Why Education must be Christian 1.

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

 Ask people why education is important, and you’ll get lots of reasons. Some of them I would agree with, but many I won’t. Why?

Because educational lies have been with us since the first one in the Garden: “…you will be like God…” (Gen.3:5). We know where lies originate.

Now I’m a firm believer that education is of great assistance to individuals, families, churches and society. But it has to be education in the truth, as defined by scripture. The Psalmist said,

I do not sit with deceitful men, nor will I go with pretenders. I hate the assembly of evildoers, and I will not sit with the wicked (Ps.26:4).

Any society has to be careful what it accepts as true. We Christians especially, had better be very fussy about what we choose to believe and why, because deceit and pretension are works of the wicked.

But there’s more. People without a thorough commitment to the truth are very susceptible to being manipulated. Money, sex and power are not evil of themselves, but history shows a great number of people have been very easily manipulated by them.

Some other issues that have been used to manipulate people are fear and guilt, and no doubt there are others. When Jesus spoke about the truth, and Pilate asked Him “What is truth?” (Jn.18:38), implying it was of little significance to him, he was very soon afterwards politically manipulated by the Jews. They warned him, “If you release this Man, you are no friend of Caesar; everyone who makes himself out to be a king opposes Caesar” (Jn.19:12).

Pilate really did want to free Jesus, but he also wanted to preserve his reputation and career. Which was it to be? Four verses later, “…He handed Him over to them to be crucified.”

Since Charles Darwin, the church has got very wobbly about the issue of 6 Day Creation, because it was deeply challenged over Biblical inerrancy. A significant proportion of Church leaders then and now have preferred to hide under the blankets, wishing the issue would go away. It won’t. If Christian leaders have gone AWOL on inerrancy and a 6 Day Creation, is it any wonder that the church’s moral authority has been shredded in the modern era?

I have a friend aged about 30, who attended a large, local “Christian” school for 12 years. In those 14,400 hours of education, was he ever told (either verbally or in print) that the Lord our God made the world in 6 days? He can’t ever remember it. Yes, lots of other things like devotions, worship, prayer with and for the children, but a clear statement of Creationism?

Sorry, we don’t do that kind of thing. As Jesus said in another context, “…these are the things you should have done, without neglecting the others” (Mat.23:23).

When we give up on such fundamental issues, no one can tell what will be the next piece of territory lost. Maurice Newman in “The Australian” recently explained,

When then prime minister Tony Abbott wanted to establish a taskforce to investigate the bureau’s [of Meteorology’s] temperature dataset and other related records, the cabinet, Environment Minister Greg Hunt and his department all came to the bureau’s aid by watering down the proposal and setting up a panel approved by the BoM to “strengthen governance oversight”.

Hunt said: “In doing this, it is important to note that public trust in the bureau’s data and forecasts, particularly as they relate to bushfires and cyclones, is paramount.”[1]

Greg Hunt doesn’t want unpleasant questions being asked about the accuracy of the Bureau of Meteorology’s data. Why would that be, Greg?

Well, it might bring into public focus further questions about “Climate Change,” and what government departments do with taxpayers’ money. So, the Mega-dollar Bureau is asked to monitor itself. Won’t that be a joy? The truth is sacrificed for a bag of bureaucratic sweet talk.

To change the future for the nation, we really have to begin with the children of the nation, beginning with the children of the church. This is why the consistent education of Christian children remains a controversial subject in the Christian community.

You thought that you’d be popular and everyone would like, understand and appreciate you when you decided to home school your children? Not at the moment because of the state of the church, and this may take a long time to change.

The Lord spoke much about education through Moses in books like Deuteronomy, and Moses gives us a wonderful example about how he handled the temptations to compromise. The New Testament says,

By faith Moses, when he had grown up, refused to be called the son of Pharoah’s daughter, choosing to rather endure ill-treatment with the people of God than to enjoy the passing pleasures of sin, considering the reproach of Christ better than the treasures of Egypt; for he was looking to the reward. By faith he left Egypt, not fearing the wrath of the king; for he endured, as seeing Him who is unseen (Heb.11:24-27).


Your radical decision to home school your children using a Christian curriculum will not be appreciated by all, in the same way that Moses’ decisions weren’t appreciated by all. But in exposing them daily to God’s Word, without the corrupting influences of humanist curriculum, teachers and peer-group, you are preparing them for something: a faithful, uncompromising life, and eternity in the presence of the God of truth.



[1] Maurice Newman, “Bureau of Meteorology needs to Open Records to Audit,” ‘The Australian,’ 1/2/2016.

Judges 13 and Christian Education (II)

Historically, the biggest intruder and violator the family, the church and a free society has confronted, has been the State. It was the State under Pharoah that kidnapped the Hebrews and murdered their babies, and sought to kill Moses (see Exodus 1-2). It was the State that murdered Jesus’ forerunner John, that tried to kill Jesus as a baby (see Mat.2), then murdered Him around AD 33. Not content with this, it then attacked His church (Acts 12:1-3; Rev.13:1-7).

It was the State under Henry VIII in England that opposed the Reformation. He had the great translator William Tyndale strangled and burnt in 1536, and his daughter Mary was named “Bloody Mary” for good reason; she put some 300 Protestants to death.

The twentieth century graphically bore out this homicidal tendency of evil governments.[1] Its tyrants didn’t only kill those of other countries in war, they began and continued with their own.[2] Any Russian, German or Chinese person under the reigns of Stalin, Hitler or Mao, had very good reason to be afraid for their life, at the hands of their own government.

Thus the care and education of children is committed to parents, so it was to Samson’s future parents that the angel spoke. He firstly visited Manoah’s wife (v.3-5), then at Manoah’s request (v.8), he appeared again, to his wife (v.9). When she then hurried to find her husband, and he returned and beheld the angel, after identifying him, he asked,

Now when your words come to pass, what shall be the boy’s mode of life and his vocation? (v.12)

The angel does not answer Manoah’s question directly. He merely gives Manoah a summary of his original direction to Manoah’s wife, and twice (v.13-14) directs her to do what he commanded her, in their first meeting.

What does this mean?

Whilst both parents have the responsibility to raise their children, it is evident that in this case, along with Rebekah (Gen.25:22-23), it is the mother who received the word of the Lord, and in this case, she is to avoid any wine or strong drink, nor eat any unclean thing.

Matthew Henry’s comments here are helpful:

Observe from Manoah’s enquiry, [1] In general, that, when God is pleased to bestow any mercy upon us, our great care must be how to use it well, and as we ought, because it is then only a mercy indeed when it is rightly managed. God has given us bodies, souls, estates; how shall we order them, that we may answer the intent of the donor, and give a good account of them?

[2] In particular, those to whom God has given children must be very careful how they order them, and what they do unto them, that they may drive out the foolishness that is bound up in their hearts, form their minds and manners well betimes, and train them in the way wherein they should go. Herein pious parents will beg divine assistance…[3]

In this case, the angel gave Manoah no more information than he’d given his wife. He actually summarised what he’d already said, reinforcing to Manoah, “Let the woman pay attention to all that I said” (v.13).

