https://www.homeschools.org/blog/

We invite you to continue reading, sharing, and engaging with us there as we seek to encourage and equip families in their homeschooling journey.

Thank you for your continued support and your love for Christian home education!

Societal Leadership Today

     One only has to look at the current leaders of society, both political and cultural, to see people many who have gained their position for perhaps no other reason than they are rich, famous, and/or beautiful,[ii&91; rather than intelligent, hardworking, and morally upright.[iii&91; Dishearteningly, it appears that these fleeting characteristics are precisely why so many follow them.[iv&91;

     To encourage this adoration, we endure cheesy elections with all the fanfare and foolishness that surrounds political conventions of either party where those who would rule over us are presented as our humble servants. Yet, the endless stream of viscous attacks, overinflated and mostly false promises, and word games make even a Shakespearean drama seem boring. Experience tells us that no sooner do they don the toga of elected office they, like the Roman senators of old, frequently live lives that are debauched (Matt.7:16), power hungry (Lk.22:25),and far removed from the life of the common man whom they promised to serve and protect. Former University of Nevada professor Hans-Hermann Hoppe illustrates this reality well:

The fortunes of great families have dissipated, and their tradition of culture and economic independence, intellectual farsightedness, and moral and spiritual leadership has been forgotten. Rich men still exist today, but more frequently than not they owe their fortune now directly or indirectly to the state. Hence, they are often more dependent on the state’s continued favors than people of far lesser wealth. They are typically no longer heads of long established leading families but nouveaux riches. Their conduct is not marked by special virtue, dignity, or taste but is a reflection of the same proletarian mass-culture of present-orientedness, opportunism, and hedonism that the rich now share with everyone else; consequently, their opinions carry no more weight in public opinion than anyone else’s.[v&91;

Hoppe has pointed to the harsh reality that our power elite are those of recent creation through methods unfortunately employed in both the political and business realm: a willingness to be a figure head accountable to the power behind the throne[vi&91; that placed them there to be nothing more than “doorman” that look nice, act nice and say nice things to the public via the media[vii&91; are the common stock of today’s leadership.[viii&91; The result?

Americans are an easy mark, because they are too insouciant and too gullible to believe that “their government” would behave in such ways. The First Amendment is being hacked down. Once Americans cannot speak, they are done for. They will wave the flag as they are marched to their doom.[ix&91;

The Natural Nobility

     In opposition to the status quo noted above, Americans should desire a natural elite that would arise from amongst the community based on their character, talents, and abilities. Their performance in the social sphere as benefactors[x&91; should also be thoughtfully considered, as Christ Himself preached that this was the true order of leadership that blesses all (Mark 10:42-45). To permit such a seismic shift, our state and federal legal structures must be redesigned so that special interests wither and personal qualities flourish across the “fruited plain” in the way that weeds are controlled so that grain may ripen in the sun and rain.

     Thus, we desire an educational[xi&91; and legal system[xii&91; that will allow for the development of a natural order of occupational leadership that, due to their own virtue, and natural economic ability would rise “naturally” to the top of their community.

     In the business realm and other occupational categories we would desire the same thing: experienced economic actors who through hard work, service, and good reputation have risen to the top of their field to be considered the “true experts” among their peers. As Wilhelm Ropke clearly states:

What we need is true nobilitas naturalis. No era can do without it, least of all ours, when so much is shaking and crumbling away. We need a natural nobility whose authority is, fortunately, readily accepted by all men, an elite deriving its title solely from supreme performance and peerless moral example and invested with the moral dignity of such a life. Only a few from every stratum of society can ascend into this thin layer of natural nobility. The way to it is an exemplary and slowly maturing life of dedicated endeavor on behalf of all, unimpeachable integrity, constant restraint of our common greed, proved soundness of judgment, a spotless private life, indomitable courage in standing up for truth and law, and generally the highest example. This is how the few, carried upward by the trust of the people, gradually attain to a position above the classes, interests, passions, wickedness, and foolishness of men and finally become the nation’s conscience. To belong to this group of moral aristocrats should be the highest and most desirable aim, next to which all the other triumphs of life are pale and insipid… no free society, least of all ours, which threatens to degenerate into mass society, can subsist without such a class of censors. The continued existence of our free world will ultimately depend on whether our age can produce a sufficient number of such aristocrats of public spirit.[xiii&91;

     How can such a nobilitas naturalis develop? When, and only when mankind is freed from the slavery to sin and its consequent slavery to man so that they may do that which they were created by God to do – steward the owner’s resources (Gen.1:26-28). Man becomes fully human, and thus fully free, when he is delivered from his sin and brought into the family of God (2 Cor. 5:17). In order to permit the fulfillment of their calling as actors in history, (Gen.1:26-28) there must be no interference by individuals, corporation, or governments. This will allow for the natural development of individual talents and abilities on both an individual and corporate level which will allow for the development of civilization that in turn will reflect the talents and abilities of the citizens within it as they attain even higher levels of progress.

