by Brother Gregory
September 21, 2014
“Strange times are these in which we live when old and young are taught falsehoods in school. And the one man that dares to tell the truth is called at once a lunatic and fool.” —Plato
We need to awaken and peel back the deception of “world” which has been pulled over our eyes. We need to realize that we have become human resources in a more complete and devastating bondage than Moses redeemed us from in Egypt, more insidious than that which Jesus redeemed us from in the days of Rome.
“Augustus was sensible that mankind is governed by names; nor was he deceived in his expectation, that the senate and people would submit to slavery, provided they were respectfully assured that they still enjoyed their ancient freedom.”
The reason education is so important in the rearing of children is because, “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be”.
“Throughout history, rulers and court intellectuals have aspired to use the educational system to shape their nations. The model was set out by Plato in The Republic and was constructed most faithfully in Soviet Russia, Fascist Italy, and Nazi Germany…”
“One can see how irresistible a vehicle the schools would be to any social engineer. They represent a unique opportunity to mold future citizens early in life, to instill in them the proper reverence for the ruling culture, and to prepare them to be obedient and obeisant taxpayers and soldiers.”
“The education of all children, from the moment that they can get along without a mother's care, shall be in state institutions at state expense.” —Karl Marx, The Communist Manifesto.
“By the early twentieth century, the school in fact had expanded its functions into areas not dreamed of in the early part of the previous century... The school [became] a central social agency in urban America. The one theme that ran through all these new school programs was the desire to maintain discipline and order in urban life. Within this framework, the school became a major agency for social control.”
“Give me four years to teach the children and the seed I have sown will never be uprooted.” —Vladimir Lenin
“A small number of very passionate American ideological leaders visited Prussia in the first half of the 19th century; fell in love with the order, obedience, and efficiency of its education system; and campaigned relentlessly there after to bring the Prussian vision to these shores.”
These American public school advocates “imported three major ideas ... the purpose of state schooling was not intellectual training but the conditioning of children ‘to obedience, subordination, and collective life.’… Second, whole ideas were broken into fragmented ‘subjects’ and school days were divided into fixed periods ‘so that self-motivation to learn would be muted by ceaseless interruptions.’ Third, the state was posited as the true parents of the children”
"The state will take youth and will give to youth its own education and its own upbringing. Your child already belongs to us... What are you?" —Adolf Hitler
“Social control” was the stated objective of the General Education Board (GEB), an institution created by John D. Rockefeller in 1902 that developed and promoted various radical schemes to reconfigure American society through the public school system.
“Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.” —Joseph Stalin
Fred Gates defined the GEB’s intent when he said: “In our dreams, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk.”
“Parents give up their rights when they drop the children off at public school.” —Melinda Harmon, Federal Judge, 1996
“We are apt to shut our eyes against a painful truth… For my part, I am willing to know the worst truth; to know the worst; and to provide for it.”
What is truth and what is the lie? What has been removed and what has been supplanted? How does one find the truth of our History and where can we learn what has been hidden? We cannot fix a problem unless we admit there is one.
“During times of universal deceit, telling the truth becomes a revolutionary Act.”
“For 140 years this nation has tried to impose objectives downward from a lofty command center made up of ‘experts,’ a central elite of social engineers, It hasn’t worked. It won’t work.... It doesn’t work because its fundamental premises are mechanical, antihuman, and hostile to family life. Lives can be controlled by machine education but they will always fight back with weapons of social pathology: drugs, violence, self-destruction, indifference, and the symptoms I see in the children I teach… It destroys communities by relegating the training of children to the hands of certified experts - and by doing so it ensures our children cannot grow up fully human” becoming instead mindless automatons programmed by the state’s change agents.
Rather than instilling in youngsters an appreciation for individual liberty, the system has brought to life “the ancient pharaonic dream of Egypt: compulsory subordination for all… Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid.” “It is a great triumph of compulsory government monopoly mass-schooling that among even the best of my fellow teachers, and among even the best of my students’ parents, only a small number can imagine a different way to do things,” laments John Taylor Gatto. To restore sanity to American education, to rescue the embattled family, and to preserve and perpetuate individual freedom, “a different way to do things” must be found.
Like Aladdin and the magician who gave new lamps for old we have exchange the truth of history for the fables of liars and we have become ignorant of our own heritage, awakening to find our blessing swept away in the night as we slumbered.
With this new learning came new ideas, “As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favor jingoism.”
