HUMANISM UNMASKED

AS DEFINED BY JOHN DEWEY, THE FATHER OF

MODERN EDUCATION

Humanism is as old as the garden of Eden, but few

know what it is. The idea of Humanism replacing
Godism can be seen in the garden of Eden when
Satan taught Eve that she would know longer need
God, she could be as her own god and do what she
pleased after she got enough knowledge of her own.
Men have written on the subject since Plato and
Aristotle, but still most people only think it means
'kind' or 'humane'.
A better definition is required if we are to understand
the forces moving in the world systems today.
John Dewey gave us that definition when he signed
the Humanist Manifesto.

That definition expressed by the Humanist Manifesto

was given to us by no less than the man who has been
called the father of modern American education. He
influenced teachers in Russia, Asia, and Europe as
well.
We should take note of the words of such an
influential man.

The Humanist Manifesto reveals a large picture of

intent for education which Dewey shaped. It also
shows a picture of what our government is doing,
since it has been shaped so much by graduates of this
modern system of education.

Please note the U.S. Dept. of Education did not exist

until Lyndon B. Johnson as President. Such a
department was never intended by the Founding
Fathers. They didn't even want their children fed by
the government, much less taught what to think by
the ruling powers.

John Dewey had great influence in the National

Education Association and reshaping America's
schools. He has had a profound influence of
generations of philosophers.

No one who leads or teaches others should be

ignorant of purposes laid out in the Humanist
Manifesto nor of the significance of those others who
signed or agreed with the document.

The list of individuals, corporations, and trust funds is

impressive with its power to influence. We come to
see that the National Humanist Foundation, Society
for the Humanities, and other such names do have a
common philosophy and intent.

Seeing how great is the list of those who have

publicly and openly endorse humanism in one way or
another, it becomes clear that a common system of
thought drives many sources of great economic and
political power.

Having a common idea and goal makes it

unnecessary to conspire. Just having a common
philosophy and goal will eventually lead them closer
and closer to support the same ways and means of
accomplishing their common goal. How could anyone
understand what is happening if he is ignorant of who
is doing it, or ignorant of the power behind it, or is
ignorant of the goal?

A few historical events focused into perspective can

show you a picture of today's politics and economic
powers that are shaping our government and
education of our children. To draw that picture is the
goal of this writing.

The Humanist Manifesto was signed by many

prominent people. Since then a second, called The
Humanist Manifesto II has been written and signed
by many more.

That document, Humanist Manifesto and its follow

up, Humanist Manifesto II , define a collectively held
goal of many political-economic powers. No
education is complete without understanding the big
picture of Humanism.

The list of signers and their offshoots must also be

traced even to see the connections between that
philosophy and many things happening now. A clear
example can be seen when you study the how The
New Standard for American History has been
developed by major Humanist supporters.

Philosophers have written on the subject since Plato

and Aristotle. Later writers include French
revolutionaries such as Rousseau in throwing off the
authority of kings, and then Engles and Karl Marx in
establishing the right of men to rule themselves.

Growth of the concept was slow for the first few

thousand years of recorded history, until French and
European philosophers further developed some of the
details prior to the French Revolution.
Then in 1859, Darwinism gave accelerated growth
through the concepts of evolution, relativism and
positivism. See Encyclopedia Britanica, 1952.

Law courses adopted the ideas of 'relativism' and

'positivism' in major universities as early as 1870.

By 1940, relative law or case law also called

evolutionary law had replaced the absolute standard
of original intent law.
Justice Rhenquist has a book called Original Intent.
Several other authors have books with the same title
showing how different the new law interprets our
Constitution by the changed standards of relativism.

A 1996 book, Original Intent, published by

Wallbuilders with a four way index contrasting the
original intent of our Constitution and how it has been
changed, should be in all our schools. This contrast is
clearly shown by original documents from those great
men who signed the Declaration of Independence and
the U.S. Constitution and other documents of that
time.

Relativism as a positive gain relative to man's

changing standards became popularized by the
educational elite. Educators said since man evolves,
his society evolves, and therefore his law must also
change to fit the changing man. That's how Darwin's
evolution impacted law, society, government, politics,
economics of teaching in text book sales, as well as
science in all its branches. Not only biology would
change from Creationism to Evolution, but physics
and math would change from Ordered Systems to
Chaos as a focus of teaching.

Oliver Wendel Holmes was the first graduate of

'relative' legal standards interpretation.

Holmes began his influence on the Supreme Court in

1920.

By 1940 the absolute standards of Blackstone's Law

Commentary had been discarded nearly everywhere.

Blackstone had been the standard of law

interpretation since the British courts were developed.

Blackstone based all understanding on God, and

natural law that came forth from God, and man's
government law as derived from nature that was
created by God. He believed in God, an absolute God,
and he accepted an absolute system of law that like
God did not change. The absolute system of
Blackstone was discarded were discarded in favor of
relative or situational law by 1940.

Engles and Marx brought Humanism to nation-wide

birth for the Bolshevik Revolution.
After reading and correspondence with Europe, John
Dewey, the Father of Modern Education John Dewey,
traveled to Europe, China, and Turkey in the early
nineteen thirties.

Upon his return to America, he helped author and did

sign the Humanist Manifesto which was the
Americanized version of the Communist Manifesto
penned by Karl Marx.

Positivism says that what is a perceived gain, a plus,

is a good thing. The plus or minus is measured from
the relative point of view of an individual, not any
absolute standard . Positivism along with Relativism
are the basis of saying "The end justifies the means."

Humanism with its relative and subjective values

feeds systems like, I'm OK. You're OK. or Tolerance
in a big way. No absolutes. Each person establishes
his own system of values as he sees fit with no
absolutes or external authorities.

This results in calling them bigots who would impose

any external authority or absolute standard of
reference to right and wrong. It allows for saying the
end justifies whatever means it takes to get a gain. So
long as that gain seems to me as being a positive gain
relative to how I see things, that's what I call good.

Humanism says forget the absolutes. Judge things by

what seems to be right for you. Just like Satan
tempted Eve in the garden. Humanism has crept into
the pulpit of many churches.

During the 1950's and 60's many preachers strived to

show where they could write or teach in a humanistic
way. Such thinking was justified under the more
naive definition of mankind doing good to man. The
core idea being that Humanism as a system denies
God, and Jesus as the Son of God who said that only
God is Good.

Removal of God from the value system was done not

only in the Bolshevik revolution but also in the
Humanist Manifesto. Having no absolute standard
leaves then only each individual to define his own
ideas of what 'feels good' to him.

Another way of saying the same thing is to say, "Your

way is OK for you, and my way is OK for me. Let's
just be tolerant of each other and agree to disagree
while still saying each other is right for himself.

Humanism has existed from the beginning of time. It

was defined in the garden of Eden where Satan used
his most tempting bait to get Eve first doubting and
then ignoring the word of God. "...you shall be as
gods..." Ancient philosophers, Plato, Aristotle and
others, wrote on the theme of Humanism without
recognizing its full picture.

