The World’s Second Oldest Religion (9)

By Andrew McColl, 16/8/2022

I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers that correctly perceive their role as proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being … The classroom must and will become an arena of conflict between the old and new. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing the classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level—preschool day care or large state universities. John Dunphy, (“The Humanist,” Jan/Feb 1983).

While the Church slept soundly in the twentieth century, her enemies were hard at work to undermine the Church, and take over social institutions.

How could they do this?

Well, it was easy when the Church was sleeping soundly, unperturbed by thoughts of conflict. If you cannot see that Darwinism or other forms of humanism provide a religious, ideological and educational challenge for your children, why bother to contend with these alien belief systems? If you aren’t aware that there is something worth fighting for, or that there is a war or even a battle taking place, why would you ever get out of bed?

For 150 years in Australia (and in most the West), we’ve had compulsory, State education. Officially it seems, the responsibility for the education of children (which parents are commanded to accomplish in the Bible) has passed from parents to a government instrumentality, and all while the Church was asleep. Today, it costs the Australian taxpayer around $20,000 per year to educate each child in a public school.  This is one of the real costs of transferring the responsibility of education from parents to the State. There are many more.

Now, we have governments institutionalising Child-Care, for children aged from as young as a few weeks old. Some children will spend 10 hours a day at these institutions. By the age of ten or twelve, they may have had only a very modest amount of interaction with their parents. And we wonder whether there was a deliberate plan.

North points out,

“The modern State seeks to steal the legacy of the faithful: the hearts and minds of children. The educational bureaucrats today have imposed a massive system of ideological kidnapping on the voters. This is the inherent nature of all compulsory education, regulated education, and tax-funded education. Education is not neutral. The bureaucrats have built a gigantic system of humanist indoctrination with funds extracted from all local residents.”[1]

The outcome? Weak and poorly functioning families, dependent on the State for hand-outs and other forms of “deliverance.” And with the Australian 1975 Family Law Act (deliberately structured to permit “no-fault” divorce), these weak families are much more likely to divorce. What does this teach us?

For too long we have ignored what the Bible says about education, and have entrusted this vital parental task to an institution that doesn’t have the grace from God for the task. We have foolishly entered the lion’s lair, taking our children with us, but the lion is just as predatory and rapacious as ever.

Why? Because there is a lot at stake: jobs, money and power, and the self-serving and the rapacious won’t give these things up easily. It’s human nature not to give them up!

The solution?

Stop complaining, and start doing something. Christian parents must get their children out of the lions’ lair, and take up the responsibility for their education. We were supposed to do this from the beginning, and it’s not that hard.

The consequences within a generation for individual families, for churches and the nation at large, could be absolutely amazing. I have witnessed this with hundreds of families. But the scriptural warning is clear, for those who refuse the word of the Lord:

…if you refuse and rebel, you will be devoured by the sword… (Isa.1:20).

 You want help with this? Call, me on 0404 425 222.

[1] Gary North, “Inheritance and Dominion,” 1999, ch.28.

The World’s Second Oldest Religion (7)

By Andrew McColl, 2nd August 2022

No realm taken over by the state has escaped its coercive and punitive nature, to the detriment of its original function…Before the states in America took over education, the United States had the world’s lowest illiteracy rate and a remarkably capable populace. Today…we have our highest illiteracy rate in history. Jonathan Kozol, in “Prisoners of Silence,” (1980) gives us some very alarming estimates, from federal and other sources. The Office of Education estimates that fifty seven million Americans are unequipped to carry out the most basic tasks. This means over 35% of the entire adult population.[1]

There are lot of downsides to State control of education. One of these is that children won’t learn  Christian standards. They do not learn “Thou shalt not kill.” What do they learn? How to comply. How to do as you are told. How to win approval in the classroom, and with your peers.

Is learning to do as you are told wrong? No, so long as your obedience doesn’t violate the commandments of scripture.

What are US soldiers doing in Iraq and Afghanistan? Fighting and killing, just as they did in Vietnam, when 58,000 US soldiers died. Has Afghanistan invaded the United States, or sent in bombers, or bombarded its coastline? Then what justification is there for the United States to send its soldiers half-way around the world, patrolling the land and killing people?

The war in Afghanistan, like the war in Iraq, is a monstrous evil. U.S. troops are not defending our freedoms, protecting America, upholding the Constitution, keeping us safe from terrorists, preserving our way of life, fighting them “over there” so we don’t have to fight them “over here,” or any of the other blather that passes for reality nowadays. To those on the receiving end of American bombs, missiles, and bullets in Afghanistan (and Pakistan, Yemen, etc.), U.S. troops are attackers, invaders, trespassers, occupiers, aggressors, and killers.[2]

How did this come about? Go back around 170 years, when compulsory State education was introduced in the United States. Once the State has the capacity through legislation to indoctrinate children, it goes about this process in a subtle way. It doesn’t want to say to parents, “we are taking your children away from you,” but information is fed to children at school in such a way that children grow up with views, completely at odds with the Bible. God is seen to be irrelevant; not in the equation. In the 1920’s, Gresham Macham commented,

[P]lace the lives of children in their formative years, despite the best convictions of their parents, under the intimate control of experts appointed by the state, force them to attend schools where the higher aspirations of humanity are crushed out, and where the mind is filled with the materialism of the day, and it is difficult to see how even the remnants of liberty can subsist. Such a tyranny … used as the instrument of destroying human souls, is certainly far more dangerous than the crude tyrannies of the past.[3]

The second thing we can see is that educational standards decline when the State controls education. Why? Because the parents who God made responsible for education, are largely shut out of the educational process. The responsibility is turned over to a self-serving Department, which then has a vested interest in suppressing ways of monitoring its success.

