NEW BOOKLET: PUBLIC SCHOOL OR HOMESCHOOL?~HOW PUBLIC SCHOOLS ARE CORRUPTING CHILDREN’S VALUES

SEE: https://www.lighthousetrailsresearch.com/newsletters/2020/newsletter20200602.htm;

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.

Common Core
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.
• Homeschool.com has a list of homeschool support groups, listed state by state (and also includes other countries): https://www.homeschool.com/supportgroups/united-states. You can also find local homeschool support groups through social media such as Facebook.
• 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.

Endnotes

1. Berit Kjos, How To Protect Your Child From The New Age & Spiritual Deception (Eureka, MT: Lighthouse Trails Publishing, 2013), pp. 53-66.
2. Thomas Sowell, “Indoctrinating the Children” (Forbes, February 1, 1993), p. 65.
3. “‘Expert?’ Says American Children Mentally Ill.” (http://www.gospelweb.net/CultureWar/childrenmentallyill.htm).
4. “New Age Professors Teach Our Children’s Teachers” (http://www.tpromo2.com/gko/aug01/vampire.htm), note: To find the quotation by Dr. Paul Brandwein, search for his name.
5. Carl Sommer, Schools in Crisis: Training For Success Or Failure? (Houston, TX: Advance Publishing, 1984, http://www.advancepublishing.com/schoolsincrisis/sicch12.pdf), chapter 12, “Education for Sex or Immorality.”
6. Calvin Freiburger, “Texas School District to Teach Third Graders About Sodomy, Condoms” (Life Site News, October 31, 2019, https://www.lifesitenews.com/news/texas-school-district-defies-community-outrage-to-ok-radical-sex-ed; see also https://txvalues.org/2019/09/24/planned-parenthood-sex-ed-not-radical-enough-aisd-proposes-canadian-curriculum-to-indoctrinate-children).
7. “Colorado Parents Upset High School Teacher Assigned Sexually Explicit Material Without Their Consent” (Fox News, November 19, 2019; https://www.foxnews.com/us/colorado-parents-upset-high-school-teacher-assigned-sexually-explicit-material-without-consent).
8. Phyllis Schlafly, “What Caused Columbine?” (The Phyllis Schlafly Report, Vol. 32, No. 11, June 1999; https://eagleforum.org/psr/1999/june99/psrjune99.html).
9. David Limbaugh, Persecution: How Liberals Are Waging War Against Christians (Washington, DC: Regnery Publishing, 2003), pp. 84-85.
10. WorldNetDaily Staff, “Real Gun is a Misdemeanor, But ‘Finger Gun’ is a Felony” (WND, November 17, 2019; https://www.wnd.com/2019/11/real-gun-misdemeanor-finger-gun-felony).
11. “Halloween Origins and Customs” (The Jeremiah Project, October 2019; https://web.archive.org/web/20190805030223/https://www.jeremiahproject.com/culture-war/halloween-origins-and-customs).
12. David Limbaugh, Persecution, op. cit., p. 84.
13. Ibid., pp. 76-77.
14. Megan Briggs, “Satanic Temple in Portland Obtains Permission to Hold After School Club in Elementary School” (Church Leaders, October 4, 2016; https://churchleaders.com/news/288381-satanic-temple-portland-obtains-permission-hold-school-club-elementary-school.html).
15. Phyllis Schlafly, Child Abuse in the Classroom (Westchester, IL: Crossway Books, 1988), p. 195.
16. Ibid., p. 146.
17. Margaret Sanger, The Pivot of Civilization (New York, NY: Brentano’s Publishers, 1922), p. 271.
18. Humanist Manifesto II (http://www.americanhumanist.org/Humanism/Humanist_Manifesto_II).
19. William Glasser, M.D., Schools Without Failure (New York, NY: Harper & Row, 1969), back cover.
20. Ibid., p. 161.
21. Sidney B. Simon, Leland W. Howe, and Howard Kirschenbaum, Values Clarification (New York, NY: Hart Publishing Co., 1972), p. 38.
22. Ibid., pp. 39, 41-46.
23. Ibid., pp. 49, 54.
24. Phyllis Schlafly, Child Abuse in the Classroom, op. cit., p. 57.
25. Ibid., pp. 45-46.
26. Richard A. Baer, Jr., “Teaching Values in the Schools: Clarification or Indoctrination?” (American Education, January 1982, https://confluence.cornell.edu/download/attachments/11542/Teaching_Values_in_the_Schools.pdf?version=1&modificationDate=1338225531000), p. 11.
27. Phyllis Schlafly, Child Abuse in the Classroom, op. cit., p. 126.
28. Ibid., pp. 83-84.
29. Ibid., p. 137.
30. Berit Kjos, A “Common Core” for a Global Community (Eureka, MT: Lighthouse Trails Publishing, 2013, https://www.lighthousetrailsresearch.com/blog/?p=13825).
31. Ellen Coulter, “Coronavirus Turned These Families into Accidental Homeschoolers, and They’re Not Looking Back” ( ABC News, Australia, May 10, 2020, https://www.abc.net.au/news/2020-05-11/coronavirus-education-homeschool-after-pandemic/12228762).
32. A thought-provoking article about Classical Conversations is at: https://spiritualsoundingboard.com/2018/06/20/classical-conversations-the-good-the-bad-and-the-ugly/.

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