Monthly Archives: July 2010

What are the Symptoms of ADD?

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What Are the Symptoms of ADD?

Symptoms must have persisted for at least 6 months. Some of these symptoms need to have been present as a child, at 7 years old or younger. The symptoms also must exist in at least two separate settings (for example, at school and at home). The symptoms should be creating significant impairment in social, academic or occupational functioning or relationships. Also, the individual must not be suffering from any condition or mental disorder that could explain the symptoms.

Symptoms of Inattention

Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities.

Often has difficulty sustaining attention in tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

Often has difficulty organizing tasks and activities.

Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework).

Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools).

Is often easily distracted by extraneous stimuli.

Is often forgetful in daily activities.

 

Symptoms of Hyperactivity

Often fidgets with hands or feet or squirms in seat.

Often leaves seat in classroom or in other situations in which remaining seated is expected.

Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults may be limited to subjective feelings of restlessness).

Often has difficulty playing or engaging in leisure activities quietly.

Is often “on the go” or often acts as if “driven by a motor.

Often talks excessively.

 

Symptoms of Impulsivity

Often blurts out answers before questions have been completed.

Often has difficulty awaiting turn.

Often interrupts or intrudes on others (e.g., buffs into conversations or games).

 

While these symptom lists are the official symptoms as listed in DSM-LV, there are also other lists that describe these behaviors in various terms.

 

Is it ADD or ADHD?

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What’s in a Name?

Is it ADD or ADHD?

In a recent issue of Attention Magazine, CHADD says that from now on they will be using the name AD/HD when discussing Attention Deficit Hyperactivity Disorder. They state that since this is the official name, and they are the “largest organization for people with AD/HD” they feel that they should use the correct name.

One “Disorder”, Many Names

“AD/HD” is only the latest of several name changes over the years. The problem with labels is that they are a better reflection of the level of knowledge at a given time than they are a reflection of what is actually going on. In 1902, these children were said to have a “Lack of Moral Control”; by the 1960’s, they were “Minimally Brain Damaged”. We now know that neither term is fully accurate.

What is AD/HD?

The Official Diagnostic Criteria for AD/HD divides symptoms into two groups: symptoms of inattention and symptoms of hyperactivity/impulsivity. However, AD/HD has “unofficially” been divided into several subtypes by various doctors and researchers. The most common practice is to separate Attention Deficit Hyperactivity Disorder from ADD/WO, or Attention Deficit Without Hyperactivity, also called “ADD, primarily inattentive type”. These patients have trouble with focus and inattention, but lack the hyperactivity. An online test by Dr. Daniel Amen divides ADD into Six Subtypes.

These categories include:

1. Classic (DSM-IV) combined type, in which both inattention and hyperactivity are present;

2. Classic (DSM-IV) predominantly hyperactive type – meet requirements for hyperactivity but shows LESS THAN SIX examples of inattention;

3. Classic (DSM-IV) primarily inattentive type, or ADD/WO;

4. Overfocused type, in which the patient “brainlocks” onto specific tasks at the expense of everything else;

5. Depressive subtype, which combines ADD and Depression;

5. Explosive subtype (10-15% of ADD people) including violent acts up to and including homicide.

 

Three Fingers and a Thumb?

Ever notice that Mickey Mouse is always drawn with only three fingers and a thumb?

In practice, AD/HD and all of its subtypes been lumped together under the umbrella term of “ADD” (pronounced: “A – D – D”). This has happened for several reasons, not the least of which is that people who write about ADD tend to get tired of having to type that stupid /H all the time. But perhaps the more compelling reason is that regardless of hyperactivity, the basic problems are the same – an inability to sustain focus on a required task.

For those of us who live with it. ADD has also come to mean a number of other things as well. There are a lot more “symptoms” common to ADD people than the DSM-IV would state.

To me, it makes sense to use the umbrella term “ADD” until something better comes along. Everybody should be able to name their “disorder”.

 

A Brief History of ADD

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A Brief History of ADD

 

The first doctor to do research about Attention Deficit never actually knew the disorder by that name. George Fredrick Still described the syndrome in a series of lectures to the Royal College of Physicians in 1902. In these 20 lecture, Still spoke of children who were aggressive, defiant, resistant to discipline, excessively emotional or “passionate”. Showing little “inhibitory volition”, lawless, spiteful, cruel, dishonest, impaired in attention, overactive, prone to accidents, and a greater threat to other children due to aggressiveness. According to Still, these children displayed a major, chronic “defect in moral control”.

Also, in what appears to be an almost prophetic foreshadowing of the work of Dr. Russell Barkley, Still speculated that the children had a decreased threshold for inhibition of response to stimuli. In keeping with the prevailing mindset of the time, Still labeled his patients as having a “Defect of Moral Control“, although he did recognize a hereditary link in the disorder. This idea that behavior could have an organic cause rather than simply being a result of “bad parenting” was a radical concept in the early 20th century. The fact that these findings were published in the British medical journal Lancet did give some credibility to this new theory.

One ocean away and a little more than a decade later, American doctors were discussing children who had problems similar to those described by Still. The one thing that many of these children had in common, other than their ADD type symptoms, was that they were survivors of the encephalitis epidemic in 1917- 1918.

Interestingly enough, this is the same encephalitis epidemic which was the setting for the movie Awakenings with Robin Williams and Robert DeNiro.

Numerous papers describe children with “post encephalitic behavior disorder” as impaired in attention, regulation of activity, and impulse control. Like Still’s patients, these children were also socially disruptive and many had memory problems.

This connection between encephalitis and a “Defect of Moral Control” further verified that not all behavior was an act of the will. However, it also brought about a rationale for ADD that went something like this: “The Encephalitis outbreak left these children with brain damage; because other children who had not been exposed to the outbreak also exhibited some of the same symptoms, they too must have been brain damaged in some way as well.” The term Brain Damaged was used to describe some of these children.

In a move towards a “kinder, gentler diagnosis”, and the recognition that many of these children, although quite different from their peers, were still too bright to have been brain damaged to any great extent, the term “Minimal Brain Damage” became popular. This diagnosis became so popular that it was assumed that even if there was no obvious brain damage, or at least none that could be measured by objective medical testing, it was thought that the child must STILL be brain damaged anyway.

Another problem was that this label was too broad to be effective. For example, children who today would be described as learning disabled, developmentally delayed, ODD or ADD were all grouped under one heading, MBD.

Another important event in the era of MBD was the discovery in 1937 that amphetamines (stimulant medication- also keep in mind that Ritalin is a stimulant medication) reduced disruptive behavior in many of these children- specifically in those who were hyperactive and/or impulsive.

Hyperactivity was first described by Laufer and Denhoff (1957) and Stella Chess (1960). This description came to be generally accepted by the psychological community as the correct name for the disorder. The category of Hyperkinetic Reaction of Childhood was used in the Diagnostic and Statistical Manual of Mental Disorders (2nd ed.) (DSMII; American Psychiatric Association [APA], 1968).

While this new term certainly had validity for those who had symptoms of what would later be called ADHD, it still seemed to ignore the fact that many children exhibited attention deficits without any signs of hyperactivity. It was still apparent that more research was needed even on something as seemingly simple as what to call these behaviors.

By the 70’s, over 2,000 studies were published on hyperactivity. The defining features were over activity, inpulsivity, short attention span, low frustration tolerance, distractability, and aggressiveness. Overactivity was thought to be the primary feature. It was commonly believed that these symptoms would disappear by puberty.

Although Chess and other researchers kept pointing to biology rather than environment as the cause of these symptoms, others were not so sure. The Feingold~ Association was the most prominent of several groups who began to look at environmental toxins as a cause of Hyperactivity and other learning and behavior disorders.

