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.


RELATED ARTICLES:

Sheriff’s Office to Extremists: ‘Get behind Me, Satan!’

Abortion Pills: The Do-It-Yourself, Back-Alley Methods

Lawmakers Call on Attorney General to Enforce Anti-Obscenity Laws, Make Good on Trump’s Campaign Pledge

Proposed Washington State Law Would Prevent Transgender Athletes from Competing Against Girls.

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: .

RELATED ARTICLES:

When She Came Out as a ‘Boy,’ Therapists Silenced Her Mother

At world’s first gender ‘detransition’ conference, women express regret over drugs, mutilation

RELATED VIDEO: Remember?


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.

RELATED ARTICLES:

Democracy’s fall in America – Straying from Tocqueville’s vision.

Saving Private Ryan: Virtue and valour against ‘toxic masculinity’

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.

College Students Erect Memorial for Jihadi Terrorists

Students at Oberlin College in Ohio erected a memorial for jihadi terrorists on school grounds.

The terrorists the students were memorializing were members of Palestinian Islamic Jihad (PIJ), a violent Islamist group and Iranian proxy in the Gaza Strip.

Palestinian Islamic Jihad was designated a foreign terrorist organization by the U.S. in 2001. Other countries, including Canada, Japan and the entire European Union, have also designed the group as a terrorist organization.

The PIJ terrorists were killed after the group launched an onslaught against Israeli civilians, shooting 450 rockets and mortars into Israel and injuring 60 over the course of a few days in November.

The barrage was a response to the targeted killing of senior Palestinian Islamic Jihad commander Baha Abu al-Atta on November 12 by the Israeli Defense Forces (IDF) after Israel learned that Atta was planning an imminent attack.

According to Palestinians sources, 34 people were killed in the IDF’s response to the firing of rockets and mortars on Israeli citizens. By the end of the episode, the IDF said 25 of those killed were members of Palestinian Islamic Jihad.

The student group at Oberlin – Students for a Free Palestine –which erected the memorial for the jihad terrorists wrote in a sign next to the memorial that stated, “Last week, Israel unleashed violent airstrikes on the Gaza Strip to assassinate Bahaa Abu al-Atta and his wife on Tuesday, November 12th. In the process, killing 34 unarmed Palestinian civilians, including 8 children.”

In fact, the killing of Atta was a precision strike that only damaged his third-floor apartment.

Although the students are demanding a “free Palestine,” Palestinian Islamic Jihad is based in the Gaza Strip, an area Israel fully withdrew from in 2005.

By 2007, the terror group Hamas became the elected government of the Gaza Strip. Since that time, Islamist terror groups have used the territory to launch attacks on Israel.

A recent report on harassment of Jewish students on U.S. college campuses due to anti-Zionist fervor stated,

“While acts of classical anti-Semitism in the US reached near-historic levels in 2018 and included the deadliest attack against Jews in American history, the nation’s colleges and universities revealed a somewhat different but nonetheless troubling story.

On US campuses across the country, harassment motivated by classical anti-Semitism actually decreased, and significantly so. At the same time, however, the number of Israel-related acts of harassment increased significantly.”

A recent event at York University in Toronto featuring the group Reservists on Duty (comprised of IDF soldiers) was violently disrupted by pro-Palestinian protesters. Students reported hearing the protesters shout, “Go back to the ovens, go back to Europe!”

At the University of Toronto, the Graduate Student Union recently proposed that kosher food be banned on campus since it was “pro-Israel.”

RELATED STORIES:

University of Michigan Enabling Terrorist Sympathizers?

