A day in your Child's classroom
Document #029.0.4.0 # 15 >>>>Disclaimer: This document may be used as
you will except: If you change anything in the text, remove my name and
other Ident. You may use it without my identification also if you wish...I
only ask that people read it and think...think...think. Sources/Ref's if not
in the text will be found on the last page of Doc 000.0.0.1 and 000.0.6.
CLMsr.<<<<
We have a Constitution and our Bill of Rights (the first 10 amendments) that
makes us free. Right? Then visit:
http://www.trimonline.org http://www.getusout.org
http://www.thenewamerican.com http://www.givemeliberty.org
http://nca.mybravenet.com http://www.jbs.org
Http://www.getawarrant.com
Then take a look at these sites: http://www.dixierising.com
http://www.dixienet.org http://www.palmetto.org
http://www.southerncaucus.org http://www.spofga.org
Subject: A Day in Your Child's Classroom.
Pls visit http://nca.mybravenet.com
To hell with the news. I'm no longer interested in news. I'm interested in
causes. We don't print the truth. We don't pretend to print the truth". Ben
Bradlee, Executive Editor, The Washington Post.
Geeze... Let's hope we never even get close!!! I know that I am fortunate
enough to work in a small school in a small community in a state that lots
of folks don't even take seriously, but we celebrate Christmas, say the
pledge, know that lots of the kids take time off to hunt with their Dads,
and I have never been given a strange look for saying ,"God Bless You"
"That's wrong" or "That's not how we are supposed to treat others". I have
a Teacher's Prayer displayed by my desk and a Nativity Scene that is going
to be on my desk come December. You think maybe I should start lookin' fer
another job?
[I have removed the teachers name for protection purp's. CLMsr]
Actually, I have had some experience with Ritalin. Some of my ADHD
diagnosed students are on it. When I first started substituting, years ago,
it was not at all uncommon to find lesson plans that said, " Johnny gets one
of the little white pills in the top of my desk at lunchtime- look for the
envelope with his name." Scared the hell out of me! Talk about liability!
Now, fewer children seem to be on it and they have to go to the office to
get it from a chosen, trained, approved employee. Our school nurse has at
least three schools, so she can't possibly dispense all meds at lunchtime.
Meds can only come to school in the original prescription container, so on.
I had heard years ago of a little one who sold his on the bus habitually.
There was a study I heard about where the students were given Mountain
Dew to drink daily and achieved the same level of performance (within
reason) as the kids with Ritalin. Go figure! Never saw the data, so take it
for what it's worth.
I have one child who took it & his hair fell out. When parents ask, I
hand over info. on herbals and dietary changes as well as names of other
meds to discuss with their docs- and I bow out. I can REALLY tell when one
of the kids goes off of his/her meds. They can be exhausting. If they get
too much, they are sleepy. I just keep the parents informed as best I can
and pray that it works for the childs best.
[I have removed the teachers name for protection purp's. CLM.sr]
In West Virginia where the School to Work program is also implemented, a
young man was being helped by his Father in his Algebra studies. The Father
noted in the Algebra text book there were what he calls "side panels" where
alongside the text of the book in the margins, there were pictures and a bio
of past and present Socialist figures of this and other countries. They
have nothing to do with the text at all! Also, this young man was asked
what he was going to do when he graduated from high school and he said that
he was going to enter the US Air Force. The school counseler then commented
Oh, Well, that means you will go into the Military Police, that relates to
civilian law enforcement, which in turn relates to relationships with the
civilian population, which then means that you will be trained for Social
Services! He then told this young man that his future schooling will be
directed in that direction. This is your Socialist Department of Education,
at the Federal Level, that is dictating this stupidity. [Chet McWhorter Sr].
Subject: what was your child taught in school? Date: Wednesday, December
13, 2000 6:56 PM http://www.crossroad.to/text/articles/sexed9-98.html Sex
Ed and Global Values by Berit Kjos
When fifteen-year-old Kevin walked into his American History class at
Cupertino High School in California, he was given a handout. He glanced at
the title: "Heterosexuality: Can It be Cured?" Weird, he thought and looked
around. Some of his friends were studying it, too. He read on:
Heterosexuality is a condition characterized by a sexual attraction to
members of the opposite gender. Many persons, in all cultures, at all times,
have been heterosexual. Whatever the cause of this phenomenon, we can state
without doubt that there are many problems associated with heterosexuality,
both for the individual and society at large.
Curious, Kevin scanned the list of problems. Women were especially
vulnerable, it said. They could face sexually transmitted diseases and
unplanned pregnancy as well as mental and psychological hazards" such as "a
state of homophobia." The suggested treatments included psychotherapy and
wide-spread sterilization of the heterosexual population. Was this a joke?
The next page gave the source of this bizarre "research". It came from the
American Public Health Association Caucus of Gay and Public Health Workers.