In 1965 Dr. Ben F. Feingold began his observations of the link between certain foods and additives and their effect on some individuals’ behavior and ability to learn. It was not until June, 1973, that he presented his findings to the American Medical Association. Although these theories developed a significant popular following, they have not yet been openly embraced by the Mainstream Medical community.

In 1972, Virginia Douglas, in a Presidential address to the Canadian Psychological Association, presented her theory that deficits in sustained attention and impulse control were more likely to account for the difficulties of these children than hyperactivity. She argued that hyperactive children were not necessarily more distractable than other children and that sustained attention problems could emerge under conditions where no distractions existed. Thus the focus and research began to shift from hyperactivity to attention issues.

Douglas’s colleague, Gabriel Weiss, engaged in long-term follow-up studies and showed that as children reach adolescence, the hyperactivity may diminish, but the attention and impulse problems persist. This also was a new idea. Previously the general consensus had been that ADD was a childhood disorder that somehow “disappeared” in adolescence, and certainly by adulthood.

The DSM-III, published in 1980 recognized these new developments. Perhaps the most controversial change from the DSM-II was the subdivision of the previous category of Hyperkinetic Reaction of Childhood. This resulted in the following two categories: Attention-deficit with hyperactivity (i.e., ADHD) and Attention-deficit Disorder Without Hyperactivity (ADD/WO). Thus, it became possible to diagnose a patient as experiencing an impairment of attention without his or her actually being hyperactive.

In subsequent revisions, DSM-III went on to further subdivide the category. DSM-III-R used the term “Undifferentiated Attention-deficit Disorder” (UADD) and restricted its use to disturbances in which the prominent feature is the persistence of developmentally inappropriate and marked inattention that is not a symptom of another disorder, such as Mental Retardation or Attention-Deficit Hyper-activity Disorder (ADILD), or of a disorganized and chaotic home environment. The DSM-III-R also substituted two disorders, Attention-Deficit Hyperactivity Disorder (ADHD) and Undifferentiated Attention deficit Disorder (UADD), for the previous ADD terms (Goodyear & Hynd, 1992).

In the decade from 1980 to 1989, thousands of new research studies were published, making ADHD the most studied childhood psychiatric disorder of the decade, and most likely in the entire history of pediatric psychology.

Not only was ADHD the most studied of childhood disorders, it is perhaps the most labeled. DSM-IV (American Psychiatric Association, 1994) defines the disorder into subtypes based on the predominant symptom pattern. The syndrome that was once covered under the blanket term “Minimal Brain Damage” now has an entire menu of divisions and subtypes:

Attention Deficit/ Hyperactivity Disorder Predominantly Inattentive Type;
Attention- Deficit/ Hyper-activity Disorder. Predominantly Hyperactive-Impulsive Type
Attention-Deficit/ Hyperactivity Disorder Combined Type.

Another important development in the mid 1980’s was the outlining of Attention Deficit Disorder, Residual Type in an article by David Woods, MD, which appeared in the January 1986 edition of Psychiatric Annals. The idea that ADD continued on into adulthood, rather than somehow disappearing as the child got older, was accepted relatively quickly by the psychiatric and medical communities. Even more interesting is the manner in which this concept was so quickly accepted by the general public, especially among people in the United States. Public interest mushroomed in the 1990’s and seemed to become hyperfocused.

Dr. Russell Barkley’s book, simply titled Attention Deficit Hyperactivity Disorder, is perhaps the best history of ADD up to this time. In a more popular vein, the book Driven to Distraction by Dr. Edward Hallowell and John Ratey was published in 1994. This book became standard reading for many parents of children with ADD.

As these parents read about the disorder their children lived with, they began to recognize more and more of these symptoms in their own lives. Thus, the popularity of research and books dealing with Adult ADD increased dramatically.

With this increased interest of ADD in general and Adult ADD in particular, attention Deficit Disorder expanded from being only an educational issue to one of employment and eventually law. Perhaps the culmination of this was the inclusion of ADD as part of the Americans With Disabilities Act and other legislation on local, state and federal levels.

Increased public awareness led to increased controversy about the diagnosis during the 1990’s. Charges that Ritalin and other medications were being over-prescribed were followed by the law suits. At the same time, validity of AD/HD as a serious disorder was confirmed by Mental Health: A Report of the Surgeon General and continued research.

 

FAQ: A.D.D./A.D.H.D.

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Frequently Asked Questions about Attention Deficit Hyperactivity Disorder

What is ADD/ADHD?

Attention Deficit Disorder (ADD), also known as Attention Deficit Hyperactivity Disorder (ADHD) consists of two basic symptoms:

  • Poor attention span
  • Weak impulse control

Hyperactivity may or may not be present. ADD Without Hyperactivity, or ADD/WO is also known as “ADD Inattentive Type”. ADD W/O is more common in females. ADD with hyperactivity is more common among males and is called AD/HD, or Attention Deficit Hyperactivity Disorder. ADD/ADHD is treatable (though not curable). Treatment usually includes medication and some form of behavior modification. See “What’s in a Name?” for more information.

How many people have ADD/ADHD?

According to the National Institute of Health, ADD affects between 3% – 5% of the population in the United States.

Do people outgrow ADD/ADHD?

While it was once thought that ADD was a childhood disorder, it is now believed that ADD lasts on into adulthood as well.

Is ADD a real disorder?

Nothing is a disorder unless it is messing up your life. If you are ADD and you are happy and are successfully accomplishing what you wish to be doing then ADD is NOT a disorder for you. Period. For some people, ADD is very real and very much a disorder. A recent survey found that the majority of parents, grandparents and teachers consider ADD/ADHD to be a serious condition. The question is not whether or not ADD exists, but is ADD/ADHD a disorder – or is it just a difference? There are many positive things about having ADD. There are also many successful people who were either ADD, ADD and something else, or otherwise “disabled”.

Is ADD a “new” diagnosis?

No. Although not known as ADD, this group of behaviors has been recognized since 1902. See “A Brief History of ADD” for more information.

Is there a biological basis for ADD?

Yes. ADHD shows up in brain scans, in genetic studies, and in response to medications – all of which would indicate a biological basis for the diagnosis. See “The Biology of ADD/ADHD” for more information.

What are the symptoms of ADD?

The short answer is inaffention, hyperactivity, and impulsivity. See “The Symptoms of ADD/ADHD” for more information.

How do ADD symptoms effect the lives of people who live with ADD?

ADD symptoms affect people in various ways, ranging from an inability to get organized to an inability to stay employed. See “The Annotated Symptoms of ADD/ADHD” for more information.

Does ADD have different degrees of severity?

Yes. Some people who have ADD/ADHD symptoms are not affected at all by them. Other people are literally living in cardboard boxes or underneath a bridge because they can’t keep a job, have problems with addictions or have other visible signs of untreated ADD/ADHD.

Are there different forms of ADD?

Yes. According to Daniel G. Amen, M.D., ADD is recognizable in six different subtypes, including ADD Without Hyperactivity. See Different Forms of ADD for more information.

Are there gender differences in ADD?

Yes. Males are more likely to be diagnosed than females. Males will typically (though not always) have ADD with Hyperactivity. Females will typically have ADD without Hyperactivity. See “Gender Differences in ADD/ADHD” for more information.

What’s Wrong with Outcome Based Education?

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Outcome-Based Education (OBE) is sweeping the country in the name of school “restructuring.” OBE calls for a complete change in the way children are taught, graded and graduated, kindergarten through twelfth grade.

Here is a summary of ten major objections to OBE:

1. OBE is packaged in a deceptive language that appears to be mischievously chosen to mislead parents. It includes rewriting the English Language and altering operational definitions. This is America’s first experience with dialectic language used by Hitler, Marx, and Lenin.