Humanism can not be seen in its biggest context from

its on point of view. Humanism denies God so it
denies the total context. Only in a faith towards God
can Humanism be seen for what it is in the highest
context.

To those who believe in God, Humanism is man's

way of saying, exactly what the Humanists proclaim,
man must be his own god. That means to a Christian,
rebellion against God.

The first rebellion was in the garden of Eden. It was

over the idea of being as a god, self-directing and
without further need of Almighty God. Thus the
oldest Biblical word for what we call Humanism is
Rebellion against God Almighty.

Most literature on humanism does not speak of

rebellion against God. However humanistic writings
were used to inspire rebellions against government in
many places. Most notably, the Bolshevik Revolution
which clearly and openly denounced God.

Humanism has been manifest since Eve was tempted

to do away with her need for Almighty God and be
her own god through partaking of all knowledge.
Plato and Aristotle wrote on some ideas of
Humanism.

Darwinism gave strength to Humanism after 1859.

Engles and Karl Marx developed the European
version of Humanism. By 1920, the Communist
Revolution had motivated people around the world to
read the ideas of Engles and Marx.

China did not ignore the rising trend of Humanism as

expressed in the border nation of Russia. After
reading and correspondence on these ideas, John
Dewey traveled to China and Turkey. There he taught
on state education to help develop students to better
serve the state system.

Upon his return to America, John Dewey, the Father

of Modern American Education wrote The Humanist
Manifesto in 1933.

No education is complete today without

understanding The Humanist Manifesto I and II and
tracing the influence of those signers and supporters
of the intentions expressed therein.

It is clear to see that the humanist designers of

contemporary education do not want our children to
have a complete education, else they would see what
is happening.

To see where we came from and how we got where

we are is to be able to see where we are headed. The
direction and momentum must be realized to project a
future path.
Read the article on Value of History comparing the
graph of a golf ball's path to understanding the graph
of where our nation is going.

Naivety and ignorance are a pitfall to everyone who

assumes that humanism only means to be 'humane' or
'kind' to your neighbor. Teachers, pastors, and
senators all need to recognize the strategy and goals
of Humanists.

The system of money, philosophies of men, text

books and politics that has entangled itself in
America is now teaching our children from eight a.m.
to 3 p.m. five days a week.

Look closely and you can see a loosening up of

definitions, much like Satan redefined what God said
to Eve. Teaching by loose analogies in the name of
creative reasoning or higher order thinking is used to
accustom children to believe anything can equal
anything, which is exactly what Chaos says. But God
says, I AM that I Am and I change not. Who will
listen to the word of God and who will continue
pleasing men, for the sake of paychecks going along
and being friends with the system.

Pastors, you have the responsibility to warn your

people. If you warn them and they do nothing, you
are free; but if you do not warn them, then where
does scripture say you are?

Humanism is nothing but a redefined label for the

rebellion against God that happened in the garden, by
adding to and taking from the truth of his word so to
justify mankind in doing its own thing, whatever that
may be.

The hearts of our children are the goal of those who

have taught against absolutes and encouraged 'relative
positivism' as a way of thinking based on loose
association and calling it higher order thinking.

Be on guard. Be not deceived when you see those fine

sounding phrases of "Changes in education for
excellence" or "higher order thinking" or "critical
thinking"; because most of those actions covered by
those words are used to destroy faith in God.

Viewpoint from the New History" Consider this

viewpoint from the New Standard of American
History. Man emerged from the slime of a soupy
organic ocean as he evolved from a protozoa form to
higher and higher forms. So man is growing up.
There was not a fall as the Bible teaches, but an
upward evolution and therefore no need for a Savior.
And as the humanists write, if man is going to be
saved, he must do it himself.

Example of new history lesson: After many tribes of

people grew, different ways of solving problems
grew. Idols and many gods were one way man
evolved to cope with his problems.

Then in the middle of civilization after man had been

existent for thousands or millions of years, some
small tribe called the Jews developed a system to
cope with their problems, but their system was
different, it was called monotheistic. And out of that
failed system came what is called Christianity. But
other systems were competing with Christianity and
grew even bigger such as Buddhism and Islam and
Brahman.

Today, dear students, we have the advantage of

'higher critical thinking' and as you compare and
analyze the way those religions competed for
converts, you can see how they slowly died out
because their hope in God wasn't really solving
problems. They still had wars and hunger and even
killed one another in the name of their religions.
New history teaches children this way. So today, we
clearly know that only man with clear thinking logic
can save himself from his own problems. And as the
new state religion of humanism, logic and reasoning
by man, grows we will see the wonderful man made
institutions of international scope solve the problems
of our world. Man made cooperation for peace
through the United Nations, the World Bank, and
other such agencies are our way for peace in the new
world economic order.

Dear parent or pastor, if you expect to send your child

to school where this is taught and not have it impact
his heart, please think again. The humanists expect to
win the hearts of many children with their campaign.
Scripture says they will succeed in doing much of
their plan. They will ultimately fail. But meanwhile
let those who hear take heed.

William Bennett Even William Bennett, past

Secretary of Education has called the educational
system a 'blob'. If you stop it in one place, it just
pours out in someplace else. If you ask for
responsibility in one place, it just shifts the blame or
question to someplace else. It includes the humanist
favoring news reporters where they exist, the
humanists in the N.E.A., and within each school
system who do not teach God, and the U.S. Dept. of
Education with its funds allocated to the "relativist,
positive, no absolute standard " teaching methods that
have done away with the absolute standards of
teaching that helped us put men on the moon.

If humanistic ideas were not dominating the news

how is it that such things as the Religious Freedom
Restoration Act of 1993 and President Clinton's
speech on it to a high school in 1995 could have been
so kept from the parents and pastors of our churches?

When we are given clear right to restore Christian

context to our school classes, the powers in effect
keep the news from reaching those who would
actually restore the Christian context.

If anyone says the news did reach the school districts,

then let it also be said that not enough explanation
reached the people to encourage the implementation
of restoration of Christian context. The restoration
must be done, and therefore people must be given
enough encouragement from friendly media to
accomplish the job!

Christian class books used to have little children

reading stories with moral values and life helping
information in them. Then the system switched to
brainless Dick and Jane and from that to the current
mass of nonsense and chaos books that fill our
elementary schools. For example of a current title in
elementary reading, I give you, "The Upside Down
School". Rather than building values, such books are
acclimating our children to nonsense so they can
equate anything with anything, another example of
Chaos instead of Ordered Systems, or Relative
Values verses the Absolutes of Christianity on which
this nation was built. Restore values for our
children!!!

The World's Oldest False Religion ,Humanist

Manifesto I and II,Encyclopedia Britannica, 1952,
Vol. 7, p 297

21.

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Read more on humanism

Read about John Dewey and opposition to

Christianity.
 Main Index

A conservative view of atheism, it's history and

advocates. goals and ways and means
Well written research and compiled at
conservapedia.com

It is from Dewey's own words that you can see his true intentions. He wrote and helped
write the Humanist Manifesto after returning from a trip to meet with others of like mind
in eastern europe. Two books he wrote tell how he planned to accomplish the goals laid
out in the Humanist Manifesto through America's public school system. The first title is
Faith in Education and the second is Democracy and Education.

