Education is One of the Most Important Pillars in Satan’s Cultural Landscape
In our last Workout Session, as part of our on-going effort to map out Satan’s Kingdom, we began surveying the Landscapes of the Terrestrial or Earthly Division of his realm. Given the amount of territory to be covered in this exercise, it will no doubt prove to be one of the most strenuous ones we have undertaken to date; so strenuous, in fact, that it must be spread it out over the course of four sessions, with…
Session 1—Covering the Political and Financial Landscape of Satan’s Kingdom;
Session 2—Covering the Educational Aspect of Satan’s Cultural Landscape;
Session 3—Covering the Media Aspect of Satan’s Cultural Landscape; and,
Session 4—Covering the Religious Landscape of Satan’s Kingdom.
Since the subject matter of these sessions is also progressive—with the first one laying the groundwork for the second, etc.—to help prepare us for the additional stretching we will be doing in this second session, let’s pause briefly to review what we learned about these landscapes during the first of these sessions. So far, we know that…
- Just as the human body is made up of a Body, Soul, and Spirit, Humanity as a whole also has a Body, Soul, and Spirit.
- In order to keep Humanity under his control, Satan—as the ruler over this world’s systems—has designed these systems to not only satisfy the needs and wants of Humanity’s Body, Soul, and Spirit, but to do so in ways that allow him to maintain his domination over of every aspect of its being…
- Through the ubiquitous Political and Economic Systems, he can control what human beings do and where they can go;
- Through the multifaceted Cultural System, he can control what human beings think and how they feel about any given issue; and,
- Through his counterfeit Religious System, he can control what human beings believe and what or whom they worship.
- As for the Political and Economic Landscape, over the past century Satan has used it to establish the framework for the coming One World Government—over which he will one-day dictate—through the creation of the Federal Reserve System, the United Nations, the Bilderberger Group, the Council for Foreign Relations, the Trilateral Commission, the Club of Rome, and their assorted subgroups.
Although most people have no know idea what these groups do—or, that they even exist, It is essential that we familiarize ourselves with them and their activities because, as we shall eventually see, they are, in effect, being employed as Satan’s puppet-masters who, from behind the scenes, are pulling the strings that determine what we see, hear, and read in the media, what we or our children are being taught in school, and what we as a people are supposed to believe about the nature of Family, the World, and God.
To understand the necessity for such control and coercion, we must remember that Satan’s ultimate goal is to be like God—that is, he wants to rule the world and receive the worship which should rightfully go to God. He made a giant leap in this direction when he successfully wooed and won Man away from his Creator in the Garden of Eden; however, given his own experience with willful rebellion, and knowing all too well that Man, also endowed with a mind and will of his own, could one day choose to reject him and follow God once again, he has remained ever-vigilant in his control over the systems which might otherwise be used to reveal the Truth about God to those under his dominion, and expose him as the lying, thieving murderer that he is.
So, with this ultimate goal in mind, Satan has designed…
- The Political and Economic Structures of the world’s systems to be the external controls which will eventually be used to coerce the masses into worshipping the Beast, the Antichrist, and, ultimately Satan himself;
- The Cultural Structures of the world’s systems to reprogram our minds and emotions; using every form of social interaction to transform the masses into willing, or at least cooperative, “citizens” (slaves) in his New World Order; and,
- The Religious Structures of the world’s systems as the ultimate deception, and the best counterfeit of God’s Kingdom; using them to convince the masses that they are part of the one great “Brotherhood of Man,” and, the gods and the masters of their own destinies, while simultaneously alienating them from the One True God and conditioning them to worship him instead.
Now, having established in our previous session that the Political and Economic Structures are the legs upon which Satan’s future kingdom stands, it is time for us to learn how, through the Cultural Structures he has erected, Satan is filling out the torso of Humanity’s Corporate Body, and using its soulish aspects to deceive the masses into accepting and supporting the ideals espoused by that kingdom.
