Consolation, July 7, 1943

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Contents

Notandum

PubHc Schools Destroyed

Bill <?f Rights Neglected

Suppressing Historical Truth. '

The People ‘Must Be Informed

Ignorance Aids Tyranny

1 Schools and the Reformation

* Stealthy, Sneaky Tactics

The Hidden Dagger

Early Christians Educated

Pope Condemns Bible Societies

Eire versus Ulster

The “Glacier Priest” Humbug

The Cow’s Heels Boost “Dear Eddie”

“Thy Word Is Truth”

The Truth About Jehovah’s witnesses

To What Do They Witness?

Paradise Lost—Paradise Regained

Kingdom Blessings in Mississippi

Really Studying the Bible at Home

The Japanese Soldiers in Burma

The Beautiful and Hardy Goldfish

Odd Fish in New York’s Aquarium

Four-footed Blessings on American Farms

Bumper Crops of 1942

Advertising Spiritism—Demonism

Presenting “This Gospel of the Kingdom”

Extemporaneous Speaking

Consuming a Lake of Water Daily

Published every other Wednesday by WATCHTOWER BIBLE AND TRACT SOCIETY, INC. 117 Adams St., Brooklyn, N. Y., U. S. A.

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“A World Possessed”

♦ We are living in a crazy world, a world possessed. Our Puritan ancestors might well have called it a world possessed of the Devil. For evil and violence and heart-rending anxiety seem to. Haye gained the upper hand for the time being, so that even the most Chris- -tian and the most peace-loving nations on earth are caught in a seething whirlpool.

The pillars of society have begun to shake. The foundations of truth and hu-tnanity, of reason and justice, which we thought of enduring character and of lasting value, sometimes seem to he disintegrating. At times we feel as If the very ground under our feet were trembling, and, we no longer know on what to build or where to take our stand. The future weighs upon us as a terrible, incomprehensible burden under which nobody dares to plan and scarcely anyone dares to look ahead. Thoughts of the future darken the high hopes of the young, and they fill with gloomy forebodings the eventide of our elders.

What is going to happen? How is this crisis in human affairs going to end? Will it pass, as other great crises have gone by? Or are present events merely harbingers of still more cataclysmic happenings ? What can we do to prevent the further growth of the evil? Who is responsible for these disasters? and what can yet be done to stay the spread of the blight that has come to darken the skies of this entire generation?

These are the thoughts and questions that harrow and torment us. Nor do they any longer torment us solely in the empty hours of the night, when the flame of life burns low and the surrounding gloom becomes peopled with all kinds of fantastic images and nightmares. Today the facts stare us in the face, and our feelings of disaster rest on sober judgment and observation.—Pierre van Paassen, in Woman's Day, August, 1942.

CONSOLATION

“And in His name shall the nations hope,”—Matthew 12:21, A.R.V.

Volume XXIV Brooklyn, N. Y,, Wednesday, July 7, 1943 t Number S21

Public Schools Destroyed

IF SOME group of persons should dynamite, destroy or forcibly close all of the public schools throughout the nation, immediately that group of criminals would be apprehended, prosecuted, and convicted of terrible crimes against the people and state. By such an act the criminals would so injure an essential stratum of democracy as to impair the strength of the nation as deeply as could be done by a large group of invading saboteurs let loose to destroy all the industrial plants operating in connection with the army and navy. During the past ten years representatives of a Fascist organization operating in America have actually torn down the public-school system of the nation. This they have done by control of and gradual change of the course of study, which has sandbagged and sabotaged the public-school system established at great cost and through great hardship during the generations past. You ask: Who? How? When? Where ?

On April 4, 1943, honest Americans were startled and shocked by a report of the New York Times of that date showing the result of its nation-wide survey of first-year college students’ knowledge of American history. The survey showed the height of ignorance concerning fundamentals of American history, the Bill of Bights, and elementary geography.

Seven thousand students in thirty-six colleges and universities ip all parts of the nation were examined. A large majority of those examined could not identify such names as Abraham Lincoln, Thomas Jefferson, Andrew Jackson, or Theodore Roosevelt. Twenty-five percent did not know that Abraham Lincoln was president of the United States during the Civil War. Many students in the South answered that Jefferson Davis was president during the Civil War. Others listed as filling the office during that period were: Woodrow Wilson, Ulysses S. Grant, Theodore Roosevelt, William H. Taft, Herbert Hoover, Andrew Jackson, and Warren G. Harding. Thirty percent of the students did not know that Woodrow Wilson was president during the last World War. Other men listed as president during that time ranged from Abraham Lincoln to Calvin Coolidge. Thomas Jefferson, one of the authors of the United States Constitution, was said to be president of the Confederacy, founder of The Saturday Evening Post, a Salvation Army worker; and others thought he was the discoverer of electricity. His contemporary, Alexander Hamilton, was declared to be a British officer, founder of Poor Richard's Almanac, traitor, admiral, and inventor of the telephone; and others listed him as being historically famous because of his watches.

Bill of Rights Neglected

■ The Bill of Rights securing many freedoms including those named in the First Amendment, to wit, freedom of speech, freedom of press, and freedom of worship, was erroneously described as securing freedom to labor, freedom from no jobs, freedom of politics, freedom to buy and sell, freedom of way of life, and freedom of protection. The rights included

as contrary to the document were: right to revolution, right' of 'ownership of property, right for no prohibition, right „ to' enter business, right to livelihood, right to no slaves, right to impeach the president. One student said the Bill of flights gave the “white people in the South the right to lynch Negroes”. One entire page of the newspaper was devoted to naming samples of the thousands of errors and misstatements of the students as to fundamentals.

