Brainwashing In
America...
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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
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
http://www.southern-style.com
Subject: Brainwashing In America Date: Saturday, March 10, 2001 9:24 PM.
Brainwashing In America. WHY FEW DARE CALL IT CONSPIRACY...
Part 1. by Berit Kjos.
http://www.worthynews.com/news-features/brainwashing.html#3
"...absolute behavior control is imminent.... The critical point of
behavior control, in effect, is sneaking up on mankind without his
self-conscious realization that a crisis is at hand. Man will... never
self-consciously know that it has happened." [1] Raymond Houghton, To
Nurture Humaneness, ASCD (curriculum arm of the NEA), 1970.
"The Protestant Ethic will atrophy as more and more enjoy varied leisure
and guaranteed sustenance.... Most people will tend to be hedonistic..."
[2] Feasibility Study, Behavioral Science Teacher Education Program
(B-STEP), Department of Health, Education and Welfare, Bureau of Research,
1969
"We were trained in all phases of warfare, both psychological and physical
for the destruction of the Capitalistic society and Christian civilization.
In one portion of our studies we went thoroughly into the matter of
psycho-politics. This was the art of capturing the minds of a nation through
brainwashing and fake mental health... During the past few years I have
noted with horror the increase of psycho-political warfare upon the American
public." [3] Kenneth Goff, member of the U.S. Communist Party from 1936 to
1939.
"Information is useful only if citizens can put it into a framework of
knowledge and use it to solve problems, form values, and make choices.
Education for sustain-ability will help them make individual and collective
decisions that both benefit themselves and promote the development of
sustainable communities. [It] must involve everyone." [4] From the President
[Clinton]'s Council on Sustainable Development which, like other national
PCSDs, follows guidelines from the UN Commission on Sustainable Development
(See Local Agenda 21)
Brainwashing is not, as some educators and students contend, Christian
child-raising. American freedom includes the promise that parents would have
the right to train their children to follow God's ways. The word
"brainwashing" refers to a planned, step-by-step attempt to "wash"
family-taught beliefs from the minds of those who oppose government
ideology. In America, it would mean replacing the old Biblical values and
world view with a new way of thinking that would support a totalitarian
agenda. In other words, every child must become a peace child, a willing and
active servant of a new world order.
A massive world-wide partnership is pioneering new strategies for social
transformation. The media, the entertainment industry, computer companies,
government agencies, educational institutions, the United Nations and its
accredited Non-Governmental Organizations (NGOs) have all joined together in
a common quest for a global mind change. They seek solidarity -- a worldwide
unity based on a new set of beliefs and values. "Obsolete" and "exclusive"
loyalties to national sovereignty, Biblical values, and the unadulterated
U.S. Constitution stand in their way.
Conforming the masses to their way of thinking requires all the
sophisticated tools and tactics developed at the various "behavioral science
research" institutes and "education laboratories" established first in
England, then in the Soviet Union and Nazi Germany, and finally in the
United States. If these psycho-social engineers win their battle against an
unsuspecting public, they would "wash" away individual thinking, free speech
and all the other "rights" that have made America unique. The vacuum would
be filled with lofty ideals, enticing images and deceptive promises designed
to mold minds that match their global vision. Group thinking and other
controls and "incentives" would enforce compliance. (See Mind Control and
The UN Plan for Your Mental Health)
Bombard children with mind-changing suggestions A familiar tale told to
first-graders in Pennsylvania illustrates both the tactics and the planned
transformation of the world. We all know the story of the Little Red Hen who
wanted some bread to eat. She asked some of her barnyard friends to help
make it. But the cat, the dog, and the goat all said "no." Finally she did
all the work herself. Yet, when the bread was done and its fragrance spread
throughout the farm, her unwilling neighbors were more than willing to help
her eat it.
"Won't you share with us?" they begged. "No," she answered. "Since you
didn't help, you don't get anything." In the context of traditional values,
the moral of the story is: you get what you work for. But those who have
learned to think and see from the new global perspective are led to another
conclusion. Listen to the kinds of questions the first grade teacher asked
her class: "Why was the Little Red Hen so stingy? Isn't it only right that
everyone gets to eat? Why wouldn't she share what she had with some who had
none?" [5] The concerned mother who heard and reported this story asked,
"What kinds of values were the children taught?" The new interpretation
emphasizes love and sharing, but what is missing? How might it confuse a
child's values?
