God-ucation | Should God Be A Part Of Education?



The American Education System has taken many twists and turns over the past few centuries. These twists and turns were spearheaded by some of the world’s greatest thinkers, philosophers, and educators, however, throughout this process of progress and innovation, we have lost sight of the original foundational principles that our forefathers set forth when they came to this country. Many Americans fail to understand the history behind education in our country and how its roots in Christianity, the God of Abraham, Isaac, and Jacob, and the bible were a source of inspiration and guidance. Our country has experienced many ups and downs throughout its relatively short existence; however, one cannot deny the increased blessing and prosperity that has surrounded America since its inception. This undeniable favor, blessing, power, and authority that America has enjoyed are a direct correlation of the educational principles that our forefathers set in place. Educational principles that were rooted in God’s word [the bible], that ensured the protection of future generations from the same bondage that brought the Puritans to America in the first place. Barton (2004) discusses the Old Deluder Satan Act of 1642 and quotes, “It being one chief project of that old deluder, Satan, to keep men from the knowledge of the Scriptures, as in former times” (Barton, 2004). Educational pioneers such as Swiss educator Johann Heinrich Pestalozzi and the later American Pestalozzian Joseph Neef understood that a return to God and a return to nature were the solutions that their respective educational systems desperately needed. The purpose of education is to give man the tools and resources necessary to understand the world, which God created, and to formulate their individual and collective creative roles within God’s creation through a reflective organization of sensory data while maintaining a respect for the creator (God).

Education as a means of digression and indoctrination versus education as a means of progression and reflection is the war that modern American education is currently fighting. Barton (2004) reflects on the 1787 Northwest Ordinance law that was passed at the identical time and by the identical Founding Fathers who drafted the First Amendment. This is the same amendment that Courts today interpret as prohibiting religion in public schools. The Northwest Ordinance Article III also stated “religion, morality, and knowledge, being necessary to good government and the happiness of mankind, should forever be encouraged in schools and all means of education” (Barton, 2004). The digression from God and from nature that has taken place since America’s foundation has not only distanced us from the practical role of nature in education, it has muted one’s ability to recognize the lack of depth and practicality that should exist in basic educational principles. Since the secularization of schools in 1962, educational testing scores have plummeted. This is evident in the dramatic decline in college bound SAT scores. American high school students finished last or near the bottom in international testing in math and science. Illiteracy has sky rocketed in America and we now rank 65th in the world in literacy out of 200 nations. Academic results are at an all time low, which has prompted the advocacy of “school choice”. This paper will reflect upon this digression by examining worldview and philosophy of life, philosophy of schools and learning, educational practice, teacher-learner relationships, and diversity. This examination will reveal that the purpose of education is to give man the tools and resources necessary to understand the world, which God created, and to formulate their individual and collective creative roles within God’s creation through a reflective organization of sensory data while maintaining a respect for the creator (God).

A clear worldview and a sound philosophy of life are essential parts of becoming a great educator. Minds are like parachutes; they only function when they are open. This statement summarizes the human journey towards knowledge and wisdom. Since the beginning of time, man’s ego has played a major role in his rise and his fall and the same can be true for education. The world we live in is comprised of a natural dimension and a supernatural dimension. Both dimensions revolve around the creator God and our understanding of Him and His ways. Man’s ability or inability to embrace humility and respect for the creator goes all the way back to the Garden of Eden. Since the garden, man has struggled with the reality that they do not know everything there is to know and in order to gain wisdom and understanding of nature and their relationship to it; humility needs to rule the ego. It is comical how many people know they are right in spite of opposite perspectives and sound evidence. The process of being right ultimately comes down to an issue of the level of comfort or discomfort one is willing to allow themselves to be subjected to by admitting they were wrong. Each person’s threshold is different. When the human mind weighs the consequences or fallout of being wrong and decides it is not worth it to submit to correction, they go into a form of denial and therefore subconsciously submit to believing they are right despite solid evidence. This is the point where humility enters and the true test of a person’s character begins. According to the bible, if humility takes precedence over the ego and the ego takes a back seat to humility, wisdom and knowledge are gained.

Proverbs 9:8-12 (NASB) states, “Do not reprove a scoffer, or he will hate you, reprove a wise man and he will love you. Give instruction to a wise man and he will be still wiser, teach a righteous man and he will increase his learning. The fear of the LORD is the beginning of wisdom, and the knowledge of the Holy One is understanding. For by me your days will be multiplied, and years of life will be added to you. If you are wise, you are wise for yourself, and if you scoff, you alone will bear it.”

The word scoff according to Strong’s number 3887 comes from the Hebrew root word “luts” or “loots” which means, “to make mouths at or to scoff; to make mockery of or to scorn” (KJV with Strong’s numbers). This portion of scripture leads one to believe that a mocking attitude or scoffing tone only leads to destruction and ignorance. With this in mind it is clear that an open mind which falls in line with God’s word and retains a healthy respect for the creator can therefore attain greater wisdom than one who rejects God’s ways and scorns correction or the possibility that they could be wrong about something.

