THE PHILOSOPHY OF CHRISTIAN EDUCATION A Lecture Presented To
Professor Ivan Dahl
Center for Learning
Department of Education
University of North DakotaApril 29, 1980
By Dr. Gordon Silcox
Bible Baptist Church and Schools
East Grand Forks,
Minnesota
TABLE OF CONTENTS Introduction
Chapter One - The History of American Education
Chapter Two - The Historical & Biblical Aim of Education
Chapter Three - The Proper Attitude in Education
Chapter Four - The Curriculum in Education
Chapter Five - The Discipline of the Student in Education
Chapter Six - The Approval of the Christian School
Chapter Seven - In Summary
INTRODUCTION The evident increase in Christian Schools has caused many
to ask, "Why?" What are the underlying factors leading churches,
parents and educators to organize new private Christian Schools?
Is it merely a protest movement? Is it a combination of factors
that has motivated so many in recent days to remove their children
from the non-Christian school and place them in the private Christ-
ian School? Believing that children belong to God, not the state
or even the parent, Christian parents are simply following the
Biblical command for those children."Lo, children are an heritage of the Lord: and the
fruit of the womb is his reward." (Psalm 127:3)
"Train up a child in the way he should go: and when
he is old, he will not depart from it." (Prov. 22:6)
"Children, obey your parents in the Lord: for this
is right. Honour thy father and mother: (which is
the first commandment with promise;) That it may
be well with thee, and thou mayest live long on
the earth. And, ye fathers, provoke not your
children to wrath: but bring them up in the nur-
ture and admonition of the Lord." (Eph. 6:1-4)As Christian parents, we believe, "The fear of the Lord is
the beginning of knowledge". Proverbs 1:7. For many decades par-
ents put confidence in the non-Christian schools to educate their
children. Now they are realizing that something is wrong. At no
time in our nation's history has so much money been spent on ed-
ucation, yet parents are concerned by the product of the non-Christ-
ian school. Purpose and accomplishment in modern education is
now up for serious questions. Violence, drugs, immorality and a
lack of discipline have caused many parents to make a change in
their children's place of education. Parents who know Christ and
believe His word know that "man does not live by bread alone".
Therefore, when the philosophy of the non-Christian school says
that man is only a higher form of animal life, parents become
alarmed. When those children in the non-Christian school be-
gin to act like animals they are only acting out what the non-
Christian philosophy has taught them.
Parents who believe that God created all things and that
He has laws controlling that creation, want their children to
be taught that faith. John Dewey, more than any other one man,
is responsible for the methodology of the modern non-Christian
educational process. Mr. Dewey's self-realization educational
ideas have fostered the modern non-Christian schools' curric-
ulum and methodology.
Mr. Dewey said "the cosmic process and the forces bound
up with the cosmic have come to consciousness in man". Mr.
Dewey's followers have carried it even farther. A.G. Motul-
sky said, "We no longer need to be subject to blind external
forces but can manipulate the environment, and eventually may
be able to manipulate our genes. Thus unlike any other species
we may be able to interfere with our biologic-evolution". Christ-
ian parents recognize the "Deweyism" in such statements. They
also recognize the anti-Biblical position of such humanistic
thought. As a result there has arisen an alternative education-
al system which is in reality a resurrection of the original
educational system found in the Bible.
The following pages are an attempt to present the Christian
philosophy of Education. The Religion of Humanism and its belief
that man must be his own saviour are contrary to the Christian
Faith. We set before you, therefore, the Christian position of
education. We trust it will answer some of your questions.
Dr. Gordon Silcox
Bible Baptist Church
Bible Baptist Christian School
Northland Baptist College
East Grand Forks, Minnesota
Chapter 1 The History of American Education Two men stand out as having the greatest influence on Amer-
ican Education: Horace Mann and John Dewey. It is important to
know their philosophy in order to understand the Christian phil-
osophy of education.
In America's history we find that for over 50 years after our
Independence, schools were entirely church and community controll-
ed. Even the early colleges such as Harvard, Yale, Princeton and
Brown were church colleges. These early schools taught the Bible,
some basic skills, patriotism, and church and family importance.
