Why homeschool? Why support people that you know who homeschool?
Let’s start with some homeschooling statistics
Homeschoolers made up 6.73% of all school-age children (K-12) in the U.S as of 2020/2021.
There were 3.7 million homeschool students in the U.S at the end of 2020 and estimates show that the last two years homeschooling has increased at least 10% per year. That means an estimate of 5.5 million children are being homeschooled for the 2022/2023 is probably fairly accurate. However, the hard data has not been updated since 2018.
A study led by Michael Cogan by the University of St. Thomas revealed that the homeschool graduation statistics are 10% higher than that of students from public schools.
Homeschooled children score 15-30% higher than students in public schools in the standardized academic achievement exams. This is based on reports from The National Home Education Research Institute in 2015.
The National Home Education Research Institute report shows that, irrespective of the parent’s educational level and financial level, homeschoolers can score well.
The top reason for homeschooling is a concern about school environment.
Homeschool students outperform institutional school students academically.
48% of homeschooling households have three or more children.
The average cost of homeschooling is $700-$1,800 per student annually.
Homeschooling saves about $56 billion of taxpayer money annually (probably more now).
There are almost no studies being conducted on homeschooling best practices and outcomes. Statistics are few. Peer reviewed studies even fewer.
I am biased in favor of homeschooling. Jill and I homeschooled our two sons through middle and high school in the 2000s. At the time, this was fairly unusual and resources were scarce. That said, Jill took the lead and we have never regretted the decision. In retrospect, we should have pulled our boys out of the public school system much earlier.
We do believe that children are social animals, they need companionship. That parents must find community for their children and for themselves. I think this is partly the reason why 48% of homeschooling households have three or more children. Homeschooling isn’t for everyone or every family. A stable home life, a parent(s) who have the time and resources and a commitment to the process are important.
There are many ways to teach children. There is no one perfect way. That different children do better with different styles is obvious.
However, I believe that, given the sad state of affairs of so many public schools, homeschooling is a much better alternative at this time. There is also the benefit of teaching children family and community values.
One size doesn’t fit all. The lowest common denominator slows down the process. Students learn best at their own speed. The best way to learn any subject is to teach it. Students can tutor other students. Digital technology is decentralizing everything. Free is cheap. The division of labour works. Wikipedia already offers the basics. Each social group has its own agenda. The Establishment has its agenda. This agenda is at best a compromise for everyone else. All gatekeepers are losing ground. There are many valid ways to certify competence. If you can pass the exam, you don’t need a classroom. Bureaucracies are not efficient. Unionized bureaucracies are the least efficient bureaucracies. Monopolies are not efficient. State-run monopolies are the least efficient monopolies. Control over education is the most important political monopoly. The state is going bankrupt. Therein lies an entrepreneurial opportunity.
When rats are leaving a sinking ship, you know there’s something wrong. Public education is doomed. It’s not for me to try and predict how long till it sinks beneath the waves.
What is my challenge is to explain that this great demise is going to be great for children, for parents, for families, the church and society. And most of all, it is an opportunity that every Christian family should be excited about, because of the phenomenal opportunities it will bring for every society, in terms of tax-savings, advances in culture and education, and the liberty and prosperity of nations under God.
Any long-term solution to our education problems requires the decentralization that can come from competition.
Centralisation is the tool of tyrants, but decentralisation means greater individual and family freedom. The prospects are truly enormous and exciting for us, but they are predicated on one thing: the obedience of Christians to the Word of God as it applies to their children’s education. This is the very thing that can lead to national transformation.
How do we know this? Jesus said of His disciples, “You are the salt of the earth” (Mat.5:13) and “the light of the world” (Mat.5:14). He also predicted that “the kingdom of heaven is like leaven, which a woman took and hid in three pecks of flour until it was all leavened” (Mat.13:33).
What does this mean? It’s not rocket science. Christians are to take the kingdom of God all over the world, and transform societies with the gospel. This means discipleship, it means liberty, it means changes to law (according to God’s law), and it means cultural change. Nothing is to be left out of the influence of the kingdom.
You say, “even culture as well?” Absolutely. Jordan writes,
Culture follows from, arises from, and is dependent upon faith.Spiritual loyalty to God, in faith, must precede and be theground of all cultural change. It not only must be, it inevitablywill be. The gospel has inevitable consequences, and so doesBaalism.
