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Reflections for Constitution Day

Posted By Foundation for American Christian Education, Tuesday, September 15, 2015


Junius Brutus Stearns, Washington at Constitutional Convention of 1787,Signing of U.S. Constitution


On September 17, 1787, 40 bold men from 12 states signed the document that would guarantee in writing the rights and liberties of citizens of the newly formed United States of America. The signers knew, however, that the freedoms guaranteed by the Constitution were only secure if the Christian character of the people remained strong.

Two hundred and twenty-eight years later, we commemorate this world-shaking event with these reflections:

The Tree of Liberty must be nourished with our attention to what constitutes the Constitution. This has to do with Conscience and Character, and must—in the home, church, and school—restore Christian conscience and Christian character as the keystone to the foundation of liberty and freedom.
Rosalie J. Slater, Co-Founder of The Foundation for American Christian Education

The record of America as a Christian nation resides in the documented history of her founding. This record has been deliberately obscured in order to deprive the American of his Christian heritage of individual liberty. The rediscovery of the Christian foundation of our country and its form of government can restore Christian Leadership to America. But in order to return America to Christianity, this knowledge must be the background of every individual engaged in the education of American youth—parents, clergymen, and educators.
From “The Christian Roots of Our Constitution” by Verna M. Hall, Co-Founder, The Foundation for American Christian Education

American constitutionalism was rooted in the absolutes of God’s law. True law is in accord with God’s law. William Blackstone, whose Commentaries of the Laws of England (1765) was a primary resource for those studying law in America until the twentieth century, said that “no human laws are of any validity, if contrary to the law of nature [which is] dictated by God himself…[or to] the law of revelation [which is] to be found only in the holy Scriptures.”
From “Noah Webster, God’s Law, and the U.S. Constitution” by Stephen McDowell

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A Republic... If You Can Keep It

Posted By The Foundation for American Christian Education, Wednesday, September 9, 2015
Updated: Wednesday, September 9, 2015


Howard Chandler Christy, Scene at the Signing of the Constitution of the United States, 1940


“A lady asked Dr. Franklin, ‘Well, Doctor, what have we got, a republic or a monarchy?’ –‘A Republic,’ replied the Doctor, ‘if you can keep it.’
Quoted in Dr. Gai Ferdon, A Republic If You Can Keep It, frontispiece


September 17, 2015 marks the 228th anniversary of the signing of the Constitution of the United States of America. On this day in 1787, 40 bold men from 12 states signed the document that would guarantee in writing the rights and liberties of citizens of the newly formed United States of America. They would no longer be subject to the arbitrary whims of lawmakers or monarchs, but be governed by a written document guaranteeing their rights and liberties. Several months later on June 21, 1788 the remaining nine states ratified the document, and a Bill of Rights was added to further insure protection for individuals and states from a central federal government.

We Americans hold a document so unique and remarkable it has only been amended 16 times in over 200 years. British Prime Minister William Gladstone once said of our Constitution, “…the most remarkable work known…in modern times to have been produced by the human intellect, at a single stroke.”

But, more importantly, our Constitution was not only the work of men who applied their education and knowledge to the task of crafting new governing ideas in writing, but it was also their understanding of the Bible, and the principles therein, applied to the subject of civil government. It was a governing document created for individuals who were already governed by the Word of God and had formed internally the character to be “self-governing.”

John Adams said, “ Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.”

And Noah Webster declared, “The religion which has introduced civil liberty, is the religion of Christ and his apostles…to this we owe our free constitutions of government.”

With grateful hearts and thanksgiving to God, let us acknowledge that our Constitution is unequaled in the world and continue to allow Him to refine our “character as gold,” the currency that builds our Republic.

Preamble to the Constitution

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Tags:  Constitution  Founding Fathers  republic 

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The Common Core or a Renewed Mind: Horace Mann vs. Noah Webster

Posted By Foundation for American Christian Education, Tuesday, September 1, 2015
Updated: Wednesday, March 4, 2015

 

The recent media coverage of the Common Core curriculum has caused debate among educators, politicians and parents. The stated goal of the Common Core is to have every school district in the nation follow the same national standards, the idea being that a standardized curriculum will raise students’ scores and performance across the board and make them more competitive in an international field. Proponents believe that a centralized approach to education in the U.S., with little parental control, no occasion for teacher innovation and a hefty taxpayer bill will be the solution to our failing schools, demoralized teachers and despondent students.

