THE
CHRISTIAN ROOTS OF EDUCATION
“Every school you see - public or private, religious or secular
- is a visible reminder of the religion of Jesus Christ. So is every
college and university.” Dr. James Kennedy and Jerry Newcombe
document in their “What If Jesus Had Never Been Born?”
book that the phenomenon of education for the masses has its roots in
Christianity.
The pursuit of the knowledge of God in a systematic, philosophical and
in depth way gave rise to the phenomenon of universities all around
the world. It was the Christian faith that gave rise to the idea of
higher learning.
THE GIFT OF LITERACY
Christianity is a tremendous force for education. Most of the world's
languages were first set to writing by Christian missionaries. The
first book in most languages of the world has been the Bible. Christianity
has been the greatest force for promoting literacy worldwide throughout
history.
The Christian missionary movement in the 19th Century pioneered tens
of thousands of schools throughout Africa, Asia and the Pacific Islands
providing education for countless millions, even in the remotest jungles,
giving the gift of literacy to tribes which had not even had a written
language.
THE
GREATEST TEACHER
There is no doubt that Jesus Christ was the greatest Teacher the world
has ever known. When He spoke, “…they were astonished at
His teaching, for He taught them as one having authority…”
Mark 1:22. The life, teachings and example of Jesus Christ have profoundly
influenced the whole development of education worldwide. The Great Commission
of our Lord Jesus Christ was to “make disciples of all the nations…teaching
them…” Matthew 28:19 - 20.
The Apostles took the example and commands of the Lord Jesus Christ
seriously, “…they did not cease teaching…”
Acts 5:42. One of the Biblical requirements for a Christian leader is
that he must be “…able to teach” 1 Tim 3:2.
SCHOOLS
FOR ALL
From the very beginning Christians were establishing schools. Those
who sought to become members of the Christian Church went through a
two to three year teaching programme where they were catechised. In
the 2nd Century AD, Justin Martyr established catechetical schools
in Ephesus and Rome. Clement established an excellent school in Alexandria.
Prominent Christian leaders such as Origen and Athanasius were graduates
of the Alexandrian School. The school at Alexandria taught doctrine,
mathematics, medicine and grammar. By the 4th Century church and cathedral
schools, maintained by pastors, taught Christian doctrine, grammar,
rhetoric, logic, arithmetic, music, geometry and astronomy.
Amongst the many innovations in Christian education was that these Christian
schools taught everybody, including girls and women. Formally educating
both sexes was a Christian innovation. As W. M. Ramsy concluded: Christianity
aimed at “universal education, not education confined to the
rich, as among the Greeks and Romans…and it made no distinction
of sex.” St. Augustine observed that Christian women were better
educated than the pagan male philosophers!
A
CULTURAL REVOLUTION
The Greeks and Romans before the birth of Christ did not formally educate
girls. Only boys, from the privileged classes, obtained an education.
Christianity revolutionised education by making it available to all
classes and both genders.
The secular historian Will Durant wrote that early Christianity offered
itself “without reservation to all individuals, classes, and
nations; it was not limited to one people, like Judaism, nor to the
freed men of one state, like the official cults of Greece and Rome.”
(Caesar and Christ, by Will Durant, 1972).
King Alfred the Great of England, in the 9th Century, ensured
that both his sons and daughters obtained a thorough education, including
in Latin, and promoted the church schools throughout the kingdom.
TO
KNOW GOD'S WORD AND GOD'S WORLD
The German Reformer, Martin Luther, taught that cultivating the
human mind was absolutely essential “because people needed both
to understand the Word of Scripture and the nature of the world in which
the Word would take root.” Luther said that parents who failed
to teach their children were “shameful and despicable.”
“Luther, in fact, wanted a system of education as free and unrestricted
as the Gospel he preached, indifferent, like the Gospel, to distinctions
of sex or of social class.” (The History of Western Education,
William Boyd, 1965).
The Reformer, John Calvin, also advocated universal education.
His Geneva plan included “a system of elementary education in
the vernacular for all, including reading, writing, arithmetic, grammar
and religion, and the establishment of secondary schools for the purpose
of training citizens for civil and ecclesiastical leadership.”
John Comenius pioneered schools in Bohemia, teaching children
about God, man and nature.
Civil leaders at that time harboured a “distrust of formal book
learning.” The idea that every child should attend school did
not originate from secular authorities, but from Christian Reformers
such as Luther, Melanchthon, Comenius and Calvin.
GRADED
EDUCATION
Graded levels of education was first introduced in the 16th Century
by a German Lutheran layman, Johann Sturm, who believed that
this system would motivate students to study, because they would be
rewarded by advancing to the next level. Sturm introduced the gymnasium,
in Strasbourg in 1538.
KINDERGARDENS
Kindergardens were first established by Frederick Froebel (1782
- 1852). Froebel was a devout Christian who believed that the world
of man and nature were connected by God. The son of a German Lutheran
pastor, Frobel developed the idea of a school that would allow young
children to grow under the care of expert gardener (a teacher) in a
children's garden (kindergarden) because he had often helped his father
in the family garden.
