In the mid-1800s, a simple prank by two young sisters, Maggie and Kate Fox, sparked a movement that would challenge the very foundations of church beliefs and captivate society. This episode of our podcast dives into the fascinating tale of the Fox Sisters and the rise of spiritualism, a phenomenon that gripped America and Europe and continues to influence spiritual practices today.

It all began in 1848 when the Fox family moved into a small house in New York, unaware of the strange turn their lives were about to take. Rumors of a haunted house and mysterious rapping sounds led the sisters to claim they were communicating with spirits. This seemingly innocent prank soon attracted the attention of neighbors and spread like wildfire, capturing the imagination of people far and wide.

As the sisters' fame grew, they were invited to perform their spirit act for paying audiences, drawing crowds eager to witness their supposed communication with the dead. Despite skeptics and critics, the Fox Sisters' influence was undeniable, and their performances became a cultural phenomenon. The movement they sparked, known as spiritualism, merged entertainment with a deep curiosity about the afterlife, challenging traditional church teachings and drawing people away from orthodox beliefs.

The impact of the Fox Sisters' actions was profound, leading to a widespread fascination with communicating with the dead. This movement not only influenced societal beliefs but also posed challenges for the church. As people sought comfort and answers through spiritualism, the church faced a dilemma in addressing these practices while maintaining its teachings on death and the afterlife.

Despite the eventual confession by the sisters that their performances were a hoax, the spiritualism movement had already taken root, drawing followers from all walks of life. The legacy of the Fox Sisters lives on, as spiritualism continues to be a part of modern society, influencing both entertainment and spiritual practices.

Join us in this episode as we explore the intriguing history of the Fox Sisters, the rise of spiritualism, and its lasting impact on society and the church. Whether you're a history enthusiast or simply curious about the spiritual movements of the past, this episode offers a captivating glimpse into a pivotal moment in church history. Listen now to uncover the story of the Fox Sisters and the movement they ignited.

John Dewey (1859–1952), often regarded as the father of modern progressive education, reshaped how society viewed schooling. Inspired by thinkers like Jean-Jacques Rousseau and John Locke, Dewey envisioned education as a way to integrate individuals into a democratic community, shifting focus from intellectual rigor to socialization. However, this vision also raised concerns about the suppression of independent thinking and the long-term effects of his philosophy on public education.

Early Life: Foundations of a Revolutionary Thinker

Born on October 20, 1859, in Burlington, Vermont, John Dewey's early life was steeped in literature, family bonds, and exposure to religious liberalism. His parents, Archibald and Lucina Dewey, nurtured their children's intellectual curiosity. Archibald, despite limited formal education, instilled a love for literature in John and his siblings by quoting Shakespeare, Milton, and other literary giants.

John’s upbringing combined the evangelical spirit of the Congregational church with the intellectual independence of liberal theology. However, the Social Gospel focus of his church, which emphasized good works over biblical literacy, subtly influenced Dewey’s later departure from traditional Christian beliefs.

From Educator to Philosopher

Dewey's academic journey took him from teaching in small-town schools to earning a Ph.D. at Johns Hopkins University. Initially influenced by Christianity, Dewey’s philosophical trajectory shifted toward atheism and secular humanism, shaping his educational theories.

At the University of Chicago, he founded the Laboratory Schools, experimenting with experience-based learning and Rational Empiricism—a blend of reasoning and observation. Dewey believed children learned best through hands-on activities and critical thinking, rather than memorization of facts. While this approach seemed innovative, critics argue it undervalued foundational knowledge, such as grammar, logic, and history.

Dewey’s whole-word method for reading exemplified this shift. Instead of teaching children phonics (the relationship between letters and sounds), Dewey advocated for memorizing whole words. This method, which he modeled after Chinese script learning, contributed to literacy challenges in subsequent generations.