The answers are obvious. The children were taught socialist values. The new
interpretation vilified values that had motivated Americans to be diligent,
responsible and fair. The teacher's questions were actually strategic
suggestions prompting the group to ridicule traditional values, to see
reality and society from the new politically correct perspective, and to
intimidate and shame anyone who dared to disagree.
A new mental "framework" is vital to this paradigm shift [see chart]. But
to launch the new system, the old patterns must be blurred and broken. The
educational establishment knows that children who are fed a daily diet of
biblical truth will resist their plans for change. They also know that
students bombarded with strategic suggestions and idealized pagan images
will probably reject Christianity. If schools can build the "right" kind of
framework or filter in the minds of children early enough, the new global
beliefs will fit right in. In other words, the battle for the hearts and
minds of America's children will be won by the side that first trains
children to see reality from its point of view.
This paradigm shift was no mystery to Aldous Huxley, author of Brave New
World. He wrote that education must provide a mental "framework... within
which any piece of information acquired in later life may find its proper
and significant place." [6] In the old days, that mental framework was the
biblical world view. But Huxley, like most of today's change agents, called
for a New Age/global framework. Like a filter, it blocks facts and ideas
that don't fit, but welcomes input that strengthens the framework --
especially when communicated through stories and images that stir the
imagination and arouse strong feelings.
Focus on feelings, not facts. This shift from factual education to feeling
and experience-based learning began over seventy years ago. Through the
decades, the strategies used to manipulate minds in the Soviet Union and
Nazi Germany were developed, first at the Tavistock Clinic near London and
later at Germany's Frankfurt Institute for Social Research. Their mind-bendi
ng methods soon spread to a rising number of psycho-social research centers
in America. They were fine-tuned at Columbia, Harvard, Stanford and other
American universities, at our regional educational laboratories and at the
Aspen Institute for Humanistic Studies where Elian Gonzales was remediated
in preparation for his return to a Communist system. (See Elian Starts
Re-Education) .
More recently, at the 1989 Governor's Conference on Education chaired by
Bill Clinton, Dr. Shirley McCune, then head of the Mid-Continent Regional
Educational Laboratory, summarized the policy in her keynote speech: "The
revolution in curriculum is that we no longer are teaching facts to
children. We no longer see the teaching of facts and information as the
primary outcome of education." [7] "What will take the place of logic, fact
and analysis in the coming age?" This rhetorical question was raised by Dr.
Donald A. Cowan, president emeritus of the University of Dallas. His
revealing answer exposes an important step toward the new consensus: "The
central way of thought for this new era will be imagination....Imagination
will be the active, creative agent of culture, transforming brute materials
to a higher, more knowable state." [8] It's easy to see why visionary change
agents would prefer to inspire the imagination rather than teach facts and
logic. Unlike facts and convictions, the imagination can easily be
manipulated. Today's popular books, games and other forms of edu-tainment
bring all kinds of suggestions and images that confuse the old ways of
thinking and promote the new values. They twist facts, turn right and
wrong upside down, stir the imagination with unthinkable suggestions,
redefine words, and give new meanings to old images such as the Little Red
Hen. (See Establishing a Global Spirituality).
Eventually, most students become conditioned to see everything through the
new politically correct mental filter. The sight of an old social symbol
(i.e. flag) or the sound of an word they have learned to hate (pastor, evil,
capitalism, etc.) can now trigger emotional reactions that cannot be
resolved with facts and logic. A simple example of this process was exposed
by a Christian teacher in Sunnyvale CA. During a public elementary school
assembly, the students sang the words of the Peacemakers' Planetary Anthem
to the tune of the Star Spangled Banner. This melody, which has symbolized
freedom to those who have loved America, now became a tactical trigger used
to turn hearts from the old ways to the new vision: O Say can you see by the
one light in all A New Age to embrace at the call of the nations, Where our
children can play in a world without war Where we stand hand in hand in the
grace of creation, Where the rivers run clean through forests pristine....
Inspiring, isn't it? The mental images behind those words illustrate the
"visioning" part of Outcome-Based Education (OBE) as well as Total Quality
Management (TQM). Both use the consensus process to create the collective
consciousness needed for the new communities and social organizations.
