American Christian Education


When Education is expanded upon, it is deals with much more then simply the transformation of facts – it is delivering a belief system, and one that will reach out to as far as the nation’s civil government.American Christian Education Title Page_non-assignment

  1. Introduction

    1. Authority of Scripture

    2. Man in Society

    3. Providential hand of God

    4. Christianity

  2. Principle approach

    1. definition

    2. Scripture references

    3. Expansion of the concept

      1. “4-R’s”

      2. Seven distinctions

      3. Seven Principles

      4. Thinking Governmentally

      5. Providential view of History

    4. Scripture References

  3. Biblical understanding of Education

    1. Definition

    2. Confirmation in Scripture

    3. Expansion of the concept

      1. Beginning with an absolute, objective standard

      2. Distinguishing education and Christian education

      3. Philosophy of Christian education

      4. Correlation of Scripture and English definition

      5. False dichotomy

    4. Scripture

  4. Philosophy of Education

    1. Definitions of “secular” methods

      1. Child-centered

      2. Subject-centered

    2. Principle Approach method

    3. Scripture references

    4. Expansion of the concept

      1. Belief Determines the Form of Government

      2. Pendulum

  5. Thinking governmentally

    1. Introduction

    2. Definitions

    3. God’s three divine Government institutions

    4. God ordained Civil Government for man’s good

    5. The Christian idea of man and government

      1. Internal

      2. External

    6. Philosophy of education is a philosophy of government

    7. Scripture References

  6. Providential view of history

    1. Definitions

      1. History

      2. Providential

    2. Expansion of the concept

      1. The doctrine of providence connected with Creation

    3. Belief in providence… has it’s ground in divine revelation

    4. Great Scriptural backing

    5. The essential of Christ’s influence on history

      1. Chain of Christianity

    6. Scripture References

  7. The Seven Principles

    1. Introduction

    2. God’s Principle of Individuality

      1. Definitions

      2. Equality

    3. Christian Self-Government

      1. Internal

      2. Christian and pagan self-government

    4. Christian Character

      1. Definitions

      2. Virtues

      3. Development in the home

        1. The duty of the parents

      4. Preeminent factor of the conscience

        1. The “moral warehouse”

    5. Conscience: the most sacred of all property

      1. Definitions

      2. The causative and superintending factor of stewarding conscience externally

      3. Internal and external consent

      4. Tacit and express consent

    6. The Christian form of Government

      1. Self-government

      2. Law

    7. How the seed of local Self-government is planted

      1. Internal to External

      2. Forms of church government

      3. Church – a self-governing society

      4. Seven great exchanges in modern history

    8. Unity with union

      1. Definitions

      2. Voluntary Spiritual unity

      3. Christian Community

      4. Unifying and separating

      5. Voluntary Unions

      6. Voluntary Charitable efforts

      7. Enhancement by the Constitution

    9. Scripture References

  8. The Constituents of constitutional liberty

    1. Home

      1. The first institution of society

      2. Foundations of character

      3. Home in the sphere of the church

      4. Mission of the Christian home

      5. Family Religion

      6. Home influence

    2. Church

      1. Developing the Christian conscience

      2. Church and the Republic

    3. School

      1. Christian Curriculum

      2. The changing of American history

      3. A rich treasury of documentation

      4. The challenge of the Christian school

      5. Scripture references

  9. Conclusion



As Scripture is the preeminent, most documented piece of literature in mankind’s possession – it’s content can be trusted more then any other source of recorded literature. It’s content describes the creation of the world, including man, beast, and plant life, and elemental substance for which all of creation has been observed to be consisted of. The “dominion mandate”1, referenced to in Scripture by Genesis 1:26-30 gives man the right, by God, to live out the fullness of his being in every expression of society. Education is the first stage of a person’s accomplishment of this mandate. Scripture gives principles that man must interpreted, yet Scripture also makes very clear the character of it’s divine author. Out of this clear self-exposure, the principles can be interpreted more confidently with certain attribute filters in place. These attributes include: 1) God is the source. He is the absolute, objective premise of all things. 2) God has a mind, will, and emotion. This, we can call His “image”. 3) God is relational, and thus desires relationship with man. 4) He gave man the authority over the Earth, and all that is within it.


Man, having been created by God, are all equal amongst one another, and the property of their Maker. Yet, having the capacity of free will, man has the grand privilege of choosing his lifestyle entirely. His decisions, if collaborated with others in creation, can accomplish more then what one may accomplish alone. But God gave the Holy Scripture as a book of instruction, order, and definition. The construction of society is possible because of the organization which is already present at the end of the second chapter of Genesis. The family is understood to be the first divine institution of society. This organization of man into society has never lost significance in history – but has increased over time. The first nation to receive the providential influence of God towards a restoration of the principles of the Kingdom of God is Asia, understood as: “The continent of origins”. Here, people began life, and spread out from. As man’s choices led to the need for dispersion for their own good – spreading to diverse geography gave rise to the development of distinct culture.


As people began developing their ability of reason in observing the world around them, they began forming progressively more elaborate forms of government over themselves. As this happened though, the concept of an internal government began to loss it’s definition, and slavery began to occur over other men. The next observed, major move of God’s providential hand in history can be seen in the continent of Europe: “the continent of development”. Here man, having retained much of the knowledge acquired through history, including the eventual exposure of the Jewish-held Scriptures into “Gentile hand’s”, developed more advanced methods of reason, with practical application in society, yet the concept of equality among men only had just been placed by a man that literally defines the “Focal point of History: Jesus Christ.


He begins the institution on Earth called “The church”, which operates by the internal direction of the Holy Spirit, and the historical model of the man Jesus of Nazareth. The church then grows without a centralized government (though men naively understood the intention of God for the church incorrectly, leading to an extensive weight on men rather then freedom). The church grew exponentially. It (being an internal Kingdom, mindset, worldview, and lifestyle) began to penetrate into the well-established God-void spheres of society. The God was working outside the church as well though. Man’s capacity of reason, having seen the events of the past, saw fit to frame a representative form of civil government. This concept then slowly took flight (in the hearts and mind’s of humble people) across the great barrier of the Atlantic. The next epic move of the radiant, providential hand of God in history was the union of society’s Earthly, practical function in society with the principle’s of the Kingdom of God. America is the first nation to have a Christian form of civil government. This development is like no other development history had ever seen before. The fullness of man could now be seen in his heart, mind, and strength. God had been slowly revealing light to the world, for man to choose to function in all aspects of life with the proper instructions for the fullness of life!

School Title Page

Defining the Providential Education (Principle Approach)

  1. Definition

    1. Providence

      1. Act of Providing or preparing

      2. Foresight; timely care…

      3. The care and superintendence which God exercises over His creatures.

      4. Prudence in management.

    2. Education

      1. The bringing up of a child

      2. Enlighten the understanding

      3. Correct the temper

      4. Formation of manners and habits

    3. Principle

      1. The cause, source, or origin of a thing

      2. Element, or constitutional part

      3. Ground, foundation, that which supports an assertion, or action…

      4. A general truth

  2. Scripture references

    1. Creation of vegetation (1:12), First wife (Genesis 2:22), Story of manna (Exodus 16:4), Promised land (Exodus 12:25),

  3. Expansion on the concept

    1. The history and development

      1. Building by our forefathers

      2. Based on Scriptures

      3. Reasoning from the Scriptures

    2. A method, or vehicle for directing reasoning

      1. Biblically

      2. Governmentally

      3. Historically

      4. Educationally

    3. Expansive, not evolutionary

    4. “4 R’s”

      1. Researching

        1. definition (Webster)

          1. “To search or examine with continued care; to seek diligently for the truth”

          2. “To search again; to examine anew.”

          3. “Diligent inquiry; or examination in seeking facts or principles; continued search after truth.

      2. Reasoning

        1. definition (Webster)

          1. *verb* “To exercise the faculty of reason…

          2. “To argue; to infer conclusions from premises…”

          3. “To debate; to confer or inquire…”

          4. “To examine or discuss by arguments…”

          5. “To persuade…”

      3. Relating

        1. definition (Webster)

          1. “To tell; to recite; to narrate…”

          2. “To bring back; to restore”

          3. “To ally by connection or kindred”

      4. Recording

        1. definition (Webster)

          1. *verb* “To register; to enroll; to write or enter in a book…”

          2. “To imprint deeply on the mind or memory…”

          3. “To cause to be remembered”

          4. “To recite; to repeat”

          5. “To call to mind”

          6. *noun* “A register; an authentic or original copy…”

          7. “Authentic memorial…”

      5. Seven distinctions from other approaches to education

      6. Self-education

        1. Direct sources

        2. Individual Christian Scholarship

          1. Bible as the primary source of all wisdom

          2. Elimination of the gap between philosophy and practicality

        3. Subjection of all human activity to Biblical principles

    5. Seven principles

    6. Occupy till I come

      1. Luke 19:13

      2. The gospel purpose of the nation

    7. Thinking governmentally

      1. “who or what is in control”

      2. “Internal to external”

      3. “Christian idea of God, man, and government”

      4. Every form of government having of philosophy of education”

    8. Providential hand of God in history

    9. Biblical principles that produces our Christian form of civil government.

    10. Defining of an “American Christian”

    11. America as a unique nation in the history of Christianity

    12. “Perpetuating America’s gospel purpose…”

Principle Approach Education


Education being the “enlightenment of understanding”, “Correction of the temper”, and “formation of manners and habits”2, education forges the shape of and construct of our society. It give’s inspiration to the development of beliefs, and thus habits. As man incorporates into society, education takes on the potential title of “indoctrination”. The crucial element of a moral absolute has to be present in order for an agreed-upon outcome to result.


