HIDDEN IN PLAIN SIGHT

TROJAN HORSE
The Threat Inside Our Education System

Dr. Edward Smith

HIDDEN IN PLAIN SIGHT TROJAN HORSE Copyright © 2015 by Dr. Edward
Smith.

All rights reserved. Printed in the United States of America. No part of this book may
be used or reproduced in any manner whatsoever without written permission except
in the case of brief quotations embodied in critical articles or reviews.

Book and Cover design by Jones Media Publishing

 The advantage of wisdom is this:
Wisdom preserves those who have it. Ecclesiastes 7:12
 FORWARD

The intention of the Trojan Horse series of booklets, written by Dr.

Edward Smith, in conjunction with Phoenix University of Theology
Press & publishing, is designed to bring into focus the numerous threats
imposed on Christian principles, America’s Freedoms and the Quality
of our Higher Educational System.

The Trojan Horse, is infiltrating our education systems today, it is

sly and cunning. It has presented itself as innocuous; however, with a
clandestine plot to dismantle from within. We are here to reveal its
hidden intent, before it is too late.

Dr. Richard Drake, Founder of Phoenix University of Theology,

said “Man’s lack of wisdom, says our universities have diversity. So they confuse
and confound the world so much, and they think they’re smart and they are
not.” This has never been more obvious than it is today in our Colleges
and Universities.

The Bible speaks of this in, 2 Timothy 4:2-4 2 Preach the word!
Be ready in season and out of season. Convince, rebuke, exhort, with all
longsuffering and teaching. 3 For the time will come when they will not endure
sound doctrine, but according to their own desires, because they have itching
ears, they will heap up for themselves teachers; 4 and they will turn their ears
away from the truth, and be turned aside to fables and man made myths. 5 But
you be watchful in all things, endure afflictions, do the work of an evangelist,
fulfill your ministry.

Learning should prepare individuals to think creatively, take

initiative and incorporate a Christian perspective into their decisions.

* Too many institutions today, rely primarily on student course

evaluations to assess teaching. This creates perverse incentives for
professors to demand little and give out good grades; 36 percent of
students who reported spending five or fewer hours per week studying,
still maintained an average grade point of G.P.A. of 3.16.

* A large number of students showed no significant progress on

tests of critical thinking, complex reasoning and writing, on tests that
were administered when they began college and then again at the ends
of their sophomore and senior years. 45 percent of the students would
not have demonstrated gains of even one point over the first two years
of college, and 36 percent would not have shown such gains over four
years of college

* The average student spent about half the time a full-time college
student in 1960 spent studying, according to the labor economists
Philip S. Babcock and Mindy S.Marks.

* Why is the overall quality of undergraduate learning so poor?

It’s not for lack of money. Over the past several decades tuition has
far outpaced the rate of inflation, many schools are investing in deluxe
dormitory rooms, elaborate student centers and expensive gyms;
Unfortunately ,academic investments are a lower priority.
 * Students are increasingly thought of, by themselves and their
colleges, as “clients” or “consumers.” When 18-year-olds are emboldened
to see themselves in this manner, many look for ways to attain an
educational credential effortlessly and comfortably.

* There are ways to correct this: Distributing resources and rewards

based on student learning instead of student satisfaction would help
stop this race to the bottom.

* Others involved in education can also help: The Department of

Education could make available nationally representative longitudinal
data on undergraduate learning outcomes for research purposes, as it
has been doing for decades for primary and secondary education.

Political correctness, pride and desire for acceptance has co-opted

too many concessions and produced pressures for conformity to secular
values that must be corrected.

“The only thing necessary for the triumph of evil is for good men
to do nothing.” - Edmund Burke

Will you join with PUT and become part of the solution?
Karen E Drake,DOM, TMD, D.Min
President - Phoenix University of Theology

***
SOURCES:

*Your So-Called Education, By RICHARD ARUM and JOSIPA ROKSA, May

14, 2011 The Poor Quality of an Undergraduate Education - NYTimes.com Page 2
of 3 http://www.nytimes.com/2011/05/15/opinion/15arum.html 5/19/2011
*Richard Arum, a professor of sociology and education at New York University,
and JosipaRoksa, an assistant professor of sociology at the University of Virginia, are
the authors of “Academically Adrift: Limited Learning on College Campuses.”
 The Trojan Horse|  3

HIDDEN IN PLAIN SIGHT

TROJAN HORSE
The Threat Inside Our Education System.