There is now widespread evidence that suppression of bad publicity concerning schools is a widespread policy in the United States, through such mechanisms as reducing the pass rate on tests, so that only an “acceptable” number of students fail. Also, authors such as Bruce Shortt have plainly shown,                                                                                                                                       

…10% of the students at 20 elite New England preparatory schools were designated as “learning disabled” for purposes of taking the SAT.[4]

Elite groups with power in society are manipulative. Departments of Education fall into this category. They have immense power to control the flow of information to children, and they also don’t want unsavoury information about the failure of teachers or the Department coming into the hands of parents.

But that’s not all. The Minister also wouldn’t be impressed with negative press, so the Department also has a vested interest in keeping him suitably uninformed. I mean, we wouldn’t want the minister getting hold of some bad publicity, and acting on it now, would we? That could be very serious! While ever he is in the dark, and only informed through suitable channels, that will be fine.

It really is a wonder that anyone subjected to public schooling can think at all since the purpose of public indoctrination seems to be to fill the students’ heads with error and carefully filtered information. It isn’t so much a lack of education that hurts anyone, it’s the errors that are taught as fact that do almost irremediable harm.[5]

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

[2] Laurance Vance, “Should we Ask God to Bless the Troops?” Lew Rockwell website, 5/7/2012

[3] J. Gresham Macham, “Christianity and Liberalism,” 1923.

[4] Bruce Shortt, “The Harsh Truth about Public Schools,” 2004, p.144.

[5] Chris Sullivan, “Civics Lesson,” the Lew Rockwell website, 18/7/2012.

The World’s Second Oldest Religion (5)

By Andrew McColl, 19/7/2022

The education of children for God is the most important business done on earth. It is the one business for which the earth exists. To it all politics, all war, all literature, all money-making, ought to be subordinated; and every parent especially ought to feel every hour of the day, that, next to making his own calling and election sure, this is the end for which he is kept alive by God-this is his task on earth.[1]

The discipleship which Jesus Christ spoke of in the Great Commission (Mat.28:18-20), is not an isolated statement in scripture. It is predicated on lots of Old Testament teaching, beginning perhaps in Genesis 18:19, which is God’s description of Abraham:

For I have chosen him, so that he may command his children and his household after him to keep the way of the Lord by doing righteousness and justice, so that the Lord may bring upon Abraham what he has spoken about him.

There is a lot more about the parental responsibility for education, in Deuteronomy, chapters 6 and 11, and the Book of Proverbs. This shows us that discipleship is firstly a family responsibility. I cannot claim to be faithful to God in playing my part in discipling the nations, unless I have begun with my children. It’s a case of pure negligence for a Christian father to say concerning the education of his children, “Well, that’s not my problem. I’ll leave this to the Sunday School teachers, or the pastor.” The pastor and the Sunday School teacher won’t be there on the day of accountability.

This leads me to the next point. Many Christian parents whose children are attending a State school are awkward about identifying the humanist religion in public education. Why? It’s embarrassing for them. If they identify it, they know that they’ll need to do something about it, and they don’t want to. So, they fall for the old lie that says, “If I ignore this problem, it’ll go away.” It won’t.

I have an acquaintance who serves as a Chaplain in State Schools. He knows they’re not good places to be, but he sends his 13 year old daughter to one every day. Why? He’s been bluffed out by the system, and doesn’t have the intestinal fortitude to take her out and home-school her.

All of this points to one thing: God will keep judging His people, if they fail to get the message. He warned Israel about this:                                                                 

If you do not drive out the inhabitants of the land from before you, then it will come about that those whom you let remain of them will become as pricks in your eyes and as thorns in your sides, and they will trouble you in the land in which you live. And as I plan to do to them, so I will do to you (Nu.33:55-56).

Jesus spoke about accountability in His parable about the talents (Mat.25:14-30). The servant who refused to trade with what his master had entrusted him, Jesus described as a “wicked, lazy slave” (v.26). The master in Jesus’ parable commanded his servants to “throw out the worthless slave into outer darkness (v.30).

Is this merely an economic parable, dealing with money? No, for Jesus is warning us about ALL the things that He entrusts to us, and that includes our children.

Now, no doubt some could say to this, “Andrew, you won’t win many friends talking like that.”

Well, I’m not interested in winning friends, as much as I am in warning Christians to obey the Lord. In fact, speaking of friends, Jesus told his disciples that “You are My friends, if you do what I command you” (Jn.15:14). He reduced the billions of people in the world whom He could classify as His friends, to one group of individuals characterised by one thing: obedience.

Now, here’s the test for you and me. According to our demonstrated obedience in relation to the discipleship and education of our children in the Christian faith, preventing them from being indoctrinated in the world’s second oldest religion (humanism), are we going to pass the grade?

[1] Robert Dabney, (circa 1890), quoted in Bruce Shortt, “The Harsh Truth about Government Schools,” 2004, p.356.

The World’s Second Oldest Religion (4)

By Andrew McColl, 12/7/2022

It is the teaching of the Bible and of sound Political ethics that the education of children belongs to the sphere of the family and is the duty of parents. The theory that the children of the Commonwealth are the charge of the Commonwealth is a pagan one, derived from heathen Sparta and Plato’s heathen republic, and connected by regular, logical sequence with legalized prostitution and the dissolution of the conjugal tie.[1]

The idea of the family began in God’s mind, as we read in the Bible. Genesis shows us that God created a man and a woman, and they had children.  Of course, all families have problems, but the true institution of human history for procreation, education and inheritance has been the family.