     It must be affirmed that each individual be viewed as a true sovereign actor in history with the freedom to morally act out his or her stewardship to whatever level they choose as long as they do not interfere with the life, liberty and property of other actors.

     I submit that it is only with the understanding of, and an agreement with these foundational principles, that men and women may freely seek to fulfill their purpose on earth before God, and for God, that a truly free and prosperous society can arise and survive. Herein lies the importance of both leadership and a legal system that will protect individuals, their property, and their personal stewardship of both (Romans 13:1-5).

What Must Be Done?

     While it perhaps is obvious to say, we must begin somewhere. Such a societal change envisioned will not arise spontaneously. Christians ought to work hard to become members themselves of the nobilitas naturalis, and not “leave it to others.” Winston Churchill, Britain’s great wartime Prime Minister who, while sustaining considerable opposition from even his own party, withstood one of the greatest evils of the twentieth century, is quoted as stating, “The price of greatness is responsibility.”

     Great leaders assume that the responsibility to act is theirs. So, what can the man in the street do? He can take care of the greatest responsibility God has ordained for him – to take care to provide the best present and future for his family. Near to the top of any list in this regard is considering the future of one’s children, what world they will inhabit, and how will they live in it. While we work today to change society through our evangelism and our vote, surely, we must also address how our children are being educated.

     Starting at the end, so to speak, we should ask ourselves whether the assumptions we have grown up with about the crushing necessity of a college education is valid today.[xiv&91; Universities always seek to prepare their graduates to live in terms of the values they have imbibed while drinking from the institutional fount of knowledge. Parents and students must ask what these values are, and should I want them to be mine?[xv&91; The time has come for Christians to lead the way, to decide to play the game differently so that our young people have a chance to be truly educated.[xvi&91; Changing the rules of the educational “game” will reward families with tangible benefits both financially and morally.

     For over 50 years now, CLH has championed a radically different path to societal leadership than most others. We were the first to provide homeschooling parents across the nation and indeed the world, with a curriculum that would not only teach your child to read, write, and count, but also help develop biblical character (Deuteronomy 6:1-7; Proverbs 22:6; Ephesians 6:4) that is the foundation of all good things in society, especially biblical leadership (Ex.18:19-25).

     Find us here: https://www.homeschools.org

Citations:

[i&91; https://murraysabrin.substack.com/p/no-red-wave-gop-fumbles-the-ball

[ii&91; https://mises.org/wire/why-do-western-celebrities-usually-support-collectivism

[iii&91; “As we move toward the next century, a high proportion of people in the growing cognitive elite have been given little religious or moral education in the family. The commonest religion of the elite is an agnostic humanism. Many such families are themselves split by divorce, remarriage, and subsequent third marriages. The marriage pattern in Hollywood [who produce our “culture” via videos and movies – ERS&91; is not universal in the United States, but the cognitive elite in Euro-America has a high divorce rate, probably averaging a third or more. The children of these divorced parents seldom have a basic religious education and are aware of the variations of moral attitude between parents, stepparents, and stepsiblings. If one compares the initial moral education of this group with that of an Irish or Polish village, the peasant education obviously provides much the stronger religious training of the two. A godless, rootless, and rich elite is unlikely to be happy or to be loved. This inadequacy in the initial moral education of what will be the dominant economic group of the next century is likely to be reinforced by their life experience. These people will have the discipline of an advanced technical education, of one sort or another, to fit themselves for their new role as the leaders of the new electronic universe. But they will learn from that only some of the moral lessons that have historically been the framework for human social conduct. By the standards of Confucius, Buddha, or Plato (500 B.C.), St. Paul (A.D. 50), or Mahomet (A.D. 600), they may be morally illiterates. They will have been taught the lessons of economic efficiency, the use of resources, the pursuit of money, but not the virtues of humility or self-sacrifice, let alone chastity. Essentially most of them will have been brought up as pagans with a set of values closer to those of the late Roman Republic than to Christianity. Even these values will be highly individualistic, rather than shared. Societies, as we have argued, can only be strong if real moral values are widely shared. The advanced nations are already moving into the situation where many people will hold weak or limited moral values, others will compensate with fierce adherence to irrational values, and few values will be held in common across the whole of society.” James Dale Davidson & Lord Rees-Mogg, The Sovereign Individual, (New York, NY: Simon & Schuster, 1997),p. 367.

[iv&91; “The return of Western culture to its pagan past bears striking correspondence to the pattern of Toynbee’s typology of mimesis. He was impressed by the universal tendency to pattern cultural and economic institutions after those of other peoples. The direction of the mimesis is crucial. In primitive societies it is directed uncritically toward elders and ancestors. When a civilization is being formed, the mimetic focus shifts to creative people who command a following by reason of their pioneering activities and their accomplishments. One way to evaluate the future of a society is to determine the direction of mimesis. Who admires whom and on what grounds? Who seeks to be more like whom?... At the same time the formerly-dominant civilization begins imitating the various proletariats, the latter cease to emulate those people they formerly regarded as their betters, and return to their own once-despised traditions. In the fourth century, when the barbarians in the Roman armies began keeping their own names instead of adopting those of the Romans, the Romans, including the imperial court, began aping barbarian manners, customs, and dress. Thus, Toynbee endorsed Christopher Dawson’s observation that the mark of a culture’s last stage is not decay but syncretism.” Herbert Schlossberg, Idols For Destruction, (Nashville, TN: Thomas Nelson, 1983), p. 268-9.