Why is this relevant?

Manoah’s question to the angel related to his future son’s vocation. But a person’s calling is way more important than their career. In the examples of Samson, John the Baptist and Jesus, all of whom were conceived miraculously, they were all destined to die violently, early in life. None of them had a career, that we know of. Manoah’s question to the angel (“what shall be the boy’s mode of life and his vocation?”) was a legitimate one, but the angel gave him no answer to it.

Was it for this reason? Gary North has defined a calling from God as

the most important thing that you can do in which you would be most difficult to replace.


The thing that was uppermost in God’s mind in relation to Samson was his calling, explained by the angel to his mother:

…he shall begin to deliver Israel from the hands of the Philistines (Judges 13:5).

If parents are to prepare their children for anything, it is for this: their calling. Vocations are fine, but they must be secondary to the call of God.

Now here’s my question: what has God prepared your children for?  Will you do anything about it?



[1] One of the direct consequences of the First World War was some 900,000 French children being orphaned.

[2] Hitler ordered the execution of the Christian Dietrich Bonhoeffer in 1945, only weeks before he committed suicide.

[3] Matthew Henry’s Commentary, ‘Joshua to Esther,’ p.204.

The Good Old Days

Gary North – December 08, 2018

The libertarian humorist P. J. O’Rourke says, “When you think of the good old days, think ‘dentistry.’”

The greatest invention of the modern world is anesthetics. Prior to 1844, in preparation for an operation, you drank booze until you passed out — hopefully. Then the physician — “sawbones,” he was called — got started hacking away.

Although you may not go under anesthetics more than once a decade, what would you pay on a desert island for the last can of ether when it was time for your operation? People will not give up access to anesthetics.

As for a familiar indispensable item in daily use, toilet paper comes to mind. That was invented in 1857, according to some Websites. The perforated roll came in 1867.

In other words, some very big breakthroughs came late in the history of civilization.

LIFE IN 1904

Recently, Richard Russell reprinted a document that is being sent around the Internet. It’s a list of conditions in 1904. I have not checked out the truth of each detail, but in general they sound reasonable to me. Here is the list.

The average life expectancy in America was 47.

Only 14% of the homes in the U.S. had a bathtub.

18% of American households had at least one full-time servant or domestic.

Only 8% of the homes had a telephone.

A three-minute call from Denver to New York City cost $11.

Sugar cost $0.04/pound. Eggs were $0.14/dozen. Coffee cost $0.15/pound.

There were only 8,000 cars in the U.S. and only 144 miles of paved roads.

The maximum speed limit in most cities was 10 mph.

Alabama, Mississippi, Iowa, and Tennessee were each more heavily populated than California. With a mere 1.4 million residents, California was only the 21st most populated state in the Union.

The average wage in the U.S. was $0.22/hour.

The average American worker made between $200—$400/year.

A competent accountant could expect to earn $2000/year, a dentist $2,500/year, a veterinarian between $1,500—$4,000/year, and a mechanical engineer about $5,000/year.

More than 95% of all births in the U.S. took place at home.

90% of all U.S. physicians had no college education. Instead, they attended medical schools, many of which were condemned in the press and by the government as “substandard.”

The five leading causes of death in the US were:

pneumonia and influenza
heart disease

The American flag had 45 stars. Arizona, Oklahoma, New Mexico, Hawaii and Alaska hadn’t been admitted to the Union yet.

The population of Las Vegas, Nevada was 30.

One in ten American adults couldn’t read or write.

Only 6% of all Americans had graduated from high school.

There were only about 230 reported murders in the entire U.S.

The statistics on consumer prices indicate how successfully the Federal Reserve System, our nation’s quasi-public central bank, has defended the purchasing power of the dollar. But apart from that, things are doing great. Mostly.


One item stands out on the list as too good to be true.

Today, things are far worse. Which one is it?

Go back and look over the list again.

Go on. I dare you. I double-dog dare you.

Stuck? Here is a hint:

“By 1940, the literacy figure for all states stood at 96 percent for whites, 80 percent for blacks. Notice that for all the disadvantages blacks labored under, four of five were nevertheless literate. Six decades later, at the end of the twentieth century, the National Adult Literacy Survey and the National Assessment of Educational Progress say 40 percent of blacks and 17 percent of whites can’t read at all. Put another way, black illiteracy doubled, white illiteracy quadrupled. Before you think of anything else in regard to these numbers, think of this: we spend three to four times as much real money on schooling as we did sixty years ago, but sixty years ago virtually everyone, black or white, could read.”

Is it really this bad today? It really is. The good old days, educationally, really were good.

This was equally true in 1910. The good old days were better. Consider this:

“According to the Connecticut census of 1840, only one citizen out of every 579 was illiterate and you probably don’t want to know, not really, what people in those days considered literate; it’s too embarrassing. Popular novels of the period give a clue: Last of the Mohicans, published in 1826, sold so well that a contemporary equivalent would have to move 10 million copies to match it. If you pick up an uncut version you find yourself in a dense thicket of philosophy, history, culture, manners, politics, geography, analysis of human motives and actions, all conveyed in data-rich periodic sentences so formidable only a determined and well-educated reader can handle it nowadays. Yet in 1818 we were a small-farm nation without colleges or universities to speak of. Could those simple folk have had more complex minds than our own?”

Or this:

“In 1882, fifth graders read these authors in their Appleton School Reader: William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Carroll, Thomas Jefferson, Ralph Waldo Emerson, and others like them. In 1995, a student teacher of fifth graders in Minneapolis wrote to the local newspaper, ‘I was told children are not to be expected to spell the following words correctly: back, big, call, came, can, day, did, dog, down, get, good, have, he, home, if, in, is, it, like, little, man, morning, mother, my, night, off, out, over, people, play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up, us, very, water, we, went, where, when, will, would, etc. Is this nuts?’”

“In 1910, only 6% of all Americans had graduated from high school.” Today, millions have graduated, but is their education equal to sixth grade in 1910? In the best high schools, of course it is. I’m talking about the typical high school. I’m talking about the typical graduate.

My friend Bertel Sparks taught at Duke Law School for years. For his entering students, he passed out an essay on property written by Blackstone. It was from Commentaries, published in 1765. It was the law book for English lawyers. He had them discuss the essay in the following class. They always had great difficulty. The essay was over their heads.

Then he would hold up the source of the essay: the Sixth McGuffey Reader. He said this exercise stomped the arrogance out of them early.


The Federal Reserve System has a government-granted monopoly of control over the commercial banking system. The tax-funded schools have no comparable monopoly, but in terms of the amount of money spent on pre-college education, tax-funded schools receive most of it. If you don’t believe me, consider this. If cities allowed parents of today’s home-schoolers and private school students to skip paying that portion of property taxes going to pre-college education, the tax-funded school system would survive this year’s funding shortfall. (Next year, however, there would be a growing problem.)

There is a pattern of failure here. It relates to government.

There is parallel pattern: success. It also relates to government, and the absence thereof.

“The average life expectancy in America was 47.”