The family’s potential for education, influence, social power and prosperity in the community hasn’t gone unnoticed. The great rival for the family historically has been the State, which has very commonly resented the power of the family, and sought to control and misuse it, for the State’s own ends.

Does this mean that the State Biblically, is somehow illegitimate? No, it is not. The Bible speaks much of the legitimacy of government. But the great problem the family and the Church has faced historically, has been the tendency of ruthless governments around the world to usurp the role of the family, even to the point of viewing the family as a threat, and trying to destroy it.

The Biblical evidence of this is clear. When Pharoah had Israel in bondage, he viewed the high procreation rate of the Israelites as a serious threat. So he said to the Hebrew midwives, “when you are helping the Hebrew women to give birth and see them upon the birthstool, if it is a son, then you shall put him to death; but if it is a daughter, then she shall live” (Ex.1:16). North comments,

The more progressive modern socialist ideology appears, the more satanically backward it becomes. The spirit of Pharaoh still lives. The anti-dominion defensive spirit of modern socialism has its roots deep in the past, as well as deep in hell.[2]

1,500 years later, Herod’s attitude was similar. Unlike Pharoah, he was not threatened numerically by the birth of the baby Jesus, but he wanted Him killed, nonetheless. When the wise men displeased him by not reporting back to him where Jesus was, he “…became very enraged, and sent and slew all the male children who were in Bethlehem and all in its vicinity, from two years old and under…” (Mat.2:16).

These instances should warn the Christian family: do not expect evil, socialist rulers who hate God to be sympathetic to your cause, or your well being. Evil rulers attempt to control and manipulate the family, and these attempts have been most ably illustrated in the field of education. Again, North comments that

No institution has been more effective in stamping out conservatism in the United States and everywhere else than the tax-funded school system. If I were given the choice of which to get rid of, the income tax or the public schools, I would not hesitate for a moment. I do not care if the federal government taxes my income, so long as local governments do not tax my income in order to fund the public schools. The battlefield for the hearts, minds, and souls of Americans has been fought in the public schools more than in any other arena.[3]

In Australia we have seen this plainly. The Victorian Minister of Education in 1984, Joan Kirner stated that “Education has to be about overthrowing the capitalist system, and making it socialist,” whilst only two years later, the NSW Minister for Education, Rod Cavalier, claimed in Parliament that “children belong to the State.”  Not much has changed since then.       

Thus the world’s second oldest religion still survives, and one of its clearest manifestations is through socialist, deceptive governments, which in their hostility to the family consciously set out to control and manipulate education.

The challenge in this is not so much that it happens, which is bad enough. What is worse, is that the majority of Christian families don’t seem to know, or if they do, they (unlike Joseph and Mary) are reluctant to do anything to protect their children from the ravages of an evil government, which through the arm of Education Departments sets about to ideologically kidnap them.

May God have mercy on these parents in their day of accountability.

[1] Robert Dabney, “Discussions,” 4:194, quoted in Gary Demar, “God and Government,” Vol.3, p.272.

[2] Gary North, “Moses and Pharoah,” 1986, p.27.

[3] Gary North, “The Greatest Single Failure of the Conservative Movement,” (his website), 19/6/2012.

The World’s Second Oldest Religion (2)

By Andrew McColl, 28/6/2022

The Bible tells us in the first statement about the devil, that the serpent was “…more crafty than any beast of the field which the Lord God had made” (Gen.3:1).

Not many Christians are crafty. Generally, I’m glad they’re not. We’re the ones who ought to be the straight-shooters; the plain speakers who never lie, and tell it like it is.  But we make a dreadful error if we think that all people will be like us. They won’t.

When you are dealing with a crafty person, it pays to be one step ahead of them, and to have some knowledge of their track record. How can you do that? Firstly, you have to know what they’re like, and where they’re likely to lead you if you give them half a chance. The Bible, speaking of the devil, tells us that “…we are not ignorant of his schemes” (II Cor.2:11).

What are his schemes? One of the first things we can see from the Bible is that the devil is a liar. Eve was right. After eating the fruit in the Garden, she responded to God’s challenge saying, “…the serpent deceived me, and I ate” (Gen.3:13).

Jesus, speaking of the devil, said “…he was a murderer from the beginning, and does not stand in the truth because there is no truth in him. Whenever he speaks a lie, he speaks from his own nature, for he is a liar and the father of lies” (Jn.8:44).

Religions always involve the dissemination of information and knowledge, and separating facts from fiction. So when we think about education, we’d better realise that it’s a deeply religious issue, and that there are lots of lies around, all of them coming (directly or indirectly) from the devil. What are some of these?

1. Parents can’t educate their children. Only qualified teachers can do that.                                Well, that’s not what the Bible says. It puts the whole responsibility for education with parents. Don’t believe me? Look at Deuteronomy chapters 6 and 11, and Ephesians 6:4. Dabney said, over 100 years ago,

The education of children for God is the most important business done on earth. It is the one business for which the earth exists. To it all politics, all war, all literature, all money-making, ought to be subordinated; and every parent especially ought to feel every hour of the day, that, next to making his own calling and election sure, this is the end for which he is kept alive by God-this is his task on earth.[1]                                      

2. Governments are responsible for the education of children, so they’d know what’s best.            

Everyone is religious in one way or another, and governments are made up of religious people, elected from the community. People take their religions with them, wherever they go. If they start off as humanists, when they go to Parliament and pass legislation, then humanism is what they’ll enact into law. Dabney also said,

