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The Hebrew word 'Bayith' can be translated in several ways but usually means 'house' or 'foundation'. Our ministry aims to be a welcoming house that helps to provide believers with foundational material to bless and encourage you.

©  Elizabeth McDonald & Dusty Peterson,  Bayith Ministries www.bayith.org  email: bayith@blueyonder.co.uk   Please note that the inclusion of any quotation or item on this page does not imply we would necessarily endorse the source from which the extract is taken, neither can we necessarily vouch for any other articles or books by the same authors, or any websites or periodicals to which they may contribute, or any other aspect of their ministry or position.

 

"Train up a child in the way he should go: and when he is old, he will not depart from it" (Proverbs 22:6).

 

Quotations

 

A New Education for a New One World Global Society

"A new world is emerging in which the social structures will be of a different shape, the social resources of a different scope and caliber, then anything that history records. It is a new deal - in fact a different game with different cards; and we who are now alive are privileged to witness its beginning, however blind most of us may be to its implications for ourselves and our posterity. And for a new age, a new school!" [Ross L. Finney, sociologist, 1928].

"My program for educating youth is hard. Weakness must be hammered away. In my castles of the Teutonic Order a youth will grow up before which the world will tremble. I want a brutal, domineering, fearless, cruel youth. Youth must be all that. It must bear pain. There must be nothing weak and gentle about it. The free, splendid beast of prey must once again flash from its eyes...That is how I will eradicate thousands of years of human domestication...That is how I will create the New Order" [Adolf Hitler, 1933].

"The major function of the school is the social orientation of the individual. It must seek to give him an understanding of the transition to a new social order" [William Givens, NEA leader, 1934, quoted at crossroad.to/text/articles/zerotol.html].

"The problem with entrusting the education of children to the state is ... that instead of parents 'indoctrinating' their children with their own ideological and philosophical beliefs, they will be indoctrinated with those of the state - which is exactly why Hitler banned homeschooling in Germany in 1938" [brusselsjournal.com/node/1389].

"Every child in America [also Britain and Europe] entering school at the age of five is mentally ill because he comes to school with certain allegiances towards ... his parents, toward belief in a supernatural being, ... it is up to you teachers to make all of these sick children well by creating the international child of the future" [Dr. Pierce, Professor of education and psychiatry, Harvard University {date}].

"The purpose of education and the schools is to change the thoughts, feelings and actions of students" [Benjamin Bloom, All Our Children Learning, 1981, p. 180, quoted at crossroad.to/text/articles/mc9-24-98.html].

"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 ... when America will be part of a one-world global society and their children will not fit in" [Peter Hoagland, Nebraska State Senator, 1983, quoted at theforbiddenknowledge.com/hardtruth/newworldindex.htm].

"The conditioning aspect of a public [state] school system is the key reason Karl Marx first advocated such an institution. Do not be deceived: the primary reason for public [state] schools today is to indoctrinate your precious children into the values and attitudes of the coming New World system" [cuttingedge.org/news/n1383.cfm].

"Our situation today is remarkably similar to the one Paul faced two thousand years ago. Society erects alters to various gods including naturalism, materialism, and relativism, as well as 'spiritualities' of all kinds. The exclusivity of Christ is looked upon as a scandalous doctrine, and we who advocate the biblical worldview increasingly find that the culture is determined to silence us, all the while exalting the virtues of 'tolerance' and 'open-mindedness'. We can no longer assume others [i.e. public schools] share the Judeo-Christian perspective that has shaped Western society" [R. C. Sproul, quoted in Bradley Heath, Millstones and Stumbling Blocks: Understanding Education in Post-Christian America].

 

United Nations Educational, Social and Scientific Organization (UNESCO)

"[S]ince the world today is in the process of becoming one, and since a major arm of UNESCO must be to help in the speedy and satisfactory realization of this process ... UNESCO must pay special attention to international education - to education as a function of a world society" [Julian Huxley, First Director-General of UNESCO, UNESCO: Its Purpose and Its Philosophy, p.29-30].

"UNESCO’s 'lifelong learning', now being implemented through Goals 2000, takes education far beyond the boundaries of the classroom. Its goal is socialization and preparation for a global workforce. Everyone - in homes, schools, and workplace – must be mentally prepared to participate in the consensus process. In the name of 'unity' and 'community', people of all ages must help form new values, challenge contrary beliefs, report non-compliant friends and relatives, and oppose all other obstacles to compromise, 'common ground' and 'mental health'" [crossroad.to/text/articles/Harry9-99.html].