In the classroom, this process of change often begins with planned
"visions" that plant vivid but unrealistic goals into children's minds and
emotions. Next, students must learn to visualize scary images of the current
crisis. The crisis is vital to the process. It provides the justification
for environmental activism, government control, and unthinkable changes. So,
in stark contrast to the lofty ideal in the song above, the students must
learn to feel the pain of a dying earth abused by the ruling generation. The
colorful classroom manual on global change, Rescue Mission Planet Earth,
fits the bill. It is full of scary, sensational pictures and misguided
children's opinions that fire the imagination and fuel anger. Trained
teacher/facilitators turn this anger toward parents and grandparents who
must bear the blame for destroying our planet. This is important, because --
as in totalitarian countries around the world - children must learn to
submit to state-defined values and loyalties -- not their parents or
traditional values.
In Rescue Mission Planet Earth, page after page of pseudo-science and
twisted facts prepare the reader to follow the call to political action on
behalf of the United Nations and planet Earth. Unless they know the facts,
children and their teachers will have little resistance to the
heart-breaking images of dying trees, starving children, abused women and an
overcrowded planet drowning in pollution and rising oceans. It's all part of
the plan: create and/or publicize a crisis, vilify the "enemy of the
people", then market the pre-planned global solution to the world --
starting with the children. As in the former Soviet Union and Nazi Germany,
the school becomes a boot camp for an army of angry and self-righteous
rescuers, ready to argue using their feelings, not facts, against anything
that opposes their new and narrow idealism. (See third point in Paradigm
Shift) Rescue Mission Planet Earth is nothing less than "the children's
version" of the United Nations' Agenda 21. Sponsored by UNESCO and other
UN agencies and promoted by the President's Council on Sustainable
Development (see Local Agenda 21), the propaganda-filled children's book
helps create the needed "gap" between inspiring visions and a perceived
crisis scary enough to evoke strong feelings, change values and motivate
children to government-led social action.
"We have to re-orient education so that we turn out planetary careers
(sic)," explained David R. Woollcombe [9], President of Peace Child
International and head of the Rescue Mission Planet Earth project. He also
serves as Consultant to the Global Vision Corporation,[10] a massive
international NGO (Non-Governmental Organization) accredited to the UN
Commission on Sustainable Development. Behind the backs of parents around
the world, it works to transform the goals, the methods, the leaders, and
the process of education. "And that," continued Mr. Woollcombe,
"...requires, as Agenda 21 said, a re-orientation of education towards
sustainable development. It's a revolution we're talking about here! It's
going to require new materials, it's going to require much greater
involvement by young people themselves in their own teaching and education,
because actually, adults don't know as much and don't care as much about the
environment as many young people do. And it's going to require a much better
sort of facultative education, where teacher and students together are on
this exploratory journey about how you can square the circle between
economic growth and prosperity...." [11]
Before you dismiss Global Vision's power and influence, consider a few of
its partners and sponsors. They include UN agencies such as the United
Nations Environment Programme (UNEP), the United Nations Development
Programme (UNDP), the United Nations Children's Fund (UNICEF), the United
Nations Educational, Scientific and Cultural Organization (UNESCO), the
United Nations Population Fund (UNFPA), the World Health Organization (WHO),
the UN Centre for Human Settlements and the UN Centre for Human Rights.
It also includes numerous foundations, environmental groups, educational
institutions, and media and corporate giants such as the European
Broadcasting Union (EBU), Princeton University Centre of International
Studies, Columbia University Department of Religion, Mystic Fire Video,
Apple Computer, Sun Microsystems, The Image Bank, Bell Labs, Robert Muller,
Noel Brown, Federico Mayor, Nafis Sadik, Maurice and Hanne Strong (See World
Heritage "Protection?"), Gro Harlem Brundtland (Head of The World Health
Organization), the Dalai Lama, and movie moguls Bernardo Bertolucci and
Martin Scorsese. All have joined their talents and resources in a common
pursuit of the global consciousness envisioned by the United Nations.
