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Search CATEGORY: Education

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Education

If grades are dropping, should we drop grades?

A new trend in Canadian schools

*****

Imagine a student who has struggled academically for several years. In the past, their grades would have alerted teachers and parents that intervention was needed. But this student is at a school where there’s been a shift from A’s and B’s to something called a “proficiency scale.” Parents understand percentages and letter grades, but this proficiency scale uses terms that aren’t at all clear.

• Emerging
• Developing
• Proficient
• Extending

The result? Our imaginary student falls through the cracks in the system instead of being noticed early on.

This scenario isn’t just imaginary. I talked to Joanna DeJong VanHof, Education Program Director at Cardus, a Christian think tank, and she explained that this is what’s happening under British Columbia’s new method of assessing students. In 2023, B.C. abolished letter grades for Grades K-9 and adopted a Provincial Proficiency Scale with those four categories. The scale was introduced amid concerns that grades stressed deficits – they emphasized where the student fell short – whereas, with a scale, learning would be regarded as an ongoing process.

B.C. is not an isolated case. Their shift was part of a broader trend in Canadian schools away from traditional teaching and grading methods. Schools are replacing quantitative assessments – letter grades and percentage scores – with qualitative approaches, like observations, narrative feedback, and ongoing conversations about student learning.

VanHof says this shift is problematic because qualitative assessments measure student performance “relative to their peers” rather than against “actual content.” While intended to support struggling students, the approach raises questions for educators. Is compassion for students being confused with lowered expectations?

The BC proficiency scale: a case study

Victor Brar, a University of British Columbia professor with expertise in K-12 education, has written on the rationale behind B.C’s proficiency scale. In an article on The Conversation news site, he made a case for the change. He noted that while grades “highlight the deficits of underperforming students,” the scale focuses on the process of learning itself and encourages teachers “to assign equal value to all the learning that happens between tests.”

However, eliminating letter grades has left parents confused with what their child’s progress has been. According to the National Post, only 36% of parents could correctly interpret what an “emerging” grade meant. Similarly, educators needed to interpret and translate what the criteria meant, raising concerns around subjectivity.

“There's always a sense in which grading is subjective,” said VanHof, but when that subjectivity is taken to the extreme, there are unintended consequences. One of them, VanHof said, is grade inflation where students may have high marks on paper, but “the actual content knowledge that has happened isn’t at the same level as it has been in previous years.”

De-streaming: equity or erosion?

VanHof drew a parallel between B.C. 's proficiency scale with Ontario’s 2021 “de-streaming” policy, which eliminated separate Grade 9 academic and applied courses for a single course. Previously, the applied math courses focused on the math we need in our every day, like balancing our household budget, while academic courses prepared students for the university level.

The goal of de-streaming, like the proficiency scale, was to promote an equitable learning environment. According to Ontario Educators, streaming reinforced economic disparities and racism, disproportionately placing Black and Indigenous students in applied courses and creating a “class system” that perpetuated a “self-fulfilling prophecy” of lower academic achievement.

However, Michael Zwaagstra, Senior Fellow at Fraser Institute said that while de-streaming policy “sounds fair,” it does not serve students who may be disinterested in academic coursework, or may be choosing other paths like trades.

On the other hand, VanHof criticized de-streaming for the demands it put on teachers to accommodate to a much wider spectrum of abilities. It’s like teaching two classes at once, and to do it properly would require additional resources, like TA assistance, in the classroom.

“You can implement a policy. But the capacity and the resources that you have to implement it well is a totally different question,” VanHof said. Since educators were not given additional time or support, the result was that no one was receiving the “targeted instruction and time they needed.”

John Wynia, League Coordinator at League of Canadian Reformed School Societies echoed the perspective.

“The standards have been lowered in the grade nine class to allow for equity, but then that results in reaching the lowest common denominator.”

The bigger picture: declining test scores

VanHof’s concern that students are learning less content has been reflected in declining test scores, as seen on the international PISA test (Programme for International Student Assessment). PISA, administered by the Organization for Economic Co-operation and Development (OECD), assesses reading, math, and science skills of 15-year-olds.

Although Canada has ranked among the top ten countries, since the 2000s its scores have consistently declined. The 2022 PISA test was on mathematics, with Canada’s score falling by 35 points compared to 2003, roughly equivalent to a drop of two whole grade levels according to the Fraser Institute.

Some attribute the decline to the COVID school closures, and to the increased screen time kids have had in the last decade. However, B.C. has been restricting phone usage in schools since September 2024, so if phones were a big part of the problem, there should have been a rapid increase in student performance after the phone ban, right? The results are still out on whether that has happened but it will be interesting to see. In the meantime, Canada has experienced a statistically significant decline in all three subjects for over a decade (2012-2022). And that raises questions about our educational policy in the last decade. Is what we’re doing different causing the decline?

Math methods matter: what Quebec gets right

John Richards, emeritus professor at SFU's School of Public Policy says that the problem extends beyond the shift from numerical assessments and includes a change in teaching methods. For instance, Quebec outperformed other provinces on the 2022 PISA test, and Richards said this was because of how teachers in that province are trained and taught.

“Probably the explanation of Quebec is that the math teachers who want to be math teachers in secondary schools have to do a lot more math courses than most teachers.”

Richards also referenced Anna Stokke, a mathematics professor at University of Winnipeg. She is a strong critic of “discovery-based education,” where students find solutions on their own instead of being directly instructed. For example, in discovery-based math, a teacher presents students with rectangles drawn on grid paper and ask questions such as, “Is there a relationship between the number of squares in a row and the total number?” Under direct instruction, the teacher explicitly states, “Area = length x width.”

Discovery-based learning was introduced with the goal of helping students develop critical thinking and problem-solving skills over rote memorization of mathematical formulas. However, Stokke says the approach fails to provide students with the solid foundation students need so they’ll be able to apply critical thinking to complex problems later on. Without sufficient instruction or practice building on concepts – without enough time just memorizing the basics – Stokke says students become confused and fall behind.

In response to concerns among educators and parents, the Ontario government promised reforms in 2018 and began implementing a “back-to-basics” curriculum, including direct instruction in math for kindergarteners. Changes are officially in effect since September 2025.

However, Fraser Institute has criticized the new curriculum for “doubling down” on its DEI (Diversity, Equity, and Inclusion) focus, including Social Emotional Learning (SEL) in math where students “work collaboratively on math problems—expressing their thinking, listening to the thinking of others, and practicing inclusivity.” This does not go back to the basics as promised.

