In Pope Francis’ recent address to congress he said:
“A delicate balance is required to combat violence perpetrated in the name of a religion, an ideology or an economic system, while also safeguarding religious freedom, intellectual freedom and individual freedoms. But there is another temptation which we must especially guard against: the simplistic reductionism which sees only good or evil; or, if you will, the righteous and sinners. The contemporary world…demands that we confront every form of polarization which would divide it into these two camps….
“We must move forward together, as one, in a renewed spirit of fraternity and solidarity, cooperating generously for the common good.”
He is calling for all Americans to come together and support one another, for the common good. But according to the pope, seeing only good or evil –righteous and sinners– is a temptation we must guard against. This is against the strait testimony of scripture:
“Therefore the ungodly shall not stand in the judgment, nor sinners in the congregation of the righteous.
“For the LORD knoweth the way of the righteous: but the way of the ungodly shall perish.” 
Therefore if we as true Protestants call sin by its right name we are setting ourselves against Rome and the pope. This is taking away our religious freedom and it is being done all under the name of protecting religious freedom.
Speaking of specific American men and women, the pope continued:
“These men and women, for all their many differences and limitations, were able by hard work and self- sacrifice – some at the cost of their lives – to build a better future. They shaped fundamental values which will endure forever in the spirit of the American people. …This year marks the one hundred and fiftieth anniversary of the assassination of President Abraham Lincoln, the guardian of liberty… Building a future of freedom requires love of the common good and cooperation in a spirit of subsidiarity and solidarity.”
This sounds all nice and flowery, but we must not forget that he is a Jesuit, the pope, and the antichrist. He seems to be speaking highly of Abraham Lincoln, but is he really?
“The Roman Church now presents a fair front to the world, covering with apologies her record of horrible cruelties. She has clothed herself in Christlike garments; but she is unchanged. Every principle of the Papacy that existed in past ages exists today. The doctrines devised in the darkest ages are still held. Let none deceive themselves. The Papacy that Protestants are now so ready to honor is the same that ruled the world in the days of the Reformation, when men of God stood up, at the peril of their lives, to expose her iniquity. She possesses the same pride and arrogant assumption that lorded it over kings and princes, and claimed the prerogatives of God. Her spirit is no less cruel and despotic now than when she crushed out human liberty and slew the saints of the Most High.
“…It is a part of her policy to assume the character which will best accomplish her purpose; but beneath the variable appearance of the chameleon she conceals the invariable venom of the serpent. ‘Faith ought not to be kept with heretics, nor persons suspected of heresy’ (Lenfant, volume 1, page 516), she declares. Shall this power, whose record for a thousand years is written in the blood of the saints, be now acknowledged as a part of the church of Christ?”
How did Lincoln feel about Rome and the Society of the Jesuits?
“I feel more and more, every day, that it is not against the Americans of the South, alone, I am fighting, it is more against the Pope of Rome, his perfidious Jesuits and their blind and blood-thirsty slaves… Here is the real danger of our position. So long as they will hope to conquer the North, they will spare me; but the day we will rout their armies (and the day will surely come, with the help of God), take their cities, and force them to submit; then, it is my impression that the Jesuits, who are the principal rulers of the South, will do what they have almost invariably done in the past. The dagger or the pistol of one of their adepts, will do what the strong hands of the warriors could not achieve.
“This civil war seems to be nothing but a political affair to those who do not see, as I do, the secret springs of that terrible drama. But it is more a religious than a civil war. It is Rome who wants to rule and degrade the North, as she has ruled and degraded the South, from the very day of its discovery. …she is paralyzing, by a civil war, the arms of the soldiers of Liberty. She divides our nation, in order to weaken, subdue and rule it….
“For it is a fact, which is now evident to me, that, with very few exceptions, every priest and every true Roman Catholic is a determined enemy of Liberty. …if the American people could learn what I know of the fierce hatred of the generality of the priests of Rome against our institutions, our schools, our most sacred rights, and our so dearly bought liberties, they would drive them away, to-morrow, from among us, or they would shoot them as traitors. …The history of these last thousand years tells us that wherever the Church of Rome is not a dagger to pierce the bosom of a free nation, she is a stone to her neck, and a ball to her feet, to paralyze her and prevent her advance in the ways of civilization, science, intelligence, happiness and liberty.