The first idea for a centralized school system came from Hor-
ace Mann, who was a liberal Unitarian theologian. It was in 1837
that Mann succeeded in getting the state of Massachusetts to create
a State Board of Education. Mann was the secretary of that board.
While Secretary, Mann persuaded the Massachusetts legislature to
establish a European (Prussian) tax-supported system of education.
This was the first state centralized system of education in America.
Mann's argument was that the state should indoctrinate students in
democracy and this would in turn lead to a good society for all con-
cerned. Education, according to Mann, would promote progress in
society, and this would bring good social change.
The next most influential man in American education was John
Dewey. It was Dewey who built on Mann's thought and "progressive
education" became the key phrase for so many years. Dewey, how-
ever, gave religion much less of a place than had Mann. Dewey be-
lieved all religion was human in origin and would soon pass from
the scene. It was Dewey who fostered the idea that "no deity can
save us". Dewey believed that moral values were in a system of
evolution and they would evolve to fit the demands of society. It
is not difficult to see how "situation ethics" and "new morality"
came into being with this kind of thinking. Dewey believed man was
a mere animal. Because he did not believe in any supernatural be-
ing, man's behavior could then be controlled by social experience.1
Good or evil would be determined in the educational process. To
the born again believer in Christ this is a totally anti-scriptural
and anti-spiritual idea. "The fear of the Lord is the beginning
of knowledge: but fools despise wisdom and instruction". (Prov. 1:7)
Dewey taught that public education (non-Christian schools)
would be the way to shape the behavior of the student. His idea was
accepted by most educators. Surely everyone wanted a society free
from immoral behavior. Again Dewey's philosophy was not only wrong,
but doomed to failure. The answer to man's behavior is found in
the Bible. In John 3:3, we read, "Jesus answered and said unto him,
Verily, verily, I say unto thee, Except a man be born again, he can-
not see the kingdom of God." II Corinthians 5:17 says, "Therefore
if any man be in Christ, he is a new creature: old things are pass-
ed away; behold, all things are become new."
Dewey, of course, did not believe the Bible. Therefore, his
progressive education could not and did not improve man's behavior;
it led to the downfall of man's moral behavior. Educators should
have studied history, for history would tell them that when God is
left out of education, men substitute their own human gods. These
human gods would shape the students to reach human goals. Human
gods have never succeeded, and they have never saved any society.
Humanism, therefore, has become the religion of the non-
Christian (public - government) school. Because churches were be-
ing divided over liberalism and orthodoxy, they were apparently too
pre-occupied to see the humanism being taught their children in the
state school. The conservative and orthodox churches had even a-
bandoned the leadership of their forefathers and had withdrawn from
leadership roles in public life. Humanists then gained great in-
roads in the colleges. They began to teach future educators the
progressive education philosophy. The non-Christian schools thus
came under the control of humanistic thinking. Humanists were con-
vinced that a new world order could be established without religion,
merely by changing behavioral patterns of the students. Thus pro-
gressive education began to undermine the home, the [local] church and the
basic principles upon which our nation was founded. Education had2
arrived at a place of humanistic, atheistic, socialistic philoso-
phy. When these ideologies began to "come home from school", and
students began "to drop out of church and Sunday School" Christian
parents began to return to the Bible school of their forefathers.
Now we are seeing a tremendous increase in the private Christian
School. As a result a battle now is raging. The state and the
social planners who follow humanistic teaching are taking Christian
churches and their schools to court, claiming that we have no "law"
to educate our children in the Bible way. Mann and Dewey fostered
an educational idea that would now, if allowed to do so, eliminate
all competition to the new social order they proposed. This e-
merging humanistic social order has already begun to resort to the
courts of law to force the Christian parent to comply with their
system. The Christian will render to Caesar only what is Caesar's.
