“We” Should Not Regulate Homeschooling

Modern homeschooling encompasses an array of different educational philosophies and practices, from school-at-home methods to unschooling to hybrid homeschooling.


The desire to control other people’s ideas and behaviors, particularly when they challenge widely-held beliefs and customs, is one of human nature’s most nefarious tendencies. Socrates was sentenced to death for stepping out of line; Galileo almost was. But such extreme examples are outnumbered by the many more common, pernicious acts of trying to control people by limiting their individual freedom and autonomy. Sometimes these acts target individuals who dare to be different, but often they target entire groups who simply live differently. On both the political right and left, efforts to control others emerge in different flavors of limiting freedom—often with “safety” as the rationale. Whether it’s calls for Muslim registries or homeschool registries, fear of freedom is the common denominator.

A recent example of this was an NPR story that aired last week with the headline, “How Should We Regulate Homeschooling?” Short answer: “We” shouldn’t.

The episode recycled common claims in favor of increased government control of homeschooling, citing rare instances in which a child could be abused or neglected through homeschooling because of a lack of government oversight. Of course, this concern ignores the rampant abuse children experience by school teachers and staff people in government schools across the country.

Just last month, for example, two public school teachers in California pleaded guilty to sexually assaulting a student, a public school teacher in New Mexico was convicted of sexually assaulting a second grader after already being convicted of sexually assaulting two fourth graders, two public school employees in Virginia were charged with abusing six, nonverbal special needs students, and the San Diego Unified School District in California is being sued because one of its teachers pleaded guilty to repeated sexual abuse and intimidation of a student.

Child abuse is horrific, regardless of where it takes place; but the idea that government officials, who can’t prevent widespread abuse from occurring in public schools, should regulate homeschooling is misguided. Many parents choose to homeschool because they believe that learning outside of schooling provides a safer, more nurturing, and more academically rigorous educational environment for their children. The top motivator of homeschooling families, according to the most recent data from the US Department of Education, is “concern about the environment of other schools.” Being regulated by the flawed government institution you are fleeing is statism at its worst.


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Brian Ray, Ph.D., director of the National Home Education Research Institute, offered strong counterpoints in the otherwise lopsided NPR interview, reminding listeners that homeschooling is a form of private education that should be exempt from government control and offering favorable data on the wellbeing, achievement, and outcomes of homeschooled students.

Homeschooling continues to be a popular option for an increasingly diverse group of families. As its numbers swell to nearly two million US children, the homeschooling population is growing demographically, geographically, socioeconomically, and ideologically heterogeneous. Homeschooling families often reject the standardized, one-size-fits-all curriculum frameworks and pedagogy of public schools and instead customize an educational approach that works best for their child and family.

With its expansion from the margins to the mainstream over the past several decades, and the abundance of homeschooling resources and tools now available, modern homeschooling encompasses an array of different educational philosophies and practices, from school-at-home methods to unschooling to hybrid homeschooling. This diversity of philosophy and practice is a feature to be celebrated, not a failing to be regulated.

The collective “we” should not exert control over individual freedom or try to dominate difference. “We” should just leave everyone alone.

COLUMN BY

Kerry McDonald

Kerry McDonald is a Senior Education Fellow at FEE and author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019). She is also an adjunct scholar at The Cato Institute and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly newsletter on parenting and education here.

RELATED ARTICLE: Harvard Study Shows the Dangers of Early School Enrollment

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

What is online porn teaching our children? Decades of research document the untold harm of pornography.

Last year groups like Protect Young Eyes testified before the US Senate Judiciary Committee in an effort to seek better and more objective rating systems for phone apps that often appeal to children but may play host to pornographic content. Numerous states, meanwhile, recently followed Utah’s lead in passing resolutions declaring pornography “a public health crisis.”

Reacting to such efforts, some have voiced personal scepticism, citing an “absence of any credible research” on the negative effects of pornography. Is there really no credible research regarding societal harms of sexually explicit material? Is a shrug of the shoulders the appropriate response to the modern proliferation of pornography and the ease with which it is now accessed by minors?

Decades of research document myriad harms of pornography, hardly justifying a laissez faire attitude toward adolescent exposure to sexually explicit material. There are strong correlations, for example, between early encounters with pornography and potentially unhealthy sexual pathologies and behaviors.

As just one of many examples, with respect to the impact of early porn exposure on attitudes toward women, Alyssa Bischmann, a researcher at the University of Nebraska-Lincoln, has found “that the younger a man was when he first viewed pornography, the more likely he was to want power over women.”

A recent German study, meanwhile, has further found that adult women who viewed pornography were much more likely to engage in “submissive” sexual behavior. The authors suggest that pornography was providing “scripts” that were then acted out by viewers. Others contend, of course, that correlation does not prove causation, and it’s possible that pre-existing sexual interests lead to porn consumption and not the other way around.

A more circular relationship seems likely. A person has a particular interest and goes online to find out more. Interest in sex is biologically normal, but porn provides harmful scripts shaping sexual interest. As daily crime report headlines attest, what sexual media promotes, children, teens, and adults may ‘buy into’ or be attracted to when it comes to sex.

What are the scripts porn invites its users to ‘buy into’? Is there reason for concern?

As a society, it’s perfectly reasonable to voice concerns regarding the kinds of sexual “scripts” and socialization children, teens, and adults may encounter online. Indeed, society’s collective well-being depends, in large measure, on the life scripts we all learn and choose to adopt. This is not to say that any of us are merely the products of our environment, but there’s little disagreement that careful attention to child nurturing and caution concerning socialization, sexual or otherwise, provides a healthy pathway from adolescence to adulthood.

In studying religious teenagers, for example, scholar Kenda Creasy Dean found that those who were less likely to engage in “high-risk behavior” and who were “the most positive, healthy, hopeful, and self-aware” were heavily influenced by “religiously articulate adults.” The life scripts learned from “the rich relational soil of families, congregations, and mentor relationships” provided models for young people to “see what faithful lives look like, and encounter the people who love them enacting a larger story of divine care and hope.”

By contrast, what relationship models and sexual scripts do children discover when confronted by gratuitous forms of pornography?

Studying the effects of prolonged consumption of pornography on family values, Zillman and Bryant found that, in contrast to a control group, young adults exposed to pornography were less likely to consider marriage an essential institution and had less desire to have children; they were more likely to view male and female promiscuity as natural and to accept “male dominance and female servitude.”

Far from “rich relational soil,” porn’s sexually explicit scripts train viewers to focus solely (even obsess) on the physical gratification of sexual experience, altogether ignoring relational regard, respect, or ethics, as well as the emotional, psychological, and yes, spiritual elements of human sexuality. Porn scripts its users for eroticism, objectification, promiscuity, and misogyny, altogether denying the humanity of sexual intimacy.

Pornography presents and caters to a one-dimensional, me-focused sexual experience. In these scripts, the rich, fully realized view of others and of the self is too often lost completely. Porn is myopic about personal gratification, obsessed with it, without regard to enriching and bonding relationships through sexual caring and commitment.

Porn doesn’t regard or script for relationship attachment, genuine connection, or committed caring for each other. Instead of fidelity, users often encounter scripts of promiscuity. Such scripts don’t inconvenience physical gratification with relational boundaries, constraints, or consequences—absent is the inter-personal accountability so central to sustainable real-life relationships.

In place of true intimacy, pornography scripts for objectification and sexualization of others—viewing the other (and oneself) not as a person but as a series of sexual parts and triggers. Along the way, as some porn users dehumanize one another and real-life relationships inevitably suffer, misogyny—a dislike of, contempt for, or ingrained prejudice against women—can creep in.

When it comes to our children’s education, eroticism, objectification, promiscuity, and misogyny are unlikely on any parent’s list of ideal lessons for sexual wholeness and well-being. These scripts are no better for adults’ sexual wholeness and well-being, either. Stable marriages depend in part on the biological, emotional, relationship, and spiritual bonding experience that sexual union can contribute to. The very biological dimensions of sex include what scholars call our “cuddle chemicals,” released following sexual experiences, that promote couple bonding. Pornographic material works hard to turn attention away from such attachment bonding and commitment.

From this flows another, indirect harm to children. Stable marriages support stable families, and children need families. Human children, unlike other offspring, need upwards of twenty years or more to grow, develop, and reach maturity. So a durable, reliable parental support system and family training ground, there for the long-haul of family life, is vital.

Sexuality focused on the couple relationship and secure attachment supports the couple bond, and the couple bond in turn helps sustain family life. Sexuality is biologically designed to support couple attachment, yet pornography is more often all-in on diverting attention away from and dangerously undercutting the connection of sexuality to attachment bonding. Porn’s scripts neither educate or socialize us toward bonding and commitment.

Because we care about marriage and family—the very fabric of society and a fulfilling life rich with meaningful connection—we must also care about the kind of sexual education children receive. To the degree porn threatens sexual wholeness and well-being and weakens the relationship fabric of our lives and society, it’s not irrational to see the ease and frequency with which children now access online pornography as a serious public health issue.

We ignore at our peril the kind of anti-relationship sexual education that porn promotes to children, teens, and adults. In addition to the deeply concerning social science regarding exposure to pornography—by children, teens, or adults—common-sense suggests that we can and should seek greater enforcement and retooling of laws already on the books designed to keep porn away from children in an age of cellphones and easy online access.

When the relationship education of our children suffers, and when porn’s scripts erode vital human connections, commitments, and ethics, our social fabric starts to fray. Sound, research-based policies, coupled with vigilant parenting and other social safeguards, and combined with positive relationship socialization can hopefully help to foster healthy sexual ideals, improving the well-being of youths and mending the tapestry of our shared future.

