From Horace Mann to the
Common Core
A student is not above his teacher,
but everyone, after he has been fully trained
will be like his teacher.
Luke 6:40
___________________________
Max Lyons
Deuteronomy 6:4-9Chri
Hear, O Israel: The LORD our God, the LORD is one!
You shall love the LORD your God with all your
heart, with all your soul, and with all your strength.
And these words which I command you today shall
be in your heart. You shall teach them diligently to
your children, and shall talk of them when you sit in
your house, when you walk by the way, when you lie
down, and when you rise up. You shall bind them as
a sign on your hand, and they shall be as frontlets
between your eyes. You shall write them on the
doorposts of your house.
Hebrew education after the
Babylonian exile
• The Jews, as they were now called, rejected idol
worship and developed a set of schools and
institutions to teach the knowledge of the true
God.
• The center of their worship and education was
known as the synagogue. The synagogue and the
temple worked together
• At about age six, boys would begin to be
instructed at the synagogue, where they learned
basic literacy in order to read the Torah.
• The scribes and the rabbis sent the best
students to rabbinical schools, at the age of
fifteen, to study the Talmud.
• Adult education also took place in the
synagogue. Every city that had ten males had
a synagogue. Scribes were copiers and
interpreters of the Jewish books.
• Rabbis (master or teacher) taught for free
and were very highly respected.
Jesus, the Master TeacherChri
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Parables are stories that illustrate a truth. They are fictitious stories that use
objects familiar to the people and which generally teach one principle or truth.
Object lessons were both told and acted out.
Question and answer was used to get beyond the external, to the root of the
problem or situation.
Riddles were used that required the learner to reflect in order to discover the
answer.
Comparisons were used, including parables, object lessons, similes, and
metaphors.
Poetry was used that involved two lines that were either synonymous, or a
restatement of thought.
Hyperbole or overstatement was used, to seize the learner’s attention.
Jesus used puns in the original language that are not easily seen in translations.
EDUCATION IN THE
EARLY CHURCH
• The Christians of the early church faced the same dilemma that man has
faced throughout history, and that is whether to send their children to the
pagan schools or to start their own Biblically-based schools.
• The Roman schools were based upon the pagan Roman religion of the
worship of multiple deities. This religion had little impact upon the morals
of the people, so the people were basically free to make up their own rules
about morality.
• Consequently, they started their own, mostly home-based, schools,
where, in addition to Biblical law, they studied basic arithmetic,
reading, and music, built around the Psalms.
TertullianChri
“What indeed has Athens to do with Jerusalem?
What concord is there between the Academy
and the Church? What between heretics and
Christians? Our instruction comes from ‘the
porch of Solomon,’ who had himself taught
that ‘the Lord should be sought in simplicity of
heart.’”
The Protestant Reformation
Martin Luther
“When schools prosper, the Church
remains righteous and her doctrine
pure… Young pupils and students are
the seed and source of the Church. If
we were dead, whence would come
our successors, if not from the
schools? For the sake of the Church we
must have and maintain Christian
schools.”
Luther on Education
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The Scriptures must have pre-eminence in the curriculum.
All, including girls, should be given an education.
Music should be a part of the core curriculum.
Flogging should not be used as the primary means of
motivation.
Catechisms should be taught in the home and the school.
Instruction should be given in Latin, but Greek and Hebrew
should be added, in secondary school.
History should have a central place in the curriculum.
The natural sciences include a direct study and observation
of God’s creation.
Libraries should not contain just a lot of books, but the best
books.
John and Idelette Calvin
“How can this
school
honor God?”
Results of the Reformation
• The Reformation obliterated Catholicism’s ban on the
Bible.
• The Reformation overturned Catholicism’s restriction
on literacy and learning for the common people.
• The Reformation opened the door for unfettered
Christian school education, which existed continuously
from the first century but was suppressed by the
Catholic Church.
• The Reformation opened the door for women to be
educated and to play a much larger role in society.
The Pilgrims
“But that which was more lamentable,
and of all sorrows most heavy to be born,
was that many of their children, by these
occasions, and the great licentiousness of
youth in the country, and the manifold
temptations of the place, were drawn
away by evil examples into extravagant
and dangerous courses, getting the reins
off their necks, and departing from their
parents. Some became soldiers, others
took far voyages by sea, and others some
worse courses, tending to dissoluteness
and the danger of their souls, to the great
grief of their parents and dishonor of
God. So that they saw their posterity
would be in danger to degenerate and be
corrupted. “ (CHOC p. 192)
Education in America
Americans must know the history of education
in their nation.
