Roger Rollins

Roger Rollins

“Give me the children until they are seven and anyone may have them afterward.” – St. Francis Xavier (Roman Catholic educator, instrumental in the establishment of Christianity in India)

“Train up a child in the way he should go, and when he is old he will not depart from it.” – Bible (Proverbs 22:6)

There was once a young Jewish boy who lived in Germany. His family practiced the Jewish faith. However, when they moved to another city, they joined the Lutheran church. The boy was surprised, so he asked his father why. His father’s answer was something like this: “For business reasons, it’s better to join the Lutheran church in this town.” The boy, who had developed a deep interest in religion, became very disillusioned. His father had no real convictions, so the boy turned against religion. The boys’ name was Karl Marx, the father of communism. Marx later wrote the Communist Manifesto, in which he called religion “the opiate of the masses.” 

Vladimir Lenin, a Russian revolutionary and an adherent to Marxism, formed the Russian Communist Party and was the first head of the Union of Soviet Republics (USSR). He said, “Give me four years to teach the children and the seed I have sown will never be uprooted.”

Aristotle, a 4th century Greek philosopher, said “Give me a child until he is 7 and I will show you the man.” B. F. Skinner, a psychologist and self-proclaimed atheist from the mid-20th century, said, “Give me a child and I'll shape him into anything.”

Everyone, from ancient to modern, and from atheist to religious, believes it is important to begin developing a person’s convictions at a very early age. Convictions are simply strong opinions or beliefs.

The original American Dictionary of the English Language published by Noah Webster in 1828 defined EDUCATION as follows: “The bringing up, as of a child; instruction; formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties.”

Then in the late 1800’s and early 1900’s John Dewey and Charles Darwin entered upon the scene. For most of their lives neither believed in the God proclaimed in the Bible. The influence of both was such that the public schools in the early 1900’s moved away from teaching religion and focused on teaching how to do things. Theirs was a “religion” of pragmatism, i.e., a philosophy most easily summarized by the phrase 'whatever works.' The central idea of pragmatism is that truth is proved by whether or not the idea in question “works,” meaning it produces the expected or desired results. Moral and religious education, which addresses the why as well, was left to private and religious schools.

In the mid 20th century, however, public schools started recognizing the importance of teaching values, i.e., the why, but by that time God was no longer allowed in the schools, so the values became man’s and not God’s. There is a big difference!

Historian Jacques Barzun, in his 1983 book “Teacher in America,” says “schools have historically taught students the basic intellectual skills – reading, writing, and arithmetic – and worked to cultivate their intelligence. Since the Enlightenment (1685-1815), however, Western societies have increasingly looked to schools as the primary vehicle of forming the ‘whole person’ – not only their intelligence, but their values, as well. Across America right now, public schools are working hard to form young students in the values of neoliberalism: tolerance, egalitarianism, diversity, and globalism.”

Ultimately, the why should come from parents and the church, not the public schools. Note the words in Webster’s 1828 dictionary: “To give children good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties.” (Emphasis mine)


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