2. OBE uses students as guinea pigs in a vast experiment without any replicable research or pilot studies to show that it works. (B-Sept-Behavioral teacher Education project, 1967, U.S. Office of Education, Contract #OBC-0-0-32042-4042)) [Minnesota – 1988 Survey – OBE Classes spend 55% of time on non-academic pursuits. Oklahoma – OBE Task Force findings:1) Decreased in Academic achievement,

2) Cost to implement not affordable, Illinois (Chicago) – The Independent School District Board dropped OBE after 5 years and 7.5 million spend due to continued poor scores on standardized tests. Wisconsin – Milwaukee, OBE was a contributing factor to a more than 60% drop out rate of ninth graders. Of the 40% who continued their education, 10% could not read by graduation time. Arizona – The Arizona Federation of Teachers passed a resolution opposing OBE and also petitioned Congress for protection against use of such methods. Kansas – Wichita, Pilot project begun in 1986… by 1990 the average cost to educate a student had increased by over 60% from $3,093.00 to $5,085.00. John Hopkins University – In a 1987 survey concluded that more is achieved per hour in a Traditional classroom than in an OBE classroom.]

3. OBE offers no method of accountability to students, parents, teachers or taxpayers.

4. OBE is a dumbed-down egalitarian scheme that stifles individual potential for excellence and achievement by holding the entire class to a level of learning attainable by every child. “Cooperative learning” is stressed by organizing virtually all learning activities into group activities. Group thinking is in; individual thinking and capitalism is out. [Though apparently determined to pursue OBE, our local state school Superintendent described OBE thusly: “OBE is converting the three R’s to the three D’s: Deliberately Dumbed Down.” On.]

5. In an OBE system, academic and factual subject matter is replaced by vague and subjective learning outcomes.

6. A high percentage of OBE “outcomes’ concern values, attitudes, opinions and relationships rather than objective information. A large number of OBE’s goals are effective (concerned with emotions and feelings) rather than academic (concerned with knowledge and cognitive skills). Instead of absolutes, students determine what “they” consider values (acceptable) to them. There are no absolutes.

7. OBE establishes a computer file on each child to track the child’s efforts to master the learning’s outcome. These files will include all school, psychological and medical records, and will be available to prospective employers after graduation. All privacy rights are overridden.

8. OBE us a method for concealing and perpetuating the number-one crime of the American school system – the failure to teach first graders to read. OBE is wholly committed to the “whole language,” word-guessing method rather that the phonics method. A child taught OBE – “whole language” will master 1,420 words by 4th Grade. A child taught phonics will master over 21,000 words.

9. OBE involves high costs for administration and the retraining of teachers in an entirely new system, which will be reflected in higher taxes for schools. It is fostered by psychologiest who know virtually nothing about education and curriculum. These “experts” know nothing about scope and sequence in determining educational objectives for children.

10. OBE involves tightened state control through Federal funding to replace local school control. Judas betrayed the Lord for thirty pieces of silver. Local school boards are selling out for a “Federal” handout.

“It cannot be emphasized too strongly or too often that this great nation was founded, not by religionist, but by Christians; not on religions but on the GOSPEL OF JESUS CHRIST.” – Patrick Henry

“We have staked the whole future of American civilization, not upon the power of government, far from it. We have staked the future upon the capacity of each and all of us to govern ourselves, to sustain ourselves according to the Ten Commandments of God.” – James Madison

“Man will be ultimately governed by God or tyrants.” – Benjamin Franklin

“Our constitution was made only for a RELIGIOUS and MORAL people. It is wholly inadequate for the government of any other.” – John Adams

“We have this day restored the sovereign to whom all men ought to be obedient. He reigns in heaven and from the rising to the setting of the sun, let his kingdom come.” – Samuel Adams, at the signing of the Declaration of Independence

“You do well to wish to learn our arts and our ways of life, and above all the religion Jesus Christ. Congress will do everything they can to assist you in these wise intentions.” – George Wahsington to the Delaware Indian tribe. Congress appropriated funds for 20,000 Bibles for the frontier Indians. Does this sound like separation of church from state?

“Proclaim liberty throughout the land to all the inhabitants thereof.” – Leviticus 25:10, inscription on the Liberty Bell.

“The people know that it is impossible to rightly govern without God an dthe Bible.” – George Washington

“The Bible is the Rock on which our republic rests.” – Andrew Jackson

“If we abide by the principlesw taught in the Bible, our country will go on prospering.” – Daniel Webster

“I have always said, and always will say, that the studious perusal of the sacred volume will make us better citizens.” – Thomas Jefferson

“The highest glory of the American Revolution was this; it connected in one indissoluble bond the principles of civil government with the principles of Christianity.” – John Quincy Adams

“No free government now exists in the world, unless where Christianity is acknowledged, and is the religion of the country… Christianity is part of the common law… its foundations are broad and strong, and deep. It is the purest system of morality… and only stable support of all human laws.” – Pennsylvania Supreme Court, 1824.

“Religion is the only solid basis of good morals; therefore, education should teach the precepts of religion, and the duties of man towards God.” – Governor Morris

“Religion, morality, and knowledge, being necessary to good government and happiness of mankind, schools and the means of education shall forever be encouraged” – Northwest Ordinance, 1789

“And can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are the gift of God? That they are not to be violated but with His wrath? Indeed, I tremble for my country when I reflect that God is just: and that His justice cannot sleep forever.” – Thomas Jefferson

“A general dissolution of principle and manners will more surely overthrow the liberties of Americans than the whole force of the common enemy. While the people are virtuous they cannot be subdued; but when they once lose their virtue they will be ready to surrender their liberties to the first external or internal invader.” – Samuel Adams

“He who shall introduce into public affairs the principles of primitive Christianity will change the face of the world.” – Benjamin Franklin

“Politics are a part of religion in such a country as this, and Christians must do their duty to the country as part of their duty to God… (God) will bless or curse this nation, according to the course (Christians) take (in politics).” – Charles Finney, 19th Century Evangelist

“As nations cannot be rewarded or punished in the next world, they must be in this. By an invisible chain of causes and effects, Providence punishes national sins by national calamities.” – George Mason, father of the Bill of Rights

“By our form of government, the Christian religion is the established religion, and all sects and denominations of Christians are placed on the same, equal footing.” – Supreme Court decision, 1799

“Whatever strikes at the root of Christianity tends manifestly to the dissolution of civil government.” – Supreme Court decision, 1811

“Providence has given to our people the choice of their rulers, and it is the duty – as well as the privilege and interest – of our Christian nation to select and prefer Christians as their rulers.” – John Jay, First Chief Justice of the U.S. Supreme Court

“Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports. In vain would that man claim the tribute of patriotism who should labor to subvert these great pillars.” – George Washington, Farewell Address

Contrast of Philosophies

Traditional Education:

1. Education is the core for the foundation of a person’s life. “Train up a child in the way he should go and when he is old he will not depart form it.” (Proverbs 22:6)

2. Education must allow for quiet and thoughtful completion.

3. Demonstration is appropriate for some skills. “Ye shall know them by their fruits.” Attitudes and behaviors have no proven assessment tools. Demonstration of appropriate attitudes and behaviors is subjective and is used for social engineering in men manipulating or controlling other men.

4. Curriculum is clearly defined. The outcome is specific to the individual. It is pre-determined by God.

5. Concept and content oriented. Well taught “basics” can then be assimilated easily to new areas of knowledge and application. We teach “precept upon precept.”

6. Competitiveness with one’s self stimulates learning. It also promotes individuality. Learning is personal. It teaches us to understand we have different talents and to use those talents. Cooperation is valued when it encourages other persons to do their best but no when it takes responsibility for another’s learning. We want to help our fellow man to learn, but we are not responsible for his behavior.

7. All people must have a set of values on which they base their lives. Personal discipline instilled and taught by parents with firm convictions in necessary to produce people who can stand alone without compromise.

8. The ability to learn is basic. It must be taught in the proper order and learned Biblically; that is, “precept upon precept; line upon line.”

