J. Gresham Machen: Art, Education, and Public Schools.
-From J. Gresham Machen’s book Christianity and Liberalism
-Written in 1923
Decline of Art Appreciation.
The modern world represents, in some respects, an enormous improvement over the world in which our ancestors lived, but in other respects, it exhibits a lamentable decline. The improvement appears in the physical conditions of life, but in the spiritual realm, there is a corresponding loss. The loss is most apparent, perhaps, in the domain of art. Despite the mighty revolution produced in the external conditions of life, no great poet is now living to celebrate the change; humanity has suddenly become dumb. Gone are the great painters, the great musicians, and the great sculptors. The art that still exists is mainly imitative, and where it is not imitative, it is usually bizarre. Even the appreciation of the glories of the past is gradually being lost under the influence of a practical education that concerns itself only with the production of physical well-being.
This unprecedented decline in literature and art is only one manifestation of a more far-reaching phenomenon; it is only one instance of that narrowing of the range of personality that has been going on in the modern world. The whole development of modern society has tended mightily toward limiting the realm of freedom for the individual man. The tendency is most clearly seen in socialism; a socialistic state would mean the reduction to a minimum of the sphere of personal choice. Labor and recreation, under a socialistic government, would both be prescribed, and individual liberty would be gone. But the same tendency exhibits itself today even in those communities where the name of socialism is most abhorred. Once the majority has determined that a particular regime is beneficial, that regime, without further hesitation, is forced ruthlessly upon the individual man. It never seems to occur to modern legislatures that although "welfare" is good, forced welfare may be harmful. In other words, utilitarianism is being carried out to its logical conclusions; in the interests of physical well-being, the great principles of liberty are being thrown ruthlessly to the winds. The result is an unparalleled impoverishment of human life. Personality can only be developed in the realm of individual choice.
The Object of Education.
And that realm, in the modern state, is slowly but steadily decreasing. The tendency is making itself felt, especially in the sphere of education. The object of education, it is now assumed, is the production of the greatest happiness for the greatest number. But the greatest happiness for the greatest number, it is assumed further, can be defined only by the majority's will. Idiosyncrasies in education, therefore, it is said, must be avoided, and the choice of schools must be taken away from the individual parent and placed in the hands of the state. The state then exercises its authority through the instruments that are ready to hand, and at once, therefore, the child is placed under the control of psychological experts, themselves without the slightest familiarity with the higher realms of human life, who proceed to prevent any such acquaintance being gained by those who come under their care.
Such a result is being slightly delayed in America by the remnants of Old English individualism, but the signs of the times are all contrary to the maintenance of this halfway position; liberty is undoubtedly held by a precarious tenure when once its underlying principles have been lost. For a time, it looked as though utilitarianism, which came into vogue in the middle of the nineteenth century, would be a purely academic matter without influence upon daily life. But such appearances have proved to be deceptive. The dominant tendency, even in a country like America, which formerly prided itself on its freedom from bureaucratic regulation of the details of life, is toward a drab utilitarianism in which all higher aspirations are to be lost.
“There is no such thing as a neutral education. Every education and every curriculum has a viewpoint. That viewpoint either considers God in it or it does not.”
The Public School System.
When one considers what the public schools of America in many places already are--their materialism, their discouragement of any sustained intellectual effort, their encouragement of the dangerous pseudo-scientific fads of experimental psychology--one can only be appalled by the thought of a commonwealth in which there is no escape from such a soul-killing system. But the principle of such laws and their ultimate tendency is far worse than the immediate results.
A public school system, in itself, is indeed of enormous benefit to the race. But it is of use only if it is kept healthy at every moment by the free possibility of the competition of private schools. A public school system, if it means providing free education for those who desire it, is a noteworthy and beneficent achievement of modern times. Still, once it becomes monopolistic, it is the most perfect instrument of tyranny yet devised. The Inquisition combated freedom of thought in the Middle Ages, but the modern method is far more effective. Place the lives of children in their formative years, despite the convictions of their parents, under the intimate control of experts appointed by the state, force them to attend schools where the higher aspirations of humanity are crushed out and where the mind is filled with the materialism of the day will render liberty nonexistent. Such a tyranny, supported as it is by a perverse technique used as the instrument in destroying human souls, is certainly far more dangerous than the crude tyrannies of the past, which, despite their weapons of fire and sword, permitted thought at least to be free.