A "new way of thinking" In 1994, President Clinton's Council on Sustainable
Development took a big step toward that global vision. It met with an
influential group of like-minded change agents at the Presidio - the
former army base in San Francisco that now houses the Gorbachev Foundation
USA and dozens of other UN-related organizations. Its partners included the
UN Environmental Programme, the EPA, the U.S. Departments of Education,
Labor, State and Energy, the Council of Chief State School Officers, the
American Federation of Teachers, Stanford, Colombia and other major
universities, the Sierra Club... and the organizers of the Rescue Mission
Planet Earth project. Their joint report, "Education for Sustainability,"
became a model for sustainable education. Quoting David Orr, author of Earth
in Mind, it states, "One result [of formal] education is that students
graduate without knowing how to think in whole systems, how to find
connections, how to ask big questions, and how to separate the trivial from
the important. Now more than ever, however, we need people who think broadly
and who understand systems, connections, patterns and root causes." [12]
emphasis added "Root causes" involve far more than ecology. Anything that
blocks the general acceptance of the new global ideology is suspect and must
be challenged.
Traditional beliefs and values rank high on the list of villains to their
vision of peace. For example, an international "Declaration on Tolerance,"
prepared by UNESCO and signed by its member nations, shows one of the major
"root causes:" * "Tolerance involves the rejection of dogmatism and
absolutism." * "Scientific studies and networking should be undertaken to
coordinate the international community's response to this global challenge,
including analysis of root causes and effective countermeasures, as well as
research and monitoring... " * "Promote rational tolerance teaching methods
that will address the cultural, social, economic, political and religious
sources of intolerance- major roots of violence and exclusion." Emphasis
added [13]
The earlier statement from Education for Sustainability stressed the "need"
for "people who think broadly and who understand systems, connections,
patterns and root causes" from a predetermined perspective. This kind of
thinking is -- and always have been -- crucial to brainwashing in
totalitarian regimes with a global mission.
A basic goal of UNESCO's worldwide program for "lifelong learning" was
summarized in Our Creative Diversity, the 1995 book-sized report from the UN
Commission on Culture and Development. Published by UNESCO, it tells us
that, "The challenge to humanity is to adopt new ways of thinking, new ways
of acting, new ways of organizing itself in society, in short, new ways of
living." [14] This "new way of thinking" has become the standard for mental
health in America. (See The UN Plan for Your Mental Health) As head of the
Department of Health and Human Services, Donna Shalala helped organize The
National Mental Health Services Knowledge Exchange Network. Ponder its
definition for mental health:"Mental health refers to how a person thinks,
feels, and acts when faced with life's situations. It is how people look at
themselves, their lives, and the other people in their lives ...and explore
choices." [15] Do you wonder what Dr. Shalala and her network of health
planners would consider good thinking? Or bad thinking? This definition
doesn't tell us. But Al Gore's 1992 best-seller, Earth in the Balance, helps
answer the question: "The fifth major goal of the Global Marshall Plan
should be . . . to organize a worldwide education program to promote a more
complete understanding of the crisis. In the process, we should actively
search for ways to promote a new way of thinking about the current
relationship between human civilization and the earth." [16] Vice-President
Gore was referring to an environmental crisis with psychological overtones.
As we pointed out in the article on Al Gore's Vision of Global Salvation, he
has diagnosed our basic social problem in America and suggested a solution:
"...we feel increasingly distant from our roots in the earth...we lost our
feeling of connectedness to the rest of nature." [17] "The richness and
diversity of our religious tradition throughout history is a spiritual
resource long ignored by people of faith, who are often afraid to open their
minds to teachings first offered outside their own system of belief. But the
emergence of a civilization in which knowledge moves freely and almost
instantaneously throughout the world has. . spurred a renewed investigation
of the wisdom distilled by all faiths. This pan-religious perspective may
prove especially important where our global civilization's responsibility
for the earth is concerned." [18] emphasis added Al Gore's [the Alpha Male!]
"pan-religious perspective" has helped lay the foundation for a global
environmental ethic. His vision of a "world education program" is nearing
reality. It fits right into the United Nations' education system. This
"seamless system" of partnerships and governmental agencies around the world
has two main goals: * Prepare human resources for a global workforce (see
Workforce Development Means Life-Long Indoctrination) * Bring the
"thinking" of the world's human resources into alignment and compliance with
the new global standards for Solidarity and Sustainable Development. (See
The UN Plan for Your Community) In other words, people must learn "to look
at themselves" as part of the collective society, not as individuals. Their
sense of worth must be based on participation in the community and
compliance with the new ideology, not on individual beliefs or independent
choices. A continual barrage of classroom "assessments" and surveys must
test and track how children and their parents think, "explore choices" and
draw conclusions. To win this battle for the minds of the world, the United
Nations and its powerful partners have agreed to put aside integrity and
employ any possible means to reach their end. But they must still must
operate according to guidelines that demand, at least, a perception of the
consent of the masses.
