In the 1940’s the British author, Dorothy Sayers, wrote an essay titled The Lost Tools of Learning. In it she not only calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” – grammar, logic, rhetoric, she also combines three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see The Lost Tools Chart). At Logos, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson, a founding board member explained the classical method further in his book, Recovering the Lost Tools of Learning. Logos School has been committed to implementing this form of education since the school’s inception. An excerpt from Doug Wilson’s book, Recovering the Lost Tools of Learning:

“The structure of our curriculum is traditional with a strong emphasis on “the basics.” We understand the basics to be subjects such as mathematics, history, and language studies. Not only are these subjects covered, they are covered in a particular way. For example, in history class the students will not only read their text, they will also read from primary sources. Grammar, logic, and rhetoric will be emphasized in all subjects. By grammar, we mean the fundamental rules of each subject (again, we do not limit grammar to language studies), as well as the basic data that exhibit those rules. In English, a singular noun does not take a plural verb. In logic, A does not equal not A. In history, time is linear, not cyclic. Each subject has its own grammar, which we require the students to learn. This enables the student to learn the subject from the inside out.

The logic of each subject refers to the ordered relationship of that subject’s particulars (grammar). What is the relationship between the Reformation and the colonization of America? What is the relationship between the subject and the object of a sentence? As the students learn the underlying rules or principles of a subject (grammar) along with how the particulars of that subject relate to one another (logic), they are learning to think. They are not simply memorizing fragmented pieces of knowledge.

The last emphasis is rhetoric. We want our students to be able to express clearly everything they learn. An essay in history must be written as clearly as if it were an English paper. An oral presentation in science should be as coherent as possible. It is not enough that the history or science be correct. It must also be expressed well.”

by Dorothy Sayers

That I, whose experience of teaching is extremely limited, should presume to discuss education is a matter, surely, that calls for no apology. It is a kind of behavior to which the present climate of opinion is wholly favorable. Bishops air their opinions about economics; biologists, about metaphysics; inorganic chemists, about theology; the most irrelevant people are appointed to highly technical ministries; and plain, blunt men write to the papers to say that Epstein and Picasso do not know how to draw. Up to a certain point, and provided the the criticisms are made with a reasonable modesty, these activities are commendable. Too much specialization is not a good thing. There is also one excellent reason why the various amateur may feel entitled to have an opinion about education. For if we are not all professional teachers, we have all, at some time or another, been taught. Even if we learnt nothing–perhaps in particular if we learnt nothing–our contribution to the discussion may have a potential value.

However, it is in the highest degree improbable that the reforms I propose will ever be carried into effect. Neither the parents, nor the training colleges, nor the examination boards, nor the boards of governors, nor the ministries of education, would countenance them for a moment. For they amount to this: that if we are to produce a society of educated people, fitted to preserve their intellectual freedom amid the complex pressures of our modern society, we must turn back the wheel of progress some four or five hundred years, to the point at which education began to lose sight of its true object, towards the end of the Middle Ages.
Before you dismiss me with the appropriate phrase–reactionary, romantic, mediaevalist, laudator temporis acti (praiser of times past), or whatever tag comes first to hand–I will ask you to consider one or two miscellaneous questions that hang about at the back, perhaps, of all our minds, and occasionally pop out to worry us.

When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day? To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society. The stock argument in favor of postponing the school-leaving age and prolonging the period of education generally is that there is now so much more to learn than there was in the Middle Ages. This is partly true, but not wholly. The modern boy and girl are certainly taught more subjects–but does that always mean that they actually know more?

Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy throughout Western Europe is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined? Do you put this down to the mere mechanical fact that the press and the radio and so on have made propaganda much easier to distribute over a wide area? Or do you sometimes have an uneasy suspicion that the product of modern educational methods is less good than he or she might be at disentangling fact from opinion and the proven from the plausible?

Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side? Or have you ever pondered upon the extremely high incidence of irrelevant matter which crops up at committee meetings, and upon the very great rarity of persons capable of acting as chairmen of committees? And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?