Undermine traditional values It's no secret that the gay [queer] and
lesbian [queer] coalition have waged an intense campaign to draw young
students into their lifestyle. Their demand for laws mandating classroom
sensitivity training designed to build "respect" for their values has
opened classrooms to unspeakable propaganda. And they are not alone in the
battle against concerned parents who would block their "right" to
indoctrinate captive young everywhere.
Planned Parenthood and its partners around the world also demand that
children must be set free to indulge in sexual thrills-without fear of
pregnancy. So does SIECUS (The Sex Information and Education Council of the
United States). Together they have prepared a titillating display of films,
textbooks, props, and promotional material. Most of it is designed to
promote rather than deter sexual activity-and, more subtly, earth-centered
spirituality. The two go together.
It's not surprising that Sexuality and Man, a collection of articles
compiled by SIECUS board members, sports a yin-yang symbol on the cover.
One of its authors, Dr. Lester Kirkendall unveiled the SIECUS philosophy:
The purpose of sex education is not... to control and suppress sex
expression, as in the past, but to indicate the immense possibilities for
human fulfillment that human sexuality offers. The individual must be given
sufficient understanding to incorporate sex most fruitfully and most
responsibly into his present and future life.
The primary goal, however, is to change values. The first steps are:
"challenging the students' fixed beliefs" , shaking their moral convictions,
and breaking down modesty and inhibitions. The titillating sex-ed films,
suggestive classroom discussions, and provocative literature serve the
purpose well. Children are forced to think the unthinkable and visualize the
forbidden-until sensuality has replaced Christianity in their minds and
hearts. Before long, sin looks cool; and what God calls good seems boring.
A shocked father described some of sex education programs in his home
state, Massachusetts: A 14-year-old Beverly High School girl came home and
told her father that he was a 'homophobe.' She had just returned from
'Homophobia Week' sessions at the school. At Silver Lake High School, the
ninth-grade health text teaches: ''Testing your ability to function sexually
and to give pleasure to another person may be less threatening in the early
teens with people of your own sex.' Also, 'You may come to the conclusion
that growing up means rejecting the values of your parents.' Students were
told to keep the book in their lockers and not take it home. In Brookline, a
transsexual had been invited to explain to a class of first-graders how a
sex change can take place. Parents had not been notified or prepared to
counsel their frightened, confused children.
In Westford, thirteen-year-olds were asked on a quiz: 'What is the best
method against pregnancy?' The choice of 'abstinence' was deemed incorrect.
What do students gain from these lessons? They learn to question
home-taught values and look with "open minds" at dangerous alternatives.
Many educators know that when children are trapped in sensuous lifestyles,
they can no longer delight in God.
Discuss alternative values To understand this planned rebellion against
biblical values, look back to 1970. Education psychologist Dr. William
Glasser had just pioneered a "daring new program" for changing attitudes.
His book, Schools Without Failure, introduced a manipulative strategy for
turning the class into an encounter and counseling group: Children would
share their feelings and air their complaints under the guidance of a
trained facilitator with a politically correct answer.
They learned to empathize with another's lust and respect each other's
feelings. Soon, they had traded God's moral standards for self-made choices.
No longer would authoritarian parents impose their values on submissive
children. They would write their own rules! Or so it seemed. Actually
Glasser's tactics manipulated students into yielding individual choice-along
with privacy and family loyalty.
Consider the effect of the following suggestion: Children will often become
very personal, talking about subjects that ordinarily are considered private
A child who discusses drunken brawls at home might quietly be asked to talk
about something that has more relationship to school. Changing the subject
in this way is sometimes unwise, however, because it is just those drunken
brawls at home that have the most relationship to his school progress.
Today, we know that those private "brawls" become part of a student's
computerized portfolio. A child's "honest" sharing about family activities
gives school officials the needed data about family values. It enables them
to monitor every family member-not just the kids in the classroom.
Professor Sidney Simon went a step further. His book, Values
Clarification-A Handbook of Practical Strategies for Teachers and Students,
added a more intrusive note to the vast selections of manipulative
values-changing strategies used to speed the social transformation. Among
the classroom exercises which soon filtered into textbooks and schools
everywhere was a tactic called "values voting."
The teacher simply asks questions dealing with personal values. The
students say "yes" by raising their hands. They answer "no" by pointing
their thumbs down. They discuss their answers. Consider some of the
questions. For example, "How many of you think there are times when cheating
is justified? regularly attend religious services and enjoy it? think that
women should stay home and be primary wives and mothers? would like to have
a secret lover? would choose to die and go to heaven, if it meant playing a
harp all day?"
For middle and high schools students, Simon added questions such as: "How
many of you think sex education instruction in the schools should include
techniques for lovemaking and contraception?" and "How many of you think
you will continue to practice religions, just like your parents?"