COLUMN BY

Daniel Hilton Hal Boyd , Jacob Gossner Julie Haupt and Mark Butler

Mark ButlerHal Boyd, and Julie Haupt are professors in Brigham Young University’s School of Family Life. Jacob Gossner is an undergraduate student at BYU and Daniel Hilton is a graduate student at Indiana Wesleyan University.

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

The Demise of the Private Colleges

Private colleges are in financial straits, induced by their own progressive policies.


Private colleges are in serious financial trouble.  According to Bloomberg, they may have to merge with others or close their doors.  The seeds planted by the “homeless, tempest-tossed” academics from Frankfurt, Germany, 84 years ago, are now bearing fruit.

The private colleges are yet another casualty of the plot against American values and exceptionalism initiated by those outcasts from the Frankfurt School of Social Theory who arrived in New York, in 1935.  The theorists began their long march through the Institutions,” including higher education, changing the system that was among the best in the world, and poisoning the wells as they advanced.  Whether fools or rogues, they soon realized that the Judeo-Christian West’s superiority could only be destroyed from within, by having their operatives join the machinery of the old institutions, and by collaborating with Third World liberation movements and other dissident minority.  It would take some generations, but the prize of the most envied capitalist country in the world – America and the Free West — was worth their patience.

The learned academics within the private colleges readily complied with the new Common Core curricula, textbooks, teaching films and scripts, recognizing the Frankfurt stamp of approval.  They introduced identity politics, which now requires a six-figure professional to help the children cope with the resultant tribalism and victimhood – sorely needed funds down the drain.

They welcomed new professors who spew antisemitism and anti-Americanism and stood mutely by while guest speakers with opposing opinions were jeered out of the lecture halls.  The students are emerging as leftists, socialists, communists, and Islamists, decidedly ignorant in every discipline, but eagerly engaged in social justice courses, community organizing, political protests, and deadly violence to destroy the spirit of freedom and the soul of our nation.  Critical Theory has taught the younger generation to break down fences before they understand why they were erected.

These are the rebels with a thousand empty causes, the socialists who will not support their universities, but who will expect compassion.  Unsurprisingly, this is affecting the coffers of Academe; the alarms have been sounded.

The business of destroying American education from within is gathering momentum.  As  Walter E. Williams explained in Fraud in Higher  Education, only 37% of white college students test as college-ready, but 70% are admitted, and  only 17% of black high school graduates test as college-ready, but 58% are admitted, with most unable to read, write, and do math at 12th grade level.  Forty percent of college students require developmental math and English classes at an annual cost of ~$7 billion.  Only 25 percent of students who took the ACT in 2012 met the readiness benchmarks in English, reading, math and science.  Students are advanced by their racenot by achievement, showing no significant improvement in critical thinking, complex reasoning and writing by the end of their sophomore year.  Education Secretary Betsy deVos just confirmed, “The country is in a student achievement crisis.”

Ronald Reagan famously said, ”Freedom is never more than one generation away from extinction.” Every generation must uphold the legacy of freedom and to do so, it must understand the origins of democracy, our government structure, rights and responsibilities, and methods of public engagement.  But the work of the so-called Progressives (ultra Regressives) has brought the knowledge of civics and government to an all-time low.  Some young people are even learning tolerance and social justice from books supplied by the Southern Poverty Law Center, an FBI-recognized global and domestic terrorism-inspiring hate group, a perfect example of the bedfellows recommended by the Frankfurt outcasts.

National pride and patriotism are slated for destruction, corroborated by history classes that use Howard Zinn’s “A People’s History of the United States,” which focuses on the communist’s views of America’s historic injustice, with its dubious evidence and conclusions.  America is shown as colonialist oppressor of the poor and disenfranchised, with no reference to our 13th amendment to the Constitution that abolished slavery here.  The students are intentionally dumbed down about America’s history, and taught to accept a whitewashed Islam and Communism.  Their violence against the monuments is denial of our history and extends to disrespect and breakdown of our laws and law enforcement.

Progressives vilify our national pride and corrupt public trust so as to destroy our society and reconstruct it into another – hideous – image, with the morale or soul of the generation siphoned out.  Therefore, the bulk of high-quality fiction, poetry, theater and other imaginative and inspiring texts are replaced by informational prose, newspaper and social media stories – dry topics of social studies designed to enervate the individual and discourage reading.  Instead of topics that encourage and inspire, young teens read of emotional difficulties and social justice issues – topics such as teen angst, bullying and sexual harassment, underage drinking, sexual molestation, complex relationships in dysfunctional families, and suicide.  These depressing social issues, irrespective of the students’ emotional maturity, may well have a direct correlation to their increased suicide ratedoubled for boys and tripled for girls.  Our thirty million illiterate adults are a step toward the illiteracy of despotic regimes.

The intellectual depletion shows our 15-year-olds to be lagging behind in math at 39th of their peers in 69 other countries.  These are not “cultural differences,” as math is the most concrete and easiest way to judge across cultures.  Common Core math offers a “one size fits all” approach that holds the children back and thwarts autonomy.  DeVos reported that eighth graders failed to meet the low standard of the ‘90s, sinking below their predecessors from two years earlier.

In an unexpected twist, Progressives have found some inspiration in Islam and the two are now cooperating to destroy and restructure the society that has nourished them.  Common Core includes the study of LGBTQ history for a full year, with transgender organizations, activists, and websites abetting gender confusion, encouraging life-altering “treatments” that damage their bodies and mental health.  This is sold as “inclusivity,” but is a step toward fully accepting and imitating the Islamic family unit of one man with four wives as young as age 7, and the approval of pedophilia.  The Islamic family unit is a hotbed of dysfunction, complete with rivalry, tension, childhood rape, stealth homosexuality, blame, shame, and extreme violence.

The closer we come to emulating Islam, the further we fall from grace, from the morality of Judaism and Christianity, until we become no better than lower species.  Quotes from Islam’s most famous spokesman, Ayatollah Kohomeini, provided only partially here, may be found on the Internet: Sex and Islam.

Pedophilia and Bestiality in Islam, by Jennifer King, stipulates that all Muslims are ordered to imitate Muhammad’s perfect example in thought, word and deed.  The Prophet engaged in bestiality; it is not forbidden, but bathing instructions must be followed.

The traditional family, based on fidelity, is the surest bastion against the collective-hive society that is being planned for us.  For this reason, schools are increasing sexualization even in Kindergarten, encouraging masturbation, sexual intimacy and intercourse. The comparison with Islamic practice is inescapable: the man has no need to develop self-control and the woman is responsible only to him, invisible, covered from head to toe and obedient under the threat of rape or death.  The Progressive is coalescing with the Islamic mindset to shape the future agenda.  The schools have replaced our Judeo-Christian values with a shared commitment to social causes – racism, supremacism, climate change, America’s evils, boycotting Israel, gun control, unlimited abortion, and more.

David Coleman was the architect of the Common Core standards.  It was developed by a leftist-Washington-based think tank, Achieve, and funded with millions of dollars from the Bill and Melinda Gates Foundation, the American Civil Liberties Union, the Center for American Progress, and others, allies of the left and George Soros groups.  Coleman’s vision was profoundly flawed, and parents were not consulted.

Secretary of Education Betsy deVos admitted, “The results are, frankly, devastating.”  Literacy and civics must be made a national priority and it is time to denounce what socialism is doing to our children. This is America’s wake-up call.

How Colleges Dupe Parents and Taxpayers

Colleges have been around for centuries. College students have also been around for centuries. Yet, college administrators assume that today’s students have needs that were unknown to their predecessors. Those needs include diversity and equity personnel, with massive budgets to accommodate.

According to Minding the Campus, Penn State University’s Office of Vice Provost for Educational Equity employs 66 staff members. The University of Michigan currently employs a diversity staff of 93 full-time diversity administrators, officers, directors, vice provosts, deans, consultants, specialists, investigators, managers, executive assistants, administrative assistants, analysts, and coordinators. Amherst College, with a student body of 1,800 students employs 19 diversity people.

Top college diversity bureaucrats earn six-figure salaries, in some cases approaching $500,000 per year. In the case of the University of Michigan, a quarter (26) of their diversity officers earn annual salaries of more than $100,000. If you add generous fringe benefits and other expenses, you could easily be talking about $13 million a year in diversity costs. The Economist reports that University of California at Berkeley has 175 diversity bureaucrats.

Diversity officials are a growing part of a college bureaucracy structure that outnumbers faculty by 2 to 2.5, depending on the college. According to “The Campus Diversity Swarm,” an article from Mark Pulliam, a contributing editor at Law and Liberty, which appeared in the City Journal, diversity people assist in the cultivation of imaginary grievances of an ever-growing number of “oppressed” groups.


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Pulliam writes:

The mission of campus diversity officers is self-perpetuating. Affirmative action (i.e., racial and ethnic preferences in admissions) leads to grievance studies. Increased recognition of LGBTQ rights requires ever-greater accommodation by the rest of the student body.

Protecting “vulnerable” groups from “hate speech” and “microaggressions” requires speech codes and bias-response teams (staffed by diversocrats). Complaints must be investigated and adjudicated (by diversocrats). Fighting “toxic masculinity” and combating an imaginary epidemic of campus sexual assault necessitate consent protocols, training, and hearing procedures—more work for an always-growing diversocrat cadre. Each newly recognized problem leads to a call for more programs and staffing.

Campus diversity people have developed their own professional organization, the National Association of Diversity Officers in Higher Education. They hold annual conferences, the last one in Philadelphia. The NADOHE has developed standards for professional practice and a political agenda, plus a Journal of Diversity in Higher Education, which is published by the American Psychological Association.

