We all want to see children protected and violence stopped. But we should make sure that we use methods that actually work, instead of creating needless government red-tape for parents who love their children and want to teach them at home. Read more HERE from Deep Roots at Home. This article is excellent and worth your time!
Saturday, January 27, 2018
Tuesday, September 5, 2017
By: Kristin Eason
The heart reveals itself in words, the truth to all exposed,
Which kingdom you are living for to others is disclosed.
Words of love and unity or words of hate and death.
Is spoken in the presence of the One who gave you breath.
Each idle word in secret will one day be revealed.
The words you spoke in darkness will no longer be concealed.
Words of accusation against another brother,
Will quench the Holy Spirit when you criticize another.
If we hope to be shown mercy, merciful we now must be
For words are seeds we’ll harvest when we reach eternity.
By words we will be justified or we will be condemned,
For they reveal the inward part, the hidden heart within.
If the heart is right with God, our words will surely show,
His love and tender mercies from the mouth will overflow.
So keep thy heart with diligence, take heed and contemplate,
Take time to reconsider before it is too late.
Unruly is the tongue of man before the heart’s reborn,
Submit to God, repent and turn, your sin lament and mourn.
The language made in heaven no tongue alone can learn,
But is put there by the Spirit when the heart from sin would turn.
A death to self- the only way to speak this language new,
With God all things are possible, He does what man can’t do.
Open up your mouth to see the health within your soul,
For you will quickly find to Whom you’ve given up control.
Light and dark both cannot dwell,
One stays, but one must leave.
Be sure your sin will find you out, for words do not deceive.
Saturday, August 19, 2017
Originally posted at Christian Faith in America
Do you ever wonder why the American education system continues in a downward spiral which seemingly cannot be stopped? Do you wonder why America has been in a downward spiritual spiral? Why has sex education in public schools been used as indoctrination tools to promote and teach every young child about fornication, abortion, homosexuality and other perversions? Why has our Federal Government created such a powerful government entity as the Department of education? Why has socialism come to be palatable to so many in our culture? Why are the facts supporting Creationism suppressed while the weak theory of Evolution is taught as fact?
Very pertinent quotes regarding the educational system are listed below which should be enlightening! It is my hope and prayer that these quotes will not be dismissed out of hand and that readers will give serious attention to them! It is not surprising that the Secular Humanists have made expelling God and the Bible from the classrooms in America. After reading these quotes, it should no longer surprising to the reader that our public schools sanitized our nation’s Christian heritage from our children’s history books.
The quotes are verifiable and easily researched online. Feel free to share these quotes to those who might still give credence to facts, truth, and the lessons of history!
“… we shall erase from the memory of men all facts of previous centuries which are undesirable to us … we shall abolish every kind of freedom of instruction… and raise [youth] in principles and theories which we know to be false…” ~The Protocols of the Learned Elders of Zion
“Primary and higher-class education of a lay and Infidel character was to be established getting God out of schools, …” ~Voltaire
“The great object is to get rid of Christianity, and to convert our churches into halls of science. The plan is not to make open attacks upon religion… but to a system of state schools, from which all religion will be excluded… and to which all parents are to be compelled by law to send their children. [The] complete plan is to take the children from their parents at the age of twelve or eighteen months, and to have them raised, fed, clothed, and trained in these schools at the public expense; but at any rate, [they are] to have godless schools for all the children of the country… the plan has been successfully pursued… and the whole action of the country on the subject has taken the direction we sought to give it…” ~Orestes Augustus Brownson (1803-76), co-founder with Robert Dale Owen and Frances Wright of “The Working Men’s Party” in New York
“Men of wealth [should] form a synthetic free enterprise system based on cradle-to-grave schooling. The people who advance through schooling will be given licenses to lead profitable lives. All licenses will be tied to forms of schooling. This way, the entire economy can be controlled and people will have a motivation … to learn what you want them to learn. It also places the minds of all children in the hands of a few social engineers.” ~Andrew Carnegie (1835-1919)
“Free schooling . . . is not so much a right granted to pupils as a duty imposed upon them for the public good. . . . While most people regard the public schools as the means of great advantage to the pupils, the fact is too often overlooked that they are governmental means of protecting the state from consequences of an ignorant and incompetent citizenship.” ~New Hampshire Supreme Court (1902)
“In our dreams, we have limitless resources and the people yield themselves with perfect docility to our molding hands. The present educational conventions fade from our minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk” ~John D Rockefeller, Sr. (1904)
“It is not so important that the pupil know how the President is elected or that he shall understand the duties of the health officer in his community. The time formerly spent in the effort to understand the process of passing a law under the President’s veto is now to be more preferably used in the observation of vocational resources of the community. The committee recommends that social studies in the high school shall include community health, housing, homes, human rights versus property rights, the selfish conservatism of traditions and public utilities.” ~Bulletin 41: entitled “Commission on the Reorganization of Secondary Education” published by the NEA (1913)
“The public schools exist primarily for the benefit of the State rather than for the benefit of the individual.” ~US Bureau of Education (1914)
“Socialism is precisely the religion that must overwhelm Christianity … In the new order, Socialism will triumph by first capturing the culture via infiltration of schools, universities, churches and the media by transforming the consciousness of society …” ~Antonio Gramsci (1915)
“…the real menace of our republic is the invisible government which like a giant octopus sprawls its slimy length over our cities, states, and nation. At the head is a small group of banking houses generally referred to as ‘international bankers.’ This little coterie … run our government for their own selfish ends. It operates under cover of a self-created screen [and] seizes … our executive officers … legislative bodies … schools … courts … newspapers and every agency created for the public protection.” ~John F. Hylan, (1922)
“There is no God and no soul. Hence, there are no needs for props of traditional religion. With dogma and creed excluded, then immutable truth is also dead and buried. There is no room for fixed, natural law or permanent absolutes …. Teaching children to read is a great perversion and a high literacy rate breeds destructive individualism … the child does not go to school to develop individual talents but rather are prepared as “units” in an organic society …. The change in the moral school atmosphere … are not mere accidents, they are the necessities of the larger social evolution.” ~John Dewey (signer of the Humanist Manifesto)
“Corrupt the young, get them away from religion. Get them interested in sex. Make them superficial, destroy their ruggedness. Get control of all means of publicity and thereby: Get the peoples’ mind off their government by focusing their attention on athletics, sexy books and plays, and other trivialities. Divide the people into hostile groups by constantly harping on controversial matters of no importance. Destroy the people’s faith in their natural leaders by holding up the latter to ridicule, contempt and obloquy. Always preach true democracy but seize power as fast and as ruthlessly as possible. Encourage government extravagance, destroy its credit, produce fear with rising prices, inflation and general discontent. Foment unnecessary strikes in vital industries, encourage civil disorders and foster a soft and lenient attitude on the part of government towards such disorders. By specious argument cause the breakdown of the old moral virtues: honesty, sobriety, continence, faith in the pledged word, ruggedness. Cause the registration of all firearms on some pretext, with the view of confiscating them and leaving the population defenseless.” ~Vladimir Lenin 1921.