Today, life expectancy at birth for American females is 80 years. A male’s life expectancy is 74.

Medical technology has made us healthier. Sulfa drugs made major contributions two generations ago, as have antibiotics. Medical research is influenced by government money and regulations, but most of the basic research is funded by the private sector. The health food industry, gymnasiums, and the exercise device market are generally not receiving tax money.

Degenerative diseases kill us, not plagues and epidemics. These scourges are no longer a widespread threat: Pneumonia and influenza; Tuberculosis; Diarrhea. Our children will bury us — a great gift of modern technology. Private capital investment made this a reality.

“Only 14% of the homes in the U.S. had a bathtub.”

As of 2001, there were 681,000 dwelling units with no bathtub or shower. This is out of a total of 106,262,000 units.

“18% of American households had at least one full-time servant or domestic.”

We can’t afford to hire household servants because wages are too high outside the home. The free market economy, through capital investment and its accompanying productivity, has produced employment opportunities that are superior outside the home. Household servants tend to be female and recent immigrants, with or without green cards.

“Only 8% of the homes had a telephone.”

As for telephones, the number of phone lines, including digital non-lines, has increased dramatically ever since de-regulation, when the Bell companies and AT&T lost their government-granted monopolies. Costs have fallen dramatically since the mid-1970’s. Phone cards at Wal-Mart indicate how far they have fallen. Now, with Skype providing free internet phone service, prices will fall even more.

“The population of Las Vegas, Nevada was 30.”

The country would be better off if it still were. That city is based on faith in luck, despite rules that favor the house statistically. Men have substituted faith in luck for faith in law. They have substituted faith in gambling for faith in thrift, meaning sacrifice today for the sake of tomorrow.

“There were only about 230 reported murders in the entire U.S.”

Here, we see the heart of the problem: the breakdown of law and order. The self-government of Americans has slowly declined. Along with this process has been the increase of laws on the books and money spent on law enforcement.

I detect a pattern here.


Think dentistry. Things are better. Think taxes. Things are much worse. In 1910, there was no federal income tax. There was no FICA tax. Think government regulation. Think crime. Think divorce. Things are worse.

Where men have been left free to choose, things are generally better. Freedom to choose doesn’t make Las Vegas go away, but it does let people who lose at Las Vegas suffer the consequences. Medicare and Social Security have become hoped-for aces (or at least deuces) in the hole for gambling addicts. When it comes to house rules, Medicare and Social Security are stacked against late-comers.

The lesson is this: you must put your money where the record shows progress — in capital, not in slot machines. You must build a stream of income, not rely on the government’s house.

The closer an investment market is to government regulation and “free” government money, the more likely you will find your investment coming up snake eyes.

“A little government and a little luck are necessary in life, but only a fool trusts either of them.” ~ P. J. O’Rourke


Published on July 29, 2004.

The Public Education Disaster

Public education in Australia is truly a disaster, that needs to be urgently addressed in the nation. It is a disaster in many ways.

I. Ideologically:

For generations, the Australian community has had to endure an imposition of ideology through its various education departments. This in itself is logical, and of itself, is not wrong. Everyone has (and should have), an ideology, which will find its expression in every family.

But these impositions have a number of disturbing manifestations for the Australian community, which should be understood by every parent.

a) Public education neatly complies with socialist and a Marxist dogma. It necessitates the control of children through compulsory education, by people other than their parents. This is espoused as a form of parental delegation but in practice, real delegation hardly takes place at all.

In fact, teachers are trained at university to be “change agents,” quietly confronting and often undermining the views and values of childrens’ parents. The notion of real delegation to teaching staff, whereby parents are truly represented by teachers is for most State school teachers, a fanciful and ridiculous conception.

John Taylor Gatto drew attention to this. He wrote that:

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 neighbours, 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. [1]

b) Public education espouses political correctness. This is much, much different to social propriety and decency. It means the unwarranted restriction of conversation and language, from subjects which traditionally have been quite acceptable. It means that we are no longer able to deal frankly in an educational context, with controversial subjects that our political leaders may not wish to be discussed. This is a violation of freedom of speech, fundamental in any free society.

Restrictions of the freedom of speech and public expression, have historically been the first steps towards a totalitarian state. When people cannot speak their mind without fear, their nation is truly heading downhill. This is a subtle form of national intellectual subterfuge, which should be met head-on everywhere.

The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.  H.L.Mencken.                                                                                                                           

c) Public education implicitly endorses an amoral morality. Traditional, Christian morality is rejected, in favour of an “anything goes” morality. So, what’s wrong with sex out of marriage? Why shouldn’t people have multiple sexual partners?

This means that millions of students annually, are being subjected to political and social indoctrination and manipulation, through a government department.

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 in the name of common-ground education.[2]

When an educational curriculum cannot endorse a Biblical and traditional view of morality, marriage and family, we know it needs to be rejected.

II Economically:

There isn’t a free market in education. Market forces are effectively stifled by the bureaucracies-the Departments of Education.

Competition? Don’t think so. The Departments protect their monopoly through the various Education Acts. Rivals to the monopolies are only permitted through departmental authorisation; a classic way of restricting competition, or putting the fox in charge of the hen-house. This is a national scandal in a free country, and should be treated as such.

One of the principal reasons we got into the mess we’re in is that we allowed schooling to become a very profitable monopoly, guaranteed its customers by the police power of the state. Systematic schooling attracts increased investment only when it does poorly, and since there are no penalties at all for such performance, the temptation not to do well is overwhelming.[3]

The institutionalised monopoly through a controlling Department fosters a massive, top-heavy and inefficient bureaucracy. The taxpayers are compelled to contribute over $13,000 for each child’s school education, annually. Our Australian educational sector is mirrored by that of the United States, of which John Russman recently wrote that it

…is about as inflexible the European labour market – the entire structure is hugely inefficient because it is detached from measures of quality and student time-on-task, under-compensating many excellent teachers and at the same time institutionalizing the employment of poor ones. Meanwhile, the failure of parents to maintain a heavy involvement in their kids’ education, in the belief that the responsibility for education, personal responsibility and moral development can simply be thrust onto teachers, is a problem that money alone can’t address.[4]

Attendance at school requires a massive waste of students’ time, in commuting to school daily. Added to this enormous loss of time, is the cost to taxpayers for the necessary trains, buses, trams and ferries, the added congestion on roads through school attendance, and the costs to parents (in both time and money) of getting their children to school in the family car, along with uniforms and other expenses.

Schools themselves represent an enormous and inefficient drain on the taxpayer. Most schools are open about 200 days (40 weeks, 5 days a week) in the year: about 55% of the calendar days. Being only used generally between about 8am and 4pm (a third of a day’s hours), means they are really utilised by students for less than 20% of the hours of the year. This fact alone should prompt the reconsideration of the value of schools.

