Conservatives Continue to Lose Because They Just Don’t Know the History

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

Christians and other patriotic folks, even with Trump in office, continue to lose the battle for our culture because we just don’t know our history. And what’s worse, many of us just don’t care to learn if it goes against our preconceived notions or what we were taught in those indoctrination centers we insist on referring to as “public schools.”

I almost can’t count the times in the past ten years or so that I have gotten “alarm” bulletins from various patriotic and conservative groups that are suddenly up in arms because someone is supposedly threatening to do away with the pledge of allegiance. It seems that they literally view this pledge as being on a par with the Declaration of Independence. Folks, I’ve got a news flash for you all–it ain’t! And if it was done away with tomorrow we would not be the worse off.

According to one of these “alarm” notices that I got today (11/11/17) the Washington Post  claims the pledge is “…steeped in bigotry…origins in nativism and white nationalism.” To put it bluntly, such assertions are a crock.

I will defend our Confederate monuments. I will defend other historic statues and monuments that reflect our Christian culture. I will defend the National Anthem, written by a Christian man. I will not defend the pledge of allegiance. Why? Because I know its history and the people so frantic to defend it don’t seem to.

In our book Lincoln’s Marxists Donnie Kennedy and I have dealt with the pledge of allegiance  and its dubious “Christian” author on pages 30 and 46. If you have the book, check it out. If you haven’t bothered, maybe you should get it.

On page 30 we wrote: “For most modern day Christians it is very difficult to think of anyone being a Christian and a socialist, let alone a communist at the same time. These very same Christians will dutifully place their right hand over their heart and repeat the pledge of allegiance to the United States flag, a pledge that was written by one of America’s most notable Christian socialists, Francis Bellamy.”This man, who incidentally, was a minister in a church in Massachusetts, was the cousin of socialist Edward Bellamy. We said that: “Each time an American places his hand over his heart and recites the pledge of allegiance, he is repeating a pledge inspired by and written by a utopian socialist ideologue. Francis Bellamy’s denial of the deity of Christ, his denial of the resurrection of Christ, and his rejection of the Bible as the infallible Word of God led to his removal as a Baptist minister. Born and raised in Massachusetts, a short stay in the South  was enough to convince Bellamy  that the South was hopelessly tied to orthodox Christianity even to the point of rejecting such modern and progressive theories as evolution. Francis Bellamy believed that the defining event in American history was the Civil War, and he admitted that he desired that his pledge would reinforce everything that the arguments of Hamilton…the speeches of William H. Seward and Lincoln (and) the Civil War had accomplished.” So there is the true origin of your “pledge of allegiance”–the parting shot of “reconstruction” at the South–one nation “indivisible.” And if that is true, then your Confederate ancestors, and mine, were all traitors. So stop and reflect on that before you so eagerly recite this spurious pledge, in the name of “patriotism.”

One might  almost be led to wonder if the Washington Post’s real agenda was to get ill-informed Christians and patriots all wound up so they would expend their time and effort eagerly defending a major tenet of socialism–one nation indivisible!

How many Christians and conservatives will jump on this bandwagon and throw themselves into an effort to defend the pledge because they just don’t know the real history???  You think it ever occurs to the socialists and the One World Government crowd to get us chasing our own tails this way? Of course it does!  And we fall for it every time! They pull the same stunt on Christians with the Battle Hymn of the Republic, a thoroughly Unitarian dirge that has appeared in more Christian hymn books than I like to think about.

Until we get serious about learning our real history we will continue  to fall prey to every “hot button” issue the Leftists continue to strew in our path and waste our time and effort defending what is really socialism when we should be defending our God-given liberties.

Lincoln’s Marxists–a 37 minute lecture CD by Al Benson Jr. Hear the truth about the Marxists and socialists who fought for the Union,  why they supported Lincoln and the Northern cause, and their objectives in the U.S. today.