OK, it may take centuries. So what? We’ve had twenty and the job hasn’t been completed, yet. That’s the Great Commission (Mat.28:18-20), and that’s the job we’ve been given. Jesus said, “the kingdom of heaven is like leaven, which a woman took and hid in three pecks of flour untilit was all leavened” (Mat.13:33). He predicted the total change of the world, through the leavening impact of the kingdom of God, through God’s people.
It begins with God’s people obeying the Word of God with their children. That means extricating them from the citadels of humanism, public education, and discipling them: preparing them for a life of service and dominion; what Adam and Eve were placed here for (see Gen.1:26-28), and what we are here for.
It means moving away from the centralising pattern of State control: “One size fits all. Everyone do it this way! No variations allowed!”
Parental control of child rearing, especially education, is one of the bulwarks of liberty. No nation can remain free when the state has greater influence over the knowledge and values transmitted to children than the family…The best way to improve education is to return control to the parents who know best what their children need.
We’d better get ready. Why? Because God said “all the earth will be filled with the glory of the Lord” (Nu.14:21), and we’ve got a job to do.
Parents are pulling their children out of the government schools. This is happening across the USA.
In city after city, enrolment is declining. This is not a recent development. It has been going on for a half a decade. It has taken place in half of the nation’s largest districts.
The trend looks irreversible.
As the Web offers better programs free of charge, the public schools cannot compete. The inner city schools are catastrophic. They are getting worse. As whites and Asians flee the cities, the inner-city schools get worse.
The tax base shrinks. The teachers union demands more pay and smaller classes. The city governments are trapped. Solution: cut programs, fire teachers, and enlarge classes back to (horror!) 1959? 33 students.
Nobody is supposed to talk about this. It is time to talk about it. Public education will not recover. The longer the decline takes place, the more parents will conclude that there is only one solution: pull their kids out.
Despite the attempts of government to stifle and control it, the free-market is vigorously at work in education in the US, and around the world. And what’s it saying? Public education is inflexible, bureaucratically driven, union-dominated, ineffective, and frightfully expensive.
A student enrolled in public education costs the Australian taxpayer about $20,000 annually. When that child is home schooled by his parents, it costs the taxpayer nothing. Sometime, (and it may require an economic crash to bring it about), the economic realities of public education are going to strike home, and they won’t be comforting for public-school teachers, who thought they had security of tenure.
Governments have believed this lie: the more you spend on education, the more you must be committed to it. That’s very convenient when you’re part of an extremely inefficient and expensive public education system. But that nonsense is going to go out the window, when governments do the sums and figure this out: when families home school their children, it costs the government nothing.
All of this is good, and positive; in fact, it will be huge. Why? Because governments have monopolised education for over a century, saying, “We will deal with this, on your behalf, with your tax monies.”
Well, thank you Mr Government, but you haven’t dealt with this one very well. In fact, western governments have done a perfect job of showing they just don’t have the grace from God for this.
Because God gives grace to parents to educate children, not governments; it is a parental responsibility, according to the Bible. Where responsibility rests, authority lies, and with authority comes grace.
Big changes are going to happen over the next generation in education, and it will be exciting to behold. A sharp rise in private sector involvement, particularly in home schooling, and a corresponding decline in government controlled and funded education.
That doesn’t mean there won’t be some fights, no sir. The educational establishment won’t take this one lying down. They’ll see the bull-dozer coming at their house, and will throw everything at it. But that is all part of what needs to happen; public debate on a very important subject- the future of our children, and society as a whole.
Educational freedom is a great thing, and we will see a great deal more of it in the west, soon. It is going to facilitate the preaching and growth of the Christian faith, the strength and positive development of the Christian family, and the growth of the Church.
The potential outcomes are exciting. The collapse of the false religion of humanism, a tremendous saving to the taxpayer, and cultural changes over time that will be remarkable.
Will you be part of it?
 Gary North, “Exodus Out of Tax-Funded Schools in Major Cities,” Lew Rockwell website, 26/7/2012.
From the late nineteenth century until today, leading American educators have been forthright in their public pronouncements of their agenda. This agenda is deeply religious. John Dewey, the “father” of progressive education, dedicated humanist, and philosopher stated his position plainly: “Our schools, in bringing together those of different nationalities, languages, traditions, and creeds, in assimilating them together upon the basis of what is common and public in endeavour and achievement, are performing an infinitely significant religious work.”More than this: “In such a dim, blind, but effective way the American people is conscious that its schools serve best the cause of religion in serving the cause of social unification. . . .”
No one likes rude shocks. I don’t. But they happen. Because 98% of the Church has been sleeping for over a century, our enemies have crept up on us.
