Recently I spoke at Veritas Christian School at their annual fundraising event. My message, while pointed and factual, sought to shine a light on the serious importance of a Christian education in the midst of a culture that seems entirely committed to eradicating all expressions of Christian faith and the establishing of a socialist/Humanist secular state in America.
It was tremendously gratifying to learn later from a staff member that the response to the fundraising appeal broke all previous records.
The teacher is engaged not simply in the training of individuals,
but in the formation of the “proper” social life….
In this way, the teacher always is the prophet of the “true” God
and the usherer-in of the “true” Kingdom of God.
-Atheist John Dewey-
Socialist “Father” of Public Education (With socialist ‘code words’ emphasized in quotes)
I often hear well-meaning people say that it is important that children be properly “socialized.” Usually this comes up in conversations when I tell them my 13-year-old daughter is being home-schooled (as were my two older children).
I understand that most people who raise such concerns are speaking about the need for children to be able to get along with other children in a group setting. This is, of course, perfectly reasonable. A well-rounded education certainly does not consist of merely being able to regurgitate facts and perform math computations. As humans, we are intrinsically ‘wired’ to interrelate with people in a wholesome and mutually beneficial circumstances. Social skills like sharing, compassion, empathy, and a sense of responsibility for others (outside ourselves) well-being is indisputably an important part of a well-rounded personality.
I usually answer that my daughter is probably over-socialized, in that she regularly spends time in group settings like dance classes, our home-school co-op, and our House Church(click for info). At 13, she is comfortable in conversation with all ages, regularly shares her things with friends, and has a caring, compassionate attitude toward her world.
Not only this, but she tested-out last year (using the Iowa Skills Exam) several grades ahead of the national average in every subject, and is even doing college-level work in several subjects in spite of the fact that she was only in the 7th grade. This usually ends the discussion, since most public school children cannot make such boasts. It’s not that their children are less intelligent than my little girl. It is more a statement about the state of government education.
With regard to the “socialization” issue however, I must now restrain myself. If I really opened up and said what I think about the dismal state of “government education,” and the “Educrats” that run it, I would lose all sense of polite decorum and begin ranting and howling with blood squirting out of my eyes and ears (like the madman most liberals assume that I am). I will therefore withhold any such ranting, control my emotions, and try to calmly deal with this issue in a restrained tone worthy of a National Public Radio interview on “All Things Considered.”
I will only allow myself this one indulgence into the ‘rant zone:’ Children are not being “socialized” in public schools. They are being BRAINWASHED into MARXIST SOCIALISM! More than this, whatever “socializing” they are experiencing with regard to politeness, decorum, and ethical or moral behavior, well, I am a product of the public school system. I can confidently say that I decided early-on not to let this negative schooling life-experience get in the way of my subsequent education. (Apologies to Mark Twain) There, I got it off my chest!
The latest outrage is the increasing practice of exposing younger and younger children to “socialist” propaganda in films, assemblies, and anti-conservative rants by teachers who are following Dewey’s injunction to act as prophets “…of the ‘true’ God and the usherer-in of the ‘true’ Kingdom of God.” Really folks, I didn’t make this up! 1
A WHOLE NEW LEVEL OF INDOCTRINATION:
Recently, a 20-minute video surfaced called “The Story of Stuff,” narrated by Annie Leonard, and commissioned by the Tides Foundation. 2Tides is a non-profit 501 (c) (3) organization that provides funding for “progressive” groups. For those unfamiliar with the term “progressive,” this is a sanitized, politically-neutral word for “Marxist.”
Children across the nation are being shown this video, and thus far, little notice has been made of it since it’s a cutsie, cartoonish, cheerful, and disarmingly clever presentation of anti-capitalism under the cover of “saving the earth.” I have found some rebuttals to the video, and I urge you to take time to watch the videos below. Share this link with your friends, particularly those with children in public schools, and warn them of the danger.
How the Radical Left Plan to Destroy the Republic
Through Our Children
posted on September 7, elicited the following email response from Amy Sterling Casil, one of the authors I referenced in the blog.