T
HE PURPOSE OF THIS BOOK is to expose the threat
hidden inside our current school system, from kindergarten to
Graduate School. Phoenix University of Theology is bringing
to light the dangers that the Trojan Horse poses to our Nation’s freedom
and future. We are countering this Trojan Horse, which is stalking
our students. Our current education system is turning out increasing
numbers of students who are less equipped for jobs and careers in the
global economy. At the same time, graduates are increasingly ignorant
of their own history, anti-American and shockingly anti-Christian and
anti-Semitic.

Unchecked, this Trojan Horse is a danger to the very roots that

established our United States. The milieu of today’s academics is
stealthily destroying our very freedoms and our educational system
from within. Universities are producing a mass class of students that
4  |  Dr. Edward Smith

are being “dumbed down and tuned out” to truth, with ever-increasing
boldness and audacity.

At the 2015 Phoenix University of Theology Eagle Forum, the

following question was asked of those in attendance: “What is the
purpose of school in the United States?” There were many answers, but all
were wrong, and the answers even surprised those in attendance who
were teachers.

The answer may also surprise many of those who read this book.
However, it should begin to make sense, and then the threat the Trojan
Horse poses to our education system should make even more sense!

In simplest terms: Schools are for preparing students and

equipping them to perform their roles as productive citizens to
protect the Republic and the democratic institutions and freedoms
of the United States of America!

President Jefferson wrote: “The education of a citizen must

enable every man to judge for himself what will secure or endanger his
freedom.”

It is essential that students learn critical thinking skills, to become

vigilant citizens, and that they are able to judge for themselves and have
the courage and confidence to think for themselves. Yet the opposite is
now taught at school.

***
 The Trojan Horse|  5

OUR SCHOOLS DO NOT ATTEMPT TO MAKE CITIZENS -

THEY ATTEMPT TO BREAK CITIZENS!

“Americans do not go to school to increase the social

efficiency or economic prosperity of the country, but to
become informed, critical citizens. An American citizen is
NOT A WORKER . The Soviet Union and the communist
system has Workers -- the American Republic has Citi-
zens! A Citizen is a political being; he has private powers
and a public role.” ~ Educator- Walter Karp

P
REVIOUS EDUCATORS KNEW THE IMPORTANCE
of having an educated nation full of informed citizens whose
first priority was to safeguard the liberties bestowed upon them
through the democratic systems of the United States of America, and
to prevent any nation or any ideology from taking those freedoms away.
These educated citizens, through personal freedom, would be able to
pursue the creed that all Americans treasure, as articulated in this rough
draft from President Jefferson:

“We hold these truths to be sacred and undeniable;

that all men are created equal and independent, that from
6  |  Dr. Edward Smith

that equal creation they derive rights inherent and inalien-

able, among which are the preservation of life, and liberty,
and the pursuit of happiness;”

The importance of education was recognized during the

establishment of our county. Public education was guaranteed with
the creation of five states in the Northwest Ordinances of 1785-1787.
It laid out, among many things, the size of townships and the grids of
streets that can still be seen from the air in many of these towns to this
day. It incorporated the public school system, laying out the ways and
means to pay for schools. It even prohibited slavery and decreed that
fairness and respect should be given eternally to the Native Americans
and their land and holdings. Read Article 3 for yourself:

Art. 3. Religion, morality, and knowledge, being necessary to

good government and the happiness of mankind, schools and the means
of education shall forever be encouraged. The utmost good faith shall
always be observed towards the Indians; their lands and property shall
never be taken from them without their consent; and, in their property,
rights, and liberty, they shall never be invaded or disturbed, unless in
just and lawful wars authorized by Congress; but laws founded in justice
and humanity, shall from time to time be made for preventing wrongs
being done to them, and for preserving peace and friendship with them.

