Can You Keep a Secret? So Can Your Daughter’s School.

Imagine sending your daughter off to school only to find out that she was headed for an abortion appointment instead. Then imagine this: her teachers knew and never told you. In California, parents don’t have to imagine it. Thanks to a new undercover video, they know — it’s already happening.

It’s unreal footage, even by the ACLU’s standards. When the meeting between state teachers and the far-Left group was leaked, most people had a hard time believing it. And that, the team at Our Watch said, was the point. “[We] know what it’s like to say, ‘Okay, well, I heard somebody said this is happening, but I want to see it for myself.'” So the organization sent someone into a training session and pushed “record.” What they caught was a coordinated effort to keep parents in the dark about one of the most dangerous decisions a teenager could ever make.

“Regardless of how old the student is,” ACLU attorney Ruth Dawson starts off (at 21:08 of this video), “they can walk into a doctor’s office and consent to services without their parental consent. Those services are pregnancy and prenatal care, contraception and emergency contraception, abortion — and for these there is no parental notification.” As school officials, Dawson goes on, “I think a good way to think about this is that these are services that California has decided are so important that… students really need to be able to access them.” So no matter what, she said, “Young people have the right to leave school and seek confidential medical services without the consent or notification of their parents and guardians.”

But Dawson didn’t stop there. Every school, she argued, has a responsibility to keep these secrets — at all costs. “The key thing to remember here is about Confidential Medical Release. The right belongs to the young person. It doesn’t belong to the parent. It doesn’t belong to the school. The right lies with the young person. The most important piece of this is that schools cannot share this information with parents or guardians. Also no parent calls. So a teacher or attendance office can’t call home and say, ‘So-and-so was out at the doctor’s office receiving [whatever procedure]. Did you know about this?’ You cannot do that.” In fact, Dawson goes on, California schools should be in the habit of covering up these appointments on the district record.

Teacher: “So are they considered absent?”

ACLU: “I think it qualifies as, like, an excused absence.”

Teacher: “But once they’re absent, the school calls automatically.”

ACLU: “Right, so I think what has to happen is that the school must develop a policy so that doesn’t happen. When it comes to online attendance tracking, it gets a little trickier, because schools — as everyone in this room knows — have to report attendance.”

Administrator: “Because attendance is financial…”

ACLU: “Right. But if you say [it’s] medical, that’s actually a violation of the student’s privacy rights. If you say ‘unexcused absence’ and penalize them, that’s a violation of state law. So what the heck are you supposed to do? Some districts do things, like, they’ll say the student was with an administrator… and they won’t answer further questions. It’s a little tricky though, which is why it’s more of an art than a science… But saying it was an ‘excused absence’ does not, like, directly violate the law.”

Since when has falsifying state records not violated the law? What if there’s a medical emergency while a girl is off getting her excused-absence abortion? Can you imagine the liability issues if a parent found out the school not only knew about the appointment but covered it up? “No, it turns out, she wasn’t ‘with an administrator.’ She was taking the life of your future grandchild.” This is a world where giving a teenager a Tylenol without asking could launch a thousand lawsuits. Yet somehow, it’s okay to send them on a deadly field trip that destroys one life and forever alters the other without ever calling home?

Amazingly, the video doesn’t stop there. Dawson’s encore for the free lesson in abortion deception is a dose of radical sex ed. She goes through the state’s controversial new guidelines, taking great pains to remind teachers that even when it comes to the most extreme material (which one parent insists is so graphic, he could be brought up on charges for showing it to a child), it’s illegal for parents to opt students out. “In grades K-12, no matter where you teach sex ed… no matter whether you’re teaching fifth graders or twelfth graders, all of that has to be inclusive of LGBTQ…” Schools, she insists, “may not facilitate a selective opt-out just of the queer stuff. We’ve heard, unfortunately, from a lot of parents who say, ‘I want my kid to learn sex ed — it’s important. However, none of the gay stuff. They can’t do that. Practically, it should be impossible.”

By now, you shouldn’t need convincing that your involvement in the local school district matters. If you do, this video is more than enough proof that the Left is targeting your children. But if there’s one thing the ACLU, Planned Parenthood, and every other liberal is afraid of, it’s engaged parents. There’s a reason they’re hosting these hush-hush trainings and passing laws to keep moms and dads in the dark. They understand that the more you know, the harder you’ll fight. And in a world where the other side will do anything to get to our children, that’s exactly what we need — fighters.


Tony Perkins’ Washington Update is written with the aid of FRC senior writers.


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We Fought the Transgender Activists, and Lost. Here Are 5 Lessons for Every Parent.

Our defeat was all but inevitable, yet the transgender activists still showed up in matching shirts and waved multicolored flags. Their speakers outnumbered ours 4 to 1, but they still hissed and muttered ugly names at our side while we spoke.

We had gathered for the Arlington County School Board’s meeting on June 18. For four months, the Arlington Parent Coalition had worked tirelessly to get our liberal school board and administrators to reconsider or delay the implementation of policies that would expand accommodations for transgender-identified students.

Those policies were passed four years ago during the summer, when nobody was paying attention. Their timing was not unintentional.

The steady and focused efforts of transgender activists over the last 20-30 years are now bearing fruit. Some of the policy changes coming to Arlington County include biological boys and girls being allowed into each others’ bathrooms and locker rooms, girls having to compete against transgender boys in sports, and schools compelling speech in favor of transgender pronouns.

Parents are seen as a potential threat to transgender students, and any opposition to transgender accommodations is perceived as hateful bigotry.

Gary McCaleb, senior counsel for the Alliance for Defending Freedom, estimates that hundreds of school systems across the country are now fighting the roll out of transgender ideology.

Communities are woefully unprepared for the impact this will have on our children. There is no road map for grassroots groups to follow as they fight this radical agenda and cultural shift.

However, several lessons emerged from our efforts that might be helpful to other grassroots groups.

1. Courage is contagious.

While some hesitate to engage for fear of being called a “hater” or “bigot,” we must push back on those who want to reshape our children’s understanding of biology, personhood, privacy, and the primary role of parents.

Often, people have an intuitive discomfort with transgender ideology, but need direction on how to act. Give people specific ways they can take one small risk (e.g. write a letter, meet with officials, have a hard conversation), then nudge them to take another risk. Celebrate every act of engagement and resistance. It puts school officials on notice and slows down the rate at which the system accommodates the transgender agenda.

2. Put together a diverse coalition.

The transgender movement divides—the child against him or herself, children against parents, and neighbor against neighbor.

Use the power of common interest across the lines of faith, culture, and politics to create alliances. Christians and Muslims must coordinate. Immigrant parents need to be involved. Liberals and conservatives must find points on which they agree.

People must get out of their social and ideological comfort zones and present a united front on this issue affecting all children.

3. The gatekeepers have failed parents.

Despite significant internal disagreement, professional organizations such as the American Academy of Pediatrics, the American Psychological Association, American Psychiatric Association, and the National School Board Association succumbed to pressure from the transgender advocates to endorse affirmation ideology.

Those entrusted with the job of vetting the research and best practices for treating kids with gender dysphoria have folded under financial or peer influence.

Pressure needs to be brought on these professional groups to retract and/or modify their positions, as local educators and elected officials are deferring to these groups’ statements of support.

However, local doctors and mental health professionals have a powerful voice when speaking about the dangers of affirming transgender children. Get them involved.

4. Spread the truth about gender-affirming therapy.

Educating people is essential, and information about the dangers of affirming gender dysphoria is being suppressed.

For instance, a simple internet search on “transgender children” provides lists of references from transgender advocacy groups like the Human Rights Campaign. It’s much harder to find the alternative point of view.

Parents should prepare talking points and source citations to use with school administrators, their school board, and other parents.

Much more research is needed, but ask school administrators if the scientific studies they use to justify new policies are peer reviewed, have a large sample size, and have tracked children for many years.

In some cases, the studies themselves have been underwritten by gender clinics or transgender advocates.

5. There are no opt outs for our kids.

Parents must understand that we now exist in a “post-opt out” world. You are misled if you believe pulling your children out of certain course units will protect them.

Transgender ideology is coming from the “bottom up” through social media and massive cultural changes.

