A Couple of Brief Hints for Better Reading Instruction

The following hints are distilled from the Academic Associates Reading Program

How to Sound Out Consonants 

    Some instructors teach children to sound out words awkwardly by adding a full “-uh” sound after consonants.   For example, bad is sounded out as BUH— Ă—DUH.  Unfortunately, adding vowel sounds during the sound-out process can delay fluent reading  for some children.  Instead, instructors should teach each consonant’s most briefly distinguishable sound. Instead of LUH for the letter L, teach only the LLLL- sound.   Instead of a voiced PUH, teach P using only the lips and a short, voiceless puff of air.  Lap becomes LLL—Ă—P-- instead of LUH— Ă —PUH.  Teach only the most essential sound of each consonant, and children will identify words more easily and read more quickly. 

How to Teach Consonant Blends 

    Some instructors make students memorize consonant blends from charts out of context.  For instance, Blah-Bleh-Blih-Bloh-Bluh.   Instead, teach separately the consonants that make only one sound each and then blend them each naturally as they occur in words.  Instead of isolated blends, simply teach the sounds of the individual consonants and help students say them sequentially. In the vast majority of cases, the sounds will blend into words naturally. Teachers can incorporate this method into whatever reading instruction program they are currently using and will save many frustrating hours each year as students make unprecedented progress.

Some Early Thoughts on the Possibility of a Reformed Seminary in West Virginia

A seminary in West Virginia would make seminary education available to those within the State who might not otherwise have the opportunity or ability to attend seminary.

I don’t know any statistics to prove my case, but I am under the general impression that our State does not produce very many Reformed seminarians.  If this is true, there are probably many different reasons.  I am sure these reasons are not unique to WV.  Everybody who attends any graduate school in any field of study must overcome the obstacles of cost, location, time, and academic prerequisites.  Again, no real figures, but I believe that people in our State might be among the most disadvantaged with regard to these obstacles. 

So a centrally located seminary, say in the Charleston area, would make the possibility open to more people.  It would have to be exceptionally affordable in order for already financially-stressed people to even be able to consider it.  Since finances are already an issue, working seminarians would have to have the content delivered non-traditionally—a variety of class times and modalities that would fit most easily into a working family-life.   There is not much that any of us can do about academic prerequisites (chiefly a Bachelor’s degree) other than to just encourage and support potential seminarians in their efforts to finish college.

However, other Reformed denominations have lay-pastor training programs that might be exemplars.  If it is true that lack of formal education need not stand in the way of the spread of reformed theology, then perhaps we could provide pastors for churches who are educated at least to the level that increases the chances of their staying true to the tenets of historic Reformed theology throughout their ministries.  This might mean that graduate education is not absolutely necessary.  However, I wonder if the possibility of a generational slide away from Reformed theology might go along with this, ie, if this generation reduces its education and ordination requirements for the sake of training lay-pastors, what is to prevent the next generation from reducing them even more, to the point that eventually the purpose of a reformed education is undermined?  I speculate that this generational slide has already happened to Baptist theology.  Calvinistic Baptists were once influential, but could it be that their lack of clergy ordination standards resulted in a modern Baptist movement that hardly knows what Reformed theology is?

A seminary in West Virginia would allow us to really focus upon the spread of Reformed theology in the State of West Virginia.  I have already made some comments about the weak state of Reformed theology in our State.  Others have made some good comments in reply.  More Reformed seminarians might mean more Reformed missions throughout the State. 

A Seminary in West Virginia would also allow us to explore the unique cultural distinctives of Appalachia in general and West Virginia in particular.  Don’t get me wrong--what can be found here can probably be found throughout the country, but our culture is intense in its “You’re not from around here” mentality.  And what makes our culture unique is not that it does not exist elsewhere, but that it is so concentrated here.  And it is concentrated here to such a degree that statistics do indeed show that West Virginia is different from other States.   

In spite of this, West Virginia is not culturally monolithic, so this seminary would need to acquaint itself with the wide variety of cultural elements in our State.  We have college towns and industrial towns and coal mining communities and farming communities and communities that have virtually no predominate work or industry.  But whatever is unique about our State would need to be explored by this seminary and then passed on through pastoral theology to our seminarians.   Armed with a strong understanding of our culture, seminarians might have better opportunities to spread the Gospel, advance the Kingdom, and entrench Reformed theology.