In Genesis 1:12, the story of God’s creation is being presented, and in particular – the creation of vegetation. This, an interpretation can be made, is the introduction of objects present before man was created. Perhaps God chose to create man last as a subtle mean’s of humbling him. Yet later, God gave man the duty to rule over the plants of the field. Later, in Genesis 2:22, God created women, and joining her with man, created the first form of society: the family unit. The great promise for the Israelite nation came to the man Abraham, in the scale a whole nation (Genesis 17:5). In Exodus 16:4, God brought the manna down to Earth for the Israelites who were in the desert. God demonstrated here that He was to be their provider, and could be depended upon. Finally, there is the example of the promise land. God gave the promise first to Abraham, and ‘made good’ on His promise. The Biblical principle of God’s providence is clearly demonstrated throughout Scripture, while this is merely a surface exploration of the deep well of examples found.


The forefathers of America used this method of Biblical reasoning, and used the textbook for all subjects in life, especially self and civil government. They used it to found every subject in the school curriculum on Biblical principle’s. The principle approach has a particular method applied: The “4-R’s”3. It stands for: Researching, Reasoning, Relating, and Recording. Researching, Webster defines as: “To search or examine with continued care; to seek diligently for the truth.”9 In other words, it is the process of simply observing what is true, and taking that raw evidence. The principle approach begins with internal inspiration. Reasoning defined: *verb* “To exercise the facility of reason…”; “To argue; infer conclusions from premises”; “To debate; to confer or inquire…”; “To examine or discuss by arguments…”; “To persuade…” Reasoning is the act of forming a conclusion, ‘bridging the gap’ of the subject with the principle’s in Scripture. The raw evidence needs to connect with our God-given filter of reason for us to understand it. Relating then, is defined as: “To tell; to recite; to narrate…”; “To bring back; to restore”; “To ally by connection or kindred…” Relating is the demonstration of the principles in the field of the subject, making the links from the disconnected subject back to the source, which is Scripture. This is the beginning of the external application. Finally, Recording is defined: * “verb* “To register; to enroll; to write or enter in a book…”; To imprint deeply on the mind or memory…”; “To cause to be remembered”; “To recite; To repeat”; “To call to mind”; *noun* “A register: an authentic or original copy…”; “Authentic memorial…”9 Recording is the act of committing it to a hard-copy.

This process gives way to what is referred to as a “Biblical scholarship”. It turns every Bible study into a laboratory experiment. It is also categorized as “Self-education”. As one takes on the research of studying the Scripture’s (being the Premise), the conclusions arrived at are from a direct source, and clear understanding can be had.


There are seven distinctions of the principle approach from other approaches to education.

  1. History of Christianity and the history of America cannot, and should, be separated.

  2. It restores the educational methods to that of our founding father generation.

  3. It brings both the subject and the student into harmony, in submission to Biblical truths.

  4. It brings unity of teachers on the basis of spirit, and principle.

  5. It assists in identifying the vocabulary and concepts of the subject, both Biblically and historically.

  6. It unifies Biblical principles to the elements of a subject.

  1. It encourages the development of Christian character and scholarship by both the parent and the teacher in the child that produced and is essential to support our form of government.


The Seven Principles4 are the conclusions arrived at by using the principle approach to determine the foundation of the nation of the United States of America. They are:

1) God’s principle of Individuality. This is the expression of God at a very deep level. It exposes the personality of God, and subsequently, the personality of man (as he was made in God’s image). It defines the unique, individual diversity of God (contrasting first with the different persons of the Holy Spirit), having element’s of divine nature such as: Omnipotence, Omnipresence, Omniscience, Eternality, as well as Mind, Will, and Emotion (which we share with Him).

2) The Christian Principle of individuality. This is the capacity for man to govern himself, having a mind to reason, and a will to make decisions. And having mastered Self government, being able to govern his family, city, state, and nation. Since the ability to govern is God-created, the instructions for operating is found in “the spirit of the law of Christ”.

3) America’s heritage of Christian character. This is the maintenance of American’s having attributes that are clearing parallel with the model of Christ. The heritage in America being the model of the Pilgrims and the patriots.

4) Conscience is the most sacred of all property. This is the American tradition of the property of conscience being convicting, God-given, internal indicator of right and wrong.

5) The Christian form of our government. This is the recognition that the American civil government grew out of Biblical principles of self-government, conscience as property and voluntary union. The rise of the christian form of Republic, and wise separation of powers of federal and national.

6) How the seed of local Self-government is planted. The principle that American’s planted the seed of self-government in different spheres of society, in accordance to Biblical principles of truth and righteousness, and reaped the harvest.

7) The Christian principle of American political union. This is the Biblical principle of voluntarism. God want’s His children to work together, cooperating in civil politics, commercial endeavors, and in meeting community needs.


The concept of thinking governmentally is to speak of authority. “Who or what is in control?”5 Government must then, consist of: Authority, and Obedience. And what is Authority, if there is no penalty attached to it. Punishment must back up authority so individual will develop a respect for authority. Government must begin first internally. How can one govern many, if he can not govern one? The outward expression of proper self-government is the external institution of civil government.

It must be made clear the “Christian idea of God, man, and government. For certainly any man can have an idea about God, but a Christian idea suggests a subjection to the words and demonstration of Christ. The Christian Idea of God is that He is the Creator, that He is the provider, His the Savior, and our Lord. The Christian idea of man is that he is made in the image of God (being mind, will, and emotion). He is created equally along side all other men, and relational by nature. The Christian idea of government being self-government, it is first internal, and the outward expression is the institution in society of civil government. The honorable Robert Charles Winthrop (1809-1894), of Massachusetts said this:

“All societies of men must be governed in some way or other. The less they may have of stringent State Government, the more they must of individual self-government. The less they rely on public or physical force, the more they must rely on private moral restraint. Men, in a word, must necessarily be controlled, either by a power within them, or by a power without them; either by the Word of God, or by the strong arm of man; either by the Bible, or by the bayonet.”6


The providential hand of God in history is observed what is referred to as “the chain of Christianity”. This concept defines the influence of God into the actions of the societies of mankind to bring them back into the fullness of life. It began in the culture of the Israelites. God chose them to bear the book of His law. They were also to birth the incarnated God, as their prophesied Messiah. But prior to Christ, elements of culture were being developed by other nations: Egyptians, Persians, Hittites, Babylonians, but the most significant development in the chain preceding Christ was in Greek. They developed a language of themselves that was very influential, and spread throughout the known world, though much by the forceful advance of Alexander the Great. Many years prior to Jesus, A major world power emerged onto the scene which displayed a level of patriotism not seen before in the world. The empire of Roman would establish an external peace – “Pax Ramana” it was called. Yet the institution of the church of Christ had only begun. Much work would be done as men wrestled with the concept of the Kingdom of God on Earth. The exposure of Scripture into first the Greek brought quite a stir among Gentiles. As the people perverted the concept of the Kingdom of God on Earth, God preserved a remnant. The next great leap took place when the Scriptures (presently only in Latin in the developing world) would be translated into the language of the common people. It would mean the development of language. It would be the exposure of a moral standard. As doctrines determined by the study of Scripture were proposed, differences among men arose, and more struggle occurred. But by this time, moral principles (having been inspired by Scripture) were affecting the activities of civil government – evident in the event of the “Magna Carta”. Here, men would limit the power of the king, and bringing the proximity of the actions of society of man closer to the instructions laid out in Scripture. Eventually, this idea would be expanded as those of God’s humble remnant of the Kingdom of God would boldly venture out into geography where they could have political, as well as internal freedom. It would be more then a hundred years before the individuals living out their religious freedom in the new world would find find their external government over them to be more harm then good, and act to create for themselves a government based on the Principles of Scripture, and reason.

Biblical Understanding of Education

  1. Introduction

  2. Confirmation in Scripture

    1. Deut. 4:5-6 “See, I have taught you statutes and rules…”

    2. Psalm 119:9-16 “Beth…” Guarding (his way according to your word)

    3. Proverbs 22:6 – “Train up a child in the way he should go…”

    4. Romans 12:2 “Be transformed by transformation of your mind…”

    5. 2nd Timothy 3:16-17 “All Scripture is breathed out by God…”

  3. Expansion on the subject

    1. Beginning with an absolute, objective standard

    2. Distinguishing education and Christian education

      1. definition of “Christian” (Webster’s)

        1. “Pertaining to Christ, taught by Him, or received from Him…”

        2. “Professing the religion of Christ…”

        3. “Belonging to the religion of Christ…”

        4. “Pertaining to the church (of Christ)…”

    3. Philosophy of Christian education

      1. Distinct Biblical and theological premise

      2. Internal origin leading into external application

      3. Universality among all people groups and nations

    4. American Christian Education

    5. Correlation of Scripture and English definition

      1. 2nd Timothy 3:16-17 “All Scripture is breathed out by God…”

        1. Relation to Webster’s definition of “education”

          1. Enlighten the understanding –

            1. “…Doctrine…”: truths of the gospel; teaching; learning knowledge

          2. “Correct the temper”

            1. “…for reproof…”: blame expressed to the face

            2. “…for correction…”: the act of bringing back from error or deviation, to a just standard

          3. “Form the manners and habits of youth”

            1. “…For instruction in righteousness…”: Purity of heart, rectitude of life; conformity of heart…; holy principles and affections

          4. “Fit for usefulness in their future station”

            1. “…that man may be perfect, thoroughly furnished unto all good works”: Supplied; fitted with necessities

    6. False Dichotomy

  4. Visual Aid

Education in Scripture


Education has been defined. Education began in the garden when God gave commands to man, who had a fully-functional capacity of reason. His instructions were simple. External law was a minimal factor. Self-government was expected by God in man’s mind, based on the ‘moral compass’ of his conscience – based on the information he had. His conscience knew only to obey the commands of his Creator. Education is necessary to enable man to live in the fullness of our design by our Creator. As sin entered the world, more knowledge had to be acquired for prudence on a variety of subjects. It is for the development of man’s moral actions, and as a side effect – the exposure of facts and information.