You may recognize some of these questions. They have become standard fare
in classrooms across the country. Whether teachers or school counselors lead
the encounter groups, children are urged to share intimate details of family
life. Most parents are kept in the dark. During this directed dialogue,
verbal and written responses are carefully monitored by watchful teachers,
who are required to assess each child's individual "progress" toward the new
attitudinal goals. Intrusive classroom surveys, "private" journal entries,
and classroom writing projects all help expose personal beliefs and values.
If teachers and school counselors see anything that might hinder a student
from +meeting the new affective standards for politically correct attitudes,
the child could be labeled "at risk"-meaning more monitoring, state control,
and possible removal of a child "whose home environment was felt to have a
malignant influence."Establish target values The rejection of traditional
values happened with the approval of our political leaders. Remember what
President Bush said in 1992 when he announced America 2000: "Nations that
stick to stale old notions and ideologies will falter and fail. So I'm here
to say, America will move forward New Schools for a new world."Actually,
George Bush endorsed values clarification long before he became president.
In 1974, he helped write a report titled, "Man, Education, and Society in
the Year 2000." Funded by HEW's Office of Education, it concluded that "the
50 states should organize a commission to establish the values that are
significant in approaching problems (e.g., population) that must be faced in
the future."
The summary explained that. The traditional cluster of knowledge, skills,
values and concepts will not help our young face the future in their private
life, the international situation.... Perhaps there is a need for
clarification of new values needed to solve future problems. He is not the
only president who proved his loyalty to global education before winning the
White House. In 1987, (then) Governor Bill Clinton served on The Study
Commission on Global Education with other education, business, and New Age
leaders. Together they prepared a report titled The United States Prepares
for Its Future: Global Perspectives in Education. Its Foreword stated that
"It now seems almost conventional to speak of American citizenship in the
same breath with international interdependence and the planetary
environment."
[Sounds like Communism to me!CLMsr]
"A DAY IN YOUR CHILD'S CLASSROOM"
The following article appeared in the DeWeese Report (page 3) way back in
July 1997. If you think its description of what's going on in the schools is
chilling, just imagine what another three years have done to refine and
strengthen such classroom activities and agendas. With Goals 2000,
Outcome-Based Education, and School-to-Work programs now in full swing, the
government has nearly completed its effort to mold your son and/or daughter
into good and faithful socialistic representatives of the state.
The DeWese Report is published by the American Policy Center, 13873 Park
Center Road, #316, Herndon, Virginia 20171. Phone:703-925-0881. Fax:
703-925-0991.
They are your children. You gave birth to and nurtured them in their
helpless infancy. You protected them until the day they reached school age
and ventured out of your protective environment for the very first time.
Of course you continue to watch over them. You talk and you share, but do
you really know what fills their day in the public school classroom? Do you
know what they are being taught and how they are graded? The truth may be an
eye opener.
As the students enter the school grounds there is, of course, the security
check. Usually a uniformed guard is present, sometimes a metal detector is
used to search for weapons. In some schools specially trained drug-sniffing
dogs patrol the halls. Locker inspections are common as the search for drugs
and weapons continues.
There is, of course, no morning prayer or moment of devotion. Some schools
still allow students to pledge allegiance to the flag, although controversy
has begun over a proposal to replace it with a pledge of allegiance to the
United Nations.
Classrooms are often noisy with students talking among themselves as the
teacher tries to be heard. Others openly sleep with heads down on the desk.
Discipline is out of the question for fear of lawsuits.
Teachers are not permitted to touch students in any way. In fact, teachers
are no longer allowed to even suggest that a student may need glasses or a
hearing aid for fear the teacher and the school will be held responsible and
made to pay for the medical treatment.
The teacher asks for homework assignments. Few have completed it, fewer
still have even brought their textbooks to class.
Just as class is about to get under way, a young girl bursts through the
door and announces to the teacher that she simply can't stay in the class
because she's "having a really bad day." She requests and is granted
permission to pay a visit to the staff psychologist. Such a request is an
increasingly common occurrence and an excellent way to skip class.
First order of business is for the class to break into focus groups. Focus
for this mornings' discussion is on family problems.
Role-playing is a big part of the focus group. Today's subject: "my parents
are getting a divorce." The group will choose one student who is suffering
such a situation. The other students will ask questions about her parents'
impending divorce, including how she is coping; does she feel any blame for
it; did her parents have an active sex life and so forth.
If the child thinks such questions are private and not a matter for a
public classroom, then she may fail to achieve an outcome goal for the class
concerning her ability to relate to others. Such a failing affects not only
her evaluation structure, but that of the whole class.
Obviously, this failure to share her inner feelings and need to privacy
will show that she is suffering from low self-esteem and will require the
student to take extended sessions with her guidance counselor.