So, like I said, these are early thoughts.  Lots of minds would have to come together on this one, but I am interested in at least beginning the process of considering the possibilities.  Feel free to add thoughts.

Dealing with School Dress Codes: The Big Picture

The following article was first published in Tri-State Family Magazine (Distributed by The Herald Dispatch, Huntington, WV). Copyright © 2008 by Dennis E. Bills.


School dress codes are notoriously controversial: “How dare schools tell me how I should dress! They should stay out of my family’s business!”  Educators do not enjoy enforcing them, and parents enjoy it even less.   Students enjoy it least of all. 

    Most students handle dress codes very well. But occasionally dress codes irritate everyone. Parents and teachers would be much more comfortable letting children make their own decisions. We do not enjoy the disappointment and frustration of children who have been told to wear something they do not like. But a visit to schools, dances, malls, or around town quickly reveals that many teens gravitate toward shabbiness, immodesty, and exorbitant fads and fashions. Parents who have higher expectations for their children have the right to expect a difference at school.  

    When dress codes become irritating and intrusive, it is important to remember the big picture. Dress codes serve many different purposes, but most address at least three concerns that many families hold in common:  decorum, modesty, and priority.

Decorum

    Most people believe that certain types of clothes are more appropriate than others for different environments or activities. For instance, what one wears for yard work differs from what one wears to work in an office. Likewise, what one wears to school will often differ from what one wears to the mall on Saturdays. Common sense says that dressing up for a job interview can greatly impact the impressions of a potential employer. Learning to dress appropriately for the occasion serves children well in life. Schools desire children to understand that sharp, neat attire is perfectly appropriate for school. As an academic environment, school is an excellent place to practice discernment in dress decorum. 

Modesty

    Most parents are concerned that their children learn some standard of modesty. Since this standard obviously differs from family to family, schools tend to draw the lines as best they can. Frequently, these lines are not popular, so parents lives are sometimes disrupted by unhappy children.  

    It may be helpful to realize that schools do not intend to judge or condemn the preferences of individual families through dress codes. Educators agree that each family has the right to apply its own standards as it sees fit. However, since families vary greatly in their understanding of what is modest, schools develop reasonable and common expectations that they hope will be agreeable to the majority of their families. Producing a standard for modesty that is acceptable to most families is difficult but necessary. 

Priority

    Clothing needs to be seen in proper perspective. Fads and fashions sometimes overwhelm all sense of what really matters in life.  None of us objects to wearing nice, up-to-date clothes, but fads and fashions can easily be overblown and superficial. Learning to place clothing in proper perspective is a valuable life-skill that encourages priorities independent of the whims and shallowness of celebrity or popularity.  

    Learning to put fads and fashions in their proper place helps our students stay focused on their primary reasons for attending school. Instead of “expressing their individuality” by means of dress (one of the most frequent dress code objections I have encountered), students should see the greater value of expressing their individuality through the focused development of personality, character, knowledge, reason, and communication skills. When a student applies himself or herself to studies, a unique personality will come through loud and clear in valuable, impacting ways. 

The Big Picture: Principles are More Important than Rules

    As parents, we desire our children to internalize these principles and make them their own so they can face life with significant social, developmental, and occupational advantages.  Eventually students make their own decisions without someone looking over their shoulder telling them what to wear. That is the time when the value of these principles will be most evident.   

    If adults could rely on children to always use discernment, dress codes would not be necessary. But we ask them where they are going on Friday nights, we tell them to be back by a certain time, and we refuse to allow them to watch certain things on TV or at the movies until they are mature enough. Our instruction as parents is crucial to helping children develop discernment. Over time, their character develops, and they learn to live by principle rather than by parental or school dress codes. Gradually we loosen the strictures and allow them to test the waters, to succeed, and to fail, and to learn how to live life as blossoming adults. As young adults, they will take the principles of their youth with them and leave the rules behind. This is one reason teachers are expected to model dress code principles, but are not themselves subject to the same dress code rules. Rather than being a stumbling block to children and families (“Why don’t the teachers have to dress like we do?!”), teachers should become examples of what it means to live by principle. 

    When the dress code becomes a point of contention, schools and families need to remind themselves of the big picture that sometimes gets lost in the details: the principles underlying the dress code are more important than the rules themselves. Students also need to remember that, in the big picture, being asked to dress a certain way for a few hours a day is not really as arduous as it might seem. Hopefully, the “big picture” perspective will help parents and faculty enforce dress codes with balance and understanding and will help students understand the heart behind the rules. Of all the lessons to be learned in school, decorum, modesty, and priority in dress are not the most important. But understanding these principles will help us all keep the dress code in its proper place so that it does not become a bigger issue than it should.

