"Education"
by Susan Schaeffer Macaulay


There are many views of what education should be. The reality is often disappointing. For education always must have a goal, a vision. And good education hopes for the best possible provision for each child's life. As in every aspect of life in a fallen world, the working out of the initial version often falls short of the expectations. Whether we look at this subject as parents or as teachers/school administrators, or even looking back at what was offered to us in our formative period of life, we will desire more than can actually work out. More content perhaps. More skills learnt. More enjoyment in learning. All sorts of "visions" of what could be and then the crunch of the reality.

In this field people take group decisions of what "ought" to happen in educational choices. There is, for instance, strong feeling between parents who believe schools are the only "right" way to educate, and those who "know" home schools "must" be best. Then there is the debate over whether a child should be educated in the local public school/community or given the shelter of a Christian school (if parents are Christian). The same would be true of other belief groups. And then there is the debate about educational methods and curriculum. Should Children mainly memorise huge quantities of facts? Should they discover ideas through "hands on" work and discussion? Should they have a utilitarian education (preparing them for some job or role in life)? Or should they enrich their inner selves (as Thomas Jefferson was enriched through reading and discussions with his professors around the evening meal)? Many Christians also are aware of the need to pass on a "Christian world view" as well as the facts and faith of our fathers and of the Word.

The various angles are multitudinous. It would take more than a few books to try and cover the core of the question. This is because education must address the question of who the human being is and what life is about.

One who believes Christianity is TRUE already understands the basic "map of life". It is therefore not surprising to realise that a Christian view of education is not like an extra "icing on the cake" of educational theory, but is radically different than a secular view. What is important should look very different for the Christian. For instance, "the general idea" and hope today is that an education will secure financial success in life. With this goes the hope that the child will "do well". In other words, be high on the pyramid in society, be "important". If we are honest all parents and educators feel differently when asked how a particular child "turned out"... is she/he a young doctor now or an engineer, or "only" working in the local supermarket.

It is almost frightening honesty to try and strip off what my godly grandparents would have called a "worldly viewpoint". Are we actually interested in the healthy life of this entire young person from the inside out? Or do we really want the appearance of goodness, conformity and success?? Maybe we have to guard against being like the Queen in "Alice and Wonderland" (the BOOK not a Disney version), who painted the roses red or white. (Read "paint" the children or young students with our desired finished/appearance or desired performance.) No, we have to ask what will matter for this person if we look from the perspective of looking back over their life time?

Was their formation (life, education) lived in the clear wholesomeness of God's intended life for human beings? Were they respected as persons who could choose alternatives, think, want to understand? Or were they treated as subjects who should be filled with predigested opinions and conditioned to only certain responses? The scary thing is that however "right" the desires of the educator are in such an instance, the person is not prepared to live responsibly in the real world of life. Also to be considered is the truth that each individual is different from the next. Does the educational life encourage them to own their own particular abilities and difficulties?

The last brings me to the focus of what in my opinion, is the sign of genuine Christian education. For we are told individuals are like the different parts of the body. Persons, male or female, have the same nature created in the image of God. In other words, we all have the individual preciousness of being a thinking, feeling, choosing person in space and time. Of course, we are also affected by the fall - so no one is a "perfect themselves" spiritually, mentally or physically. But importantly, no one is a zero or garbage. We are more like a great painting that has mould here, flaking paint there, but still awesome and beautiful.

It is terrible thing, Jesus said, to put a stumbling block in front of "one of these little ones". And so, it is a fact to be feared to place a child in some "educational program" or use a method for which he or she is NOT suited. For they will fail or be "slow" and start losing that joy that should be the confident heritage of a child. In other words, to expect Susie to start reading or doing math in kindergarten may be exactly right for the grain of wood of how she, Susie, is as a person. But it may be terrible for her brother Johnny who finds sitting still for more than 15 minutes a trial. (And probably he has lots of this"discipline" strapped into car seats!) No, Johnny needs, perhaps, to be playing with his cars in the gravel. He is longing to climb the old tree stump. He also asks questions and is better served being allowed "quiet growing time" not trying to "be good and sit still".

Some children read and write with more ease and might then easily enjoy mastering Latin, for instance (or will do it gladly anyway and enjoy the stories of the Classical world) Others at eight or nine are still struggling with writing anything down in their language, and some are just ready to begin reading.

To complicate matters further, the educator today must adapt the "school day" for children who arrive under great stresses. Maybe they have been taken out of bed earlier than they have needed and are tired. Maybe they then were not able to eat a nourishing breakfast. Maybe they had to endure the stress of road travel. Maybe they have internalised the parent's current marital stress or troubles.

