Our great Declaration of Independence opens, “When in the Course of human events…” A simple phrase, it articulates the context of our nation’s founding and every other context of human experience. From Adam and Eve, mankind has existed somewhere within history’s timeline. Why is this significant? It is incumbent on each generation to observe our circumstances, make sense of where we find ourselves and wrestle with what is happening around us. This was just as true at our founding as it is today.
When writing to Henry Lee, Thomas Jefferson argued in 1825 that,
“This was the object of the Declaration of Independence. not to find out new principles, or new arguments, never before thought of, not merely to say things which had never been said before, but to place before mankind the common sense of the subject; [in?] terms so plain and firm as to command their assent, and to justify ourselves in the independent stand we [were?] compelled to take. neither aiming at originality of principle or sentiment, nor yet copied from any particular and previous writing, it was intended to be an expression of the American mind, and to give to that expression the proper tone and spirit called for by the occasion.”
Jefferson had no intention of inventing new ideas; he simply chose to express how their present circumstances intersected with timeless principles.
His goal, our goal.
Timeline of the State-based Education Experiment
As passionate educators and Americans situated within the fallout of the failed industrialized state-based educational model, we, too, must observe the circumstances and make sense of where we find ourselves on this timeline of education. The field of education is both the context we are in and the timeline we are on. Now is the time to wrestle with the ideas at work around us. Throughout history, political leaders and ambitious educators have conducted educational experiments on their fellow man.
Let’s consider Robert Owens and his failed communist experiment or the totalitarian public schools in 19th-century Prussia. These experiments were invited into American classrooms in 1852 when Massachusetts became the first state to pass compulsory education laws. Like all social programs, compulsory education programs have two mandatory components: the compulsory compliance of families to hand over their children for the distribution of this education and the compulsory collection of taxes necessary to fund such a venture. Nearly 175 years into this social experiment, our nation has become nose blind to the stale, musty aroma of this anti-American experiment. These are the circumstances in which we find ourselves.
As Jefferson said, “The goal was to place before mankind the common sense of the subject; in terms so plain and firm as to command their assent, and to justify ourselves in the independent stand we were compelled to take.”
Commonsense Principles of Education
Our aim must, once again, be the aim of Jefferson. At Classical Conversations, we seek “to place before mankind the common sense of the subject.” I invite you to consider with me, what are the commonsense principles of education and education markets? How can we state them plainly as “to command their assent”? Will our onlookers understand that conviction drives us “to justify ourselves in the independent stand we were compelled to take”? In pursuit of these sentiments, we remember Jefferson’s opening confession, which echoes through time.
“When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.”
While we are not defending a specific people group, colony, or nation, the education domain equally deserves our defense. In this “tone and spirit,” we present our education values. These pillars are comprised of four Classical Conversation’s timeless beliefs with plainly stated contextual expressions. For the Choose Education Independence Initiative at Classical Conversations, these values serve as the simple foundation we stand on, the pillars that shape our form, and the compass that orients our direction.
Independent Education
The purpose of education is to know God and to make Him known; therefore, we believe education, like religion, is a sacred pursuit outside the jurisdiction of the state.
Parental Autonomy
God trusts parents with their children, and so should we; therefore, we advocate for the protection of parental rights and educational autonomy from the state.
Private Funding
Education is the responsibility of the family, with support from fellow believers; therefore, we recognize that the financial obligation falls on parents, with potential support from private, voluntary benefactors.
Flourishing Society
Wrestling with truth promotes blessing and virtue for the whole community; therefore, we uphold that independent education is the cornerstone to a flourishing society.
The test of these arguments is whether or not they are true. In our Challenge B program, students study formal logic and are introduced to the Law of Identity; “If something is true, it is always true.” The opportunity has presented itself to wrestle with the questions of what is true about the ownership, responsibility and cost of education. Once we have wrestled out these truths, Francis Schaffer’s question stands begging for our response, “How Should We Then Live?” Whether you are wrestling with these truth claims or their application, we have a place reserved for you in the Education Independence Network. We invite you to join us.