“This war would never have been possible without the sinister influence of the Jesuits. We owe it to Popery that we now see our land reddened with the blood of her noblest sons. …The Protestants of both the North and the South would surely unite to exterminate the priests and the Jesuits, if they could hear…the plots made in the very city of Rome to destroy this Republic, and if they could learn how the priests, the nuns, and the monks, who daily land on our shores, under the pretext of preaching their religion, instructing the people in their schools, taking care of the sick in the hospitals, are nothing else but the emissaries of the Pope, of Napoleon, and the other despots of Europe, to undermine our institutions, alienate the hearts of our people from our constitution, and our laws, destroy our schools, and prepare a reign of anarchy here as they have done…wherever there are any people who want to be free.”
We will see in this country a movement that will exercise the power of religious legislation and will, when fully developed, “manifest the same intolerance and oppression that have prevailed in past ages. Human councils then assumed the prerogatives of Deity, crushing under their despotic power liberty of conscience; and imprisonment, exile, and death followed for those who opposed their dictates. If popery or its principles shall again be legislated into power, the fires of persecution will be rekindled against those who will not sacrifice conscience and the truth in deference to popular errors. This evil is on the point of realization.”
This is beginning to happen to our country. We are losing our liberty in the name of liberty. How have we come to this state?
A consideration of another Republic in history –the Roman Empire– with our country “the home of the free and the land of the brave”
“That empire, proud of its conquests, and exceedingly jealous of its claims, asserted its right to rule in all things, human and divine. In the Roman view, the State took precedence of everything…
“Man with all that he had was subordinated to the State; he must have no higher aim than to be a servant of the State; he must seek no higher good than that which the State could bestow. Thus every Roman citizen was a subject, and every Roman subject was a slave. ‘The more distinguished a Roman became, the less was he a free man. The omnipotence of the law, the despotism of the rule, drove him into a narrow circle of thought and action, and his credit and influence depended on the sad austerity of his life. The whole duty of man, with the humblest and greatest of the Romans, was to keep his house in order, and be the obedient servant of the State.’ — Mommsen.”
This set the people up to be totally compliant; they were complete slaves and machines of the state; and when popery began to arise they fell for it as the bird to the snare and the Dark Ages were the result. How did Rome come to such a state? It was through their education.
“If the nations desire anything better to appear in their characters than appeared in the characters of Greece and Rome, they will have to give their youth an education better than that of Greece and Rome, their minds will have to be fed with something vastly different from the foolishness, the chicanery and the abominations generally that are found in the classical literature of Greece and Rome.”
Is this any different in our country?
“The forces that wrought in Greece and Rome are the chief forces at work in the great nations to-day: they are deliberately chosen to be the chief and all-guiding forces for to-day.
“All through Europe, and all over the United States, to-day, the leading and all controlling forces in education are Greek and Roman. And by compulsory-education laws it is sought to oblige all to surrender to these forces. But as originally these forces only ruined Greece and Rome, to compel people to surrender to these forces is only to compel them to the way of ruin.
“Nor is it only the State schools that are so led; but private, denominational, and independent schools, academies, colleges, and universities, are all conducted after the same lead; so that Greek and Roman conceptions and ideals practically dominate the whole educational world of Europe and America to-day….”
Dr. Melissa Harris-Perry stated in a promo for MSNBC’s Lean Forward campaign:
“We have never invested as much in public education as we should have because we’ve always had kind of a private notion of children: your kid is yours and totally your responsibility. We haven’t had a very collective notion of these are our children. So part of it is we have to break through our kind of private idea that kids belong to their parents or kids belong to their families, and recognize that kids belong to whole communities,”
“Each year the child is coming to belong more to the state and less to the parent…”
“To collect little plastic lumps of human dough from private households and shape them on the social kneading-board, exhibits a faith in the power of suggestion which few peoples ever attain to.”
