June, 1995. This file has not been proofed good. I lost the proofed copies that I mailed out to a bad disk. This is what was in June 95 mailing.

MTV, Reading, Writing & Murder

Good and Sodomy

Whose Values?

This pastor, as does almost every pastor, receives a great amount of unsolicited material, especially "education" material. The following came addressed to, "Rev Ovid Need Jr, or Current Christian Educ. Leader, Linden Baptist Church..." The more I considered the following advertisement, the more I was struck over its reproach against the modern church. Not being trained in the field of "secular" education, I really cannot do much more than take the following at face value, and assume the "flier" honestly reflects that thoughts and intents of the author and publisher, Allyn & Beacon. I have, therefore, reproduced the complete document. Moreover, I realize that many times these Examiner mailings "preach to the choir," but even the choir must understand what is taking place in its presence. Furthermore, many churches have had a tremendous influence in their community through the efforts of the "choir" - and not in singing.

The following was received from Longwood Division, Allyn & Bacon - The Professionals' Choice, The Educators' Friend, 12/6/94. We reproduce the following not to condemn the Statist Education System, but as a condemnation upon us: individual Christians and our so-called, Bible Believing Churches. The Statist are simply doing what the Christians, as a whole, are refusing and/or failing to do, viz. train Godly values into their children. The editor's comments concerning the more obvious points are in []:

"The problem with today's young people is that they don't have any values. [To which we must agree.]

Here's your opportunity to prove the naysayers wrong.

Dear Educator:

In many communities teachers and administrators are taking a leadership role in responding to the criticism that today's young people lack values. In schools throughout the country, new programs are demonstrating day after day that education in values and morality can succeed. [Teachers and administrators are taking the leadership in an area that belongs first to the parents than to the church. What a reproach upon Christians when the state "education establishment" thinks it must take the leadership, and is permitted by the parents to take the leadership in teaching "values and morality."]

Whether your school is actively involved in values education or simply considering it, you'll benefit from the cogent explanations and ready-to-use strategies in a new book destined to influence educators and curricula for years to come: [Watch what areas the strategies are in.]


"a masterpiece of values education: it is a complete kit for those who would like to begin helping children in this vital area and it is equally useful for the training or staff development coordinator wishing to begin such a program." Hanoch McCarty President Hanoch McCarty and Associates

Written for individual teachers, curriculum coordinators, school administrators, and others working with young people, it offers a broad overview of the field of values education plus 100 specific strategies you can use to put these concepts into action.

From developing a list of target values to integrating values concepts into subject-matter lessons, it offers hundreds of ideas, tips, and suggestions that can be implemented as part of the regular education program in any school or district.

In it you'll discover:

what methods have been tried in the past -- and with what results... which traditional methods work best... how to integrate critical thinking and decision-making skills with more traditional concepts... what's different about "comprehensive values education"... what steps you need to take to minimize community politicalization in this sensitive area... plus suggestions for getting the whole school --- including parents --- to buy into the program. ["what steps..." Sounds like the book tells how to cut parents off at the pass who might oppose the state's instruction in "values clarification."]

In the past, some educators might have agreed that values are a little like the weather --- everyone talks about them, but no one seems to know what to do about them. Of course, conscientious educators have always encouraged positive values such as honesty, respect, and "playing by the rules." [Who establishes the rules?]

But there's a difference between believing in these values and creating specific educational objectives that guide you as you plan your lessons, create opportunities for skill development, and evaluate the results. ["evaluate the results" of skill development in establishing values! Whose values? The state's? the teachers? the district's, the parents? The only mention of the parents is how to get them "to buy into the program." Thus the education establishment establishes the values, and the parents are persuaded to follow the establishment's lead in what it feels is best for the children.]

This book gives you the tools you need to consciously integrate values education into your day-to-day teaching and other encounters with students. And it gives you hundreds of ways to accomplish your goals while creating an environment that is motivating and engaging --- for you and your students.

What Is "Comprehensive Values Education"?

Dr. Kirschenbaum's approach includes the time-tested direct instruction methods for instilling and modeling traditional values such as respect, responsibility, and compassion. He combines these approaches with more modern methods aimed at helping students learn to think for themselves, make their own responsible decisions, and develop the skills needed for good citizenship and moral literacy. The resulting approach is comprehensive in four ways: ["think for themselves, make responsible decisions..." Obviously, Mr. Kirschenbaum leaves no stone unturned as he instructs the teacher how to establish "traditional values" in EVERY area of life and thought of the student. Who establishes the tradition? Whose tradition is he referring to? Sodomites, Fornicators, Adulterers, Idolaters, &c.? See below.]

