The Reformed Analysis
“For the Commandment is a lamp; and the Law is light; and reproofs and instruction are a way of life.”

“The Bible is the chief moral cause of all that is good, and the best corrector of all that is evil, in human society.”

Noah Webster

Forbidden Alliances  Conclusion

“Strangers have devoured his strength, and he knoweth it not...” Hosea 7:9a

            The public school movement is framed by non-Christian principles. This godless system was originally formulated to be the “redeemer” and “regenerator” of the American people. Anti-Christian, Robert Dale Owen (see: Reformed Analysis February 2000) declared Biblical Calvinism, and especially the doctrine of man’s depravity, to be the enemy to “progress”. He wrote in 1832 that this doctrine was a “degrading slander that has stolen from man’s self respect.” Yet, the doctrine of man’s inherent sinfulness is fundament to all Scripture. Unable to embrace the Truth of man’s wicked nature, Owen sought to replace Christ, the Saviour, with public education as the only logical redeemer and regenerator.
         “Owenite” Orestes Brownson, later declared, “The great object (of the national education system) was to get rid of Christianity, and to convert our churches into halls of science. The plan was not to make open attacks on religion, although we might belabor the clergy and bring them into contempt where we could; but to establish a system of state,... National schools, from which all religion was to be excluded, in which nothing was to be taught, but such knowledge which is verifiable by the senses, and to which all parents were to be compelled by law to send their children.”
         What Owen proposed, Brownson later confirmed. There is no question that the existing system of education compels parents, by law, to send their children to an institution which systematically denies God and His Holy precepts. This is the American education system today.
         In effect, this system of education has devoured the strength of the Christian community. The Children of God’s Covenant have been so indoctrinated that they no longer can discern between what is good and Godly, or from what is evil and pagan.



            Although both Owen and Brownson claim that no religion is to be taught in the statist school system, a very potent religion is expounded and administered to each and every attending child. The religion of humanism is the underlying curriculum of the national public education system.
         Humanism is the exaltation of man and his wisdom. It places man at the center of all progress and ability. Humanism declares man as the capable agent for both redemption and regeneration. It fosters a belief in “The Self” rather than a belief in The LORD. Furthermore, it reinforces an ungodly affinity to the state as the source of that redemption. In essence, those who successfully graduate from the nation‘s, statist school system are fully set to “redeem” themselves through academics and industry. Money, power and progress, through humanistic avenues become the goals in life, at the expense of Godly devotion, integrity and discretion.
         The opinion of today finds all those who oppose the public education system, as “enemies of light and knowledge“. There has been so much propaganda surrounding the real agenda of the statist school system, that even Christian parents and clergy are confused. Yet, a careful consideration of some basic Scriptural principles should clarify the proper position.

“Be ye not unequally yoked together with unbelievers: for what fellowship hath righteousness with unrighteousness? and what communion hath light with darkness?  And what concord hath Christ with Belial? or what part hath he that believeth with an infidel?  And what agreement hath the temple of God with idols? for ye are the temple of the living God; as God hath said, I will dwell in them, and walk in [them]; and I will be their God, and they shall be my people.  Wherefore come out from among them, and be ye separate, saith the Lord, and touch not the unclean [thing]; and I will receive you,  And will be a Father unto you, and ye shall be my sons and daughters, saith the Lord Almighty. “

(2 Corinthians 6:14-18 AV)

            By 1850, it was an accepted fact that government controlled schools were here “for the good of the people”. They were to be centers for learning, advancement, and a vehicle for social reform. No longer under the control of “ignorant parents”, nor an extension of parental authority, the pagan school system would become the new “Sovereign”. Through these carefully planned, and sinister and calculated acts, the strength of the Christian community was devoured.

California’s Superintendent of education, John Swett declared in 1864:
         “The vulgar impression that parents have a legal right to dictate to teachers is entirely erroneous... In private schools the case is somewhat different; for the parents there, in legal effect, are the employers of the teacher, and consequently his masters; but in the common and public schools they are neither his employers nor his masters, and it is entirely out of place for them to give him orders...”