Subject of tomorrow's focus groups will center on which contraceptive
students should choose when having sex with their boyfriend or girlfriend.
The classroom is full of modern computer equipment and calculators. No need
to teach multiplication tables, the calculators will solve those problems.
The class uses the "inventive spelling" method, which means children are
never corrected for misspelling words. There is a fear that the correction
of such mistakes will be seen by the students as criticism and therefor
diminish the student's self-esteem, thus impeding his creative writing
ability. Besides, that's why the computers have spell check.
American history is the next subject. There's no framed copy of the
Gettysburg Address or the Declaration of Independence hanging on the
classroom wall.
However, the subject for today is the American Revolution. There is no
discussion of the brave stand by the Minutemen of Lexington and Concord nor
the brutal winter endured by Washington's ragged band of freedom fighters at
Valley Forge.
Today's discussion on the American Revolution is focusing instead on the
war as seen through the eyes of the slaves. Washington and Jefferson are
prominently mentioned in the discussion as slave owners and oppressors.
Tomorrow's discussion will focus on the establishment of America as a new
nation as it journeys down the road to the oppression of African Americans,
Native Americans and women and their continuing struggle for freedom.
After lunch a special guest is welcomed to class. He's a representative of
People for the Ethical Treatment of Animals (PETA) who explains to the class
that his group is opposed to the use of animals for any human purposes. He
tells one girl that her beloved pet cat, Fluffy, is really her slave who
longs to be free. "Set her free," PETA Man admonishes.
Another student informs PETA Man that his father is a hunter and helps to
keep wild animal stocks healthy by reducing overabundance in the herds.
"Your father is a murderer," PETA Man tells him. "Animals are our friends
and we don't eat our friends." "All of you should stop wearing wool
because shearing sheep is theft. Get rid of those silk blouses because silk
worms feel pain. Never go to the circus or the zoo because those animals are
political prisoners. Don't drink milk, don't eat eggs and of course, never
eat meat."
Finally PETA Man ends his uplifting presentation by letting all the
students know he will personally help in the burial of their mothers' fur
coats if they choose to bring in these remains of previously tortured
animals.
The last class of the day is Earth Science. The issue is protection of the
forest from "excessive logging." Logging companies are, of course, evil
businesses who seek to clear-cut forests and leave them barren of any
foliage. The text books say so. The discussion centers on recommended ways
of "practicing civil disobedience . . ." with the goal of battling
"excessive greed and evil without becoming evil." Tactics discussed include
driving spikes into trees to keep loggers from cutting them down, pulling up
survey stakes, felling high voltage tower, sabotaging bulldozers, road
graders, power shovels and backhoes.
After this invigorating discussion on saving the environment, the school
day comes to an end. "Oh, before you go," the teacher announces, "here are
your condoms that have been provided by the local family planning center. Be
sure to use them wisely."
But, as the students leave school, it's not the end of their day. Most
students must now head for their "mandatory volunteer" community service
job. It's mandatory because approved community service work is required in
order to graduate. Students may choose to work in homeless shelters or drug
rehabilitation centers. Most, however, choose to work on environmental
projects as an extension of their intensive environmental classroom
indoctrination.
On these projects students work side by side with environmental activists
from groups like Green peace and the Wilderness Society. Such activity sends
the students well on their way to becoming environmental activists too.
On the project, students learn to lobby local and state governments to stop
development projects, housing projects and to promote the taking of private
property that can be used to create another bike trail or wetland for the
good of the whole community.
If the students are fortunate enough to live close to the logging industry,
perhaps they can put their class work to good use by helping to spike some
trees or pour sugar into the gas tank of a bulldozer.
Finally, the students return home to find their unenlightened parents
serving red meat for dinner. After being thoroughly and properly admonished,
one mother informs her student that her report card just arrived in the
mail.
Of course, it contains no As, Bs, Cs, Ds, or Fs. Instead, there is an "M"
if the student managed to achieve "most" of the outcomes in the proper
manner with the correct attitudes. If not, she may have received an "NY" for
"not yet" if she still hasn't quite met the outcome goals of the class.
"Oh, by the way," the mother says, "there was a letter with your report
card announcing that you made the honor roll. Aren't you proud?" "No," says
the student, "everybody made the honor role." To have done otherwise would
have damaged someone's self esteem.
The way back home is through our children, if it isn't too late.
January 13, 2001 Web posted at: 8:52 AM EST (1352 GMT)
PONTIAC, Michigan (AP) -- School officials have suspended a third-grade
student under the state's zero-tolerance weapons law after he brought a 1
1/2-inch-long gun-shaped medallion to class. The boy apparently found the
piece of jewelry in a snowbank and brought it to Owen Elementary School on
Wednesday, school officials said. "State law takes precedence and requires
us to take action even though it was a toy," said Donna Poag, director of
elementary education for the Pontiac School District.