The Cultural Landscape
Since the Human Soul—both the Individual and the Corporate one—is the seat of our Personality, or our Mind, Emotions, and our Will; and, since the Thoughts and Feelings produced by our Mind and Emotions are what determines the things that we Will to do, in order for Satan to direct our actions, he must first gain control of the way we think and feel. To do that, he has fashioned an entire Cultural Landscape through which he and those whom he empowers work relentlessly to…
Change the Way We Think About the World;
Change the Way We Feel About Family; and,
Control the Things We Will to Do…
As a Man Thinks, So Will He Do
…a necessary course of action if he is ever to realize his goal of world-wide rule and worship. As he is (and always has been) incapable of creating living beings in his own image over which he can rule, his only option has been to take those created by God for His glory and, through the systematic eradication of the Divine Image within them, as well as their knowledge of the Divine Plan for them, remold them in his own distorted image and in accordance with his own devilish plans. To accomplish this, he has become a master manipulator of every form of Media–Art, Music, Theatre, Films, Television, Books, Magazines, Newspapers, and Social Media—as well as the curriculum at every level of Education, from Preschool through Post Graduate Work, to slowly and insidiously redefine, in the minds of men, what it means to be a human living on planet Earth.
Changing the Way We Think About the World
Before we can grasp the changes that Satan wants to make to our worldview, we must first understand what God has to say about the World—for the former will be in direct opposition to the latter. From the revelation He has given us in Genesis 1-11, we know that…
- God created the world ex nihilo—that is, out of nothing;
- The world came into existence in an orderly and progressive manner over the course of six days, in response to the spoken Word of God;
- The world was created to be the home for Man, and was especially designed to sustain his life and to meet his physical needs;
- The world was meant to be ruled over and blessed by the Righteous Rule of Man—both Male and Female—but instead, it came under a Curse and the Right to Rule over it was transferred to Satan as a result of Man’s Sin; and,
- Because of Man’s Corruption of it, the primeval world was destroyed by a catastrophic and Universal Flood, which permanently altered the Earth’s Climate and Geologic Features.
Of course, this Worldview, as a God-Centric one, is one that demonstrates God’s great Wisdom and Power, His Love and Grace toward Man, and Man’s High Calling and Superior Standing in and over the created world—something which Satan is determined to eliminate from the Mind of Man. From the Garden of Eden onward, he has been busy feeding Lies about the World and its Origins to every gullible person who has ever rejected the revelation of God—for, in his rejection of the Truthful testimony of the only Eye-Witness present at the time of the Earth’s inception, Man has been left with no other choice but to come up with his own explanations for how it and he came to be. And, throughout his history, he has managed to come up with some real lulus.
Apart from the Truth of God, We are Clueless
For example, in one of Man’s earliest civilizations in Sumer of Mesopotamia, near where the fresh waters of the Tigris and Euphrates Rivers merged with the Persian Gulf, he concluded that the earth originated when two creator gods emerged from the eternal and sacred primordial waters. Apsu, the god of the freshwaters, and Tiamat, the goddess of the salty waters of the sea, came forth from the primeval chaos, merged their waters together and, in the process, brought into being the other gods who made up the Sumerian pantheon, or household of gods.
Unfortunately, life in this household did not remain divine for very long, for the younger, rowdier gods soon became too noisy to suit their father. In an effort to get some peace and quiet, Apsu came up with a rather extreme solution—he decided to kill the “kids” to ensure that he could get a good night’s sleep. Before he could carry out his plan, though, one of his sons, Ea, found out about it and killed Apsu first. Ea then took his dad’s place as ruler; after which, he and his wife, Damkina, gave birth to their own wonder-son, named Marduk, who later became the sun god.
Relationships in this family of gods went from bad to worse when Tiamat, the mother of the younger gods, decided to avenge her husband’s death. Taking the form of a dragon, she gathered together an army of monsters for the purpose of waging war against her own children. Marduk, her grandson, went to the other gods and offered to fight Tiamat on their behalf—but, only if he could become their ruler. Once they agreed to his terms, Marduk went into battle, first defeating the monsters, and then Tiamat. After killing his grandmother, Marduk cut up her body, using half to make the sky and the other half to make the earth; then, with some leftover parts, he created other features such as rivers and mountains.
