THE TENSION
In my opinion, i [sic] would never turn to home schooling. When you are home schooled, you automaticly [sic] loose [sic]the whole social experience of school. In the real world you need to be social. Otherwise you’re going to get know [sic] where. I understand that the learning education might be to an advantage while homeschooling because its [sic] all one on one and you are the only student reciveing [sic] all the help you need whenever you need it. I would never home school my child because I would be holding them back from friends and the social life they will need in the feature [sic]. I would never even consider home schooling. -Macie P.1
The overwhelming prejudice against homeschool and homeschooling families by the public school system and educators is not hard to miss.2 The stereotypes of homeschool families being unsocialized and awkward has been so “played up” that homeschoolers are beginning to make fun of the stereotypes with bumper stickers and tee-shirts and websites.3 Interestingly, the row raised by non-homeschoolers against homeschooling is one that would not have been raised 150-200 years ago. Although prior to the introduction of compulsory state school attendance laws, most childhood education occurred within the family.4 Homeschooling families often reply by demonstrating the faults of the school system. While homeschoolers are castigated for being unsocialized, they will point out the volume of violence and arrests and drug use and overall “bad things and behavior” that takes place in public schools. Homeschooling families will point to better grades and test scores to shore up their position. However, in our day, attendance in compulsory state schools is the norm. This is because the state requires some sort of education of children, and is willing to educate them for “free,” and there is some cost or loss of income in having only one working parent.
This paper, however, does not seek to present facts on why homeschooling is or is not better than public education; it will not give test score statistics or teen pregnancy statistics, etc. Those things do not deal with the heart of the matter, which is: what has God ordained for the home and for the state? So, instead of those things, this paper will question the legitimacy of public schools and question the agenda of the state in compulsory schools. This paper does assert the primacy of homeschooling or Reformed Christian schools that educate with an eye to an all encompassing Biblical worldview, over compulsory state schools. It does so, however, as a matter of Biblical responsibility and not as an issue to be dealt with on the basis of pragmatics (socialization, test scores, college acceptance rates, etc.).
THE RELIGIOUS NATURE OF EDUCATION
You shall love the LORD your God with all your heart and with all your soul and with all your might. These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. You shall bind them as a sign on your hand and they shall be as frontals on your forehead. You shall write them on the doorposts of your house and on your gates. -Deuteronomy 6:5-9-5
One of the most useful tools in the quest for power is the educational system.6
Whether or not one realizes it, education is for a purpose; it is not merely absorbing random facts without regard to how they are pieced together. In the above quotations, the purpose of education is clearly defined from two different worldviews. In the Biblical worldview, the purpose of education is to take, “every thought captive to the obedience of Christ.”7 Why? Because education ultimately leads to worship; and whoever is in control, controls worship. Christians presuppose the Bible and the Triune God of the Bible as their foundational axiom. Because of this, Christians recognize the sovereignty of the Triune God of the Bible over all the worlds and all things in all the worlds – in other words, God is sovereign over all the universe. “For by Him all things were created, both in the heavens and on earth, visible and invisible, whether thrones or dominions or rulers or authorities—all things have been created through Him and for Him. He is before all things, and in Him all things hold together.”8 The God of the Bible is the maker of all things and the giver of powers to all who are in power; therefore, God alone is to be worshiped and His commands are binding in all of life – even over the state. The education of a Christian is an evangelistic enterprise and the evangelism of a Christian is an educational enterprise. We see this in Deuteronomy 4:5-8:
See, I have taught you statutes and judgments just as the LORD my God commanded me, that you should do thus in the land where you are entering to possess it. So keep and do them, for that is your wisdom and your understanding in the sight of the peoples who will hear all these statutes and say, ‘Surely this great nation is a wise and understanding people.’ For what great nation is there that has a god so near to it as is the LORD our God whenever we call on Him? Or what great nation is there that has statutes and judgments as righteous as this whole law which I am setting before you today?
In other words, the people of Israel were to live in such a way, that those in who saw how they lived would come to know the Lord. The law of God was taught to them, that they might teach it in the nations where they came.
