There are several things we have overlooked or bypassed during our salvation and spiritual development that have become problematic in our dealings with the matters of the Spirit of the Lord and the deep realities of the unfolding nature of the kingdom principles and values system. And these presumptive notions have allowed foreign spirits and strange doctrine to pervade our so-called Christian gathering and communities.

The reality is, there’s an unbroken biblical theme of God’s redemptive and transformative agenda from the book of Genesis all the way to the book of Revelation. These flow of a body of truth might have various emphases and directions in their assigned purpose, but are all connected to one head of the river, as we see from the river that flowed out of the paradise of God called Eden. Even though each tributary might have a different focus, they are still connected to the same body of eternal truth.

The word of God is an unbroken flow of truth that we need to learn and entrench our family and generation in, so that we are not confused by the lies of religious merchants and charlatans. Its assigned mandate in our lives, regardless of who we are and where we may be located, is something we need to take seriously.

The reason for this note is not to debate the theological or doctrinal purpose around the law of Moses, but to explore why the law was given in the first place, and how it prepares the ecclesia to graduate from the position of childishness and into the day of manhood in Christ. Hebrews 7:11-21.

Thus, to move on with the Lord towards that order of an advanced Davidic spirituality, we need to explore and return to the classroom of what is known as the schoolmaster; we need to return to what Paul addressed in the Church of Galatians, or else, we will remain limited and stunted in our development in matters of spiritual education and kingdom culture.

Building the correct, progressive knowledge of sound biblical truth is highly needed in our today’s world of falsehood and sentimentalist Christianity. I strongly believe that a bit of reading and study regarding the where and how the ideology of the schoolmaster or tutors, as the term used in other Bible translations, will give us insight into the relevance of this principle.

GALATIANS 3:24
Wherefore the law was our school-master to bring us to Christ, that we might be justified by faith.

What was the idea Apostle Paul was conveying? by introducing the term, Schoolmaster? This is a quite interesting use of word. Many today may not fully understand or appreciate how this word shaped the society of past generations. The truth is, it has been the responsibility of every generation of the Body of Christ to educate and prepare the nations, and the Bride of Christ, for the second coming of Jesus Christ.

To appreciate the importance and power of faith lies in the ministry of the Schoolmaster. One of the reasons why many people seem to take the matters of faith and grace for granted, as we understand from the perspective of the New Covenant, is due to the lack of training required from the auspices of the schoolmaster.

The term Schoolmaster, which may have a different meaning or emphasis to us today, was not a strange term in the society where brother Paul grew up. The schoolmaster was the first formal educational system in ancient times, and was designed to build and raise boys who would become informed, proficient, and responsible citizens.

The schoolmaster was seen as the key to creating an educated and responsible citizenry. Paul, as a great spiritual and intellectual communicator of his day, used this term as a common terminology that almost everyone could relate to. By using this term, he was able to connect with his audience on a deeper level.

If we take the Bible seriously and study it, we should be able to relate the same words to properly convey the idea of spiritual transition and transformation to our 21st century audiences. The Lord was very good in using the general language of his day to convey profound spiritual values and principles.

The principle of the schoolmaster is one of the most powerful concepts in seeking to awaken and install certain levels of knowledge and spiritual understanding into the lives of the saints, in preparing for the advance order of kingdom culture. The principle of the schoolmaster is that of a teacher who is responsible for imparting knowledge and understanding to those under his care.

The purpose and intention of the Father in Mt. Saina was to introduce himself to the people, which they rejected. Moses was designed to be a schoolmaster to the children of Israel. However, this agenda was not fulfilled, hence, we saw the character attitude the children of Israel displayed during their journey in the wilderness.

The book of Hebrews 12 compared the concept of the two laws and mountains. The The law of sin and death was introduced on Mount Saina, while the law of the spirit of life was given on Mount Zion, which is of the order of the heavenly Jerusalem. The former was given due to man’s disobedience, while the latter was given due to man’s obedience and faith. Romans chapter 7 and chapter 8.