Following a period during which he whipped the rest of the universe into shape, Marduk decided to create man. The motive behind this decision was in no way benevolent, however, for Marduk and the other gods were just so tired of doing all of the dirty work needed to maintain order on the earth that they decided to create a race of people who could do the work for them. Their plan became a reality when Marduk, after killing Tiamat’s consort Kingu, mixed some of his blood with dust to create man as a servant for the gods. It would seem, then, that to the ancient Mesopotamians, the earth came into existence because the loser in a family fight among the gods was hacked up by the winner and then hung up to dry; with the earth’s human residents being created solely for the purpose of doing the earth-related housekeeping chores—chores considered too menial for the gods to do.
Pan Ku Chiseling the Universe into Existence
As far-fetched as this explanation might seem to us today, it is no more fantastic than those found in many other ancient cultures. Take, for example, one of the early Chinese creation myths which began with the cracking of a giant “cosmic egg.” Contained within the egg were the two forces of Yin and Yang, the universal but opposing principles of masculine and feminine. As these forces struggled inside the egg, they caused it to break in two, making it possible for the creator god, Pan Ku—usually described as the child of Yin and Yang—to emerge. As he did, the “light” or masculine part of the egg, the Yang, rose to become the sky, while the Yin, the feminine or the “heavier” substance, dropped down to become the earth.
For 18,000 years, Pan Ku held the earth and sky apart, while he busily worked on the creation with his hammer and chisel. When he thought the sky was finally secure and wouldn’t fall down, he laid down to rest, but died instead. As he expired, Pan Ku’s body morphed into the various elements of nature: his voice became the thunder; his breath the wind and clouds; his eyes the sun and moon; and his limbs the mountains. Additionally, the fluids in his body turned into the rivers and the rain, while his body itself became the soil; the hair on his head became the stars, the hair on his body changed into vegetation, and his teeth, bones and marrow became the minerals in the earth. Lastly, the bugs on his body became human beings—a rather inauspicious beginning for humanity, to say the least!
Sadly, in the absence of the Truth provided by God, and when left to their own devices, these are the kinds of crazy stories concocted, in all seriousness, by men of old, from cultures all over the world, seeking to explain the origins of Life. Each story is a reflection of the unique culture which produced it, and of the environmental conditions impacting the lives of those within that culture; and yet, as dissimilar as these appear on the surface, when examined more closely, there is a detectable pattern—a methodology, if you will—in the way they were created; one requiring their…
- Observation of the then-current environmental conditions around them;
- Projection backwards in time in an effort to come up with a theory as to how those conditions came to be; and,
- Creation of a story around those natural elements which might explain events happening before their time.
In other words, those responsible for the creation of these myths arrived at their conclusions by trying to explain the unknown past through their observations of the natural processes occurring in their present time—something which men have continued to do until this day; with the one difference between then and now being, that those in earlier times typically made gods out of the elements they observed, while those who came later sought to eliminate any reference to god in their explanations.
A Modern-Day Creation Story
British Naturalist Charles Darwin
Probably the best and most successful example of this—and, by successful, I mean the most well-known and universally accepted one— is the explanation produced by a British Naturalist, living in the nineteenth century, named Charles Darwin; a man who, like the men preceding him, set about trying to explain the unknown past by first observing the natural processes at work in his day. In 1859, he presented those observations, and the suppositions which he had drawn from them, to the world in a revolutionary book entitled, On the Origin of Species—a book which laid the foundation for the modern-day Creation Story we commonly refer to as the Theory of Evolution. Although it has been touted as fact and embraced by most of the scientific community, in reality, this evolutionary theory is nothing more than a pseudo-scientific religion; one in which God has been eliminated and Man reduced to the status of a highly-evolved species of animal.