To purchase the Lincoln’s Marxists CD  send $8.00 to

Lincoln CD,  c/o The Copperhead Chronicle,  P O Box 55,  Sterlington, Louisiana 71280

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“Rules For Rebels”–How to defeat Leftists and RINO’s

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

Recently, I attended a meeting in Port Allen, Louisiana, just west of Baton Rouge. It was sponsored by the Kennedy Brothers, Ron and Donnie. The overall agenda for the meeting was taken from the book by Ron Kennedy, Dixie Rising–Rules for Rebels, published earlier this year by Shotwell Publishing in Columbia, South Carolina.

After watching Southern patriots, and by extension, Southerners in general, consistently lose out to various types and forms of One Worlders, Leftists, and phony “conservatives” for decades, the Kennedy Brothers have put together, in the above-mentioned book and this presentation, their program for overcoming this concerted opposition and starting to turn the tables on our adversaries, some of whom actually claim to be our “friends” because they happen to speak with a Southern accent–and we are supposed to be too stupid to know the difference. Studying this book will enable Southern folks, and others as well, not to be too stupid any longer.

The Kennedys both gave several lectures during this meeting, accompanied by a video presentation that accented the points they were making. One of the first things they stressed was for us not to keep doing the same things we have been doing for decades while hoping for different results than we’ve gotten in the past.

They both stressed education, and they realize that this education will not be done in six months or a year. It is an ongoing process. I don’t know how many Southern patriots I have run across over recent years that stressed that what they needed to do had to be accomplished “within the next two years” at the most. And guess what, the next two years came and went and it didn’t happen! But Ron Kennedy, in this book, lays out a “to do” list that we need to systematically begin working on. He notes, on page 47, that: “The first thing to do is to realize that we need more than just those Southerners  who are well aware of the truth about the so-called ‘Civil War.’  We need to reach rank and file Southerners….We do this by dividing the Southern population into distinct segments and then directing our ‘educational’ efforts toward informing these smaller segments. For example; your neighbor who is not roused to action by the removal of a Confederate monument may become extremely agitated by liberal government rules requiring businesses to allow males to use female restrooms. While your ‘hot button’ issue is the continuing cultural genocide conducted against our Southern heritage, his ‘hot button’ issue is immoral and  ridiculous federal edicts. It is our job to ‘educate’ him so he realizes that when the people of the sovereign state have the right of nullification his ‘hot button’ issue would be governed at the local level, not from Washington, D.C.” This is one small example of what the book deals with.

On page 48 Ron observes: “The bottom line is simple. Without real states’ rights, inclusive of the rights of state nullification and secession, we the people are helpless when facing an all-powerful tyrannical Federal Empire.”

On page 24 and following is a section called Project 2020, A vote for Southern freedom–Dixie’s Brexit!. You really need to read the book to grasp all they are saying. It’s almost impossible to get it all down in an article like this. But they mention irregular political warfare or “guerrilla political warfare.” In other words, you often need to fight like Forrest, not like John Bell Hood. Most of us who have been to Franklin, Tennessee know what Hood did there, a horrible testimony to the wrong kind of warfare. Hood destroyed his army at Franklin with costly frontal assaults.

On pages 15-18 Ron lists several assumptions which should be true of most, if not all of the people who read Dixie Rising.

He comments on both political parties and notes that they are both part of the status quo–and always have been. The Deep State that many of us have read about in the last year or so did not spring forth after the election of Donald Trump–it has been around for a long time and Southern folks need to be aware of it and how it operates. Therefore, information (education) must precede constructive organization–and eventually action.

The South needs a series of state “shadow governments” to educate, activate, and motivate Southern patriots to work to eliminate federal tyranny. But we need to start with education. For those interested and concerned about all this, you should go to http://www.kennedytwins.com and ask for more information.

Education Is “Reconstruction”–Even Today!