Public school children are being indoctrinated in transgender ideology by posters on the wall, speakers in the library, books on the shelves, after-school clubs, school-wide celebrations, and politicized teachers. Vigilance and consistent engagement with principals and classroom teachers are critical.

Concerned parents are, to borrow from the musical “Hamilton?,” “out-gunned, out-manned, out-numbered, out-planned.” If you already are stretched in terms of time and attention, the situation can feel too big, too scary, and too inevitable.

At one point, I found myself looking for an exit from the fight when an activist from neighboring Fairfax County gave me a steely look and said, “It is far worse than you understand, and don’t you dare walk away.”

Only parents can demand accountability from school systems and set boundaries around their children. We can’t walk away.

COMMENTARY BY

Kristen Allen is a member of the Arlington Parent Coalition.

RELATED ARTICLES:

The NEA Works To Indoctrinate Children With Transgender Ideology

The Empire State’s New Clothes

Has the LGBT movement overplayed its hand?

Here Are The Details On California’s Sex Education

Why Military Families Overwhelmingly Support Education Choice

RELATED VIDEO: Katie Hopkins video on the conflict between weaponized sexual identities, made in UK schools, and Muslim parents.


Dear Readers:

With the recent conservative victories related to tax cuts, the Supreme Court, and other major issues, it is easy to become complacent.

However, the liberal Left is not backing down. They are rallying supporters to advance their agenda, moving this nation further from the vision of our founding fathers.

If we are to continue to bring this nation back to our founding principles of limited government and fiscal conservatism, we need to come together as a group of likeminded conservatives.

This is the mission of The Heritage Foundation. We want to continue to develop and present conservative solutions to the nation’s toughest problems. And we cannot do this alone.

We are looking for a select few conservatives to become a Heritage Foundation member. With your membership, you’ll qualify for all associated benefits and you’ll help keep our nation great for future generations.

ACTIVATE YOUR MEMBERSHIP TODAY


EDITORS NOTE: This Daily Signal column is republished with permission. All rights reserved.

VIDEO: What Does It Mean to be a Citizen of the United States?

Have you ever watched a naturalization ceremony? This is where people from different countries around the world apply for citizenship, learn English and pass a test, renounce their homeland, and swear loyalty to their new country, the United States of America. You occasionally see it on television, but Youtube! maintains a library of such services.

All U.S. citizens are descended from someone who took the same oath years earlier. With me, it was both sets of grandparents following World War I.

After a ceremony, someone typically speaks on behalf of the group. They talk about why becoming an American citizen is so important to them, such as the ability to vote; they talk about true freedom, and living in the land of opportunity, and their eyes swell with tears, as does their relatives and friends. It is all rather moving.

They come to America because we have so much to offer, and it’s not just public education, health care or other entitlements they seek, these are mere peripherals. They primarily come for freedom and the opportunity to better themselves. They do not want to feel oppression from a word said out of turn, and they desperately want to innovate, invent and earn knowing their work is their own and not the state’s. They come for the protection of the U.S. Constitution, a document which has stood the test of time.

The legal immigrants understand the importance of the country, and are willing to fight for it. Quite often, they know more about the country than those born here. It is not unusual for such natives to be ignorant of our history and government, thereby taking it for granted, and opening the door for others to undermine it. They do not comprehend the blood, sweat, tears of those who worked and fought for such a country to exist.

The United States is not a homogeneous society consisting of the same race, the same religion, and the same tongue. It is a melting pot, which ultimately is our strength, not a weakness, where the knowledge and talents of all countries on earth meet and become one, American. Not surprising, our national character changes over time, e.g.; one moment we prefer isolationism, the next we’re a world power; we sympathize with the oppressed and have come to the aid of others on multiple occasions, thereby becoming a beacon of hope.

Americans are competitive, they appreciate a level playing field, but will rise to the challenge when one is not provided. They work hard and they play hard. They are fascinated by technology, the world around them, and the desire to be the best.

Americans are proud of our past. Sure we’ve made mistakes along the way. We even fought a horrific war among ourselves to settle a principle. However, when you realize this country started with nothing and evolved into a dominant world power, not because of autocratic rule, but because of a Constitutional Republic, our achievements are truly remarkable. Aside from the past, Americans aspire for the future.

There are a three things you should remember about the American character; first, they like to squabble among themselves much like a family, and as such, do not attempt to interfere; second, our weakness is we tend to react as opposed to plan (as evidenced by such things as Pearl Harbor, 911, Hurricane Katrina, etc.); even with this said, third, do not provoke them or underestimate their determination. They will rise to the occasion as they have proven numerous times. The story of America is incredible, and so are the American people.

Happy Independence Day.

Keep the Faith!

P.S. – Don’t forget my new book, “Tim’s Senior Moments” now available in Printed and eBook form.

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EDITORS NOTE: This Bryce is Right column is republished with permission. All rights reserved and all trademarks both marked and unmarked belong to their respective companies.

College Debt Forgiveness Is Immoral

The college debt “crisis” is a moral question, but it is the opposite of what Elizabeth Warren, Bernie Sanders, AOC, and most of the Democratic presidential field are claiming.

An individual forgiving a debt they voluntarily entered into with a friend or family is noble and Christian and laudable. This sort of debt forgiveness happens routinely. I’ve done it. I’ve had it done.

Government eliminating debt is immoral. Here’s why.

If I loan someone money, and for whatever reason I choose to forgive that debt, that is my right and it is supported in the Bible. It is certainly part of American tradition, and actually may be far broader than that. It is a good and noble act, if I judge it is not enabling bad behavior. It is my choice because it is both my money and I voluntarily made the loan to the person.

But that is not at all what is being contemplated in this debate over forgiveness of student debt by Democratic politicians. First, of course, there is the need to label it a “crisis.” That is always step one for the next terrible government intervention idea.

What causes the confusion, however, is that the language is misleading when politicians say “we” should forgive this huge student debt issue. If they meant themselves as individuals, then terrific. But they most certainly do not. In truth, they intend to benefit and perhaps profit off this, not sacrifice.

Of course the concept is alluring if you are a college student with a lot of debt and know very little of the real world. Most all of us have debt and at times struggle with it. Who would not like their debt wiped out?

But when the “we” is the government, it means that the government will forcibly take one person’s money, to pay off the debt of another person. This is egregious behavior. The person whose money is being taken did not make the loan, consent to the loan, or necessarily even think the loan was a good idea.

The students and their parents voluntarily entered into those debts in return for the college degrees they obtained. They signed on the bottom line to take money to pay for something of value to them, and promised to pay it back. They knew at each step the cost they were incurring.

They were then loaned the money — with the promise they would pay it back — obtained the thing of value with that money, and now they and some politicians want Americans unrelated to the decision to take out the loan and getting value from the product to pay off the debt…while the students keep the thing of value.

This is egregious. But all the media will ever do is interview students with high debt loads and low-paying jobs. That paints a distorted picture, which of course is what it is intended to do.

I have sons who are plumbers. These young men chose not to go to college and take on debt. They work very hard, often in the Florida heat, and they actually make pretty decent money. They have no debt. I have another son working up the management ranks at Publix grocery stores, and he works long and odd hours. And another son who went to college and has nearly paid off his debt, again with a lot of hard work and now runs his own company — as one of my plumber sons does.

They have friends who are working to get nursing degrees and law enforcement training without taking on debt.

Now the politicians looking to make political hay on college debt forgiveness need to explain how it is moral that these people, and the millions like them, should be forced to pay off the debts of those who voluntarily went to college, and voluntarily took on the debt and now have a degree.

They need to explain the morality that nurses, police, firefighters, plumbers, electricians, A/C repairers, roadworkers, carpenters, roofers, block-layers, secretaries, etc. should be forced to pay off strangers’ college debts that they have no association with.

They need to explain how it is moral to force all who went to college ahead of this current crop, who all either paid off their loans or are getting close, to be forced to also pay off the loans of someone else. My wife and I paid off our loans. Sure the debts were smaller, as were the incomes. But it took a few years — while both my wife and I worked nearly full-time during college to keep them low.

