Everyone’s life is complicated. With a simple structure grounded in many of the classical concepts of education and the belief that the God who is over all, through all and in all, exists also in the realm of science, math, language, history,* Hyland offers a real-life example of the challenging answers to life in a complex culture.
Hyland's students find the Christian worldview presents answers to questions today’s culture lacks. Students can understand and interpret today’s culture with cultures of the past, and they are able to identify ways to contribute ‘Christ-likeness’ to society through their life’s vocations.
A natural parental response to what is happening in the world is to ‘shelter in place’ in fear of societal snares. Instead, consider an environment where the priority each day is to openly and deliberately mentor children in living out their Christian faith through word and deed.
“Recess is my favorite time of the day.
The playground is the real-world opportunity for me to see boys and girls
practicing Christian principles we talk about in the classroom.”
Mrs. Ann Adams, former elementary teacher
HCS students take on real, cooperative leadership positions to accomplish numerous tasks and goals, both assigned and unexpected. It takes each individual student to make a small school function. If it is rolling out mats for lunch, cleaning up after lunch and taking the trash out, setting up the gym for school activities, preparation for the play, or getting ready for a school-wide service project, there is no slipping through the cracks.
“Every student plays an integral part for each school activity.”
Time and time again, Hyland alumni have shown because they were active in multiple facets of HCS’s inner-workings, they cannot idly sit by just ‘going to college’ or merely ‘going to work’. They have learned how a practicing faith and work ethic relate to their college experience or their job. They shine, offering assistance with campus activities, involvement in people’s lives, boldly creating and implementing solutions in the workplace, usually without being asked.
What could be included in an education that would provide tools for a successful life of service to God no matter what the occupation?
What significant elements, then, really constitute a well-learned child? Can a child be educated without being part of a large group or without an emphasis on technology to drive the learning process?
Parents seeking an alternative to their child's present school often identify issues which interfere with the process of learning. Students easily identify negative peer influence as a major disturbance in concentration on school work. Parents are concerned about the persistent acknowledgment of drugs, disrespect, sexual talk, fear of bullies, fear others making fun of “scholastic nerdiness,”** or school intruders within the school environment. If these elements were eliminated from an environment, would the ability to learn improve? Many believe the lack of the ability to concentrate with a purity of mind may interfere with the learning process.
When a new student’s mother asked about his first day at HCS, her young son exclaimed in relief,
“Wow, I didn’t see any fights today, not one!”
*Esiri, May Omogho (Ph.D.) “The Influence of Peer Pressure on Criminal Behaviour” IOSR Journal Of Humanities And Social Science (IOSR-JHSS) vol 21, Issue 1, Ver.III (Jan. 2016): 2279-0845.
**Bursztyn, Leonardo and Robert Jensen. “HOW DOES PEER PRESSURE AFFECT EDUCATIONAL INVESTMENTS?” quarterly journal of economics vol. 130,3 (2015): 1329-1367.