Comprehensive in content --- It includes all value-related issues, from the choice of personal values to ethical questions and moral issues. [Who, may we ask again, establishes the values, ethics and morals? We will be told shortly that the state school system is who establishes the moral values goals. Notice that the choice is left up to the student, not the parents, church nor the Scripture. Values are preestablished for the Child of God by the Word of God: the choice is not his. This book is directed to teachers of all ages.]

Comprehensive in methodology --- It includes inculcating and modeling values as well as preparing young people for independence by teaching and facilitating responsible decision-making and other life skills. ["preparing young people for independence..." It sure appears the program, at the least, encourages the child's separation from his parents and the parent's values.]

Comprehensive in application --- This approach can take place throughout the school... in the classroom, in extracurricular activities, in career education and counseling, in awards ceremonies, even in morning announcements! [See comment below.]

Comprehensive in involvement --- Ideally, comprehensive values education involves the whole community. Parents, religious institutions, civic leaders, police, youth workers, and community agents all participate, reinforcing what students learn in school. ["involve the whole community." The center of focus for establishing "values" for every area of life and thought is the state education establishment: parents, churches, civic leaders, police, youth workers and community agents are all expected to reinforce those "values" the student is taught by the state's educators. Here we are blatantly told that every institution, including the church, is to revolve around the standards and values established by state through its education system. THERE'S DEATH IN THE POT, 2 KI 4:40.]

Like many other significant developments, Dr. Kirschenbaum's book is revolutionary not because it's entirely new, but because for the first time it draws together all of the best approaches in the field. He has taken the most successful aspects of values, character, citizenship, and moral education and incorporated them into a single, comprehensive, easy-to-implement model for contemporary values education. [Every area of life and thought are to be included in this "contemporary values education."]

The result is a timely and important book packed with specific strategies, practical ideas, thought-provoking quotes and cartoons, and numerous examples from real elementary and secondary schools.

Here's just a sample of the strategies you'll want to consider... [Observe the methods of teaching.]

How you can use literature, story telling, videotapes, television, and current music (the kind your students like) to teach values --- within the context of subject matter studies (#2 #3 #4);

How to reinforce values objectives with rewards, awards, contests, and prizes (#10); and ceremonies, rituals, and traditions (#15); ["rituals..." Certainly, rituals are important, but as Christians, our rituals consists of things like consistently reading God's Word and prayer - including prayer for daily supply, strength and food. Undoubtedly, these are not the rituals of his reference. We read about the rituals in some state schools: TM, Yoga, &c.]

How you can create opportunities for students to practice responsibility and service (#18, #19, #20, #21);

Ways to use symbols (#24), slogans (#25), posters (#26), and morning announcements (#27) to promote values;

How using clarifying moral questions (#28) can help your students develop the habit of asking questions themselves; ["Clarifying moral questions... habit of asking questions themselves." Question their parents' values? God commands parents to define and clarify moral questions from God's Word for their children. Never are we told by the Word of God that the state is to urge children to question moral values.]

4 ways to help students learn and practice empathy (#30); [Socialism? Anyone who has more than another is sinning.]

How sports programs (#32) and extracurricular activities (#33) can support classroom efforts by emphasizing the school's target values. [Thus we are told who establishes the "value goals," viz. the state school. The state establishes the values it feels the child should obtain; then everything is built around those "target values."]

... and there are still 67 strategies we haven't even begun to discuss! [Above is only a sample of what the American family is in store for, and it does not sound good in terms of God's Word.]

For example, in Chapter 6 on modeling, you'll discover valuable techniques for modeling values yourself... having older students and resource people serve as models... successfully using negative models described in the media... [Would we like to suppose who the media describes negatively?] and helping students analyze and acknowledge the role of models who have been important to them.

Chapter 7 offers 30 separate opportunities to help your students explore values and build key values-oriented skills, from defining their purpose to writing to a public official. [The obvious goal is to mold god-honoring values, i.e. state, and teach the children how to become involved in influencing public officials to abide by the new state-sponsored and established values. The NEA has been known to use young students to pressure elected representatives to support the NEA agenda.]

