Beginning with of Home Schooling (27)

Children and Education

By Gary North, from “Unconditional Surrender,” 1994, p.181-184.

Children are a tool of dominion. They are to be sacrificed for in their youth. They are to be instructed carefully and continually in the law of God.

And these words, which I command thee this day, shall be in thine heart; and thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up (Deut.6:6-7). 

The time spent in training children in God’s law is time well spent, for it is a capital investment. It does produce the next generation of godly, dominion-minded families. The Bible says, “train up a child in the way he should go: and when he is old, he will not depart from it” (Prov. 22:6).

This leads us to an extremely significant conclusion: education is the moral responsibility of parents.  They are the ones who must determine whether or not their children are being taught the truth. They are responsible before God for the rearing of their children. They are held responsible even for the content of their children’s education. This is why it is a great responsibility to bring children into the world.

The modern State has asserted its responsibility to educate children. This is the means by which the modern State has arrogated to itself the position of the established god on earth. The government schools have become the established religion of every nation on earth. Humanism, which is the worship of man and his works, rests on this crucial institutional foundation:  the tax-supported, State-regulated, hypothetically neutral, deeply religious humanist school system.

There can be no neutrality, yet the government schools have almost completely stamped out Christianity and the law of God by means of the neutrality myth. The State forces Christians to finance schools that teach a rival religion, the religion of humanism. The State has also attempted to regulate Christian and independently financed schools. At every point, the State has substituted tenured bureaucrats who are virtually impossible for parents to remove from authority, while it has removed parents from the seats of power in setting curricula or any other standards.

The modern State, which is a messianic, supposedly man-saving institution, has used the tax-supported, compulsory schools as the primary means of stealing children from God, by removing them from parental control. Christians complain about taxation, but they have tithed their children to the State. They have abdicated their financial responsibilities – “Let the State finance my children’s educations”– and in our day, they have abandoned almost all other aspects of their instructional responsibilities.

They have turned the production of citizens over to tax-financed, State- directed schools. The priests of the religion of humanism have been able to enlist the support of many generations of

Christian parents, who have decided that it is easier to transfer the responsibility for educating their children to bureaucrats hired by the State. Naturally, parents have to delegate responsibility to someone. Few parents have the time or skills to educate their children at home. But the fundamental principle of education is the tutor or the apprentice director.

Parents hire specialists to teach their children along lines established by parents. The private school is simply an extension of this principle, with several parents hiring a tutor, thereby sharing the costs. But the parents, not the tutors, are institutionally sovereign.  Since someone must bear the costs, education should be parent-funded.  Anything else is a transfer of authority over education to an imitation family.

Children are to honour their parents (Ex. 20:12). It is the first promise which is attached to a commandment: “… that thy days may be long upon the land which the LORD thy God giveth thee” (Ex.20:12b). So the parents owe their children education, food, shelter, and care, but the children owe their parents honour. This means financial support. There are mutual obligations based on personal bonds. No one in the transaction is to become an endless giver, and no one is to become a perpetual recipient.

The modern messianic State has intervened here, too. The State promises to uphold men

from womb to tomb. The State promises to become the new father. The impersonal, bureaucratic State has substituted its rule for the father’s rule, and its children– perpetual children– are to remain obedient to it all the days of their lives.

The Bible tells us that children grow up and begin new families. “Therefore shall a man leave his father and mother, and shall cleave unto his wife: and they shall be one flesh” (Gen.1:24). There should be no perpetual one-way obligations. Parents are to train their children to be obedient, but also independent. They are to foster maturity in their children. The State wants perpetual children, complete obedience. The State is a sad imitation of a family. It is a pseudo-family which threatens human freedom.

Beginning with Home Schooling (23)

One Of The First Places To Start To Fix The Nation

The elephant in the room is the public school system. It’s filling our nation with cultural toxicity. Public schools have added same-sex sexuality and transgenderism into the curriculum. Some will say, “but not in our schools.” California is the biggest consumer of textbooks. When textbook manufacturers are told to include these topics in future editions of their textbooks, they will comply. Other states will have to purchase these textbooks out of necessity.

It’s long past time to make a clean break from this idol. For decades Christians have been trying to save the public schools. It isn’t working.

While Christians try to “save” their beloved public schools, another generation of young people is seduced by the anti-Christian worldview of public education. This view is not popular with the majority of Christians. Criticizing public education in America is akin to blaspheming all that is holy and good.