In sharp contrast to what we have already established about the world’s origins from God’s Word, Darwin’s theory was predicated upon four basic principles…
- …the first and most fundamental one which states that all life originated from one single cell. If true, this would mean that all forms of life are related genetically, and that all plants, animals, and humans are derivatives of the same original substance. Although this principle has come to be regarded by most as scientific fact, no one—not even Darwin—has ever been able to say just when, where, or how this single cell came to be. In fact…
… “Darwin himself speculated that spontaneous generation of life may have occurred by chance formation of proteid in ‘some warm little pond’ with all sorts of ammonia and phosphoric salts, light, heat and electricity (emphases added).”
- The second principle, as an outgrowth of the first, proposes that life, since its origination from that one primitive cell, has been a progressive development from the simplest of life forms to those of the most complex. This upward movement resulted from the on-going struggle of the cells, and their subsequently produced organisms, to survive in the natural elements; with their survival being made possible through the changes, modifications, or mutations taking place in some of the life forms. The surviving cells or organisms—those proven to be the “fittest’ for survival—were the ones having undergone genetic mutations or random changes in their makeup, changes which gave them advantages the other organisms didn’t have. In short, the organisms with mutations were the ones that survived, while those without them died.
- The third underlying principle supposes that, as a result of this natural process of selection, the struggling, upwardly-mobile organisms became more and more complex, more numerous, and more adaptable to their environments. As they did, somehow they were able to come together to form the earth as we know it, and the various life forms that came to exist upon it.
- Closely related to this is evolution’s fourth principle—which states that, since these random mutations take so long to occur, the earth would have to have been in existence for millions of years in order for them to have taken place.
Is There Any Evidence that We Are Getting Better and Better?
According to these principles, when it comes to understanding our origins, evolution would have us believe that, as human beings, man is nothing more than the accidental product of millions of years of genetic mutations. Having originated from the same cell, and being genetically linked to all other forms of life, including the animals, means that he need never aspire to being anything more than the most highly-evolved form of animal life—a species which, through self-effort and chance alone, has happened to work its way to the top of the food chain.
In its classification of him as an animal, evolution has provided Man with a rationale for eschewing accountability to any and all forms of externally imposed laws or codes of conduct. The one exception to this would be the “the law of the jungle,” the one code permitting humans to act beastly with impunity. In its reduction of men to mere brute beasts, without any codes to guide or control their behavior, humanity is also relieved of its need for any morality or religion in life.
With these restraints removed, man’s purpose in life becomes focused on the pursuit of physical or fleshly gratification, with the highest ideal of this gratification being the mating with, and the reproduction of, the most genetically superior humans possible. In this way, he can continue to produce offspring with the most favorable mutations, insuring that in the future, the species will become even more highly-evolved than it is now—and, with the expectation that these more highly-evolved humans will be better equipped to solve life’s most perplexing problems. Given enough time, perhaps a few more billion years, they may even evolve into perfect human beings, or physically superior specimens of male and female who are absolutely devoid of any soul or spirit.
As for satisfying the basic human question concerning life after death, evolution promises us that there won’t be any afterlife to worry about; our animalistic bodies will simply return to the earth from which they came, with our only lasting contribution being in our service as the most genetically superior fertilizer to date, for the soil of all future generations of human animals.
What we’re presented with, then, are two diametrically opposed ways of looking at the World—the Biblical Worldview originating with God, or the Secular Worldview, produced by Man’s Enlightened Thinking…
A Comparison of Worldviews
This certainly begs the question, that given the more meaningful and hopeful nature of the Biblical Worldview, why would anyone (most of the world, in fact) choose to buy into the meaningless and fatalistic existence offered by the Secular Worldview? Well, two reasons immediately come to mind; there is…
- The Theoretical Reason—this being the same reason Adam and Eve chose the Tree of the Knowledge of Good and Evil over the Tree of Life in the Garden of Eden—because they fell for the Big Lie promising them their independence from God and divinity on their own terms; and,
- The Practical Reason—because this Big Lie has been promoted world-wide through the Cultural Landscape set up and managed by Satan.