Concerned about students' ability to consider their values [as defined and developed by the teacher according to "the school's target values."] when making decisions? Chapter 8 provides strategies for building critical thinking, [note the reoccurrence of the phrase, "critical thinking"] and creative thinking, and effective communication skills. [How about reading and writing? From what we see in our local school situation, there seems to be more concern about communicating with computers than with pencil and paper.] You'll find strategies for practicing the art of listening, resisting peer pressure, [who defines the pressure to resist? "the school's target values," obviously] resolving conflict, and more --- all told, 10 strategies to support skills development in this critical area.

A Resource You'll Use Year After Year

With such a wealth of strategies to choose from, you'll be able to plan lessons and learning opportunities that reinforce target values, fit your subject-matter curriculum, and intrigue your students. Once you've implemented a few of the strategies, you'll find colleagues wanting to know where you got such great ideas --- and students eager to learn and practice the skills you're teaching.

So why not add this landmark book to your professional library today? Use the handy postage-paid order form I've enclosed, or call toll-free, 1-800-278-3525 to place your order. Your satisfaction is guaranteed!


Danielle Donovan

Longwood Division

P.S.: Helpful suggestions: I) Have your school order a copy for each teacher and administrator 2) Ask your librarian to order a reference copy 3) Route this information to others in your district (youth leaders, clergy, etc.) who may be interested.

About the author:

Howard Kirschenbaum is the author of 20 books in the fields of education psychology, and history, and has published numerous articles in professional journals. For 25 years he has been a leader in the field of values education, lecturing and conducting workshops on the subject throughout the U.S. and Canada, and in other countries including Australia, Sweden, Israel, and Venezuela. Dr. Kirschenbaum has consulted widely with schools, businesses, and non-profit organizations, and serves as guest faculty at a number of institutions. He has taught high school English and history; undergraduate courses in child development, educational psychology and group dynamics at Temple University; and visiting graduate courses at a number of institutions.

1. A Brief History of Values Education

2. An Overview of Values Education Approaches

3. Comprehensive Values Education

4. Implementing the Comprehensive Approach

5. Inculcating Values and Morality

6. Modeling Values and Morality

7. Facilitating Values and Morality

8. Skills for Value Development and Moral Literacy

9. Implementing a Values Education Program

References and Bibliography

1995 Available 288 pgs paper ISBN: 0-205-15489-1 Order #HS4893 $29.95 cloth ISBN: 0-20S-16411-0 Order #H64116 $39.95

[Of interest was another advertisement included with the above mentioned one: 101 Ways to Develop Student Self- Esteem. Contents: "I. The Self as the Starting Point 1. Chaos, Compliance, or Commitment? Teacher as Leader 2. The Only Way to Teach: Teacher as Role Model 3. Self-Esteem + Responsibility = Empowerment: Teacher as Coach II. Empowering Students 4. What's Love Got to Do with It? Teaching as a Loving Activity 5. In the Driver's Seat? Teaching as a Transforming Activity III. The True Purpose of Education 6. Secrets of Happiness and Success 7. Social Responsibility: Classroom as Community 8. Community as Classroom Resources." The book is written by Jack Canfield - President of Self-Esteem Seminars and the Foundation for Self-Esteem in Culver City, California and has previously been a high school teacher, and Frank Siccone - President of Siccone Institute and has taught workshops in hundreds of schools throughout the country. The chapter titles speak for themselves, viz. the spirit of Anti-Christ in action through those who use the methods described in the book.]


Note, Comprehensive in application... The author seeks to leave no area uninvolved in the teaching process as he moves the student toward "the school's target values." Compare the author's method with Deu 6:4-9,

Hear, O Israel: The LORD our God [is] one LORD: 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.

Do you not find it amazing that the Statist crowd understands the Biblical method of teaching better than do Christians? Why cannot we as Christians see the importance of allowing our children no free time away from Godly instruction?

Moreover, we should emphasize this point: The users of the material are urged to get the clergy, thus the "religious community," involved in supporting "the school's target values." The state establishes the values, and the individual teachers are urged to get the community, including churches, to support "the school's target values." Those values may be good values, e.g. don't steal, kill, &c., but the point is that the values are established not for the good of the individual in his service of the God of the Bible, but for the good to the state.

"But," one might say, "I do not see that it is the state establishing the values."

"Who," may we ask, "pays the salaries of the state school teachers and, therefore, has the authority to tell the teachers what to teach?"

Obviously, the state confiscates the money from the taxpayer by threatening to seize his property. That money is then used to, among other things, support the state's education system. Unless the taxpayer takes the time and energy to influence the school board, he has no say whatsoever in how that money is used to support the state's program.