Therefore, the means to their end must be both subtle and deceptive,
employing all the skills and strategies proven successful in the
totalitarian countries of the 20th century. Al Gore summarized the attitude
behind this global agenda well: "Adopting a central organizing principle -
one agreed to voluntarily - means embarking on an all-out effort to use
every policy and program, every law and institution, every treaty and
alliance, every tactic and strategy, every plan and course of action - to
use, in short, every means to halt the destruction of the environment. . . .
Minor shifts in policy, moderate improvement in laws and regulations,
rhetoric offered in lieu of genuine change-these are all forms of
appeasement, designed to satisfy the public's desire to believe that
sacrifice, struggle and a wrenching transformation of society will not be
necessary." [19] Emphasis added Our leaders have already shown us that Al
Gore's words, "every tactic and strategy..." includes compromise, lies,
deception, and propaganda. Where Biblical values have been dismissed as
obsolete, these tactics seem are perfectly acceptable to those who lead this
spiritual and psychological war for control of the masses. The UN, with help
from the Clinton-Gore administration, have already re-invented the concept
of government. Its new global management system would be based on its
principle of sustainable development or rather, the 3 E's: Environment,
Economy and Equity. It means using a grossly exaggerated view of the
environmental "crisis" to re-educate the masses, persuading them to accept
totalitarian tactics for redistributing the world's economic resources and
creating socialist equality. (See Local Agenda 21- The U.N. Plan for Your
Community).
Take a look at the envisioned world of the 21st century: OLD PARADIGM
Beliefs --- Based on Bible Culture --- Western individualism Values ---
Based on the Bible (absolute, unchangeable truth) Morals --- Moral
boundaries Rights --- Personal freedom Economy - Free enterprise
Government - By the people NEW PARADIGM Beliefs --- -Blend of New Age &
earth-centered religions Culture --- Global solidarity Values --- Based on
human idealism (easy to manipulate) Morals --- Sensual freedom Rights ---
Social controls Economy - Socialist collective Government - By those who
control the masses The masses would be controlled through the Hegelian
dialectic (consensus) process by globalist leaders who would view the world
through the new filter of globalism. Polls, propaganda, simple slogans, and
continual conflicts would be essential to its success. In fact, the greater
the perceived crisis, the faster the leader can assume the coveted political
powers that true freedom forbids. President Clinton has already mastered
these totalitarian strategies, as Mikhail Gorbachev suggested in a 1993
editorial: "Bill Clinton will be a great president if he can make America
the creator of a new world order based on consensus." Remember, consensus
demands a felt crisis, and today's moral crisis - created by trading moral
boundaries for sensual freedom -- serves the purpose well. The absence of
absolute boundaries leads to social chaos which, in turn, calls for social
controls that would have been unthinkable under the old paradigm. In other
words, the official promotion of sensual indulgence serves a political
purpose. Aldous Huxley summarized it well in Brave New World: "As political
and economic freedom... diminishes, sexual freedom tends compensatorily to
increase. And the dictator... will do well to encourage that freedom. In
conjunction with the freedom to daydream under the influence of dope, movies
and the radio, it will help to reconcile his subjects to the servitude."
(page xvii) Endnotes:
[1] Raymond Houghton, To Nurture Humaneness: Commitment for the '70's (The
Association for Supervision and Curriculum Development of the NEA, 1970)
[2] Sustainable America: A New Consensus, The 1996 Report from the
President's Council on Sustainable Development, page 70, one of over 150
similar national councils implementing Agenda 21 under the direction of the
UN Commission on Sustainable Development.
[3] Brainwashing: A Synthesis of the Russian Textbook on
Psychopolitics,pages 19-20. Edited by the late Kenneth Goff, a former member
of the communist Party, USA, who voluntarily testified before the
Un-American Committee in Washington DC in 1939. His testimony can be found
in Volume 9 of that year's Congressional Record.