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

In his informative book Segregation–Federal Policy or Racism (Shotwell Publishing Co., Columbia, South Carolina) author John Chodes has some interesting information in chapter 6, which he entitles The Freedmen’s Bureau:  Segregation for Black Education. In this chapter he notes that the whole concept of segregation was promoted so that blacks could be “educated” (radicalized) separately from whites. This was a kind of master  plan to promote class hatred between the races. Look at it this way–one of the reasons for the War of Northern Aggression was not to free the slaves, but rather to transfer ownership from private hands to federal hands. From private hands to the Freedmen’s Bureau!

Chodes notes how the federal government was, even in the 1860s, messing around with federal control of and aid for education. The foolish idea of public, or government, schools being “ours” or somehow belonging to the people, is and has been the prevalent myth, propagated on the public at large so they will not realize that this leviathan institution was made and directed from Washington from day one. This is something we have got to get through our heads! These really were and are Government Schools!

Chodes observes, on page 34 that: “The Union League, for all its destructiveness for race relations,  was only a division of a larger organization–the Freedmen’s Bureau. It was an agency of the War Department. Its role in the post-war South was enormous and its educational projects that were put in place in the 1860s, became national models for the 20th century. Its political directives for the special treatment of blacks and the hunting down of racists is still expanding in the contemporary United States and continues to impact current national policy.”

The Union League separated the blacks from the whites and then the Freedman’s Bureau educated them differently, which laid the basic foundation for “eternal segregation.” And Chodes accurately observed that  “The primary function of the Freedmen’s Bureau was educating blacks to vote Republican and to forever hate Southern whites. Integration was unthinkable, except in some rare, showcase schools, where it was used to torment whites with radical principles of social equality.” They could teach the blacks how to vote Republican and not bother to teach the whites much about anything regarding voting because the vast majority of the whites had been disenfranchised due to “reconstruction” and could no longer vote.

Then came the Yankee/Marxist “school teachers.” These “missionaries” and they were missionaries, felt that they were “…the advance guard of a new army of invasion against the terrible South.” And here your “history” books have told you that “reconstruction” ended when all those Yankee troops departed. Well, not really. The South was still in the process of being invaded–only now it was with school teachers instead of soldiers–but the results, if more insidious, were still the same. It was never about “freeing the slaves” but it was always about changing the culture, particularly the Christian culture, of the Old South. After 150 years of this, we still haven’t figured that out yet. I begin to wonder if we ever will!

These invading “missionaries” of Yankee/Marxist “education” came down here to show us the error of our ways, and while they were assaying to do that they “…taught the negro the wildest of social, political, and religious doctrines…In teaching him not to be servile, they taught him to be insolent…” Anyone notice any of that going around today?

Chodes said that “In his autobiography, General O. O. Howard described his plan to permanently consolidate all Southern schools. This would be the prelude to nationalizing them.” Howard wanted all education, both private and public, to “become absorbed in a great free system.” Guess who would control that “great free system?”  Subtle hint: it wouldn’t be the parents! In retrospect, you have to wonder how much different this was than Karl Marx’s tenth point in the Communist Manifesto  “Free education for all children in public schools.” I don’t see much difference.

And in regard to educating white kids “…education would be the instrument for reforming the Southern mind to be sympathetic to the principles of union and liberty, and for training Southerners to be obedient to Republican Party rule. In a sense, the school was the common denominator,  the agency for nationalization of the sectionally minded South.” It doesn’t take a rocket scientist to see where all this was going–and remember, this was 1866, not 1966!

I have, over the years, often maintained that public (government) education was an integral part of “reconstruction.” Unfortunately, most Southern folks I have talked to either totally don’t get it, or they don’t even want to think about it. To that degree, “reconstruction” in the South has been a smashing success. The “missionaries” have done what the Yankee troops couldn’t.

But, whether you want to think about it or not, government schools ARE a major part of the ongoing “reconstruction” of the South, and of the rest of the country as well. If you look at the history of government schools, you will find that kids (and parents) in the North were being “reconstructed” for about a generation before they started on us. So, whatever else you want to think, government schools as we now have them, were part and parcel of “reconstruction” in the South, and that is a problem we have yet to deal with down here.

