28 October 2015

The Battle is the Lord’s: Where are the Men? Part 4

Well, I ended the last part making the statement that one of the last major rebellions against tyranny and oppression, one of the last major battles for truth and freedom, took place in the middle of the nineteenth century. Properly referred to as the War Between the States – or as it is more commonly known by the inaccurate title of the Civil War. 

Following the war, the government “thinkers” and humanistic “educators” knew that in order to prevent a future war where the people would again take up arms to fight against government tyranny, they needed to weed out the spirit of truth and justice, and to replace it with submission and passivity in the people.

The way they set out to accomplish this was through a compulsory state education system. You see, up until a little while before that time, our country did not have any state sponsored public schools.
In the 1620’s, when the Pilgrims and Puritans came to this country seeking religious freedom, they were products of the Protestant Reformation. So, for the roughly 220 years from 1620 to 1840, American education had a distinct moral character, and stemmed from an almost entirely Christian and Calvinistic orientation.


In America, education was seen as always including religious principals, as we find plainly stated in the definition of the word education as found in the first American dictionary, Noah Webster’s 1828 edition:

Education: The bringing up, as of a child; instruction; formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties.

The Reformed Martin Luther, even back in his time and country plainly stated:

I am much afraid that schools will prove to be great gates of hell, unless they diligently labor in explaining the Holy Scriptures, engraving them in the hearts of youth. I advise no one to place his child where the Scriptures do not reign paramount. Every institution, in which men are not increasingly occupied with the Word of God, must become corrupt.

Luther’s sentiment is what the early American settlers held to in their thoughts on education. Even the early American colleges, like Harvard, were started and based upon orthodox Christian principals. Harvard’s original mission statement was:

Let every student be plainly instructed and earnestly pressed to consider well the main end of life and studies is to know God and Jesus Christ which is eternal life (John 17:3) and therefore to lay Christ at the bottom as the only foundation of all sound knowledge and learning.

Even Daniel Webster (not to be confused with Noah Webster mentioned above), an admired politician for 40 years in the early 1800’s stated:

In what age, by what sect, where, when, by whom, has religious truth been excluded from the education of youth?  Nowhere; never. Every-where, and at all times, it has been and is regarded as essential. It is of the essence, the vitality of useful instruction.

The great Southern Presbyterian theologian Robert Lewis Dabney, who had served as chaplain to the armies under Stonewall Jackson for a time, said this at the time when the public education was beginning to rear its ugly head in the states:

The Yankees have had this “nostrum” of free school education, in full force, for two generations.

Nostrum – for those not familiar with the term, is usually used to mean a medicine sold with false or exaggerated claims and with no demonstrable value; quack medicine.

Did not this very system rear us that very generation, which, in its blind ignorance and brutal passion, has recently wrecked the institutions of America; has filled our country with destitution, woe and murder; and, with a stupid blindness, only equaled by its wickedness, has stripped its own Commonwealths, in order to wreak its mad spite on ours, of the whole safeguards for their own freedom and peace?  These are the fruits of this Yankee system of State primary education… I have not yet learned enough of that type of “intelligence” which this system seems to foster, to repudiate my Savior’s infallible maxim, “the tree is known by its fruits.”

So, Dabney sees that because of the state education system, which had already been in place in many northern states, a whole generation of people rose up to fight the war that destroyed much of the foundational values of America. Of course, this sentiment is further enforced when we consider a conversation that was had between the aforementioned Senator Daniel Webster and two Virginians, years before the war. The story is related by Dabney after the war had ended:

Webster’s return towards an impartial course had then gained him some respect in the South, and my two friends paid their respects to him. While conversing with them he fixed his dark eyes on them, and with great earnestness asked: “Can’t you Southern gen­tlemen consent, upon some sort of inducement or plan, to sur­render slavery?” They replied firmly: “Not to the interference or dictation of the Federal Government. And this not on ac­count of mercenary or motives, but because to allow outside interference in this vital matter would forfeit the lib­erties and other rights of the South.”

“Are you fixed in that?” asked Webster.
“Yes, unalterably.”

“Well,” he said, with an awful solemnity, “I cannot say you are wrong, but if you are fixed in that, go home and get ready for weapons.” They asked him what on earth he meant. He replied that the par­son and common-school teachers and school-marms had dili­gently educated a whole Northern generation into a passionate, hatred of slavery, who would, as certainly as destiny, attack Southern institutions. So that if Southern men were determined not to surrender their institutions they had better prepare for war. Thus, according to Mr. Webster, the crimes, woes, and horrors of the last fifteen years (the War Between the States) are all partly due to this school system.

Many of those “great minds” behind this “indoctrination” system felt that it was the differences in the education between classes of men that caused such evil in the world, and that if the education of the masses was more leveled, it could remove evil from society.

