The Reformed Analysis


Who Owns The Children?

"Lo children [are] an heritage of the LORD: [and] the fruit of the womb [is His] reward." Psalm 127.3

In this verse we find the complete and full expression concerning ownership of the Covenant Children. God owns the children. There can be no argument to this fact. The truth of the matter is, God owns everything. "The earth is the LORDís and the fullness thereof; the world and they that dwell therein." Psalm 24.1 and Exodus 9.29

Up until 1864 this precept was regarded with reverence and obedience. It was common understanding that God was Sovereign Lord and Ruler over all, and had given explicit instruction for the establishment and maintenance of the family unit according to His Holy Law. Furthermore, He had been explicit in His commands concerning His Godly heritage, the Christian Children. "Gather the people together, men, and women, and children, and thy stranger that is within thy gates, that they may hear, and that they may learn, and fear the LORD your God, and observe to do all the words of this Law. And that their children, which have not known anything, may hear and learn to fear the LORD your God, as long as ye live in the land wither ye go over Jordan to possess it." Deut 31.12-13

God expressly commissions the people of the Covenant to take an active (even a proactive) role in the education of the family. More importantly, He gives a generational view in verse 13. "And that their children...may hear, and learn to fear..." The commission to the people of God was to set up an educational system that revolved around the Law of God so that there may be a continuance of it throughout future generations.

There is one other point worth noting. God commands the children of the Covenant to educate the stranger who is among them. Those who did not have the blessing of being born into a Christian home would now be educated in the knowledge of God. Why? Why would God deliberately command Christian education to all people? It is simply that God knows that every fact of life is an interpreted fact. Scripture interprets the world one way, secular humanists another. These are diametrically opposed, one to another. God sees the world as Godís, while man sees the world as manís. Between these two views there can be no reconciliation. Never. We find, therefore, in this Divine Exhortation and Commandment that the education of both God-fearing people, and the stranger, belong in the hands of God-fearing people .

On March 28th 1874, the California Legislature made it a penal offence for parents to send their children to private schools without the consent of the local state school trustees. In other words, the parents were intimidated into seeking godless permission to do a Godly work. This in itself is horrendous, and a reproach against the Holy Commandment. Yet, what is a greater astounding horror is that parents allowed themselves to be swept away by this threat. These oppressive tactics of the "Egyptian State" brought the parents of Godís heritage to their knees in submission to this ungodly request. Instead of resistance, these parents, being terrorized by the "priesthood" of humanistic indoctrination, both verbally and financially supported this law. God has much to say against this cowardly response to tyranny. "A righteous man falling down before the wicked [is as] a troubled fountain, and a corrupt spring." Proverbs 25.26

What happened on March 28, 1874 was pivotal in the fight against humanism. Christian parents gave up their birth right and sold it for a pot of porridge. They no longer embraced the Truth of God concerning their stewardship responsibilities, but exchanged it for the lies that humanism would offer.

For as many "Christian" children that go to a public school, there are equally as many excuses. Yet, Godí s warnings must be remembered at this point.

"When the LORD thy God shall cut off the nations from before thee, whither thou goest to possess them, and thou succeedest them, and dwellest in their land; Take heed to thyself that thou be not snared by following them..." Deut 12.29-30a

In the 1830ís and 40ís there was one of the grandest attempts for a nationwide, state-supported and state-controlled school system. This effort was planned with accuracy, and with a precise agenda in mind. Like all successful programs of revolution, it began with a goal; de-Christianize the nation. Stemming from that desired end came the main component of the action; the public education system. That shameless and immoral beginning objective was to become the Christianís night mare.

According to A Basic History of the United States, vol. 3 pp 90-91 the true design and goal of the public school system is exposed. "The public school movement was always more than simply an effort to have schools provided at taxpayersí expense ...The most zealous of the reformers (of humanistic public schools) were determined to use the power of the state, by way of the schools, to break the hold of religious tradition and the inherited culture, and to change society through the childís training."

Robert Owen, the founder of modern Socialism, denounced all religion as the chief source of human misery. He believed that religion was the reason for disunion, hatred, uncharitableness and crime. A predecessor of Marx and Engles, Owen believed that the salvation of the world would come through humanistic education. His vision was to replace and eradicate Biblical education which to date has nearly been accomplished in the U.S..

To Owen it was clear that humanism was the road to reformation and salvation, and itís foundational approach was through public state-controlled humanistic education. When Marx and Engles wrote the Communist Manifesto in 1948, among the many humanistic ideologies proposed, the education of the children by the state-run public school system was principle. Why? Because they knew that the humanistic indoctrination of the youth was the key to maintaining the future of the humanistic nation. The childrenís indoctrination was of utmost importance for the success of the project. This is precisely what Godís Word declared to His people in the days of the Exodus. Yet, the saints have fallen into complacency and have forgotten their DIVINE Commission.

Make no mistake about it, the agenda of "Pharaoh's school system" is geared to enslave the children of the Covenant by taking total control over their minds through education, at the expense of the taxpayer. Thus, any Christian productivity in engaging the culture with Biblical influence is brought to destruction. Truly, there is nothing new under the sun.

The first step in overcoming Pharaoh's tyranny is to understand more fully the basics of Godís Sovereignty and His hierarchy of Power in the confines of the Covenant. Once these principles are set forth and internalized (by the Grace of God), then the saints can gather together for the necessary Reformation and deliverance.

Whosoever controls the education of our Covenant Children will most certainly control the content of that education. And whosoever controls the content of that education will control what sort of influence it will have upon the nation.



The Reformed Analysis is a Ministry of the Reformed Bible Church
c/o PO Box 2397 Appomattox Virginia 24522


February 2000

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