What Does Noah’s Ark Have to Do With Going to the Moon?

(Post originally written Nov. 17, 2007)

We’ve been studying Genesis, but we’re not moving through it very fast. We keep going back to Noah and the Flood! I don’t know why exactly. I just keep finding resources about it, and they’re too good to not share with my children.

We’ve read these books:

The Secret on Ararat

by Tim LaHaye and Bob Phillips

The Heavens Before by Kacy Barnett-Gramckow

Sequel to The Heavens Before – about Nimrod and the Tower of Babel – He Who Lifts the Skies

A Rift in Time by Michael Phillips.

I had the kids watch the video In Search of Noah’s Ark.

It had the same information that was in The Secret on Ararat.

There have been so many people through the years who have seen the Ark on Ararat and have even gone onto the Ark, that it’s hard to believe that we’ve been so deceived to believe that it’s not even there.

The kids loved reading The Secret on Ararat because it was full of action and suspense. They were begging me to read more chapters. They are also loving The Heavens Before. We have really been immersed in what it must have been like in the Days of Noah. It was awful when every man’s thoughts were evil continually. It’s hard to imagine everybody in the world, except one family, being evil. How God must have grieved. And how sad and frustrated Noah must have felt to be preaching and warning all the time for 120 years and not having any converts, except perhaps for 3 women who became his daughters-in-law. Talk about an unsuccessful man! Or was he unsuccessful? I’d say he was the most successful man of his time! He sure came out on top in the end. He was the only one who survived. And he became the father and grandfather of everybody on Earth. What is the measure of your success? Obedience to what God has told me to do. That’s the measure of my success.

There are so many lessons to learn from these stories in the Old Testament. I’m amazed at the way God leads our studies. Because of our studies of Noah’s Ark, I started reading about the astronaut James Irwin. He led expeditions to Ararat to look for the Ark because of the spiritual experience he had while spending time on the moon. He felt God’s presence there with him on the moon. He came back to Earth with a new mission: to tell everyone that God is real and He loves us and we should be so thankful for this wonderful home He gave us to live on. He felt at home everywhere he went on Earth after his time on the moon.

I wonder if he felt a bit like Noah, though. I think he was pretty well-received in the churches he went to, but I wonder how the scientific world received his message. As skeptical and humanistic as the scientific establishment is, I doubt if they gave him a very warm reception. No matter that he knew as much as they did and more, having been an astronaut, and having been on the moon; they still reject his message and deny the existence of God.

Science was started by Christians. I pray that Christians can take back the ground they have lost and get the funding and the platform they need to make a difference in what is taught in public schools and in the media.


Let the Children Come… At Their Own Pace

I keep reading posts by homeschooling mothers talking about all of these learning problems that their children have. I was a first grade teacher in public school before I became a homeschooler. I wanted to do the things they taught me about in college when I started teaching in the classroom, because they made sense to me. But I couldn’t because the school had a system. They used textbooks. Everybody used the same books, and rushed every student through these books page by page. There was no time for anybody to have a learning difference. The ones who weren’t ready to read got held back in first grade. Then they suffered that stigma of “failing” first grade. I hated that. But it had to be done. That’s how the system worked. If they couldn’t handle the second grade books and program, I couldn’t send them on to suffer even more failure.

But the theories and methods I learned about in college were more about letting children do things that helped them get ready to read. The big thing at that time was whole language. We learned that we should use real books instead of textbooks. We learned that we should let them be creative instead of making them use workbooks. We were taught that we should immerse them in a topic by using unit studies, and by connecting new learning to knowledge and experience they had already attained.

I couldn’t figure out how to do any of that with all the workbooks I had to get the class through and the rigid system that was already in place. I had to do things the way all the other teachers did them. I’m sure I wouldn’t have had a job as long as I did if I had tried to stray too far from the norm. I did a few of the things that Ruth Beechick recommends long before I ever heard of her. We made lists of words that start with the same letter or have the same spelling pattern. We wrote stories together as a class. I even had them do some copywork. But mostly I had to try to rush the children through all of the books and hope they could pick it up by the end of the school year.