Consequences of Ungodly Alliances

            Once the child is placed under the care of the state school system, the parent looses all legal rights over that child. Children become “wards of the state”, and the state becomes the Great Parent, solely responsible for their well being. As R.J. Rushdoony notes in his work, “The Messianic Character of American Education”:   “If schools are agencies of the state, they must inevitably serve the purpose of the state rather than God, man, the family, or any other institution.”

            We must carefully realize the overall plan of the federally funded schools in order to have a sober understanding of their ultimate goal. If the entire structure is based upon anti-God and anti Christian ideas, then it must be concluded that the enemy of the state is the Christian. All evidence logically points to this conclusion. It is the public education system that has become the chief instrument for revolution and destruction against the LORD and His Christ.

“Why do the heathen rage, and the people imagine a vain thing?  The kings of the earth set themselves, and the rulers take counsel together, against the LORD, and against his anointed, [saying],  Let us break their bands asunder, and cast away their cords from us.”

(Psalms 2:1-3 AV)

            Whenever God forbids His people from making a Covenant alliance with the heathen of the surrounding territories, He makes careful mention of their gods, alters and images. His intention is that His Holy people be warned and protected from incorporating heathen superstitions and worship into their lives.

“Thou shalt make no covenant with them, nor with their gods.”

(Exodus 23:32 AV)

“And ye shall make no league with the inhabitants of this land; ye shall throw down their altars: but ye have not obeyed my voice: why have ye done this?”

(Judges 2:2 AV)

            In direct rebellion against God, however, the Israelites often entered into confederacies with those who knew not God. The result was always bitter. Today the Community of saints have done likewise. They have entered into an unlawful league with the enemy. What is so discouraging is that, of those Christians who have prostituted themselves with the statist education system by offering their children to be sacrificed, the same have become the public schools defender! There are myriads of reasons given by parents of Covenant Children for sending them to public schools, but none of those reasons can stand the scrutiny of the Scriptures.
         Furthermore, the clergy is sheepishly and sinfully silent. They, too, have sold the birthright of their people for a “pot of pottage” . While they preach Christ and the love of the brethren, they allow the inheritance of Christ to be indoctrinated with anti Christian facts and principles. It is no wonder why the Church is in a shamble, and the children are out of control. In essence, both the parents and the clergy have tolerated another gospel to be successfully preached to their youth.

“But I fear, lest by any means, as the serpent beguiled Eve through his subtilty, so your minds should be corrupted from the simplicity that is in Christ.  For if he that cometh preacheth another Jesus, whom we have not preached, or [if] ye receive another spirit, which ye have not received, or another gospel, which ye have not accepted, ye might well bear with [him].

(2 Corinthians 11:3-4 AV)


Education: The True Definition

            Perhaps a proper definition of “education” is needed for us to see how far the statist school system has come from performing proper education.

EDUCATION, n. [L. eucatio.] The bringing up, as of a child; instruction; formation of manners. Education comprehends all the series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious (i.e. Christian) education is indispensable; and an immense responsibility rest on the parents and guardians who neglect these duties.”                                                                                    Noah Webster’s Dictionary 1828

            It must be clear from this definition that proper education was that of a religious nature. In the day that Noah Webster wrote this definition, the only religion was the religion of Christianity. No other religion was regarded as a true religion, therefore, only Christianity was called a religion.
         Notice the emphasis on manners and Godly discretion in Webster’s definition. Also, notice that academics are secondary. Parents need to study this Godly definition, and ask themselves some probing questions.
         Consider Webster’s emphasis regarding manners and discipline. His concern was for the moral, emotional, and spiritual well being of the children. It was through the Holy Scriptures, the standard of all Truth, where the children would learn proper manners, ethics and discipline.