If individuals want to forgive loans, that is their right and it is laudable. If banks and creditors want to, that is their right and their choice. But for the government to step in and do it — meaning all working Americans have to chip in — then we have a very different but clear-cut moral issue.

It’s wrong.

RELATED ARTICLE: Bernie Sanders’ Student Debt Forgiveness Plan Ignores Reality, Much Like Elizabeth Warren’s Similar Plan

EDITORS NOTE: This Revolutionary Act column is republished with permission. All rights reserved.

Top 6 Issues Facing Education For 2019

Although the universal learning model has undergone some major changes in the past decades, there is still lots of room for enhancement. Even in 2019, issues related to different spheres of education remain relevant and actively discussed all around the world.

Relevant Educational Issues In 2019

What are the biggest challenges that modern educational facilities are facing today? There are much more issues than any of you could imagine. However, in this article, we are going to discuss the top six that seem to be the most acute of them.

  • Lack of funding

Unfortunately, this major problem is still unsolved, though we are facing it every single year. In 2019, many schools, colleges, and universities are still lacking equal funding, which leads to a number of additional problems. Tuition fees keep going up with so little opportunities for getting an affordable and high-quality education. This increases the number of students who give up on continuing education.

  • Program irrelevance

Another major challenge that stands on the way of education today is the irrelevancy of the existing educational programs in terms of a long-term perspective. Let’s look at an example to clarify this point. Let’s say a student enrolled in a university a few years ago and majors in business. Keeping in mind the rapid progress and change that takes place in all spheres of our lives, by the time he graduates, his knowledge will become irrelevant. The old business models given him three years ago will not work in the modern world. And that’s only one example of the irrelevance of educational programs.

  • Poor career advice

In order to make a real change in the way we obtain education and in its quality, schools and colleges should finally incorporate a big share of career advice into the students’ curriculum. At this point, most students lack relevant career advice and guiding, and this is a big problem.

  • Standardized testing

For a few past decades, there’ve been too many discussions and controversial opinions regarding this matter. Yet, the problem remains unsolved. Many people have already realized that measuring all students’ knowledge based on the same set of standards can’t do any good, and there are several reasons for that. First of all, because of such testing, every school and college seems to be focusing solely on teaching students to pass their exams, while it should be giving in-depth knowledge and understanding of the subject. Let’s look at a vivid example of the detrimental effect of such an approach. Teachers provide the knowledge needed to pass an exam and make a main focus on this. As a result, school pupils successfully score on tests but don’t have any real theoretical or practical knowledge. Then these students enroll in a university or college with a very unstable knowledge base, so they struggle to get the work done. Eventually, they start seeking the help of classmates, tutors, and services like EssayPro to get their assignments done. However, they still manage to pass exams since they were taught for them. As a result, we have a big pile of “specialists” who lack actual knowledge. As you can see, the issue is real!

  • Lack of personalization

The pros of integrating a more personalized approach into the educational process are quite clear. Such an approach ensures better understanding and perception of the material by all groups of students, considering their natural skills and initial knowledge base. Unfortunately, we still have a huge gap here. Although there are some promising attempts made by different learning facilities, personalization is still missed out by most facilities.

  • Resistance to change

It sounds odd, but even in 2019, despite numerous positive changes that took place in the 21st century, there are still quite many people who are not willing to adopt innovations. Unfortunately, this year, we can observe lots of school authorities showing resistance to change, and this seems to be a real issue. On the one hand, we have a reliable, familiar, and time-tested model of education that brings results. However, on the other hand, we have plenty of space for improvement and integration of new approaches that can bring numerous benefits.

Integrating technology in the educational process will allow us to deliver more precise, interactive, and personalized knowledge that can only do good. However, schools are still not ready to initiate change. Most teachers and school leaders just see this kind of experimentation to be outside the scope of their duties. Besides, adjusting the outdated but proven effective learning methods is difficult and risky, when done on an individual basis. Thus, for successful change, we need to encourage a global acceptation of new models.

Final Words

Although there are still so many issues that require solutions and so much resistance from the schools, global education seems to be changing step by step. This is a good tendency, and it gives us hope that somewhere in the future educational programs will finally develop to be more relevant, personalized, and effective. However, now, all we can do is to encourage and initiate change!

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Colorado kids and teens are dying at a rate higher than U.S. average – and suicide is to blame

Suicide is the leading cause of death in Colorado among children and young adults ages 10 to 24. This comes to light with the release of the Annie E. Casey Foundation’s 2019 Kids Count Data Book, which compares children’s well-being across all 50 states.

In 2017, the state’s teen suicide rate rose to 21 deaths per 100,000 from 12 deaths per 100,000 in 2014 [coincidentally the year marijuana legalization took effect]. The 2017 rate is the highest since Colorado began tracking suicide deaths by age group in 1980.

The Kids Count report puts Colorado 20th overall in child well-being but 41st among states for children’s health. “The poor heath rating is a result of Colorado’s high death rate among kids and teens, lower-than-average birth weight for babies, and above-average use of alcohol and drugs among teens,” notes the Colorado Sun.

The number of low-birth-weight babies increased to 9.1 percent in 2017, up from 8.8 percent in 2010. The 2017 national average was 8.3 percent.

On the educational front the report ranked Colorado as 44th in on-time high-school graduation rates. One-fifth of the state’s high-school students do not graduate in four years.

Read the Colorado Sun report here.
Read the Annie E. Casey Foundation’s 2019 Kids Count Data Book here.
Access Kids Count Colorado data sheet here.
Access Kids Count data sheets for other states here.


Potent pot, vulnerable teens trigger concerns in first states to legalize marijuana

“The first two states to legalize recreational marijuana,” writes the Washington Post,“are starting to grapple with teenagers’ growing use of highly potent pot, even as both boost the industry and reap huge tax windfalls from its sales.”

The legal purchase age of 21 is about as effective deterring adolescent marijuana use as it is deterring adolescent alcohol use. Parents, educators, and doctors say kids can easily access edibles and concentrates with levels of THC that can average 68 percent.

Calls to poison control centers and visits to ERs have risen. Denver’s Children’s Hospital Colorado has treated 777 problems such as cyclic vomiting, paranoia, psychosis, and other marijuana-related symptoms in kids, up from 161 in 2005, a few years before the state commercialized marijuana for medical use.

Seattle’s Children’s Hospital also is seeing a jump in marijuana-related emergencies. “I hope we don’t lose a generation of people before we become clear we need to protect our kids’ brains,” says Leslie Walker-Harding, who chairs the hospital’s pediatrics department.

Colorado leads 37 states in adolescent vaping. Some school officials say half their students vape during school hours, using marijuana as well as nicotine.

Legislators in both states passed laws this year to encourage marijuana industry expansion and loosen regulations, including a law allowing marijuana home delivery in Colorado.

Read Washington Post story here.


Marijuana use among pregnant women doubles

A new study released yesterday finds that marijuana use doubled among pregnant women between 2002 and 2017 and is most common in the first trimester.

Past-month marijuana use increased from 3.4 percent to 7 percent among pregnant women overall.

The data came from an analysis of the National Survey on Drug Use and Health between 2002 and 2017, which involved nearly half a million women.

Read Journal of the American Medical Association research letter here.


Pure cannabis cigarettes to be introduced to Canadian cannabis market

THC BioMed, a Canadian licensed marijuana producer, announced this week that it will automate the pre-rolling of 100 percent cannabis cigarettes – with filters.

The company says it believes this will change the game in the same way automation changed the tobacco industry and will “bring meaningful changes to the current cannabis industry and its bottom line.” The cigarettes will contain no tobacco.

In addition to retail use, the cigarettes will be marketed for medical use, marking a new first in which doctors will tell patients to smoke to treat their health problems.

THC BioMed’s automation plant can produce up to 5,000 cigarettes per minute.

Read PR Announcement here.

U.S. schools achieve high Marx

Vladimir Lenin said, “Give me four years to teach the children and the seed I have sown will never be uprooted.”