Islamists and the Current Wave of Anti-Semitism in the US

Trump Admin Challenges University Program Promoting Islam

NY Times Scrubs Word ‘Terror’ From Coverage of Killing of Islamic Jihad Leader

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

University of Florida Prof Hails Caliphate as ‘Historic Institution’ That ISIS Is ‘Hijacking’

My latest in PJ Media:

University of Florida professor Ken Chitwood wrote Wednesday in the Associated Press’ commentary section, “The Conversation,” that “the Islamic State tries to boost its legitimacy by hijacking a historic institution.” He then provided a drive-by overview of the history of various Islamic caliphates, so whitewashed as to rival the Washington Post’s famous characterization of Islamic State (ISIS) caliph Abu Bakr al-Baghdadi in misleading duplicity. Even worse, Chitwood tells us that “as a scholar of global Islam, every time I teach my ‘Introduction to Islam’ class,” he teaches this nonsense to his hapless University of Florida students. No surprise there, given the fact that most universities today are little more than Antifa recruitment centers.

“Under Umar,” Chitwood writes blandly, “the caliphate expanded to include many regions of the world such as the lands of the former Byzantine and Sassanian empires in Asia Minor, Persia and Central Asia.”

Yeah, uh, Professor Chitwood, how exactly did that “expansion” occur? In reality, beyond the pseudo-academic whitewash and fantasy that Chitwood purveys, the caliphates always behaved much like the Islamic State, because they were all working from the same playbook. The true, bloody history of the caliphates can be found, detailed from Islamic sources, in the only complete history of 1,400 years of jihad violence, The History of Jihad From Muhammad to ISIS.

The word khalifa means “successor”; the caliph in Sunni Islamic theology is the successor of Muhammad as the military, political, and spiritual leader of the Muslims. The History of Jihad From Muhammad to ISIS demonstrates that the great caliphates of history, from the immediate post-Muhammad period of the “Rightly Guided Caliphs” to the Umayyads, Abbasids, and Ottomans, as well as other Islamic states, all waged relentless jihad warfare against non-Muslims, subjugating them under the rule of Islamic law and denying them basic rights.

These weren’t the actions of a “tiny minority of extremists,” abhorred by the vast majority of peaceful Muslims for “hijacking” their religion, as Ken Chitwood would have you believe. This was, for fourteen centuries, mainstream, normative Islam, carried forth by the primary authorities in the Islamic world at the time. The accounts of eyewitnesses and contemporary chroniclers through the ages show that in every age and in every place where there were Muslims, some of them believed that they had a responsibility given to them by Allah to wage war against and subjugate unbelievers under the rule of Islamic law.

And so it is today: Abu Bakr al-Baghdadi enunciated that responsibility more clearly and directly than most Muslim spokesmen do these days, but he is by no means the only one who believes that it exists.

There is much more. Read the rest here.

RELATED ARTICLES:

The blood of Christ is now offensive in the UK

Turkey’s Erdogan: “Our God commands us to be violent towards the kuffar” (infidels)

Up to 4,800,000 illegal migrants in Europe in 2017, advocates of border control still vilified as “racist”

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

PODCAST: New Program Aims to Help Young Adults Grow in Faith, Maturity Before College

Should students go straight to college after high school? Tommy Nelson, senior pastor of Denton Bible Church, would argue no. “If they are Christian kids [in college], they are ganged up upon by their seniors and they’re now in a survival mode. I mean, you lose your faith, you lose your virginity, you lose your liver in time, and then you can lose your life,” Nelson says. To combat this problem, the Texas pastor created the GAP Program, a nine-month leadership course where high school graduates can learn theology, life skills, job skills, and more before attending a university.

On today’s podcast, Nelson discusses why he started the leadership program, how it operates, and how we can prepare young people to stand against the rise of secularism on college campuses. Read the lightly edited transcript below or listen to the podcast:

Virginia Allen: I am joined by Tommy Nelson, senior pastor of Denton Bible Church in Denton, Texas, just about 40 miles north of Dallas. Tommy, thank you so much for joining me.

Tommy Nelson: Thank you. Delighted to be with you.

Allen: All right. So, Tommy, you are telling young people not to go to college—or at least not right away.

In fact, your church has created a program called GAP that is specifically for young men who have just graduated from high school. And the GAP Program, as I’ve seen kind of described on your website, is essentially a nine-month leadership training program to teach theology, life skills, job skills, and so forth.