We’ve been intellectually and ideologically ambushed, attacked and abused; left bleeding on the side of the road. When we sent our children off to a State school, we found that their faith in God (which we encouraged them in) was undermined by the teachings of Darwinism, and questioned by the doctrines of socialism taught at school. Then, they were ridiculed by their peers.
What had happened?
We disobeyed God, and there were consequences: ugly ones. Now, we can see it was our own fault; we let this happen, in acts of moral cowardice we will give account for.
But what now?
If we possess anything of a Christian conscience, we cannot let this century-long practice of disobedience in the Church to continue. Obedience to God always requires our action, in one form or another. It’s time for our acquiescence in the face of this evil to stop.
The public education system is no place for a Christian child, because it communicates the fallen, alien faith of humanism as legitimate, truthful and right. Over a twelve year period, that means 14,400 hours of religious/educational indoctrination. Is it any wonder that so many Christian children abandon the faith?
Schooling is a form of adoption…you give your kid away at his most plastic years to a group of strangers. You accept a promise…that the State (through its agents) knows better how to raise your children and educate them than you, your neighbors, your grandparents, [and] your local traditions do, and that your kid will be better off…in the key hours of growing up, strangers have reared the kid.
This is in direct and blatant conflict with the command of scripture, to “train up a child in the way he should go…” (Prov.22:6). It’s contrary to God’s command, that we should “teach them [the words of God] diligently to your sons when you sit in your house and when you walk by the way and when you lie down and when you rise up” (Deut.6:7). And it’s at variance with God’s command through the apostle Paul, “Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord” (Eph.6:4).
Christians can make some pathetic excuses, like these:
1) “Everyone else in my Church sends their children to the State school.” OK, but when did God call us to be like everyone else? He told us to imitate and obey Him, absolutely.
2) “I can’t afford it.” Can’t afford what? Can’t afford to obey Jesus Christ? Are you looking forward to meeting Him at the Day of Judgment, with that kind of attitude?
3) “I don’t know how to begin.” OK, step one is to take the children out of harm’s way: WITHDRAW them from the pagan institution, and start looking for some good curriculum. It’s around.
4) “My family will think I’m weird.” Nothing new about that. Jesus’ family thought their boy was pretty unusual too. In fact, they thought He was out of His mind.
5) “My pastor thinks it’s weird.” Suggest he reads Deuteronomy 6 and 11, and ask him what he is doing to disciple his children in the faith, and what level of success he’s had.
6) “I could get into trouble with the authorities.” Who would you prefer to have trouble with: the judge of all the earth, Jesus Christ, or some bureaucrat? Peter and the other apostles declared to some frustrated religious authorities of their day, that “We must obey God rather than men” (Acts 5:29).
Children are a God-given inheritance for our conquest of the world for Christ. They are a means of subduing the earth and exercising dominion under the Lord. If we give our children to state or private schools which are not systematically Christian in their curriculum, we are then giving the future to God’s enemies, and He will hold us accountable for laying waste our heritage.
Conclusion:The twentieth century was marked by something God was not impressed by: insipid and compromising Christians. Will He consider you one of these on Judgment Day?
Get out from under His judgment and take the education and discipleship of your children very, very seriously, like Abraham did with Isaac (Gen.18:17-19). You might just taste His blessing instead.
 See Rousas Rushdoony, “The Messianic Nature of American Education,” 1963.
 John Dewey, “Religion and our Schools,” 1908. Reproduced photographically in David Noebel, “Clergy in the Classroom: the Religion of Secular Education,” 1995, p.19.
 Quoted in Gary North, “Inheritance and Dominion,” 1999, ch.28.
 John Taylor Gatto, “State Controlled Consciousness,” 1990(?)
 Rousas Rushdoony, “In His Service,” 2009, p.20.
“All you have to do is Google child care person arrested and you’ll find, just like the Ostrich that walks away, you put your kids in danger of being trampled or crushed when you’re not present. It doesn’t happen all the time, but it’s not in your control when it does and when it doesn’t, is it?”
Job 39:13-18 says: “The wings of the ostrich wave proudly, but are they the pinions and plumage of love? For she leaves her eggs to the earth and lets them be warmed on the ground, forgetting that a foot may crush them and that the wild beast may trample them. She deals cruelly with her young, as if they were not hers; though her labor be in vain, yet she has no fear, because God has made her forget wisdom and given her no share in understanding. When she rouses herself to flee, she laughs at the horse and his rider.”