"In the education arena, the goal ... is to socialize students fit for the global community. The planned change is incremental and permanent, not temporary. It is part of UNESCO's program for lifelong learning" [crossroad.to/articles2/MovieMagic.htm].

"The task before UNESCO ... is single. The task is to help the emergence of a single world culture with its own philosophy and background of ideas and with its own broad purpose. This is opportune, since this the first time in history that the scaffolding and the mechanisms for world unification have become available and also the first time that man has had the means ... of laying a world-wide foundation for the minimum physical welfare of the entire human species. And it is necessary, for at the moment, two opposing philosophies of life confront each other from the West and from the East. ... You may categorize the two philosophies as two super-nationalisms, or as individualism versus collectivism; or as the American versus the Russian way of life, or as capitalism versus communism, or as Christianity versus Marxism.  Can these opposites be reconciled, this antithesis be resolved in a higher synthesis? I believe not only that this can happen, but that, through the inexorable dialectic of evolution, it must happen. ... In pursuing this aim, we must eschew dogma - whether it be theological dogma or Marxist dogma. ... East and West will not agree on a basis of the future if they merely hurl at each other the fixed ideas of the past. For that is what dogmas are - the crystallizations of some dominant system of thought of a particular epoch. A dogma may of course crystallize tried and valid experience; but if it be dogma, it does so in a way which is rigid, uncompromising and intolerant. ... If we are to achieve progress, we must learn to uncrystalize our dogmas" [Julian Huxley, First Director-General of UNESCO, UNESCO: Its Purpose and Its Philosophy, p.61].

 

The Purpose of Multicultural and Multifaith / Environmental and Ecological Education

"[A]n essential element of the new educational process in the United States [also Britain and Europe] is values clarification. ... in order to mold the child into a world citizen, his values must be divorced from those of the 'old order', that is, his parents. ... While secularism has held sway for a number of years in our education system, secularism was meant for one purpose: to do away with the old forms of spiritual values in order to make way for the new. It created a vacuum which will be filled with a new spirituality based on a pantheistic view of nature, and upon self as God" [Al Dager, Education Reform for the New World Order, Media Spotlight Special Report].

"In the process of bringing children into their self-realisation as God, the World Core Curriculum promotes eastern meditation techniques" [Al Dager, Education Reform for the New World Order, Media Spotlight Special Report].

"We can see the [beginning] of the emphasis on ecology and spiritualism in the new education. ... All [the] members of the Design team for the Global Education Project are strong proponents and activists for globalism and New Age philosophy. ... [T]he true source of education restructuring has nothing to do with education in the academic sense, but education in the philosophical and esoteric sense" [Al Dager, Education Reform for the New World Order, Media Spotlight Special Report].

 

Harry Potter and the New Education

"Good stories capture the heart, mind, and imagination and are an important way to transmit values" [Louise Derman-Sparks, Anti-Bias Curriculum: Tools for Empowering Young Children {p.}, quoted in crossroad.to/text/articles/Harry9-99.html].

"[T]he stories and books children read in the classroom are usually selected or approved by each state because their message teaches the new global values, and because they provide useful discussion topics for the manipulative consensus process. ... Books such as the Harry Potter series fit, because they reinforce the global and occult perspective" [crossroad.to/text/articles/Harry9-99.html].

"There are many ways to persuade the masses to reject uncompromising Christianity and embrace a changeable blend of all kinds of religions – including a cross-less and universalist perversion of Christianity. Schools do it through books such as the Harry Potter series, through multicultural and environmental education, and by integrating social issues and politically correct ideology into more mundane subjects such as math and science" [crossroad.to/text/articles/Harry9-99.html].

"It's not surprising that Harry has suddenly soared to the peaks of popularity in schools across the country. His story fits right into the international program for multicultural education. The envisioned global community calls for a common set of values which excludes traditional beliefs as intolerant and narrow - just as the Harry Potter books show. The Biblical God simply doesn't fit into his world of wizards, witches, and other gods" [crossroad.to/text/articles/Harry9-99.html].

"Dr. Craig E. Abrahamson, Assistant Professor of Social Work at James Madison University, ... scorns the old factual or didactic learning and calls for the feeling-based, image-rich unconscious learning so popular among today's educational change agents. Storytelling is vital to this process, and few forms of communication transmit stories into the minds more effectively than movies - especially when based on myths created by master storytellers such as J.K. Rowling. ... No wonder educators delight in the Harry Potter movie[s]. ... [They fit] the planned 'reality' that ... UNESCO educators have been seeking for half a century - one that would help establish new values, new beliefs, new lifestyles and new ways of thinking" [crossroad.to/articles2/MovieMagic.htm].