Selling the Lie
When it comes to selling people a Lie–big or otherwise–nobody does it better than Satan, and the method he continues to use is the same simple one he has been using since his initial success with it in the Garden of Eden. As he did with Adam and Eve, when it came to convincing the masses to buy into this Secular Worldview, all Satan had to do was…
Discredit the Word of God; and,
Replace the Truth with a Lie.
And, the best way for him to do this on such a massive scale was with a masterful manipulation of the Educational System and the Mass Media.
Because we will be discussing Satan’s use of the Media at length during our next session, what’s left of this one will be given over to highlighting how he has been working through the Educational System to discredit the Word of God and replace the Biblical Worldview with a counterfeit one. His strategy for this, like his Lie, has been simple yet highly effective, and is based upon the three-pronged approach of…
- Promoting an Alternative Worldview—Offering the Intellectual Community an Appealing Alternative to the Biblical Worldview;
- Compromising Biblical Scholarship—Infiltrating Seminaries with the New Worldview in order to Compromise Biblical Scholarship;
- Corrupting the Public School Curriculum—Infiltrating Teacher Training Schools, then the Public Education System, and gradually but systematically changing the Curriculum to promote the Alternative Worldview.
1. Promoting an Alternative Worldview
Before the publication of Darwin’s On the Origin of the Species, the Biblical View of Creation was the most widely-accepted one—at least, as far as Western Civilization was concerned. For some time before that, though, the scientific community had been searching for an alternative theory; the reason being, that for centuries the institutional church, in its zeal to prevent any potential heresy, had routinely suppressed scientific inquiry and persecuted those who were engaged in it. The intellectually curious, who had long suffered under this type of oppression, were ready to cast off the teachings of the church and pursue a more rational, enlightened explanation for the Earth’s Origins. They had a big problem, though—which was, how to explain the more dramatic features of the earth’s landscape, like its mountains and canyons, apart from any reference to supernatural catastrophes which may have taken place in the past. This belief was called Catastrophism, and it…
…was accepted as the only possible explanation until about the 18th century. Catastrophism taught that the geologic rock strata were primarily a result of catastrophes like the world-wide flood of Noah. At that time James Hutton and Sir Charles Lyell proposed an alternative explanation of uniformitarianism. The theory of uniformitarianism taught that the present was the key to the past and exactly the same slow process that we see today is the one responsible for the formation of all the geological rock strata.
Since deposition with the uniformitarianism theory was so slow, long eons of time were required. This meant that the current biblical beliefs at that time of a young earth, the recent history of the life on earth and the worldwide flood of Noah were discredited. In addition, uniformitarianism laid the foundation for Darwin’s’ theory of evolution, which also needed an old earth to be credible.
So uniformitarianism dethroned catastrophism and evolution dethroned biblical creationism and both became the dominant theories in academia and science until the present time.
“Higher Criticism” is the just another version of the SOL–the Same Old Lie!
2. Compromising Biblical Scholarship
Given the speed at which it was embraced by the academic disciplines, it would seem that Satan had picked the perfect time for the publication of Darwin’s book because…
…his book seemed to provide support for a point of view, a world outlook that was just what the intelligentsia of his day wanted. What Darwin wrote was evidently just what the ‘mainstream’ of academia in England, and subsequently in nation after nation, were waiting for.
Not surprisingly, then—given who was pulling the strings behind the scene—one of the first disciplines to be affected by this broad-based acceptance of Evolutionary Theory was Theology, with the person most responsible for its application to Biblical Scholarship being a German rationalist scholar named Julius Wellhausen…
Wellhausen was an Old Testament scholar, an intellectual, and a theologian…and produced a colossal change within the church by presenting to the Christian community a new, and he would say better, way of understanding the Bible.