“Education, scientifically defined, is the subsumption of the individual.”
“In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk. We shall not try to make these people or any of their children into philosophers or men of learning or of science. We are not to raise up from among them authors, orators, poets, or men of letters. We shall not search for embryo great artists, painters, musicians. Nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, politicians, statesmen, of whom we now have ample supply. …For the task that we set before ourselves is a very simple as well as a very beautiful one: to train these people as we find them for a perfectly ideal life just where they are …an idyllic life under the skies and within the horizon, however narrow, where they first open their eyes.”
Is this not the very thing that was in Rome? Every Roman citizen was a slave of the State. The whole duty of man, with the humblest and greatest of the Romans, was to keep his house in order, and be the obedient servant of the State.
“The same century [of the Reformation] saw the rise of a secondary education, based on the Greek and Latin classics. Perfected by the Jesuits and imitated by the rest of the world, this classical training…is a most interesting device of control over the middle and ruling classes. For a pyramidal society putting a severe strain on obedience, the safest and best education is one that wears away the energy of youth in mental gymnastics, directs the glance toward the past, cultivates the memory rather than the reason, gives polish rather than power, encourages acquiescence rather than inquiry, and teaches to versify rather than to think. It is natural that teachers in meeting such requirements should construct a system that favors the humanities rather that the sciences, literature and language rather than history, and the forms of literature rather than The substance.”
Napoleon himself stated clearly what he wanted to establish:
“It is impossible, indeed, to remain long in the present state of things, since every one may now set up a shop for education, as he would a shop for broadcloth.”
“I am aware that the suppression of the Jesuits has left a great void in these matters of education…I feel called upon to organize a system of education for the new generation, such, that both political and moral opinions may be duly regulated thereby.”
“My desire is to establish an order, not of Jesuits whose head resides at Rome, but of Jesuits whose sole ambition shall be to make themselves useful, and who shall have no interest separated from that of the public.”
“It seems to me that the specific and the private schools ought all to be united, and brought under the cognizance of the education corps, which body ought to be so constituted, as to have under its eye every child from the age of nine years….
“As to the Protestant schools, they must submit to the common lot….”
The best way to change society is through the academic and educational sphere. And our schools in this country are the Prussian/Jesuitical method and style of education –pure Roman Catholic.
“Greece and Rome were absolutely pagan. Their education, their ideals, their literature, were essentially pagan. And what place can paganism ever properly have in Christian education? Pagan text-books in a Christian school! Pagan standards in a Christian education! The things are positively contradictory….
“To give the pagan classics a more prominent place in any study than is given to the Bible, is certainly nothing else than to allow that the author of paganism is worthy to be believed and followed more than is the Author of Christianity.”
“But,” you may say, “Rome was pagan, and today we don’t have paganism.” Notice the following quote:
“Little by little, at first in stealth and silence, and then more openly as it increased in strength and gained control of the minds of men, the mystery of iniquity carried forward its deceptive and blasphemous work. Almost imperceptibly the customs of heathenism found their way into the Christian church…The nominal conversion of Constantine, in the early part of the fourth century, caused great rejoicing; and the world, cloaked with a form of righteousness, walked into the church. Now the work of corruption rapidly progressed. Paganism, while appearing to be vanquished, became the conqueror. Her spirit controlled the church. Her doctrines, ceremonies, and superstitions were incorporated into the faith and worship of the professed followers of Christ.
“This compromise between paganism and Christianity resulted in the development of the ‘man of sin’ foretold in prophecy as opposing and exalting himself above God. That gigantic system of false religion is a masterpiece of Satan’s power,—a monument of his efforts to seat himself upon the throne to rule the earth according to his will.”
“It is certain that Christianity, in ancient times, and at its revival in modern times, found, and held, and proclaimed, that the Bible, the Holy Scriptures, the Word of God, is the only true and sufficient basis of an all-round education for Christians. Disregard of this principle in the early days of Christianity developed the Papacy; and disregard of this principle in these last days of Christianity is developing through Protestantism a repetition of the course of the Papacy.
