Children Don’t Need School (3)

By Andrew McColl, 29th November, 2022

Shall I hide from Abraham what I am about to do, since Abraham will surely become a great and mighty nation, and in him all the nations of the earth shall be blessed? For I have chosen him, so that he may command his children and his household after him to keep the way of the Lord by doing righteousness and justice, so that the Lord may bring upon Abraham what He has spoken about him (Gen.18:17-19).

God spoke these words about Abraham and his family, a year before Isaac was born (Gen.21:1-3). He really had received amazing promises from God, which all have great relevance to us, in the New Testament era (see Ro.4).

Now, Abraham (like us), was wholly dependent on God’s promises coming about. He still had a lot of living to do, and he, like any other godly person, longed to see God’s promises to him, fulfilled.

As North writes,

Children were important to Abram, not merely because of the cultural standards of the Canaanite tribes that surrounded him, but because of several distinctly theological reasons. First, the gift of children was important for the preservation of the covenant line prophesied by God to Eve (Gen.3:15). It seems quite probable that Abram knew about this prophecy to Eve (Jn.8:56). Second, the task of cultural dominion was (and is) intimately linked with the expansion of human numbers (Gen. 1:28; 9:1). Third, a man’s heirs-intellectual, spiritual, and biological- are part of his concern for linear history…

The faith of the Old Testament saints was to be in linear, irreversible historical development, controlled by God. Men and women were to play an important role, in time and on earth, as parents. This work had meaning because of God’s covenants and requirements.[1]

Clearly, the education of Abraham’s children (and Isaac was still unborn), would be firstly theological in nature. They would need to be taught the Word of the Lord.

We know that Abraham must have had access to this, because many years after he died, God appeared to Isaac. As we might expect in these Genesis visitations by God to the patriarchs, God made promises to him, and linked these to the fact that

…Abraham obeyed Me and kept My charge, My commandments, My statutes and My laws (Gen.26:5).

Let’s be frank. We’ve not really begun to educate our children, until such time as they understand the basics of covenant theology: that God was in Christ, reconciling the world to Himself (II Cor.5:19), and that as believers in Jesus, there is great hope and promise for our children.

Is there more?

Of course, but that will get them off the mark. Now, they simply need the implications of this shown to them, firstly from scripture, and secondly, in the lives of their parents, and others.

Paul spoke about this to Timothy. He said he was

…mindful of the sincere faith within you, which first dwelt in your grandmother Lois and your mother Eunice, and I am sure that it is in you as well (II Tim.1:5).

So, no school? Correct.

Education? Yes, but not school.

Schools commonly harm children. Every year, my work brings me into contact with children that were harmed at school: lots of them. That could be the peer-group, the curriculum, or the teachers. But parents shouldn’t wait for that to happen, before home schooling them. Lot’s daughters were schooled in Sodom, and how did they work out? (See Gen.19).

Does that mean that in the home, we can eliminate errors and pain? No. Abraham couldn’t, as we can observe through his experience with Hagar and then Ishmael. How could we?

But God tells us that

Behold, children are a gift of the Lord, the fruit of the womb is a reward. How blessed is the man whose quiver is full of them; they will not be ashamed when they speak with their enemies in the gate (Ps.127:3-5).

Conclusion:

We parents pass from this life, leaving others behind. We are responsible for how they are prepared for life, which means that God holds us to account. And by His great grace, we can do this. In fact, we’re commanded to do so.

Is that what you’re preparing for?


[1] Gary North, “The Dominion Covenant,”1987, p.163, 164.

Children Don’t Need School (2)

By Andrew McColl, 22nd November, 2022

Genesis 15-17 provide us with a chronological continuation of Abram’s life, and his family. These chapters give further details of God’s promises to Abram, along with God’s covenant with him, requiring the circumcision of him and all the males of his household. Chapter 16 gives us an interlude: Ishmael’s arrival on the scene.

Abraham’s relationship with his men and their families, illustrates the diversification of labour, and the interdependence of individuals in a free, capitalist economy. Abraham built wells (Gen.21:30; 26:18) for he understood the asset value of water in a dry land. He had flocks and herds, and the welfare of hundreds and possibly thousands of people to consider. He shows us, that

Physical natural resources, notably fertile soil or rich minerals, are not the only or even major determinants of material progress, though differences in the bounty of nature may well account for differences in levels and ease of living in different parts of the underdeveloped world. It has always been known that physical resources are useless without capital and skills to develop them, or without access to markets.[1]

He built up assets in gold, silver and livestock (Gen.13:2; 24:22) through commercial activities which are not stipulated in scripture, and his livestock had a number of uses. Not only can sheep, cattle and camels be consumed, and thus sold for profit. Sheep provide their wool annually (see I Sam.25:1-4), while cattle can be milked, they produce leather and other goods, they can be used for pulling wagons (Gen.48:27) and ploughs for cultivating land.

If Abram’s stock were considered of good quality, his stock would be in demand, either for consumption, breeding, milking or travelling. Why?

People have always wanted to travel, and camels are useful for people travelling long distances in dry country (see Gen.24:10-30, 57-61), and carrying loads.

Domestic animals all need skilled, experienced people to care for and work with them, along with slaughtering, preparing them for consumption, then preserving them. Job (who may have been a compatriot of Abraham), had

7,000 sheep, 3,000 camels, 500 yoke of oxen, 500 female donkeys, and very many servants; and that man was the greatest of all the men of the east (Job 1:3).

“500 yoke of oxen?” Could that mean that Job ran a business called “Eastern Ploughs?” He could have had hundreds of men employed who worked the oxen for ploughing or other agricultural tasks, either for him, or for those in his vicinity, or actually, anywhere. They could have worked as flock managers and shepherds, slaughtermen, carpenters, leatherworkers, blacksmiths and farriers, orchardists, traders and many other pursuits.

They may well have produced goods, such as saddles, bridles, and other attachments for working animals. They also would have been able to produce and supply equipment for cultivation, along with weaponry, for defence purposes (Gen.14:14-16; I Sam.13:19-22) which could be vital, along with carts and wagons, for transport.

And who’d have 3,000 camels except to eat, or work them for some purpose, such as transporting goods and people long distances?

Why own Qantas, when you can go places by camel? Why go to an airport, when Mr Job’s people can come to your tent’s door, pre-arranged! And they’d know all the right places like waterholes to stop at, and even trade (see Gen.37:25).