Meanwhile, declining math scores continue to sound alarm bells for a return to fundamentals in teaching methods.

Qualitative assessment: is it all bad?

Progressive reforms in Ontario and British Columbia have reshaped both teaching methods and assessment practices like B.C.’s elimination of letter grades. But have all these changes been harmful?

Unlike British Columbia which completely eliminated letter grades, Ontario’s 2010 Growing Success policy retained letter grades but expanded qualitative assessments such as observations, portfolios, and self-assessments. The policy also introduced a “no-zero” approach, discouraging teachers from failing students or giving late penalties.

Jack Huizenga, Academic Dean at Covenant Canadian Reformed Teachers College, sees benefits with Growing Success. The policy sees “assessment as not something for the end of learning,” with grades providing a one-time snapshot of student performance. Instead, it regards assessment as “something along the way to help improve learning” with formative and descriptive feedback.

“So, then assessment can't just be about a multiple-choice question or true and false question or short answer questions,” Huizenga said, describing how the new approach communicates a fuller picture to parents on the student’s progress. Nevertheless, Huizenga said grades were indispensable since colleges and universities also look for those numbers.

“That pendulum has to be somewhere in the middle. I think there's room for proficiency type scales to measure. But there's also going to be the need for grades to communicate where students are at.”

Independent schools: a call to higher standards

The declining international test scores that accompanied the national trend to remove academic benchmarks would seem to suggest this removal doesn’t serve students. And that challenges independent school educators to balance measurable standards with empathy and support.

The Cardus Education Survey has studied schools with a focus on the independent sector in recent years. According to VanHof, the question for independent schools was how they would translate policy “into something that is meaningful for parents,” and even “exceed the standards” of the policy. For example, within B.C.’s proficiency framework, she saw independent educators engaging in meaningful conversations with parents around the criteria.

“What does an ‘emerging’ student, what does that actually mean in terms of real objective standards of learning?” VanHof asked. She noted how Christian and independent schools had the “ability to be nimble and to make changes that are in line with their mission and vision.”

John Wynia’s time at Hope Reformed Christian School is an example which exemplifies this. He shared how students thought of him as a tough teacher because they had to work hard to achieve good grades. “But they often thanked me for that,” Wynia recalled, “because when they went to university, they were very well prepared.” Within the Growing Success framework, Wynia also continued to assign late penalties, though he was lenient around extensions.

“There's a lot of research and a lot of evidence that shows that if you have high expectations for your students, your students will rise to meet those expectations.”

Wynia cited the No Child Left Behind Act passed in 2002 under George W. Bush, which targeted the “soft bigotry of low expectations” that assumes some groups are incapable of meeting high standards because of their background or socioeconomic status. No Child Left Behind measured school progress with standardized testing in reading and math and coincided with higher student performance – especially among low-income students.

Wynia added that teachers should tell students honestly where they are at – it’s not at all compassionate to hide the truth. VanHof echoed this view.

“I think we disservice children by saying policies like this will make learning less stressful,” she said. “It sounds kind and considerate, but we all know that’s not what learning actually is.”

VanHof maintained that qualitative feedback has value, but “quantitative assessment has to form the backbone of any education system.”

Education as a “formation of persons”

Education shapes the society we become, underscoring the critical role of assessment methods in that process. VanHof said that education is more than about ensuring students can enter the workforce.

“It is much more than that. It's about the formation of persons,” said VanHof. From a Christian worldview, it is about enabling students to know their Creator and to “help them to live within that world to glorify Him.” To elaborate on this, VanHof referenced Romans 12:2:

“Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is – His good, pleasing and perfect will.”

As she explained:

“That to me speaks so clearly about the fact that education is about the joy of learning, renewing our mind, about being transformed, about understanding who God is, and learning for learning's sake.”

But without measurable benchmarks, she said, students were missing out on the sense of accomplishment which comes from hard work, progress, and learning new things. VanHof also referenced Jonathan Eckert, Senior Fellow at Cardus Education who served in the US Department of Education in both the Bush and Obama administrations, and who coined the phrase, “gritty optimism.” “I love that phrase because I think it really captures the fact that education done well is education in which there's hard work involved,” said VanHof, which she said involved both student and teacher.

While Canadian schools have adopted models like de-streaming and the proficiency scale to promote equity, they fail to meet students who need the most support. By combining qualitative feedback with measurable standards, clearly communicating with parents, and providing teachers with proper training and resources, schools should help students grow academically and in character, equipping them for real-world challenges.

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Education

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12 quick tips from those who have gone before you ***** • Don't be shy about sharing where you went to high school or that you go to church on Sun...
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Education

Thriving at a non-Christian university?