Why?
If I can change your historical perspective, I can
change what you believe in the present.
DEL TACKETT
THE TRUTH PROJECT
We remember what we should
forget and we forget what we
should remember
NEA - TROJAN HORSE IN
AMERICAN EDUCATION
Three periods of American Education
Colonial or Calvinist
(American Christian) from 1607 to 1837
Hegelian (Socialist) from 1837 to 1890
Progressive from 1890 to the present
“American” Christian-Republican Era
Socialist
Era
Progressive
Era
Post-modern
Era
History of Education in America
American Christian, 200 yearsChri
• Most Americans believed that the purpose of life
was to glorify God, and that the spiritual
dimension of life was the most important.
• Education during this time was private and
Biblical in nature.
• Students learned literacy so that they could read
and study the Scriptures.
Harvard 1636
“After God had carried us safe to New England,
and wee had builded our houses, provided
necessaries for our lively-hood, rear’d convenient
places for God’s worship, and settled the civil
Government: One of the next things we longed
for, and looked after was to advance Learning,
and perpetuate it to Posterity, dreading to leave
an illiterate Ministry to the Churches, when our
present Ministers shall lie in the Dust.”
Harvard’s Purpose
“Let every Student be plainly instructed,
and earnestly pressed to consider well,
the maine end of his life and studies is, to
know God and Jesus Christ which is
eternal life (John 17:3) and therefore to
lay Christ in the bottome, as the only
foundation of all sound knowledge and
Learning. And seeing the Lord only giveth
wisedome, Let every one seriously set
himself by prayer in secret to seeke it of
him (Prov. 2:3). 3. Every one shall so
exercise himselfe in reading the Scriptures
twice a day, that he shall be ready to give
such an account of his proficiency
therein…seeing the entrance of the word
giveth light, it giveth understanding to the
simple (Psalm 119:130).”
Change
Yale
Charter: “to propagate in this
wilderness, the blessed reformed
Protestant religion…”
“ Seeing God is the giver of all
wisdom, every scholar, besides
private or secret prayer, where all
we are bound to ask wisdom, shall
be present morning and evening at
public prayer in the hall at the
accustomed hour…”
Common Schools
Local control, funded locally, religious purpose
The Old Deluder Satan Law
It being one chief project of that old deluder, Satan, to
keep men from the knowledge of the Scriptures, as in
former times by persuading from the use of tongues, that
so at least the true sense and meaning of the original
might be clouded and corrupted with false glosses of
deceivers; to the end that learning may not be buried in
the graves of our forefathers, in church and
commonwealth, the Lord assisting our endeavors.
UNIVERSAL
EDUCATION
“The educational accomplishments of America were
without equal in the world, as noted in a report in 1800
by a Frenchman, Du Pont de Nemours.(National
Education in the United States of America). The result
practically was a high literacy rate, with illiteracy almost
non-existent, and only one in a thousand being unable to
write legibly and neatly, according to this report, with
excellent abilities in the basic skills manifested by
virtually all.”
RJ Rushdoony
John Adams
"A native American who
cannot read or write is
as rare an appearance... as a
comet or an earthquake."
WHAT ABOUT THE
POOR?
“But what of poor children whose parents could not
afford this kind of education? Seeing the need, some
planters established schools to educate the poor in at
least the rudiments of learning. Two such schools, begun
by Benjamin Symes and Thomas Eaton in the 1600’s
lasted into the nineteenth century. Free schools were
also started throughout the South and in other colonies
by the Anglican Society for the Propagation of the
Gospel.”
Mary-Elaine Swanson
Parent-based, Biblically-basedChri
• The New England Primer, the first textbook printed in this
country
• First printed in Boston in 1690
• “The Primer, known as the ‘Little Bible of New England,’ is
considered the most influential school book in the history
of American education. The 3x5 inch, 88-page devotional
was the schoolbook of America during the end of the
1600’s and early 1700’s. Over three million copies were
printed with the alphabet and some verse. Simply viewing
how the alphabet was taught using Biblical verse reveals
the obvious Christian nature of this important book.”
