As evolution represents the 'scientific' attack on the physical body of Mankind and thus the sanctity of life; so, the secularization of textbooks (read that - ‘the revising of History’) represents the Attack on the Mind. One of the most successful arguments in the culture wars of the recent past has been the notion of the principal supposedly espoused in the Constitution of the ‘Separation of Church and State’. The repetition of this false concept has had the effect of making millions of American citizens believe that is actually part of the U.S. Constitution. Well, one might consider the following finding from the Supreme Court:

“The laws of this nation must necessarily be based upon and embody the teachings of the Redeemer of Mankind. And, in this direction and to that extent our society and our Civilization are emphatically Christian. Furthermore, the finding of this court is but one insignificant addition to the already existing mass of organic utterances that this is a Christian nation.” U.S. vs. Holy Trinity Church, 1892.

Or consider the following from Patrick Henry –

"It can not be emphasized too often or too strongly that this great nation was formed, not by religionists, but, by Christians, not on religions, but on the Gospel of Jesus Christ. And, it is for this very reason that people of other faiths have been afforded asylum, prosperity, and the freedom to worship here.”

As mentioned in a previous post, God admonished the Israelites in Deuteronomy 4:8 to remember that it was He who delivered them from Egypt lest they grow boastful, proud, and forget God. It seems as though the collective American mind has been under an assault to excise the Almighty from public thought or discourse by removing historical references to God.

"Only be careful and watch yourselves closely so that you do not forget the things your eyes have seen or let them slip from your heart as long as you live. Teach them to your children and to their children after them." Deuteronomy 4:9

Dr. Paul Vitz of New York University has well documented the almost total purging of references to God, religion, and even traditional families from textbooks across America. Not only have references to God and traditional Judeo-Christian values been excised from school books; but, so have the numerous and documented accounts of the direct intervention of God's providential miraculous delivery of our nation throughout the early history of the American colonies, the Revolution, and the establishment of the United States. The phenomenal history of our country has been well documented by the research of Peter Marshall and David Manuel in their book, “The Light and the Glory." The evidence presented by Marshall and Manuel of God’s superintending providence in the discovery of America through the writing of the Constitution is so incredible that the reading of this book by school children in America would go a long way towards shoring up our eroded foundation.

One exciting story told in The Light and the Glory involves George Washington and a battle during the French and Indian Wars in the Monongahela Valley. Years later an Indian Chief heard that the ‘Leader of the White man’s tribe’ was back in the area on a surveyor’s job. He arranged to meet George Washington and stated that on the day of the battle he realized Washington was the leader and had his shooters direct their fire at him. Washington had two horses shot out from under him and noted in his diary that he had four bullet holes in his jacket and men were falling all around him. The Chief continued by saying that ‘our rifles did not know how to miss, but, they could not hit Washington’. He went on to say that a ‘Power far stronger than them was protecting him’.

There are numerous documented stories similar to this that would add a level of excitement and purpose to otherwise ‘Bueller-esque’ (read that ‘bored out of their minds) students in ‘history’ classes around the nation. It was awareness of these stories that led Katharine Lee Bates to pen the moving words of her song, ‘America the Beautiful’.  Indeed, God truly did ‘shed His Grace on thee!”

Also, Donald Lutz and Charles Hyneman, researchers at the University of Houston documented the writings of the Founding Fathers and discovered that of 15,000 quotes, thirty-four percent were directly taken from the Holy Bible (seventeen times more than any other single source). These facts alone made it easy to infer that American History can not be taught without teaching the Bible in conjunction with it. The net result of this lack of information to the American student over the years has been the near realization of God’s warning – “My people perish for a lack of knowledge."

In Allan Bloom’s best seller, “The Closing of the American Mind", he states that, “every educational system has a moral goal that it tries to attain, and that [purpose] forms its curriculum. The intention of the curriculum is to produce a certain kind of individual". Relativism is defined as “the theory that all truth is relative to the individual and to the time or place in which he acts”. Relativism is the natural offspring of an evolutionary (accidental) world view and as such it is the overriding philosophy of the educational elite (those who write and publish the curricula).

The philosophy of relativism has a disdain for historical events. Consequently, as students learn less and less about the events and mindset of their forefathers, the less they adhere to and are able to defend those ideologies. The absence of truth in history curricula separates children from their roots and makes possible the forsaking of the liberties and the political institutions for which their forefathers fought, bled, and died.