“If there are those who think that we are to jump immediately into a new world order, actuated by complete understanding and brotherly love, they are doomed to disappointment. If we are ever to approach that time, it will be after patient and persistent effort of long duration. The present international situation of mistrust and fear can only be corrected by a formula of equal status, continuously applied, to every phase of international contacts, until the cobwebs of the old order are brushed out of the minds of the people of all lands.” ~Dr. Augustus O’Thomas, president of The World Federation of Education Associations (Aug 1927)
“[Statist schools in Soviet Russia are] the marvelous development of progressive educational ideas and practices under the fostering care of the Bolshevist government … the required collective and cooperative mentality. The great task of the school is to counteract and transform those domestic and neighborhood tendencies … the influence of home and Church.” ~John Dewey (Dec. 5, 1928).
“In the New Order, Socialism will triumph by first capturing the culture via infiltration of schools, universities, churches and the media by transforming the consciousness of society … “ ~Antonio Gramsci (1891-1937)
“Education is thus a most powerful ally of humanism, and every American public school is a school of humanism. What can the theistic Sunday schools, meeting for an hour once a week, teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?” ~C.F. Potter: (1930)
“That the teachers should deliberately reach for power and then make the most of their conquest is my firm conviction. To the extent that they are permitted to fashion the curriculum and procedures of the school they will definitely and positively influence the social attitudes, ideals and behavior of the coming generation. It is my observation that the men and women who have affected the course of human events are those who have not hesitated to use the power that has come to them.” ~Dr. George S. Counts (1932)
“A US Department of Education; implementation of a scientific materialist philosophy; studies, being cleansed of religious, patriotic and other features of the bourgeois ideology; students taught on the basis of Marxian dialectical materialism, internationalism and general ethics of a new socialist society; present obsolete methods of teaching will be superseded by a scientific pedagogy. The whole basis and organization of capitalist science will be revolutionized. Science will become materialistic, hence truly scientific. God will be banished from the laboratories as well as from the schools.” ~William Z Foster (1932)
“Through the schools of the world we shall disseminate a new conception of government – one that will embrace all of the collective activities of men; one that will postulate the need for scientific control and operation of economic activities in the interest of all people … [This will be accomplished by] first and foremost, the development of a new philosophy of life and education which will be fully appropriate to the new social order; second, the building of an adequate plan for the production of a new race of educational workers; third, the making of new activities and materials for the curriculum.” ~Dr. Harold Ruggs (1933)
“A dying laisser-faire must be completely destroyed and all of us, including the ‘owners,’ must be subjected to a large degree of social control … An equitable distribution of income will be sought … [And] the major function of the school is the social orientation of the individual [indoctrination, social engineering] it must seek to give him understanding of the transition to a new social order.” ~Willard Givens (1934)
“There are three plans in action in America today and they all have different purposes. . . . God’s plan is dedicated to the unification of all races, religions and creeds. This plan, dedicated to the new order of things, is to make all things new – a new nation, a new race, a new civilization and a new religion, a non-sectarian religion that has already been recognized and called the religion of “The Great Light”. . . . Our Constitution is non-sectarian. Our great American Public Schools -God’s chosen schools- are non-sectarian. The Great Spirit behind this great nation is non-sectarian.” ~C. William Smith (1950)
“[The] defense commission is a kind of educational reconnaissance troop, and it has a combat- intelligence report to give you tonight. It is the estimate of the commission that a general attack on public education in the United States is now being organized. The enemy [patriots] is trying to find out where we [subversives] are weak or strong, testing his methods of attack, recruiting and training his forces, building up his stockpiles, filling his war chest and organizing his propaganda units” ~Dr. Harold Benjamin (1950).
“Many young people are uninterested in, or even skeptical about, moral teaching, especially at the present time, when it is so rarely carried into practice in modern society. Unconsciously reflecting the superficial opinion of their elders.” ~UNESCO (United Nations Educational, Scientific and Cultural Organization) (1951)
“We urge continued use of the United Nations as an instrument of peace. We declare ourselves in favor of a charter amendment to enable the United Nations to enact, to interpret and enforce world law to prevent war. Since the United Nations is the tangible organized expression of mankind’s desire for peace, all schools should cooperate in supporting United Nations education service to be inaugurated by NEA in September 1951” ~The American Association of School Administrators, an affiliate of the NEA, formal resolution: NEA Journal, September (1951)
“We are convinced that we stand today at the verge of a great culture… But to achieve these things many drastic changes must be made. A dying laissez-faire (individual freedom; opposition to governmental interference) must be completely destroyed, and all of us, including the owners, must be subjected to a large degree of social control.” ~Dr. Willard Givens, Education for a New America, 72nd annual meeting of the NEA, Washington, D.C (1951)
“I want to make one thing clear, this war against our constitution is not being fought way off in Madagascar or in Mandalay. It is being fought here – in our schools, our colleges, our churches, our women’s clubs. It is being fought with our money, channeled through the State Department. It is being fought twenty-four hours a day – while we remain asleep. How many of you Senators know what the UN is doing to change the teaching of the children in your own home town? The UN is at work there, every day and night, changing the teachers, changing the teaching materials, changing the very words and tones – changing all the essential ideas which we imagine our schools are teaching to our young folks. How in the name of Heaven are we to sit here, approve these programs, appropriate our own people’s money – for such outrageous ‘orientation’ of our own children, and of the men and women who teach our children, in this Nation’s schools?” ~Senator William Jenner, The Congressional Record (1952)
“It may be hoped that in time anybody will be able to persuade anybody [especially the children] of anything, if he can catch the patient young and is provided by the State with money and equipment. This subject will make great strides when it is taken up by scientists under a scientific dictatorship …. I think the subject which will be of most importance politically is Mass Psychology …. It’s importance has been enormously increased by the growth of modern methods of propaganda … Although this science will be diligently studied, it will be rigidly confined to the governing class [a.ka. the Global Elite, Corporate Aristocracy, International Bankers etc.]. The populace will not be allowed to know how its convictions were generated…” ~Bertrand Russell (1872-1970), English philosopher, mathematician, educator, Fabian Socialist and father of the Campaign for Nuclear Disarmament (CND) whose “peace symbol” is Roman Emperor Nero’s broken Christian cross turned upside discussing the organized, orchestrated effort to indoctrinate children within schools by perfected mind-controlling techniques. Making them unthinking tools of the State: The Impact of Science on Society (1952)
“Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished … The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at: first, that influences of the home are ‘obstructive’ and verses set to music and repeatedly intoned are very effective … It is for the future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen…. Diet, injections, and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable, and any serious criticism of the powers that be will become psychologically impossible. Even if all are miserable, all will believe themselves happy, because the government will tell them that they are so.” ~Bertrand Russell, Professor, educator, philosopher, member of the Fabian Society. Here Russell quotes Johanne Fichte, the head of philosophy, including psychology, University of Berlin in 1810. An agreed axiom of educationalists and psychologists is that things that happen when in childhood affect the adult. This axiom is central to traditional schooling. The Philosophy professor, Johann Gottlieb Fichte perfected this concept that is now called the Prussian school system. His efforts were in response to a commission by the King of Prussia for an educational system that produced a perfect soldiery: men who believed themselves free autonomous agents but whose minds were molded by their teachers and whose decisions were products of indoctrination by teachers and not independent, critical thought. They are thus deluded into believing they do what they do out of freedom but in truth are compelled to action and opinions expected of them because these were instilled into them by their teachers. This form of indoctrination is now the cornerstone of modern education contained in the pernicious theory of “progressive education.” ~The Impact of Science on Society (1952)
“Many of Dewey’s educational disciples may be coy or confused, but the master himself is clear enough in his writings about the implications of his philosophy. It excludes God, the soul, and all the props of traditional religion. It excludes the possibility of immutable truth, of fixed natural law, of permanent moral principles… Whether you like it or not, the education bureaucracy has relieved you of all basic decisions about the aims and methods of the schooling in your town. The professors at the center of the system, who have been elected by nobody, control the qualifications of your teachers by fixing them in terms of their own course offerings.” — Albert Lynd, Quackery in The Public Schools by Albert Lynd (1953)
“I believe that a movement which abrogates to the educational profession – or to any other profession or segment of our national life – the awful responsibility of ‘social reconstruction,’ is subversive … that a movement which urges teachers, or any other group of people, to ‘deliberately reach for power and then make the most of their conquest’… is subversive. I believe that a movement which belittles old, inherited loyalties, and the truths and values established by ages of human experience, is subversive. (And) I believe that a movement and philosophy which aims to convert the public schools into agencies for the promotion of super-national authority or world government, and which urges the systematic eradication – beginning in the kindergarten – of nationalism decreeing that nationalism and the loyalties which it involves must go, is subversive.” ~Representative Paul Shafer quoted in The Turning of the Tides by Paul Shafer and John Howland Snow (1953)
“The education of our youth can best be done; indeed it can only be done, by a system of free public education. …” ~Earl Warren (1936)
“In the societies of Illuminati doctrines were taught . . . [Such as] The being of God was denied and ridiculed; . . . The possession of property was pronounced to be robbery; . . . Adultery, assassination, poisoning, and other crimes of the like infernal nature, were taught as lawful, and even as virtuous actions. To crown such a system of falsehood and horror all means were declared to be lawful, provided the end was good. … Of the goodness of the end every man is to judge for himself. … The great and good ends proposed by the Illuminati . . . are the overthrow of religion, government and human society civil and domestic. These they pronounce to be so good, that murder . . . and war, however extended and dreadful, are declared by them to be completely justifiable, if necessary for these great purposes . … With un-remitted ardor and diligence the members insinuated themselves into every place of power and trust, and into every literary, political and friendly society; engrossed as much as possible the education of youth, especially of distinction; became licensers of the press, and directors of every literary journal; . . . enlisted in their service almost all the booksellers, and of course the printers, of Germany; . . . panegyrized and trumpeted those of themselves and their coadjutors . … In the private papers, seized in the custody of the leading members in Germany, several such societies [of the Illuminati] are recorded as having been erected in America, before the year 1786”. ~Dr. Timothy Dwight (1752-1817) elected President of Yale in 1795 and had a major role in the founding of the Medical Institution of Yale College. (1798)
“[Voltaire] sketched out for them the whole mode of procedure against the Church. His policy as revealed by the correspondence of Frederick II, and others with him, was not to commence [begin] an immediate persecution, but first to suppress the Jesuits and all Religious orders, and to secularize their goods; then to deprive the Pope of temporal authority, and [deprive] the Church of property and state recognition. Primary and higher-class education of a lay and Infidel character was to be established [getting God out of schools], principle of divorce affirmed, and respect for ecclesiastics lessened and destroyed. Lastly, when the whole body of the Church should be sufficiently weakened and infidelity strong enough, the final blow (is) to be dealt by the sword of open, relentless persecution. A reign of terror (is) to be spread over the whole earth, and continue while a Christian should be found obstinate enough to adhere to Christianity. This, of course, was to be followed by a Universal Brotherhood without marriage, family property, God, or law … “ ~Dr. George Dillon describing the plan of Voltaire (1694-1778) to destroy Natural Moral Order in Europe. Voltaire was the extremely influential French writer who was the embodiment of 18th century Enlightenment and violently anti-Christian who from 1750-55, was a guest at the court of King Frederick II (1712-86) “the Great,” King of Prussia.
“World government is the ultimate aim … It must be recognized that the law of nations takes precedence over national law … The process will have to be assisted by the deletion of the nationalistic material employed in educational textbooks and its replacement by material explaining the benefits of wiser association.” ~P E Corbett of the Institute of Pacific Relations: Post War Worlds (1942)
“In the struggle to establish an adequate world government, the teacher… can do much to prepare the hearts and minds of children for global understanding and cooperation … At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.” ~Joy Elmer Morgan, Editor of the NEA Journal, The Teacher and World Government (1946)
“A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude. To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and school teachers …” ~Aldous Huxley, Forward to 1946 edition of Brave New World (1946)
“The establishment of the United Nations educational, cultural and scientific organization marks the culmination of a movement for the creation of an international agency for education … Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools … Each member nation … has a duty to see to it that nothing in its curriculum, courses of study, and textbooks is contrary to UNESCO’s aims.” ~I L Kandel of Teachers College, Columbia University, article “National Education in an International World,” the NEA Journal (1946)
“To channel the energies of education toward the establishment of a genuine world order, an order in which the national sovereignty is subordinated to world authority in crucial interests affecting peace and security… an order in which ‘world citizenship’ thus assumes at least equal status with national citizenship … The school should become a center of experimentation in attaining communities of un-coerced persuasion.” ~Dr. Theodore Brameld (1904–87) University of Chicago, Columbia University. Senior Fellow; East-West Center of the University of Hawaii; Professor of Educational Philosophy, Boston University. Brameld believed that a system of public education, aware of the findings of the behavioral sciences, can bring about fundamental changes in the social and economic structure of society. That is, schools as change agents: American Education Fellowship Policy Statement, reprinted in The New York Times and Progressive Education (1947)
“[Teachers should] teach about the various proposals that have been made for the strengthening of the United Nations and the establishment of a world citizenship and world government.” ~William Carr, NEA Associate Secretary writing in the NEA Journal (1947)
“…establishment of a genuine world order, an order in which national sovereignty is subordinate to world authority… ” ~The clarion call of the American Education Fellowship, formerly the Progressive Education Association, organized by the wicked and evil advocate of progressive education, John Dewey (1947)