Ordinarily, I would not re-post a private email, but this one was illuminating. Please understand I do not share this with any intention of showing disrespect. Amy is an accomplished author I sincerely respect and admire. I am honored that she even took the time to write me. The fact that I disagree with her position on public education, and John Dewey in particular, should not be construed as a lack of respect for her or her considerable scholarship. You may read her bio at the end of this post.
However, the issues she raises speaks volumes about the present state of academia (even among Christians) and a lack of awareness/discernment about the true nature of American public education and the hidden agenda of Socialism in our nation. Her excellent letter is shared here in its entirety, with my responses in block quotes.
I am an author of a book that you used as a reference for a blog post about education and the Obama administration (http://www.brucespeaks.com/?p=536). I would appreciate as an authorial courtesy your removing this educational/school library book from a reference in this politically-charged commentary that isn’t really directed at children, schools or education.
Your book reference has been removed per your request. You are correct that my article is not directed at children, (note the X-rated references elsewhere in the article about the sex education curricula promulgated in many public schools) nor is it directed at schools or educators.
It is primarily directed to parents, grandparents, and guardians of young children who are enrolled in government educational institutions and have virtually no knowledge of Dewey’s considerable influence and highly controversial political views/associations which you referenced in your book so well.
I am actually relatively conservative, and also a Christian – as well as being a college teacher and author of over 20 books for children/young adults. I understand the point you are trying to make, but this is really distortive of John Dewey’s work and the broad perspective of his role in education. He certainly contributed to far, far more than you present in this article, and his political activities were not strongly correlated with his work in education, and extensive study and educational writings.
Yes, he did sign the Humanist Manifesto, and was also one of the founders of the ACLU. 100 years ago, neither of these were all that unreasonable things to do. I can provide you with an original source for his signing of the Humanist Manifesto, if your desire is to document what you have written. It is true that he signed this document, and also true that he traveled to the former Soviet Union. It is equally true that he advocated education and literacy for children in order for them to be able to act as informed citizens.
I certainly wouldn’t question your faith in Christ Amy, but after reading your email, I harbor doubts as to your conservative credentials.
I am well-aware of Dewey’s extensive work in the field of education. However, it is his highly questionable political alliances and motivations that are alarming and virtually unknown to the general populace. We must not minimize the extensive ANTI-Christian/conservative worldviews espoused in the Humanist Manifesto, or Roger Nash Baldwin’s Marxist worldview and his involvement in the establishment of the ACLU. Dewey’s agreement/association with, and signing on to, such extremely controversial views should be more widely known.
My object was not to distort the historical record, but rather, to bring to light the EXISTING distortions of the record due to the virtual silence by most biographers of Dewey’s leftist political views.
With regard to your comment about Dewey’s advocacy of public education as a means of literacy: “in order for them to be able to act as informed citizens.” How can we possibly observe the progressive deterioration of the state of education in America during the 20th century as anything but a slow-motion train wreck? Prior to Dewey’s influence, illiteracy was rare among our citizens, and most 8th grade children in the late 1800s could easily put most modern college graduates to shame with their knowledge of geography, history, math, grammar, and virtually any other subject (except of course, modern electronics, aerospace, and computer technology).
The state of our public education system is a national disgrace, with many High School graduates unable to read their own diplomas. Prior to Dewey’s influence, political awareness of our founding documents by the majority of American children, and their sense of civic responsibility, was exemplary. Can we ignore this?
I do know how emotional people get about these things. Most people think John Dewey invented the Dewey Decimal System. My book didn’t focus on political aspects, but rather educational and philosophical aspects – Mr. Dewey’s philosophy of education was “students learn best by doing” and his philosophical writings were of the school of pragmatism – i.e. development of moral and individual compass through experience.
I think the historical record clearly shows that 19th-century America’s “moral and individual compass” was far superior to the one that resulted from the establishment of a “pragmatic” (and secular) government educational system. School violence, teen pregnancy, and juvenile delinquency were rare events before Dewey. They are nearly pandemic now. His systematic elimination of the Christian worldview has resulted in a moral, ethical, and societal meltdown.
