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inexorable
LAWS
in motion to make pos–
sible that utopian state for all. The very
first mission of education is to dis–
seminate the knowledge of those laws
and of the
PURPOSE
of life.
Yet this knowledge is
NOT
dis·
seminated -
except at the three
campuses of Ambassador College.
What
is
man?
WHY
is man? Was he
put on this earth for a
PURPOSE -
or
did he just happ..:n, by accident? Is
there meaning to life? What is
THE
WAY
to peace, to happiness, to well–
being, to dependable security? Why are
we air-breathing creatures of mere tran–
sitory existence?
WHY
are these questions ignored,
and certainly never taught - these
BASrc
foundations of any rigbt or true
education?
Why?
Simply because 1_110dern education has
become almost wholly materialistic.
It
has lost the true values. It gropes
hopelessly in the dark, in a vain search
for the acquisition of knowledge which
can come only through the very source
it rejects!
It
fails to teach young meo and
women the most needed of all knowl–
edge. It teaches young people how to
earn a living, but fails to teach them
how to li·ve
.1
Surprising Origin of Modero
Education
How
did the system of modero edu–
cation come about? A brief research
of its history will prove startlingly
illuminating.
The academic form of curricular edu–
cation was originated by the pagan
Greek philosopher Plato, 427-347 B.C.
He was the founder of education of
regular currículum in a fixed place. He
called it the
academy.
But an interesting analogy, and les–
son - if you can believe it - is
portrayed as of a much earlier date.
lt
is
found
10
the Biblical account in
Genesis.
It portrays the Creator as the original
Educator, giving instruction to the first
man and woman, regarding the two
basic
ways
of Iife. This was pictured by
two symbolic trees. The one, freely
of!ered, represented
the way,
as a life–
philo~ophy
of !ove - of outgoing con-
The
PLAIN TRUTH
cern for others - of giving - of
serving - of sharing. The other, for·
bidden yet left completely accessible,
symbolized the opposite life-philosophy.
It evaluated success in terms of material
acquisition.
It
was
the way
of vanity,
sellishness and greed; of consideration,
first of al!, for
SELF;
it exalted com–
petition and strife.
The fi rst was simply
the way
of the
invisible, inexorable, living
LAWS
per–
formed by
LOVE-
the Law of the Ten
Commandments - the Law of the
Golden Rule. That
way
is the
CAUSE
of
peace, happiness, abundant well-being.
The second was the way this world
has followed: competition, acquisition,
materialism, fullilling the twin pulls of
human nature - vanity and greed. This
way
caiiSes
all war, strife, unhappiness,
human
TROUBLES.
This account portrays the Great
Educator revealíng these living laws of
love as
the
tuaJ'
to peace, prosperity,
happiness - a real utopía - and their
violatíon
the way
to strife and war,
pain, suffering, insecurity, wretchedness,
discontent, emptiness, and death.
True to human nature, even as it
manifests itself so often today, the
woman took over the initiative. She is
pictured as inaugurating, in principie,
the "scientific method" of our time.
She rejected revelation as a source of
knowledge.
She embarked on the very first
recorded "scientific experiment." She
decided to make a test, and observe the
results. for guinea pigs she used her
husband and herself. She experímented,
first, with the tree of knowlege_.of good .
and evil.
The result of that
~'scienti_fic
experi·
ment"? The guinea pi:gs became
unhappy. They died. During their life–
time, however, they experimented fur–
ther in the psychology of child rearing.
Again rejecting
revelati~n,
they a<fopted
the "scientilic methoq" of. permissive–
ness. The result _of
that experi–
ment?
It
produced ·the first. j¡.rvenile
delinquent. Their
eld~st
.son beeame a
murderer, and they grieved the loss of
the second.
But, it seems, neither they, nor their
childreo in all the successive generations
ever
sine~, hav~
learned anything from
the experiments. Humanity has been
]une
1971
experimenting by the same process ever
since, with the same unhappy results.
Sorrow, suffering and death have
been the harvest reaped by each succeed–
ing generation. Mankind has never
learned from the
dearest
tead1er of al!
- experience.
But mankind has
written
the lesson
in human blood
!
The most aocient of records reveal
that educational institutions, from dim–
mest antiquity, were organized and
maintained by religions. As early as the
tenth century B.C. we find the record of
schools for the training of pagan
priesthoods. On the other hand, the
prophet Elijah, at the turn of the ninth
century, established three colleges for
the prophets of God.
Pagan Schools for Christians
At the beginning of the Christian
era, pagan schools, on the Plato model,
dotted the Roman Empire. No Christian
schools existed.
Printing had not yet been invented.
Textbooks had to be prepared, labori–
ously, entirely by hand, one at a time.
All textbooks were pagan.
All Jeaders in the first live centuries
of the Christian world were, of neces–
sity, the pupils of this pagan education.
Then the barbarie invasion swept
away these schools. Through these years
the ooly education in the Western
world was pagan. Pagan philosophies
and religious beüefs and customs were
instilled automatically into growing
children. Observance of pagan holidays
was a regular part of school life - as,
surprising though it may seem, it con–
tinues to be today!
Education was instilled as
a system of
memory training.
It was "spoon-fed,"
literally funneled into immature and
growing minds. Children were taught to
accept without question, assume without
proof, believe and memorize whatever
was taught. This method, too, persists
today. Children are not taught to
THINK
- but to take orders - be followers,
not leaders. Few know
why
they believe
the things they do. Through all those
years, all literature in the Westero
world was pagan.
Beginning the sixth century, the only
schools were the monastic schools, for