One wonders just how far spineless college administrators will go when it comes to caving in to the demands of campus snowflakes who have been taught that they must be protected against words, events, and deeds that do not fully conform to their extremely limited, narrow-minded beliefs built on sheer delusion.

Generosity demands that we forgive these precious snowflakes and hope that they eventually grow up. The real problem is with people assumed to be grown-ups—college professors and administrators—who serve their self-interest by tolerating and giving aid and comfort to our aberrant youth.

Unless the cycle of promoting and nursing imaginary grievances is ended, diversity bureaucracies will take over our colleges and universities, supplanting altogether the goal of higher education.

“Diversity” is the highest goal of students and professors who openly detest those with whom they disagree. These people support the very antithesis of higher education with their withering attacks on free speech.

Both in and out of academia, the content of a man’s character is no longer as important as the color of his skin, his sex, his sexual preferences, or his political loyalties. That’s a vision that spells tragedy for our nation.

COPYRIGHT 2020 CREATORS.COM

COMMENTARY BY

Walter E. Williams is a columnist for The Daily Signal and a professor of economics at George Mason University. Twitter: .


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Next year, absolutely everything is on the line. The Left won’t pull any punches. They stand ready to trade the principles of the American founding for the toxic European socialism that has failed so many times before.

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

VIDEO: 8th Place — A High School Girl’s Life After Transgender Students Join Her Sport

When two high school athletes who were born male but identify as female took first and second place at Connecticut’s girls indoor track championship this year, it wasn’t just a local news story.

To some, it was a story of triumph and courage. The winner, a junior from Bloomfield High School, set a girls state indoor record of 6.95 seconds in the 55-meter dash, and went on to win the New England titles in both the 55-meter dash and the 300-meter dash.

To others, it was a story of shock and disappointment: Is this the end of women’s sports?

To Selina Soule, a 16-year-old runner from Glastonbury, it was personal.


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A junior, Selina missed qualifying for the 55-meter in the New England regionals by two spots. Two spots, she said, that were taken by biological boys.

Had the boys who identify as girls not been allowed to compete, Selina would have placed sixth, qualifying to run the 55 in front of college coaches at the New England regionals.

Instead, she placed eighth, watching the 55 from the sidelines after qualifying in only the long jump, an event in which the transgender athletes didn’t compete.

“It’s very frustrating and heartbreaking when us girls are at the start of the race and we already know that these athletes are going to come out and win no matter how hard you try,” Selina told The Daily Signal. “They took away the spots of deserving girls, athletes … me being included.”F

While the debate over transgender athletes and fairness is complex, the situation in Connecticut has brought forth another complicating layer: Plenty of parents and high school girls appear to object to the participation of biological boys in girls sports, but fearing public bullying and backlash, they’re not speaking out.

Publicly, at least.

The stakes of remaining silent are high: Policies are being formed in real time at the local, state, and federal levels regarding transgender individuals, student athletes, and sports.

Most prominently, on March 13, House Speaker Nancy Pelosi introduced HR 5, the Equality Act, a bill that would add “sexual orientation” and “gender identity” as protected classes under federal civil rights law.

The legislation would create a civil right for male athletes to self-identify as females at any time, critics say, without any evidence of physical changes to their bodies.

A Voice for the Voiceless

When the Connecticut Interscholastic Athletic Conference, or CIAC, said biological boys who identify as girls can compete as girls in sports, most track athletes remained mum.

Connecticut is one of 17 states that allow transgender high school athletes to compete without restrictions, according to Transathlete.com, a website that tracks state policies in high school sports across the country.

Encouraged by her mother, Bianca Stanescu, who has been in the forefront in challenging the state policy, Selina is one of the few students, if not the only one, giving a voice to countless others who appear to feel the same way.

“Everyone is afraid of retaliation from the media, from the kids around their school, from other athletes, coaches, schools, administrators,” Selina explained. “They don’t want to drag attention to themselves, and they don’t want to be seen as a target for potential bullying and threats.”

In a visit to the Nutmeg State, The Daily Signal spoke with four other track athletes from two high schools in Connecticut. Echoing Selina’s sentiments, they asked to remain anonymous.

“I think it’s a very important thing for people to really understand where we’re coming from, instead of just immediately going to, ‘We’re transphobic,’” one said. “Just the way that our society is built, it snaps on people so quickly.”

“We live in such a cruel world, and society is just so hard to figure out sometimes,” another girl told The Daily Signal. “You never know what the reaction is going to be. It’s so hard because you want your voice to be heard … but, how can you know what to say that will affect things positively, instead of people twisting what you’re saying and turning it against you?”

‘An Equality Issue’

The girls’ parents, too, expressed a high level of concern for protecting their daughters’ identities, not even wanting to identify them by high school.

Connecticut is made up of small towns, the parents explained, and given the relatively small number of athletes affected, people can connect the dots.

“There’s really nothing else you can do except get super frustrated and roll your eyes,” the first girl said, “because it’s really hard to even come out and talk in public just because of the way with the far left, and how just immediately you’ll just be shut down.”

“It’s not like we’re saying that we don’t like transgender people,” she added. “It’s just an equality issue where these girls are trying their absolute hardest to try and get those good things on their college resumes, and then it just gets completely taken away from them because there’s a biological male racing against them.”

The athletes say they don’t fear only being bullied or portrayed as a bigot. They also hope to attend college, and are afraid their politically incorrect views could hurt their prospects.

“I personally want a future in athletics in college,” a third girl told The Daily Signal, “but I feel like if there’s a coach that disagrees with my personal opinion, or a board that disagrees with it, then they’ll already have a predisposition with me and then it’ll affect maybe playing time or my ability to get into that college.”

“We have college down the road—I’m scared that that could get impacted,” a fourth girl said. “Sometimes the coaches will just like look at the lists … and if you’re not No. 1 then they won’t choose you.”

“I have heard opinions where coaches are just going to look at your times, and that they don’t really care where you place,” the first girl added. “But college coaches are going to these bigger meets, and when they don’t see you there, they’re not necessarily focusing on you. They’re focusing on the people that are there.”

“It kept Selina from getting to New Englands, where she had the opportunity to be running in front of college coaches, which is just unfair,” she added.

Uncomfortable Opinions

The athletes’ hesitation to speak out publicly begs the question:

How did society get to the point where high school girls now fear their uncomfortable opinions could prevent them from being admitted to the very institutions where uncomfortable opinions are supposed to be explored?

Whatever the answer, few could blame them, given the vitriol on display in today’s public square.

Business Insider removed a writer’s article defending the casting of Scarlett Johansson to play a transgender man in an upcoming film, for example. The publication said the article violated its “editorial standards,” and the writer later quit.

Authorities in Canada allegedly threatened to arrest a father if he refers to his biological daughter as a female in private or in public because she identifies as a boy.

And in schools, The Daily Signal has documented multiple cases of biological girls being forced to share locker rooms or bathrooms with boys, despite their safety concerns and discomfort.

But again and again, those on the “wrong side” of this conversation are too afraid to speak out.

‘Door Is Open for Any Other Sport’

Selina’s mother, Stanescu, told The Daily Signal that she has done “everything that I thought would be possible to help this and just open a conversation” about what’s happened in Connecticut and what could happen should Congress pass the Equality Act.

“The doors have been shut over and over again,” Stanescu said. “People are afraid to speak.”

In addition to potentially instating a nationwide bathroom requirement, health care mandate, and a “preferred pronoun” law based on gender identity, the Equality Act would enshrine in federal law the right of biological boys to compete as girls in all sports.

If the measure passes, Stanescu warned, “women will be completely eradicated from sports.”

What’s happening in Connecticut, she added, will happen across the country—and not just in track and field.

“Yes, it has been affecting track and field in Connecticut, but the door is open there for any sport, and that is something that could become also a safety issue,” Stanescu said. “It’s taking away the opportunity to win for the girls, but in sports that have physical contact, [it] could become a serious safety issue.”

“It could be potentially very dangerous if you have a transgender female that’s competing in basketball, soccer, lacrosse, field hockey because they are so physically superior to females,” her daughter Selina added.

Selina says all this while making clear she supports athletes “being true to themselves.”

“I have friends in school who are transgender and I know when they are struggling to come out or deciding to come out, I was there supporting them,” she said. “And when they were freshly out, I was caring towards them. I was never rude or disrespectful.”

But the situation in sports has “nothing to do with their gender identity and how they feel,” Selina said. “It has to do with what is right and what is fair in athletics.”

Looking forward to her senior year, Selina said she hopes to run track in college. She referred to the long jump event as her “safe haven” where “the results were fair no matter what, because it was girls competing against girls.”

“But now, unfortunately,” she said with a disappointed look on her face, “one of those athletes has started to compete in long jump. So now none of my events are safe.”

COLUMN BY

Kelsey Bolar

Kelsey Bolar is a senior writer and producer at The Daily Signal and co-host of “Problematic Women,” a podcast. Send an email to Kelsey. Twitter: @kelseybolar.

RELATED ARTICLE: I Was America’s First ‘Nonbinary’ Person. It Was All a Sham.


A Note for our Readers:

As progressives on the far Left continue to push for greater government control under the disguise of “free stuff,” our lawmakers need conservative research and solutions to guide them towards promoting your principles instead.

That is why we’re asking conservatives to unite around the key values of limited government, individual liberty, traditional American values, and a strong national defense by making a special year-end gift to The Heritage Foundation before December 31.

Next year, absolutely everything is on the line. The Left won’t pull any punches. They stand ready to trade the principles of the American founding for the toxic European socialism that has failed so many times before.

That is why finishing this year strong is so critical. The Heritage Foundation is challenging you to rise up and claim more victories for conservative values as we battle socialism in 2020.