Unlike homes, are they really a useful and efficient means of education?  Gatto has also written:

I want you to consider the frightening possibility that we are spending far too much money on schooling, not too little. I want you to consider that we have too many people employed in interfering with the way children grow up – and that all this money and all these people, all the time we take out of children’s lives and away from their homes and families and neighborhoods and private explorations – gets in the way of education.[5]

On top of this, the hapless taxpayer is compelled to pick up the bill whenever schools are targeted by graffiti artists or arsonists, a common phenomenon. What is clear is that “any long-term solution to our education problems requires the decentralization that can come from competition.” [6]

III. Educationally: 

With minimal investigation, parents themselves can educate their children much better, than if they are at a State school. It is cheaper, and more efficient. Home schooled children can easily be educated for 5% of the costs of that child, at school. Furthermore, the home education environment permits a marvellous level of flexibility unknown in the class-room, bringing parents and their children, closer together.

Thousands of parents have shown over more than twenty years, that they can do a great job of educating their child at home. At home, there are not the conflicts with a departmentally controlled system or a school over parental values, a teacher’s attitudes or political correctness. Furthermore, there are no drugs available in the playground, no immorality taught or practiced in the classroom and no schoolyard bullying.


State education has been a disaster both in Australia, and the rest of the world.  The rigidity, inefficiencies, poor values and political correctness of State educational systems, are stifling the achievement of Australian children. Furthermore, the costs to the taxpayer of our compulsory, inflexible system are exorbitant. Quite simply, the system is robbing us; perhaps even killing us.

Mark Twain once quipped, “don’t let schooling interfere with your education.”

The sooner Australian families reject the socialist, bureaucratic, compulsory and inefficient methods of educating children represented by State schools, for better educational means and opportunities which permit proper, informed and unimpeded parental choice, the better.

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.[7] 



[1] John Taylor Gatto, “State Controlled Consciousness,” 1990 (?).

[2] North, ibid, ch. 28.

[3] John Gatto, “The Public Education Nightmare,” Lew Rockwell website, 22/7/2010.

[4] “Misallocating Resources ,”J. P. Hussman, Ph.D., 12/7/2010, at http://www.hussman.com

[5] Gatto, ibid.

[6] Walter Williams (Professor of Economics at George Mason University), “Dumbest Generation Getting Dumber,” Lew Rockwell website, November 3rd, 2009.

[7] Dr Ron Paul, (U.S. Republican Senator), 2007.

The Peril of Compromise

Watch yourself that you make no covenant with the inhabitants of the land into which you are going, or it will become a snare in your midst. But rather, you are to tear down their altars and smash their sacred pillars and cut down their Asherim- for you shall not worship any other god, for the Lord, whose name is Jealous, is a jealous God-otherwise you might make a covenant with the inhabitants of the land and they would play the harlot with their gods and sacrifice to their gods, and someone might invite you to eat of his sacrifice, and you might take some of his daughters for your sons, and his daughters might play the harlot with their gods and cause your sons also to play the harlot with their gods (Ex.34:12-16).

The peril of compromise has been a serious problem for God’s people, ever since Eve began conversing with a snake in the garden of Eden. Many have fallen into the trap, with Lot (Gen.19) being an early one. Aaron was compromised when he agreed to produce the golden calf for the Israelites to worship (Ex.32), Joshua by the trickery of the Gibeonites (Joshua 9), Solomon with his many wives and concubines from other nations (Neh.13:23-26), and Asa, when he wrote to Ben-hadad king of Aram, saying “Let there be a treaty between you and me…” (II Chron.12:3).

This form of religious and political compromise plagued the kings of Judah. Jehoshaphat tried to mix international politics and family power with an arranged marriage of his son to Athaliah, the daughter of Ahab, but she proved to be an idolater and a murderer (II Chron.22:10). Later, Jehoshophat allied himself to Ahaziah, the king of Israel, but the Bible says that he “acted wickedly in so doing” (II Chron.20:35-37).

Hezekiah considered it appropriate to show the son of the king of Babylon all his treasure house, his silver and his gold, and all that was in his treasuries (II Kings 20:12-15).

Now there will be some today who would claim that “that is all material from the Old Testament, and we don’t need to bother anymore about that.” But this conclusion is wrong. The Bible in the New Testament commands us, “do not be bound together with unbelievers; for what partnership have righteousness and lawlessness, or what fellowship has light with darkness? (II Cor.6:14)

The most obvious place of compromise for the Christian is in marriage to a non-Christian person, but this is just the beginning of the challenge. An unequal yoke can apply in business relationships such as partnerships, and in other areas. The subtle nature of compromise, and the trusting nature of many naive Christians can easily catch us unawares, but Paul warned us, “…do not give the devil an opportunity” (Eph.4:27).

When Christian people commit the education of their children to the care of unbelievers, they are compromising. They are committing those children over 12 years to some 14,400 hours of religious, social and behavioural indoctrination by seemingly authoritative but ungodly people.

The fact that the children are being indoctrinated is not wrong. What is wrong, is the nature of that very anti-Christian indoctrination. They may be university trained, government registered and very experienced teachers, but the Bible says that if they are outside of Christ they are ungodly, and that “bad company corrupts good morals”(I Cor.15:33).

One humanist explained their plan:

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.[1]

Parents who claim that “our children will learn reading and writing and the academics at school, and we will teach them about God at home and at Church,” are either ignorant of the religious nature of State education, or they ignore it. All education, and all of life, is religious.

The State school has a non-Christian curriculum, children are taught by mainly non-Christian teachers, with a non-Christian peer-group for the Christian child: three sources of hostility to the Christian faith, providing an indoctrination in humanism. The Bible says, “I hate the assembly of evildoers, and I will not sit with the wicked” (Ps.26:5). Hopes for a “good education” from that school, are sorely misplaced.

When people say, “But the Christian chaplains are making a difference at the State school,” I  respond: lipstick on a pig. Hardly anything really changes, except for the worse.

Thus the choice of a State school for a Christian child’s education is in reality a flagrant act of compromise and irresponsibility by the Christian parent, who is ignoring his Biblical obligation to “train up a child in the way he should go…” (Prov.22:6).  He will get something else, summarised in this limerick:

                               There was a young lady from Niger

                               Who smiled as she rode on a tiger

                               They returned from the ride with the lady inside,

                               And the smile on the face of the tiger

When children find there is a severe difference of opinion between their families’ values, and the values they find every day in the classroom or the playground, it sets them up for confusion. Who is right? What are they to choose? They may cope after a fashion, but they have been thrust into an utterly unnecessary environment which is hostile to their faith.

It is of critical importance that we equip our children to be Christian before we demand of them that they change the world. It is a violation of both Deuteronomy 6:1-6 and Ephesians 6:4 to commit children to an ungodly structure.[2]

Compromise of true Biblical values and standards is most evident in the Church, in the area of education. We have much to repent of and improve on in this regard. We are obligated to consider our children as trusts from God: they are not here for us.

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.[3]

When Joshua and the children of Israel entered the promised land, they did not send their children off to the local Canaanites, nor did they send them back to Egypt. Why? They already had their marching orders for the childrens’ education, delivered via Moses (see Deut.6, 11). They knew what they were obligated to do to train up the next generation.