Parents Have Homework Too: Some Suggestions to Help Children Make the Most of Homework

The following article was first published in Tri-State Family Magazine (Distributed by The Herald-Dispatch, Huntington, WV). Copyright © 2007 by Dennis E. Bills.


“Mommy! Daddy!  Guess what!  I have lots of great homework to do tonight!”

     Some children carry their schoolwork home with glee and great anticipation, but I would venture to say that this child is not your own. 

     While some children dutifully complete assignments with little or no help from parents, other students struggle.  If your child is like I was as a student, he will find a paper clip more interesting than his division problems, bending them into flocks of fascinating figures (this is called “avoidance”).   Meanwhile, assignments take longer than the teacher intended, and the student grows bored and frustrated.  What was intended to be a simple, brief assignment becomes tedious and time-consuming.   Because they have not used homework time efficiently, some students then return to class unprepared, with incorrect answers, and having made little effort. Their homework time has not been profitable. 

     Teachers cannot be there to tell a child to “please put down that paper clip, keep your eyes and pencil on your paper, and move on to the next problem.”  That responsibility falls to parents. Parental involvement is essential for these students as they develop their own sense of responsibility and diligence. 

     So what can a parent do to make homework time more profitable?  Perhaps the most important parental action is supervision and accountability.  You might be surprised at how many parents do not check assignments for completeness or do not know the type, amount and difficulty of the homework their children bring home.  In order to prevent that, here are some suggestions for parental supervision and accountability: 

• Set a consistent time and place for doing homework so that the child knows exactly what to expect on a daily basis.  For example, make sure your child begins homework consistently at 6:00, after she has eaten and had some time to play or spend with her friends outside. 
• Make sure the place of work is comfortable and free of distractions.  If a paper clip can distract a child, imagine what TV or family members within earshot can do.   A desk in the bedroom might be a good place. 
• Know what assignments your child must complete each night.  Check her homework notebook before she begins.
• Check in on your child frequently and ask how things are coming along.  Make a note of how far she has advanced since the last time you checked.  Your purpose is to make sure she remains diligent.
• Allow breaks periodically.  No student wants to sit at a desk for an hour at a time without some mental and physical escape.  
• Make sure that the student balances speed, diligence, and accuracy.  Do not allow the child to rush through an assignment so that she can answer “yes” when you ask her, “Have you finished your homework?” (which by the way is one of the worst ways to provide accountability for many students). 
• Check assignments for completion, effort and accuracy.   It may be a good idea to set aside the last 15 minutes or so of homework time for a joint review of your child’s assignments.   You will not know all the answers, but you do know your child well enough to evaluate whether she is trying as hard as you know she is capable. 
• Communicate frequently with your child’s teacher.  Tell him or her your opinions about the homework.  Do you think it was too much?  Did it take too long?  Was it too hard?  Does the teacher need to give more explanation?  As you become more familiar with your child’s assignments, you can become a valuable aid to both your child and her teacher. 

     Teachers should go the extra mile during the class day to see that your child is learning.  However, they are incapable of providing academic supervision and accountability for the student at home. It is up to Mom and Dad to provide that accountability.  You see, parents have homework too.

Excuses, Excuses Excuses: How Parents Sometimes Undermine Character Development in Their Children

The following article was first published in Tri-State Family Magazine (Distributed by The Herald-Dispatch, Huntington, WV). Copyright © 2007 by Dennis E. Bills.

“I am not trying to defend what my child did, BUT . . .” or “I know what my child did was wrong, BUT. . .”  As a school administrator, I have heard these words all too many times.   Few parents like to think that their child has a behavior problem, but parents who excuse misbehavior risk stunting character development.     An important part of character development is learning to take full responsibility for mistakes, accidents, errors, and especially wrongdoing. 

    Unfortunately, children do not need help excusing bad behavior. They are adept at either explaining it away (“My fist slipped and I accidently hit him”) or generously sharing blame with others (“He hit me first”).  Parents who also make excuses are subtly teaching their children that such behavior is not really so bad, and that they can get away with it regardless of their own culpability.  