LEARN MORE NOW >>


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

Muslim public school student takes off hijab, teacher says she will notify her parents “because it’s your culture”

This girl could have been beaten or killed for taking off her hijab, but of course this public school teacher doesn’t know that, as she has been fed a steady diet of fiction and fantasy about Islam being a religion of peace and the hijab being a choice, and she knows that only racist, bigoted “Islamophobes” think otherwise. Women’s rights for Muslim girls and women? Why, what’s the need for that? They don’t suffer any discrimination or harassment!

“My teacher almost outed me for taking off the hijab (Update),” Reddit, December 19, 2019:

So today I was happy. I had completely stopped covering my hair and was talking confidently with other people, I was just so joyful I wanted to go home and dream about it at night.

Then in math class, when the bell rang to switch, a teacher asked me about my hijab. I told her that I just took it off and it was no big deal. She then told me that it was important to uphold culture and asked if my parents knew what I was doing. Being the idiot I am, I said no and asked if she would tell. To my absolute horror, she said yes.

My whole world stopped. I asked her why she would do that and she just said “because it’s your culture! And you were given an advantage to be able to wear the hijab as a uniform, so don’t just take advantage.” I put my head down for a while, holding back tears. Before I knew it, it was time for the last class. In the hallway I just walked mindlessly to my next class. Then the same teacher who wanted to out me had apparently told the science teacher about what I had done. Both of them told me to come over and the science teacher asked what’s wrong. I didn’t say anything, and at that moment she just hugged me and I started sobbing.

She led me to the empty classroom and sat me down along with the other teacher. They gave me a whole lecture about why I shouldn’t have taken it off and my parents are just protecting me, I shouldn’t try to get a boyfriend even though I said I didn’t want one. After the talk I just put my hijab back on and left, it was time to go home now.

At the beginning of the day I was full of hope, and at the end I just felt crushed. I was lucky that they didn’t tell my mom, but they’re watching me from now on so I just can’t do what I have been doing anymore. I don’t know what to do anymore, my double life has ended before I knew it, and I lost a good chunk of the confidence I had earlier.

Edit: this happened in a regular public school in the U.S. on December 18, 2019….

Update #2: I spoke with the principal. He said that it’s my choice how I dress as long as it abides by the dress code. He said if those teachers want to talk to my mother, they can talk to him about it, so I’m free to take off my hijab. I’m going to try to take it off again, I’ll update again if she tries anything.

RELATED ARTICLES:

Muslim public school student takes off hijab, teacher says she will notify her parents “because it’s your culture”

New Jersey: Muslim makes video series boasting of wanting to murder Christians, soldiers, and blacks

Ayaan Hirsi Ali: “No one has upset the Islamophobia cabal more than Robert Spencer. He will not be cowed.”

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

Marijuana vaping nearly triples among 12th graders in 2 years

Marijuana vaping nearly triples in two years among 12th graders

Past-month marijuana vaping among high school seniors nearly tripled (from 5 percent to 14 percent) between 2017 and 2019, the new Monitoring the Future reveals. It nearly doubled in just one year (from 7.5 percent to 14 percent), the largest one-year jump of any drug in the history of the survey.

Seniors’ past-year marijuana vaping more than doubled in two years (from 9.5 percent in 2017 to 20.8 percent in 2019), and their lifetime marijuana vaping nearly doubled (from 11.9 percent to 23.7 percent).

This year – for the first time – the survey monitored near daily marijuana vaping (more than 20 days a month). Some 3.5 percent of 12th graders vape marijuana that often.

Marijuana vaping doubled in two years among 10th and 8th grade students as well:

Among 10th grade students

  • Past-month use rose from 4.3 percent in 2017 to 12.6 percent in 2019
  • Past-year use: 8.1 percent to 19.4 percent
  • Lifetime use: 9.8 percent to 21.8 percent

Among 8th grade students

  • Past-month use rose from 1.6 percent in 2017 to 3.9 percent in 2019
  • Past-year use: 3 percent to 7 percent
  • Lifetime use ; 4 percent to 9 percent

Such dramatic increases in such a short amount of time are worrisome on two counts. Little is known about the impact on the body of vaping anything, including high THC levels or nicotine, into the lungs. The upsurge in severe lung injuries and deaths identified only last August makes the point (see next story). Also, because adolescence is a time of intense brain development, young people are particularly vulnerable to becoming addicted to any drug if they begin using while they are still teenagers.

Nicotine vaping among adolescents presents the same hazard and threatens to undo the significant gains in reducing cigarette smoking among youth. The 2019 survey finds that 35 percent of 12th graders vaped nicotine in the past year, as did 31 percent of 10th graders and 17 percent of 8th graders.

Read NIDA’s release of the 2019 Monitoring the Future here.
Read JAMA research letter here.


Vaping-related lung injury cases from all 50 states continue to be reported to CDC, although they may be slowing down. Thus far, 52 deaths in 26 states have been linked to these injuries. More deaths are being investigated.

All 2,409 patients report a history of vaping. THC is present in most samples FDA has tested, and most patients report a history of THC use.

While Vitamin E acetate is a chemical of interest, patients have used some 152 different THC brands, including Dank Vapes in the Northeast and South, TKO and Smart Carts in the West, and Rove in the Midwest.

There may be more than one cause of the illness.

Read the December 12 CDC Update here.


This week’s podcast: Mahmoud ElSohly – Is marijuana the same as Epidiolex?

Mahmoud A. ElSohly, PhD, is a pharmacologist known for his work on marijuana. He is professor of pharmaceutics in the school of pharmacy at the University of Mississippi where he directs the Marijuana Project which grows pharmaceutical-grade marijuana for research. He is an expert in the processing, testing, and detection of drugs of abuse.

Key Points

  • Epidiolex is a very well-defined pharmaceutical preparation of CBD
  • Difference between it and other CBD is like night and day.
  • Difference between Epidiolex and CBD on the Internet and in stores
  • What is the OTC process?
  • What is biphasic activity?
  • What is low bioavailability?
  • Is there an entourage effect?

Listen to Dr. ElSohly’s podcast here.

Up next week? Marilyn Huestis – How marijuana affects kids


Is marijuana linked to psychosis, schizophrenia? It’s contentious, but doctors, feds say yes

USA Today writes that doctors, federal officials, parents, and young adult marijuana users who have experienced psychosis while using the drug agree that marijuana does indeed cause psychosis, including schizophrenia.

Elinore McCance-Katz, MD, PhD, the US Department of Health and Human Services top mental health official and head of the Substance Abuse and Mental Health Services Administration, says hospitalizations for serious mental-health disorders among 18- to 25-year-olds more than doubled between 2012 and 2018. Colorado and Washington State were the first two states to legalize marijuana for recreational use in 2012.

She also cites a July study that shows a 77 percent increase in suicide deaths from 2010 to 2015 among Colorado 10- to 19-year-olds with marijuana in their systems.

“Among people who use marijuana, 10 percent to 20 percent will develop a marijuana use disorder and be at risk for these other kinds of mental and physical adverse events,” Dr. McCance-Katz adds.

Sally Schindel tells the story of her son, who was diagnosed with severe cannabis use disorder, bipolar disorder, and borderline personality disorder with auditory hallucinations, paranoia and anxiety. He committed suicide, leaving his mother a note explaining why: “I want to die. My soul is already dead. Marijuana killed my soul + ruined my brain.”

Read USA Today article here.

Visit The Marijuana Report’s Facebook page

In addition to current issues of The Marijuana Report, we post several more marijuana messages each month on our Facebook page. Search Facebook for nationalfamilies to access it.


Looking for a past issue of The Marijuana Report?

  Find it here.

Did you know

that in addition to The Marijuana Report e-newsletter, National Families in Action also publishes The Marijuana Report website? There you can find summaries of (and access to) scientific marijuana studies, the growth of the commercial marijuana industry, and what families and communities are doing to restrain it. Begin at our Welcome Page to access all the resources The Marijuana Report website offers.


The Marijuana Report is a weekly e-newsletter published by National Families in Action in partnership with SAM (Smart Approaches to Marijuana).

Visit National Families in Action’s website, The Marijuana Report.Org, to learn more about the marijuana story unfolding across the nation.

Subscribe to The Marijuana Report e-newsletter.

School Tests Parents’ Limits with Prostitute

If it’s okay for drag queens to host story hour, what about prostitutes? At one Austin, Texas elementary school, students got both! In what some parents are calling “a sign of things to come” under the city’s radical new sex ed, the kids at Blackshear Fine Arts Academy had an unexpected visitor — with an even more unexpected background. But as shocked as parents were to learn that “Miss Kitty Litter ATX” was a convicted criminal, they were even more horrified to find out that the school district knew it!

That’s the most astonishing revelation from the open records request that Texas Values filed. Thanks to internal communications between Miss Kitty Litter (real name David Robinson) and the school librarian Roger Grape, moms and dads now know that not only did Blackshear expose their children to this wild and deviant ideology but to a felon too! In texts to Grape, David admitted that he might not pass the school background check. “the guidelines for submission automatically disqualify me if the deferred adjudication for prostitution is considered a conviction… so I don’t know if [it’s] ethical to submit.”

So either the school didn’t go through with the background check — or ignored it altogether. Either option is equally distressing. “According to emails sent to parents,” Texas Values points out, “the reading event was scheduled to take place at 11 a.m. and all readers had been screened by Austin ISD.” No one knows what that screening could’ve possibly entailed, since an arrest and conviction are the first things a basic search would uncover. Or maybe Austin officials don’t see the problem in bringing in a man who sells himself for sex as an acceptable guest speaker. Based on their latest curriculum decisions, which are stunningly pornographic, it wouldn’t surprise us.