Their uncompromising vision must be ours too. Yes, there is a price to pay, but now that it is 28 years since my wife and I began homeschooling our children using a Christian curriculum, we are completely sold on the idea. It seems to be the only consistently Christian way to go.

Will your acts of obedience result in challenge and confrontation with others? Quite probably, because others will be convicted by your stand, and may react negatively and critically. But that’s life. If we please God, what does it matter who we displease?


No good comes from compromising with the world: it always ends in disaster, as the Bible plainly shows us. But you can take those steps of faith and obedience as parents that will give your children the capacity to stand out as godly and responsible adults in years to come; people pressing forth the crown-rights of Jesus Christ in the world.

Is that what you want?

The wicked flee when no one is pursuing, but the righteous are bold as a lion (Prov.28:1).



[1] John Dunphy, (The Humanist, Jan/Feb 1983)

[2] Leon Oswalt, in Gary North, (Ed), “The Theory of Resistance,” 1983, p.339.

[3] Rousas Rushdoony, “In His Service,” 2009, p.20.

John Taylor Gatto, R.I.P.

October 31, 2018

John Taylor Gatto died at age 82 on October 25.

He taught at the New York City public school system for 26 years. Three times he won the city’s Teacher of the Year award. Once he won the New York state Teacher of the Year award.

Shortly after he won these final two awards, he quit teaching as a career. He made his announcement in a Wall Street Journal article, “I Quit, I Think.” You can read it here: https://www.garynorth.com/public/18740.cfm.

In a fine obituary of Gatto on the website of the Foundation for Economic Education, Brittany Hunter wrote this:

After three decades in the classroom, Gatto realized that the public school system was squashing individualism more than it was educating students and preparing them for the real world. To make matters worse, his later research would reveal that this dumbing down was not just by accident, but by design.

Gatto dedicated the rest of his life to repairing the damage done by the public education system.

Feeling the education system was beyond repair, Gatto could no longer in good conscience be an active participant. Rather than sending his letter of resignation to his superiors in his school district, he sent a copy of “I Quit, I Think” to the Wall Street Journal, where it was published as an op-ed on July 25, 1991.

In his biting resignation, he wrote:

I’ve come slowly to understand what it is I really teach: A curriculum of confusion, class position, arbitrary justice, vulgarity, rudeness, disrespect for privacy, indifference to quality, and utter dependency. I teach how to fit into a world I don’t want to live in.

I just can’t do it anymore. I can’t train children to wait to be told what to do; I can’t train people to drop what they are doing when a bell sounds; I can’t persuade children to feel some justice in their class placement when there isn’t any, and I can’t persuade children to believe teachers have valuable secrets they can acquire by becoming our disciples. That isn’t true.

Gatto dedicated the rest of his life to repairing the damage done by the public education system. He wrote several books on his experience in the classroom including Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling and Weapons of Mass Instruction: A Schoolteacher’s Journey through the Dark World of Compulsory Schooling. His book The Underground History of American Education is perhaps the most accurate and damning history of the American education system that has ever been written.

Legacy and Education: Time to Destroy the ring of Power

By Carey Appling (American vision.com), July 12, 2018

Tom Woods wrote in Nullification: How To Resist Federal Tyranny In The 21st Century that the reason nullification as a doctrine is not embraced by the population at large is because, “The answer, I am convinced, lies in the widespread and deeply held preconceptions we have absorbed from our earliest years in school.”1 Woods is spot on. This issue is education. This means that in order to understand how to fix our legacy moving forward, we must radically change our lifestyles. We cannot help our brothers and sisters until we get ourselves and our homes in order. I have written about the burden of this radical change in a previous article.

The schools themselves are almost entirely the problem. I don’t say that lightly. Public Schools have completely homogenized our local communities into little centers that train future statists. What greatly shocks me is how readily Christians unconsciously place their children into the care of complete strangers to teach them a worldview completely contrary than their own. It shocks me that Christians think nothing of the fact that their children are daily made to chant a nationalistic creed that lies about the nature of our Republic (mainly, that we should give the Republic our undying loyalty and that this same Republic is impossible to divide). It changes them over the course of years. That’s purposefully done as well.

Entire books have been written about how Public Schools are designed to sap all creative license and individuality from your children, to make education as horrifyingly boring as possible, to divorce the children from their true educators (their parents), and to instil in the children a culture of statism completely foreign to anything they would have learned organically in their own homes (see herehere, and here, for example, among others!). In short schools are built completely to destabilize localism and solidify centralized power, and they begin with the smallest and most impressionable in society: children. Your children.

Most Christians have been led to believe that even something as damaging as public schooling is left to the “liberty” they have in Christ. That’s a debate for another day. I’m here to simply testify to what most of us already know: the schools have created the culture in which we find ourselves living, and the Christians, wholesale, went along with the transition from family education to state education. They did this largely to substitute one income—only dad working—with two incomes.

A culture of Permit Pattys and BBQ Beckys is the fruit of citizens who are raised to ask their teachers if they can be excused to the bathroom: always needing permission (a permit) to do anything and making sure everyone has permission as well from some authority figure. If this describes you, maybe you would make a good neighborhood snoop, euphemistically being called a “Code Ranger.” Local authorities are looking for them.

Our culture also has deep-seated tribalism that finds its roots in the barbaric social order nurtured from Grade School, Middle Schools, and High Schools. This kind of hyper-tribalism only develops when children are forced into collectivist groups with no way to leave or opt out. Lord of the Flies comes to mind, but I might argue that schools are more dangerous than the original setting of Golding’s book. Suicide is skyrocketing in Schools, and it’s so bad that even my local school district is having to create a suicide task force made up of entirely students who can be deployed at a moment’s notice to help those attempting it.

Tribalism: Jocks, Goths, Skaters, Punks, Preps, and so forth. You know the drill: where you are laughed at for the way you dress, and that’s if you even had a school that didn’t homogenize your clothing. Those that have uniformity in clothing reminds me of the military or prison. Or a cult—where you are shamed for intelligence or original thought. This guarantees that your children will reject anything about them that is unique and different, and instead, in a desperate effort to conform to the norms around them as if survival depended on it, they will begin to embrace a collectivist mentality and in turn themselves shame anyone unique or different.

This is the acorn of “Identity Politics.” I was the kid who made fun of the geeks and freaks. I was also on Adderall (Ritalin) from Kindergarten until I was 16. I’m the child you read about in studies about the drug epidemic among children. I am a prime example of why I don’t put my children into the public system. All of this tribalism in our “adult” culture is little more than blowback from the hyper-tribalism we had to survive through as kids. Identity Politics started in those buildings, and apparently makes up a core of how people relate as adults even in later life. It is not just a problem of the extreme left and the “snowflakes,” it is the sin nature of human beings magnified in a corrupt environment and system.

While we may be tempted look to our neighbours for help, we have to start in our own home. Most aren’t even interested in having their own children in the home. You have to change that. Now. Get your children back into the home and away from the State. In fact, your children should have little to no interaction whatsoever with the state as it pertains to education. You, by God’s own decree (Deut. 6Eph. 6), are the educator, and in today’s modern world you have no excuses for why you are not capable to educate your child. If you need financial help or assistance, go to your church and plead for their help.