“See, I (Moses) have taught you statutes and rules, as the LORD my God commanded me, that you should do them in the land that you are entering to take possession of it. Keep them and do them, for that will be your wisdom and your understanding in the sight of the peoples, who, when they hear all these statutes, will say, ‘Surely this great nation is a wise and understanding people.’”

(Deu 4:5-6 ESV)

In this passage, Moses relays the a message to the Israelites that implies that they were given more instruction upon the possession of more property. He calls the instructions of God “wisdom”, and the sight from the viewpoint people outside the nation will be of Israel’s wisdom and understanding.

Beth. How can a young man keep his way pure? By guarding it according to your word. With my whole heart I seek you; let me not wander from your commandments! I have stored up your word in my heart, that I might not sin against you. Blessed are you, O LORD; teach me your statutes! With my lips I declare all the rules of your mouth. In the way of your testimonies I delight as much as in all riches. I will meditate on your precepts and fix my eyes on your ways. I will delight in your statutes; I will not forget your word.”

(Psa 119:9-16)

This passage suggests that God’s word is an inhibitor of sin. As obvious as that statement might be, it means every word of God is explicitly wisdom. His word brings clarity and prudence to the knowledge and facts acquired by other means.

Train up a child in the way he should go; even when he is old he will not depart from it.

(Pro 22:6)

This verse can be interpreted to mean that training of an individual during child years will be retained permanently. It suggests that the “formation of manners and habits” are indeed a result of training in childhood years.

Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect.

(Rom 12:2)

This verse has powerful implications, due to it’s location chronologically in Scripture, It is taking into account the exposure of the Holy Spirit into man’s heart and mind. It suggest that transformation occurs as a result of man’s active choice amidst the renewal of man’s individual mind (perhaps referring to internal revelation from God. Deeper hermetical study may be necessary to determine the active or passive state of the Greek word of “testing”, whether it is the “wrestling” of man by his reason, or the external circumstances happening to him. In any case, this “transformation” is potentially capable of giving the individual discernment of God’s perfect intention for man, as well as a compass of morality.

All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work.”

(2Ti 3:16-17)

This passage suggests many things. It first validates the original source of Scripture. Then it defines what Scripture is useful in doing. It concludes by suggesting that the “man of God” who follows it’s instructions “may be complete”. “Every good work” could be interpreted to mean every sphere in society.


Instruction must happen from one who has wisdom already. This concept suggests that a source must be in place. An absolute, objective standard must be the source of wisdom, as wisdom is the correct application of information. It gives wisdom the attribute of being not impartial or biased with the connection to a particular subject.


Education defined is, in itself, a Biblical concept, according to Webster’s 1828 definition. But there is a depth further Christians can, and should go, if they are going to “…make disciples of all nations…” (Mat. 28:19) Christian is defined this way: “Pertaining to Christ, taught by Him, or received from Him…”; “Professing the religion of Christ…”; “Belonging to the religion of Christ…”; “Pertaining to the church (of Christ)…”9. Christian education submits the instructing of character, and forming of habits to the model that Christ demonstrated. As Christians, out life is Christ (John 14:6), and so there is no reason to pull away from His model. Christian education has a distinctly Biblical and theological premise to begin with, processing all in much the way God laid out to the Israelites – a holy standard. In addition, a Christian premise means what will turn out externally is showing marks of it’s source. Since Christianity is universal, the standard that is exercised is international, and easily transferable to any Christ-conscience community.


Finally, a third modifier is given to the concept of “education”: American. America’s heritage is clearly the hand of God, and taking the methods of what was done in the past is incomplete when utilized in this ‘New World’. America relates (affectionately) to the United States of America’s unique self-government established nation. The modifying label “America” accepts the endeavor of redefining education as it should exist in our culture, and connected with Christianity, the development of character that is distinctly CHRISTIAN. If taught from the beginning, what can American’s, or for that matter anyone, character look like in a society?


2nd Timothy 3:16-17 correlates directly on several points with Webster’s English definition of education.

Figure 17

Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, form the manners, and habits of youth, and fit them for usefulness in their future station.”

All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work.” (2Ti 3:16-17)

  1. Enlighten the understanding”:

illuminate, to instruct

to enable to see or comprehend truth

to illuminate with divine knowledge or knowledge of the truth.

  1. Doctrine”:

truths of the gospel; teaching; learning knowledge (Isaiah 28:9)

  1. Correct the temper”:

disposition of the mind; the constitution of the mind

heat of mind or passion; irritation

Correct the temper”:

disposition of the mind; the constitution of the mind

heat of mind or passion; irritation

  1. Form the manners and habits of youth”:

to mold, model by instructions and discipline

Form the manners and habits of youth”:

to mold, model by instructions and discipline

  1. Fit them for usefulness in their future station

equip, furnish for a journey

Fit them for usefulness in their future station

equip, furnish for a journey


There is an idea (or trend) that has taken root that subjects in a culture do not necessarily have a connection to God if there aren’t any “surface” indicators clearly identifying them as such. This two terms used to divide society from it’s Creator are these: Sacred, and Secular. Sacred is defined by Webster as: “Holy; pertaining to God…”; “Proceeding from God and containing religious precepts”; “Narrating or writing facts respecting God…”; and “Consecrated; dedicated; devoted…”9 (not exhaustive). Secular is, conversely, defined as such: “Pertaining to the present world… relating to things no immediately or primarily respecting the soul, but the body; worldly…”9 They are mutually exclusive terms, actually contradicting. But if God is the Creator of all things, then certainly nothing has the right to be excluded from His care, or at very least, origination. Having made this clear, “American Christian Education” is not a method that can be “…packaged and sold as a program…”8 mechanically proficient, and instantly successful.

Philosophy of Education

Child and Subject centered Philosophies contrasted with Providential Education (Principle Approach)

  1. Definitions

    1. Child-centered Philosophy

      1. Philosophy

        1. …stimulating the child to experience and adapt to his environment…”

        2. …the child is a part of the group…”, and dependent upon the “collective expression” as to what the group agrees is right to do.

      2. Curriculum

        1. The role of the teacher must adapt to the natural and physical instincts of the child/group in the method of delivering the material, and the material itself.

        2. The determine of the curriculum is dependent upon the “readiness” of the child/group, and only administers what is desired by his pupils

      3. Method

        1. Dependence upon a “socio-physio-psychological” of the pupil

        2. The pupil determines his own goals, and does only what he is willing to do…

    2. Subject-centered Philosophy

      1. Philosophy

        1. …The transference of facts from books and teacher…”; “…indoctrination of the student…” void of any “Biblical truth or reasoning…” (or moral essence)

        2. Student’s value relative to his capacity to master a subject…”

      2. Curriculum

        1. Conforming the student to learn “…the facts of a subject through uninspired, ridgetly academic methods.

        2. Dependence by the student on the “philosophy or viewpoint… contained in the textbook, or expressed by the teacher”.

      3. Method

        1. The student “depends on the methodology of the textbook…”

        2. the nature of the child defines a “prefabricated, centralized curriculum or textbook”… approach; “…uniform methods and acedemic goals for”… the child and “…the teacher”.

  2. Contrast with Providential Education

    1. Principle Approach

      1. Philosophy

        1. …requires a teacher to know the Biblical principles of a subject, and can, by example, teach a student to reflect upon unchanging Truth…”

        2. The teacher reveals how God values both individual and subject, labors to cultivate the child’s God-given capacities… and advance Christian liberty and self-government in America…”

      2. Curriculum

        1. The teacher’s Christian character and scholarship inspire the student to govern himself and to master the subject Biblically and historically…”

        2. The teacher imputes to the student God-given intelligence and faculty to learn the Biblical origin and purpose of a subject…

      3. Methods

        1. What is the nature of the child?

        2. Why does the child’s nature determine the method?

  1. Scripture references

    1. Creation story (Genesis 1); “In the beginning was the word…” (John 1:1-5); “For the invisible attributes…” (Romans 1:20)

  2. Expansion on the concept

    1. Beliefs determine the form of government

      1. Anarchy

      2. Tyranny

      3. Christian Republic

    2. the “pendulum swing”

  3. Visual Aid

Philosophy of Education

Child and subject centered philosophy contrasted with the Principle Approach


As man has developed the endeavors of society, subjects have arisen that are essential for the function of society. A philosophy inevitably precludes the attempt at the attempt of teaching those concepts to the next generation. As one asks what the goal of education is, the philosophy might surface. A goal can reasonably identify the philosophy of a thing. Three philosophies are identifying in this project: Child-centered, Subject-centered, and the Principle approach9.