[4] Sustainable America (The President's Council on Sustainable Development,
1996); page 70.
[5] This story was included in the first grade curriculum in New Pittsburgh,
PA. The story was also told--using the new paradigm context--at a parents'
meeting explaining Character Education. Anita Hoge, formerly a Pennsylvania
mother and researcher, reported the story to me.
[6] James Quina, "Aldous Huxley's Integrated Curriculum," Holistic Education
Journal (December 1993); 54.
[7] At the time of her 1989 keynote speech, Shirley McCune presided over
the Mid-Continent Regional Educational Laboratory (McREL). The Regional
Educational Laboratories are private, non-profit corporations which are
funded, in whole or in part, under Title IV of the Elementary and Secondary
Education Act of 1965. Each lab operates under a contract with the Division
of Educational Laboratories, Bureau of Research, U.S. Office of Education.
[8] Spoken at a 1988 forum address at the Dallas Institute of Humanities and
Culture. This address formed the nucleus for his book Unbinding Prometheus:
Education for the Coming Age.
[9]
http://www.global-vision.org/sustainability/education.html
[10] http://www.global-vision.org/
[11]
http://www.global-vision.org/sustainability/education.html
[12] Education for Sustainability: An agenda for action, the report from the
"National Forum on Partnerships Supporting Education about the Environment,"
a demonstration project of the President's council on Sustainable
Development, held at the Presidio, San Francisco, in the fall of 1994, page
11.
[13]
http://www.unesco.org/tolerance/declaeng.htm
[14] Our Creative Diversity, UNESCO, 1995, p.11.
[15] The National Mental Health Services Knowledge Exchange Network (KEN) at
http://www.mentalhealth.org/child/Wefsk4.htm
[16] Al Gore, Earth in the Balance--Ecology and the Human Spirit (Boston:
Houghton Mifflin Company, 1992), page 355.
[17] Ibid., page 1
[18] Ibid., pages 258-259.
[19] Ibid., page 274. "Formal education carried on subversively, can be in
the forefront of building a new moral order... it provides some measure of
the physical and social isolation necessary for the incubation process."
(Roberta T. Ash; "Durkheim's Moral Education Reconsidered: Toward the
Creation of a Counterculture". In SCHOOL REVIEW, November, 1971, p. 132)
"The time has come to recognize the United Nations for the anti-American,
anti-freedom organization it has become. The time has come for us to cut off
all financial help, withdraw as a member, and ask the United Nations to find
a headquarters location outside the United States that is more in keeping
with the philosophy of the majority of
voting members, someplace like Peking or Moscow." U.S. Senator Barry
Goldwater.
Here is an interesting and alarming article about what is happening today
at a California public high school. I realize that there are some
government schools that have a strong Christian influence from certain
teachers and students who attend them. To the extent that they are
successful in reaching some for Christ, I applaud them. However, in none of
those schools can this Christian influence actually change the Government
school's CURRICULUM from atheism, evolution, and perversion to Christianity,
creation-ism, and morality.
I urge Christians (and everyone else who objects to this situation) to
choose private school alternatives.
Thank you for reading this letter
Sincerely, Frank Hamann - John Birch Society Chapter Leader 161 S Craig
Drive; Orange, CA 92869 (714) 997-7951
http://www.geocities.com/CapitolHill/Lobby/6707 Jesus said "Truly, truly,
I
say to you, if anyone keeps My word he shall never see death." (Jn 8:51)
"Gay Days" at Santa Rosa High
A glimpse into the brave new world of sexual diversity in California
schools.
Eyewitness Report by Attorney Scott Lively
http://www.scottlively.com/
I have long warned that the agenda of the "gay" movement for public
education is to turn schools into recruiting centers for homosexual
activism. As I saw last week with my own eyes, Santa Rosa High School is one
place where this agenda has been fully implemented. I was privileged to be
one of a panel of experts opposed to the "gay" agenda who had been allowed
to make one 50-minute presentation during the first day of Diversity Week at
the school. The Principal, Mr. Waxman, considered this single slot
sufficient to provide balance in a week-long program that included more than
20 hours of pro-homosexual indoctrination of students. The requirement of
balance had been imposed on the school by the school board following a
parental revolt the prior year, when a single Day of Diversity at another
local high school in the district failed to include any opponents of the
homosexual political agenda.