Political Ignorance–Part of the new slavery

by Al Benson Jr.

There a lots of “useful idiots” out there on the Left that couldn’t pour water into a teapot if they were handed a set of gilt-edged instructions along with the water. Our government education system has largely aided in their brainwashing and programming so that they think good is evil, freedom is slavery, and white is evil, even though many of them are white. They claim that fascism is a “right-wing” phenomena when any sane person recognizes that there is precious little difference between a Nazi (national socialist) and a Communist (international socialist). They are both socialists!

I just read an article this morning from Frontpage Magazine, by Matthew Vadum, dealing with Antifa, which is supposed to be an “anti-fascist” group but, in reality, acts as though they were Hitler’s brown shirts. Vadum stated in his article: “Video has surfaced showing masked Antifa thugs in Berkeley, California, last weekend calling for the destruction of the United States…It is becoming increasingly clear that the Antifa, short for anti-fascists, are the de facto militant arm of today’s Democratic Party…” According to Tucker Carlson of Fox News “This is a political militia that is doing the bidding, in effect, of Nancy Pelosi and Governor Jerry Brown and the mayor of Berkeley and all these supposedly mainstream Democratic politicians, and this is a militia hurting American citizens for saying what they think.”

And Antifa does have an agenda, whether its own or one that was handed to it by those who finance its Leftist political gyrations or not, I don’t know, but I rather think it’s one that has been handed to them and then they have been left to work out the particulars.

They talk about “creating a culture of  tolerance and then they employ the techniques of cultural Marxism to work that out. They say “To create a culture of tolerance, we must first eliminate all forms of hate speech. Every idea critical of our movement or our way of thinking  must be condemned as” racist, homophobic, misogynist, etc.” So, in their “culture of tolerance” they are going to condemn the opinions or ideas of anyone that dares to disagree with their collectivist viewpoint.

And they continue: “…When all else fails, compare someone to Hitler. Every once in awhile one of our minority group friends will become disillusioned and speak out as a conservative a.k.a. fascist. Belittle them as delusional..Our color, my blackness, for example, comes first. It defines who I am. Black first, American second. Gay/Lesbian first, little person/dwarf second, American third, and so on.”

And they say: “Most liberals are not ANTIFA (yet) but soon they will be…Never call any immigrant ‘illegal,’ obviously.  They are ‘undocumented…By 2117, one hundred years from now, our goal is to have 70% of the US population be non-white…”

They have a big interest in controlling the media and they have a big interest in the social media. They have said: “Social media is the new battlefront of ideals. We’ve seen what kind of power these outlets yield by kicking major fascists off their platform before. This will and this must only continue.” In other words they work to eliminate opinions contrary to their own. So much for “free speech.” It’s “free” if they say it is–otherwise it’s “fascist.”

And they make an interesting statement for those of you who have kids. They say: “Many of us first learned about Antifa and gained our views on college campuses and universities across the country. This needs to start earlier. Take up teaching as a profession. Educate the youth about the dangers of fascism…Teach little Tommy not just how to read good, but also how to think and act good.”  All in accord with the worldview of Antifa, of course. Maybe, if his parents are not too sharp about what goes on in school, they can teach little Tommy to be a good socialist! That’s where they are really headed and one way for them to do that is to make sure that little Tommy has no cultural heritage, particularly Southern cultural heritage, to fall back on, because like all good socialists, Antifa knows that if they steal your youngsters’ history and heritage they will control his future instead of you.

This is just a little something for you to ponder as you sit in front of the TV and watch the Anfifa thugs, all masked, march across your screen in their quest to “destroy fascists” which means  you!  

Why Our Kids Never Went To Public School–Fifth and concluding part

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

As my wife and I settled into the concept of home schooling we found that we needed some sort of structured curriculum that we could be comfortable with. Even in the late 1980s there were quite a few home school curriculums out there, though probably not as many as today. One of our daughter’s friends, one time, commented to us “You guys home schooled before home schooling was cool.” I hadn’t thought of it that way but I guess she was right. In 1986 it hadn’t been all that long since people in some states had had their kids removed out of their homes because they refused to put them in public schools. After all, for many officious bureaucrats Government schools were the sacred cows of the hour.

