What John Adams Got Right

As I read David McCullough’s best-selling book, John Adams (Simon & Schuster, 2001), I didn’t get the sense that the second U. S. president had a robust Christian faith. At least, McCullough, perhaps unintentionally, doesn’t present him that way. Rather, the book portrays Adams as a man whose Christian principles are always lurking behind the scenes, giving shape to many of his views on life and politics, but not existing at the forefront of his mind and heart. (In fairness to Adams, there may have been more to his Christian faith than what comes across in McCullough’s portrayal. Devotion to the conventions of modern [secular] history writing may impede an author’s ability to represent a Christian way of life from within.) Nevertheless, there are some important lessons to be learned—by everyone in general, and by modern politicians in particular—from Adams’s character traits and views of God and the world (which is far more than I can say for McCullough’s portrayal of Thomas Jefferson). The following are a few things worth emulating.

 

His Understanding of the Human Condition

Adams often had a perceptive sense of his own shortcomings, and he realized that he could not well tame the workings of even his own mind. He said, “I can as easily still the fierce tempests or stop the rapid thunderbolt, as command the motions and operations of my own mind” (41). When he wrote these words, he was having trouble overcoming absent-mindedness, laziness, and daydreaming. He couldn’t stick with his resolutions to read more seriously or quit chewing tobacco. We are not told if he took the consequent biblical step of entrusting himself to God’s mercy to transform the human heart, mind, and will, in order to conform them to divine designs. But recognizing the inabilities of human volition is a necessary—and often missed—first step in the right direction.

 

His Understanding of Human Limitations

Adams believed that the prosperity of the country depended not ultimately upon the strength of military might, the health of the economy, or the intellect, ability, and character of its leaders, but upon God. As McCullough writes, “For Adams the ultimate command rested always beyond the reach of mortal men, just as the very natures and actions of men themselves were often determined by their Maker.” As Adams himself once put it, “The prosperity of [my administration] to the country will depend upon Heaven, and very little on anything in my power” (527). On the topic of human limitations, he wrote to his granddaughter, with the wisdom of a grandfather, “You are not singular in your suspicions that you know but little. . . . The longer I live, the more I read, the more patiently I think, and the more anxiously I inquire, the less I seem to know. . . . Do justly. Love mercy. Walk humbly. This is enough” (650).

 

His Understanding of Human Equality 

In a time when it was unpopular in many quarters, he believed that slavery was a blight on humankind and should be ended. Such a desire was rooted in his belief that all humans were endowed by their Creator with equal dignity and rights. With perhaps one or two improprieties of expression, he got close to biblical truth when he wrote, “The doctrine of human equality is founded entirely in the Christian doctrine that we are all children of the same Father, all accountable to Him for our conduct to one another, all equally bound to respect each other’s self love” (619). One can only wonder what might have been if others, such as Thomas Jefferson, who owned a number of slaves until his death, had carried similar principles to their logical end with reference to slavery. (One also wonders what will come from current trends to abandon the idea that the Creator has endowed humans with equal dignity if they are carried to their logical end.)

 

His Faithfulness in Hard Work

He was a man who regularly rose at 5:00 a.m. and labored with single-minded devotion to keep up his farm, to learn from his books, to carry out important political matters, and to teach his children. There is one story in the book, which is seemingly representative of his life, in which Adams worked long hours during the day to execute his duties as a foreign diplomat and then sat at the table with his son, John Quincy, who became the sixth U. S. president, for long hours into the evening, working with him on his studies. He seemed to give himself fully to whatever he set out to do.

 

His Enjoyment of Relationships and Conversation

We regularly find Adams enjoying the company of others and contributing his own wit and wisdom to conversation. He tells, for example, of his pleasure in conversing with his barber, who was “never . . . at a loss for a story to tell”: “while he is shaving and combing me . . . he contributes more than I could have imagined to my comfort in this life” (106).

 

His Ability to Wonder at God’s Creative Handiwork

Adams always enjoyed the wonders of life, but in his old age we find him doing so all the more—and explicitly in praise to the Creator. I’ll sign off with the following descriptive quotation.

 

I never delighted much in contemplating commas and colons, or in spelling or measuring syllables; but now . . . if I attempt to look at these little objects, I find my imagination, in spite of all my exertions, roaming in the Milky Way, among the nebulae, those mighty orbs, and stupendous orbits of suns, planets, satellites, and comets, which compose the incomprehensible universe; and if I do not sink into nothing in my own estimation, I feel an irresistible impulse to fall on my knees, in adoration of the power that moves, the wisdom that directs, and the benevolence that sanctifies this wonderful whole. [630]

Published in: on March 12, 2007 at 7:19 pm Leave a Comment

Some Thoughts on Educating Children

I believe that all things were created by and for God (Acts 17:24-27; Romans 11:36; Colossians 1:16), are related to and sustained by him (Colossians 1:17-20; Ephesians 1:9-10; Hebrews 1:3), and display his grace, power, and wisdom (Psalm 19:1; 104; Acts 14:17; Romans 1:19). Moreover, God himself is truth, beauty, goodness, love, and so on (see, e.g., John 14:6; 17:17; 1 John 4:8). Such things find their very definition in God. Without God, there is no such thing as truth or beauty or goodness or love. Putting it more positively, all truth, beauty, goodness, and love are God’s truth, beauty, goodness, and love. The implication of all this is that we cannot properly understand any subject without seeking to understand what God has revealed about himself and the world. Education will be truncated if it does not teach all subjects with God in full view (Proverbs 1:7; 9:10; 15:33; Job 28:28). As Dorothy Sayers once put it, “theology is the mistress-science without which the whole educational structure will necessarily lack its final synthesis. Those who disagree about this will remain content to leave their pupil’s education still full of loose ends” (The Lost Tools of Learning). Thus the best education is Christian education. All other kinds of education will be helpful only to the extent that they borrow capital from biblical truth, but they will not enable students to flourish in God’s world—and who doesn’t live in God’s world? (Colossians 1:16; Acts 17:25-26)—as much as Christian education will when it is understood and executed properly (see Psalm 1).