“There is urgent need for a program of education for world citizenship that can be made a part of every person’s general education… It will take social science and social engineering to solve the problems of human relations … The competitive principle must give place to the principle of cooperation … East and West are coming together in one world order… The role which education will play officially must be conditioned essentially by policies established in the State Department… and by Ministries of Foreign Affairs in other countries. Higher education must play a very important part in carrying out in this country the program developed by UNESCO … The United States Office of Education must be prepared to work with the State Department and with UNESCO.” ~Report by President Truman’s Commission on Higher Education (1947)
“Every child is our child.” ~Chilling motto of the United Nations Children’s Fund, UNICEF (1946)
“Nations that become members of UNESCO accordingly assume an obligation to revise textbooks used in their schools …. Each member nation has a duty to see to it that nothing in its curriculum, courses of study and textbooks, is contrary to UNESCO’s aims. This task has already” been undertaken through voluntary activities in the United States in the study of textbooks … The poison of aggressive nationalism injected into children’s minds is as dangerous for world stability as the manufacture of armaments. In one, as in the other, supervision of some kind by an international agency is urgent.” ~NEA Journal, April (1948)
“The kindergarten … has a significant part to play in the child’s education. Not only can it correct many of the errors of home training… it can prepare the child … for membership in the world society … As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only precarious results … it is most frequently in the family that the children are infected with nationalism.” ~UNESCO propaganda, Towards World Understanding Vol. 5 (1949)
“Teachers and school administrators (should) come to see themselves as social engineers. They must equip themselves as ‘change agents’.” ~Kenneth Benne, President of American Education Fellowship, Progressive Education (1949)
“…the Communist Party whenever possible wanted to use the teachers’ union for political purposes but the party had a definite interest in education also. The Communists in the Teachers’ Union were for progressive education. We were its most vocal and enthusiastic supporters. I wondered at the time why the people at Columbia were interested in a small union like ours. Then I learned that the function of the Communist Party was to be the lead donkey pulling the drift of American life to the left … Most of the programs we advocated, the National Education Association followed the next year or so. They were following the Columbia group, too. … I remember the banning of report cards, the abolishment of fixed standards of achievement and the abolishing of a set curriculum. All Progressive Education principles.” ~Dr. Bella Dodd former teacher, ex-Communist, organizer of the New York Teachers’ Union and the Attorney General designate had the Communist Party of America won the White House, interview in the Los Angeles Tidings (1956)
“Although it was packaged as a teacher-aid project, it is difficult to avoid the conclusion that the ‘Citizenship’ program was consciously designed to further thought- control among high school and grade school pupils.” ~Augustin Rudd, Bending the Twig, reviewing Frank Hughes’ report in the Chicago Tribune on the “Citizenship Educational Project” administered by Teachers College of Columbia University and financed by the Carnegie Corporation (1957)
“We should with all loyalty to the United Nations, teach that the world organization should be revised to take some of the aspects of a system of world government and world law. [Therefore] the psychological foundations for the wider loyalties that are necessary must be laid in part in the schools. To urge you, therefore, not only to teach about the United Nations as it is today, but also to teach the attitudes which will ultimately result in the creation of world government” ~Dr. William G. Carr, past Executive Secretary of the NEA, served on the executive committee of the United Nations Educational, Scientific, and Cultural Organization [UNESCO], speaking to a group of teachers at an UNESCO seminar (1957)
“…a world order without world law is an anachronism… since war now means the extinction of civilization, a world which fails to establish the rule of law over the nation-states cannot continue to exist. We are living in a perilous period of transition from the era of the fully sovereign nation-state to the era of world government…. [We must initiate] a deliberate search for methods and means by which American children may best be educated into … responsible citizens … of the world.” ~James P Warburg, CFR member, Globalist and organized Jewry insider part of the Warburg banking dynasty: The West in Crisis (1959)
“America is reaping the consequences of the destruction of traditional education by the Dewey-Kilpatrick experimentalist philosophy … Dewey’s ideas have led to elimination of many academic subjects on the ground that they would not be useful in life… The student thus receives neither intellectual training nor the factual knowledge which will help him understand the world he lives in, or to make well-reasoned decisions in his private life or as a responsible citizen.” ~Admiral Hyman Rickover, The Tablet (1959)
“Thus far of the leadership of the National Council of Churches of Christ in America, we have found over 100 persons in leadership capacity with either communist-front records or records of service to communist causes. The aggregate affiliations of the leadership, instead of being in the hundreds as first indicated, is now, according to the latest count, into the thousands, and we have yet to complete our check, which would certainly suggest, on the basis of authoritative sources of this committee, that the statement that there is infiltration of fellow travelers in churches and educational institutions is a complete understatement.” ~Richard Arens, Staff Director of the House Committee on Un-American Activities, “Issues Presented by the Air Reserve Training Manual” (Hearings) – House Committee on Un-American Activities – The Congressional Record (1960)
“Charter/government schools are necessary to merge the US educational program with the international educational program… The Federal Government must be prepared in the coming decade not only to continue and where appropriate, expand existing programs of aid to education; it must also develop new avenues of assistance and patterns of educational leadership. It must do all that is necessary to support the pluralistic educational system of the Nation. In the area of international educational cooperation, in particular, it must play the major role, since only the Federal government can enter into agreements with other governments.” ~A Federal Educational Agency for the Future, US Department of Health, Education and Welfare (HEW) 4/61 (1961)
“[Progressive educators are a] revolutionary cabal engaged in a systematic attempt to undermine society’s traditions and beliefs… The world for which the progressivists are conditioning their students is not the world espoused by general society, but by a rather small minority of radical doctrinaires and social faddists … They have no equal as an agency of subversion. Their schemes are exactly fitted, if indeed they are not designed, to produce citizens for the secular communist state, which is the millennial dream of the modern Gnostic.” ~Richard Weaver, Visions of Order (1964)
“The basic goal of education is change – human change… This issue of ‘Educational Leadership’ focuses attention upon the school as a change agent – and the specific focus is on changing people.” ~Harold Drummond, article entitled “Leadership for Human Change” in Educational Leadership (1964)
“NEA will become a political power second to no other special interest group … NEA will have more and more to say about how a teacher is educated, whether he should be admitted to the profession, and depending on his behavior and ability whether he should stay in the profession.” ~Sam Lambert, National Education Association (NEA) Executive Secretary (1967)
“We have to let students know there are no right answers, and we have to let them see that there are many alternatives to certainty and right answers.” ~William Glasser, psychiatrist, Schools Without Failure (1969)
“… a good deal of work has been done to begin to bring about uniform certification controlled by the unified profession in each state. A model ‘Professional Practices Act’ has been developed, and work has begun to secure passage of the act in each state where such legislation is needed. With these new laws, we will finally realize our 113- year-old dream of controlling who enters, who stays in, and who leaves the profession. Once this is done, we can also control the teacher-training institutions.” ~George Fischer, President National Education Association (1969)