To understand a culture, one must look to its treatment of the children.  In Africa, for instance, there are countries such as Sudan, Libya, Mali, Chad, Sierra Leone, Somalia, Liberia, Mozambique and Uganda, where war profiteers use child soldiers to battle their government.  They may be recruited or kidnapped, some forced to kill family members so that they may never return to their homes.  Most are boys but as many as 40% may be girls who are also used as sex slaves for the military.  These are majority- or significantly-Muslim countries.

In Islam, military might is the rock upon which the faithful community is instituted.  Whereas the religious message of Judaism and Christianity promotes the faith, it is the political and military strength that promote the Islamic religious message.  Violent jihad is not a secondary concept in Islam’s development, but exists in the very origin of Islam, the sine qua non of the faith, which is why the Islamic culture cannot and must not adapt and accept modernity or embrace tolerance.  The children are taught to carry out violence and terror, to slaughter Jews and work towards the extermination of Israel, to kill all infidels who prevent their seizure of land, and to welcome martyrdom as needed to discharge their duty.  The Internet has disturbing footage of young Muslim children wearing jihadi scarves, singing about killing [Jews] for Allah, and capturing “Palestine” – in Philadelphia.  Boy & Girl Scouts in Michigan are learning to support terror.

Under Nazism, all youth groups were banned and replaced by the Hitler Youth, which took millions of children away from parental influence, indoctrinated them into Hitler’s ideology, and trained them for the paramilitary.  They numbered 50,000 in January 1933, and in June, Hitler warned, “If the older generation cannot get accustomed to us, we shall take their children away from them and rear them as needful to the Fatherland.”  By that year’s end, they numbered two million and formed the nucleus of a dedicated and fanatic Nazi force.

Stalin was another who understood the value of child indoctrination.  For the Marxist Revolution to succeed, the youth had to be treated well and educated politically. The Communist Party formalized a cult that idealized Soviet childhood beginning with kindergarten, and in youth organizationsBearing the chilling name of “Child Science,” children were viewed as mere resources for use by the State.  As parents went to work or “disappeared,” the children were kept from their family structure, taught loyalty to the state through heroic tales, and were ideologically manipulated for political gain.

And now, let’s consider our country.  American patriotism is defined as a cultural attachment to the United States of America.  Despite many diverse ethnic backgrounds, American nationalism is the American way of life common among its citizens, with the US Constitution at the center of this national pride.   Our culture emphasizes basic human rights, that “all men are created equal,” that people have “unalienable rights,” and the right to “life, liberty, and the pursuit of happiness.”  Included is the privilege of education in a system of free public schools and libraries; and religion, morality and knowledge guarded by good government.

There is now a major attack, a war, against morality, focused on and raging against our children, systematized by the Red/Green (Communist/Islamic) Axis and globalists.  Notwithstanding our western ideals and the UN’s Convention on the Rights of the Child, our children’s rights are being replaced at every level.  Common Core was never implemented to raise students’ academic success, but to crush American exceptionalism, to reduce scholastic achievement so as to imbue the children with the social justice agenda.  Educator Donna Garner said on August 7, 2013, “If a person wanted to destroy our American culture, keep this generation from communicating effectively with older generations, and make sure today’s children grow up detesting America instead of valuing our nation’s American exceptionalism, the best plan would be to implement the Common Core Standards (CCS) into every school in America.”  And so public education was weaponized to change our nation.

Think: Child Science.

Other objectives include disrespecting the family unit, discouraging births and encouraging abortions (doomed to evolve into euthanasia for the elderly), promoting victimhood (encouraging anger and cruelty), endorsing the LGBTQ community and inciting inappropriate and toxic sex education (including emotionally and physically damaging sex-reassignment surgeries), portraying Israel and America as the enemy (to support terrorism), and lobbying for gun control (for an unarmed, defenseless population).  By allowing ourselves to be overwhelmed by migrants with ethics antithetical to our own, we welcome a perilous environment for our children, severely strained resources, reduced academic levels, and an exploitable labor force.  It should be glaringly obvious to all that the ultimate purposes of this is the destruction of traditional America and its rebirth as a collectivist State.

A recently introduced assault on our children, couched in new reading and speaking techniques, is “Flocabulary,” a digitized, Common Core-aligned tool to continue the Bill and Melinda Gates leftist plan, using clever animation, hip-hop/rap lyrics, misspelled words and incorrect grammar, designed for K-12 grades.   The company’s self-acclaimed “nontraditional approach” overrides the knowledge and skills that brought success and happiness to our forebears, and subtly appropriates our freedom of speech.  The children are being trained to ridicule the “old white men” who created our Constitutional Republic; to violently denounce and disrespect differing political opinions; to waive achievement for wealth redistribution; to ignore science for the globalist distraction of climate change; and to hate straight white males, Christians and Jews.  No longer judged on the merit system, students are graded on how well they adapt to the disunity and envy, based on race, heritage and political party.  For comprehensive clarification, read Donna Garner’s educationview.org.

Wars, by their very nature, are meant to reduce population, and although Communists and Islamists are waging recognizable wars against groups worldwide, using familiar weaponry, the situations herein are meant to produce the same results.  As the masses are promoting the devaluation of life with advocates of abortion, or discouraging marriage and procreation by promoting gender dysphoria, statistics show that our young are more despairing than before, more inclined to seek suicide as an escape from their emotional and physical pain. A callousness about life is now coming out of some US states, as well as from Iceland, the Netherlands, Belgium and other countries, and the fact that that we are being moved toward the cultures of death is becoming more evident.  The Black Book of Communism estimates 100 million deaths at the hands of the communist ideology, considered the greatest criminal system.  The Islamic ideology is estimated to have caused 900 million deaths (600 million Hindus alone) over 14 centuries.

These indicators clarify the overall intent.  A war is being conducted against Israel, America and Europe with the purpose of destroying our morality and way of life, of reducing our population before some “old white men” can seize the opportunity to save our republic, and before our enemy manages to establish a tyrannical regime over all the globe  — under which, from birth to death, we will be nothing more than a serfdom ruled by a One World Order.   The stakes couldn’t be higher: winner takes all.

RELATED ARTICLE: People in Bradford arrested in historic child sex abuse investigation

RELATED VIDEO: The sick pedophile agenda at the heart of ‘sex education.’ Discretion advised. Deeply disturbing.

Did Your Child Return From College a Better Person?

When assessing America’s or any of the Western world’s universities — wondering whether you should send your child to one; whether you should pay for a child to attend one; whether you should go into great debt to attend one; whether you should donate money to one; and related questions — it would seem that the single most important question to be answered is: What type of person does the university produce?

It is hard to imagine any parent — left, right, liberal, conservative or apolitical — who would disagree with asking this question. They would disagree about what constituted a desirable outcome — obviously left-wing parents would want their child’s college to send home a child with left-wing views, and a parent on the right would not be happy if their child returned home with left-wing views — but every parent would agree that the question, “What type of person did college produce?” is an important one.

My belief is that most of the time, colleges today produce a worse human being or, at the very least, a person who is no better, wiser or more mature than when he or she graduated high school.

Let’s begin with behavioral issues.

There is a good chance your son or daughter will have spent much of his or her free time at college partying, which often means getting drunk, smoking marijuana and hooking up with someone for casual sex. While none of those activities necessarily means your son or daughter became a worse human being, all of us can agree that none of them made your child a better one.

Regarding college drinking, Alcohol Rehab Guide, an online alcohol addiction site, reports:

“A large percentage of college students consume alcohol by binge drinking. … For men, binge drinking involves drinking five or more alcoholic beverages in two hours. On the other hand, binge drinking for women is considered four or more drinks within a two-hour time period.”

The website also states that “Roughly 80 percent of college students — four out of every five — consume alcohol to some degree. It’s estimated that 50 percent of those students engage in binge drinking … ”

BMC Public Health reported in 2013:

“One young adult in two has entered university education in Western countries. … (This) is often associated with risky behaviour such as excessive alcohol consumption. … We found that the more a student was exposed to college environmental factors, the greater the risk of heavy, frequent, and abusive drinking. Alcohol consumption increased for students living on campus, living in a dormitory with a higher number of room-mates, and having been in the University for a long spell.”

And we are all aware of the sexual activity that emanates from college drinking and can be regretted the next day (usually by the woman).