“To professed Protestantism to-day, the Bible is not held in any true sense as an educational book. The science of the unbelieving world, the philosophy and the literature of ancient Greece and Rome, have a far larger place than has the Bible, in that which is recognized by Protestants as education. The highest course in college or university is the classical; …This is true, even with those who are studying for the ministry of the gospel of Christ. But how the study, for years, of literature which is essentially Pagan can be a preparation for the preaching of the gospel which must be wholly Christian, no one has attempted to explain.”
If our schools are Jesuit style education then we have paganism in our schools, for Roman Catholicism is no more than baptized paganism. And Roman Catholicism is against liberty of conscience.
Pope Nicholas I wrote:
“‘you appear to forget that we, as the vicar of Christ, have the right to judge all men; thus, before obeying kings, you owe obedience to us; and if we declare a monarch guilty, you should reject him from your communion until we pardon him.
“‘We alone have the power to bind and to loose, to absolve Nero, and to condemn him; and Christians can not, under penalty of excommunication, execute other judgment than ours, which alone is infallible. People are not the judges of their princes; they should obey, without murmuring, the most iniquitous orders…But if we declare a king heretical and sacrilegious, — if we drive him from the church, clergy, and laity, whatever their rank, are freed from their oaths of fidelity, and may revolt against his power.…’
“‘Know, prince, that the vicars of Christ are above the judgment of mortals; and that the most powerful sovereigns have no right to punish the crimes of popes, how enormous soever they may be. Your thoughts should be occupied by the efforts which they accomplish for the correction of the church, without disquieting yourself about their actions; for no matter how scandalous or criminal may be the debaucheries of the pontiffs, you should obey them, for they are seated on the chair of St. Peter.…’
“‘Cease, then, to oppose our rights, and obey our orders, or else we will, in our turn, raise our power against yours, and will say to the nations—People, cease to bow your heads before your proud masters….
“‘Fear, then, our wrath, and the thunders of our vengeance; for Jesus Christ has appointed us with his own mouth absolute judges of all men; and kings themselves are submitted to our authority. The power of the Church has been consecrated before your reign, and it will subsist after it….’
“‘You advise us,’ he says, to the Bulgarian king, that ‘you have caused your subjects to be baptized without their consent, and that you have exposed yourself to so violent a revolt as to have incurred the risk of your life. I glorify you for having maintained your authority by putting to death those wandering sheep who refused to enter the fold; and you not only have not sinned, by showing a holy rigor, but I even congratulate you on having opened the kingdom of heaven to the people submitted to your rule. A king need not fear to command massacres, when these will retain his subjects in obedience, or cause them to submit to the faith of Christ, and God will reward him in this world, and in eternal life, for these murders.’”
Rome is the enemy of all liberty, and when she gets into our schools and educates our children we will see a decline into greater religious and civil darkness than has ever been known before; we will see our society crumble and our liberty vaporize in the smoke kindled to exterminate of those who oppose her.
When, by the Protestant Reformation, the Bible was translated into the native tongue of the people from the original languages rather than the corrupted Latin Vulgate, and the world began to shake off the bands of Rome that bound them in darkness and ignorance, Rome began to tremble. Rome knew that though she could slay them by sword and fire, the blood of martyrs was seed. She knew the Protestants educated their children in the way of the Lord by the Holy Scriptures and that this made them almost impregnable; for they nor their children, when given this education would bow the knee to Rome. The only way she might over throw the Reformation was by the education of their children.
“Throughout Christendom, Protestantism was menaced by formidable foes. The first triumphs of the Reformation past, Rome summoned new forces, hoping to accomplish its destruction. At this time the order of the Jesuits was created, the most cruel, unscrupulous, and powerful of all the champions of popery. Cut off from earthly ties and human interests, dead to the claims of natural affection, reason and conscience wholly silenced, they knew no rule, no tie, but that of their order, and no duty but to extend its power. The gospel of Christ had enabled its adherents to meet danger and endure suffering, undismayed by cold, hunger, toil, and poverty, to uphold the banner of truth in face of the rack, the dungeon, and the stake. To combat these forces, Jesuitism inspired its followers with a fanaticism that enabled them to endure like dangers, and to oppose to the power of truth all the weapons of deception. There was no crime too great for them to commit, no deception too base for them to practice, no disguise too difficult for them to assume. Vowed to perpetual poverty and humility, it was their studied aim to secure wealth and power, to be devoted to the overthrow of Protestantism, and the re-establishment of the papal supremacy.”