Our children and our faith is God's and we, therefore, offer a
different educational philosophy than the government's. Matthew
22:21 says, "They say unto him, Caesar's. Then saith he unto them,
Render therefore unto Caesar the things which are Caesar's, and
unto God the things that are God's."Chapter 2 The Historical and Biblical Aim of Education During the nineteenth century, there was a great change in the
aim and purpose of education. The non-Christian school's purpose
of education is considerably different from the Christian school's
purpose of education. The humanistic school speaks of character
development; mental discipline; literacy; vocational, civic, and
social and self-realization and development. Dewey put emphasis
on the individual and society, hence "self-realization."
The National Education Association set forth what they called
"The Purpose of Education". 1. self- realization 2. good human re-
lationships 3. economic efficiency and 4. civic responsibility.
These basically comprise the Dewey school of thinking. The emphasis
here is purely secular and social. But there is a far more import-
ant goal for education than this. For the Christian these are3
worthy goals, yet to attain these and fail in understanding Bib-
lical truth, one has failed in seeing what life is really all a-
bout. Solomon so wisely said, "Then I looked on all the works that
my hands had wrought, and on the labour that I had laboured to do:
and, behold, all was vanity and vexation of spirit, and there was
no profit under the sun". (Ecclesiastes 2:11). Yes, one can know
all the "social" answers and yet live a miserable life."My son, forget not my law; but let thine heart keep my
Mental discipline is good, but men of great mental ability are
commandments; For length of days, and long life, and peace,
shall they add to thee. Let not mercy and truth forsake
thee: bind them about thy neck; write them upon the table
of thine heart: So shalt thou find favour and good under-
standing in the sight of God and man. Trust in the Lord
with all thine heart; and lean not unto thine own under-
standing". (Proverbs 3:1-5)
not always good men. It takes more than facts, data, and func-
tional expertise to make men morally good. Because humanistic
philosophy denies the spiritual need of man, it can never build
an enduring moral society. Another area where the non-Christian
school is weak is in the area of the child's character develop-
ment by expression. In this plan, the child, rather than the sub-
ject matter, becomes the center of the process. All the guidance
and motivation in the world will not help the child who is not
Christ centered. Scripture will do more for the emotionally dis-
turbed child than some man's textbook. A disturbed child can be
morally trained but not necessarily spiritual. This idea often
leads to the social emphasis in the non-Christian school. In this
view the social adjustment and efficiency of the child is stressed.
This also has failed, for Christ-likeness is the answer for char-
acter development. The real purpose for Christian education is
redemptive. When the image of God in man through Christ is re-
stored, then we see a Christ-like character and conduct. Subject
matter in the school is only a means to attain the redemptive goal.
To the Christian, the perfect man is only found in Christ. The
non-Christian school teaches that educational goals are to enrich
life, and to improve the efforts of living, with health, skill,
resources, and civic duty. May we ask of what value are these4
worthy attributes without a controlling spiritual guidance? As
one so wisely said, we can produce "clever devils" whom society
can not control. Man is more than an animal he is a trichotomy
of body, soul and spirit. Every area must be recognized if man
will develop into something more than an educated criminal.
Secular humanism omits the one most needed element: the
divine direction. Without this Biblical approach, education will
end up in a blind alley where the immoral, wicked perverts of soc-
iety will destroy the educated and the uneducated. Society is
doomed to self-destruction without divine direction. May we not
be so blind as to fail to see the spiritual need of all education.
The billboard that says, "Education-the answer for tomorrow," is
far from reality. They have been saying that for over 100 years,
and where has it led us? To a blind alley of abortion, divorce,
drug abuse, alcoholism and confusion. Education without divine
direction has failed and will continue to fail. To the Christ-
ian, Christ is the answer, and Christ alone can save us.Chapter 3 The Proper Attitude in Education The non-Christian school's religion is humanism. Humanism
is a philosophical and religious view. It was in the thirties
that 34 humanists defined their religion. They came up with their
Humanist Manifesto. They rejected orthodox positions. They were
committed to reason, science and democracy. They spoke of equali-
ty, economic growth and ecological control. Their purpose: "To
build a one-world community". They openly then and now admit to
"the elimination of all opposing philosophies, especially the Bi-
ble religion practiced by God fearing citizens". Thinking Christ-
ian parents do not want their children educated in schools that
follow this philosophy. The Bible warns, "Beware lest any man
spoil you through philosophy and vain deceit, after the tradition
of men, after the rudiments of the world, and not after Christ."
