Humanism Unmasked

8/14/2019 Humanism Unmasked

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HUMANISM UNMASKED

AS DEFINED BY JOHN DEWEY, THE FATHER OF

MODERN EDUCATION

Humanism is as old as the garden of Eden, but fewknow 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 FoundingFathers. 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


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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 HumanistManifesto 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 havepublicly 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 anyoneunderstand 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


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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 theauthority 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 ofrelativism.

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


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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 ofBlackstone 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.


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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 theend 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 toshow 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


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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 beher 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.


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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 whoassumes 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


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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 "criticalthinking"; 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, somesmall 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.


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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 newshow 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


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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 tobrainless 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 about John Dewey and opposition to

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Main Index

A conservative view of atheism, it's history and

advocates. goals and ways and means

Well written research and compiled atconservapedia.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 laidout 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.comby 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 thetheory 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 waswidely 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 andevolutionary 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.
http://www.christianparents.com/sitendx1.htmhttp://www.conservapedia.com/Atheismhttp://www.conservapedia.com/Atheismhttp://www.christianparents.com/jdewey2.htmhttp://wallbuilders.com/http://www.christianparents.com/sitendx1.htmhttp://www.conservapedia.com/Atheismhttp://www.conservapedia.com/Atheismhttp://www.christianparents.com/jdewey2.htmhttp://wallbuilders.com/


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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 alittle 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 worldeconomic 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 deniesthe 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 toerode 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 inneither 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.


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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 salvationis a joke.

Evolution would make the whole of Scripture meaningless. Those who clamor theloudest 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 theenslavement 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 wrongby 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 persuadethemselves to do anything if the end served their own desires. They would have realizedthe 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 divinepattern? 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


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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 areraised 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 JohnDewey's vision will increase more and more.

John Dewey introduced strong ideas about accepting multi-values. This is in agreementwith 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 theycan 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 ifyou 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 lawsof 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


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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 headof the committee which created the final wording. That man, Governor Morris of

Pennsylvania, was also the most active member of the Constitutional Convention. Hespoke 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 ormodern." 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 toHarvard required strong knowledge of the Bible. The money was printed, "One Nation

Under God."


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Websteroriginally 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 asits 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 statesupported 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 Christand 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 helpon 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 avery important figure in the national education association. The socialistic andcommunistic 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 toelected 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 assaultingour 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 tofight, 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.


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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 whocan admit the phrase "created equal" means created by God, not evolved from chaos.

The Declaration and the Constitution were viewed as inseparable and interdependentdocuments. 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 thinkingmen who came along later to change things.

"The Jubilee of the Constitution" by John Quincy Adams explains the Constitution asdependent 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 bechanged! 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 standtogether 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 toGod and to His Son Jesus Christ. They desired that their posterity might look again to theDeclaration 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 ourDeclaration 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: thatall 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:


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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 replaceGod 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 naturallaw 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 wayof 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. (SeeJohn 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 absolutevalues.

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 valueswas mocked and driven out of position to teach. Blackstone's Commentaries on the Lawwas 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 readingall 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 hadbeen 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 adegree 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 factbecause of the liberalizing of education done by John Dewey.


20/33

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. Wemust 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 wedo 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 alreadygiven 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 isultimately 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 aleader 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". Hebelieves 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 theexclusion 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 fiftyyoung 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


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

humanists.

John Dewey wrote an amerikanized version of the Communist Manifesto. Dewey'sversion 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 verydifferent from the Founding Fathers.

John Dewey page 2 Dewey's Secular Faith Goal for SchoolsH.S. Senior | Eagle Wings | Home |Index | College Student Tracts

The Authority of God and His Truth for Your Life

History Stories and Lessons

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State School Democratic System of HomogenizationSeed Truth |

Leveling of Values Taught in State School

It is from Dewey's own words that you can see his true intentions. He wrote and helpedwrite 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 isFaith 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 educationin 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 neededradical 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 eternalreality (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
http://www.christianparents.com/jdewey2.htmhttp://www.christianparents.com/jdewey2.htmhttp://www.christianparents.com/jdeweyfaith.htmlhttp://www.christianparents.com/gradsrs.htmhttp://www.christianparents.com/ewmenu01.htmlhttp://www.christianparents.com/index.htmlhttp://www.christianparents.com/index.htmlhttp://www.christianparents.com/sitendx1.htmhttp://www.christianparents.com/sitendx1.htmhttp://www.christianparents.com/cst/cstabcon.htmhttp://www.christianparents.com/cst/cstabcon.htmhttp://www.christianparents.com/bible000.htmhttp://www.christianparents.com/histdef.htmmailto:[email protected]?Subject=CPIN%20J%20Deweyhttp://www.christianparents.com/christianparents.com/seedtruth/stdna001.htmlhttp://www.christianparents.com/index.htmlhttp://www.christianparents.com/hmsumiii.htmhttp://www.christianparents.com/sitendx1.htmhttp://www.conservapedia.com/Atheismhttp://www.christianparents.com/jdewey2.htmhttp://www.christianparents.com/jdeweyfaith.htmlhttp://www.christianparents.com/gradsrs.htmhttp://www.christianparents.com/ewmenu01.htmlhttp://www.christianparents.com/index.htmlhttp://www.christianparents.com/sitendx1.htmhttp://www.christianparents.com/cst/cstabcon.htmhttp://www.christianparents.com/bible000.htmhttp://www.christianparents.com/histdef.htmmailto:[email protected]?Subject=CPIN%20J%20Deweyhttp://www.christianparents.com/christianparents.com/seedtruth/stdna001.htmlhttp://www.christianparents.com/index.htmlhttp://www.christianparents.com/hmsumiii.htmhttp://www.christianparents.com/sitendx1.htmhttp://www.conservapedia.com/Atheism


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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 foremosteducator 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 1991by 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, 1916John 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. Thefollowing 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 hasthe 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 tocome 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 thisgeneration 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


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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, andcontradicts 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 suggestimprovement. 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 itskind 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 governedand 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 cynicaldeclaration 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 aschool 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.


24/33

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 todemocracy. 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 democraticallyconstituted 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 teachershave 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


25/33

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 areeducated.

Since a democratic society repudiates the principle of external authority, it must find asubstitute 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 EducationDewey 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 hiscapacity 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 tomaking 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 organizedwhen 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 forsocial 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 theworld. 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


26/33

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 butthemselves 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 themercy 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 individualand 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 obstaclethat 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 isfully 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 ownchildren 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?


27/33

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 away 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 themeans 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 otherplaces 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'


28/33

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

History of Changes in Education

Deceptive School

Difference between Humanism and Christianity

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 ?
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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 SCHOOLWhatever 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.


30/33

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 youwant 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


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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 forall 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.


32/33

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 bereturned 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 ofIndependence 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


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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 onSunday 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.

H.S. Senior | Eagle Wings | Home | Index | College Student Tracts

The Authority of God and His Truth for Your Life

History Stories and Lessons

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

Phone 940-766-3919

email [email protected]

Wings of an Eagle

Copyright (C) 1999, All Rights Reserved Worldwide by Larry A. Rice

all portions thereof on this website
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