Now that I’m homeschooling my own children, I can do what I wanted to do all along – what I was trained to do in my education classes. I can do all kinds of pre-reading activities with my children. I can read aloud to them and take them places and point out things in nature. I can fill them up with all kinds of experiences and knowledge before I ever ask them to write anything down. I can give them something to write about, to think about, to wonder about. They can make connections in their own minds in their own time. They can look at books on their own and make the knowledge their own. I’m available to them when they want to come and share what they’ve been learning through reading or being read to or through watching a video or even sometimes through playing a video game. I’m not concerned about dyslexia or dysgraphia or any other dys- somebody might come up with next. Each of my kids is learning at his own rate and in the way the Lord wants him to, because I’m letting Him lead. I’m giving them time to grow and develop in the way He made them to. I’m so glad I don’t have to force my children to perform according to an arbitrary schedule or system set in place by people who don’t even know my children and most likely don’t know God, either. I would rather get my wisdom from my Creator than from administrators and professional educators.

I was so excited to find Susan Schaeffer Macaulay’s book For the Children’s Sake when my first child was just a toddler. Her description of Charlotte Mason’s methods sounded like the ideal way to educate children. Then I read more about Charlotte Mason and became even more convinced that God was telling me to use real, living books and to let them learn a lot from nature. I also believe in short lessons and lots of time to play. When I read Teaching Children which is like a companion book to For the Children’s Sake, I knew I was home.

I have loved our homeschooling journey. We have learned so much together as a family. And each of my children has learned so much on his own as he delves into what interests him. We use the Sonlight reading list to pick out so many very good books that have drawn us even closer together as a family as we read them together. Recently, I have discovered Cindy Rushton who has helped me pull together lots of things I couldn’t seem to figure out on my own. Notebooking has helped in our organization and in getting something on paper, so that our learning is set in place by the act of processing the information by narrating and writing about what we’ve read and learned. And even more recently I discovered Heart of Wisdom, and finally got the revelation that the Bible really is the most important thing for us to study. I used to say it was, but I didn’t know how to incorporate it into our homeschool plan. Robin Sampson has convinced me of its importance and shown me how to teach it in a way that my children will be excited about it and will really learn it because they want to. She and Cindy both encourage us to pray and find out God’s will for every detail of our homeschooling. I’m grateful for these mentors who are helping so many of us to teach our children well and love them well. And their devotion to the Lord and His Word and His will inspire me to press in and read His Word more and pray and seek His will for each of my children’s lives. Their example has helped me to set goals and define the things that are important to me and that will improve our family life.

Another author who influenced my thinking was Dr. Raymond Moore. His book, The Successful Homeschool Family Handbook, helped me to see that giving children real things to do, projects and tasks to accomplish, would produce the best learning. He believed in giving children time to mature before asking them to do academic work. He did research that showed that eye muscle development and fine motor skills develop later than 5 or 6 years old. He encouraged parents to wait and let the child’s readiness signal when to start academic work.

Pushing children to read when they’re six years old or younger, pushing them to write on the lines and make it look nice before they’re physically or mentally ready is doing those children a great disservice. And then to call this immaturity a learning problem or learning disability and to try every kind of curriculum to find the one that works for this child seems to me to be a waste of money and time, not to mention the stress and worry that this kind of thinking engenders. I just want to encourage mothers who are afraid their child may be behind to realize that there is no “behind”. All children are different, and 6 years old is not the magic age that every child should be ready to learn to read. Don’t stress. Don’t worry. Don’t fear. If you truly believe in Ruth Beechick’s teachings, Charlotte Mason’s method, Cindy Rushton and Robin Sampson’s approaches, then give your children some freedom to learn and grow and develop according to their bents, the way God made them. Relax and let God have the wheel. He knows the way.

Family Mission Statement

Here is our family mission statement:

1. To live out the kind of life that God wants Christian families to live.

2. To teach other families how to live together in love and kindness, with God as the center of all we do.

3. To glorify God in all that we say and do.

Let the Lord build your house. Ps. 127:1

These are some of our basic beliefs about how God designed family.

We believe that children are important spiritually.

Like arrows in the hand of a warrior. Ps. 127:4

They shall speak with their enemies in the gate. Ps 127:5


You train them and point them in the right direction, then send them out. Or even better, they find their own place in the family and the family unit stays together, even into the second generation (and beyond!).

Children increase your family’s spiritual power when you all pray together. When a family prays about their purpose and goals as a family, each member feels important and necessary. When a family does spiritual warfare together, the power of agreement and the dynamic of corporate prayer is added. The parents don’t carry the full burden of fighting for the family or hearing the voice of the Lord, finding out His will for the family in difficult situations.

