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Additional Titles

SCHOOLS AS TOOLS
PART 3

 

by Brother Gregory Williams
November 9, 2014
NewsWithViews.com

The Reece Committee

“And shall go out to deceive the nations which are in the four quarters of the earth, ....” Revelation 20:8

This is not a new problem but the scale is definitely of historical significance. A number of years ago a congressional investigation uncovered some facts about the manipulation of the United States government and the educational system by major philanthropic organizations. These “charitable institutions” formed a powerful and influential network that change the way Americans viewed history.

Some may not wish to call it conspiracy but the truth is often stranger than fiction. It is often more comfortable to believe in the lie than to admit that we are living our lives based on a lie, that we have been deceived and that we are letting others deceive our children.

Norman Dodd was the chief investigator for the Reece Committee in 1953. Dodd had worked in the elite banking institutions in his early professional life but he had made a moral decision to not play the game.

He was hired to investigate the un-American activities of large endowment foundations who most people could only imagine as institutions of charitable benevolence.

Dodd quoted Rowan Gunthor, the President of the Ford Foundation, who stated that they operated under directives to “use our grant making power so to alter life in the United States so it can be comfortably merged with the Soviet Union.”

Dr. Joseph Johnson at the Carnegie Endowment for International Peace permitted Dodd to examine the fifty years of hand written minutes to their meetings. Dodd sent a well educated Lawyer by the name of Catherine Casey to examine the records.

Dodd realized that Johnson did not know what was in the records and he sent Catherine because she was skeptical of any wrong doing on the part of these multi million dollar tax exempt philanthropic organizations.

Her mind and her life was changed as she read the minutes of 1908 which discussed war as the best way to alter the lives and thinking of the American people. In 1909, it was discussed how to involve the U.S. in a war, deciding that control of the State Department was essential.

Later, after America entered WWI a message was dispatched to President Wilson to discourage an early end to the war. This could explain Wilson’s interest in the UN (then the League of Nations), Federal Reserve and the income tax and his final statement:

“Since I entered politics, I have chiefly had men’s views confided to me privately. Some of the biggest men in the U.S., in the field of commerce and manufacturing, are afraid of somebody, are afraid of something. They know that there is a power somewhere so organized, so subtle, so watchful, so interlocked, so complete, so pervasive, that they had better not speak above a whisper in condemnation of it.”[1]

After the War it was determined that the key was the alteration in the teaching of American History. Noted and respected Historians like Charles and Mary Beard were approached but they rejected the overtures of this controlling benevolent enterprise.

The Guggenheim Foundation on the other hand agreed to supply fellowships to hand picked historians who began to write history with a new slant and delusive perception. The books, underwritten by these altruistic organizations were quickly picked up by schools whose economic bottom line often determined the quality of the curriculum.

“God made the Idiot for practice, and then He made the School Board.” Mark Twain

Coming Home

“There is no school equal to a decent home and no teacher equal to a virtuous parent.” Gandhi

Home teaching may have been a freedom enjoyed by us but it may not be by our children because many believe that, “Fundamental, Bible believing people do not have the right to indoctrinate their children in their religious beliefs, because we, the state, are preparing them for the year 2000, when America will be part of a one-world global society and their children will not fit in.”[2] We are at war with unrighteousness.

“And, ye fathers, … bring them up in the nurture and admonition of the Lord.” Ephesians 6:4

Homeschooling children has become a modern phenomena that is overturning faith in institution. There was1.5 million children being home taught, a figure that is expected to double by 2010. The Home School growth rate is from 7% to 15% per year.

Why are children coming home? What is the results of this massive return to home teaching of our youth?

“Parents and families are the first and most important teachers. If families teach a love of learning, it can make all the difference in the world to our children.” Richard Riley, U.S. Secretary of Education

One of the first and foremost reasons for homeschooling is the desire of concerned parents to teach deeply held beliefs and values to their children. Many values, beliefs and principles passed down through the ages are now banned from public schools. Although children may be exposed to these principles in other ways the bulk of their learning and educational experience is devoid of these precepts. Contradictory values and messages are being subtly brought into the minds of children. What was once shockingly intolerable or even unheard of in education is now common place and even promoted.

Close family relationships are maintained in the daily activity of teaching your children at home. These bonds and the self sacrifice found in homeschooling send a positive message of love. While, sending your children to others to obtain an education is consigning a psychological message to the child that the parent is less than adequate.

If parents want the best for their children they should begin to look at homeschooling as a viable option. Based on the evidence from a series of studies that have critically scrutinized homeschooling for decades, institutional education appears inadequate for good intellectual, psychological and emotional development of children.

“Another merit of home is that it preserves the diversity between individuals. If we were all alike, it might be convenient for the bureaucrat and the statistician, but it would be very dull, and would lead to a very unprogressive society.” - Bertrand Russell.

On average children who are home schooled score 30% higher in all subjects and also score higher than private school children. Some believe that the high scores by home taught individuals is due to the education of their parents. Although it is true many professional teachers do home school their own their children they did not score higher than low income or average middle class parents.

Dr. Steven Duvall (1994) compared the Academic Engaged Time (AET [p. 11]) and basic skill development of learning disabled students who were home educated to those in public school special education programs. Higher rates of AET and greater academic gains were made by the home educated. “… parents, even without special education training, provided powerful instructional environments at home…”

Dr. Rhonda Galloway found that the home educated performed as well or better than public school or conventional Christian school students when examined and compared for college academic preparedness and college academic achievement.[3]

The most important and valuable thing about home education is that it makes a parent more apparent in their child's life.

Social myths

According to studies by Dr. Taylor (1986), Dr. Montgomery (1989), Dr. Johnson (1991), and Dr. Shyers (1992) home educators carefully address the socialization needs of their children in every area studied. The home schooled are as well adjusted socially as their institutionalized counterparts, however, they are less peer dependent than the private school students (Delahooke, 1986). The home educated have significantly higher self concepts than those in public schools and have significantly lower problem behavior scores than conventional students.

Dr. Gary Knowles, of the University of Michigan, interviewed adults who were home educated. None were unemployed, none were on welfare, 94% said home education prepared them to be independent, 79% said it helped them interact with individuals from different levels of society, and they strongly supported the home education method.[4]

In Oregon in 1997 alone, it appeared that homeschooling had a savings to the taxpayers of $61 million per year.[5] And commendably the average homeschooling family has no covetous desire for access to tax-funded resources. Their children are learning well, they do not need or want more state regulation and will strongly oppose it.

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Patricia Lines of the U.S. Dept. of Education concluded that home education families “have not turned their backs on the broader social contract as understood at the time of the Founding [of America]. [They are] asserting their historic individual rights so that they may form more meaningful bonds with family and community. In doing so, they are not abdicating from the American agreement. To the contrary, they are affirming it.”

Why should parents turn their child over to public schools now that the facts are in? Children taught at home get a better academic education, they are well adjusted socially with significantly higher positive self-concepts about themselves and perform as well or better in college academic preparedness.

“And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up.” De. 6:7

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