The child-centered teaching approach includes a philosophy, curriculum, and method. The philosophy is the premise from which it all begins, why it happens, and what the broad end goal is anticipated. The questions asked by philosophy is: “What is education?”, and “What is the basis of nature?” The philosophy is defined for the child-centered like this:

1) “…stimulating the child to experience and adapt to his environment…”;

2) “…the child is part of the group…” and dependent upon the “collective expression” as to what the group agrees is right to do.

The curriculum might also be considered as: material actually conveyed to the student. The questions asked by curriculum is: “What is the role of the child?”, and “What determines the curriculum?” of Child-centered method is looks like this (roughly):

1) The role of the teacher must adapt to the natural and physical instincts of the child/group in the method of delivering the material, and the material itself.

2) The determine of the curriculum is dependent upon the “readiness” of the child/group, and only administers what is desired by his pupils.

The Method is the vehicle that the curriculum is delivered with. The questions asked by the method is: “What is the nature of the child?”, and “Why does the child’s nature determine the method?” The method of Child-centered teaching looks like this:

1) Dependence upon a “socio-physio-psychological” state of the pupil

2) The pupil determines his own goals, and does only what he is willing to do…”


The subject-centered approach focuses on the subject, and adhering the student to it’s content, and exact precepts. It neglects the individual, and unjustly expects the student to conform to the rigid structure of the textbook and teacher’s *dry* model. The Philosophy of the subject-centered approach is as follows:

1) …The transference of facts from books and teacher…”; “…indoctrination of the student…” void of any “Biblical truth or reasoning…” (or moral essence)

2) Student’s value relative to his capacity to master a subject…”

The Curriculum of the child-centered approach looks like this:

1) Conforming the student to learn “…the facts of a subject through uninspired, ridgetly academic methods.

2) Dependence by the student on the “philosophy or viewpoint… contained in the textbook, or expressed by the teacher”.

The Method of the subject-centered approach looks like this:

1) The student “depends on the methodology of the textbook…”

2) the nature of the child defines a “prefabricated, centralized curriculum or textbook”… approach; “…uniform methods and academic goals for”… the child and “…the teacher”.


The Principle approach begins the atmosphere of teaching with reverence for God, the Creator of all, and then respect for the individual, but also respecting the subject. It is very distinctly different from the other two methods, as it begins with an intentional premise, but also because it respects the student and the subject. These characteristics gives the principle approach order in the classroom in the hearts of the children, and the teacher. The Philosophy of the Principle Approach looks like this:

1) …requires a teacher to know the Biblical principles of a subject, and can, by example, teach a student to reflect upon unchanging Truth…”

2) The teacher reveals how God values both individual and subject, labors to cultivate the child’s God-given capacities… and advance Christian liberty and self-government in America…”

The curriculum of the Principle Approach looks like this:

1) The teacher’s Christian character and scholarship inspire the student to govern himself and to master the subject Biblically and historically…”

2) The teacher imputes to the student God-given intelligence and faculty to learn the Biblical origin and purpose of a subject…

The Method of the Principle Approach method looks like this:

1) “The teacher depends on the Truth of God’s word… to develop the students character…”

2) “The teacher proposes to help the student comprehend a subject wholistically…”


The Scripture backing for the harmony of the student and subject to God’s truth can be seen in the Creation story (Genesis 1). God created the Earth and called it very good, and then He created man, and called him very good. All were Created by God and subject to His direction. The Earth, by the laws of physics, and man, by the laws of morality. Another case from Scripture is found in (John 1:1-5). Here the author makes clear that God was in the beginning, and all things were made by Him, and through Him. Verse 4 indicates that God is life, and He is the light of men. In verse 5, the term “light” may suggest perhaps the revelation of God. One last instance can be named in the passage of (Romans 1:19-20). It makes clear that the attributes of God are clearly seen in His creation. Men “…are without excuse.”, making God the premise, and equating man and “non-moral” constructs (of society) both under God.



Beliefs determine the form of government. A philosophy leads to action. Education precedes the format of education. There are three forms of government that result from these three approaches to education. The three forms of government are: Anarchy, Tyranny, and Christian Republic. Anarchy begins with giving child freedom without restraint. If child have the ability to do anything and no consequences, they will not learn right from wrong, and there will be little, if any, order in the resulting society. Conversely, Tyranny is the eventual result of subject-centered teaching. It is forcibly administering the “letter of the law”. Here, the child must meet the expectations of the law, with little significance on a moral standard. Finally, the Christian Republic is the result of the Principle Approach. It begins with the premise of God, and accepts His instructions on every level, properly applying discipline to children as it is to their benefit. Self-government is developed early in the individual, and it carries out into the more external spheres of society, reaching the “outer crust” of civil government.


The problem with educational approaches the exclude God from the equation is the imperfections of one approach rise to such a degree of satisfaction that a “pendulum swing” to the other extreme takes place to counteract the “sour state” of society. Yet, the other extreme eventually presents the same problem, and the pendulum swings again, producing a very unstable political climate that cannot maintain a proper grounding for what will reliably produce order, with freedom.

How to think governmentally

  1. Definitions

    1. Introduction

      1. Who or what is in control?”

    2. Think

      1. To have the mind occupied on a subject…”

      2. To judge; to conclude…

      3. To intend”

      4. To image; to suppose; to fancy…”

      5. To consider; to deliberate…

    3. Government

      1. Direction; regulation”

      2. Control; restraint”

      3. The exercise of authority…”

      4. The system of polity in a state…”

  2. Expansion on the concept

    1. God’s three divine Governmental Institutions

      1. Family

      2. Church

      3. Civil

    2. God ordained Civil Government for man’s good

      1. Being “Minister’s of God”

      2. Valuing, Praising and Protecting God given “property”

      3. Executing wrath on evil doers (Romans 13:4; (Genesis 9:6)

    3. The Christian Idea of man and government

      1. Internal

        1. …All men have sinned…”

        2. God created individuals with independent, distinct, and special value

        3. Liberty is first internal and spiritual…

        4. Christian self-government is God governing by the consent…

        5. Man is God’s representative on Earth…

        6. Man exercises all three God-ordained functions of self-government…

        7. God’s Government is by consent…

      2. External

        1. Civil government is ordained by God to restain sinful men….

        2. Man is superior to the state…

        3. Christian liberty gave rise to civil and economic freedom…

        4. Christian civil government is a reflection of Christian self-government…

        5. Christian civil government is a representative form of Home, Church, and Schools…

        6. The three functions of civil government are separated and limited…

        7. Christian civil government is a voluntary compact between consenting citezens…

    4. The philosophy of Education is a philosophy of government

  3. Scripture references

    1. Romans 13:1 (Civil Govt.); Hebrews 13:4 (Family govt.); Ephesians 2:19-22 (Church); Proverbs 23:7 (Internal origin of external action)

Civil Govt Title Page

How to think Governmentally

The root word of government is govern. To consider government is to ask the question: “Who or what is in control?”. Authority is always necessary, whether it be internal, or external. It brings order, and definition to life. While the connotation with the word may seem negative to some, it is an inherited notion. Webster defines authority as: “Legal power, or a right to command…”; “The power derived from opinion…”; “Testimony; witness…”; “Warrant; order; permission.”9 The root word of authority is author. The connection can be made that authority came from the Author of the thing.


Think is defined as followed: “To have the mind occupied on a subject…”; “To judge; to conclude…”; “To intend”; “To image; to suppose; to fancy…”; “To consider; to deliberate…” Government is defined this way: “Direction; regulation”; control; restraint”; “The exercise of authority…”; “The system of polity in a state…”9


God has ordained three institutions among men to govern in society.

They are: Family, Church, and Society10. The first two institutions are internally governing, with no consent given to one superior over another. Family is the first institution of society, and is complete in the man and wife. A couple of themes can be observed in the family institution. 1) it is a reflection of the triune covenant relationship of the Godhead. 2) It has a goal of procreation, and the training that goes along with the development of character in the child. The Church is the Institution that Christ established on Earth, and passed on to His disciples in a “non-centralized” governing structure. As the development of the character in the child is the duty of the parents in the home, the mandate of the church is the formation of the conscience, through evangelism, discipleship, and Mercy. Civil Government arose as a result of men forming into societies as a result of desiring greater protection then what they could provide for themselves. As men gave their consent to superiors over them as a single body politic, they became subject to the rules defined by those superiors.


God intended civil government to preserve the individual, and the society. He intended for it to be “minister’s of God…”. He desired for it to be “…valuing, praising, and protecting God-given “property”. Thirdly, God intended civil government to execute “wrath on the evil doers” of a society as needed in order to restrain evil and maintain order and justice.


The internal, Christian (causative) idea of man have these idea’s attached to it:

      1. …All men have sinned…”

      2. God created individuals with independent, distinct, and special value

      3. Liberty is first internal and spiritual…

      4. Christian self-government is God governing by the consent…

      5. Man is God’s representative on Earth…

      6. Man exercises all three God-ordained functions of self-government…

      7. God’s Government is by consent…

The External, Christian (effectual) idea of government has these ideas attached to it.

