Although the United States spends more money per student than any other country, the money has failed to produce an academically advanced nation. PISA, one of the biggest cross-national tests, tested the academic levels of 15-year-olds among many different countries in 2015. Out of 71 countries, the U.S. scored an embarrassing 38th place. The National Assessment of Educational Progress found that only a third of U.S. high school graduates are prepared for college-level course work. The President of the National Centre on Education and the Economy said, “The United States cannot long operate a world-class economy if workers are, as the OECD statistics show, among the worst educated in the world.”
If the public schools, with all their funding, have been unsuccessful in producing children that can proficiently read, write, and solve mathematical problems, what have children been successfully taught in public schools? The answer, it appears, is humanist ideas. As William Bowen has said, “It does not take a lot of time and money to educate children. It does take a lot of time and money to indoctrinate and modify their values.”
Humanism, in essence, is the belief that man is able to be happy, fulfilled, and capable of solving humanity’s problems on his own, without the need for religion or God. It is a philosophy that replaces God with man; a religion whose deity is the individual. You decide what is right and wrong for yourself in your own set of circumstances–there is no absolute truth nor absolute morality. You choose where you belong on the gender spectrum. You have the power in yourself to be happy and fulfilled. You are the one who controls your own life. No need to have faith in God; only believe in yourself.
The goal to use the public school system as a way to indoctrinate our children has existed for a long time. Back in the 1800s, men like Robert Owen and Horace Mann saw the public schools as means to do just that. Mann believed that children belong to the state and should therefore be educated by the state. Among others, these men formed a secret society that pushed for public education. Orestes A. Brownson (1803-1876), a leader of this society, said, “The great object was to get rid of Christianity and to convert our churches into halls of science. The plan was not to make open attacks on religion…but to establish a system of state schools…from which religion was to be excluded, in which nothing was to be taught but such knowledge as is verifiable by the senses, and to which all parents were to be compelled by law to send their children…” Later in 1930, C. F. Potter wrote Humanism, A New Religion, in which he said, “Education is thus a most powerful ally of humanism and every American public school is a school of humanism. What can theistic Sunday schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?”
Fifty-three years later, in 1983, John Dunphy wrote an award winning essay. He wrote, “I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers who correctly perceive their role as proselytizers of a new faith…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…The classroom must and will become an arena of conflict between the old and the new, the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism, resplendent in its promise of a world in which the never-realized Christian ideal of ‘love thy neighbour’ will finally be achieved.”
What a diabolical masterplan! Establish schools where children are compelled by law to attend, often from the age of 4 in preschool all the way until they become legal adults and able to leave parental care. Let the schools be government-funded, of course. After all, if parents would pay for their children’s education they’d feel entitled to have a say regarding what their children are learning and what activities they participate in. Fight hard to remove as much parental involvement as possible; recently going as far as not allowing the parent to know what classes/activities their child is participating in and denying the parent’s right to remove their child from said activities. Instead, place counsellors in schools that will be there for any child needing advice regarding their sexual orientation or an unwanted pregnancy. Forcefully remove the children’s freedom to pray or read the Bible during their time in school. Meanwhile, indoctrinate them to disdain such “outdated” notions as a Creator and absolute truth. As an alternative, drill the Humanist Manifesto into their impressionable minds. The following are some tenets taken from the Humanist Manifesto II, signed in 1973 by many educators and policymakers.
“We believe…that traditional dogmatic or authoritarian religions that place revelation, God, ritual, or creed above the human needs and experience do a disservice to the human species…We find insufficient evidence for belief in the existence of a supernatural…as non-theists, we begin with humans, not God, nature, not deity… No deity will save us; we must save ourselves.”
“Promises of immortal salvation or fear of eternal damnation are both illusory and harmful.”
“Ethics is autonomous and situational, needing no theological or ideological sanction…We strive for the good life here and now.”
“In the area of sexuality, we believe that intolerant attitudes, often cultivated by orthodox religions and puritanical cultures, unduly repress sexual conduct. The right to birth control, abortion, and divorce should be recognized… The many varieties of sexual exploration should not in themselves be considered ‘evil’… individuals should be permitted to express their sexual proclivities and pursue their life-styles as they desire.”
“To enhance freedom and dignity the individual must experience a full range of civil liberties in all societies. This includes… a recognition of an individual’s right to die with dignity, euthanasia, and the right to suicide.”
In 2003, the manifesto was updated and shortened, leaving out the ramifications of their beliefs while retaining the essence of their tenets such as evolution and situational ethics. I will let you decide whether this isn’t exactly what the public school system has worked hard to plant into the minds of our children.
It would be oversimplifying to say that Robert Owen or John Dunphy have caused the current public education system. But as Brownson later said, “The plan has been successfully pursued, the views we put forth have gained popularity, and the whole action of the country on the subject has taken the direction we sought to give it.” In 1963, prayer and Bible reading became illegal activities in the public school system. Christianity has effectively been removed from schools. Children have been indoctrinated by the masses; no longer believing a Creator to be scientifically feasible, seeing truth and morality as situational, and relishing in the freedom to choose their own gender.
But has John Dunphy’s goal indeed fulfilled its promise of a world in which the never-realized Christian ideal of “love thy neighbour” has finally been achieved? School violence is at an all-time high. Between 2010 and 2014, over ninety school shootings shocked the nation. That is twice as many as there were in the preceding four years, and six times as many as in the early 80’s. In 2014, there were about 486,400 violent victimizations at school among 12 to 18-year-old students. Bullying among children, including cyber-bullying, has become a well-recognized problem. It is becoming rather apparent that the last thing the humanist mindset has been able to impart is a love for thy neighbour.
Our children have been told time and time again that they don’t need God. That, in fact, they will be more liberated, more fulfilled, more educated if they will only discard the Bible and its “outdated” ideas of God, sin, heaven or hell, and each individual’s need to repent. And now that children have been successfully liberated from Christianity, aren’t they happy? A thousand times no! The Centers for Disease Control and Prevention says between the years 2013 and 2015, children under the age of 13 committed suicide at a rate to equal one every 3.4 days! The numbers are twenty-two times higher in the 13-18 age group.
It’s high time to wake up! “Liberating” children from a biblical education has been devastating! Humanism has proven to be both false and utterly disappointing. Although professing themselves to be wise, its proponents have proven themselves to be fools.
But as the world’s philosophies and methods crumble, God’s eternal truth stands stronger and shines brighter than ever before! The students and graduates of the church of God schools stand in stark contrast to the products of the public school system. Far from being hindered by the “rotting corpse of Christianity,” their shining faces and glowing testimonies tell a different story.
As a teacher and mother of three children enrolled in a church of God school, I can testify to the indescribable difference from the public school I attended. Drugs were offered to me during recess when I was young, but our students begin their recess with fervent, united prayer. I might sometimes fear that a student isn’t reaching his full potential, but never do I fear that a student will pull out a gun and terrorize the school. Students at times need counselling, but at no time do I need to counsel a girl who is faced with the decision to have an abortion. While the public schools are forced to face problems such as drugs, school violence, cyber-bullying, suicides, and unwanted pregnancies, those issues are completely foreign to our students.
Sometimes when I find some of my students singing a hymn together during their spare time, I’d like to pinch myself for I can hardly believe that I should be so blessed to see what I see and hear what I hear. Earlier this year, at a street meeting, our students held up signs that said, “In my school we pray, play, obey…I think I’ll stay!” I whole-heartedly say, “Oh yes! I’ll be staying too!”