A study of U.S. history must include the history of education in

the U.S. In the early centuries of the United States, citizens counted on
the government to provide for the national defense and security of the
nation, and looked to the institutions of the church and the school to
meet the needs of the community, families and individuals.
 The Trojan Horse|  7

Education became so vital that it set a standard of education that

the world envied. People from nations everywhere flocked to U.S.
colleges and universities to earn degrees and titles.

The “fusion or weaving” together of Christianity and education

was evident in the formative years of the United States. Noah Webster,
a Founding Father of the United States who was the leading educator
of his day, knew the importance of education and the knowledge of
Christianity and history to assure that people would continue to protect
their country’s freedoms and enhance the well-being of its citizens.
8  |  Dr. Edward Smith

Noah Webster is synonymous with the American Dictionary. He

is often called the “Father of American Scholarship and Education”
because his blue-bound spellers taught generations of children how
to read and write. He is famous for quotes, and this one sums up the
importance of being an informed and educated citizen who votes:

“When you become entitled to exercise the right of voting…let it

be impressed on your mind that God commands you to choose for
rulers just men who will rule in fear of God. The preservation of
a republican government depends on the faithful discharge of this
duty.” -- Noah Webster, History of the United States, 1832ac

No separation of church and state or education here! Good, god-

fearing and educated citizens made for the election of good and god-
fearing leaders who kept the fear of God foremost in their minds and
their duties as representatives of the people!

So, why do students today fail basic geography tests? Cannot

identify their own country or state on a map, let alone a foreign nation?
Who lack general knowledge of world history? Who know little of
other cultures? Many cannot answer correctly the country that the
USA gained its independence from (a large percentage think it was
Spain.) Universities are turning out graduates who know practically
nothing about the Constitution, the Bill of Rights, or even the truth
about the Christian principles that guided the Founding Fathers, let
alone the issues of the separation of church and state!

Thomas Jefferson was the one who said there should be a “wall
of separation between church and state”-- however, he did not say
it in the Constitution. He wrote it in 1802 in a letter to the Danbury
Baptists, though he was referring to the First Amendment.
 The Trojan Horse|  9

The First Amendment of the U.S. Constitution states that: “Congress shall
make no law respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press; or the right
of the people peaceably to assemble, and to petition the Government for a redress
of grievances.”

The Following Photo Says It All:

Can you find the historical error?

Abraham Lincoln, a Democrat?

So says a plaque at a public university in Lincoln’s home state of

Illinois, where, since 1905, students at Northeastern Illinois University
in Chicago have seen the nation’s 16th president — and quite possibly
its most influential — honored as a democrat.
“This building is dedicated to public service honoring the memory
of Abraham Lincoln,” the inscription reads. “Democrat”.

Lincoln, the son of Kentucky frontiersman who began his political

career as a Whig Party leader, won the White House in 1860 as a
Republican and was later re-elected in 1864 before being assassinated
on April 14, 1865. A synopsis of his political career at WhiteHouse.gov
notes that Lincoln “built the Republican Party into a strong national
organization” as president.
10  |  Dr. Edward Smith

Obviously Abraham Lincoln was a Republican

Yet this plaque still hangs at the university!

Check out what this article says about history being taught in
colleges and universities:

A new study released Wednesday from the American Council of

Trustees and Alumni titled “What Will They Learn?” found that just 18
percent of colleges and universities require a single course in American
history or government. Only 13 percent require intermediate-level
foreign language courses, and just three percent require an economics
course for graduation.

“Too many college rating systems rely on largely extraneous

measures like alumni giving or selectivity to determine which colleges
top their list,” Anne D. Neal, ACTA president, said in a press release
for the study. “‘What Will They Learn?’ looks at the most important
data — the strength of a college’s education — to find out which
institutions are delivering the tools students will need to succeed in
career and community.”

The study, which examined every public college in America and

hundreds of private institutions, graded colleges on how well they
were educating their students based on seven subject areas. Just 23
universities received an “A” grade for requiring at least six of the seven
subject areas ACTA deemed “essential to a liberal arts education.”