In Philadelphia, Pennsylvania the Liberty Bell stands as a monument to Freedom - a reminder of the price that was paid to secure our God-given rights of life, liberty and the pursuit of happiness. Yet, today, the distinction between ‘peace’ and ‘freedom’ has been nearly obliterated. Children in state run schools are no longer taught Patrick Henry's plea for armed revolution in which he cried," is life so dear, or peace so sweet that it must be purchased at the price of chains or slavery? Forbid it, Almighty God! I know not what course others may take; but as for me - Give me liberty, or give me death!"

Nor is it taught that Thomas Jefferson said, "Rebellion against tyrants is obedience to God." Virtually no public school attendee exists who knows that our U.S. Government is a Constitutional Republic, built on unchangeable absolutes; not a Democracy, built on the majority rule. Secularized textbooks put China and other totalitarian states on the same moral equivalent as the United States. Yet, our students are not able to define what a totalitarian form of government resembles. The systemic deconstruction of America’s heritage is well documented in Catherine Millard’s book, The Rewriting of America’s History.

For years, Mel and Norma Gabler of Longview, Texas documented the distortions and the outright lies in textbooks which consistently present Marxist states in a good light while painting America and the free world with a negative brush. In addition, it is the tendency of social studies courses to present 'world' problems while belittling national sovereignty. Of course, as national pride wanes and international interdependence is fostered, it will only be a matter of time before the 'practicality' of a 'one-world' government becomes an accepted reality.

The intention of the 'educational elite' to 'dumb-down' the American school child has been well documented by Samuel Blumenfeld among others. He notes the abandonment of the use of phonetics in favor of the 'look-say' method of teaching reading has been devastating to the welfare of our children and the nation. This is in spite of the incomparable superiority of phonetics and the miserable failings of 'look-say'. In fact, the illiteracy rate in Colonial America was between one-half of one percent and one percent. Of course, at that time government was not in the 'education' business. This situation has been rectified today as the federal and state governments now spend billions of taxpayer dollars on education and the illiteracy rate has soared to over thirty percent nationwide.

The dumbing down of textbooks has been well documented by education researchers such as Blumenfeld and the Gablers. (I may attempt to address the pseudo-science of global warming, now ‘climate change’ in a later post.)

This writer personally met a high-school chemistry teacher in Carrollton, Texas who in late 1980’s bought some fifteen year old chemistry textbooks at a garage sale because the district issued texts of the current period were virtually useless in teaching an understanding of basic chemistry. Incredible as it may seem, eighty to ninety percent of all college graduates today could not pass the entrance exams of mid-eighteenth century colleges. One of the common entrance requirements of that time was to translate the first ten chapters of the Gospel of John from Greek to Latin!

So, you may be asking ‘how did all this happen?’ While the mechanism for the takeover of the American education system is too large to be properly addressed in this post, let me share the following incredible information -- Norman Dodd served as Research Director of the House of Representatives Committee, chaired by Carroll Reece. They were examining the possible un-American influence of tax exempt foundations in 1953. Mr. Dodd stated in a 1982 video interview, shortly before his death, that they were given special access to all minutes of the Carnegie Foundation. Their study of these minutes revealed that the Carnegie Foundation was intent on using the American education system to alter life in America by changing history. The Carnegie Foundation worked in league with the Rockefeller Foundation and the Guggenheim Foundation to create the American Historical Association. Together they funded scholars whose goal was to change American by controlling education so that the public would eventually accept collectivism! (that's the same as socialism...don't cha' know?)

Former Congressman Norman Dodd on the use of Tax Exempt Foundations to 'Change History'

"Government is not Reason nore Eloquence, but, Force.  And, like Fire, makes a dangerous servant and a frightful Master"   --- George Washington

and the Fire first attacked our Children thru the Educational System....

Before 1900, public education was the exception and not the rule in this country. Until that time, the responsibility of educating children was controlled by parents and the local community, usually a church school. Many of the Founding Fathers were home schooled.

The following warning of the dangers of a national secularized educational system was indeed prophetic:
"I am as sure as I am of Christ's Reign that a comprehensive and centralized system of national education, separated from religion, as is now commonly proposed, will prove the most appalling enginery for the propagation of the most anti-Christian, and atheistic unbelief and of anti-social, nihilistic ethics, individual, social, and political which this sin wrent world has ever seen."
A.A.Hodge, Dean of Princeton University, late nineteenth century.

