A WordPress Blog-THE CHURCH MILITANT Ephesians 5:11-"And have no fellowship with the unfruitful works of darkness, but rather expose them". This Christian News Blog maintains a one stop resource of current news and reports of its own related to church, moral, spiritual, and related political issues, plus articles, and postings from other online discernment ministries, and media which share the aims to obey the biblical commands to shed light on and refute error, heresy, apostasy, cults, and spiritual abuse. ALL CONTENT FROM HTTPS://RATHEREXPOSETHEM.BLOGSPOT.COM MOVED TO THIS NEW BLOG, MAY 2020
Rumble — The Uncensored Truth Tour continues, with America’s Frontline Doctors founder Dr. Gold bringing a bold new challenge to the nation: It’s Time To Make A Stand. Presented by AFLDS.org/Live and hosted by Clay Clark in Colorado Springs, CO. For future event info, visit AFLDS.org/Tour
republished below in full unedited for informational, educational & research purposes:
In “Homeschooling in Uncertain Times,” just published by the Pioneer Institute, authors William Donovan and William Heuer celebrate one unmistakable benefit from the COVID-related shutdown: Not only has the number of homeschooled children tripled, but most parents are deciding to keep their children in a homeschool environment even after the virus has dissipated.
According to the U.S. Census Bureau, the percentage of households with children being homeschooled has doubled in one year, from 5.4 percent during the 2019-20 school year to 11 percent in 2020-21. Among black families, it increased nearly five-fold, from 3.3 percent to 16.1 percent in just one year. In the past two years, homeschooling in the United States has more than tripled.
Said co-author Donovan, “For a lot of people who had been thinking about homeschooling, the pandemic made it a good time to make the change.” The authors added, “Traditional homeschooling was rapidly growing before the pandemic, and is likely to stick.”
The growth in homeschooling in black families was especially notable:
We point out the rise in homeschooling among Black and other minority families. While they too were influenced by health concerns, often they chose to homeschool because they believe their homes are a safer environment than the halls and grounds of public schools, especially in urban areas.
This no doubt is upsetting to liberal academics such as Harvard Law professor Elizabeth Bartholet. She claims that homeschooling is “a threat to children and society.” She co-authored “Parents’ Religion and Children’s Welfare: Debunking the Doctrine of Parents’ Rights” with James Dwyer. Dwyer, a law professor at the College of William and Mary, claimed that the fundamental civic relationship is not that between parents and their children but instead is between the individual and the state.
Bartholet is infamous for authoring “Homeschooling: Parent Rights Vs. Child Rights to Education & Protection” that appeared in the Arizona Law Review in 2020. She claims that
The rapidly growing homeschooling phenomenon [poses a] threat to children and society….
Many homeschool precisely because they want to isolate their children from ideas and values central to public education and our democracy.
Many promote racial segregation and female subservience.
Many question science.
Many are determined to keep their children from exposure to views that might enable autonomous choice about their future lives.
She then goes on to demand “a rethinking of child rights … and recommends a presumptive ban on homeschooling, with the burden on parents to demonstrate justification for permission to homeschool.”
Bartholet’s real target is Christians homeschooling their children. From her Arizona Law Review article:
A very large proportion of homeschooling parents are ideologically committed to isolating their children from the majority culture and indoctrinating them in views and values that are in serious conflict with that culture….
Many don’t believe in the scientific method, looking to the Bible instead as their source for understanding the world.
The state owns the children, according to Bartholet:
The legal claim made in defense of the current homeschooling regime is based on a dangerous idea about parent rights — that those with enormous physical and other power over infants and children should be subject to virtually no check on that power.
That parents should have monopoly control over children’s lives, development, and experience.
That parents who are committed to beliefs and values counter to those of the larger society are entitled to bring their children up in isolation, so as to help ensure that they will replicate the parents’ views and lifestyle choices….
The legal claim is also inconsistent with an idea that has been central since the beginning of compulsory education — that the state has a powerful interest in educating children in ways that enable positive participation in the larger society.
In an interview with the Harvard Gazette Bartholet expanded her attack on Christians educating their children at home:
Many homeschooling parents are extreme ideologues, committed to raising their children within their belief systems isolated from any societal influence….
The danger is both to these children and to society. The children may not have the chance to choose for themselves whether to exit these ideological communities; society may not have the chance to teach them values important to the larger community, such as tolerance of other people’s views and values.
Does Bartholet not see the irony in that last statement, about “tolerance of other people’s views and values”? Without realizing it, she makes a compelling case for homeschooling that reaches far beyond concerns over health and safety. Homeschooling may teach children that they are sovereign citizens, that God has given them certain unalienable rights, that the Constitution guarantees those rights, and that governments are instituted among men to protect those rights.
All of this is counter to the “culture” that Bartholet and other statists support and defend. It’s no wonder that those in the freedom fight celebrate the small bit of good news that government’s heavy-handed COVID response is bringing: Homeschooling is on the rise and its increase is likely to continue.
Rumble — Watch the full episode—now available for *free* on #EpochTV!
“Through storytelling and beautiful illustrations, we tell the time-tested virtues that made our country great: entrepreneurship, free markets, property rights, personal freedom, the golden rule,” says Connor Boyack, author of the popular “Tuttle Twins” books.
Since the pandemic started, books sales have shot up, as more parents found themselves looking for educational resources for their kids.
Now, a cartoon series is in the works, says Daniel Harmon, showrunner for the show and chief creative officer at Harmon Brothers. “We became the number one crowdfunded kid show in world history,” Harmon says.
At FreedomFest in South Dakota, we sat down with the two of them to discuss their vision for the series. The cartoon is expected to be released in October.
FOR THE KIDS: Connor Boyack on Helping Revive Traditional, Uplifting Education
Rumble — Connor Boyack, president of the Libertas Institute, said that after some parents started homeschooling due to lockdowns, there's been a "grand awakening for a lot of parents in understanding what the schooling system is actually doing."
"The school system not only is often not teaching [parents'] values to their kids, they're often teaching quite opposite things to their kids. ... Our pitch to parents is like, 'You have to be intentional about it. You have to make sure that you're transmitting your values,'" he said.
The Tuttle Twins: What They Don't Teach in Schools
Connor Boyack, author of the Tuttle Twins book series, and Daniel Harmon, the showrunner in the new cartoon series explain say that schools today have two problems: the sins of omission and the sins of commission. They say that there just aren't any resources out there for parents to ensure their kids learn the values of entrepreneurship, the golden rule, free markets, property rights, and the Constitution.
A Resource for Parents to Teach Values to Their Children
Connor Boyack, author of the Tuttle Twins book series, and Daniel Harmon, the showrunner in the new cartoon series explain how the series will be a resource for parents to talk to their children about entrepreneurship, free markets, property rights, personal freedom, the golden rule, and much more.
republished below in full unedited for informational, educational & research purposes:
What happens when you’ve long been reliant upon a sub-par service, but then find out you can perform it better yourself? If you answer that you ditch the service, now you know the reason for one often welcome, COVID-19-inspired societal change: a surge in homeschooling.
Homeschooling has long been gaining in popularity. Numbering only about 850,000 in 1999, there were approximately two million homeschooled children in America five years ago and an estimated 2.5 million in the spring of 2019, with a growth rate of two to eight percent per year, according to recruitment service Mark in Style.
That is, until the virus made it go viral. In fact, the U.S. Census Bureau told us in March that the rate of households homeschooling their children more than doubled during the six-month period from March to September 2020, rising from 5.4 percent to 11 percent.
More striking still, black American households led the way, with their homeschooling rate rising during this period from 3.3 percent to 16.1 percent.
Moreover, now that the ice has been broken and these parents have shed the mass-schooling illusion, most might have said goodbye to the education cartel forever.
The Associated Press reported on this issue Monday, admitting that “some parents are grateful” for the coronavirus-inspired homeschooling transition. The outlet mentions how the parents it spoke to cited religious or “special needs” reasons as inspiring their educational endeavor — and that some mentioned how schools were “flawed,” a description trivializing what studies have shown is the main homeschooling motivation: academic indoctrination.
