TeamDavis

We have been deeply pondering the topic of raising and educating our children for a number of years. One regular topic of conversation has been the idea of homeschooling our children, at least through their elementary school years. We’ve engaged in this conversation with certain friends, but in general it’s felt… unsafe… to discuss. Opinions and feelings vary widely. But, with trembling, we feel like we should start talking more openly about what we are learning — to gain insights from our friends, and to share the insights we have gained. Though what we write below may sound dogmatic, understand that it is written in a spirit of humility and friendship.  Ultimately, this decision comes down to each family’s personal conviction. — Scott & Caryn

We’ve often had discussions with friends about another question in the dilemma – is it right to abandon the government (public) schools? If the “good” people leave, will they just degrade more?  Is it our place to stay involved?  These are also hard questions to answer and I hear many people questioning this when they look at alternatives to public school.

In Schooling Dilemma, Part 1, we took a quick look at the question of homeschooling. Now let’s dig in a bit deeper together…

First, we consider the conversations with several neighbors and friends in different parts of the country questioning whether their children are even learning in school.  Even teacher friends attest that students acquire knowledge for standardized testing and waste a large chunk of their day in travel to school, administrative tasks (attendance, class changes) and dealing with misbehaving classmates.  Literacy rates are falling and schools are failing. This is not to knock teachers by the way. They are not always the problem.

It seems an interesting option to teach and train at home, have children more effectively learn and efficiently use their time; and then use the extra time to engage together in the community.  Choosing alternative school options does not withdraw students or parents from society at large.  We can engage in extracurricular activities which do overlap with the government school realm (or local city/county leagues), at public venues such as libraries and rec centers, at playgrounds and Chick-fil-a.  A book Caryn read recently even suggested that as tax paying citizens, you are able to enroll your children in certain classes/activities with the public school even if they are officially home schooled. And then of course later there are opportunities with community colleges, etc. We have many interesting options available today.

It is an encouragement to us to remember the many home schooled students we met over the last few years through our travels in ministry.  Many of them were involved in more public activities than the kids in government school.  At first one might think they were all over-achievers, but it may be that they are motivated and have time and energy because they’re not exhausted after a long day at school.

Second, we consider how effective a witness a single innocent elementary or middle school child can really be when immersed in an anti-faith environment (again, the system, whether the teacher is a believer or not) among a crowd of peers who do not come from faith-filled families. As a mature adult, it is a terrible challenge to raise up those around you instead of being drawn down, when in a secular environment. Is it fair to expect this of a young child who is so young in their faith?

We have a duty to the world, but before that is our duty to our own families.

Third, in public schools, people holding traditional Judeo-Christian beliefs, whose world views differ greatly from that of the modern secular state-mandated school system, are often coerced to stay quiet. All over the country, parents are forced to take legal action to withdraw their students during days of inappropriate or immoral curriculum or activities.  And this isn’t just in California and New York — we’ve heard many stories even from schools in small town middle-America, where conservative teachers and administrators are forced down this road by the federal government and radical secularists who constantly push their views on teachers and students alike.

We can’t forget the exposure and education we’ve received through a relationship with groups like the Alliance Defense Fund (ADF) who are extremely busy with cases of attacks by the school systems on the freedom of religion.  Parents (teachers and students as well) are losing their rights to choose what their children will learn.  You can do a search for cases involving ADF in the area of persecution of those with Christian beliefs in public schools or visit their website. [There are plenty of resources for kids, parents, etc who are in public schools and who want to know their legal rights. ADF has a a pdf booklet "Know Your Rights" which is very helpful.]

And finally, given that the system is designed to educate children about language, science, math, and history without mention of God — as if they are truly understandable apart from him — is this the best place for our children to grow into the kinds of beautiful mature adults who will change the world?

Our hope is that our children will be strengthened at home, and more prepared to be a positive witness in the community. Our deep desire is to raise children who have been educated, not to a standardized test, but to love learning, to THINK deeply, to think WISELY, to reason well, to argue persuasively, and to make a huge impact upon this world. We worry that 15 years in government schools would be far less likely to lead to this result, than an education that begins with several years training their minds and hearts toward reason, and wisdom, and goodness.

Sure, our family could have a positive impact through involvement in the public school system, though it might be muted given the significant barriers in place (the forcible removal of God from state institutions, for example). But what about the impact our child can have throughout their entire lifetime, if it is built on a solid foundation.

Our child is only 18 months old, and much could change for us even before he reaches school age. Until then, we will continue thinking and praying. We also look forward to interacting with our friends and family about this sensitive topic.

What we’re reading…

Repairing the Ruins: The Classical and Christian Challenge to Modern Education by Douglas Wilson

Family Driven Faith: Doing What it Takes to Raise Sons and Daughters who Walk with God by Voddie Bauchman, Jr.

Bringing Up Boys [Specifically Chapter 13: Boys In School] Dr James Dobson

Shepherding a Child’s Heart by Tedd Tripp

The Way of the Wild Heart by John Eldredge [has alternating chapters on how to raise boys to be men; it's much richer sequel to Wild at Heart]

What are People For? by Wendell Berry [one of the books that opened our eyes to how anti-human modern secular life truly has truly become -- read this book and let your convictions be challenged.]

We need more books on raising girls…we haven’t gotten to that yet!  But interestingly, these books about raising boys to be men often strike a chord to me challenging my thoughts about schooling for girls as well.

Always reading Touchstone Magazine which covers this topic regularly, and listening to Mars Hill Audio.