Concerning this survey the New York Sun editorial of April 6, 1943, says:

And how, without knowing something about Nullification, the Homestead Law, the Missouri Compromise, the Dred Scott decision, the Legal Tender eases, can any boy or girl have anything but the most infantile conception of oiir system of constitutional government? Perhaps the most disturbing thing about the Time's findings is that it cuts the ground from so many of our assumptions. We talk glibly of the American way of life, of the American tradition, of the evolution of democratic self-government. But if these findings are true, a generation has arisen that knows little indeed about any of these things. What have the teachers—and parents—been doing that this field should lie so fallow ? How can we be astonished if we shall awake some morning to discover that it was already prepared for the sowing of all the dangerous isms that ignorance, self-interest and prejudice could contrive to scatter as tares seeded in the night? Heretofore we have never had to worry seriously over the future of a republic safely consigned to men and women who have known whence it came and whither it has been traveling. "What shall we hope from intrusting it to those for whom its past is obscurity and its present confusion?

So alarming was this report that alert senators in Washington turned from wartime duties to introduce official resolution in the Senate on April 6, 1943, condemning the disgraceful condition of ignorance in American schools. Senator Joseph F. ’ Guffey, of Pennsylvania, offering the resolution, said:

A further cause for ignorance lies in the fact that for the past decade or more the enthusiasts of the so-called “social” studies have convinced many of our educators that these subjects should be taught in place of history, insisting that social trends rather than real historical facts were sufficient for understanding our nation’s history. . . . youths of 15 to middle-age citizens with little knowl-. edge and even little interest concerning the founders and builders of our country whose aims and ideas we are now attempting to safeguard for ever. ... At the same time we all feel a deep sense of humiliation to realize that our students are not only being improperly taught but that this teaching must be due to the exceedingly poor textbooks. . . . Mr. Guffey said he hoped every other service branch was following the plan and that this would challenge educators generally to write “accurate textbooks”.

Suppressing Historical Truth

The most significant statement made by this honest American before the Senate was, to wit, "It, is a well-known fact that State legislatures have been interested in deleting chapters and statements from history books at the insistence of certain powerful groups which are unwilling to have the public know the truth.”

With these indictments of disgrace returned and filed against the American ' school system’s deficiency of education the true American is greatly alarmed. When, in June, 1942, the Times published a survey showing that thousands of American colleges were not requiring students to study history, United States Supreme Court Justice Jackson, in a public address before the Texas Bar Association on July 3,1942, deplored the notorious condition. He said:

On this eve of the 166 th anniversary of the Declaration of Independence some unhappy truths are self-evident. . . . The survey was summarized in the issue of the Times of June 22, 1942. . . . This apathy of our intellectuals toward the dramatic struggle on this continent to work out a formula that would reconcile individual freedom with effective government may tend to confirm the Nazi taunt that the fires of democratic enthusiasms are burned out; that democracy is supported by a formal loyalty without virile inward conviction ; that our. real first concern is not for our ideals but for our material profits and prosperity. . . . History is to a people what memory is to an individual. . . .

The nation proudly boasts of the finest publie-school system in the world. It has the highest-paid teachers, and the greatest facilities for learning and advancement. The nation has the largest resources and greatest wealth of any nation. What strange, insidious disease has stalked upon and overcome the nation? What alien institution has hamstrung and shackled the efforts of generations of toil, work, planning, development and improvement in the many educational facilities for the-children of the nation? The astonishing and disgraceful report is no surprise to the readers of the columns of this magazine, whose pages have frequently shown that the public schools suffer from inadequate fundamental education. This magazine has frequently established proof that the schools have turned from teaching the truth and spirit of American history to compulsory regimentation of the pupils through practice of ceremonies the meaning of which is not understood by the majority of the students. Thousands upon thousands of American school chib dren have been expelled from schools throughout the land because the teachers have refused to recognize their conscientious objections to participation in such flag-salute ceremonies forbidden-by Exodus 20:3-5. The ignorance test conducted by the newspaper is only one of the many circumstances and proofs that we are now living in the last days described by a prophet thus: "For, behold, the darkness shall cover the earth, and gross darkness the people.” (Isaiah 60:2) Christ Jesus describes them thus: "Having eyes, see ye not? and having ears, hear ye not? and do ye not remember (Mark 8; 18) The faithful apostle Paul describes the condition thus: “In whom the god of this world hath blinded the minds of them which believe not, lest the light of the glorious gospel of Christ, who is the image of God, should shine unto them."—2 Corinthians 4:4.

The People Must Be Informed

For a comparatively short period of time the people in the United States of America have enjoyed freedom of liberty above the people of other nations because through the Constitution “we, the people of the United States”, were declared to be the sovereign power or rulers. In order to exercise their sovereign power to rule, the people must be intelligently informed and educated in their duties, rights and privileges as citizens of a democracy. In 1786 Jefferson wrote to Washington: “It is an axiom in my mind that our liberty can never be safe but in the hands of the people themselves, and that, too, of the people with a certain degree of instruction.” In 1787 he wrote: "Above all things-1 hope the education of the common people will be attended to. Educate and inform the whole mass of the people. Enable them to see .that it is to their interest to preserve peace and order, and they will preserve them. They are the only sure reliance for the preservation of our liberty.” Washington in his message to Congress in 1790 said: “Knowledge is in every' country the surest basis of public happiness. In one in which the measures of the government receive their impression so immediately as in ours, from the sense of thj| community, it is proportionally essential.” Madison wrote: “A popular government without popular information or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both. . . . The best service that can be rendered to a country, next to giving it liberty, is in diffusing the mental improvement equally essential to the .preservation and enjoyment of that blessing.”1

Ignorance Aids Tyranny

Opposing this declared need of people in a democracy for continued education t and enlightenment on all subjects is a * giant totalitarian organization that advocates the principles of darkness and oppression—the Roman Catholic Hierarchy of Vatican City, Italy, operating for world conquest and domination in partnership with Hitler, Mussolini and Satan the Devil. Such dictator institution believes in education only for the ruling class, and that the common people should not be educated, but be kept in ignorance, in order that they may never learn that there is such a thing as liberty of the people. Ignorance and blindness aids suppression and tyranny. Official proclamations and publications of the Roman Catholic organization brand it as public enemy number one to the principles of democracy and the nations advocating the ‘Tour Freedoms”. Let that organization be judged by its own words. Pope Leo XIII codified the official views of the cult condemning the democratic principle sovereignty of the people. In his encyclical letter Immortal? Dei, November 1, 1885, among other things, he states:

Accordingly, it has become the practice and determination [in democracies] under this condition of public polity (now so much admired by many) either to forbid the action of the Church altogether, or to keep her in check and bondage to the State. Public enactments are in great measure framed with this design. The drawing up of laws, the administration of State affairs, the godless education of youth, the spoliation and suppression of religious orders [Society of Jesuits], the overthrow of the temporal power of the Roman Pontiff, all alike aim at this one end—to paralyze the action of Christian institutions, to cramp to the utmost the freedom of the Cath-

1 The Encyclopedia Americana, 1942 ed., Vol. 6, page 706.

olic church, and to curtail her every single prerogative. ...

The sovereignty of the people, however, and this without any reference to God, is held to reside in the multitude; which is doubtless a doctrine exceedingly well calculated to flatter and to inflame many passions, but which lacks all reasonable proof, and all power of insuring public safety and preserving order. Indeed from the prevalence of this teaching, things have come to such a pass that many hold as an axiom of civil jurisprudence that seditions may be rightfully fostered. For the opinion prevails that princes are nothing more than delegates chosen to carry out the will of the people; whence it necessarily follows that all things are. as changeable as the will of the people, so that risk of public disturbance is ever hanging over our heads. , , . So, too, the liberty of thinking, and of publishing, whatsoever each one likes, without any hindrance is not in itself an advantage over which society can wisely rejoice. On the contrary it is the fountain-head and origin of many evils. . . . Doctrines such as these, which cannot be approved by human reason, and most seriously affect the whole civil order, our predecessors the Roman Pontiffs (well aware of what their apostolic office required of them) have allowed to pass uncondemned. . . .1 2 [Bracketed words added]

This ancient subversive doctrine of “the church” has never been overruled or disclaimed, but, on the contrary, it has been published as an official expression of the Hierarchy, in 1937, and circulated for general use throughout the United States.

The same pope, in his encyclical Noblissima, among other things, said: “The Church has over and over again loudly condemned those schools which are called Mixed or Neutral, warning parents to be careful in a thing so momentous.” The Catholic World for April 1871, speaking for the pope, condemns public education thus:

Education is the American hobby— regarded, as uneducated or poorly educated people usually regard it, as a sort of panacea for all the ills that flesh is heir to. ... We do not indeed prize as highly as some of our countrymen appear to do the ability to read, write and cipher. Some men are born to be leaders, and the rest are born to be led.

- The best ordered and administered state is that in which the few are well educated and lead, and the many are trained to obedience, are willing to be directed, content to follow, and do not aspire to be leaders. . . , We believe that the peasantry, in old Catholic countries, two centuries ago, were better educated, although for the most part unable to read or write, than are the great body of American people today.2

The Catholic New World, official organ of the archdiocese of Chicago, issue of April 16, 1904, page 10, says:

Catholics as a body have offered a passive resistance to the school laws all over the country. The better and most religious portion of them have desired a radical change in these laws, and they are getting ready to make the most strenuous efforts to effect such a change.

Schools and the Reformation

The American public-school system had its beginning in the Colonial states of New England and is in a sense an outgrowth of the Reformation and Protestant rebellion against the Roman Catholic Hierarchy, The' Puritans who settled along the New England coast were determined that children should receive sufficient education to insure their ability to read the Bible. When it became plain that the parents were neglecting their duty of thus teaching and educating the Children the Colony of Massachusetts passed its famous Law of 1642 making it the duty of town officials to determine if children were being taught “to read and understand the principles of religion and the capital

■ 2 Rev. Isaac J.- Lansing, of Worcester, Mass., Romanism and the Republic (1896), pp. 233-234. laws of the country”. When the Constitution was adopted no provision was made for a national system of education, but such was left to the control and discretion of each state. A long period of time elapsed before the development of public’opinion was sufficient to require the establishment and maintenance of public schools. The people did not lose sight of the importance of an educated public as the backlog of democracy.

During the early days of the republic the South did not keep in step with the progress of public education and compulsory education. The conditions in that section of the country were entirely different. The people had -been taught to believe the Roman Catholic doctrine that only the rulers should be educated. Therefore only the children of the rulers and plantation owners in the South received schooling under tutorship of the. Jesuits and moneyed class. Education for the common people at public expense, or free public schools, was regarded as a form of public charity to be shunned and avoided by respectable people. “The tutor in the home, education in small private and select pay schools or education in the mother country for the sons of the well-to-do planters, were the prevailing methods adopted among the wealthier people, while the poorer classes were left with only such advantages as apprenticeship training and the few pauper schools of the time might provide.”3 -

Before the Civil War Massachusetts and New York were the only states to have compulsory education. Following the said war, which had a liberal influence upon the country, there was a general development of the public educational systems in the several states.

With the passing of time and the growing influx of a large foreign population speaking many different languages, being of different races and

different creeds, it became increasingly apparent that more states would have to enforce compulsory education to avoid certain ignorance, barbarism, indolence, and sure crumbling of democracy. Accordingly state after state passed such j compulsory education laws “as.; were 4 necessary7, and gradually7 the settled policy became that the education of the general public and their children was a state function and that public policy required the maintenance of public schools.' When these facilities became free to every7 child the states passed laws which made it compulsory to attend such public; schools or some private school of equal facilities. The laws are based on the proposition that the welfare of a democracy, as contrasted with dictatorship or totalitarian rule, depends greatly upon an educated citizenship able to read and write and understand the privileges, duties and obligations of citizenship. There is now an effective compulsory7 attendance law upon the statute books of every7 state in the Union except Mississippi, which provides for local option with each county as to whether or not there will be compulsory attendance in schools.