Relating one mother’s testimonial, the AP writes, “‘That’s one of the silver linings of the pandemic — I don’t think we would have chosen to home-school otherwise,’ said Danielle King of Randolph, Vermont, whose 7-year-old daughter Zoë thrived with the flexible, one-on-one instruction. Her curriculum has included literature, anatomy, even archaeology, enlivened by outdoor excursions to search for fossils.”
As another example, “Arlena and Robert Brown of Austin, Texas, had three children in elementary school when the pandemic took hold,” relates the AP, citing one of the new homeschooling black families. “After experimenting with virtual learning, the couple opted to try home-schooling with a Catholic-oriented curriculum provided by Seton Home Study School, which serves about 16,000 students nationwide.”
“‘I didn’t want my kids to become a statistic and not meet their full potential,’ said Robert Brown, a former teacher who now does consulting,” the AP further wrote. “And we wanted them to have a very solid understanding of their faith.”
Unfortunately, the Browns don’t reflect every black American homeschooling family. That is to say, the AP also cites those using something called the National Black Home Educators (NBHE) curriculum, which, the outlet informs, “provides content for each academic subject pertaining to African American history and culture.” This does, of course, sound highly racialized.
Nonetheless, the phenomenon does again illustrate the China virus-fired homeschooling boom — with the AP telling us that the NBHE had “about 5,000 members before the pandemic and now has more than 35,000” — and the children thus educated are still likely receiving better instruction than the government schools provide.
What the AP doesn’t present are examples of indoctrination-wary parents who’ve opted to homeschool; this is perhaps because Big Media and Big Education are ideological fellow travelers, and substantive criticism of the schools would equate to criticism of the AP itself.
More straightforward about its anti-homeschooling antipathy is British paper the Independent; it wrote Tuesday that the “number of children being homeschooled could soon become a serious problem,” citing “religious zealotry” as an issue. But there has been no recent Western rise in “religious” zealotry (save the Islamic variety); on the contrary, we’ve been losing our faith. But there has been a rise in opposition to “secular” zealotry. Parents aren’t suddenly having a Road to Damascus moment; they’re reacting to a pseudo-elite culture that’s becoming overtly hostile to the Christian faith — and, put differently, to the Truth itself.
And the truth is that even many “secular” parents are recoiling at today’s schools’ full-throated leftism. As the Daily Caller reported in 2019, “Classroom Indoctrination Is Causing a Rise in Homeschooling.” Arlena echoed this last year, pointing out that “educators” don’t represent the people they serve.
“Among English teachers, there are 97 Democrats for every three Republicans,” the site related, “with the proportion being even more one-sided among health teachers, with 99 Democrats for every one Republican.… Among high school teachers overall, there are 87 Democrats for every 13 Republicans.”
This is reflected in the “teaching” (twisting?), with students encouraged to go out and protest “climate change” and support neo-Marxist group Black Lives Matter, and being accosted with mental monstrosities such as sexual devolutionary perversion and Critical Race Theory (along with masking and the rest of COVID Ritual). In fact, 2020 could be called the year when Big Education jumped the shark of schooling surreality.
This brings us to a common but laughable anti-homeschooling claim: that many children thus taught will receive a sub-par education. But while no education is highly preferable to soul-killing miseducation (“First, do no harm…”), this is hardly the homeschooling reality. As Mark in Style relates:
Homeschoolers score 15% to 30% higher on tests than public-school students.
Homeschooling erases racial disparities in academic achievement.
Homeschooled students perform four grade levels above average.
Homeschooled children engage in 5.2 activities outside the home.
(I am curious as to what two-tenths of an activity is.)
One activity they don’t usually engage in, however, is immersion in things such as Hate America First 101, Introduction to Soul Destruction, Sexual Perversion 2.0, and How to Become a Dummy for Dummies.
If the education cartel is upset about losing “customers,” or, as some would say, captives, they’ve no one but themselves to blame.
republished below in full unedited for informational, educational & research purposes:
Rochelle Walensky lied about how kids died — and more children will suffer as a result.
Walensky, director of the Centers for Disease Control (CDC), perhaps trying to justify the administration's position that children will probably have to wear masks at school in the fall, recently stated that COVID-19 is notably deadlier to kids than is the flu. The problem is that the CDC bigwig’s claim was contradicted by an interesting source: the CDC.
Fox News host Tucker Carlson reported on this last night, stating that
Walensky is an actual doctor.… She went to Harvard. She’s never been elected to anything, but in a pandemic like this, her word is law. It’s more powerful than anything Congress produces. She’s her own federal agency. In fact, on a continuum, she sits somewhere between king and God. So read carefully as Rochelle Walensky tells you that COVID is killing twice as many children as influenza.
“I think it’s really important for people to understand that this is not a benign disease compared to other diseases our kids see,” Walensky could be heard stating in a clip Carlson played (video below; relevant portion begins at 10:05). “If you look at the mortality rate of COVID, just this past year for children, it’s more than twice the mortality rate that we see in influenza in a given year.”
The problem is that unless Walensky is profoundly ignorant of her own CDC’s data and what attentive laymen have known for more than a year, her claim is a lie.
The Truth: “From 2019 to 2020, according to the CDC, a total of 124 children died of COVID. From 2020 to 2021, 213 children died of COVID. By comparison, influenza killed more than 400 children just last year,” Carlson related. “In fact, that was not an aberration. Influenza has killed far more children than COVID has in each of the past five years. It’s not even close.”
This isn’t some esoteric fact. I’ve long cited a study out of Newcastle University in London showing what data the world over reflect: that the flu is at least twice as dangerous to children under 10 as is the China virus. A good example is the Spanish Influenza epidemic of 1918-19, which claimed 675,000 American lives — many of them young. This is more than two million when adjusted for today’s population.
In fact, insofar as diseases go and according to BusinessTech, influenza is history’s fifth-greatest killer (50 million deaths), behind malaria, tuberculosis, smallpox, and plague.
So if you’re going to mask and/or vaccinate kids for fear of The Virus™, then you’d surely better keep them far away from water and autos.
What’s more, “In a recent report, the CDC itself acknowledges it could be vastly over-reporting the number of children who are dying from COVID,” Carlson also related last evening. “The CDC report states that, when considering everyone who died of COVID, roughly 2.5% of those who died had a co-existing medical condition unrelated to their deaths. But for children under the age of 18, that number is dramatic — over 35% of children who died from COVID had what the CDC calls an ‘unrelated medical condition.’”
“In other words, more than a third of children … listed on the official records as dying from COVID had comorbidity that the CDC assures us cannot possibly be connected to COVID,” Carlson continued. “But it appears, upon closer examination, the comorbidities might in fact be related to the deaths of those children.”
It may be obvious why Walensky and others tell this bold China virus/influenza lie and why Big Media aid and abet them: You can’t justify masking and vaccinating children if people know that COVID is considerably less dangerous to them than a disease most of us sneeze at.
And some cities have actually reinstituted school mask mandates; the Biden administration, as mentioned earlier, has recommended such; and authorities have even pushed to get youths vaccinated. Below is a video of Walensky doing so just last month.
(Moreover, it was just announced that vaccines will be “available” for children under 12 late this year.)
This is child abuse. Studies have shown that masks offer little to no benefit when prescribed for the general population. Yet the costs appear great, with strong indications that masks can become as pathogen-laden Petri dishes on people’s faces and that wearers may be inhaling unhealthful plastic microparticles from them; furthermore, a study found that after just three minutes of wearing-time, children were inhaling carbon dioxide at up to six times the acceptable adult level.
As for vaccines, youths have suffered medical complications and even death after taking them; for example, 13-year-old Jacob Clynick passed away just three days after receiving his second China virus injection. Does taking such risk over a disease that imperils kids less than does the flu make any sense?
No, and this explains all the lies. But what should be the consequence for a person who thus deceives? We can already say that the health authorities lied and children died. They, not the January 6 defendants, should be brought up on serious charges.