When children have been trained to pray in this way, they may choose to gather around their parents and pray for them when they feel burdened. They can lift them up and carry them when they’re weak. When children hear parents arguing, they can pray together for them.

They can join with their parents and speak with their enemies in the gate. In this way, children know that they have a purpose and an important role in their family. Because you’re all in the same family, you have the same intensity of desire (and hopefully intensity of prayer) because whatever happens affects all of you. You automatically increase your prayer power through numbers and through agreement and unity.

They learn from the family how the family of God is supposed to live together and interact with each other.

Comparison and competition should be discouraged. Children should be encouraged to love their brothers and sisters. To be happy and rejoice with one who has something good happen. Instead of being selfish and jealous, they should be pointed toward the loving, giving way to react. They should be encouraged to help each other, to protect each other, to be nicer to each other than they are to non-family-members, instead of vice versa. The older ones should help take care of the younger ones. In this way, they begin to learn how to be good parents and how to be patient with others. These attributes will help them in dealing with people outside of the family – people in the household of faith and people in the world. The children in a warm, close family learn how to build strong, honest, loving relationships with others.

They learn how to handle stress and conflict in a loving way in a warm, supportive environment. Positive peer pressure can come into play when one child is misbehaving, and the others want peace to be restored. The whole family can express disapproval of the behavior and exert pressure on the renegade to line up with the will of the majority. Older children should be made to recognize their leadership roles. They are role models to younger children by virtue of being older. They should be encouraged to embrace that position and use it in a positive way. They should be rewarded and given positive reinforcement for setting a good example and for interacting lovingly with their siblings.

I recently read these goals to the family and asked their thoughts about how we’re doing as far as fulfilling these goals. The consensus was that we’re doing pretty well. We talked about areas we need to improve in. I asked if anybody thought we needed to change or add anything. Shawn mentioned that we need to make sure that people know how important it is to never show favoritism. We have seen families where one parent takes one of the children as their pet and the other parent takes another child as their pet. We think this is really bad. I think each one of my kids feels equally loved by me and by Gary. We have tried to be fair with each of them and give them attention and affection as equally as possible. Some need more attention or affection than others, and when they need it, all they have to do is come to us.

Another theme that seems important to us is developing personal relationships with God. It wasn’t going to church every Sunday that made a difference in my husband’s spiritual life, or in mine, really. It was developing our own personal relationships with the Lord in our prayer time and especially during struggles and trials. Our kids haven’t gone to church every Sunday. We haven’t found a church that could handle all of us. But we have been praying and studying the Word together, and my children are in good shape spiritually. I know they are.

Katie added that people who don’t spend much time at home but are busy running around all the time don’t seem to get close to each other and have a harder time getting along with each other.

Shawn’s closing statement was: A family should grow closer to God together. It should be a continual progression – an unbroken fellowship.

The Hijacking of American Education

Noah Webster – one of the Founding Fathers

Our Founding Fathers wanted all Americans to be educated so that they could read the Bible and learn how to live moral, godly lives. They were trying to build a society with high morals and standards. If people learned what the Bible says, they would treat each other well. Society would benefit from less crime and not having to spend as much money on punishing criminals.

Thomas Jefferson wanted all people to have access to education. His idea was that all children should have the opportunity to be educated. He thought that families that couldn’t afford to pay for education should be able to get their children educated for free.

From David Barton and Wallbuilders.com, in a DVD called The Influence of the Bible on America, I learned that the education that most of the Founding Fathers were thinking of was biblical education. There are many quotes by the Founding Fathers about the importance of the Bible in our schools. They said that the Bible needed to be central in what was taught in the schools. The New England Primer was full of Bible verses and reading portions based on the Bible.

Patrick Henry said that “The Bible is a book worth more than all the other books that were ever printed.”

Noah Webster said, “The Bible is the chief moral cause of all that is good and the best corrector of all that is evil in human society… the best book for regulating the temporal (that is, secular) concerns of men.”

Dr. Benjamin Rush: “The Bible… should be read in our public schools in preference to all other books from its containing the greatest portion of that kind of knowledge which is calculated to produce private and public happiness.”

According to Daniel Webster: “To the free and universal reading of the Bible… men (are) much indebted for right views of civil liberty. The Bible is… a book which teaches man his own individual responsibility, his dignity, and his equality with his fellow man.”