Alonzo Jones, quoting the Christian Statesman, writes: “Romanism, with keen appreciation of the vast issues at stake, and with far-reaching calculations as to the future, is employing every possible means to gain and hold the commanding and decisive position when the crisis which is sure to come in our national life, shall be upon us. She is pouring in her millions of devotees from other lands to wield the sovereign ballot here. She is commanding them by her highest authority to take an active interest in political affairs, and to subordinate all political conduct to the advancement of the Roman Catholic Church. She is determined to control the common school system of our country, or to break it up and substitute for it her own parochial schools in which her rapidly-multiplying youth shall be molded to her own liking, and prepared to do without question her own authoritative bidding. Not satisfied with holding as at present the balance of power as between the two great political parties, and receiving rich pay first from one and then from the other of these parties for her united vote that is sure to turn the tide of victory whichever way it goes, she aspires to positive and absolute direct control of our national life. And the ratio of the numerical increase of her youth will with absolute certainty bring this about, if her youth are not by the maintenance of our common schools molded into true and loyal American citizens. And this education of her own youth is what Rome is now with all her energies setting herself to accomplish.”
Therefore in the Jesuit Oath is an admonition from the Jesuit’s superior:
“My son, heretofore you have been taught to act the dissembler. Among the reformers to be a Reformer among the Calvinists to be Calvinist among the Protestants to be a Protestant and obtaining their confidence to seek even to preach from their pulpits. You have been taught your duty as a spy, to ingratiate yourself into the confidence of heretics of every class and character, as well as among the schools and universities.”
“When appearing as members of their order, they [Jesuits] wore a garb of sanctity, visiting prisons and hospitals, ministering to the sick and the poor, professing to have renounced the world, and bearing the sacred name of Jesus, who went about doing good. But under this blameless exterior the most criminal and deadly purposes were often concealed. It was a fundamental principle of the order that the end justifies the means. By this code, lying, theft, perjury, assassination, were not only pardonable but commendable, when they served the interests of the church. Under various disguises the Jesuits worked their way into offices of state, climbing up to be the counselors of kings, and shaping the policy of nations. They became servants to act as spies upon their masters. They established colleges for the sons of princes and nobles, and schools for the common people; and the children of Protestant parents were drawn into an observance of popish rites. All the outward pomp and display of the Romish worship was brought to bear to confuse the mind and dazzle and captivate the imagination, and thus the liberty for which the fathers had toiled and bled was betrayed by the sons. The Jesuits rapidly spread themselves over Europe, and wherever they went, there followed a revival of popery.”
It is through the education that the liberty for which our fathers toiled and bled for is being betrayed into the hands of Rome. If we see a revival of popish doctrines and principles in this country we know that the Jesuits are indeed in our land; and they are and have been teaching our children and youth.
The Lord Jesus came to this world to set men free from Satan and sin; to put into their very souls the true principle of liberty, a liberty which is so righteous that it will not allow itself to be an occasion to gratify the flesh nor a cloak for iniquity. When men’s minds are enlightened by the Spirit of God, a liberty so holy is instilled in their consciences that they are free from all men; they will not bow to any law or creed, but that in the Word of God, and yet are made so humble and gentle by the love of Christ that they are willing to become the servant of all in order to share with them that same gospel of liberty that has set their souls free. This is true liberty and freedom for “if the Son therefore shall make you free, ye shall be free indeed.”