Those subject areas are American History or Government,

Composition, Economics, Literature, Intermediate-Level Foreign
Language, Math and Science.
 The Trojan Horse|  11

“One wonders what tuition and tax dollars are going toward when
most colleges — even public ones — don’t require basic economics,
foreign language, American history or even literature,” the study’s
director, Dr. Michael Poliakoff, said in the press release. “Are we really
preparing our nation’s next generation of leaders when our colleges are
failing to ensure the most basic skills and knowledge?”

A 2010 study by the National Assessment of Educational Progress

(NAEP) showed the U.S. history testing scores are “stagnant”, with
only nine percent of fourth-graders correctly identifying a photograph
of Abraham Lincoln and stating two reasons for his importance.

Lee White, executive director of the National History Coalition,

says the problem stems from history’s place in American curriculum.

“They’ve narrowed the curriculum to teach to the test. History has

been deemphasized,” he said. “You can’t expect kids to have great scores
in history when they’re not being taught history.”
12  |  Dr. Edward Smith

The Trojan Horse is here, and it is destroying our nation from

within!

So, how did we go from educators -- teaching the first generations

of Americans the importance of knowing their history, knowing the
importance of being informed citizens to safeguard the country --
to what we see on most campuses today? Students are becoming
disengaged; campuses are like foreign territories, resistant to things
American. Students demand that ROTC units be disbanded, they yell
at uniformed soldiers to take off their uniforms, they ridicule Christian
groups and many times prevent the U.S. Flag from being presented or
burn it in endless, misguided and uninformed protest marches against
their own nation.

Well, It Didn’t Happen Overnight

It changed between the 1840s and the 1940s.
 The Trojan Horse|  13

The contrast between these two educators is vast and obvious!

Let us also introduce another character into this article: Horace

Mann. Just read what Horace Mann and John Dewey did to bring the
Trojan Horse into our nation’s educational system.

Horace Mann is the person credited with starting government-run

education in the United States in 1839. He learned his techniques from
Prussia. His motivation was to end education by Christians. Horace
Mann was a Unitarian, did not believe in the inspiration of the Bible,
or the Trinity. Horace Mann’s religion was Secularism.

John Dewey, in the 1920s and 1930s, really established Horace

Mann’s principles. He introduced the concept of “humanistic education
as a religion.” Dewey was President of the American Humanist
Association and a signer of the first Humanist Manifesto. He saw
Christianity as a huge problem that needed to be solved. Dewey’s
religion was Secularism.

Horace Mann visualized a world where no one would be in the

prisons, a virtual utopia, if he could just get Christianity out of
education. He has largely succeeded, and the result is horrible in terms
of teen pregnancies, abortions, assaults, robberies, murders, rapes,
vandalism, and the list goes on and on. Horace Mann, in his idiocy,
predicted utopia; however, he started the increasingly awful mess.

The President of the NEA, the teacher’s union, sees things the way
that Mann and Dewey saw things. Christians need to be eliminated.
Censorship of Christianity is very obvious in public schools today.
The teaching of Secularism, sometimes called Humanism, is also very
obvious. An NIE study concluded that public education is very biased
against anything Christian, including marriage.
14  |  Dr. Edward Smith

The President of the NEA contends that there is no such thing as a

Humanist, yet there is a Humanist Association, a Humanist Manifesto,
and Humanist Dogma.

This agenda, this Trojan Horse, is clearly seen in our failing schools.

Take a look at what is in curriculum of many of our textbooks!

Looking in public school books tells us that Humanism, or

Secularism, is being taught very thoroughly. In addition, Christianity
is being excluded. The following tenets of Secularism are the major
themes in public school textbooks:

Evolution
Individual Autonomy
 The Trojan Horse|  15

Rebelliousness Against Parents

Promiscuity
Perversion
Child Molestation
Anti-Family
Anti-Free Enterprise / Pro-Socialism
Drug and Alcohol Use
Relativism
Realism is a term used to describe presentation
of a very negative slant on life

In fact, this lack of real education is a threat to national security, as we

need highly educated citizens to run and operate and serve in the modern
and highly technical U.S. military.

Here is a Red Flare!!!