[v&91; Hans-Herman Hoppe, Democracy: The God That Failed, (New Brunswick, NJ: Transaction Press, 2001), p. 73-74.

[vi&91; https://www.linkedin.com/pulse/who-rules-world-ed-straka/?trackingId=tuZW6QPRAmCuEKzvRhIyxA%3D%3D

[vii&91; https://mises.org/wire/modern-information-control-state-intervention-and-mistakes-avoid

[viii&91; https://internationalman.com/articles/the-all-important-doorman/

[ix&91; https://www.lewrockwell.com/2024/09/paul-craig-roberts/could-helene-have-been-a-darpa-creation/

[x&91; But he who is noble plans noble things, and on noble things he stands (Isa.32:8; ESV).

[xi&91;“Originally, college was supposed to teach students how to think. Robillard and Gordon highlight the contrast of students in the past being taught “to understand the world” and students today “changing the world” well before they know anything about it. In the past, when understanding was the goal, students were taught to make proper definitions of things, to understand their nature, and to form logical conclusions. In other words, they learned philosophy, and not just any postmodern nonsense that passes for philosophy these days, but “the ‘perennial’ philosophy of Aristotle and Saint Thomas Aquinas” that articulated the principles of natural law. For the writers (both of whom are well trained in philosophy), those main principles are (1) “Man, unlike other animals, bears free will to make moral decisions,” (2) “nature is intelligible,” and (3) “nature has a purpose and a goal.” These ideas animate the university and inform all the disciplines in it.

“When Thomism—or, more commonly, the Scholastic tradition that grows out of Thomism and propounds the theory of natural law—ceases to be the predominating philosophy of a university, the university simply ceases to be. This is easy to see in the way courses are taught, many of which have adopted a “neo-Marxist” philosophy: “Thomism is meant to advance actual knowledge, neo-Marxism is meant to advance propaganda, which is true to Marx’s goal of putting change (revolution) above understanding (wisdom).” Whereas one philosophical system espouses the intellect and reason, the other system emphasizes feeling and action. It’s no mystery which one is the easier sell to young adults.” Above quotation taken from online article found here:

https://blog.acton.org/archives/123894-does-college-gets-in-the-way-of-education.html

[xii&91; https://blog.acton.org/archives/123760-natural-law-limits-government-and-arbitrary-power.html

[xiii&91; Wilhelm Ropke, A Humane Economy, (Indianapolis, Ind.: Liberty Fund, 1971), p. 130-131.

[xiv&91; https://blog.acton.org/archives/123894-does-college-gets-in-the-way-of-education.html

[xv&91; https://www.lewrockwell.com/2010/08/gary-north/bring-down-the-ruling-elite/

[xvi&91; https://mises.org/wire/higher-education-crisis-problem-ideological-homogeneity

1. Hands-On Learning Opportunities:

Homeschooling without a computer promotes engaging, hands-on learning experiences that include cooking, gardening, building projects, and conducting science experiments. These activities deepen understanding through tactile involvement and real-world application, nurturing creativity and honing problem-solving abilities.

2. Focus on Core Skills:

Homeschooling, without the use of a computer, can focus on essential skills such as reading, writing, arithmetic, and handwriting. This method guarantees that children build a solid foundation in these critical academic subjects before introducing digital tools.

3. Enhanced Family Interaction:

Teaching without a computer promotes direct interaction between parents and children, fostering stronger communication skills and deeper family bonds. This face-to-face teaching model allows for more personalized instruction and immediate feedback.

4. Use of Traditional Resources:

Many excellent educational resources, such as books, workbooks, flashcards, and board games, don’t require a computer. These traditional materials can be highly effective in conveying knowledge and skills while also being more engaging and less distracting than screen-based learning.

5. Encouragement of Outdoor Activities:

Homeschooling without a computer encourages more outdoor time, where children can explore nature, engage in physical activity, and learn from their environment. This can promote physical health, curiosity, and an understanding of the natural world, balancing the sedentary nature of computer-based education.

6. Cultivation of Critical Thinking and Imagination:

Without a computer, children can be encouraged to think critically and use their imaginations more fully. Activities such as reading literature, storytelling, and playing strategy games can help develop these skills without relying on digital content.

7. Reduction of Screen Time and Eye Strain:

By not using a computer, homeschooling reduces the amount of time children spend looking at screens, which can help prevent eye strain, headaches, and other potential negative health effects associated with prolonged screen use.

8. Promotion of Social Skills and Community Engagement:

Homeschooling without a computer encourages more face-to-face social interactions and participation in community activities. Children can engage more with peers, participate in local clubs, volunteer, and interact with people of different ages, fostering social development and empathy.