We must consider, is the Common Core really the answer to our educational woes or is there an alternative?

While the Common Core is based on social “science” and a one-size-fits-all approach, the Principle Approach® is based on a time-tested, age-old method of education that places Biblical reasoning and individual learning at its core. It is a method of teaching and learning that is reflective, inspiring and satisfying for students and teachers alike. It produced the quality of thought and character that enabled our Founding Fathers to design a system of government that would assure personal and civil liberty for the first time in the history of mankind.

The foundational principles and values of the Principle Approach have been progressively abandoned by modern education, beginning with Horace Mann in the early 19th century. The retreat from a truly Biblical way of thinking is the reason we are faced today with the encroachment of the federal government into our homes and schools that the Common Core represents, an encroachment on the sacred duty of parents to educate their children, while ignoring their God-given individuality and purpose.

We are the guardians of the next generation, and we must seek to restore the spirit of godliness in our nation. That restoration will begin with our children and their education. Rather than the legacy of Horace Mann, we need to look to the example of Noah Webster, who left a legacy of Biblical scholarship and individual learning in his 1828 Dictionary and Blue-Backed Speller, who more than any other American taught his fellow countrymen to read. Like Webster, let us begin by renewing our minds in a way that causes us to view all of life and learning through a Biblical lens. A mind that is intent upon developing a thorough and inclusive Biblical worldview, having a learner’s heart will be one that is full of grace and truth, and for the restoration of the individual and the nation.

Now the Lord is that Spirit; and where the Spirit of the Lord is, there is liberty. (II Corinthians 3:17)

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The Cure for the Common Core, Part II: Remedy

Posted By Foundation for American Christian Education, Tuesday, August 18, 2015
Updated: Tuesday, August 11, 2015

Common Core—a standardized national education mandate for American schools—is being rejected by state and local school districts across the nation. The centralized, bureaucratic and test-driven curriculum has been touted as the answer to failing public schools, but parents, teachers and school administrators question if it will really solve the myriad of problems found in America’s public schools.

Part I (which you can read here), examined the destructive consequences of adopting Common Core. Part II provides the answer to these questions and contrasts this secular education model with a Biblical pedagogy, the Principle Approach.

Noah Webster, in his 1828 American Dictionary of the English Language, explains the purpose of education as “the bringing up of a child; instruction; formation of manners.” He goes on to say that the goal of an education should be “to enlighten the understanding, correct the temper and form the manners and habits of youth and fit them for usefulness in their future stations.” He reminds Christian parents and teachers of the immense responsibility to not neglect these duties.

Webster shows us that true goal of education is to shape the whole person, to inform the spiritual and moral being of the child as well as the intellect.

The Common Core on the other hand treats the minds of our children as empty vessels to be filled up with an assortment of facts and figures, but does not teach them to evaluate, judge and interpret these facts. The antidote to the Common Core is a method of education that will impart to them what they most need: wisdom.

When Webster wrote his Dictionary, the kind of education he describes was common in the United States. It abounded in Colonial America and formed our nation’s Founding Fathers. Today this form of education is still available to Christian parents, homeschoolers, and teachers today in the Principle Approach. Students using a Principle Approach curriculum such as The Noah Plan receive an education that trains them in the principles of Christian self-government, Constitutional liberty and American political union, which form the bedrock of our Republic as it was envisioned by the Founders. The Principle Approach produces the highest level of literacy and, as measured by The Nehemiah Institute’s PEERS test, shapes students in a Biblical worldview more effectively than any other form of education.

The Principle Approach is a method of education that recognizes the value of the individual, the importance of Christian character and respects that “conscience is the most scared property.” The Principle Approach inspires and elevates the individual learner not only to love God’s Word and obedience, but also to aspire to their highest calling.

We understand, today, that we must strive to give our children, tomorrow’s American leaders, a Biblical education, founded in a method that produced the highest level of literacy our nation has ever known, the fruit of which will be self-governing citizens that can protect our Biblical Constitutional Republic.