Even Yahoo News, which typically shills for Big Pharma, could not sugarcoat the devastating narrative shift, reporting:
The CDC updated its guidelines on Tuesday to recommend masks indoors, even for vaccinated people. The Delta variant makes it easier for vaccinated people to transmit the virus, the CDC said. Vaccinated and unvaccinated people infected with Delta may have similar viral loads.
NBC News, citing unnamed officials aware of the decision, reported it comes after new data suggests vaccinated individuals could have higher levels of virus and infect others amid the surge of cases driven by the delta variant of the coronavirus.
The CDC is currently hiding these data from the public, by the way, most likely because they know that once the data are revealed, any remaining shred of their pro-vaccine narrative will spontaneously collapse.
CDC “confession” just obliterated all the promises made to the vaccinated… now they are slowly realizing they’re the doomed super-spreaders
In making these public statements, the CDC just admitted that the entire promise that vaccinated people were immune to covid and couldn’t spread it to others just unraveled. Immediately, the CDC demanded that the entire nation revert to neanderthal mask mandates, even for those who have been “fully vaccinated.”
It begs the question: If the answer isn’t vaccines but rather just wearing masks, then why does America need the CDC in the first place? And since masks actually don’t work to block viral particles that are orders of magnitude smaller than the gaps in the mask threads, then how can masks stop them?
And if vaccines aren’t working, then what’s the use of vaccine passports?
This is all an open admission that the CDC has no tools against covid and that the last 18 months of pro-vaccine promises were nothing but lies and propaganda. Even worse, the entire medical establishment has suppressed the only legitimate solution to this pandemic, which is natural immunity, which can only function effectively when combined with good nutrition and proper supplementation. Yet the one-size-fits-all medical cult system that dominates society today can only see pharmaceuticals and vaccines as possible answers, never nutrition or natural immunity. Therefore, the CDC has nothing left to offer America other than blind obedience to their quack science lies.
But it’s even worse: CDC director just admitted the vaccines will soon be obsolete
If you can imagine it, the situation is actually far worse than what’s been covered here so far. In her public confessions this week, CDC director Walensky also admitted that covid is “just a few mutations away” from rendering all existing vaccines completely obsolete. She added:
The largest concern that I think we in public health and science are worried about is the virus and the potential mutations. We have a very transmissible virus, which has the potential to evade our vaccines in terms of how it protects us from severe disease and death…
…[M]ass vaccination promotes natural selection of increasingly vaccine immunity (VI)-escaping variants in the vaccinated part of the population. Taken together, mass vaccination conducted on a background of high infectivity rates enables more infectious, increasingly VI-escaping variants to expand in prevalence. This evolution inevitably results in inclining morbidity rates in both, the non-vaccinated and vaccinated population and precipitates the emergence of circulating viral variants that will eventually fully resist vaccine-mediated immunity (VMI). This is why mass vaccination campaigns should not be conducted during a pandemic of a highly mutable virus, let alone during a pandemic of more infectious variants (unless transmission-blocking vaccines are used!). It is critical to understand that a rapid decline in viral infectivity rates that is not achieved by natural infection but merely results from expedited mass vaccination campaigns will only delay abrupt propagation of emerging, fully vaccine-resistant viral variants and hence, only delay the occurrence of a high wave of morbidity and mortality.
The “high wave of morbidity and mortality,” it seems, has only just begun.
Dr. Robert Malone warns of “worst-case scenario” and cites first evidence showing Antibody-Dependent Enhancement (ADE) now emerging
Over the next 12 months or so, we are likely going to see a wave of post-vaccine deaths that mirrors the wave of people obtaining vaccines earlier this year. Even Dr. Robert Malone, inventor of the mRNA vaccine technology, warns that the CDC’s admission is essentially a confirmation that Antibody-Dependent Enhancement effects have begun.
In a recent interview with Steve Bannon on War Room Pandemic, Dr. Malone (who is fully pro-vaccine, by the way), stated:
This is exactly what you would see if antibody-dependent enhancement were happening… Pfizer protection is waning at six months. Those who received Pfizer, that are now in the waning phase, seem to be getting infected. This exactly what you would anticipate is the window of greatest susceptibility to antibody-dependent enhancement, in this long tapering phase as the vaccine response declines.
The government is obfuscating what’s happening here. What seems to be rolling out the worst-case scenario where the vaccine in the waning phase is causing the virus to replicate more efficiently than it would otherwise, which is what we call ADE.
When one of the world’s leading pro-vaccine scientists — the inventor of mRNA vaccine technology — steps forward and says the covid vaccines now represent a “worst-case scenario,” it’s probably worth paying attention.
I cover all this in much more detail in today’s eye-opening Situation Update podcast via Brighteon.com:
Woke Public Schools are IMPLODING as School Choice SURGES and Homeschooling SKYROCKETS an astonishing 700 Percent! In this video, we’re going to take a look at the extraordinary rise of school choice programs in states across the country, how homeschooling is surging at rates never imagined just months ago, and how enrollment in woke public schools continues to plummet like never before; you are NOT going to want to miss this!
republished below in full unedited for informational, educational & research purposes:
New data from the U.S. Census Bureau confirm earlier polling results showing an unprecedented explosion in the number of families choosing to educate their children at home, free from government indoctrination, sexualization, forced masking, and dangerous dumbing down. Homeschooling rates grew fastest among black Americans.
The shift has been enormous. By the fall of 2020, the overall number of homeschooling families doubled, Census data show. In the Spring of 2020, just over 5 percent of families were educating children at home. By the fall, homeschoolers grew to represent over 11 percent of all American households with school-age children.
According to Census.gov, the number of homeschooling families grew rapidly from 1999 to 2012 but remained relatively steady at around 3.3 percent for years. “However, the global COVID-19 pandemic has sparked new interest in homeschooling and the appeal of alternative school arrangements has suddenly exploded,” wrote the bureaucracy, which tracks population data and more.
Using a nationally representative sample of American households, the Census Bureau’s “Household Pulse Survey” compared data from the spring of the 2019-2020 school year with results from the fall of 2020-2021. In late April and early May, about 5.4 percent of U.S. households with school-aged children reported homeschooling. By late September and early October, that number surged to 11.1 percent.
That enormous growth was an increase of 5.6 percentage points and a doubling in the number of U.S. households that were homeschooling compared with the previous school year. Because homeschool families are often larger on average than government-schooled families, the percent of school-age children being educated at home is estimated to now be well over 11.1 percent — potentially 5 million children or more.
Just to be sure that families doing government school at home did not misreport, the Census included a clarification making clear that virtual learning through a public or private school was not to be considered “true homeschooling.” Experts said that means the surge in homeschooling may have been even larger than reported. Unfortunately, no data from the bureau was available from before the pandemic.
In some states the population of homeschoolers became almost 10 times larger. Massachusetts, for instance, went from having just 1.5 percent of children being homeschooled to more than 12 percent in that short period. In Alaska, the number went from 10 percent to almost 28 percent. And in Oklahoma, the numbers went from about 8 percent to over 20 percent. Florida’s numbers also grew to almost 20 percent of families choosing to educate at home.
Self-described black Americans were far more likely to pull their children from government schools than any other group measured in the data. “In households where respondents identified as Black or African American, the proportion homeschooling increased by five times, from 3.3% (April 23-May 5) to 16.1% in the fall (Sept. 30-Oct. 12),” the Census Bureau revealed. Lower-income Americans were also more likely to pull their children out.
Analysts said more research would be helpful to understand the changes. “Future research will likely reveal what portion of those families who began homeschooling during the past year will continue on with it into the future,” wrote Dr. Brian Ray, who leads the National Home Education Research Institute. “If a significant portion stays with homeschooling, more noticeable changes lie ahead regarding public favor toward homeschooling and parent-led home-based education’s impact on individual children, families, and society.”
The news is not new. In fact, The Newman Report noted in September of 2020 that survey data from Gallup revealed a doubling in homeschool numbers. At the same time, this blog also reported in December that government-school districts across America were seeing catastrophic declines in the number of victims enrolled in their indoctrination centers, with some districts losing over 10 percent or more in one year.