EDUCATION
FOR THE DEAF
Education for the deaf was also pioneered by Christians. Charles L'Epee
developed a sign language for formally teaching the deaf, in 1775. Thomas
Gallaudet, a congregational clergyman, opened the first school for
the deaf in the USA in 1817. Gallaudet taught not only the three R's,
but also the fourth R, Religion, so that deaf people could read, write,
and communicate what was most important.
EDUCATION
FOR THE BLIND
Before Jesus Christ, human life in the Greek and Roman world was extremely
cheap. Infants born with physical defects, such as blindness, were commonly
abandoned to die in the wilderness. In Greece, blind babies were cast
into the sea. Boys who survived their blind infancy, or who became blind
later in childhood, usually became galley slaves and blind girls were
commonly assigned to a life of prostitution.
However, Jesus Christ showed particular compassion for the blind, healing
many blind individuals during His ministry on earth. When the Roman
persecution of the Church ended, in the 4th Century, Christians established
asylums for the blind.
In the 19th Century, Louis Braille (1809 - 1852) a dedicated Christian
who had lost his eyesight at age three, developed his own alphabet system
of pinpricked raised dots. By 1834 he gave to the world of the blind
six embossed dots, three high and two wide for each letter of the alphabet.
Louis attended church every Sunday and while still a teenager became
a proficient church organist. On his deathbed, Braille said “I
am convinced that my mission is finished on earth; I tasted yesterday
the supreme delight; God condescended to brighten my eyes for the splendour
of eternal hope.” It was Braille's vision that enables millions
of blind people to see with their fingers.
SUNDAY
SCHOOLS
The industrial revolution of the 18th Century led to the widespread
practice of child labour in British factories. Robert Raikes
(1735 - 1811) a printer by trade, felt led to help the children of the
poor by teaching them on Sundays. Before the advent of child labour
laws, children worked up to twelve hours per day, six days a week. But
they were free on Sundays. Raikes began his first Sunday school in 1780.
The boys and girls came from some of the poorest homes, and learned
the skill of reading and the riches of the Bible in these Sunday Schools
which soon spread worldwide.
UNIVERSITIES
Although the Greeks and Romans had their philosophers, poets and gifted
thinkers, before the time of Christ, there were no permanent institutions
of learning, with no libraries, no guilds of scholars or students, no
educational research institutions and the inductive method was both
ignored and spurned.
Universities grew out of the monastic missionary centres. From the first
monastery established at Monte Cassino in 528AD, elaborate library
systems were established. The monks, who were effectively the missionaries
who discipled Europe, collected books and copied manuscripts. The monks
were required to read books daily. So indispensable were libraries to
the Benedictin order, that the library was said to be a monastery's
armoury, similarly to the armoury of a castle.
The first universities, in Paris, Oxford and Cambridge
in the 13th Century taught theology, law and medicine. The first university
lecturers were the missionary monks who came from a long-standing tradition
of doing both physical and intellectual work.
Monks were used to getting dirt under their fingernails. Therefore,
from the start, these universities combined manual and intellectual
activity, dissecting human cadavers for forensic research, and anatomical
study, and researching the Scriptures in the original Greek manuscripts,
and classical texts in Latin. The empirical research which characterised
these first universities grew out of the medieval monasteries where
manual work and academic study were seen as complimentary.
Most universities began as Christian schools. Harvard University,
established in 1636, and Yale University, both began as Congregational
institutions. Princeton University started as a Presbyterian
college. Oxford, Paris, Cambridge, Heidelberg and Basel
were all founded by Christian ministers.
THE
PRINTING PRESS
The greatest invention in the field of human learning, the printing
press, by Johannes Gutenberg was also a fruit of the Christian
faith. The first book to be printed on Gutenberg's press, was the Bible.
It is ironic that so many in higher institutes of learning today are
so hostile towards Christianity. Perhaps they are ignorant of the Christian
roots of universal education for all classes and both genders, and the
incomparable contribution of Christianity to worldwide literacy, graded
education and higher education. The very name, university, testifies
to its Christian origins. University means “One Truth”.
How ironic that so many university professors today do not even believe
that there is an objective truth!
Isn't it time that teachers, lecturers and professors took an in depth
look at the greatest Teacher the world has ever known, the greatest
Book ever produced, and the Faith which inspired and pioneered every
major branch of education?
“We will not hide them from their children; we will tell
the next generation the praiseworthy deeds of the Lord…which He
commanded our forefathers to teach their children, so that the next
generation would know them, even the children yet to be born, and they
in turn would tell their children. Then they would put their trust in
God and would not forget His deeds but would keep His commands.”
Psalm 78:4-7
"The
Fear of the Lord is the beginning of Wisdom" Proverbs 1:7
Dr.
Peter Hammond is the author of The
Greatest Century of Missions and Discipleship
Handbook.
Related
Articles:
The
Summit
Preparing
for University
How
the Reformation Changed the World
BIBLIOGRAPHY
What If Jesus Had Never Been Born?, by Dr. James Kennedy and Jerry Newcombe,
Word, 1994
Under the Influence - How Christianity Transformed Civilization, by
Alvin Schmidt, Zondervan, 2001
The History of Western Education, by William Bowd, Barnes and Noble,
1965