The truth is that the materialistic authoritarianism of the present day if allowed to go on unchecked, will rapidly make America one huge "Main Street," where the spiritual adventure will be discouraged, and democracy will be regarded as consisting in the reduction of all mankind to the proportions of the narrowest and least gifted of the citizens. God grant that there may come a reaction and that the great principles of Old English liberty may be rediscovered before it is too late! But whatever solution is found for our country's educational and social problems, a lamentable condition must be detected worldwide. It cannot be denied that great men are few or non-existent and that personal life has been generally contracted. Material betterment has gone hand in hand with spiritual decline.
Such a condition of the world ought to cause the choice between modernism and traditionalism, liberalism and conservatism, to be approached without any prejudice that is too often displayed. Given the lamentable defects of modern life, a type of religion certainly should not be commended simply because it is modern or condemned merely because it is old. On the contrary, the condition of mankind is such that one may well ask what made the men of past generations so great and the men of the present generation so small. Amid all the material achievements of modern life, one may ask whether we have not lost our soul in gaining the whole world. Are we forever condemned to live the sordid life of utilitarianism? Or is there some lost secret which, if rediscovered, will restore to mankind something of the glories of the past?
This little book's writer would discover such a secret in the Christian religion. But the Christian religion, which is meant, is certainly not the religion of the modern liberal Church. Still, a message of divine grace, almost forgotten now, as it was in the Middle Ages, but destined to burst forth once more in God's good time, in a new Reformation, and bring light and freedom to mankind. As with all definitions, that message can be made clear only by exclusion or contrast. In setting forth the current liberalism, now almost dominant in the Church, over against Christianity, we are animated, therefore, by no merely negative or polemic purpose; on the contrary, by showing what Christianity is not, we hope to be able to show what Christianity is, so that men may be led to turn from the weak and beggarly elements and have recourse again to the grace of God.
Rejection of Christianity Due, In Part, to Education.
The rejection of Christianity is due to various causes. But a very potent reason is simple ignorance. In countless cases, Christianity is rejected simply because men do not have the slightest notion of what Christianity is. An outstanding fact of recent Church history is the appalling growth of ignorance in the Church. Various causes, no doubt, can be assigned for this lamentable development. The development is partly due to education's general decline--at least in literature and history. Today's schools are being ruined by the absurd notion that education should follow the line of least resistance and that something can be "drawn out" of the mind before anything is put in. They are also being ruined by an exaggerated emphasis on methodology at the expense of content and on what is materially useful at the cost of the high spiritual heritage of mankind. These lamentable tendencies, moreover, are in danger of being made permanent through the sinister extension of state control.
But something more than the general decline in education is needed to account for the noteworthy growth of ignorance in the Church. The growth of ignorance in the Church is the logical and inevitable result of the false notion that Christianity is a life and not a doctrine; if Christianity is not a doctrine, then teaching is not necessary to Christianity. But whatever causes the growth of ignorance in the Church, the evil must be remedied. It must be remedied primarily by renewing Christian education in the family and using whatever other educational agencies the Church can find. Christian education is the chief business of the hour for every earnest Christian man. Christianity cannot exist unless men know what Christianity is; the fair and logical thing is to learn what Christianity is, not from its opponents, but from those who are Christians. That method of procedure would be the only fair method in the case of any movement. But it is still more in place in the case of a movement such as Christianity, which has laid the foundation of all that we hold most dear. Men have abundant opportunities today to learn what can be said against Christianity, and it is only fair that they should also learn something about the thing being attacked.
