“Our work as educators would be hopeless and futile if we engaged in it on the principle of synthesis discussed above. But what joy it is to know that Christ has come to save man and his culture! The first Adam by his sin refused to undertake the cultural mandate given him. When he was told to subdue the earth he would not do so as unto God his creator. But the second Adam undertook anew what the first Adam, and all men with him, failed to do. Now then, we who are saved by grace, we who have by the Spirit of God been born from above, need not beat the air. There is for us a true synthesis of all things in Christ. And we may offer this Christ to all men that they too with us might escape the futility and the absurdity, the immorality and the blasphemy, of seeking to synthesize what by their very sinful act they are all the while destroying. The task of educators who do not educate in and unto Christ is like the task of Sisyphus as he rolled his stone to the top of the hill only to see it roll down again. If the facts of the world are not created and redeemed by God in Christ, then they are like beads that have no holes in them and therefore cannot be strung into a string of beads. If the laws of the world are not what they are as relating the facts that are created and redeemed by Christ, these laws are like a string of infinite length, neither end of which can be found. Seeking to string beads that cannot be strung because they have no holes in them, with string of infinite length neither end of which you can find; such is the task of the educator who seeks to educate without presupposing the truth of what the self-attesting Christ has spoken in the Scriptures.”
Cornelius Van Til, Essays on Christian Education (The Presbyterian and Reformed Publishing Company: Phillipsburg, NJ, 1979).
“To make our conversation more interesting, let’s start by comparing notes on our past. That will fit in well with our plan, for the debate concerning heredity and environment is prominent in our day. Perhaps you think that the only real reason I have for believing in God is the fact that I was taught to do so in my early days. Of course I don’t think that is really so. I don’t deny that I was taught to believe in God when I was a child, but I do affirm that since I have grown up I have heard a pretty full statement of the argument against belief in God. And it is after having heard that argument that I am more than ever ready to believe in God. Now, in fact, I feel that the whole of history and civilization would be unintelligible to me if it were not for my belief in God. So true is this, that I propose to argue that unless God is back of everything, you cannot find meaning in anything. I cannot even argue for belief in Him, without already having taken Him for granted. And similarly I contend that you cannot argue against belief in Him unless you also first take Him for granted. Arguing about God’s existence, I hold, is like arguing about air. You may affirm that air exists, and I that it does not. But as we debate the point, we are both breathing air all the time. Or to use another illustration, God is like the emplacement on which must stand the very guns that are supposed to shoot Him out of existence. However if, after hearing my story briefly, you still think it is all a matter of heredity and environment, I shall not disagree too violently. My whole point will be that there is perfect harmony between my belief as a child and my belief as a man, simply because God is Himself the environment by which my early life was directed and my later life made intelligible to myself.”
Cornelius Van Til and Eric H. Sigward, The Pamphlets, Tracts, and Offprints of Cornelius Van Til, Electronic ed. (Labels Army Company: New York, 1997).
“It needs more than ever to be stressed that the best and truest educators are parents under God. The greatest school is the family. In learning, no act of teaching in any school or university compares to the routine task of mothers in teaching a babe who speaks no language the mother tongue in so short a time. No other task in education is equal to this. The moral training of the children, the discipline of good habits, is an inheritance from the parents to the children which surpasses all other. The family is the first and basic school of man.”
“The whole Christian church is based upon the antithesis idea. But, if anything, it is still more pointedly true of Christian instruction in particular than of Christianity in general that it is based upon the idea of the antithesis. Oh, yes, I know there are voices heard on every side that we must not always emphasize the negative and the destructive but that we must emphasize rather the positive and the constructive. We are told that such is far wiser in the end. Now we all wish to be positive and constructive. But in this world of sin no Christian individual and no Christian organization can be positive and constructive till after they have been negative and destructive. To deny or to ignore this fact is to deny or to ignore the fact of sin. For anyone who recognizes the fact of sin in its unadulterated biblical connotation of insult to God on the part of man under the leadership of the devil, antithesis is in the nature of the case basic to synthesis. He who seeks to bring good tidings and to publish peace, he who calls upon Judah to perform her feasts and pay her vows, is a false prophet unless he offers as a reason for his optimism the assurance that the “wicked one will no more pass through because he is utterly cut off” (Na 1:15).”
Cornelius Van Til and Eric H. Sigward, Unpublished Manuscripts of Cornelius Van Til, Electronic ed. (Labels Army Company: New York, 1997).