Abram was a long-term planner, and these assets would be important in years to come (Gen.23:14-20; 24:22, 52-53; 49:29-32). He made the best of his abilities to understand markets, and to manage men, livestock and money his era. Abraham it seems, believed in the Biblical virtue of diligence; that “the hand of the diligent makes rich”(Prov.10:4).

       Furthermore, Abraham illustrates, that

social progress comes about with the accumulation and development of wealth. Wealth comes, in a free economy, as a product of work and thrift-in short, of character. Capital is often accumulated by inheritance, a God-given right which is strongly stressed in the Bible. According to Proverbs 13:22, ‘a good man leaves an inheritance to his childrens’ children, and the wealth of the sinner is laid up for the just.’ Inheritance makes possible the accumulation not only of wealth within a family but of social power.[2]

Clearly, Abraham shows us, that“prosperity in the long-run is the blessing of God to those who are faithful to His laws.”[3]

This was the life that Isaac was born into, this was his family’s business and what he would have understood. When Abraham died, Isaac carried on the traditions of his father. You’d even think Abraham had been privy to Solomon’s later advice, to

Train up a child in the way he should go, even when he is old he will not depart from it (Prov.22:6).

Abraham had livestock, large numbers of servants, and dealt in silver and gold. And the Bible says of Isaac, that he

…sowed in the land and reaped in the same year a hundred-fold. And the Lord blessed him,  and the man became rich, and continued to grow richer until he became very wealthy; for he had possessions of flocks and herds and a great household, so that the Philistines envied him (Gen.26:12-14).

Abraham dug wells, and so did Isaac (Gen.26:18-25). Anyone would think Isaac had read what Paul wrote to the Philippians:

The things that you have learned and received and heard and seen in me, practice these things, and the God of peace will be with you (Phil. 4:9).

Isaac didn’t have, and didn’t need a school-teacher. He had his parents. They discipled him, successfully. He was a godly, productive and prosperous patriarch.

Conclusion:
Isaac’s upbringing shows us many things, but this part stands out: children need a good education, but they don’t need school. Where does Genesis, and other places in scripture show us this taking place? The godly family.

Are you following the Biblical example?


        [1] P. T. Bauer, quoted in Gary North, “The Dominion Covenant,” 1987, p.159.

[2] Rousas Rushdoony, “The Politics of Guilt and Pity,” 1995, p.236-237.

[3] North, ibid., p.158-9.

Children Don’t Need School (1)

By Andrew McColl, 15th November, 2022

The meaning of the family is thus not to be sought in procreation but in a God-centred authority and responsibility in terms of man’s calling to subdue the earth and to exercise dominion over it.[1]

The proponents of public education emphasise the importance of a good education. I agree with them. Education for a child’s important, for a multitude of reasons. Where I separate from public educators, is in how education should be given to a child, and who should provide it.

Genesis 12-14 provides us with the initial glimpses of Abram’s family life, over many years. In this period, we see Abram when aged 75 (ch.12:4) moving his family (with Lot) to the land of Canaan, under God’s direction and promise, experiencing famine there and going to Egypt, being delivered by God from Pharoah with material blessing, and returning to Canaan, receiving further promises from God (ch.13:14-17), then going to fight for and deliver Lot, his nephew (ch.14:11-16).

Thus we have a number of important events in Abram’s family, but Abram (as he was called then) hadn’t had any children, for Sarai was barren. She wouldn’t bear Isaac till Abraham was 100 (ch.21:1-8).

While he had no children, Abram was developing as a servant of the Lord, as a husband, as a leader of men, and a man who would later, be inheriting much. He was “…very rich in livestock, in silver and gold” (ch.13:2), and had received great promises from God (ch. 12:1-3; 7;13:14-17).

What does this mean for the believer today?

Firstly, just as Abram had promises from God, we have them, too. Peter tells us that

Grace and peace be multiplied to you in the knowledge of God and of Jesus our Lord; seeing that His divine power has granted to us everything pertaining to life and godliness, through the true knowledge of Him who has called us by His own glory and excellence. For by these He has granted to us His precious and magnificent promises, so that by them you may become partakers of the divine nature, having escaped the corruption that is in the world by lust (II Pet.1:2-4).

Husbands generally have children, and leaders of households are obligated to be responsible for those they lead. And in Abram’s case, this matter of leadership was no mean feat. Genesis 14 records how he heard from a fugitive how his cousin Lot had been taken captive in battle, and how he set off (probably within hours) with 318 of his “trained men” (v.14).

Nothing suggests these men were mercenaries. They were essentially men of Abram’s community. They worked for or with him and were loyal to him, and may have represented a group of individuals numbering over a thousand people, if we assume most of them were family men, with children.

Abram divided his forces by night, and defeated Lot’s captors and rescued him and his family. Furthermore, he “…brought back all the goods, his relative Lot with his possessions, and also the women, and the people” (Gen.14:16). Not bad for a man about 80 years old.

Abram was not warlike, but neither was he a pacifist. He and his men had clearly trained for such an eventuality, and they knew there were dangers.

Kidnapping would later be classified in the law of Moses as a capital offence (Ex.21:16), and when the fugitive turned up and told him of Lot’s disaster, Abram acted vigorously and decisively. He went with his men, pursued the party who had kidnapped Lot, and dealt firmly with them.

The New Testament tells us that Melchizedek met Abraham as he was returning from the “slaughter of the kings…” (Heb.7:1). Clearly, godless men had died that day, but Abram’s rescue attempt of his nephew had been successful.

Abram’s actions then, do not legitimise the actions of vigilantes, today. In his era, there were no national armies, or local police. Local people had to be responsible for themselves, and do what was necessary to protect life and limb from evildoers. Furthermore, they needed to know their neighbours, and what they could expect of their neighbours in a crisis. Abram’s associates would not risk their lives in battle, for someone who was merely an eight hours a day employer.[2]

Clearly, Abram had already rehearsed this, for his neighbours were “allies” (Gen.14:13). We  are not to take the law into our own hands, but we can and must act to protect ourselves and our families, if danger threatens. Today, firearms are legitimate tools for any family, for in a crisis,

A gun in the hand is better than a cop on the phone.

One of God’s promises to Abram, was

To your descendants I will give this land (Gen.12:7).

And even though Abram was childless, God was speaking to him of his children. There was no doubt in God’s mind that Abram would have children (he would actually have eight).