Every person with any self-respect and a desire to live a normal life and discharge his responsibilities to his fellow man and Almighty7 God will desire to receive a normal education in the fundamentals of history7, reading, writing,-arithmetic, and other subjects taught in the schools. Without the knowledge of these things one cannot do business and cannot increase in the learning of other necessary7 things. A Christian desires and needs a learning in these things as well as does the nonChristian. The compulsory7 education law is therefore a proper requirement of the law of the land which must be complied with by all persons, Christians and non-Christians, under the principle of 'rendering unto Caesar the things that are Caesar’s’. Such compulsory education laws du not violate the law of Almighty God nor conflict therewith except when the state or teachers attempt to compel or coerce the children to engage in religious and political ceremonies contrary to their conscience. When such children who have objections to such ceremonies can attend such public schools ■without being forced to comply with such ceremonies the children should attend and learn the fundamentals of the “three R’s” and teach their fellow students the law of Almighty7 God. This Christian attitude is not supported by the Roman Catholic, Hierarchy7, which organization bitterly opposes the receiving an education in the public schools by the children of the “church”.

Another fundamental reason why the children should be educated concerning their legal rights and duties in a nation is that they will know7 how to avoid being cheated by7 rulers who usurp power and authority to the denial of their hard-won liberties. It is insisted that the children learn arithmetic so that sharpers may7 not short-change them out of hard-earned dollars; likewise the people should teach the children the Bible in their own home so as to prevent the lying, thieving, sly7 clergy of both Protestant and other denominations from cheating them out of the opportunity to acquire life everlasting in God’s kingdom. It is contrary to the natural law and the law of Jehovah God for a parent to transfer his personal responsibility in teaching the child the Bible to some priest, nun, preacher, Sunday-school teacher, tutor, or any other person. This responsibility cannot be escaped by the parent. The Roman Catholic Hierarchy has made deep inroads in obtaining exclusive authority to educate the Catholic children, and that organization has slyly7 and greatly impaired the effectiveness and usefulness of the public schools as a means of education. This has been done in keeping with the conspiracy to carry out the encyclical of Pope Leo XIII.

-The education of the masses through the public schools has been the bulwark of democracy and maintenance of the people’s sovereign power. Education in free public schools has contributed more to the progress, prosperity, success and enlightenment of the United States than any other one thing. It has been the principal means of preservation of the form of government. Free public education has afforded to the poor and weak an opportunity to learn equal to that of the rich and wealthy. The mind of the general public enlightened in the fields of science, art, engineering, electricity, etc., has stirred them on from discovery to discovery to jump ahead in these fields in advance of all other nations on earth. The swift progress, growth and development of the youthful United States of America to one of the leading world powers with a liberal form of government has greatly enraged the Roman Catholic Hierarchy. In other lands, in the Catholic nations, education has been the prerogative only of the wealthy. The masses of the people remained under a pall of ignorance from the day of their birth to the time of death; a condition that has done more to hold back such nations than any other thing.

Stealthy, Sneaky Tactics

The Hierarchy Jias realized that it would be folly to start an outright rebellion against public education and free schools, because public opinion among the non-Catholics, the majority, has been for free' public schools. To accomplish their nefarious designs against free public schools the Vatican cult has employed a more certain, deadly, stealthy, sneaking and contemptible way of impairing the public schools. That has been done by putting its agents into control thereof throughout the nation by means of political power of appointment to office. By means of control of the public press and frightening so-called ‘Trotestants” into submission and fear of political extinction in the event of protest against its action the Hierarchy has been ■able to conceal its nefarious action and censorship of the textbooks of the public schools. Excuses of various kinds are offered, but no one dares disclose the truth that the Hierarchy, through pressure upon schools, editors, publishers, and textbook authors, has been able to change and blot out incidents of history. Those that could not be changed have been banned from the public schools by boycott and pressure methods. Through advocating the “good neighbor” policy with the so-called “Protestant” clergy the scheme has Completely succeeded. The results of the conspiracy of the clergy were announced through the New York Times about two months before the above survey on ignorance of history. On February 4, 1943, that paper published a report, on pages 25 and 27, headed, “10-Year Drive Cuts Bias in Textbooks.” “Bias” is used as the excuse for tampering with the pages of history. The article says, among other things:

A ten-year campaign sponsored by educational leaders representing Protestant, Catholic and Jewish groups lias proved successful in eliminating from the public, private and parochial school textbooks of the United States virtually all passages regarded as biased from the standpoint of race or religion, it was learned yesterday. Clergymen and educators, working quietly, have succeeded in changing the approach’toward racial and religious questions taken by textbook writers. ... A generation ago, Dr. Johnson added, the American high school, college and church school textbooks included a considerable number of ideas conducive to intolerance. . . . As a result Protestant curriculum materials have been analyzed, objectionable materials removed, many new materials to foster goodwill put in use, with others in various stages of preparation, and various major denominations are making intercultural education a major responsibility of their educators.

This makes it plain that all anti-Catholie references in books concerning the Reformation, the Inquisition, or any other facts of history commonly known to the “founding fathers” of the nation and establishing who the people’s enemies are, have been completely eliminated from textbooks. This denies enlightenment to the mind of the people; <and thus the supporting column of democracy, free public education and its value, are being gradually chiseled away. The disastrous results are obvious to all.

