Education

Some of us had children before we became part of the community. Others of us didn't even want to have children before we came. For most of us, the prospect of raising children in the society around us was frightening. There were so many unanswered questions. How would we raise them? What opportunities could we give them? How could we afford them? And, more than anything else, what would their future be?

I have a vivid memory of my daughter's first day in public school. She was our first child and her presence had knit us together as a small family. Now Jenny was five, and this was a major milestone in her life. My wife and I got her all dressed and ready, complete with backpack and lunch bag, and I walked her to the school bus stop.

As I watched the yellow school bus approach and stop in front of us, it hit me. This was the day I was giving my little girl over to be raised by someone else. Who? I didn't even know. How would they treat her? I didn't know. What would her teachers be like? I didn't know. What would they teach her? I didn't know that either. The driver opened the door and, saying goodbye, I sent my little girl up the steps and watched her take her seat. Watching the school bus drive off, the questions haunted me. So much now seemed beyond my control. What could I be sure of? She was my daughter, but a huge part of her life had just been taken out of my hands. I felt so responsible for her, so obligated to her, and yet all of a sudden, so helpless.

At the time, I didn't see any alternatives. I didn't even know where to look. But my unrest wouldn't go away. Two years later, people from the communities met our family. Through them, we found a place and a people we could give our whole heart to, and soon we were part of this new life. We had found answers to our worries about our children, and so much more.

Jenny thrived in her new life. She was taught at home, under our guidance. She and her younger brother now experienced the same life, the same standards, and the same expectations in and out of their "schooling", and her mother and I were secure and at rest.

What was the difference? We received faith. We had assurance about the future. And we had something of substance to base it on. We have no doubt that the authority of parents to raise their children comes from God. This includes their children's education. Our faith is the same as that of Abraham of old. Abraham understood his responsibility to command his children to keep the way of justice and rightness that he knew (Genesis 18:19). The Creator of all favored him because of this faith. He promised him a blessing through his children, for the sake of God's ultimate kind intention for all mankind. So now we have faith about our children's education.

We have also come to know the truth of Proverbs 22:6. Train a child in the way he should go, and when he is older he will not depart from it. I once was asked by a group of people why I wouldn't give my children a "liberal" education, exposing them to many choices and "opportunities" for their lives and allowing them to choose for themselves. I explained that my children ultimately would make their own choice. Just like God does not violate the will of man, all children must grow up and take accountability for their own lives. Then I added, what father, if he truly believed in what he was doing, wouldn't put all his "eggs" in one "basket" to give all he had to his children? If you know the path that leads to life, wouldn't you see to it that your children follow it?

In the Twelve Tribes education is part of parenting. It is one element of raising children, and it fits in perfectly with all the other elements - family life, social life, discipline, health, and vocation. Parents are entirely responsible for their children's education. They may actually teach their children themselves, or more commonly, another gifted teacher will help them. Either way, parents are in charge. The children are not left to themselves, nor are they left to daycare centers, public schools or universities to be tossed to and fro by every wind that comes along.

Education begins at home, by mother's side, learning the beginning things of good behavior, social skills, how to listen, and pre-reading, writing and math skills. At four and five years old, children attend a weekly music class with others of their age. Here they sing and learn to make their voices find the right notes.

At six, children begin their regular "schooling" either with their parents or in a small classroom setting within their community. Communication skills (including accurate spelling, good handwriting, reading and speaking skills) are emphasized the most in the first eight years. Along with this we concentrate on a solid foundation in all the basic math skills, geography, the history of Israel and creation. Physical education develops coordination, balance, poise, and endurance. Music and Israeli folk dancing are also part of the children's upbringing.

Around the end of their first eight years of education, at about age fourteen, the children prepare with their parents for their Bar or Bat Mitzvah celebration. This marks the time when have matured and will take accountability for their own life and the choices they make. It is the time for them to make their own "covenant" to follow the God of their parents. Bar Mitzvah means "son of the commandment", and Bat Mitzvah means "daughter of the commandment". It is also the time they begin the years of their youth, where their education takes a turn toward apprenticeship.

Apprenticeship for our youth begins with a variety of opportunities. Some are classroom related, like classes in history, various kinds of applied math (including algebra, geometry or bookkeeping), writing class, typing, and others. There are also many opportunities to learn things "hands-on". This could include sewing, first aid, many craft-related things like leatherwork, printing or musical instrument building, beginning business management, woodworking, farming, gardening, music, etc.

As our youth enter their older teenage years their apprenticeship might include driver's education, current events and issues classes, advanced language and math skills, and it becomes more focused towards the particular abilities each one has. Whether it is advanced training in the construction trades, a particular craft, as a teacher, a business manager, medical skills, music, kitchen management, etc. each apprenticeship course is planned by parents according to their child's individual needs. Its purpose is to equip each young adult for a lifetime of serving and living unselfishly for the benefit of others, to see something greater than themselves built up.

You could call our children's education very traditional in one sense. We see great value in traditional methods of learning. We also look to the roots of our faith, wanting to be very solidly built on a good foundation. Our education is also very progressive and alternative, though, as we look to the future. We have liberty to be creative and do what is in our hearts, knowing that the purpose for a good foundation is to build a good house.

Education of children in the Twelve Tribes is only one part of the whole picture. It takes its place alongside all the rest of what we live for. We desire that how and what we teach our children would produce good fruit, and that their fruit would remain.

Reya and Olah (Bill and Cathy Johnson)