You can be blessed, and be a blessing, at a secular college ***** When Gillian, a 21-year-old from Langley, BC, talks about her love for art, her face lights up. Throughout high school she saw art as a way to glorify God and use her talents, so when it was time to make post-secondary plans, she decided to pursue a visual arts degree at the University of the Fraser Valley (UFV). However, it didn’t take long for her to realize that the program wasn’t for her. She describes walking into the hallway of her building at UFV and seeing a large, irreverent parody of Michelangelo’s famous “Creation of Adam,” now filled with LGBTQ imagery. Art here was not about glorifying God; it was about “how we’ll break the status quo.” With no Christian friends in her classes, and the culture shock of her new environment, Gillian also felt very alone on campus. “It just wasn’t good for my personal and faith life,” she says, adding that the experience – including recognizing the negative impacts – was still a beneficial time of growth for her. Gillian finished her term, then took some time to reconsider her options and try out a few jobs. She says these were valuable months of figuring out what she did and didn’t want to do. One thing she concluded was that she still wanted to do something creative. As she explored different programs and talked to different people, she was intrigued by commercial interior design. Happily, she was accepted into the interior design program at the British Columbia Institute of Technology (BCIT), which has turned out to be a much better fit. She enjoys the work, as well as the more professional environment: “People talk about their career plans, not their pronouns.” When she reflects on her post-secondary journey, she advises younger students to know what they’re getting into: “Know the bias of your chosen faculty or department.” She recommends talking to other Christians who have gone through a program you’re considering. And when you’re on campus, she suggests searching for a Christian club to join, and making the most of what they offer. As well, she says, don’t lose touch with your church and Christian school friends: “You have to hang onto them.” A good fit? As Gillian discovered, one secular university or faculty may not be a good place for a particular student while another program may be a great fit. Non-Christian universities have their own challenges for young Christians, but they can also be places where Christians can be blessed and be a blessing. So why might someone choose a secular college or university – and what might their experiences be like? How can their time at a non-Christian institution be beneficial for them, and a blessing to their neighbors? And how can they thrive there? I asked a number of current and former students for their thoughts. Making the choice For many, the choice of school was based largely on very practical considerations: cost, location, or acceptance into a particular program. Non-Christian colleges are significantly less expensive to attend than Christian ones, and chances are there’s one close by. James, a recent nursing graduate from the University of Northern BC, chose his school because of the generous scholarship he received, as well as its location in Prince George, BC – a town with a good Reformed church, and with a manageable cost of living, that is only a few hours away from his hometown of Smithers. Amy, his younger sister, opted to try out the University of the Fraser Valley (UFV), where she could live with her grandparents and attend one of the many local Reformed churches. The smaller campus and smaller class sizes of UFV also appealed to her. Luke, a young articling student in Edmonton, AB, chose the University of Alberta so he could live at home during his studies and save money (“Thanks, Mom and Dad”) and stay connected to his Christian friend group. U of A was also a “top 5” university in Canada, so he felt it would be a good place for his personal and professional development as he pursued his law studies. While most of the students I talked to cited considerations such as cost, convenience, and alignment with career goals, they also all noted that proximity to a solid church remained an important factor. Mixed experiences So what was it like for these students, many of whom had attended a Christian school and lived largely within a Reformed community their whole life? Experiences, both socially and academically, were mixed. Emily, a young physiotherapist who grew up in the small, largely Reformed town of Lynden, Washington, found tolerance and respect among her classmates at the Okanagan campus of the University of British Columbia (UBCO) – but also some real hostility from her dormmates. She formed some close connections with her fellow human kinetics students: “Even though we were quite the blend of upbringings and backgrounds, we respected each other’s differences and it was in these times that I got to speak about my faith and answer their questions, without being attacked or ridiculed.” At the same time, she found it difficult to be the only “church girl” on her dorm floor. “There is a difference between living among unbelievers and living with unbelievers. I was accused of being a ‘hater’ yet teased about ‘being the good girl who went to church.’ Home (my dorm) was no longer a safe space like it was growing up; now it was a spiritual warzone. And yet this experience was one of the best things that happened to me. This taught me how to defend my faith – when to do it and how to do it – with people I lived with.” Ben, who is studying criminology at Simon Fraser University in Vancouver, has found that the social sciences are a tough place to express Christian viewpoints. He says there’s lots of “anti-Christian rhetoric” in fields like psychology and sociology; “Christians are the number-one bad guys.” And although there are several small conservative groups on campus (made up largely of Christians), he says they don’t feel particularly welcome there; Ben mentions that any pro-life or anti-pornography materials that the groups post are very quickly ripped down. James, at the University of Northern BC, didn’t find as much overt hostility to Christianity in his classes, but did soon notice that his Christian worldview and values were an exception on campus. He remembers a first-year English professor who repeatedly used “very explicit” writing samples in his teaching; week after week, “I would sit there, quietly and awkwardly,” James remembers wryly. Eventually James gathered up his courage and talked to the professor about it during office hours. “I explained that the examples made me uncomfortable, and could he tone them down a bit?” James says that the professor was “surprised, but receptive. He apologized and promised to change his examples. He was a nice guy, actually.” As Sam, who is completing a history major/English minor degree at UFV with a view to teaching, notes, how much conflict you encounter is partly up to you. “A debate will only break out if you spark a debate.” There may be times to (constructively) stick out your neck, like James did, and other times when you need to consider your response carefully. “There are times to refuse being drawn into silly questions, which Paul told Timothy to avoid,” says Emily, citing 2 Timothy 2, “yet times to answer, but with gentleness, so that might have a chance to come to know the truth.” More and more difficult? Is it harder to be a Christian on a non-Christian campus now than it was ten or twenty years ago? Harma-Mae, a regular RP contributor who completed a history degree in 2013, reflects on the ideological shifts that have taken place in the last few decades: “When I was in school there was a good amount of postmodernism (i.e., there are many perspectives and we can’t tell which one is true, or if there even is any truth), which seemed to result in many perspectives being allowed to be shared and voiced, as long as it was just another perspective. So there were times when I could say what my perspective was. Now I think there is much more tolerance for censorship – it seems to be allowed to view some perspectives as wrong, though they would probably be called ‘harmful’ rather than wrong. Which means that a young person today would face different challenges than what faced!” Secular vs. Christian colleges When I was a student, there was a saying in our church community that the devil wore “klompen” (those noisy wooden shoes that the Dutch are, apparently, so fond of) at the public universities, but snuck around in “stocking feet” at the local evangelical Christian one. The point wasn’t so much to disparage Christian institutions as to acknowledge the different, more subtle dangers and attacks against their faith that young people might encounter at such places. There’s something straightforward about attending a secular university. You know that you won’t agree with a lot of what you hear; you’re on your guard; you take what’s useful, but don’t particularly expect to find your new best friends or a community where you’ll belong. As Harma-Mae puts it, “I preferred to be taught from a secular perspective because I found it more tiring to try to evaluate Christian teaching I didn’t agree with. It was easier for me to assume I disagreed and figure out where there might be some truth poking through rather than hearing things that sounded kind of right but something was off.” Emily echoed some of these thoughts, pointing out that it’s easier to spot the “counterfeit” truth at a secular university, where it’s often so much more obviously wrong. Whether you choose a