Articles on Christian education, parenting, faith, and life at Plumstead Christian School.
Love In Action
March 25, 2026
In a world full of social connections, followers, and casual acquaintances, the Bible paints a much deeper picture of what true friendship really looks like. Scripture describes friendship not simply as shared interests or convenience, but as sacrificial love lived out in daily life. It is love in action.
This idea captures the heart of biblical friendship. Love is not just a feeling; it is something we do. True friends serve, protect, challenge, encourage, and grow together. They help one another become the people God created them to be.
One of the most powerful examples of true friendship in the Bible is the relationship between David and Jonathan. In 1 Samuel 18, we read that “the soul of Jonathan was knit to the soul of David, and Jonathan loved him as his own soul.”
Jonathan was the son of King Saul—the rightful heir to Israel’s throne. David, on the other hand, was the young shepherd whom God had chosen to be the future king. From a human perspective, David represented a threat to Jonathan’s future power and position. Yet Jonathan did something remarkable. Instead of viewing David as a rival, he loved him. Jonathan gave David his robe, armor, sword, bow, and belt—symbols of royal identity and leadership. In essence, Jonathan was acknowledging God’s plan and humbly placing his friend’s calling above his own ambitions. This was love in action.
Even when Jonathan’s father, Saul, became jealous and attempted to kill David, Jonathan protected his friend. He warned David of danger and advocated for him, risking his own standing with the king. Their friendship was pure and good because it was built on three foundational qualities that are always reflected in true friendship:
The book of Proverbs reminds us that friendship is not only about encouragement, but also about truth. Proverbs 27:6 reads, “Faithful are the wounds of a friend.” At first, that verse sounds strange. Why would a friend ever wound us? Because sometimes love requires honesty.
Real friends don’t simply tell us what we want to hear. They tell us what we need to hear. When we are drifting, compromising, or making harmful choices, a true friend lovingly steps in. This is also love in action. A friend who never challenges us may feel kind in the moment, but they are not helping us grow. True friends care too much about our souls to remain silent.
Just a few verses later, in Proverbs 27:17, we read “As iron sharpens iron, so one person sharpens another.” In the ancient world, blades were sharpened by rubbing iron against iron. The process involved friction, pressure, and intentional effort—but the result was a stronger, sharper tool. True friendship works the same way. Real friends sharpen us by:
In other words, true friends help us become more like Jesus.
When we think about friendship, no one demonstrates it more beautifully than Jesus.
In John 15:13, Jesus says, “Greater love has no one than this: to lay down one’s life for one’s friends.” Jesus did not simply talk about love—He lived it. He served His disciples, washed their feet, taught them patiently, corrected them when they misunderstood, forgave their failures, and ultimately laid down His life for them. He then said something extraordinary:
“I no longer call you servants… instead, I have called you friends.” (John 15:15)
Jesus welcomed His followers into a relationship with Him. His friendship was marked by truth, grace, sacrifice, and unwavering love. This was the ultimate example of love in action.
The disciples who walked with Jesus saw this friendship lived out every day, and it transformed them. They learned that friendship meant:
After Jesus’ resurrection and ascension, we see this play out in their lives and writings.
The early church shared meals, prayed together, cared for the poor, and supported one another through persecution. Paul constantly referred to fellow believers as beloved brothers and sisters, co-workers, and partners in the gospel. Their communities were built on friendships that reflected Christ.
Parents have a powerful role in shaping how children understand friendship. Children often learn about relationships by watching the adults around them. When they see kindness, loyalty, honesty, and forgiveness modeled at home, they begin to understand what real friendship looks like. We can teach our children true friendship by:
Most importantly, we can teach them that friendship is not about popularity—it is about loving others well.
One of the greatest gifts in marriage is friendship. While marriage includes romance, commitment, and partnership, it flourishes most when a husband and wife genuinely enjoy being friends, which means:
When spouses practice love in action, their friendship becomes a powerful witness of God’s love.
As our parents grow older, our roles in the relationship often change. The people who once cared for us may now need greater care themselves. Showing friendship to aging parents means offering patience, presence, and honor. It means:
These moments are sacred opportunities to live out love in action.
True friendship is not built on convenience. It is built on commitment. It stands firm in difficult seasons. It speaks truth when it would be easier to stay silent. It celebrates victories, carries burdens, and points one another toward Christ.
The friendships we build—and the friendships we model—have the power to shape families, churches, and communities. When we choose loyalty like Jonathan, honesty like Proverbs teaches, and sacrificial love like Jesus demonstrated, we begin to understand what friendship was always meant to be:
Love in action
Educating With the End in Mind: Why Christian Education Matters from Preschool Through Graduation
June 25, 2026
As parents, you are on a holy journey.
Right now, that journey may look like small shoes by the door, bedtime prayers whispered through yawns, and wide-eyed wonder at a world God has just begun to unfold. You want the very best for your child. You long for them to grow in wisdom and stature, in favor with God and man. You hope they will learn the lessons that truly matter—the ones that steady their steps, strengthen their character, and prepare them for a life of faith, purpose, and service.
When you think about your child’s education, you are not simply choosing a school. You are thinking about formation—about who your child will become.
That is where Plumstead Christian School comes alongside you.
At Plumstead, we educate with the end in mind.
Scripture reminds us, “Better is the end of a thing than its beginning” (Ecclesiastes 7:8). The world today’s preschoolers and kindergarteners will enter as graduates is changing rapidly. Technology continues to transform how we live and work. New careers are emerging that do not yet exist. The future is, in many ways, unknown.
Yet while the landscape changes, the virtues and life skills that anchor a faithful and fruitful life remain constant.
Our goal is not merely to prepare students for the next grade level. We seek to prepare them for life.
The Plumstead Way is our commitment to developing students who are equipped to thrive in an ever-changing world while remaining firmly rooted in biblical truth.
This commitment is reflected in our Portrait of a Graduate—an aspirational vision of the young men and women we pray our students will become. We desire graduates who are wise, humble, discerning, confident, and fully surrendered to Jesus Christ as Lord.
From Preschool through 12th grade, we intentionally shape curriculum, train faculty, and design programs that foster growth in faith, virtue, and essential life skills. This growth happens gradually, relationally, and authentically over time.
The result is not simply academic achievement, but Christ-centered formation.
At Plumstead, education is an act of discipleship.
We truly know, love, and care for each child entrusted to us. Within a supportive Christian community, students are encouraged and equipped by peers and by dedicated adults who love both children and Jesus.
In this environment, students learn to:
These are not merely academic outcomes. They are life outcomes.
When students are challenged and supported in these ways, they develop into people of character—individuals who contribute positively to their communities, recognize and articulate truth, and lead Christ-centered lives wherever God calls them.
The fruit of this approach is evident throughout our school community.
Plumstead students become confident learners who genuinely love learning. They are prepared for college and equipped to engage thoughtfully with the world around them. In classrooms where faith and knowledge are never separated, students explore truth with both rigor and wonder.
Their growth extends beyond academics as well.
Through athletics, visual arts, musical theater, and countless extracurricular opportunities, students learn discipline, creativity, perseverance, teamwork, and integrity. They compete with honor, create with purpose, and perform for an audience of One.
There is something uniquely powerful about a school journey that spans from Preschool through 12th grade.
Over the years, friendships deepen. A cohesive biblical worldview is patiently formed. Skills and virtues are modeled, practiced, and refined until they become part of who a student is.
This long-term partnership between school and family creates graduates who are prepared not only for college or career, but for life. They are equipped to serve God faithfully, lead others well, and thrive in whatever calling He places before them.
We understand that this kind of education is a significant investment. It is not small, and it is not casual.
But it is sound.
The dividends extend far beyond transcripts and test scores. They include faith, wisdom, character, purpose, and a lifelong foundation for serving God and others well.