Undoubtedly, we are not saying here that all Christians who give their children to the state schools are turning over their children's "values clarification" to the state; we have seen some excellent Christian young people make it through the state indoctrination centers, seemingly no worse for ware. But the above flier would not have been "mass-mailed" to churches if there was not a market among education establishments of all kinds, including those who profess to be operating under the name of Christ, i.e. churches.

The flier is a conspicuous reproach upon both Christian parents and churches. What has happened to Christians establishing and enforcing sound, Biblical, moral values upon their children? What has happened to Christians that they do not loudly and firmly protest the state's establishing and teaching moral values to their children? Indisputably, the "Christian" silence about all of society - especially the education system that contains so many Christian children as it works toward "emphasizing the [State's] school's target values" - shows us that the majority of self-professed, Bible believing Christians have been neutered, rendered useless and powerless, by their society. Biblical Christianity to the emasculated "Christian" no longer means establishing God-honoring, Biblical values and standards for their children as they allow the state to establish the "target values" for their children.

The Indianapolis Star, 12/9/91, carried an artical, Plainfield plans to teach kids values. [Plainfield is a large comunity just W. of Indianapolis.]

Plainfield, Ind. - This Hendricks County community is doing some soul-searching, hoping self-examination will benefit its kids.

Civic, church and school leaders here have launched a program designed to identify the values important to Plainfield residents and teach thsoe valuse to the town's children.

The program, spearheaded by Plainfield Community School Corp., is needed because society has changed and many kids no longer learn honesty, integrity or respect at home or church, said Superintendent Jerry Holifield.

"A lot of the problems in society today are due to the breakdown of the home and the breakdonw of moral valuse," said Phyllis Palmer, a member of the Plainfield board of Education. "If we succeed (in teachng values), things will be easier for the teachers, and education will benefit. But the community as a whole will be better, too."

Holifield said the 30-member committee workign on the program must first ask Plainfield residents which values are important to them. He said a survey will be distributed in January listing a variety of values - like honesty, kindness, cooperation and respect - and asking residents to identify the most important ones.

Once top values have been listed, holifield said the committee will suggest ways those values can be taught by familits, schools, churches, youuuth groups and community organizations...

For example, Holifield said, the committee might list a "Value of the Month." Ministers could talk about that value in their Sunday sermons, teachers could have students write about it in cclass, and parents could discuss it at home...

The artical concludes:

Rev. John Parsley, pastor at the First Baptist Church of Plainfield, said committee members know they will not see immediate signs community falues are being strengthened.

"We won't change attitudes overnight," he said. "But over time, bu redefining valuse for this generation, maybe we can make a difference for the next one." [Indianapolis Star, 12/9/91.]


First, what are the churches, and parents, teaching if not "values" "such as honesty, kindness," &c.?

Second, what a reproach upon every church in the community if the government, i.e. the school board, is the one who must lead the charge to establish "values for this generation."

Third, "redefine values..." It is doubtfull that Mr. Parsley realized what he said, but he did accuretly access the situation. Valuse are clearly being redefined: "Values" are not being defined in a Godly, Biblical context of pleasing God; such teaching would obviousy be prohibited in the government system. Furthermore, most parents would resist such a traditional definition of "values," as would many churches. Note we are clearly refering to BIBLICAL, GODLY VALUES, not to some abstract theory of "traditional family values," which is so popular today.

Fourth, according to the artical, "values" are being "redefined" in terms of what is best for the community, not in terms of what is best to please the Lord God. This is called, HUMANISM:

Third: We affirm that moral valuse derive their source from human experience. Ethics is autonomous and situational, needing no theological or ideological sanction... [humanist manifesto I and II, © 1973, Prometheus Books, 923 Kensington Avenue, Buffalo, New York 14215. Sixth Printing, 1987. P 17.]

The situation in Hendricks County required that honesty, kindness, &c. be taught. Which no theological, i.e. Godly, reason to try to reinstitute "values," it is a futile exercise in Humanism. (We intentionally have avoided using the term "Godly family values," because Godly values would be instruction in "honesty, kindness, cooperation and respect" because God's Word requires that we teach such valuse and live them consistantly through Christ Jesus.)

Christian parents who allow the state to establish the "values" for their children are sinners; they are clearly pagans to the core. They need to be converted. Moreover, what a reproach upon the church that a government body, a state school board, must urge it to teach moral values.