This is an interesting passage, because if you read up about why Ostriches abandon their eggs observers note that they don’t actually abandon their eggs. They appear to abandon them, it looks like they are abandoning them. But really, the Ostrich leaves them behind for all sorts of other reasons, “good” reasons, “necessary” reasons. In other words, the Ostrich will sometimes abandon her eggs, but she “has her reasons,” which is how it is explained.
But to walk away from the young while they are still little, from the Scripture’s point of view, is still abandonment. Because while they are out of the mother hen’s reach, they are vulnerable to being crushed or trampled. That is why she deals cruelly with them. This doesn’t even have to happen every time, it just needs to happen some of the time to be true.
The analogy with daycare is obvious. All you have to do is Google child care person arrested and you’ll find, just like the Ostrich that walks away, you put your kids in danger of being trampled or crushed when you’re not present. It doesn’t happen all the time, but it’s not in your control when it does and when it doesn’t, is it?
But for those of you who think it’s rare, note research shows, that in a different way, every kid put in daycare is being harmed:
The “Study of Early Child Care and Youth Development,” supported by the National Institute of Child Health and Human Development (NICHD), said that children who spend time in day care may be more aggressive than children who spend no time in day care. According to the study, the number of hours a child spends in day care also affects his aggression levels; the more hours he is there, the more aggressively he behaves. However, some reject the statistical correlation as too small to be presumed a fact.”
In a study conducted by the Institute of Child Development at the University of Minnesota, children under age 3 who spend time in day care may experience more stress than children of the same age who are not in day care. Children in the study exhibited higher levels of cortisol, a stress hormone, when they were in the middle of full days at day care; the cortisol levels went down when they went back home. Those children were described as being more shy, a trait which could cause stress in a social environment. However, day care might not be the only cause of the stress; children inevitably must participate in some social environments once they reach elementary school-age.
Young children who spend time in day care may bond less with their mothers than children who stay home with their mothers, according to the NICHD study. However, the results were preliminary, and the link may not be significant enough to necessitate parents being concerned about their children’s welfare. Researchers suggest that parents who send their children to day care should focus on finding a high-quality day care rather than fretting about diminished bonding.
Aggressive and Disruptive Behavior
Children who are in day care for a year or more have been shown to be more disruptive in class as long as into the sixth grade, according to a New York Times report on the Study of Early Child Care and Youth Development. Even children in high-quality centers were shown to exhibit disruptive behavior. However, children in high-quality centers were also shown to score better on standardized tests. A study by the National Institute of Child Health and Human Development, reported by CBS, also found that children who spend long hours in day care are at increased risk of becoming aggressive, in addition to developing other behavior problems.”
The article misleads people by noting you should choose better quality daycare. But the research did not distinguish between types of daycare, but the amount of time spent in daycare.
The raging debates around maternal guilt, work/family balance, money and childrearing often drown out scientific insights into the developmental impact of day care. But the latest findings, from a huge, long-term government study, are worrisome. They show that kids who spend long hours in day care have behavior problems that persist well into elementary school. About 26 percent of children who spend more than 45 hours per week in day care go on to have serious behavior problems at kindergarten age. In contrast, only 10 percent of kids who spend less than 10 hours per week have equivalent problems.
The worst part about this is that it is known that daycare has a bad effect on kids, and it has been known for some time. But this research is partially kept from mothers:
Developmental psychologists are sweeping this information under the rug, hoping studies will churn out better data soon, argues Jay Belsky, a child development researcher at London’s Birbeck College and a longtime critic of his fellow scientists. He contends that the field of developmental psychology is monopolized by women with a “liberal progressive feminist” bias. “Their concern is to not make mothers feel bad,” he says…
…Belsky has been outspoken on the issue for decades. In the 1980s, his studies showed that children spending long hours in day care had higher levels of aggression than those raised by their mothers. Detractors excoriated him then for using bad science to criticize working women.
It is easy for data to be manipulated. But consistent data over the long term, which disagrees with prevailing public attitudes, and which I can anecdotally say has been observed by people I know is much harder to explain away. The article then notes that Belsky’s female colleagues disagree with him (obviously). But then notes this:
Although Belsky’s harsh words haven’t won him many friends, some researchers think he has a point. Kathy McCartney, an education professor at Harvard and another NICHD day care researcher, concedes the aggression results are significant, but won’t offer cautionary advice without more research. “So far it is looking like he’s right,” says McCartney, who criticized Belsky’s claims in the past. “Long hours in child care are associated with behavior problems.”
This woman notes the solutions aren’t obvious. To which I respond: the solution is called mothers raising their kids in the home, like God intended. But you also need to mix this with rejecting avarice, greed, and covetousness. Because these are big reasons why so many women work.