(Colossians 2:8)5
The Bible is an educational book. The history of the Bible
is a history of education. Isn't it amazing to pick up a non-
Christian history text book and find nothing about the true story
of Moses in Egypt? How could so large a segment of world history
be omitted?
The Bible reveals God as the greatest Educator. All wisdom
comes from Him. "If any of you lack wisdom, let him ask of God,
that giveth to all men liberally, and upbraideth not; and it shall
be given him". (James 1:5). The Book of Genesis gives the only ac-
curate account of creation. Man has theories, but God has facts.
In the use of the Bible one can find true education and genuine
social adjustment. This Bible tells us where the responsibility
for education lies for our children. "Train up a child in the way
he should go: and when he is old, he will not depart from it".
(Proverbs 22:6). Originally the home, and not the school, was the
center of education. One should read Psalm 78, for here is the
central teaching of the home in education."Children, obey your parents in the Lord: for this is right.
The Bible is concerned with the spiritual content of education
Honour thy father and mother; (which is the first command-
ment with promise:) That it may be well with thee, and thou
mayest live long on the earth. And ye fathers, provoke not
your children to wrath: but bring them up in the nurture
and admonition of the Lord". (Ephesians 6:1-4)
According to the Bible, education is not complete without the pri-
mary emphasis being on Christ and the Words of God. All subject
matter taught to the child is to be taught from this point of view.
It is impossible to separate man from his religious nature. If he
does not worship the God who created him, he will worship either
himself or an inanimate object. Man is created in the image of
God. The theory of evolution has never solved the unresolved pro-
blem of the first living cell. Since he was created by God, man
needs to recognize this fact in education. The Bible therefore is
basic in Christian education. The Bible will bring the spiritual
understanding that man needs as the Bible teaches, "The natural man
receiveth not the things of the Spirit of God: for they are foolish-
ness unto him: neither can he know them, because they are spirit-6
ually discerned". (I Corinthians 2:14). The Bible will meet the
deepest needs of the student, to the very source of life itself.
The Bible will develop in the student the discipline he needs to
live a well-organized, productive life.
No book has the literary content of the Bible. The Bible is
filled with literary expressions that no other book possesses. It
is an amazing book, and once read and obeyed, it produces the real
social success of which the humanist dreams. Yet when the Bible is
omitted, a jungle of immorality develops. The Bible transcends all
other books in truth. The Bible has history, literature, religion,
and mathematics. The Bible is the unifying factor in all success-
ful education. The history of American education reveals that all
schools in their beginning used the Bible as the primary source
for educating the students. The time has come for a return to this
most valuable textbook. Christian schools are growing because con-
cerned parents realize the truth found in the Book of Books. In
only the Bible can we find the truth which is able to regenerate
and save a society. "It is the spirit that quickeneth; the flesh
profiteth nothing: the words that I speak unto you, they are spirit,
and they are life," (John 6:63). The Bible is basic to Christian
education.Chapter 4 The Curriculum in Education With the removal of the Bible from education came the im-
plementation of books that directed the student away from God. It
is therefore of great importance that we see the connection be-
tween the content of school textbooks and the morality of this
nation's children. What the child is taught in the textbook will
affect not only his ability to perform basic skills, but also the
moral fiber necessary to control himself while performing.
It is no secret that verbal ability, mathematical ability and
writing skills have been steadily declining for several years.
American school students are not being taught some basic facts of
history, science, and principles of life itself. There is also a7
decline in the behavior of the American school student. Can
some of this be attributed to the classroom textbook? There is
clear evidence that it indeed can be. When students are subjected
to immoral language, crimes of violence, and anti-Biblical philos-
ophy, these are going to produce a changed student.