9. Education should be based on all available knowledge. All knowledge is not tentative. We may only know “now in part,” but knowledge is not tentative, it is facts. Facts are the bedrock of all things we need to know. Facts are the foundation. Without a foundation, the building will not stand.

10. Learning is based on long-term objectives determined by God. Children’s interests are not a reliable guide. They can be fostered or altered. A skillful teacher is able to develop interest.

11. Education should be dedicated to upholding direction given by the consumer, i.e., the parent. The family and church are responsible for socialization. Schools are assistants for acquiring factual information. Ideally, parents should teach their own children.

12. Educational goals are decisions to be made by parents, not decisions based on one group of politically active educators who have a humanistic bend. Schools are vehicles for indoctrination and thus must be chosen with the correct foundation. When the Biblical foundation was removed, the American Public Education began its downfall. The foundation was removed when history was rewritten I our textbooks and prayer, God and Bible reading were removed.

Outcome Based Education (a Philosophy Not Accepted by the Conservative Christian – New Testament Church):

1. Education is not “training,” it is manipulation. “School is a change agent… and the specific focus is on changing people.” (Brainwashing in secular, humanistic religion though the humanistic religions of psychology and sociology).

2. Education is a social process.

3. Emphasis on “demonstrational.” The “demonstration” that humanistic psychologists and sociologists want.

4. The “end ” (outcome) justifies the “means” (process). Content is not specifically defined, but is freely chosen on teacher perceptions.

5. Integration of many subject areas. Focus is not on learning a subject but on application. Content is only necessary if it can be applied or manipulated.

6. Competition is eliminated because children are not competitors. Competition is discouraged even within one’s self. Group thinking and interacting is in; individuality is out. Socialism is in; capitalism is out. Everyone must be equalized. Learners are dependent on the group as a team for motivation and learning. Peer teaching – “blind leading the blind.”

7. Little emphasis on personal discipline but rather on discipline by group pressure. This does not allow for personal values to develop, and allows for the leader of a group to determine group behaviors and attitudes. No absolutes. What is/is not acceptable by the “group” is in.

8. Education is based on the latest psychological and sociological trends without respect for tradition or known, reliable facts. Students are the “guinea pigs” of 21st Century, unproven psychological and sociological garbage.

9. Education is based on the latest psychological data without respect to known and proven facts.

10. Learning is based on and is motivated by the interest of the child with no right or wrong answers. No absolutes. Situational ethics. No standards.

11. School is child-centered. Basic needs such as a safe place, food, and people who will meet the students needs must be met before learning can happen. The essentials of becoming successful and productive will then be maximized. Students learn that the “state” provides their needs, and become dependent on the “state.” Socialism is personified.

12. Education is dedicated to reconstruction of the socialization process. This promotes sensitivities to multicultural, gender fair (same), economic productivity, behaviors, citizenships, and physical and emotional wellness. Education thus is dedicated to the establishment of globalism. National sovereignty should be under the control of a world authority, according to OBE.

Dr. Cates holds a B.A.- Psychology; M.A.-Special Education: Teaching the Child with Learning Disabilities, and a Ph.D.-Curriculum & Instruction. Dr. Paul Cates, EFEA, Rt. 2, Box 61 A, Poplar Creek Rd., Oliver Springs, TN 37840. (615) 435-6185 or 435-6739.

What is the Verdict? Part 2

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First of all, the issue that has taken Christians to court in these past few years is the “free-exercise” of our religious liberties. The issue is not that we are going contrary to the law nor that we are doing an inferior job in any of our ministries. The issue is do we have a right to act at all.

Second, we discussed the constitutional, and more importantly, the Biblical philosophy of church-state separation. It is not only a fundamental part of our constitution, but it is also a God-ordered principle established in the Bible. The Bible is the one document that is total truth, unchanging, and holds every single one of our beliefs. On the basis of this, matters of the church are reserved by God (who measures out all authority) for Himself. Any interference by any other entity is not only sin but brings with it the guarantee of judgement and wrath.

Then we defined the church as the beliefs and the believers. “Legitimate” beliefs were then defined by the Supreme Court as convictions only, and a test was established to define the difference. Any belief that could be changed is a preference and not protected by our First Amendment. A conviction was a belief that you would not and even could not change. Convictions had to be God-ordered, personal, non-negotiable, and unconditional.

Lastly, we discussed the philosophy of “life-style consistency”. This comparison of our life and lips is the means by which the court determines our honesty.. Are what we give as our convictions on the witness stand really the truth? The court will find out.

These foundations are the basis of all the other issues. These philosophies must be part of our lives before knowledge of the other secondary issues can help.

LICENSING AND CERTIFICATION

Most of the problems that we encounter come from the State bureaucracies and agencies. Groups such as the Department of Education, the Department of Welfare, the Zoning Departments, Health Departments, and Fire Departments are the agencies that we must first deal with.

The Problem in Brief. The main problem with the issue of licensing is that the State has no right. A license is essentially permission. To accept a license would be to accept permission from the State to run our school; the Church in action; a God-ordered action.

Permission can only come from a higher power. Accepting a license admits that the State is higher than the Church when really our whole philosophy says that the Church and State are separate and individually responsible to God.

Certification is in the same boat. As Christian Educators, we believe that teaching is a calling of God as is preaching. To say that a teacher must be certified before he could teach would be to say that an evangelist or pastor must be certified before he could preach. (And don’t be fooled. This is now happening. The ideas has already been introduced in some states that a pastor cannot counsel his own people without receiving an occupational license like doctors and lawyers must have. The grip on religious freedom tightens once more.)

Test Results as a Defense. These State bureaucratic agencies were established and given authority to make rules and regulations because they were the so called “experts”. These rules and regulations became known as the “Minimum Standards” for a quality education. As time went on, they became more like Maximum Standards. They delved into areas that had absolutely nothing to do with education, let alone a quality one. In Ohio, the Minimum Standards even regulated at what angle the flow of water from a water fountain must be. And they have not yet produced a quality education.

On the other hand, we do give a quality education while the “experts” have failed. The purpose for education is to learn. The secondary purpose is to produce responsible citizens. First, look at the test scores, and then look at the adults we produce. There is no argument as to who has the quality education. Even the State has to admit the truth.

Then it follows next that to ask us to conform to the State’s regulations would be foolish. These standards dictate what curriculum to use, how to discipline the students, and many other areas that are essential to our success. We would become just as poor at educating as the State has become.

The argument in defence of having our teachers certified is even more obvious. Certification does not guarantee quality teachers. In Ohio, for example, Norman Rockwell could not teach art, and Leonard Bernstein could not teach music. The converse is seen in the example of Reverend Jim Jones and the incident in South America. Jones was licensed by several agencies of the government as well as being an ordained minister. The proof of quality teachers is still found in their performance.

A Biblical Base. Again we use the Biblical philosophies mentioned before to support the First Amendment and the separation of church and state. But the philosophy of refusing a license also has a Biblical base. Remember the three Hebrew children? The law of the land stated “that at what time ye hear the sound of the cornet…and all kinds of music, ye fall down and worship the golden image…” (Daniel 3:4-5). All these three young men would have had to do would be to bow; only a harmless physical motion. But even when given a second chance, they flatly refused. And how about Daniel in chapter six? The law was “that every man that shall ask a petition of any God or man within thirty days, save of thee, O king, shall be cast into the den of lions” (Daniel 6:12). But verse ten says that even when Daniel knew of this law, he still prayed (with the window shutters open) three times a day just as he had done before. All Daniel would have had to do was to shut his windows and pray in secret.

Yet this is the same logic that many Christians use today. A simple physical motion like a bow or closing your window shutters could be compared to the “harmless motion” of accepting a license. You wouldn’t even have to tell anybody that you received it. Where is the faith and convictions that said, “If it be so, our God whom we serve is able to deliver us from the burning fiery furnace, and He will deliver us out of thine hand, O king. But if not, be it known unto thee, O king, that we will not serve thy gods, nor worship the golden image which thou hast set up.” (Daniel 3:17-18)?