So why do you think that it’s so important for young people to not go straight to college after high school and maybe to consider a program like GAP?

Nelson: Well, I’m now 69 years old and when I was young, college was the ticket. You had to go to college. That was how you were going to rise. Well, college is a lot different now than what it was then. I can never recall in college, I went to North Texas State University, and I can never recall God, my faith, the Bible being attacked. It was considered rude. Maybe they did it at [University of California,] Berkeley, but nobody did it there.

And yet, I have worked with college students for almost 50 years now, and now when a kid goes to college, you have the secular worldview that has set up shop, and secularism says there is no final truth. It is found subjectively within you and how you feel to make you happy and no one can judge you. That’s secularism.

And so, when somebody comes with an uplifted Bible, the response is like Nebuchadnezzar to people who will not bow to his image. And so scientifically, psychologically, morally, that faith is attacked and you just see kids, Virginia, that go to college and if they’re not set up yet, which a lot of 18 [year olds] aren’t, they are swept away.

If they are Christian kids, they are ganged up upon by their seniors and they’re now in a survival mode. I mean, you lose your faith, you lose your virginity, you lose your liver in time, and then you can lose your life.

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

Colleges now are not simply trying to make you a living but not a life, they’re trying to get you a living and destroy what you thought was life, and the fear of God, the image of God and man, the absoluteness of moral absolutes that they’re out for you.

We don’t try to keep kids out of college, but we say, “Before you go to college, let us take you in a GAP, God’s Alternative Plan, and let’s take you and we’ll teach you Bible. We’ll teach you apologetics. We’ll teach you about where secularism came from.”

America’s gone from Calvinism to Arminianism to liberalism to secularism. Secularism was where nobody cares if there’s a God. Agnosticism doesn’t believe that you can know. Secularism just doesn’t care. And man is now exalted in humanistic secularism.

We just take you and we train you in life skills. We show kids how to dress, how to have etiquette. We show them how to work on their car, how to do blacksmithing. We show you how to do carpentry, we show you how to garden. And you take a college nine months and we bring in people, excellent men from all over, and we just teach it. We’re doing it with men now.

In a couple of years we hope to go to women. We’re kind of building the airplane as we fly it. You know what I’m saying? No one’s ever really done this that I know of, and so we’re kind of building it as we go.

Allen: Oh, it’s so practical to take both that theology side and then just those life skills, those jobs skills.

Nelson: Right, yeah. And a kid today, Virginia, can live in a room with a smartphone and never get out of it. I mean, he’s got access to the Library of Congress. And so a lot of life skills, a lot of people skills, social skills, moral skills, domestic skills, workplace skills. Kids have just so much today that have them removed.

There’s a verse in Proverbs, it says, “An inheritance gained hurriedly at the beginning will not be blessed in the end.” Meaning, when you give a kid too much too quick, it’ll ruin him. It’s not giving him a chance to struggle.

So we’ll take boys, Virginia, we want them to be able to do 50 push-ups, 10 pull-ups, and be able to run a 10K. My son who is in a home, what do they call it? Secret Service, home—

Allen: Homeland Security.

Nelson: Homeland Security. He told me that they’re getting guys now that their femurs give way, their hips give way. Their bones just are not hard because they hadn’t been stressed, they’ve sat around so long.

It’s been found that kids, something like 70% of the kids in the United States, couldn’t get into the military because of their lack of physical fitness. And so, we make them physically fit, socially adept.

… [It’s] like in the South. They would take a kid and put him down, make him eat in the basement until he was instructed by a servant on how to conduct himself and how to be apropos in public. Then they’d let him come up to the adults.

And kids now just don’t have any life skills. As I talk with a lot of them, young guys now, they’re not really interested that much in college, but they are just about learning how to live, how to [develop] life skills.

I think men in our country have been so condescended upon that a man is just afraid to assert himself in a home. They’re all desperately looking for a male figure with authority and love to set up shop and say, “This is the way it is.” It’s kind of like in the Bible when you read the Book of Proverbs.