Then there is depression and mental illness at college. In the words of clinical psychologist Gregg Henriques through Psychology Today, “It is neither an exaggeration nor is it alarmist to claim that there is a mental health crisis today facing America’s college students. Evidence suggests that this group has greater levels of stress and psychopathology than any time in the nation’s history.”

Now, let’s move on to values and character.

Did your son or daughter (or niece or nephew, grandson or granddaughter) return home from college:

More, less or equally kind a person?

More, less or equally respectful of you, his or her parent(s)?

More, less or equally grateful to you for the monetary sacrifice you made to enable him or her to attend college?

More, less or equally proud to be an American?

More, less or equally respectful of religion?

More, less or equally wise?

More, less or equally committed to free speech?

More, less or equally open to hearing views he or she disagrees with?

I think I know the answers to those questions, in most instances. But far more important than what I assume is what you will find out. Please ask not only the college students and recent college graduates but their parents and other relatives these questions.

Then decide whether you want to risk sending your child to a place that will greatly increase their chances of being depressed, engaging in binge drinking and learning nothing important — while being taught how awful America is, why speech he or she doesn’t agree with should be suppressed, how pathetic religious Christians and Jews are, how wonderful religious Muslims are and how important skin color is.

I acknowledge that students who are entering STEM (science, technology, engineering and math) fields must attend college. But for most of the rest, sending your child to college is playing Russian roulette with their values, character and even joy of life.

RELATED ARTICLE: What’s Lost in College

EDITORS NOTE: This PragerU column is republished with permission. This column was originally published on Townhall.com.

Georgetown, other universities accused of covering up millions taken from jihad-promoting Qatar

Georgetown University is a national disgrace, employing numerous apologists for jihad and professional dissemblers about the teachings of Islam that incite believers to commit acts of jihad violence. The millions it is alleged to have taken from Qatar may be a partial explanation for its steep decline from academic institution to Islamic dawah and propaganda outfit. The Department of Education is right to be (finally) looking into this.

“FOREIGN MEDDLING: Department Of Education Going After Elite Colleges For Allegedly Taking And Hiding Foreign Cash,” by Luke Rosiak, Daily Caller, June 15, 2019:

The Department of Education is going after U.S universities over supposed ties to foreign governments, after some allegedly took huge quantities of foreign cash and hid it from regulators.

At the top of the list are Georgetown University and Texas A&M, which have taken hundreds of millions of dollars from the government of Qatar, a middle eastern nation with suspected links to international terrorism.

Both schools received letters from the Department of Education Thursday saying they should have disclosed that funding but their filings “may not fully capture” the activity, the Associated Press reported. The letter warned that they could be referred to the attorney general to “compel compliance.”

Georgetown was also asked about possible ties to Russian cybersecurity firm Kaspersky Lab, as well as Saudi Arabian money. Both schools were ordered to disclose funding from Huawei and ZTE, Chinese firms suspected of spying….

RELATED ARTICLES:

Muslim MP slams UK government for silence over Trump’s twitter attack on London Muslim mayor

Dueling Senate Resolutions on Anti-Semitism Condemn Omar, Promote Islam

EDITORS NOTE: This Jihad Watch column is republished with permission. All rights reserved.

VIDEO: Student Kicked out of Class for Telling Gender Bio-truth

This is terrifying.

Thank you Richard

RELATED VIDEO: The sick pedophile agenda at the heart of ‘sex education.’ Discretion advised. Deeply disturbing.

FINALLY: Trump administration to scrutinize impact of foreign funding of US colleges and universities

The U.S. Education Department has opened investigations into foreign funding at Georgetown University and Texas A&M University as part of a broader push to monitor international money flowing to American colleges:

“The inquiries are part of a broader campaign to scrutinize foreign funding going to universities and to improve reporting by schools, according to a Trump administration official familiar with the effort.

More schools probably will face questioning as federal officials focus on an issue they see as crucial to transparency and national security, according to the official, who was not authorized to publicly discuss the investigations and spoke on condition of anonymity.

Federal law requires U.S. colleges to report contracts and donations from foreign sources totaling $250,000 or more, but past filings from Georgetown and Texas A&M “may not fully capture” that information, according to the letters.

As an example, department officials wrote, both schools should have reported funding related to branch campuses they operate in Qatar, an oil-rich nation in the Mideast that hosts the outposts of several U.S. colleges.

The records being sought by investigators go far beyond Qatar, though, and include dealings with China, Russia and Saudi Arabia, and specific companies in those nations. Investigators ordered both schools to disclose funding from Huawei or ZTE, the Chinese tech giants that some U.S. officials call a threat to national security. Georgetown is being asked to detail money it received from any sources in Saudi Arabia or Russia, including Kaspersky Lab, a Russian cybersecurity company.

The letters warn that Georgetown and Texas A&M could face legal action and financial penalties if they’re found to have broken the rules. If investigators find a violation, it can be referred to the U.S. attorney general’s office for action “to compel compliance and to recover the full costs’” of the investigation and enforcement, according to the letters.”

This is not a new issue, but it is one that has gone unnoticed until the Trump administration wisely decided to start making sure that America’s colleges and universities were in fact complying with the law.

The American public has an interest in knowing the forces that influence and impact the education of our children.

Various groups make large donations to institutions of higher education for reasons of self-interest. Funding sources can inhibit the independence and autonomy of academia because donors generally have the ability to determine how benefactors use the money they donate.

When funding comes from foreign entities–individuals, organizations, corporations, royal families or governments–the potential for influence can be even more disturbing.

There is precedent elsewhere in the Western world regarding worrying influence from foreign donations to colleges and universities.

Large foreign donations are influencing courses at British universities, according to an April 2009 report (A Degree of Influence, from the Centre for Social Cohesion http://www.christopherdavidson.net/files/Foreign_funding.pdf). Money from foreign donors comes with strings attached. And dangerously so, according to this research that claims foreign governments have corrupted British universities and threatened their academic impartiality. Robin Simcox, the report’s author, says foreign donors that give enough money get a say in how things are run. “Edinburgh and Cambridge received £8m each from Prince Alwaleed bin Talal of Saudi Arabia to set up Islamic studies centres,” he said. “He got to appoint as many as three or five members of the management committee.”

To regard all or even most foreign donations to America’s colleges or universities as somehow nefarious would obviously be a serious mistake. America’s universities — with their superb curricula and research in science, medicine, agriculture, engineering and other fields — justifiably benefit from the financial support of America’s foreign friends and allies, many of whom have benefited directly from the technical expertise developed in these institutions. On the other hand, there are also reasonable grounds to suspect that some foreign gifts may purchase undue influence over the way in which highly controversial subjects are treated in American university lecture halls and texts.

Disclosure of Foreign Gifts to Higher Education

After the terrorist attacks of 9/11, many suggested the need for further disclosure of contributions, gifts and contracts made to America’s colleges and universities from foreign governments, corporations, foundations and individuals.  Often, these donations are made by foreigners who want to influence the college’s or university’s policies and curricula.

Sunshine is the best disinfectant, especially for taxpayer-funded public entities. Foreign gifts disclosure laws allow for the sun to shine on significant foreign contributions made to our public colleges and universities by requiring public disclosure of gifts from foreign governments, entities and individuals to state colleges and universities.

Contributions made to universities by foreign governments, entities, and persons have come under heightened scrutiny, especially some made from Islamist foundations whose active denial of the Holocaust and outspoken anti-Semitic views have caused great criticism. Some contributions have funded university-sponsored Islamic centers, whose denunciation of US foreign policies, support for the application of Shariah Law in the US and lack of condemnation against calls for “jihad” against Americans are worrisome.

Universities that receive federal funding must report foreign gifts to the Department of Education, however, federal enforcement has been poor to non-existent. As a result of federal incompetence, some states have taken the initiative

The purpose of the state laws is to promote transparency in government on the state level and ensure disclosure of all financial arrangements and relationships to the taxpayers and elected officials.

These laws simply require public disclosure of these foreign gifts. They in no way discourage legitimate donations from foreign governments, entities or individuals; they merely mandate that the donations to state colleges and universities be made transparent and disclosed to the public. Public disclosure is the check and balance that will ensure that our taxpayer-supported public colleges and universities will not accept gifts or contributions that are not publicly defendable. Any gift not given by a foreign entity due to public disclosure is a gift that should not be accepted.

