Dr. J. Gresham Machen’s address on “The Necessity of the Christian School,” is permanently posted here. but it remains so timely, I’ve posted the whole of it here today.

The Necessity of the Christian School
by Dr. J. Gresham Machen, Professor of New Testament in Westminster Theological Seminary, Philadelphia, Pa.. This is a reprint of a lecture given by Dr. Machen at the Educational Convention held in Chicago under the auspices of the National Union of Christian Schools, August, 1933.

The Christian school is to be favored for two reasons. In the first place, it is important for American liberty; in the second place, it is important for the propagation of the Christian religion. These two reasons are not equally important; indeed, the latter includes the former as it includes every other legitimate human interest. But I want to speak of these two reasons in turn.

In the first place, then, the Christian school is important for the maintenance of American liberty.
We are witnessing in our day a world-wide attack upon the fundamental principles of civil and religious freedom. In some countries, such as Italy, the attack has been blatant and unashamed; Mussolini despises democracy and does not mind saying so. A similar despotism now prevails in Germany; and in Russia freedom is being crushed out by what is perhaps the most complete and systematic tyranny that the world has every seen.

But exactly the same tendency that is manifested in extreme form in those countries, is also being manifested, more slowly but none the less surely, in America. It has been given an enormous impetus first by the war and now by the economic depression; but aside form these external stimuli it has its roots in a fundamental deterioration of the American people. Gradually the people has come to value principle less and creature comfort more; increasingly it has come to prefer prosperity to freedom; and even in the field of prosperity it cannot be said that the effect is satisfactory.

The result of this decadence in the American people is seen in the rapid growth of a centralized bureaucracy which is the thing against which the Constitution of the United States was most clearly intended to guard.

In the presence of this apparent collapse of free democracy, any descendant of the liberty-loving races of mankind may well stand dismayed; and to those liberty-loving races no doubt most of my hearers tonight belong. I am of the Anglo-Saxon race; many of you belong to a race whose part in the history of human freedom is if anything still more glorious; and as we all contemplate the struggle of our fathers in the winning of that freedom which their descendants seem now to be so willing to give up, we are impressed anew with the fact that it is far easier to destroy than to create. It took many centuries of struggle — much blood and many tears — to establish the fundamental principles of our civil and religious liberty; but one made generation is sufficient to throw them all away.

It is true, the attack upon liberty is nothing new. Always there have been tyrants in the world; almost always tyranny has begun by being superficially beneficent, and always it has ended by being both superficially and radically cruel.
But while tyranny itself is nothing new, the technique of tyranny has been enormously improved in our day; the tyranny of the scientific expert is the most crushing tyranny of all. That tyranny is being exercised most effectively in the field of education. A monopolistic system of education controlled by the State is far more efficient in crushing our liberty than the cruder weapons of fire and sword. Against this monopoly of education by the State the Christian school brings a salutary protest; it contends for the right of parents to bring up their children in accordance with the dictates of their conscience and not in the manner prescribed by the State.

That right has been attacked in America in recent years in the most blatant possible ways. In Oregon, a law was actually passed some years ago requiring all children to attend the public schools — thus taking the children from the control of their parents and placing them under the despotic control of whatever superintendent of education might happen to be in office in the district in which they resided. In Nebraska, a law was passed forbidding the study of languages other than English, even in private schools, until the child was too old to learn them well. That was really a law making literary education a crime. In New York, one of the abominable Lusk Laws placed even private tutors under state supervision and control. Read the rest of this entry »