Topical Studies
What the Bible says about
Homeschooling
(From Forerunner Commentary)
|
Deuteronomy 6:6-7
Homeschooling has become the most viable alternative to public education over the past several years. Concerned parents, watching standards—scholastic, moral, and cultural—tumble in their local schools, are turning to traditional curricula taught in the home by a parent to give their children a better education and environment. Whereas homeschooling used to be equated with liberal, hippie, granola-munching types, the movement is now predominantly conservative and Christian. Adding values education to a hemorrhaging public school system is a last-ditch tourniquet, a triage procedure to save a wounded and dying institution. It may staunch the flow, but it will not keep the patient from expiring. Why? The answer is simple: A person, group, or institution cannot teach what it does not possess. At best, the public schools should be reinforcing values that have already been taught. Character education must be taught in the home. If a child riding the bus on his first day of school does not already possess the basic values of right and wrong, he is already set up for failure. A five- or six-year-old child should already know and practice such fundamental values as respect for authority, courtesy, honesty, respect for property, respect for life, responsibility, etc. They are not difficult for a child to understand, especially if they are reinforced by their parents' examples. The Bible is full of exhortations and examples to parents to guide their children (see Deuteronomy 6:4-9; I Kings 1:1-6; Proverbs 22:6; Ephesians 6:1-4; etc.) The parents should be supported in their responsibilities by the churches. However, this is happening too infrequently in this country. American mainstream churches are so busy doing "outreach," "political action," and other time- and resource-wasting activities that they are neglecting to teach Bible-based character from their pulpits. In attempting to include groups the Bible wholeheartedly rejects unless repentant, they have watered down Christian virtue into one word: tolerance. I challenge pastors and preachers across America to find that word in the Bible. God is never happy when religious leaders shirk their duties (see Malachi 2:1-9; Jeremiah 2:8-13; 5:30-31; II Peter 2; etc.). As with all matters of morality and character, change must begin with the individual, and from there it spreads to the family and beyond. It cannot begin in a liberal public school system that will not recognize God, truth, biblical standards, or even this nation's founding virtues. As the song says, "Let it begin with me."
Richard T. Ritenbaugh
Public Schools and Teaching Character
|
|
Deuteronomy 6:6-9
A number of years ago, PBS Frontline produced a disturbing report on "The Lost Children of Rockdale County." It chronicled a story just outside of Atlanta, Georgia, in which high school and even junior high children—some as young as 13—were involved in a web of multiple sexual partners over the spring and summer of 1996. By the time it was over, 17 young people tested positive for syphilis, while more than 200 others were exposed and treated. A registered nurse with the Rockdale County Public Health Department commented, "You don't expect to see a 14-year-old with 20, 30, 40, 50, or 100 partners. You expect that of someone who is more into the line of being a prostitute or something. And these girls were not homeless. They were not abused in any way. These were just normal, everyday, regular kids"—from middle- and upper-middle-class homes. These were not poor kids. They had their own TVs, VCRs, cell phones, and many even had their own cars—including a number with BMWs. The report points out that these activities mostly took place in homes while the parents were at work or away on trips. Therein lies a major source of the problem: The parents were more involved in providing material possessions for their children than they were providing what really matters, a stable, secure home with nurturing and instruction. The teens had the gadgets—what they needed were families. The PBS Frontline report repeatedly came back to the role of the parents in the lives of these teenagers, and the fact that many of the parents felt powerless against the culture. "What can you do about it? You know, you can't lock a kid in a closet, 13, 14, 15 years old," one parent said with resignation. Another lamented, "I think what it is is we've lost control over our children. You can't spank them now, or they'll turn you in to the police . . .." But underlying all of the identified "causes"—television, external groups, peer pressure—was the fact that the parents were more interested in their own lives than the lives of their children. The children were "lost" because the parents let them wander away. Homosexuality is another perceived threat to American culture, and rightfully so: When perverse relationships and lifestyles are portrayed as normal and even to be sought after, the foundation of the society—the family—is in grave danger of disintegrating. However, can we honestly say that homosexuality is a more common threat to the average family than dysfunction and/or parental apathy? Would homosexuality even be a threat to the culture if the family unit were truly intact? Rising rates of homosexuality are better seen as a symptom of a damaged family than a cause. In God's preparatory instructions to Israel before entering the Promised Land—and to us, before entering His Kingdom—He makes our parental responsibilities plain (Deuteronomy 6:6-9; see also Deuteronomy 11:19). Teaching at all times requires continual, active involvement, not passive observance. It demands that a higher priority be placed on instruction than on a higher salary or more possessions. It calls for the willing sacrifice of that most precious of all commodities: time. As adults, the pace of our lives may indeed be frenetic, but if our children are not properly instructed and cared for even in the midst of chaos, they, too, may become "lost." The above stories do not represent all teenagers. While they may not be isolated incidences, they also are not the norm—so far. There are encouraging signs that a part of the culture is coming to its senses and is determining to provide security and nurturing to the next generation. Homeschooling is increasing at a tremendous rate across this country. More women are recognizing that the cost of "having it all" in terms of careers and generous salaries is too high—that it does not reward with families and children but loneliness. Mothers with children under three are leaving the workplace. But what is most needed is for the fathers to shake off the shackles of materialism, narcissism, and feminism and to provide for their families what is truly needed: leadership, security, attention, involvement, and instruction. We cannot afford any more "lost" children.