The item posed no threat to students but could frighten someone who didn't
get a good look at it, Poag said. The boy, whose name was not released,
never pointed the item or threatened anyone with it, she said.
School officials have not determined how long the suspension would last, The
Oakland Press reported Friday. Copyright 2001 The Associated Press. All
rights reserved.
From: "Paul E Zimmerman" <plj1202@mailcity.com> Subject: [piml] Strangers
enter school/disrobe children Source:
http://www.ashevilletribune.com/commentary.htm, By John W. Whitehead
Strangers entered two different elementary schools in Tulsa, Oklahoma on
two separate occasions. They forcibly removed the clothes from numerous
children between the ages of three and five-over their cries of fear and
desperate attempts to resist-and proceeded to probe the genitals of the
now-nude children. Most schools now have elaborate procedures to screen and
account for visitors. However, this sounds like a situation where school
safety precautions failed horribly. What happened to these children is much
worse than mere negligence because authorities at both schools actually
arranged for and supported these outrageous events. The strangers who
entered the elementary schools were LPN nurses assigned to the schools to
take blood samples and perform genital exams on behalf of the Head Start
program that is associated with the schools. The great majority of the
children were of African-American or Hispanic descent.
Ostensibly, the nurses were looking for signs of child abuse or other
health problems among the youngsters. The nurses conducted their exams over
the protests of the children, with some crying for their mothers. Still
others, intimidated and filled with fear, even attempted to resist
physically. Their parents did not know that the exams were scheduled and had
not given their consent. So there was no way they could have known the
terror their children were enduring during their school day. The nurses
stretched the children out on a floor mat, on top of a school desk, and
forcibly removed their clothes.
Although the nurses were not even wearing hygienic gloves, they pressed and
probed the children's genitals and took blood samples. The exams were
conducted en masse-the children endured these humiliations in front of one
other, amidst the panic, crying and fear. When confronted about the
situation, the Head Start director responsible for the exams said that he
didn't think there was anything strange or unusual about the physicals. The
tragic thing is that the director may be partially right-horror trips like
this may become less and less unusual. A similar situation has already
occurred to middle school girls at a public school in Pennsylvania.
But the director is definitely wrong about there being nothing strange
here. First, standard medical practices seem to have been abandoned. There
was no notice or parental consent, and the absence of hygienic gloves may
indicate an even broader lack of good medical procedures. More important,
though, is the effect these exams had on the children. Imagine the terror
they endured as strangers stripped them and invaded their most private
parts, ignoring their resistance and cries. The strangers wouldn't even
allow the children's teachers to come in and help calm them down.
These children were traumatized and humiliated and, as a result, suffered
psychological and emotional distress. They continue to suffer after-effects
such as fear, anger and guilt. Medical and psychological experts say that it
will take a minimum of five years for the children to recover from this
event, if they do ever do so fully. And their parents are undoubtedly
suffering, as well.
This kind of action cannot be justified. Thirteen families have now filed a
lawsuit against Head Start, the nurses involved, the county health
department and the school district. The parents allege violations of their
privacy, emotional and mental distress of their children and other
constitutional claims. But no matter what the outcome of this case is, these
young people will probably never be made whole again.
There is no doubt that sexual abuse is a serious problem and children must
be protected from it. But there is no evidence that sexual abuse is so
widespread that it justifies activities such as these that, in truth, amount
to government-sponsored sexual abuse.
Update: 22 Feb 2001......NO SCIENCE HERE.
An 8-year-old Colorado girls science experiment about racism was yanked
from a school fair because several teachers and parents thought it would
upset the schools handful of minority students, reports the Denver Post.
Her study indicated that her older classmates at Mesa Elementary School
thought a white Barbie doll was prettier than a black one. To make her point
and to test how people react to skin color, she dressed up a white Barbie
and black Barbie in two different colored dresses. First, she asked 15
adults which was prettier and they picked the one in the purple dress
regardless of the dolls skin tone. But when she asked 15 eight-graders the
same thing, they preferred the white doll regardless of which dress she was
wearing. She then exhibited her findings at the school fair. But after about
an hour, she was told it had to come down because school wasn't the best
forum for hashing over racial issues. Her father, David Thielen, said the
district is afraid to tackle the race issue. "I would think the district
would want to use the exhibit to discuss race rather than refuse to even
talk about it," he said http://www.denverpost.com/news/news0220g.htm
IT NEVER ENDS
A new Park Commission policy banning Confederate flags from a Confederate
cemetery in Madison, Wisc. on every day except Memorial Day is drawing
protests and the threat of a lawsuit. The new policy bans Confederate flags
from the flagpole at the Forest Hill Cemetery, Americas northernmost
Confederate cemetery, and permits the flags on its 140 graves only on
Memorial Day, reports the Wisconsin State Journal. Madison resident Dan
Bradford, commander of the 61st Georgia Infantry re-enactors, says he will
challenge the new rules in court if necessary. The group has been placing
Confederate flags on the flagpole and graves on Confederate Memorial Day for
15 years. Bradford called it a First Amendment issue. "This is exactly how
our rights are lost," he told the paper. "They pick at them a little bit at
a time, and people who do not wish to stand and fight are part of the
problem."