B.F. Skinner jumped on the bandwagon, working to change the mold for American
children through public schools and help that mold conform with many goals of the
Humanist Manifesto. THE FATHER OF MODERN
EDUCATION

see also page 2 on John Dewey

Wallbuilders.com by David Barton. Most excellent material.

John Dewey is recognized as the Father of modern education. The N.E.A. gave him high
recognition for his works. Much of his changes to schools was made possible by the
theory of evolution being so strongly accepted after the writings of Charles Darwin. John
Dewey wrote a theory of education and democracy that was based on evolution.

The education theories of Dewey would not have been so acceptable to people had it not
been for the previous acceptance of Darwin's Theory of Evolution.That theory was
widely received around the world. Evolution praises change and declares the highest
good is a positive change. Darwin's theory helped strengthen the ideas of relativism and
positivism which had been around for ages but were reinforced by John Dewey.

John Dewey developed ideas of evolutionary democracy and evolutionary education and
evolutionary law.

Those ideas had as their foundation the premise that nothing is constant. He said the only
constant good is change for the good, ie positivism. He did not measure things from any
absolute standards, but from a relative perception based on human desire.
Relativism denies absolutes. God is absolute. The word of God teaches absolutes.
Evolution flies in the face of God's word.

Relativism and positivism are destructive ideologies that sheer men away from the truth a
little at a time.

These ideas were used by John Dewey and Carl Marx and even Joseph Stalin to lead
people astray.

Engels wrote that if you could remove a people from their roots, they could be easily
swayed to your point of view.

This is happening in America with the destruction of our godly heritage in public school
courses.

By omission the godly heritage is being lost to our children. The schools are simply not
teaching the godly heritage of this nation.

Instead the schools are teaching children to become better citizens of the new world
economic order. This focus is even seen in WFISD.

HUMANIST MANIFESTO

John Dewey was a signer of the Humanist Manifesto. Many give him credit for writing
most of it.

Humanism would have men be their own gods. Humanism would make everything
relative to what the individual perceives as improvement or detriment. Humanism denies
the Salvation of God and replaces it with salvation by men.

John Dewey promoted humanism as a national way of life. Humanists in their zeal
believe they are doing your children a favor to make them more happy by seeking to
erode any faith in God and replacing it with a hope in their own efforts.

Humanism and relativism were revitalized with the upsurge of the oppositions of false
science called The Theory of Evolution. Since Darwin popularized that theory in 1859,
the idea of evolution has infected other areas of men's thoughts including law and its
interpretation, society and its rules of conduct, economics and more.

John Dewey helped popularize the teaching of evolution since the idea of constant
change reinforced his idea the foolishness of God and the Bible. Dewey believed in
neither God or the Bible.

Since man was considered to have evolved from the slime, there could have been no fall
of man from the perfection of Adam. With no fall of man, there would be no need for
salvation. Thus evolution strikes at the root of Christian faith.
Those who think they can believe in God and also believe in evolution must realize that
the system of evolution denounces any existence of God. If man evolved upward, then
there certainly was no original sin which took him downward and the need for salvation
is a joke.

Evolution would make the whole of Scripture meaningless. Those who clamor the
loudest for evolution are aware how the poison works to erode any need for God by
making man to be his own god.

Thus we have returned full cycle to the original deception, only this time the deception is
organized on a global front, attacking not just one woman, but all children in our public
schools.

The ultimate aim is not the betterment of mankind as the propaganda says, but rather the
enslavement of mankind to a whole society serving Mammon in the name of money and
power, ie the devil. It is Satan's work to serve money as your god, to let economic values
determine your decisions, to let profits determine what you do. To judge right and wrong
by how much money is gained or lost is to be serving the purposes of Satan.

The consequence of ignoring God's word is failure. There comes a point where that
failure becomes eternal.

Many of our Founding Fathers believed that we should only elect men to serve us in
office who held a faith in Almighty God who would judge men for their words and deeds.
For they realized that only such men could have any restraint on what they considered
right and acceptable.

Men without faith towards God through the mercy of Jesus do more easily persuade
themselves to do anything if the end served their own desires. They would have realized
the dangers of having a man like John Dewey as the designer of our education system.
We need to wake up to the problem.

It is given to us by God that we are responsible to raise our children diligently in the
Truth of God.

John Dewey was strongly opposed to anything that would help Christian faith in children.

How can we then teach them history void of reference to Christian testimony of great
men? How can we teach science as chaos instead of ordered and according to His divine
pattern? How can any in authority stand by and let such perversion proceed unchecked?

Who would feed their children to the flames of evolution and its consequence,
Humanism?

Would convenience or comfort lead some to stand by quietly while their children passed
through the flames of modern humanist philosophies that oppose God? Would safety of
job, or esteem of men gag the tongue of those who should speak out first because they
saw it first?

Brave New World, a novel, depicts a society where God is forgotten and the children are
raised by the state system to serve economic needs. Let us take a hint and quit rewriting
history by omission of Christian references in the public school system. Else John
Dewey's vision will increase more and more.

John Dewey introduced strong ideas about accepting multi-values. This is in agreement
with the denial of absolute values. Please note that too many children today do not
believe in absolute right and wrong. Instead they believe in relative answers, based on
personal needs. That is a direct goal fulfilled by John Dewey and all like him.

It is now printed in school system literature how the students need to be raised up so they
can be better citizens of the new world economic order. Country, family, and God are no
longer the goals to be achieved but are instead seen as causes of bigotry, narrow
mindedness, prejudice, and intolerance: thus deserving to be done away.

After all says Humanism, all roads lead to Rome. We're all seeking a better life, and if
you do it in the name of Jesus, that's OK so long as you don't teach your child that in
school.

President Abraham Lincoln contradicts John Dewey and reminded the nation of that great
truth contained in the Declaration of Independence when he said,
"Four score and seven years ago our fathers brought forth on this continent
a new nation, conceived in Liberty, and dedicated to the proposition
that all men are created equal."

Of course he was referring to these words from the Declaration of Independence:

"We hold these truths to be self-evident: that all men are created equal;
that they are endowed by their Creator with certain unalienable rights; "

Declaration of Independence contradicts John Dewey, the father of this contemporary

education system.

Well into the twentieth century, the Declaration and the Constitution were viewed as
inseparable and interdependent. While the Court's change of standards has perhaps been a
display of poor judgment, the Court's actions have actually been illegal under the
standards of original intent. Furthermore they have violated the value system of "the laws
of nature and of nature's God" established in the Declaration of Independence.

Founding Fathers Contradict John Dewey.

The First Amendment was clearly understood and explained by the man who wrote it and
the man who first applied it as law. Fisher Ames wrote the First Amendment. He also
wrote that the Bible should always remain the principle text book in America's
classrooms. John Jay, original Chief-Justice U.S. Supreme Court, said it is the duty of all
wise, free, and virtuous governments to help and encourage virtue and religion.