Some Christians want to have the Bible taught in Public Schools hoping this will fix a lot that’s wrong with them. Here’s my opinion on that:

In order to justify the continued support of public education, the following reasons are often given.

Young people need to know about the Bible to “understand the English language, English literature, history, art, music or culture.”

There is truth to this. “For example, there are over 1,200 documented references to the Bible in Shakespeare’s 36 plays. If you don’t know the Bible, you really can’t understand Shakespeare. You can’t get past the first sentence of Herman Melville’s Moby Dick — ‘Call me Ishmael’ — if you don’t understand who Ishmael was in the Bible. Of the allusions that a student needs to know for Advanced Placement in English Composition and Literature, approximately two-thirds are Biblical allusions, according to AP Literature and Composition. If you don’t know the Bible, you won’t do well on this part of the Advanced Placement test.” (Fox News)

As many of you already know, public schools are getting pressure to get away from teaching a Eurocentric-based curriculum. It’s good to teach the impact the Bible has had on our world, but do we really want this done by people who detest the Bible?

Will the Koran be next to teach in public schools?

Opposition for teaching the Bible in public schools has a long history because the nation was relatively Christian, and teaching the Bible was seen as a threat to secularism. The Bible is no longer perceived as a threat as long as the secularists control its message.

We can’t afford to send our children to private schools.

If Christians pulled their children out of public schools, voted down every tax increase having anything to do with education, voted to repeal the education portion of the property tax, and voted for candidates who would cut every dollar from education funding, then most families could afford the costs involved. The money spent on trying to save the public schools would go a long way in establishing scholarship funds for children whose parents cannot afford a private-school education. Yes, it may even take some sacrificing on the part of parents. Of course, home-schooling is always an option. Children can help out by working. When your children get older, have them work to share the financial load.

It’s not the church’s job to educate.

I heard this one recently. Christian school critics balk at turning over the church’s facilities for educational purposes because the tithe is designed to support the church’s work, not the education of children. That’s why we pay taxes. So the church building is vacant six days a week while Christians complain that it’s too expensive to start a Christian school. The Sunday school classrooms are used for forty-five minutes a week! What a waste of God’s money. So we send our children to public schools where they are indoctrinated for thirty hours a week in the latest non-Christian propaganda. To combat secularized education, Christian school critics develop “youth programs” for Wednesday and Sunday evenings and lament the fact that parents don’t take advantage of them. These kids are getting at most two hours of weekly instruction, while a child in a Christian school receives thirty hours of training from a biblical perspective. There’s no comparison. Most of these “youth programs” are weak entertainment times with a “devotional” to give them legitimacy. There are exceptions, but not many.

My child is a witness for Christ in public schools.

He or she may be. But I wonder how much witnessing really takes place in public schools. Most of the time children are sitting behind desks listening to a teacher lecture. From the time I entered public school no one ever presented the gospel to me. It’s the friendships that are developed after school that lead to witnessing opportunities: the neighborhood, playground, ball field. Witnessing can take place anywhere. Jesus met people at work and in their homes. He even went into the temple. If you want to follow Jesus’ example, then go witness to Jews in their local temples.

While there are few opportunities to witness in the public schools, students are captive to an anti-Christian worldview for at least six hours every day. This says nothing of the worldview promoted by a child’s peers from pagan homes.

Our school is different.

Maybe in degree. My guess is that most parents have no idea what’s going on in their child’s school. If they don’t hear any bad news, they assume that all is well. Keep in mind that public school children are not comparing their education with the public school education that was prominent forty years ago. And it wasn’t that great back then. The education students are receiving right now is normal for them. It’s the only standard they know, and it’s not a very good one. Anyway, a school that does not teach from a Christian perspective is at best third-rate.

I want my child to be exposed to the ‘real’ world.

What is the “real world”? The real world is where Christ dwells and where His Word is taught. Christianity is not unreal. If it is, then why not worship with pagans since their domain is the “real world.” Remember, Adam and Eve “fell” from what was normal, that is, from a world where they were in intimate fellowship with their Creator. A world without Christ is an insane and irrational world. A Christian school is a place of re-creation, a redemptive attempt to get back to the original design. Schools that Christians establish should act as magnets for unbelievers to be brought back to the garden. Christians should be setting the agenda for what’s real, honest, and good so as to be a light for those who are in darkness.