Reading, Writing & Murder

[The reader might note that this pastor allows thoughts, ideas and articals to remain in the computer until needed and/or useable. Thus some material might be a little outdated. The days in which we live are moving so swiftly that just a few months can make a major change in circumstances.]

While sitting in the chiropractor's office some time ago (I went to the emergency room for an overnight stay in the hospital for a very bad lower back problem), I picked up a copy of June 14, 1993 "People" magazine. The magazine contained an article, "Reading, Writing and Murder."

The article opens:

One reason Johnny can't read may be that he is simply too busy surviving. Three thousand safety officers - comparable with the ninth largest police force in the U.S. - walk their beats along the corridors of New Your City's schools. In Rochester, N.Y., teachers have placed safety ahead of salary in their current labor negotiations. In Dade County, Fla., some $14 million is budgeted for security - or more than $50,000 for each of 278 schools.

America's schools may never have been citadels of civility. But 50 years ago, the main disciplinary problems were running in halls and talking out of turn. Today's transgressions resemble those on a big-city police blotter: drug abuse, robbery and assault.

Not to mention homicide. According to a 1990 survey on Youth Risk Behavior conducted by the Centers for Disease Control, one of five high school students carries a weapon at least once a month for self-protection or for use in a fight. Last year the American Medical Association reported that guns had become second only to automobile accidents as the leading cause of death among young adults...

The article had a lead picture of an attractive young H.S. girl sitting at her classroom desk with a very worried look on her face with this statement at the bottom of the picture: "'I think about death all the time,' says Susan Coburn in the classroom where McDavid was slain."

One of the illustrations the article gave concerned the murder of a teacher, Donna McDavid, by Gary Scott Pennington, 17, a senior honors student in Grayson, Ky. Gary walked into McDavid's classroom and shot her in the forehead. A janitor, Marvin Hicks, rushed into the classroom and Gary shot him in the chest.

The paragraph that caught my attention is found on the second page of the article:

No one moved. Susan Coburn remembers thinking, "This isn't supposed to happen. This must be MTV." Donna Klein was sure it was a stunt, something to do with Mrs. McDavid's drama club. She tried to say something, but her voice was gone. "I was watching Mrs. McDavid's legs, wishing for some movement," she says. "Finally I said to him, 'Why are you doing this?'" Pennington, his words partly inaudible, said he had to do it. Didn't they understand?

One of the most obvious goals of the "public school" system is to remove God from education, and thus, from American society (EN1). The government education establishment has done a wonderful job in obtaining that goal. But the point here is the statement by Susan: "This isn't supposed to happen. This must be MTV." (Pennington was also a Stephen King fan.)

Though its premiss is very seriously flawed (EN2), "The Index of Leading Cultural Indicators" contains some very revealing statistics, such as the one on "Daily Television Viewing:"

Analysis: Americans are watching nearly two hours more television per day than they did three decades ago. Today, the average American watches nearly 50 hours a week of television-ten hours more than the average work-week

Perhaps more important than the quantity of television is the quality. Today, there is more brutal violence and explicit sex on television than ever before. It has been estimated that by the time the average child reaches age 18, he will have witnessed more than 15,000 murders on television or in the movies. Research shows that children and even teenagers have a difficult time distinguishing between what is fiction and what is reality. According to researchers, "…heavy exposure to televised violence is one of the causes of aggressive behavior, crime, and violence in society. Television violence affects youngsters of all ages, of both genders, at all socioeconomic levels and all levels of intelligence… It cannot be denied or explained away." In addition, a 1991 survey revealed that only 2 percent of respondents thought that television should have the greatest influence on children's values, but 56 percent believed that it has the greatest influence-more than parents, teachers, and religious leaders combined.

Job 31:1 I made a covenant with mine eyes; why then should I think upon a maid?

This pastor finds great inconsistancy in the fact that there is a rush move on to pass an "Anti-Terrorist" bill through congress because of the OK explosion, but there is no serrious move to stop the emphases on death that young people are being continually subjected to, e.g. "Death Education" in government schools, and death and destruction in the media.

What can be expected from young people when their minds are being continually filled with death? The facination with death of todays youth is quite desturbing:

A Deadly Rise In Suicides - ...National studies show that teen-age suicide is the second-leading cause of death among adolescents, and white males have the highest risk of any group... [Indianapolis Star, 10/27/94. Could it be that the better students in the government schools understand better the messages that are coming through the curriculum?]

