As homeschoolers, we practice outcome-based education. We won’t consider our task to have been successfully accomplished just because the students survive the year and finish reading (most of) the textbook. In history, we don’t consider scoring above the 50th percentile on the social studies section of the standardized achievement test to be success either.

Our ultimate desired outcome is for our children to develop into godly men and women. We would like them to be able to serve God with their talents and to always be ready (in season and out) to preach the Word and give a persuasive answer for the hope that is within them. We think the study of history is a useful tool towards all of these ends.

Godly men and women

One of our goals is for our children to develop godly character and acquire wisdom. We expect that after some months (or years) of practice they would be able to, on their own, examine and analyze, and evaluate the character of a historical figure using biblical standards. Using historical biography to teach character and wisdom is certainly not a 20th century innovation. Rather, it represents a return to the traditional method of studying history. History is not neutral. Historians are not neutral. History, in the hands of a god-fearing, truthful, scrupulous historian rises to the definition of "Moral philosophy teaching by example." Note, that it is not necessary for all the figures your child studies to have been godly or moral men (or women). There are always useful lessons to be learned by applying biblical standards to the choices and actions of someone in history. We cannot judge the heart (only God can do that), but we can judge actions - their wisdom or folly, morality or immorality, and their consequences. If we train our children to apply biblical thinking in all sorts of historical situations they will be better able to make the applications in their own lives later on. The study of history may not be able to build character all by itself, but it can certainly reinforce, exercise, and solidify and confirm.

The providential view of history

We want our children to understand God’s view of history, God’s purposes in history, and God’s involvement in history. There has been something of a revival of the "providential view of American history." There is much to applaud and appreciate among the writings of those who are re-examining American history and emphasizing God’s involvement. We would encourage all Christians to broaden their horizon though and consider God’s providential involvement in all of history - American included! The clearest place to see this is by reading the Biblical account of the history of Israel so that your children become familiar with the pattern by which God acts in history - blessings for righteous obedience; judgment for lawlessness. Since nations cannot be judged eternally, God works directly in history to bless or to judge. Has he done this in American history? - undoubtedly. But more broadly, God is providentially involved in the history of all the nations of the world. Has been, is, and will be. We need to insure that our children understand this principle so that they can recognize and proclaim it. This requires discernment on the part of parents in the selection of books for their children. Most secular textbooks are governed by an underlying assumption of the myth of progress - with no acknowledgment of God’s role in history. There are many profitable books which can be used in the study of history, but many of them need parents to add some perspective and an explicit reminder and recognition of God’s sovereignty.

The church, true religion, its impact on history

Finally we think it is important for our children to understand the role and development of the church, true religion, and its impact on history. To paraphrase Otto Scott, prior to the arrival of Mosaic law and the Christian church, practically every human culture practiced human sacrifice and tyrants ruled without restraint. One of the many blessings of the gospel is the recognition that each individual has certain rights bestowed upon him by God. This is but one effect on civilization of the spread of the gospel. But this example points out one of the reasons why we lay so much stress on laying a foundation BEFORE beginning American history. Our political institutions and culture did not spring "ex nihilo" from the mind of Thomas Jefferson. Instead, their development can be traced in a continuous, fascinating line back to the ancient classical civilizations of Israel, Egypt, Greece, and Rome. If we are successful in teaching history, our children will understand that the problems faced in our culture are neither new nor novel. We can avoid any number of costly mistakes if we are willing to turn to the examples left us in history - where we can find examples of wisdom and righteousness which God has blessed. Or, if we leave our children ignorant of history, they will find it very difficult to avoid repeating the mistakes of the past.

So teach history, and measure your success by your children’s ability to apply its lessons in their own lives, to recognize the heritage of the past in our own culture, and to see God’s sovereign hand in blessing and judging nations.