The Puritan view of children: Children are born with a sinful nature. They must be taught and corrected or they would go in a bad direction and not become morally good people. The parents felt that it was their responsibility to train and mold them so that they would grow up to live good lives.

From Israel Wayne as he was interviewed by Cindy Rushton on Mom-to-Mom Radio Show on a program called What About Socialization?, http://blogtalk.vo.llnwd.net/o23/shows/show_512161.mp3 I learned about the shift in thinking that took place because of the writings of French and English philosophers of the Enlightenment period.

John Locke (1632-1704) believed that children are a blank slate at birth. He thought that they started with no nature or will at all – that it was all impressed on them by outside influences. This was a reaction against the Protestant view that children are born sinful and that if left to themselves, they would drift away from what is morally right. The Enlightenment philosophers tried to eradicate this idea that children are sinful at birth or moral depravity. He thought that everything they became was the result of experience and external influences acting on that child.

Jean Jaques Rousseau (1712-1778) believed that children are innately good and get corrupted by society. He put forth the idea of the “noble savage”. He thought that a child would be the pinnacle of human perfection if there was no outside influence. His views have been foundational in the way the government school system is set up today. It’s strange that people would consider him an expert on children and how to raise them. Ironically, he did not raise any children of his own. He fathered 5 illegitimate children and took them to an orphanage as infants. If he thought children were so good, why didn’t he even want his own children around? He didn’t even care to check the gender of his children. He didn’t know if his children were boys or girls. His ideas have been foundational in shaping today’s American government education.

Friedrich Froebel (1782-1852) never married and never raised children. He was the founder of the modern-day kindergarten. He shaped the system of education we have today. He thought children were being contaminated by their parents. Removing children from home as early as possible and getting them into an institutional environment was his answer. Children were bad and disobedient because they had spent too much time with their parents, so they needed to be taken from them as early as possible. The person a child spends the most time with is the person the child is most eager to please. Headstart, preschool, early day care and all of the programs that take children out of the home early and put them in an academic educational environment came out of the ideas of Friedrich Froebel. He believed they would do much better in school and have more opportunities for advancement if taken away from parents earlier.

The Puritans, influenced by Luther and John Calvin and founders of the Protestant Reformation believed that children are born with a sinful nature and need to be trained, guided, and directed by wise parents as they make the transition into adult life. They believed that this was the parents’ responsibility. The philosophers said that the problem was not the sin nature of children but the corrupting influences of parents. They were trying to rescue children from their parents.

Then the philosophers’ ideas took over and schools became a replacement for parents. They believed that they could produce children who were the pinnacle of human perfection if they had the children for long periods of time and kept them away from their parents.

So there was a shift to social education around 1840.

Horace Mann (1796-1859) established compulsory attendance. He was a Unitarian. He believed that Christianity was a scourge to the nation. He wanted to eradicate Christianity from the landscape of America. He used propaganda to convince Massachusetts parents to put children in government-run schools. He played on their fears that the Catholics would take over the education in America. Up to that time, they were mostly homeschooling or had their children in locally run schools. He wanted to gather all of the students into one government school and keep out doctrinal distinctives. He said that it would have to be made mandatory that all children be sent to a government school. There would be accountability to make sure that nobody was violating the anti-sectarian perspective. They could still talk about God, but it had to be generic. He pitched this idea to the churches, and they believed him and went along with it. The government-run schools slowly whittled away the Christian influence in the schools. It was compulsory, so the children all ended up attending schools that didn’t teach the Bible at all. They’ve all been brainwashed to believe a far different worldview than the biblical worldview that the Founding Fathers wanted to instill in the children of our nation.

This was a major paradigm shift from homeschooling and private education to government-run education.

Karl Marx (1818-1883) first used the term social education. The term social education is actually used in the Communist Manifesto. He said that we need to rescue education from the ruling middle class, meaning the parents, and stop the exploitation of children by their parents. He said we have to replace home education with social education. In order to implement their strategy, they needed to remove education from the home and replace it with social education. Marx and Horace Mann both wanted to eradicate the influence of Christianity in society. They stressed that there needed to be “access” to education for all. Making attendance mandatory in these government schools seems to be the way they guaranteed that everyone would have “access”.

William James (1842-1910) founded a philosophy called pragmatism. He believed that the end justifies the means – whatever works is right. He told teachers that the main thing they should do is shape the behavior of the students. The main goal is not to pass on information, but to shape values.