      1. Civil government is ordained by God to restrain sinful men….

      2. Man is superior to the state…

      3. Christian liberty gave rise to civil and economic freedom…

      4. Christian civil government is a reflection of Christian self-government…

      5. Christian civil government is a representative form of Home, Church, and Schools…

      6. The three functions of civil government are separated and limited…

      7. Christian civil government is a voluntary compact between consenting citizens…


Every attempt of education has a goal. Philosophy, Curriculum, and Method are principles applicable on a multitude of levels. As a philosophy is adopted, the methodology is proposed as there is consideration of the curriculum. Philosophy supposes belief. Methodology defines the cultivation of tools of discipline, inspiration, and delivery. And the curriculum is the substance of which the society works with. “Christ and Christianity should not be separated from why, how, and what is taught. A school’s philosophy of education must be consistent with it’s doctrinal statement of faith.” (pg. 22, Rose).


Civil government is reinforced in Scripture by a verse in (Romans 13:1). This verse indicates that all authority comes from God. An addition verse in (John 19:11) literally quotes Jesus states Authority comes from above. Family government has its Scripture reference in (Genesis 2:22-24), where God actually saw (context) that man was lonely, and created women, and brought her to the man. Marriage happens then, through consecration (or the acting out of a decision). The establishment of the Church was stated in (Matthew 16:16-19). Here Jesus gave out “…the keys of the Kingdom of heaven…”. It is the popular interpretation of this verse that Jesus would build His church on the testimony of Peter, rather then Peter himself. Another passage identifies the establishment of the Church: (Ephesians 2:19-22). This verse suggests an adoption into “…the household of God…”. It defines the apostles and prophets as the foundation, and Christ Jesus as the cornerstone. Yet it states in verse 21 that all of the components work together to form the “Holy temple in the Lord.” *One* reference in Scripture to the concept of “Internal to External” can be seen in (Proverbs 23:7a). It defines the thoughts of a man are result of his essence.

The Providential View of History

  1. Definitions

    1. History

      1. …An account of facts…”

      2. …Narration; verbal relation of facts or events; story…”

      3. …Knowledge of facts and events…”

      4. …Description; an account of things that exist…”

    2. Providential

      1. …The act of providing or preparing…”

      2. …Foresight; timely care…”

      3. …The care and superintendence which God exercises over His creatures…

      4. …Prudence in the management of one’s concerns…”

  2. Expansion on the concept

    1. The doctrine of providence connected with creation

    2. Belief in providence… has it’s ground in divine revelation

    3. great Scriptural backing

    4. The essential of Christ’s influence on history

      1. Chain of Christianity

        1. links of the chain…”

  3. Scripture references

    1. God viewing man (Psalm 33:13); God’s superior authority (Isaiah 45:7); (Isaiah 40:13-14); (Acts 17:24-28) God’s great plans for His own (I Corinthians 2:9);

The Providential View of History

History is the record of mankind’s chronological past. It is the documentation of our ancestors that life existed before us. The proper viewpoint of history will permit a more powerful understanding what is in existence now.


History is defined as “…An account of facts…”; “…Narration; verbal relation of facts or events; story…”; “…Knowledge of facts and events…”; “…Description; an account of things that exist..”. The definition of Providential is “…The act of providing or preparing…”; “…Foresight; timely care…”; “…The care and superintendence which God exercises over His creatures…”; “…Prudence in the management of one’s concerns…”


The Creator of a thing is not likely to leave it. Work attached to a thing defines ownership. If God created the world, then the probability is high that he cares deeply for it.


The proposition of a providential view (God’s superintendence over His creation) is connected with divine revelation from God. A belief that God is governing the world comes as a result of God revealing it to the individual’s mind in the first place.


Evidence that God is active, and in control over His creation is extensive in Scripture.


The event of God coming to Earth and incarnating in the human man Jesus is a substantial factor of history – to be appreciated, and entertained by even the most Godless of men. The marks of this event lay heavily in our history. The separation of our time line of history places Christ at the center by the B.C. And A.D. Notation. Yet the Bible predicts it throughout the Old Testament. In fact, if the act of rebellion in the garden brought death, then the coming of Jesus bring Life was directly a result of man’s decision there. The concept of the “Chain of Christianity” is very practically that of the image of a chain with links holding it together. Though Christ begins the church on Earth, events lead up to His arrival here. The first major “link” on the chain is God’s delivery of the Mosaic Law (ten commandments). This gave man precise instructions how to live life, but it was kept in the nation of Israel. Yet Israel was to be the “Chosen nation” of God, a “Royal priesthood”. The nation was to “live out the instructions God gave them in front of the other nations. God’s interaction with man was greater then just with His “chosen nation”, and the development of other nations were clearly evident. The next link is: language. Greece is ascribed with the lofty quality of developing the language that would carry the sacred Scriptures to the Gentiles. The next link is: External peace. The Roman republic developed and expanded through conquest, spreading and developing an extravagant road and sea-faring means for ease of transportation in the quickly rising world power. Moral Law, Language, and External peace joined together in “…the fullness of time..” for the man Jesus of Nazareth to come through Israel and model a brand new way of life (next link). Yet the life of Jesus was short, though very full and thoroughly filled with activity. His disciples took His mantle of authority by the exposure of the Holy Spirit at Pentecost. The next great link in the change was the breaking of the unfortunate grip of an organized civil power through the guise of the church. This happened through Wycliffe. He translated the Scriptures locked up in the language of Latin into the local language of the people: English. The next link was a series of refinements made by many to the Scriptures for the possibility of every person understanding the truths of Scripture. Later, a breakthrough occurred in the sphere of government that restricted the monarch from having supreme power over people – restoring an element of God’s attributes of man. It was the Magna Carta in the nation of England in 1215. Next came the Event of Columbus discovering the geography of the New World. The Pieces of the puzzle shifting and moving around the world. The next link was the Pilgrims desiring an external liberty. They began a long and tedious lifestyle of shifting to a land where they could worship freely. They found their way to the recently discovered land of the New World, and prior to the landing, the next link took place: they framed the Mayflower Compact. This was the first document defining a clear self-government, in which each member consented to voluntarily. The next link was monumental. It took place after many years of patient, endurance by the colonists of the New World. The next link is in two parts: the “American’s” bravely declared their independence from England. They later, would frame the first document of a nation’s government: the Constitution of the United States of America. It is clear then, that America is the epic culmination of several centuries of slow cultivation of individuals, and idea’s in the hearts and minds of man. America now stands the proud, grand image of Internal freedom in religious expression, and external effect, of a first form of Christian civil government designed in the history of the world. May it be the first of many. May it’s image spread yet still.


God sees the all men (Psalm 33:13). This verse also states God’s hierarchical position over man (and all of Creation). God authority is very distinctly obvious. God declares his authorship and supremacy over all things in (Isaiah 45:7). There is a very great and special promise in 1st Corinthians 2:9 that states God’s preparation of events in a man’s life beyond the fathoming of men. But there is a specific modifier here of being “…those that love him…”

The Seven Principles

  1. Introduction

    1. Four questions

  2. Definitions of the Principles of America’s Christian history

    1. God’s Principle of Individuality

      1. Define Individual

      2. Equality

      3. Diversity

      4. Anarchy and Tyranny

    2. The Christian Principle of Self-Government

      1. Internal

      2. Christian and pagan self-government

    3. America’s heritage of Christian character

      1. Define “Virtue”

        1. “Attentive to Christ”

        2. “Blameless, harmless”

        3. “Bold”

        4. “Devout”

        5. “Faithful”

        6. “God-fearing”

        7. “Godly”

        8. “Guileless”

        9. “Holy”

        10. “Honest”

        11. “Humble”

      2. Development in the home

        1. Duty of the parents

      3. Preeminent factor of the conscience

        1. The “moral warehouse”

    4. Conscience is the most sacred of all Property”

      1. Define Property

      2. The causative and superintending factor of stewarding conscience externally

      3. Internal and external consent

      4. Tacit and express consent

    5. The Christian form of our Government

      1. Self-government

      2. Law

      3. Representation/ reduction of power as locality is distanced

      4. Three branches of Government

        1. Legislative

        2. Executive

        3. Judicial

      5. Two spheres of power

        1. Local and federal

    6. How the seed of local self-government is planted

      1. Internal to EXTERNAL

      2. Congregation form of church government

      3. Presbyterian form of church government

      4. Episcopal form of church government

      5. Church – a self-governing society

      6. Seven great exchanges in modern history

        1. Old World – Pagan Ideas of man and government

        2. New World – Christian Ideas of man and government

    7. The Christian principle of American Political union

      1. Define Union; Voluntary

      2. Voluntary spiritual unity

      3. Christian Community

      4. Unifying and separating

      5. Voluntary Political union

      6. Voluntary Economic union

      7. Voluntary Charitable Efforts

      8. Enhancement by the Constitution

  3. Expansion on the concept

  4. Scripture references

    1. (Job 12:3) (Proverbs 4:23); (Luke 6:45); (Romans 10:10); (Ephesians 4:6); (Proverbs 16:32); (Judges 17:6); (2nd Peter 1:3-4); (Genesis 1:26-30); (Isaiah 3:10); (Ezekiel 18:4); God’s ownership of the Earth (Exodus 19:5); (1st Corinthians 3:23); (Matthew 22:36-40); (Isaiah 33:22); (1 Corinthians 7:22) (1st Peter 1:1-5); (Psalm 55:14); (Psalm 133:1); (Acts 4:32a)

The Seven Principles


The Seven Principles of the character of the American Christian. They are expansive, meaning they build on one another. They are distinctly wrought out of extensive Biblical Scholarship, and find their true application in the Christian individual. The internal beginning is the absolute factor of God as Creator, creating man in His image. Four questions can be asked of the seven principles: “How are internal and external related to the seven principles?”, “How is God’s principle of individuality the primary principle of American Christian history, government, and education?”, “How are the other six principles an extension of God’s principle of individuality?”, and “How is each principle expounded Biblically, educationally, historically, and governmentally?”