The last words of his pedagogic manifesto are: “I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth. I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.”
I learned as a much younger (and foolish) Socialist and Liberal Progressive that it is highly necessary to carefully couch the Progressive agenda in terms that will not alarm the populace or stimulate reactionary elements. Dewey, in my opinion, was a master of subterfuge, and his use of terms like: “…maintenance of *proper* social order and the securing of the *right* social growth” (emphasis added obviously) are Progressive code words that anyone in the Progressive movement would recognize.
Also, given his extensive written (and extremely critical) views regarding the Christian faith, it requires no conspiratorial “leap of faith” to see that his use of words like: “…prophet of the *true* God and the usherer in of the *true* kingdom of God” are transparently disingenuous references to the establishment of the Socialist State as an idyllic socialist “kingdom” on earth.
The “true” god and “kingdom” of the Humanist/Socialist is ultimately humanity and naturalistic scientific reason. As you know, the 5th plank of the Humanist Manifesto of 1933 (that Dewey signed-on to) states this clearly: “Humanism asserts that the nature of the universe depicted by modern science makes unacceptable any supernatural or cosmic guarantees of human values.” As a Christian, you no-doubt recognize immediately this as the very antithesis of biblical Judeo/Christian thought.
This is “social” in the sense of people getting along in SOCIETY – not “socialism.” Society as in people getting along with each other – i.e. not stealing, committing crimes, or operating only with self-interest or in an anti-social manner. Everyone who teaches knows that school is more about learning to get along with others in preparation for working or living successfully in society, not about forced memorization of facts – which indeed was the main emphasis of schools pre-Dewey.
Thank you for this courtesy. The book is educational, not political in nature. It would be false/poor education to ignore Mr. Dewey’s existence.
– Amy Sterling Casil
I couldn’t disagree more with your closing statement. Surely you’re not unaware that the “society” Dewey grew up in was one of the most literate, polite, productive, civil, and just societies in all the history of the world? Our founding documents and form of government were based almost entirely upon biblical precepts and sermons dating back to the 16th century. I can provide documentation for this if you wish.
Certainly, our nation had faults, some grievous, but our people constantly sought improvement through the Bill of Rights and amendments. We fought a bitter civil war to end the evil of slavery. Christians were on the forefront of the effort to stop this blight upon our nation. Thankfully, under our constitution and republican form of government, we possessed the political means and moral courage to correct those evils and will continue to make amends where needed.
I do find agreement with one statement you made. “It would be false/poor education to ignore Mr. Dewey’s existence.” I entirely agree, but would only add that it would be a disservice and disingenuous to not give people the entire story of Mr. Dewey’s educational agenda and political motives. Only by fully disclosing these facts can people be expected to make wise decisions regarding politics and society as a whole, and through our children, preserve our great nation as a free, moral, prosperous, and Constitutional Republic.
Forgive my forthrightness, but I couldn’t help responding to your points. It is manifestly clear that we have dramatically different interpretations of history and Dewey. In any case, I wish you well.
Biographical Information on Amy Sterling Casil
Amy Sterling Casil is a Southern California science fiction writer. Her writing has often included Southern California themes. Her mother, Sterling Sturtevant was an Academy Award-winning art director for animated films who worked for Playhouse Pictures, UPA and Charles Schulz.
A four-year National Merit Scholar, she graduated from Scripps College in Claremont, CA in 1983 with bachelor’s degrees in British/American Literature and Studio Art. She was the first female editor and publisher of the Claremont Colleges’ newsmagazine. She twice received the Crombie Allen Award for fiction writing at the Claremont Colleges. She attended the Clarion Science Fiction Writers Workshop at Michigan State University in 1984.
“Jonny Punkinhead,” which appeared in the July 1996 New Writers issue of The Magazine of Fantasy & Science Fiction, was her first published genre story.
Casil was the director of Family Service Association in Redlands, California from 1987 to 1997. In 1999, she received her MFA in Creative Writing from Chapman University, Orange, CA with full honors, under committee chair James P. Blaylock. From 1998 to 2005, she taught English and creative writing at several Southern California colleges, including Chapman University and Saddleback College. Since 2005, she has been Director of Development for the noted Los Angeles-based nonprofit organization, Beyond Shelter.