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Thanks to David Goodwin and the Ambrose Group for allowing us to post from their booklet, “Discover Classical Christian Education, A Parent’s Essential Guide“. Visit the Ambrose Group website, A non-profit group dedicated to expanding the reach and influence of classical Christian education
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Modern Education

Democratic: Every student should attain the same level of achievement.

Multi-cultural: Critical of our Western cultural roots, strongly emphasizing imperialism, slavery and historic Christianity as “what is wrong with America”.

Naturalistic: Emphasizes math and science at the expense of art, literature, and history.

Secular: Holds the “spiritual” as personal and separate from education. Avoids deeper philosophical values.

Values-Neutral: All moral positions are relative and hence all positions must be equally treated.

Broken into many subjects: By breaking knowledge into pieces, it can be more carefully studied and thus understood.

Teaches facts and functional skills: Students primarily learn about subjects particularly ones that help them “get good jobs.”

Progressive: Always experimenting with new techniques and methods.

Entertainment learning: Entertain students to engage them in the learning process.

Classical Christian Education

Excellence: Take each student to their highest possible potential.

Western: Recognize the great contribution of Western culture to America and the world, including its triumphs and failures while also recognizing the beauty in other cultures.

Universal: Emphasize the humanities, arts and sciences to bring a full perspective

Integrated: Education is necessarily tied to philosophy and religion in order to train thoughtful students.

Idealism: Standards of right and wrong exist in all subject areas. Students are taught to make judgment accordingly.

Integrated Subjects: Subjects should be taught in an integrated way so that students understand the whole as well as the parts.

Teaches Critical Thinking: Students learn to think beyond the subject-matter. Content is not the goal – wisdom is.

Traditional: Hold to educational standards that have a clear record of success.

Engage and Challenge: Students will meet a high standard and enjoy a sense of achievement.

Tom Garfield discusses a Biblical approach to modern “disabilities”, and and their treatment, in this “Dear Parents” article.

Who’s Got The Right Diagnosis? ADD, ADHD, ODD, LIES

“They interrupt…they don’t follow directions. In short, they do what seizes them at the moment without thinking through the consequences.”

“Accept the fact that it is a handicap…don’t expect your child to behave like others.”
(Sandra Doran, on children with “ADHD”; Focus On the Family)

“Even a child is known by his deeds, whether they are pure and right.”

“Children, be obedient to your parents in all things, for this is well-pleasing to the Lord.”
(God, on children with sin natures; the Bible, Prov. 20:11, Col. 3:20)

I. History of “Disabilities”:
A.Personal experience:
When I was doing my student teaching at Moscow High School a “few” years ago, as part of my experience I was assigned to regularly teach art to a group of handicapped students. I grew very fond of these students and we had an all too short time together. We were able to complete the painting of a pretty nifty wall-mural, though. Among these students were kids in wheelchairs, kids with Down’s Syndrome, and others with a variety of mental and physical problems. However, they had at least a couple of things in common; one was they all had medically provable disabilities, the second was that they all had a generally cheerful and compliant spirit. I had few discipline problems with them, after the class rules were made clear.

B. General history – handicaps were medically identifiable, treated as such, then mainstreaming, growing demand for “equal education” coupled with increasingly poor education = Learning Disabilities growth of special ed, follow the money!
In the years since the days of real handicaps there has been a flood of previously undetected “disabilities” diagnosed. It reminds one of FDR’s “alphabet soup” of programs to fix the economy during the Depression. Considering his legacy, the comparison is not a bad fit.

C. Definitions: LD, ADD, ADHD, and my favorite, a relatively new release, ODD, Oppositional Defiant Disorder. Quotes from advertizement for workshop: “Symptons – Lose their temper? Argue with adults? Deliberately do things that annoy others? Blame others for their own mistakes? Are touchy or easily annoyed by others? But ODD students are not merely misbehaving, difficult young people. They are often sensitive, intelligent, capable students who need someone to help unlock their potentials.” Workshops? Diagnosis and medical management of ODD students. The underlying and sometimes unseen causes of ODD. Attitudinal Therapy techniques.”