Most people think that the reason for government schools is to pass on information, but that is not really true. The real reason is to shape the students’ values.

Ivan Pavlov (1849-1936), a Russian scientist inspired by Charles Darwin, believed in biological evolution. He wrote that children could be conditioned like lab rats. His methods are used every day in schools. Children in our schools are herded from class to class by responding to bells, like Pavlov’s dog. It’s really degrading and takes away from our human dignity. They treat students like research animals. These practices do not encourage deep and involved study. They teach children to look to someone else for approval and qualification and permission for everything they do. They want to have support from others or they’re afraid to try things that they really feel called to do.

B.F. Skinner (1904-1990) believed that we are just biological machines. He introduced to the schools programmed instruction. He said that humans are like computers and can be programmed. People complained that he reduced humans to the level of machines and said that he was taking away from the dignity of humanity. In 1971, he wrote Beyond Freedom and Dignity in which he said, “Just get over it”. He said we don’t have freedom of choice or human dignity. (On a personal note, I don’t think I want to go beyond freedom and dignity.) He shared the belief that children are corrupted by parents. He put his daughter in a glass cage and only fed her with rubber gloves and utensils. He never touched her because he thought that if he held her or she was nursed by her mother, she would be contaminated and would not become the pinnacle of human perfection that he was trying to mold her into.

It seems strange that the ideas of these men were adopted by the educational establishment when they were so far from the mainstream beliefs of their times about children and child development and the needs of children.

John Dewey (1859-1952) has shaped the American government schools more than anybody else in the last 150 years. He was the father of the Progressive Education Movement. He was an avowed socialist. He signed the first Humanist Manifesto. Early in his life he had been a Christian. But when he went to college his faith was deconstructed by secular professors who taught him to deny the Christian faith and he became an agnostic or perhaps an atheist. He became a teacher of teachers at Columbia University in the 1930’s. Most people don’t know that he and two colleagues decided to change the way the schools would teach. Dewey taught teachers in the methodology they would use and the others would focus on the content of what was to be taught. They pulled three of the subjects that had previously been taught – History, Civics and Geography and replaced them with one subject that had never been taught before- Social Studies. Social as in social education, socialization, sociology… SOCIALISM. They all come from the same root. Socialism means forced equality. Government equalizes everything and makes sure that everybody has the same no matter how much work each one does. They try to get rid of rich and poor and level society so that there are no classes and everyone shares equally. Unfortunately, there has never been a class-less society come out of this system. All that happens is that the middle class is eradicated. You have a few rich and very many poor who are dependent on and subservient to the government. They wanted to teach economic socialism as a worldview in the government schools and if they could control the schools they could control the entire country. They could create a whole nation of people who would believe in Socialism. It looks like they have succeeded.

The Social Studies program was so radical that parents finally figured out what it was and had it removed from the schools in 1950. But the damage was done. Five million students had twenty years of being indoctrinated in Socialism and believing that the government is supposed to do everything for you. After World War II, when the New Deal came about, they were open to Social Security and the idea that the government should provide for their retirement. They were open to the Federal Reserve and the expansion of government in all areas of life. There was very little resistance because American students had had twenty years of being indoctrinated in a socialistic curriculum called Social Studies.

Another thing people don’t know about is that in the 1930’s there was a connection between the NEA and the government schools of Russia. In 1934, the NEA invited the Russian government to set up a booth to recruit teachers to come to Russia and learn how to teach economic socialism in the classroom and to come back and promote this kind of teaching. Thousands of American teachers went to Russia in the 1930’s and learned to teach Socialism. In 1936, the keynote speaker at the NEA convention said that Russia was the model that American schools should be patterned after, and he received a standing ovation.

This is why many senior citizens of today have a more socialistic worldview than many of us who are younger and conservative. They were taught from those socialistic textbooks back in the 1930’s through 1950.

