Replies

> But if one person complains about explicit sex-ed, nothing will happen.

That is because even if they will not admit it, they have subscribed to and teach a state sanctioned ideology of secular humanism with its ever-morphing immorality that fosters moral relativism.

During the colonial period the Bible was “the single most important cultural influence in the lives of Anglo-Americans." (Lawrence A. Cremin, American Education: The Colonial Experience, 1607-1789. (New York: Evanston and London: Harper and Row, 1970), p. 40) Schooling in early America, and for most of its history in primary education, combined education in general Christian morality with standard academic subjects. The Bible was the first book in the classroom, and was central to a child’s education, both for its content and for building skills. Students learned how to read using the Bible, passages were copied to learn penmanship, and a good part of the school day was devoted to memorizing and reciting passages from it. (PBS, ''The Story of American education: The Evolving Classroom') In addition to the Bible, other good books such as Pilgrim’s Progress by John Bunyan and Isaac Watt’s Divine Songs were used. (Elizabeth McEachern Wells, Divine Songs by Isaac Watts (Fairfax, Va.: Thoburn Press, 1975), p. 11)

Records of the Columbia Historical Society, Washington, Volumes 1-2, reports that in the first report of a public school in Washington which they had on record, in 1813 a Mr. Henry Ould states, “55 have learned to read in the Old and New Testaments, and are all able to spell words of three, four, and five syllables; 26 are now learning to read Dr. Watts' Hymns and spell words of two syllables; 10 are learning words of four and five letters. Of 509 out of the whole number admitted that did not know a single letter, 20 can now read the Bible and spell words of three, four, and five syllables, 29 read Dr. Watts' Hymns and spell words of two syllables, and 10 words of four and five letters.” < (Columbia Historical Society (Washington, D.C.), “Records of the Columbia Historical Society, Washington, Volumes 1-2” , “Progress in reading and Spelling, p. 9)

< font size="3">The overtly Christian “New England Primer” was used in primary education in New England, which is estimated to have sold upwards to 3,000,000 copies from 1700 to 1850. Introduced in 1690, this reader was used in what now would be the 1st grade, and taught multitudes of children how to read for 200 years, until 1900. The Alphabet was taught with Bible verses that began with each letter of the alphabet. Lessons had questions about the Bible and the Ten Commandments. An example of the Primer is, A = In Adam's fall, we sinned all. B = Heaven to find, the Bible mind." (The Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District; http://www.shalomjerusalem.com/heritage/heritage19.html)

In addition, approximately half of all American children (beginning in 1836 to approx 1930) learned from the “McGuffey Reader,” of which 122 million copies were published (during a time when the population was much less than today, and books were passed on more). This was an advanced teaching system for it's time, written by a man who later became a Presbyterian minister, a work which earned him the title, “the Great Schoolmaster of the Nation.” He exalted the Lord Jesus Christ, and used the Bible more than any other source. It became a unifying force in American culture, instilling basic Christian-based morality, giving America a common value-laden body of literary reference and allusion, (Cranney, A. Garr, “Noah Webster and William Holmes McGuffey: The Men and Their Contributions to Reading”) and “a sense of common experience and of common possession”. (Historian Henry Steele Commager) McGuffey Readers were used widely in America until just after World War I.

Even the Unitarian (a religion that effectively denies Christ and the Divine authority of the Bible, but, unlike its immoral form today, at that time it at least overall upheld general Biblical morality) “Father of the Common School,” Horace Mann (May 4, 1796 — August 02, 1859), who became Massachusetts Secretary of Education in 1837, not only understood the impossibility of separating education from religious moral beliefs, but held that it was lawful to teach the truths of the general Christian faith, asserting that the “laws of Massachusetts required the teaching of the basic moral doctrines of Christianity.” Mann, who supported prohibition of alcohol and intemperance, slavery and lotteries, (http://www.famousamericans.net/horacemann) dreaded “intellectual eminence when separated from virtue”, that education, if taught without moral responsibilities, would produce more evil than it inherited. (William Jeynes, “American educational history: school, society, and the common good,” p. 149, 150)

Mann evidenced that he rightly understood that the Establishment Clause of the First Amendment did not prohibit officially favoring the general, common Christian faith and its morality, but that it forbade official sanction of one particular sect by distinctively favoring its doctrinal distinctions, stating that “it may not be easy theoretically, to draw the line between those views of religious truth and of Christian faith which is common to all, and may, therefore, with propriety be inculcated in schools, and those which, being peculiar to individual sects, are therefore by law excluded; still it is believed that no practical difficulty occurs in the conduct of our schools in this regard.” (Stephen V. Monsma, J. Christopher Soper, “The Challenge of Pluralism: Church and State in Five Democracies”, The Unites States, cp. 2, p. 21) To critics who were alarmed at the concept of secular schools, he assured that his system "inculcates all Christian morals; it founds its morals on the basis of religion; it welcomes the religion of the Bible...," but he did exhort that Bible reading be without comment to discourage sectarian bickering. (Mann, Twelfth Annual Report for 1848 of the Secretary of the Board of Education of Massachusetts. Reprinted in Blau 183-84.

Considered second to Mann in his schooling endeavor was Henry Barnard, who was raised in a deeply religious family, and who saw his involvement in education “as part of the providence of God”. Like the majority of Americans, he believed that democracy and education went together in “the cause of truth—the cause of justice — the cause of liberty— the cause of patriotism — the cause of religion.” (Jeyness p. 154)

However, while America was blessed by Christian educators and those that overall upheld the teaching of Biblical morality, the devil also has his disciples, and one was named John Dewey, head of the Teachers College at Columbia University from 1904 to 1930. He also taught in Peking University in China, and after that in Turkey. After he returned to America, in 1933 he signed (along with 34 prominent Americans) the Humanist Manifesto, which he helped to author. The first manifesto talked of a new "religion", and referred to humanism as a religious movement meant to transcend and replace previous, deity-based religions. This was the Americanized version of the Communist Manifesto (sadly written by a soul with a root of bitterness , Karl Marx, and through which many were defiled: cf. Heb. 12:15).

Humanism in America is partly credited to a Unitarian preacher named Charles Potter who created the First Humanist Society of New York in 1929. A year later he penned “Humanism: A New Religion. In this declaration he boldly declared, “education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?”http://www.christiananswers.net/q-sum/sum-g002.html

Dewey became the father of modern American education, and he and his disciples worked to change the basic moral belief system that undergirded the moral educational system, in which [when the Engel v. Vitale case was decided] an estimated 75% of the school systems in the South had religious services and Bible readings (Colliers 1961 Yearbook p. 224). Rather than implicitly and often explicitly recognizing that God and the Bible were the ultimate authority on what was right and wrong, Dewey wrongly believed that it is the State that ultimately determines morality. Replacing the transcendent proven source of true liberty and it's necessary limits (the Bible) with the social engineering of secular humanism, allows a nation's school children to be indoctrinated with an ever morphing morality, which progressively calls evil good and good evil. More .