Christian or secular university, of course, it’s important to keep the bigger picture in mind of why you’re there and what your primary goal and purpose is. I love how Ben put it: “Your number one goal in life is not to get an education and get a good job, but to live as a Christian in this world” – wherever God has put you right now. Maturing in your faith Grappling with your faith, and having it challenged, is also an important part of maturing as a Christian – and preparing for life as a Christian in a world that won’t always appreciate your beliefs. This may not be why you’d choose a secular college, but it is something that many students appreciate as they look back. “Seeing your worldview challenged serve to strengthen your faith and belief,” comments Crystal, who studied English and creative writing at UBC. “When you see how broken the world is, and how flawed many accepted ideas are, it only points to how much better God’s way is.” James felt it was useful to get outside his somewhat sheltered community, and understand some different perspectives better. “It’s easy to miss nuances” until you’re up close to those who are different from you, he says. “Knowledge is very different than experience,” Sam adds. “It’s very important to... know the other side well.” “I feel like I was taught to view ‘the world’ as a scary place as I grew up in the Canadian Reformed bubble,” says Harma-Mae, “and that I did need to get outside that bubble and learn to talk to other people who were not the same as me, and learn how to live in the world as a Christian, face that fear.” Ben comments on how his time at Simon Fraser University has led him to depend on and appreciate his Bible more, and to learn to “exercise spirit of discernment,” while Luke found that the challenges of university life helped him learn “to trust in the Lord at all times, God has a plan for our lives. University allowed me to grow.” Asia, who recently completed a Bachelor of Science at the University of Alberta, reflects on how university was good for her growth not only spiritually, but in many areas: “I learned a lot about myself and what practical life skills I was good at or needed more practice in (e.g., my time management, how I handled high-stress situations, the best way I learn, my communication skills, work-life balance, how the views/opinions of secular students and professors affected me, my ability to shine as a light on campus). I think I’ve grown up a lot since I graduated high school and I attribute a significant part of that change to four years of university.” Of course, the same challenges to their faith that may lead to growth for some – as they learn to defend their Christian worldview and really learn to trust God – can cause others to stumble. That’s why the solid foundation of a good church with which you’re connected, regular time for Bible study and prayer, and relationships with strong Christian friends, family members, and others are so vital. You can withstand the storms of a secular post-secondary experience, and even come out stronger for them – but not if you try to go it alone go it alone ("a three-fold cord is not quickly broken," as Eccl. 4:12 puts it).  As well, everything that happens before you head off for college – the training you receive at home, church, and school for the first eighteen years or your life – should give you a firm foundation. As Emily puts it, and as she experienced it herself, “Both the church and home are training grounds to expand and increase a child’s knowledge in their faith ... needing to know what you believe and why.” Salt and light Students also shouldn’t underestimate the value of their Christian presence and witness on campus. You may be intimidated by the idea of debating your faith, but you can start by simply being “the Christian who, just like me, has the cross around their neck, and maybe someone will ask you ,” says Sam. As Harma-Mae relates, “I was often surprised by how open people on campus were at having conversations about faith ... I think university is a time of life where people are often searching and also curious about other perspectives – at least in one-on-one conversations.” If we really believe that “every square inch” of this world is God’s, then we can’t abandon any of it – including our local universities with their many lost and confused young people. And in our increasingly secular society, you may be the first or only Christian some of your fellow students interact with in a meaningful way. Choosing wisely To gain the benefits and avoid the biggest pitfalls of a secular university experience, it’s important to choose your school and program wisely. Several students I talked to said they “wouldn’t bother” taking an arts or social science degree at most secular universities, because the ideological biases can be so insurmountable. Others recommended researching programs and even individual classes and professors before signing up, and talking to other recent and current students. Amy, from Smithers, BC, found it very helpful to visit multiple campuses before making post-secondary plans. Groups from her school regularly come down to the Fraser Valley to check out different institutions, and she made such a trip in eleventh grade. She comments on the very different “vibe” she got from UFV, where she is now pursuing a sales and marketing certificate, versus at the very liberal Simon Fraser University; she felt she would be comfortable at the former, but not at the latter. Thriving on campus When I asked current and former students about their tips for thriving on campus, they were unanimous on the point that staying connected to your church community and Christian friends is absolutely vital. James remembers gratefully how the Prince George congregation supported him and kept him grounded during his years at the University of Northern BC, when he was exposed to so many new things and, in his field of nursing, saw so much brokenness up close; “there was lots to process.” He says the church was very welcoming to students, and he enjoyed the strong Bible study and lots of good discussions. “That was my community – not the college,” he explains. Staying connected to a church like that is key, he says – especially if you’re living away from home – and having one nearby should be a determining factor when you’re considering a university. Emily strongly agrees. As she faced hostility and confrontation in her dorm, “the church was now my only ‘safe space’ – how beautiful, actually. It gave me a different perspective on how the church is a sanctuary, a place to be spiritually nourished and refreshed after a long week living in the trenches.” Pastors, elders, and mentors in the church prayed for her and helped her continue to learn and grow in her faith; in her weekly Bible studies, she could even practice answering questions like “‘can God be a loving God when people suffer? How are we saved? How can you believe in Christianity when there’s no science to prove it; I believe in science and you don’t?’ ... On that note, we prayed for the Holy Spirit to give me the words and the wisdom for when to say it.” “You cannot do it without a local church and church family,” she concludes, adding, “Even if you’re going to stay in your local church and commute to/from campus, be prepared. Living in dorms or not, start practicing defending your faith in your home and church now. We know the world asks us difficult questions – and some of them are out to kill.” “It’s good to have some people you look up to in your church that you can discuss challenges you are facing as a Christian at university,” Luke adds. Asia reflects on the need to be on your guard constantly in a secular educational environment. “I wasn’t used to having my ‘spiritual armor’ on all the time because in high school I was with a good group of friends that generally encouraged me in my faith. I quickly realized when I started university that I had to actively make sure I was in the Word.” Sam notes the value of having Christian friends on campus, as does Ben, though he has found that if you join a Christian club, you still need to be discerning. “Many are letting their education and the culture impact how they interpret the Bible, instead of vice versa.” They key is to “know your Bible inside out,” he says, so you’ll also “know when the things of the world are influencing you, and not the other way around.” Sam agrees with that as well. “Realize that when you are going to a secular university you are going to come across people who disagree with you, but... just because someone disagreed with you doesn’t mean you can’t have an open conversation with them.” He adds, “Get your values straight. Understand your faith. Don’t just follow the book on arguments; bring your own. Figure it out yourself.” Flourishing in exile Daunting? Perhaps. But also a chance to grow, to mature, to prepare yourself for whatever mission God gives you in this life. As well, attending a secular university may give you a chance to make a real impact. As Crystal notes, “In order to have more influence on the world, we actually have to participate in the world, and having more voices can only be a good thing.” The world needs Christian nurses and welders and security guards, salespeople and librarians and social workers. And its campuses need Christians who are willing and able to “speak the truth in love” and show what it looks like to live with gospel hope and meaning. And, really, why should we be afraid? We have the God of truth behind us – and He is certainly able to bless us, and make us a blessing, wherever He puts us....