3rd-graders accused of plotting to mutilate another youngster - Fort Wayne, Ind. - Three third-graders were suspended and others disciplied after after school officials discovered a plot to attack a fellow student and cut off his penis. [Indianapolis Star, 5/5/95.]

Look at the "doodles" of many uoung people, and you will find all kinds of representations of death and destruction.

Big-city gangs invading small towns Smaller cities provide a ripe recruiting ground for hoodlums' criminal exploits, experts say. [A small paragraph presents the problem:] "we need to be bigilant, and we need to take control because communities get what they tolerate, what they put up with."

And thus AP writer Nancy Armour sees more clearly the problem than do most Christians: The problem is that people tolerate evil rather than put up a fight against the evil.

Where are the parents whom God assigned to protect their children and train them properly in the Lord? Where is the church that was commanded to go and reach the world with the gospel, which includes their own communities? Why are young people killing themselves? Why are 3rd graders ploting against and killing their classmates? Why is MTV allowed into homes?

Obviously, Christianity has been removed from society in general, and from the churches in particular. People desire entertainment not conversion. Churches no longer have a mission and message from God: they have clearly departed from the faith as they seek to entertain people rather than convert people.

EN1 The recient flaps over graduation prayers clearly reveals the hostility of many school administrators against God. Here in Indiana, some local school superentendents refused to allow any kind of prayer (or even mention of God in a religious sence, e.g. songs) until they were threatened with court action. A sepcial bulletin from the American Cnenter for Law and Justice conerning graduation prayer at public schools was sent to each of the 14,658 public school superintendents in the United States to spell out the rights of students who desired to have graduation prayers.

The anti-God attitude shows up in the students, and every one wonders why the students are so infactuated about death.

EN2 Pg 20. Bill Bennett prepared the report for The Heritage Foundation, and it was promoted over the Rush Limbaugh program. The report (& evidently Bennett, ed) is as humanistic as any report that any flaming liberal could produce. Bennett proposed three legislation centered answers to America's ills which amounts to more laws and bigger government: "First, government should heed the old injunction, 'Do no harm.'… (True enough, ed.) Second, political leaders can help shape social attitudes through public discourse and through social legislation. Perhaps the best recent example of how laws can give voice to our moral beliefs is the civil rights legislation of the 1950s and 1960s. Here was statecraft as soulcraft. We should do more of it. (Emph added.) Third, a reform-minded and thoughtful legislative social agenda should include (some of his points, ed): * A more effective and though-minded criminal justice system, including more prisons… * A radical reform of education through national standards… a core curriculum… (increased centralized control, ed) * Identification of the father of every child, by having states ensure that a document exists at birth to identify the name and social security number of both parents (this is the Childhood Immunization Bill, ed)… This legislative agenda would have a positive impact… (Ed. thus, social ills can be cured with a "conservative" social "legislative agenda.")

I (& probably millions of others) received a 1993 NATIONAL ISSUES SURVEY from Sen. Bob Dole (for the Americasn Conservative Union). Actually, it was a fund-raising letter. The theme of the letter, of course, was liberal vs. conserative, and with my help of a donation of $10, $25, $50, $100 or more to the ACU, "the ACU will be able to help me take the battle to the liberals… With your help, the ACU will… reunite the political coalition that resulted in three consercutive conservative Presidential landslides…"

Dole's appeal closed:

Together, we can move forward with confidence and courage. We can prove that we stand united and ready to fight the liberals and take back control of the Congress and the White House. Please join me and the ACU in our struggle to keep America strong, free and proud."

Though agreeing that it is better to live under conserative policies, we must dogmatically affirm that the only choice is between conserative or liberal socialism: government can solve our social ills. And socialism has God's judgment against it, Rev 13.

ready, has been proofed.


(Constitutional Republic to Socialist)

Some time ago, we saw an article concerning the National Governors Association's Conference in Cincinnati. There the governors lamented the tremendous federal control over their local states which made them little more than mid-level administrators for the central government's programs. The article pointed out that the multitude of federal controls were brought about by the massive influx of federal moneys into these states. At first, the funds came with no strings attached, but as the states became more and more dependant upon the funds, the funds picked up controls upon them. The unfortunate point about the conference was that as the governors complained about the loss of local state control to the central government, none renounced the federal money which brought with it the massive controls. The author of the article was exceptionally perceptive of the difficulty which we face today.