(Steven McDowell )
Noah Webster
“While Webster is most known for his
dictionary, this is only one of his
phenomenal accomplishments. In
1783, Webster wrote his famous ‘Bluebacked Speller’, which did more for
American education than any other
single book, except the Bible. His
Speller, which sold over 100 million
copies in a century, was written to
instill into the minds of the youth ‘the
first rudiments of the language and
some just ideas of religion, morals, and
domestic economy.’”
Blue-Backed Speller
• Its premise is that ‘God’s word, contained in the Bible,
has furnished all necessary rules to direct our conduct.’
• Passages of Scripture
• Proverbs selections
• Fables with moral lessons
• Short lessons:
No man may put off the law of God
My joy is in his law all the day
O may I not go in the way of sin!
Let me not go in the way of ill men.
• Admonitions:
• Be a good child; mind your book; love your school, and strive to
learn.
Without frugality, none will be rich; and with it, few will be poor.
• A Moral Catechism
Q:What is moral virtue?
A: It is an honest, upright conduct in all our dealings with men.
Q: What rules have we to guide us in our moral conduct?
A: God’s Word, contained in the Bible, has furnished all the
necessary rules to guide our conduct.
• Topics: Humility, Peacemakers, Purity of Heart, Revenge, Justice,
generosity, Gratitude, Charity and Giving Alms, Avarice, Frugality
and Economy, Industry, Cheerfulness
Rev. William Holmes McGuffy
• Educational reformer, university
professor, and preacher
• Author of the famous McGuffy
Readers.
• Over 122,000,000 were sold over a
75-year period and they are still sold
and used today.
• “The readers represent the most
significant source in the framing of
our national moral and tastes other
than the Bible.”
(Beliles and McDowell)
Preface of the Eclectic Forth Reader
“From no source had the author drawn more
copiously, in his selection, than from the sacred
Scriptures. For this, he certainly apprehends no
censure, in a Christian country, that man is to be
pitied, who at this day, can honestly object to
imbuing the minds of youth with the language
and spirit of the Word of God.”
Titles From the Forth Reader
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Satan and Death At the Gate of Hell
Sublime Virtues Inconsistent With Infidelity
Thirsting After Righteousness
Christ and the Blind Man
True Wisdom
Divine Providence
Christian Hymn of Triumph; from “The Martyr of
Antioch”
The Celestial City
Religion the Only Basis of Society
Elevated Character of Woman
Omnipresence of God
Results of American
Christian EducationChri
• Students were taught to reason from Biblical principles
• Study was mainly from primary sources
• The essay and composition were the main methods of
testing
• Students practiced the notebook method
• The most excellent sources of literature were utilized
• Many students attained what we would deem a college
level education by the time they were 13 or 14
“At the time of the Declaration of Independence the
quality of education had enabled the colonies to
achieve a degree of literacy from “70% to virtually
100%.” This education was not restricted to the few.
Modern scholarship reports “the prevalence of
schooling and its accessibility to most segments of
the population.”
Moses Coit Tyler, historian of American literature,
indicates the colonist’s “familiarity with
history…extensive legal learning…lucid exposition of
constitutional principles, showing, indeed, that
somehow, out into the American wilderness had
been carried the very accent of cosmopolitan
thought and speech.”
When the American State Papers arrived in
Europe they surprised and astonished the
“enlightened men.” Americans had been
dismissed as “illiterate backwoodsmen” as,
perhaps, “law-defying revolutionists.” But when
the papers were read they were found to
contain “nearly every quality indicative of
personal and national greatness.”
Reflection
In what ways was the “American
Christian” period of education like
what you desire for your children
today? How can this be restored?
HEGELIAN/SOCIALIST
PERIOD
“Public” replaces Private
James Madison
"I believe there are more
instances of the abridgement of
the freedom of the people by
gradual and silent
encroachments of those in power
than by violent and sudden
usurpations." - Speech to the
Virginia Ratifying Convention,
June 16, 1788
Robert Owen, Father of Socialism
The problem is not sin, it’s the environment; we are
all products of our environment.
A child can be trained to be either a demon or an
angel, depending upon the environmental forces
that shape him.
Religion is the cause of all problems in the world.