So my wife and I started attending home school book fairs and conventions when we could get to them. We started checking out books and listening to various speakers.

One thing I found with various home school curriculums was that the selection of history books was, for me, somewhat discouraging in the main, and the same held true for books I saw on government. Some of the books I saw at fairs looked pretty much like government school material with a few Bible verses sprinkled over it–just enough to make them palatable to home school families that didn’t know an awful lot of history (and weren’t likely to learn much with some of these books).

We finally came up with a curriculum for our kids, but I didn’t use their history material. For our son I came up with a five volume series by Clarence B. Carson called A Basic History of the United States. It was published by the American Textbook Committee of Wadley, Alabama, originally copyrighted in 1983. It was a good, solid basic U.S. history that didn’t dwell on a pile of politically correct drivel and I found that, when it came to the volume on the War of Northern Aggression, they got it right. Our son worked in that series until he completed high school. I also had him read current events articles out of the New American magazine and write out short reports on these.

For our daughter we came up with a book by Donzella Cross Boyle called Quest of a Hemisphere for American history. I liked this book because it went into the differences between republics and democracies–something most history books almost totally ignore. Our daughter was three years younger than our son and that seemed a better choice for her at that point.

In early 1989 we moved from Indiana to Illinois and my wife and I went to work for a Christian home school program there. The folks in our church in Indiana gave us a going-away party, at which they presented me with an electric typewriter. As I stated earlier, they were not bad folks, but I think some of what I did made them nervous and some of them were probably relieved to see us go. I seem to have had that effect on a couple churches over the years.

For awhile our daughter worked in the curriculum used by the home schooling program we worked in. One of the books they used for American history was an A-Beka book. This was a high school book and the title escapes me at this point. The home school program in Illinois used this as a two-year course in American history. So our daughter started reading in it and working through it and she finished the entire book in less than six months. Her comment to me at that point was “Dad, can we go on to something else for American history? This book was shallow.”

So we did. A friend I worked with lent me a home school American history course that consisted of 16 cassette tapes, a whole book of notes and a great big bibliography to go with it. It had originally been done as a series of lectures by Pastor Steve Wilkins when he was still in Forest, Mississippi. It was called America–the first 350 years. Contrary to much of what I had seen for American history over the years, this was history with some meat on the bones! This series had all the stuff most history books, even for the home school audience, either ignored or played down. The man who put this series together was not just a pastor, he was also a historian, and a historian from a Reformed Christian perspective. This was history our daughter could sink her teeth into–and she did–nothing shallow here!

We did the series together, tape by tape, late at night when it was quiet and if we came to something on one of the tapes she wasn’t sure about, we shut the tape off and talked about it. She sat with a notebook on her lap and took notes through the whole thing. She finished her home schooling with this tape series and both of us learned much we had not known previously. This was like “all the history the historians leave out.” The series started with Columbus, though Pastor Wilkins commented on possible European involvement here before Columbus–and it went through the end of “reconstruction” after the War of Northern Aggression. It stopped after that. Later, someone asked Pastor Wilkins why he had stopped after that, and I never forgot his reply. He said “Because everything after reconstruction was Post-America.” In other words, everything after “reconstruction” was not the America the founders had given us–it was a whole different animal. He was right. None of us alive today has ever lived in the “real” America passed down from the Founders. We have lived in a clever counterfeit and most don’t even realize it. The War of Northern Aggression was our French Revolution, and like France, we have never recovered.

Rev. Wilkins’ history series was pivotal in our daughter’s understanding of accurate American history and it made enough of a difference in her outlook that our grandchildren, who were home schooled, used this series also. The cassette tapes are long gone, but I think you can still find the series in MP3 today.