It is plain that the Hierarchy has succeeded in completely sabotaging the value of history, which Justice Jackson says is “to a people what memory is to an individual”. Thus the present generation is oblivious to the warning of the forefathers of the nation that Jesuits, priests, etc., were and are “the eternal enemies of civil liberty, the ever-ready minions of power and the usual instruments of tyrants”. Their principles are deadly and directly opposed to those of democracy, the Constitution and the Bill of Rights. Lack of education has blinded the people to the facts that the Roman pontiff advocates “divine right of kings and rulers”, “joinder of church and state,” “no public schools," “an uneducated populace,” “that non-Catholics are heretics,” “that freedom of thought, press and speech are detestable pests and evils,” “that sovereign power does not. rest with the people,” and many other alien, foreign, totalitarian principles too numerous to mention. With the American people thus blinded and uneducated and totally ignorant of these, facts and present-day history of the Hierarchy, the “harlot” is grooming her diplomats to pull and take the youthful United States iitto her chamber ofi. the “New Order” that is now being planned to.follow the present war. This will be an easy job and a quick “haul”, for the Vatican gangsters because of the ignorance of the American people on the subject of history, and especially papal history. The result of this “strange” union in “love” between the totalitarian Hierarchy of Vatican City and the liberal democracy known as the United States of America is plainly stated in the seventh chapter of Proverbs, where, among other things, it is said: “So she caught him, and kissed him . . . Come, let us take our fill of love until the morning . . . With her much fair speech she caused him to yield ... He goeth after her straightway, as an ox goeth to the slaughter . . . Till a dart strike through his liver; as a bird hasteth to the snare, and knoweth not that it is for his life.”—Verses 13-23.

The Hidden Dagger

The people of good-will toward Almighty God, although a relatively small minority of the total population of the land, are on the alert. They have received sufficient education of current American history to realize that the totalitarian Roman Catholic Hierarchy has successfully and completely invaded the land of liberty and is quickly sabotaging and polluting the institutions of liberty on the home front of America, thus heading it for destruction and oblivion as a democracy. They see the youthful American government embraced by and in the arms of the sly and murderous religious “harlot”. They perceive also the bloody “harlot” reaching into her skirts to take out her dagger to plunge it into the heart of the strong and youthful democracy. They see that the government of the United States did not heed the warning by Jehovah’s witnesses of the snare and trap set for it by the “harlot” Hierarchy. These people of good-will toward God, therefore, are convinced that, with the spirit of democracy dead, killed by the “harlot”, no longer able to preserve the people’s liberty from the priestly invasion of the land, their only hope for salvation and liberty and happiness is in the kingdom of Jehovah, the Theocratic Government of the New World.

The law of Almighty God contained in the Bible declares the rule of conduct whereby the Christian can reach the straight road to the New World with its innumerable and endless blessings. It maps out the path of safety from death and destruction. To receive this information requires study. “Study to shew thyself approved unto God.” (2 Timothy 2:15) This course also requires reasoning. “Come now, and let us reason together, saith the Lord.” (Isaiah 1:18) How can one study unless he can read? How can one reason without knowledge and understanding of some fundamentals? How can one have knowledge and understanding without education?

Early Christians Educated

How could the apostles write to the brethren and teach the people without an education or a knowledge and understanding ? The record does not establish that they were uneducated in fundamentals. It shows they were ignorant in the “higher learning of the clergy”, but not of the common language and affairs of their day. Their knowledge pf law, rights, government and how to protect their business of preaching the gospel surprised and amazed their persecutors.—Acts 4:13; 2 Corinthians 11:6.

“Jehovah . . . said, Write the vision, and make it plain upon tablets, that he may run that readeth it.” (Habakkuk 2:2, American Standard Version) Can one run unless Ik; reads'? “Blessed art thou, 0 Lord: teach me thy statutes.” (Psalm 119:12) “Also, that the soul be without knowledge, it is not good; and he that hasteth with his feet sinneth.” (Proverbs 19:2) “My people are destroyed for lack of knowledge ... I will also reject thee . . . seeing thou hast forgotten the law of thy God.” (Hosea 4; 6) “To know wisdom and instruction; to perceive the words of understanding; to receive the instruction of wisdom, justice, and judgment, and equity; to give subtilty to the simple, to the young man knowledge and discretion. A wise man -will hear, and will increase learning; and a man of understanding shall attain unto wise counsels.” (Proverbs 1: 2-5) “Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding.” (Proverbs 4:7) “Take fast hold of instruction; let her not go: keep her; for she is thy life.” (Proverbs 4:13) From the foregoing scriptures it is plain that each person is expected to be able to read and study the Bible so as to appreciate his responsibilities. He cannot be dependent upon the opinion of clergy or other persons as to the requirements, but must himself get a knowledge of God’s requirements and the personal obligations which they impose.

The circumstances in which the people and the nations now find themselves present a clear, serious and immediate danger of destruction at Armageddon of every one who fails to take an intelligent stand on the side of Jehovah God and His kingdom. The responsibility of Jehovah’s witnesses is, therefore, to teach and educate the people in current and past history and fulfillment of prophecy so that they may now flee to the “mountains” of God’s New World, The Theocracy. Jehovah’s witnesses have prepared themselves with an education of fundamentals and of God’s "Word so that they might educate the people in the right way. Arrangements for a more increased and intensified educational work among the lands of darkness ruled over by the Boman Catholic Hierarchy for centuries have been made through the establishment of Watchtower Bible College of Gilead. This work has been done, and the future work is to be done, for the benefit and education of the people in knowledge and understanding. It is done in obedience to the commandment of Almighty God to thus teach. “Let him that is taught in the word communicate unto him that' teacheth in all good things.” (Galatians 6:6) “For Ezra had prepared his heart to seek the law of the Lord, and to do it, and to teach in Israel statutes and judgments.” (Ezra 7:10) Jehovah’s people are commanded today thus: “Go through, go through the gates; prepare ye the way of the people; cast up, cast up the highway; gather out the stones; lift up a standard for the people” (Isaiah 62:10), and to “proclaim liberty to the captives”. (Isaiah 61:1) The method of teaching the people the fundamentals of and con-ucerning the New World is stated thus: Y'Whom shall he teach knowledge? and whom shall he make to understand doctrine? them that are weaned from the milk, and drawn from the breasts. For precept must be upon precept, precept upon precept; line upon line, line‘upon line; here a little, and there a little.” —Isaiah 28: 9,10.