9. Adaptability to Various Learning Environments:

Without the need for technology, homeschooling can happen anywhere – at the park, in a museum, or during a road trip. This flexibility allows learning to be a more dynamic, fluid process that adapts to different environments and life experiences.

10. Reduced Dependence on Technology:

Teaching without a computer helps children develop skills that are not technology-dependent, such as manual dexterity, mental math, and in-person communication. This can build resilience and adaptability, preparing them to handle a variety of challenges in life that don’t involve digital tools.

By embracing these tenets, homeschooling without a computer can offer a rich, well-rounded educational experience that fosters a love of learning and a deep connection to the real world. It allows children to develop a diverse set of skills and knowledge that can serve them well throughout their lives, regardless of the technological changes that may come.

Moreover, this approach can instill a sense of independence and self-reliance, as children learn to seek out information and solve problems using a variety of resources and methods. Parents, too, can benefit from this method by becoming more engaged and attuned to their children's unique learning styles and needs.

In conclusion, while technology certainly has its place in modern education, there is immense value in stepping away from the screen and embracing a more hands-on, interactive, and holistic approach to learning. Homeschooling without a computer not only nurtures academic growth but also fosters personal development, resilience, and a lifelong curiosity about the world.

With Christian Liberty Homeschools, you, as the parent, have complete authority over your child's engagements in academics, culture, history, media, and spirituality! We are here to assist you at: www.homeschools.org

Here are 12 benefits of homeschooling that deserve your attention:

1.Customized Learning Pace: Homeschooling allows students to learn at their own pace. This flexibility can be especially beneficial for children who need more time to grasp complex concepts or those who can advance quickly through material they find easy. Homeschooling allows for personalized learning, where children can spend more time on challenging subjects and move quickly through areas they excel in. This flexibility ensures a deeper understanding of subjects and prevents students from feeling bored or overwhelmed.

2.Stronger Family Bonds: Homeschooling can lead to deeper family relationships, as it often involves more time spent together and shared experiences, which can foster stronger emotional connections. Homeschooling naturally fosters stronger family relationships as parents and children spend more time together. This closeness can lead to a deeper understanding of each other’s needs and better communication skills.

3.Tailored Socialization: Contrary to the common belief that homeschooled children are isolated, homeschooling can provide opportunities for tailored socialization. Families can choose diverse, enriching environments and peer groups for their children, potentially reducing exposure to negative influences like bullying or peer pressure. Debunking the myth of poor social skills, homeschooled children have diverse social experiences. They interact with people of various ages and backgrounds, which can enhance their social maturity and adaptability.

4.Enhanced Life Skills: Homeschooling often includes practical life skills like cooking, budgeting, gardening, and other real-world tasks that are not always emphasized in traditional school settings, preparing children for adulthood in a more holistic manner. This holistic approach prepares children for real-world challenges better than traditional schooling.

5.Flexible Scheduling: Homeschooling allows families to design their own schedules, which can accommodate travel, family activities, or pursuing interests and extracurricular activities that might not fit into a standard school schedule. Families who homeschool are not bound by the traditional school calendar. This flexibility allows them to participate in community events and pursue unique learning opportunities throughout the year.

6.Focus on Mental and Emotional Well-being: With homeschooling, there can be a stronger emphasis on a child’s mental and emotional health. Parents can address their child’s mental and emotional needs directly, reducing stress, anxiety, and bullying-related issues that can occur in traditional school settings.

7.Exposure to Diverse Learning Resources: Homeschooled children often have access to a variety of educational materials and experiences, from online courses and community resources to hands-on learning opportunities that can be tailored to their interests and learning styles.

8.Opportunities for Experiential Learning: Homeschooling allows for more field trips, internships, volunteering, hands-on projects, nature walks, science experiments, and real-world problem-solving activities that can enhance understanding and retention of information through experiential learning. These experiences can make learning more engaging and relevant, helping children retain information better.

9.Potential for Accelerated Learning: Homeschooled students often have the freedom to delve deeply into subjects they are passionate about. This can lead to accelerated learning and even early graduation, giving them a head start on higher education or career opportunities. Many CLH high schoolers attend junior college at the same time, earning college credit early on.

10.Customized Moral and Ethical Education: Homeschooling gives parents the ability to impart their own values and beliefs more directly. This can provide a consistent moral framework for children as they grow and navigate complex social and ethical landscapes.

11.Development of Self-Motivation and Discipline: Without the external structure of a traditional school, homeschooled children often learn to manage their time and motivate themselves, fostering independence, responsibility, and self-discipline. They learn to be more self-directed and independent in their studies. This can develop a strong sense of responsibility and motivation.

12.Freedom from Standardized Testing Pressure: Homeschooling can reduce the emphasis on standardized testing, allowing children to focus on learning and understanding rather than just test performance. This can cultivate a love of learning and reduce anxiety related to testing.

Parents who choose homeschooling have the flexibility to tailor the curriculum to their child's specific needs, interests, and learning pace. This individualized approach can foster a deeper understanding of subjects and a love for learning. Additionally, homeschooling allows for a more flexible schedule, giving families the opportunity to incorporate real-world experiences and hands-on learning activities, such as educational trips, community service, and creative projects.