Some Victories. Only a few states are left still fighting in the area of day school licensure. Many states have been defeated in this area. But the State will always find another area to attack the Church until the State is brought down by the wrath of God.

OTHER CASES

As you can see, the fight isn’t for quality education. If this was the case, the statistics would have long ago settled the issue. The real battle is for State control of the Church. Therefore, cases involving day care licensing, zoning regulations, health records, etc. have sprung up all over the country. The State has gone so far as to even remove a pastor’s daughter from her home to fight the Church and ruin her testimony. But the Church still marches on. We are promised that “the gates of Hell shall not prevail against it” (Matthew 16:18). Because of genuine conviction and God’s grace and power, many battles have been won. Many times the State strikes under almost ridiculous charges. If they do not win, they still injure the Local Church and its testimony. A not so-uncommon example is Dr. Greg Dixon and Indianapolis Baptist Temple.

Attacks in the Home. Reverend James Roy was Pastor of Bible Baptist Church, Norwich, N.Y., and formerly Pastor of First Bible Baptist Church of Syracuse, N.Y. Pastor Roy Biblically spanked his rebellious fifteen year old daughter, and Shirley Roy was taken from the Roy home by the Onondaga County Child Protective Agency.

For nine long months, the Welfare Department kept Shirley from her family. For almost six months, Pastor Roy was not even told where his daughter was being kept. During that time, she was taken to a rock concert, an R-rated movie, and other worldly activities which were forbidden by the Roy household.

Shirley Roy was finally returned but with four court orders on the Roy family: (1) the parents must attend state approved counselling, (2) they must enroll Shirley in a state accredited school (public), (3) they would be under welfare supervision for a year, and (4) they must refrain from excessive corporal punishment.

This attack by the State was in the home. The next incident could be at your church, school, or residence. Do you have the conviction to withstand the State?

CLOSING COMMENTS

What will the verdict be when the State knocks at your door? You may be next. Are your beliefs convictions? Are they God-ordered, personal, non-negotiable, and unconditional? Does your life style remain consistent with these “convictions”? Daniel and the three Hebrew children were able to remain faithful to the Lord, because they “purposed in their hearts” before the test came.

Proverbs 24:10 says: “If thou faint in the day of adversity, thy strength is small.” In ourselves we will never have the strength to withstand persecution. We are promised that we can do “all things” only “through Christ” which strengthens us (Philippians 4:13).

“Commit thy way unto the Lord; trust also in him…” and the good man “though he fall, he shall not be utterly cast down” (Psalm 37:4, 24).

May the Lord bless you.

OUTLINE

Introduction

The problem- the Church is being tested

The purpose of the article-

To give education about the issue

To prepare for personal tests

To give Biblical explanations and stands

I.Separation of Church and State

The First Amendment

Non-establishment clause

Free exercise clause

I.The Biblical Base

The Bible as a foundation

Romans 13:1 and Matthew 22:21

II.Definition of the Church

Not: a title, an organizations, or a building

Is: Beliefs and Believers

III.Explanation of the Test

Preferences

Strong belief

Can: give entire life; give all wealth; propagate energetically; want to teach child

Will change by: peer pressure; family pressure;litigation; jail; and death

Convictions

God-ordered

Personal

Non-negotiable

Unconditional

Life Style Consistency

Practice what you preach

The opposite is sin

DEVELOPING THE TOTAL CHILD

“Why do children from Christian homes ‘go bad’?”

“I hear the brethren and pastors talking about Proverbs 22:6, but what does it really mean to ‘train up a child in the way he should go’? How do you do this?”

Many of our children have more “secular” training then they have Biblical training.

Even though many of us attend church, have our children in church and even have our children in Sunday School classes much of their exposure is non-Biblical.

God says a three fold cord is not easily broken. That should be the home, the church and the child’s education all working together in harmony. Many times that is not the case.

Also many times the education that the child is receiving in one of these environments is partly Biblical and partly humanistic.

The church, a Christian school, the Sunday school does not “train up the child” or should I say should not be the one training up the child. The main influence should be always the home.

Duet. 6:4-9

Hear, O Israel: The Lord our God is one Lord: And thou shalt love the Lord thy God with all thine heart, and with all thy soul, and with with all thy might. And these words, which I command thee this day, shall be in thine heart: And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up. And thou shalt bind them for a sign upon thine hand, and they shall be as frontlets between thine eyes. And thou shalt write them upon the posts of thy house, and on thy gates.

The basic philosophy necessary to develop the total child is found in Colossians 2:8,

Beware lest any man spoil you through:

Philosophy: What others think is right- this is humanistic reasoning vs God’s Word

Vain Deceit: Believing we are right, but being wrong

The Tradition of men: It has always been this way. The world’s way.

Examples: Comparing children. Grading children on a “bell shaped curve”

The Rudiments of the World: Marching in step with the rest of the world. We have to dress like the world. Have the same hair styles as the world. Have our children involved in the same activities as the world. Use the same methodologies in the training of our children as the world.

And not after Christ: If we need Him, we will call on Him. God cannot be thought of as a crutch if all else fails.

A Child must be properly planted: Psalm 1

Away from “the counsel of the ungodly.”

Away from “the way of the sinners.”

Away from “the seat of the scornful.”

Where the Child can delight in the law of the Lord.

By the river where the Child can be fed.

Free from negative spiritual and academic energy drains.

We cannot live in a monestry. We are the salt of the earth. But a child in training is not primarily a missionary. He is a student seeking “training” and that must be Godly training. Training or education is “brain washing”. Education is a battle ground. The child must having “pure” training to under who he is, who he is following, who he is serving and who the enemy is.

A Child must have a proper foundation: Luke 6:47-49 “Head”

One of the primary reasons children from Christian families don’t “turn out well” is this. A PROBLEM gets attention.

Let’s read Luke 6: 47-49 and replace:

“House” with “son” or “daughter”

“Earth” with “humanism” or “inconsistency”

“Rock” with “Christ”

Allowing a little humanism or incosistency here and there weakens the foundation.

Examples:

Idolizing sports heroes.

Idolizing movie stars.

Idolizing musical stars.

Christianizing “rock music”

Making TV a focal point.

Magazines in the home that have nudity, liquor et cetera.

We as Christian parents need to pioneer a renaissance. We need to pioneer a new birth of righteousness for America. Pioneers sometimes have it very rough. But pioneers believe in the future. The future is the next generation.

We need to remember to be not weary in well doing for in due time, we will reap if we faint not.

We need to have proper development and proper balance for our Child.

All discipline and no love will equal tyranny.

All love and no discipline will equal insecurity and rebellion.

Some love and some discipline will equal bitterness and confusion.

WE NEED GODLY PARENTS

Parents with a pleasing personality.

Parents who can handle any problem.

Parents who have “grown” up.

Parents who are not subject to “mood” swings.

Parents who are students of the Word.

Parents with the wisdom of Solomon and the patience of Job.

Parents who are compassionate.

Parents who are creative and original.

Parents who are concerned with the health, welfare, spiritual, educational, physical, and social problems of their Child.

HOME: It is what you make it!!! Hard, sometimes difficult but well worth it.

Be not weary is oftentimes, many times difficult. But God’s plan works.

DON’T DESPAIR — DON’T QUIT — DON’T LET UP

What are problems?

They are opportunities for a victory!!!!

Be strong and of good courage: be not afraid….for the Lord thy God is with thee. Joshua 1:19

Be ye stedfast, unmoveable, always abounding in the work of the Lord, forasmuch as ye know that your labour is not in vain in the Lord. 1 Corinthians 15:58

The Affect of Total Christian Training in the Life of a Child

The Child’s will:

Will come into proper relationship with parents and brothers and sisters.