The enlightenment and education of the people in these days of darkness in harmony with the above commandments has been carried on in the recent past and will continue to be carried on in the immediate future, clear on up to Armageddon,'by virtue of and through the use and study of The, Watchtower and kindred publications to the number of millions upon millions of copies. Jehovah’s witnesses have recognized and continue to realize that the people must make a continued diligent use and study of these Bible helps in order that the people may get life.

Pope Condemns Bible Societies

This educational work greatly enrages the religionists, especially those at Vatican City, who have demonstrated their hatred of the work by violence, mob assaults and persecutions in thousands of cases throughout the United States for years. The reasons expressed by the Boman pontiff for this opposition to Jehoval/s witnesses’ proclaiming the message is declared thus: “[Pope] Pius IX . . . especially condemns Bible societies, which he calls These insidious Bible societies,’ because they translate the Bible 'against the holiest rules of the Church into various vulgar tongues,’ thereby enabling it to be read in all the spoken languages, and giving to every man the opportunity to 'interpret the revelations of the Almighty God according to his own private .judgment.’ . . . But the bull of Gregory XVI, of 1832—-referred to and indorsed by Pope Piiis IX, and now to be enforced by the faithful in the United States' and elsewhere, so soon as the power to enforce it shall be acquired—besides its special condemnation of Bible societies, denounces and anathematizes 'liberty of conscience’ as a 'most ptistiferous error’.”5

While the Roman hierarchy may be able to succeed in destroying the institutions of democracy and the public schools of America as the backbone of democracy, it cannot and never will be able to stop or destroy the educating and public schooling in the Bible and in God’s law that Jehovah’s witnesses are giving the people for their personal defense against demonism, totalitarianism and religion. Jehovah God, through Christ Jesus, His Son and Mighty Warrior, declares: “And this gospel of the kingdom shall be preached in all the world for a witness unto all nations; and them, shall the end come.” (Matthew 24:14) This shall be done regardless of opposition, because Jehovah says: “So shall my word be that goeth forth out of my mouth: it shall not return unto me void, but it shall accomplish that which I please, and it shall‘prosper in the thing whereto I sent it.” (Tsaiah 55 ?1I) See also Isaiah 14:24: “The Lord of hosts hath sworn, saying, Surely as' I have thought, so shall it come to pass; and as I have purposed, so shall it stand.”

By the continued preaching regardless of what is thrown in the path of Jehovah’s witnesses the enemy will be defeated and overcome and the faithful servants of Jehovah will stand; because it is stated: “The Lord is my, rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust; my buckler, .and the horn of my salvation, and my high tower.”—Psalm 18: 2.

SR. W. Thompson, The Papacy and the Civil Power, pages 204-206 (New York 1876). -

Eire versus Ulster

ROMAN CATHOLIC Eire is jealous of Protestant Ulster because most of the industries of Ireland are in Ulster, and hence most of the money that comes from them. In other islands, in bygone years Russians and Japanese got along in the island of Saghalin; and English, Dutch and Germans got along in Papua. Haitians and Dominicans still get along in Haiti, And there are other illustrations. The Protestant Irish are satisfied to let the Catholics run southern Ireland, but the Catholic Irish want to run everything on the island, including Ulster and Belfast itself.

On February 1,1920, Eamon de Valera, president of southern Ireland, Irish Free State, or Eire, as he prefers to call it, made this self-evident statement of fact:

As far as England is concerned the Irish people hoped that Germany might win the war. Centuries ago we joined the Spanish (the Armada) when they made war upon England. For 100 years we supported the French in their ^ar to destroy her. We shall do the same the next time she is attacked. We always wish to see that tyrant beaten.

That this is still his attitude can be gathered from his expressions of wrath when American'soldier boys were landed in the part of Ireland with which he has nothing to do. Impudently he demanded to know why American soldiers had landed to protect Ulster from invasion by the totalitarian forces. Goaded on by De Valera the so-called “Irish Republican Army” of Roman Catholics, on August 31, 1942, issued a manifesto against those “who presumed to use northeast Irelf^id [Protestant Ulster] as it military base without the [Roman Catholic] Irish people’s free consent.” This is like issuing a manifesto demanding to know why your next-door neighbor presumes to unlock his door and go info his house without getting your approval.

The next day a munitions dump was discovered in Belfast containing enough nitroglycerine to blow up half of the city. JULY 7, 1943

A man was killed defending the dump. He had a machine gun, but it jammed as the police closed in. On a neighboring farm were found four Lewis guns, two Thompson machine guns, some grenades, and ammunition for rifles and revolvers. On the day following, when Thomas J, Williams, 18, of the Irish Republican Army, was hanged for killing a policeman, two innocent United States soldiers came down the street and were greeted by an angry Catholic mob shouting “Why donJt you stay at home?”

On this occasion, marking the center of the trouble, and, no doubt, its source, hundreds of persons just out of “church” sang and shouted and gave the Nazi salute in front of St. Patrick’s procathedral. Meantime, in front of the prison where Williams was hung, hundreds of women were kneeling in “prayer”.

God’s Grandmother in San Franci^o ♦ The San Francisco Chronicle, July 27, 1942, contained a picture five columns wide of children in the care of nuns marching to “Good Saint Anne’s Church in the Sunset”. The captions beneath the picture stated that thousands “prayed for victory and peace to the Mother of the Mother of God”, i.e., God’s grandmother, so to speak. The marching and the prayers were all wasted. Mary was not the mother of God; she was merely the human mother of Jesus Christ, the Son of God. And as for Mary’s mother, she was no different from any other good mother, not a whit.

Stockings Lasted Too Long

♦ Some American scientists made stockings out of coal, attractive in appearance but too durable: they would not wear out. The stockings were withdrawn from the market for that reason. The formula was changed. Now the stockings wear out, the same as other stockings. And the manufacturer is saved once more.