                                                                                                                                               It is the teaching of the Bible and of sound Political ethics that the education of children belongs to the sphere of the family and is the duty of parents. The theory that the children of the Commonwealth are the charge of the Commonwealth is a pagan one, derived from heathen Sparta and Plato’s heathen republic, and connected by regular, logical sequence with legalized prostitution and the dissolution of the conjugal tie.[2]

3. Children need to be socialised amongst their peers, and that’s where they’ll learn how to get along. It takes a whole village to educate a child.                                                                             The Bible tells us that “He that walks with wise men will be wise, but the companion of fools will suffer harm” (Prov.13:20). If you place your child in an educational environment for 12 years (that’s 14,400 hours of school time) with a large proportion of fools, the Bible promises a guaranteed outcome: “harm.” Is that being responsible? As Oswalt wrote,

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.[3]

 4. Children need a ‘well-rounded’ education.                                                                              Think of a curriculum with every aspect of Christian content carefully removed, that promotes atheism, Darwinistic evolution, same-sex behaviour, where children are exposed to consistently foul language, sexual perversion, drug use and bullying. Some people call that “a well-rounded education.” The Bible calls it an abomination. Martin Luther warned

I advise no one to place his child where the scriptures do not reign paramount …every institution in which men are not unceasingly occupied with the Word of God must become corrupt.

5. The Education Department will give you helpful advice about education.                                  The Education Department has a vested interest in perpetuating itself. Would any departmental person advise you to withdraw your well-behaved child from their school, when it will cost them funding? No children-no Department. They want your child there for the sake of the Department’s longevity, and their job. But there’s more.

The State’s principal concern in overseeing the education of children has never been the educational development of children but merely its own control of the educational process.[4]

6. Your State School teacher will give you unbiased advice about your child’s education.             Every State school is funded on the basis of numbers. More children: more money for the school. You want unbiased advice? Don’t ask the State school teacher. If he loses too many children, he could lose his job. The best interests of the child are secondary. But there’s more. As Nigel Lee wrote,

Like Hitler, Vladimir Lenin saw the value in monopolizing education and bringing it under the exclusive control of the State. The process for change had to begin with the children. The sooner they could be taken from their parents and broken from their links to the past, the sooner the reprogramming could take place. In his Principles of Communism of 1847, Engels had advocated the “education of all children, as soon as they are old enough to dispense with maternal care, in national institutions and at the charge of the nation.”[5]

7. If children are educated by their parents, they won’t be ready to face the real world.             What world do parents live in? They have to face all the issues of life that the rest of the community faces. Parents make great educators, they know their child better than anyone, and with the free market and the internet they can find all manner of educational resources, along with their own knowledge and experience. Oh, and forget about all the wasted time and money in cars, and on buses and trains getting to and from school.

8. A child educated at home would miss out; they couldn’t ever go to university.                          Miss out on what? An awful curriculum, a lot of wasted time, and a peer group busy with drugs, perversion and bullying. Compared to children who attend school, a similar proportion of home schooled children go to university.

Conclusion:                                                                                                                                         The devil is a seriously religious person. Since the Garden of Eden, he’s been disseminating knowledge and information about his religion (humanism), and most people swallow his lies. Furthermore, he promotes lots of lies about one of the more serious religious activities- the education of children.

Here are my two final questions:

1) How many of these lies have you believed?                                                                                      2) What are you going to do about turning this around and obeying God in relation to your children’s education?

[1] Robert Dabney (circa 1890), quoted in Bruce Shortt, “The Harsh Truth about Government Schools,” 2004, p.356.

[2] Robert Dabney, “Discussions,”4:194, quoted in Gary Demar, “God and Government,” 2001,Vol.3, p.272

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

[4] B. Adams & J. Stein, ‘Who Owns the Children: Compulsory Education and the Dilemma of Ultimate Authority,” p.9. (Quoted in Gary Demar , “God and Government,” 2001, Vol.3, p.252.)

[5] Quoted in Francis Nigel Lee, “Communist Eschatology: A Christian Philosophical Analysis of the Post-Capitalistic Views of Marx, Engels and Lenin,” 1974, p. 351. (3) Quoted in Lee, “Communist Eschatology,” p. 350.

The World’s 2nd Oldest Religion (I)

By Andrew McColl, 21/6/2022

God’s way places responsibility on every man, whereas all humanistic patterns remove government from God and man to the state, or to the autonomous individual. God’s law in every sphere limits the powers of man, church, state, family, and all human agencies. Its basic thrust is man’s responsibility: “Thou art the man” (2 Sam.12:7). Statism assumes a caretaker role which denies implicitly that man is created in God’s image and has a calling to govern himself and his spheres of responsibility.[1]

One of the commonest mistakes people make in relation to education, is to view it in terms of academics. They want their children to be educated, and so they think primarily of subjects such as Maths, Science and History. Of course, these are aspects of education, but the fundamental issues of Education are not subjects such as Maths, Science and History. They are values.

Values are derived issues. They indicate why we think a certain way, and values are founded upon the religious presuppositions that people hold to. Christian values are derived from the knowledge of God in the Bible. This explains why a truly Christian education is fundamentally different to a Buddist, a Moslem, a Hindu or a humanistic education. Christian values are derived from scripture, whereas other religions are derived from other texts or viewpoints.

Thus it is a vain thing for Christian parents to send their child to a State school, and ask for a class on religious education (of perhaps an hour a week), to be superimposed onto a humanistic curriculum. It is an affront to the First Commandment:

You shall have no other gods before Me (Ex.20:3).