Education that begins and ends with God must be explicitly Christological. What I mean is that Jesus Christ must provide the content and be the goal of all education. Not only do all the promises of God point to and “find their Yes” in Jesus Christ (2 Corinthians 1:20; Romans 15:8; cf. Luke 24:24, 44-47; Acts 10:43; John 5:46-47; Romans 1:2-4), but also “all the treasures of wisdom and knowledge” are found in him (Colossians 2:2-3). Additionally, God designed all of history and all the universe to find their fullness in Christ (Ephesians 1:9-10; Philippians 2:9-11; Colossians 1:18-20). When we say that the fear of the Lord is the beginning of wisdom and knowledge, we must direct our attention to the revelation of God in the person of Jesus Christ (see Hebrews 1:1-3). Jesus Christ is the prism through which we must view all forms of education in order to discover all the treasures of wisdom and knowledge. And if we expect our education to carry out the purpose for which it was designed, we must direct it to Christ.

How should all this work out in practice? By advocating a philosophy of teaching all things in relation to God in Christ, I do not intend a sort of mechanical mode of instruction in which the name Jesus is mentioned at the end of every sentence about Abraham Lincoln (like one may hear in some Islamic institutions, where “Allah be praised” or something similar is spoken almost as a punctuation mark to every thought, or in some American pulpits, where a phrase such as “bless God” is heard whenever the pastor pauses to take a breath). Viewing God rightly is not a mechanical or merely ritualistic exercise; it is a personal and relational and practical way of life (much like the fact that I do not love and honor my wife by mentioning her name at the end of every sentence, but by thinking of her and talking with her often, getting to know her mannerisms and wishes and ways of thinking, cherishing her, and organizing my own life with her in view).

Rather, what I have in mind amounts to at least two things. First, children should be taught a biblical worldview in broad outline. When we teach and flesh out the biblical narrative of Creation, Rebellion, and Redemption, students will be more equipped to place other subjects, such as history, math, science, geography, art, and music—not to mention ethics or virtue or goodness—in proper perspective. They will understand from a biblical view of creation that butterflies have bright colors and bananas have a pleasant taste because God has displayed his gracious provision and powerful wisdom. They will understand that stars and canyons and mountains provide wonder because they reflect God’s majesty. They will understand that we have eyes, eardrums, taste buds, and nerve endings so that we might hear a symphony, see the color of flowers, taste the sweetness of honey, and feel a loving hug because of God’s mercy to give us not only things to enjoy but also the capacity to enjoy them. They will understand that when they take up a paint brush in art class, they are reflecting the creativity of the One who made the landscape that opens up before them. They will understand what the framers of the U. S. Constitution borrowed (perhaps unwittingly) from the biblical picture of creation: that all human beings have equal dignity, since the same God has created all people everywhere in his image (see Genesis 1:27; Acts 17:24-27). They will understand from human rebellion and God’s subsequent judgment why there is war and strife and calamity written all over their history books. They will understand from human rebellion and the need for God’s work of redemption that political legislation and human technology and amassing wealth, all of which can be used greatly for God’s purposes, have not and will not solve human troubles by themselves. The human heart must be transformed by the mercy of God in Christ if true joy and life are to be found and if legislation and technology are going to work properly in God’s world. In these and countless other ways, teaching a broad biblical worldview provides the proper perspective for every part of education.

Second, in addition to a biblical worldview in broad outline, students should regularly be taught the specific words of God as well as the stories of his acts of judgment and salvation. As Moses said to the people of Israel,

these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. . . . When your son asks you in time to come, ‘What is the meaning of the testimonies and the statutes and the rules that the LORD our God has commanded you?’ then you shall say to your son, ‘We were Pharaoh’s slaves in Egypt. And the LORD brought us out of Egypt with a mighty hand. And the LORD showed signs and wonders, great and grievous, against Egypt and against Pharaoh and all his household, before our eyes. And he brought us out from there, that he might bring us in and give us the land that he swore to give to our fathers. And the LORD commanded us to do all these statutes, to fear the LORD our God, for our good always, that he might preserve us alive, as we are this day. And it will be righteousness for us, if we are careful to do all this commandment before the LORD our God, as he has commanded us [Deuteronomy 6:6-7, 20-25].

The same principle applies equally today. We should teach students God’s acts of judgment and salvation culminating in the life, death, and resurrection of Jesus and pervade our homes and travels and lying down and rising with his specific words and commands (see John 14:15; 15:10). (A good example of the latter for kids would be something like Ephesians 6:1: “Children, obey your parents in the Lord, for this is right.”) When we teach children the broad outline of a biblical worldview and regularly discuss God’s acts and commands, all other subjects (grammar, math, science, geography, history, literature, etc.)—which we should teach with all diligence—will come into their proper orbit.

Published in: on March 5, 2007 at 7:16 pm Comments (1)