The Constitution of the United States of America was penned by the man who was head
of the committee which created the final wording. That man, Governor Morris of
Pennsylvania, was also the most active member of the Constitutional Convention. He
spoke 173 times. He also advocated that "education should teach the precepts of religion
and the duties of man towards God."

An early House Judiciary Committee affirmed the Founder's lack of pluralistic intent
when it declared:

"Christianity ...was the religion of the founders of the republic, and they expected it to
remain the religion of their descendants."

Words and sentiments of other founding fathers can be given to fill a library; but these
few show the whole idea to anyone to is willing to hear.

" You do well to wish to learn our arts and our ways of life, and above all, the religion of
Jesus Christ. Congress will do everything they can to assist you in this wise intention."
George Washington

" Let...statesmen and patriots unite their endeavors to renovate the age by...educating
their little boys and girls...and leading them in the study and practice of the exalted
virtues of the Christian system." Samuel Adams

"History will also afford frequent opportunities of showing the necessity of a public
religion...and the excellency of the Christian religion above all others, ancient or
modern." Benjamin Franklin

"Only one adequate plan has ever appeared in the world, and that is the Christian
dispensation." John Jay, ORIGINAL CHIEF-JUSTICE U.S. SUPREME COURT

"The United States of America were no longer Colonies. They were an independent
nation of Christians." John Quincy Adams

A page of history is worth a volume of logic. History shows the intent and purpose of our
founding fathers. Contemporary logic is wrong whenever it contradicts the clear
explanations of those men who wrote the Constitution.

97% of the founding fathers were practicing Christians and exercised their faith in public
office, at work, at home, and had it taught to their children in their schools. 187 of the
first 200 colleges in America were Christian, Bible teaching institutions. Entrance to
Harvard required strong knowledge of the Bible. The money was printed, "One Nation
Under God."
Webster originally wrote the dictionary with Bible verses explained. He did this so
children and parents could understand the words of God and know the truth of Jesus
Christ. Webster even wrote a translation of the Bible for the American speaking people.
How often do you hear this in public school today?!

You could hardly find a school in America that wasn't Christian based with the Bible as
its main text book until the 1830's. That was when a humanist named Horace Mann
worked for ten years to deceive the state of Massachusetts to produce its own state
supported schools and leave the Bible out of those schools.

As a result of the attack upon children learning the truths of God and Salvation, the
American Sunday School League was formed during that same decade so those children
who were deprived could still get Bible knowledge.

During the next hundred years humanism grew bolder in its attack against the founding
fathers ideas of education and more and more schools omitted the Bible. Fewer and fewer
remembered the exhortations of those men who established this nation to follow Christ
and give Christian teaching in the schools, as the backbone and main course of our
schools.

Then in the early 1930's John Dewey taught his new theories on evolutionary education
at Peking University in China, and after that in Turkey. Those governments wanted help
on establishing state schools to indoctrinate the children as wards of the state instead of
their parents.

You know how Russian children were encouraged to turn on their parent's values.

Then upon his return to the U.S.A, John Dewey wrote the Humanist Manifesto. He was a
very important figure in the national education association. The socialistic and
communistic ideology of Karl Marx was growing vigorously through such men as
endorsed John Dewey's philosophies of education.

A Harvard professor has written that children are sick when they enter kindergarten. Sick
with the parent influenced ideas of love, family values, national pride, and loyalty to
elected officials. He says the children need to be re-educated away from those traditional
values of their parents so they can become better citizens of the new world order. So that
is the extent of secular humanism and its goals for our children. It is rapidly assaulting
our traditional values of Christian family, home, and nation under God.

John Dewey knew there was a battle raging in the classroom for the hearts and minds of
children. Do you?

Join the battle which has been declared. It is a battle for your children. It is your battle to
fight, to win. When Jonah preached to Ninevah he declared the soon coming destruction.
Jonah didn't make any if's and's or but's. He plainly said because of your sins, destruction
is coming. That's the way it is in America today.
DECLARATION OF INDEPENDENCE contradicts John Dewey. We hold these truths
to be self-evident: that all men are created equal; that they are endowed by their Creator
with certain inalienable rights; "

The Declaration of Independence appeals to God no less than three times. Four to those
who can see His Name in the phrase "protection of divine providence". Five to those who
can admit the phrase "created equal" means created by God, not evolved from chaos.

The Declaration and the Constitution were viewed as inseparable and interdependent
documents. The Declaration of Independence appeals to God no less than three times.
The men who wrote it declared within it their undying faith towards God for all
generations to see and follow.

We should follow the founding fathers of this great nation rather than shallow thinking
men who came along later to change things.

"The Jubilee of the Constitution" by John Quincy Adams explains the Constitution as
dependent upon the virtues proclaimed in the Declaration of Independence. That's why
the Ten Commandments are inscribed in stone on the Supreme Court building.

Those men saw the law of God as the basis of all law for all men always, never to be
changed! How can we withhold God and His truth from our educational classrooms for
children today? The humanist and atheist groups following the path of John Dewey rob
our children of this great national heritage. One Nation Under God. United we stand
together with Christ.

Our founding fathers erected a beacon to guide their children, and their children's
children: for all men who would pursue life, liberty, and happiness...they pointed us to
God and to His Son Jesus Christ. They desired that their posterity might look again to the
Declaration of Independence and take courage to renew that battle which their fathers
began, so that truth, justice, mercy, and all Christian virtue not be extinguished from the
schools of this land.

If anyone has taught you doctrines conflicting with the light shining through our
Declaration of Independence, come back to the truths that were written then for you to
see again now.

President Abraham Lincoln reminded the nation of that great truth contained in the
Declaration of Independence when he said, "We hold these truths to be self-evident: that
all men are created equal; that they are endowed by their Creator with certain inalienable
rights; that among these are life, liberty, and the pursuit of happiness."

SUPREME COURT decision of 1897:

Constitution is the body and letter of which the Declaration of Independence is the
thought and the spirit, and it is always safe to read the letter of the Constitution in the
spirit of the Declaration of Independence.

Humanists, positivists, and relativists, and socialists who deny God, also contradict the
history words of those who wrote the Constitution. Why? Because they desire to replace
God with man as the ultimate force is they want to say that man's desires whatever they
are should be fulfilled. They deny any absolute truth of God and they deny His natural
law as a basis for government and legal law.

DEWEY SAYS IT IS WRONG TO BELIEVE IN SOMETHING THAT CAN NOT

CHANGE

John Dewey was a leading relativist and humanist. In 1927 he made clear their new way
of thinking. He explained that the Constitution as it had been interpreted was a
stumbling-block. He said it was wrong to believe in something that could not change.