Many textbooks have sacrificed teaching the basic skills to
opinion shaping and personality changing to fit a new ideological
viewpoint of man and his future. From Texas to West Virginia the
battle has raged over textbooks and their content. The humanist
infiltration is found in many of the textbooks being used today.
Any text book that spends 10 pages on Marilyn Monroe and only a
few lines on George Washington surely is up for question. Prentice-
Hall's 1972 Sociology, An Introduction, which says no one can real-
ly understand the lesbian or the Afro-American without being one,
is an attack on common sense and decency. Is this a part of the
curriculum that should be taught to our children? No! The Christ-
ian parent has a better plan: the Bible plan of education.
True education as taught in the Bible covers all truth. Christ-
ian education is not narrow and restricted. In the Christian school
classroom the false and the harmful philosophy is excluded. There
is enough genuine truth, with out teaching false theories that have
never been proven. The Christian school has a goal of transmitting
proven truth, training the student to use that knowledge for a pro-
ductive life, and teaching the student how to be complete in Christ."And he gave some, apostles; and some, prophets;
and some, evangelists; and some, pastors and teachers;
For the perfecting of the saints, for the work of the
ministry, for the edifying of the body of Christ: Till
we all come in the unity of the faith, and of the know-
ledge of the Son of God, unto a perfect man, unto the
measure of the stature of the fulness of Christ: That
we henceforth be no more children, tossed to and fro,
and carried about with every wind of doctrine, by the
sleight of men, and cunning craftiness, whereby they
lie in wait to deceive; But speaking the truth in love,
may grow up into him in all things, which is the head,
even Christ:" (Ephesians 4:11-15)8
The Christian school has a goal of producing students that are
in harmony with God and His creation, and who will honor His
Name.
Therefore, the curriculum is the truth. (John 8:32) The
center of that truth is the Word of God. As the Christian school
teaches this truth in love, (Eph. 4:15) the goal - the trans-
mission of truth in its purity - is achieved. The advocates of
progressive education have made "social adjustment" the goal.
They have spoken of "preparation for a happy life". This is a
clever way of equating learning with happiness, and an education
with adjustment. If they had studied their own history books,
they would have found that many great minds were not socially
adaptable or emotionally adjusted. Many great men have been un-
happy and socially maladjusted. Some could not get along with
anyone. Some could not adjust to change and were guilty of un-
usual behavior patterns.
If we are going to produce sound, socially-adjusted students,
we must use the Bible. We must teach them about the Master Teach-
er, the Lord Jesus Christ. In Christ only, is there real peace.
He said, "Peace I leave with you, my peace I give unto you: not
as the world giveth, give I unto you, Let not your heart be troubled,
neither let it be afraid." (John 14:27). Today's Christian school
movement is an effort of sincere Christians to provide an education
based on the Christian view of education. The textbook used must
reflect that philosophy. The curriculum itself must be Bible-cen-
tered and Christ-exalting if the Christian school will succeed in
its goal.Chapter 5 The Discipline of the Student in Education Recently a Chicago school teacher came to the aid of another
teacher who was being brutally assaulted by students. This brave
teacher, who could no longer tolerate one of his fellow teacher's
assaults, later discovered a contract had been put out on his life,
because of his bravery. He was forced to resign and leave the sys-9
tem when the school administration refused to transfer him to
another school. All across our country there are similar stories
of violence, muggings, rape, vandalism and open rebellion against
the very system that is trying to educate these gangsters in teen-
age clothing. Someone has said, "If you cannot discipline the
student you cannot teach him."
The Christian school is known for its disciplined classroom.
It is known for its dress code, its patriotism, its moral standards.
Yes, some remark about the "puritan" standards and principles.
These standards, however are keeping the student and the teacher
alive and free from violence. Is anything wrong with this? These
are Biblical standards. Proverbs 23:13-14 says, "Withhold not
correction from the child: for if thou beatest him with the rod,
he shall not die. Thou shalt beat him with the rod, and shalt
deliver his soul from hell".
The permissiveness of the non-Christian school has produced
crime and delinquency. The Bible says, "Because sentence against
an evil work is not executed speedily, therefore the heart of the
sons of men is fully set in them to do evil". (Ecclesiastes 8:11).