Many people say they can’t afford to live on one income. This is probably true for some. But for many what they really mean is that they cannot afford the house, car and lifestyle they want with only one income. In other words, they have “reasons,” like the Ostrich.
Wow. Modern woman deals cruelly with her young. Note parents: one day those kids will be deciding where you end up in aged care. That lack of bonding might come back to bite. I don’t think you need data or research to foresee that.
I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers that correctly perceive their role as proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being … The classroom must and will become an arena of conflict between the old and new. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing the classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level—preschool day care or large state universities. John Dunphy, (“The Humanist,” Jan/Feb 1983).
While the Church slept soundly in the twentieth century, her enemies were hard at work to undermine the Church, and take over social institutions.
How could they do this?
Well, it was easy when the Church was sleeping soundly, unperturbed by thoughts of conflict. If you cannot see that Darwinism or other forms of humanism provide a religious, ideological and educational challenge for your children, why bother to contend with these alien belief systems? If you aren’t aware that there is something worth fighting for, or that there is a war or even a battle taking place, why would you ever get out of bed?
For 150 years in Australia (and in most the West), we’ve had compulsory, State education. Officially it seems, the responsibility for the education of children (which parents are commanded to accomplish in the Bible) has passed from parents to a government instrumentality, and all while the Church was asleep. Today, it costs the Australian taxpayer around $20,000 per year to educate each child in a public school. This is one of the real costs of transferring the responsibility of education from parents to the State. There are many more.
Now, we have governments institutionalising Child-Care, for children aged from as young as a few weeks old. Some children will spend 10 hours a day at these institutions. By the age of ten or twelve, they may have had only a very modest amount of interaction with their parents. And we wonder whether there was a deliberate plan.
North points out,
“The modern State seeks to steal the legacy of the faithful: the hearts and minds of children. The educational bureaucrats today have imposed a massive system of ideological kidnapping on the voters. This is the inherent nature of all compulsory education, regulated education, and tax-funded education. Education is not neutral. The bureaucrats have built a gigantic system of humanist indoctrination with funds extracted from all local residents.”
The outcome? Weak and poorly functioning families, dependent on the State for hand-outs and other forms of “deliverance.” And with the Australian 1975 Family Law Act (deliberately structured to permit “no-fault” divorce), these weak families are much more likely to divorce. What does this teach us?
For too long we have ignored what the Bible says about education, and have entrusted this vital parental task to an institution that doesn’t have the grace from God for the task. We have foolishly entered the lion’s lair, taking our children with us, but the lion is just as predatory and rapacious as ever.
Why? Because there is a lot at stake: jobs, money and power, and the self-serving and the rapacious won’t give these things up easily. It’s human nature not to give them up!
Stop complaining, and start doing something. Christian parents must get their children out of the lions’ lair, and take up the responsibility for their education. We were supposed to do this from the beginning, and it’s not that hard.
The consequences within a generation for individual families, for churches and the nation at large, could be absolutely amazing. I have witnessed this with hundreds of families. But the scriptural warning is clear, for those who refuse the word of the Lord:
…if you refuse and rebel, you will be devoured by the sword… (Isa.1:20).
You want help with this? Call, me on 0404 425 222.
 Gary North, “Inheritance and Dominion,” 1999, ch.28.
If liberty is not maintained with regard to education, there is no use trying to maintain it in any other sphere. If you give the bureaucrats the children, you might as well give them everything else.
When the modern church back in the mid-nineteenth century, decided it was really OK to let the government take control of education, it was a massive act of compromise and unfaithfulness to God. We said to government, “We’ll entrust the education of our children to you.”
Where we got this idea from, I don’t know. It certainly wasn’t from the Bible. How do I know that?
The Bible says, “Do not trust in princes, in mortal man, in whom is no salvation” (Ps.146:3). We walked into the lion’s den, accompanied by our trusting children, foolishly thinking we could safely and securely leave our children in the care of predatorial governments that have a particularly self-serving agenda. Now, over a century later, we are saying to one another, “What went wrong?”
I’ll tell you what went wrong. We departed from God. We thought we knew better than the Almighty. That alone is the essence of humanism-the devil’s lie. God’s Word made it abundantly clear (see Deuteronomy 6 and 11) that the education of children was a parental responsibility. But the Church said, “We don’t want that task. Let the government do it. That will save us the work. We can do what we want to do, and the children will be educated quite well, thanks very much.”