It’s time the Church begins openly campaigning that it will help any and all parents who choose to pull their children out of the schools, including financially. If your church is not already aiding private and home education, let it hear an outcry of demand from the people. Let the carpet in the building go if it means children in the congregation get the protection they so desperately need. If parents even hope to stand a chance to create a beautiful family culture, they cannot allow another culture to hinder them. The public schools make no bones about it: they will not mingle their Secular Evolutionary Worldview with that of Christianity. They have greater convictions about their false worldview than most Christians do about the Truth. Remember, no one is neutral to Christ.

The Gospel Lived Out

We cannot help another person, family or community until we first have the solution for what ails them. Here is where we get into the meat. Yes, our culture needs Christ. Every culture needs Christ at a personal, family, church, and state level. All of these places need Christ as Lord. They must renew their minds according to His Word, then they must implement what they have read.

Changing our culture from ground zero will not come overnight, will not be easy, and will take sacrifice all around. We who are repairing our culture have even more work to do to reverse what the previous culture implemented via laziness. It’s easier for us to sit still and continue the damage than to get up and bleed and sweat against the mainstream for a productive future. Tyrants, especially in Republics, love a lazy and hopeless populace. They are easy to control and stomp on.

So now you must grow. Everyday. Every second you are awake you must be challenging yourself physically, mentally and spiritually. You must read. You must write. You must engage. You must be present in your home. You have to begin teaching your children strong individualism. We must teach our children that their individualism is not tied to their race or nation. Instead we are co-heirs with Christ and our individualism is one that is tied to our responsibilities to God, ourselves, our families, our communities, our churches, as well as our government. The state schools teach only loyalty to the State; we must actively teach the opposite of that. Heck, make a family creed if you like, and have your children recite that as their “Pledge,” if you must.

Have a family crest made. Bring back loyalty to family, and the faith first and foremost. Either way, Christians must now actively create unique cultures in their homes that when their children grow into adults they will yearn to create that same environment for our grandchildren. We must create something that doesn’t merely survive but something that others are envious to create themselves. Then imagine yourself coming along and how you, coupled with your children, will raise your grandchildren in a whole new culture with multi-family, multi-generational roots. And so on. You see how this gets better.

Start with yourself, you then move to the family. Then from your family and its culture, invite others into the fold and make yourself and your culture vulnerable to their scrutiny without compromising. Christianity is cultural, and when practiced in its full capacity it is superior to all other cultures. The sad thing is seeing Christians so devoid of their own cultural power that the only way they could get the world to follow is to implement it via force through the state. This is not Christianity at all, but a humanistic power philosophy masquerading as Christianity. It’s a counterfeit and smells of desperation. It’s playing according to a fallen idea of success—mainly, that success comes via force and coercion. This only goes to show that most Christians have been discipled well by their Socialist teachers in a Socialist system. This ensures that even if Christians can put “the right people” into office, they will have done nothing to limit the power of that office, and eventually their opponents will come full circle and regain the power that the Christians should have destroyed when they had the chance. Think of Frodo in Mount Doom. It’s time to throw the ring into the fire.

The lust for power in the hyper-tribalism known as public education has completely morphed our culture. It started when children were locked in rooms for eight hours a day with only one adult—a carefully trained adult with a particular agenda. From there, the children begin to replicate that top-down culture for themselves, apart from their parent’s supervision. That childish culture has bled into all areas of life.

Education is where we begin. We can’t begin the process of restoring sanity to our culture until this is fixed almost universally among Christians. This could take 200 years, or 18 months if God gives revival. It is my goal to see, one day, that Christians in general—not just a minority of home schoolers among them—are known as the odd religious types, as a whole, who refuse to put their children in Public Schools.

From there our culture will not be syncretized with Socialist sympathies that further embed the Socialism we claim to hate, not to mention our children abandoning the faith altogether because of the eight hours of indoctrination to which their parents subjected them. Instead, we will be a fresh new community—one that is a striking difference from the world’s, one that is not reliant upon an authority figure for every decision we make. We just may become an organic community of Christians who constantly move to action, who bring the Gospel into conflict with the culture, who show compassion and boldly lead the charge in the intellectual realm as opposed to riding the coattails of pagans. When this happens, I believe the true persecution will begin, as Christians will be deemed extremely dangerous to the stability of the socialistic state.

Ours is a full-orbed worldview. We need to stop just saying it and start believing it, and demand other Christians believe it, too. You will know you believe it when it moves you to action instead of mere words. Our Christian culture is dead because our faith is dead. This is our Ezekiel moment in the dry desert:

The hand of the Lord was upon me, and he brought me out in the Spirit of the Lord and set me down in the middle of the valley; it was full of bones. And he led me around among them, and behold, there were very many on the surface of the valley, and behold, they were very dry. And he said to me, “Son of man, can these bones live?” And I answered, “O Lord God, you know.” Then he said to me, “Prophesy over these bones, and say to them, O dry bones, hear the word of the Lord. Thus says the Lord God to these bones: Behold, I will cause breath to enter you, and you shall live. And I will lay sinews upon you, and will cause flesh to come upon you, and cover you with skin, and put breath in you, and you shall live, and you shall know that I am the Lord” (Ezek. 37:1–6).

Education for Freedom


From time immemorial, people have considered education to be of vital importance in their community and nation. At the same time, there has been a significant division between those who saw education as a parental responsibility (which is the Biblical position), and those from a humanist position who have seen it as a task best carried out by the State.

Deuteronomy, chapters 6 and 11 explain a Biblical educational position. Chapter 6, verses 1-3 give us a brief summary:

Now this is the commandment, the statutes and the judgments which the Lord your God has commanded me to teach you, that you might do them in the land where you are going over to possess it, so that you and your son and your grandson might fear the Lord your God, to keep all His statutes and His commandments which I command you, all the days of your life, and that your days may be prolonged. O Israel, you should listen and be careful to do it, that it may be well with you and that you may multiply greatly, just as the Lord, the God of your fathers, has promised you, in a land flowing with milk and honey.

On the other hand, a humanist’s educational position was clearly explained by Hitler.

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.’ [1]…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… [2]  These boys join our organisation at the age of ten…and they will not be free again for the rest of their lives.[3]

Unquestionably education is at heart a religious issue, because education is not primarily about academic subjects like Maths, Science or History; it is firstly a matter of values and ethics. The question is of course, whose values? The values and ethics of God as revealed in scripture, or those of humanistic man?

What is the Nature of Government (or Statist) Education?