This year, parents were better prepared, and on the first day of
Diversity Week over a dozen of them went to school in the place of their
teens. One group went immediately to the office of the new school
superintendent to ask why the school had failed to provide balance as the
parents had been promised. As it happened, the superintendent was the same
person who had written the school board policy requiring balance, and he in
turn called Mr. Waxman into his office to face the parents himself.
Meanwhile, other parents fanned out across campus to find out just what had
happened to turn their school into a hotbed of "gay" activism.
What they (and I) learned during the course of that day was astonishing,
even to a veteran pro-family leader like myself. We discovered a
comprehensive system for promoting homosexuality to the student population,
complete with a taxpayer-funded staff facilitator and the approval of the
administration. The paid facilitator is a veteran "gay" activist named Jim
Foster. Foster teaches what is called Peer Education at the school and also
runs an off-campus community center called Positive Images where "gay" teens
can mingle with older homosexuals. I met several members of Foster's
eight-person "Peer Education" class, each of whom was an outspoken,
self-identified homosexual, bisexual or trans-gendered teen. Each member of
Foster's class receives the title of Peer Counselor, which appears to bestow
upon its bearers a special status in the student peer group. One member of
the class whom I interviewed told me that it was the Peer Education class
which had designed and sponsored Diversity Week The young man seemed
remarkably unimpressed that the school had turned over the entire campus for
a full week to accommodate the social engineering projects of his small team
of "gay" activists-in-training.
"Gay" activists they were indeed. The week's schedule included at least
four sessions on "homophobia," and many additional hours devoted to gender
issues, tran-sexualism and other topics dear to the "gay" movement. While
prominent, homosexuality was not the only subject. Other sessions featured
radical environmentalism, animal rights, veganism and reasons to hate
America.
I took the opportunity to sit in on a "Panel on Homophobia." It was worse
than I expected. Seven or eight young people sat in a row on tables at the
head of the room and addressed a standing-room-only crowd of their peers.
They took turns giving personal testimonies about how joining the "gay"
movement has changed their lives from misery to bliss. Each one began by
establishing his or her credentials as a victim of "homophobia," then
explained how he or she had "come out" as "gay", lesbian, bisexual or
transgendered. Each finished by reciting how much he or she now felt loved
and accepted in the "gay" movement. Frankly, the only comparable experience
I have ever had to this has been in church settings where people have
testified as to how Christ changed their lives. Only here, the "savior" was
identified as the "gay" community.
I spent a lot of time looking at the faces of the teens in the room.
These seemed like typical, high school kids from middle- and
upper-middle-class homes. Alarmingly, I saw no hint of disapproval in their
faces. They listened raptly and when the speakers talked about the pain of
"homophobia," the audience clearly empathized with them. When the speakers
offered the old chestnut that "no one would choose a lifestyle that evokes
such hostility from others," the heads nodded. I wanted to challenge the
blatant sophistry that had duped these young minds, but I was only a
spectator. One young man, who declared that he was a bisexual, openly
attacked Christianity in his presentation and no one objected. A parent
later told me that this young man, on his "bi days," comes to school in drag
and uses the girls' restrooms. The school officials do not object.
Angered at what I had seen, I went to visit Mr. Waxman. He, still
stinging from his earlier meeting with parents in the superintendent's
office, greeted me warily, but was unwilling to concede any error in
allowing the Diversity Week program or in the manner in which it was being
conducted. He defended the unqualified use of the term "homophobia" and
rejected out-of-hand the notion that 20-plus hours of one-sided
pro-homosexual instruction amounted to indoctrination. It was clear that
this man was decidedly not on the side of the parents. However, he did
grudgingly agree to try and find additional slots in the program for our
speakers. I later headed one such addition in the art department, while a
second group of parents headed another. Upon leaving Mr. Waxman's office, I
was confronted by a teenage girl who announced that she was the head of the
"Gay Straight Alliance" club on the campus. Her overt purpose in addressing
me was to gloat that the new club already had more than 40 members and was
making huge strides in converting students to the "gay" cause. She searched
my eyes as she told me and was visibly pleased that I was pained by the
news. As she walked away, one of her companions said aloud, "I hope he
dies." Later, as I was leaving the campus, one of the parents called to me
from across the parking lot and gestured me over to a car parked near the
office.