John Dewey mocked the beliefs of the Founders. He ridiculed those who put their trust in
traditional understanding of law and Constitution by saying they were so wrong. (See
John Dewey, The Public and Its Problems, 1927, page 34)

What the people of America called the corner stone of their republic, John Dewey called
a stumbling block. He ridiculed, mocked, and scorned the traditions of the people of
America, the efforts of our Founders, our form of government, and the belief in absolute
values.

After John Dewey and Langdell got through with their prestigious campaign in the eyes
of power and money and glory from men,... any teacher who still held for absolute values
was mocked and driven out of position to teach. Blackstone's Commentaries on the Law
was widely discarded.

Blackstone taught that certain rights and wrongs did not change. Especially those related
to human behavior. Blackstone had been the main text in law since before the Declaration
of Independence. Great preachers had come out of law to preach the gospel after reading
all of Blackstone's Biblical references to his understanding of law. Blackstone taught that
law came from God. The courts were now going to change those traditional ideas of law
which had been held true and unchangeable since the Magna Carta of England.

Roscoe Pound (1870-1964) strengthened the new philosophy of "positivism" that had
been birthed by Langdell at Harvard. Pound made "positivism" the new way of thinking
that everybody had to follow if they wanted to graduate. Now there are universities where
professors say if you find any one is not an evolutionist, don't let him graduate with a
degree in biology. Roscoe Pound was able to accomplish his goal of dictating terms for
graduation by serving at four different law schools as professor and as Dean of Harvard
and the University of Nebraska. Biology professors are able to teach evolution as fact
because of the liberalizing of education done by John Dewey.
He infected many who in turn taught others their new ways of evolving the law and the
interpretation of our Constitution. He said we have the same task in jurisprudence that
has (already) been achieved in philosophy, in the natural sciences, and in politics. We
must rid ourselves of this sort of legality. We must take a new and flexible approach. We
must adopt our means to fit our ends. To attain an evolving legal science based on the
sociology of people is our goal. There is nothing fixed except our goal and anything we
do to attain what we want must therefore be right.

Pound said the goal of law is to become a legal force to influence society in growth and
development. He forgot those Founder's words which would have warned him that God
Almighty to which they appealed in the Declaration and the Constitution had already
given the law and clearly stated that it does not change.

1916- Louis Brandeis (1856-1941) urged the Court to be bold in leading society to
change. He wanted the reason of men to be the ultimate rule, not the law of God nor the
ideas of the Founders. These are the kind of ideas upon which John Dewey built his
theories.

1930's - Blackstone's Commentaries on the Law widely discarded because it was absolute
instead of relative. Relativism allowed for change. Relativism became a new term, more
'intellectual' for describing the positive changes needed for evolution of law and society.
(the positivism of Roscoe Pound). Absolute values were discarded.

1930's- John Dewey was an esteemed humanist. He was a prominent leader of new ideas
in education. He wrote much on the effects of Darwin's theory of evolution on science,
education, man and society. His premise can be summarized as saying that nothing is
ultimately good in itself except positive change for the better. To this goal he rejected
absolute values of God, the Bible, and men who believed in God.

Dewey's most positive value is positive change for the better. He was so recognized as a
leader of new ideas concerning humanism ie synonym for socialism that he was invited to
teach on establishing state schools for the betterment of the state. He taught in China at
the University of Peking and in Turkey. Upon Dewey's return to California, he wrote an
Americanized version of Karl Marx philosophies called "The Humanist Manifesto". He
believes in the collective society like socialist of Russia and China being more important
than any individualism. He views people as members of the larger society, to the
exclusion of individual rights when the perceived needs of society would require the
exclusion of personal rights. This thinking permeates the N.E.A today as a result of his
works and others who followed in his footsteps. The state rights over individual rights is
associated with the recent event in Pennsylvania where state authorities forced fifty
young girls to be spread eagled on an examination table, for genital inspection, without
parent's knowledge or consent. Such is the consequence of giving up individual rights to
the state system.

1
1945-1953 - radical social change achieved by wide spread "positivists" or secular
humanists.

John Dewey wrote an amerikanized version of the Communist Manifesto. Dewey's

version was called the Humanist Manifesto. He helped introduce socialism step by step
into the American culture. Read his ideas on an evolving democracy. They are very
different from the Founding Fathers.

John Dewey page 2 Dewey's Secular Faith Goal for Schools

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Leveling of Values Taught in State School

It is from Dewey's own words that you can see his true intentions. He wrote and helped
write the Humanist Manifesto after returning from a trip to meet with others of like mind
in eastern europe. Two books he wrote tell how he planned to accomplish the goals laid
out in the Humanist Manifesto through America's public school system. The first title is
Faith in Education and the second is Democracy and Education.

B.F. Skinner jumped on the bandwagon, working to change the mold for American
children through public schools and help that mold conform with many goals of the
Humanist Manifesto.

Dewey, John, 1859-1952, American philosopher and educator; b. Burlington, Vt. He

rejected authoritarian (the Bible is authoritarian) teaching methods , regarding education
in a democracy as a tool to enable the citizen to integrate his or her culture and vocation
usefully. To accomplish those aims, both pedagogical methods and curricula needed
radical reform. Dewey's philosophy, called instrumentalism and related to pragmatism,
holds that truth is an instrument used by human beings to solve their problems, and that it
must change as their problems change. Thus it partakes of no transcendental or eternal
reality (specially not God or the Bible). Dewey's view of democracy as a primary
ethical value permeated his educational theories. Dear reader, please notice this
definition of democracy as a primary ethical value. It means nothing less than the
will of the majority is the law. We used to call that mob rule. The ethical value of a
mob was to hang a man without a trial in the old west. Our Founding Fathers built
this nation as a republic based on the laws of God to which the people were to elect
representatives to run that government based on those unchanging laws of God) He
had a profound impact on progressive education and was regarded as the foremost
educator of his day. He lectured all over the world and prepared educational surveys for
Turkey, Mexico, and the Soviet Union. Among his works are Democracy and Education
(1916) and Logic (1938). From the Concise Columbia Encyclopedia. Copyright © 1991
by Columbia University Press. Dear reader, please note that the above article omits
reference to his penning of the Humanist Manifesto which is an Amerikanized
version of the Communist Manifesto which he studied.

Democracy and Education, 1916

John Dewey's book, Democracy and Education, of 1916 is examined here from a
Christian father's point of view. My comments are in bold. The excerpts from the book
follow. Red highlights in his book text are added by the editor for your attention. The
following text deals with chapter 7.

Dewey knew how to change the schools so our customs would not be passed on to
our children. He well knew how to destroy the transfer from generation to
generation. He undertook a plan which would have been treason by the standards of
George Washington and Noah Webster. Those statesmen of our country called for
the continual teaching of the great stories of our land to children from the earliest
age. Instead, what the children have today is the denigration of our great heroes, the
defaming of good men's intentions, and the omission of noble words; all for the
intent of cutting off America's children from their inheritance.

Dewey wrote: Particularly is it true that a society which not only changes but-which has
the ideal of such change as will improve it,
will have different standards and methods of education
from one which aims simply at the perpetuation of its own customs. To make the general
ideas set forth applicable to our own educational practice, it is, therefore, necessary to
come to closer quarters with the nature of present social life.