For families who desire a Christian education but are concerned about affordability, Plumstead offers a robust need-based tuition assistance program beginning in kindergarten, helping make this investment more accessible.
If you are beginning to imagine a school journey that nurtures both heart and mind—one that faithfully partners with your family from the earliest years while always keeping the end in view—we would love to meet you.
We invite you to visit our campus, learn more about our community, and explore how Plumstead Christian School can partner with your family in shaping your child’s future.
Because the most important question is not simply where your child will go to school.
It is who they will become.
Is Christian Education Worth the Investment?
November 3, 2025
You’ve started asking hard questions — about influence, environment, and whether the right foundation really can shape the years ahead. Maybe you’re weighing the culture of your child’s current school, or questioning whether a Christian education can truly offer strong academics alongside spiritual formation. You’re not alone in wanting more than just safety or structure. You want a place that speaks the same truth you’re instilling at home.
At Plumstead Christian School, that partnership starts early and runs deep. Here, students are known, and surrounded by peers and mentors who reinforce Biblical truth while helping them grow into the fullness of who God is calling them to be. Read more to discover the PCS difference.
When families visit Plumstead Christian School, they often say the same thing: “We feel that what we’re teaching at home lines up with what’s happening here.” That feeling comes from more than optimal class sizes or a caring environment. It comes from a community where students are known by the teachers who walk with them through every stage of growth. For parents looking to partner with a school that reinforces Biblical truth, PCS offers a clear and trusted path.
At PCS, every teacher models a Christ-centered worldview. It’s not only evident in Bible class. Most importantly, it’s the framework through which our students learn to think, lead, and live.
Families consistently point to the influence of Christian teachers and administrators as one of the school’s most lasting impacts. These are mentors who care and who speak God’s truth into their daily lives.
Every stage of your child’s educational journey holds defining moments, and the people nurturing them along the way make all the difference.
At Plumstead Christian School, that formation happens in places big and small. It shows up in classroom discussions, school plays, soccer games, hallway conversations, and hands raised in worship. Throughout it all, students are surrounded by families, faculty, and friends who walk with them and echo the values you’re teaching at home.
Whether your child is learning to read or ready for college-level coursework, PCS students are stretched in meaningful ways. Intentional class sizes create space for teachers to see their students’ strengths and they’re able to nurture them accordingly.
In our learning environment, you’ll discover strong academics, leadership roles, co-curricular options, and hands-on mentorship at every stage.
This is one of the most common questions we hear, and it’s an honest one. Choosing a private Christian school is a long-term investment, and it often comes with real trade-offs. But families don’t stay at Plumstead Christian School because it’s convenient. They stay because they see the difference in their child’s growth and confidence to step into what God has called them to. Here is a glimpse of what we offer.
“PCS gave me a tremendous foundation for the start of my adult life, preparing me spiritually and academically to face whatever life brought my way.”
– Rob Ambler, PCS Alumnus
The best way to understand what Plumstead Christian School offers is to see it in motion. Walk through the art studio, watch a practice, or meet students leading their peers. During your visit, you’ll get a real sense of how learning and community all come together here.
We know families ask careful questions about value and affordability options so they can plan ahead. Here’s how PCS walks with you as you consider what’s right for your child. Watch the short video below to learn more about our Tuition Assistance program.
https://plumsteadchristian.org/wp-content/uploads/2025/11/VoP-PCS-Tuition-Info_compressed.mp4
PCS offers Variable Tuition, a need-based model that adjusts the cost of education to fit your family’s financial situation. This program is a reflection of our school’s commitment to making Christian education accessible for families.
In addition, PCS participates in Pennsylvania’s EITC program, which allows eligible families to redirect their state tax dollars to support tuition assistance. In addition, our families involved in full-time ministry also receive a discount.
If you’re unsure where you’d fall, PCS encourages families to start the process — you may be surprised by what’s possible.
Families stay in our community because of what they see unfolding: healthy peer influence, strong student-teacher relationships, opportunities to discover one’s gifts, and visible spiritual growth. This long-term investment bears fruit in who your child becomes in their walk with Christ. If this is something you want for your child, we invite you to take the next step at Plumstead Christian School.
3 Ways To Help Your High Schooler Have Healthy Friendships: Making friends in high school is important for your teen
October 19, 2023
How do you remember your high school years?
Many of us recall this period as one where we experienced tremendous growth. We worked hard to have good grades. We learned words of wisdom from our beloved teachers. And one that probably stands out: we made lifelong friendships. As a parent you know that making friends in high school is more than finding company in the same class. You want your teen to build relationships that will uplift them and bring them closer to God.
Positive friendships during these years play a role in shaping your high schooler into the man or woman God is calling him or her to be. Your high schooler’s friends can:
The first step in guiding your teen to form healthy relationships is to discuss what makes a good friend. As your high schooler is maturing, it can be easy for them to assume that those willing to “accept” them are automatically their friends. Helping them understand that good friends are uplifting, supportive, and those who bring out the best in them is one of the key ways to mentor them in this area.
As a parent you can also shed light on healthy friendships by reflecting on your own relationships in conversations. You can tell your teen how thoughtful your close neighbor was to bring a care basket when she found out you were sick. On the other hand, you can also share how you didn’t appreciate when ladies in the park gossiped about that same neighbor. This helps your teen discern friendships that will encourage them toward positive growth.
The Christ-centered environment at Plumstead Christian School makes it possible for your teen to find a community where he or she will feel seen, known, and loved. We partner with parents like you to instill a culture where God’s love is felt both inside and outside our classrooms.
There’s no greater comfort for your teen than knowing that you are a safe space for them to share their struggles in building or maintaining friendships.
You can strike up conversations during dinner to talk about topics beyond their grades or academic performance. You can ask about the clubs and activities they’re involved in, or how it is going with their friend group in school or in church.
Here at PCS we offer a wealth of opportunities for Upper School students to find friends who share the same passions — allowing them to appreciate each other’s work. Our excellent fine arts program, athletics, and ministry opportunities serve as open doors for your teen to find like-minded peers who will push them toward growth. Pursuing hobbies and forming strong friendships while doing so has mental health benefits for your teen in the long run.
As you guide your high schooler on forming healthy friendships another way to say “I care” is to be part of your teen’s community. Are there sports activities, volunteer work, and chaperone opportunities where you can get to know your teen’s friends?
Being involved shows that you celebrate your teen’s growing circle and trust their decisions in forming and keeping these relationships.
Voices of Plumstead: Finding Friendship.mov from Plumstead Christian School on Vimeo.
Looking for the best private Christian school in Bucks County, PA? We invite you to explore the faith-filled atmosphere at Plumstead Christian School. Learn all about our school community, academic programs, and enriching opportunities where your teen can shine.
How Do Teachers Influence Students In High School?
November 29, 2023
“A teacher affects eternity; he can never tell where his influence stops.”
There’s a lot to be said about the powerful mark of a teacher. You may recall a kindergarten teacher who showed you a warm, welcoming smile or that high school coach who gave you just the right words to run the last lap. They make us feel seen, they inspire us, and they can push us toward growth.
At the same time, their words and actions — if not shown in the right ways — can have the power to hurt us as well.
So, how do teachers influence students in high school? As a parent, you want to discover the different ways they instill values in your child. You’re searching for a place where your teen can feel encouraged by caring mentors.
At Plumstead Christian School, your teen will be surrounded by teachers who pray for them and build them up with words of encouragement. We invite you to explore the many ways that teachers can build up your teen and how we provide that supportive environment for students.
As a parent, it’s very rewarding to find a school that reflects the values you teach at home. You want your teen to cultivate character traits such as kindness, respect, love for others, perseverance, and empathy. Most importantly, you want an environment that fosters the love of Christ.