 All throughout the bible God makes it clear that one of man’s downfalls is that we try to take credit for things that only God can take credit for. A great example of this would be if a homeowner hired an architect and a construction company to build their dream home. After the home was completed and a few years go buy, the owner begins telling people that they built the home with their bare hands and anyone is capable of building the same house if they want it bad enough. They begin to take credit for something they did not do and could not do by themselves. This is essentially the premise of humanism. Many humanists make creationists out to be the odd ones for believing that God made mankind in His own image, however, it seems more odd to take the stance that man created everything including God who is nothing more than a projection of the mind of man. Rather than relying on the principles found in God’s word as a guide for morality, humanism believes that the mind of man alone guides morality. This is a profound statement and it is widely accepted by many scholars that the principles and moral guidelines found in the bible could not have been invented by the mind of man. History provides us with an instance where God saw this humanistic mentality and decided to tear down the tower of babel and ultimately prevent man’s attempt to oust God and become the supreme ruler.

In the Humanist Manifesto III (2011), the last paragraph states, “Thus engaged in the flow of life, we aspire to this vision with the informed conviction that humanity has the ability to progress toward its highest ideals. The responsibility for our lives and the kind of world in which we live is ours and ours alone” (Humanist Manifesto III, 2011). Although humanism has some very biblically based principles towards human rights, they strip the credit that we even know of these principles from God the creator. Humanism is clearly a proponent of removing supernaturalism (God) from our existence and putting us in charge of making up the rules as we go along. This is extremely dangerous and is one of the reasons so many Christians who take on this mentality begin to fudge on the rules that God set in place as eternal and everlasting. This is the beginning and the end of any civilization and can only result in another babel experience.

How does this compare to enlightenment or the “age of reason”? The age of enlightenment that we read of in Gutek is quite different than the one that we see happening today. Although the age of reason leaned on scientific principles, natural law, and realism, there was still a respect for the creator and His role in things. Good examples of this were pioneers such as Pestalozzi, Owen, Jefferson, Rush, and Webster who were motivated by progress, scientific momentum, a return to nature, and human equality. While holding these convictions they still had a love and respect for the creator (Gutek, 1995), however, this is not true today and humanism seeks to remove the Creator (God) from the educational equation and steal the principles that He alone gave to mankind. Many secular educators and modern advocates for humanism fail to realize that the sense realism that was introduced by Newton into Western thought was not void of a creator/God who was the author of the universal natural laws that existed. Gutek (1995) writes, “When eighteenth-century philosophies spoke of nature, they meant this all-pervasive, harmoniously functioning world machine. Through carefully constructed scientific experimentation and the accurate compilation of data, human beings could discern the universal patterns of natural operations and discover natural laws” (Gutek, 1995, pg. 167-168). The key word in this statement is discern not create. Modern humanism seeks to change the word discern to the word create therefore removing the higher Creator (God) from the machines equation. By taking all of this into consideration, the ideal educator would continue an axiological stance by providing students with the tools and resources necessary to understand the world, which God created. They would do this through writings and research that create the appropriate layers necessary for progress while submitting these writings and research to the scrutiny of the Holy Scriptures. This would allow students to formulate their individual and collective creative roles within God’s creation by being able to discern specific universal patterns of natural laws by using their reflective organization of sensory data all the while maintaining a respect for the creator (God).

A great educator also needs to develop a solid philosophy of schools and the learning process. Pestalozzi was the “superman” of the early American Educational System. Pestalozzi’s concept that nature was crucial to educational philosophy was in a sense a prophetic foreshadowing of what our educational system would be lacking in these modern times. Gutek (1995) states, “[i]n Pestalozzian terms, nature might be described both as reality and as the totality of the physical environment that appears to the senses as a vast array of seemingly discrete and independent objects” (Gutek, 1995, pg. 229). Many educational scholars believe that this approach to education is wise and uses common sense based on what is known of humanity and its relationship to God through nature.

Pestalozzi’s analogy regarding the tree parallels the beauty of God’s creation and how everything works together cohesively when it is in the right environment. Pestalozzi believed that this tree presented a “seed of which contains all the innate potentialities of the mature tree. If given a proper environment, the seed will develop into a tree. People possess latent germinal powers for moral, intellectual, and physical growth” (Gutek, 1995, pg. 229).

The same could be true for the educational system as a whole; however, there is argument of the type of environment that is needed to nurture this tree to become tall and healthy. The proper environment is one that uses science and nature to better understand the scriptures and the Creator versus using science and nature to disprove the existence of the Creator through our shallow understanding of the scriptures. Graham (2009) states that, “Historically, the Bible has often been perceived as conflicting with academic knowledge, science in particular. Some people have sought to resolve that conflict by limiting the Bible to the nonscientific. They claim that the Bible relates to spiritual matters and science deals with material matters. While this differentiation may resolve the conflict, it does so at the cost of rendering the Bible irrelevant for scientific investigation and thus denies the possibility of Christian scholarship” (Graham, 2009, pg. 177).

Dr. Henry Morris of the Institute for Creation Research makes a profound statement regarding this issue in his article “The Bible is a Textbook of Science”. Morris (2013) states “It is salutary for anyone dealing with questions of this sort to recognize the essential nature of faith and presuppositions in his reasonings. “Science” (the very meaning of which is knowledge) necessarily can deal only with those things that exist at present. The scientific method involves reproducibility, the study of present natural processes. When men attempt to interpret the events of the prehistoric past or the eschatological future, they must necessarily leave the domain of true science (whose measurements can be made only in the present) and enter the realm of faith” (Morris, 2013, pg. 1). In other words, if something is not observable and measurable in present natural processes, it then falls into the category of faith. This goes for evolution and all the different scientific theories that do not have any present natural processes taking place. Furthermore, the bible would be just as scientific if not more scientific than any of Darwin’s writings. In reality, there are actual discoveries today that are making the events and theories in the bible become more measurable in a present day sense. These discoveries include the Hebrew bible code, which is definitely not a coincidence, and the discovery of remnants from the red sea crossing. The same cannot be said for Darwinism. There is no known evidence to support the theory of change of kind. Although a change of species, also known as adaptation, can be observed, there is no data to support the idea of a monkey becoming a bird or an ape becoming a man. Both Morris and Graham cause one to begin to see the bible as more than just a historical account of ancient peoples and customs but instead a textbook of science. It takes faith to know and understand God just as much as it takes a scholarly approach to know and understand God. The same can be said for science, however we have to choose if we are going to serve science or serve the God of Abraham, Isaac, and Jacob who was the creator of science. Barton (2004) quotes Thomas Paine by stating, “[i]nstead of looking through the works of the creation to the Creator Himself, they stop short and employ the knowledge they acquire to create doubts of His existence.”