Conclusion:

Thus we can see that:

a) Abram had received great promises from God, pertaining to his children.

b) Those promises required his “…faith and patience…” (Heb.6:15).

c) He was part of a godly, growing community, numbering a large number of people, with a multitude of skills.

d) He faced opposition, even hostility in the land God had promised him.

Could this have relevance to us, today?


 [1] Rousas Rushdoony, “The Institutes of Biblical Law,” 1973, p.164.

[2]“[Abram’s action] was based on…covenantal, familial responsibilities. It is in fact, an example of the kinsman-redeemer/avenger-of-blood principle. Abram was Lot’s next of kin, and it was his lawful responsibility to rescue him if he could. Because kidnapping is a capital crime (Ex.21:16), Abram could lawfully kill men in Chedorlaomer’s army, in his rescue of his kinsman.” James Jordan, in Gary North, (Ed.) “Tactics of Resistance,” 1983, p.56.

Is it time to Abandon Government Schools and Public Education?

BY CALDRON POOL STAFF WRITER APRIL 3, 2018

“The biggest illusion is that sending your kids to a government school is free. It’s the most costly thing you could ever do.” R.C. Sproul

Trigger warning! Is it time to give up on public education? Should Christians be offering a more affordable alternative? Jeff Durbin from Apologia Church has offered seven reasons why he thinks public schools ought to be abandoned. What would you add to the list?

1. Public schools specifically teach a worldview that is antithetical to the Biblical worldview.

2. Public schools indoctrinate children with a perspective on origins, ethics, art, truth, math, logic, and history that is devoid of Christ.

3. Public schools are a fairly recent thing in American history. Before that, education was private and largely dominated by the Christian church.

4. Public schools are doing discipleship. That is the role of parents and the church.

5. No parent can make up for the classroom hours in a humanistic system at home. No parent is spending 30+ hours a week specifically instructing their child in the Biblical view of the subjects their children are learning in school.

6. Nowhere in Scripture do we have any justification for giving our children to the State to be indoctrinated in an effort to send our kids as missionaries. Our kids can be missionaries without having them delivered to the State.

7. Funding for public schools is done through unjust coercive taxation. No American can truly own property due to public schools. This is very unjust and a sinful foundation as a source of funding.

That’s a start on the discussion.

In the following video, Voddie Baucham and R.C. Sproul, Sr. discuss the importance of Christian education in the discipleship of our children and the dangers of allowing secular institutions to educate our children.

CLICK HERE – The Importance Of Christian Education

Are Your Kids in Public Schools?

By Gary North (1942-2022, http://www.garynorth.com), 17/3/2015

Although I would love to homeschool, we are located in one of the top five school districts in the state. I supplemented their education with the Robinson Curriculum and the Ron Paul course, (when it was free). We are less than a half mile from both the MS and HS.

We are Christians, so my wife and I try to monitor what they are being taught. Unfortunately, Common Core is firmly in place here. A lot of the teachers live in our community, so they are also trying to spot some of the offensive things that may be taught. We are in a conservative county.

I travel for work 4 days a week, my wife works. I would love to homeschool, (or at the very least, have my kids avoid all of the darn tests that the state is making them take).

This man should not have dime invested in gold or silver. He should not have a dime in the stock market. He should not have a dime invested in the bond market. He should not have any real estate, including his own home. He should rent.

He should take every dime he has, and he should enroll his children in a private school, preferably a Christian day school. He wants his wife to work, so she cannot teach at home. He will not teach at home. So there’s only one choice left him: put the kids in an expensive private school.

In any case, no matter what the price of gold is, no matter what his savings account is, no matter what he has in his 401(k), no matter what he has in an IRA, no matter what he owns, he should sell every dime of it, tomorrow, until he can afford to get his kids out of the public schools.

When his kids are out of the public schools, he can start thinking about his investment portfolio. But until then, he is funding his investment portfolio by sending his kids into the enemy camp of the public school system, where humanism, relativism, hooking up sexually, and drugs are a way of life.

If he thinks that this country is facing an economic crisis, why would he send his kids into a public school, where the kids are taught Keynesianism?

If he thinks that this country has been hijacked by the Left, and that he has to join a website like this, why would he send his kids into a public school, where the textbooks are going to teach him that Franklin Roosevelt saved capitalism from itself, and that the New Deal was the way America avoided a Communist revolution?

If he thinks that the cultural foundations of this society are coming apart at the seams, why would he send a child into the public schools, where the English teachers are going to teach some version of situation ethics, situation meaning, post-modernism, and deconstruction? When the child gets into the public schools, he is going to be taught in English classes that there is no ultimate meaning. He is going to be taught that we make up our own interpretations of whatever we read, or whatever the picture is on the wall. We autonomously impute meaning to everything around us, and there are no fundamental standards, meaning ultimately religious standards, that govern our interpretation of anything.

This is what teachers who are employed by the public schools teach. There may be some older teachers who have not bought into this, but it is unpredictable as to whether a child is going to be instructed by any of these teachers. The odds are, the child will get a mixture teachers, and the curriculum is in this sense schizophrenic.

His kids will be trapped in a massive new experiment called the Common Core curriculum. Nobody else knows how to teach math, according to the Common Core standards. Everything that the public schools have taught in the past has been wrong, according to this new view. All the methodology that had been taught before, with the possible exception of the New Math, is to be scrapped. It wasn’t good enough. It was always second rate. Now the revolutionaries are going to clean things up.

As a result, the teaching is incoherent. There will be older teachers, who teach the old system, and newer teachers, who will do their best to undermine the old system. A power battle between two rival views of proper curriculum has broken out. Out of this conflict, the student is supposed to make up his own mind. Yet he will be told in the English department that there isn’t any truth out there which will help him make up his mind.

He is going to be educated in terms of textbooks. The textbooks are written by liberals in New York City publishing houses, and then screened by committees of liberals, who do their best to evade the mild controls imposed by the Texas state textbook committee, which is an elected committee.

For a century, the Left has controlled the public schools, yet this man has not figured out that he has to get his kids out of the public schools. His wife ought to homeschool, which she can do for about $500 a year per student, or less, by using the Ron Paul Curriculum. At the high school level, this requires her to read a couple of 100 word essays each week. That’s all she needs to do. The instructors handle everything else. But, instead, he sends his wife to work, so that he can invest, invest, invest.

I think your primary investment in life is your children’s education, at least until they are adults. Once they are legally adults, they should be in a position to make up their own minds. You can fund their education or not, depending on your assessment of the quality of the education your children want you to pay for. But while they are minors, and you are legally in charge of them, you have to make your decision in terms of what you believe, and that means you had better have control over the curriculum. You had better be able to choose the curriculum you want, and not have the curriculum shoved down your throat by agents of the state.

