# LCMS Convention Workbook_St. Louis Missouri_1969_S345
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

PARISH EDUCATION AND SERVICES 345

ism, materialism, and detachment from God which
constantly threaten the church. This calls for a general
reexamination of the theological basis for Christian
education. The future preparation of pastors and teach-
ers for service in a teaching church will be shaped by
such study. The Board of Parish Education needs to
help congregations reexamine the theological basis for
Christian education and provide appropriate in-service
education and growth for the leaders of the church.
This the board has tried to do in various ways.

1) Emphasis on School Quality. The board has tried
to implement Resolution 7-01: “Quality Education
Through Lutheran Schools’? (1965) in two principal
ways: (1) a ‘Principals In-service Training” (PIT) pro-
gram, which reached all District principals conferences:
(2) “Patterns of Performance,” a well-planned 5-year
school improvement program which involves the schools,
the teachers colleges, District education executives, and
the Board of Parish Education school staff. In this pro-
gram congregations with schools give intensive study
to one area of school operation and one curriculum area
each year. Philosophy and objectives of the schools and
the fine arts were the study subjects during the 1968 — 69
school year. Staff and resources and language arts are
the study subjects prepared for the 1969—70 school
year. Study of the religion curriculum is envisioned for
a later year when it will be possible to introduce the
new religion curriculum. Participation in ‘‘Patterns of
Performance” is near the 100% level. Many schools of
the American Lutheran Church are participating.

2) Services to Districts. The Board of Parish Educa-
tion provides a variety of services to synodical Districts
through its School Department staff. Services have
included meetings with District boards, promotional
efforts in behalf of interparish schools, conference
presentations, special studies to aid inner-city schools,
school surveys, and services to Lutheran high schools.
Included in the services to Lutheran high schools are
an improved procedure for assigning graduates to the
high schools, school visits of several community high
schools, and surveys of Lutheran communities that are
considering high schools. Additional services to high
schools were made possible through the appointment of
an associate secretary of schools several years ago.

The board maintains a series of information bulletins
which deal with elementary schools, high schools, inter-
parish schools, and other school subjects. One bulletin,
titled “Lutheran Schools,” was mailed to all officials of
the Synod and its Districts and to colleges and seminary
professors because they are frequently called on to
provide information on the schools.

The secretary of schools has worked with the Synod’s
director of personnel in transferring teachers’ biograph-
ical information to data processing. This enables the
Teachers Bureau to provide better service to District
officials in recommending teachers and supplying
teacher information.

3) Research. The Board of Parish Education recog-

nizes the need for thorough and objective research on
Lutheran schools. So far no research effort has dealt
with the issues that need investigation. Funds for in-
depth research have not been made available. Currently
the secretary of schools and the chief school officers of
several other church-related school groups are coop-
erating with Dr. Otto F. Kraushaar, who, under a foun-
dation grant, is making an intensive study of the Ameri-
can “independent’’ school. This includes all nonpublic
schools on the elementary and secondary levels. While
his study will not include more than 5 percent of Mis-
souri Synod elementary and high schools, we hope to
gather some useful information and guidance from it.

4) Contact with Other Groups Maintaining Schools.
Dialog with other groups maintaining schools is taking
place more frequently. A Protestant School Conference,
which meets somewhat irregularly, provides an oppor-
tunity for discussing mutual concerns. The future of
Christian schools requires working together in areas
where this is feasible, for example, in church-state rela-
tions. Members of the school staff have frequently par-
ticipated in dialog on the national level, as some District
education executives have on state or District levels.

c. Needed Congregational Action

School improvement and promotion takes place
most effectively on the congregational level. Such action
falls principally into these categories.

1) Promoting the School with Conviction. To promote
the school with conviction requires first of all under-
standing the school’s purpose. The congregation’s
board of education, the pastor, the principal, and the
teachers are primarily responsible for leading the con-
gregation to see clearly the purposes and benefits of
the school.

Another essential is to articulate the school’s objec-
tives clearly and in popular language and to show its
value to members, parents, children, and community.
The first year’s ‘“‘Patterns of Performance” study should
help achieve this articulation of objectives. Continued
review and refinement of ‘Patterns of Performance’”’
findings are in order.

2) Increasing the Enrollment. Some congregations
operate at capacity enrollment and are unable to in-
crease staff or facilities. Some operate with a low teacher-
pupil load with the result that the per-pupil costs are
high. Often dissatisfaction develops either because of
high per-pupil costs or because the school serves too
small a percentage of the congregation’s children. Part
of the answer is to increase an appreciation of the school
among members and through maintaining quality Chris-
tian education. Another important task is to carry the
school’s message personally to parents, members and
nonmembers, whose children could and should attend
the school. The church’s mission and the need to serve
the community suggest that a more aggressive enroll-
ment effort be made in behalf of schools.

3) Meeting Costs. Meeting school costs adequately
is often more a challenge than a problem. Parish re-