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Education

I’m graduating – now what?

You’re a high school senior; you’ve worked hard from kindergarten through 12th grade, and now you’re almost ready to graduate. You’re a little tired of being asked by friends and relatives: What are your plans after high school? You know they mean well, and are genuinely curious about your next steps, but you can’t answer them, because you just don’t know! I was once in your shoes, and I’d like to help you make fewer mistakes than I made as I muddled my way through the morass of post-secondary schooling and different job opportunities, before finding the right path for me. I stumbled, and I muddled, but am grateful that the Lord provided in all circumstances. What direction? When I was your age, most young folks who showed interest or aptitude inside the classroom were encouraged to pursue a university degree, for two main reasons. First, most people believed that to be able to provide well for your family, you needed a college or university degree to get the kind of job that would generate a reasonable income. Second, many Reformed Christians believed that we as the children and grandchildren of immigrants needed to have more influence on the academic and professional culture of North America. Therefore, it would be good if more Christian young people obtained undergraduate and graduate degrees. Have things changed since my high school graduation in 1986? In a word: yes. A college or university degree remains a necessity for some professions, and a helpful résumé addition for many others. But you can go without and still generate an income that will allow you to support your family, your church, and your community. If you have a specific plan that requires a degree – if you want to become a lawyer, or a minister, or a teacher – then university is your path. But what if you’re not sure? Don’t be a Logan Consider this fairly common scenario for two young Canadian students. Good buddies Logan and Josh both got pretty good grades at school, although Logan didn’t have to work very hard to get them, thanks to his good memory. He even qualified for a scholarship to McMaster University that enabled him to get reduced tuition! Josh and Logan both enjoyed working in the summers for a small local company, Boomtown Builders, doing small renovations and building decks, learning from their boss how to build efficiently and safely. Offered an opportunity, Josh decided that he would stay on full time at Boomtown after high school graduation. Logan was looking forward to his new university life at McMaster. But there were a couple of problems: Logan didn’t really know what he should study, and he hadn’t really learned how to study – in high school, he had rarely needed to crack open the books in the evenings. But of course, this was all about to change. In order to find his way, Logan took general courses in English, History, Biology and Calculus – he would have time to declare a major later. But with no one to look over his shoulder and remind him to get his assignments in on time, and without a clear direction and target to inspire him, Logan started to fall behind. Feeling behind the curve, he started to skip classes. Not going to classes meant he was ill-prepared for quizzes and tests, and he didn’t hand in some of his assignments. At the end of his second semester, Logan had failed two courses, and his marks were so poor overall that he lost his scholarship and would have to pay full tuition the following school year. Will Logan end up going back for his second year, or has he just wasted ten months and thousands of dollars? Meanwhile Josh was taking on more responsibility at Boomtown, even running a small job on his own so the company could take on a few more projects. With the boss’s encouragement, Josh enrolled in a college course on estimating, so that he could help out on that side of the growing business. His responsibilities grew, and his income grew, and Josh became a very valuable member of Boomtown Builders, with a promising future. In this simple story, Logan wasted his time and treasure by not working hard, and Josh made good progress and established a healthy direction for his life by applying his skills and working diligently. Had Logan just worked hard, attended classes, and applied himself, perhaps he also would have charted a path towards a successful career. But by enrolling at university without a clear target and direction, Logan ended up spinning his wheels ineffectively. It might have been far better for him to work a year at Boomtown to find out more about what he was good at, and what he enjoyed, before deciding on a target, and how to get there. Have a plan In Proverbs 21:5, Solomon reminds us “The plans of the diligent lead surely to abundance, but everyone who is hasty comes only to poverty.” Earlier, in chapter 19, he advises “Listen to advice, and accept instruction, that you may gain wisdom in the future.” There are many resources available to high school students to help you make a plan for your post-secondary life. Your school has guidance counselors who would be glad to make you aware of opportunities that may suit your skills. Your parents, your uncles and aunts, and grandparents all might encourage you in different directions. The next time they ask you, “What are you going to do after high school?” you can ask them what they think you should do! You can’t follow everyone’s advice, but you can certainly listen and reflect on what those who know you well give you as counsel (Prov. 1:8-9). By the end of your high school years, you’ll probably have worked part time, or during the summers, with different employers. These job experiences can be hugely valuable in discovering your skills, your interests, and what long-term prospects are like in these fields. Whatever your current job is, work diligently and industriously for the benefit of your employer and their customers. On your breaks and at lunch time, ask lots of questions to your boss and your co-workers, especially about what this business needs to be even more successful. What kind of talents are needed there, and what kind of education or training might one need to fill the areas of need? Even if you determine that the type of work you did as a student isn’t something you would want as a career, you haven’t wasted your time. The experience will leave you more determined to find an occupation that you enjoy, and more motivated if you do enter college or a trade school to push through to get your qualifications: “I know I don’t want to do that, so I’ll work extra hard to chart out a different path!” Knowing how hard a restaurant server works, or how difficult it can be to work construction on a cold winter’s day will also help you gain appreciation for your neighbors who do labor in these occasionally thankless fields. Consider the cost! In Luke 14:28-29, Jesus says: “For which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to complete it? Otherwise, when he has laid a foundation and is not able to finish, all who see it will