Balaam’s Donkey

I believe God has been giving us a very clear message through the modern-day equivalent of Balaam’s donkey: the court system. Balaam was called on by Balak to prophesy against Israel. God had warned Balaam to stay away from Moab. Balaam refused. The Angel of the LORD met Balaam on the road as he was going down to meet Balak, the king of Moab. Balaam’s donkey refused to confront the Angel of the LORD. Balaam struck his donkey three times to force him ahead. Finally, Balaam realized that it was the LORD who was directing him to turn around.

Repeatedly the courts have ruled against Christians and their attempts to bring Christianity back to the classroom. Like Balaam, they refuse to heed the message that God is giving through the Court. God is telling parents to seek a different route.

Prayers at sporting events and around flag poles do not constitute a Christian education. The entire curriculum must be Christ-centered. Saying a prayer at the beginning of the school day does not sanctify the secularization of education that takes place for the next six hours. The prayer ritual only gives unjustified validity to what is inherently corrupt.

Worse Than Ever: Government Schools After 35 Years

By Lawrence M. Ludlow

August 19, 2019

As a semi-retired business writer who taught in Detroit 35 years ago, I returned to the classroom because a local high school was unable to replace a Latin teacher who had resigned.  I hold an advanced degree in medieval studies and renewed my certification to teach Latin, history, and social studies.  Once in class, I witnessed firsthand the politicized atmosphere of today’s factory-style government-monopoly schools.

My first exposure to school politics came when I renewed my certification.  The 1982 certificate listed only the courses I could teach.  In contrast, the 2018 version had a 300-word “Code of Ethics” that amounted to a profession of faith in collectivism, egalitarianism, state schools, and diversity (typically limited to superficial things like skin color and sex, not ideas).  Nonetheless, I proceeded, thinking I couldn’t possibly make matters worse.  That much was correct.

Grosse Pointe South High School is architecturally interesting, sits in a higher-income community, and is considered a good school by locals.

Grosse Pointe South High School (photo credit: umdet).

After an interview and teaching a few “test” classes to first- and second-year students, I was hired.  Within a few days, however, it was clear that many students did not understand English grammar, much less Latin fundamentals.  In response, I taught remedial grammar and outlined how students could pass my course with a “C” or “D.”  There were some excellent students, but test scores were not distributed in a bell-shaped curve.  It was an “inverted” bell, or bimodal distribution — with scores clumped at the two extremes.

Poor preparation was only the tip of the iceberg.  Students did not bring books to class, relentlessly complained about homework, and expected high grades regardless of proficiency.  When I asked questions, I uncovered some alarming facts:

  • Latin was a dumping ground for students who already had failed another language; “picking up a few phrases” was the goal.
  • Many teachers expected little but awarded high grades.
  • Students were subjected to parental pressure to obtain good grades regardless of performance.
  • A department head had been demoted for teaching at a pre-college level and refusing to lower his standards.
  • Senior teachers were dropping out in disgust; younger teachers had no choice but to accept the situation.
  • Under parental pressure, the principal was establishing a process to prevent students from having to take more than one test on the same day.  College prep?

In short, the school embraced grade inflation, propelled by the following dynamic:

  • Parents of high-performing students are “satisfied customers.”  Their kids study and bring home good grades, so they think they are getting their money’s worth from high taxes.  But they don’t know that there is no correlation between per pupil spending and student performance.  And they never complain.
  • Parents of low-performing students also want good “results.”  They hear their children’s tales of woe and complain constantly.

Subjected to this one-sided feedback, administrators tacitly urge teachers to lower standards, despite proclaiming the opposite in public.  Like the Dodo in Lewis Carroll’s Alice’s Adventures in Wonderland, “everybody has won, and all must have prizes.”

Austrian economists have explained this behavior.  Ludwig von Mises, for example, noted the human tendency to place a high value on receiving something sooner rather than later.  He called it time-preference theory.  The desire for immediate gratification with little effort explains the phenomenon of grade inflation.  At Grosse Pointe South High School, this practice goes undetected because it hides behind a much broader trend toward low achievement — most recently documented by Bryan Caplan in his devastating book, The Case against Education.  This trend is even more pronounced in Michigan, enabling Grosse Pointe students to slip under the radar.

The illusion of competence also explains why — despite falling student enrollment, which should reduce costs — Grosse Pointe and similar school districts succeed in raising school taxes.  Instead of being outraged at paying dearly for abysmal academic results, those who favor school taxes double down on their support!  It’s a combination of psychological denial and fiscal Stockholm syndrome.  In denial, “the faithful” desperately cling to the notion that their elite high-tax district is exceptional despite the data.  They cannot admit they have been duped.  And since they cannot escape the fiscal dragnet of this tax-fed monopoly, in a classic display of Stockholm syndrome, they adopt the stance of their captors and cheer all the louder!  But to an outsider, they are playing the part of the fawning mob in Hans Christian Anderson’s fable, The Emperor’s New Clothes: they pretend the emperor is wearing splendid garments despite his nakedness.