How does a Biblical, Principle Approach education differ from the secular precepts of Common Core? Let’s compare:

Common Core Principle Approach
Centralized: Bureaucratic, socialistic, standardized curriculum Local: Hebrew model, family-centered with individuality of each student foremost
Secular: Test-driven curriculum, job skills and technical competence emphasized Biblical: Traditional subjects taught, including the Bible, mathematics, literature, Christian history, mastery of subject matter emphasized, with knowledge of Christ as the goal
Method: Students taught rote memorization of facts without reasoning from cause to effect Method: Students taught to analyze and reason from cause to effect
External: No moral absolutes, does not shape character Internal: Touches the conscience, shapes character
Divides: Fragmented worldview Unifies: Teaches holistic, relational thinking between subjects
Results: Dependency Results: Independence and self-government
Purpose of man: Lifelong obedient service to the State Purpose of man: Lifelong obedient service to God and to fulfill God’s calling on the individual’s life

Dan Smithwick, founder of the Nehemiah Institute, diagnoses the problems with today's government education. Receive this audio CD and booklet with your gift today. Click here to learn more about how FACE is working for a cure for the Common Core.

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The Cure for the Common Core, Part I: Diagnosis

Posted By Foundation for American Christian Education, Wednesday, August 12, 2015
Updated: Tuesday, August 11, 2015

The media is filled with news about Common Core, both positive and negative, but many don’t know much about this federal initiative or what the outcome of mandated Common Core derived education could mean for the future of our nation. This two part series addresses the history, dangers and the Cure for the Common Core.

The Common Core Standards State Standards Initiative, more simply known as Common Core, is a national education program developed in 2009 by the National Governors Association and the Council of Chief State School Officers. In principle, Common Core has the laudable goal of ensuring that all high school graduates are either “college-ready” or prepared to enter the “working world.” In reality, though, it is an effort by state governors and education chiefs to prop up failing public schools and correct poor student performance by using standardized measures as proof of achievement. Under Common Core, traditional mathematics, English, classic literature and history are escorted out and a centralized, test-driven curriculum is ushered in. To boost test scores, class time is loaded with information and facts, but critical thinking, creative problem-solving, the handling of abstract ideas and analysis are marginalized. Inspiration, moral absolutes, love of learning and individual contributions are non-existent.

Attached to the Common Core Standards Initiative is a whopping $4 billion in federal funding from President Obama’s “Race to the Top” competitive grant program. This money is a carrot dangled in front of administrators responsible for educating tomorrow’s American citizens who are strapped by minuscule local school budgets and decreasing state funding. As a result, in 2010, 45 U.S. states implemented the Common Core.

Although Common Core appears anodyne, its mandate increases bureaucracy and centralization, removes parents from basic decisions and oversight of what their children are being taught and gives teachers little input on shaping curriculum to individual student learning styles. Common Core emphasizes standardization rather than individual learning.

Through Common Core, American students are being subjected to a “dumbing down” of educational standards. But most dangerously, Common Core denies the truth of our Christian heritage and Biblical form of government. Without the lessons of American history and the moral absolutes found in the Bible to guide them, America’s future citizens will lack the foundation to sustain our Republic and will become the prey of dictators and statists who will rob them of their liberty.

When Alexis de Tocqueville visited America in the 1830s, he found a very different view of education than that of Common Core. Tocqueville noted that the public schools were an extension of the home, family and community, and that Americans were very loyal to their schools, which at that time were fee based. He also commented that the oversight of schools was far removed from state or federal control, which was good because centralization of information makes freedom of thought illusory. In Tocqueville’s day, the public schools mirrored the government of our Christian Republic. The schools were built and supervised by the township, supported by parents and existed to create citizens prepared for self-government and liberty. This is in stark contrast to today’s Common Core that reflects centralization, bureaucracy, socialism and citizens groomed for dependency on government.

Fortunately today, thanks to efforts of a large number of outspoken parents, educators, communities and other organizations, many policy makers are realizing the devastating effects of Common Core and are rejecting the initiative. Several states that initially adopted Common Core have subsequently repealed it.