Lemon drop drugs and paper guns: Zero-tolerance laws get bizarre.......
WASHINGTON, DC -- Three cheers for the American Bar Association's decision
to oppose zero tolerance policies which allow kids to be kicked out of
school for possession of "drugs" like lemon drops and Kool-Aid, and for
"weapons" like fingers and rubber bands, the Libertarian Party said today.
"Finally, some sanity about America's zero tolerance nonsense," said Steve
Dasbach, the party's national director. "In a country where students can be
expelled for sniffing Kool- Aid, for sharing candy, and for brandishing
potato chip canisters, the American Bar Association has interjected a note
of common sense." On Monday, the leadership of the ABA voted to recommend
an end to zero-tolerance policies in the nation's 14,000 school districts.
The 400,000-member lawyer's organization, which held its winter meeting in
San Diego, said such policies are a misguided "one-size- fits-all solution
to all the problems schools confront" and have "redefined students as
criminals."
Zero tolerance policies -- many mandated by state law after the tragic
school shootings in Columbine, Colorado -- require government- run schools
to expel or suspend students for any violation of weapons or drugs
regulations. Such policies have led to bizarre results, including:
* A 6-year-old in Colorado was suspended for violating the school's
anti-drug policy after a teacher saw him share a lemon drop candy with a
friend. The school also called an ambulance for the lemon- drop-eating
friend.
*In New Jersey, a 9-year-old was suspended -- and forced to undergo
psychiatric counseling -- for threatening to shoot a classmate with a rubber
band.
* A 10-year-old in Colorado was expelled because her mother put a
small knife in her lunch box to cut an apple. When the girl realized the
knife could violate the school's anti-weapons policy, she turned it over to
a teacher. The school then expelled the girl.
* Three grammar school students in Colorado were suspended for
possessing a weapon -- a water pistol.
* A 13-year-old in Arizona, inspired by the movie October Sky, built
a rocket -- fueled by three match heads -- out of a Pringles potato chip
canister. When he brought the potato chip canister to school he was
suspended for a year for having a "weapon." The school also reported him to
the police.
* In Michigan, a third-grader was suspended for showing his
classmates a gun-shaped medallion, slightly larger than a charm for a
necklace. He had found the piece of jewelry in a snowbank. "State law
requires us to take action even though it was a toy," said a school
administrator.
* A school in New Jersey suspended two kindergarten students for
playing "cops and robbers" on the playground. They had pointed their fingers
at each other like guns and shouted, "Bang bang!"
* In Maryland, a school suspended a 9-year-old after he drew a
picture of a gun on a piece of paper.
* In Virginia, eight students were suspended for one week after they
were caught sniffing Kool-Aid. They were charged with "possession of
contraband" because they were "using Kool-Aid in a way that imitated the use
of illegal drugs," school officials said.
Given such ridiculous results, zero tolerance policies are clearly
ineffective, said Dasbach. "Expelling children for possession of a rubber
band, a water pistol, or a finger doesn't keep anyone safe," he said.
"Schools don't seem to recognize that there is a difference between a
psychotic student with a semi-automatic weapon and a 6-year-old with a
rubber band. "And to the degree that these policies force school officials
to pay attention to such trivial transgressions while ignoring real
potential dangers, students may actually be less safe. That's bad news for
parents whose children are trapped in government schools." At their worst,
the kind of zero tolerance policies opposed by the American Bar Association
send a chilling message to children, said Dasbach. "These policies teach
children that justice is inflexible, and doesn't care about circumstances,
or fairness, or good sense," he said. "And they teach children that they
have no rights -- that they are criminals if they play innocent childhood
games, say the wrong thing, or share a lemon drop candy with a friend."
Jim, Since this is happening in Massachusetts, it won't be long before the
NEA (federal) mandates this outrageous curriculum in all our public
(federally managed) schools. Notice that the parents were not even notified
beforehand so as to opt their kids out of these classes, and were told not
to tell their parents or take materials home. Notice also that one teacher
told a child who protested, "If you have any trouble with your parents, tell
me and I'll handle them." No wonder so many people are pulling their kids
out of public school and either putting them into private/parochial schools
or taking on the awesome job of home schooling them.