I. P. Pavlov (1849-1936) applied the psychological aspect to what might seem a Pestalozzian approach to environment conditioning. Although one should not agree with Pavlov’s Marxist stance, his scientific assertion that psychological functions were a mechanical process seems to line up with the specific natural laws that Pestalozzi recognized (Gutek, 1995). Humans are essentially a product of their environment and their environment ultimately determines who they become. Pestalozzi’s influence on education was inspiring and life changing from his desire to help the poor, to his believe that everyone had it in them to become great if given the opportunity and the right environment. Pestalozzi’s original plan for Neuhof was a good example of the raw environment that encapsulated his educational philosophy, however, his failure was directly connected to his poor administration skills rather than unsound pedagogy (Gutek, 1995). It is clear that Pestalozzi’s views aligned harmoniously with the bible and God’s plan for humanity. Pestalozzi did a good job of keeping religion out of his educational philosophy while at the same time preserving a fear of God and His role in the human narrative. This should be the goal of every educator who aspires to have a lasting impact on their school, their students, and their community.

Educational practice and the implementation of sound philosophies is another important aspect of a successful teacher. The reality of this statement ultimately comes down to a solid belief in Yeshuah (Jesus) as the Messiah and a true conviction about what humanity is called to be and do as followers of the Messiah. Graham (2009) states that, “God gave us the responsibility to exercise a measure of control over creation on His behalf, and we are to do it in His way” (Graham, 2009, pg. 127). He points out that through the new covenant of Yeshuah, each teacher takes on the role prophet, priest and king as opposed to the era before the Messiah where separate individuals filled these roles. Many Christians tend to overlook this aspect of the faith and simply see their relationship to God through the Messiah as simple prayer that is recited followed by a free ticket to heaven. The reality is that it goes so much deeper and one needs to understand their calling as a teacher and educator.

How do these three role translate into the classroom? According to Graham, “The main function of a prophet is to know, interpret, and speak God’s truth, which involves knowing God Himself, knowing oneself, and knowing the rest of creation. All such knowing must be guided by an understanding of God’s revelation, but it also demands personal experience in each category” (Graham, 2009, pg. 127). Although a public school teacher might be able to exercise “knowing and interpreting” in the classroom without using direct reference to scripture, a Christian schoolteacher has the advantage of interpreting and referencing these experiences through scripture. Since Yeshuah is the “high priest” and we are all called to be priests in his court, we have to understand the function of a priest. Priests pray for people, intercede, extend forgiveness and atonement (through the high priest), perform miracles, signs and wonders, and lead people to the straight and narrow path. This can easily be translated in the classroom through setting an example for the students in our own lives and being there with an open heart when they need our support and guidance. The idea that a teacher needs to be a dictator who is heartless and cold is false and serves no purpose in the classroom. No one likes a dictator and according to Graham, “The kingly role involves the right use of authority” (Graham, 2009, pg. 129).  Pestalozzian pedagogy combined with effective administration is the best educational practice available. Using the pedagogical practices of pioneers such as Pestalozzi, Rousseau, and even Martin Luther not only ensure success for a teacher but they provide the educator with a solid grasp on what it takes to create the best learning environment. Bringing students back in touch with nature and teaching them classical principles such as work ethic, art, creativity, a connecting to their food source, health, science, reading, grammar and arithmetic for accounting purposes is the reason “school choice” has become a hot topic in today’s society. Today’s common/public school system might be free, however, it is lacking some key ingredients needed to create the perfect educational environment.

Understanding how the student learns is extremely important to the teacher-learner relationship. Although technology has allowed us to make leaps and bounds in this category, it is only fair to give credit where credit is due. G. Stanley Hall was a huge forefather of understanding the learning process and the wave of psychological research that would follow. Although Hall was mainly known for his impact on adolescence from the perspective of genetic psychology, Hall was able to link genetic psychology and education successfully. This opened the doors for the field of educational psychology and the study of how students learn and why they learn things in a certain way. Hall connected the dots between psychology and education and paved the way for future educators and psychologists to collaborate on the best methods for education. Essentially, Hall brought the laboratory to the classroom in America. Youniss states that, “Apart from his pace-setting Adolescence, Hall is not remembered to the extent of, say, Edward Thorndike for his studies of learning or John B. Watson for his studies of conditioning” (Youniss, 2005, pg. 358), however, this could be attributed to Hall’s “older generation” mantra and the fact that he leaned more toward traditional scholarship versus his predecessors who found themselves in the thick of scientific study.