James Madison said that “the success of our form of government depends upon the ability of the people to govern themselves, control themselves and sustain themselves according to the Ten Commandments of God”. Yet in today’s America, even the posting of the Ten Commandments has been banned, much less the teaching of them as a way one should aspire to live their life.

Ben Franklin said the following about the importance of education and the country;
“…nothing is more important to the public weal than to form and train up youth in wisdom and virtue. Wise and good men are, in my opinion, the strength of the state, more so than riches or arms. I think also that the general virtue is more probably to be expected and obtained from the education of youth rather than from the exhortation of adult persons. Bad habits and vices of the mind, being more easily prevented, as in youth, than cured, as in adult persons.”

Today, we find ourselves in the unfortunate position of having to undo the harm done by mis-educating a whole generation and we must hope and pray that we have not waited too long to awake from our collective slumber.

This assault has been inclusive of every area of education, but has concentrated on three fronts Science, History, and Philosophy (Man's View of 'Truth and Reality'). The Theory of Evolution has provided the foundation for the whole attack and an Evolutionary World View is the mortar that holds the attack together. The acceptance of evolution as valid is the rejection of God, His obvious revelation in Nature, and His special revelation in His Word.

"For since the creation of the world God's invisible qualities - His eternal power and divine nature - have been clearly seen, being understood from what has been made, so that men are without excuse." Romans 1:20


SCIENCE & THE ATTACK ON THE BODY

When the Soviet Communists were taking over countries, the first thing they did was to start teaching evolution in the schools. The reason was, as Karl Marx said, “a people without a heritage are easily persuaded.” The Bible heeds parents to TEACH their children about God’s deliverance of His people in the past. REMEMBER, He says, lest you forget and leave the God of your Fathers and worship other gods. See Deuteronomy 6. (hmmm ....maybe the Comunists have been here?)

Dr. Hodge's prophetic warning regarding public education is being fulfilled today via a three-pronged attack by secularized education on Science, History, and Philosophy (religion). The teaching of evolution as scientific fact was the first step in the attack on Reality/Truth under the guise of ‘science’. So called 'Scientific Evolution’ is used to discredit the Biblical account of Creation and the validity of Scripture as a whole. The two theories are totally incongruent and both can not be true. As a former Theistic Evolutionist (one who believes God worked through evolutionary processes to Create Life) I used to believe that God could have used evolution if He so chose. I did not understand the Theological contradictions between ‘life evolving from goo’ vs. the Biblical account of Creation. (watch the video link at the end)

It turns out that the “facts” upon which evolution is based, are all lies! For example - The purpose of the 'Scopes Monkey Trial' was to force the theory of evolution to be taught in public schools in Tennessee. The resistance to this teaching was due to the existence of a societal Biblical World View which saw evolution as un-true. To validate their case, the evolutionists presented as 'irrefutable' evidence of evolution the tooth of a pre-historic 'ape-man' found in Nebraska. After the trial; however, their evidence was refuted when an identical tooth was found. However, it was connected to a pre-historic pig, not an 'ape-man'. Somehow this fact is not engraved in the minds of students being taught the ‘truths’ of evolution. In fact, all of the so-called 'ancestors' to Man have been proven to be either fully human, fully ape, or often a fraudulent combination of human and ape remains, such as the 'Piltdown Man' and Pithecanthropus, 'Java Man'.

Additionally, the lack of evidence supporting Darwinian gradualistic evolution gave rise to the theory 'Punctuated Equilibrium', espoused by Stephen Jay Gould and Niles Eldridge. This idea was that since there ARE NO intermediary or transitional fossils showing a species in the process of changing from one to the other, that it must have happened in stair step stages, leaving no evidence of the process. Which begs the question, if there is no evidence that it happened, why would one cling to the belief that it did happen? Remember, these guys were evolutionists!

And such is the whole realm of evolutionary evidence: One million fossils in museums of natural science around the world fail to provide any evidence for the theory of evolution. In fact there is considerable evidence for a young earth (10,000 years or less) which is totally devastating to evolutionary models. The truth is that evolution is built on 'facts' which have been fabricated by men.

The use of these 'created facts' to support belief in a meaningless, accidental existence which excludes God goes on at staggering levels. The net effect is the destruction of any foundation for belief in absolutes. And the lies continue…at the Texas Board of Education textbook hearing January 2009, the following statement was given, ” There are no weaknesses in the theory of evolution," said Eugenie Scott, an anthropologist and executive director of the National Center for Science Education. However, the former examples of Man’s ancestors that were ‘factual’ examples of the’ proof of evolution’ have recently been removed from textbooks due to recent DNA evidence debunking the ‘link’ to these ancestors, according to Frank Sherwin, M.A, as reported in the Institute for Creation Research Newsletter.