“The chief enigma … concerns the fact that the child does not choose for himself, particularly at the elementary level, the life orientation to which he will be molded. Given the power of culture, there is no method I know of to permit the young unbiased choice … the problem is one of deciding who shall choose …” ~Donald Erickson, Public Controls for Non-Public Schools (1969)
“Every child who believes in God is mentally ill.” ~Dr. Paul F Brandwein (1912-94), leading US child psychologist who also instructed teachers on how to recognize mental disability in school children: The Social Sciences (1970)
“[We] doubt the value of giving grades … the teacher [must care] about a ‘new world’ … The nineteenth-century teacher sermonized … but Christian sermonizing denies individual autonomy, which with justice, lies at the heart of a new morality … No longer can we list … objective moral ‘truths’ about the world and expect children to take them over intact … Moral autonomy, the independent arrival at a conviction of one’s own accountability toward one’s fellow men, the rational and emotional acceptance of justice as the most proper atmosphere in which all individuals can flourish, including even one’s secret self – this is the ‘new morality’ toward which we are to guide ourselves and other people … clearly the strict adherence to a [moral] ‘code’ is out of date.” ~Nancy & Theodore Sizer, Introduction to Five Lectures … on Moral Education (1970)
“… teachers who conform to the traditional institutional mode are out of place. They might find fulfillment as tap-dance instructors, or guards in maximum security prisons or proprietors of reducing salons, or agents of the Federal Bureau of Investigation – but they damage teaching, children, and themselves by staying in the classroom.” ~National Education Association, Schools for the 70s and Beyond: A Call to Action (1971)
“Our efforts as educators must not be directed to restoring the past order of morality but to participating in creating a new one … when it is shed there will be a new moral order to take its place … a counterculture that will burst through to the surface … Perhaps one can establish cells of a counterculture in the classroom… such units would then … contribute to the disintegration of existing institutions .… educational institutions may be the most effective source of counterculture units – perhaps the only possible source… Children are to learn to make judgments that will turn them against the prevailing state of indoctrination and manipulated opinion … creating a counterculture that will enable people to reject the present culture and maintain that rejection and resistance even in the face of suppression… Formal education, carried on subversively, can be in the forefront of building a new moral order … It provides some measure of the physical and social isolation necessary for the incubation process.” ~Roberta Ash, article entitled “Durkheim’s Moral Education Reconsidered” published in School Review (1971)
“… the peaceful world that we hope to have in the 21st century may be won in the nursery schools of the 1970s … Sesame Street has moved American children toward becoming Planetary citizens.” ~Dr. Chester M. Pierce “pioneering black psychiatrist,” Professor of Education and Psychology, Emeritus Harvard Graduate School of Education (HGSE) from his article “The Pre-Schooler and the Future” in The Futurist (1972)
“Every child in America entering school at the age of five is insane because he comes to school with certain allegiances toward our Founding Fathers, toward his parents, toward a belief in a supernatural being, toward the sovereignty of this nation as a separate entity… It’s up to you teachers to make all of these sick children well by creating the international children of the future.” ~Dr. Chester M. Pierce, Professor of Education and Psychiatry, Medicine and Graduate School of Education, Harvard University, address to the Association for Childhood Education International in Denver (1972)
“… from infancy on … today’s children will come to realize that in their own self- interest the only way they can live will be as planetary citizens … A Child can enter kindergarten with the same kind of loyalty to the earth as to his homeland.” ~Dr. Chester M Pierce, Professor of Education and Psychiatry, Medicine and Graduate School of Education, Harvard University: “Becoming Planetary Citizens” published in Childhood Education (1972)
“The school ought to instill receptivity to change … The school must prepare its pupils to live in a society of pluralistic values. Schooling for internationalism and the defeat of present-day educational provincialism is necessary if the world is going to survive.” ~Torsten Husen: “Alternative Education Futures in the United States and in Europe” by the Center for Educational Research and Innovation – Organization for Economic Cooperation and Development (OECD) (1972)
“Nothing less than a new guiding philosophy will do. Ferkiss outlines three basic and essential elements for such a new philosophy … a ‘new naturalism’… ‘the ‘new holism ‘… and ‘the new immantism’ [sees that the whole is ‘determined not from outside but from within]… It is not enough to be intellectually aware that at this point in history nationalism is a suicidal course… Educational experiences must be contemplated which are akin to psychotherapy … that result in a felt realization of the inevitability of one inseparable world, and a felt shift in the most basic values and premises on which one builds one’s life. In a sense, this means bringing something like ‘person-changing technology’ into the educational system.” ~Willis Harman, Stanford University Research Institute, Planetary Citizens, and Institute of Noetic Sciences: “Alternative Education Futures in the United States and in Europe” by the Center for Educational Research and Innovation – Organization for Economic Cooperation and Development (OECD) (1972)
“[We’re in search of a] … NEW educational order … based on scientific and technological training, one of the essential components of scientific humanism … [religion and belief in God are the real cause of] … many of the hierarchical forms and discriminatory practices for which current educational systems are blamed … [to replace them] … relativity and dialectical thought would appear to be a fertile ground in which to cultivate the seeds of tolerance … an individual should AVOID systematically setting up his beliefs and convictions … his behavior and customs as models or rules valid for all times …” ~”Learning to Be: The World of Education Today and Tomorrow” published by the United Nations Education, Scientific, and Cultural Organization (OECD) (1972)
“… dramatic changes in the way we will raise our children in the year 2000 are indicated, particularly in terms of schooling… We will need to recognize that the so-called ‘basic skills,’ which currently represent nearly the total effort in elementary schools, will be taught in one-quarter of the present school day … When this happens – and it’s near – the teacher can rise to his true calling. More than a dispenser of information, the teacher will be a conveyor of values, a philosopher … We will be agents of change.” ~Catherine Barrett, President of the National Education Association, The Saturday Review of Education (1973)
“Publishers, responding to a changing market in college texts, are increasingly resorting to simplified language in their books to adjust to a new element in higher education – the college student who cannot read at traditional college levels. In recent years, publishers here report, word has been coming back from the campuses … that their books are ‘too hard’ for students to grasp.” ~The New York Times (1974)
“It is all too easy to justify our power ploys with transparent rationalization that we know what is best for our children … There still remains a high probability that our children will grow up to be wagers of war or voters for war-like or war-liking leaders, especially if our schools continue to teach the same old brand of nationalism that has been taught in generations past. America is not the greatest country on earth. Indeed, ‘the greatest country on earth’ is a hollow phrase that would be laughable if it were not so dangerous … Nationalism not only blinds us intellectually and dwarfs us emotionally, but also sows the seeds of competitiveness, fear and war. Internationalism reverses these dangerous trends, especially if it has been so well absorbed as to become a habitual way of thinking, feeling and behaving. Many adults recognize the rationality of international cooperation and world citizenship, but the ‘America First’ orientation is so deeply embedded that they may never be able to escape from it. Schools must change this. Apart from its dubious constitutionality, the requirement of a daily Pledge of Allegiance to the flag provides a vivid exemplar of teachers and administrators hiding their heads in the sands of the past. How preferable it would be to fly United Nations flags from the flagpoles and display them in the classrooms.” ~Lawrence Casper: “Are Our Public Schools Turning Out Warriors, Not Peace Lovers?” published in The American School Board Journal (1974)