Solomon will say, “My son,” and he’ll say, “Don’t do that. Be aware of this, do this.” And he’ll give you little two-line sermons over and over and over just to help you make it through life. That’s what we try to do in the GAP Program.

I had more response to it than anything we’ve ever had in 40-some odd years, 47 years of Denton Bible Church. More response by the adults saying, “We want to get behind this and do whatever we can.” I’ve never seen that big a response from kids and from adults saying, “Yes, that’s what we’ve got to have.”

Allen: Wow.

Nelson: We’re going with six [boys], as kind of a trial run. Then next year, we’re going to go to 20. Then we’re going to open it up to girls and go 40. I would like some day, Virginia, to see churches, everywhere there’s an evangelical church, to have part of their staff … do the GAP Program.

I mean, it’s a blinding flash of the obvious. I mean, you, Virginia Allen, you could do it. You could take a bunch of girls that are 18 years oldand you take them and start talking to them about morality, about God, about how to be a daughter, about parents, about authority, about being skilled, and the person you select to look at for your life partner. You can make a whole lot of difference in a young girl’s life.

Well, you just have to get a guy that knows his Bible and that knows how we got from the Puritans to same-sex gender assignment, and how we got from inalienable truths that are self-evident through nature’s God to where a judge can be censored by the ACLU for handing a Bible to a convicted murderer and show him John 3:16, which is what we had just recently in Texas.

How did we get here?

So somebody has to be able to show him [the] Bible, and history, and the devolution of Western philosophy, and get the kid ready for the chipper that he’s about to back into. You know what I mean?

Allen: Yeah, absolutely.

Nelson: When he graduates, he’s backing into a chipper and it’s going to grind him up if he’s not ready.

Allen: And you say that you roughly modeled the program after the L’Abri Fellowship, which was started by Francis and Edith Schaeffer.

Nelson: Yeah, there’s been a lot of places that did this. Princeton University was begun by what was called the Log College of a fellow named William Tennent and it became Princeton, where he took about 18 young guys and just tutored them as young men because he didn’t want to send them to Harvard or Yale that had gone liberal, and so he trained them.

L’Abri means “the shelter” in French, and Francis Schaeffer would take young men and women from Europe that had been devastated through secular humanism that reached Europe ahead of us. He would take them and walk them through it.

In Colorado Springs, the Summit Ministry by David Noble, the same thing. He looked up in ’62 and he says, “We’re sending kids to college to get threshed.” He would take them and train them. So there has been things like this all around the country starting to pop up.

It’s kind of like whenever America pressed to the West in the late 1800s, mid- to late 1800s, and gosh, I guess before because it was realized that we were going to the West, but we had no churches. So we would try to have a courthouse, a school, but there weren’t any churches.

We started what was called the Sunday School Alliance, to where the men and women would go out and on Sunday they would take the children in an hour and they would begin to train them in the Bible because they recognized that there was such a big gap, a big dearth of knowledge.

It got so well-known that pretty soon the Sunday School Association disappeared and local churches took it upon themselves to say, “We can do this.” … All of us grew up in Sunday school to some degree. That’s where it started, was just a bunch of adults said, “We got a problem here. We got kids growing up with no moral guidance.”

And when America was urbanized and industrialized, you had all kids. Daddy would now go to the factory and kids were loose, and you had gangs beginning. And out of that came YMCA, Boys Club, Boy Scouts, things like this, sports, baseball, football, to try to get kids under coaches to try to give them some guidance before the system ground them up.

And so this is an old, old idea. For that matter, heck, Virginia, the synagogue in Israel, when they were surrounded by the pagans, when they were dispersed, they would come together in a common place of instruction, [the] synagogue. They would instruct the kids on how to be Jews in the midst of Rome, and in midst of Greece, in the midst of Persia.

So that’s kind of what this is, it’s an old, old idea that kind of needs to be reborn. Every church can take some guys, some girls, some couple, and take kids and parent them, and get them ready to step into the chipper that has become the American worldview now.

Allen: And you started with six young men in September, correct?