How the Radical Left
Plan to Destroy the Republic Through Our Children
by: Dr. Bruce R. Porter
The Hand That Rocks The Cradle Is The Hand That Rules The World
-From a poem by William Ross Wallace-
“When an opponent declares, ‘I will not come over to your side,’ I calmly say, ‘Your child belongs to us already…What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community. …Let me control the textbooks and I will control the state.”
– Adolph Hitler
A letter from the U.S. Department of Education was recently sent to America’s school principals, announcing that President Barack Obama “will deliver a national address to the students of America” on Tuesday, September 8, at 12 noon EDT. The letter encourages “students of all ages, teachers, and administrators to participate in this historic moment by watching the president deliver the address, which will be broadcast on the White House website.”
The letter goes on to state that the President “…will speak directly to the nation’s children and youth about persisting and succeeding in school.” and “…encourages educators to use this moment” to lay aside their ordinary lesson plans and choose from a “menu of classroom activities” prepared by the Obama administration’s own “teachers-in-residence” and “Teaching Ambassador Fellows.”
The climax of this outrage is a letter announcing that the Obama Department of Education is “launching the ‘What I am to Learn’ video contest,” offering three grand prizes of $1,000 cash to the best responses to the President’s educational challenge, to be awarded in October by a “panel of judges including” Obama’s own Secretary of Education, Arne Duncan. There is a dark underside to this little exercise that is more than troubling.
Part of the exercise was to include teachers putting up “quotations” from Obama on the walls, and having the children making a “pledge” to do what they can to “serve” President Obama. This is the pinch of arsenic in the sweet-pie. Under our constitution, (unlike nations like North Korea or China) our leaders SERVE US. They are our employees and as such, we are NOT their servants! I fear that we are witnessing the beginnings of an effort to recruit our children into a dangerous cult of personality worship not unlike what we saw in Socialist Germany in the 1930s.
First of all, can anyone show me a reference in the Constitution or the Bill of Rights giving the President the slightestshred of authority to operate in the role of “Superintendent in Chief” of a national education system? Look for it. It will not be found! This is nothing less than a transparent, contemptuous, and extremely dangerous move on the part of the Left in our country to move the nation toward their agenda through our children! The only encouraging part of this sorry spectacle is that I’m hearing that no small numbers of parents are planning to keep their children home on Tuesday, and some school Principals are refusing to allow the online video to be shown in their schools. No doubt pressures will be brought to bear upon those brave dissenters in the months to come.
Is this a new tactic on the part of Socialists and Progressives to influence the education environment and the minds of our children? You might be surprised to know that the answer is emphatically NO. This has been a part of a decades-long agenda beginning around the turn of the 19th century. Journey with me now into a place were the foundations of our Republic were beginning to crumble away. A place where reason and faith were supplanted by the tao of badass an atheistic, humanistic, socialistic mindset that is entirely intolerant of any “belief system” other than its own.
Come with me now, into the “Public Education Zone.”