Another advantage of homeschooling is the ability to create a safe and supportive learning environment. Parents can ensure that their children are free from bullying, peer pressure, and other distractions that may be present in a traditional school setting. This can lead to increased confidence and emotional well-being for the student.

Moreover, homeschooling encourages strong family bonds, as parents and children spend more time together, engaging in the educational process. This close-knit interaction can strengthen communication and foster a supportive and nurturing home atmosphere.

However, it is important to recognize that homeschooling also requires a significant commitment from parents, who must be prepared to invest time, resources, and energy into their child's education. It is essential for parents to stay informed about educational best practices and to seek out support networks and resources to ensure a well-rounded and effective homeschooling experience.

In conclusion, homeschooling offers a unique and personalized approach to education that can provide numerous benefits for students and families. By carefully considering the needs and goals of their child, parents can create a rich and rewarding learning environment that fosters academic success and personal growth.

This inclusive list covers all the necessary items required to establish a stimulating and effective learning space within your home. It includes fundamental supplies such as pencils and notebooks, as well as specific materials to cater to all your needs.

Just print out the checklist to monitor your inventory and identify items to buy.

Wishing you a successful homeschooling experience!

Download your FREE Homeschool Supply Checklist here:

https://www.homeschools.org/2024/08/27/homeschool-supply-checklist/

Consider:

In some respects, we live in a world all but shorn of metaphysics. Many seem to take for granted, for example, that matter is the only thing that really exists, and that the only kinds of causation operating in our world are what Aristotle refers to as material and efficient causes. Things happen, quite simply, because material objects bump into one another like billiard balls. Even living things are fundamentally little more than matter in motion, carried along by a long and unbroken chain of physical causation, and our most precious thoughts and feelings are but molecular processes unfolding in our brains.[i&91;

In the end, if it’s the case that God does NOT exist, we are home alone. Any importance so-called, is merely a passing phantasm in an individual’s mind; beyond that, a reflex of the herd as they follow the leader and go this way or that but nothing more. If this is true then man is merely an animal trained by unknown outside forces wherein only the strong – or well connected with the levers of power – will survive. A theoretical reality that opens the door to power politics wherein the true masters of the universe are, similar to the heroes found in the Iliad, warlords sworn to none but their own visions of power and honor. All others are merely pawns upon the chessboard of life with no other purpose but to serve those further up the hierarchy of power. Appealing to the commonality of man or human dignity and mutual respect are merely words and phrases in a world without objective meaning except the reality of power: animal against animal like the gladiators of old.

Perhaps that is why author Richard Gunderman wrote in his book review on Reading Genesis,

If the world is just matter in motion and its only laws are physical in nature, then freedom is a mere illusion, with no sound footing in the nature of things. But if the very origin of the world is shot through with divine significance—if it was made to be good and beautiful—then law and liberty find a much firmer foothold, and ethical discernment takes on a deeper, perhaps even sacred significance.[ii&91;

Who can forget the Black Lives Matter movement that began under former president Obama[iii&91; that years later exploded on the national scene during the summer of 2020. Everyone was bullied either by the news media or protestors or social media “fact checkers” to say the magic words – or else! If you dared suggest that white lives matter or all lives matter you would be cancelled as in deplatformed from social media and possibly beaten up if on the streets of your very own cities wherein police stood down and let it all play out.

Yet ultimately the only foundation for any of the “lives matter” movements is based upon Acts 17:26. But of course that’s found only in the Bible. Take that away as a transcendent sacred text – and claims to what matters or does not matter is merely stuff and nonsense because nothing ultimately matters and people are merely huffing and puffing ideas, concepts and preferences fueled by emotional, egotistical pretense based upon nothing more than wishful thinking.

To pull a society together requires time tested values that are norms considered as the bedrock of society lest it collapse.[iv&91; Here at Christian Liberty Homeschools, we offer the reason “all lives” of all colors do matter – because Scripture makes it clear that they do with not one race more favored than another despite what Darwin wrote. Our curriculum offers these “time tested values” as the “bedrock” of our program. Find us at: www.homeschools.org

Citations:

[i&91;https://lawliberty.org/book-review/the-genesis-of-law-and-liberty/?mc_cid=d1dc98584e&mc_eid=c28ea4b59b

[ii&91; Ibid.

[iii&91;https://en.wikipedia.org/wiki/Black_Lives_Matter#:~:text=In%202013%2C%20activists%20and%20friends,African%2DAmerican%20teen%20Trayvon%20Martin.

[iv&91;https://www.youtube.com/watch?v=cY_DwAjksK0

Encourage their love for reading by setting goals and celebrating their achievements. Each time they finish a book, they can mark it off their list and even add a few notes about their favorite parts or characters. This not only keeps them engaged but also helps them develop a deeper connection to the stories they read. Plus, it’s a great way for you to stay involved in their literary journey, sharing in their excitement and discussing the adventures they encounter within the pages. Happy reading!

