Historical educators usually agree on the following.
1) Children are a gift from God. 2) Parents are commanded to
train their children for God. 3) All education is for the
individual, not for the state. 4) All should have the
opportunity to be educated.
The Hebrews
The education of the earliest Hebrews centered around the
family. The notion of the state is almost unknown - God is the
real king, while the perfect man is pious and virtuous, capable
of attaining the ideal traced by God himself in these terms - Ye
shall be holy: for I the Lord your God am holy (Lev. 19:2).
The child, then, was to become the faithful servant of Jehovah.
To this end it was not needful that he should be learned, but
only that he should know God’s laws and ordinances. These were
first taught by the oral communication and instructive example
of the parents. Fathers also taught their children the nation’s
history and the great events that had marked the destiny of the
people of God.
The discipline given to children was unwavering in firmness,
proven by many passages in the Bible. Some say it was too harsh,
and yet children grew in character and were kept from evil in
learning the fear of the Lord. It was Almighty God who was to be
pleased, not “almighty child.” Today we are too quick to avoid
offending the child, and the modern-day, child-rights advocates,
while God and his perfect parenting patterns are often being
given second place. “For the wisdom of this world is foolishness
with God…”(1 Cor. 3:19)
At the time of Christ, Jewish boys entered school at the age of
six. They were taught reading, writing, a little of natural
history and a great deal of geometry and astronomy. Naturally,
the Bible was the first book put in their hands. The master
interspersed moral lessons with the teaching of reading and made
a special effort to secure a correct pronunciation. He
multiplied his explanations in order to make sure of being
understood, repeating his comments even to the four-hundredth
time if necessary. It seems that the methods were suggestive and
attractive and-at this time-the discipline relatively mild.
The Methods of the Master
(Scriptures references are from the book of Matthew, unless
otherwise noted.)
Jesus Christ’s most intimate teaching was reserved for those
who would be teaching others. Before beginning, and regularly
during His ministry, He prepared spiritually. We too begin by
sitting at His feet and receiving His special guidance.
Christ taught everywhere. He modeled the command that was given
us specifically as parents to talk of them when thou sittest in
thine house, and when thou walkest by the way, and when thou
liest down, and when thou risest up (Deut. 6:7). His method was
personal dialog, but sometimes-as with large groups-the Master
used the “lecture” method. He read aloud (in the temple) and
used the Word. When Jesus had ended these sayings, the people
were astonished at his doctrine: for he taught them as one
having authority, and not as the scribes (12:40-42).
When he opened His mouth, truth after truth flowed out in
streams of living water. We can also speak with wisdom and
authority if we have spent time in God’s Word. He didn’t mind
being interrupted (9:18,19) and often was, by questions that led
to further teaching and discussion (12:38-45). He also, by
questioning, stirred His hearers to deep thought (11:7-14). He
made sure His listeners understood His teaching (13:51) and the
value of their learning (13:53). His teaching was keyed to the
comprehension of the listener-in His conversation with the
learned Nicodemus, He plunged at once into the most profound
doctrines; when He talked with the Samaritan woman, His approach
to the truth was most simple and gradual. He didn’t hesitate to
correct and was stern when necessary but always spoke truth and
righteousness. Even in sternness, His motive was love (12:34).
Although His was the ideal pedagogy, we can also learn from some
of history’s other educators.
The Early Christians
Christianity-by its dogmas, by its concept of the equality of
all human creatures, by its spirit of charity-introduced new
elements into the conscience and gave a powerful impetus to the
moral education of men. Christianity raised the poor and
disinherited from their condition of misery and promised them
the same instruction. The essence of equal rights for all is
contained in the doctrine of Christianity.
They rejected a corrupt and perverse world.
The early Christians came to a common hatred of classical
literature and pagan religion. How could they receive with
sympathy the literary and scientific inheritance of a society
whose morals they hated? The Christian was detached from the
commonwealth of man, to enter into the commonwealth of God. He
must break with a corrupt and perverse world.
John Milton (1608-1674)
Best known for his Paradise Lost, Milton was already an
accomplished scholar at the age of fifteen. Later in life he
wrote a tract on educational reform. The opening statement of
this work implies that the educator serves for “the love of God
and of mankind.” The teacher molds human nature by “knowledge of
God, love to God and hence imitation of God, until we become
like God.”
Milton felt that being taught to appear to know was a root of
all falsehood in life, society and professions. Today we have
the deception of “teaching to the test” by teachers and cramming
for tests by students, wherein knowledge departs when the test
is completed.
Tips from Milton
* The knowledge of words is best obtained by the early
knowledge of things. The knowledge of things begins when the
parent points out and names objects as the baby is taught to
speak. * Language (literature) records the experience and
traditions of other people and times and is how we acquire all
information. Begin educating with interesting books that invite
study, provoke thought and encourage virtue. * Along with
delightful books, the teacher should provide careful instruction
and explanation in order to stimulate love for learning and
willful obedience. Teaching should arouse thought and exercise
memory. If what is studied fails to become the property of the
mind, learning is in vain. * Scriptures, times tables and other
facts should be reviewed. * Go over the same subject matter in
greater depth. This is also suggested in Easy Homeschooling
Techniques and also in The Well-Trained Mind. * Math should be
part of every day studies. * Evenings should be given to the
study of the Scriptures. A habitual devotional time is crucial.
Giving God unhurried time will honor Him as the Highest and
instill honor for Him and his Word in your children. * Topics
studied should begin with the easy but be thoroughly learned. *
Do not force “the empty wits of children to compose themes and
essays” on subjects of which they know nothing. * Most of all,
incite to virtue and to a desire to make a mark in their
lifetime and beyond. * Children should be taught to despise bad
character. * The parents’ good example readily motivates the
young child with a desire for doing right, because children want
to be just like their parents. * Education should produce
well-informed and moral citizens.
Learning is the result of proper and Biblical training. The
Word shows what is required and instills all the proper
character traits by the its inherent power. Using the Bible
first and foremost will enable our children to be stellar
students, educated adults, and responsible citizens.
Quotes by Milton extracted from John Gill’s Systems of
Education (Boston: D.C. Heath 1886) and those by Locke from
History of Education (Philadelphia: Lippencott, 1909) by E. L.
Kemp A.M.