Common Core spells disaster for America and repealing it is an important first step. But the questions remain: What will replace it? What is the answer to America’s educational woes? How can we fix the broken public education system? How can our schools produce citizens that are able to reason and relate from a principled foundation in order to solve the pressing political, cultural, economic and foreign policy problems we face? How can we return to the moral bedrock and cherished traditions observed by Alexis de Tocqueville that made America great? How can we restore our Biblical Constitutional Republic?

For the answers to these questions, see Part II of The Cure for the Common Core

Dan Smithwick, founder of the Nehemiah Institute, diagnoses the problems with today's government education. Receive this audio CD and booklet with your gift today. Click here to learn more about how FACE is working for a cure for the Common Core.

Read more about the problems of the Common Core in William M. Ever's article "No Exit, No Voice: The Design of the Common Core" at the Heritage Foundation website.

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C.S. Lewis: "We Must Attack the Enemy's Line of Communication"

Posted By Foundation for American Christian Education, Monday, July 27, 2015

In God in the Dock, beloved Christian writer C. S. Lewis unexpectedly urged Christians to write (and to read!) books that reflect a Biblical point of view without being overtly apologetic. Lewis thought that the subtle approach of these books is both persuasive and counters the pervasive culture of secularism and its rejection of spiritual truth (which he calls "materialism"). Lewis wrote,

We must attack the enemy’s line of communication. What we want is not more little books about Christianity, but more little books by Christians on other subjects—with their Christianity latent. You can see this most easily if you look at it the other way round. Our faith is not likely to be shaken by any book on Hinduism. But, if whenever we read an elementary book on geology, botany, politics, or astronomy, we found that its implications were Hindu, that would shake us. It is not the books written in direct defense of materialism that make the modern man a materialist; it is the materialistic assumptions in all the other books. In the same way, it is not books on Christianity that will really trouble him. But he would be troubled if, whenever he wanted a cheap popular introduction to some science, the best work on the market was always by a Christian. The first step to the reconversion of a country is books produced by Christians.

When Lewis wrote this text in 1945, World War II was still raging in Europe and his military metaphor would have resonated with his audience. A general knows that destroying the enemy commanders' ability to communicate with their troops creates confusion, which can be decisive for victory. Lewis sees in this a spiritual truth. To win the spiritual battle in which we are engaged it is necessary to cut off the "line of communication" which our Enemy uses to lure people into unbelief. He suggests that Christians do so by countering the message sent by many writers whose underlying assumptions are atheistic with the Christian perspectives on the same issues. Doing so cultivates hearts that will be receptive to the Gospel message.

Lewis's appeal is more apt today than when he wrote it 70 years ago. The battle for our nation is a spiritual war which is being waged in the hearts and minds of our children, and the one of the Enemy's "lines of communication" is education. Today's secular education sends the message that not only should there be a separation between Church and State (the meaning of which is distorted), but also a separation between God and every "non-religious" subject, which builds up a wall in the hearts and minds of the young between them and their Creator. But when belief in God is cordoned off from the study of history, science, mathematics, literature, and other subjects that seem to be "independent" of religion, the results are tragic. The exclusion of God from everyday life leads to an emptiness and void that destroys souls.

Parents and teachers who want their children to put God first will recognize the importance of an education that is Biblically-based and Christ-centered, bringing God's Word to bear on every subject. It is only an education that approaches the whole of life from a Christian perspective that feeds the heart and mind and fills the spirit with the knowledge and love of God. The "reconversion," as Lewis calls it, of our nation requires both teaching our children the Bible and teaching them every subject from a Biblical perspective.

FACE is dedicated to bringing parents and teachers educational resources that teach every subject from a Biblical worldview. We invite you to learn more about these resources, including our facsimile edition of Noah Webster's 1828 American Dictionary of the English Language, which uses more Biblical references than any other dictionary, and the Noah Plan®, a K-12 curriculum that brings every subject under the dominion of Christ. Now is also a great time to invest in the Noah Plan. We are offering Noah Plan® Curriculum Guides at 20% off! Visit FACEBookstore.net to learn more.

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Does a Classical Education Matter?