The symptoms for these afflictions read as specifically as your daily horoscope: “Your fellow workers need your timely input today.” “Today holds many challenges for you, do your best in decision making and your future will be bright.” “To avoid explosive situations, don’t smoke around gas pumps.” What kind of diagnoses are these? Just about every kid and virtually every adult male I know could be labeled ADD, if not ADHD, but most certainly ODD at some time or other. The next one I trust we’ll see is the unabashed – LIES – Learning Isn’t Essential Syndrome, which already afflicts millions of students as well as teachers.

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-Tom Garfield
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“Virus” – n., a poison, 1. Any of a large group of tiny infective agents causing various diseases, 2. Any harmful influence

One of the tangential, but significant results of our four national A.C.C.S. conferences has been to make me painfully aware of the sorry state of Christian education in the United States. We hear from parents, teachers, administrators and board members from literally all points of the compass at these conferences.

The most recently completed conference in Raleigh, North Carolina, had more than four hundred attendees, most coming for the first time. (Not too surprising really, considering the accessibility of Moscow, Idaho, to the rest of the nation!) As at the three preceding conferences, these delegates shared with us (unsolicited) sad to awful stories about the Christian schools in their locale. One of the most common comments I’ve heard far too many times goes like this: “We would be happy to send our children to the Christian school near us, but it is little different than the public schools. Biblical convictions and worldviews are not practiced or even promoted.”

After hearing numerous accounts of Christian school problems, and seeing some firsthand, I’ve compiled just a few of the more severe illnesses often afflicting these schools:

Admission Fever: Evidenced by a low grade of student morale, and constant, chronic problems with discipline and poor attitudes among the students. Behaviors typically seen in government schools are also evident in Christian schools with this illness. Most often brought on by administrators and boards succumbing to budget pressures and admitting problem students. Can also be brought on by the lack of a restraining, definitive statement regarding admission standards, i.e. a clear picture of the kind of students desired. Some Christian schools even deny the disease by thinking they are “being a godly influence on needy kids.” TREATMENT: Immediately establish precise, consistently high standards for student acceptance, behavior, and expulsion. Follow those measures up with expelling the students that will not comply with the standards. And for the future, be ready to “just say NO” to an unhealthy application.

Verbiage Disorder: Most often evidenced by parents and staff members not being able, or possibly not knowing how to control their speech. Can produce extremely irritating rashes or outbreaks of discontent among all school members. Watch for hotbeds of talk about school or class issues that upset people, but no positive and biblical action is advocated by any of the participants. More delight seems to come from discussion than real treatment. This is sometimes excused by the fear of confrontation, or thinking that they are just “sharing concerns.” Other terms for this affliction are: Gossip, Discontentment, Lack of Submission to Authority, Spreading Strife, Loose Tongue Disease. TREATMENT: Repentance is always a good medicine for this illness (and many others), followed up by creating and adhering to prescriptive policies that allow for the biblical addressing of concerns.

Biblical Botulism: Certainly one of the most virulent diseases afflicting Christian schools. When manifested in a school, it has been known to breakdown the resistance even Christian students have to wholesale pagan thinking. Often allowed to enter under the guise of “spiritually training the students” without adequate regard to the biblically-established authorities, i.e. the family and the church. Evidenced by an abundance of “Christian” posters, stickers, banners, flags, songs, and themes, and little substantive emphasis on biblical thinking and living. This mishandling, or poor preservation of the pure gospel is readily apparent in a school when students and teachers speak and think lightly of the Lord’s Name, His Word, biblical apologetics, and consistent Christian behavior in all situations (see Admission Fever). TREATMENT:

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- Tom Garfield
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Mr. Bliponship was not happy. I figured that out pretty fast. His call came late on a gray, wet Thursday afternoon. I was in the office – unfortunately, ’cause that meant I had to take the call. But that’s my job. I wear a tie and carry a Day-Timer; I’m a P.A., a private administrator. Taking nasty calls or just sweating out long board meetings – it’s what I get paid for.

My secretary, a sweet gal with lots of front office experience behind her, buzzed me and let me know I had a hot one on the line.

“Tom, hang on to your chair, Mr. Bliponship is on line one, and he doesn’t sound happy.”

I thanked her, and my facial muscles uncontrollably twitched as I punched the blinking red light…

“Well hi there, Bob!” I blurted cheerfully. “Getting kind of damp out there, isn’t it? What can I do for you?” I really hoped I could do something for him, rather than have him do something to me.