“Glacier Priest” Humbug

A LITTLE while ago the newspapers

_ were exploiting a so-called “Flying Priest”, a man by the name of Schulte. Columns upon columns of space were given to the supposed achievements of tjiis agent of Germany who had as his particular assignment the northeastern part of the North American continent. No doubt he was a capable flier, and, no doubt, he did make maps and collect data that would have been of great value in case of an invasion of America via Iceland and Greenland, as Hitler and Pacelli had planned. But the trail got too hot. Schulte came to the United States, first to Washington, D.C., and then to a job in the priest business in South Dakota, but wound up in a concentration camp in Canada, which is where he belongs.

The same periodicals that touted Schulte as the “Flying Priest” have been fed with similar encomiums regarding the so-called “Glacier Priest”, “Reverend Father” Bernard Hubbard; geologist for ^Santa Clara University (556 students in this “university”), California. In Fact wants this man investigated.

It is very strange that it was necessary to boost to the skies a “flying priest” operating on the northeastern corner of the continent, and turning out to be a German agent, and, on top of that, that the continent should have on the northwestern corner this “glacier priest” outfit that In Fact seems to suspect is an agent for Japan. And he probably is. Maybe all there is to it is that he wants to help his brother sell dogs. His brother used to be an army officer, but is now in the dog business. But, in any event, it is a mighty strange business that the United States Army must have this man as a “civilian adviser” in that part of the world at this time. It looks like a put-up job between him and Schulte to betray America to Germany and Japan. Here is what In Fact has to say-about this much-belauded “civilian adviser”:

At In Fact's request a Washington newspaperman asked press officers of the Office of War Information and the War Department whether Father Hubbard’s numerous charges about the Russian fishing agreement, weather reports, etc., were true or false. In every instance the reply was that the statements were false.

The Kansas City Star contains three full columns of praise of this purveyor of. false, information, starting out with this curious paragraph:

It was Father Hubbard, the “glacier priest”, who called the westernmost islands of the Aleutian chain “a good rattrap”, and suggested the United States should allow the Japs to keep their toehold at Kiska for the time being.

Another paragraph that might help his brother somewhat says:

He has devised a dog pack which enables a dog to carry sixty-five pounds, the weight of the standard soldier’s pack, “and still wag his tail,”

Here is why it is not safe to trust Hubbard. Every Catholic priest and every Catholic nun in Japan gives a portion of his or her income to the Japanese government to aid it in its war against China. Like all of these, Hubbard, no doubt, hates republics and admires totalitarian governments. No doubt he knows and rejoices that the education of the four daughters of the Japanese emperor has been entrusted to Roman Catholic nuns. He may also have seen the dispatch from Tokyo, “The pope has given £2,800 to the Japanese governorgeneral at Hong Kong for wounded Japanese soldiers,”

In view of the pleasant relations that exist between the Vatican subjects and Japan, and in view of the fact that the first betrayal of the Philippines was by Catholic priests, there is nought but humor in a recent dispatch from San Francisco that four nuns who had hidden from Japanese soldiers for nine months on Bougainville island “escaped” in a United States submarine.

The Cow’s Heels Boost “Dear Eddie”

ABOUT sixty-five years ago, according to the clock,* when this writer should have been sleeping off an active day fighting and studying in one of his early alma maters, he took the time to learn the following “poem”:

An humble boy with a shining pail

Went gladly singing adown the dale To where the cow with the brindle tail

On clover her palate did regale.

An humble bee did gaily sail

Afar o’er the wide and shadowy vale To where the boy with the shining pail

Was milking the cow with the brindle tail.

The bee lit down on the cow’s left ear;

Her heels flew up through the atmosphere, And through the leaves of the chestnut tree

The boy soared into eternity.

The humble boy with the shining pail was “Dear Eddie” Flynn, one-time Tammany boss of The Bronx, one-time employer of Dutch Schultz (who was of the same faith as himself until punctured by fellow gangsters in a Newark saloon and railroaded through to heaven by a priest who gave him a pass), and onetime national chairman of the Democratic Party. The pail which “Dear Eddie” carried was a nice letter telling him that he was booked to be the president’s personal representative in Australia, The milking -was supposed to take place in Washington. *

The cow, of course, is the lady of whom the poets sing, '

My country, ’tis of thee, Sweet land of liberty, Of thee I sing.

The bee seems to be some of these southern Baptist senators who think there are a few too many personal representatives of the president floating around the Vatican and other places where they have no legitimate right to be. Anyway, some of them, or one of them, lit down on the proposed appoint-

JULY7, 1M3 ment of the gentleman occasionally-known as “Paving Block Eddie”. (It should be explained that Mr. Flynn was publicly accused of having used city laborers and 8,000 city paving blocks to pave a court 35 feet by 40 feet at one of his country homes at Lake Mahopac, N. Y. But such a row was made about it that the friend and employer of the late Dutch Schultz more or less cheerfully footed the bill rather than have it get into the courts with the suggestion that he was not a conscientious and honest politician.)

Anyway, up went the copy’s heels, and Mr. Flynn’s chances of being the president’s personal representative in Australia went with them. The newspapers got hold of it. The story was too good to keep, and so it spread all over the country and “Dear Eddie” had to look elsewhere for comfort, support, and glory. There was one North Carolina newspaper that put it like this:

“Dear Eddie” will probably beat the paving blocks charge by saying he wasn’t around when the bricks were put down. When he learned about it he paid. At about the same time, he also learned there was going to be an investigation. The Flynn type of politicians can generally duck such charges. What they can’t duck is the fact that on political jobs many of them have become wealthy, and that they have built up machines to serve themselves and their henchmen and not the public. “Dear Eddie” is among this class of our citizens.

The objection to Flynn comes from men of all political parties, those on the right, the left and in the middle, who are striving to preserve an honorable nation. They all agree that no system is worth a damn unless it is founded upon honesty in public and private affairs. Recognition by the president of the United States of men who have been leaders in political camps which serve to disintegrate the fundamental honesty of the nation is outrageous. If the president has to appoint such

men to represent America we should start from scratch again. ■

There are many reasons why “Dear Eddie” " should confine his office to The Bronx. The Bronx pace suits him. He is unfitted by experience, by background and by performance 1 to go to Australia.