  1. a) Government education is Messianic: Horace Mann claimed that

the common school is the greatest discovery ever made by man…other social organisations are curative and remedial; this is a preventative and an antidote; they come to heal diseases and wounds; this to make the physical and moral frame invulnerable to them. Let the Common School be expanded to its capabilities, let it be worked with the efficiency of which it is susceptible, and nine-tenths of the crimes of the penal code would become obsolete; the long catalogue of human ills would be abridged; men would walk more safely by day; every pillow would be more inviolable by night; property, life and character held by a stronger tenure; all rational hopes respecting the future brightened.[4]

  1. b) Government education is implicitly or explicitly hostile to the Christian faith, because it assumes the roles and responsibilities of parents in direct contradiction of scripture. Hence

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 neighbours, 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.[5]

  1. c) Government education propagates a Statist ideology. North has written that

 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 in the name of common-ground education. This justification has always been a lie, from Horace Mann’s public schools in Massachusetts in the 1830’s until today.[6]

  1. d) Government education is coercive. Because the statist since the days of Rome will not tolerate rivalry, any educational system or plan that hasn’t been approved will not be accepted. Unregistered homeschooling families throughout Australia when discovered, are often threatened with prosecution, and in Queensland may be visited (at the Department of Education’s behest) by the police. “Education in the hands of the state is coercive, compulsory, and a form of humanistic predestination. In every sphere, the state is coercive because it is anti-God, anti-Christ.”[7]
  2. e) Government education is amoral. “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.” [8] Not surprisingly, it is now illegal for a state school in the United States to display a copy of the Ten Commandments.
  3. f) State education is monstrously inefficient, largely because of a departmental bureaucracy, the hiring of teachers, and the purchasing and maintenance of school properties. The cost of educating a child in the Australian state system is now (in 2011) over $13,000 annually, while parents can competently home-school their child for under a thousand dollars annually.
  4. g) State education is a spectacular failure:

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.[9]

How Can this be Changed?

It has already begun, because of the vanguard of determined parents who have been leading the way into educational freedom through homeschooling, especially amongst the Christian community. This has been happening quietly now, for over 30 years.

But what is also required is a substantial change of belief in the grass-roots of the community, whereby the community tires of the inefficiency, the failure, the coercion, the immorality, and the hostility of the state school to the Christian faith.


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.[10]

Christians must see past the State’s educational indoctrination process of approval through registration. It is us who have been given the task of bringing godly leaven to our communities. Jesus said 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)

The real question then, is this: do we really want our children to be free?




[1] Hitler, Nov.6, 1933, quoted in Shirer, W. “The Rise and Fall of the Third Reich,” 1968, p.343.

[2] Hitler, 1937, (quoted in Shirer, p.343.)

[3] Hitler, 4/12/1938. Quoted in, A. Klonne, “Youth in the Third Reich,” p.80, 1982. (See “History in Quotations,” 2004, p. 759.)

[4] Williams, E., “Horace Mann, Educational Statesman,” 1937, p.248f . Cited from “The Common School Journal,” Vol.III, p.15, January 15, 1841, Introduction. Quoted in Rousas Rushdoony, “The Messianic Nature of American Education,” 1995, p.29.

[5] John Gatto, “State Controlled Consciousness” 1990 (?)

[6] Gary North, “Inheritance and Dominion,” 1999, Ch.28.

[7] Rousas Rushdoony, “Romans and Galatians,” 1997, p.178.

[8] Rousas Rushdoony, “Roots of Reconstruction,” 1991, p.288.

[9] Rousas Rushdoony, “Roots of Reconstruction,” 1991, p.502.

[10] Dr Ron Paul (U.S. Republican Senator), 2007.

Break up with the Public School

By Elizabeth Cameron (www.lewrockwell.com), 26/10/2013.

Public schooling in America has become a nightmare.  It is a tax-feeding, compulsory, monopolistic indoctrination tool of the state that has more to do with control than it has to do with education.

Consider this statement by Robert M. Hutchins, former President of the University of Chicago, and Chairman of the Board of Editors of the Encyclopedia Brittanica:

The countries of the West are committed to universal, free, compulsory education.  The United States first made this commitment and has extended it further than any other.  In this country, 92.5% of the children who are fourteen years old and 71.3% of those between fourteen and seventeen are in school.  It will not be suggested that they are receiving the education that the democratic ideal requires.  The West has not accepted the proposition that the democratic ideal demands liberal education for all.  In the United States, at least, the prevailing opinion seems to be that the demands of that ideal are met by universal schooling, rather than by universal liberal education.  What goes on in school is regarded as of relatively minor importance.  The object appears to be to keep the child off the labor market and to detain him in comparatively sanitary surroundings until we are ready to have him go to work.

The results of universal, free, compulsory education in America can be acceptable only on the theory that the object of the schools is something other than education, that it is, for example, to keep the young from cluttering up homes and factories during a difficult period of their lives, or that it is to bring them together for social or recreational purposes.

Dr. Hutchins was the Chairman from 1943 until his retirement in 1974.  Those words were published in 1952, in The Great Conversation, Volume I of Brittanica’s Great Books of the Western World.  He was discussing, and pleading for, traditional liberal education, based on a study of the accumulated wisdom of the great thinkers and writers of the ages, as contained in the Great Books.

The school system that Dr. Hutchins was criticizing might look like nirvana if compared with the public school of today.  In those days, they did not have psychotropic drugging or the labeling of school children with mental disorders for demonstrating “inappropriate” behavior.  They did not have the police state mentality that is proliferating today.  They did not have random psych-drug-induced slaughters of children in schools as a tragically familiar event.  They did not indulge in “zero-tolerance” arrests of little children who had the poor taste to commit childish acts.  They did not have the psych-based feel-good system of assessment that undermines academic achievement today.  Yet by Dr. Hutchins’ accounting, they were doing little more than detaining those students, keeping them off the streets and out from under foot until their labor was needed.

Fast forward to 1965, and the enactment of the Elementary and Secondary Education Act, which opened the door to federal funding for all sorts of mental health professionals in the government schools.  This was a watershed in American education.  However bad the schools might have been before this event, the formal establishment of a federally funded psychological paradigm in the schools triggered a long and inexorable march, continuing to this day, toward the dumbing down, medication and indoctrination of its students, as if the goal were specifically to prepare them to add their labor to the economy while snuffing out any individual creative power or any motivations they might harbor toward bucking the system.

Individuals schooled in this way are being victimized by an educational structure that can only be antithetical to their best interests; and skilled teachers, attempting to educate students within this paradigm, are at a terrible disadvantage.  They cannot peel away and construct their own creative programs, but must try to work within a fixed and stifling model based on government decrees from faraway bureaucrats.

When a student has difficulties under this system, as so often happens, the student is generally blamed and is sent to see the school psych, or via the parents, the local psychiatrist or even the family doctor, and the blame is officialised with a diagnosis.  This is followed by the writing of a prescription to make the student more tractable.

As if that were not enough to make the school environment unsuitable as an educational setting, the proliferation of school shootings over the years has added a certain element of physical risk.  This is unnerving for everybody; we are pretty sure it is going to happen again, but nobody knows when or where, so all we can do is hope and pray that it doesn’t happen to our kids, at our school.  And even assuming that we escape this horror, we still have to endure the burgeoning police state that is developing around the schools to try to ward off future attacks.  This makes for an environment that can be uncomfortable if not downright forbidding.

This kind of arrangement is hard on the kids.  It is hard on the teachers.  It is hard on the parents.  They are trying, most of them, to conduct the very natural and normal business of education with an unnatural, abnormal and coercive “schooling” environment.