“When the kids come to us at age four, five, or six, they already have these beliefs set. We have to unwind them and start over, and even then, we get them only a few hours a day.” ~Dr. R. Gary Bridge, resident consultant at the Rand Corporation: “Accountability: Can It Be Done?” (1975)
“… The National Council for the Social Studies has recognized peace education and world order education as a legitimate part of the social studies program. Yet few educators and fewer of the general public know what ‘world order education’ means. World order education is an upgraded form of political education. It … transcends the nationalistic … values of the old citizenship education … World order education … is an instrument of social-culture change. Its first and continuing commitment is to aid … the creation of global institutions.” ~William Boyer, “World Order Education: What Is It?” (1975)
“The educational institutions have reinforced the dissonance of the family unit. Neglecting their responsibilities to teach the academic skills and perpetuating the culture of the community, they have set themselves up as the agents of social change and have sought to indoctrinate students into a new world order.” ~Police Chief Col. Kenneth Watkins, Montgomery County, Maryland quoted in Thomas Love’s article, “Police Chief Cites Women’s Lib in Youth Crime” published in The Washington Star (1975)
“Rather than adding my voice to those who urge us to go ‘back to the basics,’ I would argue that we need to move ahead to new basics … Certainly cross-cultural understandings and empathy have become fundamental skills of human relations and intercultural rapport … the arts of compromise and reconciliation, of consensus building, and of planning for interdependence, a command of these talents becomes ‘basic’ … As young people mature, we must help them to develop … a service ethic which is geared toward the real world … the global servant concept in which we will educate our young for planetary service and eventually for some form of world citizenship.” ~Harold Shane: “America’s Next 25 Years: Some Implications for Education” (1976)
“The task of bringing about the kind of transformation which will make education a better instrument for coping with interdependence is formidable. We need to shed an inheritance of parochialism, which we have been accumulating for the past 200 years… An important part of the problem of adapting education to help Americans cope with global interdependence is the legacy, which we have inherited from the past… Experimental activities should be undertaken to see to what degree formal learning experiences can shape the world views of Americans so as to make those views more compatible with (or at least less resistant to) adjustments in behavior and attitudes necessary to cope more effectively with problems of interdependence … Public opinion pollsters … suggest that the American people are more ready to cope (and in fact are coping) with interdependence and its attendant sacrifices… The kind of educational transformation for which we have argued in these pages will not come easily. Changing complex social institutions in any fundamental way requires unlimited quantities of sweat and almost certainly some tears, if not blood.” ~Ward Morehouse, Aspen Institute for Humanistic Studies, “A New Civic Literacy” (1976)
“… to provide Federal grants to assist elementary and secondary schools to carry on programs to teach the principles of ethics and citizenship … [the] content and nature of such instruction shall conform to general standards prescribed by State educational agencies …” ~Congressman Charles E Bennett: excerpt from his Resolution HR 53 (1976)
“… the teaching of ethics and moral values can no longer be left exclusively to the home and church. Those institutions today are no longer equipped to handle the job without help from our schools.” ~Congressman Charles E Bennett: address to the Florida Bar Association; quoted in “Schools Must Teach Morals and Ethics, Says Rep. Bennett” in The Florida Times Union (1976)
“I think the most important factor moving us toward a secular society has been the educational factor. Our schools may not teach Johnny to read properly, but the fact that Johnny is in school until he is 16 tends to lead toward the elimination of religious superstition. The average high school child acquires a high school education, and this militates against Adam and Eve and all other myths of alleged history. When I was one of the editors of The Nation in the twenties, I wrote an editorial explaining that golf and intelligence were the two primary reasons that men did not attend church. Perhaps today I would say golf and a high school diploma.” ~Paul Blanchard, The Humanist (1976)
“We really don’t know how to raise children. If we want to talk about equality of opportunity for children, then the fact that children are raised in families means there’s no equality … In order to raise children with equality, we must take them away from families and communally raise them.” ~Mary Jo Bane: Former Assistant Secretary of Administration for Children and Families in the Department of Health and Human Services in the Clinton administration: quoted by Associated Press in a story published in the Tulsa Sunday World (1977)
“One sees the fruits of this [Humanist] Movement is such worldwide developments as… the establishment of the World Court, the United Nations, UNESCO, … socialized medicine… In the United States, the movement has found expression in the past 50 years in… equal rights legislation, and most recently, in women’s liberation… New goals for education must be holistic … Prime objectives must be the … production of self-propelled, autonomous … citizens … Truly effective education must be humanistically-oriented toward student self-concepts … Greater efficiency in the teaching of subject matter is not our most pressing need.” ~Introduction to Association for Supervision and Curriculum Development (ASCD) Report (1978)
“If education is to meet the current and future needs of our society, Humanistic objectives and Humanist thought must operate at the very heart of every school and classroom in the nation.” ~Arthur Combs, “Humanism, Education, and the Future” published in Educational Leadership (1978)
“By the early 1970s, a ‘Young Turk’ faction had gained control of the NEA… and launched into full-scale unionism … When Terry Herndon became NEA’s executive director in 1973, he set about building a huge political machine… What is the NEA’s ultimate goal? Herndon is blunt: ‘To tap the legal, political and economic powers of the US Congress. We want leaders and staff with sufficient clout that they may roam the halls of Congress and collect votes to reorder the priorities of the United States of America.” ~Eugene Methvin “The NEA: A Washington Lobby Run Rampant” published in Reader’s Digest (1978)
“… an ESEA [Elementary and Secondary Education Act] -sponsored program … actually had the students of an elementary school class collectively put their parents on trial – following which the mother and father were always found guilty.” ~Senator Orrin Hatch, address to Congress in his successful defense of his “Pupil Rights Amendment,” The Congressional Record (1978)
“There are legions of [Aquarian, New Age, One World Religion] conspirators. They are in corporations, universities, and hospitals, on the faculties of public schools, in factories and doctors’ offices, in state and federal agencies, on city councils, and the White House staff, in state legislatures, in volunteer organizations, in virtually all arenas of policy making in the country.” ~Marilyn Ferguson crowing over the infiltration of Western cultural institutions by those inimical to Natural Moral Order on Earth. This phenomenon is akin to the Communist Gramsci’s boast of the “Long March through the institutions.” The Aquarian Conspiracy (1980)
“Public schools promote civic rather than individual pursuits. . . . We must focus on creating citizens for the good of society. . . . Each child belongs to the state.” ~William Seawell, Professor of Education, University of Virginia (1981)
“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 roles as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever they teach, regardless of the educational level – preschool, day care, or large state university. 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 neighbor will finally be achieved.” ~John Dunphy, Humanist Magazine (1983)
“Fundamental, Bible-believing people do not have the right to indoctrinate their children in their religious beliefs because we, the state, are preparing them for the year 2000, when America will be part of a one-world global society and their children will not fit in.” ~Peter Hoagland, Nebraska State Senator and Humanist, speaking on US radio to Everett Sileven (1983).