Nelson: Right.

Allen: How’s it going?

Nelson: Like I say, we’re building the plane as we fly.

Allen: OK, great. [Do] those young men seem to be enjoying the program so far?

Nelson: They have said, “I am changed,” and we’ve only been doing it now for two months.

Allen: Wow.

Nelson: They are saying, “My life has changed,” because they were taken from a theological, philosophical, intellectual, physical two and confronted with an eight. …

The guy that I have is called Drew Anderson. He’s a former Midland, Texas, all-state Linebacker and 185 pounds, so you better be tough. A Texas A&M Aggie, a guy who did the stock market and real estate before he went into the ministry. He’s just a man’s man. He loves his wife. He loves his daughters. And he takes these young men four hours a day and he orchestrates people coming in and him instructing them.

So they’re at school, there four hours a day in our own life college. And they’re absolutely loving it because we’re exposing them to financial planners, to bankers, to master gardeners, to military men, to surgeons who are Christians that are showing them the way the big boys do it.

Allen: Yeah.

Nelson: And their lives are being changed.

Allen: Have you received any pushback from parents saying, “No, my child needs to go straight to college after they graduate high school”? And if you do have parents saying that to you, what are you saying to them?

Nelson: I say there’s maybe a few kids that could go straight to college today. There’s maybe a few. I’ve seen a couple that are so grounded by their parents, Bible theology, life, and social skills that they can do it, but very few. And so we have had zero pushback from parents.

We had one kid come in the program because his mother filled out the entrance form unknown to him just to get him in.

All that we ask from a kid, a young man, and [in] two years from a young woman, is that they have a motor, they have to be self-motivated. It’s not a recovery program. We’re not taking drug addicts and trying to rehab them. We’re taking kids. If you’ve been a drug addict, that’s OK, but we’re taking kids that want desperately to be successful in life and are not quite sure how to do it.

We can’t spend our time trying to parent a disobedient child, and so we’ll send them home. If they don’t show up to class, if they can’t show up on time, if they can’t get along with people in it, we’ll have to send them home. It costs like $2,500 a year to do it, which would be the lowest junior college education you could get, and so it’s not a great fee, but we want them to make a commitment and to stay with us.

We have had no pushback. What we have had is we’ll have up to 150 parents come together in a meeting with their particular life skill to say, “I want to be able to be used. If you can use me in any way, use me.”

We’ve had guys that are recovering drug addicts that came to us and said, “Can you can use me?” We said, “Yes we can,” and we get you in there.

We have people that will come and teach them about STDs and say, “This is what you’re looking at if you become immoral, this is going to happen.”

So we have had huge response from the parents.

Allen: And is the program at Denton Bible Church, is it only for your students in your congregation? Or could a young person in Florida apply, for example?

Nelson: Anybody, anybody. Now, if you’re in there, you got to go to Denton Bible Church.

Allen: OK.

Nelson: You go to the first service and you don’t just get to sit, you become a greeter, or you become a usher, or you become someone that serves communion, or you become someone that sits in and helps with the infants and plays with the squalling kids.

We’re not going to let you just sit. You’re going to be in the commons group at our church, and you’re going to be a servant in that group. So it’s not a time that you’re going to sit and vegetate for a year. You’re going to be busy and you’re going to serve within the church.

Allen: Now, if churches want to find out more about duplicating your model, or if students want to apply, how can they find out more?

Nelson: I’m not an expert on a computer machine, but they can just go to Denton Bible on the computer and then look at Denton Bible, and then look for the GAP. … We’ve made a video because we would get a huge number of calls saying, “What are you doing?” And so, we’re having people call and we show them.

And, Virginia, in time, if it works, we got to wait and see if it works—it’s great on paper and it looks great after two months, but we’re waiting to see—we would like in time to write on it and to say, “Here’s how you do it.” Because any church can do this and it’s a blinding flash of the obvious. It’s falling off a log. Young guys are all looking for old guys. Old guys are longing to invest in the next generation.