He held…that human reason was totally dependable and insisted that it was the Bible that could not seriously be trusted. He presented the idea that the Bible, far from being the Word of God, was in fact a sublime collection of human documents. For instance, he insisted that we must not hold that Moses wrote the Pentateuch. Rather, this history of early man was given to us by a number of writers, whose views were compiled to form what we now call the Pentateuch. Therefore, the story of Adam and Eve is a lovely myth that can illustrate certain truths, but it surely does not represent the actual story of people whom God called ‘Adam’ and ‘Eve.’
Exodus, he thought, was completely historical; prior to that, all was myth.
During his career as a theological professor, Wellhausen published many books in the German language on the subject of biblical criticism. Over the years, his reputation grew as the leader of a school of thought concerning a method of interpreting the Old Testament Scriptures. This school of thought came to be called Higher Criticism…
…a school whose scholars…
…’seek to explain Old Testament belief in God in terms of evolution. They would have Old Testament monotheism be the resultant from lower stages, or from polytheism, or regard it as a peculiar instinct of the Semites, or as borrowed from neighboring nations.’
The lasting effect of all this was…
Wellhausen’s scholarship became an important contribution to liberalism as it sought to demythologize the Bible by taking God and spiritual things out of it. Through this means, Wellhausen opened the door for subsequent scholars to expand the base of liberalism and add to it their own interpretations of biblical truth. Some found the Bible to be an endless round of allegories rather than necessary historical truth.
The logical consequence of all this speculation was a defection from sound doctrine by the church and its leadership, as well as a fundamental shift in religious allegiance from Christianity to an empty humanist religion.
Satan’s Plan is to “Train up a child in the way…(Prov. 22:6)” he wants him to go.
3. Corrupting the Public School Curriculum***
With the seminaries no longer producing ministers who believed the Bible to be the inerrant Word of God, the Church lost much of its spiritual power and was fast becoming more of a social institution, preaching a social gospel. As such, it…
…abdicated its responsibility to be a corrective within society and instead cooperated with the golden promises of the secular humanists. Moving with the tide, the church quickly changed its message of salvation through the cleansing of the blood of Christ to a message of salvation through the improvement of the social structure…
…thus, leading to the conclusion that…
If man is no longer a sinner, all he needs is education and inspiration, and the flame of bright possibility will burn brilliantly in all society.
Of course, Satan had a man ready to step into the situation—one who would revolutionize the educational system that was training new teachers, and the one that was shaping the minds of the children in the Public Schools of America. This man, known as the “father of progressive education,” was John Dewey—a socialist and one of America’s leading atheists—who wrote…
There is no God and no soul. Hence, there are no needs for the props of traditional religion. With dogma and creed excluded, then immutable (unchangeable) truth is also dead and buried. There is no room for fixed, natural law or permanent moral absolutes.
Dewey viewed public education as being…
…a massive behavior-shaping tool and enterprise. Dewey knew that that you could sway the beliefs of a generation in the classroom and thereby alter the course of society. He saw the public school system as an ideal platform to proselytize his radical socialistic view. Regardless of what the parents believed, it was only a matter of time before the successive generation took over.
But John Dewey’s ideas did not just come out of a vacuum. He was influenced by an insider group of intellectuals in England known as the Fabian Socialists…an elite intelligentsia of world socialists who envisioned an end to war and poverty by a united world order dedicated to the ideals of socialistic humanism.
Unlike Marxists, who advocated bloody revolution for world socialism, the Fabian Socialists of Britain advocated a more gradualist path to socialistic globalism. The plan of these early one-worlders was to use intellectual penetration, from the top of the pyramid down, into key areas of influence on society. Elite minds were to influence and change the social order.
A brief resume for Dewey reveals that…
- He began his career teaching classics, science, and algebra to high school students.
- From there, he went to John Hopkins University, where he earned his doctorate in 1884.
- That same year, he became a professor at the University of Michigan, where he stayed for ten years.
- Then, in 1894, he became chairman of the Department of Philosophy, Psychology, and Education at the University of Chicago. While there, he ‘…founded the Laboratory School, which then became known as the Dewey School, and wrote a number of important books on education.’
