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New Lamps for Old!

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My children were home taught. We were not perfect or professional teachers. Our methods were constantly being modified as we learned to overcome our own failings as parents and guides to our children. Yet, we learned from our children and our efforts to teach them.
      We found it to be a right and a responsibility to educate our children. The reason education is so important in the rearing of children is because, "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be."7 History is one of the most important subjects of study.

      Only take heed to thyself, and keep thy soul diligently, lest thou forget the things which thine eyes have seen, and lest they depart from thy heart all the days of thy life: but teach them thy sons, and thy sons' sons; De 4:9

      Home teaching may have been a freedom enjoyed by us but it may not be by our children because many believe that, "Fundamental, Bible believing people do not have the right to indoctrinate their children in their religious beliefs, because we, the state, are preparing them for the year 2000, when America will be part of a one-world global society and their children will not fit in."8
      One thing we learned from our efforts to educate our children was that there is a decided difference between the books today and the old text books we found in second hand book stores. Besides the clear dumbing down that should be obvious to the most elementary investigator there seem to be an almost conscious distortion of History by omission if not out and out lies.

      "To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies... It systematically undermines the solidarity of the family..."9

      Could "...our schools have been scientifically designed to prevent overeducation from happening?"10 How could this be? Would we not notice the changes?

"An ignorant people are easily betrayed, and a wicked people can never be ruled by the mild influence of their own laws." 11

      "Throughout history, rulers and court intellectuals have aspired to use the educational system to shape their nations. The model was set out by Plato in The Republic and was constructed most faithfully in Soviet Russia, Fascist Italy, and Nazi Germany.... One can see how irresistible a vehicle the schools would be to any social engineer. They represent a unique opportunity to mold future citizens early in life, to instill in them the proper reverence for the ruling culture, and to prepare them to be obedient and obeisant taxpayers and soldiers."12

      "By the early twentieth century, the school in fact had expanded its functions into areas not dreamed of in the early part of the previous century.... The school [became] a central social agency in urban America. The one theme that ran through all these new school programs was the desire to maintain discipline and order in urban life. Within this framework, the school became a major agency for social control." 13

      "A small number of very passionate American ideological leaders visited Prussia in the first half of the 19th century; fell in love with the order, obedience, and efficiency of its education system; and campaigned relentlessly there after to bring the Prussian vision to these shores."14

      These American public school advocates "imported three major ideas from Prussia. The first was that the purpose of state schooling was not intellectual training but the conditioning of children 'to obedience, subordination, and collective life.'... Second, whole ideas were broken into fragmented 'subjects' and school days were divided into fixed periods 'so that self-motivation to learn would be muted by ceaseless interruptions.' Third, the state was posited as the true parents of the children."15

      "Social control" was the stated objective of the General Education Board (GEB), a private institution created by John D. Rockefeller in 1902 that developed and promoted various radical schemes to reconfigure American society through the statist school system.
      Fred Gates defined the GED intent when he said: "In our dreams, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk."16

      Norman Dodd was the chief investigator for the Reese committee in 1953. Dodd had worked in the elite halls of banking institutions in his early years and had made a moral decision to not play the game.
      He was hired to investigate the un-American activities of large endowment foundations who most people could only imagine as charitable benevolencies.
      Dodd quoted Rowan Gunthor, the President of the Ford Foundation, who stated that they operated under directives to "use our grant making power so to alter life in the United States so it can be comfortably merged with the Soviet Union." Today that merging would be defined as the New World Order.
      Dr. Joseph Johnson at the Carnegie Endowment for International Peace permitted Dodd to examine the fifty years of hand written minutes to their meetings. Dodd sent a well educated Lawyer by the name of Catherine Casey to examine the records.
      Dodd realized that Johnson did not know what was in the records and he sent Catherine because she was skeptical of any wrong doing on the part of the trustees of these multi million dollar tax exempt organization.

      Her life was altered as she read the minutes of 1908 that discussed war as the best way to alter the lives of the American people. In 1909, it was discussed how to involve the United States in a war and decided that control of the State Department was essential.
      Later, after America entered WWI a message was dispatched to President Wilson to discourage an early end to the war. This could explain Wilson's interest in the UN (then the League of Nations), Federal Reserve and the income tax and his statement.