    There are several reasons why some parents excuse their children so quickly and easily.   Some parents who believe their children are unfairly accused may be overly protective, resulting in blind defensiveness.  Other parents cannot accept that alleged misbehavior is really all that bad, failing to understand that perfect children are few and far between.   Still other parents are simply unwilling or unable to face their child’s problems.  Often they observe the same problems at home and feel helpless to deal with them. They find it easier to deny or excuse misbehavior than to address it head on. Parental excuses for misbehavior usually fall into three categories:

Blame Circumstances

     “If such and such had not happened, my child would not have misbehaved.”   Other versions include “My child is rowdy because he’s not been feeling well,”  “He is disruptive because he is bored,”  “If the notes had been sent home on time, she would not have cheated,” and “She hit Sam because they were sitting too close.”  While circumstances may sometimes contribute to misbehavior, they are not themselves the cause of it.   At some point, children must learn they are responsible for their actions regardless of the circumstances surrounding them.    

Blame Other People 

    “I know my child did wrong, but what are you going to do about that other child?”   A common ploy of those who wish to excuse their child’s behavior is to point out what was wrong about another child’s behavior.  They do this for two reasons:  1) to minimize their own child’s blame, and 2) to satisfy some notion of justice.   While it is important for children to see discipline as fair and impartial, fairness is not nearly as important as taking full responsibility for one’s own actions, regardless of what punishment befalls another. The thought that someone else is not getting what they deserve too easily distracts from the full weight of one’s own guilt.  A child who is focused on “fairness” will not be willing to face his or her own responsibility.   Likewise, parents who are preoccupied with fairness are stealing from their children even more valuable lessons about personal accountability. 

 Blame the Brain

    “My child has ADD (Attention Deficit Disorder).”   When a parent announces this to me, I know to brace myself for two things:  1) the child will likely have behavior issues, and 2) the parents have already begun the process of excusing them.  Now, I have no doubt that a real, organic condition known as ADD exists.  However, the label is often bandied about apart from a professional diagnosis or without adequate exploration of its causes.   ADD is a label for a particular set of symptoms, such as “does not pay attention” and “does not sit still.”  It is a description of, but not an excuse for, behavior problems. Even professionals are coming to realize that ADD is often an unhelpful and overly diagnosed label.  ADD cannot and should not be made to imply that morally wrong behavior is acceptable, that such children are incapable of doing right, that there might not be additional reasons for misbehavior, and that normal, consistent discipline is inappropriate. 

    Most parents work very hard to teach children right from wrong, but sometimes they undermine their own efforts by making excuses for them.  Parents who excuse misbehavior are not teaching their children to take responsibility for their actions. Children who do not take responsibility for their actions will not adequately recognize bad behavior or have incentive to change.  Parents will do better for their children if they help them identify and take responsibility for the full measure of their own wrongdoing—without making excuses.


Post-Publication Note:  Fairness and justice is a crucial issue for parents to teach their children.  Unfair discipline can cause bitterness and hopelessness within a child, so I believe that parents should fight for fairness in discipline in schools.  However, my experience has led me to believe that "fairness" can very frequently be used to deny or distract from the culpability that a child bears for his or her own behavior.  A best case scenario would would include encouraging  children to take full responsibility for their own behavior while fighting for fairness in school discipline.

Tips for Teacher Trouble: How to Handle Trouble with your Child's Teacher

The following article was first published in Tri-State Family Magazine (Distributed by The Herald-Dispatch, Huntington, WV). Copyright © 2007  by Dennis E. Bills.

As the summer comes to a close, many parents find themselves thinking back over the past school year and ahead to the next. Parents who have had significant conflict with their child’s teacher may wonder what they could have done differently. 

From time to time, every parent will disagree with teachers over grading decisions, methods of instruction, points of discipline, or in-class comments. When you disagree with a teacher, what is the most effective way to communicate your concerns to him or her? The saying “You catch more flies with honey” comes to mind immediately, but an age-old adage for dealing with interpersonal conflict is perhaps more meaningful: Treat others as we want to be treated. When dealing with teachers, this means stepping into their shoes to anticipate their perspectives. To help us as parents do just that, here are a few suggestions:

Remember that teachers are not perfect.  

Think of those times when we as parents have not known how to deal with our own children.  In those moments, we do the best we can.  Unfortunately, we still mess up from time to time.  Teachers are no different and hope for the same grace from us that we want from others.  They have the difficult task of uniting children from a variety of families, backgrounds, and philosophies into one classroom.  Every child, family, and situation is different. Teachers cannot be expected to always get it right, and they hope for patience and understanding when they don’t.  