Of course, government and government-school proponents want Americans to believe that the surge in home education is solely due to COVID-19. The reality is far more complex. One of the many things COVID did was expose for parents the madness and child abuse taking place in government schools, while at the same time showing parents the benefits and possibilities of homeschooling.
republished below in full unedited for informational, educational & research purposes:
School districts are slowly beginning to reopen in-person instruction after being closed for nearly a year—or, in many places, for over a year. While this is a wonderful development, it will never erase what parents experienced last year: uncertainty, inconsistency, and, in some cases, ineptitude from public schools.
The events of the last year have demonstrated to many families that public schools are not always the reliable institutions many thought they were. It also opened their eyes to just how powerful the teachers' unions are, and revealed what many already suspected: that their modus operandi is not to support teachers who want to teach but to score political wins.
Thankfully, in response to these disappointments, multiple state legislatures are undertaking one of the biggest expansions of school choice in history. Here are some states to watch:
West Virginia. On March 29, West Virginia Gov. Jim Justice signed into law the most expansive school choice program in the country, a nearly universal option for education savings accounts.
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This is monumental. It is the nation’s first universal education savings account program open to all children in the state. Students who choose to participate in the education savings account option will receive 100% of what the state would have spent on their education in their prior public school—or approximately $4,600 per year—which they can then use to pay for private school tuition, online learning, private tutoring, and a variety of other education services, products, and providers.
All incoming kindergarteners will be eligible for an education savings account, as will all first through 12th graders, with the condition that they have previously been enrolled in a West Virginia public school for 45 days.
Kentucky. Kentucky followed suit this week with the Legislature overriding Gov. Andy Beshear’s veto of a bill to create the Bluegrass State’s first school choice program—a tax credit-funded education savings account.
Known as Education Opportunity Accounts, students from families with incomes below 175% of the federal poverty line will have access to education savings accounts. The program is available to students living in counties with more than 90,000 residents and will initially be capped at $25 million.
South Dakota. On March 18, Gov. Kristi Noem signed into law an expansion of South Dakota’s tax credit scholarship program, which provides tax credits to insurance companies that provide donations to scholarship-granting organizations, which in turn provide scholarships to eligible students to offset the cost of private school tuition.
Students from families whose income does not exceed 150% of the qualifying amount for free and reduced-price lunch eligibility (approximately $73,000 for a family of four) are eligible. The Legislature expanded the program to now include students who already attend private school.
Georgia. Gov. Brian Kemp will soon have on his desk a bill that expands eligibility for the state’s existing voucher program for students with special needs. The proposal would expand eligibility to students in public schools with 504 plans (meaning they may need additional help in school due to learning impediments).
Approximately 58,000 Georgia students currently have 504 plans and would be eligible for the expanded voucher program.
Florida. The Florida Legislature is considering a proposal to consolidate the state’s five existing school choice programs into two streamlined education savings account options. One of the education savings account programs would be geared toward students with special needs, and the other would be available to the broader student population.
This proposal would fold the McKay Scholarship Program, a voucher program for children with special needs; the Florida Tax Credit Scholarship Program, which provides scholarships to income-eligible students; the Hope Scholarship, which allows individuals to redirect their car sales tax to private school scholarships; and the Family Empowerment Scholarship, which provides scholarships to students to attend a private school of choice who were on the waitlist for the state’s popular tax credit scholarship program, into the existing education savings account structure.
The proposal would bring the flexibility and customization of education savings accounts to the existing voucher and tax credit scholarship programs, updating the current school choice programs.
The proposal also grows program eligibility by eliminating the prior public school attendance requirements and opening the education savings account program to low-income homeschooled students in the state.
Arizona. In Arizona, the Legislature is considering an expansion of the state’s existing (first-in-the-nation) education savings account program to include students who attend a low-income school.
It would also make students who live in the attendance zone boundary of a Title I school eligible for the accounts. An estimated 65% of school districts in Arizona are home to Title I schools.
Missouri. Missouri lawmakers have introduced a bill to create a tax credit-funded education savings account program with broad eligibility. The program would be open to all students who previously attended public school in Missouri, or are entering kindergarteners, or who have an active-duty military parent. The program would initially be capped at $50 million.
New Hampshire. New Hampshire officials are likewise considering an education savings account program that would provide eligible families with $4,500 per year. The education savings accounts would be available to students from families earning less than $77,000 per year for a family of four.
Indiana. In Indiana, policymakers have introduced a measure that would expand eligibility for the state’s existing school voucher program and would create education savings accounts.
Children with special needs, from military families, or from foster families would be eligible for an education savings account worth 90% of what the state would have spent on that child in their public school.
In addition to these nine states, dozens of others are considering measures to expand education freedom and opportunity to students. An unprecedented 29 states have already introduced similar measures this year that will create or expand vouchers, tax-credit scholarships, and education savings accounts, according to the Educational Freedom Institute.
According to EdChoice, more than 20 of those states have introduced education savings account options specifically. For families, these proposals represent lifelines to opportunities previously unavailable to them in their public school.
These measures are a swift rebuke to the teachers' unions, who have not only stood in the way of education access during the pandemic but have been the primary obstacles to education choice for decades.
Have an opinion about this article? To sound off, please email [email protected] and we will consider publishing your remarks in our regular “We Hear You” feature.
Teachers SNUB Own Students to Teach MIGRANT Kids as Homeschooling SURGES 300%!!!
★★★ YOUR PATRIOT PATH TO FREEDOM! ★★★
San Diego Public School Teachers are SNUBBING Their Own Students to Teach MIGRANT Kids at the border, all as Homeschooling SURGES over 300%! In this video, we’re going to take a look at the glaring disparity in the way illegal immigrant children are being treated by teachers and how American students are getting treated, how such a glaring disparity is awakening a populist backlash like never before, and how we can see that backlash already happening in a mass exodus of students from our nation’s public schools; you are NOT going to want to miss this!
republished below in full unedited for informational, educational & research purposes:
Homeschooling rates increased significantly in the fall of 2020, according to a Household Pulse Survey from the Census Bureau. Previous estimates had shown that parents had selected this option at increasing rates between 1999 and 2012, when homeschooling plateaued and remained steady at about 3.3% of children. The pandemic, school closures nationwide, and some parents seeing the racialized and sexualized classroom curricula have changed this statistic significantly.
In the first week (April 23-May 5) of Phase 1 of the Household Pulse Survey, about 5.4% of U.S. households with school-aged children reported homeschooling .
By fall, 11.1% of households with school-age children reported homeschooling (Sept. 30-Oct. 12). A clarification was added to the school enrollment question to make sure households were reporting true homeschooling rather than virtual learning through a public or private school.
That change represents an increase of 5.6 percentage points and a doubling of U.S. households that were homeschooling at the start of the 2020-2021 school year compared to the prior year.
While the Census Bureau found an increase across all racial groups, it saw the most significant increase in households that identified as black or African American by a factor of five.
Across the nation, 28 out of 50 states had an increase in homeschooling that was statistically significant, and so did eight of the largest metropolitan statistical areas. States with the most significant increases varied between open ones, like Florida with a 13.1% increase, and those with longer lockdowns, like Massachusetts, at 10.6%. The large metros that saw increases usually suffered the longest lockdowns, such as Detroit, Michigan, and the greater New York area.
As schools resume, it is not clear how many parents intend to continue homeschooling. According to Education Week in November, parents showing an interest in public school alternatives has increased:
Homeschooling in response to the pandemic is driving enrollment declines in schools and districts across the country, according to a majority of principals and superintendents surveyed by the EdWeek Research Center. Fifty-eight percent in a mid-October survey listed homeschooling as being a major contributor to enrollment declines caused by COVID-19—more than any other single reason, such as losing students to charter schools, private schools, or “pandemic pods” in which families band together to hire instructors who teach their children at home.
In North Carolina, notices of intent to homeschool tripled during the enrollment period. In Wisconsin, they nearly doubled. There was also a marked decline of 15-20% in parents opting to enroll their children in kindergarten in one Wisconsin school district. At least one professor believes the pandemic will cause a lasting increase in the number of parents who choose to homeschool:
But for some districts, per-pupil declines, coupled with cutbacks from the economic slowdown caused by the pandemic, may be a “double whammy” for their finances, said Christopher Lubienski, a professor of education policy at Indiana University.