Below are examples of these laws on the state level:

New York

New York Education – Part 1 – § 207-A Disclosure of Gifts Made to Institutions of Higher Education by Foreign Governments, Persons and Entities

http://law.onecle.com/new-york/education/EDN0207-A_207-A.html

Utah

Disclosure of Donations to Higher Education Institutions

http://le.utah.gov/~2010/bills/hbillenr/hb0114.htm

Louisiana

Disclosure of Gifts Made to Institutions of Higher Education by Foreign Governments, Persons, and Entities

https://law.justia.com/codes/louisiana/2013/code-revisedstatutes/title-17/rs-17-1818/

The extent of the problem has perhaps been most starkly demonstrated at Harvard Law School, which has established a Shariah Law and Shariah Finance section, while also receiving tens of millions of dollars from royalty in Islamic nations, notably Saudi Arabia and the United Arab Emirates.

When such donations find their way into taxpayer-supported public colleges and universities, the public has a right to know where the foreign donations are coming from and to what purpose they are directed. Elected officials and other policymakers have a duty to see to it that there is full public disclosure on all aspects of such donations.

Again, sunshine is the best antiseptic. Any foreign donation to a taxpayer-supported public college or university that cannot be disclosed to the public probably should not be accepted in the first place.

Hopefully more states will follow the example set by New York, Utah and Louisiana and pass laws enforcing full disclosure–at least until “the swamp” on the federal level decides to get out of the way.

COLUMN BY

Christopher Holton

Christopher Holton is Vice President for Outreach at the Center for Security Policy. Mr. Holton came to the Center after serving as president and marketing director of Blanchard & Co. and editor-in-chief of the Blanchard Economic Research Unit from 1990 to 2003. As chief of the Blanchard Economic Research Unit in 2000, he conceived and commissioned the Center for Security Policy special report “Clinton’s Legacy: The Dangerous Decade.” Holton is a member of the Board of Advisers of WorldTribune.com. Follow Holton on Twitter @CHoltonCSP.

View all posts by Christopher Holton →

EDITORS NOTE: This CFSP column is republished with permission. All rights reserved.

The Humanitarian Hoax of Black-Only College Graduation Ceremonies: Killing America With Kindness

The Humanitarian Hoax is a deliberate and deceitful tactic of presenting a destructive policy as altruistic. The humanitarian huckster presents himself as a compassionate advocate when in fact he is the disguised enemy.

The humanitarian hoax of black-only college graduation ceremonies is a classic example of destruction disguised as altruism. Let’s examine how resegregation has become fashionable.

Martin Luther King Jr. was the icon of the civil rights movement in the United States from 1955 until his assassination in 1968. Dr. King advocated nonviolence and civil disobedience similar to Gandi’s nonviolent activism. At the legendary 1963 March on Washington Dr. King delivered his famous “I have a dream” speech which exhorted Americans to judge each other by the content of their character, not the color of their skin. His impassioned speech facilitated the passage of the Civil Rights Act of 1964 which outlawed discrimination based on race, color, religion, sex, or national origin.

The Civil Rights Act, signed into law by President Lyndon Johnson, is considered the most comprehensive civil rights legislation since Congress passed the 13th Amendment to the Constitution that abolished slavery in 1865. What happened?

The 13th Amendment and the Civil Rights Act were legislative remedies designed to achieve the Constitutional principle that all men are created equal. Black Americans, white Americans, brown Americans, red Americans, and yellow Americans – one united American family indivisible by color. Being American is the foundation and common denominator of equality.

In a shocking 5.16.19 article written by Drew Van Voorhis, he reports the findings of the National Association of Scholars (NAS) study of Neo-Segregation, the voluntary racial segregation of students. WHAT??

Neo-Segregation is the consequence of social scientists eliminating the merit system in favor of racial quotas. Racial quotas in the 60s resulted in elite universities like Yale, admitting under-qualified minority students who were doomed to fail. Over a third of the students dropped out, and those who remained were bitter and angry.

It is important to remember that had an equal number of under-qualified white students been admitted they would have suffered the same failure rate. This was always a qualification issue and not a racial issue even though it was race-based.

Instead of learning from the failure rates and emotional misery that failure inevitable brings, the social scientists doubled down and provided remedial classes for under-qualified students in another ill-advised attempt to level the playing field.

The result, according to the NAS study, was that students turned to each other for emotional support and found inspiration in black nationalism. Radical and militant black groups on campus offered a new separatist ethic that rejected integration in favor of identity politics.

The NAS report states:

“On campus after campus, black separatists won concessions from administrators who were afraid of further alienating blacks. The pattern of college administrators rolling over to black separatists demands came to dominate much of American higher education. The old integrationist ideal has been sacrificed almost entirely. Instead of offering opportunities for students to mix freely with students of dissimilar backgrounds, colleges promote ethnic enclaves, stoke racial resentment, and build organizational structures on the basis of group grievance.”

More that 76 of the 173 universities studied by the National Association of Scholars, a whopping 44%, host black-only graduation ceremonies. Even Harvard University hosted its first black-only graduation ceremony in 2017.

What would possess university administrators to surrender to black separatists demands and implement black-only study lounges, black-only clubs, black-only housing, black-only classes, black-only scholarships, black-only student associations, and black-only graduation ceremonies? Why has segregation become desirable again?

If you want to know the motive look at the result. Race based distinctions foment racial divisiveness and are antithetical to racial harmony. Leftism preaches unity but its policies foment racial tension. Can anyone imagine if these same universities held white-only graduation ceremonies or had white-only study lounges and housing?

Reverse discrimination is the wrong answer to the right problem, and is as egregious as the original discrimination. Harvard disingenuously describes its segregated graduation ceremony in lofty terms as being, “designed to celebrate their unique struggles and achievements at the elite institution that has been grappling with its historical ties to slavery.” REALLY?

If the nation’s goal is racial inclusion and harmony, then graduation ceremonies would be expected to celebrate the shared value of student achievement regardless of the color of their skin. Graduations would honor white students, black students, Asian students, Indian students, and Latino students experiencing student life together. It would recognize the social value of studying together, and the commonality of learning together, achieving together, and graduating together.

Young children on playgrounds naturally fulfill Martin Luther King’s dream effortlessly because they naturally focus on character and not on race. Students at leftist colleges unnaturally focus on race instead of character. What happened?

Why did resegregation become fashionable? Because the left realized that racism is a useful and powerful political tool to create divisiveness and social chaos in America.

Race-based policies are not only an admissions debacle, they are a threat to the productivity of America. Lowering academic standards and course requirements collapses the integrity of universities and results in many useless degrees. Caps and gowns become costumes of competence that do not reflect actual competence.

Under-qualified students who cannot compete in the classroom cannot compete in the workplace either. This creates more anger, bitterness and simultaneously makes America less productive. It is the merit system that drives the engine of a fair, successful, competent, independent, productive America. In the real world, competence is the mother of self-esteem.

It is the acquisition of skills and competence that actually make students proud of themselves – not the social engineering of leftist sociologists disingenuously insisting that performance, achievement, and merit are oppressive constructs of the white man. The blame game is a destructive, regressive, and deceitful strategy calculated to foment racial discord because the leftist leadership understands that anger fuels the revolution.

Social chaos is the prerequisite for seismic social change. The regressive left is inciting divisiveness, discord, and violence to make America ungovernable in its quest to make America socialist. Leftism has a lot of help these days from Islamists and globalists who have common cause to join the “resistance” and destroy America from within.

Neo-Segregation is a deliberate and alarming return to the fractious, divisive, hateful, era of racial conflict before Martin Luther King.

The racism and black separatism that has torn college campuses apart is now embraced by New York public schools K-12.

Consider the “white-supremacy culture” training program for school administrators being promoted by New York City Department of Education and Schools, Chancellor Richard Carranza. His shockingly racist slide show presentation is derived from “Dismantling Racism: A Workbook for Social Change Groups” by Kenneth Jones and Tema Okun.