Webster writes,
“The Bible is the chief moral cause of all that is good, and the best corrector of all that is evil, in human society; the best book for regulating the temporal concerns of men, and the only book that can serve as an infallible guide to future felicity. In my view, the Christina religion is the most important and one of the first things in which all children...ought to be instructed.”

            These spiritual and emotional skills would be developed from Biblical Absolutes of Righteousness, and not from some man-made idea of right and wrong. In Webster’s mind, any deviation from the Biblical rule would result in the disintegration of society through the destruction of the individual. Webster further clarifies his position.

            “When I speak of the Christian religion ..I mean primitive Christianity in its simplicity as taught by Christ and His apostles, consisting in belief in the being, perfection and moral government of God; in the revelation of His will to men, as their supreme rule of action; in man’s accountability to God for his conduct in this life; and in the indispensable obligation to all men to yield entire obedience to God’s commands in the moral law and in the Gospel.”

            Webster’s definition of education also clearly states that it is the duty of the parent, not the nation, to educate the children. This idea is taken directly from the Holy Scriptures.

“And thou shalt love the LORD thy God with all thine heart, and with all thy soul, and with all thy might.  And these words, which I command thee this day, shall be in thine heart:  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.  And thou shalt bind them for a sign upon thine hand, and they shall be as frontlets between thine eyes.  And thou shalt write them upon the posts of thy house, and on thy gates.”

(Deuteronomy 6:5-9 AV)


“My son, attend to my words; incline thine ear unto my sayings.  Let them not depart from thine eyes; keep them in the midst of thine heart.  For they [are] life unto those that find them, and health to all their flesh.  Keep thy heart with all diligence; for out of it [are] the issues of life.”

(Proverbs 4:20-23 AV)


“My son, attend unto my wisdom, [and] bow thine ear to my understanding:  That thou mayest regard discretion, and [that] thy lips may keep knowledge.  For the lips of a strange woman drop [as] an honeycomb, and her mouth [is] smoother than oil:  But her end is bitter as wormwood, sharp as a twoedged sword.  Her feet go down to death; her steps take hold on hell.  Lest thou shouldest ponder the path of life, her ways are moveable, [that] thou canst not know [them].  Hear me now therefore, O ye children, and depart not from the words of my mouth.  Remove thy way far from her, and come not nigh the door of her house:  Lest thou give thine honour unto others, and thy years unto the cruel:  Lest strangers be filled with thy wealth; and thy labours [be] in the house of a stranger;

(Proverbs 5:1-10 AV)

            It is curious that the “modern” definition of education has a marked difference than that of Webster‘s original.

Education n. [educatio]

1. The process of training and developing the knowledge, mind, character, etc., esp. by formal schooling; teaching; training.

2. Knowledge, ability, etc., thus developed

3. Formal education at an institution of learning

4. Systematic study of the methods and theories of teaching and learning.”

Webster’s New World Dictionary 1980

            It is painfully obvious that the original intent of Webster’s definition is perverted beyond recognition by the New World definition. What the modernists have done is re-worded the definition of education to fit their immoral statist ideal. True education, according to both Webster and the Holy Scriptures, is not limited to a method of formalized training in an institution of learning. This may be a small part of education, but it is certainly not the essence.
         What the New World translation of the modernists seeks to accomplish is contrary to the true purpose of education. It is evident that even the dictionaries are re-written to support the godless agenda of the humanists.


The Key is Godly Education

            The burden for the re-education of our children rests upon both parent and clergy. There must be a clear sound from the pulpit as to the nature, and agenda, of the public education system. The ungodly alliance between Christians and pagans must be dissolved. There must also be a sincere and diligent response from the parent to pursue alternatives to the public system of godless indoctrination. In this way, the Kingdom of Christ can begin to move forward unto Reformation and Revival. Without such an effort, we will see our posterity defiled right before our very eyes.







The Reformed Analysis is written by Pastor Paul Michael Raymond of the Reformed Bible Church

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