Today’s students are never free of the school district’s watchful eye, which seems to take its cues from the CIA and TSA.  But with so many parents accepting after-school surveillance (and paying for it), children never learn the sense of outrage that healthy individuals feel in the presence of Peeping Toms.  Instead, they learn to love Big Brother.

Likewise, a big-government political bias shapes their views on current and past events:

  • During a presentation about Gutenberg’s moveable-type printing press, a student became upset upon learning that literacy skyrocketed as a result of this invention — not because of public schools.  His mother is a teacher.
  • Trump Derangement Syndrome was widespread among teachers, who frequently vent their political views.
  • When asked about my politics at an otherwise friendly private holiday party, a school counselor revealed a comic-book grasp of and hostility to free markets when I replied, “libertarian-voluntaryist.”
  • In the final minutes of my last day teaching, I finally permitted a political discussion.  Some students were attracted to socialism and Antifa’s violence, but they were shocked into disbelief when I mentioned that Benito Mussolini, who introduced fascismo to modern politics, was firmly rooted in socialism and communism.  They were further outraged to discover that the Nazi Party was steeped in collectivism and even included the term socialist in the party name, Nationalsozialistische Deutsche Arbeiterpartei (NSDAP).
  • Ignorance about slavery prevailed.  Many believed it was isolated to the United States instead of practiced worldwide for ages.  They were more surprised — even resistant — to discover that the word slave is etymologically linked to the word Slav and white slavery.  Moreover, they somehow “learned” that Westerners were the most enthusiastic practitioners of slavery instead of being among the first to abandon it.
  • In March 2018, Grosse Pointe students walked out of classes to protest the shootings in Parkland, Florida.  This occurred before revelations that the FBI failed to act on tips about the shooter, that school “security” failed to act, that Broward County Public Schools’ disciplinary practices played a key role in the shootings, and that the school district tried to cover up its deeds by suing the South Florida Sun-Sentinel newspaper for publishing documents that revealed these facts.  Fortunately, the Sun-Sentinel prevailed in the lawsuit.  The upshot?  This school-approved Children’s Crusade was based on superstitions about guns and hostility to constitutional rights.
  • Gender dysphoria is the new frontier in virtue-signaling, but we know that young people experiment with new identities — adopting and discarding career choices, hobbies, and friends as they “try them on for size.”  But the gender dysphoria fad requires adherence to a stereotyped view:that certain behaviors are appropriate only for boys and others for girls.  Some children, however, have a powerful need for attention and jump on the latest bandwagon to obtain it.  Others want to please “important” adults.  Shortly after I was hired, a counselor asked me to address one student with plural pronouns to acknowledge the student’s gender dysphoria.  This student was too young to make this choice.  He may have been responding to the issue’s trendiness and had demonstrated more than once an interest in fringe politics and behaviors — typical teenage stuff.  I believed he was attempting to manipulate adults into playing along — another teenage pastime.  Moreover, he was bright but did not do his homework or study; he didn’t even know what a pronoun is!  Since Latin is a highly inflected language, this request would derail the learning process.  Finally, it was completely unnecessary, since I always called on students by name.  No pronouns were needed.  My explanation did not please the counselor, but I continued to treat the student respectfully.

Group identity and outrage culture dominate public schools.  Children learn to pose as victims despite enjoying a standard of living unmatched in human history and by 95% of the world’s current population.  Instead of learning to function as unique beings with free choice and that the smallest minority is an individual facing a mob, they are swapping a legacy of individual rights for group identities that — unlike individuals — don’t bleed and are manipulated by special interests to undercut genuine rights.

If you wonder why students at schools like the University of Michigan cannot tolerate free speech and need trigger warnings and safe spaces, look no farther than public schools.  They are a political Trojan horse — a “free” government “gift” with plenty of strings attached.

Lawrence M. Ludlow provides international location analyses, technical writing, and marketing services to corporate clients.  He holds an M.A. in medieval studies from the University of Toronto’s Center for Medieval Studies and has lectured on manuscripts, early printing, and art history at the Newberry Library in Chicago and the San Diego Public Library.  He has taught in Detroit and in Grosse Pointe, Michigan.

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

[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:

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, 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).