Other children arrive home in the afternoons to constant TV or video "baby sitting". Maybe they don't know the sweet relaxation of a play time outside in the fresh air followed by a good meal around a family table with conversation. Many do not get the chance to participate in this basic daily goodness. Many are kept awake with the extra mental and physiological stress - stimulation of further TV, computer games, or video "entertainment". This will deprive the child of much needed relaxation (such as playing with toys in the bath followed by hot chocolate or a cold drink while a story is read out loud together as a family).

The result is a classroom with children taut with fatigue plus not enough physical exercise. Too many lack the inner peace of satisfying relationships. This means that the teacher (in school or home school classroom), begins the day with a child predisposed to "hyperactivity" in some, lassitude in others. In any case motivation flickers as children aren't hungry for learning.

And then, even should such primary conditions of a child's life be "good enough" for them, what if they are given a method or program that doesn't match their ability or stage of maturity? Talk about stumbling blocks in front of people!! The result is children who believe "I'm dumb", or even "I'm bad" (a huge stumbling block in life). Jesus said strong things about such educational ways!

This brief consideration of "education" shows, I hope, that it is a vastly complex subject. There is no one solution even in one family, let alone for one community. What is brilliantly right for one child, will destroy another. We can only choose for the best we can do for each child. I suppose we do this, for instance, when we are finding shoes for our children. We never say, "All five year old girls wear this size/style, while eight year old boys have that one. No! And we take such individual care over shoes, why not school choices?

Finally if Charlotte Mason's educational philosophy was right, there ARE educational guidelines that are right for all of us for the whole of our lives! She knew who the person is, thanks to God's truth and His Word. She therefore knew that "education" was a part of life itself, not just a preparation for it. She knew that God's plan for us are not as for cogs in an economic wheel.

Human beings are created for life. That life is a series of relationships - to know and love God, to know and love, enjoy our fellow human beings. To live in God's created world responsibly enjoying the gifts of sky, birds, air, land, words, books, music, architecture, worship, history, fun, games, swimming, rest, food, creativity, work, etc.

LIFE. Our Lord says redemption brings us "abundant LIFE". Are our classrooms (schools or home) places of LIFE? Charlotte Mason gives us many ideas that help us provide an education that interests the child. High on her lists is reading "living books"- stories children enjoy to stir their imagination and interest. (Note a danger - if the child is a "zombie" due to endless video images, he or she may need rehabilitation time to become a more normally alert and enthusiastic person).

Using her directions, children develop concentration and focused memory. In her classrooms it is stunning to see how deeply educated children became after a few years on a rich banquet of a broad curriculum, carefully chosen,

There has been a lot of interest in her work in the USA and other countries. However, I've noted sometimes people use only the bits THEY like and in fact, interpret her ways that are contrary to her wisdom. So you can now find "Charlotte Mason" "HOW TO" books that are only partially correct. For instance, the "Rich Banquet" of interesting reading spread for an individual child to absorb what is right for them uniquely, is turned into a force-feeding regime where the child "should absorb everything". If this is done physically with food or mentally with curriculum it is child abuse and Charlotte Mason would be grieved such ideas came out under her name. She sought to serve the individual, actual child!

Others have written something that would have astonished cultured Charlotte Mason. It has been suggested that when showing children certain art reproductions, the adults should "cover body parts"!! Such a person could not have taken children to the great museums of the world! The same author said "yes" to reading living books, but advises omitting certain chapters! (Charlotte Mason believed children and adults should read entire books). Of course, the adult chooses to offer in the banquet only certain books or art. And I always tell parents if they themselves feel uncomfortable reading a particular nursery rhyme, book, classical myth or seeing particular art work - then they should NOT try to "pretend" and share that with their family. The same would be true for a teacher or a group.

To finish this off - I personally believe educational vision can only develop with a true understanding of what life is about. None of us can offer a perfect situation for children or students. Education takes place in and out of school. We learn at home, in the community, from the media, in organised classes, from educational programs, from books and other people. Everyone has strengths and weaknesses and these must be taken into account in educational provision. God expects us to be ourselves, not a poor attempt to fit into a mould for "most people". His view of what is important is being a person made in his image and learning what to do in life, is at variance with the general view today. How "important" our educational achievements are or aren't in terms of bits of paper (the grade 8 certificate or the Ph.D achievement) are not the issue or aim. Rather, the right thing for the right person. (Almanzo developed into a fine responsible man through farm chores and family life with a one-room school). God is interested in honesty, real relationships, thankful living, care of each other, compassion, love and goodness. How faithful a man or woman is in life will be of greater use in God's sight than the status of the job taken on.

Education from a Christian point of view takes God's views into consideration for priorities. And everyone respects and appreciates thinking people of understanding and reliability. Whether we are parents or educators, every ounce of energy expanded for another person is definitely worth it.

© Susan Schaeffer Macaulay January, 1998