The problem then, is not that the world was (or is) humanistic. We were, and we are. We were the ones that said “no” to God. We thought we knew better than the Almighty. Now, there’s pain. As Rushdoony wrote in 1991,
It is not an accident that the de-Christianisation of schools and state [in the U.S.] since World War II have been followed by a great increase in crime, drug use, illegitimacy, sexual crimes, perversions, pornography, and more.
Now, we have governments all over the world that are taking every opportunity (explicitly or implicitly) to show their hostility to God, and to the Christian faith in general. The solution is not political change.
Why? The solution is the leaven of the Church (see Mat.13:33). God uses evil, ungodly governments as a means of reminding His people, that their first responsibility is to obey Him. And if we find ourselves with hostile governments that want to use and abuse us, we are foolish indeed if we think we’ll just fight them. We have to get back to the God who authorises wicked governments in the beginning. He allows them to do their work, as a means of rebuking and chastising His people. Look at what Isaiah says:
Who among you will give ear to this? Who will give heed and listen hereafter? Who gave Jacob up for spoil, and Israel to plunderers? Was it not the Lord, against whom we have sinned, and in whose ways they were not willing to walk, and whose law they did not obey? So He poured out on him the heat of His anger and the fierceness of battle; and it set him aflame all around, yet he did not recognise it; and it burned him, but he paid no attention” (Isa.42:23-25).
Take this example. Hillary Clinton was the US Secretary of State. She is a well-known humanist and feminist, and has been attributed with the statement, “It takes a whole village to educate a child.”
Humanist Hillary can say this, because that’s what the US Church accepted one hundred and fifty years ago. But it won’t be political activity that thwarts people like Hillary in the future. It will be the obedience of the Church, refusing to accept the lies of Satan, expressed by people like her.
It was the Lord who said to Moses, “…If you will indeed obey My voice and keep My covenant, then you shall be My own possession among all the peoples…” (Ex.19:5). He also said, “If you consent and obey, you will eat the best of the land; but if you refuse and rebel, you will be devoured by the sword” (Isa.1:19-20).
The Church has some big decisions to make, which come down to two options. We can either:
Continue our Satanic compromise with governments that want to perpetuate the world’s second oldest religion, through Departments of Education and public education.
Turn to God in repentance and with humbled hearts, acknowledging the sinful, humanistic choices we have been making, asking Him to forgive our rebellious, sinful ways, and have mercy on us, giving us grace to now take appropriate steps of obedience for our children, that He gave us.
What’s it to be?
 Gresham Machan, “Shall we Have a Federal Department of Education?” 1926, p.98.
 Rousas Rushdoony, “Roots of Reconstruction,” 1991, p.288.
No realm taken over by the state has escaped its coercive and punitive nature, to the detriment of its original function…Before the states in America took over education, the United States had the world’s lowest illiteracy rate and a remarkably capable populace. Today…we have our highest illiteracy rate in history. Jonathan Kozol, in “Prisoners of Silence,” (1980) gives us some very alarming estimates, from federal and other sources. The Office of Education estimates that fifty seven million Americans are unequipped to carry out the most basic tasks. This means over 35% of the entire adult population.
There are lot of downsides to State control of education. One of these is that children won’t learn Christian standards. They do not learn “Thou shalt not kill.” What do they learn? How to comply. How to do as you are told. How to win approval in the classroom, and with your peers.
Is learning to do as you are told wrong? No, so long as your obedience doesn’t violate the commandments of scripture.
What are US soldiers doing in Iraq and Afghanistan? Fighting and killing, just as they did in Vietnam, when 58,000 US soldiers died. Has Afghanistan invaded the United States, or sent in bombers, or bombarded its coastline? Then what justification is there for the United States to send its soldiers half-way around the world, patrolling the land and killing people?
The war in Afghanistan, like the war in Iraq, is a monstrous evil. U.S. troops are not defending our freedoms, protecting America, upholding the Constitution, keeping us safe from terrorists, preserving our way of life, fighting them “over there” so we don’t have to fight them “over here,” or any of the other blather that passes for reality nowadays. To those on the receiving end of American bombs, missiles, and bullets in Afghanistan (and Pakistan, Yemen, etc.), U.S. troops are attackers, invaders, trespassers, occupiers, aggressors, and killers.