These are the dirty dozen hallmarks of “white-supremacy culture” that school administrators are directed to avoid:

1. Perfectionism
2. Sense of Urgency
3. Defensiveness
4. Quantity over Quality
5. Worship of the Written Word
6. Only one right way
7. Paternalism
8. Either/or thinking
9. Power Hoarding
10. Fear of Open Conflict
11. Individualism
12. Progress is Bigger, More
13. Objectivit
14. Right to Comfort

Chancellor Carranza’s openly race-based perspective is explosive. His 14-point mandatory training program assumes “implicit bias” and “white privilege.” His directive creates reverse discrimination and a doctrine of “toxic whiteness.” Instead of embracing Martin Luther King, Chancellor Carranza has chosen civil rights activist Malcolm X to emulate. Malcolm X, a black separatist and supremacist, advocated against racial integration. Instead of supporting an American family of equality, integration, and equal opportunity, Malcolm X indicted the white community and blamed “whitey” for the failures in the black community.

In a letter addressed to Dr. King on July 31, 1963, Malcolm X describes the power of racial tensions saying, “A racial explosion is more destructive than a nuclear explosion.” Malcolm X, minister of Muhammad’s New York Mosque at the time, sarcastically acknowledged the “minor” differences between his own approach and that of Dr. King.

Failed university policies of racial divisiveness are being repeated in New York schools by Chancellor Carranza, and are supported by his leftist boss Mayor Bill de Blasio. De Blasio, a radical socialist/communist, understands the long game of social chaos that racial divisiveness necessarily generates.

Race-based policies will fail in K-12 just as they failed in universities. Instead of Dr. King’s dream of harmony and respect, Carranza’s racial policies encourage the nightmare of racial divisiveness and anarchy.

America is based on equal opportunity – not equal outcome. Competence is the mother of self-esteem. If administrators want to develop students who become citizens with self-esteem, they must abandon the failed strategy of artificially leveling the playing field and insist upon equal opportunity for all students white, black, brown, or yellow. Only then will America reunite and judge each other by the content of character and not the color of our skin.

Resegregation is not a humanitarian effort that respects the black experience. It is a sinister exploitation of black students that fuels their anger and makes them useful to the revolution. Social chaos is the prelude to tyranny. The humanitarian hoax of black-only college graduations is the deeply dividing intentional fomenting of racism designed to tear America apart and make it ungovernable.

Esegregation is the humanitarian hoax designed to ignite racial tensions that will trigger the nuclear explosion of anarchy that Malcolm X predicted. Anarchy is the leftist strategy for seismic social change designed to make America socialist – the necessary precursor to one world government. Game over.

EDITORS NOTE: This Goudsmit Pundicity column is republished with permission. All rights reserved.

Parents, Catholics and Muslims join together to denounce ‘gender ideology’ as ‘anti-science and anti-reason’

In a June 10, 2019 document entitled “Male and Female He Created Them” the Congregation for Catholic Education (CCE)wrote:

The Christian vision of anthropology sees sexuality as a fundamental component of one’s personhood. It is one of its mode of being, of manifesting itself, communicating with others, and of feeling, expressing and living human love. Therefore, our sexuality plays an integral part in the development of our personality and in the process of its education: “In fact, it is from [their] sex that the human person receives the characteristics which, on the biological, psychological and spiritual levels, make that person a man or a woman, and thereby largely condition his or her progress towards maturity and insertion into society”. As each person grows, “such diversity, linked to the complementarity of the two sexes, allows a thorough response to the design of God according to the vocation to which each one is called”. In the light of this, “affective-sex education must consider the totality of the person and insist therefore on the integration of the biological, psycho-affective, social and spiritual elements.” [Emphasis added]

This document comes as parents are increasingly objecting to new sex education courses in public schools that promote homosexuality.

In the United Kingdom this has lead to a growing national movement involving parents, Muslims and Christians, who are speaking out against “gender ideology” classes that “indoctrinate” their children. Watch this BBC video:

The CCE notes:

6. If we wish to take an approach to the question of gender theory that is based on the path of dialogue, it is vital to bear in mind the distinction between the ideology of gender on the one hand, and the whole feld [sic] of research on gender that the human sciences have undertaken, on the other. While the ideologies of gender claim to respond, as Pope Francis has indicated, “to what are at times understandable aspirations”, they also seek “to assert themselves as absolute and unquestionable, even dictating how children should be raised”, and thus preclude dialogue. [Emphasis added]

There is a growing push back against “gender ideology” as currently presented to children.

MassResistance in an August 24, 2014 column entitled “Introducing kids to adult/youth “gay clubs” in communities, outside of schools. A dangerous intro to “gay sex.” warned:

Probably the fastest and most dangerous way that schoolchildren are introduced to homosexual behavior is through adult-youth “community” gay clubs, which are run by homosexual (and transgender) activist adults and seek to attract local high school and middle school children.

[ … ]

How dangerous can these clubs get?  Most parents and public officials don’t have a clue.  Back in 2007 MassResistance posted a shocking public letter written by a 20-year-old homosexual activist in Maine describing the abuses going on by adults to kids in the local “gay youth” club. It included his own admission of sexual relations with two younger boys.

We have been writing about the introduction of the absurdity that one can “choose” their gender. Gender is determined at birth. Biology and science tell us so. To teach otherwise goes against science and culture. Parents are getting the word led by Catholics and Muslims alike.

RELATED VIDEO: To Defend The Children.

RELATED ARTICLES:

How socialism violates all Ten Commandments

Are Abortion & Gay Rights American Values?

“MALE AND FEMALE HE CREATED THEM” – Towards a Path of Dialogue on the Question of Gender Theory in Education

LGBT movement organizing to mandate “gay history” in schools across America

Goal of “gay” programs in schools: Persuade kids to “come out” early as homosexuals. Here’s how they do it —

Rogue Embassies: Along for the Pride?

VIDEO: Leftists vs Muslims at UK schools Goes National

Andy Ngo (@MrAndyNgo)

For years, those who spoke of this issue were demonized as the ones who had the problem. Now that this issue is here, what solution do the progressives have? BBC on the clash between fundamentalist Muslims (who have immense reach & power) & LGBT community:

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New Vatican document says gender theory is ‘cultural and ideological revolution’

BBC Infuriates Trans Activists By Exploring Both Sides Of Trans Athlete Debate

100 Reasons to Homeschool Your Kids

This is my 100th article at FEE.org, so here are 100 reasons to homeschool your kids!