The "Mass Mind" and Socialization in Education

Dewey's vision for education went beyond academics. He viewed schools as tools for social engineering, molding students into compliant citizens rather than independent thinkers. He famously stated, “The school is primarily a social institution,” emphasizing that education should focus on creating individuals who support societal progress over developing personal intellect.

In his essay The Primary Education Fetish (1898), Dewey dismissed early literacy as unnecessary for young children, instead prioritizing group activities and social integration. His aim was not to produce scholars but obedient participants in a collective society—a concept some critics refer to as fostering a "mass mind."

Influence of the Prussian Model

Dewey’s ideas were heavily influenced by the Prussian education system, which emphasized obedience, loyalty to the state, and conformity. After Prussia's defeat by Napoleon in 1806, its leaders developed an education model designed to instill discipline and unquestioning obedience in future soldiers and citizens. This system spread globally, shaping education in the United States, Canada, and beyond.

Horace Mann, known as the father of American public education, introduced Prussian methods to the U.S. in the 19th century. Dewey expanded on these principles, aligning them with his progressive philosophy. Together, these influences embedded a focus on conformity and state loyalty in American public schools.

International Engagements: China, Russia, and Beyond

Dewey’s international travels further shaped his educational theories. In 1919, he spent two years in China, where he observed the May Fourth Movement and lectured extensively on education and democracy. While Dewey was hailed as "Mr. Democracy" in China, his ideas indirectly influenced the rise of modern Chinese communism by emphasizing gradual social reform over revolution.

In 1928, Dewey visited the Soviet Union, where he admired the emphasis on social reform and practical education. While he expressed reservations about Soviet authoritarianism, Dewey brought elements of the Russian model back to America, believing that aspects of socialism could be implemented without adopting a dictatorship.

The Fabian Connection and Gradual Socialism

Dewey's philosophy aligned with Fabian socialism, which advocates for gradual, systemic change rather than revolutionary upheaval. The Fabians, inspired by Roman general Fabius Maximus’ cautious tactics, sought to reshape society subtly over generations. Dewey adopted this approach, viewing education as the primary vehicle for societal transformation.

Through organizations like the League for Industrial Democracy and his influence on the Frankfurt School, Dewey worked to integrate socialist principles into American education. His efforts aimed to cultivate a society that accepted collectivist ideals without the need for violent revolution.

Throughout church history, Christian families retained the responsibility of educating their children. The very notion of entrusting education to secular governments would have been unthinkable for early Christians. 

Imagine believers in the early church taking their children to Caesar, expecting the Roman government to teach them. Instead, education was rooted in faith, with parents and the church ensuring children were equipped with knowledge that aligned with biblical principles.

As we trace the history of education through the medieval era, the Reformation, and into early America, it becomes clear that education was a tool for both intellectual growth and spiritual formation. However, the 19th and 20th centuries saw a significant shift, where governments increasingly took control of education, moving it away from its Christian foundation. This blog explores this evolution and the pivotal figures who influenced this transformation, including Robert Owen, Horace Mann, and John Dewey.

The Church’s Role in Education

In medieval Europe, monasteries and cathedral schools were the primary centers of learning. Monks not only preserved ancient texts but also taught reading, writing, and theology. The church’s influence extended to the formation of universities like Paris, Oxford, and Cambridge, which prioritized theology and liberal arts through a Christian worldview.

Education during this time was seen as a pathway to intellectual growth and sanctification. 

Figures like Charlemagne in the 8th century promoted education as a means to unify the Holy Roman Empire under Christian principles. Later, the Protestant Reformation emphasized widespread literacy so individuals could read the Bible themselves. Reformers like Martin Luther and John Calvin championed education for all, setting a precedent for broad access to learning rooted in biblical truth.

Early American Education: The Old Deluder Satan Act

Early American education reflected these Christian principles. In 1647, the Massachusetts Bay Colony passed the Old Deluder Satan Act, requiring towns to establish schools to ensure children could read the Bible. The act recognized that ignorance left people vulnerable to deception and emphasized education as both a practical and spiritual necessity. Parents were expected to take responsibility for their children’s education, with schools acting as extensions of the home and church.