Kathy in Idaho patriot1965@surfbest.net http://www.williamcooper.com
Trampling on Parents' Rights: Everyday Life in Massachusetts By Brian
Camenker
President, Parents' Rights Coalition. Veritas News Service -- March 25,
2001-- Parents across the Commonwealth of Massachusetts are demanding
protection. Protection from whom? From their governor, their public schools
and the "progressive" agenda of radical political groups! What follows is
just the tip of an iceberg: In Brookline, a transsexual adult came into a
first-grade class and described to the children how sex changes take place.
Parents had not been notified and had to counsel their frightened, confused
children.
In many high schools across Massachusetts, entire days have been devoted
to "Gay/Lesbian and Transgender" programs. Academic classes are cancelled
and students are led to the activities, including panels, speakers, etc. In
Natick, high school students in the "gay-straight alliance" club were shown
an R-rated movie about a graphic "love story" between two boys.In Newton,
school officials announced in the local newspapers that masturbation would
be covered in the required courses for ninth graders.
At a required school assembly in Chelmsford, an instructor used
four-letter words to describe the joys of oral and anal sex. Children
participated in licking condoms.
A 14-year-old girl came home from Beverly High School and told her
father that he was a "homophobe". She had just returned from "Homophobia
Week" sessions at the school.
In schools across the state, students were told to answer surveys on
their use of drugs and about personal feelings on suicide, death, homosexual
activity and similar subjects. The wording was very intrusive. Parents were
outraged when they found out.
In several towns, ninth grade girls in the health classes were assigned
to go to a drug store, buy condoms, and practice putting them on a banana.
At Lexington High School, a parent discovered that her
thirteen-year-olds could borrow a book (bought with state health funds)
telling how gay men at the opera can socialize with "the backs of their
trousers discreetly parted so they could experience a little extra pleasure
while viewing the spectacle on stage."
In Newton, a high-school principal told a group of parents that they may
not remove their children from the condom distribution program because "it
is too important."
At Silver Lake High School, the ninth-grade health text teaches:
"Testing your ability to function sexually and to give pleasure to another
person may be less threatening in the early teens with people of your own
sex." Also, "You may come to the conclusion that growing-up means rejecting
the values of your parents." Students were told to keep the book in their
lockers and not take it home.
In Ashland, children were assigned to play "gays" in a school skit. One
boy's line was, "It's natural to be attracted to the same sex." Two girls
were told to hold hands and pretend they were lesbians. Parents were not
informed.
In Manomet, an eight-grade health class was given material which one boy
said was against his parents' beliefs. He was told by the instructor, "If
you have any trouble with your parents, tell me and I'll handle them."
In Nutting Lake, "counselors" conducted a group session where a girl was
asked to share the details about her parents' divorce and her father's
affair with the class. The sessions were to be kept confidential from
parents.
The Parents' Rights Coalition can be reached at
www.parentsrightscoalition.org,
e-mail: office@parentsrightscoalition.org Ph:: 781-899-4905.
27 April Update: School Cross-Dressing Edict Outrages Delaware Father By
Chad Groening
April 26, 2001 http://headlines.agapepress.org/archive/4/262001b.asp
(AgapePress) - The father of a 12-year-old Delaware boy says he is
absolutely shocked that his son's school wants all its students to
cross-dress today. When his son told him what was going on at Stanton Middle
School outside Wilmington, David Masilotti wanted some answers.
And finally, after having to call the governor's office, the superintendent
of the Red Clay School District called him back and tried to downplay the
whole matter."He's trying to explain that this is just something innocuous
like a dress-up day," Masilotti says. "I tried to explain to this gentleman
that there is no way I'm sending my son to school dressed as a girl. He told
me at that point it wasn't mandatory. I then explained to him that I'm not
even going to allow my son to go to school that day." Masilotti believes the
principal of the school is deliberately trying to push the homosexual agenda
on the young, impressionable kids, and it's no coincidence that this
cross-dressing day coincides with a so-called "Gay Recognition Week." The
Delaware father says he intends to either put his children in a private
school, or home school them. "... our efforts as educators must not be
directed to restoring the past order of morality but to participating in
creating a new one... when it is shed there will be a new moral order to
take it's place... a counterculture that will burst through the surface."
(Roberta T. Ash; "Durkheim's Moral Education Reconsidered: Toward the
Creation of a Counterculture". In SCHOOL REVIEW, November, 1971, p. 112.
28 April update: [From a teacher friend-name withheld by me] (I) Have never
experienced cross-dressing day, in any way shape or form, although several
years ago, a local middle school child was coming to school dressed as a
girl when in fact he was a boy. He had total parent support. In fact I think
his mother may have been trying to raise him as a girl- very sick. I
remember the principal would have rather ignored it and hoped it went away
( You remember Lynn xxxx, from xxxx's experiences, perhaps?) saying that all
this kid wanted was attention & if this didn't work, he would move on to
something else. I was substituting at the time and can tell you it was
horrible. The kids could not ignore it nor could I . He/She had to go sit in
the office while I taught. The poor kid needed help and the other children
should have never had to deal with that. That Goof Ball has called me three
times and asked me to work permanently at his school- as if...[comment
withheld] [name withheld].