Consequently, evolution is a pseudo-science, which 'logically' attempts to explain away the existence of God by using contrived, so called, ‘objective' facts. Therefore, evolution attacks the physical Universe which God has created and reveals Himself through. It thus destroys the sanctity of human life created in God's image and attacks the very essence of who Man is. God even predicted the teaching of evolution in His Word:

“In the last days scoffers will come scoffing and following their own evil desires But they deliberately forget that long ago by God's word the heavens existed and the earth was formed out of water and my water."
II Peter 3: 3, 5

The Watchmaker - Is this all an Accident?

(This is the first section of longer paper. Assuming I dont' lose all my friends over this one, I will post the rest in additional notes...just let me know what you think, agree or disagree.)

The Fundamental Premise of this Paper can be summed up as the prophet Hosea put it "My People perish for a lack of knowledge."

Having been’ put behind bars’ on two different occasions, once for a minor infraction (discharging fireworks inside city limits, oh the shame) and the other for merely having the wrong world view in the eyes of a government official, this writer takes seriously the rights of Life, Liberty, and the Pursuit of Happiness as outlined in our nation’s founding document, the Unanimous Declaration of Independence. As the arresting officer was heard to say, “I threw three Bible thumpers in jail last night”. (We didn't even have our Bibles with us.) Our crime literally was to walk into a high school in Grand Prairie, TX one evening in November 1992, where Planned Parenthood was sponsoring a teen theatrical program for students AND adults. As tax paying citizens, we had as much right as any to be there. However, a Planned Parenthood official recognized one of us upon entering and said to a school official that she ‘wanted him out of there’. A short while later, we were arrested and jailed and just because of what we believed, who we were and what we represented. We then faced a fine and a potential six month jail sentence for our ‘offense’.  We were finally cleared of all charges nine months later with the help of the ACLJ & tremendous coverage and support from The 700 Club.

For this writer, the incident above emphasizes the observation made by George Washington, who said, “Government is not Reason or Eloquence, but Force. And, like Fire, makes a dangerous servant and a frightful master.” Fire is a very useful tool. With it, one can cook food, heat homes, refine metal, purify, clean, and power our vehicles and tools. However, fire has no conscience. It will destroy and consume everything in its grasp if it gets out of the boundaries set for it. That is why the analogy to government is so appropriate as it does exactly the same thing. And, that is; or, was the function of the Constitution, to RESTRAIN the consuming fire of government from leaping out of the fireplace where it belongs and burning down our house and destroying our Liberties.

The direction that the United States of America is headed is spiritually/morally, politically, and economically in diametric opposition to that of our nation’s founders. While this change happened gradually, it has reached the point that we are witnessing a complete reversal of the principals on which the USA was founded. Many Christians and conservatives reject the current direction and are appalled and frightened by the ‘changes’ that are taking place. Yet, there remains a fundamental lack of understanding of how we got in this current predicament or what ideas the founders had to which we could return. Simply put, what follows is a basic primer on how it happened and how we can restore our cracked foundation, and restore individually and collectively the Body, Mind, and Soul.

The information that follows will be so radically different to much of what many of the reader knows or thought he knew that their minds will likely dismiss this information as straight from the Twilight Zone. To demonstrate my point, let’s take a little pop quiz!

QUESTION 1: What form of government did the Founders create at the Constitutional Convention?
Anyone? Anyone?

"Ah, Easy! “a Democracy!” you say.
Sorry, but… you’re WRONG! If that is what you answered.

In fact, the Founders hated democracy and recognized it as one of the worst forms of government there is and the most unstable. They actually detested democracy. James Madison was considered the primary contributor to the Constitution and was known as the Father of the Constitution.
Madison said the following, regarding democracy.
“Democracies have ever been found to be spectacles of turbulence and contention. Have ever been found to incompatible with personal security and the rights of property. And, have been In general, as short in their lives as they have been violent in their deaths.”

Also, the US Army Handbook in the 1920’s said that of all forms of government, democracy was the least stable as it always degenerates into mobocracy (rule of the mob) resulting in some type of totalitarian dictatorship. [please, read that over a couple of times – it should scare you]

So, now we are ready for Lesson One 'What Happened to America's Educational System?'