In light of Hall’s attempt to bring psychology into the classroom, there is a deeper meaning to the learner’s experience. It is crucial that education has and impact on the learner otherwise it serves no purpose. What should this impact look like? Should a student remember how great the football games were or how awesome study hall was because they could do whatever they wanted or should a student remember how their education shaped their ideologies and philosophies and helped them to create a solid worldview? How this question is addressed ultimately determines the future leaders, inventors, educators, and entertainers that are produced. What framework makes up what we understand about the learner? From a Christian perspective, there are specific biblical teachings that answer this question. Graham (2009) states that “(1) human beings were made in the image of God, (2) we were separated from God through Adam’s sin, and (3) God acted through Jesus Christ to redeem a people from among our fallen race” (Graham, 2009, pg. 73). It is with this knowledge that we can recognize the importance of understanding the difference between being like God and being God. As stated earlier, humanists fail to make this distinction because they bypass the bible and go straight to the “being God” stage. It is important for the teacher to recognize this distinction and instruct the learner accordingly. By looking to the past and learning from the mistakes of humanity, teachers can help the learner remain humble so that their parachute functions properly.

Diversity if not handled properly can be one of the biggest stumbling blocks for educators. It is a lack of progress in the area of diversity that has prompted the federal government to get involved and pass bills such as IDEA, ADA, and NCLB. There has been a spike in the amount of inclusion issues within the educational system in recent decades; however, things seem to be moving in the right direction. It is important to point out that the Federal Government should not technically be intimately involved in this aspect of education and based on the constitution and the First Amendment the power and authority to handle these situations should revert to the states. Gutek (1995) states that, “Because of the enfranchisement of more people and informed social conscience, individuals and groups hitherto excluded from schools or who had restricted educational opportunities now have greater access to educational institutions” (Gutek, 1995, pg. 528). This is one of the downfalls of private education in today’s educational climate. Public schools seem to have taken a stronger stance on this therefore causing parents of children with special needs or disabilities to choose public education over private education despite their personal convictions or Christian beliefs. This puts the child and the parent in a tough place. Although they wish to send their child to a private school for personal reasons, they are forced to attend public schools. This is quite the opposite of what the bible states.

Matthew 22:37-39 (KJV) states, “Jesus said unto him, “Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbor as thyself.”

This portion of scripture does not make a distinction as to which neighbor to love and how to love them. With that in mind, it is crucial that the Christian education system begin to place the same amount of emphasis on resources and quality of education for the Christian student with special needs as they do the Christian student without special needs. Diversity encompasses the whole array of segregation and subtle exclusion that can take place as a result of tradition or false interpretation of scripture. God loves and provides for all of mankind no matter what culture, race, doctrine, or mental capacity they have. Private education should strive to do the same.

In conclusion, it is fair to assume that by now a clear and concise explanation of the purpose of education should exist. This paper reflected upon the past, present, and future digression from God and from nature. It revealed what has taken place since America’s foundation and how this distancing has separated us from the practical role of nature in education as well as our ability to recognize the lack of depth and practicality that should exist in basic educational principles. This examination process using worldview and philosophy of life, philosophy of schools and learning, educational practice, teacher-learner relationships, and diversity has shed light on the changes that should be made in order to improve education in America. This paper established a foundational belief that the purpose of education is to give man the tools and resources necessary to understand the world, which God created, and to formulate their individual and collective creative roles within God’s creation through a reflective organization of sensory data while maintaining a respect for the creator (God).

-The Berean


Barton, D. (2004). Four Centuries of American Education (DVD). Aledo, Texas: WallBuilders

Graham, Donovan L. (2009). Teaching Redemptively: Bringing Grace and Truth into Your Classroom. Colorado Springs, Colorado: Purposeful Design Publications

Gutek, G. L. (1995). A history of the Western educational experience. Long Grove, IL: Waveland Press.

Humanist Manifesto III. (2011). The Humanist, 71(4), 39. Retrieved from http://search.proquest.com/docview/874547532?accountid=12085

Morris, M. M. (2013). The Bible is a Textbook of Science. Institute for Creation Research. Retrieved November 28, 2013, http://www.icr.org/home/resources/resources_tracts_tbiatos/

Youniss, J. (2005). G. Stanley Hall: Neither Psychology Alone nor Basic Research Is Sufficient. Journal Of Research On Adolescence, 15(4), 357-366.


The Hidden Secret of the Genealogy of Genesis 5 | The Names That Point To Yahshuah (Jesus)


I thought I would share something interesting that plays a very important role in understanding the Moshiach and YaHoVaH’s master plan from the beginning of the dawn of man. Below I am going to break down the root names of the “Preachers of Righteousness” in Genesis through the geneology of Adam to Noah. YOU WILL BE BLOWN AWAY BY ITS SIGNIFICANCE!


Adam = “Man”

Seth = “Appointed”

Enosh = “Mortal”

Kenan = “Sorrow;”

Mahalalel = “The Blessed God”

Jared = “Shall come down”

Enoch = “Teaching”

Methuselah = “His death shall bring”

Lamech = “The Despairing”

Noah = “Rest, Comfort”

Now let us read this in sentence form and see what YaHoVaH was trying to say through their names.

“Man, is appointed mortal sorrow; The Blessed God shall come down, teaching. His death shall bring the despairing Rest ­and Comfort.”

I have a hard time believing that a bunch of Hebrew scribes put this together on purpose to try and point towards the “Branch”, “Right Arm”, “Son”, of YaHoVaH. This is no coincidence and should only confirm what we know to be true. Based on the history of rejection that the Jew’s (Judah) have directed towards Yahshuah as the Moshiach (Messiah) and the Returning King, it is clear that this is not a conspiracy of the Jews and Hebrew Scribes of old to validate the existence and life of Yahshuah and the prophecy that his life fulfilled as the suffering servant. This can only be orchestrated by the divine plan of the great Architect (YaHoVaH) and His master plan. This is just my opinion along with a few others but it should get our attention nonetheless.