The Child will want to respect them.

The Child will want to live a life from God’s point of view.

The Child will have proper respect for his Pastor and others who are in authority.

The Child will respect those who are older.

The Child will be open to gain wisdom and insight.

The Child will have proper respect for those in authority over him.

The Child will have a clearer conscience enabling him to absorb academics more readily.

The Child will respect P.E. as a sport, not a “god”. Having fun as a means of keeping the “temple” strong.

The Child will be able to cope with the game. Learning to be a good winner and show character, but determination if they lose.

Let’s Work on the Child’s Heart : Luke 6: 43-45

Input: Ears, Eyes, Touch – none of us has “arrived”

Have positive input:

Bible Memory—Discipline—Parental Love—Christian Examples with the Brethren—Good Christian Education—Christian Biographies—Restricted Activities—Godly Hymns—Controlled diet—Control in Church—Planned Family Activities—Whole Family Involvement

Results

Obedience to Authoirty—Confidence—Pure Thoughts—Chaste/Virtuouos/Pure—Self-control—Purpose—Strong Character—Disciplined Life—Love of Christ—Discernment—Respect for Parents and those in Authority.

Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap. Gal. 6:7

He which soweth sparingly shall reap also sparingly; and he which soweth bountifully shall reap also bountifully. 2 Corinthians 9:6

Should We Shelter Our Child??

Yes: From

Immoralty—Dope—Watching Sin—Inconsistency—Ungodliness—Rebellion—Critical Attitudes et cetera.

Shelter at home, at school, at play and at work!!!

What is the Verdict? Part 1

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When the state takes YOU to court, what will the verdict be? But you say, “It will never happen to me!” This is what the hundreds have said that have already gone to the courtroom for their religious freedom. It did happen to them!

If someone had said to you twenty years ago that in 1995 there would be hundreds of cases pending against churches and pastors in the United States; what would you have said? You would have probably said, “You’re crazy!” You would have thought that even if the state did take a church to court, the Christians would rise up in a massive revolt. But hundreds of churches have now already been sued and most Christians have not even found it objectionable. Most of us have simply been content with living our lives in another direction. We have been content to let the state’s grip tighten on our faith and religious freedom little by little.

The purpose of this article is to show you the real issues that face the Christian at this moment. We want you to be able to give the Biblical explanations for the stand that you take. We want you to have a strong Godly “conviction: about your actions in the ministry of the Gospel. In Hosea 4:6, it says, “My people are destroyed for lack of knowledge.” When the test comes to your home, will you stand or will you fall to the control of the state?

SEPARATION OF CHURCH AND STATE

The first principle that we as Christians must know and understand is that the Constitution of the United States and the Bill of Rights say that there is to be a separation of church and state. This is found primarily in the First Amendment.

The First Amendment. The First Amendment has two religious clauses: (1) the non-establishment clause and (2) the free-exercise clause. The first clause has little to do with most of the law suits right now. It says that government will not become involved in the “establishment” of a religion. They are not to do anything that will help religion. They are not to finance it, foster it, or further it. The one danger with this clause that has turned up is that if you do take the government’s money, you have no right to object to the government’s controls. But since we don’t believe that Caesar (the state) has any business financing the Church anyway, we do not accept the State’s money. (Do you?)

The second clause, the free exercise clause, is the issue in almost every case across America. It says simply: “There shall be no law abridging (depriving) the free exercise of religion.” This was worded exactly right by the framers of our Constitution. The word “exercise” is the outgoing, or the putting into implementation of our faith. In communist lands, they say they have religious freedom, but that is only to “think” whatever you want. In America, however, we have (by the First Amendment) true freedom of religion. The test for religious freedom is in action and not just in thought.

The Biblical Base. We cannot “believe” in the Constitution. The Supreme Court changes it nearly every week. But there is a document that we can believe and you will be asked this in great detail in the courtroom. They will turn to you and ask, “Is there a book which contains every single one of your beliefs without exception?” “Yes. The Bible.” “Are there any other documents; or are there any other persons living, about to be born, or past lived who can give you a further amplification of those beliefs or curtail any of those beliefs?” “No. There is even a curse on the one who adds or subtracts from the perfect revelation as we have it.” In a court of law our beliefs must be contained in full in the Word of God.

In Romans 13:1, Paul said that there is no authority but that which is given from God. And Jesus, in Matthew 22:21, voiced the fact that God reserves certain matters to Himself. Matters of faith and worship have not been given to government. The Church and Her actions in the gospel ministry are governed by God, and the government dare not meddle with these areas. These are the foundations on which the framers of the Constitution founded the philosophy of church-state separation. They believed the Bible to be the only document containing perfect truth. They knew that the Constitution must agree with the Word of God.

DEFINITION OF THE CHURCH

Now, if our Constitution guarantees us separation of church and state, we have to define these two entities. The state had trouble defining itself. If the state is all the people, how can all the people sue a few of the people? So the Supreme Court chose to define the church. The surprising thing is that they agreed perfectly with the Word of God.

First, they explained what a church was NOT> It is not a church because of its title or name. Just to put the word “Church” with a group of words does not make a church. A church is not a church just because of its organization. It is not a church because of its building. Really, a church does not need any of these three things. The Supreme Court said simply that a Church is “the BELIEFS and the BELIEVERS.”

But now the Supreme Court went one step further. They not only defined what the Church was, but they also defined which beliefs are legitimate. They developed a test that each of us must go through and pass in a court of law. Following is that test; a test impossible to cram for; a test that we must be able to pass before we go to court.

EXPLANATION OF THE TEST

The Supreme Court said that a belief must be something that you as a believer can make oral. You don’t have to be eloquent, but it must be more than an “it seems to me” hunch. Also, you as a believer must have a knowledge of that belief. This is to prevent people from hiding behind a title. To say “I’m a Fundamental Baptist” doesn’t give you beliefs.

In 1972, in a case involving education, the court came up with the ultimate test to determine which of these beliefs were legitimate and which were not. They classified beliefs in one of two categories; “convictions” or “preferences”. Convictions are protected by the First Amendment, and preferences are not. Below is this test in brief.

Preferences. A preference is a very very strong belief held with great intensity and strength. You might give your entire life and go into full time service in the name of a preference. You might give all your wealth to this belief. You could be energetic in spreading and propagating this preference (hand out tracts, go on soul-winning, visitation, etc.). You could even want to teach this to your children. But the one thing that makes a preference different from a conviction is that under the right circumstances, you will change a preference.

The court has noticed five areas where you would be most likely to change. These five areas are (1) peer pressure, (2) family pressure, (3) the threat or the carrying through of litigation (law suits), (4), jail for your and your wife (your children being taken by the state), and (5) death. If any of these things would make you change or even bend just a little, then your belief was a preference, and will not be protected by the First Amendment. Think seriously about these five areas. Before too long, many of you will be called on to give your beliefs.

Convictions. A conviction is different in primarily one way: it is a belief that you will NOT change; a belief that you can not change. There are four things that make up a conviction. The three Hebrew children are excellent Biblical examples of these four qualities.

First, a conviction is caused by a man who thinks that his belief is a commandment from God. It must be God-ordered. The Hebrew children had been commanded of God in Exodus 20:3 that they should have no other gods before them. We, too, have been commanded in the Scriptures that certain things are wrong. Just as the Hebrew children in Daniel, chapter three, refused to bow to the golden image made by Nebuchadnezzar, we must refuse the state in matters not pertaining to it. A God-ordered belief will give us the strength we need to withstand the test for conviction.

Second, a conviction must be a personal belief. It must be a belief that you as an individual holds and will hold even though no one else stands with you. The three boys in Daniel stood when everybody else bowed to the image. Where were all the other Hebrews? They were complying with the state. But these boys had purposed in their heart not to defile themselves long before the test came. Would you stand alone against the state on a God-ordered commend? Remember, God plus one is a majority.