We have said during this teaching on the restoration of the tabernacle of David that this concept directly speaks to a new level of spiritual maturity. The tabernacle of David is a spiritual position that allows us to interact with the realities of the kingdom of God from a matured, revelatory height. To however, enter this sphere of spirituality, we must be certain that we have been correctly taught through the ministry of the schoolmaster, according to Galatians chapter 3 and 4.

Here are some findings I believe will give us context to this ideology of a schoolmaster:

THE SCHOOLMASTER FROM A JEWISH PERSPECTIVE

The “schoolmaster philosophy” was a central part of ancient Jewish culture, and is based on the principle that education is essential to personal and societal growth. This philosophy holds that knowledge and understanding are essential components of a well-lived life, and that individuals have a responsibility to pursue education throughout their lives.

The schoolmaster philosophy is rooted in a set of core values that have shaped Jewish education and cultural ideology for centuries. One of the most fundamental values is the importance of learning and inculcating sound moral values with high-level intellectual development. The pursuit of knowledge is seen as a lifelong endeavor, and Jewish tradition emphasizes the value of education from a very young age.

Another core value of the schoolmaster philosophy is the belief that education, by extension, a sound moral thinking judgment should be accessible to everyone, regardless of social or economic status. This principle is reflected in the Jewish tradition of providing education to all children, regardless of their family’s financial situation.

In addition to these values, the schoolmaster philosophy emphasizes the importance of moral and ethical education. The belief is that education should not only impart knowledge, but also instill morality and ethical behavior in students. This includes teaching students about the importance of justice, compassion, and empathy towards others.

Overall, the schoolmaster philosophy is centered on the idea that education is essential to personal and societal growth, and that learning and intellectual growth are essential components of a well-lived life. Through a commitment to accessible education, moral and ethical education, and the pursuit of knowledge, the schoolmaster philosophy has shaped Jewish education and culture for centuries.

THE SCHOOLMASTER IN THE MEDIEVAL ERA

In both medieval and ancient Greek philosophy, the role of a Schoolmaster was critical in training boys and teenagers to become informed, disciplined, and mature men in society. The Schoolmaster was responsible for providing the necessary education to boys and imparting the best values that would shape their behavior and character as they grow into adulthood. Many who have passed through the tutorship of these schoolmasters end up conscripted into the army, particularly among the Roman culture, who become some of their best warriors.

Also in the medieval times, the Schoolmaster was typically a priest or monk who oversaw the education of boys. The education system was designed to instill Christian principles and values in preparing these young boys for a life of service to the church community.

The Schoolmaster was responsible for teaching boys to read and write, as well as structural thinking like grammar, logic, and rhetoric. These subjects were considered essential for developing critical thinking skills and preparing boys for careers in the church or the law. Poetry and creative science were a major part of the lives of teenagers, as they were being groomed to become influential thinkers and leaders in society.

In addition to academic subjects, the Schoolmaster also taught boys about morality, behavior, and other general ethical values. This education was crucial for shaping their character and ensuring they became responsible, upright citizens. The Schoolmaster taught boys about virtues like honesty, humility, and [love] charity, as well as the importance of obedience and respect for authority. By instilling these values in boys, the Schoolmaster helped create a disciplined and morally upright society.

THE GREEK PHILOSOPHY OF THE SCHOOLMASTER.

In ancient Greek philosophy, the Schoolmaster played a similar role in shaping young boys’ character and preparing them for adulthood. The Greek education system was designed to produce well-rounded individuals who could contribute to society and participate in civic life.

The Schoolmaster was responsible for teaching boys about various subjects, including mathematics, philosophy, and music. The goal was to produce individuals who were not only knowledgeable, but also possessed a deep understanding of the world around them.

The Schoolmaster also played a crucial role in shaping boys’ moral character in ancient Greece. The Greeks believed that virtues like courage, wisdom, and justice were essential for a person’s well-being and for creating a just society.

The Schoolmaster taught boys about these virtues and encouraged them to develop the correct philosophy in dealing with the challenges of life, regardless of the condition they find themselves in. This education was designed to produce individuals who were not only knowledgeable, but also possessed strong, courageous, moral character.

I hope this note helped explain the need for a schoolmaster in the development and maturing of the next generation of Saints, which would represent the reality of God’s kingdom to this generation, even as we continue to follow the apostolic order of the restoration of the tabernacle of David.