Capitalism is a great evil.
The answer is communism; it will eventually result
in a utopia.
The place to start implementing this new
philosophy is with the children. Children must be
removed from parents as much as possible to be
taught the right way.
Francis Wright
“That one measure, by which alone childhood may
find sure protection; by which alone youth may be
made wise, industrious, moral, and happy; by which
alone the citizens of this land may be made, in very
deed, free and equal. That measure – you know it. It
is national, rational, republican education; free for
all at the expense of all; conducted under the
guardianship of the state, at the expense of the
state, for the honor, the happiness, the virtue, the
salvation of the state.”
Horace Mann, Father of Public
Education
• “He removed the spirit, not the letter of the Bible.”
(Rosalie Slater)
• He believed education was the great equalizer.
• Made transition from private (which opposed the
universal goals of public schools) to statefinanced, state-directed system of education.
• “Identified a philosophy of democratic socialism,
education to be provided for all at public expense
–the right of every child to expect education at the
expense of the state - the common good.” (Rosalie
Slater)
• Massachusetts was the first state to require
compulsory education in 1852.
The Great Equalizer
“According to the European theory, men are divided into
classes,—some to toil and earn, others to seize and enjoy.
According to the Massachusetts theory, all are to have an
equal chance for earning, and equal security in the enjoyment
of what they earn. The latter tends to equality of condition;
the former, to the grossest inequalities. Tried by any Christian
standard of morals, or even by any of the better sort of
heathen standards, can any one hesitate, for a moment, in
declaring which of the two will produce the greater amount of
human welfare, and which, therefore, is the more
conformable to the divine will?
Now surely nothing but universal education can counterwork
this tendency to the domination of capital and the servility of
labor.”
“There were certain things that did not
feel good to his heart which he often
heard from the pulpit. . .
“A crisis took place in [Mann’s] experience. . . His
whole being rose up against the idea of such a
cruel Creator…”
A friend writing of Mann
Christianity Removed
• Mann joined the Unitarian church.
• Unitarian doctrine: God was one, not three
persons. Jesus was not part of the Godhead.
Rejected original sin and predestination.
Eventually rejected the inerrancy of Scripture.
• “Biblical doctrine of salvation removed as a
basis of character and regeneration replaced
by a system of moral education and the
development of social character.”
(Rosalie Slater)
Mann “began to feel that true religion was the
cultivation of social duty, and to feed his heart
and imagination on the idea of making a heaven
of society around him.”
“Love to man is the best test of love to God and
must precede it.” (Mann)
Use of the Bible in Common Schools
“Principles of piety and morality common to all sects
of Christians” should be taught in Normal Schools
“and that a portion of Scriptures should be daily
read.”
The practice in Common Schools is “that the
Scriptures be read without interpretation.”
“The “holy book” is excellent, when “wellunderstood and rightly used…But an exclusive
acquaintance with it is not sufficient
to expand the mind and prepare it for
the duties of life.”
Education as salvation
“Schools will be found to be the way God has chosen for the
reformation of the world.”
“This institution is the greatest discovery ever made by man: we
repeat it, the common school is the greatest discovery ever made
by man.”
“We see that there will be a new earth, at least, if not a new
heaven, when your philosophical and moral doctrines prevail. It
has been part of my religion for many years that the earth is not
to remain in its present condition forever. You are furnishing the
means by which the body of society is to be healed of some of its
wounds heretofore deemed irremediable.”
Letter to George Combe, Boston, Feb. 11, 1839
RL Dabney, 1820-1898
Preacher, theologian,
poet, essayist,
Staff officer for General
Stonewall Jackson
On Secular Education
“Who should control education and what is a
proper education?”
___________________________
RL Dabney
Education SecularizedChri
“If secular education is to be made consistently and honestly
non-Christian, then . . . they must submit to a mutilation
and falsification far worse than absolute omission. It is hard
to conceive how a teacher is to keep his covenant faithfully
with the State so as to teach history, cosmogony, psychology,
ethics, the laws of nations as to insinuate nothing favorable
or unfavorable touching the preferred beliefs of either the
evangelical Christians, Papists, Socinians, Deists, pantheists,
Materialists, or Fetish worshipers who claim equal rights.”
PROPHETIC?