Psalm 71, “Do not forsake me, O God, until I make thy name known to the generation to come.” All you got to have is an intelligent, loving, communicable person that can be funded by a church to say this is your position, is to develop the GAP Program.

We would like to have, in time, I’d like to have 500 kids a year coming and going in this, to where it becomes something that every evangelical church in our country does—taking the kids in the church and around the church because they’re not just kids in our church. We got a kid from Chicago, we got kids from all over that have come to do this, so we’re thinking any church can do it and every church ought to do it.

Allen: Well, Tommy, thank you so much for your time. We really appreciate it and learning more about the GAP Program. So exciting to hear.

Nelson: Thank you, Virginia.

PODCAST BY

Virginia Allen

Virginia Allen is a contributor to The Daily Signal. Send an email to Virginia. Twitter: @Virginia_Allen5.

RELATED ARTICLE: Today’s youngsters are more conservative than their parents, report says


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.

The film ‘JoJo’ Rabbit’ and the Brainwashing of Children Today

“For that reason we must insist that all organs of education which may be useful for the instruction and training of the people have to fulfill their duty towards the community. Such organs or organizations are: Education of the Youth, Young Peoples Organization, Hitler Youth, Labor Front, Party and Army–all these are institutions for the education and higher training of our people.” – Adolf Hitler, Speech before the Reichstag on January 30, 1937.

“The book press and the newspaper press, lectures and art, the theatre and the cinema, they are all organs of popular education.”Adolf Hitler, Speech before the Reichstag on January 30, 1937.


Today in America children are being brainwashed to “fulfill their duty towards the community [collective]” from kindergarten to the 12th grade. From the Community College to the Colleges and Universities education has become an “organ” of the state. If you don’t believe me then just ask any student what they know about Fascism, Socialism, Communism, or Marxism. Then ask them what they know about America and her role in stopping each of these ideologies.

To understand how a brainwashed 10-year old boy can create his own fantasy world go see the satirical film JoJo Rabbit by Fox – Searchlight. Watch the trailer:

JoJo Rabbit is about the life of a 10-year old boy named JoJo who lives in a small town in Nazi Germany during WWII. The little boys and girls in the film are brainwashed to believe that they must do what the state wants them to do. For the little girls their purpose is to bear children for the Motherland. For the boys it is to die for Der Fuehrer.

The film begins with JoJo and his fellow Hitler Youth attending a training camp where they learn how to think, fight and be faithful to the Fuehrer. This leads, in the end, to these children being used as Nazi soldiers to fight and die as the onslaught of the American and Russian forces entering their town, a stark symbol of the collapse of Nazi Germany.

JoJo Rabbit shows the dark side of socialism, its ultimate brutality and bloody end.

JoJo and his mother, who apparently is part of the underground, walk past people who have been hanged in the town square as a warning to others. There are tense moments like when the Gestapo enters JoJo’s home in search of enemies of the Nazi state. There is a tragic moment when JoJo is walking through the town square and finds his mother hanged by the Nazis.

JoJo has been indoctrinated to believe that all Jews are evil. He even has a notebook with graphic drawings showing his contempt for all Jews.

Then the film throws JoJo a curve ball. JoJo accidentally learns that his mother has been sheltering a Jewish girl, who is hiding from the Gestapo, in a secret room in their home.

This reminded me of people today who are persecuted because of their beliefs. The Jews continue to be persecuted, as are Christians.

Certain ideas and beliefs are forbidden by the intelligentsia.

Today the the intelligentsia promote: homosexuality, are the followers of Mohammed, promote the myth that blacks are still in slavery, and are most likely Communists, Socialists, or Democratic Socialists. The Democrat Party has become the new Fascists. These protected classes have infiltrated our school system to further their agendas. For example: if you are white you are labeled a racist, if you are straight you are homophobic, and if you support the U.S. Constitution you are an imperialist. Get the picture?