Our story begins with the establishment of the secular public school system, and to understand it, we must examine who actually set it in motion in America. If you’ve never been exposed to this information, it might seem extreme. Truth sometimes has that effect on you when you’ve lived inside the Matrix all your life. Maybe it’s time to take the red pill, and see how far down the rabbit hole goes… (Reference to the secular film, The Matrix) 1
Dewey: “The Father of Modern Education”
John Dewey has been called the “Father of Modern Education.” What is not widely known is that he was also a totalitarian socialist who envisioned total government control over all education through the agency of public schools. He believed that through secular public education, a throng of indoctrinated socialists could be brought to power and transform America into a totalitarian society. The world he envisioned would eliminate the Judeo-Christian paradigm. He built his socialist education dream-house with lumber he borrowed from a book titled; “Looking Backward,” published in 1887 by Edward Bellamy, a fellow totalitarian socialist. 2
The foundation-stone of Dewey’s vision was his utter rejection of the existence of ultimatetruth. Because the very concept of God is an absolute, he dismissed belief in God and postulated that moral relativism and evolutionary forces govern human existence through chance-random processes. Dewey recognized that deeply held religious convictions, especially those based upon the Bible, would not be easily eradicated from society and would require a long period of “progressive” indoctrination in compulsory public schools. Eventually, the students of these schools would grow up to be teachers and school administrators themselves and would pass on, perhaps unwittingly, the assumptions and world-views of secularism and socialism. What better place for this societal transformation to take place but in the minds and hearts of impressionable children? In fact, Dewey’s book, Democracy and Education, was listed by Human Events cure for Plantar Fasciitis magazine as fifth in a list of the ten most harmful books of the 19th and 20th centuries. 3
Most people are unaware that Dewey was a prominent signer of the socialist/atheist Humanist Manifesto. 4 Secular Humanism is a belief system that utterly rejects the concept of sin, the existence of God, or any need of forgiveness or salvation. Humanism has an entirely different understanding of salvation, asserting that man is his own god, and any “salvation” must come from his own enlightened efforts. Dewey championed Darwinian evolution as the foundation of true science as a means of marginalizing any belief in God as utter ridiculousness. 5 Between 1945 and 1953, Dewey’s articles and books virtually amounted to the Americanized version of the Communist Manifesto. His influence helped introduce Marxist socialism into the American culture. History has proven repeatedly that wherever these evil ideologies have gained a foothold, human enslavement, poverty, and misery has multiplied.
Dewey disdained those who maintained “originalist” interpretations of the U.S. Constitution. Because he thought it ludicrous to believe in fixed, unchanging realities, 6 he gave philosophical support to the modern idea that the Constitution is a “living document” and must change according to the demands of “Progressivism.” Such fixed landmarks on the political and societal horizons must be removed, and replaced with a socialist totalitarian society free of moral or biblical restraint. He set in motion public education policies that relentlessly sought to identify and eliminate any teacher who continued to hold conservative views. This practice continues to this day, with Christian teachers frequently reprimanded or dismissed for simply displaying a personal bible in open view upon their desk. For a comprehensive study of how these totalitarian thinkers have influenced American public education, I recommend A Brief Chronology of Collectivism by Eric Samuelson, Attorney At Law (October 1997)
Recent polls demonstrate that the vast majority of youth today do not believe in the existence of absolute truth, or the concept of absolute right and wrong. Due to the effectiveness of the socialist agenda in our nation’s public schools, most of our people’s beliefs are now based on what will make them feel good, or give immediate selfish gratification, without much regard for truthful or ethical standards. 7 Throughout Dewey’s life, he diligently sought to establish a public school curriculum that erodes Christianity and absolute values, slowly replacing them with relativism. He has been remarkably successful over the past century.
Dewey labored successfully to remove from the “accepted” curriculum list the long-established Eclectic Education Series (EES) textbooks which completely dominated American schools from 1865 to 1915. He also targeted Blackstone’s Commentaries on the Law. Self-proclaimed “tolerant” liberal progressives cannot tolerate views such as the EES textbooks or Blackstone’s Commentaries because they contained ubiquitous references to God and high moral standards. Blackstone was vilified for teaching that laws ultimately originate from God’s word, and taught that there were certain rights and wrongs that never change with the shifting winds of popular opinion. 8 McGuffe’s Readers, part of the ESS series, were particularly hated by Dewey and his cohorts because, as Dewey declared in his own words, public schools should be the “State established church.”
Dewey’s socialist activism extended even to helping establish the American Civil Liberties Union (ACLU). The ACLU was founded by an associate of Dewey, Roger Nash Baldwin. 9 Baldwin was a member of the Communist Party of the USA (CPUSA), and was a master at the art of deception regarding his true agendas. 10 It appears that the deception has been largely successful. Most people look at you askance if you dare to say that the ACLU is a Communist hack organization.