Webster defines “individuality” as: “…Not divided…”; “…Pertaining to one only…”; “…A single person or human being…” God created man in the garden as a unique creature among all of His creation. He created him in “His image” (Mind, Will, and Emotion). Having done so, all men are equally subject to his original authorship. All men are also equal to each other and originally in what John Lock in his Second Treaty of Civil Government: “A state of nature”. This is the original state men are naturally born into, having no supreme authority over them but God. Yet God designated supervisors for those who have not yet entered what John Lock calls “…the age of reason…”. When a person reaches this age, they are free to govern themselves and chose what society and government they will be under (if any).


While God did create all mankind with the same basic elements, He gave them very obvious internal and external distinctions. The greatest immediate distinction to be observed in human-beings is their sex: Male or Female. Internally, some of these distinctions may include certain talents, desires, attributes of mind (personality traits) etc. Externally, distinctions include body type, hair and eye color, height, and skin pigmentation etc. Thus, man is quite diverse, down to a spiritual level. Beyond this, an individual’s upbringing will further diversify him from others.

Three Models Of Individuality

  1. Self-centered man – The external result is anarchy in society

  2. Self-centered “king” – The external result is tyranny in society

  3. Christ-centered Individual – The external result is a Christian Constitutional Federal Republic in society



All men are authorities of government in the “state of nature” and in a Christian form of civil government. Each man is to be governing himself by the moral construct of innately placed laws in the conscience. It was the Creator of man that placed those in-born laws into place in the conscience, so thus, that Creator has the right to articulate the “gaps” in-between those laws. The core of the principle of self-government is God. God gave man the free will (in his image, or nature) to make decisions on his own. The more an individual can “execute” the “laws” found in the conscience, the less external force will be necessary to restrain his actions.

Two forms of self-government

  1. Christian self-government; God-governed

In this case, man submits voluntarily to God, appropriating an absolute standard, as God created all things, and has perfect knowledge of all things.

  1. Pagan self-government; Self/group governed

In this case, man has no absolute basis to measure his actions by, and must rely on the subjective (and external) forms others submit to around him. He may comply either by “…fear of the state…”, or “…self-discipline/aggressive will-power…” (pg. 38, Rose)



Character is the result of development of virtues that define a person’s actions. They are the ultimate result of a persons, beliefs, and then actions and habits followed. Christian character is the defining of a persons habits because of a changed life do to the Holy Spirit daily renewing his heart and mind. Virtues are present in character. Virtues present in the different forms of character:

  1. Pagan Character

    1. abominable

    2. alienated from God

    3. blasphemous

    4. blinded

    5. boastful

    6. conspiring

    7. corrupt

    8. covetous

    9. deceitful

    10. disobedient

    11. froward

  2. Christian Character

    1. “Attentive to Christ”

    2. “Blameless, harmless”

    3. “Bold”

    4. “Devout”

    5. “Faithful”

    6. “God-fearing”

    7. “Godly”

    8. “Guileless”

    9. “Holy”

    10. “Honest”

    11. “Humble11

Character development begins in the home. As the child is *properly* brought into the world in the family (the first institution of society), he is naturally to be educated by the parents the virtues. The Bible makes clear basic virtues of Christian character, and then later, when the child receives voluntary salvation through Christ – He receives the Holy Spirit, and begins to produces The fruits of the Holy Spirit as well. As the parents are the authority in the family, it is their responsibility to administer proper development of character, and “discipline” (being only for the good of the child). As the child get’s older, this duty of the parents becomes less external, and transitions to an influential status, though this time is crucial, often helping to cement the concepts in a child’s mind that be categorized. The conscience is the preeminent factor for the development of the character, as it holds the virtues (or “moral constitution”) that will make the child’s internal categorizing of beliefs, and habits more efficient. The conscience is to be developed by the church. The church, after offering the invitation of salvation in Christ, must then invoke discipleship. This process with develop the child’s mind’s “spiritual understanding”.


Property is defined as: “…A peculiar quality of any thing…” “…That which is inherent in a subject, or naturally essential to it…”; “…An acquired or artificial quality…”; “…Quality; disposition…”; “…The exclusive right of possessing, enjoying, and disposing of a thing; ownership…”9

John Lock calls property “…Life, liberty, and Estate…”12. So property is both internal, and external. Since God is the Creator of all, man is His property, as He created man. John Locke states that property is acquired by “mixing his labor with a thing”13. There are two forms of ownership of property.

  1. In essence

This is the right of a things very substance. If a thing is created by an individual, then that individual has the right over the things essence – this also of course assumes his right of usage. In the words of Lord Elrond (Tolkien) “…It was made in the fires of mount doom, only there can it be unmade…” And the other,

  1. By rights of ownership

By this, an individual has the right to use a thing, but not the right of modifying, harming or destroying of it. The US declaration of independence uses the phrase “…Unalienable Rights…” when referring to men, and originating from God. This is the case of men having the right of usage of their bodies, but not the harm, or destruction of them.


Perhaps the most controversial of the seven principles is the external element of the premise of Christianity in our civil government. Yet the historical evidence is clear, our fore-fathers were not only Christian, but acted out that model in all spheres of society. The Christian form of Christian civil government is: Christian Constitutional Federal Republic. Expounding on these terms would certainly be beneficial:

  1. Christian – Relating to Christ, His model, and His church

  2. Constitutional – Relating to a Constitution, or policy/body of laws

  3. Federal – A compact between parties, a loosely-partnering league

  4. Republic – Referring to representation, having representatives


John Lock makes clear in His essay on Civil government that the first institution in a society towards government is the establishment of a legislature, and then their framing of a constitution, or body of laws to bind everyone in that society together. Law seems to have taken a negative connotation in the recent age, being considered “restricting”, or “inhibiting”, but in reality – laws bring freedom. Laws define functionality. They establish boundaries, and present a stability that the “law abiding” members agree to.

Representation/reduction of power as locality is distanced

There is a popular phrase first appearing in the Magna Carta, and then being reiterated in the US Declaration of Independence that is this: “…No taxation without representation…” It means that as a superior is distanced geographically or knowledgeably from a municipality, city, or state. As an authority is distanced from a location, his knowledge of it is reduced, and thus his ability to govern it properly is also reduced.

Three branches of Government

The three branches of government give security to the citizens of a society under a government. They provide the opportunity for “checks and balances” within the civil government body. The three branches include

  1. Legislative – The branch that defines the laws. In the US, this is Congress.

  2. Executive – The branch that administers/enforces the laws in the society. This may have several levels. In the US, the chief executive is the President.

  3. Judicial – This is the branch that judges the laws passed by the legislature.

Two Spheres of Power

There are two spheres of states of power that operate in the Christian form of government.

  1. Local – This branch can do what the cannot be done at the federal level – enforce with knowledge of locality. This is the City, County, and State levels in the US.

  2. Federal – This branch can do what the local branch cannot do – administer broadly. It’s advantage is the broad delivery of law, and impartial to the events of the particular region, but rather see’s the big picture, and defines rules based on what is outside the jurisdiction of the local province.



Everything has an origin. The “seed” of self-government is dispersed, or planted, by individuals themselves operating in it. As self-government takes root on an individual level – it can begin to “ride the levels”. An individual in control of himself can expect to govern his family. A leader in a family can be expected to govern in a church. A governing individual in a church can be viewed as capable of leading in the community (city, county, state, or national level). The seed is planted by the individual maintaining the government over himself, and expressing that at the more outer levels of the society. There is no way to “skip” levels in bringing self-government to the outer spheres of society, because one sphere of leadership is dependent on a smaller scale of the same format. The church is the first divine institution ordained by God to operate in an authoritative civil government fashion. There are traditionally three types of *Protestant* church government14:

  1. Congregational

This type, having the root word of “congregation”, is a “representative” form of government. The congregation has the original legislative and executive power. They can then elect certain officers to administer discipline as necessary.

  1. Presbyterian

This type has the root word of “Presbyter”, roughly meaning “elder”. The Presbyterians see the local church as subject to the Church universal. This format looks like the civil government form elected “Aristocracy” (or “rule of the few”).

  1. Episcopalian

This type is similar to the Presbyterian type, but that Christ gave authority to His apostles over His church, and it should be so to this day. This would look like the civil government form of Heritical Aristocracy.

Church – a self-governing society

Since Christ is the originator and author of the church, He alone has absolute authority over it. The form of government in the church Biblically is known as “Theocracy” (The rule of God). The governmental permissions in a church are moral in nature. The establishment of a “Statement of faith”,or doctrine, the proper assembly of worship, and the right to accept or reject individuals for the benefit of the church society.