This problem is not only on the state administrative level, but is at the local level, all the way down to the individual level. No area has escaped this "influx" of federal money. After those receiving the money become dependent upon the money, then the federal controls come.

But let us examine this a little further. Certainly, there must be a rethinking, a revolution if you will, among those receiving this money before there can be any kind of change. There is much more going on than just money and control changing hands. We have seen, since these "hand-outs" started, a massive shift of power from the local communities to a central location, Washington, D.C. With this shift of power has arrived a change in the form of government in these United States, and the Constitution has not been touched. Money represents power.

As the article mentioned, no one wants to renounce the money because we have become so dependent upon it, though the regulations with the money are becoming more and more repressive. It happens so slowly that few realize what is taking place, yet one area after another is falling to the stronger and stronger central government with this money. This writer has been surprised over the number of "patriots" he has met who are on the government "take."

Of course, the answer is for the states to renounce the money completely. In renouncing this money from the central government, the controls would go also. A good example is the speed limit, from which "Big Brother" has partially withdrawn: "Either 50% or more compliance with the limit or no more money." It is none of Washington's business how fast we drive; it is a local concern. An answer is not only to reject the money, but refuse to send the money to "Big Brother" to return with his huge cut removed and with the controls attached. Keep the money in the local area to meet local needs.

But this presents another problem: Much of the money from the central area of control is not TAX FUNDS, but is borrowed money. The borrowed money is reflected in the deficit which is being incurred by the federal government. States like Indiana are prohibited from "deficit financing." Therefore, the states do not have the "resource" to finance as does the central government. And there will always be social financing.

The central government "borrows" the money to send to states, local communities and even to individuals in order to keep them dependent on the central government. Of course, the tax-payer will be required to pick up the tab one day on this huge deficit, but the states are restricted in their spending to what they take in through revenues. Through this borrowing power possessed only by the central government, not available to local governments, we see the power being shifted away from state and local control to central control.

This brings us to another point: There is no way people would tolerate the taxes represented by federal borrowing: There would be an immediate tax revolt. As the campaign for President moves along, we see yet no candidates addressing the "borrowing" which is being done. All the candidates will promise to not raise taxes, and the people say, "My, how wonderful to hear this." But rather than raise taxes, the debt will be increased as it was under Reagan. The spending of future prosperity will continue because the people demand the present gratification social spending might produce.

Borrowing puts off the day of truth, hopefully to the next administration so the current administration will not get blamed for the crash; it puts it so this present generation will not have to face the results of the programs which it demands from the civil government.

The people is where the problem lies: People who do not want to give up what the borrowed money through federal programs will do for them. And these programs financed through deficit spending (borrowed money) reach everywhere: farms, child-care, lunches, utilities, education, churches, and the list is endless.

With the federally borrowed money (which the local tax-payer or his descendants must repay) comes a tremendous amount of control from the central government. It controls those who will not control themselves in their spending, and it controls those many future generations who will have to repay what it borrows to provide the federal handouts the people demand. The borrowed money will be repaid through inflation if in no other way.

With borrowed money comes a tremendous shift in power as the central government uses a means forbidden to local governments, deficit financing. The local tax-payer would not tolerate his local tax board taxing him as much as the spending in his community represents; no doubt the federal government knows this, so the actual cost of their massive programs - shifting the control to them - is kept hidden.

No doubt the central government will do its best to prevent the bill from coming due until it has the total, complete control that it appears to desire. This control is why it almost forces social programs upon those who see the danger, either by making the programs appealing and easy to enter into, or by creating economic conditions that will leave those who resist no choice but to join and submit to the controls.

We can expect nothing except STRONGER central control over absolutely everything until the people are willing to bite the bullet and refuse any and every federal dollar, maybe even by keeping the local money at home. With the money comes controls.

The borrowing power of the central government is being used to bring about a shift in power and a shift in our form of government: a shift from local governmental control to a strong centralized governmental control. There is absolutely no doubt that we are seeing a nation being changed from a nation of liberty and freedom to Socialism: one of total central control by the Elite.

Are we willing to pay the price to prevent this nation from going totally Socialistic?

Needs to be printed out and proof

Good and Sodomy

As we have been teaching through the book of Matthew in our Sunday AM services, it is not difficult at all to see why there are those who desire to "despensationalize" this book out of the Christian's Bible, i.e. "It is not for the 'Church age in which we live.'"