Such measures are needed today. The present is a time not for ease or pleasure but for earnest and prayerful work. A terrible crisis unquestionably has arisen in the Church. In the ministry of evangelical churches are to be found hosts of those who reject the gospel of Christ. By the equivocal use of traditional phrases and the representation of differences of opinion as though they were only differences about the interpretation of the Bible, entrance into the Church was secured for those hostile to the very foundations of the faith.
Articles and Websites
No Such Thing as a Neutral Education by R.C. Sproul (article) - All education is religious—it will either instill values that align with the truth of God or create a worldview that subverts it. There can’t be neutrality.
Martin Luther on Education Reformation by Zachary Garris (article)
The Necessity of the Christian School by J. Gresham Machen (article)
Testimony before the House & Senate Committees on the Proposed Department of Education (1926) by J. Gresham Machen (article)
The Myth of Neutral Education by R.C. Sproul (video) - Whose agenda dictates your child’s education? Is there a learning environment where a child can learn the things of this world without getting someone else’s political and religious agenda? In this message, Dr. Sproul explains how removing God from our schools does not remove religious bias in the classroom, as he exposes “The Myth of Neutral Education.”
Christian Private Schools: What Parents Should Know by Natasha Crain (article)
School Shootings and the Mockery of Thoughts and Prayers: A Christian Response by Natasha Crain (article)
Foundation Worldview (website) - Children are constantly exposed to false ideas. Does the child in your care know how to discern what is true and false? Foundation Worldview helps Christian parents equip their children to think biblically and to evaluate every idea they encounter.
Hillsdale College’s K-12 Curriculum (website) - is content-rich, balanced, and strong, emphasizing the four core disciplines of math, science, literature, and history, with attention to music, art, physical education, and foreign languages.
Teach Diligently - Resources for Christian Education (website)
Logic and Critical Thinking (webpage) - Logic interprets truth through the analysis of facts. It reflects the way God thinks and is a reflection of God's character. God uses language and logic to communicate truth to us. Explore a webpage full of resources to develop these skills.
A Look at the Jen Wilkin Public School Controversy
Jen Wilkin is a Women’s Bible Teacher who teaches under her pastor and employer, Matt Chandler. There are many things wrong with his teaching, which you can find here. She also partners with Lifeway (who sells and promotes false teachers) and The Gospel Coalition ministry, known for being leftist. This article addresses her latest debate, where she implies families should send their children to public school. After listening to her discussion, it’s easy to see how her views can leave a woman with the impression she should send her children to public school as a duty. One mother described the debate - “She twisted scripture to make it sound like Christians are commanded to sacrifice our children on the altar of public education.” Another mother commented - “She didn’t come out and say you have to put your child in public school….but she did twist a scripture in Philippians to make you feel bad about not doing it.”
Jen Wilkin is Wrong About Public School by Set-Apart Walk (article) - a fair evaluation of Jen Wilkin’s debate.
Allie Beth Stuckey reacts to Jen Wilkin and Jonathan Pennington's debate on public education vs. private education (hosted by the Gospel Coalition). She presents this argument with its whole context but briefly summarizes what Jen Wilkin, who represents the pro-public-school side, says specifically. In response to Wilkin's claim that a woke curriculum can be a fearmongering tactic, she looks at what's happening in schools, even in red states. Wilkin also mentions that our decision on where to send our kids to school impacts our communities, but is that a fair argument for public schools, and does that put our children at risk for the "good of the community"? She covers other school choice considerations, such as finances and at-home discipleship, and then looks at Wilkin's Twitter response to the backlash against her position. Lastly, she looks at the perspective of a show favorite, Voddie Baucham, who offers caution about sending children to public school.