Just as startling, the records from the October 7th day when Robinson came to school show that neither he nor the school were in any hurry for him to leave. Dressed head-to-toe as a woman, he walked through the doors at 7:25 a.m. and didn’t leave until the bell almost rang at 2:11 p.m. Why was he there for so long? No one seems to know. Maybe he did more than read to the first-, second-, third-, and fourth graders. Maybe he was consulting on the recently adopted lessons about anal sex (“What’s the best way to have it?“) or contraception (“What ages you can get birth control, abortions, or other health care without your parents“).

Unfortunately for the moms and dads in the area, this isn’t their first brush with the extreme. On the Willis side of the district, a man with the stage name Lynn Adonis also visited class — this time as a guest cosmetologist. There’s just one problem: he isn’t one. He’s an entertainer — and a drag queen one at that. Like Robinson, he spent twice as much time at the school as other visitors that day. When the inviting teacher was asked, she admitted that Jerred Bridges (his legal name) spent the day putting make-up on kids, “despite having no license to do so.”

Usually, the fact that a district is willing to host one of these drag queen events is sickening enough. Imagine finding out that the person they invited wasn’t even vetted — or worse, a confirmed sex trafficker. Schools are supposed to be safe learning spaces, not a catwalk for prostitutes. Their actions would suggest that Austin officials are more interested in the sexual exploitation of kids than their actual wellbeing. In any classroom, including this one, the only thing these drag queens should be reading are the directions to the nearest exit.


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


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J.K. Rowling Faces Deluge of Attacks From LGBT Activists Over Transgender Tweet

RELATED VIDEO: Moms of The LGBT

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

Students’ Test Scores Unchanged After Decades of Federal Intervention in Education

 

Federal “Highly Qualified Teacher” mandates. Adequate Yearly Progress requirements. Smaller learning communities. Improving Teacher Quality State Grants. Reading First. Early Reading First. The dozens of other federal programs authorized via No Child Left Behind. School Improvement Grants. Race to the Top. Common Core.

All of that has been just since 2000. Over those past two decades, while federal policymakers were busy enacting new federal laws, creating mandates for local school leaders, and increasing the Department of Education’s budget from $38 billion in 2000 (unadjusted for inflation) to roughly $70 billion today, the math and reading performance of American high school students remained completely flat. That is to say, stagnant.

The U.S. is now above the Organization for Economic Cooperation and Development average in reading, but alas, not because U.S. reading performance has improved. Rather, other countries have seen declines in reading achievement, despite increases in education spending.

In mathematics, however, U.S. performance has steadily declined over the past two decades.


The demand for socialism is on the rise from young Americans today. But is socialism even morally sound? Find out more now >>


Those are the findings from the Programme for International Student Assessment, or PISA exams, released last week.

As The New York Times’ Dana Goldstein reported:

About a fifth of American 15-year-olds scored so low on the PISA test that it appeared they had not mastered reading skills expected of a 10-year-old, according to Andreas Schleicher, director of education and skills at the Organization for Economic Cooperation and Development, which administers the exam.

What’s more, the achievement gap between high- and low-performing American students has widened.

The international findings mirror last month’s National Assessment of Educational Progress report, which revealed that math and reading scores across the country have continued a yearslong stagnation, with students largely showing no progress in academic achievement.

Just one-third of students in the fourth and eighth grades reached proficiency in math and reading nationally on the National Assessment of Educational Progress, which is administered every two years.

As with the Programme for International Student Assessment’s findings that the achievement gap stubbornly persists for American students, the National Assessment of Educational Progress highlighted similar findings within the U.S.

The scores of students who are among the lowest 10% of performers on the National Assessment of Educational Progress have dropped significantly since 2009.

The stubborn achievement gap is not new, but the National Assessment of Educational Progress and the Programme for International Student Assessment provide additional data points on its persistence.

As Harvard professor Paul Peterson writes in The Heritage Foundation’s new book “The Not-So-Great Society”:

The achievement gap in the United States is as wide today as it was in 1971.

The performances on math, reading, and science tests between the most advantaged and the most disadvantaged students differ by approximately four years’ worth of learning, a disparity that has remained essentially unchanged for nearly half a century.

One of the more recent, major pieces of federal intervention sold as a way to improve American standing in education was the Common Core State Standards Initiative promoted during the Obama administration.

Common Core national standards and test, proponents argued, would catapult American students to the top of the math and reading pack. It was time, they argued, for the U.S. to have the same “epiphany” Germany did in the late 1990s, and adopt centrally planned national standards and tests.

Germany now lags the U.S. in reading, according to the new Programme for International Student Assessment data, and is far below Canada, a country that does not have national standards.

Indeed, our neighbor to the north has performed consistently well on the Programme for International Student Assessment since 2000, significantly outpacing the United States, and has neither national standards, nor a federal education department.

Canada’s is a decentralized education system, in which Canada’s 10 provinces set education policy.

The fact that Common Core didn’t catalyze improvements in the U.S. isn’t surprising. Large-scale government programs rarely, if ever, do.

But neither have the myriad federal programs created since No Child Left Behind in 2001, nor have the more than 100 federal K-12 education programs created since President Lyndon Johnson launched his Great Society initiative in 1965 designed, ostensibly, to narrow opportunity gaps between the poor and the affluent.

Heritage’s Jonathan Butcher and I detail Yuval Levin’s theory of government failure in “The Not-So-Great Society.” Levin explains that large-scale government programs fail for three reasons:

  1. “Institutionally, the administrative state is ‘dismally inefficient and unresponsive, and therefore ill-suited to our age of endless choice and variety.’”
  2. “Culturally and morally, government efforts to ‘rescue the citizen from the burdens of responsibility [have] undermined the family, self-reliance, and self-government.’”
  3. “Fiscally, large-scale federal programs supporting the welfare state are simply unaffordable, ‘dependent as it is upon dubious economics and the demographic model of a bygone era.’”

Federal government efforts to improve education have been dismal. Even if there were a constitutional basis for its involvement—which there isn’t—the federal government is simply ill-positioned to determine what education policies will best serve the diverse local communities across our vast nation.

The sooner we can acknowledge that improvements will not come from Washington, the sooner we’re likely to see students flourishing in learning environments that reflect their unique needs and desires.

COMMENTARY BY

Lindsey M. Burke researches and writes on federal and state education issues as the Will Skillman fellow in education policy at The Heritage Foundation. Read her research. Twitter: .

RELATED ARTICLE: FL Gov. DeSantis sets plan for high school seniors to take civics exam


 

More Evidence Emerges That Federal Government Is Funding Worthless College Degrees

Americans have long suspected that, for many, a college degree simply isn’t worth the price.

American taxpayers—two-thirds of whom do not have a college degree—are likewise increasingly skeptical of the notion that they should pay off loans that someone else made the decision to take out.

With recently published College Scorecard data, American students and taxpayers have more reason than ever to reject the left’s “college for all” agenda.

The College Scorecard recently released program-level data on individual schools. Students can now go online and see how much debt the average student graduates with in a certain degree program, along with expected starting salaries.


The demand for socialism is on the rise from young Americans today. But is socialism even morally sound? Find out more now >>


The results indicate that choosing a major matters immensely, especially when relying on federal student loans to finance one’s education.

According to The Wall Street Journal, 15% of programs graduate students who carry more federal student loan debt than their annual income.

Interestingly, graduate programs—which are generally perceived to be good investments—are some of the worst offenders.

Students who graduate from the University of Miami Law School, for example, hold a median total debt of $150,896, but earn a starting salary of just $52,100. Even more problematic, students who obtain a master’s degree from New York University in film/video and photographic arts graduate with a median total debt of a whopping $168,568, but earn a median starting salary of $29,600.

Those findings are particularly concerning, considering that there is virtually no cap on how much students can borrow for graduate school under the PLUS loan program.

There is simply no reason that American taxpayers should be footing the entire cost of the bill upfront for degrees with such a low return on investment.

The new College Scorecard data provides not only valuable insights into the debt burden of college students, but also underscores the deep-rooted inefficiencies in our federal student loan programs.

Holders of bachelor’s degrees hold an average of $31,172 in student loan debt. However, depending on where a student goes to school and what their major is, earnings potential can be quite different.

For example, at the University of Miami, students who study mechanical engineering graduate with a median total debt of $20,500 and earn a median starting salary of $66,400. However, political science majors graduate with similar debt, $18,269, but earn a median starting salary of $37,500.

Providing the same loan to both of those student populations paints an inaccurate picture of their earnings potential. The private sector, by contrast, would take into account earnings potential before providing a loan to a student who may not be able to pay it back.

Unfortunately, American taxpayers are on the hook for students who are not able to make loan payments.

It is simply poor public policy for Americans’ hard-earned tax dollars to go toward degrees of such questionable value.

Indeed, a privately funded student loan market would have identified such programs early on and either ceased to provide loans for students who want to pursue, for example, a film degree at NYU, or simply charged higher interest rates commensurate with the likelihood of repayment.

Instead, our accreditation system, which accredits institutions in their entirety, shields students from seeing the true value of individual courses of study at a college or university.

Today, Americans are debating whether or not a college education should be tuition-free, with the cost of education transferred to all taxpayers. With overwhelming evidence that many colleges and universities are saddling students with significant debt, the debate should shift to whether or not federal policies are enabling a system that is failing students.

At the very least, policymakers should reform the federal student loan programs so that taxpayers are no longer financing programs that leave students worse off.

COMMENTARY BY

Mary Clare Amselem is a policy analyst in education policy at The Heritage Foundation. Twitter: .