JD wrote: Any education given by a group tends to socialize its members, but the quality
and value of the socialization depends upon the habits and aims of the group.

Larry: I am always amazed at the wisdom of Jesus' words, "the people of this
generation are wiser in their own ways than are the children of light.." Dewey has
touched on a simple point that the Christian pastors and teachers have ignored for
too long, even though it is a major theme in scripture. Basically it is this: A child
tends to become like the environment where he spends time. John Dewey knew it.
He knew how to accomplish his goal of stripping Christianity from America. Just
leave it out of the children's schools. After all, a man rarely will go read the Bible as
an adult if he is not taught from it as a youth. That was common knowledge back
before 1810 in this nation. It is in the quotes from the founding fathers as compiled
by David Barton and published by Wallbuilder Presentations. The Christian who
can not support that idea with scripture just does not know his Bible. Yet John
Dewey, who was for the destruction of Christian faith seems to get great credit for
restating a clear truth which he then turns to use against the Christian upbringing
of children. How? By bringing them up in a school room which ignores, denies, and
contradicts God at every opportunity. Thus effectively conditioning the children to
do the same. The children become accustomed to doing what they and their peers
and their teachers continually do. Who doesn't know that?

Larry: Dewey's standard was to split the difference, go half way, one step at a time,
bring the best down to the worst. That's what we have in our schools today. The best
is brought down. The worst remains rotten, and a step at a time, the criteria for
excellence is lowered so that everybody looks good in the brave new society of
changing values. Dewey proposes to split the difference between thieves and others
for the standard norm of society, then operate from there.

JD wrote: The problem is to extract the desirable traits of forms of community life which
actually exist, and employ them to criticize undesirable features and suggest
improvement. Now in any social group whatever, even in a gang of thieves, we find some
interest held in common, and we find a certain amount of interaction and cooperative
intercourse with other groups. From these two traits we derive our standard.

Larry: Bayonets are referred to by the founding fathers in the sense of saying our
government was not set up to rule by bayonets. Our Constitution depends upon a
people who are ruled from within, by their heart, according to the laws of God. That
is why they insisted on godly schools in the North West Ordinance as a requirement
for statehood. But this is no longer learned by school children today. Nothing of its
kind is taught in most public schools. By design I say.

Dewey wrote: Let us apply the first element in this criterion to a despotically governed
state. It is not true there is no common interest in such an organization between governed
and governors. The authorities in command must make some appeal to the native
activities of the subjects, must call some of their powers into play. Talleyrand said that a
government could do everything with bayonets except sit on them. This cynical
declaration is at least a recognition that the bond of union is not merely one of coercive
force.

Larry: Enslavement is found when government is able to force children to go to a

school that does not teach the same values as the parents. If you think that is too far
out, then please realize that it has been said by others for a long time. Way before
John Dewey, this was realized. The U.S. Government used the tool of forced
government schools on the Indians. Sending them to government schools so as to
separate them from the ways of their families was a strong armed method forced on
the Indians. It worked. It is also working to separate children today from regular
study of scripture as being the foundation of all true learning.
Dewey wrote: Plato defined a slave as one who accepts from another the purposes which
control his conduct. This condition obtains even where there is no slavery in the legal
sense.

Larry: Dewey pursues what he calls the Democratic Ideal. The averaging of
everything. That is why the best seller book, The Dumbing Down of Our Children,
was written; because of the continual readjustment of curriculum to lower and
lower standards. Let's face it, the ones who don't want to learn will always be
ignorant. Thus the bottom never moves. But so long as averaging is done each year,
the top keeps on being cut down to lower and lower levels as the schools minimize
requirements so they can say everybody is getting an excellent education.

Dewey wrote: The Democratic Ideal. The two elements in our criterion both point to
democracy. The first signifies not only more numerous and more varied points of shared
common interest, but greater reliance upon the recognition of mutual interests as a factor
in social control. The second means not only freer interaction between social groups
( once isolated so far as intention could keep up a separation ) but change in social habit
-- its continuous readjustment through meeting the new situations produced by varied
intercourse. And these two traits are precisely what characterize the democratically
constituted society.

Dewey has established in the public mind that this is a democratically constituted
society. Truth is that the Constitution guarantees us a republican form of
government. Noah Webster defined that as being based on the laws of nature and of
nature's God, ie the Bible and its laws. 95% of the Signers of the Declaration of
Independence and of the Constitution agreed that this nation was founded on the
laws of God. British common law acknowledged Christianity as its foundation. All
these truths are omitted or denied in typical school rooms today. Dewey's teachers
have done their job well. America has been nearly stripped of its last vestige of
memory of the words from our Founding Fathers. Shall we also be raped or shall we
put back on our clothes woven with those wonderful words of wisdom and advice on
how to run this country from the men who established it?

Rejection of External Authority

Larry: The Founding Fathers knew the dependency of our form of government
upon the authority of God in the hearts of men who were governed. They recognized
the external authority of God and His authoritative laws. But Dewey makes no
reference to historical truth of God in the foundation of America. He only distorts
and twists to his own ends, which according to the Founding Fathers, is the
destruction of America as they envisioned it. Dewey advocates a pure democracy,
with evolving laws according to the whims of the people. The very thing which was
abhorred by the Founders. The very idea of such a pure democracy was abhorrent
to them. This scoundrel continually uses a half truth to further his ends. He
advocates the need for an informed people, but then pushes a system of training
which denies the scripture and the appeals to God and His unchanging law in the
founding documents of our nation. Dewey explains one thing well. A pure
democracy does not accept the laws of God. Instead, it accepts only the will of the
people by majority vote. Thus it has become legal to kill babes and illegal to let them
see the Ten Commandments.

Dewey wrote: The superficial explanation is that a government resting upon popular
suffrage cannot be successful unless those who elect and who obey their governors are
educated.
Since a democratic society repudiates the principle of external authority, it must find a
substitute in voluntary disposition and interest; these can be created only by education.

Platonic Educational Philosophy:

Democratic Ideas in Education
Cradle to the Grave Concept of Government Education
Dewey saw himself as one having greater conscious understanding than Plato. No
wonder his followers admired him so much. Larry: Dewey is a Greek thinker. He loves
to organize ideas the way he sees them. The error is constantly clear to one who
knows scripture. Others may think he was a very wise man. I acknowledge his
capacity for thought and ordering of ideas, but I also see his gross darkness
resulting from the denial of light from scripture on the training of children.

Dewey:3. The Platonic Educational Philosophy. Subsequent chapters will be devoted to

making explicit the implications of the democratic ideas in education. In the remaining
portions of this chapter, we shall consider the educational theories which have been
evolved in three epochs when the social import of education was especially conspicuous.
Cradle to the Grave State Control, a la Brave New World, now called K-12 and
school to work program, reinforced with even earlier day care government centers
and computer recorded aptitude guidance The first one to be considered is that of
Plato. No one could better express than did he the fact that a society is stably organized
when each individual is doing that for which he has aptitude by nature in such a way as to
be useful to others ,or to contribute to the whole to which he belongs; and that it is the
business of education to discover these aptitudes and progressively to train them for
social use.