Had our children attended government schools, especially in the North, they would never have had the opportunity to learn accurate history. All they would have learned of history in the government schools would have been the “cunningly devised fables”, taught to government school students, and that bemuse most evangelical Christians in our day–in other words, it ain’t real history!

After working with the home school program in Illinois for several years, my wife and I moved to  North Louisiana, where the church we attend has a classical Christian school and where the youngsters are taught correct history, not politically correct history.

Some may think I belabor the history question too much, but history is the area my calling has been in, and I have learned over the years, that if you don’t get your country’s history (and the world’s) history correct, then you will most often come down on the wrong side of every political and historical discussion you ever get into because you will not have done the homework. Ask your average evangelical Christian, even in the South, what the War of Northern Aggression was fought over and 90% of them will say “slavery.” And that is the culturally Marxist reply. It’s not that these folks are intentionally Marxist, it’s just that they don’t know. The government schools most of them attended only ever gave them the culturally Marxist  answer to the question of what the War was all about.

Among evangelicals in our day (and before) this has been a major problem–in the main, we don’t know our history–and we will seldom get it in government schools. This is not said to belittle the efforts of those in government schools that try to teach accurately, but it is a sad commentary on the system they work for, that does not want them to teach accurately, no matter what the educational apparatchiks try to tell you. Until our evangelical brethren begin to understand this and remove their kids from the government school leviathan, not much will change. I have said this in the past, but will repeat it here in closing–if our view of the past is faulty, then our vision for the future will be also.

Part Four–Why Our Kids Never Went To Public School

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

The reactions to our decision to home school our kids were fairly quick and followed certain patterns. A couple of folks decided that, as long as we were going to do this, they could help us out by giving us lists of books we should get and make sure our kids read. I recall two such lists, if I remember correctly. I did look over the lists to see what they had.

Interestingly enough, one of the books near the top of both lists was Catcher in the Rye. When I had worked at a college back in the East, many of the kids I knew there had that one as required reading, so I had a chance back then to browse through it on several occasions. Now maybe it’s just that I am old fashioned, but my first reaction to seeing that on both lists was “I don’t want our kids reading that!” Maybe some of you all have read that one and don’t think it was as questionable as I did. There were several other offerings on both lists that I frowned at. There wasn’t an awful lot on either list that I wanted our kids messing with. Now our kids were both readers and we bought them books when we could afford to and they read and reread many of them until the covers literally fell off them. We bought them C. S. Lewis’ Chronicles of Narnia series and they read those until they were literally falling apart. I realize some folks disagree with some of Lewis’ materials, but it was a lot better than some of what was out there. Anyway, the book lists were a flop.

Later on, after that, (and I didn’t find this out until our kids were grown and our son told it to me), some of the ladies from the church pulled him aside one day and asked him if he wouldn’t really rather go to a public school than to have to learn at  home. I assume they were trying to get him to persuade us to put the kids in the local government schools. That didn’t work either. My son told them that if he had to end up in a public school, he would just quit. At that point he was 16 and, therefore, old enough to do that.

In retrospect, that bothered me a little. My wife and I had made certain decisions that we felt were best for our children and they were trying to “rearrange” those decisions to what they thought was best.

So, with those two agendas not working, the next project was to send the pastor out to talk to us and talk us into doing what many, if not most, in the church figured we should do. You see. some of these folks had a problem with the fact that neither my wife nor I had a college degree, and in their minds you couldn’t do anything without a college degree, preferably several, with a whole batch of letters strung out after your name. I don’t think they felt we were stupid–it was just that we were ignorant and didn’t know what we didn’t know. I had tried to tell some of them who didn’t know what the government schools in West Virginia and other places were doing and they didn’t want to know that. So I guess that made us even!

Understand, when I say all this, these were not bad people. I think some of them had a genuine concern, but their worldview was not our worldview and they never could quite grasp where we were coming from. All they knew was that much of it turned them off and part of their solution to our situation was to try to make our kids as much like theirs as possible.