How did this come about? Go back around 170 years, when compulsory State education was introduced in the United States. Once the State has the capacity through legislation to indoctrinate children, it goes about this process in a subtle way. It doesn’t want to say to parents, “we are taking your children away from you,” but information is fed to children at school in such a way that children grow up with views, completely at odds with the Bible. God is seen to be irrelevant; not in the equation. In the 1920’s, Gresham Macham commented,
[P]lace the lives of children in their formative years, despite the best convictions of their parents, under the intimate control of experts appointed by the state, force them to attend schools where the higher aspirations of humanity are crushed out, and where the mind is filled with the materialism of the day, and it is difficult to see how even the remnants of liberty can subsist. Such a tyranny … used as the instrument of destroying human souls, is certainly far more dangerous than the crude tyrannies of the past.
The second thing we can see is that educational standards decline when the State controls education. Why? Because the parents who God made responsible for education, are largely shut out of the educational process. The responsibility is turned over to a self-serving Department, which then has a vested interest in suppressing ways of monitoring its success.
There is now widespread evidence that suppression of bad publicity concerning schools is a widespread policy in the United States, through such mechanisms as reducing the pass rate on tests, so that only an “acceptable” number of students fail. Also, authors such as Bruce Shortt have plainly shown,
…10% of the students at 20 elite New England preparatory schools were designated as “learning disabled” for purposes of taking the SAT.
Elite groups with power in society are manipulative. Departments of Education fall into this category. They have immense power to control the flow of information to children, and they also don’t want unsavoury information about the failure of teachers or the Department coming into the hands of parents.
But that’s not all. The Minister also wouldn’t be impressed with negative press, so the Department also has a vested interest in keeping him suitably uninformed. I mean, we wouldn’t want the minister getting hold of some bad publicity, and acting on it now, would we? That could be very serious! While ever he is in the dark, and only informed through suitable channels, that will be fine.
It really is a wonder that anyone subjected to public schooling can think at all since the purpose of public indoctrination seems to be to fill the students’ heads with error and carefully filtered information. It isn’t so much a lack of educationthat hurts anyone, it’s the errors that are taught as fact that do almost irremediable harm.
 Rousas Rushdoony, “Roots of Reconstruction,” 1991, p.502
 Laurance Vance, “Should we Ask God to Bless the Troops?” Lew Rockwell website, 5/7/2012
 J. Gresham Macham, “Christianity and Liberalism,” 1923.
 Bruce Shortt, “The Harsh Truth about Public Schools,” 2004, p.144.
 Chris Sullivan, “Civics Lesson,” the Lew Rockwell website, 18/7/2012.
When an opponent declares, ‘I will not come over to your side,’ I calmly say, ‘Your child belongs to us already…What are you? You will pass on. Your descendents, however, now stand in the new camp. In a short time they will know nothing else but this new community.’
All of the German youth in the Reich is to be organized within the Hitler Youth. The German youth, besides being reared within the family and schools, shall be educated physically, intellectually, and morally in the spirit of National Socialism…through the Hitler Youth.
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.
These boys join our organisation at the age of ten…and they will not be free again for the rest of their lives.
Like everybody else on the face of the earth, socialists are deeply religious people. They may of course deny this, saying “I’m not religious at all. I’m an atheist,” why merely indicates which religion they actually hold to: humanism.
Hitler was a humanist and a socialist. To understand the ideology of Hitler and Nazism, is to begin to comprehend the ideological background of the State’s compulsory education in the west of our era. Hitler and the Nazis were serious about the ideological indoctrination of German children. They wanted to ensure that German education produced good Nazis, who were willing to fight and die for the cause. They got the outcome they wanted-at a price.
That meant that the State in Germany under Hitler was paramount. This is the normal humanistic position. Family and community were now to be defined politically. Children were for the State. Whatever goals and aspirations a family might have for its future had to be subordinated to the goals of the State, set by the Nazi party, and Hitler.
State control of education has always been a key component of humanist and socialist ideology; an article of their faith promoted since Aristotle and Plato, and espoused by Marx and Hitler. Engels, (Marx’s co-writer and supporter) claimed that,
with the transfer of the means of production into common ownership, [communism] the single family ceases to be the economic unit of society…The care and education of the children becomes a public affair; society looks after all children alike, whether they are legitimate or not. 
For socialists, this is a very important issue. They either have control of children’s education, or they do not, and they leave it entirely up to parents. But that’s out of the question for them. Socialists don’t want to miss a vital opportunity to indoctrinate children.
Julia Gillard, in her former role as the Federal Minister for Education, said in Parliament on the 25th of August, 2008 that
parents of school-aged children are obligated to send them to school.