It is saying to God, “You be Lord of 3%. The rest of my child’s time at school, he/she will be devoted to paganism.” And it’s implicitly saying to a child, “I want you to be educated in the Bible for 3% of your week, and the other 97% of your school time, you may as well be a child of the devil.”

The humanists have known this for a long time, a lot longer than Christians. They have engaged in what Gary North calls “ideological kidnapping.” The humanists must be struck by how blind Christian parents have been now, for over a century. In 1983 a leading American humanist wrote                                                                                                               

I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers that correctly perceive their role as proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being … The classroom must and will become an arena of conflict between the old and new. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing the classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level—preschool day care or large state universities. John Dunphy, (“The Humanist,” Jan/Feb 1983.)

To say that we Christians have been a bit slow on the uptake is to be charitable. Furthermore, a lot of pastors and preachers have not been a help; they have been compromisers too. When there’s mist in the pulpit, there’ll be fog in the pew. When church leaders are compromisers, what can we expect of the people?

Nonetheless, God holds Christian parents responsible for their childrens’ education. This has been His message since  the law of Moses. As Rushdoony comments,

in Deut.6:7-9, parents are ordered to teach their children the faith. This is to be done “diligently.” The future of the family and the nation depends on the godly education of the generations to come…Failure to teach our children and to instruct them in the faith and in God’s law often rests on an implicit humanism.[2]

God’s message to Israel through the prophet Elijah was clear: “How long will you hesitate between two opinions? If the Lord is God, follow Him; but if Baal, follow him. But the people did not answer him a word” (I Kings 18:21).

What about you? What values do you want your children to hold to, right through their lives? It’s an exercise in wilful deception to think, “We’ll give them a Christian education at home, and save money by sending them to the State school.”

Now is the time to make your position of obedience to God absolutely clear to all around, including your children. Yes, obedience to God’s Word can be costly, and may mean confronting issues you wish weren’t there. But Jesus said, “Your kingdom come, Your will be done, on earth as it is in heaven” (Mat.6:10). He said also, “…you will know the truth, and the truth will make you free” (Jn.8:32).

Do you really want your children meeting Jesus Christ at judgment day, having embraced the world’s second oldest religion?

[1] Rousas Rushdoony, “Deuteronomy,” 2008, p.9.

[2] Rushdoony, p.117.

It’s All in the Family

By Andrew McColl, 15/2/2015

Hear, my son, your father’s instruction and do not forsake your mother’s teaching; indeed, they are a graceful wreath to your head and ornaments about your neck (Prov.1:8-9).

Near the beginning of the year, I find myself being drawn back to the centrality of the family in God’s purpose. Despite the fact that He was the Son of God, Jesus came to earth as Mary and Joseph’s first child, and He certainly had lots of siblings to interact with as He grew up. The locals where He grew up later said of Him,

Is not this the carpenter’s son? Is not His mother called Mary, and His brothers, James and Joseph and Simon and Judas? And His sisters, are they not all with us? (Matt.13:56).

In every way, there would have been lots of similarities between Joseph and Mary’s family, and yours. There would have been spilt milk, lumps and bumps, tensions, sickness, differences of opinion, misunderstandings, along with some anger and sin. Frankly, it’s been that way since Genesis, and I don’t see it changing in a hurry.

Families really do have remarkable capacities, which we do well to understand and appreciate, which are well beyond what can be covered in this letter today.[1] And this is all part of His design! When the Lord made Adam in the Garden, even though as a part of creation he was “very good” (Gen.1:31) and without sin, God said that there was something about him that wasn’t good. He didn’t have Eve!

And when the Lord brought her to Adam, he realised what he’s been given. He said

This is now bone of my bones, and flesh of my flesh… (Gen.2:23).

Thus God’s plan is that togetherness begins in a family.

But there is much more to family that just the togetherness of husband and wife; that’s just where it all kicks off! For almost all families there is procreation, along with the preparation and education of children for maturity and independence.  That will mean lots of very important things: training in the knowledge and fear of the Lord, discipleship, along with the many aspects of preparation for life and adulthood. And this is a big part of why God gives children to parents; procreation just the beginning.

The Puritans believed the Bible: they believed that children were a gift from God, and that having them was a holy vocation for parents. Parents were thus to bring them up “…in the discipline and instruction of the Lord” (Eph.6:4). (One of them even gave 10 reasons why mothers should breast-feed.) They also believed in family worship at home, along with the father’s duty to be reading and expositing scripture, and praying with the family. They were powerful and influential people in their time, and we would do well to emulate them.

I agree: problems with children can be tiresome for us parents. But of course, we are all in the process of learning and growing. Those problems we are encountering with our children are actually good for us! In the process we should be developing patience and lots of God –honouring virtues and fruits.

“Father’s instructions” and “mother’s teaching” are vital aspects of what the Lord wants us to share with our children. They are vital family issues, recognised by Solomon as early as 950 B.C., and the homeschooling family has abundant opportunities to provide their children with these. And very often they can be in non-formal, casual circumstances and conversation.

When the Bible says, “Give me your heart, my son, and let your eyes delight in my ways” (Prov.23:26), it is really referring to those opportunities that parents have with their children to capitalise on the intimacy of family relationship and interaction, to have a powerful and God-ordained influence on a child. Children learn by what they see and hear.

And the object of this is that

The father of the righteous will greatly rejoice, and he who sires a wise son will be glad in him. Let your father and your mother be glad, and let her rejoice who gave birth to you (Prov.23:24-25).

Of course, no family should ever see itself as absolute, or totally independent. We are all to be in fruitful relationships amongst the Lord’s people, His church. God’s plan is that the  family, church, and State be interdependent, mutually supportive structures, never competing against one another.