On a final note, take head to the meaning of the name Methuselah. Methuselah means, “His death shall bring”. Based on the bible and other historical writings, Methuselah died the very year, month and week that the flood came. Methuselah was the oldest living human at 969 years old. By taking this information and combining it with the name of Methuselah, it is probable that the Methuselah’s death was the marker/sign that told Noah that the flood was coming. Therefore, Methuselah means, “His death shall bring THE FLOOD!”


-The Berean

Nephilim: TRUE STORY of Satan, Fallen Angels, Giants, Aliens, Hybrids, Elongated Skulls & Nephilim


Nephilim: Origin of Genetic Evil, the Nephilim. NEPHILIM (FULL) DOCUMENTARY – Journey into the world of Fallen Angels, Satan, Shadow People, Aliens, Demons, Anunnaki, Archons, Ancient Giants, “Ancient Aliens” & Genetic Hybrids.

Nephilim: Origin of Genetic Evil takes a deep look at human genetics, elongated skulls, “Nephilim Skulls” ancient giants, “Nephilim giants” giant skulls (fragments) and Neanderthal skulls (genetically) — all this in an EASY walk through of precise Hebrew, Babylonian – Sumerian, Egyptian & Book of Enoch accounts of Nephilim / Annunaki, Ancient Alien / Demons, Fallen Angels, and even the father of all lies — Satan… From the depths of the underworld & Lucifer (Luciferian) occult of Hell’s gates…. to the ancient pages of Biblical revelation and prophecy… to the very words of prophecy from the lips of Jesus Christ Himself….

Nephilim: A journey from heaven to hell… and the genetic hybrids & entities between.
— Nephilim by Trey Smith / God in a Nutshell project

Nephilim: the Nephilim documentary is a FULL in-depth EXAMINATION of Ancient Giants, Ancient Aliens, Fallen Angels, Anunnaki / Nephilim, Ancient Elongated Skulls… and FULL details of Egyptian & Babylonian occult – sometimes called “Luciferian”

Nephilim (DEFINITION): The Nephilim (nɛfɨˌlɪm) were the offspring of the “sons of God” and the “daughters of men” in Genesis 6:4. The pre-flood / post flood, genetic hybrids of the ancient world. Ezekiel 32:27 “the fallen mighty (גִּבֹּורִים נֹפְלִים) of the uncircumcised (Nephilim), which are gone down ( יָרְדֽוּ) to the grave (hell) with their weapons of war. These are but a few of the writings from the Bible, the Book of Enoch and cultures around the globe…. demons to some, genetic hybrids to more, fallen angels to others, and “underworld gods” to still more.

Some commentators on the Nephilim topic have included: Ancient Aliens Debunked, L A Marzulli, Steve Quayle, David Icke, Chris White (Ancient Aliens Debunked) & others

Nephilim: Other videos by Trey Smith
Evolution: Tale of Modern Myth http://youtu.be/Gjvuwne0RrE
Theory of Everything by Trey Smith http://youtu.be/mtBz1roiQR8
Enoch: Book of Enoch http://youtu.be/BZGN6EKjvAo
Benny Hinn: TRUE STORY of Greed vs. Godhttp://youtu.be/l73exrXr_hE
Thieves: One dirty TV pastor and the man who robbed himhttp://youtu.be/kYY5Zz9yV1E
Choice by Trey Smith http://youtu.be/S-SzIJngWqE

Nephilim: You are about the enter the world of Nephilim, Ancient “Nephilim” Giants & Nephilim Hybrids. ————- Nephilim Video Details & Contributors ————
Nephilim: Origin of Genetic Evil by Trey Smith

Nephilim – produced by Trey Smith (author of Thieves & producer of Theory of Everything) http://godinanutshell.com/

Nephilim – Hebrew Translations (& Nephilim text translations) by Rabbi Brian Hall (in Hebrew, Rabbi Abir Baruch Hallel), Senior Rabbi of Beth Yeshua Synagogue Newton/Boston, Mahttps://www.facebook.com/AbirBaruchHa…

Nephilim – Video Footage of Elongated Skulls (and Skull comparisons between Human Skulls & Elongated Skulls – Genetic Bone Structures) by Brien Foerster, Inca Tours, as well as the Dr.’s and research professionals on his team http://hiddenincatours.com/

Nephilim – Special Consultant Advisory thanks on Mathematics & the Universe to Dr. Carl Smith, former research developer for Los Alamos US Government Labs, retired Research Developer for Royal Dutch – Shell Oil Company (special projects & development) & retired professor of upper-level mathematics at University of Houston.