Homeschool Curriculum by Answers in Genesis
With other educational alternatives uncertain and the moral revolutionaries taking over public (and many private) educational institutions, homeschooling is an alternative. At Answers in Genesis, you will find quality homeschool and Christian-based curricula that will equip your children with a biblical worldview rooted in the foundation and authority of the Word of God. These programs provide believers and their families what they need to stand firm in this ever-darkening culture. These programs include:
Bible Curriculum for Homeschool
Math Curriculum for Homeschool
Science Curriculum for Homeschool
Kindergarten Curriculum for Homeschool - Science
Answers for Educators by Answers in Genesis
Each summer, Answers Academy, in conjunction with Answers in Genesis, hosts an Answers for Educators Day. This conference is designed for Christian school teachers and administrators to provide quality professional development from a biblical worldview. Attendees learn from seasoned educators, and teachers will receive continuing education units (CEUs) while they learn from AiG curriculum developers, teachers, and administrators. Learn More
We suggest Spotify for your listening needs. There’s a premium plan and a free plan! Learn more.
Part 1: How you educate your child should be a very intentional choice--certainly not something you default into just because you haven't considered the various options available. But how is that decision best made from a Christian worldview perspective? Natasha walks through 6 fundamental principles to keep in mind, followed by thoughts on and experiences with homeschooling.
Part 2: In this part, Natasha talks about the widely varied types of Christian private school options available to parents, breaking them into four general categories: progressive Christian schools, nominally Christian schools, committed Christian schools with a mainstream educational philosophy, and devoted Christian schools with an alternative educational philosophy. Some questions discussed:
--How do you prevent your kids from being in a "Christian bubble" if they aren't in public school?
--How do you discern if a "Christian" school is Christian?
--How do you prevent your kids from being jaded by the nominal Christianity they will likely encounter with classmates at a Christian school?
--What should you do if your current Christian school's administration and/or teachers are leaning leftward?
--How much does a school's denomination matter?
...and more.
Allie interviews the dean of theology at African Christian University in Zambia, Voddie Baucham, to discuss the current state of the country and the topics of public schools, race, diversity, and Christian nationalism. They talk about the depravity of the public school curriculum and the popular philosophy of sending kids to public school as "missionaries."
Tom Ascol and Jared Longshore discuss what it means to raise your children in the discipline and instruction of the Lord - particularly given education. What are the implications of that regarding the Godless American governmental education system? How do you educate your children in the Christian faith?
In this episode, Costi Hinn sits with Heidi St. John, a mother and grandmother who has run for Congress as a passionate representative of Christian values. Heidi shares powerful truths about the public school system and the need for Christian parents to take responsibility for their calling from God as the primary disciple-makers in the home.
Check out our playlist of podcasts geared to help you raise children with a Christian Worldview.
Visit our Pinterest board, Homeschool & Christian Education.
You’ll find:
Homeschool lessons
Quotes and words of affirmation
Teaching tips
Charts
Images
Christianity and Liberalism by J. Gresham Machen
In this book, Machen defends essential Christian doctrines and exposes liberalism as a false religion. Modernists in the early twentieth century thought the church needed to be rescued from irrelevance, so they laid aside unpopular teachings from the Bible and recast Christianity simply as a way of life. J. Gresham Machen responded unbendingly: Christian doctrine isn’t the problem—unbelief is. He establishes the importance of scriptural doctrine and contrasts the teachings of liberalism and orthodoxy on God and man, the Bible, Christ, salvation, and the church.
Learn more about J. Gresham Machen
Don't Tell Me I Can't: An Ambitious Homeschooler's Journey by Cole Summers
Cole was a 14-year-old homeschooled child who was no stranger to rising to circumstantial challenges. Born into a poor rural family with disabled parents, he started his own farm at age 7. When he was 9, he purchased a 350-acre ranch, and when he was 10, a house. By the time he was 14, he’d forged a plan to tackle the environmental problems of industrial hay farming and aquifer depletion.
It would seem life has prepared Cole for this very calling. His journey through entrepreneurial unschooling has led him through an early path of conquering devastating setbacks on the way to his accomplishments. As you read his story, young Mr. Summers hopes you find his writings equally eye-opening and inspiring for responding to your challenges and calling in life.
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