Government,” described in the first article in this series,
inculcate an understanding of the nature of God and of
man in relation to life. Nature comprehends all the works of
God; the essence, essential qualities, or attributes of a thing,
which constitute what it is; as the nature of the soul. 2
The next two principles continue to describe the personal
relationship of the child to truth. The “Principle of Christian
Character” and “Conscience as the Most Sacred Property”
inculcate respect for both character and conscience with the
determination through Christ to live righteously.
resulting from secular education. However ‘safe’ the secu-
lar schoolroom may seem, it is forming the child’s charac-
ter and conscience based on a secular worldview. Educa-
tion is formative of more than intellect, shaping the heart
and soul of the child, the affections and tastes, and the
character and conscience.
Progressives aim education at the goal of dependency
and conformity. Ponder Noah Webster’s 1828 definition of
education based on a biblical view of education: “Education
comprehends all that series of instruction and discipline
which is intended to enlighten the understanding, correct
PRINCIPLE OF CHRISTIAN CHARACTER
the temper, and form the manners and habits of youth,
As the Principle of Christian Character is taught through the
and fit them for usefulness in their future stations. To give
various subjects and across the grade levels, children devel-
children a good education in manners, arts, and science is
op the discernment to recognize character as the impetus
important; to give them a religious education is indispens-
of behavior, good or bad. Children observe that the inter-
able; and an immense responsibility rests on parents and
nal character is causative to exter-
guardians who neglect these duties.”
nal behavior. As they analyze the
This definition encompasses
character of individuals in history,
“Education is formative of
the whole child and is internally
literature, science, and the Bible,
directed—mind, habits, manners,
more than intellect, shap-
the impact and nobility of Christian
and temper. Notice that education
character leads them to love good-
ing the heart and soul of
is a series—a unified, connecting-
ness and God as all-good.
the-dots experience. How much of
the child, the affections and
A recent incident illustrates this
what we know as education today
principle. As her son played on the
tastes, and the character
is fact-driven, externally stimu-
playground, a mom noticed him
lated, and measured? Notice that
and conscience.”
interacting pleasantly with another
instruction assumes discipline. It’s
child. When it was time to leave, he
not enough to instruct; real teach-
said, “I don’t know who that little
ing instills discipline—to prepare by instructing in correct
boy is.” The mother asked, “Did you tell him your name and
principles and habits.
ask for his?” The son replied, “Yes, but I mean, I don’t know
who he is on the inside.” Praise God for this evidence of
THE GOAL OF CHRISTIAN EDUCATION
character discernment in a second grader.
IS CHRISTIAN CHARACTER
PRINCIPLE OF CONSCIENCE AS
THE MOST SACRED PROPERTY
The Principle of Conscience as the Most Sacred Property gives
children ownership of the property that most personally
shapes their lives, the property of conscience—a sensitivity
to morality placed within them by God. This principle teach-
es children that keeping a good conscience is a stewardship
guarded by their consent. Behavior correction should begin
with the heart and lead the child to recognize the choices
they made and result in a desire to live in obedience to God.
Habits of conscience are thus formed. In the words of a first
grader, “My conscience is a little voice inside, and if I don’t
listen to it, it gets quieter and quieter.”
THE NEED FOR CHRISTIAN SCHOOLING
A glance at the culture today clearly shows the loss of true
godly education. Many Christian families and churches
fail to recognize the erosion of character and conscience
Christian character is the gold of the kingdom and the
Republic; it is a sustaining quality of both. There are thou-
sands of examples in the Bible and in history, literature,
science, the church, the family, in law and government, and
in every subject of the curriculum of the power of Christian
character combined with a good conscience to impact histo-
ry and empower the kingdom of God. We have the liberty
in the Christian classroom to lift the eyes of our children to
those examples and equip them to go and do likewise. Let’s
make the most of it! ■
Dr. Carole Adams serves as president of the Foundation for American Christian Education,
is the editor of its Noah Plan K-12 curriculum, and author of Classic Grammar, a litera-
ture-based K-8 English program. The Adamses founded StoneBridge School in Chesapeake,
VA and have a son, two daughters, and seven grandchildren.
ENDNOTES
1. Benjamin Rush, Thoughts Upon the Mode of Education Proper in a Republic, Addressed to
the Legislature and Citizens of the State (Thomas Dobson, Philadelphia, 1786).
2. All definitions are from Noah Webster’s American Dictionary of the English Language, first
edition, 1828.
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