John Dewey changed the way teachers taught. He agreed with Karl Marx that we need to get the children away from parents as early as possible and keep them as long as we can. He told teachers if they put 30 children the same age into the same room for 9 months or longer as many hours as you can get, within one year the vast majority of the students will become peer dependent. The form of the classroom will break their allegiance to their parents. Marx said “this most hallowed” allegiance must be broken if we’re going to accomplish our agenda. Pragmatism says it doesn’t matter how you do it, just do it. The peer group replaces the parents. They said things to the kids like “Don’t believe what your parents are telling you. They’re just trying to push Christianity on you.” The children told the parents and there was a backlash. So John Dewey wrote that teachers needed to be less obvious and let the herd mentality take over. Allow them to become peer dependent, then infiltrate the group and suggest a fun way to make a change that you want them to make. The number two value in life is “Be your own selfish pig”. The number one value is “Remember that you have to think of society. You don’t want to cause the species to die out.” Children are taught now that they should make up their own minds and explore, not accept what their parents say. They are taught to make decisions according to their own pleasure and for the best of society. Dewey was so effective that he broke the allegiance between parents and their children. The motivation behind creating a classroom of children all the same age as early as possible for as long as possible is to make them peer dependent which breaks the allegiance between the child and the parent. Then the teacher can infiltrate the herd and steer them any direction he wants them to go.

John Dewey said that once there is a herd mentality, children can be convinced to do anything. Look at Hitler’s youth. How could that happen? It was the view of the herd. They got to be part of the herd. This idea of socialization had its origins in the ideas of the masterminds of socialism. The reason they wanted to replace home education with social education was to break “this most hallowed of relations” between parent and child.

Dr. Dobson said ‘that a child’s sense of self-worth is determined by what the most influential person in their life thinks of them’. If that person is a warm, encouraging parent, the child will most likely have a good sense of self-worth. If it is a child’s peer group, the opinions expressed will probably be less favorable or complimentary. If the allegiance to the parent is shaken, the child will want to do whatever the substitute wants them to do. If the substitute is the peer group, they stop caring what the parents think and they stop wanting to do anything with their family and just want to hang out with their friends.

Israel then gave two examples from his personal experience of what happened to him and to a friend of his because of becoming peer dependent and then doing whatever the herd wanted them to do. Israel actually wrote out a declaration of independence from his mom when he was 12 years old and told her to get out of his life. He had previously been homeschooled, but he went to a private Christian school for sixth grade where he adopted this “independent” attitude. His friend ended up having to go to prison for first-degree murder. He killed a man because his friends told him to do it, and he didn’t know how to say no. His friends had become the most important, influential people in his life. And as John Dewey said, when a child becomes peer dependent, he can be talked into doing anything.

Here are some Scriptures that counter the view of the Enlightenment philosophers concerning the condition of a child’s heart.

Isaiah 53:6 All we like sheep have gone astray;

We have turned, every one, to his own way;

And the LORD has laid on Him the iniquity of us all.

Psalm 51:5 Behold, I was brought forth in iniquity,

And in sin my mother conceived me.

Jer. 17:9 The heart is deceitful above all things,

And desperately wicked;

Who can know it?

Psalm 58:3 The wicked are estranged from the womb;

They go astray as soon as they are born, speaking lies.

Here are some Scriptures that support keeping children in a warm, loving family environment instead of putting them in situations that will cause them to become peer dependent.

I Cor. 15:33 Do not be deceived: “Evil company corrupts good habits.”

Prov. 22:15 Foolishness is bound up in the heart of a child;

The rod of correction will drive it far from him.

Prov. 13:20 He who walks with wise men will be wise,

But the companion of fools will be destroyed.

Bad company corrupts good character. Some children can’t stand up to the enormous peer pressure they experience in school classrooms and other similarly organized groups. When they are around other immature children, they act differently than they would if they were alone. Parents should take measures to keep their children’s hearts. They should not just turn their children over to “the experts” to teach them values or to their peer group to be socialized.

The ideal of educating all of our citizens so that they could read the Bible has obviously been thrown by the wayside. The goal of the overwhelming majority of educators in our country is now to shape the values of our nation’s children and to bring them to a more progressive worldview. The goal of socialization is to cause children to become peer dependent. Then when they are peer dependent, the schools can convince them to do anything they want them to and believe whatever they tell them. These goals are directly counter to what God has commanded us as Christian parents to do with our children. We are responsible to correct, discipline, teach and direct the instruction of our children. We are the ones that God holds accountable for teaching them moral values and the Word of God.

I was very surprised to learn to what extent our American schools were influenced by Socialists. It makes me sad to think of the grand ideals that our Founding Fathers had for our schools and to see how the schools were hijacked by people who had such diametrically opposing views to what our Founding Fathers believed.