Consider whether the issue is really worth bringing up.  

How big is the problem? Is it possible to let it pass without bringing it up?  Perhaps it is simply a personality issue or a simple mistake that is unlikely to happen again.  If it helps, write it down.  If you notice a trend, then approach the teacher with the problem.  Often, when some time has passed, we have a better perspective on whether or not a problem is really significant.  If it is, then by all means, talk to the teacher.  Sometimes, however, we find that we do not really need to after all.   

Try to avoid discussing your complaint with other parents.   

All of us know how discouraging it can be to discover that someone is talking behind our backs.  We should keep in mind that talking can cause other parents to think less of teachers who are very willing to address complaints.  

In the same vein, always talk to the teacher first.  

Give the teacher every opportunity to fix the problem before bringing it to the administration or discussing it with others.  Teachers do not want parents to be mad at them are often eager to fix problems.  As we step into their shoes, we should realize that few things are more discouraging than someone going over our heads to complain about us.   Wouldn’t we prefer the chance to fix a problem first? 

Support your teacher whenever possible, especially in front of your child.   

There are important lessons for children to learn about respect for authority that are sometimes more important than whether the teacher always handles every situation correctly.  If you need to talk to the teacher, be sure to do so privately.  Be careful not to tear down a teacher in front of a child.  A child’s attitude toward teachers can be strongly influenced by his or her parents.  Off-hand remarks can be a heavy burden for a child who must sit in that classroom every day. 

Establish a positive, encouraging relationship with the teacher.  

Send notes of encouragement, share uplifting stories, convey your child’s positive opinions.  Teachers hear far more negative than positive comments.  Encouraging words can lay a foundation for great communication in the months ahead.  

Finally, if a teacher has exhibited a pattern of unresponsiveness to your input, you may find it necessary to talk to the administration.   Most of the time, however, you should find teachers very responsive to your suggestions. They are eager to have parental feedback that will help them understand your child better.   Parents who treat teachers as they would want to be treated can have great teacher relationships even when problems arise.

Axioms for Christian School Administrators

Some lessons I learned that kept me from discouragement, insanity, and quitting during my decade as a school administrator.  Ironically, I did eventually quit--to become a pastor.  Which reminds me--these principles have crossover applications for pastors as well. 

1. You cannot make everyone happy, including teachers, parents, board-members and students.   In fact, in the normal course of operation, you are quite likely to make someone mad.  
2. Happy parents will seldom tell you they are happy.  Unhappy parents will not shut up about it. 
3. Unhappy parents talk to other parents. 
4. At any given time, some rather significant portion of the constituency will be unhappy with something about the school.   
5. Every year some families will leave because they do not like something about you, the rules, students, teachers, curriculum, or the school in general.   
6. Once a family decides to withdraw, their case for leaving grows exponentially. 
7. Administrators do not have a toggle switch to turn off bad behavior or attitudes in others.  Do not get frustrated that you cannot simply throw a switch and make it go away. 
8. Administrators are trying to accomplish the nearly impossible task of coordinating the interrelationships of hundreds of sinful people (including themselves) who all have different beliefs about education, discipline, child-rearing, right-and-wrong, etc.   You cannot expect it to be smooth.  
9. Administrators are not responsible for the sinful natures of the students.   They bring their depravity with them. 
10. The people most responsible for students’ habitual displays of depravity are the students themselves and their parents. 
11. Mere rules and regulations will not prevent the depravity of students from asserting itself. 
12. Students, especially girls, will bicker with and complain about one another.  There is little you can do about it. 
13. Relationships can be difficult in Christian Schools because the pool of relationships is smaller, and students cannot simply go find another group of friends. Public schools, being larger, have a natural advantage in this area.  
14. Schools have a natural ebb and flow of enrollment from year to year both in particular grades and across the school. 
15. Once every few years, Christian schools inevitably cycle through difficult times, hardship, and crisis.  
16. Large numbers of Christian school students tend to transfer elsewhere between 8^th grade and 9^th grades. 
17. Most Christian schools struggle to keep students in high school.  Students naturally lust for the apparent vim and vitality of student life in public schools and exert tremendous pressure on parents to let them transfer. 
18. Most schools have problems, but be patient, and eventually they may transfer elsewhere. 