There is a direct relationship between crime and permissiveness.
The problem is here because the progressive educators have no
moral law in which to discipline their system of education. Some
have even gone so far as to say that the cure for the crime of
violence is to decrease restraints and reduce penalties. So what
is the result? The result is millions of hyperactive children
who need daily doses of drugs to keep them quiet and teachable!
Closely related to the decrease in discipline and permiss-
iveness in schools is the floodtide of smut and filth which is
found in textbooks. School students are being assigned dirty
novels for literature classes. This undisciplined freedom of
smut and permissiveness has fostered anarchy in our society. That,
is why the Christian school has the answer in Biblical discipline.
A Christian education produces a well-disciplined orderly student.
Freedom is responsibility and control over the student's life. A10
river has a bank for restraints; a swamp has no control. Pro-
gressive education has produced a swamp of open permissiveness.
The anarchy of the non-Christian school is freedom beyond disci-
pline.
The authority of the Christian school does not suppress; it
guarantees freedom. Freedom without discipline will end up as a
dirty immoral swamp of smut and permissiveness. The average non-
Christian school is just that: an immoral swamp. The authority of
the Christian school is the Word of God. Without the Bible, any
school will become a cesspool of confusion and immorality. Christian
school education is the most needed education of our day. It
can stabilize a reeling society that is about to "self- destruct"
through permissiveness. The discipline of the Christian school is
producing the citizen who can control himself in an uncontrolled
world. The non-Christian school is also producing, and its pro-
duct is a frightening thing to see.
The permissiveness of the humanistic education has now begun
to be used against those Christian parents who follow the Bible
pattern of discipline. In recent years we have seen child abuse
charges filed against parents who merely "spank" their children
publicly. Social service agencies whose employees are trained in
the permissive humanist philosophy are actively bringing charges
against parents who exercise Biblical discipline. There is no
question that some children are abused, but to arrest a parent for
merely spanking a child is a serious infraction of that parent's
religious liberty and divinely-given responsibility. The previous
mentioned Biblical quotation from Proverbs tells us to use a "rod".
Would the humanist educators dare to inform God that He is wrong?
Benjamin Spock found out that he was too permissive and admitted
to that fact. Discipline is needed if a child is to mature prop-
erly. The contrast of the well-ordered classroom of the Christian
school and the chaos of the non-Christian school proves that fact.11
Chapter 6 The Approval of the Christian School From whom do we seek approval for the Christian School? This
is one of the battle fronts in education. The growing question in
our day is "accreditation". Who has the authority to put a stamp
of approval or disapproval on any school?
Let us examine the non-Christian school philosophy of accred-
itation. The system has set up its "own" agency to accredit or
not accredit a school. There is no question that some of the guide-
lines and restraints in accreditation are acceptable, but when
does it become proper for someone to accredit themselves? There
must be an outside agency that can pass accreditation on a school.
If it is proper for the non-Christian school to accredit the
Christian school, then the Christian school movement should do
the accrediting work for the non-Christian school.
Accreditation is in reality an act of faith. The apostle Paul
spoke of it in II Timothy 2:15. "Study to shew thyself approved
unto God, a workman that needeth not to be ashamed, rightly divid-
ing the word of truth". We are merely expressing our faith in
someone when we ask them for accreditation.
Christian parents have rebelled against the corruption of
the non-Christian school. They have started well-disciplined,
Christian schools for their children. Now the very system they
have left is demanding the right to accredit these Christian schools.
Christian parents do not seek nor desire the approval of the ath-
eistic system they have left. We seek approval of God. We have it.God said, "Train up a child in the way he should go: and
when he is old, he will not depart from it". (Proverbs 22:6).
"Beware lest any man spoil you through philosophy and
vain deceit, after the tradition of men, after the rud-
iments of the world, and not after Christ". (Colossians 2:8)Closely aligned with this situation is the effort by other gov-
ernment agencies to "license" the [local] church, the school and the Pastor.