Dewey saw himself as having greater conceptions than Plato.

Much which has been said so far is borrowed from what Plato first consciously taught the
world. But conditions which he could not intellectually control led him to restrict these
ideas in their application. He never got any conception of the indefinite plurality of
activities which may characterize an individual and a social group, and consequently
limited his view to a limited number of classes of capacities and of social arrangements.

The End of Existence

Dewey denies the knowledge of eternal judgment, heaven and hell.
Dewy appeals to the wisdom of men, philosophers, and the highly educated to determine
how men ought to live.
Dewey redefines law and justice as that which is determined by men, in a democratic
vote. That's how we arrived at murdering babies and keeping the Ten Commandments
hidden from the eyes of children, by ignoring the law of God and paying honor to the
opinions of men. The fear of man is a terrible snare. Christians, please plan for good
schools to be the trainers of your children. Let those who believe in nothing but
themselves send their children to their kind of school, but wake up and quit sending your
children to schools which teach children that the highest end of man is his own opinion.

Larry: God's ultimate judgment is denied by our education system to the children.
The roots of that denial in American history are shown here from the atheist Dewey
himself. Christian parents, please attend to the training and conditioning of your
children's way of thinking. Else what terrible prize must be paid.

Dewey wrote: Plato's starting point is that the organization of society depends ultimately
upon knowledge of the end of existence. If we do not know its end, we shall be at the
mercy of accident and caprice. Unless we know the end, the good, we shall have no
criterion for rationally deciding what the possibilities are which should be promoted, nor
how social arrangements are to be ordered. We shall have no conception of the proper
limits and distribution of activities -- what he called justice -- as a trait of both individual
and social organization. But how is the knowledge of the final and permanent good to be
achieved? In dealing with this question we come upon the seemingly insuperable obstacle
that such knowledge is not possible save in a just and harmonious social order.
Larry: Dewey says the Bible values are false. That's what he has reference to. ---
Here Dewey is referring to what he calls false, the absolute values of the Bible.---
Everywhere else the mind is distracted and misled by false valuations and false
perspectives.

A disorganized and factional society...

sets up a number of different models and standards. Under such conditions it is
impossible for the individual to attain consistency of mind. Only a complete whole is
fully self-consistent.

Larry: Dewey believes the Bible values inevitably lead people astray. A society
which rests upon the supremacy of some factor over another irrespective of its
rational or proportionate claims, inevitably leads thought astray. It puts a premium
on certain things and slurs over others, and creates a mind whose seeming unity is
forced and distorted. Education proceeds ultimately from the patterns furnished by
institutions, customs, and laws.

Christian parents, this is the concept of your current public school education system
to which you are willingly subjecting your children. You must provide for your own
children a school which is founded on God and His truth as the only foundation for
all good learning. The public school is redefining the word good to your children as
being what the majority wills. Dewey redefines the word just and right as being
dependent upon highly trained minds. How much more must you hear before you
take action to care for a godly school for your children?
Only in a just state will these be such as to give the right education; and only those
who have rightly trained minds will be able to recognize the end, and ordering
principle of things.

Brave New World, State School, Cradle to the Grave Education System
Dewey wrote: We seem to be caught in a hopeless circle. However, Plato suggested a
way out. A few men, philosophers or lovers of wisdom -- or truth -- may by study
learn at least in outline the proper patterns of true existence. If a powerful ruler
should form a state after these patterns, then its regulations could be preserved. An
education could be given which would sift individuals, discovering what they were
good for, and supplying a method of assigning each to the work in life for which his
nature fits him. Each doing his own part, and never transgressing, the order and
unity of the whole would be maintained.

It would be impossible to find in any scheme of philosophic thought a more

adequate recognition on one hand of the educational significance of social
arrangements and, on the other, of the dependence of those arrangements upon the
means used to educate the young. It would be impossible to find a deeper sense of
the function of education in discovering and developing personal capacities, and
training them so that they would connect with the activities of others. Yet the society
in which the theory was propounded was so undemocratic that Plato could not work
out a solution for the problem whose terms he clearly saw.

Larry: The next part of chapter seven in his book deals with the historical change of
schools from training up a person as an individual to educating a mind as a citizen
of a state-society, all of one homogeneous mind, fitted to serve the rulers of the state
who also rule the school! You must read it yourself for now it is late, and I have no
more time to give this particular page. The subject is covered well in two other
places at this site, History of Education and also at S.A. Kossor's site.

Larry: Let me add that I can see where certain bits and pieces of Dewey's ideas
might go over well with teachers in teachers colleges, even with Christian teachers,
for in part, taken out of their context, some of his sentences sound ok, even sound
good. But when it is realized where he is coming from, and the redefinition of terms,
and his goals, then his works become abominable. Yet their influence is seen more
today. His theme has been taken up and rephrased in many ways by most educators
around the country and the world. He is rightly called the Father of Modern
Education. Christian parents should not send their children to such a school if they
have any choice in the matter. God calls us to provide a godly school for our
children. Dewey type schools are too subtle a series of traps for the children to be
sent there. They are a snare and a trap and the primary instrument of the changing
of America from a Christian nation as defined by the Supreme Court on at least two
occasions prior to 1948 to what is now a nation that denies God and the right to
mention His name in all public places, public meaning state, just as in our schools,
public schools mean state schools. Don't forget that, lest you be charmed to sleep
while your children' s mind is charmed away from the teaching of God. In Jesus'
name. God help our children. See Malachi 4:6, the last chapter and last verse in the
KJV Bible. Father's take heed to the word of God so you can say before God that
you love your children.

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The Purpose of Education

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John Dewey, atheistic Father of Modern Education

Humanism, polite word for atheism

PURPOSE OF EDUCATION
Encyclopedia Britannica of 1952 says the purpose of education is to raise up
children to follow in their parents traditions with good success.
Parents in all societies want their children to have the same values as
themselves.

What happens when people with different beliefs teach the children?
If the king of England could control the teaching in Russia, wouldn't he try to
have subtle teachings to change the children?
The Russians clearly stated they wanted to change the way children in America
were taught, even before World War II.
Clearly, each power wants to teach children according to their ways of
thinking.
The great question is who will be in control of teaching children, the parents or
the central government ?
Notice in all changes of power, the new conqueror tends to purge (murder or
imprison) the previous leading thinkers of the conquered society.

Consider the man who saw his child grow up to have totally different values
than his own. It alienates members of the family.

By 1998 The World Book encyclopedia said some of the main purpose of
schools today was to replace what parents were no longer doing for their
children, to give them guidance and values. The new system of federal
government schools did not begin until 1948 when the foolish Supreme Court
removed Bible classes from school campus. Centralized control of our schools
was further strengthened when LBJ established the U.S. Dept. of Education.
Remember, from 1620 till 1960, there was no provision for centralized control
over schools. The federal government was not originally intended to teach our
children.