Anyway, the pastor came out one evening (his kids were in government schools which he thought were just great). And he was going to talk us into “doing the right thing” for our kids. So he gave us all his reasons why he thought the government schools were the only way to go with our kids and they would probably grow up culturally deprived if they couldn’t attend them.

After he had completed his recitation, I said to him, “You’ve told us all the reasons you think we should put our kids in public school and now I’m going to tell you all the reasons we are not going to do that.” And I had a list of reasons, not on paper, but in my head and so I started telling him what we knew about government education and our problems with it. When I got through, he said to me “You’ve thought this through pretty well haven’t you?” I assured him we had, which was no lie, and then he said to me (and I have never forgotten this) “In light of what you have just told me, what I am suggesting to you must sound like blasphemy.” To which I replied “You’re getting pretty close.” I guess I had made our point, either that or they all thought we were totally hopeless, I don’t know which, because no one at church ever mentioned the education question to us again. From the pastor on down, they just dropped it.

And although this incident I am about to mention doesn’t have specifically to do with our kids’ education, I mention it anyway, because it is an educational issue. I had been asked to teach a Sunday School class, and there was a lot of “safe” material out there that I could have used that would have threatened or challenged no one. However, I chose to try to teach a class about secular humanism. They all professed to be “agin it” but most of them knew little about it or how it had infiltrated the churches.

This came up because I had previously taught a one session class about this and quoted extensively from The Humanist Manifesto 2, which they were obviously unfamiliar with. At the end of that class, one lady asked me if what I had used was John Birch material. I told her “I didn’t use any John Birch material.  What I gave  you today was right from the Humanist Manifesto 2. What I gave you was right from the horse’s mouth.” They were astonished, they didn’t have a clue.

Anyway, I don’t know for sure, but I think that may have had something to do with my getting the invitation to do the Sunday School class. In order to have something for them to go by, I bought a book from the local Bible book store about secular humanism and showed it to the pastor.  He took it, showed it to some others, whether it was the elders or not I don’t know, but then he came back and told me some folks had problems with some of what was in the book. So he hemmed and hawed about it and so I just asked him up front, seeing that there were problems with parts of the book “Would you rather I just didn’t do this?” I figured if the book was too rich for them, that gave them an out, but I wasn’t planning on teaching something that made folks feel good. There isn’t much education or challenge in “feeling good.” They could get someone else for that.

The pastor came back in a week or so and said to go ahead and use the book. So I did, and I prepared a lesson for the first week and typed up a batch of material, both from the book and other sources, on secular humanism I had or borrowed. Every week that I did the class, which I think lasted for 3 months or so, I had a batch of reference material to hand out to everyone in the class so they had something on paper to take home with them and look over (I hoped).

But even though they finally agreed to let me do the class, there were still obvious reservations–to the point where they printed a disclaimer in the church bulletin each Sunday letting the congregation know the church probably didn’t endorse everything in the book, so anyone who took the class did so at their own risk.

Interestingly enough, the class was packed–all kinds of people from the elders and deacons on down. I have never been sure if all those folks sat in because of what they could learn or if they were there to make sure I didn’t go too far off what they considered was the deep end.

To be continued.

Why Our Kids Never Went To Pubic School–Part Three

by Al Benson Jr.

Member, Board of Directors, Confederate Society of America

As I previously noted, it was not until we moved to Indiana that I grasped why most evangelical folks would not object to nor protest what went on in government schools.

In Indiana we found and attended an evangelical Presbyterian church because it was the only Reformed church we could find in the immediate area. We found a Christian school for our son to enter. Our daughter would not be ready for school for another year yet. Our son had previously been in a Baptist school in West Virginia. The new school in Indiana wasn’t everything we could have hoped for but it was still better than a government school. At least we felt that way–many of the folks in the church we attended were not quite sure of that. Just about all the families that attended this church had their kids in government schools, which they were quite satisfied with. And they thought our kids would be much better off in a government school than in a Christian school. I hope, at this point, no one tries to tell me the Christian faith in this country hasn’t been tampered with.