Thus pastors, elders and others should be authoritative and influential leaders, and as spouses and parents, it’s to our advantage that we are subject to them. Moses was a great leader, but even he needed an outsider’s help through Jethro’s understanding and advice (Ex.19:13-27), to carry out his tasks more effectively. The Psalmist asked the Lord,

Let the righteous smite me in kindness and reprove me; it is oil upon the head; do not let my head refuse it…(Ps.141:5).

Conclusion:                                                                                                                                Let me encourage you today: take your marching orders as a parent from the Bible, for it has much to say about the responsibilities of parents regarding their children, beginning in Genesis. And as we parents take our responsibilities seriously in the discipline and training of our children unto the Lord, it will have a marked impact on them for good.

And on our day of judgment, we’ll be able to give a good account of how we’ve discharged our responsibilities as parents. It all begins in the family.

[1] See my book, “The Significance of the Godly Family,” 2009.


Total Depravity

By Rodney N. Kirby (about 1980)

And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually (Gen.6:5).

We have looked previously at one aspect of the Biblical teaching on “the nature of man”—the fact that man is made in the image of God (Gen. 1:26-27). This month we look at another aspect of man’s nature —his sinfulness. When Adam sinned, his sin affected not only him, but the whole human race, of which he was the representative head. Every person born of Adam, then, inherits a sin nature—a natural bent and desire toward sin. This affects all of man’s capacities—his intellect (cf. II Cor. 10:5), his will, his desires, etc. Man, left to himself, naturally inclines toward evil and away from God and His Law-word.


There is much emphasis placed in modern education on creativity. The teacher is to give the child information, materials, etc., so he can express his imagination freely. This is seen in the fine arts, and in “creative writing.” Now, there is a place in the Christian school for creativity. However, our text gives us a warning in this area. It says that “every imagination. . . was evil.” We must not stop with enabling the child to express himself freely; he may (and, at first, most likely will) express a sinful imagination.

We must show him how his imagination is not in line with Scripture (say, a non-Christian thought being expressed through allegory), and how he can bring it in line with God’s revelation. One’s imagination is not neutral, and we must not say, ‘Oh, but you will suppress the child’s creativity if you, critique his work.” Paul tells us that we must bring every thought (including “creative” thoughts) into captivity to the obedience of Christ (II Cor. 10:5). Children must be taught how to express themselves creatively in submission to God’s Word.

In our economics and government classes, we must also remember the sinfulness of man. We cannot rely upon man to solve our economic or social problems; man is sinful, and will progressively move farther from God’s Law into apostasy. It is quite easy to point this out in liberalism —collective man (m the state or democracy) is looked to as the saviour from all our socio-economic ills. With the liberals in control, there is more and more oppression—of the rich, of the poor, of Christians, etc. But conservatism (as it is generally preached) has the same flaw. As this is being written, the Republican National Convention has just been held.

While we may agree with many of the positions taken, yet there is one basic flaw—it is all based, just as in liberalism, on man. To be sure, it is the individual man, rather than collective man. But Ronald Reagan’s words are still ringing we can “make American great again; we can re-establish respect for America among the other nations of the world; we can bring our productivity back up; etc. Only God can “make America great,” and we must be careful to make that fact clear to our students. The blessings of Deut. 28 do not come from a free market economy per se, but from a God who blesses faithfulness to His Law-word.


Since the child is sinful, we cannot depend on him to decide what he should learn, and when and how he should learn it. He will not choose what he needs (as defined by God’s Word), but will choose those things which least enable him to obey God and exercise dominion. However, those who advocate open classrooms either do not see this, or they deny it. Open classrooms are those in which the children, individually, decide which of several subjects they will study, how long they will study it, and how they will learn it (educational games, worksheets, books, etc.).

Maria Montessori was a prime advocate of this methodology. She believed in the natural goodness of the child; he would thus choose wisely what he needed and was ready for at the time. If he wanted to study math all day, he could —or art, or music, or for that matter, recess. The teacher was merely to provide him with the apparatus needed to do what he desired. However, if we, with Scripture, view the child as sinful, we cannot trust him to learn what he needs. The teacher (and administrator) must decide what the student will learn, and when.

There is a variation on the open classroom concept in vogue today in many Christian schools. This is the individualized course of study, best represented by Accelerated Christian Education (A.C.E.). While the student does not have complete freedom of choice as to subject matter, he does proceed through the booklet at his own pace. To be sure, the teacher does monitor his progress, and can detect any slothfulness. And, it is admitted, it is easy to understand the rationale for such a program as A.C.E.—a small school can offer all twelve grades, with only a few teachers. (The writer is using a similar curriculum in tutoring several Cambodian refugee children.) But it would seem that the A.C.E. and similar programs still have not considered sufficiently the sinful desire of the child not to work up to his capacity.


It is popular to submit rules for classroom behaviour to a vote—giving the children a chance to experience “participatory democracy.” Also, the children will more readily obey rules they themselves have drawn up, it is said. However, if the child has a sin nature, as Gen. 6:5 says, then he cannot be trusted to make his own laws. The child may make laws against every kind of wrong behaviour except his own.

Even Adam before the fall did not make his own laws; how much less would a fallen, depraved human being be capable of doing so! Such “democracy” is actually training in autonomy—when the child grown up, he will no more look to God’s Law than he does in school. He will be a thoroughly trained-autonomous humanist.