mock him.” It’s a basic principle in life, also echoed often in the book of Proverbs: have a plan, and count your costs up front! Before enrolling at a college, trade school, or university, you should carefully consider how much your certification will cost, and how you will pay for your years of schooling. One financial analyst recommends that a student spend no more on tuition and books over the course of their schooling than how much they could expect to make in their first year of employment in that profession. As an example, if a newly certified teacher could be expected to earn $45,000 in his first year of teaching, then he should find a way to spend less than $45,000 in educational expenses to earn his degree. This is just a general guideline, not a hard and fast rule, but it may give you some direction for a reasonable and prudent budget as you begin your studies. It is even more important to consider how you will pay for your degree. In the United States, it is very common for young people to borrow over $120,000 to obtain a four-year degree, and lenders have made it very easy for them to get these loans. According to Statistics Canada’s latest numbers in 2020, on average, Canadians graduating with an undergraduate degree have $30,000 in student loan debt, and will take an average of eight years to pay off these debts. Avoid the debt trap The Bible has warnings against becoming indebted, at one point comparing debt to becoming a slave: “The rich rules over the poor, and the borrower is a slave of the lender” (Prov. 22:7). For many, student loan debt is a trap, easy to fall into and hard to get free of, so I would strongly advise against borrowing to pay for your degree. If you find yourself short of your first-year tuition, perhaps you need to work for a year full time before starting school again. Count on working part time during the school year, and full time during breaks between semesters. Yes, homework takes time, and studying requires many hours: that is why it’s great to get your degree while you are young and have the energy and focus that may be more difficult as you take on more responsibilities later in life. Living at home and commuting to school can have a huge impact on your ability to stay out of debt. Moving out into a dorm apartment, or into a house near school with roommates may sound great, but these scenarios introduce all kinds of additional costs: groceries, utilities, rent, fast food, entertainment – these bills go up exponentially when you are away from home. No one cooks like your mother, and she would love to still have you home at dinner time. Your parents would most likely greatly encourage you to live at home so that they can enjoy your contributions to the family culture for a few more years. I know, it may sound lame, and you may wish to spread your wings already now… but your older self will thank you for your decision to study from home! Stay north young (wo)man! While researching this article, I was surprised at how low annual tuition is in Canada compared to the average costs in the USA. A full-time student at Simon Fraser University in Burnaby, BC may pay less than $7,000 CDN for one year; while the equivalent cost at Western Washington University in Bellingham is nearer to $14,000 USD! Costs at private colleges may be considerably higher, but again the rates at Canadian schools can be far more reasonable than those at American institutions. Consider that tuition at Redeemer University in Ancaster is currently less than $10,000 CDN (thanks in part to some generous donors!), while Calvin University in Michigan begins at nearly $40,000 USD annually! (It is very common for Christian university students to get discounts and scholarships relatively easily, but these numbers do provide a helpful baseline.) Since most readers of Reformed Perspective live in Canada, I can unequivocally advise, “stay north to study – your wallet will thank you!” Are you mature enough? University can be exciting and enjoyable when you find the right course of study, but are you ready? It’s possible that you are not yet spiritually mature enough to take on the intellectual challenges of what is often a hostile environment for Christians. Professors and teaching assistants at most colleges and universities are no longer sympathetic to a Christian worldview. When you assert that there are two genders, that life begins at conception, or that you believe homosexuality is against God’s created order, teaching staff and students will let you know you have fallen far outside of the mainstream of opinion. Perhaps even more dangerous, you may begin to feel “old fashioned” or “out of touch” – does the Bible really say that? Christian post-secondary schools are not necessarily havens of safety either. Just consider how many universities were founded as Christian and aren’t now – Harvard, Yale, Oxford, and the University of Toronto to name just a few. So, drift is common, and the lecturer at the front of your class may call himself a Christian, but his view of what the Bible teaches may be vastly different from how you have been taught, and what you know to be true. I don’t mean to infer that every teacher at a Christian college is dangerous – not at all! But you must be thoroughly grounded yourself in the truths of God’s Word so that you can weigh others’ theories in the light of Scripture. How do you know if you’re ready? Ask people whose opinion you trust for their thoughts. Your grandmother, your uncle, your elder, your parents – those folks who know you well will be able to offer good insight on your readiness to make your way in the post-secondary world. Ask them to be honest, and don’t be offended if they give different counsel than you expect! Stay grounded If you haven’t yet publicly professed your faith, continue pre-confession classes while you are at college. Yes, it may fill up one more evening in your busy week, but the Lord gives us the great gift of ministers and elders who are qualified to teach the church’s confessions to young people, and who enjoy the task. So take their instruction seriously – they may be providing the very answers you’ll need when you are challenged in university. If you have professed your faith, stay diligent in your Bible study opportunities with brothers and sisters in your congregation. Take the opportunity to ask questions about anything you’ve encountered at school: you may be surprised at the wisdom of a farmer or framer, or the insight of a housewife or teacher. Chances are very good that what you are wondering about has been faced by the saints before! Closing thoughts University is not for everyone. There is nothing shameful in deciding that you don’t want a degree, and would rather get a two-year college diploma, or a certification in the trades! But if you do decide to enroll at a university, I pray that this short article can give you some guidance in how to plan your years of study. The Lord has given many different gifts to His children: work diligently with what you have, and be wise in how you use the talents He has entrusted to you....

