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From the Chalkboard: The case for Christian schools
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Anonymous user Tue Nov 30, 1999 00:00:00 PST
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0 responses 1 comment The great debate in the California Department of Education, school boardrooms, and educational workshops over the propriety of teaching values to Americas’ students is over. Secular progressives have won! They argue that we now consist of too many competing convictions and interests to instill any common values. Others cite the idea of church and state separation as evidence for its unconstitutionality, an obscene misinterpretation of the establishment clause. Such thinking, to a large degree, is responsible for the moral crisis that currently exists in our nation, and more specifically among our young people.
Such was not the case when our country was founded a little over 200 years ago. Soon after wading ashore, the colonists established Christian schools where prayer, Bible reading, and character building were integral components. In spite of the revisionists who would try to persuade us differently, the early history of our country was thoroughly Christian, their motives thoroughly religious.
Zachary Taylor said, “It was for the love of the truths of the great and good book that our fathers abandoned their native shore for this wilderness.”
These early settlers properly understood that the integration of faith and learning was critical to their success as a new nation under God. They taught their young people to revere God, to obey the Ten Commandments, to respect authority, and follow common sense rules for living.
Based on these beliefs and a commonly accepted moral consensus, our early founders understood that an education was only complete when it was concerned with the mind, body, and spirit. Through a sound educational philosophy, the example of Christian teachers, a curriculum that focused on moral behavior and strict discipline, students were trained in the important values of patriotism, hard work, honesty, courage, and respect for law and order. By graduation time, these young men and women were fully trained to meet any challenge, to appropriately express themselves, and to take their place as productive members of society.
It was not until the mid-19th century that a push began for state-supported schools. This movement was led by Horace Mann, who suggested, “Let the home and church teach faith and values and the school will teach facts.”
As this idea became more prominent, the foundations of Christian education began to deteriorate. Schools became concerned only with developing the intellect. Prayer was declared unconstitutional, and the Bible expelled. Gradually and systematically the purging of religious expression reduced public schools to purely secular instruction that provided no moral compass for its students. Regrettably, what has transpired over the past few decades is a total emancipation of our moral heritage.
With the elimination of any moral base, our young people today are being encouraged to develop their own personal value system. They learn that absolutes no longer exist, and that the only redeeming values are tolerance and diversity. They are permitted free expression without restraint, and to engage in self-indulgent activities and questionable practices that were unacceptable to generations past.  We have indeed paid a heavy price!
The destruction we see in the lives of our young people today is compelling evidence that we have made a grave error. Our public schools certainly cannot be blamed for all of these problems, but neither have they been of much help by refusing to return to the practices and principles that worked a few decades ago. In spite of the character issues and the obvious academic declines, teacher unions continue to protect the status quo, thwarting all attempts toward meaningful change.
We should be thankful that Christian schools provide a positive alternative. Christian schools continue to recognize the importance of a value-based education. Teachers are united behind commonly held convictions regarding basic academics and character training. Christian schools are sensitive to the wishes and desires of parents. They uphold and support the values of parents who are viewed as the primary educators. Christian school teachers understand that their authority is delegated to them by parents, and that they are bound by contract and commitment to uphold, by precept and example, the stewardship with which they have been entrusted. Christian school educators further understand that, should this trust be broken, they would soon be looking for employment in another line of work. Most importantly, they serve as Christian role models. It is only by exposing children to good character and encouraging its imitation that we transmit a moral foundation for making wise decisions and appropriate choices.
Contrary to popular misconception, Christian schools are more than safe havens for the rich and famous or academic elite. They have little to do with economics, but everything to do with philosophy. Most parents make sacrifices to send their children to Christian schools. Many receive financial assistance. In many cases, special classes and accommodations are available to assist students with special needs. Christian schools subscribe to a non-discriminatory philosophy. They serve a diverse student body where each child is viewed as a unique and special creation of God.
Christian schools have high expectations for learning and conduct. There is careful monitoring of student progress and clear communication with the home. Parents are required to participate in their child’s education, and are held accountable for the behavior of their children. Christian schools avoid the endless cycle of innovative programs and stay with proven methods and practices. Christian schools are succeeding in their mission because home, church, and school form a united tripod based on commonly held convictions regarding character development as well as content. By requiring accountability at all levels, Christian school students are afforded the maximum benefits of a complete and balanced education.
Among the ironies of human nature is the refusal to learn from our own history. We seem unable to sustain high regard for important principles and dismiss that which we should value most. By now we should realize that educational experimentation has not worked. The endless cycle of innovations and restructuring will never solve problems that are morally based. Reclaiming our national character can only be realized by dismantling the artificial wall that separates us from our godly heritage and prohibits us from providing a moral education for the youth of our country. Only by restoring religious liberty and Christian principles can we ever hope to develop a moral citizenry. For the sake of our children, and the soul of our country, I hope we come to our senses before it’s too late.

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