Posted By Foundation for American Christian Education, Wednesday, July 15, 2015


Jean Siméon Chardin, The Young Schoolmistress, 1736

Many Christian schools and Christian homeschooling families have adopted a “classical” curriculum approach to teaching and learning, believing it to be the best form of education. The model for classical education is rooted in medieval Europe and refers to the Greek and Roman authors of the first rank among the moderns. The definition of classical is “being of the first order, constituting the best model or authority” and is considered pure, chaste, correct and refined.

But as Christian educators and parents, would we not consider the Bible as the first and authoritative classic? Biblical-Classical education identifies its source primarily in the Hebrew concepts of knowledge and life as contrasted to the Greek and Roman concepts of knowledge and life.

The Hebrew model of education had a primary purpose of teaching and learning to train the whole person for lifelong, obedient service in the knowledge of God. The fundamental goal of instruction was to transmit an historical and ethical heritage. While the Greek end-purpose was to “know thyself,” the Hebrew system had the object of knowing God as the primary purpose of education.

Colonial American education diverged from the European classical model at the Reformation to flower fully in its American colonial and governmental expression, and became the repository of making Biblical application to all of life. The Bible far outweighed the classical emphasis in scope and methodology. A Biblical education became not a passive repository of information, facts and figures, but a living pedagogy that called for critical thinking, debate, discussion and analysis. The role of the Bible in early American education is evident in the formation of John Quincy Adams, our nation's sixth president. The Biblical education he received helped him to play a vital role in supporting the Christian republic. (You can read more about John Quincy Adam's education by reading the article, The Education of John Quincy Adams: The Character for a Christian Republic.

Today, The Principle Approach or Biblical-Classical education is rooted in the Hebrew model of education, is enlightened by the Reformation, and applies Biblical principles in all subjects of the curriculum resulting in a high level of scholarship, formation of Christian character and self-government, and forms a Biblical world-view in the student. The only foundation for a useful education in our American Republic is the Bible and without it there can be no virtue, and without virtue there can be no liberty. And liberty is the object and life of all republican governments.

Learn more about the Noah Plan Curriculum, which uses the Principle Approach and save 20% on Noah Plan Curriculum Guides in our Bookstore.

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The Revolutionary Ideas of the Magna Charta

Posted By Foundation for American Christian Education, Thursday, June 4, 2015


King John Signing the Magna Carta, June 12, 1215

[It is] the greatest constitutional document of all time, the foundation of the freedom of the individual against the arbitrary authority of the despot.”
Lord Denning, British Jurist

On June 15, 1215, in the now famous meadow at Runnymede, on the banks of the Thames, King John signed the Magna Carta, or Great Charter. This moment was a watershed in history. The king’s signature meant that he accepted rule of law, the principle that the law takes precedence over the will of any ruler or government. In other words, King John could “no longer make it up as he went along.” Now, there existed a written law that bound the sovereign as well as the poorest citizen. The English had long recognized the rights of the individual, but the Magna Carta marks the transition from the age of traditional rights to written documentation to protect those rights.

The Magna Carta, named “great” due to its volume more than magnitude, contains long passages concerning property. This is significant, because, as Daniel Hannan writes in The Wall Street Journal (May 30, 2015), the “Magna Carta conceived freedom and property as two expressions of the same principle. The whole document can be read as a lengthy promise that the goods of a free citizen will not be arbitrarily confiscated by someone higher up the social scale. Even the clauses that seem most remote from modern experience generally turn out, in reality, to be about security of ownership.

The Great Charter inextricably unites the concepts of liberty and property: our right to property secures our liberty.

The legal protections secured by the Magna Carta were central to the establishment of the United States. The Founding Fathers took the ideas conceived in the Magna Carta and carried them a step further, recognizing them not only as a statement of the fundamental rights of person and property, but considered this document to guarantee those rights. From this foundation of law was the birth of The War of Independence and eventually The United States of America.

When the Founding Fathers issued the Declaration of Independence, they were not rebelling against the English crown as much as they were claiming their rights as Englishmen. In issuing taxes on the colonies without parliamentary representation, King George III had violated rights explicity enumerated in the Magna Carta. As Hannan writes, “It was therefore not just their right but their duty to resist.”