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Education

Podcasts to get you educated, not schooled

Only universities give degrees, but you can get an education even while you’re driving, jogging, or mowing the lawn ***** About forty years ago, when I was taking my Bachelor of Education degree at the University of Alberta, I got schooled, but not all that educated. I was schooled in both senses of the word – both getting some training in how to teach, and just plain made to feel like a fool. GETTING SCHOOLED AT A SECULAR U My “Educational Foundations” professor was, I found out, a lapsed Catholic, and proselytizing atheist. I’d met atheists before – kids in my neighborhood as I grew up – but never one who was educated and articulate and eager to use class time to pitch his anti-Christian worldview. My instructor seemed pretty confident about his atheism, and that left me shook. And it got me studying how to better understand the Christian worldview and be able to defend it. This self-study is really where my education started. My actual education degree never did set me up well to make year plans (the first thing a teacher needs to start organizing the courses they teach), but the very secular university’s library thankfully included several books on worldview and apologetics. I started my defense of my faith in two different libraries – the university’s, and also my dad’s much better stocked basement bookshelves (better in quality, if not in quantity). In short, while university did not educate me well, it did provoke me (and even equip me, to some degree) to educate myself. Could that happen now? It seems doubtful. I wonder whether the university library would still stock books as useful as the ones I took out to learn more about the Christian worldview. As well, how many (even lapsed) Catholics or Christians of any kind are still teaching in secular universities? Even if you wanted to build up your faith in university, you would still face the monumental challenge of trying to absorb solid Christian teaching while (as I had to do at some points) reading (and taking notes on!?) fifty pages a night from the secular textbooks mandated for the courses you were taking. GETTING AN AUDIO EDUCATION So, how now shall we learn? If you don’t need or want post-secondary education, or you’re finished yours, and (like all of us), your time is limited, and (like many of us), you’re “not a reader” (!?) then what? How can you get not schooled, but educated? One answer has been promoted by Jordan Peterson, who believes that this generation could be the best educated in history, because we have access to the internet, and through it, to podcasts and videos from the best thinkers of our day. One way to see the potential advantages of Peterson’s suggestion is to compare this method of self-education with one from a hundred years ago. The Everyman’s Library book collection started in 1906 to promote the reading of classic literature. One obvious advantage of internet education over Everyman’s Library is cost. The cheapest volume I could find from Everyman’s had a price of £10.99 or roughly $20 Canadian. Meanwhile podcasts and YouTube videos are free (although there is always more material behind a subscription paywall!). The second advantage of education online is the time involved. Although I can always find time to read a book (brushing your teeth, during breakfast…), reading generally demands exclusive attention, while “talking head” videos and podcasts can be heard while you are otherwise active (of course, not while juggling or other involved activities). It is worth noting that audio books have the same advantage. The final advantage of internet learning over the Everyman’s Library is the sheer volume of material on the internet. Of course, that can be pretty overwhelming; hence the list of great places to listen below. DISTRACTION VS. EDUCATION A couple words of caution are warranted. First, the internet can be a dangerous place to spend your time, even when you are getting educated. It’s easy to go down rabbit trails, because everything connects to everything else. The very fact that book learning involves more commitment in time and money tends to promote greater care in the selection of authors and their work. As we often hear about grocery shopping, stick to your list. Browsing the internet may not be as expensive as browsing the supermarket, but it is potentially at least as great a waste of time. Secondly, let me offer a word about “outrage porn.” Podcasts and video creators make money on getting more clicks and longer time on their platforms from their audience, and one sure way to do that is to stoke our anger…. but God warns us against both anger and worry about things that we have no power to change. James exhorts us to be “slow to anger, for the anger of man does not produce the righteousness of God” (James 1:19-20), while Christ, who is Himself “gentle and lowly” (unlike many podcasters), asks, “which of you by being anxious can add a single hour to his span of life?” (Matt. 11:29, 6:27). A good rule of thumb is to focus on podcasts or YouTube channels that bring an appreciation of God’s glory in creation and redemption into your life, that make you more effective in your service to God and your neighbor, or that equip you to be salt and light in a society that desperately needs both, and needs even more the Christ that they deny. 6 TO START WITH With all that said, here are half a dozen great bets for your internet time. Click on the headings below for links to their respective websites. 1. Real Talk Let’s begin with what might already be near and dear to RP readers: Real Talk, which you can also find on our own Reformed Perspective app. The two hosts have settled into a great rhythm, with over 100 episodes behind them. When the podcast started in July 2020, both Lucas Holtvlüwer and Tyler Vanderwoude appeared together to interview guests with extensive practical experience in such areas as Christian education and the missional church, with feedback every second episode. As time went on, each became more confident to host certain episodes solo, and the feedback episodes are now called “Real Talk Roundup” and feature other RP personalities, best book lists, and other highlights, with recent topics of real relevance, like “Death and Dying” and “Parenting and Pornography.” You can find them on YouTube, Apple Podcasts, Amazon, Spotify, and www.RealTalkPodcast.ca. 2. Two Stewards For more Canadian content, check out the Two Stewards. As the homepage says, they explore “money, economics, real estate investing and more from a Christian worldview.” Although the podcast opens with the warning that Mark Krikke and Brent Vanderwoude are not giving professional financial advice, the listening enjoyment they do provide is packed with plenty of insight. For example, they rightly saw the latest hostility to giving your children an inheritance as motivated by covetousness, and contradicting the Biblical commendation for “ good man leaves an inheritance to his children's children” (Prov. 13:22). Wisdom backed up by God’s Word combined with good-natured banter between the two stewards (and with their guests) makes this podcast both entertaining and thought-provoking. Find them on Spotify, Apple Podcasts, and YouTube. 3. The Briefing… and more While Albert Mohler, a Southern Baptist, has experienced his share of controversy, his website has a wealth of listenable resources: •    The Briefing – Mohler’s take on the day •    Thinking in Public – roughly hour-long interviews with noted Christian and/or conservative writers •    Speaking and Teaching – shorter takes on a variety of Christian and current topics •    and clips from his “Ask Anything” tours. These can all be found on Apple Podcasts, YouTube, Spotify, and AlbertMohler.com. 4. Ligonier From a solidly Reformed (and generally paedobaptist) perspective, Ligonier Ministries has even more resources than Mohler, some of them current, and many more in archives: seven different podcasts of varying frequencies, at least 545 sermons from the late R.C. Sproul, daily videos on doctrinal issues, and more than 100 teaching series from multiple teachers (with multiple videos in each series) all of which are available on Apple Podcasts and Spotify. Ligonier Ministries also has a YouTube channel that includes enlightening and sometimes entertaining clips of question-and-answer sessions from Ligonier Ministries conferences, with answers from such well-known writers and speakers as Stephen Nichols and Sinclair Ferguson. 5. Breakpoint this Week Another solidly Christian organization, Breakpoint Ministries gives you several ways to get educated while listening, including the daily Breakpoint Podcast and a podcast called Breakpoint This Week – with a focus on applying Christian worldview to current events and trends. A recent daily podcast applied the Biblical command to “bear one another’s burdens” to the stress of intensive parenting, while the September 13 weekly podcast discussed, among other topics, abortion distortions in the presidential debate and the younger generation’s view of 9/11. Breakpoint This Week can be found on Apple Podcasts and Spotify. 6. Created to Reign The Cornwall Alliance has a solidly Christian perspective on economic and environmental stewardship, as is evidenced in their multitude of current articles. That worldview is evident in their podcast too, hosted by Dr. E. Calvin Beisner and Dr. David Legates, and titled Created to Reign. Two recent episodes of Created to Reign explained why free markets are generally not only more effective in helping the poor, but more just. Find it on Spotify, Amazon Music, and Apple Podcasts....