The second quotation displays the mind of leaders and the state throughout the world. The proselytizing purpose of education does not stop with only Christians.To illustrate this, one merely needs to look to the book of Daniel. In the book of Daniel, one finds Nebuchadnezzar conquering the world, and as he does so he takes captives back to his capital, Babylon. There, his captives are schooled in the ways of Nebuchadnezzar – in Nebuchadnezzar University. At N.U. The students are completely controlled in everything, from meals, to education.9 Those who viewed Nebuchadnezzar as sovereign ate his food and bought his educational program; those who knew the God of the Bible to be sovereign, didn’t – but worshiped Him only. Ultimately, Nebuchadnezzar was training those whom he brought to Babylon, and making them worshipers of him (and of the state, since he was the state), and set himself up to be worshiped by building a statue and commanding worship – those who did not would face death. This demonstrates the very religious nature of education – those who bought into the educational system and lies of Nebuchadnezzar bowed themselves to the figure; those who had been educated in Christian homes knew better, and did not.10 There can be only one, true sovereign.11 Those who who view the world through humanistic and secular eyes, need a unifying factor – often this is themselves or the state which they represent. Compulsory education came at the hands of men who wanted to see the state gain power. For these men, “state-consciousness was the new form of God-consciousness.”12 Dewey and his ilk supported the public schools as “religious in substance” but in a way that did not come “at the expense of state-consciousness.”13 Dewey, “recognized that the formerly dominant Christianity placed limits on the loyalty that one could have toward the state, but that the new religion of the schools did not.”14 Their desire for power and control is a desire for worship – whether stated explicitly or implied in their actions. It is a desire to overstep the bounds of the civil government, and to “play God.” “Although many of the most vociferous objections to any confusion of religion and state come from supporters of the public schools, no school of any kind can maintain such separation. Value-free education is a contradiction in terms, and any hierarchy of values constitutes a religious system.”15 In other words, all education is fundamentally religious; it simply differs on who or what is to be worshiped.
THE QUESTION OF RESPONSIBILITIES
Seeing the religious nature of education, the question then becomes, “Who is responsible for the education of Christian children?” The text quoted from Deuteronomy makes it abundantly clear, “You shall teach them diligently to your sons.” All of life is to be an education process in the households of believers – the school of the saints is the home (or a school that will teach children to take every thought captive to the obedience of Christ). Children are taught to love God, and to keep His commands, and to take every situation in life – “when you sit in your house and when you walk by the way and when you lie down and when you rise up” – into consideration of God and His commands. This means in scientific and artistic and historical and musical endeavors, man is to strive to view whatever subject he is studying in light of the revelation of God – in general and special revelation. He is to take “every thought captive to the obedience of Christ.” The responsibility of Christian households is to give covenant children the tools needed to examine all of life through the grid and worldview of Christianity. Public, compulsory education will not do that.
The command to Christian parents is a positive one, and there can be no mistaking his duties: “Train up a child in the way he should go, Even when he is old he will not depart from it.”16 It is not a duty that can be dismissed or taken lightly; parents have the vital responsibility of raising covenant children. There is no leaving the child to discover the world “untainted” – no, the options are simple; either the parent will fulfill his responsibility and “school” make the child a worshiper of the the Triune God of the Bible by talking “of them when you sit in your house and when you walk by the way and when you lie down and when you rise up.,” as he is supposed to, or the state will take over the parents role and make the child a worshiper of the state. R.L. Dabney said concerning parental responsibility for the education of their children, “The only alternative left the parent is either to bias the child’s soul himself for God and the truth, or to see it fatally biased by other influences against both. The Scriptures here are positive .… Which is that way ? He must ‘bring up the child in the nurture and admonition of the Lord.’”17 There is, then, no doubt for the Christian parent; it is his God given task to school his children in the ways of the Lord, that they might learn to take every thought captive to the obedience of Christ.
If it is the parents obligation to educate their children, what precisely is the state’s role? The role of the state is nothing more than to keep peace and law. Romans 13:1-6 reads:
Every person is to be in subjection to the governing authorities. For there is no authority except from God, and those which exist are established by God. Therefore whoever resists authority has opposed the ordinance of God; and they who have opposed will receive condemnation upon themselves. For rulers are not a cause of fear for good behavior, but for evil. Do you want to have no fear of authority? Do what is good and you will have praise from the same; for it is a minister of God to you for good. But if you do what is evil, be afraid; for it does not bear the sword for nothing; for it is a minister of God, an avenger who brings wrath on the one who practices evil. Therefore it is necessary to be in subjection, not only because of wrath, but also for conscience’ sake. For because of this you also pay taxes, for rulers are servants of God, devoting themselves to this very thing.