“Regardless of motives, the people who foisted state education on us have committed a grave offense.... Using a variety of strategies, we must reclaim the right to raise our children and to help them educate themselves. In a fundamental sense, that is the American way,” contends Sheldon Richman. “The future of education, and of America as a free society, depends on the liberation of the American family from the grip of the public school,” There is no more important task, Richman concludes, than to build “a wall of separation between school and state” and restore a system of “family-based learning” in which children can develop their God- given abilities as free individuals.
The idea of mass institutionalized education is a modern phenomena. It has been a social experiment the result of which will be judged in the century to come. We live today in a time of decision. We must consider the viability, practicality and wisdom of education in institutions.
God created the family and education was the right and responsibility of the family as a unit. Today, the system of institutional education is often blamed for all the social ills of society. But is this fair? Is it the responsibility of schools to accomplish a job that was once the exclusive realm of the parents and the family?
Some of the top professional educators and psychologists believe the problem is not simply with the efforts of teachers and administrations. The problem is that institutional education is fundamentally flawed. In order to educate children en mass one must set aside the natural parameters of child development. Institutional education abandons by its macrocosm the natural environment of child development and there is no way to restore what is lost with even the best efforts of professional educators, more money or advanced study programs.
Parents have neglected their God given rights and responsibilities by turning their children over to institutions. “[T]he moral strength of a nation is only as strong as the moral strength of its individuals.” Individuals are a product of the family.
“If we want better people to make a better world, then we will have to begin where people are made --- in the family.”
The modern family unit struggles as it has for centuries to grow and develop. Parents raise their children according to the standards they themselves have been taught or have come to believe is best for their family. In the last century families have undergone an ever increasing degeneration and disintegration. Divorced, broken and single parent homes have been linked with an increase in under achievement, antisocial behavior, suicide and violence.
“Behold, this was the iniquity of thy sister Sodom, pride, fulness of bread, and abundance of idleness was in her and in her daughters, neither did she strengthen the hand of the poor and needy.” Ez 16:49
The sin of Sodom and Gomorrah was in part that they did not strengthen the poor. “The poor” were not merely poor financially but also poor in virtue and strength. Virtues like faith, hope and charity, patience, love and understanding are the strength of the character of mankind. Public education is welfare and it weakens the poor.
“Only take heed to thyself, and keep thy soul diligently, lest thou forget the things which thine eyes have seen, and lest they depart from thy heart all the days of thy life: but teach them thy sons, and thy sons’ sons;” De 4:9
Solutions can be found if you find others who are looking for the whole truth and are willing to provide for it.
� 2013 Brother Gregory Williams - All Rights Reserved
Decline and fall of the Roman Empire Chapter 3.
2. Thomas Jefferson.
3. Sheldon Richman in his book Separating School and State.
4. Educational historian Joel Spring.
5. Award-winning teacher and educational commentator John T. Gatto.
6. Sheldon Richman in his book Separating School and State.
7. GEB Chairman Frederick Gates.
8. Patrick Henry
9. George Orwell
10. John Taylor Gatto New York State Teacher of the Year and Homeschooling advocate, lecturer and filmmaker.
11. John T. Gatto, Teacher of the Year, to the N. Y. State Senate, 1991.
12. William Benton, Ass. U.S. Sec. of State, at a UNESCO meeting, 1946:
13. Eric Sloane
14. Braud’s 2nd Enc. by J.M Braud.
Brother Gregory was born in America in 1948. His father was a practicing attorney and his mother the daughter of Norwegian immigrants. He Married in 1973, and is the Father of 6 children with a growing number of grandchildren. He grew up in southeast Texas, attending private schools, entering the seminary at 13, where he studied Latin, Greek, and theology. In the course of these studies he began to become aware of secrets hidden for centuries within ancient libraries that began to reveal a more fundamental purpose in the gospel of Christ. His quest to understand the “whole truth” has led him down a labyrinth of law and language, history and prophecy, fable and fallacy, in a unique portrait of bondage and betrayal, liberty and freedom, and the solution and salvation.
He is the author of several books, include The Covenants of the gods, Thy Kingdom Comes, and The Free Church Report, dozens of pamphlets, audio, and video recordings. He has appeared on radio and television “preaching the gospel of the kingdom of God” which is at hand, within your reach. His common theme is how are men brought into bondage and how are they made free souls under God. His hope and prayer is to bring man's relationship with the God of creation and his relationship with the gods of the “world” into a new perspective and light. Knowing the truth shall set you free, if we will do the will of our Father in heaven.
He now lives near Summer Lake, Oregon where he continues to care for his family, tending sheep of the Church and overseeing the edification of the Church established by Christ in the hearts and minds of congregations of the people, for the people, by the people who will seek the Kingdom of God and His righteousness.