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Education

Home education - a way of life

"I get to help bake bread!" "Jason, can I read to you while you paint?" "Let's invite somebody over today. We can make cream puffs." Another day has begun. In our 'school' every day is a new adventure and the children plan their days as much as I do. It's been called "delight-directed learning," and we are enthusiastic advocates of this approach to home-education. The basic idea is to find out what interests your child has, and then to guide him to useful resources and experiences so he becomes an "expert in his field". Because we are not bound to a curriculum, we can use whatever books and resources we believe will be helpful and they can work at the pace which allows them to absorb the subject to the highest degree. Another advantage is that we can wait until our children are ready before teaching them new concepts, and we found this especially beneficial in teaching our son to read. Not everyone follows this approach. In 1997, there were over 6000 families home-educating in the province of Alberta, and each family chose the methods which were best for their children. Many home-educating parents follow a curriculum that provides daily lesson plans, workbooks and textbooks. They like the structure this provides and need the assurance that everything is being covered. Even so, they usually find that because one-on-one teaching is so effective, they can finish all the bookwork in the morning and use the afternoons to pursue other things. What Should They Be Taught? "But how do you know that your children are learning everything they need to know for adulthood??!" This is a question which we are frequently asked. It's true that they won't know everything by the time they turn eighteen, but then again, who does? Education should prepare children for a lifetime of learning, and the best thing we, as parents, can do when our children are young, is instill in them a love of learning and teach them how to communicate effectively, to write well, to be respectful and self-disciplined. These are the kinds of things young people need in the world, and if they don't know who the second president of the United States was, they'll know where to find the answer if they need it! Not that I'm downplaying the importance of history - our children need to know that there was life before they came along! We believe that the most important thing our children need to be trained in is good character. Developing patience, perseverance, diligence, obedience, generosity, self-control, discernment, resourcefulness, orderliness, compassion, deference, and a host of other qualities is a life-long pursuit which is best begun when our children are young. Nobody has a greater interest in our children's character development than we parents do, and nobody has a greater motivation either - we have to live with them! Here's a quick quiz for you: what do Winston Churchill, Alexander Graham Bell, Albert Einstein, the Wright Brothers, Philip Melanchthon, Leonardo da Vinci, Abraham Lincoln, Charles Dickens, and John Wesley have in common? They were all home-educated! I'm not saying that every home-educated child will grow up to be a genius, believe me, but I was very interested to read about these famous home-educated people, and I wonder what curriculum (or lack of it) they used! So how were we introduced to the concept of home-education? A friend of ours, who knew that we were looking into education options, called me up and said, "I heard this guy on the radio talking about home-schooling. It sounds kind of interesting; here's his phone number." And that was the beginning of a whirlwind of phone calls and questions, because this was only two months before our eldest was to start school. We decided to take the plunge and try it for a year, since kindergarten wasn't compulsory, and if it didn't work out we could put her in school for grade one. Instead, it has turned out to be a great source of joy for us to see our children grow and mature, to talk with them often, to have the best hours of the day with them, and to guide them in the ways of the Lord. And our children have the freedom to pursue their interests, to spend as much time as they want on what they are working on, and to be best friends with each other! What About Socialization? This is another thing we are often questioned about. What is "socialization," anyway? Is it not learning how to interact appropriately with others of all ages, having good manners and good habits, and behaving properly? These can all be learned very effectively in the setting of a family and in spending time with friends in the church and neighborhood. Peer pressure is avoided and they are free to be themselves and grow up slowly! So what do our kids do all day? We have three children: Jessica (12), Michelle (9), and Jason (8). Jessica does a lot of reading, Michelle is a craft enthusiast, and Jason plays with Lego a lot. They spend time together outside and get in each other's way occasionally. They have chores to do every day (dishes are a favorite), but a lot of their time is their own. Every so often, I say the word "math" and everyone dives for cover. Unfortunately for them, some things just have to be done, and times tables, borrowing and carrying, and fractions have all had their turn on the table. Spelling, handwriting, and phonics are other non-options. But then there are social and science topics that are theirs to choose. Middle Ages, Australia, bears, South America, seals, tigers, and beavers have all been covered, and the science kit is always available. The little electric circuit with a car wired in is fun to get out once in a while. Scooping creatures out of Grandad's pond and raising tadpoles has also been exciting for some (dad was unimpressed!). We are blessed in Alberta to have very reasonable home-school regulations that allow us the freedom to choose our own curriculum and teaching methods. We are required to register with a school board in the province. Various options are available to fulfill this requirement. The school board keeps records of our children's progress and assigns a facilitator who visits twice a year. They provide tests (government achievement tests, Canadian Test of Basic Skills, and others) if the parents want to make use of these. The board also provides funding for supplies (up to $510 per child per year upon sending in receipts, starting in Grade 1), and group lessons. Art supplies, books, and educational games are all covered by this funding. Where's Your Education Degree? "But you're not qualified to teach your children!" This is a misconception that holds many parents back from home-educating their own children, but studies have shown that even high school dropouts can effectively teach their children. All the parents need is to be literate and to have a love and concern for the overall development of the children that God has entrusted to them. It's true we are not government certified teachers, and it's true we're not experts on all the topics our kids ask us questions about, but some of the most rewarding experiences we have with our children are when we are learning together with them. There are always going to be things that we don't know, but we can show them where to find the answers, and let them discover things for themselves. Books, other people, educational videos, and field trips have been wonderful sources of information for us. We visit the library frequently and request books on topics the children are interested in. Setting an example of enthusiasm for learning is much more of a motivation for our children than trying to give them the impression that we know it all! We are members of a Christian support group in our city consisting of over one hundred families. We meet once per month to exchange ideas, hear about new opportunities, and use the library that belongs to the group. Each year a science fair is organized where the children can do a project and explain it to others. A field trip committee organizes various outings which families can go on together. Some of our favorites have been the John Walter Museum, Safety City, voyageur canoeing, and the Ukrainian Pioneer Village. These field trips are an opportunity to meet with other home-educating families. In the spring one of the families in the support group organized a track and field day, which was great fun! We try to take advantage of opportunities which we feel will advance the academic, social, and character development of our children. On to University Another query that home-educators often hear is "What if they want to go on to college or university?" We are not experts on this, as our oldest is only in grade seven at the moment, but from information which we have gleaned from meetings, conferences, and home-school families with older children, most colleges and universities have become much more open to the "home-school graduate" in the last five or ten years. Applicants from home-school families are not as rare as they once were, and for some colleges the writing of standardized equivalency tests is all that is necessary. For others, the Math and English Departmental exams must be written. In most cases though, it is recommended that students meet with the registrar ahead of time (in grade ten or eleven) to discuss options. It is also possible to qualify as a "mature student" upon reaching the age specified by the college (sometimes as low as 16 if the student has been out of school for one year). Another option students have to learn a trade is apprenticeship. This idea has been growing rapidly in home-school circles as it allows parents to have input into who their child's "teacher" will be. It is usually possible to find a Christian individual who does just what your young person wants to do, and most would be glad to have an assistant who works for free in exchange for being taught the necessary skills. This is just one of the ways that apprenticeship could work. Opportunities abound for motivated young people! As home-educators, we are often told that our children are naive. I must confess when we hear this we are encouraged. Do we really want them to be "worldly-wise," aware of all that goes on in the world around them? Their young minds are not equipped to deal with that kind of information. Should we talk to them about the evil practices of the world so that we can explain why they are wrong? That isn't right. Romans 16:19 says, "I would have you wise unto that which is good, and simple concerning evil." It is our duty as parents to shield our children from wrong influences and ideas. They will hear about it soon enough when they are older, and then they will be better able to deal with it and to stand firm in the faith they were brought up in. We are thankful that we heard about home education when we did. Our children are a gift from our Heavenly Father, and we treasure every day we have with them - they will be grown before we know it! Home education is a wonderful way to stay close to our children, to know what they are learning, and to guide them in the ways of the Lord. The primary responsibility of raising and educating children rests with their parents, and we have chosen to fulfill that responsibility ourselves instead of delegating it to others. It has become a way of life for us, and we are grateful for the opportunity to teach our children at home!...