RELATED ARTICLE: Historian Sir Michael Howard Spearheaded the Field of War Studies


A Note for our Readers:

With the demand for socialism at an all-time high among our young people—our future leaders and decisionmakers—the experts at Heritage stopped and asked a question that not many have asked:

Is socialism really morally sound?

The researchers at The Heritage Foundation have put together a guide to help you and our fellow Americans better understand the 9 Ways That Socialism Will Morally Bankrupt America.

They’re making this guide available to all readers of The Daily Signal for free today!

GET YOUR FREE COPY NOW! >>


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

VIDEO: Increased Campus Anti-Semitism Following the National SJP Conference

On the first weekend of November 2019, the annual National Students for Justice in Palestine (SJP) conference took place at the University of Minnesota. As previously reported by Canary Mission, the annual SJP conference is notorious for its anti-Semitism, incitement and support for terror.

To avoid exposure by Canary Mission, the National SJP organizers hid the conference’s programming and attendees from the public.

In the weeks directly following the conference, SJP chapters across the country launched a barrage of intimidation attacks against Jewish and pro-Israel students.

SJP is anti-Semitic. The National SJP conference leads to increased hatred and harassment against Jews on campus.

CAMPUS ANTI-SEMITISM TIMELINE: NOVEMBER 2019

November 1-3: 

November 2, 2019

  • SJP Benedictine defended a SJP Benedictine student who grilled a Holocaust survivor, so as to make it “relevant to SJP.”

November 13: 

  • SJP at Arizona State University (ASU) and other student organizations (No Más Muertes, MEChA de ASU, Young Democratic Socialists of America at ASU, Students for Socialism) – Disrupted and tried to shout down a Chabad ASU event. One protestor held a sign that  said “Long Live the Intifada.”
  • Harvard Palestine Solidarity Committee (PSC) claimed partial credit for a Harvard Law School student walkout from an event hosting the Israeli ambassador to the US, discussing the legitimacy of Israeli settlements in the occupied territories.

November 14: 

  • SJP Vermont University tweeted a series of hateful and anti-Zionist comments on Twitter
  • SJP Vassar disrupted a Vassar Organization Israel Conversations Effectively (VOICE) event, titled “The Indigenous Jews of the Middle East: Forgotten Refugees,” hosting Hen Mazzig. 25-30 demonstrators chanted “From the River to the Sea, Palestine will be Free” and prevented the lecture from happening for 20 minutes.

November 15: 

  • Various New York SJP Chapters along with Within Our Lifetime (WOL) held an anti-Israel protest in Times Square.  SJP leader, Husam Kaid, called for “an Intifada [violent uprising] in every college campus” at an anti-Israel rally in Times Square.

November 17:

  • Florida State University SJP held an anti-Israel protest at the California State Capitol honoring Palestinian Islamic Jihad terrorists. Demonstrators chanted [00:00:47] “From the River to the Sea, Palestine will be Free!”

November 20:

  • SJP Butler along with the Party for Socialism and Liberation held a protest for Gaza in memory of Palestinian Islamic Jihad terrorists.  One protestor was photographed waving the flag of a U.S. designated terror group, Popular Front for the Liberation of Palestine (PFLP).
  • SJP at the University of South Florida held a protest and march through the USF campus mopurning “fallen” Palestinian Islamic Jihad terrorists. During the march, demonstrators chanted “Israel is an apartheid state.”
  • SJP UC Santa Barbara held a “Vigil for Gaza” and die-in, at the Arbor in front of the Davidson Library, in honor of the victims who lost their lives this past week. Demonstrators chanted “Long live the Intifada [violent uprising]” and “From the River to the Sea, Palestine will be Free.”
  • Students Against Israeli Apartheid (SAIA) at York held a violent protest against a school-sanctioned event, hosted by Herut Canada, featuring IDF reservists. Demontrators chanted “Viva Viva, Intifada [violent uprising]” and violently assaulted pro-Israel attendees.
  • SJP University of Florida (UF) organized a walkout of 100 students from a UF event hosting an IDF officer and then held a vigil honoring Palestinian Islamic Jihad terrorists.
  • SJP Chicago and 7 other Chicago-based SJP chapters held a “Die-in” in downtown Chicago honoring Palestinian Islamic Jihad (PIJ) terrorists. During the protest, two demonstrators held an Israeli flag covered in fake blood, with the word “genocide.”

November 21:

  • SJP at UC Berkeley and Bears For Palestine had an anti-Israel protest on Berkley campus, and reportedly held a moment of silence for Palestinian Islamic Jihad terrorists. SJP demonstrators also echoed Yasser Arafat’s rallying cry for the murder of Israeli Jews, chanting “With our blood and souls, we will redeem you Palestine.”
  •  SJP Oberlin College Erected a memorial to Palestinian Islamic Jihad terrorists on the “Wilder Bowl,” a large grassy open area at the heart of Oberlin campus.
  • SJP Loyola held a vigil honoring Palestinian Islamic Jihad terrorists at the East Quad on Loyola campus.

November 29:

  • York Federation of Students passed a motion stating that it will actively work to oppose “representatives of the Israeli state” who appear on campus.

EDITORS NOTE: This Canary Mission column with video is republished with permission. © All rights reserved.

VIDEO: Over a Century of Corrupting American Education

“The plain, unvarnished truth is that public education is a shoddy, fraudulent piece of goods sold to the public at an astronomical price. It’s time the American consumer knew the extent of the fraud which is victimizing millions of children each year.” –  Samuel Blumenfeld

“Orwell was dealing with communism and his disillusionment with communism in Russia and what he saw the communists do in Spain.  His novel, 1984, was a response to those political situations.  Whereas I was interested in more things than the political atmosphere.  I was considering the whole social atmosphere: the impact of TV and radio and the lack of education.  I could see the coming event of schoolteachers not teaching reading anymore.  The less they taught, the more you wouldn’t need books.” –  Ray Bradbury

“Education is the kindling of a flame, not the filling of a vessel.” – Socrates

“Give me just one generation of youth, and I’ll transform the whole world.” – Vladimir Lenin


My maternal grandparents graduated from 8th grade in 1911.  Their framed diplomas hang on our library wall. Each diploma states, “Having passed a credible examination in Orthography (the spelling system of a language), Reading, Writing, Arithmetic, Geography, English Grammar, Physiology, United States History, and Music, and having sustained a correct deportment is granted this certificate of proficiency.”  Oh, to have these subjects in today’s grammar schools.

I highly doubt any of today’s college graduates could pass the tests my grandparents passed to graduate from 8th grade.  Most cannot read at a proficient level.  Why?  Because phonics has been eliminated, and yet it’s so easy to teach. If America’s children can’t read, they cannot gain knowledge, they cannot read their Bibles, and they cannot read America’s Declaration of Independence or Constitution.

The best approach for the majority of children is systematic phonics, the simple concept of teaching the 26 letters of the alphabet, the 44 sounds they make, and the 70 most common ways to spell those sounds. For most children, learning this basic code unlocks 85 percent of the words in the English language by the end of the first grade. Children of all levels of intelligence can learn to read most words simply by learning the correspondence between sounds and letters.

Parents say their toddlers are so bright, but once they are put into the government education system, which totally lacks phonics and academic training, they become bored little socialists who have been thoroughly brainwashed with leftist ideology.  They are victims as education expert Samuel Blumenfeld has so rightly stated, and it was the Unitarians at Harvard University who promoted public education, removing it from the family, churches/synagogues and private institutions so long ago.

Countless books have been written regarding the damaging effects of what American education has become along with the Outcome Based Education Skinnerian International Curriculum and how it destroys our children.  For a full overview of the continued damage to America’s children, I would suggest purchasing Crimes of the Educators: How Utopians Are Using Government Schools to Destroy America’s Children, by Samuel Blumenfeld and Alex Newman.  Pdf Link

Blumenfeld puts the blame squarely on the shoulders of the educational leaders who decided early in the last century to change the purpose of education from its traditional academic function to a radical social one. High literacy was an obstacle to their progressive agenda, so the teaching of reading had to be changed to produce a more socially desirable result. The results for the nation have been disastrous.

Making Americans Illiterate

In 2012, I was privileged to meet Samuel Blumenfeld at a conference in Maine. Sam’s topic was, “Making Americans Illiterate.”

He told of the destruction of our great country and our education system and commented that in the 1920s, he received an excellent education in reading, writing and arithmetic in New York City.  The progressive education push had started, but because of the depression, it had not yet been implemented for lack of funds.  Now it flourishes and our children are the subjects of this deliberate corruption of academic education.

Twenty-seven years ago, in 1993, Americans were stunned to learn that nearly 90 million Americans have such poor literacy skills that they can scarcely cope with the demands of our high-tech economy. Imagine the lack of literacy today after nearly 11 years of Common Core State Standards implemented in 48 states in 2009.

Sixty-four percent of all eighth-grade students are unable to read proficiently, according to the National Assessment of Education Progress’ (NAEP) latest report. Eighty-two percent of black students and 77 percent of Hispanic students are not reading proficiently.  More than 44 million Americans cannot read or write above a third-grade level.  Fifty percent of adults cannot read a book at an 8th grade level, and I believe these statistics are low.  Link  And fifty percent of college grads have low literacy according to Blumenfeld.

Please understand that NAEP is funded by the Educational Testing Service (ETS) of Princeton, New Jersey which was funded with an initial endowment of $750,000 from the Carnegie Corporation in 1946.  There are far reaching negative implications of the relationship between ETS and the Carnegie Corporation.

Since 1999, NAEP has been funded by the federal government and is widely used across the country.  Individual states pass legislation to use NAEP as a state test.  Parents and legislators mistakenly believe these tests or assessments will give them information about the performance of their children in academic subjects, but this is false.  NAEP tracks conformity to government generated goals…i.e., government propaganda and brainwashing of our children.