Why would anybody send his kids into the public school system, and also send his wife off to work? Why would the wife agree to go to work under these conditions? Why would anyone abandon her children, sending those children to be taught by people who believe in nothing that she believes, to be indoctrinated for 12 years by a system that is run by secular humanists, and virtually all of them are leftists? Here is an institution run by the teachers union in cooperation with the superintendent of public instruction. Meanwhile, the United States Supreme Court determines what shall be taught and what shall not be taught.

This is why the conservative movement is a sham. This is why most of American fundamentalism is a sham. These people have made their peace with the enemy. They have made their peace with the state. They have made their peace with progressive education, which has been at war with conservatism in Christianity ever since 1837.

They will not sit down and read Rushdoony’s Messianic Character of American Education. They will not sit down and read John Taylor Gatto’s book, The Underground History of American Education. That might make them feel guilty, and they don’t want to feel guilty. They want money. So, they sacrifice their children on the altar of upper-middle-class income.

For anybody who does this, I don’t have any investment advice except what I provided in this article. If this investment advice doesn’t sound reasonable to you, then I don’t think anything I would say about peripheral matters will sound reasonable. Peripheral matters are: gold, silver, bonds, real estate, 401(k) accounts, IRAs, and foreign currencies.

I have listened to all the excuses for over 50 years. I read Rushdoony’s book, Intellectual Schizophrenia, in the spring of 1962, the year after it was published. It presented a comprehensive case against the religious and moral legitimacy of compulsory public education. I understood it then, and I have not changed my mind. That is why, in 1986, I published Robert Thoburn’s book, The Children Trap.

First things first. Take care of first things first. Distinguish the fundamental from the peripheral, and then take care of the fundamental. Christian parents should begin with this movie: IndoctriNation.

All Education is Religious

FRIDAY, JUNE 26, 2020 BY JAKE LITWIN

All Education is Religious

“The end of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him.” – John Milton

“Above all, the foremost reading for everybody, both in the universities and in the schools, should be Holy Scripture…I would advise no one to send his child where the Holy Scriptures are not supreme.” – Martin Luther

There is a modern myth in our day that has been widely accepted and that is the idea that education is neutral. However, nothing in this world is actually neutral. As a matter of fact, neutrality is a by-product of humanistic thought because it presupposes an autonomous cosmos that is meaningless and purposeless.1

When the State takes over the realm of education, declares authority over it, and claims that it does not promote any religion, it is not disowning all religions, but simply eliminating any opposing religions in favor of its own statist humanistic religion.

How should the Christian household respond to education when surrounded by “free” education run by the State? Do Christians really need to give their children a Christian education?

Jesus requires His people to love the Lord with all their minds (Matt. 22:37). If the faculty of our mind must be devoted to God, then can we with a clear conscience send our children to an educational system that is taught to think agnostically? Education either presupposes that Jesus is Lord over every area of life or He isn’t. It either presupposes the belief that all truth comes from God or the belief that there is no objective truth. Every subject, whether it’s math or history, science or English, is taught from an ultimate standard. Therefore, it is absolutely necessary for Christian parents to give their children an education that embraces the Lordship of Christ in every class.

In the Old Testament, the family was the first educational institution God established among His people.

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 and on your gates (Deut. 6:4–9).

God never assigns the task of education to civil leaders even in a nation like Israel. It is crucial to understand that teaching children the Law of God under the God-given authority of the family is also never limited to only cover “spiritual” matters. The Christian life cannot be compartmentalized into “two kingdoms”: sacred and secular. The outcome of knowing and applying the Word of God is to be educated to have a God-centered worldview in every subject. The Apostle Paul commands, “And you, fathers, do not provoke your children to wrath, but bring them up in the training and admonition of the Lord” (Eph. 6:4). The word “training” is the Greek word paideia, referring to the “whole training and education of children.”2 The Christian household must recognize that the whole training and education of a child must be from a worldview where Jesus is the Lord.

Christian parents also must protect their children from the lie of the statist humanistic religion behind every government system. There is a clear distinction between children learning humanism from a biblical worldview and children learning in a humanistic system as the standard of truth. One of the joys of teaching Integrated Humanities at an online Classical Christian school is teaching some of the most influential worldviews such as Marx, Darwin and Orwell under the authority of Christ and His Word, and why these humanistic worldviews are fundamentally religious and as a result don’t work.

A common objection from Christians to the responsibility of protecting their children from the government educational system is that Christian students can be salt and light in these schools. It is presumptuous to think we are training our children to go into the world, but in reality, we are helping the world go into our children when they are not under an educational system that declares Jesus is Lord.3

Paul writes, “For the weapons of our warfare are not carnal but mighty in God for pulling down strongholds, casting down arguments and every high thing that exalts itself against the knowledge of God, bringing every thought into captivity to the obedience of Christ” (2 Cor. 10:4–5). The government educational system contains ideologies and philosophies that are against the knowledge of God. As thinking Christians, we are called to pull down these high places and use our minds in obedience to the Lord Jesus Christ.4

Non-Christian education is by definition an education by another god. Why? Because Jesus Christ is not regarded as Lord and His Word is not the standard of how we are to think about every area of life. Cornelius Van Til states, “Non-Christians believe that insofar as man knows anything, he knows apart from God… Christians believe that everything is dark unless the current of God’s revelation be turned on.”

To be truly educated is when all things are understood in the light of God and His revelation. Jesus powerfully states that “a pupil is not above his teacher; but everyone, after he has been fully trained, will be like his teacher” (Luke 6:40). As Voddie Baucham famously said, “If you send your kids to Caesar for their education, don’t be surprised when they come back as Romans.” God’s Word gives the task to parents as their biblical responsibility to train up their children in the nurture and admonition of the Lord.

This view of education is radical to many Christians. Unfortunately, it is because of the loss of preserving our Christian heritage and adopting the progressivist education that makes this view seem abnormal. Christian family, understand the glorious calling to train up your children in the way they should go! Know that the sacrifices you make to give your child an education that makes much of Christ will advance the kingdom of God for His glory.

The government educational system admonishes and teaches the doctrines of their false god. Think of the family as a nuclear powerplant. This powerplant has incredible heat sources and energy to take down the strongholds against the knowledge of God. The world knows this is a threat because whoever controls the schools rules the world.