The state then usurps its God-given role, taking on that role which God has given to the family, in order to attempt take that honor and worship and sovereignty that belongs to God alone. Schlossberg pinpoints this usurpation and demonstrates the nature of it:
The assumptions of modern public education concerning the nature of man, the function of the state, the nature of truth, and so on are such as to inculcate a set of presuppositions that can only be called religious. Ivan Illich was perfectly justified in saying that the teacher is a font of moral instruction that substitutes for God, state and parents, providing for his students the meaning of right and wrong. ‘He stands in loco parentis for each one and thus ensures that all feel themselves children of the same state.‘18
The state is seeking to substitute itself for God and parents in order to establish its own presuppositions in the student in order to make good statists of them. Statists that do not question the agenda of the state, regardless of whether it goes against Scripture and the revealed will of God. Rushdoony adds:
For a state to claim total jurisdiction, as the modern state does, is to claim to be as god, to be the total governor of man and the world. Instead of limited law and limited jurisdiction, the modern antichristian [sic] state claims jurisdiction from cradle to grave … over … education, worship, the family … and all things else. The modern state is a Moloch … it claims total jurisdiction over man and hence requires total sacrifice.19
When the state oversteps its bounds and goes beyond restraining evil and rewarding good, it seeks to be the ultimate law. “Similarly, only the power who is ultimate has the right to be the source of law. God is the only true source of law; the state is an agency of law, one agency among many (church, school, family, etc.), and has specified and limited area of law to administer under God.”20 When the state usurps its authority and responsibility, it then seeks to “remove God” from all areas of life, in order to be God in all areas of life, to its subjects. The state is then acting in a blasphemous way. “To ground any sphere of thought, life, or action, or any sphere of being, on anything other than the triune God is thus blasphemy. Education with God as its premise, law which does not presuppose God and rest in His law, a civil order which does not derive all authority from God or a family whose foundation is not God’s word, is blasphemous.”21 In other words, for the state to go beyond bearing the sword against evildoers, and to take up a cause beyond its sphere and to set itself up as law, the state is striking against God. It is seeking to do as all who reject the Triune God of the Bible do – suppress the truth in unrighteousness. Dabney put thus, “While the State does not authorize the theological beliefs of the Christian citizens, neither has it a right to war against them. While we have no right to ask the State to propagate our theology, we have a right to demand that it shall not oppose it. But to educate souls thus is to oppose it, because a non-Christian training is an anti-Christian training.”22
So then, one must conclude that the education of Christian students is the duty of parents, and not the state. In the nature of the case, the state is overstepping its bounds in order to set itself up a “Messiah.” If the state is seen as imparting knowledge and truth, the masses will turn to it and give themselves to the state. For Christians to turn their children over to the state for education, is to abdicate their role as parents and act in an anti-Christian fashion. Parents have been commanded by God to teach their children the things of God in all of life – to raise them in the nurture and admonition of the Lord. The question then, does not come down to socialization or test scores or college admissions. The question then, isn’t about homeschooling – for there are fine Christian schools that teach all their courses from a Biblical worldview. It is all brought to a head in this:
You shall love the LORD your God with all your heart and with all your soul and with all your might. These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. You shall bind them as a sign on your hand and they shall be as frontals on your forehead. You shall write them on the doorposts of your house and on your gates.
Do Christians believe that God is commanding them to educate their children in a worldview that encompasses all of their life, or sending them to a state school that will teach them to compartmentalize their faith – to not view science through the lens of Scripture; to not view history through the eyes of God’s outworking of His redemptive kingdom? The threat is real; do believers want their children educated in Nebuchadnezzar University – where they will well fed and well trained, provided that they bow down to the image, to the state? Or do believers want children who will glorify God and enjoy Him forever, even at the threat of their lives? There is only one sovereign who commands all the worlds honor, only one sovereign whose kingdom will fill the whole earth; it is not the state, but the Rock cut without hands.
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1“Student Opinion | Would You Want to Be Home-Schooled? – NYTimes.com”, November 10, 2011.,
http://learning.blogs.nytimes.com/2011/11/10/would-you-want-to-be-home-schooled/#comment-306803.
2One merely needs to look at the comments section of this article (and the reasons many are opposed to homeschooling) to see the overwhelming response against homeschooling: “Student Opinion | Would You Want to Be Home-Schooled? – NYTimes.com”, November 10, 2011.,
http://learning.blogs.nytimes.com/2011/11/10/would-you-want-to-be-home-schooled/.
3This site is actually run by a homeschooling family that sees the humor in the stereotypes: “Weird,
Unsocialized Homeschoolers”, n.d., http://www.weirdunsocializedhomeschoolers.com/.
4Anna DiStefano, Encyclopedia of Distributed Learning (Thousand Oaks Calif.: Sage Publications, 2004), 224.
5Deuteronomy 6:5-9, emphasis added. All Scripture references are taken from , FoundationPublications., New American Standard Bible., Reference ed. (Anaheim Calif.: Foundation Publications, 1995).
6Adolph Hitler as quoted in, American Vision. and Gary DeMar, Whoever Controls the Schools Rules the World, 1st ed. (Powder Springs GA: American Vision, 2007), 1.
7Foundation Publications., New American Standard Bible., 2 Corinthians 10:5.
8Colossians 1:16–17.
9Daniel 1:4–5.
10Daniel chapter 3.
11Daniel 2:34-35, 44.
12Rousas Rushdoony, Politics of Guilt and Pity (Nutley, New Jersey: Craig Press, 1970), 329.
13Ibid., Rushdoony is here quoting Deweys, Intelligence in the Modern World, 707ff.
14Herbert Schlossberg, Idols for Destruction : the Conflict of Christian Faith and American culture (Wheaton Ill.: Crossway Books, 1990), 210.
15Ibid., 210.
16Proverbs 22:6.
17Dabney, Robert L., Discussions: Evangelical and Theological, vol. 1 (1967: Banner of Truth Trust, n.d.), 685.
18Schlossberg, Idols for Destruction, 211.
19Rousas Rushdoony, The Institutes of Biblical Law (The Presbyterian and Reformed Publishing Company, 1973), 34.
20Ibid. Emphasis Rushdoony’s.
21Ibid., 127.
22Dabney, Robert L., Discussions: Evangelical and Theological, 3:285.