How can interactions with teachers influence students? In a world where varied opinions and worldviews can pull your teen in different directions, Christ-centered teachers carry the torch of influence when it comes to being models and mentors of faith. They can uplift, inspire, and guide your teen in navigating the complexities of high school life.
That’s why at PCS we’ve built pillars that students can lean on as they grow in their spiritual walk.
In high school, your teen may tackle challenging subjects like calculus and physics. If he or she isn’t particularly fond of memorizing dates and events, learning more advanced topics in history can feel like a chore.
With the right teachers, your teen can develop a passion for learning in subjects that he or she even finds difficult. Whether it’s showing an exciting presentation on-screen, passing a cool artifact around to examine, or hosting a quiz bee, intentional teachers know how to keep students interested in learning.
At PCS, we take this to the next level by not only hiring teachers who engage students in active learning, but also hiring teachers who individually follow up with students in Advisory Groups to encourage and challenge them in subject areas when needed.
Beyond academics, caring teachers love to see students find joy in their passions and interests. PCS teachers will help your teen discover what he or she loves to do, and then, they will provide avenues where his or her talents can shine.
PCS provides many opportunities for students to explore their God-given gifts. Beyond the classroom, teens can immerse themselves in:
Class Trips: Teachers take students on educational trips, such as museum tours in Washington D.C. and New York. Together, they explore new places in small group settings to learn about culture and to try local food.
Retreats: Students and teachers participate in a fun-filled, memorable retreat where they listen to a keynote speaker explain scripture and engage in teambuilding activities.
Athletics & Clubs: Many coaches of our athletic teams are also teachers, giving student-athletes the motivation they need to succeed. You’ll also see our teachers present at our home games to cheer on our athletes. In addition, teachers are involved with student clubs, providing guidance on current and upcoming projects.
Leadership Development: Our faculty and staff mentor students in different areas of leadership development such as Student Government, the National Honor Society, and our Student Ambassador Program.
Find the right kind of influence for your teen. Schedule a tour today to meet our Christ-centered faculty and staff, and discover a place where your teen can flourish.
Is a Well-Rounded High School Experience Possible? Advantages of Extracurricular Programs at PCS
The years that your teen spends in high school are memorable and life-changing. At this stage, teens discover more of themselves, build lasting friendships, and begin to understand their purpose in God’s world. As a parent, you want to give them an environment where they can blossom in their unique gifts.
Extracurricular programs help facilitate this self-discovery, and, because of this, they are a key consideration when looking for the right private Christian school for your child. It’s one of the ways you can provide a well-rounded experience for your teen. In this post, discover why participation in extracurricular activities is important in high school, and learn of the many ways that Plumstead Christian School supports students through these programs.
Extracurriculars in high school help develop additional skills your teen needs to thrive in college and beyond. If your child is passionate about athletics or fine arts, joining the right programs is an opportunity for them to explore their interests and refine their gifts.
At Plumstead Christian School, we offer excellent, Christ-centered arts and athletics co-curricular programs that empower students to gain skills such as:
In addition to developing essential skills, students who participate in co-curriculars in high school grow in their character as they cultivate values such as integrity, determination, and teamwork.
When looking for the best extracurriculars in high school, you’ll find that PCS offers a biblically- integrated approach for students. Your teen will not only learn what it means to refine their skills and talents — they’ll understand how these gifts can bring glory to God.
Our faculty serve as class advisors who meet with small groups of high school students after each weekly chapel service to talk about the chapel lesson and to pray together. The class advisors remain with the same group of students throughout their high school career and serve as mentors while working to build community within the class.
Teachers and coaches intentionally prepare students through a personal approach to discipleship. They ask questions, engage in conversations beyond academics, and are committed to encouraging virtues and life skills such as wisdom, Christ-centered living, effective service, and displaying the Fruit of the Spirit (Galatians 5:22-23).
As your teen matures, you’ll discover that friendships matter greatly. They’re seeking like-minded peers who will understand them, care for them, and accept them.
Extracurriculars in high school provide that sense of belonging and community with friends who have the same interests. At PCS, your teen will not get lost in the crowd. Our smaller class sizes and school population allow every student to participate fully and intentionally in the arts, athletics, or other key opportunities for service and leadership:
High schoolers are also engaged in volunteer work and are taught to find opportunities to serve in their churches and community.
Seeing our campus firsthand is one of the best ways to preview the enrichment opportunities, academic programs, and get a feel of our learning environment where your child can flourish. Click the button below to schedule your tour of Plumstead Christian School.
Why Values Matter: 3 Benefits of a Christian Education for Your Child in Elementary School
Elementary school marks a special time in your child’s life. As a parent, you recognize that your child is growing right before your eyes — they’re starting to make friends, absorbing more knowledge about the world, and picking up valuable lessons as they tread this new path.
Perhaps you’re concerned at this stage. You don’t want your child to be exposed to ideologies that don’t align with your values. More importantly, you desire an environment that will help your child grow spiritually, which is why you’re considering a Christ-centered education. But you want to know:
Does it matter if my child receives a faith-based education in elementary school?
What are the benefits of attending a Christian school?
In this post, we’ll uncover the answers to these questions.
Your child’s education can powerfully impact how they view God, themselves, and others. A Christ-centered elementary school will help your child build on the strong spiritual foundation you’ve worked hard to instill in them at home.
At Plumstead Christian School’s Lower School (Preschool-5th) in Chalfont, PA, we integrate a biblical worldview into every part of the learning process. Elementary school students study God’s Word, participate in devotions, attend chapel time, and understand the world through the lens of the Bible. What does this look like?
PCS elementary students are continuously exposed to Christ-centered materials and activities, deepening their faith and understanding of God.
As a parent, you envision your child having friends and teachers who care for them and celebrate who they are. In an elementary Christian school, you’ll find an atmosphere where God’s love is felt through intentional relationships.
The small class sizes at PCS allow teachers to know students personally — their unique learning styles, thoughts, feelings, and distinct perspectives. As a result, teachers find opportunities to instill God’s Word in action. Whether telling children to be considerate of others when taking turns in the playground or remembering to listen and acknowledge a classmate’s thoughts, students know what it means to apply biblical values in and out of the classroom.
You recognize that character development isn’t taught as one big lesson; rather, it’s a culmination of all your child’s experiences growing up. Values such as empathy, perseverance, discipline, and integrity are learned through day-by-day moments.
Another great benefit of enrolling your child in a Christian elementary school is the emphasis on character growth.
At PCS, character development is woven into our academic program, community, and school culture. It’s our deepest desire to instill these Christ-centered values early on, even in our youngest students. Every subject lesson, interaction, and activity is designed to plant the seed of God’s Word in each child that will yield fruit for years to come
We know that values matter to you as a parent — the right learning environment makes all the difference.
As you consider options for your child, we invite you to schedule a tour at Plumstead Christian School! It’s a great way to discover our strong academic programs, meet our caring teachers, and get a feel for our connected community where your child can thrive.
Tap here to plan your visit to Plumstead Christian School. We look forward to meeting your family!
Myth One
Many believe that as long as a secular school does not address spiritual issues it remains a neutral environment. This is not true though. Even if there is no overt antagonism against Christianity, when Biblical teaching is omitted from a child’s schooling, he or she learns through practice and modeling that it is not important to have God central to how we think. If God is not central to how we think, He will not be central to how we live either.
Consider the following instructive words from scripture:
“Fix these words of mine in your hearts and minds; tie them as symbols on your hands and bind them on your foreheads.” Deuteronomy 11:8
“But his delight is in the law of the Lord, and on his law he meditates day and night.” Psalm 1:2
Both of these passages encourage us to immerse ourselves and our children in biblical truth throughout the day and in the midst of all of our various activities. In contrast, in an attempt to create a neutral environment where students from a variety of spiritual or religious backgrounds can co-exist, the secular school has no choice but to suppress this kind of integrated inclusion of biblical truths. Plumstead Christian School, in contrast, works hard to provide excellent academics within a caring environment where students are taught to think biblically, serve effectively, and lead Christ-centered lives. We encourage biblical literacy through concentrated academic Bible classes at every grade level, and we worship together in weekly chapels. We also intentionally weave spiritual discussions and true biblical integration into every subject and every co-curricular activity. God and the Bible are central to how we think, and if God is central to how we think, He will be central to how we live.