If the king of England could have controlled what schools taught, the Magna
Charter would never have been gained by the people of England.
Instead, the king would have taught all the children to be totally submissive to
the king and all his wishes.
Early American settlers well knew the importance of training up their children,
and the effects of outside influences contrary to their own beliefs.
That's why they left England for Holland, and Holland for America.

TRADITIONAL UNDERSTANDING OF A GOOD SCHOOL

Whatever the ways of living are, each society wants its children to fit into
the society of the parents. The children are expected to carry on the values and
ideas of their parents.
Schools are expected to give children the tools they need to earn a living.
That has been the traditional understanding of a good education.

The American Indians wanted their children to learn to hunt and ride a horse
and worship the great spirit. They failed in their raising of children according to
their culture and their culture is evaporated away. The Moslems want their
children to believe like they do, so they teach them their way. The atheists want
their children to believe like they do, so they teach them their way; not only
their own children, but they try to teach everyone else's children too!

Atheists are effectually doing a more active job of evangelism to their way of
thinking than are the Christians.
Consider the schools and what is taught and what is omitted.
Scripture says, It is an abomination for the righteous to fall down before those
who do not believe, but that is what has happened in the public schools of this
land. Proverbs 25:26
Prov 29:2 ...when the unbelievers rule the schools, the people mourn for the
fruit in their off-spring

HUMANISM is just another word for atheism. It began in the garden of Eden
when the serpent deceived Eve into ignoring God and believing that her own
knowledge of good and evil would make her like her own god.

The humanists have a written agenda, nationally published, for many years, to
destroy the traditional Christian faith from children in school. They claim to be
winning the battle in the classrooms. The humanists have gained so much
control over what is being taught and how it is being taught that the children
are being won over to their philosophies at a greater and greater rate. That rate
is rapidly accelerating.

The people in political and economic power who are willing to invest their time
and efforts and resources to raising up a generation of children to fit their own
society are mostly the humanists. Look at how the local Lutheran school had to
close its doors because of lack of support. Look at how the children of
Christian parents don't know even the Ten Commandments, but they do know
many tenets of Humanism as a way of belief. Then ask who is working harder
to mold the minds of children?

Remember the purpose of education is to train up children in the way that you
want them to be. Training is a process over time. What training is your child
getting five days a week that fit with the way God has commanded all who
believe in Him to raise up their children?

I'll name a few omissions:

The child is not being taught to keep God in all his thoughts, but what makes
him happy..

The child is not being taught to base his decisions on the word of God, but on
how he feels.

The child is not being taught right and wrong so much as he is being taught to
choose what he likes.

The child is not being taught that his parents respect the commandments of God
enough to have them posted in the child's school, but he is being taught that
Sunday is a time for going to church and the rest of the week is for doing what
makes you feel good about yourself.

He is not being taught to make any comparisons or references to the Bible for
his essays in school.
He is being taught to depend entirely upon the world, himself, and the like for
all his choices.
He is being taught that even though the Bible says one thing, his parents and
most other parents, and even the preachers are content to let the schools do
something else with their children.

How can the child take scripture seriously when the libraries paid for by his
parents are filled with Goosebump books of horror, occult books, humanism
books, and philosophies of men take priority over the Bible?
The child is being trained to think for himself, without reference to God, in all
he does at school.

I desire that the children be trained to look to God for wisdom in understanding
all things.
I believe early Christians understood that. May we return to our first love.
I want a school for my kids, that teaches them the way I believe. That's exactly
the same definition that the atheists give. They too want a school for their kids
that teaches them the way they believe.
How do you want your child trained five days a week? To consider God and
the truth of God, or to ignore the TRUTH except on Sunday? Do not think that
one day a week for one hour on that day can make up for ignoring the truth on
the other six days.

Reading, writing, arithmetic, and history are the tools we give our children to
carry on the values we have established for them.

Please notice that I did say, the values we have established for them! Some
background scripture refers to the blind leading the blind with inference that it
is not good. And another says, a child left to his own devices will come to no
good. So I say, it is good for the parents to teach the children and not leave the
children to derive their own values. My child has some liberty to choose his
own desire in some things, but not in the foundational truths which are recorded
in holy scripture. My child is not free to decide for himself whether or not he
wants to obey me. He will learn to obey me or he will be punished. That is how
I teach him to obey me. Punishment has a broad latitude for being light or
severe, depending on the disobedience. My point is, the child learns the basics
from me. The father and mother are the root of what the child learns.
A good school system for Christian parents is one that does nothing contrary to
the Christian values of those parents. In 1997 it is evident that too often schools
are giving the children ideas that are contrary to traditional Christian values.
Such brain washing begins as early as Kindergarten.

Where the school has gone astray from traditional values, the school must be
returned to the values of the parents, or else the parents and the children will
suffer the consequences.

Early American schools taught values of the parents in the local neighborhood.
In 1997 we have schools teaching the values of ivory tower psychologists
thousands of miles away. Many Christian parents have pulled their children out
of public schools for these reasons of incompatibility. How can two walk
together unless they be agreed. The schools are not acting in agreement with
the values of Christian parents.

Wake up to the impact that five days a week presentations of information void
of God has on your children. Five days a week of godless references to
humanistic ideas that are contrary to the Truth.

WHAT PARENTS NEED TO KNOW ABOUT EDUCATION SYSTEMS

1. "Education" is a work that molds a child. They are being molded to rely on
'higher critical thinking' instead of any hope in God. The help of His Spirit is
being ignored consistently five days a week in the school training given to your
children. His divine Providence as referred to in the Declaration of
Independence is omitted. Your children are being conditioned to trust in the
world system. Can you ignore this?

2. The goal of education is usually to produce results that are friendly to those
doing the teaching. A system that denies God is shaping the teaching of your
child. Guess what the goals of that system are!

3. The first essential for successful education is that the whole community have
a true understanding of the nature and goal of education.

4. Plato said the aim of education is "to develop in body and soul all the beauty
and perfection of which they are capable.

Individual beauty and perfection are shown in living in your circumstances of

time, place, culture, religion, national or community aspirations, and
MASTERY OVER MATERIAL CONDITIONS. Or as the Bible puts it, Faith
without works is dead. Let ours who have believed also learn to maintain good
works that they be not unfruitful.

The beliefs and outlooks of a community will affect the character of the
education it gives to its children. Our children are learning by example that the
Bible and what it says is very insignificant, only to be mentioned sometimes on
Sunday or carried to Sunday school for extra credits.

Spencer said, that if we give children the knowledge which is "of most worth"
---that is the knowledge which has indispensable practical value in regulating
the affairs of life--- we shall at the same time be giving them the best possible
mental training; for it is incredible that the pursuit of the best kind of
knowledge should not also afford the best mental discipline.

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The Authority of God and His Truth for Your Life

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Larry A. Rice, 4908 George, Wichita Falls, Tx 76302

Phone 940-766-3919
email larry@christianparents.com
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