“I believe that the preparedness of our youth through education,

health and conduct is a national security issue. Right now our young
people, regardless of the tack they take for postsecondary, are limiting
themselves. They are limiting themselves because they are not getting
a good foundational education in K-12. They are not as healthy as they
should be, with childhood obesity becoming an epidemic. And they get
off track in their conduct, limiting what might be brilliant”

***
16  |  Dr. Edward Smith

Lieutenant General Benjamin C. Freakley

 The Trojan Horse|  17

In fact, this problem is not limited to colleges and universities.

There is a critical failure occurring at the high school and elementary
levels. The Book “The Last Drop Out -- Stop the Epidemic” by Bill
Milliken clearly states:

• 1/3 of all high school students fail to graduate

• Among minorities the rate is 50%
• Dropouts have a higher chance of living in poverty, being
unemployed and or staying in low-paying jobs
• They will depend on government social services, have poor
health and a high probability of going to jail
• The estimated cost to society for each dropout who later moves
to a life of crime or drugs will be between $1.7 and $2.3 million!

2014 World University Rankings: ‘Worrying evidence’ of U.S.

decline?
Posted in Washington Post

Here are highlights of the rankings, officially called Times Higher

Education World University Rankings 2014-15, from a news release about
the results:

So what’s the evidence of U.S. decline in higher education (a

warning we commonly hear)?

The US continues to dominate the rankings, taking seven of the top 10

places and 15 of the top 20. But this year it has lost significant ground. It has
74 universities in the top 200, down from 77 last year. After a fairly stable
performance last year, 60 percent of the U.S. universities lost ground this year,
and the nation suffered an average fall of 5.34 rankings places.

As with previous years, publicly funded US universities suffered

the worst losses.
18  |  Dr. Edward Smith

Here’s what Phil Baty, the editor of Times Higher Education World
University Rankings, was quoted as saying in the release:

“The U.S. continues to utterly dominate the global rankings, but this data
provides clear evidence that its power is waning. More U.S. universities fell
down the tables than rose this year, and overall it is losing representatives among
the world’s elite top 200, as major new powers in China and other parts of East
Asia continue to make progress. Perhaps more alarming is that there seems to
be something approaching a crisis among the traditionally prestigious U.S. state
institutions – those U.S. universities more dependent on public funding, and
playing a crucial social and economic role in their regions, are falling at a much
faster rate than their richer, private counterparts. This could have serious,
damaging consequences for the U.S.’s global competitiveness in the long term.”

Well, yes, the United States did drop from 77 to 74 in the top 200.
And 60 percent of U.S. universities on the list lost ground. Is it actually
surprising, or cause for concern, that other countries are finally building
up their higher education systems? Given that the United States still
“continues to utterly dominate the global rankings”, how concerned
should we be about the rise of some Asian schools?

Public Universities are drastically declining:

One thing of concern we did learn is something we knew without

the rankings — that the United States has been drastically and dangerously
decreasing public support for its public universities. Some states have
decimated support for public institutions; Colorado, for example,
lowered its support for higher education by more than 69 percent from
fiscal 1980 to fiscal 2011, and in South Carolina, 66.8 percent.

Last March, the Chronicle of Higher Education published a series of

stories about the drastic drop in support in the last 25 years, writing
that:
 The Trojan Horse|  19

“College students and their families, who just a decade ago paid
for about one-third of the cost of their education, are on track to pay
for most of it. In nearly half of the states, they already do. Behind these
changes is a fundamental shift. Public colleges, once viewed as worthy of
collective investment for the greater good, are increasingly treated as vehicles
delivering a personal benefit to students, who ought to foot the bill themselves.
The story of public higher education’s transition from a key national priority
to an increasingly neglected special interest is untidy. It cannot be traced to any
single moment in time. It cannot be laid at the feet of any one individual or
ideology. Rather, it is the story of dozens and dozens of consequential moves
made by individual actors across the country.”

“Higher education - The Economist

Not what it used to be

American universities represent declining value for money to

their students

ON THE face of it, American higher education is still in rude health.