This year, 2015, is the 800th anniversary of the signing. As we commemorate this significant anniversary we recognize that the rights and liberties first secured in the Magna Carta, the right to liberty and property, have come to be enjoyed world over because English-speaking people have been willing to fight—and to die—for them.

But we also recognize that the rights and liberties that were set out in the Magna Carta and developed in the U.S. Constitution cannot be established by documentation alone. Constitutional law rests first of all on the law of conscience. As Samuel Adams reminds us, even with the “established custom of a written constitution…even this is of little value in the presence of a dead constitutional morality.”

Learn more about the Magna Carta and its monumental significance by attending in person or live online our next Lessons in Liberty lecture “The Great Charter of Liberty: 800 Years of Significance,” given by Dr. Paul Jehle on Tuesday, June 9.

The Lincoln Cathedral Magna Carta, one of the four original documents, is on tour in the U.S. and is currently on display at the Library of Congress in Washington, D.C.

Read Daniel Hannan's article in the WSJ here.

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A Spirited Memorial

Posted By Foundation for American Christian Education, Thursday, May 21, 2015

Originally known as Decoration Day to honor the Civil War dead, Memorial Day was designated an official observance after World War I. This remembrance day was celebrated in May when many flowers were in bloom and thus the custom of strewing flowers over the graves of those fallen in defense of their country and liberty.

A lesser known “memorial” is “an affectionate, but spirited memorial” of resolutions drawn up by the first General Congress of the original colonies to the people of England, “reminding them that they held their own boasted liberties on a precarious tenure, if government, under the sanction of parliamentary authority, might enforce by the terrors of the sword their unconstitutional edicts.” 

Mercy Warren in her “Prelude to the American Revolution” recounts those days and events leading up to The American Revolution and reprinted in The Christian History of the American Revolution, Consider and Ponder complied by Verna Hall. In speaking of one of the original gatherings of representatives from the colonies she wrote:

This respected assembly, the Amphyctions of the western world, convened by the free suffrages of twelve colonies, met at the time proposed, on the fourth of September, one thousand seven hundred and seventy-four. 

They entered on business with hearts warmed with the love of their country, a sense of the common and equal rights of man, and the dignity of human nature.

They exhorted all ranks and orders of men to a strict adherence to industry, frugality, and sobriety of manners; and to look primarily to the supreme Ruler of the universe, who is able to defeat the crafty design of the most potent enemy.

Today, let us not only honor those who have valiantly and selflessly given their lives for our liberty, but also recall this “memorial” from our first General Congress on how to live as American Christians.

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Is there hope for America?

Posted By Foundation for American Christian Education, Tuesday, March 10, 2015


Today, the very core of our national character is barely recognizable in light of our nation’s founding principles and virtues. The result: confusion and capitulation.

The signs of the times stir grave concerns causing us to ask, “What kind of world, what kind of community, what crises of conscience, what shred of liberty, or opportunity for happiness are ahead for our children?”

Often as American Christians, we are fearful that we are losing the “culture war” and there is no reason for hope for the restoration of our nation. But the Scripture encourages us to “have no fear of them, nor be troubled.” (I Peter 3: 14-16)

In February, FACE sponsored the Reason for Hope Conference in Virginia Beach, Virginia. We gathered with Christian educators, homeschool parents, pastors and leaders from around the country, and we were joined online with friends from around the world as we deepened our understanding of the Biblical roots of our American Christian history and liberty as applied to current issues in education, economics, religion, politics and social issues. This two-day event awakened our commitment to study and teach the principles of God’s Word, and renewed our HOPE in the purpose and future of our nation. America’s founding theologian William Ames taught, “our hope is strengthened, increased, and stirred up by faith, repentance, good works and a good conscience. True and lively hope exists through these.”

God has given us the means of securing the future for our children, and He holds us accountable. His Word contains the wisdom and knowledge for all of life. Sadly, the abandonment of principles of the Word of God leaves our current common wisdom clueless when dealing with the real issues of the day. Confusion is opposed to hope, and therefore cannot be permitted, especially in our children.

Truly, this is the HOPE: the sure promise of God that His Word stands forever; is eternally victorious; and is always absolutely sound. Join with us as we safeguard, teach and plant the bedrock principles that sustain liberty.

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