Notes

1. Joseph Boot, The Mission Of God: A Manifesto Of Hope For Society (Ezra Press, 2016), 434-435.

2. Douglas Wilson, Standing On The Promises: A Handbook of Biblical Childrearing (Moscow, ID: Canon Press, 1997), 95.

3. Wilson, Standing On The Promises, 101.

4. Wilson, Standing On The Promises, 98.

Discipline and Christian Competence

By Kevin Craig (around 1980)

Discipline: an important word; a misunderstood word. Mr. Rushdoony cites the following to test your understanding of the word “discipline.” A pious couple has an erring and seriously delinquent daughter. “Complaining because of her behavior, her unmarried and pregnant condition, and her contempt of their authority, the parents insisted that they had “disciplined” her regularly. She had been deprived of various privileges, and had been frequently slapped and spanked when younger. The girl, almost twenty years of age, was pregnant and in bad company, given to experimenting with narcotics and much else, but she did not know how to sew, cook, study or work, or obey a simple order.”

Question: was the girl disciplined? If you answered “yes,” then you need to pay serious attention to this article. The parents of this girl had chastised her, but she had grown up radically undisciplined. Today, more than ever, Christian school teachers and parents, especially parents, need to understand Christian discipline

Mr. Rushdoony explains the concept of discipline: “Discipline is systematic training and submission to authority, and it is the result of such training. Chastisement or punishment is the penalty or beating administered for departure from authority. Clearly discipline and chastisement are related subjects, but just as clearly they are distinct.” This definition can be clarified by showing why the Christian educator must work to bring about disciplined children, and how he can.

A society is made up of individual men. The character of men determines the character of a society. This is an age of laziness. This is an age of self-gratification. This is an age of disrespect. To understand these problems in society, we must see that they are problems with men who rebel against God. To change society, we must change the hearts of men. This is the task of the Biblical educator.

Man’s basic purpose in life is to exercise dominion over the earth to the glory of God (Gen. 1:26-28). But the Bible is clear: fallen man is no longer Dominion Man. He is Sluggard Man, characterized by laziness, and shunning his work (Prov. 12:24; 18:9; 21:25-26; cf. also Ezek. 16:49).

Since man has declared himself to be his own god (Gen. 3:5), he is thereby concerned only with his own needs, his own desires. His basic motive is self-gratification or self-worship. “If it feels good, do it,” is a popular expression of this attitude. It also implies, “If it doesn’t feel good, don’t do it,” and when it comes to work, study, and self-discipline, fallen man doesn’t—not without pressure.

Finally, because God has ordained structures of authority (parents, teachers, employers, government), and man is rebelling against God, he naturally rebels against these authorities. This is disrespect. Students of past generations rose to their feet when their teachers entered the room (see Lev. 19:32). But this is now the “punk rock” generation.

Modern man: lazy, self-centered, disrespectful. If this is what characterizes fallen men, what do you think characterizes their culture? The productivity of this lazy nation has declined 275% over the last decade. Teenagers who have their desires for instant gratification frustrated, show a high suicide rate, as they wallow in self-pity. Back in the Great Depression, authority patterns constrained behaviour. Today’s poor feel they have the right to loot and riot. In general, the disrespectful age is an age of incompetence. Men who do not obey the commands of their superiors are men who lack discipline. They cannot complete a task. They despise and grumble at an eight-hour-a-day job. As housewives they are unable to patiently and creatively fulfill their duties, and so they retreat into novels and soap operas. As students they cannot compete, and cannot (will not) overcome an assignment without breaking down and crying to parents or peers. Regularly.

Low productivity; self-pity; poor character and incompetence: this is our age in a nutshell. As Christian educators we must come to grips with this profound truth: Only Christian Education can solve these problems. Even more challenging, any education that is not solving these problems is not a Christian Education. Every Christian school, regardless of size, can and must work to solve these tremendous social problems. Where do we start? We start in the hearts of our students.

First, we must conquer the problem of laziness. We instil in our students’ hearts a desire for godly dominion. Man’s purpose is to work, not to play. Man must exercise dominion over the earth, not retreat from his God-given responsibilities (Gen. 1:26-28; 2:15, 19; II Thess. 3:10¬11; I Tim. 5:13). Not only must man desire to involve himself in God’s glorious creation, to grapple with life, and get his hands into his work (Eph. 4:28; I Thess. 4:11), Dominion Man seeks to overcome sin and the problems and difficulties that tempt us to deny God’s Law (I John 5: 4-5).

Clearly, we often fail (the Greek word for “sin” is hamartia, “to fall short of the mark”), but we keep trying. With discipline, the things that beat us yesterday are the things we conquer today. The word we misspelled yesterday is a tool for dominion today, and we both thank the Lord and take pride in the work of our hands. We must develop in our students this godly desire to work and succeed.

The student who thinks only of his own immediate pleasure, however, will not so easily cultivate a godly desire toward work. He sees only the present, and does not understand that hard work today pays off in the future (Prov.12:24; 22:29). All of our students will be more concerned with play, easy-living, and the way of slothfulness. Therefore, second, we must overcome this commitment to self-gratification.

We must instruct our students to obey God, to desire to please Him and not ourselves. We must also pray that God would give them the grace to declare, “My soul is consumed with longing for your laws at all times” (Ps. 119:20). Christians must find a real joy in their heart to serve with cheerful obedience the Lord Jesus.

Third the solution to an undisciplined, incompetent generation lies with God’s ordained authority, the parents of tomorrow’s adults. Too often, we believe not as Christians, but as the Seneca Indians of the Colonial Era. For these people, “parental tenderness” was carried to a dangerous indulgence. Punishment was lacking, and mothers were quick to express resentment of any constraint or injury or insult offered to the child by an outsider.

As Mr. Rushdoony, himself a missionary to the Indians for nearly nine years, has put it, “I never saw a frustrated Indian child.” He goes on to give us some insights into how we must deal with our students, and sometimes with their parents. “I found the Indians a lovable people, of real ability and more than a little charm, but the permissiveness of their society guaranteed their continuing unhappy and low estate.

An unfrustrated child is inescapably in for trouble. It is impossible to live in a fallen world – where conflict of wills is a daily problem, and a minor one in the face of our major world and local problems – without having frustrations. Discipline in childhood is a schooling in frustration and training in patience and work (cf. Heb 5:8). Discipline not only prepares us for frustration, but gives us the character to work towards overcoming frustration.