Third, a conviction must be non-negotiable. In Daniel, the king gave these boys a second chance, but they said, “We are not careful to answer thee in this matter. If it be so, our God whom we serve is able to deliver us…but if not, be it known unto thee, O King, that we will not serve thy gods, nor worship the golden image which thou hast set up.” (Dan. 3:16-18). No amount of talk was going to change their minds. Are your beliefs non-negotiable?

Fourth, convictions must be unconditional. By this is meant that no matter what the outcome is, you will not change. If you must be guaranteed a victory before you take a stand, your belief is a preference. The Hebrew boys were willing to die before they would bend to the wishes of the state.

These are the four qualities that make up a conviction. It must be a belief that is God-ordered, personal, non-negotiable, and unconditional. Only this type of belief is protected by our Constitution.

Lifestyle Consistency. There is one more part to the Supreme Court;s test between conviction and preference. It is based on the philosophy that a man’s conviction will show up in his life. This test is also Biblical. James said it best: “Faith without works is dead” (James 2:20). The way we live our life must be consistent with our beliefs.

When the court tests you, they will delve into literally every area of your life. There is no one part of your life that is secular and another that is sacred. Every part of you belongs to God and must be lived in accordance with His Word. They will search the use of your finances; the use of your time; your recreational activities and your reading materials; every area!

One example of how the court might question you is in regard to the television. Cases have been lost by the following line of question. “Is it true that one reason for your child going to a Christian School is so he will matters of pornography, obscenity, and nudity? (Yes) “Is it true that it is so he will not see unrighteous upheld nor righteous themes debased?” (Yes) “Sir, do you own a television?” (Yes) “How much did it cost?” ($200-$500) “Where do you keep it?” (The living room) “And why is that?” (It is most traveled) “Sir, isn’t it true that a TV can not affect you unless you turn it on?” (Yes) “now, do you ever hear obscenity, see nudity, and view righteous themes debased as well as unrighteousness upheld?” (Yes, sir) Your conviction has just been destroyed.

This area of lifestyle consistency is a little deeper than most would think at first. You are challenged to think seriously about the ramifications this could have in your life.

One other matter concerned with your lifestyle is on the other side of the coin. If convictions are God-ordered and come from the Bible, what is it to disobey them? It is sin! You must not only believe; you must say that the opposite of a conviction is a sin. Pastor, do you preach that public education is sin? If not, you have only a preference. Parent, do you teach and train your child in the steps of Christ? Do you have a daily family altar? If not, your conviction that your child is lent to you by God to train in the paths of righteousness is simply a preference.

When the test comes down to you, what will the verdict be? Will the court find you protected by our Constitution, or will it find you unprotected? Will you have a conviction or a preference? Will you be consistent in your walk, or will you be found with a contradiction in your lifestyle?

Before you continue, check your understanding of these ideas by answering the questions below.

1. What is the issue protected by our First Amendment?

2. What document holds all of your beliefs and is unalterable?

3. What is the Biblical base for the philosophy of church-state separation?

4. What is the Church?

5. What is a preference?

6. What is a conviction?

7. What is a lifestyle consistency?

____________________________________________________________________________________

Answers: (1) The free-exercise of our religious beliefs. (2) The Bible. (3) Romans 13:1 and Matthew 22:21. (4) The beliefs and the believers. (5) A very strong belief that can and will change under certain circumstances. (6) A belief that is God-ordered and therefore cannot change. (7) When you live what you believe and believe the opposite of a conviction, it is sin.

Why Home School?

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“Woe to those who go down to Egypt for help…” Isaiah 31: 1. A pastor made this warning to his people: If I had my life as a father to live over again, I would make whatever financial sacrifices would be necessary in order to teach each of my childrenfrom kindergarten to the end of college. If I had my life as a pastor to live over again, I would warn my people constantly about the dangers of the American public school system. Over a period of thirty years, I have watched with a heavy heart the devastating effects of the public schools, both on my own children and on those of many of my congregation.

Virtually all theistic religion of any kind has been removed from our schools, along with the original concept of the American philosophy of life. It has been replaced with a humanistic religion that says that “traditional dogmatic or authoritarian religions that place revelation, God, ritual, or creed above human needs and experience do a disservice to the human species. NO deity will save us, we must save ourselves. Second: Promises of immortal salvation or fear of eternal damnation are both illusory and harmful. They distract humans from present concerns, from self-actualization, and from rectifying social injustices. Modern science discredits such historic concepts as the ‘ghost in the machine’ and the ‘separable soul’.” (Human Manifests II, p.2, signed by John Dewey, A.J. Ayer in Philosophy, Erich Fromm, A.H. Marlow, Carl Rogers, and B.F. Skinner in Psychology among others.)]

The backlash of the humanistic (Mr. Webster, 1959, defines Humanitarian as “The distinctive tenant denying the divinity of Christ; also the system of doctrine based on this view of Christ”.) approach to education has resulted in a society of young people many of whom seem to feel that religion, patriotism, discipline, and orality are nasty words. It restricts their “freedom”, “individuality”, and “creativity”; they can’t do “their thing”.

Today less than 50 percent of American attend church and 65 percent of our teenagers drop out of Sunday school and church before the age of twenty. But WHY? Two thousand years ago one man, whom I have given my life to, called Himself the Son of God. His claims were spread around the world. Today millions of people all over the world have given all to Him for His glory and satisfaction. Yet, we are facing the worst crisis since the Roman Empire.

Godly men stand from two to eight hours each week and proclaim the truth based on the person of Jesus Christ. From the training and dedication of these men, you would expect the world to be converted in the next twelve months. Instead, we are standing on the brink of a major crisis. A few churches here and there are growing and rejoicing with songs of victory, but that is not the general condition of the church. In recent years, satanic writings and occult writings, including the writings of Lenin, have surpassed those of our Lord Jesus Christ.

If we really want to know the truth, let us learn from the Roman Empire, and we will have the secret to the problem we are facing in Christendom. Rome had almost conquered every man on earth. She had servants sent in from all parts of the world to meet her every need. She became so involved in ways to pass the time of boredom that it took hundreds of servants to please the whims and fancies of some of her large families. But they stood firm for a number of years because of her military might.

What caused her to fail? Was it immorality? — NO! Was it paganism? — NO! Was it laxity? NO! Was it evil government? — NO! Was it poverty?– NO! Was it wealth? — NO! Was it hunger? — NO! Was it a false religion? — NO! Was it inflation? — NO! Was it forced on her? — NO! No other country set out to conquer Rome. No group small or large planned her downfall.

WHY??? At that time, the fathers and mothers of Rome had Greek tutors and philosophers sent over to teach and train her children; and in a few years, Rome had a nation filled with Roman youth and young adults who were Roman citizens but were filled with ideas and ways of Greece. Their ways were immoral, pagan, lax, evil, false, and before the second generation of half-Roman, half-Greek young people were grown…down came Rome. The Greek teachers didn’t plan to crush their masters. They just taught what they believed and lived what they thought, and the little Romans became like their tutors.

The Roman parents were too involved with everything but the training of their children, which they turned over to the Greek teachers and philosophers, and history recorded Rome as the city-nation that fell; and its fall was great.

For six generations, Christendom has turned her children over to the world to train. We stand on the brink of a greater fall than that of Rome, and we are too blind to see the condition. The thing that breaks my heart is that Christian people are completely irrational about the problem. For example: We claim to be Bible believers; but when we are faced with Scripture, outside of a few verses that deal with salvation, we revert to worldly reasoning. The same Bible that teaches John 3:3 and John 3:16 also teaches Proverbs 22:6 which instructs us to teach our own children. Isaiah 31:1 says, “Woe to those who go down to Egypt for help…” In college, I was taught that Egypt is the type for the world.