Download your FREE READING LIST here: https://www.homeschools.org/2024/07/11/summer-reading-challenge/

In today’s world, public school teaching has evolved beyond the traditional concept of imparting knowledge to students; it now encompasses managing a school environment and readying students for high stakes standardized testing, not to mention teaching godless humanism and all manners of sexually perverse behaviors as normal, to students as young as five.

Public school teachers face so many challenges in teaching. Imagine not having the freedom to teach tried and true academics from the past and being forced to indoctrinate students in “woke” social justice, gay pride, transsexualism, all as normal behavior. Public school teachers are not teachers any longer, in most areas they are forced to be social justice warriors indoctrinating and building a social justice army out the children, at the insistence of state and local governments.

Home education is a special opportunity. It's a chance to educate, mentor, and shape our children, as image bearers of God, into the individuals they are meant to be. Homeschooling is a valuable gift from God, and a command to parents. As a homeschooling parent, you have the wonderful opportunity to provide exactly what our God requires, and our children need.

Homeschool parents, face unique challenges. It's a demanding responsibility that requires significant sacrifice and dedication. It is easy to overlook the privilege it truly is.

Let's show even more gratitude for being able to tailor our approach to our children's needs. Instead of sighing, let's smile when our kids ask for another story or a few more minutes of playtime. Time is fleeting and before you know your children will be grown-ups. Remember to cherish the freedom and time you have to educate your children at home and set an example of a lifelong learning mindset.

May we always appreciate the privilege and gift of homeschooling.

― Roger Scruton, Liberty and Civilization

     To be sure, it is human nature to always want to protect oneself and friends and family from the unknown dangers of this world. Violence and poverty being the two main concerns. Much of our life is concerned with those two problems and how to prevent them. But what of those that have more than enough money and power yet work so hard championing those unpopular political causes that promise to alleviate such concerns even though in the end, those people are and remain untouchable by either?

     Even more importantly, why does the average American actually think the rich and powerful actually want to make the average citizen free not to mention safe? After all these years of electoral fanfare – wouldn’t this freedom and safety have already happened if they were telling the common man the truth?

The Man Behind the Curtain

     For those who have never seen the original 1939 Wizard of Oz movie you are in for a treat! Judy Garland plays the heroine who not only rescues people from the Wicked Witch but also what amounts to political paternalism by the Great Oz himself. Those in Munchkin land always submit to Oz because they know that the Wicked Witch is lurking and just might stop by for an unannounced visit (assuming a house doesn’t drop on her and her sister first!).

    Our heroine discovers the secret! If she is willing to ignore all the sound, fury and fanfare of the Great Oz holding court and actually look at the man behind the curtain–the charade is exposed. That’s it in a nutshell as far as the movie and, for that matter, American politics!

     The problem is – will the average American citizen continue to be fooled by – for lack of a better term – “the mirage of Oz” or will they look behind the curtain and see the nature of the American system for what it is: a set up for suckers! Suckers that actually think the bubble headed bleach blonde on the news station or the rich and famous actor or singer that the blonde interviews actually cares for them. Then of course there are the politicians that are perpetually willing to be a figurehead accountable to the power behind the throne^[i&91; that placed them there to be nothing more than “doormen” that look nice, act nice, and say nice things to the public via the media^[ii&91; that are the common stock of today’s leadership.^[iii&91;

     Americans do not want to believe that there is someone “behind the curtain” because they might be labeled as either a “conspiracy theorist” or a “tinfoil head” and be cancelled. So, as well-trained Munchkins, they allow themselves to be bought off by promises that they can keep what they have as long as they do not ask for anymore. All they have to do is play nice and do what the politicos in the Land of Oz tell them.

     Sadly, there is no Dorothy and Toto coming to save us so the charade in Munchkin land continues.

     Why?

     The Tin men in politics have no heart for the people, nor the Scarecrows brains to lead us to the freedom they promised. The lions are gone, killed in endless, meaningless wars costing trillions and availing nothing as the Republic dies.

Books on my shelf:

A Republic Not An Empire:

https://www.amazon.com/s?k=A+Republic+NOT+AN+Empire&i=stripbooks&crid=32L0QXJ98ORTB&sprefix=a+republic+not+an+empire%2Cstripbooks%2C267&ref=nb_sb_noss_1

Citations:

[i&91; https://www.linkedin.com/pulse/who-rules-world-ed-straka/?trackingId=tuZW6QPRAmCuEKzvRhIyxA%3D%3D

[ii&91; https://mises.org/wire/modern-information-control-state-intervention-and-mistakes-avoid

[iii&91; https://internationalman.com/articles/the-all-important-doorman/

     Why?

     Their rootlessness prevented the subjugated nations from redeveloping their old culture thus preventing them from reestablishing their own core values to coalesce around. This made them a divided people unable to do anything large scale but work as drones under the power that was Assyria.[ii&91;

     Mass migrations can do the same thing; people are kept divided due to their different perspectives on how the world works and how people should live. This made them easier to control. If the receiving cultures do not have a solid set of cultural values agreed upon by most with the goal of perpetuating said values – they will lose ground to the migrant culture as completely as if said “migrant culture” had been an invading army.