“Garfield! Don’t give me that happy-go-lucky, you-don’t-suspect-anything’s-wrong attitude! You know what I calling about…you shot at my sister again last night. After all she puts up with each day in her job, and then you go and…and…” he couldn’t continue and sputtered incoherently in his anger.

“…and told the newspaper reporter my opinions of government schools, right?”, I finished helpfully, I hoped.

“Yeah! That’s right! She read that article in the paper last night and called me in tears. What kind of P.A. are you? Didn’t they teach you about shooting off your mouth at innocent bystanders in whatever bubblegum joint you got your license from?”

“Well, Bob, as a matter of fact, the “bubblegum joint” I got most of my administrator training from was the state university here. You know, the university that teaches future “public” school teachers? Anyhow, they didn’t train us to watch where or how we expressed our opinions. I kind of think they didn’t expect us to have any opinions worth expressing. But I am sorry your sister got hurt in the crossfire last night…”

“Oh, sure, that’s easy for you to say! What in the world did you mean by that thing you said…just a minute… yeah, here it is: “… government education in the United States is possibly that last, best holdout of socialistic training in the world. Attempts to “fix” this flawed-from-the-start system are as foolish as it would have been for the U.S. to send money and arms to the old guard Soviet Communists in 1989.” What are you saying there? You calling my sister a commie, just ’cause she teaches in the public schools!?”

The phone was getting warmer in my hand, or maybe it was just the heat emanating from it. “Whoa, Bob. I certainly wasn’t calling your sister a commie. I have relatives teaching in that system, too, and they aren’t commies either. Tell you what, let’s meet for lunch at Eric’s grill tomorrow and we can discuss this more. My treat. What do you say?”

“Well, ok. I’ll meet you there at noon. Don’t bring any backup.” Click.

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-Tom Garfield
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RING! “Good afternoon, Logos School…”

“Hello. I’m wondering who I could talk to about getting our son enrolled in your high school. You see, he’s really a good boy, but due to being strongly influenced by a bad group of friends, well, he has done some things that, well…, he has been expelled from his school. What do I need to do to get him into Logos? There doesn’t seem to be any other option for us at this time. Can you help us out?”

That introduction, virtually verbatim, we have heard far too many times over the years. I say too many times for a couple of reasons. One is that sadly far too many students “hit the wall”, i.e. finally really do something bad enough for even the government schools to notice and find themselves in that position. Another reason is that many people in our community think of a Christian school as a reform school for students who can’t “make it” in the public schools.

I think the reasoning for that last assumption goes something along the lines of the following:

See, historically churches have accepted anyone, especially the downtrodden and the outcasts and we are a “Christian” institution, so we should also accept these troubled students. Also, the reasoning continues, not only should we accept them, but being a “religious” school and since we have tougher discipline and academic standards, somehow just being here will straighten these students out. However, very often, as with a reform school, the time here has been practically considered a “sentence” to be filled before the student returns to take his rightful place in society (i.e. back to the public school).

Early in our history as a Christian school, we were faced with this dilemma: Do we accept these problem students and count on our love and program to turn them around, or do we coldheartedly reject them and be labeled as a school for only the “best and the brightest?” In our educational infancy and naivete, we chose the former, since it was “obvious” that these students needed the kind of education and atmosphere we could offer.

Imagine our naive shock when time and time again we saw that not only were we not seeing these students repent and achieve; they were actually having the effect of dragging other students down with them! We did not, at least in practice, believe the scriptures that teach “bad company corrupts good morals.” The reason it took us literally years to realize this ageless truth is due, I believe, to our thinking that when scripture says that good should and will triumph over evil, we acted as though Logos School was the agent for that “good”, instead of the Lord and the students’ parents. As much as we love and pray for students, only God alone, through Jesus Christ can truly make men new. So… what then is our role?