Israel was instructed ALWAYS to instruct her own. No disrespect for preaching, but the word teach (and train) is found many more times in the Bible than preach. No disrespect to the Sunday school, but you cannot undo in 45 minutes on Sunday what is done in 30 hours each week. The average parent would be horrified if he really knew what is going on. I don’t believe that the public school teachers have set out to crush Christendom. They just teach what they believe and live what they think. The little children from Christian homes copy their tutors, and we have a generation (almost two) of youth that are growing up to be just like their teachers.

The parable of the sower in Matthew 13 clearly states that only the seed that falls into GOOD ground will come up and produce. If I want to grow a prize rose, I don’t go into a weed bed and plant the seed there hoping it might take hold and come up. It will be choked to death before it even has a chance. I will put it in a protected area, water it carefully, guard how much sun it gets, spray it, and care for it.

If my son wants to prepare for the ministry, I will recommend to him the most fundamental Bible school and seminary I know. I won’t recommend to him the most liberal seminary I know, so he can witness to his teachers and his classmates. He goes to school to learn and study under a man (men) and their philosophies and not to witness. Now, if this is logical on the college level, by what rationale is it wrong on the elementary and secondary levels where children are the most impressionable and defenseless? If Christian education is valid at one level of education, it is valid at all levels.

“Woe to those who go down to Egypt for help…” (Isaiah 31:1). John 15:5 says “…For without me ye can do NOTHING.” Colossians 3:17 says “And whatsoever ye do in word or deed, do ALL in the name of the Lord Jesus.” Can we send our children to public schools IN THE NAME OF THE LORD JESUS? Rome fell when she let the Greeks teach her children. Christendom is ready to fall, because we are sending out children to the world for training.

Dr. Paul Cates

Which Homeschooling Program?

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WHICH HOME SCHOOLING PROGRAM IS BEST FOR MY CHILD?

The truth is, your child is unique. God has created your child with an individual learning technique and ability. Not every available curriculum is suited to the learning style. Whether it’s your first or fifth year in home schooling, choosing the best Curriculum for your child remains one of your biggest challenges. How do you make sense of all the available programs? Certainly each has its merits, but which one is best for your child?

Faith Christian Ministries offers a comprehensive testing service to help you tailor-make a school program to best develop your child’s talents and potential and to best meet your individual needs as well as your child’s individual needs.

The FCM staff tours to major cities in the United States to conduct one-on-one consultations with home schooling students and teachers. Your child’s abilities and learning techniques will be evaluated individually using key diagnostic tests. Many of these tests are taken orally or involve using manipulatives.

What does the testing involve? Your child will be evaluated in six areas of the left brain, six areas of the right brain, 15 areas in reading including 5 areas to determine what they can do independently, 5 areas with you teaching, and 5 areas of frustration. They are also evaluated in math, depending on age in up to 209 different areas. The testing takes approximately two to three hours.

What kind of follow-up does FCM offer? After the testing, a conference is held to help you understand your child better and know how best to deal with your child’s talents and weaknesses. You will also be assisted in selecting a curriculum and forming your schedule.

Then, approximately two weeks after the testing, a report with specific materials and levels checked will be mailed to you. Also, a schedule for daily assignments will be included. FCM will also help you in purchasing any/all of your individual specific curriculum needs. FCM sells all curriculum at current catalog prices. This will save you from having to contact 10-12 different publishers.

Who is eligible for evaluation? FCM evaluates all children –gifted, average, L.D., A.D.D. (Attention Deficit Disorder), Normal, Retarded, and handicapped. The testing is not to label your child or help your child be eligible for special public school programs. It is only to help you discover your child’s talents and gifts and to help them be what God intended them to be. FCM does not believe in labeling.

DO YOU KNOW…

…whether your child functions primarily with the left or right brain?

…how your child learns?

…whether your child is primarily an auditory, visual or kinesthetic learner?

…at what level your child reads and computes?

The answers to these questions are critical in choosing the correct home schooling program for your child’s individual needs. If these questions have you confused, bewildered, overwhelmed and frustrated, we can help.

FAITH CHRISTIAN MINISTRIES has a satellite school, Faith Christian Academy, for grades K-12. If you desire to enroll, please contact us. Enrollment is open year round.

FAITH CHRISTIAN MINISTRIES offers “free” seminars. There are two, one week seminars offered -one in June, one in November in Gatlinburg, Tennessee, on the “nuts and bolts” of home schooling. If you desire to come, please notify us early. Space is limited. An important aspect of these meetings is “Walk in The Spirit”, a Biblical approach to child training and discipline.

IF YOU ARE INTERESTED IN HOW FCM CAN BENEFIT YOUR CHILD…

PLEASE VISIT CALL AND SEND US A MESSAGE ON CONTACT PAGE.

 

What Children Can Learn and When

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What Can Children Learn, and When!!!

Before the ages of three, the answer is simply, when the chid can do it. Entering the school zone is the following guidelines to help you know if your child is on target or possible has some delays.

Check List for Eye-Hand and Motor Coordination for 4-5 years:

Can the child trace, as example, letters and numbers?

Can the child circle an answer or complete a line?

Can the child make a line between two parallel lines?

Can the child find direction in a maze?

Can the child follow dot and line patterns?

Can the child cut with a scissors?

Can the child complete dot-to-dot pictures by connecting numbered dots?

Can the child color within heavy outlines?

Can the child walk, run, skip and jump?

Can the child build block towers (requires steadiness)?

Can the child manipulate puzzle pieces, pegs and blocks?

Can the child use a vertical chalkboard?

Can the child dance or march to rhythms?

Does the child have an awareness of self in space?

Does the child have an awareness of self in relation to other objects within the environment?

CHECKLIST FOR VISUAL PERCEPTION- 4-5 YEARS:

Can the child complete Shape and A-B-C puzzles?

Can the child discriminate in likenesses and differences?

Can the child note missing parts?

Can the child identify the whole, when only a part is seen?

Can the child see the goal in a maze?

Can the child identify shapes within the environment?

Can the child discriminate shapes?

Can the chid match shapes to the outlines of the shape?

Does the child understand variations in size, color and position?

Can the child discriminate in size activities?

Can the child do peg board designs?

Can the child reproduce patterns from a given copy?

Can the child reproduce patterns from memory?

Can the child reproduce designs from memory?

Can the child identify body parts?

CHECKLIST FOR MENTAL SKILLS: 4-5 YEARS:

Does the child know the difference between upper and lower case A-B-Cs? Both manuscript and cursive?

Does the child know numerals to 10?

Can the child count objects to 25?

Can the child follow verbal directions?

Can the child discriminate shapes?

Does the child know directional concepts such as in-out, over-under?

Does the child know relational concepts such as first-last, mine-yours?

Can the child group or classify objects into families? (Fruit, toys, vehicles)

Can the child discriminate in terms of size such as big-little?

Does the child know colors?

Can the child differentiate shades of color?

Can the child write his name ?

Does the child know his address and telephone number?

CHECKLIST FOR AUDITORY PERCEPTION: 4-5 YEARS:

Can the child identify the sound to its symbol; the alphabet or number?

Can the child form and identify words that rhyme?

Can the child repeat sounds, words, sentences, and rhymes that you dictate?

Can the child identify initial sounds for the names of objects, such as fruit?

Can the child identify and repeat characteristic sounds (sirens, whoooo; windshield wipes, swish-swish; and animal sounds)

Can the child reauditorize (think) the initial sound for objects?

Can the child signify when one sound or tone changes to another in pitch? (high-low, soft-loud)?

Can the child write initial and final sounds of words that begin and end with consonants?

Can the child repeat what was said without visual clues?

Can the child follow directions without visual clues?

Can the child identify specific things from musical recordings such as bells? Also horns and traffic sounds?

Can the child identify pictures of objects with names that rhyme with no audible clues?

Can the child sequence dictated words or events in a story?

Can the child sequence dictated numbers of number patterns?