Phonics

In 1958, a gentleman from the Reading Reform Foundation contacted Samuel Blumenfeld and asked him to help them get phonics back in the schools.  Sam was shocked.  When he read Rudolf Flesch’s 1955 book, Why Johnny Can’t Read, he understood the dilemma because Flesch explained what was happening in the schools, and that only with phonics can children learn how to read.

Once phonics was eliminated, other methods took its place.  Sam found the origin of the “look-say” reading method and it was taken from Rev. Thomas H. Gallaudet who in the 1830s had a school for the deaf and dumb.  He devised this technique to teach his students to read because they could not hear sounds.  Gallaudet persuaded the Boston schools to use his primer and it ended up a disaster for Boston education, so they returned to phonics until America’s Lenin, John Dewey, showed up around the turn of the last century and started using it again to dumb down America’s children.

John Dewey (1859-1952) began a movement that transformed the American educational landscape. Dewey shared the theory behind this movement in an essay he wrote in 1898 entitled, “The Primary Education Fetish.” He stated, “The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to me a perversion.” The foundation of his thinking was the theory of evolution, and he exalted this argument to a new loftier level by applying evolution to education.

John Dewey

Dewey’s movement had a new vision for schools. He wanted to use schools as instruments for the reconstruction of society. Dewey didn’t want to educate children to think for themselves:

“Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent.”

His vision veered dramatically from the traditional Christ-centered approach to education. Link

Samuel Blumenfeld and Alex Newman discuss this quote in their book Crimes of the Educators: “In other words, deception would have to be used in order for this long-range, complex plan to be successfully implemented.”  Yes, they lie and lie, and lie.

Blumenfeld and Newman also share, “Dewey stated that the only way to undermine the capitalist system was to get rid of the emphasis primary schools placed on the development of high literacy and independent intelligence.” According to Dewey, “It is one of the great mistakes of education to make reading and writing constitute the bulk of the school work the first two years.”

Dewey’s direction was based on using government schools; minimizing the role of parents (because they might teach things like religion); changing the role of teachers to facilitators; de-emphasizing Latin, the classics, the three Rs (reading, writing, and arithmetic), western history, and history in general (including the study of the Constitution and capitalism); and providing a secular environment. The end product was designed to prepare students to be good citizens in a socialist society (students who don’t read very well or think very well for themselves).

Dumbing Down Americans, Rockefeller’s Included

Yes, making Americans illiterate is a key factor in the dumbing down of the American population.  Dewey’s attack on the primary school’s emphasis on teaching children to read had the desired result.  Sam Blumenfeld said that back in those days they readily admitted they were socialists, and people ignored them; today many in Congress openly admit their socialism.

The destruction of education began in earnest around 1880.  Dewey and his socialist friends found out pretty early, at the expense of four of the richest boys in America, that their new teaching methods would create reading disabilities and dyslexia.

John D. Rockefeller, Sr. had a bunch of girls and one son, John Jr., who was raised by mom and grandma.  That one son was dressed in female clothing until age of 8, which wasn’t all that uncommon back then.  When Jr. grew up, he had six children; Abby in 1903, John III in 1906, Nelson in 1908, Laurence in 1910, Winthrop in 1912, and David in 1915.  Jr. fell in love with the Dewey progressive education system.

One of the great ironies of the Progressive Education Movement is that its leaders were able to convince John D. Rockefeller, Jr. that he ought to give his sons a good progressive education.  They convinced him to donate $3 million to the Lincoln School, the new experiment in social education in accordance with Dewey’s radical socialist ideas.

So, Jr. put Nelson, Laurence, Winthrop, and David in the school, which turned them all into dyslexics, proving that progressive reading programs can cause dyslexia.  They were all functional illiterates.  There wasn’t a one of them who could properly read.

Under Gerald Ford, Nelson Rockefeller became the Vice President, a functional illiterate only a heartbeat away from the presidency.  Every time Nelson was to give a speech, he’d take papers to the podium and then set them aside and make some excuse about speaking from his heart.  He couldn’t read the speech anyway.  Guess who read to him throughout his Vice Presidency?  None other than Henry Kissinger!

David Rockefeller, head of the Bilderbergers, wrote in his memoirs that his father was an ardent and generous supporter of Dewey’s educational methods and school reform efforts.  Teachers College of Columbia University operated Dewey’s Lincoln school with considerable financial assistance in the early years from the General Education Board as an experimental school designed by the board to put Dewey’s philosophy into practice.  Despite the freedom for children to learn and play an active role in their own education, there were drawbacks.  He went on to say he had trouble with reading and spelling and found he was dyslexic.  His reading ability and proficiency in spelling only improved slightly as he aged.  He told that all his siblings except Babs and John had dyslexia to a degree.

It was the progressive look-say reading program that caused the dyslexia.  Sam tells in the video that this is the same story with the Bush family.  Barbara Bush and several of her sons became dyslexic. She always claimed they were born with this disability; it never occurred to her that the boys were made dyslexic by the progressive socialist Dewey teaching method.

Conclusion

Today’s college snowflakes cannot bear to be offended; they are totally unlike the young men who rushed the beaches of Normandy where many fell to their deaths.  Learning disabilities have grown exponentially because of Dewey’s progressive education.  Socialism and communitarianism have grown to be acceptable to a majority of young people, especially those who attend colleges or universities.

Dewey surely wouldn’t want students reading the Declaration of Independence as it mentions the Almighty four times, nor would he want the Constitution taught which guarantees our God given freedoms.  Both are anathema to Dewey’s socialist society.

In 1979, the high school my daughter attended wanted to remove Latin from the curriculum.  We succeeded in keeping two years of Latin, but it wasn’t many years later that it was dropped.  Latin is the root of all romantic languages, which makes learning those languages so much easier.

Entrusting your children to government schools guarantees they will not be able to read, do math, write properly, spell, or get an academic education.  Sacrificing them sacrifices our future.

Post Script:  Samuel Blumenfeld passed on to Glory in 2015.  His brilliance is still missed by millions.

© All rights reserved.

RELATED ARTICLE: More Evidence Emerges That Federal Government Is Funding Worthless College Degrees

These 2 Cases Show Why Trans ‘Rights’ Could Upend the Rights of All

The battle over the rights of “transgender” and “cisgender” people continues to escalate in one of the most influential arenas: our nation’s schools.

The Chicago Tribune reported this month that after a four-year battle, a school board in Palatine, Illinois, has granted transgender students “unrestricted access to locker rooms based on gender identity.”

Just a few days later, CBS News Minnesota reported a mother had sued her local school district, claiming that it discriminated against her child for being transgender.

These are just two of the most recent stories showing just how prevalent the transgender debate in schools has become.


Congress is moving to impeach the president. But will their plan to remove him from office succeed? Find out more now >>


What Happened in Illinois

The school board of Township High School District 211 passed its new policy by a 5-2 vote. The policy requires students, teachers, and administrators to treat students “consistent with their gender identity,” meaning students will have full access to restrooms and locker rooms of the gender they identify with.

This goes further than the old policy, which also granted transgender students access to the locker rooms but required that the student retreat to a private area within the room to change.

The school board made the announcement in front of about 250 parents and students. News reports say half the crowd cheered at the decision while the other half booed.

In a speech at the meeting, Superintendent Dan Cates explained the board’s logic by appealing to “other school districts” that have implemented the same policies “without disruption and in a manner that protects the interests of all students.”

Some in the crowd reportedly yelled “false” while the superintendent was speaking. Another student voiced her concern with the new policy, saying, through tears:

I feel uncomfortable that my privacy is being invaded. As I am a swimmer, I do change multiple times naked in front of the other students in the locker room. I understand that the board has an obligation to all students, but I was hoping they would go about this in a way that would also accommodate students such as myself.

The debate in Palatine began four years ago when a transgender student filed an initial lawsuit against the school district. It was the first time a school district was accused of violating Title IX based on gender identity—a category that does not exist in federal law.

At the time, the district acquiesced and allowed the student to use the girls’ locker room as long as he stayed in a private area of the room. But when parents countered with their own lawsuit, the policy was dropped.

Then in 2017, a student named Nova Maday, born a male who identifies as a female, filed a lawsuit claiming the district had violated his rights by restricting him to an “unspecified private changing area within the locker room.” From there, the district began to shift in the student’s direction.

The Minnesota Case

In the other recent case, a transgender student in Minnesota alleged even greater wrongdoing than the Illinois student.

Helen Woods, the mother of a middle school student in Wright County, filed a lawsuit alleging that Buffalo Community Middle School “repeatedly isolated her son from his classmates, limited his access to a suitable restroom, and removed him from physical education classes.”

Her child, Matt Woods, was born a female but began identifying as male in 2015 at the age of 11.

Like Nova Maday, Woods wanted to use the boys’ bathrooms and locker rooms, but the school required Woods to use a single-occupancy restroom. The student claims that bathroom was hard to get to in between classes.

School officials deny any wrongdoing, and the case is ongoing.

Key Factors Driving Both Cases

Though the lawsuits differ slightly in specifics, they share several common denominators that are key to understanding the transgender debate, particularly when it comes to students and schools.

First, these lawsuits are based on President Barack Obama’s 2016 “Dear Colleague” letter that mandated schools must include and accommodate transgender students and recognize gender identity, or else the school could face discrimination charges.

This was an order by executive fiat, not a law passed by Congress, and not a ruling from the Supreme Court.

In 2017, the Trump administration rolled back those provisions, while the Education Department acknowledged that “each school has a responsibility to protect every student in America and ensure that they have the freedom to learn and thrive in a safe environment.”