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- Tom Garfield

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Slowly and weightily, Pa said, “Miss Wilder, we want you to know that the school board stands with you to keep order in this school.” He looked sternly over the whole room. “All you scholars must obey Miss Wilder, behave yourselves, and learn your lessons. We want a good school, and we are going to have it.” When Pa spoke like that, he meant what he said, and it would happen. (Little Town On the Prairie, by Laura Ingalls Wilder)

“And, fathers, do not provoke your children to anger; but bring them up in the discipline and instruction of the Lord.” Ephesians 6:4

The above verse is often used by Christian educators, and rightly so, to demonstrate God’s view of the kind of instruction children are supposed to receive, that is, a completely God-centered one. What isn’t pointed out often enough from this verse is to whom the imperative is given, that is, the father.

I know it isn’t pointed out enough because so many fathers, even in our church-saturated culture, have ignored the application of this clear teaching. To be fair, many fathers do consider this verse, but believe they are doing this adequately by regularly taking their families to church. The application is far more encompassing. Not long ago I had a conference with a mom who was agonizing over whether or not to have her child repeat a grade. She was asking my advice on what factors she should consider in making this tough decision. Instead of spending much time on answering her immediate questions, I told her as diplomatically as possible that this decision which was weighing on her so heavily was not hers to make; it was her husband’s. At first I was concerned that I may have offended her, but instead I had the joy of almost visibly seeing a burden fall from her shoulders. She was still understandably concerned for her child, but obviously had more peace knowing that indeed it was her husband’s decision, and, being the good father he is, he would gladly assume that decision.

Unfortunately, that type of father is all too rare in the Christian community, not to mention our general American culture. It hasn’t always been so, as evidenced by the brief excerpt above from the Little House series. I don’t know if Mrs. Laura Wilder (eventual sister-in-law to the teacher in the book) was a Christian, but her father was certainly recognized as the authority for his children’s education. American history shows us that he was not unique or unusual in his assuming of that role.

God designed mothers to be the nurturers to their children, and as such, they naturally take a very active part in their children’s education. Moms feel the ‘nest-leaving’ far more deeply than do the dads. When that first little one starts kindergarten, it’s often mom who sheds the tears and diligently scrutinizes every aspect of the school’s instruction over those first critical years. As I’ve mentioned to many people, I would rather meet with a concerned dad vs. a concerned mom any day; I call it the “Mother Bear Syndrome.” Nevertheless, having designed mothers that way, God still insists that dads take the lead in the education of their children.

How is this to be done? First, it means recognizing that it is the God-ordained role of a father to take the responsibility for his children’s welfare and education. This will likely mean some type of delegation of tasks, but the responsibility cannot be averted. The father is the Pastor, the Superintendent, and the Chief Justice in the home, all the while being a true gentleman. Dad should be at every formal parent-teacher conference. He needs to know what his kids are studying and how well they’re doing. (With four kids in school, I know how hard it is just to look at all their papers each night, but Julie lays them out for me, and it happens.) All problems in school, academic and disciplinary, should receive top priority by Dad. And a “Well done!” from Dad should be frequent and meaningful. All our current school-board members are fathers of children in Logos School. This is not a requirement, nor are women excluded by policy; this is just the way it is, and I am very grateful!

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- Tom Garfield, for more on Classical Education see Tom’s book, Dear Parents: Communicating the Christian and Classical Vision to Families.
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Without doubt there was anguish. No parent with a heart of flesh could have borne their decision without much fear and trepidation. But the purpose was one with a higher calling – for most it was regarded it as “the will of God.” Therefore, though the parting was more tearful than joyful, especially for the mothers, the children went forth. The older ones, that is, those twelve years old and above, assured their parents that they would look out for the “little ones.” So, they marched off, the older ones herding the younger ones in groups of a dozen or more, their heads high, proud that their mission was one that God would undoubtedly bless. From across the entire country, hundreds of children, with their parents’ heart-rending acquiescence, responded to the call.

The mission, now a holy crusade, was indeed one fraught with great danger, but surely with God’s blessings the children would be victorious. They were marching to wrest the Holy Land from the hands and presence of the heathens. Where the adult knights had failed, these children would succeed. They would be the “salt and light” of which our Lord spoke, to the pagan peoples who had taken Jerusalem. There was no need for training with the sword or shield, no need for battle-hardened veterans; these children with full hearts and innocent eyes would conquer with soft words and gentle hands.