Among the many "hard" statements of the Lord Jesus is one found in Mat 11:20-24, where we have recorded Christ's words against the hardness of sin. Christ mentions two types of cities: the cities of Chorazin, Bethsaida & Capernaum, which were then existing New Testament cities, and He mentions Tyre, Sidon and Sodom, which were Old Testament cities that had passed into history. The mentioned New Testament cities had seen mighty works and heard the glorious words of the Son of God Himself. The mentioned Old Testament cities had not.

The Old Testament cities of Sidon, Tyre and Sodom were very well known by Christ's hearers for their evil and wickedness. The Old Testament foretold and recorded their destructions for their open evils.

The New Testament Cities of Chorazin, Bethsaida and Capernaum were not known as wicked cities in the manner of Sodom, but these cities rejected the Son though He walked personally among them.

The religious leaders, the scribes and Pharisees, were quite proud of their love for and dedication to whom they considered the God of the Old Testament, John 8:54. Therefore, what Christ said in Mat 11 was a tremendous insult against them. They were proud of their spirituality, but Christ told them that they were harder than the inhabitants of Sodom, Tyre and Sidon. Christ's assessment of their spiritual condition did not set well with them at all.

Four Points to Consider:

1) This section makes clear that those with more knowledge are more responsible. The Lord holds to a far greater measure of accountability the morally good people who know the truth about the Word of God than He does the pagans who act in the most wicked way but know not the Word of God.

Notice the order as the cities are listed: Chorazin, Bethsaida only had a few mighty works done in them. They are compared to Tyre and Sidon which would have repented if they had seen only a few marvelous works of Christ in them. Moreover, Bethsaida was the home of the Apostles Andrew and Peter, John 1:44. Even though this community was hardened against Christ, Christ chose two of His disciples from this city. Thus the grace of God is clearly seen: No matter how hardened in sin is an area, the Lord has some of His people there. Our responsibility is to take the gospel to them.

2) v. 23, the third city mentioned is Capernaum. This city had been the long time home of Jesus, Mat 13:57. The city had been exalted to the heavens by the Father because He chose this city as an earthly home for Christ, and He chose it to do many mighty works in. In fact, the Lord said that if the same works had been done in Sodom, Sodom would have repented. Therefore, this morally good city of Christ's day would be judged far more severe than the grossly wicked city of Sodom in the coming judgment because they rejected Christ in spite of His works.

Accordingly, the Lord makes this very important point, viz., morality without Christ yet knowing about Him is worse than immorality apart from knowing about Him.

We must not overlook nor underestimate what the Lord said here: He said that the morally good people who are hardened against the gospel of the finished work of Christ and His rule over their lives are worse than the sodomites.

WE SHUDDER WITH DISGUST AT THE THOUGHT OF SODOMY - I will never understand a male's attraction to another male over a female.

WE SHUDDER WITH DISGUST OVER SODOMY, but God shudders with disgust over man's rejection of King Jesus' rule over them. Notice the harsh words against those who profess Christ yet ignore the requirements of God's Word upon them, Hebrews 10:29.,

Of how much sorer punishment, suppose ye, shall he be thought worthy, who hath trodden under foot the Son of God, and hath counted the blood of the covenant, wherewith he was sanctified, an unholy thing, and hath done despite unto the Spirit of grace? For we know him that hath said, Vengeance [belongeth] unto me, I will recompense, saith the Lord. And again, The Lord shall judge his people. [It is] a fearful thing to fall into the hands of the living God.

We can all agree that here are no words to describe the evils and disgust of sodomy, but the Lord speaks harsher words against those who claim to love the Lord God yet fail to live the love they profess. Capernaum professed to be a Godly community; Christ dwelt in Capernaum, and Christ did many mighty works there, yet Capernaum refused to accept and follow the Messiah. Christ Himself says that wicked Sodom is better off before God than was morally good Capernaum.

This passage clearly tells us that the sodomites "coming out of the closet today" are God's reminder of His hatred of today's brand of Christianity: the Sodomites are not as deserving of judgment as are those who claim Godliness yet resist the Word of God.

3) This passage was spoken primarily to and about the then present generation and the coming judgment against them. But this passage also calls for extreme measures of judgment against all nations of all times who have the Word of God, but refuse to turn from their evil deeds.

Not only is Billary, but corrupt people at all levels of authority are part of God's judgment against modern, indifferent Christianity that refuses to get involved in reaching its community for Christ and standing against the evil in its society.

In other words, America is getting just what she deserves. Open sodomy is God's open rebuke of modern Christless, indifferent Christianity.