We must remember that the real cause of the persecution of the
early Christian church was Rome's effort to make the early believ-
ers submit to licensure and taxation. Caesar was clever. Modern-12
day Caesars are also clever. Accreditation, licensure, certi-
fication, etc. are merely clever ways for the non-Christian
forces to force submission to their control. Jesus is Lord!
Only an apostate would submit to non-Christian accreditation.
The cry goes up, "What harm is there in it?" It is the harm of
confessing that there is another lord: the lord of humanism.
Jesus said, "And ye shall know the truth, and the truth shall
make you free". (John 8:32). For a Christian school to submit
to non-Christian license is to admit that Caesar is Lord. We
have our command from God, and Jesus is Lord. Faith in Christ
admits to His leadership. He governs the total life of the be-
liever. Some things are Caesar's, but accreditation and licen-
sure are not among those things.Chapter 7 In Summary The Christian parent who enrolls his child in a Christian
school, does so because of a deep conviction that the Word of
God commands that his child be taught in the precepts of the
Bible.
The Christian school philosophy has a Biblical basis. This
philosophy is based on the authority and reliability of the Bible.
The Bible, therefore, is to be followed in all matters of faith,
education and practice. This philosophy of education places Jesus
Christ as the center of all truth. No one who has rejected Christ
is truly educated. This knowledge of Jesus Christ, and faith in
the Bible are essential to the development of any person in any
matter pertaining to life itself.
The Christian philosophy of education is centered in a per-
sonal commitment to Jesus Christ as Saviour and Lord. This com-
mitment then, opens the life to the ministry of the Holy Spirit.
(I Corinthians 2:14). This philosophy of education recognizes
the place of the family, church and the school. Believing that
each of these institutions is God-given and should be God direct-
ed. This means there must be proper priorities in one's life.13
We, therefore, believe that God is Sovereign and has the divine
right to His proper place in the affairs of men. Man was creat-
ed in the image of God, and God is Sovereign. Man cannot be
moral apart from God, and that is why this philosophy of education
bases all moral principles on the Bible. The Christian education
will meet the needs of people and do a better work in preparing
the student for life and all its trials and temptations. Christian
teachers understand these principles and are committed to them.
The Christian faith is centered in Jesus Christ. The Christ-
ian rule of faith and practice is the Bible. The Christian school
is of God to preserve and propagate these truths.14
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Milford, Michigan.Copperman, Paul. The Literacy Hoax. William Morrow & Co.
New York, N.Y.Flesch, Rudolf. *Why Johnny Can't Read. Harper & Row Publishers
Goodell, Guy & Earle Lee. Governments Golden Image. Christian
Heritage Ministries, Louisville, KentuckyGrover, Alan N. Ohio's Trojan Horse. Bob Jones University Press
Hefley, James C. Are Textbooks Harming your Children? Mott Media
Milford, MichiganHill, Robert & Olof John. Your Children, the Victims of Public Ed-
ucation. Bible Voice, Inc. Van Nuys, CaliforniaMetts, Wallis C. Your Faith on Trial. Bob Jones U. Press, Green-
ville, South CarolinaMorris, Henry M. *Education for the Real World. Creation Life Pub-
lishers, San Diego, CaliforniaNevin, David & Robert Bills. The Schools that Fear Built. Acro-
polis Books LTDRatner, Joseph. The Philosophy of John Dewey. Columbia University,
Henry Hole & CompanyRhenanus, Beatus. Christian Humanism and the Reformation. Harper
& Row, PublishersRushdoony, Rousas. The Messianic Character of American Education.
Revolt Against Maturity. The Nature of the American System.
Thoburn Press, Fairfax, VirginiaRushdoony, Rousas John, Intellectual Schizophrenia, Culture Crisis
and Education. Presbyterian & Reformed Publishers, Phillips-
burg, New JerseyWeinberg, Carl. Education is a Shuck. University of California and
Center for Humanistic EducationWells, Albert M. Jr. Christian Parents and Christless Culture.
Nation Periodical Library Flint, Michigan.Whitehead, John W. The Separation Illusion. Mott Media, Milford,
Michigan
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