Many of our myths were inspired by and taken in part from Cherokee Christian School’s “10 Most Popular Myths Christian Parents Believe” Used with permission.
Myth Two
Many people believe that Christian schools are an artificial environment – a bubble – that ultimately produces students who are naïve and vulnerable against the “real world.” In reality, Christian schools expose students to harsh truths in a strategic manner in partnership with parents. Employing this strategy protects the innocence of children without sidestepping real world issues such as postmodernism, drug and sex education, evolution, and materialism.
Confronting issues at age appropriate times, Christian schools offer a biblical perspective and help each student to develop their own Christian worldview. Through this approach, students are equipped with tools needed to make godly decisions both as a student and as they navigate adulthood.
While the connotation of “living in a bubble” is generally perceived as a negative, does “training in a bubble” carry that same negative sentiment? No eighteen year old military recruit, for example, is shuttled from the recruiter’s office directly to the battlefield. Recruits are sent to boot camp where they are put through artificial experiences that are designed to simulate what the soldier may experience in battle. Boot camp prepares soldiers for real life in a sort of bubble with the aim of releasing them into the harsh reality of battle fully prepared to confront every situation with success.
Likewise, the Christian school is a training ground for young Christian students – providing challenging opportunities in the areas of faith, virtue, and knowledge that are designed to prepare the student for the challenges that each student will face in life.
During a child’s formative years, he or she is continually inquisitive, seeking answers from peers and elders alike. According to scripture, Christians ought to seek counsel with a high degree of discernment:
“Blessed is the person who does not follow the advice of wicked people, take the path of sinners, or join in the company of mockers. Rather, he delights in the teachings of the Lord and reflects on his
teachings day and night. He is like a tree that is planted beside streams–a tree that produces fruit in season and whose leaves do not wither. He succeeds in everything he does.” (Psalm 1:1-3)
“Show yourself in all respects to be a model of good works, and in your teaching show integrity, dignity, and sound speech that cannot be condemned, so that an opponent may be put to shame, having nothing evil to say about us.” Titus 2:7-8
“Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness. For we all stumble in many ways. And if anyone does not stumble in what he says, he is a perfect man, able also to bridle his whole body.” James 3:1-2
In light of the truth found in this scripture, Christian school faculty understand the importance of their mission, and they embrace their responsibility prayerfully.
Christian schools do offer a safe haven for students to explore, learn, and develop a biblical foundation for their lives. Unfortunately, we live in a world in which children are barraged with social challenges that can have long term effects on their character and/or behavior. Although Christian schools cannot promise freedom from negative peer influence, it is comforting to know that children in a Christian school are learning alongside other children who are most likely being raised in homes that demonstrate the love of Christ and that exemplify Judeo-Christian morals. Surrounding children with as many believers as possible during this vital training period is clearly biblical:
“Do not be misled: “Bad company corrupts good character.” 1 Corinthians 15:33
“Whoever walks with the wise becomes wise, but the companion of fools will suffer harm.” Proverbs 13:20
There are no guarantees that a child will become a follower of Christ based solely on their school environment, but don’t you want to give your child the very best opportunity to hear God’s Word daily and believe in it by attending a Christian school?
Many of our myths were inspired by and taken in part from Cherokee Christian School’s “10 Most Popular Myths Christian Parents Believe” Used with permission.
Myth Three
Many Christian parents won’t consider Christian schooling as an option because they believe that Christian schools offer a substandard educational experience for their children that will not prepare them for top college choices. It would be wrong to debunk this myth with broad sweeping generalizations to the contrary. Within each subset of school types there are schools with weak academic reputations and others with strong academic reputations. Parents should exercise great discretion when looking at each individual school. Even so, just as it would be wrong to defend all Christian schools as bastions of academic excellence, it is not appropriate to characterize all Christian schools as weak academic institutions.
In 2011 Cardus, a Canadian think tank, conducted a massive educational survey known as the 2011 Cardus Educational Survey (CES). CES surveyed graduates of secular private, secular public, privateChristian schools, private Catholic schools, and home school. CES demonstrated that Protestant Christian schools, and specifically ACSI accredited schools like Plumstead Christian School, are excelling academically. In determining overall strength of schools, the Cardus Educational Survey measured the number of required courses in various disciplines, the number of Advanced Placement courses available, the percentage of graduates who attend top tier colleges and universities, and the graduates’ years of higher education and number of advanced degrees.
At Plumstead Christian School, 98 percent of our graduates matriculate to colleges and universities – many of them being accepted into top schools such as MIT, University of Pennsylvania, Drexel University, Lehigh University, Wheaton College, Grove City College, Villanova, Duke, Davidson, Wake Forest, and more. These colleges and universities recognize the strength of our programs and have taken notice of the fact that our students, on average, score well above national and state averages on standardized tests. Additionally, many of Plumstead Christian School’s recent graduates have been offered large academic scholarships to offset the cost of higher education, and because of enrollment in one or more of our nine Advanced Placement courses and six Dual Enrollment Courses many will enter college with college credit – a few with as much as forty five semester credit hours to their credit.
It is reasonable for parents to expect their child’s secondary school to prepare students for entrance into and success in college, but the educational objectives of a good school need to be much broader than this.
The Apostle Peter summarizes it well in 1 Peter 1:5, imploring us to “add to our faith virtue and to virtue knowledge.”
When this myth is articulated by some, it may be borne out of the assumption that an emphasis on the spiritual formation of our students and an emphasis on a rigorous academic experience are mutually exclusive. The argument may be stated as follows: Academics must be sacrificed if the school is going to spend time teaching the Bible, scheduling weekly chapel services, and integrating biblical truth.
At Plumstead Christian School we unapologetically emphasize the spiritual formation of the child. We also strive for excellence in design and execution of our rigorous and extensive curriculum. In addition to a proper response to national standards, we focus on such intangible “21st Century core skills” like public speaking, the art of collaboration, writing across the curriculum, biblical literacy, technology literacy, leadership, service, worship, creativity, empathy, and interpersonal communication. These life skills cannot be tested on a nationally standardized test, but, when mastered, they will lead to a fuller, richer life at home, in the church, and at work so that it can be said of our students that they “grew in wisdom and stature and in favor with God and man.”
Many of our myths were inspired by and taken in part from Cherokee Christian School’s “10 Most Popular Myths Christian Parents Believe” Used with permission.
Myth Four
This myth has its roots in the scriptural mandate that we, as Christians, are called to be salt and light in the world. The Great Commission further urges Christians to “go and make disciples of all nations…”
With this said, should Christians be sending their children into the secular school as missionaries? Children are childlike. The Webster-Merriam dictionary defines “childlike” as “resembling, suggesting, or appropriate to a child or childhood; especially: marked by innocence, trust, and ingenuousness.” Children are extremely impressionable due to emotions affected by growth and hormonal change and the fact that their brains are rapidly absorbing information and developing.
According to an MIT Young Adult Development Project, the human brain does not fully develop until at least the mid-twenties. The study goes on to say,”The specific changes that follow young adulthood are not yet well studied, but it is known that they involve increased myelination and continued adding and pruning of neurons. As a number of researchers have put it, “the rental car companies have it right.” The brain isn’t fully mature at 16, when we are allowed to drive, or at 18, when we are allowed to vote, or at 21, when we are allowed to drink, but closer to 25, when we are allowed to rent a car.