"When an exciting story has distracted the Potter fan from actual reality and bombarded him or her with contrary suggestions and feelings, the subconscious mind seeks a way to reconcile the conflict between the old and the new values. This quest for resolution involves the dialectic (consensus) process. Trained by schools to seek 'common ground' and conform beliefs to the group consensus, the student simply relieves the tension through moral compromise - a basic element of the 'new way of thinking'" [crossroad.to/articles2/MovieMagic.htm].

 

The Purpose of 'Holistic' Education

"The basis for all education restructuring is 'holistic', that is, viewing life on the planet as interconnected, with no life form having any greater standing than any other life form. This, in turn, is based on the evolutionary view of life. ... It is cosmic humanism: the belief that all life forms are evolving to higher states of consciousness. mankind, though representing the highest mental consciousness on earth, is yet deficient in his attainment of perfection. That is to be overcome through the next stage of evolution which will see the emergence of a new species of human being - a true planetary citizen that is psychologically, spiritually and physically superior to present mankind. The hope for the quantum leap to perfection lies in the upcoming generation - the generation that will usher in the New Age on a global scale. That is why children are to ... develop their own values. ... Holistic education is not merely how a child studies but how the child is studied. It has little to do with academics and everything to do with creating a new species of human being. We learn this from [the New Ager] Alice Bailey ... in her book Education in the New Age" [Al Dager, Education Reform for the New World Order, Media Spotlight Special Report].

"The time is coming when all children will be studied in the following directions: (1) Astrologically; (2) Psychologically, supplementing the best of modern psychology with a knowledge of the Seven Ray types, which colours Eastern psychology; (3) Medically; (4) Vocationally; (5) Spiritually. By this I mean that the apparent age of the soul [i.e. reincarnation] under consideration will be studied, and the place on the ladder of evolution will be approximately noted; mystical ... tendencies will be considered and their apparent lack noted. ... One of the major functions of those who train the infant minds of the race will be to determine, as early as possible in life, which of the seven determining energies are controlling in each case" [Alice Bailey, Education in the New Age, {p.}].

 

Evolution and Creation

"Many humanist leaders are quite open about using the public schools to proselytize their faith. This might surprise some parents who think the schools are supposed to be free of religious indoctrination, but this quote makes it clear: I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level—preschool day care or large state university. The classroom must and will become an arena of conflict between the old and the new—the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanismit will undoubtedly be a long, arduous, painful struggle replete with much sorrow and many tears, but humanism will emerge triumphant. It must if the family of humankind is to survive'" [J. Dunphy, A Religion for a New Age, The Humanist, Jan.–Feb. 1983, 23, 26 (emphases added), cited by Wendell R. Bird, Origin of the Species Revisited, vol. 2, p. 257, quoted in creationontheweb.com/content/view/3830/].

"[A] leading science journal, the New Scientist, 11 Nov 2006, has published a special article on Home-schooling: '[N]ot all home-school parents have a religious agenda. [Brian Alters of McGill University, Canada says] "There are probably some wonderful home-school parents, some of whom may be evolutionary biologists themselves. But I have a feeling after talking to a lot of home-schoolers that this is a minority ... It's disconcerting, to say the least" he says'.  Notice the contrast? Being a 'religious' home-school parent is set against being a 'wonderful' home-school parent" [extract from email, received 10 Nov 2006].

 

Liberalism, Marxism, and Communism

"You can't make Socialists out of individualists - children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone is interdependent" [John Dewey, Fabian Socialist founder of public education in America, quoted in Gena Suarez, What About Public School?].

"Nearly three-quarters of faculty members of U.S. colleges and universities describe themselves as liberals, and at elite schools, the proportion is 87 percent (7/05 Baptist Watchman). ... Business Week in 1981 said over 10,000 Marxist professors were teaching in U.S. colleges and universities" [The Calvary Contender, Sept-Oct 2005].