European scholar George Hagel and Scotsman Robert Dale Owen, often referred to as the father of socialism, came in with a whole new idea for education. They believed that the basic tenants of the Christian religion hindered man’s evolution. Some in this camp believed that with the proper education, and the eradication of religion, man could evolve to eliminate the evil in the world. A colleague of Owen’s states the following:

The great object was to get rid of Christianity and to convert our churches to halls of science... the plan was not to make open attacks upon religion — although we might belabor the clergy and bring them into contempt where we could — but to establish a system of state — we said national — schools; from which all religion would be excluded and to which all parents were to be compelled by law to send their children.

By the turn of this century, these fellows had heavily influenced American educators like John Dewey and his colleagues. They sought to change America through public education. Knowing they could not sway the mature adults from their views, they sought instead to change the future generation by re-educating the children.

They sought to change the nation, once high in literacy, by shifting the education system from emphasizing intellectual and academic skills, to rather emphasizing social skills. Get them to deal with activities, rather than the mind. This leads to the eventual addition of psychology to the school system, which has happened in our life time.

Socialist H.G. Wells stated it truthfully in his 1933 book The Shape of Things to Come when he said “no revolution could be a real and assured revolution until it has completely altered the educational system of the community.”

In 1918, the book The Science of Power by Benjamin Kidd is printed, in which he declares:

The main cause of those deep dividing differences which separate peoples and nationalities and classes from each other and which prevent or stultify (to render futile) collective effort in all its most powerful forms... could all be swept away if civilization put before itself the will to impose on the young, the ideal of subordination to the common aims of organized humanity... it can only be imposed in all its strength through the young. So to impose it has become the chief end of education in the future.

Oh, you blind leaders who seek to convert the world by labored disputations! Step out of the way or the world must fling you aside. Give us the young. Give us the young and we will create a new mind and new earth in a single generation.

Kidd quotes Masonic Carbonari leader Giuseppe Mazzini (1805‑1872) in this regard, who stated:

Your task is to form the universal family.... Education, this is the great word that sums up our whole doctrine. (Giuseppe Mazzinis, On the Duties of Man)

Kidd refers to Mazzini's distinction that “education is addressed through emotion to the moral faculties in the young and instruction to the intellectual (faculties),” and Kidd claims “Power centers in emotion.”

Well, it has been just over a hundred years since all of these things were planned and said, and if you look back, you can see the radical changes in this nation over that time period. Little by little, generation by generation, the inner desire for truth and justice, and that inner fight, has slowly dwindled just as they expected it to with their education system. Through a series of indoctrination methods, and in stripping the Lord out of the classroom, they churn out more and more students of the state.

Well, without turning this into a expose’ of the education system, let me begin to close by saying that hopefully you can see the connection between how in times past, the fear of the Lord, which included bravery and the understanding and responding to duty, was more prevalent, and how that has slowly been on the spiral downward for the past hundred years or so.

This can be seen to coincide with a concerted effort to educate it out of people if you simply read the history of this education system’s founding. And for all intents and purposes, it is fair to say that they have succeeded in their goal, turning more and more American’s into sheep that can be led around, never questioning the moves or motives of the leaders, never calling them into account, and never rebelling or taking action against them.

This education has also removed the words of God from the lives of men, and instead of being an integral part of education, has been stripped totally from it. With kids spending the majority of their daytime hours under this education system, and parents pending less and less time providing religious training in the off hours; it is no wonder why the fear of God is gone.

Add to that the modern church’s fascination with health, wealth and the love of God, while ignoring the deeper things like the fear of the Lord and the doctrine of total sovereignty. Add to that a faulty view of eschatology, and an escapist attitude in that realm, and is it a surprise that the church has become pretty much stagnant and obsolete today?

Most churches have an average sermon length of twenty minutes, so the people get pep-talks devoid of any substance or teaching, and with less and less people engaging in reading of great theological works, or even their own bibles, it is no wonder the church is in the state it is in.

Reports show that more and more people who have been regular attendees in church for many years, are leaving the organized church each year; and more and more children brought up in Christian homes, leave the faith entirely by their college years.

All of that combined, produces a generation more ignorant and fearful than the last, creating more people who are easily herded where needed, and rarely question of push back against injustice and wickedness in our lives, society, or government.

This was all by design, and as long as Christians support this free education system, it will continue to be the case.

As long as Christians refuse to read their Bible and dig into it – this will continue to happen.

As long as Christians put up with mediocre churches that teach little to nothing about the depths of the whole Bible message – this will continue to be the case.

As long as Christian parents leave it solely up to the school or church to provide their children with religious training – this will continue to be the case.

So, in closing, we need to consider first that as Christians who follow a living God, we have not been given a spirit of fear, but one of security and reliance in our sovereign Lord. Our duty is to stand up against whatever Goliath comes forth in our life, standing for truth, justice, and in love for others, and make sure that we teach that to our children, for they will get it nowhere else.

When we come up against an obstacle, we are not to turn in fear, but we are to do our duty, and to rest assured that whatever the outcome, it was all we can do – because the battle is not ours – the battle is the Lords!

Now then, let the fear of the LORD be upon you. (2 Chron. 19:7)

Part 1 | Part 2 | Part 3 | Part 4