4 The appointment is, of course, political. Roosevelt needs the support of the Big City corrupt political machines to help keep the New Deal running. When the president appointed “Dear Eddie” as ambassador to Australia he did something to the morale of honest Americans which the Senate must correct for the good of the nation.—Pinehurst Outlook.

It seems that Mr. Flynn’s reputation was not helped any by the fact that when he was city chamberlain in 1926-1928, and ex-officio custodian of millions in trust funds belonging to orphans and incompetents, he directed that long-term investments from these funds be made in securities of the State Title and Mortgage Company, which company failed and three of its officers were jailed for mail fraud. That was odoriferous enough, but after Mr. Flynn left the city chamberlain’s office his law firm became counsel for this same State Title and Mortgage Company that had the custodianship of these orphans’ funds. This is all good and regular practice of the one and only Holy Roman Catholic Church, but it doesn’t look well to Protestants and plain Christians.

Just a little before this Flynn appointment was taken for its airing in the perambulator of American public opinion, the London Catholic Universe had Mr. Roosevelt accredited with saying to Bishop de Andrea, from Buenos Aires, then on a visit to Washington, “The establishment of the Kingdom of Christ among men is the only aim worthy of the suffering mankind is now undergoing.” By that, Bishop de Andrea would most certainly understand that what mankind needs is “more religion”, and , more of his religion (not the president’s), i.e., more Roman Catholicism.

The president, as a practical politician (and one of the cleverest that America or the world has ever produced), must have meant the placing of such men as Flynn where they would be adequately rewarded for their political services. /

But Flynn didn’t get into the “Kingdom”, at least not into the Australian end of it. There was a slip-up of two days. The clerk who handled the matter in the president’s office got word out too late about “Dear Eddie’s” appointment, and in the meantime, “Dear Eddie” himself had gummed the whole works by publishing to the world the letter from the president making him the American ambassador to Australia and the president’s own personal ambassador to a “very large area of the South Pacific” not specified.

After two weeks of political excitement, the president wrote Mr. Flynn that, complying with his request, he had withdrawn his nomination from the Senate. So, in conclusion, men may still hope that the Kingdom of Christ among men will be a reality, not at the hands of Mr. Flynn, but of somebody else, who has no paving blocks hanging around his neck, and who has been commissioned, not by President Roosevelt, but by Almighty God, for that very job.

. The Robbery of Norway

♦ The robbery of Norway continues in the most efficient manner. In the first year of the war at* least two billion crowns had been plundered from the Bank of Norway; and the stealage of ready cash still proceeds at the rate of five to six million crowns per day. The Devil is efficient and clever. In one place Jesus said, “The children of this world [i. e., the children of the Devil] are . . . wiser in their generation than the children of light.” It is even so. The honest, hard-working Norwegians in a single year were robbed of four times as much as the entire governmental budget for one year. ;

“TayWORD jS-Wjth-

—John. 171/

The Truth About Jehovah’s witnesses

“For nothing is hid that shall not be made manifest; nor anything secret that shall not be known ancKeome to light.”

—Luke 8:17, A.R.V.

THE fulfillment of the above Bible prophecy may be seen by all who read tin; daily papers. Not within the history of man has the searchlight of publicity and investigation been so relentlessly turned upon everything within range. The spotlights have been specially focused on a small class known as Jehovah's witnesses all over the world. They are in the news almost daily, often with double-column headlines. Belittled by the press generally; haled into courts, declared guilty, heavily fined or imprisoned; attacked and beaten up by mobs often led by religious leaders and police; their property destroyed while police officials stand by and refuse protection. Many have been killed and thousands are in concentration camps in Germany and other countries. Here in the United States hundreds are in prison or under indictment.

, When found guilty by municipal, county7 or state courts, they7 have appealed, and few people or organizations have had so many cases before the United States Supreme Court, and been given so many7 favorable decisions. On one case three judges of the United States Supreme Court reversed their first decision from unfavorable to favorable, and later the Court set aside a former opinion; something almost unprecedented in the Court’s history.

In the American Revised Bible the name Jehovah is used over 6,400 times as the special name of God Almighty, Creator of heaven and earth. The King James Bible and the Hebrew Bibles hide the name by using the word Lord printed in capital letters. Smith’s Bible Dictionary has this: “The true pronunciation of this name [Jehovah] by which God was known to the Hebrews, has been entirely lost; the Jews themselves strenuously avoiding every mention of it.” Isaiah 42:8 (A. li. F.) reads, “I am Jehovah, that is my name.”

Who Are Jehovah’s witnesses?

The name “Jehovah’s witnesses” is specially significant and was given by Jehovah himself to His people, as to-- corded in Isaiah 43:12: “Therefore ye are my witnesses, saith Jehovah, [that] I am God.” (A.H. V.) Jehovah’s witnesses have been on, earth about six thousand years. The eleventh chapter of Hebrews gives a partial list, beginning with Abel, the second son of Adam. The first verse of the next chapter calls them “so great a cloud of witnesses”. They all received a good report from Jehovah because of their faith and loyalty7 to Him, even under bitter persecution, and were promised a “better resurrection” as their reward.—Hebrews 1.1: 35, 39.

Christ Jesus, God’s only begotten Son, was the most notable witness, and Christ sent forth His disciples to continue the witness work until He should return to set up His kingdom on earth. (Matthew 28:19,20) Jehovah’s witnesses accept the Bible as their standard, the Law of God, from whose mandates there is no appeal.—John 8:31,32; 17:17; Isaiah . 8: 20; 2 Timothy7 3 :16,17.

Facts per Se

A watch is a delicate thing of beauty and utility7, purposely made to accurately measure time, it did not make itself, but it is evidence per se of the existence of a watchmaker with wisdom, purpose, and ability.

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