A Christian Philosophy of Education

A Christian philosophy of education can benefit all Christian families, because all Christian families must educate their children. By some means, they must provide their children with information and abilities that will prepare them for life in the world. Christians should ask themselves, “Does God have anything to say that bears upon the subject of education? Does God say anything that should influence my decisions as I educate my children?” The answers to these questions will help us begin the task of developing a Christian philosophy of education.

What is a Philosophy of Education?

A philosophy of education is a set of first principles that forms the ground for all that we do in education. These first principles seek to answer a variety of questions such as “why and within what parameters will we educate?” They provide the impetus that drives teachers, administrators, parents, and students, giving meaning to their roles and responsibilities. These first principles state what educators believe is foundational, what they can infer from those foundations, and what they cannot compromise. They provide direction and keep educators aiming toward certain goals that, when achieved, will allow all involved to say, “We have been successful.”

Biblical Authority

A Christian philosophy of education necessarily starts with the Bible. After all, we are Christians asking the question, “What is a Christian philosophy of education?” We accept the Bible as authoritative because we are Christians. If we want to know what God’s opinion is about something in this world, we go to the Bible by default, and we accept what it says. So the foundational principle in our Christian philosophy of education is that the Bible is authoritative for Christians. This naturally leads to a question that directs the development of our philosophy of education: “Does the Bible have anything to say about education?”

Biblical Worldview

At the least, the Bible teaches us that education should include a biblical worldview. A worldview, in simple terms, is a way of viewing reality. For instance, some people view reality as if God did not exist, and this belief influences how they interpret the world and everything in it. On the other hand, a biblical worldview presupposes the existence of God and the truth of Scripture. It accepts what the Bible says about reality and integrates the Bible’s teaching into every area of life, including work, entertainment, social experiences, family relationships, and education. In education, young and impressionable learners are intentionally indoctrinated and ingrained with information and skills that will affect everything they do for the rest of their lives. Cornelius Van Til defines education as “implication into God’s interpretation,” which is just a fancy, philosophical way of saying that education is teaching students to see the world as God sees it (Johnson, 44). It is, above all else, providing young minds with a biblical worldview--namely, that this is God’s world and we should see it as he sees it.

History is the record of God’s involvement in time. Science is the study of the composition and patterns of the universe, created and held together by God Himself. In the realm of language and literature, the gifts of communication and creative expression are among the most precious bestowed by our Creator. In the field of mathematics, the orderliness and logic of our minds depends in every way upon the absoluteness and orderliness of the Creator. Since this is God’s world, the facts of history are the work of his providence, the facts of science are his creation, and the facts of language are his gift. Van Til said, “There are not because there cannot be other facts than God-interpreted facts” (Warfield, 22). In order for education to possess truth and integrity, it must lead us to interpret academic facts according to God’s point of view. Education must presuppose a biblical worldview.

Cornelius Van Til in his Essays on Christian Education reminds us that non-Christians do not acknowledge this worldview:

“He too may be an artist, a scientist, or anything else that is open to him at his time of life. He does not believe that the creation lies under the curse of God. He does not believe that Christ, the anointed of God, has lifted the curse from off the ground on which he stands. He does not think of himself as made in the image of God. Every fact of the universe with which he deals does, as a matter of fact, belong to God, but he assumes that it belongs to no one. The last thing he will think of is to do all things to the glory of God” (4.)

The first chapter of Romans explains the effects of misinterpreting the testimony of God’s creation. The creation manifests God’s eternal power and divine nature, so that human beings are without excuse. Unfortunately, they did not glorify God or give thanks to him. Their thinking became futile and their foolish hearts were darkened. They claimed to be wise but became fools. They exchanged the truth of God for a lie, and worshipped and served created things instead of the Creator. The result was moral reprobation and condemnation. This is a scary thought for Christians who must educate their children in school systems that do not acknowledge a biblical worldview.

Covenant Theology and Parental Responsibility

In addition to biblical authority and worldview, a Christian educational philosophy should consider the role of covenant theology. Covenant theology recognizes that God’s covenant with human beings is an organizing theme of the Scriptures.

Today, through Christ, covenant families are descendants of Abraham, having been engrafted into the covenant. This covenant continues for them today. He has promised to be our God, and the God of our children, and our children’s children unto a thousand generations. However, there are conditions to this covenant, namely the commands to love God and our neighbors. In Exodus 20:5, God ties the commandments and the covenant together, asserting that his covenant blessings upon succeeding generations require obedience to these commandments. Deuteronomy 6:4 explains how these covenant blessings were to be perpetuated.