In giving men this freedom, Christ by his infinite gift, when received into the heart, bound the recipient by an everlasting, obedient, and unswerving allegiance to him as their Lord and king and the benefactor of the world. He is “God…manifest in the flesh.” For “God was in Christ, reconciling the world unto himself, not imputing their trespasses unto them;” “that they might know thee the only true God, and Jesus Christ, whom thou hast sent.” And he “hath committed unto us the word of reconciliation.” For since “all power is given unto” him “in heaven and in earth;” he sent his disciples to go and preach this everlasting gospel of freedom to every creature, and teach them to observe all things whatsoever he commanded them.
To us the word of God and the word of God alone is the absolute authority: for “man shall not live by bread alone, but by every word that proceedeth out of the mouth of God.” To us, obedience to this word through faith in Christ, is eternal life, and shows our allegiance to God. The word of God is as much higher above the word of the pope or the Jesuits, as the government of God is greater than was the government of Rome.
The controversy between Protestantism and Romanism is not the clashing between individuals alone. It is a conflict between antagonistic principles. Therefore, it is a battle between Christianity and Rome; it is a battle between Christ and Satan, light and darkness, truth and error; between liberty and bondage. Christianity proclaims the principle of genuine liberty, true education, the rights of conscience and of the individual; while Rome asserts the dogma of tyranny, the complete captivation of the individual, and his total enslavement to the State and the Church in all things, religious as well as civil. These two things are diametrically opposed.
“The purpose of these early Christian parents [in the first century], as of the ancient Jews, was to train up their children in the fear of God. In order that the children might be exposed as little as possible to the corrupting influence of heathen association, their education was conducted within the healthful precincts of home. As a result, they grew up without a taste for debasing pleasures; they acquired domestic tastes; and, when the time came, they took their place as consistent and earnest workers in the church….
“The early reformers realized that they could not hope to succeed if their children were educated by Roman Catholic teachers. Luther says that ‘the bible must be studied; teachers must be provided; schools must be established.’ ‘He felt that to strengthen the reformation it was requisite to work on the young, to improve schools, and to propagate through Christendom the knowledge necessary for a profound study of the holy scriptures. This, accordingly, was one of the objects of his life; he saw it in particular at the period which we have reached, and wrote to the councilors of all the cities of Germany calling on them to found Christian schools.’–D’aubigne’s ‘History of the Reformation,’ bk. 10, chap. 9.
“The early reformers found it necessary to have their own courses of study, text-books, teachers, methods, principles, etc. They separated themselves completely from the popular schools of the day. It required courage and faith in those days to take such a stand, and it will require even more courage and faith for those who are preparing for translation to take the stand which the testimonies are pleading for them to take. They knew that if their children should go to the schools where the popular education was given they would receive the mark of the Papacy, or the beast. Those who are living up to the light at the present time, will see, even more clearly, that if their children continue to go to the popular schools, they will receive such principles as will compel them to assist in giving life to the image to the beast. Any one who has a knowledge of the third angel’s message, and who will take the trouble to examine the studies and methods of the popular system of education, can see that the books are filled with those errors which will oblige those who are receiving their education from them to take the dreadful step which will bring upon the world a religious and civil darkness, greater than has ever been known before.
“The command found in revelation 18:4, ‘come out of her, my people,’ means to come out of those institutions which will place in the minds of our young people, principles which are apt to make them join the class of worshipers of which we read in 2 timothy 3:5: ‘having a form of godliness, but denying the power thereof.’ As faithful watchmen, we should be just as desirous of getting our children out of the popular schools as we are to call the older people out of the popular churches. The popular churches are only a product of worldly education, so to get at the root of the matter, we must separate ourselves from that which creates the condition in which all the religious world, at present, finds itself.”
“The greatest want of the world is the want of men—men who will not be bought or sold, men who in their inmost souls are true and honest, men who do not fear to call sin by its right name, men whose conscience is as true to duty as the needle to the pole, men who will stand for the right though the heavens fall.”
 Ryan Teague Beckwith, “Transcript: Read the Speech Pope Francis Gave to Congress,” Time, September 24, 2015, http://time.com/4048176/pope-francis-us-visit-congress-transcript/ Retrieved: 03-09-2016.
