still free to do so, we need to renew our dedication to Christ-centered, Christ-honoring education, whether inside a brick and mortar building or as a consortium of homeschoolers who aid one another. How might we all sacrifice more to ensure that all of our children will learn His truth? “And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise.” – Deut. 6:6-7 Sharon L. Bratcher is the author of “Soup and Buns,” and a “Bible Overview for Young Children” curriculum. She can be reached at email@example.com. https://youtu.be/5pMJJRqLA90?t=42m28s...
Rating books for the school library
Having just reviewed Escape From the Killing Fields (by Nancy Moyer) for the senior section of our Christian School Library, I thought it would be a good book to use to illustrate how a volume, which has its definite downside, can still remain on the shelves and, hopefully, teach young readers in the process. The story Ly Lorn, brought up in Cambodia, was a teenager when the Kmer Rouge took over. Dispossessed of her city home she was forced to flee, together with her large family, into the Cambodian countryside. Living in a one-room hut, and compelled to work brutally long hours at hard labor, she watched all her siblings and parents die, with the exception of an older sister. Lorn had the advantage of having worked for World Vision at which place workers had introduced her to the Gospel of Jesus Christ. Brought to a baby faith in Christ, she, from time to time throughout the book, confesses trust in Him. It is rather confusing, however, to read Lorn's separate accountings of her family member's deaths. They are Buddhist but she does not seem unduly concerned about their afterlife. On the contrary, death is depicted as peaceful and as a place away from the atrocities of the present. The historic pages of Cambodia's holocaust are graphically and realistically portrayed as man's inhumanity to man. Lorn's story, and the story of her fellow Cambodians, is one of much weeping but also one of hope. In the end, she and her sister safely arrive in the US and are helped by a host of loving people. Given shelter they now have the option to worship freely the God Who has delivered them from bondage. There is no clear, happily ever after in the Lord, however. Lorn submits to and desires a traditional marriage. She lets others (an uncle and an aunt) choose her spouse. Nothing is mentioned about whether or not the man is a Christian and his attributes are mainly that he is a hard worker and, later, a good father. Lorn also, again in the last chapter, inflates the work ethic, the importance of education and the possibility of her children attaining well-paying jobs. She even goes so far as to say that it is too much for her to attend church regularly - a depressing statement in view of the turn her life has been given. The paste-up With regard to these rather negative overtones creeping throughout the pages, a short write-up has been pasted into the book. This write-up will be pointed out to the older children checking it out of the library. It is a wise parent who monitors his or her child(ren)'s books. This particular book, for example, can lead to fruitful discussions and much introspection as to whether or not we appreciate our religious freedom enough. Who knows what tomorrow will bring to Canada? The write-up pasted into Escape from the Killing Fields reads as follows: There are a number of things to keep in mind as you read this book. Learn that the history of Cambodia's last few decades is very sad and horrifying. Note that Lorn's story illustrates God's grace. She is shown that salvation is only in Jesus and her life is spared. Remember that Lorn is a very young Christian who (as yet) has very little knowledge of what God teaches in His Word. You see this in the way she speaks of her family's death. You also see it in the way she marries (not using Biblical guidelines for choosing a Christian husband.) You continue to see it in the way she seems to count (in the last chapter), possessions, education and job security as very important. Church attendance, on the other hand, as well as Bible study, appear to be secondary. Do speak with your Mom and Dad about what you've read....