Missionaries are supposed to be fully trained before they enter the mission field. This training prepares them to “give an explanation of scriptures and withstand the abuse and rejection that Jesus promised from the world.” Children themselves are still being taught by educators and their parents how to conduct themselves socially and therefore cannot effectively endure persecution by their classmates. The Bible clearly teaches us that children lack maturity.
We are in a spiritual battle; a battle for souls. So Michael Lee of Cherokee Christian Schools gives us two illustrations:
“First, let us examine a military example because the Bible gives us so many analogies of the Christian life to warfare. When have we ever thought that we should send a 6, 10, or 14 year old child to Iraq to disarm roadside bombs or negotiate with terrorists? Or let us ask a less militaristic question of how we use our children. Why do we not have our children driving cars at 10 years old or running for political office when they are 12 years old? Yes, these questions are somewhat ridiculous because the answers are so obvious! Children must have an opportunity to grow up to an age where they have both physical and mental preparation before we thrust them in such situations.”
This lack of maturity can result in our children being negatively influenced by secular philosophy and peers who don’t know Christ as their Lord and savior.
Michael Lee states it this way:
“The Bible contradicts the thinking that a well-mannered, sweet child can be a spiritual change agent. In fact, the teaching of the Bible tells us that every child is born with a sinful nature that is bent toward sinning and is not prone to honor and obey God. Rather than a sweet, young person changing those around him for the good, the Bible tells us that it is more likely that those who don’t obey and love God will change that sweet, young person for bad.”
The scriptures support this:
“Do not be deceived. Bad company corrupts good morals.” – 1 Corinthians 15:33
“He who walks with wise men will be wise, but the companion of fools will suffer harm.” – Proverbs 13:20
“The devil is like a roaming lion looking to devour someone.” – 1 Peter 5:8
Many of our myths were inspired by and taken in part from Cherokee Christian School’s “10 Most Popular Myths Christian Parents Believe” Used with permission.
Myth Five
If you were to ask the average parent, teacher, or student what they most want their school to provide, in all likelihood, they would say, “a good education.” This answer is just vague and innocuous enough that it seems almost self-evident. Yet for all the lip-service that is paid to the idea, when pressed for a more precise definition of what is meant by a “good education,” most would struggle to articulate what they mean.
The history of the American school system has largely been shaped by debates over conflicting views about what constitutes a good education. Horace Mann, the founder of the 19th century common school movement, linked the notion to students’ moral development. John Dewey, the pragmatic philosopher and education reformer, said it should promote democracy through creation of a critically engaged public. Both of these views rightly acknowledge that “education” is concerned with more than the learning of useful facts and skills – it aims to connect a cohesive body of knowledge to a meaningful narrative by which we can better make sense of our world. In recent years, however, such loftier aims have been replaced by more utilitarian purposes for education. Schools that once constructed curricula with a guiding narrative of moral and civic responsibility now shape classes based on disjointed national standards alone. Likewise, where learning was once viewed as something of intrinsic worth – an opportunity to investigate and appreciate the nuanced tapestry of creation – today’s schools have reduced it to a commodity in service of narrow extrinsic objectives– usually, access to better jobs, prestigious universities, financial security, or a competitive edge in the global economy.
When schools stake their foundation on such limited ends, what they offer is not a true education as much as a fragmented vocational training. Of those schools that remain steadfast in their desire to truly educate students, we must ask what it is that distinguishes an “education” from a “good education.” The roots of this question extend far beyond our American system. Indeed, the relationship between “goodness” and “education” was a topic of conversation between Socrates and Meno nearly 2500 years ago. In their dialogue, the two figures determined that a “good education” is better understood as an “education in goodness;” however, they struggled to reach a consensus on how this can be best achieved, as they could not agree on the definition of “goodness.”
Fortunately for us, 300 years before their discourse, the prophet Micah provided clarity on the term, saying, “He has shown you, O man, what is good; and what does the Lord requires of you but to do justly, to love mercy, and to walk humbly with your God?” (Micah 6:8)
If an education is concerned with connecting a body of understandings to an overarching narrative, or worldview, then, according to Micah, a “good” education is one whose driving narrative is predominantly concerned with justice, mercy, and humble communion with God. Properly understood, this upends the socially constructed idea of what a good education entails.
At a time when most schools have bought into the narrative that the aim of education is a fast-track to college, a job, and financial stability (and perhaps a spouse, 2.5 kids, and a white picket fence along the way), an education in goodness recognizes that every one of these steps on the road map to success is meaningless if a student lacks the spiritual maturity to discern sacrifice from drudgery, humble service from childish egoism, conscience from feelings, self-respect from arrogance, and productive collaboration from selfish individualism.
Every school presents its students with a narrative. Some base their narratives in what is good, true, and beautiful; others, unfortunately, emphasize more self-serving ends. Parents, teachers, and students must ask, what is the narrative that guides my school? Is it “good”? Does it lead to a more virtuous life? These are the questions that help us see whether or not a school provides a truly “good education.”
I encourage you to visit Plumstead Christian School. Have a conversation with our Director of Admissions or our faculty and discover what we consider to be a “good education.”
Many of our myths were inspired by and taken in part from Cherokee Christian School’s “10 Most Popular Myths Christian Parents Believe” Used with permission.
Foster Creativity In Your Children
Contributed by Patrick Fitzpatrick, Headmaster at Plumstead Christian School
Creativity is an essential skill that can and should be cultivated in our children.
Creativity gives birth to invention, art, paradigm shifts, and whole new worlds and the stories contained within, but it is also a skill that is highly marketable no matter one’s chosen career path.
There are numerous ways to introduce, encourage, and strengthen creativity in our children. I recently asked friends for their best advice on just how to do this. Some of their answers are found below. Give these a try with your own children:
To find out how we foster creativity in the classroom plan a visit to Plumstead Christian School.
Why Teach Art?
March 13, 2019
I was blessed to watch and record the following conversation about how we apply art to our lives as it unfolded between our Middle and Upper School art teacher at Plumstead Christian School and a visiting businesswoman from China. Our visitor had just shared with us that her twelve year old son was in a Chinese school that had just eliminated every subject except for Chinese Literature, English Language Studies, and Mathematics. The rationale the school had given to the parents and students was that these three subjects were the only subjects to be tested on the Middle School standardized entrance exam. It saddened me to hear that a school was placing such emphasis on preparing for a test. As the head of a Christian school, I want our school to provide our students with a foundation that will prepare them for the myriad of adventures and challenges each will face through life. We focus on the whole child, so we are committed to partnering with parents to provide opportunities that will grow each of our students spiritually, emotionally, socially, physically, and intellectually. This growth in each of our students is not confined to the reading, writing, and arithmetic! It is also not confined to a child’s classroom experiences. That’s why we place high value on the performing and visual arts, athletics, social activities, mission trips, service and leadership opportunities, and even the casual conversations that our faculty have with students as they flit from one classroom to the next.
Teaching our Children Service
During the holidays, there seems to be an abundance of opportunities to serve our community. Whether they are from donation of gifts to feeding the homeless, there does not seem to be a lack of ways to serve, alone or with your children. But now that the holidays are over and the reality of “regular” life is upon us, how do we continue to teach our children ways to serve so that we raise a generation of children that know how to serve effectively? There are so many blogs, articles and various resources that try to touch upon this topic. So where do we start? One of the easiest ways to begin teaching our children is to remember that service begins at home. Whether you have a toddler or a high school student, one of the easiest ways to teach them service is to have them serve their family, the very people that they see on a regular basis. This may come in the form of chores, making dinner or simply going out of their way to help a family member in need.