I think many of the people in our church in Indiana probably felt we were a little weird and as I talked to some of them I found that many, if not most, of their political convictions were not mine–and mine would never be theirs. I had seen too much to take their Pollyanna approach. I had a basic distrust of government. They thought I should love government.

After the time we had spent in West Virginia there was no way under Heaven our kids would go to a government school. They disagreed. They thought government schools were just great. They talked about how the local government schools had great sports and music programs and how our kids would benefit from all that. Although I didn’t say it out loud, my first thought at those sentiments was “I’m going to sell my kid’s souls for a good music program???” When I tried to tell them some of what I had seen in West Virginia it was simply beyond their ability to grasp. They couldn’t, or wouldn’t, believe the government education system would ever do what I described to them. Surely I must have been mistaken, or misunderstood what was being done down there.

They simply could not grasp the idea of little old ladies with broken shoulders and their arms in slings because the local and county law enforcement had hit them with billy clubs while they were breaking up textbook protest meetings. That simply was beyond their ken.

I recall one court hearing I attended, where the local gendarmes had arrested several protesters and one of them was one of the major protest leaders. His “crime” had been to talk to one of the police officers, asking them, please to not do what they were doing to these people. When the officer who had arrested him took the stand he could not even tell anyone what he had arrested the preacher for. He was asked several times by a lawyer that had been brought in to help the protesters and he remained mute–no reply. Justice in West Virginia! But the folks in our Indiana church didn’t want to hear any of this. The government school system would  never do what I said went on in West Virginia–end of conversation! So ours was most definitely the minority opinion in our church, but then, I guess that didn’t surprise me all that much. Mine has been the minority opinion most of the places I have been in my life.

But the education question never totally went away, and at one point, we even got them to agree to listen to the headmaster of our Christian school one Sunday evening after prayer service. At that time, the headmaster of the Christian school our kids went to was from Southern Indiana and he described himself as a “Jeffersonian Democrat.” He and I had many viewpoints in common, educationally and otherwise. Although the church folks listened to what he had to say that Sunday evening about Christian education, they didn’t really buy it, and you could tell from the comments that followed. If we wanted to do it, well, we were a bit odd anyway so it was “probably okay” but they weren’t having any. The following year he left the school and went back to Southern Indiana, for some pressing reason, I don’t just recall why at this point. The headmaster that replaced him was less satisfactory. He was a nice guy, but he didn’t know upside down from inside out and seemed to think he had it all figured out. He had a long way to go.

Awhile after that, due to circumstances I will not go into here, we switched schools and our kids ended up in a school run by a Nazarene church in a nearby town. Now these folks were doctrinally far away from us, but again, the school headmaster there had learned to think outside the box and he had read some of the same material by R. J. Rushdoony and others that I had read, so whatever doctrinal differences we might have had, we shared the same worldview when it came to Christian education.

In each of these Christian school situations we had needed help with tuition. My wife and I both worked, but we didn’t make lots of money–no fat checks coming in from George Soros or the Rockefellers every month, and it wasn’t easy. It was a sacrifice for us even with help.

Yet, how many evangelicals did we run into in Indiana that “just couldn’t afford a Christian education” for their kids?  They had two cars in the garage and a television screen in the living room that covered half of one wall, but a Christian education for their kids was simply “unaffordable.”  I said to my wife on several occasions “We are probably the poorest family in the church and yet we can, with help, manage it. Why can’t some of them?” Actually, it was a matter of priorities. For most evangelical Christians in this country Christian education is just not a real big priority.

However, one year, we reached a point where there was no more help with tuitions available–anywhere. So, at that point, we had to make a decision as to where we would go from there. For us it was not all that difficult. The government school was never an option, and so we started checking into home schooling programs. When the church we were attending heard that, some of them went through the roof!  They were willing to tolerate us with out kids in  a Christian school, even though they would have rather had them in a public school, but when we decided to home school them, we had moved beyond the pale. That was just too much!

To be continued.