“Permissiveness in child rearing thus avoids frustrating the child only to insure continual frustration for the adult.” (The Chalcedon Report, No. 67, P.O. Box 158, Vallecito, Calif. 95251) If the parents of the children we teach are less Christian and more Seneca Indian, and continually indulge their children by doing their homework for them, or pressuring you to stop pressuring their child, you must counsel them along the lines of this article.

What, then, is the purpose of the Christian educator? Simply, to frustrate children. Sound rather bleak? Then understand that by frustrating the child, we deliver his soul from hell. Proverbs 23:13-14 says that if we do not withhold discipline from a child, we shall do just that. Still unmotivated? Then consider your purpose, first, in light of our fallen students.

Our students do not want to read; they do not want to study; they do not want to work, they do not want to keep trying to do that math problem until they get it right. They want you to give them the answers. And if they don’t get the answer from you, they’ll go home and ask their parents, who, unless they’re reading this article, will probably give it to them. Sound cynical?

You and I both know it isn’t, because we know ourselves all too well. “One of the problems facing anyone who works with people today,” warns Mr. Rushdoony, “is this radical lack of discipline and the ability to meet frustrations realistically and to overcome them. The desire of most people is to walk away from problems. But nothing does more to increase the problems inherent in a society and constant to a man’s life than the refusal to meet them head-on and then work patiently to overcome them. To ask for a trouble-free, unfrustrated life is to ask finally for death, and, before death, a lower class, slave status.”

As fallen men we all have this desire. Fallen students are no different: they too desire to put aside their responsibilities. As teachers we must frustrate that sinful desire. Our students want the unfallen, work-free world of Disneyland. They won’t get it when they graduate; they’d better not get it in their education, for their own sakes.

Look at Proverbs 22:6. Now listen to what Bruce A. Ray has said in his, excellent book, Withhold not Correction. “In the Hebrew text of Proverbs 22:6 the phrase “in the way he should go” is entirely lacking. Rather, the Hebrew says, “Train up a child in his way, and when he is old he will not depart from it.” Train up a child in his way…, allow a child to have self-expression, let your children decide what they will and what they will not do and when they will and will not do it, look into the future and you will see those same children unbridled, undisciplined, and unable to bring their bodies into submission to the commands of God. That is a stern warning.”

If you care anything at all about Christian competence, the integrity of the Gospel, and both the present and future sanctification of your students, then in light of the fallen nature of man, you will make your school tough. It’s that simple; it’s that unappealing; but it’s that important.

Second, consider our obligation to God. Proverbs 23:13 is one of many proverbs that command Biblical educators to frustrate the sinful desires of their students: “Withhold not correction from a child.” The same sinful desires that make the student rebel against your God-given authority make you rebel against exercising that authority.

Again, Bruce Ray says, “It is natural for us to seek to withhold discipline from our children. It is much easier for us to do something else, or to be someplace else, but God requires of Christian parents and especially of Christian fathers that they administer the discipline which He reveals in His Word. For parents, and especially for fathers, to withhold that discipline is to sin against God….” (cf. Prov. 19:18 and 13:24).

Finally, consider our love for our students. If we love them, we will be tough with them. We will force them to adhere to strict standards of competence and integrity. We will expect them to work hard, to study independently, and to build the character it takes to be a rust-rate soldier of the Lord Jesus Christ. We must be tough. In far, far, too many Christian schools today, the standards of excellence are below those of the public schools.

We don’t want monks and nuns. Godly living does not consist merely in the memorization of a few Bible texts. It begins with character. A diligent worker, a Biblical mindset; a respecter of authority: these are the things that please God and convey a fine testimony to the unsaved. Christians must be leaders (Matt. 5:13-16). Christians must be diligent, able to persevere (Prov. 11:27; Rom 12:11).

Christians must be disciplined. It starts with parents, at home. It continues with teachers, in schools. It ends with Christians who are prepared and competent to disciple (i.e., to discipline) the nations (Matt. 28:18-20). Proverbs 13:24 says, “He who spares his rod hates his son.” The teacher who fails to challenge his students, hates his students. A tough program of early reading, mastery of the English Language, and a broad understanding of God’s Law in the home, the government, and in our current economic situation, is indeed tough. But it is not hate; it is love. We want our students to obey God because we love them and we want to see them saved and brought to an obedient walk with, and knowledge of, the Living God.

Be a roadblock for incompetence. When you see your student begin to take the road of easy-living, force him to make a detour onto the harder mad. If he rebels, and stops in his tracks, goad him forward (Ecc.12:11). Develop godly character so that when he finally gets out onto the real mad of life, he will be disciplined: ready and competent (Phil. 3:14).

Dealing with Conflicts in the Home

By Andrew McColl, 4th October, 2022

The lips of the righteous feed many, but fools die for lack of understanding (Prov.10:21).

When a family decides to home school, they open their doors to many blessings from God, along with extra challenges, which are also from Him. The children who might have been dispatched to school from 8am till 4pm, now are home all day.

That means that parents get to see aspects of their children that wouldn’t be quite as evident if they were off to school every day, and that’s a good thing, too.

I’ve mentioned before the wise pastor’s saying,

                       Where there are people, there are problems.

Family problems aren’t necessarily sinful ones, though of course they certainly can be. I’m sure Adam and Eve confronted some significant problems in the garden, before they sinned. But parents in the home (along with children), are obliged to deal with many problems and conflicts that arise. Ideally, this should be in a God-honouring way. I’ve made the mistake of needlessly treading on toes of family members, and initiating unnecessary conflict! And I needed to apologise.

When there are six people in a home, there are six wills, and you’ll find that there are occasions when not everyone in a family sees things with a perfectly uniform perspective! And managing those differences requires wisdom on the part of parents.

The Bible from Genesis onwards, has lots of examples of family conflicts, which frequently weren’t handled very well, and these should be a warning for us. King David was a courageous warrior for Israel, but there were times in his family when he was utterly incompetent to deal with serious family conflict and crises, with tragic results (see II Sam.11-18). Physical and moral courage are two different things.

There are a few ways to respond when conflicts in the home arise. The father can say:

“I don’t want to know about this. This is way too hard to deal with.” (That’s procrastination no.1).

Or, he can defer a decision about the conflict to another date, hoping it will go away. (That’s procrastination no.2).

Or, he can say, “I’m in charge. There’s my way or the highway.” (That’s the authoritarian approach).

Or, he can take a family vote. (That’s democracy).