“This campaign against the American people -against traditional American culture and values – is systematic psychological warfare. It is orchestrated by a vast array of interests comprising not only the Eastern establishment but also the radical left. Among this group we find the Department of State, the Department of Commerce, the money center banks and multinational corporations, the media, the educational establishment, the entertainment industry, and the large tax-exempt foundations. Mr. President, a careful examination of what is happening behind the scenes reveals that all of these interests are working in concert with the masters of the Kremlin in order to create what some refer to as a New World Order. Private organizations such as the Council on Foreign Relations, the Royal Institute of International Affairs, the Trilateral Commission, the Dartmouth Conference, the Aspen Institute for Humanistic Studies, the Atlantic Institute, and the Bilderberger Group serve to disseminate and to coordinate the plans for this so-called New World Order in powerful business, financial, academic, and official circles … The psychological campaign that I am describing, as I have said, is the work of groups within the Eastern establishment, that amorphous amalgam of wealth and social connections whose power resides in its control over our financial system and over a large portion of our industrial sector. The principal instrument of this control over the American economy and money is the Federal Reserve System. The policies of the Industrial sectors, primarily the multinational corporations, are influenced by the money center banks through debt financing and through the large blocks of stock controlled by the trust departments of the money center banks. Anyone familiar with American history, and particularly American economic history, cannot fail to notice the control over the Department of State and the Central Intelligence Agency which Wall Street seems to exercise … The influence of establishment insiders over our foreign policy has become a fact of life in our time. This pervasive influence runs contrary to the real long-term national security of our Nation. It is an influence which, if unchecked, could ultimately subvert our constitutional order. The viewpoint of the establishment today is called globalism. Not so long ago, this viewpoint was called the “one-world” view by its critics. The phrase is no longer fashionable among sophisticates; yet, the phrase “one-world” is still apt because nothing has changed in the minds and actions of those promoting policies consistent with its fundamental tenets. Mr. President, in the globalist point of view, nation-states and national boundaries do not count for anything. Political philosophies and political principles seem to become simply relative. Indeed, even constitutions are irrelevant to the exercise of power. Liberty and tyranny are viewed as neither necessarily good nor evil, and certainly not a component of policy. In this point of view, the activities of international financial and industrial forces should be oriented to bringing this one-world design – with a convergence of the Soviet and American systems as its centerpiece – into being. . . . All that matters to this club is the maximization of profits resulting from the practice of what can be described as finance capitalism, a system which rests upon the twin pillars of debt and monopoly. This isn’t real capitalism. It is the road to economic concentration and to political slavery.” ~Senator Jesse Helms’ speech before the Senate 15 December (1987)
“A pervasive system of thought control exists in the United States … the citizenry is indoctrinated by employment of the mass media and the system of public education … people are told what to think about… the old order is crumbling … Nationalism should be seen as a dangerous social disease … A new vision is required to plan and manage the future, a global vision that will transcend national boundaries and eliminate the poison of nationalistic solutions … a new Constitution is necessary.” ~Arthur S. Miller, The Secret Constitution and the Need for Constitutional Change (1987)
“Article 2: Parents are not to punish their child in any way for actions or words contrary to their beliefs or standards. Article 6: The government is to have the final say in everything concerning the child. Article 13: Parents are not to place any restrictions on what a child sees, hears, or is taught, or experiences in any way. Article 14: Parents may not determine medical treatment for their children, nor may they refuse State-mandated treatment. Article 28: Parents may not educate their children at home.” ~Some articles of the “Charter of the Rights of The Child” passed at the United Nations in New York following the “World Summit on Children” in September 1990. Thus the plan by the Luciferian One Worlders to de-Christianize and demoralize all children while leaving Christian and moral parents powerless to defend their children (1990)
“Breaking down inhibitions is the first order of business. That is why so-called “sex education” courses go on for years in some schools. It doesn’t take that long to convey the facts of life. But it does take that long to relentlessly undermine what children have been taught at home.” ~Dr. Thomas Sowell, describing the pernicious effects of the so-called enlightened “sex education” of children, which is in effect the carnalizing of youth and corruption of their souls: Cited in the USA Today September 10 (1992)
“We concluded that a Marxist and/or communist president, if he ever came to power, would focus on the transfer of national sovereignty at every opportunity to international organizations. He or she would also weaken the armed forces physically, mentally and spiritually. The ‘dumbing down’ of our public school educational system would also accelerate. Furthermore, we decided that a Marxist president would assist all or most of America’s enemies — Russia, China, Cuba, radical Islam, North Korea and others. He would disregard the Constitution at every opportunity and rule by decree meaning executive orders would earmark such an administration. Bogus arms control agreements, buying-off or intimidating Congress by stealing the FBI files of its members, controlling the media and trying to stop all alternative media would also be major goals.” ~Gen. Albion Knight: General Knight is a West Point graduate who served as a commissioned officer in Japan, and later as a top US commander in Vietnam and with NATO and upon his retirement from the military he served through several administrations specializing in nuclear security. In 1992, he ran for vice president, along with Howard Phillips, on the US Taxpayers Party ticket. He has also been an ordained clergyman since 1954. — Gen. Knight’s quote aptly portrays Barack Hussein Obama.
“If we want to talk about equality of opportunity for children, then the fact that children are raised in families means there’s no equality. . . In order to raise children with equality, we must take them away from families and communally raise them.” ~Dr. Mary Jo Bane, Assistant Secretary of Administration for Children and Families in the Department of Health and Human Services in the Clinton Administration (1997)
“US primary and secondary education is a disaster area. Test scores have been falling for decades and are below those of almost every other developed nation. In our universities, ignorance of American history has reached scandalous proportions, and rising percentages of students in the hard sciences come from foreign lands.” ~Patrick J. Buchanan: Where the Right went Wrong (2004)
“Every December, public school students, parents, teachers and administrators face the difficult task of acknowledging the various religious and secular holiday traditions celebrated during that time of year. Teachers, administrators and parents should try to promote greater understanding and tolerance among students of different traditions by taking care to adhere to the requirements of the First Amendment … [Which] guarantees freedom of religion to all Americans —including young schoolchildren — by prohibiting the government from endorsing or promoting any particular religious point of view. This prohibition has led courts to ban such plainly coercive religious activities in public schools as organized prayer and the teaching of creationism. The law is less clear regarding the limits on holiday celebrations in public schools, but a number of guidelines should be followed in order to ensure that our public schools can best celebrate the religious freedom upon which our nation was founded.” ~The Anti-Defamation League: ADL propaganda continually spews an anti-Christian message. Here it comes in the guise of “helpful advice” concerning America’s supposed big problem at Christmas, its “December Dilemma” vis-à-vis that Christianity at this time is given more prominence than other faiths. But surely, is not the ‘Reason for the Season’ the celebration of the birth of the founder and God of Christianity? Not in the reasoning of the ADL ideologues whose anti-Christian campaign is flooding American schools, government institutions and town halls warning them that the tradition celebrations of Christ’ Birth is “bias” in favor of Christianity, which is, according to the ADL, not only unconstitutional but a grievous civil rights violation. Such spurious arguments, although they appear ludicrous and annoying, are nonetheless a very corrosive influence upon Western Christian Civilization.
Knowledge is Power! This page should help those parents who are considering home schooling their children make a more informed decision to teach their children at home as opposed to sending them to be indoctrinated in public schools.
Friday, August 18, 2017
ARTICLE ORIGINALLY POSTED AT DEEP ROOTS AT HOME.
Victoria Prooday, OT finds today’s kids come to school emotionally unavailable for learning, and there are many factors in our modern lifestyle that contribute to this. And I believe intentional homeschooling would prevent this.
