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and important understanding of
which you are ignorant.
A World of Enllghtenment
True enlightenment , of course, is
not antireligious. God exists, and he
does !ay down laws for human con–
duct.
1
t is the height of unenlighten–
ment to ignore what exists, whether
sorne philosopher likes it or not.
Since God does exist, and the Bible
really is his Word, then
not
looking
to the Bible is being
unreal
and you
are operating in a dreamworld. The
real world, by contrast, is the one
revealed in the Bible.
The Bible uses the word
vail
to
symbolize mankind's
natural
in–
ability to know the whole truth of
God. When Christ establishes the
government of God from Mount
Zion in Jerusalem over the whole
ear th, the veil will be removed.
" And he will destroy in this moun–
tain the face of the covering cast
over all people, and
the vail
that is
spread over all nat ions" (Isaiah
25:7) .
In the coming government of
God, God's existence and the va–
lidity of God 's Word will be
undeniable! Christ himself will
rule in Jerusalem, and the fact of
Christ 's existence and his ruler–
ship wi ll be
physical/y percepti–
ble.
The Bible clearly declares
that in the Millennium the spirit
beings who will adm in ístrate
God's government under Christ
wi ll be seen:
" . . . Yet shall not thy teachers
be removed into a corner any more,
but thine eyes shall see thy teach–
ers: and thine ears shall hear a word
behind thee, saying, This is the
way, walk ye in it , when ye turn to
the right hand, and when ye turn to
the left" (lsaiah 30:20-21).
In God's World , science and
technology wi ll thrive: but they
won 't be
that world's
only
claim to
fame. The real frontiers of enlight–
enment revolve around the cre–
ation of the perfect, righteous
character of God within human
bei ngs. This mos t important
knowledge- ig nored in thi s
world 's c ivilization- will be uni –
versal in Tomorrow's. "For the
earth shall be full of the knowledge
of the Lord, as the waters cover the
sea" ( lsaiah 11 :9) . o
36
EDUCATION
(Continued f rom page JO)
ing, in principie, the "scientific
method" of our t ime.
She rejected revelation as a
source of knowledge.
She embarked on the very fi rst
recorded "scientific experiment."
S he decided to make a test , and
observe the results. For guinea
pigs she used her husband and
herself. She experimented, first,
with the tree of knowledge of
good and evi l.
The result of that "scientific
experiment"? The guinea pigs
became unh appy. They died .
During their lifetime, however,
they experimented further in the
psyc ho logy of c hild rearing .
Again rejecting revelation, they
adopted the "scientific method"
of permissiveness. The result of
that experiment?
lt
produced the
first juvenile delinquent. Their
eldest son became a murderer,
and they grieved the loss of the
second.
But, it seems, neither they, nor
their chi ldren in all the successive
gene rations ever s ince, have
learned anything from the experi–
ments. Humanity has been exper–
imenting by the same process
ever since, with the same unhap–
py results.
Sorrow, suffering and death
have been the harvest reaped by
each s ucceedi ng generation .
Mankind has never learned from
the
dearest
teacher of all--expe–
rience.
But mankind has
written
the
lesson in human blood!
The most ancient of records
reveal that educational institu–
tions, from dimmest antiquity,
were organized and maintained
by religions. As early as the 1Oth
century B.C. we find the record
of schools fo r the training of
pagan priesthoods. On the other
hand, the prophet Elijah, at the
turn of the ninth century, estab–
li shed three co lleges for the
prophets of God.
Pagan Schools for Christian&
At t he beginning of the Christian
era, pagan schools, on the Plato
model , dotted the Roman Empire.
No Chris t ian schools existed .
Printing had not yet been
invented . Textbooks had to be
prepared, laboriously, entirely by
hand, one at a time. A ll textbooks
were pagan.
All leaders in the first five cen–
turies of the C hristian wor ld
were, of necessity, the pupi ls of
this pagan education.
Then the ba rbarie invasion
swept away these sc hoo ls.
Through these years the only
education in the Wes tern world
was pagan. Pagan philosophers
and religious beliefs and customs
were inst illed automatically into
growing children. Observance of
pagan holidays was a regular part
of school life- as, surpri s ing
though it may seem, it continues
to be today!
Education was instilled as
a
system of memory training.
lt
was "spoon-fed," litera lly fun–
neled into immature and growing
minds. Children were taught to
accept without question, assume
without proof, believe and memo–
rize whatever was taught. This
method , too, persists today. Chil–
dren are sc ldom taught to
THINK- but to be followers, not
leaders. Few know
why
t hey
be li eve the things they d o.
Through all those years, all litera–
ture in the Western world was
pagan.
Beginning the sixth century,
the only schools were the monas–
tic schools, for the training of
monks, and the cathedral schools,
for the training of priests. These
evolvcd into the universi tites of
Salerno, Bologna, Reggio, Padua,
Modena, Ve rcelli and others.
The firs t university of ou r
modero pattern was the Universi–
ty of París, beg inning in the 12th
century.
English students, sent to the
University of París, later (1167-
68) founded Oxford Universi ty.
Oxford a lumn i founded Cam–
bridge. Graduates of these uni–
versities founded Harvard in
1636, William and Mary in 1693,
Yale in 1701 and Princeton carne
later in 1746.
lt
was Thomas J efferson who
founded the fi rst state universi-
The
PLAIN TRUTH