Dewey was also highly influential in the establishment in 1917 of the National Education Association (NEA). 11 Most people are completely ignorant of the true agenda of this organ of the Left, and think it exists to provide a good education to their children. The reality is, however, that the NEA is one of the foremost apparatchiks of public school indoctrination to destroy young minds and turn them into committed little liberal progressives. 1213
Dewey became even busier. In the 1920s and 30s he foisted his views on progressive evolutionism at Peking University and many other places in China with the liberal progressive, Bertrand Russell. Ironically, Mao Zedong, co-founder of the Communist Party of China (CPC) worked and studied at the University of Peking during that time, and was introduced to Communism there. Is it not possible that Dewey was a contributing factor in the Marxist Cultural Revolution that occurred there in the late 1940s, and resulted in slaughter of tens of millions of people?14
Totalitarians view state schools as a means to indoctrinate children as loyal wards of the State. School children are encouraged to reject their parent’s values and even report on them to school authorities when asked. (“Johnny, how many guns does your daddy have at home?”) Dewey firmly believed that children had to be reeducated away from the traditional values of their parents, thereby facilitating citizens for the new world order. Has anyone noticed a similar trend in America’s public schools over the past few decades?
Increasingly, “politically correct” revisionist history books that undermine free-enterprise and loyalty to the United States are finding their way into our classrooms. Recently, incidents of ranting anti-American, socialist teachers have been captured by students who recorded these indoctrination sessions with digital recorders.15 These reports have been largely ignored by the media and public at large.
Leftist radicals were publishing and promoting textbooks with a socialist agenda even as far back as the 1940s. For example, the Rockefeller Foundation spent millions of (1940) dollars to create history books introducing socialist/atheistic agendas in so-called “approved texts” to local school districts. Did these socialist activists ever stop their agenda? No! Even the California Library Association (a far-left liberal advocacy group) confirmed this fact by posted a scathing rebuttal against conservatives who wanted to stop Marxist indoctrination in the library and school systems in the 40s and 50s.16
Now we find ourselves in a socialist “Twilight Zone” after the recent presidential campaign. A majority of the electorate became enamored with the concept of “Change,” or “Change We Can Believe In,” with hardly a passing thought about what that “change” would actuallymean in practical terms. Judging from what we can read between the lines, we can reasonably expect a radical plunge into a socialist “new world” nightmare. After over fifty years of public school socialist indoctrination, our people seem sufficiently dumbed-down and willing to embrace socialism and secularism. This is playing out just as Dewey and his fellow-travelers envisioned!
The Coming Attack Against Home and Private Education
In 2008 a three-judge panel of the 2nd District Court of Appeals in California sought to effectively make the practice of homeschooling a criminal offense. While stopping short of banning homeschooling altogether, the court laid down impossibly high teacher qualifications for parents exceeding even that required of public or private schools. With nearly 200,000 home schooled children in California, we witnessed the attempted criminalization of an entire sector of California’s population. Thankfully, this court order was stayed, yet we can reasonably anticipate that future efforts to shut down home and private education will increase under President Obama’s administration.
Why is this issue so important to these government officials? Perhaps more importantly, why are such huge numbers of parents “opting out” of the public school system and risking the wrath of the State by doing so?
Could it possibly be that parents are deeply concerned with the abysmal academic quality of a public school education? Well-documented studies have shown conclusively that public schools are turning out students with grade equivalences on par with some third-world African nations in spite of massive annual infusions of billions of tax dollars to feed this insatiable system. In 1983, the Reagan administration appointed a blue-ribbon commission to report on the state of American public education. The result was alarming. The report titled, “A Nation at Risk,” sent shockwaves across the nation. Politicians made speeches, school officials sputtered their indignation, and yet, little has improved since then. A Christian Science Monitor report in 2003 revealed that our nation’s schools are in as much a crisis now as then. 17 Even the liberal Boston Globe released an alarming report on public education in 2006, calling for radical reforms.18
Perhaps most parents are also not terribly excited about their kids being taught to put condoms on bananas or cucumbers, 19 or that their God-given gender is a mere happenstance, and they must “explore their sexual identity” even in the primary grades? 20
Or, could it be that parents of faith are distressed that the entire concept of God, (especially the Christian one) is treated like plutonium in public schools; replaced with evolution’s “everything-is-an-accident-and-therefore-nothing-has-meaning” delusions?