One way that we as a school, teach our mission of “serving effectively” is by our annual Martin Luther King Jr. Day service project. A half day dedicated to helping one another as well as the community. Each campus designated projects that were simple and age appropriate so that they could serve just their local community. This year, the lower campus participated in packing school kit bags for the MCC Material Resource Center. The students also made cards for the father of a preschool student who was deployed to Afghanistan. They also made Valentines for Vets and performed an act of service for another class. The lower campus also spent some time learning about Martin Luther King Jr. The upper campus participated in various service projects as well. The middle school participated by making dog toys for a local animal shelter, making blankets for children and packing packs for a homeless shelter as well as writing encouragement letters to send to our soldiers overseas. A small group of upper school students went to Worthwhile Wear, a local thrift store to help sort, price and stock items for their store. The remaining upper school students went to Jarrettown United Methodist Church to pack over 18,000 meals for “Rise against Hunger.”
Failure and the 21st Century Learner
April 30, 2019
“I’m going to sell rocks out by the side of the road,” my nine year old son quipped.
“Okay,” his mother and I replied.
Neither his mother nor I thought our son would experience much success in this new entrepreneurial endeavor. Surprisingly, and to his and our delight, the pile of rocks sold quickly. I can’t pretend to get inside the minds of every buyer, but I imagine that most were just tickled by the outrageous notion that anyone would think to sell ordinary rocks. Combine that with the “Little Rascal’s” ambiance of a hand drawn sign; the optimistic, over-sized pewter cash collector; and the coveralls, and this ended up being an irresistible draw for most adults who drove or walked by.
And to think…I almost told him it wouldn’t work — that it was a bad idea. I’m glad I checked myself. This was a formative experience for him as a boy. It was also an important lesson for me not only as the father of five, but also as a school leader.
We’ve been discussing the importance of innovation a lot at our school recently in light of our seven year study on teaching to the 21st century learner. This kind of out-of-the-box thinking and doing needs to be modeled by our administrators, teachers, coaches, and staff. Our students also need to be encouraged and equipped to innovate. If we’re not innovating, we’re not growing. This is as true for institutions as it is for individuals.
While true innovation can lead to great improvement, it can also lead to failure. We can often mitigate or reduce the risk of failure or the scope of failure, but failure needs to be an option or it is not true innovation. This fear of failure keeps most students, teachers, and schools from even embracing innovative thinking. Who can blame them, really? For decades and decades, schools (and parents?) across the globe have cultivated a distaste for or fear of failure.
Failure is something to avoid at all costs, right? Wrong. The kind of failing that happens when we innovate is something to be celebrated. Ask any inventor or entrepreneur and you will hear resounding confirmation of this truth. This kind of failure needs to be part of every child’s formative years. I humorously quipped to my Lower School principal the other day that we could market the idea that at our school “every student fails.” Although that would certainly be an innovative marketing strategy, we might scare prospective families away from the very innovative experiences — failures and successes — that their children need in order to thrive in the 21st century.
Giving while Living
May 7, 2019
I recently visited an elderly man who has been a long time supporter of my school. I was excited to share with him that we had been given a $1,250,000 gift. Part of the gift was meant for some needed renovations, but the bulk of this gift was seed money for the construction of our new Activity Center, a multi-purpose room with a state of the art gymnasium and a beautiful stage. The total build with new bathrooms, a gorgeous foyer, paved and expanded parking, and additional classroom space totaled about $4,000,000. I was hoping he would jump in with both feet. I was hoping that the seed money, the largest single gift in our school’s history, would inspire him to invest.
His reaction was less than enthusiastic. “Pat,” he quipped, “I love the school, but I am not going to give to this project. You won’t be able to get enough money for this project to come to fruition. And besides, I have your school in my will for so much money that if I told you how much, you would hire a hit man.”
“I don’t want you to die,” I quickly retorted. “Instead, I want you to think about doing your giving while you’re living. That way you will be able to witness firsthand how your investment will bless the school community.”
Without a moment of hesitation, the elderly man declined again, and following some other niceties I was off with my tail between my legs.
I understand this gentleman’s refusal on several levels, not the least of which was the fact that my school had experienced two failed capital campaigns in the last thirty years. For those who invested in these past failures I completely understand the hesitancy. Investors need to believe in not only the vision but also the school’s ability to execute the vision.
Fast forward several months and our school had been blessed with a $750,000 gift, two $250,000 gifts, and two $100,000 gifts bringing the total raised for the Activity Center to a whopping $2,450,000. The excitement was palpable. We were getting closer to our goal, and I thought I should reach out to my elderly friend again. I know he had said no, but part of his reluctance was based on his fear that we would not be able to raise sufficient funds to turn our vision into a reality.
My second visit with my friend went as badly as the first visit.
He reminded me of the money our school would get upon his death, and I challenged him to do his giving while he was living. While he didn’t change in his resolution, he did volunteer to help me find the money. With his help, we organized several meet and greets with past school board members and shared our vision with them. More money followed these meetings with a few of the past board members giving gifts that totaled approximately $100,000.
Our collaborative work on this project started to stir his heart. I could see his passion for the project slowly increase. At one point I remember sharing with my wife that I didn’t think I would even need to ask my friend a third time – that he, instead, would initiate a conversation. Indeed, within a week of sharing this with my wife, my friend called me. What he declared over the phone was like sweet music in my ears:
“Pat,” he said, “I have been doing some thinking. I want to do my giving while I’m living.” His substantial gift for the construction of our new Activity Center allowed us to build without any debt. And just like that, my world and his changed.
Fast forward to a recent Founders Forum event with Carson Wentz during his rookie year with the Eagles. This friend of mine was in the audience that night. At the end of the program he looked around at the sea of people filling every seat in the Activity Center and he said to his son who had accompanied him, “And to think, I almost missed the joy of this by not participating in the capital campaign.”
I am grateful that this gentleman had a change of mind – that he committed to do his giving while he was living. With this new mindset, he has become one of our biggest fans who is always looking for new ways to give.
Last year, for example, he called me up and shared with me that he had just seen the CEO of Home Depot being interviewed on CNBC. During the interview the man talked about the importance of technology in education.
“What is your technology program like at the school, Pat?” After a lengthy discussion he asked me to get back to him on what we would do with a $75,000 gift toward technology. After conferring with my team I met with him and shared our plan – a plan that would require the $75,000, but a plan that would need an infusion of capital in successive years as well.
His response?
“I will give you the $75,000 this year, and I will give you $50,000 every year after this for the rest of my life.”
His generosity is overwhelming. His passion for the school is inspiring. He himself, it seems, cannot contain his excitement or his generosity. While he promised $50,000 per year for our ongoing technology fund, this past year he gave $200,000 which serves as a wonderful illustration for how giving while you’re living not only blesses the recipient but also the giver.
Confirmation or Transformation
Our headmaster, Patrick Fitzpatrick originally had the following blog entry published in The Journal: A Conversation on Education in the Classical Tradition. Volume III, Winter 2009, but the information contained within is worth repeating for a new generation of parents, educators, and students.
Whenever I ponder the question of whether Christian schools make “spiritual formation” a mission objective, I reflect on my own childhood education, which included fourth through seventh grade in a parochial school. These years happened also to be my first four as a young convert to Christianity.
“Knowing truth and experiencing a transformation in the heart because of truth are two different things.”
The pastor taught our confirmation class each day, introducing concepts like eternal security, salvation, and baptism in a traditional denominational context. Concurrently, I was also active in another church in town. Unwittingly, the confirmation class pastor played a huge role in my spiritual formation, not because of the weight of material I memorized for him, but because many of his claims ran counter to what I was hearing in church. This conflict fed my spiritual formation as I tirelessly pursued the truth. My classmates were eventually confirmed, but sadly not transformed. Their experience lacked the tension that catalyzed my growth. For them, the indoctrination was drudgery—even perhaps, a necessary evil.