As I approached, I saw that its license plates read Pos Imag. It was Jim
Foster's car. "Look on the seat," said the parent. There, as if placed to be
noticed by passers-by, was a black and white poster. It was a picture of
young boys around the age of puberty sitting together on some front porch
steps. In big block letters at the bottom of the picture read the message
"INCITE QUEERNESS." Nothing could have more perfectly captured the spirit of
perversion that permeated this day of "diversity."
"The only thing necessary for evil to triumph is for good men to do
nothing." Edmund Burke 1729-1797 "Those who beat their swords into
plowshares will plow for those who still have swords."
Alan Caruba. Local Schools? Don't Make Me Laugh!
As parents prepare to send their children back to school, more
and more of them at some point discover that their local school board has
no control whatever over what is taught in their schools. They discover that
the schools are controlled by a combination of the teacher's unions and the
federal government. A recent Wall Street Journal editorial revealed that
"secret documents show that the National Education Association has become
the Democratic Party."
House Majority Whip, Tom DeLay [R-TX,] has said that he wished he had not
voted for The Elementary and Secondary Education Act that authorizes federal
grants to local public schools kindergarten through 12th grades. "I came
here to eliminate the Department of Education," said DeLay, "so it was very
hard for me to vote for something that expands the department, but this is
one of his [Bush's] big agenda items." DeLay, loyal to his President and his
Party, did not want to be an obstructionist, but now he hopes the bill dies
in a conference committee. I do, too. You should as well.
As reported in The Wall Street Journal, "Last year, Congress approved
$18.5 billion in grants for primary and secondary education. The House
version of this year's bill would up that 24% to $23 billion, while the
Senate version hikes it 122% to $41 billion. Both versions would require
states to administer federally approved tests in addition to the statewide
tests they already administer. The Senate bill would mandate the states use
the National Assessment of Education Progress test." In short, children from
one end of America to another would all be learning exactly what the
Department of Education determines, not your state's department of education
and not your local school board.
This system is a total failure. Writing in the Los Angeles Times on
August 3rd, Richard Lee Colvin, their education reporter said "Despite a
decade of progress in mathematics, only about one in four students in the
fourth and eighth grades demonstrates a solid grasp of math topics normally
taught in those grades." This finding was based on the National Assessment
of Educational Progress administered in 2000. The worst performers on the
test were Black and Hispanic students, but the other kids didn't do much
better.
Suffice it to say that the 'progress' measured by the test has, for years
now, demonstrated that children passing through our schools simply are [1]
not being taught the fundamentals of reading, writing, and arithmetic and
[2] are most certainly not learning whatever it is they are being taught.
They consistently lag behind children in foreign nations receiving
instruction in these same topics.
Despite this dismal record of performance, the only answer President Bush
and Congress offers is to throw more and more billions at a totally failed
system.
What are children learning? Here's what syndicated columnist, Linda
Bowles, revealed in a recent edition of The Washington Times some of the
things being taught in our nation's classrooms these days. To wit, teachers
are underpaid, God is irrelevant, big business is ruining the environment,
society - not the criminal - is responsible for crime, Thomas Jefferson was
a racist, 2 plus 2 equals whatever, competition is destructive. Further,
students learn that the Boy Scouts, the Catholic Church, and Southern
Baptists are all hate groups and that the government is the source from
which all blessings flow, high taxes are good for America, and that equality
is more important than excellence.
Today's school children are no longer really in school to learn the
basics that will prepare them for useful lives. They are in school to be
indoctrinated by the NEA's socialist agenda.
They are there to be deliberately dumbed down to a point where they are
largely useless to those who employ them for any reason. And your government
is preparing to expand its control over your schools through billions of
dollars in grants and mandated testing programs that will force teachers to
'teach to the test,' thus leaving them as ignorant as stone age cave people.
029.20.0.0 # 34 End.
"We can't be so fixated on our desire to preserve the rights of ordinary
Americans." Comrade Pres W. J. Klinton. USAToday. 11 Mar 93. Pg 2A. "You
know the one thing that's wrong with this country? Everyone gets a chance to
have their fair say." Comrade Pres W. J. Klinton. 28 May 93. The Courtyard.
City Hall, Philadelphia. "I'm not going to have some reporters pawing
through our papers. We are the President." Comrade Hillary Diane Klinton.