David C. Grabbe
Are We Losing Our Children?
|
|
Proverbs 22:6
Back in the early years of the homeschooling phenomenon, its advocates were largely tie-dyed, granola-munching, back-to-nature, hippie types whose primary goal was to disassociate from just about everything manmade, and certainly from Establishment institutions like the public schools. They fought running battles with local and state governments for the right to teach their children themselves, and—to give them credit where it is due—they had patchy success, especially in more progressive states like California. It is no wonder that homeschooling has the reputation, even today in some quarters, as being a far-out, counter-cultural movement. However, somewhere about the time of the Reagan Revolution, homeschooling dramatically switched its poles, shifting from a leftist movement to a rightist one. A growing number of religious and social conservatives, frustrated with both the iron grip of liberals (read: teachers' unions and school district administrations) on the country's educational system and the cultural mayhem rising in the public schools, opted to take on the additional burden of teaching their children at home. The movement has grown far beyond anything its pioneers ever imagined. And a burden it can be. Homeschool parents pay the same taxes for the public schools as everyone else, plus they take on the additional expenses of books, fees, supplies, and miscellaneous costs associated with education. This amounts to hundreds or even thousands of dollars each year, depending on how ambitious they decide to be. A math, science, or history textbook can strain the budget, and the family must still buy teacher's guides and answer keys, and for science, microscopes, test tubes, specimens, etc. There are further outlays of cash if the child desires to participate in any extracurricular activities: art, music, or sports, activities that are usually subsidized in public schools. In addition, foreign language classes—or for that matter, any outside instruction beyond the abilities of the parents—can cost the proverbial arm and/or leg. It must also be factored in that homeschool families must function on only one salary, since one of the parents must stay at home to teach. Beyond these expenses, it is a burden of time and energy. Homeschooling is a full-time occupation in itself. Not only is there one-on-one instruction, but there are additional activities like lesson-planning, reviewing, testing, grading, experimenting (science again), reading (lots of reading—to stay ahead of the kids!), and taking the students to this, that, and the other class. It is a blessing that, as the student ages, he is able to do a great deal more on his own and with only minimal oversight. Otherwise, the homeschool parent would simply burn out. At this point, many a reader is probably saying to himself, "Why do it, then?" Despite the fact that homeschooling is not for the faint of heart, its rewards far outweigh the efforts. Homeschoolers benefit both by what they avoid and by what they receive. Because they are able to assemble their own curriculum, they can steer clear of distasteful and objectionable subjects. For instance, they can (or not) study the theory of evolution in a more balanced way, comparing it with biblical creation and Intelligent Design and emphasizing their preferred understanding. Further, they can replace the oftentimes horribly inappropriate sex-education teaching with a better alternative. They can also avoid humanistic, socialistic, multicultural, and postmodern ideas that have been integrated into textbooks, teaching aids, and lesson plans by teachers, teachers' unions, and school districts. Besides these, they do not have to deal with power-obsessed administrators, holier-than-thou counselors, know-it-all teachers, and scores of undisciplined students—not to mention a load of perverse cultural influences. On the flipside, those who homeschool are compensated, though not monetarily, far more than most people who have never tried it realize: -
The family becomes very close. This may seem paradoxical to those who think spending several hours each day in the near vicinity of their children would drive them to drink. Yet, the time and the shared activities and understanding bind parents and children tightly together, bridging the "generation gap" to a great degree. -
Done well, homeschooling teaches children more thoroughly than public schools do. This comes as a result of more one-on-one instruction and the ability to study a subject in depth. Public school children waste a great deal of time in meaningless activities during school hours (and in their commute to and from school), but at home, a well-organized, disciplined child uses this extra time to read or to pursue an interest spurred by his study. What is more, he still usually finishes his school day earlier than his neighbor who attends a local school! -
A homeschooled child also has a wider variety of subject fields to study than his public-school counterpart. While the public school has a set curriculum and a handful of elective courses, homeschoolers are limited only by time, money, and their communities' offerings. However, with the Internet and easy, fast transportation, they can pursue even exotic topics relatively effortlessly. Whether it is learning Sanskrit, investigating Central American archeology, or studying Australia's marsupials, homeschoolers have the freedom to explore these individual interests. Nevertheless, homeschooling is not for everyone. Some parents just do not have the inclination or the patience required to do it well. However, it is worth serious consideration for all Christians who desire to minimize the world's influence on their children. God gives to parents the primary responsibility for educating their children, not to worldly schools. Homeschooling is a way to be far more involved in our children's growth into godly, mature adults.
Richard T. Ritenbaugh
Why We Homeschool
|
|
 |
The Berean: Daily Verse and Comment
Sign up for the Berean: Daily Verse and Comment, and have Biblical truth delivered to your inbox. This daily newsletter provides a starting point for personal study, and gives valuable insight into the verses that make up the Word of God. See what over 155,000 subscribers are already receiving each day.
Email Address:
|
We respect your privacy. Your email address will not be sold, distributed, rented, or in any way given out to a third party. We have nothing to sell. You may easily unsubscribe at any time. |
|
|