“[Canada USA/UK] as nation[s are] now dominated by an alien system of beliefs, attitudes and values that has become known as “political correctness.” It seeks to impose a uniformity in thought and behaviour among all [Canadians/Americans/Britons] and is therefore totalitarian in nature. It has its roots in the ideology of Marxism, which requires a radical inversion of the prevailing traditional culture by cultural Marxism in order to achieve a social revolution.  ...  In 1924, as a result of a meeting the year before attended by Georg Lukacs and other Marxist intellectuals associated with the Communist Party of Germany, there came to be founded the Institute of Social Research at Frankfurt University in Frankfurt, Germany. This Institute became known as the Frankfurt School. Its model was the Marx-Engels Institute in Moscow. The members of this Institute prepared numerous studies on the beliefs, attitudes and values they assumed led to the rise of German national socialism. These were critical studies that combined Marxist analysis with Freudian psychoanalysis. The sum of these critical studies became known as Frankfurt School “Critical Theory.”  Frankfurt School Critical Theory was essentially destructive criticism of the main elements of Western culture such as Christianity, capitalism, authority, the family, patriarchy, hierarchy, morality, tradition, sexual restraint, loyalties, patriotism, nationalism, heredity, ethnocentrism, convention and conservatism. These criticisms are reflected in such works of the Frankfurt School as “Studies on Authority and the Family,” Eric Fromm’s “Escape From Freedom” and his “The Dogma of Christ,” Wilhelm Reich’s “The Mass Psychology of Fascism” and Theodor Adorno’s “The Authoritarian Personality” published in 1950.  Frankfurt School Critical Theory encompasses a group of specific sub-theories such as matriarchal theory, androgyny theory, personality theory, prejudice theory, authority theory, family theory, sexuality theory, racial theory, legal theory and literary theory. These various sub-theories are used to induce an inversion of the prevailing belief system so the Marxist revolutionaries can engineer a non-violent social revolution” [Elliot Lake News and Views, 28 November 2006].

 

Funding for the New Education for the New World Order

" [M]oney went to promote John Dewey, Marxism, a One-World-Government agenda, and Socialism. The foundations (principally the Rockefeller and Carnegie) stimulated two-thirds of the total endowment funding of all institutions of higher learning in America during the first third of [the] 20th century" [theforbiddenknowledge.com/hardtruth/antiamericangroupspt2.htm].

 

Salt and Light?

"What's wrong with public [state] school for a Christian kid? I get letters from parents asking me this. Can’t they be salt and light, they say. To me, that’s a crazy question. My answer is that it’s not their time yet. Right now is a time for discipleship. Right now a child is to be trained up in the fear and admonition of the Lord (preferably by the parent!). Right now is a time for family ministry; serve together, not separately. If a parent wants their child to be salt and light, then model that. YOU be salt and light with your child; don’t send them out into the world in your stead" [Gena Suarez, What About Public School?].

 

Training Up Children - State or Parents? 

"The Bible teaches that for a Christian, life is not divided into the secular and the sacred. It is not up to the home and church to train the child in 'spiritual' matters while the school teaches him 'secular' subjects. Such a dualistic approach often leads to conflicts and frustrations in the mind of the child when he hears one philosophy at home and another at school. 'The teacher says,' or 'the coach says,' carries much weight in the mind of the child. The home and church and the school should all be moving in the same direction with the same philosophy and goals. ... The school which your children attends should be an extension of the training program of your home - not the state or federal government. Please keep in mind that the Christian school is not to take the place of the home. The Christian school is designed to help parents fulfil their Christian responsibility 'to train up a child in the way he should go'" [Paul Kienel, The Christian School, p.62].

"Public [state] schools are not a friend of Christian families; indeed, they are stunting the souls of children and transferring a way of life that is incompatible with the Christian virtues that once shaped generations of American students. It is time for Christian parents to rescue their children from these academically deficient, morally relativistic, and cultural corrosive public schools" [Bradley Heath, Millstones and Stumbling Blocks: Understanding Education in Post-Christian America].

"The public [state] 'education' system imposes beliefs that are diametrically opposed to the high standards of faith in Jesus Christ.  Christian parents send their children to public [state] schools with the expectation that their children will gain an education.  In truth, what they gain in most cases is indoctrination into the secularist, leftist political agenda.  To add insult to injury, they pay for that indoctrination with ever-increasing taxes.  Yet if any raise a voice of protest they are met with derision and told to keep their morality to themselves.  How often I've heard parents tell me that the response to their protests is that they are the only ones protesting.  This seems to be a standard reply, a tactic designed to quiet opposition and to prevent parents from engaging other parents in concerted efforts to correct any wrongs foisted upon their children.  Even if it were true that only one parent may complain, the complaint should be heard on its own merits, not on how many have voiced it.  If there is a wrong that needs to be righted it should not be allowed to stand because a majority of parents haven't perceived it" [Al Dager, Media Spotlight, Vol. 30, No. 2].