“If the State in America becomes the educator,
education must be secularized totally. We have
seen that their complete secularization is logically
inevitable. Christians must prepare themselves
then for the following results: All prayers,
catechisms, and Bibles will ultimately be driven
out of the schools.”
Karl Marx, 1818-1883
• In 1848, with Frederick
Engels, published the
Communist Manifesto.
• Communism, “may be
summed up in the
single sentence:
Abolition of private
property.”
• “abolition of the
family”
Destroy the bourgeois family
1. Abolition of property
in land…
2. A heavy progressive or
graduated income tax.
3. Abolition of right
inheritance.
10. Free education for all
children in public schools.
1. Land taxed; land
owned by government
2. 1913, 16th amendment
established
progressive income tax
3. Inheritance tax
10. 90% of all children in
government schools;
compulsory education
laws
For ReflectionChri
Public replaced Private. What was the most
significant replacement?
To give children a good education in manners,
arts and science, is important; to give them a
religious education is indispensable; and an
immense responsibility rests on parents and
guardians who neglect these duties.” (Webster)
PROGRESSIVE PERIOD
John Dewey, 1859-1952
• Published over 300 books
and articles
• Father of Progressive
Education
• Fabian Socialist; In 1933,
one of 34 signers of the
Humanist Manifesto
• Founding member of the
ACLU
• President of the League for
Industrial Democracy
• Columbia University
Teachers College
HUMANISTIC
MANIFESTO I & II
Religious humanists regard the universe as self-existing and not
created.
Promises of immortal salvation or fear of eternal damnation are
both illusory and harmful
We find insufficient evidence for belief in the existence of a
supernatural; it is either meaningless or irrelevant to the question
of survival and fulfillment of the human race.
As nontheists, we begin with humans not God, nature not deity.
No deity will save us; we must save ourselves.
NO GOD, NO TRUTH
“There is no God and no soul. Hence, there are
no needs for the props of religion. With dogma
and creed excluded, then immutable
(unchangeable) truth is also dead and buried.
There is no room for fixed, natural law, or
permanent moral absolutes.”
(The New Republic, December 1928)
WELFARE OF THE
GROUP
“I believe that the only true education comes through
the stimulation of the child's powers by the demands of
the social situations in which he finds himself. Through
these demands he is stimulated to act as a member of a
unity, to emerge from his original narrowness of action
and feeling and to conceive of himself from the
standpoint of the welfare of the group to which he
belongs.”
GROUPTHINK
“Children who know to think for themselves spoil
the harmony of the collective society which is
coming where everyone is interdependent.”
MORAL TRAINING
“I believe that moral education centers about this
conception of the school as a mode of social life, that
the best and deepest moral training is precisely that
which one gets through having to enter into proper
relations with others in a unity of work and thought.
The present educational systems, so far as they destroy
or neglect this unity, render it difficult or impossible to
get any genuine, regular moral training.”
GOVERNMENT
“I believe that the child should be
stimulated and controlled in his work
through the life of the community.”
SOCIAL ABSOLUTIZED
“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.”
DEWEY’S WORLDVIEW
“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.”
Georg Frederick Hegel, 1770-1831
• German philosopher
• Influenced Marx,
Kierkegaard, Dewey
• Dialectic
THE DIALECTIC
Biblical
H e g e l ’s D i a l e c t i c
Position vs. Opposition
Thesis vs. Antithesis
Truth vs. Falsehood
Thesis and Antithesis resulting in
Synthesis
Consensus
Moral relativism
WORLDVIEW OF PROGRESSIVES
The “dialectical process” of George Frederick Hegel
No absolutes of right and wrong; right and wrong is evolving, just as is
everything else.
“Dewey later testified that Hegel satisfied an intellectual craving. Dewey
derived from Hegel a sense of the ideal and also the view that reality
was not a fixed, hard, foundational, never-to-be changed thing. Dewey
came to see reality as change, emergence, and development, rather than
as a static and fixed thing that is foundational and unalterable.” (David
Breese)
Education is experimentation, to find “what works”
 They were atheists, so rather than study God, they
decided we should study man. Clinical psychology
was born.
 The “stimulus response” method of learning
 The purpose of education is to have a socializing
effect on the child.
 Free enterprise is the cause of evil in man.
Charles Francis Potter
“Education is thus a most
powerful ally of humanism,
and every American school
is a school of humanism.