In a January 30, 1939 speech to the Reichstag Adolf Hitler stated,

It is nonsensical to think that obedience and discipline are necessary only for soldiers, but have little useful meaning in the rest of the peoples’ lives. On the contrary, the disciplined and obediently popular community is capable of mobilizing forces that facilitate an easier assertion of the peoples’ existence and thus serve the successful representation of the interests of all. However, such a community is primarily not created by the compulsion of violence, but only by the compelling power of an idea and thus by the efforts of a continuous education.

Conclusion

Our children are being indoctrinated to be obedient and submissive to the state. Our children have become, via a continuous indoctrination process, the new socialists who hate America because they haven’t been taught about America. America has always been great. Understanding America’s greatness requires understanding American history.

Today America is filled with “disciplined and obedient” children of the state.

Obedience to the state is the primary lesson being taught in our schools, colleges and universities. Safe spaces, microaggressions, and any thought not considered proper (the First Amendment be dammed) trigger immediate and devastating responses from students, faculty and administrators in our schools.

Our children are being taught what to think, not how to think.

© All rights reserved.

RELATED ARTICLE: EXCLUSIVE: Leftist Activism Is A Requirement Of New Elementary School Curriculum

When Justice Isn’t

A letter written by a local elementary school teacher, I’ll call “Mrs. Krieg,” was brought to my attention by a mutual acquaintance.  In light of the notice that honor classes will be discontinued, she thoughtfully agreed that equity (defined as fairness and impartiality) in the schools should benefit all students.  Regrettably, she has been influenced by terminology that has been devalued and redefined to become a tool for social engineering among students.  Such revisionism has been applied to Equity, Diversity and Social Justice, and comes at the expense of freedom and true justice.

Honors classes were designed to challenge students academically.  The advanced work, faster pace, and higher course-credit weight have provided for smarter, happier, well-rounded children who had the opportunity to flourish according to their capabilities and not misbehave out of boredom.  But now, the authorities have determined it best to cancel the honor courses across the country because of a “lack of diversity” – that is, more Caucasian and Asian students were engaged than Blacks, Latinos and Native Americans.  Instead of also providing honors classes that meet the interests of the low-energy students – perhaps music, theater, artisanal handicrafts – the Department of Education has decided to close the achievement gap by lowering the bar and expectations and discontinuing all incentives.  Mrs. Krieg did not foresee that by eliminating the incentives and opportunities, the resulting “equity” would be mediocrity and the loss of exceptional achievement.

Now the Department of Education will generate equity in boredom, discontent, resentment, truancy and delinquency.  Academia is not unaware of these inevitabilities.  Their purpose is not an improved education but the decline of achievement and the elimination of the exceptional. Former President Obama expressed a similar derogatory outlook when he denounced high-achieving Americans with, “You didn’t build that.”

Diversity in the schools no longer describes a richness of ideas, course studies, or specialty careers, but defines and categorizes the students themselves, by race, religion, ethnicity, financial status, sexual orientation, and however else the students choose to differentiate themselves.  As with the term “equity,” the meaning of “diversity” has been corrupted, as it now implies division, divisiveness, and discord, the opposite of E Pluribus Unum – Out of many, One.  These differences have led to a totalitarian-style monitoring and bullying – called Speech Control, necessitating “Diversity Officers” with doctoral degrees, credentials in counseling and inclusion techniques, and six-figure salaries reflected in higher tuition costs.  The officers’ mere presence confirms the growing disharmony, isolation, discrimination, harassment, and violence that characterize the socialist strategy.  These points are significant:

  • Many schools have implemented a policy of discouraging the bonding between classmates, beginning with Kindergarten, alleging that “best friends” keep the students from mingling with others.  This is false and destructive.  Best friends are a mutual support system, as they learn to agree, compromise, comfort, accommodate, and be reliable, traits needed throughout their adult lives.
  • Schools now place students at their computers for hours, removing eye contact and discussion opportunities with others, disallowing autonomy over time scheduling, reducing writing and penmanship with its inherent creativity. Presidential hopeful Kamala Harris said she would increase daily school time by three hours, thereby seriously reducing home and family activities, personal growth, and individual achievement.
  • Academia has introduced “intersectionality” to diminish the self and encourage victimhood by race, ethnicity, sexual orientation, gender, family class; the more the classifications, the higher their status.  Instead of a unitedness with school and pride of citizenship in their own country, they are now tribalistic, divisive, and intolerant.
  • Bigotry against Jewish students and staff (antisemitism) is on the rise and spreading.  History has shown that Jews are always the first, but never the only ones, to be attacked.  There is growing hostility directed towards whites (white supremacy), extending to our founding and history, particularly by the socialists and Sharia-compliant; and towards boys (toxic masculinity), which works to diminish their self-worth and ambitions, and damage their God-given purpose of contributing to our nation’s growth and defense.  Boys must become men: marry and support their families, be strong fathers and teach morality to the next generation.
  • The removal of God from the schools and population’s psyche has produced a plethora of new definitions that facilitate a ruling class, convince the public to tolerate lawlessness over sovereign borders, and to submit to the measured demands of sharia made by the Muslim Brotherhood and affiliates on campus and in the media.
  • The Common Core standards introduced new courses: intentionally convoluted math that prohibits parental participation; dystopian and uninspiring literature that offers limited creative vocabulary and replaces inspiration with fatalism; inaccurate and indoctrinating history lessons that misinform students about our growth and successes and secretes the truths about Islam; and social studies that support a political agenda.
  • With individuality stifled, the children are indoctrinated to think alike, falter alike, and expect equal return for widespread mediocrity.  This equity in communist countries has produced  stagnation in education, the economy and real income; slow improvement in everyday services and medical care; shortages of goods; rising criminality and corruption, along with an increase in alcoholism, particularly in Russia.  Socialism kills the spirit of personal endeavor.
  • The introduction of transgenderism is ruining the lives of many children, psychologically and physically, wrecking all opportunities for happiness in marriage and family, leading some to suicide.
  • The threat of climate change, perhaps the greatest hoax, is the extensive control over all life, which would bring a scarcity of energy, failing manufacturing firms and  retail operations, vilified consumerism, diminishing food supplies, curbed transportation for people and food distribution.  The environmentalists purposely falsify the data about climatic conditions in order to throttle human activity – which they hate – to produce their worshipped green planet.
  • In short, the goal of the left is to crush the human spirit.  Pride in accomplishment must be stifled, progress discouraged, and the dispirited population reminted into the globalists’ compliant working class.

Contrary to Mrs. Krieg’s understanding, the term “diversity” was invented to con the populace into accepting all incoming non-citizens.  Regardless of criminality, disease, or hatred for the American flag, they must be housed, fed, clothed, educated and medicated.  Multiculturalism is already the downfall of several European countries due to cultures that are too disparate for assimilation.  Muslims come to replace their hosts’ laws with their sharia and establish yet another oppressive totalitarian Islamic state.

Justice becomes injustice when the word needs a modifier.  “Social justice” means a revision of laws to accommodate a socialist agenda.  True justice is served only when the interests of Americans are considered, when Americans can, of their own volition and in their own time, partake of the promise of “life, liberty and the pursuit of happiness.”  The authoritarian government seeks total/totalitarian control over the masses to forcibly produce identical workers, taught and indoctrinated to comply with the needs of the regime.

The final outcome is not unknown to mankind.  We have seen countries fall to socialism, fascism, and Islam, and the vulnerable children are always the first to feel the effects of the increasing control.

Now is the time to act if we are to avoid Orwell’s dire warning: If you want a vision of the future, imagine a boot stamping on a human face – forever.

© All rights reserved.

RELATED ARTICLE: MassResistance exposes school district’s radical, graphic “sex-ed” program, recently passed by School Board

Copyright © 2024 DrRichSwier.com LLC. A Florida Cooperation. All rights reserved. The DrRichSwier.com is a not-for-profit news forum for intelligent Conservative commentary. Opinions expressed by writers are solely their own. Republishing of columns on this website requires the permission of both the author and editor. For more information contact: drswier@gmail.com.