In worldwide rankings more than half of the top 100 universities, and
eight of the top ten, are American. The scientific output of American
institutions is unparalleled. They produce most of the world’s Nobel
laureates and scientific papers. Moreover college graduates, on average,
still earn far more and receive better benefits than those who do not
have a degree.

Nonetheless, there is growing anxiety in America about higher

education. A degree has always been considered the key to a good job.
But rising fees and increasing student debt, combined with shrinking financial
and educational returns, are undermining at least the perception that university
is a good investment.”
20  |  Dr. Edward Smith

“Higher Education” - Hechinger Report

In global education race, U.S. is falling behind

Indeed, there’s lots of evidence that American higher education

could be doing significantly better. But how?

It’s a question The Hechinger Report set out to answer by visiting

countries on three continents and examining their new higher-
education agendas.

As President Barack Obama has noted time and again, the U.S. has
slipped from first to 16th in the world when it comes to the percentage
of our population aged 25-34 with postsecondary credentials. We’re at
41 percent, or about two out of every five young adults, according to
the latest data from the Organisation for Economic Co-operation
and Development—and this despite the huge cost of U.S. higher
education to families and taxpayers.

Yes, the U.S. is home to Ivy League institutions such as Harvard

and Yale, along with top-rated M.I.T. and Stanford. And yes, the U.S.
boasts 17 of the top 20 universities in the world, according to the most
recent Academic Ranking of World Universities by Shanghai Jiao
Tong University.

Yet these institutions enroll a thin slice of America’s 20 million

college students. Far more attend two and four-year colleges, both
public and private, of often-questionable quality.

And for every U.S. student who graduates, two drop out. Nearly 80
percent of those who enroll in community colleges never finish what
they start.
 The Trojan Horse|  21

The United States is facing a projected shortfall of 16 million

college-educated adults in the American workforce by 2025 if it
doesn’t change the rate at which it produces college graduates. Young
Americans today will make history for being the first generation ever
to be less educated, and to earn less and live less comfortably, than
their parents.”

“The Un-United States of America”, “The After American

Republic” or “The Post-American World”- or those inevitable
realities?

There is much debate on talk radio shows, news channels and in

printed media and books about the demise of America, “The Ailing and
Last Superpower on Earth.” We have a president who tells Americans
that we are not exceptional, we degrade and look down on our military
and law enforcement officers, and there is a prevailing sense of lack of
respect for American law as our porous and unprotected borders are
flooded with illegal immigrants and drug cartels, straining the American
school and economic and social services.

In 2008, : “The Post American World”, a bestselling book by Fareed

Zakaria, was released. As a legal immigrant to America, he had fallen in
love with his new country and was very concerned about the nation’s
future. The concern in his book is that the America we know is not
only struggling NOT TO collapse, but with the rise of so many other
nations economically and militarily, the USA is in danger of being left
in the dust! Just read the dramatic change in the world, that the USA
once dominated:

“The tallest building in the world is now in Dubai. The world’s richest man
is Mexican, and its largest publicly traded company is Chinese. The world’s
biggest plane is built in Russia, the world’s largest refinery is in India, and its
largest factory is in China. By many measures Hong Kong now rivals London
22  |  Dr. Edward Smith

and New York as the leading financial center, and the United Arab Emirates
is home to the most richly endowed investment fund. Once quintessentially
Icons have been appropriated by foreigners, the world’s largest Ferris Wheel
is in Singapore. Its number one casino is not in Las Vegas but Macau, which
has also overtaken Las Vegas in annual gambling revenues. The biggest movie
industry, in terms of movies made and tickets sold, is Bollywood (India), not
Hollywood, Even shopping America’s greatest sporting activity, has gone global.
Of the top ten malls in the world, only one is in the USA. The worlds biggest is
now in China. Such lists are arbitrary, but it is striking that twenty years ago,
America was at the top of many, if not most, of these categories.”

The problem is not that America has not had great vision and ideas.
It is that the Trojan Horse, by infiltrating our educational systems,
is turning out students who are Un-American in their desire and
knowledge of being citizens who know the importance of defending
this great and democratic Republic.