What can a theistic Sunday
school’s meeting for an hour
once a week and teaching
only a fraction of the
children do to stem the tide
of the five-day program of
humanistic teaching?”
1930
Lessons from Germany
• Source: When a Nation
Forgets God, 7 Lessons we
Must Learn from Nazi
Germany, Erwin W. Lutzer
• How did Hitler reduce
opposition to next to
nothing?
• How was he able to get
thousands to participate in
cold-blooded murder of
millions?
EDUCATION /PROPAGANDA
“The first task of propaganda is to win people for subsequent
organization…The second task of propaganda is the disruption
of the existing state of affairs and the permeation of this state of
affairs with the new doctrine, while the second task of the
organization must be the struggle for power, thus to achieve the
final success of the doctrine.
The most striking success of a revolution will always have been
achieved when the new philosophy of life as far as possible has
been taught to all men, and if necessary, forced upon them.”
(Mein Kampf)
USE OF LANGUAGE
Low calorie diet (starving
children)
Cleansing the land; the final
solution; the best of modern
therapy (killing Jews)
Children’s Specialty Centers
(where children died)
Removing a product of
conception
Terminating a pregnancy
A woman’s right to choose
Alternative lifestyle
An affair
Cocktails
Values free
Fairness doctrine
Equality
Social Justice
“Create a critical mass of people who cannot
discern meaning and truth from nonsense, and
you will have a society ready to fall for the first
charismatic leader to come along.”
___________________________
Richard Terrell
Albert Einstein exiled
He was a Jew.
“Being a lover of freedom, when the Nazi
revolution came I looked to the universities to
defend it, know that they had always boasted of
their devotion to the cause of truth; but no, the
universities took refuge in silence.
Then I looked to the great editors of the
newspapers, whose flaming editorials in days gone
by had proclaimed their love of freedom; but they,
like the universities, were silenced in a few short
weeks.”
“I then addressed myself to the authors, to those
who had passed themselves off as the intellectual
guides of Germany, and among whom was
frequently discussed the question of freedom and
its place in modern life. They are, in turn, very
dumb. Only the Church stood squarely across the
path of Hitler’s campaign for suppressing the truth.
I never had any special interest in the Church
before, but now I feel a great affection and
admiration for it because the Church alone has had
the courage and persistence to stand for
intellectual truth and moral freedom. I am forced
to confess that what I once despised I now praise
unreservedly.”
Hitler on the YouthChri
“The Youth of today is ever the people of
tomorrow. For this reason we have set before
ourselves the task of inoculating our youth with the
spirit of this community of the people at a very
early age, at an age when human beings are still
unperverted and therefore unspoiled. This Reich
stands, and it is building itself up for the future,
upon its youth. And this new Reich will give its
youth to no one, but will itself take youth and give
to youth its own education and its own upbringing.”
Hitler to parentsChri
“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.”
No Choicei
“German youth must no longer … be confronted
with the choice of whether they wish to grow up
in a spirit of materialism or idealism, of racism
or internationalism, of religious or godlessness,
but they must be consciously shaped according
to principles which are recognized as
correct…according to the principles of the
ideology of National Socialism.”
Education in Nazi Germany
• Children subjected to films saying Jews were subhuman
and a burden on society
• Evolution extolled virtues of Aryan race; survival of the
fittest could be accelerated by getting rid of the weak
• Textbooks rewritten to reflect ideals of the Nazi agenda
• By 1937, 97% of teachers belonged to the National Socialist
Teacher’s Union.
• Some textbooks said Jesus waged war against the Jews until
they betrayed and killed him.
• Munich professors were warned, “From now on, it is not up
to you to decide whether or not something is true, but
whether it is in the interest of the National Socialist
Revolution.” P.102
• Groupthink was more important than what an individual
thought
• Youth were to encourage their parents to become good
Nazis
• Emphasis on Values Clarification to help children choose
their own values
• Even in math class: “If the construction of a lunatic asylum
cost 6 million RM, now many houses at 15,000 RM each
could have been built for that amount?” p. 104
• Lutzer: “Group peer pressure was used to silence, if not
change the mind of any student who still believed in the
values of home and church.”
• All curriculum was developed to ensure that students
understood the Reich’s worldview. New fields of study
were introduced: racial studies, eugenics, defense studies,
prehistory.
