Category: Developing a Child’s Gifts

There is a lot of misinformation floating around Christian circles about how children were perceived, educated and involved in spiritual life during the time of Jesus and in the early Church. Often this misinformation is based on writers who didn’t thoroughly research the topic or didn’t have access to primary source documents and then that incomplete or inaccurate information used as an excuse for the often subpar spiritual education provided by Churches (i.e. “It’s the parents’ responsibility, not the Church’s, to provide quality spiritual education for children. It wasn’t provided during Bible times, so why do we need to provide it now? It’s not an issue if young people aren’t really learning anything in our Bible classes.”)

The reality of spiritual education for Jesus and other Jewish children during his childhood and for the children of early Christians was more nuanced. The reality of spiritual education in those times does not in any way remove the responsibility of the Christian community found in the Church to assist parents by providing quality spiritual training for children. This post may be a bit more academic than most of our posts, but if you want to engage in meaningful conversations on the topic, you need to be armed with some helpful background information.

First, those who dismiss or minimize the need for quality religious instruction in ministry settings are at least partially correct. In the early Old Testament times, parents were the primary source of spiritual education. In fact, parents did not view childhood as a time to focus on play, but rather on preparing for adulthood both spiritually and in the roles their children would play as adults.

Parents actively taught their children the scriptures, gave them correction when they disobeyed or showed character that was not what God would want and modeled the life God wanted them to live. They also used the various Feasts in the Bible as interactive ways to review important Bible stories, commands and principles. Children were also expected to sit and listen whenever the priests read the Law to the people.

Things changed when the Jews were taken into captivity and again when they returned. The synagogues began during captivity to replace at least some of the functions of the destroyed Temple. They were kept upon the people’s return to Israel and it seems every village had its own synagogue that was used for worship and as a school for children.

Synagogues were tasked with keeping the people on track spiritually through teaching and other activities. This included helping the parents educate their children. In 75 B.C.E. elementary education was declared compulsory, so Jesus, like all of the other Jewish children of his time would have attended school at the local synagogue. There is some debate about how much education girls were given, with the general consensus that primarily boys attended the synagogue schools, but girls were often homeschooled with a similar curriculum.

The teachers used what we call the Old Testament as the only textbook. Children began attending school at about the same age as children today. They were taught to read using the Bible and were tasked with memorizing large portions of scripture including Deuteronomy 6:4-9, 11:13-21, Numbers 15:37-41, Psalms 113-118 (chapters), the first several chapters of Genesis and the essence of Leviticus/the Law. They also each had to memorize a portion of scripture that was determined by the child’s name and contained about twenty verses. They of course were also taught what the scriptures meant and how to live them in their lives.

There were two basic types of synagogue schools in the time of Jesus. The one Jesus attended focused more on the spiritual teachings of the Law and the Prophets rather than the many oral traditions that had developed over the years. Children were also taught mathematics, astronomy and the natural sciences, which they somehow related back to the scriptures. There is thought that the science lessons were actually based on writings of Solomon that are no longer available, although I couldn’t find any actual evidence those existed and were used in synagogue schools.

In the afternoon, children went home to learn a trade they would ply as adults. This means about four hours a day were spent in active religious instruction in addition to what the parents taught and reinforced at home. This amount of time is interesting, because recent research is finding kids who are engaged in about 15-20 hours a week spiritually (including independent engagement in spiritual disciplines, worship and conversations about God) were more likely to be active, productive Christians as adults than children who spent much less time engaged in spiritual pursuits as children.

The early Christians must have realized the necessity of controlling their children’s education fairly early. After the split with Judaism and the inclusion of Gentiles in Christianity, the synagogue schools would have no longer been an option. Not enough research has been done on the topic, but the little that has been done suggests an early mix of education for children raised in Christian homes.

Many children who were not Jewish had been attending secular Roman schools. Some parents initially left their children in those schools and supplemented with religious instruction at home. Unfortunately, Roman schools also taught Roman morals and the Roman religion which did not align with Christianity. As a result, it appears many Christians began homeschooling their children. As the persecution of Christians began to die down, the first Christian schools emerged to help parents.

Spiritual education for children was a top priority for the Jews and the early Christians. In fact, the Talmud says, “The world is preserved by the breath of children in the schools.” The Talmud also says, “Jerusalem was destroyed because the education of children was neglected.” It’s important to remember the goal of education was spiritual – not secular – even though some secular topics were taught. The writers of the Talmud realized, the moment they stopped doing their very best to teach their children what God wanted them to know, was also the moment everything fell apart. If we look at the world around us and the Church at large, we may be seeing the same dynamic at play. It’s past time to make the spiritual education of our children our number one priority.