Seven Great Exchanges in modern history

There have been many exchanges that have taken place in the chain of Christianity in Providential history. There were Old World ideas of man and government that shifted into New World ideas of man and government. They are15:

  1. Old World – Pagan Ideas

    1. Infallibility of the church and it’s hierarchy

    2. Sovereignty of the king or pope over man

    3. Class hierarchy and structure in government and society

    4. Centralized world church

    5. The flow of power and force is from man – from the top down…

    6. Liberty of the few over the many

    7. Forced conformity to dictates of king or priest

  2. New World – Christian Ideas

    1. The infallibility of the Scriptures

    2. The sovereignty of God over the individual

    3. Equality of the individual before God’s Law

    4. Independent, local, self-governing church

    5. The power of God flows from “inside-out”, from “top-bottom”

    6. Liberty is unalienable

    7. Voluntary unity with union



God designed people for relationship. Partnership is a natural result of living among other people. Having the same goal in a society allows a predictability of the members of a society a certain amount of similarly-directed choices. Union is defined this way: “…The act of joining two or more things into one…”; “…Concord; agreement and conjunction of mind…”; “…The junction or united existence of spirit and matter…”9. Voluntary is defined this way: “…Acting by choice or spontaneously…”; “…Free, or having the power to act by choice…”; “…Proceeding from choice or free will…”9

Voluntary Spiritual Unity

Having external laws defines only external parameters of a thing, or location. Internal (moral/spiritual/theoretical) laws apply philosophy behind why external laws are in place. The community of Christians present at the time of the Pilgrims in the New World had a unified trust in Jesus, and it drove their actions. Their external laws guided their economic interactions, gun usage, and other logistical elements of the society. But the “moral fabric” was strong among them, preset by God in His instructions in the Bible. As a result of that moral fabric, external laws could be seen more as “guidelines” as long as the benefit of society and individuals were upheld. Thus a certain amount of unity is essential, while other times a separation is the best policy. Joining together in the defense of the nation is a good example of unifying, while differing on tastes in art or marketplace styles is a good example of separating.

Voluntary Interactions

Here is a situation where the virtues of an individuals character come out in a corporate society setting. An (external) political union should happen in a Christian society. It unites the people on their view of the actions their government should take. Without this union, laws would be scoffed at, or to the extreme of never passing in the legislature in the first place, due to radically differing opinions. Another example of volunteerism that should take place in a Christian society is in the economic sphere. Man must have the freedom to agree upon a consistent value of property for universal trading, or mercantilism. Finally, voluntary charitable efforts should be the response of people who have received new life from Jesus. As they have been given, they should freely give…

Enhancement by the US constitution

Prior to the framing of the Constitution in the US, the individual states still acted as independent states with one another. The Constitution prohibited this, and made the largest free market in history. It made trade for goods almost a guarantee, as if an individual could not find a buyer for his produce locally, he could travel more broadly and find a buyer that way.


There is a great wealth of scripture backing on the concepts in the principles. (Job 12:3) mentions the idea of equality among men. (Proverbs 4:23) brings out the idea of conscience. (Luke 6:45); (Romans 10:10) bring out the concept of Internal to External. God’s principle of Individuality is reinforced by (Ephesians 4:6); Self-Government is demonstrated in (Proverbs 16:32); and (Judges 17:6); “Christian Character” is hinted at in (2nd Peter 1:3-4) by the phrase “…all things that pertain to life and godliness…”. Dominion, an element of the concept of property is revealed in (Genesis 1:26-30); and Private property in (Isaiah 3:10). God’s ownership of man is defined upon in (Ezekiel 18:4); God’s ownership of the Earth (Exodus 19:5) Hierarchy, that God is superior over all, is found in (1st Corinthians 3:23); Local and Federal demonstrated in (Matthew 22:36-40); Three branches of government are all defined in God in (Isaiah 33:22); Taking dominion by God’s calling is found in (1 Corinthians 7:22) Christian political union (Psalm 55:14); (Psalm 133:1); (Acts 4:32a).

Church Title Page

The constituents of Constitutional Liberty

  1. Constituents

    1. Home

      1. The first institution of society

        1. Family government

      2. Foundations of character

      3. Home in the sphere of the church

      4. Mission of the Christian home

        1. Temporal well-being

        2. Eternal well-being

      5. Family Religion

        1. Bible instruction

        2. Family prayer

        3. Religious education in all spheres

      6. Home influence

    2. Church

      1. Developing the Christian conscience

      2. Church and the Republic

        1. Protects the institutions that blessed the Republic

        2. Maintaining a Biblical patriotism for the nation

        3. America for Christ

          1. For America’s sake

          2. For the world’s sake

          3. For Christ’s sake

    3. School

      1. Christian Curriculum

        1. Christian Character and Conscience

        2. Humanitarianism with benevolent inclinations towards humankind.

        3. Patriotism

          1. Faith of their fathers”

          2. non-controversial democracy” and “citizenship in the state”

      2. The changing of American history

        1. A nation wrought out of defiance

        2. Marxism and the socialistic factor

      3. A rich treasury of documentation

      4. The challenge of the Christian school

        1. The subtle penetration into “Christian” schools

          1. Modernism”

  2. Scripture references

    1. Family (Luke 1:17); (Ephesians 5:23), Church (Matthew 16:18); Church govt. (Matthew 18:17) Revival, Evangelism in the church (Acts 2), School – intelligence (Colossians 2:8), Christians in the world (John 17:15;18); Benefit of knowledge (Proverbs 1:22;29)

The Constituents of Constitutional Liberty

The elements that began the nation of America are the same elements that are to be expected to restore and maintain the nation. They are premises from which liberty results in a nation. They are: Home, Church, and School16.


The Family is the first institution ordained by God in society. The marriage factor is a commitment that offers stability to both the husband and wife. But the stability factor carries out influentially into the potential children to supplement the family, and into friends, and neighbors. Marriage has been viewed as a reflection of the triune, covenant relationship that the Godhead shares. The family is the first institution that the child enters in life, and learns from. The child also witness’s a certain form of government in the jointly-governing authorities of the family. As the man consents to the wife prior to marriage, it is a symbol of representative government. The man is given the title of “head” of the household, but only by the consent of the women, and then when child enter the home, the title of steward is added. The child did not consent to the authority of his parents, but as his capacity of reason and character is developed, he develops the concept of giving concept, at which point he can give or with hold his consent, but understands the need to be educated in his character, so he remains.

Foundation of Character

The foundation of character is the legacy of the home institution. The development of character is the duty laid at the feet of the husband and wife, and adding the title of “parents” to their position. Character can developed with or with out Biblical truths, but the evidence of history, Scripture, and our innate attribute of conscience bares witness that Christian character will produce prosperity in the individual. The church is the institution to develop the conscience.

Home in the Sphere of the Church

The church has three duties in society: Evangelism, Discipleship, and Mercy. Evangelism plants the seed of the truth of the gospel in the child, and the ultimate choice of accepting Christ remains the child’s own decision, when his capacity of reason is adequate to embrace it. The next step (should he embrace Christ), is to be disciples as a follower of Jesus. This means modeling Biblical virtues, challenging the child in what beliefs he should hold to. The Conscience is the storage facility of virtues that will later be used to measure, guide, and convict the wrong actions, and praise the right actions of an individual. The church then is crucial to the individual, as without it, these virtues would not be placed there, or at least not by the perfect moral model of Christ. The institution of the family composes the institution of the church.

The Mission of the Christian Home

The authority of the parents in the home is given by God for the means of protection, development, and preservation of the child. This means both a Temporal well-being, and an Eternal well-being. For the physical, social, and intellectual health of the child, and also their Moral, Ethical, and spiritual health. These could be called the “subjects” taught in the home, aside from the societal, logistical subjects taught in the school.

Family Religion

The Religion defined in the family exemplified the ideal beliefs a child may feel obliged to adopt. The traditions of religion that the parents model in front of the child will bring a logical connection that the child may make to the stability of the parents lives, and the question question of what lies beyond those traditions. Christian witness begins first in the Christian home. Three elements of Family religion of presented:

  1. Bible Instruction – this is the act of presenting the most sacred book (or policy/covenant) of a Christians life as a book of great influence. A family Bible in the Christian home demonstrates to the child that the Principles of God are sought out, and considered.

  2. Family Prayer – This is the acting out of a true relationship with God for a Christian. Demonstrating this with the child connects the dry principles of Scripture and theology with practical application, and a relational interaction with God.

  3. Religious education in all spheres – This is the development of bridges of Christianity and God’s principles in all spheres of life and society. This presents a “wholality” for the Child in terms of the Kingdom of God, and His connection with practical, empirical elements he observes around him.

Family Influence

The family engraves an image in the hearts of individuals. It’s effects are potentially life-long. What a child learns in his first years of exposure to this life is the building of foundations in his heart, and mind.


The church is the picture of the body of Christ on the Earth. The image of a body directs one attention often to the head – who is Christ. The church is composed of families that have consented to worship God together. The purpose of the church is to develop the conscience in the individual. The branches the church operates with are

  1. Evangelism – The definition of Evangelize is roughly to instruct, or preach the gospel. This presents the seed of the core message of Scripture to the individual.

  2. Discipleship – One of the connotation with this branch is the word “discipline”. This simply implies challenging, and testing. By the time Jesus came into the word, strong ungodly idea’s had developed in society, and so a challenging of moral law was necessary (for the Jews). Today, this means going deeper then the basic message of the Gospel. It means learning the nature and character of God, among other things.

  3. Mercy – this is the outward expression of the church in the surrounding society. As Christ “came not to be served, but to serve…”, the church has a model of service at it’s core. This also demonstrates to the individual the character of Christ, and the humble character that His servants have as they submit to His instruction.