"Since I entered politics, I have chiefly had men's views confided to me privately. Some of the biggest men in the U.S., in the field of commerce and manufacturing, are afraid of somebody, are afraid of something. They know that there is a power somewhere so organized, so subtle, so watchful, so interlocked, so complete, so pervasive, that they had better not speak above a whisper in condemnation of it."17

      After the War it was determined that the key was an alteration in the teaching of American History. Noted and respected Historians like Charles and Mary Beard were approached and rejected any overtures of aid.
      The Guggenheim Foundation on the other hand agreed to supply fellowships to hand picked historians who began to write history with an altering slant and perception. The books published and underwritten by these philanthropic organizations were quickly picked up by the public schools whose bottom line often determined the quality of the curriculum.

"During times of universal deceit, telling the truth becomes a revolutionary Act."18

      "As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favor jingoism . . . . We are at the beginning of a long process of breaking down the walls of national sovereignty. UNESCO must be the pioneer."19

      "The future of education, and of America as a free society, depends on the liberation of the American family from the grip of the public school," contends Sheldon Richman. "Regardless of motives, the people who foisted state education on us have committed a grave offense.... Using a variety of strategies, we must reclaim the right to raise our children and to help them educate themselves. In a fundamental sense, that is the American way." There is no more important task, Richman concludes, than to build "a wall of separation between school and state" and restore a system of "family-based learning" in which children can develop their God- given abilities as free individuals.

      "For 140 years this nation has tried to impose objectives downward from a lofty command center made up of 'experts,' a central elite of social engineers, It hasn't worked. It won't work.... It doesn't work because its fundamental premises are mechanical, antihuman, and hostile to family life. Lives can be controlled by machine education but they will always fight back with weapons of social pathology: drugs, violence, self-destruction, indifference, and the symptoms I see in the children I teach... [It destroys communities by relegating the training of children to the hands of certified experts - and by doing so it ensures our children cannot grow up fully human" becoming instead mindless automatons programmed by the state's change agents. Rather than instilling in youngsters an appreciation for individual liberty, the system has brought to life "the ancient pharaonic dream of Egypt: compulsory subordination for all... Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid." "It is a great triumph of compulsory government monopoly mass- schooling that among even the best of my fellow teachers, and among even the best of my students' parents, only a small number can imagine a different way to do things," laments John Taylor Gatto. To restore sanity to American education, to rescue the increasingly embattled family, and to preserve and perpetuate individual freedom, "a different way to do things" must be found.20

      Like Aladdin and the magician who gave new lamps for old we have exchange the truth of our history for the fables of liars and we have become ignorant of our own heritage awakening to find our blessing swept away in the night as we slumbered. Study to shew thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth. (2 Timothy 2:15 )

      If you are to be truely Christian and follow Christ you must put on the full armor of God. Remember the word that I said unto you, The servant is not greater than his lord. If they have persecuted me, they will also persecute you; if they have kept my saying, they will keep yours also. (Jn 15:20)

      "We are apt to shut our eyes against a painful truth... For my part, I am willing to know the worst truth; to know the worst; and to provide for it." 21

      We must seek the truth with our whole heart, mind and soul. We must not assume we know. We must seek the truth no matter what discomfort it brings. For the truth shall set us free.
      In the Bible Nebo {neb-o'} ..1) a Babylonian deity who presided over learning and letters; corresponds to Greek Hermes, Latin Mercury, and Egyptian Thoth. In the US Nebo is HEW. Health Education and Welfare.

      "Read not to contradict and confute, nor to believe and take for granted, but to weigh and consider... Histories make men wise." 22

Redemption

      Redemption is deliverance from the power of an alien dominion and the enjoyment of the resulting freedom. It involves the idea of restoration to one who possesses a more fundamental right or interest. The best example of redemption in the Old Testament was the deliverance of the children of Israel from bondage, from the dominion of the alien power in Egypt.
Zondervan's Pictorial Encyclopedia of the Bible

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