to, and to comply with Biblical teachings, educators believed it imperative to include Bible study as a subject area to be taught in the public schools. Through this curriculum, the people of the United States became very well educated. Even foreigners who visited the United States prior to the middle 1850’s were amazed at the superior intellectual abilities of the general population. By the 1840’s however, Horace Mann, an influential national leader, promoted the beginnings of a new secularist public school curriculum where Biblical religion, morals, and values were merged with nationalism. Eventually this resulted in a gradual but complete disappearance of Bible study and the teaching of Biblical morality in the public school. Today, school boards and school administrators decide on the relevance of subject areas for study and they decide on the curriculum and how the curriculum is to be taught. Henceforth, they establish their own morality to be taught to school children.
Currently, the “morality” taught in secular schools is a curriculum of immorality, which serves the New World Order’s evil philosophies. It is important to realize prior to this commentary, that for each and every immoral instruction, harm is inflicted on the school child. Satanic forces can begin to gain control over the school child beginning in kindergarten. As the child progresses through thirteen years of secular schooling, he or she has experienced and has been subjected to usually an onslaught of immorality. Colleges and universities may further compound these attacks with further exposure to more immorality. For children who are not well versed in Biblical morality, evil expands through ill begotten indoctrination. It is no wonder why society is currently facing extremely difficult and insurmountable problems (see the other commentaries for examples), as it is today.
Creationism, if taught at all in secular schools is presented to students in a vague, unbelievable, illogical, way for deceptive purposes. An important part in the teaching of creationism is to explain this topic in a historical, religious, and scientific context. Human beings have inhabited the planet earth for over two million years, feeding themselves through hunting and gathering. About twelve thousand years ago, they suddenly realized that food could be raised and grown right outside of their home. Thus people became farmers and life became easier. This increased intellect in becoming farmers, most probably and logically coincides with the arrival of Adam and Eve, according to a Biblical timeline citing the arrival of Adam and Eve at 4000 years plus BCE (before the common era). Adam and Eve were provided with increased intelligence by God, provided that they abide by the rules that were set forth by God. One can now understand this part of creationism as it is explained in a factual, verifiable, and logical way.
Teaching a tolerance for homosexuality is abominable, immoral, and subjects students to the harm of evil. The teaching of tolerance of immorality is akin to the acceptance of immorality which many times, results in the individual engaging in immorality. The teaching of students about the dangers of drugs involves identifying most everything as a drug. Coffee, tea, cigarettes, and many foods contain drugs according to the masters of curriculum. Therefore many students can surmise that taking drugs is acceptable based on the teachings that most everything contains drugs as chemicals are drugs. An elementary school curriculum to differentiate the difference between a fruit or vegetable states that the determining factor is that a fruit contains seeds, and a vegetable does not contain seeds. Therefore, squash, tomatoes, cucumbers, and peppers for examples, are fruits. The determination of a fruit or