I have seen no evidence suggesting that this can be fixed without separating the local school system from federal control and manipulation, and this is not likely to happen.  The system is too deeply entrenched.  It is not open to competition, and it has its own agenda.

The divergence of this agenda from the expectations of most parents was starkly highlighted by a statement made in 1973, in the keynote speech at the Childhood International Education Seminar in Boulder, Colorado, by Harvard psychiatrist Chester M. Pierce:

Every child in America entering school at the age of five is mentally ill because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity.  It’s up to you as teachers to make all these sick children well – by creating the international child of the future.

I do not know a single parent who would actually choose this kind of educational framework for his children, if he thought he really had a choice, but the public school system has become such a ubiquitous part of our society that it can be hard to see it for what it is and what it has become.  It can be hard to break away.  We just naturally assume that, because it is here and has been here for so long, and everybody accepts it and is used to it, that it must be okay.

It can help to read the work of somebody who has been deeply immersed on the inside and has stepped back to take a good look at the institution of public schooling.  This has been done, and beautifully, by John Taylor Gatto, former New York State Teacher of the Year, whose tireless research into the historical development of our school system and its unspoken purposes is detailed extensively in his brilliant book, The Underground History of American Education.  This book would be a good place to begin research… that and a long close look at your local public school.

Fortunately as awareness of this problem has grown, an increasing number of parents have decided to take matters into their own hands, and so homeschooling, among other options, has been growing by leaps and bounds.  With the explosion of online resources, the opportunities for these families are expanding like never before: Kahn Academy, Robinson Curriculum, the Ron Paul Curriculum, just to name a few.  Heck, the local public library is a pretty good starting point for developing a curriculum, all by itself.  It is an exciting time for independence in education, and the many successes of homeschoolers across the country have provided solid evidence that we can do better for our kids outside the system.

So study up on it for yourself; and if your own research supports this view, and you can find a way, then take the plunge and break up with the public school: get your kids out, to someplace safer, where they are not at risk of getting assimilated by the Public School Borg, or worse.  This applies to teachers, too.  If you can find a way, bring your talents out into the private market where they can flourish.  We need them!

For every person, every family, who breaks free, we as a culture will come one step closer to getting the compulsory government school system out of our lives and away from the honorable work of helping our children to get a real and independent education.

Absent Without Leave: Fathers and the Education of Their Sons

Gary North (www.garynorth.com), March 06, 2018

What if fathers in homeschooling families agreed to accept all of the responsibility associated with educating their children starting in the sixth grade? Would their wives resist?

This would mean that the fathers would have to teach chemistry, calculus, physics, business, personal finance, and everything associated with earning a living in a technological world.

Are most fathers prepared to do this? No. They are not academically prepared. Until the advent of the Khan Academy, fathers also were not prepared in terms of the time that it would require for them to do this and also earn a living.

This has been the #1 social problem of Western civilization since the beginning of the Industrial Revolution, which was approximately in 1800. Fathers began to go into factories, where they would spend 12 hours a day, not counting the time it took them to get to and from work. At that point, throughout the West, there was a new principle of education. Throughout the history of mankind, fathers had taught their sons how to earn a living, and mothers had taught their daughters how to run a household. But in English-speaking North America and the British Isles, this tradition was abandoned, family by family. Industrialization led to an historic increase of per capita wealth. It changed all of society. But the price of this transformation was that husbands abandoned the training of their sons to women.

In the second half of the 19th century in the United States, the public school system began to take children out of homes. They turned these children over to unmarried young women who had minimal educations. These young women taught in what we like to think of as the little red schoolhouse. They taught everything from first grade through high school.

Not that many young men went to high school. They went back to their families’ farms, where the rural fathers finally regained some control over their education. Others went into factories. But after World War I, that tradition also ended. Compulsory education laws forced children to stay in high school, where there were sometimes male teachers. There were no male teachers before high school.

In Western civilization since at least World War I, education has been based on females’ control over the education of boys prior to high school. In high school, there have been male and female teachers, with males dominating the natural sciences. Higher education has always been dominated by males, especially in the natural sciences. The forced hiring of women — the EEOC’s quota system — has led to the political correctness of the modern university, with safe spaces and all the rest of it. Higher education is being increasingly feminized. The educational system from kindergarten through graduate school will soon be in the hands of women and men who act on behalf of women. The main exceptions will be physics, chemistry, engineering, and the rigorous natural sciences.

Here is the economic bottom line: for classroom-based education, women are cheaper than men to hire, and therefore price competition will always favor women in the classrooms.

The reconstruction of Western society has to begin with the willingness of fathers to reclaim control over the education of their sons. Anything less than this will simply accelerate the feminization of the West.


Internet-based education is the one area in which men can reclaim their lost authority over the education of their sons. That is because price competition is so fierce that it drives down the cost of education to such an extent that men can regain control over their sons’ education by assigning courses at the high school level and even the middle school level as digital courses produced by men.

The question is this: will the male heads of households insist that they are responsible before God and other men for the education of their sons, and therefore make the decisions regarding what is taught to their sons and by whom? If they have access to online curriculum materials that are taught by men above grade 6, they can safely defer the education of their sons to male-based curriculum programs. But to do this, they have to reassert their authority in their households. They have to insist that they are in charge, and their wives are not in charge.

That is the problem. They are not in charge. They have deferred responsibility to their wives over education of their sons, as their fathers did, and their grandfathers did, and their great-grandfathers did. The only exceptions to this are the two Tyler brothers, whose grandfather was John Tyler, who was born in 1790. Their father was the president of William and Mary College. But with the exception of these two men, the legacy of education in the United States has been one of feminization.

We hear a lot about a subculture of men who are reasserting their authority. I regard this as posturing. We will not see men reasserting authority until they reassert control over the education of their sons. Spare me the burning pyre celebrations every year in the desert. I want to see homeschooling that has mostly masculine instructors above the sixth grade. In the long run, it would be better to have male instructors from kindergarten through high school, but that will be a task for a future generation.

I have no objection to women teaching girls. They have taught their daughters from the beginning of time. But the moment we say that there is equality of educational opportunity, men should take over the educational system for the sake of the sons, and the daughters will be allowed to tag along. If there were completely feminine-based curriculum materials online, and these were assigned by fathers to their daughters, that would be fine with me. I am opposed to the idea of equality in education generally, because I think the genders are different. But to the extent that we want to train our daughters to serve as men in business, government, and even the military, then we have to accept the fact that the daughters ought to be trained by men or highly successful women.


My problem as the marketer for the Ron Paul Curriculum is that mothers make the curriculum decisions, not fathers. I think they would be willing to surrender control over the education of their sons if their husbands demanded it and took over. But the husbands don’t demand it. They are absent without leave. Mothers have been forced for the last two centuries to intervene in the formal education of their sons. That was why the public schools gained such tremendous support after 1840. Mothers found a way to remove this obligation from their lives, and their husbands voted for politicians who recommended the creation of tax-funded educational programs. After women got the vote, men and women voted for the modern public school system.