Lubienski, who studies homeschooling, said the pandemic could give a long-lasting boost to the movement. While he believes many families that opted to home school this year will eventually return to public school, he thinks the United States will see a permanent increase in the number of homeschoolers even after the pandemic ends.
That’s “partly because people who haven’t really thought about it before suddenly saw themselves forced into [home schooling], and then realizing that it’s something they can see themselves doing,” he said.
Contrary to what you may think, parents with less income and education were more likely to say they were homeschooling:
According to Education Week’s survey, which was conducted at the beginning of the academic year, the less education and income parents had, the more likely they were to say they were homeschooling this year. Twelve percent of parents whose highest level of education is less than a bachelor’s degree said they are homeschooling their children at least some of the time this school year, compared to 5 percent of those with a bachelor’s degree or more.
Twelve percent of parents whose children qualify for free or reduced-price lunch said they are homeschooling, compared to 5 percent of parents whose children do not qualify for reduced meals.
While the press likes to portray women as victims of the pandemic because workforce participation has dropped to 57%, its lowest since 1988, employers may need to take another look. At least two out of five considered leaving or downsizing their career during COVID-19. Many noted that while working remotely, their children came first. Perhaps some of them noticed how much their presence during the day benefits their children. While some may like to return to flexible or project-based work, it would not be surprising to find some do not return at all because they choose not to.
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Schools are replacing education with indoctrination
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It's a big topic right now, the state of education. PragerU CEO Marissa Streit tackles some of the major issues with Sarah Huckabee Sanders.
As we enter 2021 and contemplate new beginnings, we sit down with homeschooling expert Leigh Bortins, founder of the curriculum company Classical Conversations, to discuss how American public education has declined in the past century, the responsibility of parents in educating their children, and how classical education can enrich the lives of America’s next generation. This is American Thought Leaders 🇺🇸, and I’m Jan Jekielek.
republished below in full unedited for informational, educational & research purposes:
After agreeing last year to hear the case, the European Court of Human Rights has now decided to dismiss a legal challenge filed by a Christian family whose children were seized by Norwegian child welfare agents after the school principal contacted authorities to express concern over the manner in which the children were being raised, including that they were sometimes spanked.
While the court concluded that Marius and Ruth Bodnariu had not availed themselves of possible localized means to obtain vindication after their children were returned, the family says that was not a feasible option for them.
“The decision is a blow to the family, who argued before the European Court of Human Rights that any further remedies in Norway were illusory at best,” Christian Concern outlined in a blog post on Thursday.
“They would not risk further punishment and separation of the family by going back into the system that had so ill-treated them, especially after all of the international media attention the case had garnered. Asking them to go back into the proverbial lion’s den would have been cruel, and something Ruth and Marius Bodnariu would never put their children through,” it explained.
As previously reported, in 2015, Norway’s child welfare agency, Barnevernet, seized the Bodnariu’s two daughters, two sons and then-baby Ezekiel after being informed of concerns about the home life and upbringing of the children.
The two eldest children were reportedly removed from school without their parents' knowledge, and Barnevernet representatives soon also arrived with police at the Bodnariu home, where they seized the remaining children, minus the baby. The organization returned the following day and removed the infant as well when attempts by the Bodnarius to resolve the matter were not successful.
The matter began when the principal of Vevring School contacted the Department of Culture to outline the content of two conversations with the couple’s daughters, which included being occasionally spanked.
The letter was forwarded to Barnevernet, which reached out to the principal. According to reports, the principal also expressed concern that the family’s religious beliefs might stunt the girls’ development — but only requested counseling for the children as she did not believe the Bodnarius were abusive.
[T]he principal stressed that she was only requesting the Barnevernet’s counseling services, as the girls are intelligent and creative, and that she, the principal, doesn’t believe that the girls are being physically abused at home,” Daniel Bodnariu, Marius’ brother, said in a statement in 2016.
“This same principal had previously scolded and categorically forbid one of the Bodnariu girls from singing as a result of the girl singing a Christian song to her schoolmates,” he advised.
But despite the principal’s request for counseling only, the Barnevernet instead pursued proceedings against the parents, alleging that they had abused the children.
“The Barnevernet ordered extensive medical examination of the children, as there was no evidence to support the allegations of physical abuse, but the medical reports emphasized that there was no sign of physical or mental abuse,” Bodnariu stated.
After interviewing the couple’s two daughters, who reportedly conjured up information about their family life — such as that they would be punished if they did not know the Bible from memory, Barnevernet returned and took the rest of the children into government custody, dividing them up into three different foster homes.
In realizing that the seizure was unjust, the matter resulted in protests against Barnevernet around the world, including in Romania, Spain, the United Kingdom and Poland.
Attorneys for the family soon filed a complaint before the European Court of Human Rights, stating that Norwegian officials had violated Article 8 of the European Convention on Human Rights, which protects the right to privacy within a family.
Roger Kiska, an attorney with the Christian Legal Centre, said in a video released about the case on Friday that the incident reflects a broken welfare system that could adversely impact any family.
“I think what’s important about this case is that you have a loving family, a Christian family, a gentle family, who has been torn apart by a broken system filled with prejudices, lack of due process [and] a guilty until proven innocent mentality,” he stated.
“I think what they represent is every family out there, that this can happen to anyone.”
As previously reported, Barnevernet also took a young child into custody in 2018 as his parents had been homeschooling him for a time since he had been bullied at school. Leif and Terese Kristiansen had planned on sending their son back to school once they found a better location for him to attend.
According to Ray Skorstad, founder of the legal assistance group Barnets Beste, the government took Kai because they believed the child needed to be in school for “socialization purposes” and thought that the family was “avoiding them.” Following intervention from the Homeschooling Legal Defense Association (HSLDA), the boy was allowed to return home with his parents.
republished below in full unedited for informational, educational & research purposes:
In this interview with The New American magazine's Alex Newman, Midwest Christian Outreach chief Don Veinot explains that occultism is invading homeschool materials and is even being peddled by well-known Christian publishers. In particular, the occult Enneagram is being marketed as a tool to help Christians get closer to God. And yet, the evidence proves this is a dangerous scheme that was received using "automatic writing," Veinot explains, offering video proof. Veinot says it is important for Christians and homeschoolers to be on the lookout for this sort of infiltration.
PLEASE SEE OUR PREVIOUS POSTS ABOUT THE ENNEAGRAM:
Public school teachers have been bragging online about their indoctrination of children, and they are lamenting about how they are no longer able to do so via online classes. They fear that they might get caught by eavesdropping parents. Parents, Christians, and conservatives are enemies of the new education.
republished below in full unedited for informational, educational & research purposes:
NEW BOOKLET:Public School or Homeschool?—How Public Schools Are Corrupting Children’s Values by Maria Kneas and Berit Kjos is our newest Lighthouse Trails Booklet.* The Booklet is 18 pages long and sells for $1.95 for single copies. Quantity discounts are available. Our Booklets are designed to give away to others or for your own personal use. Below is the content of the booklet. To order copies of Public School or Homeschool?—How Public Schools Are Corrupting Children’s Values, click here.
Editor’s Notes: Lighthouse Trails began preparations for this booklet prior to the current “coronavirus pandemic.” With this and other recent events, we believe the release of this booklet is providentially timed.
**Some of the information in this booklet is of a very sensitive nature, and some readers may find it difficult and uncomfortable to read.
Public School or Homeschool?—How Public Schools Are Corrupting Children’s Values
By Maria Kneas and Berit Kjos
Part One—True-Life Examples at America’s Public Schools
By Maria Kneas
Woe unto them that call evil good, and good evil; that put darkness for light, and light for darkness; that put bitter for sweet, and sweet for bitter! (Isaiah 5:20)
Children spend about six hours every weekday—which is about half of their waking hours—in school. Some of those remaining waking hours are spent doing homework. Thus, it is safe to say that children’s school experience is one of the most, if not the most, major influences in their lives. So, it stands to reason that parents should be aware of what their children’s school is teaching them. This booklet you are about to read capsulates how America’s public schools are using deceptive and dangerous tactics to change the values and behaviors of children in their care. And thus, the question every parent should ask—public school or homeschool?