I am an occupational therapist with years of experience working with children, parents, and teachers. I completely agree with this teacher’s message that our children are getting worse and worse in many aspects. I hear the same consistent message from every teacher I meet. Clearly, throughout my time as an Occupational Therapist, I have seen and continue to see a decline in kids’ social, emotional, and academic functioning, as well as a sharp increase in learning disabilities and other diagnoses.
As we know, the brain is malleable. Through environment, we can make the brain “stronger” or make it “weaker”. I truly believe that, despite all our greatest intentions, we unfortunately remold our children’s brains in the wrong direction. Here is why:
Using technology as a “Free babysitting service” is, in fact, not free at all. The payment is waiting for you just around the corner. We pay with our kids’ nervous systems, with their attention, and with their ability for delayed gratification. Compared to virtual reality, everyday life is boring. When kids come to the classroom, they are exposed to human voices and adequate visual stimulation as opposed to being bombarded with the graphic explosions and special effects that they are used to seeing on the screens. After hours of virtual reality, processing information in a classroom becomes increasingly challenging for our kids because their brains are getting used to the high levels of stimulation that video games provide. The inability to process lower levels of stimulation leaves kids vulnerable to academic challenges. Technology also disconnects us emotionally from our children and our families. Parental emotional availability is the main nutrient for child’s brain. Unfortunately, we are gradually depriving our children of that nutrient.
2. Kids get Everything The Moment They Want It
“I am Hungry!!” “In a sec I will stop at the drive thru” “I am Thirsty!” “Here is a vending machine.” “I am bored!” “Use my phone!” The ability to delay gratification is one of the key factors for future success. We have the best intentions — to make our children happy — but unfortunately, we make them happy at the moment but miserable in the long term. To be able to delay gratification means to be able to function under stress. Our children are gradually becoming less equipped to deal with even minor stressors, which eventually become huge obstacles to their success in life.
The inability to delay gratification is often seen in classrooms, malls, restaurants, and toy stores the moment the child hears “No” because parents have taught their child’s brain to get what it wants right away.
3. Kids Rule The World
“My son doesn’t like vegetables.” “She doesn’t like going to bed early.” “He doesn’t like to eat breakfast.” “She doesn’t like toys, but she is very good at her iPad” “He doesn’t want to get dressed on his own.” “She is too lazy to eat on her own.” This is what I hear from parents all the time. Since when do children dictate to us how to parent them? If we leave it all up to them, all they are going to do is eat macaroni and cheese and bagels with cream cheese, watch TV, play on their tablets, and never go to bed. What good are we doing them by giving them what they WANT when we know that it is not GOOD for them? Without proper nutrition and a good night’s sleep, our kids come to school irritable, anxious, and inattentive. In addition, we send them the wrong message. They learn they can do what they want and not do what they don’t want. The concept of “need to do” is absent. Unfortunately, in order to achieve our goals in our lives, we have to do what’s necessary, which may not always be what we want to do. For example, if a child wants to be an A student, he needs to study hard. If he wants to be a successful soccer player, he needs to practice every day. Our children know very well what they want, but have a very hard time doing what is necessary to achieve that goal. This results in unattainable goals and leaves the kids disappointed.
4. Endless Fun
We have created an artificial fun world for our children. There are no dull moments. The moment it becomes quiet, we run to entertain them again, because otherwise, we feel that we are not doing our parenting duty. We live in two separate worlds. They have their “fun“ world, and we have our “work” world. Why aren’t children helping us in the kitchen or with laundry? Why don’t they tidy up their toys? This is basic monotonous work that trains the brain to be workable and function under “boredom,” which is the same “muscle” that is required to be eventually teachable at school. When they come to school and it is time for handwriting their answer is “I can’t. It is too hard. Too boring.” Why? Because the workable “muscle” is not getting trained through endless fun. It gets trained through work.
5. Limited Social Interaction
We are all busy, so we give our kids digital gadgets and make them “busy” too. Kids used to play outside, where, in unstructured natural environments, they learned and practiced their social skills. Unfortunately, technology replaced the outdoor time. Also, technology made the parents less available to socially interact with their kids. Obviously, our kids fall behind… the babysitting gadget is not equipped to help kids develop social skills. Most successful people have great social skills. This is the priority!
The brain is just like a muscle that is trainable and re-trainable. If you want your child to be able to bike, you teach him biking skills. If you want your child to be able to wait, you need to teach him patience. If you want your child to be able to socialize, you need to teach him social skills. The same applies to all the other skills. There is no difference!
Train the Brain
You can make a difference in your child’s life by training your child’s brain so that your child will successfully function on social, emotional, and academic levels. Here is how:
1. Limit technology, and re-connect with your kids emotionally
•Surprise them with flowers, share a smile, tickle them, put a love note in their backpack or under their pillow, surprise them by taking them out for lunch on a school day, dance together, crawl together, have pillow fights
•Have family dinners, board game nights (see the list of my favorite board games), go biking, go to outdoor walks with a flashlight in the evening
2. Train delayed gratification
•Make them wait!!! It is ok to have “I am bored“ time – this is the first step to creativity
•Gradually increase the waiting time between “I want” and “I get”
•Avoid technology use in cars and restaurants, and instead teach them waiting while talking and playing games
•Limit constant snacking
3. Don’t be afraid to set the limits. Kids need limits to grow happy and healthy!!
•Make a schedule for meal times, sleep times, technology time
•Think of what is GOOD for them- not what they WANT/DON’T WANT. They are going to thank you for that later on in life. Parenting is a hard job. You need to be creative to make them do what is good for them because, most of the time, that is the exact opposite of what they want.
•Kids need breakfast and nutritious food. They need to spend time outdoor and go to bed at a consistent time in order to come to school available for learning the next day!
•Convert things that they don’t like doing/trying into fun, emotionally stimulating games
4. Teach your child to do monotonous work from early years as it is the foundation for future “workability”
•Folding laundry, tidying up toys, hanging clothes, unpacking groceries, setting the table, making lunch, unpacking their lunch box, making their bed
•Be creative. Initially make it stimulating and fun so that their brain associates it with something positive.
5. Teach social skills
•Teach them turn taking, sharing, losing/winning, compromising, complimenting others , using “please and thank you”
From my experience as an occupational therapist, children change the moment parents change their perspective on parenting. Help your kids succeed in life by training and strengthening their brain sooner rather than later!
Monday, July 3, 2017
The cares of this life is dangerous when it means neglecting our relationship with the Lord. Don’t labor for the bread that perishes and neglect feeding the soul, which will live forever. Be like Mary, who chose the good part, choosing the eternal over the temporary, and chose to take time to sit at the Lord’s feet. Don’t let yourself get so busy serving the Lord that you sacrifice your relationship with the Lord. When work and service is highly esteemed and the spiritual life forgotten, we cannot fulfill God’s will for us- to be conformed to the image of Christ. We can only be conformed as we take the time to read and study His Word and be faithful in prayer seeking His face before all things. Serving the Lord with little to no fellowship with the Lord is fruitless and vain.
One thing is needful. (Luke 10:42)
Martha was distracted.
Mary chose the good part.
What will you choose- the temporary or eternal?