  1. Homeschoolers perform well academically.
  2. Your kids may be happier.
  3. Issues like ADHD might disappear or become less problematic.
  4. It doesn’t matter if they fidget.
  5. YOU may be happier! All that time spent on your kids’ homework can now be used more productively for family learning and living.
  6. You can still work and homeschool.
  7. And even grow a successful business while homeschooling your kids.
  8. Your kids can also build successful businesses, as many grown unschoolers become entrepreneurs.
  9. You can be a single parent and homeschool your kids.
  10. Your kids can be little for longer. Early school enrollment has been linked by Harvard researchers with troubling rates of ADHD diagnosis. A year can make a big difference in early childhood development.
  11. Some of us are just late bloomers. We don’t all need to be on “America’s early-blooming conveyor belt.”
  12. Then again, homeschooling can help those kids who might be early bloomers and graduate from college at 16.
  13. Whether early, late, or somewhere in the middle, homeschooling allows all children to move at their own pace.
  14. You can choose from a panoply of curriculum options based on your children’s needs and your family’s educational philosophy.
  15. Or you can focus on unschooling, a self-directed education approach tied to a child’s interests.
  16. Homeschooling gives your kids plenty of time to play! In a culture where childhood free play is disappearing, preserving play is crucial to a child’s health and well-being.
  17. They can have more recess and less homework.
  18. You can take advantage of weekly homeschool park days, field trips, classes, and other gatherings offered through a homeschooling group near you.
  19. Homeschooling co-ops are growing, so you can find support and resources.
  20. Homeschooling learning centers are sprouting worldwide, prioritizing self-directed education and allowing more flexibility to more families who want to homeschool.
  21. Parks, beaches, libraries, and museums are often less crowded during school hours, and many offer programming specifically for homeschoolers.
  22. You’re not alone. Nearly two million US children are homeschooled, and the homeschooling population is increasingly reflective of America’s diversity. In fact, the number of black homeschoolers doubled between 2007 and 2011.
  23. One-quarter of today’s homeschoolers are Hispanic-Americans who want to preserve bilingualism and family culture.
  24. Some families of color are choosing homeschooling to escape what they see as poor academic outcomes in schools, a curriculum that ignores their cultural heritage, institutional racism, and disciplinary approaches that disproportionately target children of color.
  25. More military families are choosing homeschooling to provide stability and consistency through frequent relocations and deployments.
  26. While the majority of homeschoolers are Christians, many Muslim families are choosing to homeschool, as are atheists.
  27. Homeschooling has wide bipartisan appeal.
  28. More urban parents are choosing to homeschool, prioritizing family and individualized learning.
  29. Religious freedom may be important to many homeschooling families, but it is not the primary reason they choose to homeschool. “Concern about the school environment, such as safety, drugs, or negative peer pressure” is the top motivator according to federal data.
  30. Fear of school shootings and widespread bullying are other concerns that are prompting more families to consider the homeschooling option.
  31. Some parents choose homeschooling because they are frustrated by Common Core curriculum frameworks and frequent testing in public schools.
  32. Adolescent anxiety, depression, and suicide decline during the summer, but Vanderbilt University researchers found that suicidal tendencies spike at back-to-school time. (This is a pattern opposite to that of adults, who experience more suicidal thoughts and acts in the summertime.) Homeschooling your kids may reduce these school-induced mental health issues.
  33. It will also prevent schools from surreptitiously collecting and tracking data on your child’s mental health.
  34. Your kids’ summertime can be fully self-directed, as can the rest of their year.
  35. That’s because kids thrive under self-directed education.
  36. Some kids are asking to be homeschooled.
  37. And they may even thank you for it.
  38. Today’s teens aren’t working in part-time or summer jobs like they used to. Homeschooling can offer time for valuable teen work experience.
  39. It can also provide the opportunity to cultivate teen entrepreneurial skills.
  40. Your kids don’t have to wait for adulthood to pursue their passions.
  41. By forming authentic connections with community members, homeschoolers can take advantage of teen apprenticeship programs.
  42. Some apprenticeship programs have a great track record on helping homeschoolers build important career skills and get great jobs.
  43. Self-directed learning centers for teen homeschoolers can provide a launchpad for community college classes and jobs while offering peer connection and adult mentoring.
  44. With homeschooling, you can inspire your kids to love reading.
  45. Maybe that’s because they will actually read books, something one-quarter of Americans reported not doing in 2014.
  46. Your kids might even choose to voluntarily read financial statements or do worksheets.
  47. You can preserve their natural childhood creativity.
  48. Schools kill creativity, as Sir Ken Robinson proclaims in his TED Talk, the most-watched one ever.
  49. Homeschooling might even help your kids use their creativity in remarkable ways, as other well-known homeschoolers have done.
  50. With homeschooling, learning happens all the time, all year round. There are no arbitrary starts and stops.
  51. You can take vacations at any time of the year without needing permission from the principal.
  52. Or you can go world-schooling, spending extended periods of time traveling the world together as a family or letting your teens travel the world without you.
  53. Your kids can have healthier lunches than they would at school.
  54. And you can actually enjoy lunch with them rather than being banned from the school cafeteria.
  55. Your kids don’t have to walk through metal detectors, past armed police officers, and into locked classrooms in order to learn.
  56. You can avoid bathroom wars and let your kids go to the bathroom wherever and whenever they want—without raising their hand to ask for permission.
  57. Research shows that teen homeschoolers get more sleep than their schooled peers.
  58. Technological innovations make self-education through homeschooling not only possible but also preferable.
  59. Free, online learning programs like Khan AcademyDuolingoScratchProdigy Math, and MIT OpenCourseWare complement learning in an array of topics, while others, like Lynda.com and Mango, may be available for free through your local public library.
  60. Schooling was for the Industrial Age, but unschooling is for the future.
  61. With robots doing more of our work, we need to rely more on our distinctly human qualities, like curiosity and ingenuity, to thrive in the Innovation Era.
  62. Homeschooling could be the “smartest way to teach kids in the 21st century,” according to Business Insider.
  63. Teen homeschoolers can enroll in an online high school program to earn a high school diploma if they choose.
  64. But young people don’t need a high school diploma in order to go to college.
  65. Many teen homeschoolers take community college classes and transfer into four-year universities with significant credits and cost-savings. Research suggests that community college transfers also do better than their non-transfer peers.
  66. Homeschooling may be the new path to Harvard.
  67. Many colleges openly recruit and welcome homeschoolers because they tend to be “innovative thinkers.”
  68. But college doesn’t need to be the only pathway to a meaningful adult life and livelihood. Many lucrative jobs don’t require a college degree, and companies like Google and Apple have dropped their degree requirements.
  69. In fact, more homeschooling families from the tech community in Silicon Valley and elsewhere are choosing to homeschool their kids.
  70. Hybrid homeschooling models are popping up everywhere, allowing more families access to this educational option.
  71. Some of these hybrid homeschool programs are public charter schools that are free to attend and actually give families access to funds for homeschooling.
  72. Other education choice mechanisms, like Education Savings Accounts (ESAs) and tax-credit scholarship programs, are expanding to include homeschoolers, offering financial assistance to those families who need and want it.
  73. Some states allow homeschoolers to fully participate in their local school sports teams and extracurricular activities.
  74. Homeschooling may be particularly helpful for children with disabilities,like dyslexia, as the personalized learning model allows for more flexibility and customization.
  75. Homeschooling is growing in popularity worldwide, especially in IndiaAustralia, the United KingdomIsrael, and even in China, where it’s illegal.
  76. Homeschooling grants children remarkable freedom and autonomy, particularly self-directed approaches like unschooling, but it’s definitely not the Lord of the Flies.
  77. Homeschooling allows for much more authentic, purposeful learning tied to interests and everyday interactions in the community rather than contrived assignments at school.
  78. Throughout the American colonial and revolutionary eras, homeschooling was the norm, educating leaders like George Washington and Abigail Adams.
  79. In fact, many famous people were homeschooled.
  80. And many famous people homeschool their own kids.
  81. Your homeschooled kids will probably be able to name at least one right protected by the First Amendment of the US Constitution, something 37 percent of adults who participated in a recent University of Pennsylvania survey couldn’t do.
  82. Homeschooling can be preferable to school because it’s a totally different learning environment. As homeschooling pioneer John Holt wrote in Teach Your Own: “What is most important and valuable about the home as a base for children’s growth in the world is not that it is a better school than the schools but that it isn’t a school at all.”
  83. Immersed in their larger community and engaged in genuine, multi-generational activities, homeschoolers tend to be better socialized than their schooled peers. Newer studies suggest the same.
  84. Homeschoolers interact daily with an assortment of people in their community in pursuit of common interests, not in an age-segregated classroom with a handful of teachers.
  85. Research suggests that homeschoolers are more politically tolerant than others.
  86. They can dig deeper into emerging passions, becoming highly proficient.
  87. They also have the freedom to quit.
  88. They can spend abundant time outside and in nature.
  89. Homeschooling can create strong sibling relationships and tight family bonds.
  90. Homeschooling is legal in all 50 US states and has been since 1993, but regulations vary widely by state.
  91. In spite of ongoing efforts to regulate homeschoolers, US homeschooling is becoming less regulated.
  92. That’s because homeschooling parents are powerful defenders of education freedom.
  93. Parents can focus family learning around their own values, not someone else’s.
  94. Homeschooling is one way to get around regressive compulsory schooling laws and put parents back in charge of their child’s education.
  95. It can free children from coercive, test-driven schooling.
  96. It is one education option among many to consider as more parents opt-out of mass schooling.
  97. Homeschooling is the ultimate school choice.
  98. It is inspiring education entrepreneurship to disrupt the schooling status quo.
  99. And it’s encouraging frustrated educators to leave the classroom and launch their own alternatives to school.
  100. Homeschooling is all about having the liberty to learn.

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