Since the child’s heart is sinful, Christian teachers cannot expect discipline (even Biblical discipline) in itself to have a lasting effect on the child. Only the regenerating power of the Holy Spirit can change the heart. We may, and must, make the child conform to Biblical Law; but we cannot change his heart to make him desire to obey that Law. The sinner’s problem is not just bad behaviour—it is a bad heart, which produces bad behaviour.

Thus, Christian discipline is distinguished from behaviour modification, which sees only the outward behaviour, and uses external means to change that behaviour. Gen. 6:5 tells us that the heart is wicked, and so it is the heart that must be changed. Christian teachers must pray for their students diligently, asking God to give the children a new heart, one on which His Law is written (Jer. 31:33). Only in this way will our discipline truly be effective.


By Rodney N. Kirby, #10 “Genesis and Ancient History, Part 2”
Text — Genesis 5, 11

Last month, we began showing the necessity for Christian history teachers to reconstruct their subject matter on the foundation of Scripture. We saw how Genesis 4 teaches many things about ancient history which go contrary to the generally accepted (evolutionary) view of history.

This month, we turn to Genesis 5 and 11 to see another aspect of ancient history. Having dismissed evolution as being unbiblical, the Christian teacher will also dismiss the dating scheme of the evolutionists. There will simply be no need for the billions of years required by evolution. So that brings up the question, “How old is the world?”

The Institute for Creation Research and other creationist organizations have done much helpful work in this area. They have shown how the dating methods used by evolutionists are based on faulty assumptions. They have also shown that other dating methods point to a young earth. The Christian teacher, particularly teachers of history, geology, and archaeology, must not ignore the work of these scholars.

While this work is invaluable, it must nevertheless be kept in its place. Creationist scientific findings are based on untested, non-scientific assumptions the same as are evolutionary dating methods. In a sense, the evidence for a young earth is no more “scientific” than that for an old earth. The validity of evidence is dependent upon one’s religious presuppositions. Neither position is neutral. As Christians, our presupposition is the truthfulness of God’s Word. We do not use science to show the truth of Scripture; rather, we use Scripture to show the truth of any particular scientific finding. Thus, to know which of the many dating methods are most accurate, we must know what Scripture teaches about the ages of the earth.

Genesis 5 and 11 would seem to furnish us with the data needed to calculate the age of the earth. We are given the number of years from one generation to the next, from Adam to Abraham. Other Biblical data help us to locate Abraham chronologically, and so it is a simple matter of counting backwards from Abraham to find the age of the earth. For further reference, see Martin Anstey, Chronology of the Old Testament (Grand Rapids: Kregel, 1973).

However, many Christians object to such a procedure. They say that it is illegitimate to use Genesis 5 and 11 to construct a chronology, for that is not the purpose of these chapters. The purpose is, rather, to show God’s faithfulness in guarding the Messianic line; to show the fulfilment of Gen. 2:17 by repeating “and he died;” and to show by the shorter lifespans after the flood “the tightening grip of the Edenic curse upon the human body” (John C. Whitcomb, Jr. and Henry M. Morris, The Genesis Flood; Grand Rapids: Baker, 1961; p. 477). Whitcomb and Morris devote an appendix in this book to this very question, and list eight objections to the position we are presenting. We will deal with a few of these.

First, the idea that chronology is not “the purpose” of these chapters has no weight. Whitcomb and Morris give five purposes; this does not, however, eliminate the possibility of a sixth—the construction of a chronology. In one sense, Scripture does have only one purpose—to make the man of God “perfect, thoroughly furnished unto all good works” (II rim. 3:17). However, the preceding verse lists four “sub-purposes” of Scripture—doctrine, reproof, correction, and instruction in righteousness. Scripture is like a many-faceted jewel—we may look at it in many different lights to gain different insights, to equip us for every good work. Thus, although the overall purpose of Moses in including chapters 1 and 11 in Genesis may not have been to present a chronology, we are not hindered thereby from making such an application. The presence of “irrelevant information” (Whitcomb and Morris, p. 476f.), the fact that chapters 5 and 11 are symmetrical (p. 475f.), and the fact that the number of years are not totalled by Moses (p. 474f.) are thus irrelevant objections.

The objection that “the postdiluvian patriarchs could not have been contemporaries of Abram” (p. 477f.) is merely an unfounded assumption, as is the notion that there must have been many centuries between the tower of Babel and Abram (p. 478f.). It is also mentioned that the term “begat” sometimes refers to ancestral relationships (p. 481-483). Whitcomb does give examples of such usage elsewhere; we do not question this. But this does not mean we are warranted in reading Gen. 5 and 11 this way, without other evidence (Biblical evidence, that is).

Besides, even if the relationship between say, Seth and Enosh (Gen. 5:6) spans a missing generation or two, it still is the case that Seth was 105 years old at the birth of Enosh, whether he was his son, grandson, or great-grandson. If not, the Biblical record is false here. Also, the parallel with other Biblical genealogies breaks down. Other genealogies do not have the age at the birth of the next generation given, as we have here (X lived Y years, and begat). Contrast chapters 5 and 11 with, say, Gen. 10. The fact that the ages are given makes this record distinct from the others, and we must take care when we draw parallels with other accounts.

The only truly substantive objection comes by way of Luke 3:36, where “Cainan” appears after Arphaxad and before Salah (cf. Gen. 11:12). This could indicate a missing generation, thus implying other missing generations elsewhere. Also, there is hardly time to insert Cainan into Gen. 11:12 without stretching the time, for Arphaxad would then be 35 at the birth of his grandson Salah—a fact which, while conceivable, is not likely.