But the greatest threat of the Trojan Horse is the ongoing mission
of destroying Christianity in our own institutions and that the purpose
of turning out productive citizens has been forgotten. Just look at these
quotes from these books:
 The Trojan Horse|  23

“Presidents, deans, and professors rarely tell students simple truths, for
example that the strategizing and diligence that got them into the college of
their choice may not, if followed thoughtlessly, lead to an adult life they will
find worth living.” - Harry Lewis, “Excellence Without a Soul.” Harvard has
forgotten that the fundamental purpose of undergraduate education is
to turn young people into adults who will take responsibility for society.
24  |  Dr. Edward Smith

A Professor in the Religion Department often stated to his students

that he was “80% Atheist and 20% Agnostic.” As a Professor of
Sociology and Anthropology, he held religion in contempt, especially
Christianity, and taught courses to drive out belief that there was a
God. He had the largest classes every year. A professor in the History
Department was also an atheist who had no respect for God or those
who believed in God and used his classroom to change their views on
God.
 The Trojan Horse|  25

Is It Hopeless? Do You Want to be Part of the Solution?

By calling attention to the truth and to the problems listed in

this publication, Phoenix University of Theology does not believe it
is hopeless -- especially in light of the fact we believe in a God who
can transform a nation whose people seek Him and humble themselves
before Him.

The Trojan Horse can be stopped, as dramatically as Saul was

thrown off his Horse by Christ!

We are seeking Alumni and friends of Phoenix University of

Theology, to come together; to be a part of the solution, as we build the
plan to confront this crisis in our education systems today.

It is the goal of Phoenix University of Theology to reclaim

educational prerogatives, biblical methods, standards and
measures,“what is taught is what is believed” Curriculum is the critical
ingredient of education, and teaching must be recognized, first and
foremost as a gift. We are admonished not to be conformed to the
world but rather be transformed from it. Romans 12:2 And be not
conformed to this world: but be ye transformed by the renewing of your mind,
that ye may prove what is that good, and acceptable, and perfect, will of God.

Phoenix University of Theology Int’l is designed to impact God’s

Kingdom locally, nationally and internationally by equipping our
graduates with the attributes of Jesus Christ, the infilling of
The Holy Spirit and the Love of God for their fellow man.
26  |  Dr. Edward Smith

Religion
Culture
Education Media
Government

Health & Art &

Wellness Entertainment
Business &
Commerce
Family

We prepare our students and graduates, by enhancing their spiritual

and practical skills through education and a network of collaborative
support with Alumni. Thereby, empowering them to be a compelling
force, influencing and inspiring society, through the witness of God’s
great faithfulness, mercy and love and the knowledge of pardon for sin.

Through the cooperative efforts of like-minded Christian

businessmen, educators and leaders, we can bring about reconciliation
and effect the actions, behavior and opinions of others.

By pleasing and placating the world we will never take dominion of the
earth. Only with strict adherence to The Word of God can we offend and
challenge; which will conflict with the mind of man to the point of conversion.
Dr. Richard Drake

Like a river - the truth of God’s Word,

flows from its source to nourish your mind
and provide living water to your soul.
 The Trojan Horse|  27

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Yours in His love and service,

Dr. Karen E Drake

President/Overseer
Phoenix University of Theology International
28  |  Dr. Edward Smith

Reference Section -

In Addition to the articles and quotes listed it is important to see

the following books published on this important subject. It will be
clear to you how the Trojan Horse, a threat to our nation and future
generations of students, is hidden in plain sight!

“Freefall of the American University” (How our colleges are

corrupting the minds and morals of the next generation)- Jim Nelson
Black

“The Death and Life Of The Great American School System”-

Dianne Ravitch

“Our Underachieving Colleges”- Derek Bok

“University Inc.” (Corporate corruption of higher education)-

Jennifer Washburn

“Endangered Minds”- Jane M Healy

“Reforming Our Universities”- David Horowitz

“The Shadow University”- Alan Charles Kors, Harvey A Silverglate

“Clueless in Academe”- Gerald Grafe

“Crisis in the Academy”- Christopher J Lucas

“Schooling for Christians”- Stanley Hauerwas, John H Westerhoff