- In 1904, he took on his longest and most influential position as chairman of the Education School at Columbia University in New York City; and…
…from this position of influence, he labored until his retirement in 1930, gaining international prominence for his radical views in education and philosophy. The Columbia Teacher’s College soon became a training center for teachers from around the world, thereby spreading Dewey’s education philosophy literally to the ends of the earth.
The Effects of Dewey’s Progressive Education
So, how has Satan used Dewey’s views on education and his tenure at Columbia Teacher’s College to transform the mindsets of students and teachers across America?
Dewey knew that to penetrate the existing social order a united front of educators, who embodied the new viewpoint, needed to emerge from graduate schools. These teachers of teachers would then influence future teachers. Among the new views was a national self-criticism that spurned narrow patriotism for a broader globalism. At the same time all traditional values were to be questioned, from parental authority to the validity of established religion.
Rather than equipping the child to handle the demanding academic and moral standards of the old order, with its McGuffey Reader and its implicit moral virtues, Dewey’s progressive education considered behavior-shaping as its highest education priority. ‘Socialization’ was now defined as a type of learning at least equal to traditional learning. Now the old morals and ethics could be replaced by situational ethics or ‘values clarification.’ Reading, writing, and arithmetic took a backseat to an array of experimental programs such as ‘sensitivity training.’ The virtues of hard work were replaced by new permissive standards that would pass a failing child rather than ‘harm’ him by labeling him a failure. Total equality was the new ideal…
Now, if we go back to our question of why anyone would choose to buy into the meaningless and fatalistic existence offered by the Secular Worldview, we have our answer. It’s because they have been duped by the master deceiver into thinking that it is the only viable one out there—which is why, for a lot of people…
It’s more comfortable to feel that we’re a slight improvement on a monkey thin a fallin’ off from the angels.
I, on the other hand, would prefer to believe that I am a unique creation of my Heavenly Father’s Love, rather than anything remotely similar to a monkey…
*** I am well aware that there are many fine, godly educators in the public school system–my husband being one of them–so in referring to the corruption of public education, I am referring to the system and not to those ministering so faithfully as teachers–so often overworked, underpaid, and underappreciated. I am also so grateful for the truly dedicated teachers who have taught all five of our sons over the years.
 Information on the creation myths of ancient cultures is summarized from these sources:
Philip Wilkinson, DK Illustrated Dictionary of Mythology (New York: DK Publishing Inc., 2006), 22-23, 46-47.
Kenneth C. Davis, Don’t Know Much about Mythology (New York: HarperCollins Publishers, 2005), 137-150, 370-373.
 A.E. Wilder-Smith, Man’s Origins, Man’s Destiny (Minneapolis, MN: Bethany House Publishers,1975), 33.
 Professor H. Enoch, Evolution or Creation (London, England: Evangelical Press, 1967), 86.
 Taken from an article, with no author or date given, on the website https://www.allaboutcreation.org/catastrophism-versus-uniformitarianism-faq.htm.
 John N. Moore, M.S., Ed.D., 1977. The Impact of Evolution on Social Sciences (http://www.icr.org/article/impact-evolution-social-sciences), Acts & Facts.6(10).
 Dave Breese, Seven Men Who Rule the World from the Grave (Chicago: Moody Press, 1990), 91-93, 95.
 Breese, Seven Men, 93.
 Breese, Seven Men, 95.
 Breese, Seven Men, 153.
 Gary H. Kah, En Route to Global Occupation (Lafayette, Louisiana: Huntington House Publishers, 1991), 60.
 Tal Brooke, When the World Will Be as One (Eugene, Oregon: Harvest House Publishers, 1989), 100-101.
 Breese, Seven Men, 157-158.
 Brooke, When the World Will Be as One, 103-104.
 Finley Peter Dunne, “On the Descent of Man,” Mr. Dooley on Making a Will and Other Necessary Evils; 1919.
The image of Pan Ku provided by Wikimedia.