     Does migration damage culture?

Does Migration Damage Culture?

     Before attempting to answer the above philosophical question – “Does migration damage culture?” – perhaps the first question is: what exactly is culture?

According to the American Heritage Dictionary, “culture” is: 1. The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought characteristic of a community or a population. 2. A style of social and artistic expression peculiar to a society or class. 3. Intellectual and artistic activity, and the works produced by it. 4. The act of developing the social, moral, and intellectual faculties through education. 5. A high degree of taste and refinement formed by aesthetic and intellectual training (more was included in the definition regarding possible usage).[iii&91;

     That is one “dictionary definition” of “culture,” and one that speaks to most areas of a person’s life, or sociology. But to the average person, culture is fine art, Greco-Roman buildings filled with old pictures and Steinway pianos, and glamorous people wearing the latest fashion sitting in a cappuccino bar, sipping wine or coffee, and speaking French, Mozart playing softly in the background.

     Dr. Mary Ann Froechlich concurs:

In a wealthy, sophisticated society, a knowledge of the arts can be the sign of a cultured individual, contributing to one’s image of power and success. The corporate executive who has built a billion-dollar company enjoys attending the symphony, playing Beethoven on his Steinway piano, and collecting fine artwork in the same way he enjoys nouvelle cuisine, good wine, traveling abroad, and having his library filled with classics. The arts are an indication of status.[iv&91;

     On a personal note, I can attest to this attitude. I can recall in my early twenties prior to my conversion, when I worked on the docks in Chicago, and the more “artsy” of my friends would tell me of some cafe they had gone to over the weekend, and sat listening to jazz music, while drinking French brandy. These were men weighing over 180 lbs., who drove forklifts at night wearing torn tee-shirts that barely covered brawny, tattooed arms, men whose mouths uttered the lingua-franca of the streets of Chicago that could make a sailor blush. Yet they, and the thousands of other people flocked to similar cafes, jazz bars, and nightclubs ordering up a round of “culture” at five dollars a glass while they listened to the musician sing or play, and in pretended sophistication, “enjoyed culture.”

     Yet of the three noted perspectives on culture, mine was the shallowest, to be sure. All three ignored the reality of what a strong culture lends itself to doing for those within it: solidification of the people, their value and legal system, and their civilization.

     Thomas Sowell, a senior fellow at the Hoover Institution at Stanford University, gives us his definition of culture below:

Culture, as the term is used here, will not be confined to what one scholar on ethnicity has called “real culture,” such as “music and art.” On the contrary, the focus here will be primarily on those aspects of culture which provide the material requirements for life itself – the specific skills, general work habits, saving propensities, and attitudes toward education and entrepreneurship – in short, what economists call “human capital.” That is not because of a “glorification of the practical,” conceived of as an antithesis to higher culture, but because the material resources from which physical survival itself must come are also requirements for music, art, literature, philosophy, and other forms of higher culture, rather than to meeting survival needs. Moreover, in comparing groups and societies, matters of subjective taste and habitual conditioning are so intimately involved in evaluations of music and art that it is far more problematical to speak of one group or society as being more advanced or more effective in these realms than to say that one group or society is more advanced in industrial skills or medical care.[v&91;

     Sowell has pointed to the heart of the matter by suggesting that “Culture…not be confined to what one scholar on ethnicity has called “real culture,” such as “music and art.” But rather “on those aspects of culture which provide the material requirements for life itself – the specific skills, general work habits, saving propensities, and attitudes toward education and entrepreneurship – in short, what economists call “human capital.” In other words, although “the arts are an indication of status” as Dr. Froehlich stated earlier,[vi&91; the enjoyment of these “arts” is one thing, the ability to produce them, along with maintain their status as “higher culture” in the minds of society is quite another matter. Particularly if the issues of “human capital” are not recognized as a necessary foundation to a society’s overall stability.

     A person may enjoy Mozart and Picasso, but if they cannot hold on to a job, or relate to other people in a polite responsible manner, or solve a multitude of other problems on a regular basis that deal with everyday ordinary life, their “culture” will reflect these sociological patterns.

     How this planes out will make many uncomfortable, particularly those tenured at liberal, leftist university campuses. As Sowell states:

It may sound noble to say that cultures are merely different, not better or worse in any way, and that it is all a matter of perceptions and preferences. But this argument contradicts itself by saying that one way of looking at cultural differences is better – the way of cultural relativism preferred by a fringe of contemporary intellectuals, rather than the way preferred by the vast majority of other human beings around the world and down through the centuries. These cultural differences do not matter only if cause and effect do not matter.[vii&91;

     In other words, many cultures are different, and indeed better, because they are not only different, but superior in the way they are able to solve their problems at every level of their sociology, while planning for the future with regard to health care, education, law, and economics, not to mention the general well-being of the country. The more complicated the culture, the more complex the sociology and thus the people and how they live their lives.