Church and the Republic

The Republic was the outgrowth of the Biblical principles that the early American’s naturally operated in due to their devotion to Christ. The protection of essential elements that produced our Republic today is an aspect of the church. It presented the concept of Sabbath-keeping, religion, God, respect for the rights of man, etc. These ideas are promulgated by the church. The church advanced our society much more then we now observe in present day, perhaps because we see only what it presently does. The church has a strong devotion factor. Jesus was very devoted to His Father. He was very devoted to His disciples, and to people. People who live in a society share a bond with that society for the mutual protection and preservation of it. The church of early American inspired patriotism on a civil level. This is a good plan of action in terms of Christian witness. It means setting the image of cooperation, of unity. While Christians are to be “set apart”, the message of unification by adoption is at the heart of God. When Christian can unify with the greater community they are in, they show support and respect for the higher ideals of the “unchurched” society. It simply makes the church, and Christianity more desirable to humanitarian-minded people.

America for Christ

The idea of a Christian America is a lofty goal. It means each individual inside of the nation submits and consents to the authority of Christ. The true essence of a Christian though is not simply a “conformation” on the surface, but an internal rebirth and transformation. Revival was the purpose of the prophet of old, and the plan of Jesus. Those who are presenting being renewed in heart and mind do not need what they already have. But a society is made of individuals, and gives it’s consent for the majority to be the “spokesperson”. And the majority are submitting to the authority of Christ in word, but the internal rebirth and daily transformation is less observed by external evidence. A Christian American is good for three reason’s:

  1. For America’s sake: For the reason that America begin by Biblical principles lived out through Christian men and women, it is clear that Christianity is an essential part of who we are.

  2. For the world’s sake: The world has seen the great prosperity and success America flourished in, and still largely enjoys today. The model of a Christian nation obviously is a worthy one to present before the world.

  3. For Christ’s sake: As Christ the originator of Christianity, the world, and all of existence, it is only fitting for Him to witness the honest attempt of reconciling ourselves to His beautiful image of reverence as a Christian nation.


The school purpose is the development of the intellectual capacity of the mind of the individuals of a society. The exposure to logistical concepts for operating in the society we are in.

The school should cooperate with the home, and church, as the development of the wholeness of a person is in all of these constituents. The school institution will have a very difficult, if not virtually impossible, time of instructing a child who does not cooperate with the basic rules of the school. The schools goal is intellectual (that being said, historical evidence of our history is littered with landmarks of religion). The characteristics of external conformity needs to be developed in the home prior to the intellectual development towards a more external form of integration in society. The goal of school in a Christian community of course, means a Christian curriculum. It means the inclusion of honest sources. Individuals with characters and consciences developed in the home and church will understand the reliability of Biblical principles, and their universality. The changing of American history led to the idea in school of “Humanitarianism with benevolent inclinations towards humankind.”17


The institution of school in community should be for the benefit and preservation of their way of life. It should foster respect for the community that permits the legal opportunity of it’s operation. The Christian school should exemplify the historic mantra of the “faith of our fathers”. The contrary godless school mantra proposal might look like a “non-controversial democracy”, and hold “citizenship in the state” as the highest ideal in life. When our American history was changed, the new picture of the separation from Britain looked instead of a necessary split due to lack of representation and geographical unity to a picture of defiance and rebellion. This negative picture puts the nation of America in a very “independent” self-made community. But the question could then be asked: “What great was ever self-made?” The fact of an external contribution means the idea’s of many perspectives, and a broader scope. America depended not only on God, but very much also on France as it rightly separated from the nation of England.

The Challenge of the Christian School

The challenge for the Christian school is to be maintained by the internal Christian moral principles that were deposited by the home and the church. The result of this should lead to prayer, and Bible reading at the staff level. It should mean Biblical principles lived out in the campus. It definitely means developing curriculum prayerfully, and based on Biblical philosophy. The curriculum should include historical landmarks of Christianity and the Kingdom of God on Earth, and in the local society. There should also be a fundamentally Biblical basis for every subject taught in the Curriculum. Even as Christians are employed in Christian schools teach what they have been given. The source of one’s knowledge will carry the philosophy that that source had. Christian teachers with “secular” degree’s will struggle to find a method and material that is different from their training. Christians can teach in two with two ideologies:

  1. Modernism – The humanistic approach of convey facts and information to benefit community.

  2. Biblically – The intentionally intimate fostering of students in the proper image of God they were created in and society has seen obvious prosperity by.


The evidence is Scripture is clear, with extensive backing for the Family, the Church, and “directed-knowledge” (or wisdom). Backing for family is certainly found in (Genesis 2:22-24), but (Luke 1:17) makes mention of Fathers and Son’s. Additionally, (Ephesians 5:23) demonstrates that the husband is the head of the household. As for the church, Jesus begins referring to the church following Him in (Matthew 16:18), as He declared to Peter concerning his statement the rock on which Jesus would build His church. And the entire Chapter 2 of Acts brings the first of evidence of New Testament “Revival”, and evangelism of the Gospel of Christ. (Colossians 2:8) essentially admonishes Christians to have use reason in defending themselves against “…empty philosophy…”. Jesus prays to God “…I do not ask that you take them out of this world…” there is reference here that Jesus has given us power in this world. (John 17:15;18). Finally, there is an extravagant display on knowledge wisdom, and understanding present in Proverbs, (Proverbs 1:22;29) refer to the benefit of knowledge, and how hating it is an unwise choice.



The parameters for all of life is expressed in Scripture. But the practical application will mean some scholarship and study. And the only way to read a book written as much as 3500 yrs ago, is to be in communication with the author. The men who held the quill are no longer with us, but the inspirational source of their words are able to be communicated with. As man reads the Bible, it is crucial that he prays, and asks God for a wise modern interpretation, being sensitive in his spirit as to what his conscience bears witness of. The Bible is the one reliable record we have of the events of the ancient past, and has both historical accounts, and moral principles. The other extraordinary fact of the Bible is it’s exposure of the unseen God and Creator of the universe itself.


In Him we have the origin of all things. God is, by evidence given in Scripture, His revelational Word through His Spirit, His physical creation, and our own internal elements of moral conscience, mind, and emotion. In fact, our finite minds have a very difficult time understanding what is beyond us, what is beyond our reason (and often what is even within the grasp of our reason). Yet the one thing we can predict with considerable accuracy is the relational aspect of God. He is, has been, and always will be, triune. Everything in our observable universe has it’s origin from the “community of God” – the nature of individual, the institution of family, the community at large, the institution of civil government. He is also the origin of the moral concepts, an idea of our mind, reason, conscience, moral laws, as well as the laws that govern the physical universe. The Bible itself is the reflection of Who God is. He is the one ultimate, objective factor that is perfectly reliable. Individuals, and Nations can rely on Him down to the minute detail. As such, His statutes stated in Scripture are effective to restore and maintain our internal moral fabric. They are effective in restoring and maintaining internal and external prosperity.


The education should be approached with fear and trembling, as the effects are most-certainly severe in many cases, and influential on a more shallow level. Conscience needs to be developed and worked from, yet cooperating with Scripture to reinforce what our conscience is suggesting, and further back, going to God as to what Scripture is referring to. There must be a “wholistic” approach in education. All the elements must be in place for the kind of prosperity that the greatest ethically-sound moments witnessed in history could be able to result again. Additionally, there must be a goal for education, with specifically-stated results for individuals. What is society supposed to look like having an authentic “American Christian Education” anyway?


The implications should reach every sphere of society from the surface, to the deep, inner core. The economic system in our nation will need to line up with what the virtues developed in our hearts define. The Media industry should spread the events of community with honesty, and not selecting “politically-correct” content. The Entertainment industry will have the conviction to bring us content that is uplifting, “praiseworthy, noble, admirable, just, and pure”. Civil government should be protecting and preserving the citizen, and society. Certainly the church should be evangelizing, discipleing, and administering mercy. And the family has the grand responsibility of developing the character of the individuals who hold all of these offices.


God has given time it’s definition. What happens on Earth is a result of Him setting things in motion from the beginning. The landmarks are crucial to watch, remember, and learn from. As God moves to influence man towards their highest good, it is wise to work with Him in this goal. As God-incarnate defined the separation of mankind’s history, we observe in Scripture that Christ has great impact in the past (1 Corinthians 15:45), and a prophetic definition in mankind’s future (Revelation 22:20).

God has given man great power over the Earth, but it is the responsibility of man to develop his capacity of reason, and more importantly, the moral premise he bases it’s conclusions on.


  1. The Holy Bible, English Standard Version ©2001 Crossway Bibles, a publishing ministry of Good News Publishers. All rights reserved.

  1. James B. Rose, A Guide to American Christian Education for the Home and School, 1987

  1. Noah Webster, American Dictionary of the English Language, 1828

  1. Rosalie J. Slater, Teaching and Learning America’s Christian History, April 19th, 1975

  1. Verna M. Hall, The Christian History of the Constitution of the United States of America (Founders Edition), April 19th, 2006

  1. Robert Charles Winthrop, The Christian History of the American Revolution, Consider and Ponder, May 1849, p. 20

1James B. Rose, pp. 13


3James B. Rose, pp. 5

James B. Rose, pp. 3

5James B. Rose, pp. 20

6Address delivered at the Annual Meeting of the Massachusetts Bible Society, Boston, May 1849; The Christian History of the American Revolution Consider and Ponder, p. 20

7James B. Rose, pp.12

8James B. Rose, pp. 16

9James Rose, pp.18

10James Rose, pp. 21

11James B. Rose, pp.41

12Verna M. Hall, pp. 80

13Verna M. Hall, pp.64

14James B. Rose, pp.63

15James B. Rose, pp.68

16Rosalie J. Slater, pp.1

17Rosalie J. Slater, pp. 53

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