Collection › LCMS Convention Workbook (St. Louis, Missouri) › 1969 · 48th Convention › Page 344
LCMS Convention Workbook St. Louis, Missouri — 1969, Page 344

Scan: The Lutheran Church—Missouri Synod
Transcription machine transcription, uncorrected

344 PARISH EDUCATION AND SERVICES

and secondary schools. The difficulties experienced
by the schools from time to time during their history
have led to reexamination followed by renewed appre-
ciation and improved schools. This was true during
the language crisis in the early 20th century, the legis-
lative battles in the 1920s, the depression of the 1930s,
and during World War II. It will likely be true today,
when school costs cause deep concern.

The Synod has consistently shown its concern for
the schools. In 1947 it set an enrollment goal of 50 per-
cent of its school-age children (Proceedings. p. 312,
Resolution 3). In 1965 it passed a detailed resolution
pointing toward maintaining and improving school
quality (Proceedings. pp. 152—53, Resolution 7-01). In
1965 it asked school-supporting congregations to tailor
their educational programs for community service
(Proceedings, p.159, Resolution 7-14). The Synod ex-
amined the question of aid to nonpublic schools and in
1965 declared federal aid acceptable for children at-
tending nonpublic schools (Proceedings. pp. 153—54,
Resolution 7-03). In the spirit of these and other resolu-
tions the Board of Parish Education has promoted
Lutheran elementary and secondary schools.

a. Issues Confronting the Schools

1) Attachment to the School. Lutheran schools have
changed in many ways since their inception—in lan-
guage, cultural outlook, curriculum. The emphasis on
thorough teaching of the Word of God and on Christian
nurture has remained constant. Schools have adapted
to changing conditions without surrendering their basic
purpose. The psychological and theological attachment
to the school must remain strong and constant if quality
schools are to continue. In today’s climate of rapid
change, a strong and constant attachment is not always
discernible in the church. The determination to main-
tain schools is not in all cases strong enough to cope
with the issues confronting them. Acceptance of the
Mission Affirmations and their implications and rededi-
cation to the teaching function of the church can bring
renewed interest and participation to the church’s work,
including the schools.

2) Enrollments. Lutheran high school enrollments
have been rising gradually. Twenty-five Lutheran high
schools enrolled 12,018 students in September 1968.
This was an increase of 3,742 since 1958.

Elementary enrollments increased annually from
1943 to 1965, climbing from a low of 66,470 to an all-time
high of 161,357. Since 1966 each year has shown a slight
decline, as indicated in the table.

Year Number of Schools Enrollment
1965 1,374 161,357
1966 1,339 159,564
1967 1,326 158,431
1968 __s«ad2‘ 281 155,568

The enrollment decline of 5,789 (3.6 percent) over
a 3-year period is due in part, but not wholly, to a de-
clining birth rate which since the high point in 1957 had
dropped 16.4 percent by 1967.

The loss of 93 schools during the same 3-year period
is partly explained by the closing of some separate kin-
dergartens and by a trend toward interparish schools.
A total of 58 interparish schools were in operation during
the 1968—69 school year. Most schools that closed were
small schools, with a few exceptions.

3) School Costs. Education costs are rising rapidly
in all schools, public and private. When congregational
contributions do not keep pace with expenditures, school
quality is easily affected adversely. Congregations
pressed for funds have dealt with costs in various ways.
Some have closed their school. This can be regarded
as a proper solution in rare cases. One of the promising
signs is that, increasingly, congregations make thorough
studies of their schools. These studies cover objectives,
curriculum, size of classes and staff, enrollment projec-
tion, school admission policy, financing, and congrega-
tional stewardship. Studies which go to the heart of
the matter frequently stimulate new appreciation of
the school and a new determination to maintain a quality
school. A positive school spirit affects school finances
favorably.

4) Public Aid. Public aid for church-related schools
has been the subject of synodical resolutions since 1944.
Earlier resolutions were on state aid, since 1965 on
federal aid. The Synod has said that such aid is accept-
able so long as it does not interfere with the distinctive
purposes of the schools.

Publie aid for church-related schools is still minimal.
Believing that the public service which Lutheran schools
perform entitles them to such aid, an increasing number
of people favor an aggressive approach toward getting
more federal and state aid. More details are provided
on this subject in a separate report.

The issue is whether the Synod and its Districts
should more aggressively seek public aid and urge its
Districts to do likewise. If the Synod so decides, church
leaders must also be involved in safeguarding the dis-
tinctiveness of Lutheran schools. Other church-related
schools face similar questions. A related issue for the
Synod will be whether or not to join with these schools
in presenting a united front to legislators and public
officials.

b. How the Board of Parish Education Has Dealt
with the Issues

An editorial writer chiefly concerned with trans-
mitting dogma from one generation to another contem-
plated the future of Lutheran schools (Cresset, December
1968). His conclusion was: “Before we let the system
{of schools] collapse, we had better decide what we
propose to put in its place.”’

The Board of Parish Education attempts to deal
realistically with issues confronting the schools. The
fundamental issue is the apparently decreasing psycho-
logical and theological attachment to the school. This
issue faces not only the Board of Parish Education but
the Synod, its officials and its seminaries and colleges.
The church must deal with problems of secular human-