Or he can seek the views of all family members old enough to have a relevant opinion, discuss these options with his wife, and then come back to the family for any further comments and his final decision.

The Bible makes this clear: all authority is given by God, with a view to serving others.  The scriptural command is that we are to “… through love, serve one another” (Gal.5:13).

How we go about resolving conflict is just as important as the conflict we want to resolve. Why is that?  Because Jesus said that He was “…gentle and humble in heart” (Mat.11:29).

If He is, we ought to be too. Having authority from God is never a licence to be authoritarian; people always appreciate humility in leadership from someone who took the time to listen to them.

Pride is the biggest thing that gets in the way of conflict resolution. Proud people find it hard to admit their fault or mistake. The Bible frequently contrasts pride and humility. It says that “A man’s pride will bring him low, but a humble spirit will obtain honour” (Prov.29:23), and that “…God is opposed to the proud, but gives grace to the humble” (James 4:6).

The critical issue when facing family conflicts is that participants, beginning with parents, exercise godly wisdom, maturity and humility. They can begin with:

  1. Do I have all the information I need?
  2. Have I chosen the right time, place and method?
  3. Have I committed this matter to God?
  4. Am I coming with a right attitude?
  5. Do I have a clear conscience?[1]                                                                                                
  6. Is the outcome we’ve chosen, really going to honour the Lord?

Conclusion:                                                                                                                                  Dealing with and resolving conflicts in the home may not be easy, but it is an essential aspect of parenthood that we cannot and must not avoid. As we go about this process responsibly and humbly before the Lord, we can ask for and expect His blessing, and the life of the Lord in our home and family.

The reward of humility and the fear of the Lord are riches, honour and life (Prov.22:4).


[1] “Interpersonal Relationships,” in Christian Light Education Classroom Teacher Training, 2013, p.40.

Godly Objectives in Christian Education

By Andrew McColl, 22/9/2022

Introduction:

Gen.1:26-28; 18:17-19.

The Biblical doctrine of education commences at Creation. Adam and Eve were created as

the pinnacle of God’s creation in the world, to be responsible to oversee and care for it, and

Eve was Adam’s first disciple. This soon went awfully pear-shaped, but there was hope for

the future; God promised that.

In Abraham’s day, God considered it essential that his children would learn to “…keep the

way of the Lord by doing righteousness and justice,” if the promises of God to Abraham

would be fulfilled in his children.

This emphasizes the absolute obligation of Christian parents to teach and train their children;

to disciple them. It means there are personal, moral, ethical, social, legislative and ultimately

eternal functions entailed in education. It doesn’t preclude study or academic growth or

ability, yet these don’t get a mention. Isn’t that odd to our modern minds?

This theme of parental spiritual obligations and responsibilities, commencing with the father,

is picked up in the New Testament, which teaches us in Ephesians 6:4,

Fathers, do not provoke your children to anger, but bring them up in the discipline of the

Lord.

And Johnny’s Maths and Spelling, still hasn’t got a mention! The scripture doesn’t make any reference to children at school.

Why is this?

Education took place at home, within each family. The idea that children would be daily sent away from their parents and family, for 12 years, is absolutely antithetical to the Bible. If you aren’t sure about this fact, read Deuteronomy, chapters 6 & 11.

Actually, the Book of Proverbs emphasizes the closeness of the Biblical family’s bonds, so

that father addresses his son, this way:

Hear, my son, your father’s teaching and do not forsake your mother’s teaching; indeed

they are a graceful wreath to your head and ornaments about your neck (Prov.1:8, 9).

So, the first thing about education is that it must be founded upon Biblical character training,

and secondly, parents are responsible for this. It simply means children being discipled.

But Public Education is really an indoctrination in practical humanism. Wherever it’s been

utilized, it’s inevitably led to the subversion, undermining and reversal of Christian

discipleship. This began slowly, but has been taking pace for over a century, and it won’t be

changed, while ever parents continue to enrol their children in public schools. The leading

humanistic proponents have openly admitted this, all this time.

In 1930, Charles F. Potter, a signatory of the first Humanist Manifesto, indicated that

Education is thus a most powerful ally of humanism, and every public school is a school

of humanism. What can the theistic Sunday School, meeting for an hour once a week, and

teaching only a fraction of the children, do to stem the tide of a five-day program of

humanistic teachings? 1

Nowhere does the Bible indicate that children need to have experiences with, or “learn” from

evildoers. The opposite is the case. Proverbs 13:20, says,

He who walks with wise men will be wise, but the companion of fools will suffer harm.

Over in the New Testament, I Cor.15:33 teaches us,

Do not be deceived: Bad company corrupts good morals.

Implied in this, is that parents are to play a discerning and protective role in who might be

influencing their children. In a school, this influence occurs with teachers, curriculum, and

the child’s peer-group: the Playground, and the Classroom.

                                                                                                                                                      Even in the church, we all need to exercise discernment about the peer-group our children are

mixing with. Not everyone sees things the same way, or has the same priorities.

Despite the notion that “Public Education is free,” it’s not free at all. It’s costing the taxpayer

around $20,000 per child per year-a massive drain on the taxpayer. It’s not free, it doesn’t

come cheap, and the costs are in much more than money. It becomes a demonic form of

discipleship.

That’s what Lot discovered in Genesis 19, because he’d clearly taken a different route than

Abraham did, and the outcome was a painful one.

Australian Archbishop Vaughan, in a series of pastorals and speeches in 1880, claimed that

There is one greater curse in the world than ignorance and that is instruction apart from

moral and religious teaching. To instruct the masses in reading writing and arithmetic

and to leave out religion and morality is to arm them with instruments for committing

crime.

He predicted that government education would be “lawless education” and “plots of

immorality, infidelity and lawlessness, being calculated to debase the standard of human

excellence, and to corrupt the political, social and individual life of future citizens.” 2

What’s the solution? Do what Abraham did with Isaac: home school them. Ask the Lord to show you how best to accomplish this. You can get hold of a godly curriculum, learn how it’s used, and one parent be largely responsible (usually the Mother), but the other parent stay involved and responsible, too. She needs to familiarise herself with Prov.31.

Why? Children need the influence and example of both their parents. Jesus

…went up on the mountain and summoned those whom He Himself wanted, and they

came to Him. And He appointed twelve, so that they would be with Him, and that He

could send them out to preach… (Mark 3:13, 14).