Actually there would be two children’s crusades, one from France and one from Germany, around 1212 AD. The children were given little, if any provisions, protection, and transportation to travel from their home lands to the far-off, mid-east countries. Not much is written about their pitiful, sorrow-filled journeys. What became of them? Did God indeed bless their sincere, but horribly misguided purpose? We do know that hundreds of those who set out never returned home. Many died of exposure, starvation, abduction, and murder. Others returned half-alive to their homes, with tales of horror. Some got as far as the Holy Land, only to become slaves of the Muslims. The “glory” of the these crusades wasn’t even a memory that could be distorted to legendary proportions in the years to come. They were best forgotten, if possible.

Someone said that “the only thing we learn from history is that we don’t learn from history.” But surely today thinking, loving parents would never knowingly send their children en mass into a situation that is so dangerous that even adults need good training and protection there. Even when presented with the glowing admonitions to consider it a “higher calling,” or being “salt and light,” parents would certainly consider carefully all aspects of any “crusade.” They would ask: Is this truly children’s work? Will my child be nourished and protected as I would want? Will my child come home to me stronger in the Lord, or will his faith be attacked and his spirit crushed by heavy-handed adults? Will he be victorious or taken captive? And most importantly: Does God, in His Word, really require this of my children?

What would have happened if all those French and German parents had examined the “call” of the crusade in the above light? At the very least their children would not have been lost, for they would not have gone. The Holy Land would have remained in the hands of the Muslims, as it did anyway, crusade or no. Let’s not indulge in more lost crusades. And let us be extremely cautious and biblically discerning, with whom and to what we entrust our precious children. “And whoever receives one such child in My Name receives Me; but whoever causes one of these little ones to stumble, it is better for him that a heavy millstone be hung around his neck, and that he be drowned in the depth of the sea.” Jesus Christ (Matthew 18:5,6)

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- Tom Garfield, Logos School Superintendent. For more on Classical Education see Tom’s book, Dear Parents: Communicating the Christian & Classical Vision to Families.
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He knew this place. Yes, of course, it was the church sanctuary and he was in his regular seat. Everything was as it always was each Sunday morning. The pianist was finishing the pre-sermon hymn with a flourish, and he knew it was time to approach the pulpit, Bible in hand. But he seemed strangely disturbed. His eyes felt very tired, and he seemed generally disheveled. Rather than the typical light joke or two to get things rolling, he plunged right in. His tone was low and somber…

“Good morning, my friends. I am sorry to appear before you in this state, but I had a rather sleepless night, pondering just how I was going to say to you what I must.”

This caused the entire congregation to virtually jerk up to a much higher degree of attentiveness. Looks of confusion and concern flickered among the members like so much heat lightening. He paused, he had anticipated just this reaction. Then, taking a shaky breath, he continued…

“Today, I won’t be continuing our series on “Helping Hurting Hearts Heal With Heavenly Humor.” In fact, I’m not sure I will be able to get back to that theme soon at all…” Another pause. Low murmurs were audible among the hard-of-hearing members. Great consternation was certainly setting in.

“Well, to come to the point, not long ago I was asked by a good friend of mine, who is also a pastor, to speak on Christian education at his church’s annual Father-Daughter Banquet. I don’t know why my friend asked me to do this; you all know I try to avoid applying Scripture to areas in which Christians may hold different opinions or may find upsetting. But he did, and I owed him a favor, so I did some research. For a change, I thought I would just try sticking to the Bible, rather than referring to our church’s national newsletter.”

A quiet gasp of amazement escaped from the pianist. The pastor turned his head. “I understand. And it only gets worse…” He shuddered and took a deep breath for the final plunge.

“My dear friends, for years I thought God had little to say about how we practically educate our children. I sincerely thought our Sunday School and other wonderful youth programs were enough. I was sincerely wrong. Not that our programs were all that bad; I was wrong about what God said. Last night I read and read, all night, and I discovered, among other things, that the Bible clearly says… oh my… that parents are responsible for the education of children. Not only that, but that parents are commanded by God Himself to make sure their children are exposed to the Word of God, His creation, and His thoughts almost 24 hours a day. Do you realize what this means?!”His voice thundered up to the ceiling beams. Every eye and ear were open to their fullest…

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