Perhaps it just might be that millions of American parents have finally gone beyond being merely annoyed, and are now completely fed-up with the entire public education apparatus itself, and have every reason to believe that those running it have a far different agenda than simply teaching our children math, history, or science. 21
I fear we are witnessing the deconstruction of our Constitutional Republic resulting primarily from the “re-education camps” popularly known as public schools. No longer is this radical agenda found in the Colleges and Universities alone, but the radical left has captured the lower grades in the government schools. While they tout slogans about “tolerance” and “multi-culturalism,” the real agenda is the eradication of all competing beliefs and ideologies, particularly Judeo-Christian ones. Their goal is a one-world socialist order where an elite few rule over the ignorant masses and enslave them.
Some of my friends who are either public school teachers or administrators, or, have enrolled their children in the public schools for one reason or another, may feel a bit defensive and perhaps a little offended at this point. Please forgive me, but I cannot hold my peace. Truth is sometimes a bitter pill to swallow. I maintain that you are putting the spiritual and emotional health of not only yourself, but also your children, at grave risk by placing them in these government schools.
The usual defense I get is some variation of; “But our school different! We have great teachers there!” This may be true, and I acknowledge that many public school teachersare loving dedicated people who are not personally in agreement with the dark side of the system they serve. However, you can be sure that these teachers are closely monitored and live daily under the threat of censure or dismissal if they communicate in even the slightest degree to their students, their personal convictions about their faith, or misgivings about the indoctrination taking place. There are also certainly varying degrees of the socialist/humanist indoctrination agenda in play at various schools, often depending on how rural that school may be, and individual administrators. However, I maintain that the underlying “agenda” is definitely present, however cleverly masked it may be, even if only by what is excluded from the curriculum.
In light of the above, it is no surprise that California’s radical-left Judiciary sought to outlaw all home schooling in practicality. They know that private and parochial schools and home schools are the last bastion of freedom. They fear that un-indoctrinated home-school students may rise up and oppose their socialist agenda. Karl Marx called such upstarts “Reactionaries.” The “new world order” zealots must crush all other ideas, especially ones that inculcate a supreme loyalty to the God of the Bible over the State.
“I know not what course others may take…”–Patrick Henry
I cannot speak for the resolve others may hold regarding this issue, but as a home-schooling father, I will resist any effort to indoctrinate my grade-school daughter, or my grandchildren into the socialist “new world order.” This is culture war. My fervent hope and prayer is that it will not esclalate into something even more ominous. We didn’t seek this conflict, but it has come nevertheless, forced upon us by those who wish to fundamentally change our nation and world into a humanistic, atheistic, totalitarian nightmare. As the actor Sean Connery said in his King Arthur character in the film First Knight, “There’s a peace to be found only on the other side of war. If that battle must come, I will fight it!”
Will we prevail in our struggle to retain the freedom to educate our children according to our faith with academic excellence and patriotic conviction? Let us hope so, for the price we will pay for defeat is far too terrible to contemplate. Are we willing to stand for truth and pay freedom’s price yet again? Are there yet among us those who would resist tyranny with “our lives, our fortunes, and our sacred honor?” One thing is certain. If we do nothing, if we refuse to speak out and remain on the sidelines in this battle, we will ensure our defeat and enslavement.
Dr. Bruce R. Porter is a pastor, writer, speaker, chaplain, crisis responder, and blogger and podcaster. He and his wife of 32 years live in the Colorado mountains west of Denver with their adopted homeschooled daughter from China. His blogs can be found at: http://www.brucespeaks.com and http://www.astroillume.com
http://tinyurl.com/meft9eThe war on books and ideas: the California Library Association and anti-Communist censorship in the 1940s and 1950s.(The Role of Professional Associations) From: Library Trends 9/22/1997 by: Cindy Mediavilla ↩
http://tinyurl.com/kr7brbTwenty years after ‘A Nation at Risk’ By Marjorie Coeyman. Staff writer of The Christian Science Monitor April 22, 2003 ↩