For generations, American children have been taught humanist beliefs and values in public schools. Christian morals have been undermined by values clarification and other techniques. This has caused a radical change in the beliefs and moral values of children in this country.1
The psychological brainwashing techniques used on our children have resulted in children accepting alternative values as opposed to having them reach those decisions rationally. In a 1993 Forbes magazine article titled “Indoctrinating the Children,” Dr. Thomas Sowell recognized this was taking place:
The techniques of brainwashing developed in totalitarian countries are routinely used in psychological conditioning programs imposed on American school children.2
In stark contrast, Dr. Chester M. Pierce, once a professor of Educational Psychiatry at Harvard University, stated that American children are “insane” because they are loyal to America, to their parents, and to their belief in God. He said it is the job of teachers to heal these “sick children” by turning them into the “international children of the future.”3
Dr. Paul Brandwein, a leading child psychologist, evidently agrees with Dr. Pierce. In his book, The Social Sciences, Dr. Brandwein said, “Every child who believes in God is mentally ill.”4 This must have a practical impact on our education system because government schools have psychologists.
For years, the National Education Association (NEA) has been promoting sex education with the goal of radically changing how students think about sex.5 Sometimes, the results are drastic enough to make the news. One such case was reported in an article in October 2019 stating that an Austin, Texas school district will teach children as early as sixth grade about oral and anal sex, and this includes role playing. The children will also pretend to have sex when they are drunk and will pretend to put a condom on somebody. In addition, the homosexual and transgender agenda will be integrated into the children’s lives. The article explains:
As detailed by Texas Values, the curriculum discourages gender-specific language like “mother” and “father” because it “can limit [children’s] understanding of gender into binaries,” [it] encourages children to attend LGBT “pride” rallies and explore other ways to become LGBT “allies.”6
A 16-year-old girl at a Colorado high school was required to role play getting raped in front of her classmates. She was also required to read out loud a poem which has such an indecent attitude towards sex that I cannot describe it here in this booklet. That poem is full of four-letter words. The girl was traumatized by having to do these things in front of her classmates.7
The NEA has also been promoting “death education,” with a goal to change thinking about death as radically as they were able to change thinking about sex. Do you remember that shooting at Columbine? Prior to that horrific shooting by two teens, for years that school had been teaching death education.8
Some schools even have a “suicide talking day.” On that day, students write suicide notes. They write their own obituaries and discuss what they will look like in their caskets. One student said that before “suicide talking day,” she never considered the possibility of suicide. After that day, she began to contemplate it. She thought it would “liberate her spirit” so that it would no longer be “enslaved to her body.” In addition, it would help with the problem of global overpopulation. She said that the suicide training made her “brave enough” to commit suicide.9
In 2019, a 13-year-old girl in Kansas was asked to indicate which students she would kill if she wanted to kill five students in her class. She pointed at four of them and at herself. While pointing, her hand was in the shape of a “finger gun” (the index finger pointing and the thumb raised). Because of that, her teacher took her to the principal. That girl was handcuffed, arrested, and taken to a juvenile detention center. The girl was charged with committing a felony.10
Public schools are also promoting occultism. There is a reading series called “Impressions” that is used in the second and third grades of some public schools. It teaches the students how to cast spells. One of the exercises is to pretend that some children have had a magician cast a spell on them. In order to help the children, it is necessary to reverse that spell. The students are told to write the spell that the magician used and then write another spell to reverse it. Then they are told to chant their spells. By making them chant the spells, the teacher is requiring them to do role playing. They are taking on the role of a sorcerer or a witch.11
Some public schools teach reincarnation. This is contrary to Scripture. The Bible says that we die once (as opposed to being recycled), and then we are judged (Hebrews 9:27). One student said that death was portrayed as being glamorous and living was portrayed as being hard. She said students were taught that reincarnation would solve their problems, because they would return in a better life form and eventually they would “become like God.”12
This teaching makes death look like a helpful friend, instead of an enemy. Therefore, it could make some vulnerable students become more likely to commit suicide or murder.
Seventh grade students in California were required to study Islam for three weeks. This included mandatory role playing. The students had to pretend they were Muslims. They prayed to Allah, chanted praises to Allah, and adopted Muslim names. They played a game that simulated a jihad (a holy war against enemies of Islam), and they planned a pilgrimage to Mecca. Students were encouraged to dress like Muslims and to use Muslim phrases. They were required to memorize Muslim prayers. During Ramadan, they had to fast at lunchtime. Teachers told the students that, while they were taking this intensive course about Islam, they would “become Muslims.” The textbook about Islam did not mention Islamic conquest or Islamic violence against Jews. The Muslim religion was only shown in a good light.13 You can be sure you will not find a public school in this country that would permit Christianity in the same scenario.
Some public schools have After School Satan Clubs. These are being promoted by the Satanic Temple. As of October 2016, there were clubs in Washington D.C., Arizona, Missouri, Washington, Utah, Florida, California, and Georgia. In addition, the Satanic Temple in Portland, Oregon got permission to have a club at an elementary school there.14
Part Two—Understanding Values Clarification and How It Destroys Values and Behavior
By Berit Kjos
Wisdom resteth in the heart of him that hath understanding: but that which is in the midst of fools is made known. Righteousness exalteth a nation: but sin is a reproach to any people. (Proverbs 14:33-34)
Should schools teach values? They inevitably do. So, the essential question is: Whose values?
Years ago, history books presented honorable heroes who modeled faith, courage, honesty, and integrity. Elementary readers introduced children to memorable characters who demonstrated genuine love, not a fleeting loving feeling, but the deep, laying-down-your-life kind of love that is so often ridiculed today.
A daring curriculum replaced those former virtues, while carefully combing through textbooks for any trace of biblical bent. Curriculum change agents made sure literature was free from “biased” words like wife, husband, or marriage and hunted for books that emphasized what they considered reality and relevance by modeling adultery, homosexuality, dishonesty, and drug abuse.
Called “values clarification,” this “progressive” program challenges our children to defend or deny all the cherished goals and guidelines of earlier days. It insists that the only true values are those a child chooses himself in response to his immediate needs, desires, and circumstances. It tells him, “Do your own thing!” The result is a growing social chaos among people who, like Israel during the time of the Judges, do what is “right in [their] own eyes” (Judges 17:6 and Judges 21:25).
A mother from Kenosha, Wisconsin felt the painful effects of what her children were learning in school:
By the time my first two children had reached third grade, I realized something was wrong. The child I took to school in the morning was not the child I picked up after school in the afternoon. If this change had been a positive change, reflecting academic progress, I would have been delighted. However, the change I noticed was in their value system. They seemed to be desensitized to the morals I had been trying to instill in them as their mother, and I thought that I had failed. . . .
I failed because I had assumed the schools my children were attending were like the schools I had attended.
I found instead that the thrust of schools had turned from education to indoctrination. I found the values I instilled in my children were not reinforced or respected by the schools, but were systematically challenged in the classroom.15
Spreading like cancer, this values transformation extends from the very core of our educational system to all its parts. In the name of progress, it promotes a self-centered kind of freedom from commitment and self-control.
Junior and senior high school students in Michigan were told to relax and “fantasize” in order to design a device for birth control “they would enjoy using.” They were to discuss the criteria used for planning and the advantages of one design over another. Finally, they compared their design with existing contraceptives.16 This scenario took place over thirty years ago; you can imagine how much worse it is today.