     Yet, cultures can be broken immediately through the breakdown of war and destruction of cultural and educational institutions and the loss of life. Or they can be destroyed through the endless dripping of immigration wherein people of different cultural values due to a different world and life view are allowed into a society and in time, overwhelm it.[viii&91; Sadly, under the Biden Administration the situation has not been an “endless dripping of immigration” but a torrent.[ix&91;

     Consider:

Perhaps this is dawning on the insouciant American population, a population long protected from reality by myths of its pureness and goodness and the home of the free. Military families themselves have turned on the anti-white US military and discouraged their sons from signing up. Consequently, the services cannot meet their recruitment goals. After all, what white person would be motivated to serve the Biden regime’s anti-white view of America?

As white American citizens begin to comprehend that they are regarded as America’s enemy, US politicians are advocating signing up the immigrant-invaders who have violated our borders into the US military. In America as in Rome where Roman reliance on Germans as troops resulted in German rule, America will be ruled by immigrant-invaders. It is only a matter of time.

As an historical entity, the United States of America is far past her prime. With the Democrats’ open border policy and Democrat agitation for giving the vote to immigrant-invaders, it is difficult to say whether even the concept of the US as a nation any longer exists. How is a land without borders a country?

How is it that a country such as the USA whose President, legislature, and judiciary refuse to protect America’s borders has a government that lacks commitment to its own survival, but although totally uncommitted to the survival of its own country is committed to the survival of Ukraine and Israel?

Clearly, throughout the Western world democracy is a total failure. It is impossible for “representative government” to represent the ethnic citizens of the countries. In effect, the Western peoples are being erased, not only their voice, but their physical presence on earth.[x&91;

     The above statements by Roberts may not be popular but they are nonetheless true. Indeed, Patrick Buchanan prophetically suggested the same thing nearly 15 years ago in his book Suicide of a Super Power: Will America Survive Until 2025?[xi&91;

     What have we learned since then?

The Masters of the Game

     Cultures and civilizations are similar to icebergs: when intact they are formidable and outright dangerous. But once they break apart, their diminished size makes them vulnerable the further they move away from the original mass; they eventually melt never to return to their original size and strength.

     The Assyrians are long gone; yet their post-war practice of divide and conquer is still present and practiced by the various NGOs that operate in the shadows in various parts of the globe, like clouds, loyal to none and always on the move as they seek to establish their hold over nations. How else can we explain the fact of large numbers of non-Latino migrants found at the American borders slipping through? Who paid their way from Africa, the Middle East, or Asia?

     Sadly, and as noted above, our own government makes no attempt to stop the influx of illegals all the while intervening financially and/or militarily in foreign affairs that have no bearing on American life nor civilization.

     All the while the endless dripping at the southern border turns into a torrent and the public schools and universities plus Hollywood weakens the culture from within through WOKE ideology. The iceberg of America has begun to melt.

Action to Take

     Before the melting is complete, the time has come to focus on the building up of local communities and local institutions of family, church, schools and government services that are loyal to their communities and the community values present. To help in that endeavor parents need to become involved not only in all of those above name institutions but in the education and discipleship of their own children. To assist you in that responsibility, Christian Liberty Homeschools has the tools you need to be successful. Visit us at: www.homeschools.org

Citations:

[i&91; https://faculty.uml.edu/ethan_spanier/teaching/documents/cp6.0assyriantorture.pdf

[ii&91; https://www.ucl.ac.uk/sargon/essentials/governors/massdeportation/#:~:text=As%20we%20have%20seen%2C%20the,people%20who%20were%20themselves%20moved.

[iii&91; American Heritage Dictionary, Second College Edition, (Houghton Mifflin Co.: Boston, 1982,85), p.348.

[iv&91; Dr. Mary Ann Froehlich, Music Education in the Christian Home, (Wolgemuth-Hyatt Publishing: Brentwood, TN., 1990), p.8.

[v&91; Thomas Sowell, Race and Culture: A World View, (New York, NY: Basic Books, 1994), p.xii.

[vi&91; Music Education in the Christian Home, p.8.

[vii&91; Thomas Sowell, Migrations and Cultures, (New York, NY: Basic Books, 1996), p. 381. Sowell’s opinion is to the point! Why do “third world nations” (in politically correct jargon known as “LDNs” – less developed nations) – flock to the West (Europe, Britain, and the U.S.) if cultural differences do not matter?

[viii&91; Economic Impact on Culture of Immigration:

https://mises.org/podcasts/human-action-podcast/garett-jones-economic-impact-culture-immigration?utm_source=MI+Subscriptions&utm_campaign=57665f515d-EMAIL_CAMPAIGN_2024_03_01_07_02_COPY_01&utm_medium=email&utm_term=0_-fb69bb184c-%5BLIST_EMAIL_ID%5D

[ix&91; San Diego & the Border Patrol:

https://www.youtube.com/watch?v=pbFRismUaiQ

[x&91;https://www.lewrockwell.com/2024/05/paul-craig-roberts/the-murder-of-a-civilization/

[xi&91;https://a.co/d/7hLxZ0Q