Nephilim – Special Consultant Advisory thanks on Neanderthal Skulls, Facial Growth, Brows & Wisdom Teeth (Neanderthal’s are Humans with long life-spans) to Dr. Jack Cuozzo, 33 yrs career in Oral Biology, Paleontology, Study of EXTREMELY slow genetic growth / maturity rates in “Neanderthal” (ancient human) children -and – credited with taking the first cephalometric (orthodontic) radiographs in the history of Neanderthal fossils (1979-1991)http://youtu.be/uFf5IcmkVa0

Nephilim – Voice Overs by former FOX NEWS VO artist & owner of MarrsHarris Creative, Rick Hummerhttp://www.linkedin.com/in/rickhummer

Nephilim – music by German composer Michael Donnerhttp://www.youtube.com/user/MichaelDo…
-and also-
Nephilim – music by US composer Trevor DeMaerehttp://www.youtube.com/user/TrvD1/videos

Nephilim video is dedicated to Jesus Christ. “So as in the days of Noah, so also shall it be in the days of the return of the Son of man….” —————- End of Nephilim Video Details ——————

Thieves: One dirty TV pastor and the man who robbed him (OFFICIAL WEBSITE) – http://www.readthieves.com/

Nephilim video will be available as FULL LENGTH DVD with additional 45+ minutes of commentary by Trey Smith. To find out details of the Nephilim video & DVD, go to the God in a Nutshell project at: http://godinanutshell.com/

The Hebrew Roots of America’s Blessings | Were the Pilgrims 7th Day Sabbath Keepers?


Something has been bothering me for the last week or so. I have been wanting to get to the bottom of the issue of the Sabbath from the founding of America. What were the Pilgrims running from? What were they trying to accomplish? Why did YHVH (God) bless this country the way He did? Where the founding fathers of America Hebrew Roots? These are all questions that have been haunting me and now I can honestly say, YES, THEY WERE SABBATH-KEEPERS. This article traces the Pilgrims from England to Holland.  The Pilgrims were persecuted by Queen Elizabeth under the Uniformity Act, which required Sunday church attendance.  They fled to Holland where they were allowed to worship freely.  They joined with the Mennonite Church, which was a 7th Day Sabbath-keeping church.

My hope is to shed light on the fact that the Pilgrims attended a 7th Sabbath Keeping church and they left England because they were required by law to attend the Sunday Keeping churches. They originated from the Brownist or Separatist.

There were three Protestant groups in England starting in the 1600’s– The Conformist (which followed the Church of England), The Puritans ( which were opposed to many of the teachings of the Church of England but kept Sunday) and the Separatist (which was started by Robert Browne many of which kept the Old Testament laws).

Brownist Movement:

The term Brownists was a common designation for early Separatists before 1620. Brownists, Independents, and Separatists were all used somewhat interchangeably for those nonconformists who broke with the Church of England.

  • Robert Browne was a Puritan Congregationalist leader, one of the original proponents of the Separatist, or Free Church, movement among Non-conformists that demanded separation from the Church of England and freedom of state control. His separatist followers became known as Brownists. Educated at Corpus Christi College, Cambridge, and ordained, he, with Robert Harrison, gathered a Separatist Church at Norwich in 1580. As a consequence of this and other similar activities, he was imprisoned 32 times and in 1582 was exiled. 
(Encyclopaedia Britannica, Micropaedia, 15th Edition, 1990, Vol. 2, p. 562)

In 1582, under the influence of Dutch Mennonites (whose congregations had already existed separately before the Dutch Reformed Church became dominant), Browne published two tracts arguing for separation and for congregations with freely-entered mutual covenants allowing all members to select the pastor and lay leaders democratically.

Who were the Pilgrims in England and what churches did they attend?

The Pilgrims came out of three English churches.  The first one was the Southwark church.  The story begins with John Greenwood.  John Greenwood, a clergyman, was ordained at Lincoln in 1582, and served in Lincolnshire from 1582-83. Greenwood was arrested in Norfolk in 1585 probably for preaching without a license, or against the Church.

Also all of Britain was required to attend the Church of England.  Under the 1559 Act of Uniformity, it was illegal not to attend official Church of England services, with a fine of 12d for each missed Sunday and a holy day. The penalties for conducting unofficial services included imprisonment and larger fines.

In 1586 he was the recognized leader of the London Separatists, of whom a considerable number had been imprisoned at various times.  In 1586 he and a group of people were sent to jail for refusing to obey the religious laws of Elizabeth 1, thus beginning a tradition of religious dissent within Southwark located NE of London. The dissenters founded a prison church under the guidance of John Greenwood, and Henry Barrowe, a lawyer. They called themselves ‘Independents’ but were also known as ‘Brownists’ because of the freethinking of Robert Browne, the father of the Separatist movement.  Another clergyman, Francis Johnson, soon joined them. He had been ordered by the English Ambassador to Holland to buy and burn the books by Greenwood and Barrowe. Inspired by them he came to visit the authors and found himself being jailed with them!

In 1592 Greenwood, Barrowe and John Penry gained a temporary reprieve and began meeting at a house in the Borough and formally constituted the Southwark Independent Church.  This new congregation was being organized around Francis Johnson as its new Pastor, and John Greenwood as its Teacher.

However, the reprieve was short-lived and Greenwood and Barrowe were executed on 6th April 1593.   John Penry was also executed, at a site near the present day junction between Albany Road and Old Kent Road, on 29th May 1593. Roger Rippon, whose house was used for worship was arrested and died of disease in prison.  Eight imprisoned members of the Johnson-Greenwood congregation were released in April 1593.  Others congregation members were released in the fall of 1597, these made their way to their former congregation members in Holland.

On his release Francis Johnson finally settled in Holland where many of the Southwark dissenters had fled. The remaining members of the group continued to meet in secret before being brought into the open by Henry Jacob in 1616. The writings of Johnson had influenced Jacob and in 1620 some members of the Southwark Church were given permission to sail to America. It was this group who went on the Mayflower. They were a 7th Day Sabbath-keeping congregation.