What do students learn from this kind of exercise? The answer lies in the common goals of the humanist NEA, the New Age movement, and Planned Parenthood—three social forces that have surged forward together, dead-set on accomplishing their purpose. All three of these groups saw the need to break free of “traditional” and “religious” authority that hampers the desires of young people for sexual expression and activity according to whatever proclivity and lifestyle they desire. As Planned Parenthood founder Margaret Sanger put it, sex is the “radiant force” enabling mankind to “attain the great spiritual illumination which will transform the world, which will light up the only path to an earthly paradise.”17
Such hedonistic philosophy cannot bring fulfillment. Instead, it stirs insatiable cravings. Luring children into this sensuous, self-centered lifestyle is Satan’s most effective way of turning them away from God. If they embrace sin, they cannot see God’s glory (2 Corinthians 4:4).
Back to “Nature”
Humanism inflamed the intellectual community because it mirrored what they already believed. Likewise, Darwin’s theory of evolution became an instant hit because he put a plausible “scientific” framework around a myth that had already found acceptance—thus validating it. This explains why “creative” scientists could produce a full-bodied drawing of their mythological missing link from fractions of bones and get away with it. Though admittedly false, the familiar monkey-to-man line-up may remain in textbooks—as if true—until evolutionists find better “proof” for their popular beliefs. The probabilities of chance-evolution have been likened to that of a tornado sweeping through a scrap yard and accidentally forming a Boeing jet.
Far more than an attempt to explain origins, evolution has become a social philosophy—the way to view all of life. Evolutionists see man simply as a higher form of animal. Since we train animals to serve society, why not use psychological techniques like behavior modification in the classroom? Why not “free” children to exercise their natural instincts, satisfy their evolving animal nature, and thereby fulfill their human potential?
Humanist goals have not changed since Darwin’s days. In fact, the educators who signed the Humanist Manifesto II in 1973 stressed a “natural” and evolutionary way of life:
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 . . . Moral education for children and adults is an important way of developing awareness and sexual maturity.18
Even before the signing of the revised manifesto, two innovative humanists, William Glasser and Sidney Simon, showed the way to implement it. Published in 1969, Dr. Glasser’s book, Schools Without Failure, presented a “daring new program”19: The class, led by the teacher, would become a counseling group. Somehow, by airing uncomfortable circumstances and feelings each day, this encounter group was supposed to teach social responsibility and solve behavioral problems. Consider the effect of this suggestion by Dr. Glasser:
Children will often become very personal, talking about subjects that ordinarily are considered private. . . . The teacher should keep in mind that in class meetings, free discussion seems to be beneficial and that adult anxieties are often excessive. Nevertheless, a child who discusses drunken brawls at home might quietly be asked to talk about something that has more relationship to school.
Changing the subject in this way is sometimes unwise, however because it is just those drunken brawls at home that have the most relationship to his school progress.20
Professor Sidney Simon went a step further. His book, Values Clarification—A Handbook of Practical Strategies for Teachers and Students, is packed with classroom exercises which filtered into textbooks and public schools. A popular strategy called values voting is “a simple and very rapid means by which every student in the class can make a public affirmation on a variety of values issues.”21
The teacher simply asks a question. The students respond affirmatively by raising their hands. They give a negative reply by pointing their thumbs down. If undecided, they fold their arms. To pass, they do nothing. After the teacher has asked about ten questions, the class discusses the answers. Each child is forced to take a public stand—even if he passes. Imagine the effect of this kind of peer pressure on a child who feels insecure.
The teacher asks, “How many of you:
. . . think there are times when cheating is justified?”
. . . regularly attend religious services and enjoy it?”
. . . think that women should stay home and be primarily wives and mothers?”
. . . would like to have a secret lover?”22
Simon recommends this list for all ages. For secondary students, he adds questions such as: “How many of you think sex education instruction in the schools should include techniques for lovemaking, contraception?” and “How many of you think you will continue to practice religion, just like your parents?23
Clarifying Values Clarification
Parents and teachers across the nation have agonized over the emotional damage caused by the psychological manipulations of values clarification. In response to their outcry, the Department of Education held hearings in seven locations across the country to implement the Protection of Pupil Rights (Hatch) Amendment of 1978 (modified in 2001). Hundreds of parents testified at the hearings held in Seattle, Pittsburgh, Kansas City, Phoenix, Orlando, Concord (New Hampshire), and Washington, D.C. An amazing book written by Phyllis Schlafly in 1988 titled Child Abuse in the Classroom reported violations from the official transcripts of the proceedings. They fell into these categories:
Bias against Christian values. A mother from Oregon, whose son became “very confused as to the rightness or wrongness of stealing,” shared this testimony:
Young children are expected to fill in sentences such as, “the trouble with being honest is ______.” They are asked, what would be the hardest thing for you to do: “steal, cheat, or lie?”
This question was discussed in the third grade: “How many of you ever wanted to beat up your parents?”24
Bias toward humanist/New Age values. A first-grade lesson in “sex equality” shows the cruel pressure to conform.
The students each had two naked dolls, one male, the other female. They were asked to dress the dolls in work clothing to show that both genders could work at any job. . . . there were no dresses. All clothing was male-oriented. Then the teacher had the students sit in a circle while she pulled out objects from a sack, like a pancake turner or a tape measure. She asked, “Who uses this, mom or dad?”
If the students did not answer the way she had wanted, she would say, “Well, who else uses this?” Finally one little boy raised his hand and said, “I don’t care. Men ought to be doctors and ladies nurses.”
The teacher then asked how many of the students agreed with him. By the tone of her voice, they knew no one should raise a hand, so no one did. The little boy was so humiliated by the peer pressure and class manipulation . . . that he started to cry.25
Striving with religious zeal to convert children to “moral relativism” or “situational ethics,” humanist educators argue that anything other than “value-free” teaching is religion. To them, only values that fit man’s desires are valid. For if man is his own god, he has divine authority to choose his own rights and wrongs. Frequent changes in terminology block the kind of “clarification” that exposes the mental manipulation. Programs might be called “values education,” “self-awareness,” “decision-making,” “self-acceptance,” or “interpersonal relationship skills.”
Values clarification is neutral, argues Simon, since every value is as valid as any other. To him, the only wrong position is one that believes in absolute values—and therefore opposes his belief that all values are relative.26
Parents from New Jersey “could not find . . . in any of the hypothetical situations, a single portrayal of parents in a positive manner. Parents were shown to be overreaching, nagging, unfair, and overcritical of their children’s friends.” No wonder many children are confused about values, question their faith, and resist their parents.27
Another popular technique described in Child Abuse in the Classroom makes home problems the focus of classroom discussion:
Earlier this year, my fifth grader came home from school telling me about a new classroom activity called Magic Circle. . . . He told me the children sit in a circle and tell each other positive and negative things about each other. The teacher is not a trained psychologist, and this type of group therapy can be harmful to a child if done improperly.
I also resent the probing questions asked by the teacher in this setting:
“How many of you have unemployed parents?”
“How many of you have divorced parents?”
“If any of you are abused sexually, I want you to tell me, because by law I have to report it.”
One mother summarized her feelings, “I consider this curriculum an invasion of family privacy, a subtle effort to erode all authority and undermine the traditional values that have made this nation great.28
Many of the ways schools gain private information about the home life of its students are so subtle they escape notice. Often personal projects are hidden in curriculum that appears unrelated, such as physical education, English, or history. A teacher in the Lansing, Michigan school district observed:
Students are all treated as in need or as having problems. Children are being pre-tested, then subjected to an affective [relating to feelings] values program as treatment for the disturbed child; then the child is post-tested to see what measurement of change has been produced by the affective values program.
No parent has ever been notified or allowed to view the materials, nor have they ever consented to psychological diagnosis or treatment by an unlicensed psychologist or a psychiatrist. The children have even been promised that their parents won’t be allowed to see their answers, “so be honest.”29
Peer pressure is used for conforming children to group standards—or to the values of the more popular students.
In 2013, I wrote a booklet titled A “Common Core” For a Global Community: What’s in Store for the Education of Today’s Children?. In that booklet, I stated:
I came across a headline that illustrates the corrupt values and shameless propaganda behind UNESCO’s Common Core indoctrination. The headline read: “Students Asked to ‘Argue That Jews Are Evil’ and Prove Nazi Loyalty in Assignment Linked to Common Core.” In other words, traditional values are out! Shocking propaganda is in! . . .