“These commandments that I give you today are to be upon your hearts. Impress them upon your children. Talk about them when you sit at home and when you walk along the road, when you lie down, and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the door frames of your houses and gates.”

In picturesque language, God says that there is no sphere of life that should escape the teaching that the Lord is our God. This teaching should be constant and pervasive. It should be so ingrained in our hearts and minds that we should be obsessed with love for God. Moreover, the covenant responsibility for passing on this godly obsession rests uniquely and necessarily with parents.

All this begs an application: In the course of our children’s education, are we as parents ensuring that they are constantly and pervasively taught to love God and man? Parents are the means God has chosen to perpetuate his gracious covenant unto a thousand generations of those who love him. They are to teach them day and night, when sitting at home, when taking a walk or going for a drive, when putting children to bed and getting them up in the morning. Parents are to keep love for God constantly before their eyes.

Covenant Community

The children of Christian parents belong in God’s covenant by default. They already have access to many of the blessings of God’s covenant, because God is their God. This place in God’s covenant installs children into the covenant community we call the Church. It is, so to speak, the support group for all those who are partakers, through Christ, of the covenant promises. God is our God, our children’s, and our church community’s. We are all in this together.

This principle of covenant community gives vision and mission to church educational programs for youth. Parents who have baptized their children take a vow in the presence of this community to teach them the doctrines of our holy religion and to bring them up in the nurture and admonition of the Lord. In many churches, the congregation also vows to assist parents in the Christian nurture of their children. In so doing, the congregation affirms that parents are not alone in their vows before God. Though responsibilities of the covenant may seem overwhelming at times, we have the body of Christ to strengthen us, provide support and guidance, build us up in our faith, remind us of a biblical worldview, and help us keep covenant with God. The church does this by continually reminding parents of their responsibilities, by bringing those who privately, publicly and home school their children together into one body, by providing fellowship and encouragement, and by providing youth programs in which children meet other covenant children, learn of God, and participate in godly activities. The value of belonging to this community is profound.

For some churches, the covenant community also provides a biblical foundation for forays into Christian school education. Louis Berkhof drew that connection:

"Advocates of Christian education have always maintained that the Christian school is an outgrowth of the covenant idea and is absolutely necessary in order to enable the child to appreciate his covenant privileges and to understand the solemn significance of his baptism in the name of the triune God. They are convinced that the Christian school, as well as infant baptism, finds its main support in the doctrine of the covenant" (Johnson, 65)

Historically, many Christian schools started as a reaction to the decline of spirituality and morality in our public schools (among some other far less "noble" reactions). However, such a reaction falls short of the biblical ideal. Churches should not start Christian schools because they do not like public schools, or because, if all else is equal, they believe that children should be in a protected environment. Churches that start Christian schools should do so because they have vowed to help Christian parents fulfill their covenantal and parental responsibility to teach their children a biblical worldview.

Biblical authority provides the foundation for a Christian philosophy of education. A biblical worldview implies the scope of education. Covenant theology suggests that parents are the guardians of a biblical worldview for their children. Since this is God’s world, and education is an inherently religious task, parents are to pass God’s view of the world on to their children. The covenant community is responsible to assist parents with this task. All this gives poignant meaning to passages such as Ephesians 6:2, in which parents are told to bring up their children in the training and instruction of the Lord, and to Ps. 78:1-2:

“O my people hear my teaching; listen to the words of my mouth. I will open my mouth in parables, I will utter hidden things, things from of old – what we have heard and known, what our fathers have told us. We will not hide them from our children, we will tell to the next generation the praiseworthy deeds of the Lord, his power, and the wonders he has done. He decreed statutes for Jacob and established the law in Israel, which he commanded our forefathers to teach their children, so the next generation would know them, even the children yet to be born, and they in turn would tell their children then they would put their trust in God and would not forget his deeds but would keep his commandments.”

References

• Johnson, Dennis E., Ed. Foundations of Christian Education: Addresses to Christian Teachers.Phillipsburg, NJ: Presbyterian and Reformed Publishing Company, 1990.
• Van Til, Cornelius. Essays on Christian Education. Phillipsburg, NJ: Presbyterian and Reformed Publishing Company, 1971.
• Warfield, Benjamin B. The Inspiration and Authority of the Bible. Phillipsburg, NJ: Presbyterian and Reformed Publishing Company, 1948.