There are two possible ways to look at this. First, perhaps there should be an additional generation inserted here, based on Luke 3:36. This, however, does not necessitate discarding the whole chronological scheme of Gen. 5 and 11. We are only warranted in inserting a “missing link” where we have other Biblical evidence. This is what is done with regard to the other genealogies; we do not go around finding gaps everywhere we would like one, but note gaps only on the basis of other Biblical evidence. This is the only place in Gen. 5 and 11 where such a “missing link” might be indicated. This would add only about 30-35 years to the total (based on the average age of childbearing in the context).

Second, Luke, writing in a Greek context, would most likely have used the Greek translation of the Old Testament, the Septuagint, as his source. The Septuagint does have the name of Cainan in Gen. 11:12. Thus, Luke was merely reflecting the Septuagint of his day, not the Hebrew text (no reliable Hebrew texts include Cainan).

Whatever the answer to this question may be, as said above; it does not allow the addition of a significant amount of time to the chronology. It is possible for the Christian teacher to contract an ancient chronology with a high degree of accuracy, whether he places the Creation at 4004 B.C. (with Ussher), or, as others have calculated it, at 4042 B.C. or 3960 B.C., or somewhere in that vicinity. This places a backward time limit on all other historical investigation. This also will locate the Flood (with its resultant geological activity) in time. The teacher must thus reconstruct ancient history within these parameters (following the example of Donovan Courville’s The Exodus Problem, mentioned last month).

How Evil are the Public Schools

By Southern Catholic Mum (, 5/5/2022

I have an urgent message to all parents:




Wake up, parents! YOU are 100% responsible 24/7 for the human you brought into the world, until he is at least 21, in my experience!

Consider these issue:

1) FEDERAL ZONES: places you the parent have no rights and no right to enter, including government school buildings, grounds, and offices. [1]

Your child, once placed into the care of the state and its agents, can act and be acted upon without any notification to you … including, but not limited to:

– ABUSE (Government schools in the US are the number one source for abuse of all kinds),

– SEXUAL GROOMING and instruction (What else should we call is “Sexual Education” in government schools?),

– MEDICAL GROOMING including, but not limited to injections and vaccinations, invasive medical exams, procedures of all types, etc.

– PSYCHOLOGICAL GROOMING and evaluations (yes, they do! See “Dossier” below),

– IDEALOGICAL GROOMING: transgendering, “Trans Closets”, homosexual teachers, activism in the classroom, political correctness, “history” classes, shaming of whites etc.

– ACCESS TO CONTRACEPTIVES (yes, most schools will get your child free birth control pills and more),

– and thousands of other actions against your child, done without your knowledge or consent.

2) MEDICAL AGE OF MAJORITY: In the US, the age at which your child can direct and control his medical care is thirteen (13). Hard to believe, but you the parent can be commanded to wait outside the examination room at the Minute Clinic as your child (unless he “dissents” and requests his parent to accompany him) goes for a routine sports physical. At age thirteen (13), your child is “adult” in his medical choices and can direct his own medical care, because the state and its agents (teachers, nurses, court clerks [aka judges], politicians, etc.) seek to separate the child and the family, to grow the state’s powers and destroy any competition or opposition to it. Unless you properly instruct your child by letting him know he can say “No” to a non-parental authority figure at anytime, that he can DEMAND to have his parent present at anytime, anywhere, then you are not parenting and protecting your child.

Above all, your child should know that HIS BODY BELONGS TO HIM, that NO ONE, ANYWHERE, can touch his person.

Also, no one should make him uncomfortable or force a choice under duress. Your child should be armed, when he is not with you, with responses like, “No.” and “Call my parent now,” “Do not touch me,” or “You make me uncomfortable”, and “I want to go home now.”

Now more than ever, your child must learn not to obey “authority” figures who try to stand in for his parents, an illegitimate stance, after all. A good person will always understand when a child wants his parent to be involved. Empower your child, if you send him out alone into the government federal zones!

3) ABORTION: Any girl can elect at age 13 (see MEDICAL AGE OF MAJORITY above) to receive an abortion WITHOUT her parent’s knowledge or consent, WITHOUT knowledge or consent of the baby’s father. Some states may vary in this framework, but the federal level is clearly pushing for the hard core abortion “rights” of children.

4) DOSSIER: Ask for the complete school record kept on your child. Transcripts of classes and grades are just a part of it.

But your child also has a DOSSIER, usually with years of teachers’ “observations” on your child’s “psychological” being and “behavior”, wherein any dolt of a teacher can post any comment she wishes, such as, “Conner talks too much and often interrupts our Kindergarten class. He might have [attention deficit disorder]. Perhaps he could be evaluated by the school psychologist [here comes the recommendation for prescription use] and be able to join my classroom in a calmer manner.” The teacher has good reason to expect no parent will ever see her comments, because all government school employees protect one another and now famously despise parents and do not tell parents what really is going on. There are cameras on is wherever we go, but no cameras are in the classrooms full of children. Who is watching the watchers?!

Chances are you didn’t even know such dossiers existed. Now you know. Go get it. Go to your government school district head office (superintendent or director office) and ask them to bring out the complete file on your child (or yourself, from your school days!). Then, ask them for a complete copy of all records. You can also demand records be corrected or have them removed from the child’s records altogether.

If you have any resistance or believe the schools have given you scant report, if you believe they have mischaracterized your child in the dossier, go to a lawyer and get him to draft a letter for you, requesting all information be transparently and immediately divulged, corrected, or removed. If that lawyer does poor work, he may have ties (does his wife work for the school system?), so know your lawyer, too.


1) Withdraw your children from government schools already.


Stay Vigilant!