'Freedom' banned in school? Posted: April 20, 2002 1:00 a.m. Eastern © 2002
WorldNetDaily.com
A music teacher in an inner-city Michigan grade school is getting an earful
from the higher-ups about the type of songs she can use in her classroom.
According to the April 17 issue of the Rutherford Institute's Insider, the
teacher isn't in trouble for having the children sing lines from the latest
Snoop Dogg rap album or even getting the tykes to trot out with something as
strictly verboten as "Jesus Loves Me."
No, said the Insider, "school administrators informed her that she could
not use any songs in class that contain the words 'freedom' or 'liberty.'"
Why not, you might wonder. Simple: "Because some children in the school are
not U.S. citizens."
I won't bother raising my hand before asking the following questions:
Since when did freedom and liberty become exclusively American?
Since when did they become so offensive to foreigners? Immigrants used to
doff their digs and come here for those things. What's more, since when do
we give a rip if they are offensive to foreigners? As imperfectly as we
protect and defend our liberties, Americans should be proud of them. We
should exult in the providence that took Hebraic legal tradition, hundreds
of years of English common law, the guts, wits and wisdom of a few pasty,
colonial landholders and distilled it into the Declaration of Independence
and the Constitution of the United States.
While Rutherford is looking to take a whack at the offending educrats in
Michigan, we should use this example as a temperature reading of how
chilling the atmosphere is to traditional American values the nation over.
Beyond that, we need to reflect upon the fact that as traditionally
American as those values may be, they are not exclusively American.
Championing freedom around the globe is just as important as it is in the
classrooms - which also provides a nice comparison with which to judge the
public-school establishment:
The people most opposed to the propagation of freedom abroad are typically
the dictators and strongmen who stand everything to lose if liberty should
prevail in their countries. They value their power and pelf more than
others' freedom.
So, dispensing with the hypersensitive hogwash, it's clear that the reason
teachers are being forbidden to utter the words "freedom" and "liberty" has
little to do with offending foreigners, as was suggested, and a lot more to
do with the fact that educrats simply don't put a high value on freedom and
liberty.
For these mini dictators, freedom and liberty are all well and good so far
as they go, but they're not so important that we can't shut up about them if
a few kids and their parents get flustered over the fact.
Back to reality for a moment: Even if people are so sensitive they break
out in rashes over use of the words, gagging a pedagogue in this manner is
hardly defensible.
This isn't as simple as some misguided separation-of-church-and-state
argument, where folks quickly concede to a position at which the founders
would have laughed out loud. This is like separating government from
government:
We hold these Truths to be self-evident, that all Men are created equal,
that they are endowed by their Creator with certain unalienable Rights, that
among these are Life, Liberty, and the Pursuit of Happiness - That to secure
these Rights, Governments are instituted among Men, deriving their just
Powers from the Consent of the Governed. .
Governments are instituted to secure liberty. So keeping a public school
teacher from using the word "liberty" in a song is tantamount to the
separation of the government and its very purpose for existing. As the
founders were well-aware, this is precisely the junction at which tyranny
arises in a society.
When the government values other things above the life, liberty and
property of its citizens, the citizens had better watch out - you can read
the rest of the Declaration to see what happens next.
Forbidding a teacher from chirping choruses with "freedom" won't roll us
into a dictatorship tomorrow. But when public school officials - the people
entrusted with your children's education - don't value freedom and
traditional American liberties, you can rest assured that plenty of kids
coming out of those propaganda mills won't either, and creating a few
generations of children that don't respect basic liberties is the surest way
to lose them.
Joel Miller is the book editor for WorldNetDaily. Additionally, his own
publishing company, Oakdown, recently published "God Gave Wine" by Kenneth
L. Gentry Jr.
© 2002 WorldNetDaily.com, Inc.
A
Chester L McWhorter Sr, 504 N. Brighton Rd, Lecanto, Occupied Florida, C. S.
A., 34461. Ph: 352-344-9073. Fax: Same.
Email: robertthebruce@naturecoast.net 029.0.4.0 # 15 End.
"I do verily believe that a single, consolidated government would become the
most corrupt government on earth." Thomas Jefferson to Gideon Granger, 1800.
"Necessity is the plea for every infringement of human freedom. It is the
argument of tyrants, it is the creed of slaves." William Pitt speech to the
House of Commons.
"You shall have one world government, whether or not you like it, by consent
or by conquest." Former FDR aide, James Warburg CFR/TC, in testimony before
the US Senate Foreign Relations Committee, 17 Feb 1950.