This is what Paul explained to the Philippians:

The things you have learned and received and heard and seen in me, practice these

things, and the God of peace will be with you (Phil.4:9).

Don’t bother trying to reform the Public System. The system doesn’t want to be reformed.

You can paint lipstick on a pig if you want to, but that pig is then simply an animal with red

lips, that wants to go back and wallow in the mud.

You get out, you stay out. The compromise, the staff, the bullying, the peer-group, curriculum shortcomings and the abuse of every godly idea, will not be changing.

It’s abusive by nature. The System refuses to even accept there is a problem. And even if its

glaringly evident, so what? It doesn’t care and it won’t change.

Conclusion:

Christian parents need to be prepared to invest their time with their children’s discipleship

and education. This shouldn’t cost much money, but parents are responsible for this vital

task. We’ll give an account to the Lord for the choices we make, but there are rewards:

1 Charles Potter, 1930. Quoted in Bruce Shortt, “The Harsh Truth About Government School,” 2004, p.54.

2 Alan Roberts, “Australia’s First 100 Years-the Era of Christian Schools,” 1984, p.16.

She opens her mouth in wisdom, and the teaching of kindness is on her tongue. She looks

well to the ways of her household, and does not eat the bread of idleness. Her children

rise up and bless her; her husband also, and he praises her, saying: “Many daughters

have done nobly, but you excel them all.” Charm is deceitful and beauty is vain, but a

woman who fears the Lord, she shall be praised (Prov.31:26-30).

Stop Treating Girls Like Boys

“The goal of feminism was always and only ever about transgressing gender boundaries.”

Matthew Littlefield

BY MATTHEW LITTLEFIELDSEPTEMBER 12, 2022

If you are wondering why we have a plague of transgenderism wreaking havoc on our society, let me explain why this is so: it is because more than likely you have many transgender views and practices. You would not realize this, because you most likely call them egalitarian views. Or you might simply say you believe in “equality.” Maybe you just call them Western values, if you even give them a name. 

Most westerners have imbibed transgender views from a young age because they have been raised in a culture that promotes the destruction of all gender boundaries. The average person, even the average scholar, does not realize this was the goal of feminist ideology from the beginning, to break all “detestable” gender distinctions, as Percy Bysshe Shelley said.

They are not aware that the famous leading feminist in the 19th century, Sarah Bernhardt, deliberately changed her dress from feminine to masculine, and publicly showed herself doing masculine things, to highlight gender differences could and should be transgressed. They are not aware that similar behaviour was modelled by a lot of feminists, and copied by 19th-century women who viewed these women as role models. The goal of feminism was always and only ever about transgressing gender boundaries. 

First, they sought to make women like men, casting them as warriors and providers. Then they undermined the reality of gender distinctions completely. We live in the fruit of their efforts; a society that cannot even define a woman, let alone define gender roles.

In such a society, all of the groundwork has been done for transgenderism to grow rampant, and it has. It is the natural and logical extension of feminist goals: the destruction of “detestable” gender boundaries. We live in such a society. Aussies and westerners have been literally feminised and reforged into the image of the early Satanic feminists

This has occurred to such a degree that many conservative, Christian, parents treat their little girls just like boys and push them into sports, and even traditionally masculine sports. This is not just transgender – gender boundary transgressing – to its core, it also hurts them. 

As The Guardian explains:

Are women more prone to injury?

Women are being encouraged to take up sport as never before. But new evidence suggests it can have a devastating effect on their bodies. Anna Kessel asks what’s being done to prevent an unlikely ‘epidemic’…

…But it is not male stars that sports doctors are now most worried about. It is sportswomen. They are currently considered to be up to eight times more likely to suffer anterior cruciate ligament (ACL) damage than men, and in the United States so many women and girls have been affected that one expert has called it an epidemic. The problem has been highlighted from the morning news bulletin on ABC to the front page of the New York Times as thousands of women and girls in competitive sport undergo ACL operations each year, at a cost of millions of dollars. The higher the level of competition, the more they are at risk. One in 10 women playing college sports will suffer an ACL injury.

Why the concern? Partly because we know so little about how men and women are susceptible to particular injuries, especially about the neuromuscular differences between the sexes. Research is still being carried out into rates of concussion, thought to be higher in women, joint injuries and even bone damage in endurance athletes leading to stress fractures of the femur, such as the one Paula Radcliffe suffered before the Beijing Olympics.

‘There are certain areas where you would say women appear to be at a greater risk,’ says OSM columnist Dr Nicholas Peirce, a lead physician at the English Institute of Sport. ‘We don’t know how increased activity is affecting hips, backs and shoulders. We see a large number of women having shoulder operations in canoeing and rugby, and there are other injuries, stress fractures of the back or stress lumbars on the lower spine. We are challenged to really follow and observe the demands of elite sport because at the moment there is a lot we don’t know.’

The most evident problems just now are with the anterior cruciate ligament, because it is such a devastating injury. Ruled out of action for sometimes more than a year, athletes fall behind in their sporting careers, are 25 per cent more likely to suffer the same injury again and, worst of all, face debilitating permanent damage to their knees. Women in their twenties are being described as ‘crippled’, even after successful ACL surgery, as osteoarthritis of the knee takes hold.

This article is from back in a time (2008) when even leftist outfits understood the clear differences between men and women. Men are designed to run, hunt, fight and exert themselves. Women are not, and it is not an accident that engaging in masculine endeavours hurts women in far, far higher numbers than men. That is their biology screaming at them to stop putting their bodies through that. 

You may say that sport is brutal on men too. Yes, it is, and a lot of men can’t cut it. But it is incumbent on men to prove themselves in a way, physically and mentally, that it is not incumbent on women to do. Men have a responsibility to provide for their wives, sons and daughters, and therefore men have a responsibility to use their bodies up in this process.

Proving yourself in sport is part of learning the courage, tenacity, competitiveness and physical prowess, that is necessary to be a providing man in this life. There are other ways too, of course, but sport is one of the most common ways. But the key point is that this is not incumbent on women, because God designed them to be provided for. That is the key difference. 

Stop treating little girls like little boys, their bodies cannot take it. And the evidence in society says nor can their psyches. So many kids today are confused about gender, because from their grandparents down, even most of the Christians around them are confused about gender.

Gender roles have been destroyed, utterly, just like the early feminists, inspired by Satan (yes, literally), intended. You’ve been conned, but biology supersedes ideology and the damage being done to kids is screaming at society to stop with this nonsense. Stop treating girls like boys.