The goal of education has changed! Our public schools no longer teach the kind of literacy, history, math, and morality we once considered essential to responsible citizenship. The new agenda infiltrating our schools is designed to train a new generation of postmodern “progressive” students to believe whatever might serve a pre-determined “common good.”
If their educators succeed, tomorrow’s students will have neither the facts nor the freedom needed for independent thinking. Their “common core” will be based on a global collective agenda, not on Western democracy or Christian values. Like Nazi youth, they will be taught to react, not think, when nudged to do the unthinkable.30
If you want to gain some understanding about Common Core, I encourage every parent who has a child in public school to order the booklet. It’s also available to read for free on my publisher’s blog.
Part Three—What Can Parents Do?
By Maria Kneas
The scenarios we have described in this booklet are just a fraction of what has been happening in public schools. Children, from the moment they walk through the school doors in kindergarten (and even preschool), are being transformed and their values corrupted with ideologies that promote and encourage homosexuality, evolution, atheism, transgenderism, suicide, abortion, rebellion against parents, sexual promiscuity, occultism, and New age meditation (partly through the mindfulness programs now in most public schools). Are we saying that every public school teacher is part of this agenda? No, there are Christian teachers in the schools who are trying to have a truly positive and godly influence on children, but, for most of them, their hands are tied in just how much they can share; if they don’t go along with the curriculum and school districts’ plans, they’ll be out of a job.
How can such things happen here in America? It’s being done incrementally, in small continual steps, over a long period of time as this booklet shows. It’s part of the anti-biblical, anti-Christian agenda of modern “progressive” education. This was promoted by John Dewey (the “father” of modern education), and it continues to be promoted by the National Education Association.
When incrementalism is combined with values clarification, sex education, death education, and in more recent years, occultism, the result is a deadly onslaught against the faith and morals of children from Christian homes. It also puts incredible stress and confusion on children as they experience daily the vast contrast and conflict between home life and school life. Values clarification denies the reality of good and evil, and it gets school children to make immoral decisions. Those immoral decisions often involve sex and death. This is a pressure that no child should have to undergo.
Hitler said, “He alone who owns the youth gains the future,” and he developed the Hitler Youth in order to indoctrinate the children into complying with his agenda. The communists did the same thing with the Young Pioneers. Today’s progressives also know that in order to take over our culture, they have to change the thinking of our children. The apostle Peter warned us:
Be sober, be vigilant; because your adversary the devil, as a roaring lion, walketh about, seeking whom he may devour. (1 Peter 5:8)
We need to be vigilant to protect our children from being devoured by those who are out to destroy their faith and their morals.
The most obvious way to avoid exposing your children to the corruption in our public schools is to homeschool them. Instead of handing over your children for six or seven hours a day to teachers, curriculums, and administrations who have purposed in their hearts to alter their values, Christian parents can be the ones who are the greatest influencers of their children’s lives.
Thus far, we still live in a country where parents are legally allowed to homeschool. Some parents may feel they are not qualified to homeschool, but there are many excellent Christian resources available, both online and in print. There are also organizations that help homeschoolers and their parents. Plus, many communities have very active homeschool groups, which provide group activities and support for parents. Interestingly, during the 2020 “coronavirus pandemic,” schools worldwide were shut down, forcing children to school at home. Parents were now having to do what many had feared they would never know how to do. One article describes one such family from Australia:
Arianwen Harris used to joke that homeschooling was her “worst nightmare.” “I’ve never wanted to homeschool . . . I just never thought it was something that I would be capable of doing.”31
Now, this family has decided to continue homeschooling even after the schools re-open seeing how her children are thriving since being home taught.
When you stop and think about it, the widespread attempt to undermine the faith and morals of our children is actually a form of persecution. It’s not as obvious as slaughtering people and burning churches, but the goal is the same—to wipe out Christianity and replace it with something else. In my book How to Prepare for Hard Times and Persecution, I discuss these things while offering helpful biblical antidotes.
For families where homeschooling is simply not an option, parents can send their children to private Christian schools. But beware, and do your homework—even some private Christian schools have bought into the cultural lies permeating our society today. Churches can deceive people, and so can schools.
Some say that children from Christian homes should attend public school so they can be a light and a witness to their unbelieving classmates. That’s certainly something to consider. But for that to work, parents would need to devote possibly as many active participative hours in a week with their child as he or she is spending at school. That would be roughly thirty hours a week (four plus hours a day) teaching, praying with, and counteracting the influence of the secular school with no guarantee that the schools won’t win your child to their side. The facts speak differently with story after story of children from Christian homes either forsaking the faith of their parents or at least being severely traumatized by the deluge of ungodly teaching and influence found in the public schools.
What we have shared with you in this booklet is heavy and certainly could be cause for despair. And apart from God, we have every reason to be discouraged. But God is greater than the social, political, and spiritual forces corrupting our world, and we know that our Redeemer lives. Someday, we will live in a Holy land with our King. He has promised this to those who name the name of Jesus Christ. In the meantime, let us remember that in the light of His sufficiency, we can face unafraid the future of our children, and we can pray daily for His wisdom and His guidance in the way in which we should go.
And the Lord shall guide thee continually, and satisfy thy soul in drought, and make fat thy bones: and thou shalt be like a watered garden, and like a spring of water, whose waters fail not. (Isaiah 58:11)
In the fear of the Lord is strong confidence: and his children shall have a place of refuge. (Proverbs 14: 26)
Above all, we need to pray, and keep on praying. And we need to keep reading the Bible and be serious about basing our lives and our practical decisions on what the Bible says. Remember that, as parents, it is ultimately our responsibility to see that our children are brought up in the ways of the Lord; when fostered with truth and grace, the homeschooling experience may be the most loving option for our children.
A Few Resources for Homeschool Families
While we are providing the following resources, please always do your own research and use discernment no matter what resources you are using. As the Bible tells us, we are to be bereans (Acts 17:10-11) and to test all things to make sure they line up with God’s Word.
There are many different homeschool curriculums available today. Some have been around for a long time and have proven to be trustworthy, effective, and easy to use (e.g., Abeka, BJU Press, Switched on Schoolhouse by Alpha Omega Publications, LIFEPAC by Alpha Omega Publications, and A.C.E. (Accelerated Christian Education). There are some free programs available as well. (Regarding a very popular homeschool program, Classical Conversations, we have some strong concerns about it.32)
The Home School Legal Defense Association (HSLDA) defends the rights of parents to “direct the education of their children and to protect family freedoms.” They have e-newsletters and their website gives information about homeschool laws by state (https://hslda.org/content). The site also has curriculum reviews, which are helpful when choosing a curriculum.
A few helpful books on homeschooling are 102 Top Picks for Homeschool Curriculum (Duffy), What Your Child Needs to Know and When (Sampson) and Educating the Wholehearted Child (Clarkson). Disclaimer: By listing these books, we are not necessarily giving an endorsement. As with everything, use discernment, and weigh everything you read with Scripture. An excellent resource is Berit Kjos’ book, How to Protect Your Child From the New Age and Spiritual Deception, which offers many practical and biblical ideas.
If you are going to homeschool your children, we commend you. Pray for discernment so you can spot curriculum or materials that do not line up with God’s Word. Just because a curriculum is advertised as Christian homeschool curriculum does not necessarily mean it has biblical standards. Today, there are curriculums that promote all kinds of false and dangerous teachings (e.g., legalism, Calvinism, New age meditation practices such as mindfulness and centering prayer, and Word-Faith). If you are not sure how to recognize false teachings, we encourage you to read some of the Lighthouse Trails topical booklets. They are inexpensive and cover a vast array of vital issues. Before you choose your homeschool curriculum, research, ask questions, find reviews, and most of all, pray.
To order copies of Public School or Homeschool?—How Public Schools Are Corrupting Children’s Values, click here.
Berit Kjos, How To Protect Your Child From The New Age & Spiritual Deception (Eureka, MT: Lighthouse Trails Publishing, 2013), pp. 53-66.
Thomas Sowell, “Indoctrinating the Children” (Forbes, February 1, 1993), p. 65.