In 2002, I became acquainted with the fact that Education Queensland was seconding Police officers to visit families who had not registered, and so had not received permission to home school their children with the Department. The reason for the police visit? None was given. It was a means of Departmental intimidation. Why? Put it this way.
Can you imagine what would happen to the Department, if thousands of families all over Queensland began withdrawing their families from school, and home schooling them without the Department’s permission? You might have a whole department that becomes redundant.
Perish the thought! Hundreds of millions of dollars, saved by taxpayers! Under the guise of “the educational welfare of children,” the Department was guaranteeing its security and longevity. Who was really serving who?
Socialist politicians want to engage in the religious and ideological indoctrination of children, so they can call on a government department to do the job. The Department is committed to its own security of tenure, and will if necessary, enlist the police to do its dirty work.
And you thought this was about the education of children? It most certainly is, and this is the outcome when we leave education in the hands of government; our plans as parents are subverted by governments that have an ideological agenda to fulfill, that uses a department with a vested interest in ensuring its own perpetuation.
The best interests of children? They were forgotten, a long time ago.
Conclusion:Humanists are deeply religious people, and they want to use social institutions such as State education to propagate their agenda. The Christian community must be aware of this, and act accordingly.
You want something different for your children? That’s good. But don’t expect the unilateral support of the status quo for your choice. Hasn’t that always been the way?
 Hitler, Nov.6, 1933, quoted in William Shirer, “The Rise and Fall of the Third Reich,” 1968, p.343.
 Hitler, December 1, 1936, quoted in Shirer, p.349.
The education of children for God is the most important business done on earth. It is the one business for which the earth exists. To it all politics, all war, all literature, all money-making, ought to be subordinated; and every parent especially ought to feel every hour of the day, that, next to making his own calling and election sure, this is the end for which he is kept alive by God-this is his task on earth.
The discipleship which Jesus Christ spoke of in the Great Commission (Mat.28:18-20), is not an isolated statement in scripture. It is predicated on lots of Old Testament teaching, beginning perhaps in Genesis 18:19, which is God’s description of Abraham:
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.
There is a lot more about the parental responsibility for education, in Deuteronomy, chapters 6 and 11, and the Book of Proverbs. This shows us that discipleship is firstly a family responsibility. I cannot claim to be faithful to God in playing my part in discipling the nations, unless I have begun with my children. It’s a case of pure negligence for a Christian father to say concerning the education of his children, “Well, that’s not my problem. I’ll leave this to the Sunday School teachers, or the pastor.” The pastor and the Sunday School teacher won’t be there on the day of accountability.
This leads me to the next point. Many Christian parents whose children are attending a State school are awkward about identifying the humanist religion in public education. Why? It’s embarrassing for them. If they identify it, they know that they’ll need to do something about it, and they don’t want to. So, they fall for the old lie that says, “If I ignore this problem, it’ll go away.” It won’t.
I have an acquaintance who serves as a Chaplain in State Schools. He knows they’re not good places to be, but he sends his 13 year old daughter to one every day. Why? He’s been bluffed out by the system, and doesn’t have the intestinal fortitude to take her out and home-school her.
All of this points to one thing: God will keep judging His people, if they fail to get the message. He warned Israel about this:
If you do not drive out the inhabitants of the land from before you, then it will come about that those whom you let remain of them will become as pricks in your eyes and as thorns in your sides, and they will trouble you in the land in which you live. And as I plan to do to them, so I will do to you (Nu.33:55-56).
Jesus spoke about accountability in His parable about the talents (Mat.25:14-30). The servant who refused to trade with what his master had entrusted him, Jesus described as a “wicked, lazy slave” (v.26). The master in Jesus’ parable commanded his servants to “throw out the worthless slave into outer darkness (v.30).
Is this merely an economic parable, dealing with money? No, for Jesus is warning us about ALL the things that He entrusts to us, and that includes our children.
Now, no doubt some could say to this, “Andrew, you won’t win many friends talking like that.”
Well, I’m not interested in winning friends, as much as I am in warning Christians to obey the Lord. In fact, speaking of friends, Jesus told his disciples that “You are My friends, if you do what I command you” (Jn.15:14). He reduced the billions of people in the world whom He could classify as His friends, to one group of individuals characterised by one thing: obedience.
Now, here’s the test for you and me. According to our demonstrated obedience in relation to the discipleship and education of our children in the Christian faith, preventing them from being indoctrinated in the world’s second oldest religion (humanism), are we going to pass the grade?
 Robert Dabney, (circa 1890), quoted in Bruce Shortt, “The Harsh Truth about Government Schools,” 2004, p.356.