I share this personal anecdote to emphasize that young children can think deeply about spiritual truths, but also to challenge our Christian schools to be places where students are safely guided to the truth rather than places where teaching is reduced to simply telling the truth and assessing students for recall or understanding. Knowing truth and experiencing a transformation in the heart because of truth are two different things. If we want our students to personally embrace the fact that God loves them, it won’t be achieved through indoctrination. Instead, we need to find ways to encourage students to wrestle with truth—even if it means that they go home from a lesson in conflict or confusion.
As a school administrator, rather than making “spiritual formation” an objective of our mission, I would prefer to make “the opportunity for spiritual formation” a critical objective. This is not simply playing with words. My hope in creating these opportunities is that God will do a work in our students as they interface with the truths of scripture, as they interact with godly teachers, or as they wrestle with tensions and confusion that may crop up during a lesson. We need to offer the opportunities for students to develop in their spiritual formation, and we need to guard against all that hinders. In so doing, we need to recognize that any spiritual formation—any meaningful transformation of the heart—is the work of the Spirit of God.
Our school serves Christian students and students who have not yet made decisions for Christ. Students who have not yet become Christians will not experience spiritual formation without first becoming new creatures through Christ. When we graduate a student who has not become a Christian, despite the intense biblical literacy and integration that characterizes our curriculum, though, our mission has not failed. This is because our mission as a school is limited to what we can do as Christian educators. We can plant, we can water, we can toil in the vineyard, but God gives the increase if He wills and when He wills.
The Thickets by the Jordan
November 20, 2019
Written by Pat Fitzpatrick, Headmaster
“If you have raced with men on foot and they have worn you out, how can you compete with horses? If you stumble in safe country, how will you manage in the thickets by the Jordan?”
The new president of ACSI, Dr. Larry Taylor, recently shared Jeremiah 12:5 with a group of headmasters from around the country, and I have found myself reflecting on both the beauty of its poetry and symbolism and the truths packed into these questions that God poses to Jeremiah.
As a former collegiate long-distance swimmer, I remember with fondness the seemingly endless training my coach put me through in order to prepare me for four years of competition. To be competitive as a miler I often swam six to eight miles per day. My workouts were often comprised of multiple twenty to thirty minute long high intensity/low rest sets. My coach wanted me to over-train so that I could “compete with horses,” and so that I could “manage in the thickets by the Jordan.”
The same is true for athletes engaged in team sports. Dr. Taylor pointed out that great teams practice at or above the level of intensity that they will encounter during competition. If a varsity team practices with middle school level intensity how will they be prepared to compete?
As a parent and as the headmaster of a Christian school, I see “competing with horses” and “managing in the thickets by the Jordan” as metaphors for the challenges and opportunities that our children and our students will inevitably face in their lifetime. James 1:2 says, “Consider it all joy, my brethren, when you encounter various trials…” When, not if.
Like great athletic coaches, parents ought to intentionally provide their children with training at an appropriate intensity level so as to prepare them for the inevitable challenges they will face in life. Unfortunately, most children from Christian families are not receiving this level of training. The average Christian young person spends six hours (25%) of each day engaged with social media, six hours (25%) or more of each weekday at school, and less than two hours (1%) per week in church or spiritual activities such as devotionals. The difference between the level of training that a Christian young person receives and what a nonChristian teen experiences is negligible. It is not surprising, then, that many of these children stumble or turn tail and run when their faith is tested.
Plumstead Christian School’s graduates run with horses. They have learned how to safely navigate the thickets of Jordan. This is true because we partner with Christian parents to edify, encourage, and equip our students to think biblically, serve effectively, and lead Christ-centered lives. Our students are immersed into an environment where their Christian worldview takes shape and grows and where they are trained with the same level of “game intensity” they will encounter when they head out into the world. One of the joys of leading Plumstead Christian School for the past decade has been the opportunity it has afforded me to meet and reconnect with PCS alumni. It encourages my heart to see so many who are in deep relationship with God, serving Him, active in the church – thriving.
Well-Chosen Words
Seven-year-old Al only lasted twelve weeks in the classroom before his teacher grew tired of his self-centered attitude and incessant questions. If the teacher said he didn’t know the answer to the question Al would stare back at him and ask, “why?” This, coupled with the teacher’s observation that Al’s head was too big for his body, led him to the conclusion that the little boy was “addled” or confused. The teacher presented this finding to Al’s mother who promptly withdrew him from the school and began teaching him at home. As a pre-teen Al developed an insatiable appetite for the great literary classics after his father enticed him to master them with a reward of 10 cents per book. Al also read widely in the areas of World History and English literature, but most of the money he collected from his father subsidized his passion for chemistry.
The most notable achievement of this boy who had been labeled “addled” was that in his 84 years of life he acquired 1,093 patents – more than any other person in history. Al (or Thomas ‘Alva’ Edison, as he was called following his childhood) invented, among other things, the incandescent light bulb, the phonograph, and the motion picture camera. He also improved the technology of the telephone and the telegraph.
One biographer states, “No one had more impact upon shaping the physical character of modern civilization than Thomas Edison…. Accordingly, he was the most influential figure of the millennium….”
Edison would add to that statement that no one had more impact upon shaping his own physical character than his mother, the person whom Edison said, “…was the making of me because she was the only person who truly understood me… and was so true, so sure of me, I felt I had someone to live for, someone I must not disappoint.”
As I reflect on Thomas Edison’s life story I find myself wondering what would have become of him if the entire world, his family included, had embraced the teacher’s hasty label. Would Edison have lived a life of insignificance? Would he have been defeated by this word?
Most of us don’t need to look past our own stories to see that negative labels or names can cut deeper and take longer to heal then the superficial wounds from sticks and stones. Many of us have also witnessed the power of a well-chosen word, one that can heal or spur us to greatness.
Anne, a friend of mine, was originally named ‘Stormy.’ Her parents named her siblings ‘Rebel’ and ‘Candy.’ Does it surprise any of us that each of them lived up to their names? Rebel was a defiant son, Candy was a sweet girl of little substance, and Stormy ran away from home at an early age to join a cult. Thankfully, Stormy overcame her past through the help of a kind neighbor. In celebration of her changed life she also changed her name.
I urge all of you, as I constantly remind myself as well, to “not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.” (Ephesians 4:29). As a community of parents, teachers and students we can do great things, Edison-like things, if our every aim is to encourage each other.
The picture above is the earliest picture on record of me as a student. If the uniform style I am wearing is throwing you off, let me explain:
In 1968 my older brother, my two-year-old sister, and I climbed aboard a jumbo jet with our parents for our first transcontinental flight. Destination: Yokosuka, Japan. Our father, a new medical doctor, voluntarily signed up for an extended tour of duty with the United States Navy which, according to him, was far better for our family than had he been drafted into the armed services to serve in the center of the Vietnam conflict. Our three –and-a-half year stint in Japan was certainly no vacation, but our years there were packed with adventure after adventure.
We settled near the beach in a traditional Japanese country home, and we dived into the beauty of the Japanese culture and geography at every opportunity. We ate sushi, octopus, pickled jellyfish and all sorts of curried and tempura foods. My parents learned how to drive on the left hand side of the street, and I remember how they struggled to master numerous Japanese phrases to help us in our travels.
I was too young to join my older brother at the nearby American school so my parents enrolled me in an all Japanese preschool where no English was spoken. Within six months I had developed remarkable fluency in Japanese. I even found myself dreaming in my second language.
In reality, all of us experience the power of immersion whether we are conscious of this fact or not. This is probably at the heart of the author’s admonition to us in Psalm 1 where he writes, “Blessed is the man who does not walk in the counsel of the wicked or stand in the way of sinners or sit in the seat of mockers. But his delight is in the law of the LORD, and on his law he meditates day and night.” God doesn’t want us to conform to the way of the wicked, the sinners, and the mockers. If we immerse ourselves in that world we will become like them. Instead, God wants us to meditate on His law day and night. That kind of immersion yields fruit in abundance.