 See also Revelation 22:11.
 Ryan Teague Beckwith, “Transcript: Read the Speech Pope Francis Gave to Congress,” Time, September 24, 2015, http://time.com/4048176/pope-francis-us-visit-congress-transcript/ Retrieved: 03-09-2016.
 E.G. White, Great Controversy (Nampa, ID: Pacific Press Publishing Co., 1911), p. 571.1-2. See also Great Controversy (1911), p. 59.3; 580.2; Great Controversy (Nampa, ID: Pacific Press Publishing Co., 1888), p. 234.2.
 Rev. Charles Chiniquy, Fifty Years in the Church of Rome (New York: Fleming H. Revell Company, 1886), p. 696-699.
 E.G. White, Testimonies for the Church, Vol. 5 (Nampa, ID: Pacific Press Publishing Co., 1882), p. 712.1
 Alonzo T. Jones, The Two Republics or Rome and the United States of America (Battle Creek, MI: Review and Herald Publishing Co., 1891), p. 139-140.
 Alonzo T. Jones, “What Only Can Be the End?” American Sentinel, July 22, 1897, p. 450.
 Alonzo T. Jones, “What Only Can Be the End?” American Sentinel, July 22, 1897, p. 449.
 Michael James, “MSNBC: We Have to Break Through This Idea ‘That Kids Belong to Their Parents’,” CNS News, http://cnsnews.com/news/article/msnbc-we-have-break-through-idea-kids-belong-their-parents Retrieved: 03-09-2016.
 Ellwood Cubberley, Changing Conceptions of Education (1909). As sited in Ken I. Kersch, Constructing Civil Liberties: Discontinuities in the Development of American Constitutional Law (Cambridge, UK: Press Syndicate of the University of Cambridge, 2004), p. 251.
 Edward A. Ross, Ph.D., Social Control: A Survey of the Foundations of Order (New York: The Macmillan Company, 1901), p. 168.
 Frederick T. Gates, Publications of the General Education Board, Occasional Papers, No. 1: The Country School of To-Morrow (New York: General Education Board, 1913), p. 6; emphasis supplied.
 Edward A. Ross, Ph.D., Social Control: A Survey of the Foundations of Order (1901), p. 171-172.
 Baron Pelet, Napoleon in Council, or The Opinions Delivered by Bonaparte in the Council of State, trans. from the French by Captain Basil Hall, R,N. (London: Whittaker and Co., 1837), p. 206-207.
 Ibid., p. 199-200.
 Ibid., p. 200.
 Ibid., p. 209-210.
 Alonzo T. Jones, “Pagan or Christian – Which?” American Sentinel, July 29, 1897, p. 465-466.
 E.G. White, Great Controversy (1911), p. 49.2-50.1.
 A.T. Jones, The Place of the Bible in Education: An Appeal to Christians (Oakland, CA: Pacific Press Publishing Co.), p. 37.1-2.
 Louis Marie de Cormenin, Complete History of the Popes of Rome, Vol. 1 (Philadelphia: James L. Gihon, 1857), p. 242-244.
 E.G. White, Great Controversy (1911), p. 234.2
 A.T. Jones, “Beaten at its Own Game,” American Sentinel, March 14, 1895, p. 81-82.
 Library of Congress, The engineer Corps of Hell, 1883; emphasis supplied. As sited in A Lamp in the Dark –The Untold History of the Bible, directed by Christian J. Pinto (Adullam Films LLC., 2009), 02:04:24-02:05:21.
 E.G. White, Great Controversy (1911), p. 235.1; emphasis supplied.
 Hebrews 2:14-15
 John 8:36
 1 Timothy 3:16
 2 Corinthians 5:19
 John 17:3
 2 Corinthians 5:19
 Matthew 28:18
 Matthew 4:4
 E.G. White, Special Testimonies on Church Schools (Nampa, ID: Pacific Press Publishing Co., 1898), p. 36.1-38.1.
 E.G. White, Education (Nampa, ID: Pacific Press Publishing, 1903), p. 57.3
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