DR. CHESTER PIERCE
1973
“Every
child in America who enters school at the age
of five is mentally ill, because he comes to school with
allegiance toward our elected officials, toward our
founding fathers, toward our institutions, toward the
preservation of this form of government…Patriotism,
nationalism, sovereignty, all that proves that children are
sick because the truly well individual is one who has
rejected all of those things and is what I would call the
true international child of the future.”
The National Education
Associationvernment
“Plans, activities, and programs must . . . increase
respect, understanding, acceptance, and sensitivity
toward individuals and groups in a diverse society
composed of such groups as . . . gays, lesbians,
bisexuals, transgender persons . . . . Such plans,
activities and programs must . . . encourage all
members of the educational community to examine
assumptions and prejudices, including, but not
limited to, racism, sexism, and homophobia.”
___________________________
Sample resolutions from the 2012–2013 convention
“The National Education Association believes that
every child should have direct and confidential access to
comprehensive health, social, and psychological
programs and services. . . . The Association also
believes that schools should provide . . . family-planning
counseling and access to birth control methods.”
“The Association deplores prepublishing censorship,
book-burning crusades, and attempts to ban books
from school library media centers and school curricula.”
A philosophy of education as a
philosophy of government
The philosophy of the
schoolroom in one generation
will become the philosophy of
government in the next.
Cause and effect relationship between
education and government
Biblical Christian
Education
Christian Constitutional
Republic, Deut. 4: 5-9
Pagan Education
Socialism
Every worldview has a
“god.” This god is the
ultimate cause, source,
origin or principle of all
presuppositions.
The presuppositions
generate a philosophy
and form of
government.
Internal to External
The teachers, content and
methods of education shape
the character, heart and
mind of the child/student in
devotion and service to
“god.”
The government
espouses a philosophy
and system of
education for
perpetuating itself.
The philosophy of
education dictates the
primary teachers, content
and methods of instruction.
The Power of Philosophy
AMERICA BECOMING MORE
SOCIALIST/MARXIST?
• There are 10,000 Marxist professors teaching at America’s
colleges and universities. (US News and World Report, January
1982)
• “The percentage of Marxist faculty numbers can range from
an estimated 90 percent in some Midwestern universities.”
(Georgie Anne Geyer, Washington Post, 1989)
• “The strides made by Marxism at American universities in the
last two decades are breathtaking…Every discipline has been
affected by its preachment and almost every faculty now
counts among its members a resident Marxist scholar. (Herbert
London, Marxism Thriving on American Campuses)
Ten Biblical Reasons for Christian Education
1. God, the Creator, owns the children, and He gives
them to parents as stewards. Psalms 127:3
2. We are not to divide our lives, and knowledge
into two categories - secular and sacred.
Colossians 2:3
3. There is no “neutrality” in education. All
education has a theological base and is taught from
the perspective of a worldview. Colossians 2:8
4. Children are not to learn the ways of error.
Proverbs 19:27
5. The fear of the Lord is the beginning and
foundation of education. Proverbs 1:7
Ten Biblical Reasons for Christian Education
6. We should not be yoked with unbelievers in the
education of children. II Corinthians 6:14
7. The Bible must be the central text in education.
II Timothy 3:14-17
8. Children educated by the Word of God will be used to
restore our Christian Constitutional Republic. Isaiah 26:2
9. The principle of jurisdiction demands that education be
handled by the individual, family, church and voluntary
organizations. Deuteronomy 6:4-7
10. The free market will provide the best education at the
lowest price. Luke 19:12-26
If the foundations be destroyed, what
can the righteous do?
“Let divines and philosophers, statesmen
and patriots, unite their endeavors to
renovate the age, impressing the minds of
men with the importance of educating
their little boys and girls, of inculcating in
the minds of youth the fear and love of the
Deity and universal philanthropy, and, in
subordination to these great principles,
the love of their country of instructing
them in the art of self-government,
without which they can never act as a wise
part of the government of societies, great
or small in short, of leading them in the
study and practice of the exalted virtues of
the Christian system.”
FOR DISCUSSION
What is your role in the rebuilding the
foundations of Biblical Christian
education in your family, church,
and/or business or voluntary
association?
Teach your children and….