Every one of us is immersed in a particular culture for better or for worse. We cannot escape this inevitability. We can, however, make wise choices about the kinds of influences we allow to shape us and our children.
This is one of the main reasons I have been a raving fan of Christian schooling for the past thirty seven years. Children enrolled in Plumstead Christian School have the blessing of being immersed in a Christian culture, surrounded by people who encourage them to think biblically, serve effectively, and lead Christ-centered lives. These experiences, I believe, will have a lasting and positive impact on them as they live out their calling in the world and as they impact their own children, their neighbors, their co-workers, and their churches for Christ and His Kingdom.
I was reminded anew of the beauty of our school culture when I took a walk through the hallways of our Middle and Upper School today. Affixed to one wall was an announcement for a new Middle School Girls Bible Study that read, “Who You Are & Whose You Are: A fun, meaningful study about being a chosen child of the king and the beauty and strength that comes from that!” In a world that is barraging our girls (and boys) with a very different
message about identity, I am encouraged that our community counters the world’s perverted messages with the truth of who we are in Christ.
What are we immersing ourselves in? What immersive experiences are our children being exposed to?
8th Grade Graduation, 2019
Each year we invite a young alum to speak to our Middle School students during our Middle School Honors Day on the last day of school. This year we asked Bella Mancini from the class of 2017 to be our speaker. Bella attended Plumstead Christian School all four years of Upper School and is now a student at Houghton College. She is pictured in the middle of the photo surrounded by a few of our rising ninth graders.
“Good morning everyone, my name is Bella Mancini and I graduated from Plumstead in 2017. I’m here today to speak to the 8th grade class, and I wanted to congratulate all of you on this big accomplishment. Although I came to Plumstead my freshman year, I do remember what it felt like to finally be done. Middle school is no easy task, and I alongside your family and teachers are so proud of you all.
In this brief time I have with you this morning, I wanted to share with you three things that I believe God has blessed each of you with, and how they can be used to further his kingdom during this next stage of your lives. The three things are: an understanding mind, strength in youthfulness and a receiving heart.
First, an understanding mind. As you have already experienced, training your minds is a very important part of growing academically. It took me a long time to to realize that having an understanding mind is something that God values deeply. Even looking over scripture for this speech, I was reminded of how many implications it truly has. I want to look at 1 Kings 3:9- in this passage, Solomon is becoming king and tells God that he feels like a child compared to all these wise and knowledgeable people around him. Solomon says, “Give your servant therefore an understanding mind to govern your people, that I may discern between good and evil, for who
is able to judge your great people?” I love this verse because it shows us exactly why God is growing you towards an understanding mind. Solomon didn’t ask for wisdom so he could be deemed ‘worthy’ amongst his peers. Rather God grants Solomon wisdom for the purpose of leading His people well. This means that the things you are going to grow to learn and love are gifted to you to help lead by example to your friends, family, peers, or whoever God places in your path.
The second thing is strength in youthfulness. I’ll be honest with you, there are going to be a lot of times when things seem overwhelming – whether it’s exams in your toughest classes, a hard sports practice, difficulties with friends – all these things can pile up and leave you exhausted. So, when these times come, how can you tap into the strength that is spoken of so highly in scripture? Isaiah 40:31 gives a beautiful picture of what strength is like. It reads, “but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint.” So, the renewing of strength doesn’t just come through a quick nap or willpower to “make it through the day”. True strength is found by hoping in the Lord. Letting your hope be rooted in Christ will strengthen your soul to succeed in all those difficult times. I like to think of it as a cycle, hoping in the Lord produces strength, and strength leads to accomplishing what’s on your plate, and finally accomplishment is paired with praise to God, which then strengthens your hope and the cycle starts again.
The last gift is a receiving heart. Sometimes it doesn’t always feel like our hearts are ready to receive what God is telling us, or we aren’t sure what we are actually being told. One of my favorite verses is Hebrews 3:13, “But encourage one another daily, as long as it is called “Today,” so that none of you may be hardened by sin’s deceitfulness.” This point is especially important because it enables us to be built up for the purpose of pouring out. The idea of being hardened by sin’s deceitfulness can take on many different forms for many situations. How I like to think of it is temporarily losing sight of what you are being called to do. This is something that isn’t limited to high school – getting off track or having a bad day is a part of life. However, each of you are in a position where you have the chance to help others keep their focus on who God called them to be. You can do this by encouraging each other. This verse stresses the importance of what a kind word can really mean to someone and how it should be a part of your daily interactions.
If you were thinking ahead, you might have noticed the similarity to Luke 10:27, “‘Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind; and, ‘Love your neighbor as yourself.” Maybe a way of loving God with all your heart and soul is by encouraging your neighbor. Maybe loving God with all your strength is having your hope in him. And lastly, maybe loving God with all your mind means leading his people with understanding.
Of course these examples are not the only ways to show love to God and others. However I do think they are beautiful avenues to show the gifts that God has planted in each of you to further His kingdom. I am so excited to see where the Lord will take you and grow you, especially during these next four years. Thank you.”
Senior Testimonial, Class of 2019
Each year at our Baccalaureate Service we ask a few seniors to share their testimonies about how God has worked in their lives through their experience at Plumstead Christian School. Although Josh joined our school as a senior he left an indelible mark on the school community, and the school community, athletic teams, friendships, faculty, and overall spiritual atmosphere also left a mark on him. Josh will be attending Covenant College in the fall where he plans to cultivate his love for music and his newfound talents as a high jumper and thrower for their Track and Field program.
“When I volunteered to speak tonight I did so with the hope that I could give a perspective that many of the 15 or 14 year Plumstead Christian School (PCS) students don’t necessarily have. As I assume the majority of you know at this point, this has been my first and only year at PCS. Prior to my one year here I was in the Pennsbury School district for 11 years. I was daily immersed in a crowd of people that had no sense of hope. Students who were just “surviving.” The day to day struggle of school work was only in hope that one day they may make it to their dream college, find a high-paying job, and accomplish their life’s goals. After that it would be over and the next generation would restart the cycle. I saw people with no hope and living life driven by material gain. Beyond that, they had nothing.
In choosing to come to Plumstead Christian School, I had the hope in the back of my mind that I would arrive on the PCS campus and all the high school drama, all the stress of school work, and all the daily anxieties would be gone. I am sorry to say that this was not the case. What I did see was a school that didn’t leave students wandering – a school that showed students where to look when faced with life’s valleys. Before classes even began, I started my PCS career with soccer preseason. Everyday I watched as the boys built each other up, had fun with one another, and ended every practice with prayer. The stark difference of the relationships and the community at Plumstead Christian School rather than Pennsbury became instantly apparent to me. I remember one game in particular, following an exhausting tie against Calvary Christian that may have cost us a spot in Districts, where both teams came together on the field and spent time in prayer. It was moving to me to see two schools who had their whole season to lose in this one game put aside the fleeting goal of a potential district title and focus on the one thing that matters in this world.
As the year progressed, with challenging academics, two more athletic seasons of basketball and track, and musical interests of mine, the theme of doing everything for the glory of God remained constant. The music program here uses the phrase “Soli Deo Gloria” which means “glory to God alone,” and I’ve seen that attitude lived out far beyond just the music program here. If I could take just leave with all my fellow classmates, it would be to never take for granted the gift of Christian fellowship we all shared. Hebrews 10:24-25 says “and let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another – and all the more as you see the Day approaching.”
I know that many of us are going on to different schools and have different directions that we will take in life, but I hope that the idea of Christian influence will stick with you all as it has with me following this year at Plumstead Christian School. To be surrounded by others who are willing to call you out when you are wrong, who are willing to encourage you when you are down, and who are willing to point you towards the only thing that can satisfy on this Earth is an immense privilege. I hope that God will bless you all with faithful influences as he has with me this year.”
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