Second, both lawsuits share an important, particular curiosity: Both schools addressed the transgender student’s wishes to be included and to have “equal access” to facilities, yet in both cases, the students complained that equal access wasn’t equal enough. They claimed the accommodations were somehow still discriminatory, even though it appears the schools took extra efforts to ensure the transgender students were treated equally while also preserving the rights of other students.

In other words, both school districts went out of their way to protect all students’ rights, but transgender students made that an impossible task. They pushed for entitlement rather than equality.

These students keep shifting the goalposts with their self-focused demands. Their demands ultimately pose a greater risk to other students’ privacy rights, which raises questions about discrimination in the opposite direction.

Ignoring Reality and the Law Itself

The most egregious fact is that these lawsuits are even happening at all.

By caving to a few students’ demands for policies based on transgender ideology, school administrators are championing the feelings of a few over the privacy and safety of the many, even though gender identity does not have protected status in federal civil rights laws like sex, religion, and ethnicity.

This was the crux of the issue in the Harris Funeral Homes case recently heard by the Supreme Court: What is gender identity, who defines it, and what protections does it have, if any?

When school officials bow to the wishes of transgender students and their families, they submit themselves to the LGBT-backed groupthink that defies both biological reality and the law as it exists.

The asinine logic of this movement will act as a wrecking ball on public schools with no stopping point. It will eventually destroy social norms within school systems and pave the way for a system in which the interests of a select few are championed at the expense of the many, lest a lawsuit and bad publicity engulf the school board.

COMMENTARY BY

Nicole Russell is a contributor to The Daily Signal. Her work has appeared in The Atlantic, The New York Times, National Review, Politico, The Washington Times, The American Spectator, and Parents Magazine. Twitter: .

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A Note for our Readers:

If democracy is dying, can schools revive it?

Ever since the 2016 United States elections, American pundits have been writing about the decline and fall of democracy, a sentiment that is echoed in leading British and European media.

The Atlantic has a collection of such articles under the heading, “Is Democracy Dying?”, whose general purpose seems to be to explain how Donald Trump could become President of the US. Two of the series recently highlighted by the magazine offered contrasting diagnoses – one, that America suffers from too much democracy, the other, that it doesn’t have enough.

The “too much” argument concerns the power that the major parties have given to grassroots voters in the selection of presidential candidates – to people who simply can’t know enough about the candidates even to choose one who actually reflects their own preferences. That sounds plausible.

The “too little” theory is more interesting, if not entirely original, but it leads to a proposed remedy that ignores even deeper problems in Western societies, where fundamental beliefs and institutions have been seriously weakened.

The democratic deficit

Probably every serious writer on the subject in recent years has contrasted the admiration of Alexis de Tocqueville nearly 200 years ago for the way democratic self-government permeated every level of American society, down to children at their games, with the Bowling Alone society described by Robert Putman that had largely replaced it by the end of the 20th century.

Yoni Applebaum, author of the “too little democracy” essay, notes that in 1944, historian Arthur Schlesinger Sr. could still write of his countrymen: “Rubbing minds as well as elbows, they have been trained from youth to take common counsel, choose leaders, harmonize differences, and obey the expressed will of the majority. In mastering the associative way they have mastered the democratic way.”

Since then, probably since that watershed decade of the 1960s, the associative culture of PTAs, sports club and service club committees and the like has dramatically declined, and Americans – like others – have handed over more and more of their self-government to political authorities or salaried experts. At the same time people have grown to distrust government, and there are even signs of young people, notably, rejecting the idea of democracy itself.

It’s true, says Applebaum, that Americans still volunteer and attend church services at relatively high rates, and that they use social media to connect with each other in new ways, but these are not “schools for self-government; they do not inculcate the habits and rituals of democracy.” He cites a survey that showed Trump found the majority of his support precisely among voters who had “the least experience with democratic institutions” because they “never or seldom engaged in community activities.”

‘Here’s how to fix it’. Really?

Since the historical circumstances that produced the voluntary associations of yore are unlikely to recur, says Applebaum, the revival of democracy must come from somewhere else. And what better place to start than schools, where “the youngest generations” are gathered, and where they should have the opportunity in various areas of school life for governing themselves. Whether in the student council or club sports or the robotics team, they can be learning “an appreciation for the role of rules and procedures for resolving disputes.”

Giving kids a greater stake in the rules and how they are applied might be a good idea – apart from the time it would take, either by adding extra hours to the school day or by taking them from other learning; but it assumes an awful lot about what children bring to school in the way of moral and social resources.

Is an eight-year-old from a fatherless home, where a stressed solo mother is struggling to keep a roof over her head let alone cultivate the virtues in her children – is such a child ready to help make rules and apply them to disputes at school? Yet, according to the Annie E Casey Foundation, around 35 percent of children under 18 live in a single parent home (25 percent in a single mother home). Some of these parents will be doing a fine job of bringing up their kids, while others struggle heroically with the odds against them in a culture where mass media and social media propagate self-centredness and self-indulgence.

Democratic processes require considerable virtue: respect for others and openness to their ideas; patience and good humour in debate; willingness to compromise or yield on what does not involve conscience – and the stamina to stand up for what does; obedience to agreed rules… In other words, habits of prudence, justice fortitude and temperance that should be cultivated from the child’s earliest years – in the family, where natural bonds and affection make the learning easier and more lasting. The school can have only a marginal effect on a child’s character when it is not being properly formed at home.

The parents’ task will be much harder, too, where extended family and community support are lacking. In the past, the church was the family’s main moral support – and still is for a significant proportion of Americans. But church and synagogue are in decline and, in some instances, sadly, are more of an obstacle than an aid to good formation.

De Tocqueville, as Samuel Gregg points out, understood that democracies need virtuous people, and that, in the case of America at least, it was the Christian religion that fostered such people, who could govern themselves well. Today, however, egalitarianism has substituted “values” for virtues, introducing a moral relativism that has ruined the old Christian consensus underlying American democracy.

This is clearly seen in the irreconcilable opposition between pro-life and pro-choice positions on abortion and euthanasia, and the split over same-sex marriage in Western democracies.

School democracy cannot avoid the moral fault lines running through society. Are students going to make rules about the rights of transgender peers regarding bathroom use and choice of sports teams? Pride events? Guest speakers? What will be the position of dissenters and conscientious objectors? Schools in the current moral environment could, indeed, be just a training ground for the tyranny of the majority.

There is a lot more to fixing democracy in America, or anywhere, than liberals like to think. More than the electoral system. More than education. It involves fundamental beliefs about the human being and his relationship to others.

COLUMN BY

Carolyn Moynihan is deputy editor of MercatorNet.

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

VIDEO: In a Blue State, Parents Beat Planned Parenthood’s Sex Ed Push

Worcester, the second largest city in solidly blue Massachusetts, was the scene of a sex ed showdown between Planned Parenthood and concerned parents and church leaders. Last February, more than 75 of those parents and church leaders stood up alongside the Massachusetts Family Institute to outnumber pro-Planned Parenthood voices at a meeting of a local school committee.

The parents, church leaders, and Massachusetts Family Institute officials were there to pose a question: What would Planned Parenthood gain from teaching students about safe sex that would reduce both pregnancies and abortion? How would that benefit a business that relies heavily on income from abortion?

Planned Parenthood didn’t just want to redefine abstinence, it wanted to introduce comprehensive sex education, including curriculum on sexual orientation and gender identity.

Planned Parenthood advocates argued that their curriculum qualified as age-appropriate, medically accurate, and evidence-based. But when read aloud, as I did at the meeting, the content of the curriculum is found to be clearly neither age-appropriate nor medically accurate.


Congress is moving to impeach the president. But will their plan to remove him from office succeed? Find out more now >>


Watch the three-minute testimony: (Viewer discretion advised.)

To further expose what is going on in Massachusetts schools, we interviewed a young man who recently had been exposed to this curriculum. In this brief video (viewer discretion advised) pasted below, he explains what students are being taught and how sexual behavior and abortion are being completely normalized.

The Massachusetts Family Institute is working with local churches to introduce positive curriculum alternatives to Planned Parenthood’s version because many parents want their children to be taught to value abstinence and marriage. The organization is working with several churches in Lawrence, Massachusetts, to convince local school officials to adopt curriculum that is truly age-appropriate, medically accurate, and evidence-based.

Our organization believes there is a Biblical mandate to protect the minds of young people from being polluted and seeks to build on its success in Lawrence by replicating this strategy all over the state.

Over the past three years, the Massachusetts Family Institute has spoken at about 125 different churches across the state. Churches are starting to see that their Biblical mandate, as Martin Luther King Jr. explained, is to be the conscience of the state and never its slave. Relationships between local churches, parents, and pro-family groups are strategic.

Ultimately, in Worcester, the school committee voted to not allow the “Making Proud Choices” curriculum from Planned Parenthood into the schools.

We succeeded in defeating Planned Parenthood and protecting the minds and hearts of our young people in Worcester. But parents, community leaders, and pro-family advocates can team up anywhere to strengthen the family, life, and liberty.

COMMENTARY BY

Michael King is the director of community alliances at the Massachusetts Family Institute.

RELATED ARTICLE: For 11 Years, She Lived as a Man


A Note for our Readers:

As we speak, Congress is moving to impeach the president.

We do not have all the facts yet, but based on what we know now, there does not seem to be an impeachable offense.

The questions stand: In drafting the Constitution, how did America’s founders intend for impeachment to be used? How does the impeachment process work, and what can history tell us about whether or not President Trump faces the real threat of being removed from office?

The Heritage Foundation is making this guide available to all readers of The Daily Signal for free today!

GET YOUR FREE COPY NOW! >>


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

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