In this era, literacy levels were remarkably high. The Federalist Papers, written for the average citizen, were widely understood by farmers, shopkeepers, and blacksmiths—showcasing the intellectual rigor of a Bible-based education system.

The Industrial Revolution and the Rise of Sunday Schools

As the Industrial Revolution drew children into factories, traditional education methods began to falter. The church responded by creating Sunday schools, which provided basic education alongside biblical instruction. These schools ensured that even working-class children could learn to read, write, and understand Scripture.

Robert Owen and the First Experiment in State-Controlled Education

The shift toward government-controlled education began with Robert Owen, a Welsh industrialist and utopian thinker. In 1824, Owen attempted to create a "New Moral World" in New Harmony, Indiana, advocating for communal living and universal education. One of his most controversial ideas was separating children from their parents to raise them in communal nurseries, free from parental influence.

While Owen’s experiment failed, his ideas inspired others, including the Prussian government, which implemented the first modern, state-run education system. This model emphasized obedience to authority, age-segregated classrooms, and a curriculum designed to produce compliant citizens—a system later adopted in the United States.

Horace Mann: The Father of American Public Education

Horace Mann, deeply influenced by the Prussian model, became a driving force behind the establishment of public education in America. As the first secretary of the Massachusetts State Board of Education, Mann advocated for non-sectarian, state-funded schools. His vision included:

1. Age-graded classrooms.
2. Professional teacher training (normal schools).
3. A curriculum that emphasized social harmony and moral instruction over specific denominational teachings.

Mann believed education could serve as the "great equalizer," preparing children for citizenship and instilling discipline and obedience. However, his insistence on removing the Bible from public schools marked a significant departure from America’s Christian educational heritage. While Mann argued for teaching Christian morals without denominational doctrine, this approach laid the groundwork for a secular education system.

John Dewey: Socialization Over Knowledge

Building on Mann’s foundation, John Dewey revolutionized American education in the late 19th and early 20th centuries. Dewey’s progressive philosophy emphasized experience-based learning and viewed schools as instruments for shaping societal norms.

Dewey saw education as a means of socialization, stating:
"The school is primarily a social institution."

He downplayed traditional academic subjects, such as reading and history, in favor of teaching children how to function within a collective society. Dewey also introduced the whole-word method for reading, which replaced phonics with memorization—an approach that contributed to declining literacy rates.

Dewey’s travels to the Soviet Union and China further shaped his philosophy. He admired the Soviet focus on collective education and sought to implement similar methods in the U.S. While he distanced himself from authoritarianism, Dewey’s ideas aligned with Fabian socialism, advocating for gradual societal transformation through education rather than revolution.

The Legacy of State-Controlled Education

The transition from church-led to government-led education marked a profound shift in philosophy and purpose. Where education was once rooted in biblical truth, modern public schools prioritize socialization, conformity, and secular humanism. This shift has led to:

1. Declining Literacy: The emphasis on experiential learning and whole-word reading has diminished foundational skills.
2. Erosion of Parental Rights: Parents have less control over their children’s moral and spiritual education.
3. Secularization of Schools: The removal of biblical principles has created a vacuum often filled with ideologies that conflict with Christian values.

Conclusion: Reclaiming Education’s Purpose

Throughout history, education was a means of equipping individuals to serve God, understand His world, and contribute to society. As we examine the legacy of figures like Owen, Mann, and Dewey, it becomes clear that the church and Christian families must reevaluate their role in shaping the next generation.

By reclaiming the biblical vision for education, parents and churches can once again ensure that children receive not only intellectual knowledge but also the spiritual and moral foundation needed to navigate life faithfully. As the Proverbs remind us:
"Train up a child in the way he should go, and when he is old, he will not depart from it." (Proverbs 22:6)