Between 1605-07 Richard Clifton had attempted to establish an Independent or Separatist congregation in the Gainsborough England area.  He joined ranks with Thomas Helwys.   During 1607, John Smyth was visiting Thomas Helwys, the Elder of the Scrooby separatist congregation located 12 miles from Gainsborough.  Smyth a former clergyman from Lincoln had been living in the area. Smyth was soon elected as the new pastor of the Gainsborough-on-Trent Congregation with Thomas Helwys as its Elder.

A decision was soon made to move both congregations to Holland for safety. The Gainsborough Congregation under Smyth and Helwys would depart first, and the Scrooby congregation would follow shortly later.

Members of a Brownist church in Gainsborough, went over in 1607 to Holland.  They left behind a few scattered friends at Scrooby, twelve miles to the west of Gainsborough in the Hundred of Basset Lawe, in Nottinghamshire, England.

Scrooby Congregation:

  • In 1608, Johnson’s Amsterdam congregation was invaded briefly by an influx of another Barrowist congregation from Gainsborough-on-Trent, under the leadership of John Smyth, a former clergyman and university friend of Johnson.  Some 125 members did arrive in Amsterdam during 1608 in dribbles and drabs, and by late 1608 most of the Scrooby congregation had arrived.
(Encyclopaedia Britannica, Micropaedia, 15th Edition, 1990, Vol. 10, pp. 114-5)

John Robinson:

In 1602 Robinson became a curate at St. Andrew’s Church, Norwich. His refusal to conform to the Anglican anti-Puritan decrees of 1604 led to his suspension from preaching, and in 1606 or 1607 he joined the Separatist congregation at Scrooby, Nottinghamshire. Also called Nonconformists, these early congregationalists wished to separate from the Church of England so they could follow what they believed to be purer and more simplified forms of church government and worship.

With the Scrooby congregation Robinson travelled to Amsterdam in 1608, but in 1609 he went with 100 of his followers to Leiden to escape the dissension prevalent among the other Nonconformist groups. As pastor at Leiden, he inspired the growth of his congregation to 300 members. One of them, William Bradford, who later became governor of Plymouth Colony in Massachusetts, likened Robinson’s congregation to the early Christian churches because of its “true piety, humble zeal and fervent love towards God and his Ways.”

  • Robinson entered Leiden University in 1615 to study theology, but by 1617 he and his followers were seeking a more secure and permanent location. In July 1620, while he remained with the majority who were not yet ready to travel, part of his congregation sailed for England aboard the Speedwell.  Before departure from Leiden, Robinson declared to them in a celebrated sermon, “For I am confident the Lord hath more truth and light yet to break forth out of His holy Word.”  The following September, 35 of them left Plymouth on the Mayflower for New England. Robinson died before he could leave Holland, and the remnant of his congregation was absorbed by the Dutch Reformed Church in 1658”. (Encyclopaedia Britannica, Micropaedia, 15th Edition, 1990, Vol. 10, pp. 114-5)

John Robinson received a letter from the Dutch Government granting him and the Brownist to settle and practice their faith in the Leiden, Holland:

Leiden Church:

According to the Lenden Museum, the Pilgrims joined the Mennonite church.  Below is a quote from the Lenden Museum:

  • “1609, the Pilgrims arrived from England as refugees. After a short period in Amsterdam, the Pilgrims received official permission to live in Leiden. The city’s response declared that Leiden refuses no honest people free entry to come live in the city, as long as they behave honestly and obey all the laws and ordinances, and under those conditions the applicants’ arrival here would be pleasing and welcome.” (999 / SA 300 Missives Book C fo. 126 / Letter)

“Letter sent by the city of Leiden to Jan Jansz. (van) Baersdorp, member of the Provincial Executive of the States of Holland, in reply to an undated letter received from him in 1609. Van Baersdorp is asked to hand to the lord grand pensionary (of Holland) the reply from the city of Leiden together with the request received from John Robinson and some members of the Christian Reformed Religion and the decision taken with regard to that request on February 12, 1609. The city of Leiden declares that when a request was received from John Robinson, pastor, and some members of the Christian Reformed Religion, all born in England, it was decided to grant permission to them to come and take up residence in Leiden. At the time the city of Leiden was not aware that the persons in question were members of the sect of the Brownists.”

The Pilgrims spent 11 years in Leiden, during which time they came into contact with Dutch Mennonites, French Calvinists, and other religious dissenters. In 1620, the Pilgrims set sail for the New World on the Mayflower.  The Leiden American Pilgrim Museum was founded in 1997 inside a house dating from around 1370, which may have sheltered the Pilgrims during their stay in Leiden.

Soon after they arrived in Holland they came under influence of the Anabaptist teachings through the Mennonite.  Smyth’s church in Amsterdam, founded on the principle of adult baptism in 1609, is considered the first truly Baptist church.  Two years later the congregation split with part of them remaining in Holland where they eventually united with the Mennonites, a 7th day Sabbath-keeping church. The other part, led by Thomas Helwys returned to England where they settled at Spitalfield just outside London.

