"There are many cultural reasons why we fall into this confusion about grading, many of them having to do with the lust for scientific precision that came out of the Enlightenment. Now it makes sense, for example, if the children are taking a vocabulary test of 100 words, and one … [Read more...]

"I have no problem with high standards or tight rules -- but the rules are for the children; the children are not there to give the rules something to work upon. There is nothing wrong with hard work in a rigorous school, but there is something wrong with work that is hard for … [Read more...]

"An essential part of good teaching is loving the material in these presence of others, whom you also love. If anything less than this is happening in the classroom, the students are being cooked rather than being fed" (The Case for Classical Christian Education, p. 147). … [Read more...]

"And the home is an example. There is a vast differencce between home cooking and being cooked at home. What are some of the things that cause the sweet nourishment of a home to be turned into a cauldron of death? The list is clearly not exhaustive, but consider just a few: … [Read more...]

"The milk was for the kid, not the kid for the milk. Think for a moment, the Word tells us. The classroom is for the child; the child is not for the classroom. The Sabbath is a feast, not a fast (Lev. 23:2-3). The Lord's day is a feast, not a fast (Jude 12). We are to avoid … [Read more...]

"But the first principle is given clearly by Isaiah: Call the Sabbath a delight (Is. 58:13). And even this verse is abused whenever truncated, narrow, and parsimonious Sabbath observance is substituted for the real thing. The cranky Sabbatarian, who 'cooks kids in their Sabbath … [Read more...]

"Moses required that the Israelites refrain from seething or boiling a kid in its mother's milk (Deut. 14:21). The placement of this law in Deuteronomy is right at the beginning of Moses' exposition of the fourth commandment, the Sabbath law. This insignificant law has many … [Read more...]

"We do not want to live in accordance with the dictates of pragmatism, which can be hung with its own rope. Pragmatism doesn't work. At the same time, commitment to something more important than immediate success often as the side benefit of immediate success" (The Case for … [Read more...]

"We tend to think of our students' minds as finite shoeboxes, and we then think we must take special care not to put anything in there if we do not want it to remain there for life. But the brain is more like a muscle. A student who learns one language, such as Latin, is not … [Read more...]

"The reason mental discipline is difficult is that we live in a fallen world, and God has cursed the ground so that thorns and thistles grow there. Laziness and sin both make people want to coast downhill. Chesterton once said that Satan fell by the force of gravity. We like to … [Read more...]