The Mennonite Church descended from the Waldesians.  They were 7th day Sabbath Keepers.  Quotes below demonstrate how the Pilgrims moved to Holland and keep the Old Testment laws, the Sabbath, the Passover and circumcision:

The Anabaptist or Mennonites moved to Holland:

  • “We have now seen that the Baptists who were formerly called Anabaptists and in later times, Mennonites, were the original Waldenses and have long in the history of the church received the honor of that origin…. The Mennonites are descended from the tolerably pure evangelical Waldenses, who were driven by persecution into various countries’ and who during the latter part of the 13th C. fled into Flanders, and into the provinces of Holland and Zealand.” 
 (Dr. Ypeij and Rev. J.J. Dermout,History of the Dutch Reformed Church Vol. 1,1819.)
  • “In Holland where Anabaptists grew, the Waldenses were held to be the first propagandists of Anabaptist views on Holland soil. Also some of the oldest Mennonite families in Holland had names of Waldensian origin and claimed to be progeny of such exiled fathers.” (William R. Williams, Lecture on Baptist History, p. 127-128.)
  • “To speak my mind freely, if their (Waldensian) opinions and customs were to be examined without prejudice, it would appear that among all the modern sects of Christians, they had the greatest resemblance to that of the Mennonites or Dutch Baptists.” (Limborch, The History of the Inquisition, London, 1731.)
  • “Bohemia was once the headquarters of those Waldenses who had been driven from the valleys by persecution. Later it became the main head quarters for the Swiss Baptists, namely Hutterites (Mennonites).” (Peter Ruckman, History of the N.T. ChurchI, p. 407.)
  • “They who maintain the Saturday Sabbath to be in force, comply with the Anabaptists.” (Dr. Francis White, Treatise on the 7th Day, p. 132.)
  • Martin Luther states, “Thus all other religious tendencies act, aside from the true doctrine of Scriptures, as Mohammed of the Turks, the Talmud of the Jews, as also our Anabaptists, are almost the same; all forsake and abandon the true works and life God’s Word requires and urges…” Luther goes on to state, “the fanatical revilers of the sacrament (Anabaptists) were for all practical purposes indistinguishable from the Jews…” Luther writes Against the Sabbatarians in 1538 and accuses the Anabaptists of circumcision and partaking in Jewish ritual.  Luther was less tolerant of the Anabaptists than Jews since they “insinuate themselves upon the church and at the same time refuse to submit to its authority…” Luther also signed a memo in 1536 assessing the death penalty to all Anabaptists. (8th Sunday After Trinity, Sermons of Martin Luther, vol. 4.)
  • “We shall afterwards show that the rise of the Anabaptists took place prior to the reformation of the Church of England, and there are also reasons for believing that on the continent of Europe, small hidden Christian societies who have held many of the opinions of the Anabaptists, have existed from the time of the apostles. In the sense of the direct transmission of divine truth, and the true nature of spiritual religion, it seems probably that these churches have a lineage or succession more ancient then that of the Roman Church.” (Robert Barclay, The Innerlife of the Societies of the Commonwealth, p. 11-12, 1876.)
  • “The Anabaptists continued observing many of the same external points as the Waldensians, such as they viewed the Old Testament of great importance, retained the Waldensian translations of the Bible, which had the epistle of Paul to the Laodiceans, continued to worship using the same forms of prayers and hymns, the same observations of the (Passover) once a year, the same view towards congregation buildings free from idols and crosses, simple plain dress… all showing that the 16th C. Anabaptists descended from the Waldensians.” (John T. Christian,A History of the Baptists, Vol. I Ch. 7 and 8.)
  • “If the truth of religion were to be judged by the readiness and boldness of which a man of any sect shows suffering, then the opinion and persuasion of no sect can be truer and more sure than the Anabaptists since there have been none for these 1200 years past, that have cheerfully and steadfastly undergone, and even offered themselves to the most cruel sorts of punishment than these people…. Were it not that the Baptists (Anabaptists) have been grievously tormented and cut off with the knife during the past 1200 years, they would swarm in greater numbers than all the reformers.” (Cardinal Stanislaus Hosius, 1504-1579.)
  • “The modern Mennonites affirm that their predecessors were the descendants of the Waldenses.” (Mosheim, Institute of Ecclesiastical History, p. 200, 1755.)

These churches met with the Mennonite or Anabaptist which kept many of the Old Testament Law such as the 7th Day Sabbath.

Baptist heritage is more closely related to the Gainsborough congregation where John Smyth and Thomas Helwys were leaders.  Their congregation left England about 1607. Soon after they arrived in Holland they came under influence of the Anabaptist teachings through the Mennonites.

Smyth’s church in Amsterdam, founded on the principle of adult baptism in 1609, is considered the first truly Baptist church. Two years later the congregation split with part of them remaining in Holland where they eventually united with the Mennonites. The other part, led by Thomas Helwys returned to England where they settled at Spitalfield just outside London.

(Sanford, Don A., A Choosing People: The History of Seventh Day Baptists, Broadman Press, Nashville, Tennessee (1992) pp. 39-40, 86.)

 In Fact the Scrooby Congregation started the 7th Day Baptist Church in America.

“Among the Scrooby congregation which fled to Holland but who did not come to America until a decade later was John Dunham, whose grandson, Reverend Edmund Dunham, founded the Seventh Day Baptist church in Piscataway, New Jersey, nearly a century later in 1705.”

(Sanford, Don A., A Choosing People: The History of Seventh Day Baptists, Broadman Press, Nashville, Tennessee (1992) pp. 39-40, 86.)

Based on what we have read, it is clear that the Pilgrims came from three churches Scrooby, Gainborough, and Southwark.  They fled to Holland where many attended with the Mennonites.  The Mennonites were the descendants for the Waldesians who fled also to Holland.  The Mennonites were 7th Day Sabbath Keepers.  Members from the Scrooby Congregation later founded the Seventh Day Baptist Church in 1705.  Both John Robinson and William Bradford were members of the Scrooby Congregation. William Bradford was the Pilgrim leader in Plymouth.


-The Berean